Advances in Autism Complex Social and Language Skills: The Assn for Behavior Analysis Autism Conference 2013
Sharon Reeve of Caldwell College, discussed Promoting Generalization of Play and Social Skills in Individuals With Autism, which included , sharing, helping and engagement in joint attention. Her approach involves two interlocking methods, general and multiple exemplar training. She begins by identifying exemplars that adequately reflect the diversity of the stimulus characteristics likely to be present under generalization conditions, and provide multiple variation of situation that should evoke the target behavior. In one series of studies she used toy campers, castlers and other similar familiar scenario-based toys. Provide multiple variation of situation that should evoke the target behavior. The basic intervention uses video modeling in which the child is taught to engage in the target play responses while the video is shown, with the assistance of manual and vocal prompts which are gradually faded with time delay. In another important skill category, Reeve, Reeve, Townsend and Poulson (2007) developed a method that enabled kids with autism to learn skills such as Cleaning, Replacing broken materials,Picking up objects, and Putting items away. The strategy was similar beginning with identifying the relevant cues that cut across situations all sharing in common the feature that someone needs assistance. Using video modeling with prompts and prompt fading they have had a high degree of success with children who have already learned motor imitation. The third complex skill category involved joint attention, one of the hallmark deficits in autism. They all shared two common features, the presence of adult and unusual or interesting event in environment. The skill is taught using scripts which are faded. Reeve and colleagues measured the number of scripted, unscripted, and novel statements made by the kids in the presence of novel, unexpected stimuli which called for expressions of joint attention.
to be answered than solved, and seldom help us practically teach kids with autism how to develop those complex skills.
DVD copies of these and other conference presentations will be available for purchase at the ABAI Learning Center which can be used as the basis for CE Credits.
Sharon Reeve, PhD, BCBA-D Executive Director, Center for Autism and Applied Behavior Analysis, Caldwell College
Carlile, K., Reeve, S. A., Reeve, K. F., & DeBar, R. M. (in press). Using activity schedules on the iPod touch© to teach leisure skills to children with autism. Education & Treatment of Children.
Marzullo-Kerth, D., Reeve, S. A., Reeve, K. F., & Townsend, D. B. (2011). Using multiple-exemplar training to teach a generalized repertoire of sharing to children with autism. Journal of Applied Behavior Analysis, 44, 279-294.
Blum-Dimaya, A., Reeve, S. A., Reeve, K. F., & Hoch, H. (2010). Teaching children with autism to play a video game using activity schedules and game-embedded simultaneous video modeling. Education & Treatment of Children, 33, 351-370.
Deitchman, C., Reeve, S. A., Reeve, K. F., & Progar, P. R. (2010). Incorporating video feedback into self-management training to promote generalization of social initiations by children with autism. Education and Treatment of Children, 33(3), 475-488.
Bridget Taylor, PsyD, BCBA-D, CEO Alpine Learning Group, Inc.
White, E. R., Hoffman, B., Hoch, H., & Taylor, B. A. (2011). Teaching teamwork to adolescents with autism: The cooperative use of activity schedules. Behavior Analysis in Practice. 4
Taylor, B.A., & Hoch, H. (2008). Teaching children with autism to respond to and initiate bids for joint attention. Journal of Applied Behavior Analysis. 377-391.?
Anglesea, M. M., Hoch, H., & Taylor, B. A. (2008). Reducing rapid eating in teenagers with autism: Use of a pager prompt. Journal of Applied Behavior Analysis, 41, 107-111.
Kimball, J. W., Kinney, E. M., Taylor, B. A., & Stromer, R. (2004). Video enhanced activity schedules for children with autism: A promising package for teaching social skills. Education and Treatment of Children, 27, 280-298.
Jonathan Tarbox, PhD, BCBA-D, Director of Research, Center for Autism and Related Disorders, Inc.
Bergstrom, R., Najdowski, A.C., & Tarbox, J. (in-press). Teaching children with autism to seek help when lost in public. Journal of Applied Behavior Analysis.
Ranick, J, Persicke, A, Tarbox, J, Kornack, J.A. (2013) Teaching children to detect and respond to deceptive statements. Research in Autism Spectrum Disorders. 7, 503-508.
Persicke, A., Tarbox, J., Ranick, J. & St.Clair, M. (2012) Establishing metaphorical reasoning in children with autism. Research in Autism Spectrum Disorders. 6, 913-920.
Gould, E., Tarbox, J., O’Hora, D., Noone, S., & Bergstrom, R. (2011). Teaching children with autism a basic component skill of perspective-taking. Behavioral Interventions, 26, 50-66.