Association for Behavior Analysis International Autism Conference : Translational Science and Effective Practice
(January 22-24, 2010 at the Hyatt Regency Chicago, IL),
so if you want to attend, today's the day to make those arrangements!)
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**1/24/10- John Eshleman, Ed.D, BCBA of the Chicago School of Professional Psychology pointed out that there was another Chicago School student poster displaying Standard Celeration Charts that also deserves a shout-out - that by Megan Morien and Melissa Twarek. 'Glad to do it, and thanks for alerting us to the presentation!
Poster Session #2, Saturday, January 23, 2010, 5:30 PM - 7:00 PM. Columbus Hall
34. The Effects of Extinction Paired with Other Interventions on Inappropriate Touching Behavior (AUT Autism; Applied Behavior Analysis)
MEGAN N MORIEN (The Hope Institute), Melissa Twarek (The Hope Institute)
Abstract:
When teaching or interacting with individuals diagnosed with developmental disabilities, there are often individuals who engage in problem behavior (e.g., aggression, talking out, inappropriate touching, etc.). The present study investigated the effects of extinction combined with other interventions on inappropriate touching behaviors emitted by a 15-year-old male diagnosed with autism, moderate cognitive impairment and speech/language impairment. Through an ABCD experimental design, the rate of inappropriate touches emitted by the participant were recorded across different interventions. With the purpose of reducing instances of social disapproval and possible injury, the present study investigated the effects of pairing extinction with differential reinforcement of alternative behaviors (DRA), non-exclusionary time out (NETO) and functional communications training (FCT) to decrease the occurrences of inappropriate touching behavior. The results from this study were consistent with past research indicating that the combination of extinction paired with DRA and FCT was effective showing consistently low rates of responding, which included zero rates of responding during four sessions (Fyffe, Kahng, Fittro & Russell, 2004; Shukla & Albin, 1996).---------------------------------
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For the purposes of this blogpost, however, we'd like to give a special shout-out to one of the student presenters in
Poster Session I, Friday, January 22, 2010, 6:00 PM - 9:00 PM, Columbus Hall,
24. The Effects of Precision Teaching on the Acquisition of Math Skills Across Three Learning Channels in Students Diagnosed With Autism
(AUT Autism; Applied Behavior Analysis)
MARGARITA METOYER (The Chicago School of Professional Psychology)
Abstract:
With the surging need in the United States for evidence-based educational practices, as discussed by Moran and Malott (2004), effective instruction techniques have increasingly been adapted as part of school curricula in recent years. Precision Teaching (PT), founded by Ogden Lindsley (1992), has been used to evaluate fluency in academic subjects by using practice, measurement, and recording of specific behavioral outputs, also known as learning channels (Haughton, 1980). The field of PT has various studies evaluating learning channel fluency in typical populations (Nancarrow, 1983), and math drill effects on math performance (Raggio & Bitgood, 1982). However, there is limited research on the comparison of celeration within learning channels and the acquisition of math fluency in students with a diagnosis of autism. The present study examined the effects of Precision Teaching (PT) on the acquisition of math skills across three learning channels. See/Say worksheets, Hear/Say timings (Haughton, 1980) and Say All Fast Minute Every Day Shuffled (SAFMEDS) cards (Graf & Lindsley, 2002) were used throughout the study with 9 participants diagnosed with autism, enrolled in The Hope Institute Learning Academy and Satellite Program in Chicago for elementary school and high school students diagnosed with developmental disabilities.If you're at the Autism Conference, stop by Margarita Metoyer's poster and give her some appreciation for the research she's working on!
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For reference or further reading,
The Chicago School of Professional Psychology
Applied Behavior Analysis Program
p.180, Learning channels, in Binder, C. (1996).Behavioral fluency: Evolution of a new paradigm. The Behavior Analyst, 19(2), 163-197.
Graf, S., & Lindsley, O.R. (2002). Standard Celeration Charting 2002. Youngstown, OH: Graf Implements.
Haughton, E. C. (1980). Practicing practices: Learning by activity. Journal of Precision Teaching, 1(3), 3-20.
Lindsley, O.R. (1992). Precision teaching: Discoveries and effects. Journal of Applied Behavior
Analysis, 25(1), 51-57.
Moran, D.J., & Malott, R. (2004). Evidence-Based Educational Methods. Academic Press.
ISBN-13: 978-0125060417
Raggio, S., & Bitgood, S. C. (1982). The effect of number of math drills per day on math performance. Journal of Precision Teaching, 3(2), 50, 51.
Wolking, W. D., Sakowitz, S., & Nancarrow, E. (1983). Some comparisions between see/write and see/type arithmetic timings. Journal of Precision Teaching, 4(2), 25-28.
The Hope Institute Learning Academy
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DISCLAIMER: Information is posted for informational or educational purposes of readers but is not, nor claims to be, an official outlet of the Standard Celeration Society or any other organization or business.
Readers are directed to seek definitive information from those primary sources
DISCLAIMER: Information is posted for informational or educational purposes of readers but is not, nor claims to be, an official outlet of the Standard Celeration Society or any other organization or business.
Readers are directed to seek definitive information from those primary sources
