Invited Speakers and Presentations

   
 
Alison Betz
Bio: Alison Betz received her Ph.D. from the Department of Special Education at Utah State University. During this time her research focused on training educational staff on the principals of ABA, verbal behavior, and teaching social skills to children with autism. After receiving her Ph.D., Alison completed a post-doctoral fellowship at University of Nebraska Medical Center’s Munroe Meyer Institute in the Severe Behavior Disorders Clinic. While completing her post-doctoral work and throughout the past year at FIT, Alison has developed four major lines of research; 1) verbal behavior; 2) Evaluating methods of schedule thinning following the treatment of severe problem behavior; 3) Evaluating token economies through the use of the principles of behavioral economics; and 4) the assessment and treatment of food refusal and selectivity with children with disabilities.

TITLE: The Use of Stimulus Control Procedures to Manage Problem Behavior during Early Intervention Services with children with Autism

ABSTRACT: Behavioral treatments such as Differential Reinforcement of Other Behavior (DRO), Response Interruption and Redirection (RIRD), and Noncontingent Reinforcement (NCR) have been shown to be effective interventions to decrease problem behavior with children with autism and other developmental disabilities such as. Although shown to be effective, such interventions may be difficult to implement in the individual’s natural environment by caregivers and teachers. Thus, it is imperative to evaluate procedures that can be implemented with high levels of integrity in the natural environment while maintaining low levels of problem behavior. One possible method of promoting generalization to the natural environment is the use of contingency-specifying stimuli that can be transferred to multiple settings while maintaining control over the target behavior. This presentation will review current research evaluating the effects of the use of conditioned stimuli to promote generalization across settings.

Alysson Renato Muotri
Bio: Dr. Muotri earned a BSc in Biological Sciences from the State University of Campinas in 1995 and a Ph.D. in Genetics in 2001 from University of Sao Paulo, in Brazil. He moved to the Salk institute as Pew Latin America Fellow in 2002 for a postdoctoral training on the fields of neuroscience and stem cell biology. He then became an Assistant Professor at University of California in San Diego since 2008. His research focuses on human brain development and evolution, exploring mobile elements as generators of neuronal diversity. Dr. Muotri’s lab is also interested on modeling neurological diseases, such as Autism Spectrum Disorders, using human induced pluripotent stem cells. He received several awards, including the prestigious NIH Director’s New Innovator Award and the Emerald Foundation Young Investigator Award.

TITLE: A model for Autism Spectrum Disorders using human neurons  

ABSTRACT: Autism spectrum disorders (ASD) are complex neurodevelopmental diseases in which different combinations of genetic mutations may contribute to the phenotype. Using Rett syndrome (RTT) as an ASD genetic model, we developed a culture system by deriving induced pluripotent stem cells (iPSCs) from RTT patients’ fibroblasts. RTT patients’ iPSCs are able to undergo X-inactivation and generate functional neurons. Glutamatergic neurons derived from RTT-iPSCs had significantly fewer synapses compared to controls. We also revealed reduced spine density, compact soma size, altered calcium signaling and electrophysiological defects in RTT neuronal cultures. Our data uncover early alterations in developing human RTT neurons. Finally, we used RTT neurons to validate the effects of drugs in rescuing synaptic defects. Our data provide evidence of an unexplored developmental window in RTT syndrome where potential therapies could be successfully employed. Our model recapitulates ea rly stages of a human neurodevelopmental disease and represents a promising cellular tool for drug screening, diagnosis and personalized treatment.

Anna Ingeborg Petursdottir
Bio: Anna Ingeborg Petursdottir received her Master’s and Ph.D. degrees from Western Michigan University, and is currently an assistant professor of psychology at Texas Christian University. Her research in the area of verbal behavior has appeared in journals such as the Journal of Applied Behavior Analysis and Journal of the Experimental Analysis of Behavior, in addition to The Analysis of Verbal Behavior (TAVB). Anna is the current Editor of TAVB, and serves on the editorial boards of several other journals, including the Journal of Applied Behavior Analysis, The Behavior Analyst, and The European Journal of Behavior Analysis. Anna is also the current president of the Texas Association for Behavior Analysis.

TITLE: Enhancing Transfer-of-Control Procedures with Differential Observing Responses

ABSTRACT:Successful instructional programs depend on the effective use of prompting and prompt-fading strategies, which typically involve transferring control from a stimulus that already evokes the target response to one that does not. Transfer of stimulus control can occur only if the learner observes the relevant features of the target discriminative stimulus. However, individuals with autism may often display a tendency to respond to only a subset of those features. This phenomenon, termed stimulus overselectivity, may interfere with transfer of stimulus control. Differential observing responses (DORs) to relevant stimulus features have been shown to reduce stimulus overselectivity (Dube & McIlvane, 1999). In this presentation, I will describe two sets of experiments that explored the use of DORs to enhance transfer of stimulus control during receptive language instruction. The first set consisted of systematic replications and extensions of a study by Fisher, Kodak, and Moore (2007) on using prompting tactics that involve DORs to visual comparison stimuli. In the second set of experiments, we explored the effects of embedding DORs to vocally presented sample stimuli into a prompt sequence. Suggestions for extending these procedures to other instructional programs will be provided.

Brian Iwata
Bio: Brian Iwata (PhD, Florida State University) is Professor of Psychology and Psychiatry at the University of Florida. He formerly held faculty appointments at Western Michigan University and at the Johns Hopkins University School of Medicine. Brian developed the first model for conducting functional (experimental) analyses of problem behavior, regarded as the standard in the field for both clinical research and practice. Brian is the former chief editor of the Journal of Applied Behavior Analysis, and former president of four national or international organizations, including the Association of Behavior Analysis. He has published over 225 articles and chapters on various aspects of behavior analysis and has received numerous awards for his work.

TITLE: Functional Analysis Approaches to Behavioral Assessment        

ABSTRACT: Over the past 30 years, clinical research on behavior disorders has progressed from the observational study of structure (response form) to the experimental analysis of function (maintaining contingencies).  This approach to assessment, functional analysis (FA) methodology, has contributed greatly to our understanding of environmental determinants of problem behavior and has led to major refinements in the development of reinforcement-based approaches to intervention. It is now possible to examine subtle environment-behavior relations with a degree of precision previously unavailable and to more readily extend findings from basic research to application.  As a result, FA methodology has been widely adopted in assessment and treatment research and is considered best clinical practice.  This seminar will review the history, logic, and techniques of FA methodology as well as alternative approaches to assessment, suggest solutions for dealing with the practical constr aints of assessment, and link the outcomes of assessment to the development of treatment strategies.

C. T. Yu
Bio: Dr. C.T. Yu is a Professor of Psychology at University of Manitoba, Canada, and Director of St. Amant Research Centre. His research includes epidemiology of autism spectrum disorders, early intensive behavioral intervention, preference assessment, and knowledge translation in developmental disabilities. He has published extensively and given numerous presentations at national and international conferences. His research is supported by multi-year grants from the Canadian Institutes of Health Research. 

TITLE: Assessment of Basic Learning Abilities: Recent Research and a Tutorial

ABSTRACT: During this workshop, Dr. Yu will describe recent research on the Assessment of Basic Learning Abilities (ABLA) with children with autism at St. Amant Research Centre and provide a tutorial, jointly with Dr. W. Larry Williams, on the ABLA. Participants in this workshop will learn how to administer the assessment. The ABLA is a learning-to-learn assessment for several basic visual and auditory discriminations, which are found in many everyday tasks. The discrimination tasks on the ABLA have been shown to be hierarchical, and the assessment has demonstrated high test-retest and inter-tester reliabilities and high predictive validity with individuals with developmental disabilities. The ABLA can be a useful tool for setting educational targets and designing teaching procedures.

Caio F. A. Miguel
Bio: Caio Miguel received his bachelors degree in Psychology from PUC-SP, Brazil and his M.A. and Ph.D. in Applied Behavior Analysis from Western Michigan University. Currently, Dr. Miguel is an assistant professor of Psychology and an affiliated faculty in the Doctoral program in Education at California State University, Sacramento. Dr. Miguel holds adjunct appointments at The Chicago School of Professional Psychology -Los Angeles, and at the University of Sao Paulo - Brazil. He is also a Board Certified Behavior Analyst. Dr. Miguel is the past-editor (2009-2011) and current Associate Editor of the journal The Analysis of Verbal Behavior. He currently serves on the editorial board of the Journal of the Experimental Analysis of Behavior, Journal of Applied Behavior Analysis, The Behavior Analyst, The Psychological Record, and The Brazilian Journal of Behavior Analysis. Dr. Miguel's research focuses on complex verbal and verbally-mediated behavior. He has given over 100 professional presentations in North America, South America and Europe, and has had over two dozen published papers in English, Portuguese, and Spanish.

TITLE: Naming and Categorization in Children with Autism

ABSTRACT: Naming is a higher order class of behavior that involves the learning of a bidirectional relation between speaking and listening responses. Previous research has suggested that novel categorization as measured via arbitrary visual-visual matching to sample tasks is dependent upon naming. This presentation will review the concept of naming and describe single-subject design studies conducted with children with autism. In these studies, participants were taught to either tact (speaker) or receptively discriminate (listener) unfamiliar pictures based on their category names and assessed on the emergence of naming and categorization. Results suggest that both training conditions led to naming and categorization, and that full naming may be an important pre-requisite for verbally mediated categorization performance. Implications for clinical practice will be discussed.

TITLE: Research on Verbal Behavior and its Clinical Applications

ABSTRACT: In his book Verbal Behavior (1957), Skinner proposed an analysis of language that replaced the notion of the transmission of ideas with an account solely based on the interactions of the operant responses of two or more organisms (i.e., the verbal episode). He classified various forms of verbal behavior (termed verbal operants) based on the environmental variables controlling specific topographies. Skinner’s taxonomy have been adopted by many behavior analysts, and some even define their practice based on a number of assumptions on how to teach verbal behavior. This purpose of this presentation is to illustrate some of the ways in which Skinner’s analysis have been successfully employed in understanding and teaching language to individuals diagnosed with autism and other developmental disabilities. Focus will be given to the functional independence across operants, verbal behavior assessment protocols, modes of communication, automatic reinforcement, and derived v erbal relations.

Carolina Lampreia
Bio: BA - Psychology - Universidade de Brasília (1975); Specialization in Child Development - Universidad Nacional Autónoma de México (1978); MSc - Psychology - Pontifical Catholic University of Rio de Janeiro (1983); PhD - Psychology - Pontifical Catholic University of Rio de Janeiro (1992); Assistent Professor Pontifical Catholic University of Rio de Janeiro; Areas of research: Early identification and early intervention in autism

TITLE: Disorders in affective engagement as a possible early sign of risk for autism

ABSTRACT: In recent years, the need for the early identification of infants at risk of developing autism has been emphasized. The aim is to start early intervention to recover the effects of autistic disorder.The objective of this prospective study was to identify possible differences in affective engagement of infants with and without risk of autism that could indicate signs of risk. Method: 4 babies, aged 3-6 months, were filmed monthly in a situation of interaction with an adult up to 12 months and they were reassessed at 24 months. Discrete and affective categories were used for the analysis videos. The results indicate that the affective categories can be used as indicators of risk for autism. It is recommended that further research be conducted with a larger sample of participants.

Celso Goyos
Bio:  Dr. Goyos graduated in Psychology from the Catholic University of São Paulo, Brazil, and got his Masters in Applied Behavior Analysis from Western Michigan University in 1978 under the supervision of Dr. Jack Michael, and his Ph.D. from the University of São Paulo under the supervision of Dr. Carolina Bori in 1986. Dr. Goyos was a visiting scholar at the University of Bangor where he worked with Fergus Lowe, the University of Kansas, with Richard Saunders, and the University of California – San Diego with Edmund and Stephanie Fantino. Dr. Goyos is associate professor at the Psychology Department, Universidade Federal de São Carlos, since 1979, and is a member of the editorial board of the European Journal of Behavior Analysis, The Analysis of Verbal Behavior, and the Brazilian Journal of Behavior Analysis. Dr. Goyos is proud to be the chair of the São Paulo School for Advanced Science: Autism Organizing Committee.

TITLE: Computerized teaching for Verbal Behavior and Decision Making research for children with intellectual delay

ABSTRACT: This workshop will show step by step how a computer software based on matching-to-sample tasks, originally designed to study stimulus equivalence and emergent behaviors, contributed to give rise to two very productive research lines in a Behavior Analysis laboratory. One research line investigates emergent and symbolic behaviors, effective procedures and relations with other behavioral interpretations of language, such as Verbal Behavior and Naming, and also educational applications with very important social results for individuals with limited verbal repertoires such as teaching basic reading and writing repertoires. The second research line investigates decision making processes based on behavioral analytic concepts and procedures. A second computer software was initially designed to study stimulus preference, which could complement the previous software in order to find more powerful reinforcers, and that could also used in a number of clinical and educational projects.

Cintia Guilhardi
Bio: Cintia received her Bachelor degree in Psychology from Pontifícia Universidade Católica de São Paulo, Brazil, in 2001; In 2004 she received the Master’s of Experimental Phychology: Behavior Analysis degree at Pontifícia Universidade Católica de São Paulo, Brazil. In 2009 she received the Doctoral´s of Experimental Phychology at Universidade de São Paulo degree. Since 2001, she has been working with autistic children in a private clinic (Gradual- Grupo de Intervenção Comportamental).

TITLE: Autistic risk in babies:  Possibilities of a Behavioral Assessment 

ABSTRACT: Increasing evidence for the benefits of early intervention with autism has led to a keen interest in indentifying signs of this disturb before 18 months of age (Bosa, 2002; Braido, 2006; Hobson, 2002; Landa, 2007; Lamprey, 2009; Montenegro , 2006; Gil and Oliveira, 2007; Reznick, JS, Baranek, GT, Reavis, S., Watson, LR, & Crais, ER, 2007). These studies have shown that failures in the establishment of eye contact, joint attention, and sharing emotions are associated with this disorder. Just a few studies in Brazil have proposed a protocol for observation and assessment of those target behaviors in babies before 18 months of age. The purpose of this study was to develop a Behavioral Assessment that could be sensible to detect early signs of autism in babies at 12 months of age. The assessment is a caregiver-baby interactive and play-based tasks, that consists of 22 activities assessing language and social pre-requisites skills. Until now, 5 younger siblings of autistic children participated of this study. The preliminary results point to a real possibility in detecting early signs of autistic risk and a possibility in implement early intervention protocols at 12 months of age.

Cleonice Alves Bosa
Bio: PhD (Institute of Psychiatry, UK); Associate Professor at the Institute of Psychology, Federal University of Rio Grande do Sul; Coordinator of the NIEPED – Center of Studies of Developmental Disorders; CNPQ researcher

TITLE: Improving joint attention abilities in children with autism

ABSTRACT: Difficulties in joint attention has been identified as one of the powerful  markers of autism. In fact,  most instruments designed to assess the behavioral aspects of autism focus on that lack of ability in a way or another. However, less attention has been paid to the comprehension of the conceptual basis of this behavior, resulting in confusion in both the diagnosis assessment and intervention. The aim of this presentation is to highlight the major concepts involved in this ability from a  sociopragmatic point of view; to show some misunderstandings when investigating this topic and, most importantly, to show the implication of those concepts to the interventions which are designed to improve social interaction in those population. It is argued that the intervention must take into account not only the children’s  behavior but also the adult’s style of interaction and the context of observation.

Daniela Fazzio
Bio: Dr. Daniela Fazzio is an Adjunct Professor at the University of Manitoba and Clinical Coordinator of the St.Amant Preschool ABA Program, the autism early intensive behavioral intervention service of the Province of Manitoba, Canada. Her Master’s degree in Psychology is from Pontifícia Universidade Católica de São Paulo and her doctorate degree is Psychology is from the University of Manitoba. She is a Board Certified Behavior Analyst -Doctoral (BCBA-D) with experience working in applied behavior analysis programs for children with autism and behavioral challenges in Brazil, Canada, and the US. Dr. Fazzio presents frequently in behavior analysis conferences and sits on the Board of Directors of the Association for Science in Autism Treatment (ASAT).

TITLE: Provincial publicly-funded ABA preschool program in Manitoba, Canada

ABSTRACT: The St. Amant ABA Preschool Program is a publicly funded home-based program offering 36 weekly hours of one-to-one teaching to children diagnosed with Autism Spectrum Disorders for up to 3 years. Highly intensive and structured teaching programs focus on developing basic learning and language skills and decreasing challenging behaviours. Transition to group settings is planned as early as the child has a minimum set of skills to be successful in such environments. The program curriculum is based on the Assessment of Basic Learning and Language Skills - Revised, the ABLLS-R. Individual and group outcomes are evaluated by normative and criterion measures administered at intake and 6-month intervals thereafter. The organizational, financial, and clinical structure of the program allow for state of the art public behavioural intervention.

Danielle La France
Bio: Danielle LaFrance obtained her master’s degree in Applied Behavior Analysis at Florida Institute of Technology, under the supervision of Dr. David Wilder. Danielle has worked in the field of Applied Behavior Analysis for a decade, providing services to individuals with a wide range of diagnoses. She began her training working in a home-based program with preschool aged children at St. Amant Centre in Winnipeg, Manitoba and completed a clinical internship at the New England Center for Children in Massachusetts. Currently, Danielle is the Director of Clinical Services at B.E.S.T. Consulting, Inc., a provider of behavioral intervention services to children with developmental disabilities in Sacramento, CA. She is also a Lecturer in the Psychology department at California State University, Sacramento where she also has an appointment as a Research Associate. Danielle is the past editorial assistant for The Analysis of Verbal Behavior.

TITLE: From the Lab to the Living Room - Basics in the Application of Behavior Analysis

ABSTRACT: This workshop will consist of an introduction to the basics of applied behavior analysis and its implementation in the framework of providing early and intensive intervention to children diagnosed with Autism Spectrum Disorders (ASDs). Participants will be provided with an overview of the supporting research, and learn how to start implementing evidence-based treatment. Fundamental concepts and principles, as well as their application will be reviewed, such as selecting and thinning schedules of reinforcement, shaping and fading, prompting and error correction procedures, etc. The main objective of this workshop will be to teach participants to confidently utilize some basic strategies to help teach and change the behavior of those around them through a heavy emphasis on practice and application exercises. Although this workshop will lean more toward the clinical application of behavior analysis in autism, the skills acquired will be applicable to other populati ons.
Participants will become familiar with:
- what consists of evidence-based treatment and why early intensive intervention is critical
- how to identify and select skills to teach and behaviors to decrease
- how to operationally define target behaviors
- how to develop basic teaching plans and interventions
- how to teach skills targeted for increase and decrease interfering behavior
- how to select data collection systems and monitor progress
- how to incorporate generalization and maintenance
- how to further promote independence.

David Wilder
Bio: David Wilder is a Professor of Psychology at the Florida Institute of Technology. He received his Ph.D. from the University of Nevada and completed a Postdoctoral Fellowship at the Johns Hopkins University School of Medicine / Kennedy Krieger Institute. Dr. Wilder is an active clinician and researcher. He currently serves as an Associate Editor for the Journal of Applied Behavior Analysis and serves on the editorial boards of Education and Treatment of Children, Behavioral Interventions, and the Journal of Organizational Behavior Management. 

TITLE: Noncompliance and Oppositional Behavior inChildren and Adults with Autism Spectrum Disorders

ABSTRACT: Noncompliance, defined as the failure to follow a specific command, is a common concern among young children and is particularly common among children and adults with autism spectrum disorders (ASD). Children with ASD, for example, may not comply with caregiver instructions to initiate or complete a task, surrender a toy, or interact appropriately with others. Adults with ASD may not comply with directives to perform a task, engage in social activities, or with instructions given by their supervisors, employers, or friends / caregivers. This presentation will describe the results of recent research on the assessment and treatment of noncompliance in this population. Both antecedent-based interventions, such as advance notice and the high-p instructional sequence, and consequence-based interventions, such as guided compliance, will be reviewed. Practical suggestions for assessment and intervention will also be provided.

Débora Regina de Paula Nunes
Bio: Debora Nunes has a degree in Psychology from Universidade Federal do Rio de Janeiro (UFRJ) a master´s degree in Education from Universidade do Estado do Rio de Janeiro (UERJ) and a Ph.D. in Special Education from Florida State University (FSU). Débora is currently a professor in the Department of Education in Universidade Federal do Rio Grande do Norte (UFRN). Her primary research interests are autism, AAC intervention, language development and inclusive education. She has published research articles and book chapters in the fields of Special Education and Psychology.

TITLE: Augmentative and Alternative Communication for autism spectrum disorders: a review of an emerging practice

ABSTRACT: Augmentative and Alternative Communication (AAC) has been regarded by the National Research Committee (NRC) as an emerging treatment for individuals with autism spectrum disorders (ASD). This implies that this treatment practice has some evidence of effectiveness, but further investigations with greater methodological rigor are warranted. The purpose of this presentation is to discuss the methodological characteristics of studies published between 1980 and 2010 involving the use of AAC by individuals with ASD. These investigations involved the use of sign language/ manual signs, picture-based systems, voice output devices and hybrid systems, combining two or more AAC modalities. This analysis aimed at identifying evidence-based practices, considering measures of internal, external and social validity. A framework for developing intervention studies with reliable results, considering the NRC guidelines will be further discussed.

Dorothea C. Lerman
Bio: Dorothea Lerman is currently a Professor of Psychology at the University of Houston - Clear Lake, where she coordinates a master’s program in behavior analysis and serves as Director of the UHCL Center for Autism and Developmental Disabilities. She received her doctoral degree in Psychology from the University of Florida in 1995. Her areas of expertise include early intervention, teacher and parent training, and treatment of severe behavior disorders. Dr. Lerman has published more than 60 research articles and chapters, was the founding Editor of Behavior Analysis in Practice, and is currently the Editor-in-Chief of the Journal of Applied Behavior Analysis. She was the recipient of the 2007 Distinguished Contribution to Applied Behavioral Research Award and the 2001 B.F. Skinner Award for New Researchers, awarded by Division 25 of the American Psychological Association, and was named a Fellow of the Association for Behavior Analysis-International in 2008.

TITLE: What Practices are Best When Teaching Children with Autism? Evaluating Common Variations in Prompting and Data Collection Methods

ABSTRACT: A large body of research supports the efficacy of teaching methods based on the principles and procedures of applied behavior analysis. This research has culminated in a set of practices that are commonly recommended for teaching children with autism. Yet, further research is needed on procedural variations of these recommended teaching procedures. In this presentation, I will describe a series of studies that we have conducted on some of these variations. Three of the studies examined common variations in prompting procedures. In the first study, we examined the benefits of pairing the discriminative stimulus with prompts when using least-to-most prompting. In the second study, we compared the effectiveness of two frequently used prompting techniques. In the third study, we explored the role of learning history when using extra stimulus prompts to teach sight words. Finally, in the last study, we examined different ways to collect data when teaching children. Res ults indicated that ideal teaching practices often may depend on the individual learner, skill, and goal of instruction.

Douglas Greer
Bio: Doug Greer has sponsored 168 PhD dissertations, taught over 2,000 master students, founded the Fred S. Keller School, authored 13 books and 155 research and conceptual papers, served on the editorial board of 10 journals, and developed the CABAS® school model for special education and the Accelerated Independent Model for general education (K-5). He is the recipient of the Fred S. Keller Award for Distinguished Contributions to Education from APA, International Dissemination of Behavior Analysis from ABAI, and an award from the Westchester County Legislature for the contributions of the Fred S, Keller School. He is a Fellow of the Association for Behavior Analysis International and a CABAS® Board Certified Senior Behavior Analyst and Senior Research Scientist. He has taught courses at universities and/or developed schools in Spain, Norway, Nigeria, Korea, Taiwan, Ireland, England, Italy, and Wales.

TITLE: The Identification and Instantiation of Verbal Behavior Developmental Cusps and Capabilities Resulting in Accelerated Learning, Social Learning, and Acquisition of Social Reinforcers in Children with Autism

ABSTRACT: Recent research identified key language functions (i.e., verbal behavior developmental cusps) that children with autism are often missing and how to provide them. Once these new behaviors and new types of stimulus control are acquired, children can contact more of their verbal community and they can learn new stimulus control. Some cusps also change “learning capabilities”, such as:  acquiring the capability to learn speaker and listener functions incidentally, acquiring multiple outcomes from instruction, acquiring social reinforcers, and learning socially. Other cusps are preverbal, but they are foundational to becoming verbal such as conditioned reinforcement for observing responses (e.g., voices, faces, 3D and 2D stimuli, book stimuli), capacity for sameness, and generalized imitation.  Systematic applications of the findings of the research have resulted in significant progress by children with autism in applied settings. I will describe how to iden tify them, the sequence of inducing them and the procedures for instantiating them.

Erik Arntzen
Bio: Dr. Erik Arntzen received his Ph.D. from University of Oslo, Norway, in February 2000. Arntzen’s dissertation was focusing on variables influencing responding in accord with stimulus equivalence. He also holds a degree in clinical psychology. He is currently Professor in Behavior Analysis at Oslo and Akershus University College (OAUC). His research contributions include both basic and applied behavior analysis, with an emphasis on research in relational stimulus control and verbal behavior. Lately, he has started a research project with focus on remembering functions in patients with dementia. He has also been interested in ethical considerations and core values in the field of behavior analysis. Furthermore, he has research projects within the areas of gambling behavior and consumer behavior. Dr. Arntzen has published papers in a number of different journals including Journal of Applied Behavior Analysis (JABA), The Psychological Record, Behavioral Interventions, European Journal of Behavior Analysis (EJOBA), Experimental of Analysis of Human Behavior Bulletin, Analysis of Gambling Behavior, the Analysis of Verbal Behavior, American Journal of Alzheimer's Disease & other Dementias, and Psychopharmacology. Dr. Arntzen is the president of the European ABA and he is also the secretary of international affairs in the board of the Norwegian Association for Behavior Analysis. He has presented papers at conferences world-wide. Dr. Arntzen is one of founders and also one of the editors of European Journal of Behavior Analysis. He has served on the editorials board of several journals, including the Journal of Applied Behavior Analysis, The Psychological Record, International Journal of Psychology and Psychological Therapy, and The Behavior Analyst Today.

TITLE: Derived relations in children with autism

ABSTRACT: The emergence of stimulus equivalence has been interpreted on the basis of responding in accord with reflexivity, symmetry, and transitivity. One of the characteristics of this type of approach has been that training a set of conditional relations have resulted in many other conditional relations that are not directly trained, i.e., participants have demonstrated new conditional relations not explicitly taught after they have learned a number of arbitrary conditional discriminations. However, a relatively small number of studies have demonstrated stimulus equivalence or derived relations with individuals with autism. Stimulus equivalence procedures have been used to train money skills, reading skills, math skills, geographical skills and verbal skills. In the present study, the training and testing a number of new skills will be demonstrated in children with autism. The training was computer based. Data from training and testing will be presented and follow-up data . Furthermore, social validity of such procedures will be discussed.

Gerson Yukio Tomanari
Bio: Dr. Gerson Yukio Tomanari is Full Professor at the University of São Paulo (USP), Brasil, the institution in which he has completed the Bachelor degree in psychology, as well as the master and doctoral degrees in Experimental Psychology - the latter in collaboration with the University of Massachusetts Medical School - Shriver Center. At USP, Dr. Tomanari coordinates the Laboratory of Experimental Analysis of Behavior and supervises a team of students and post-doc researchers. From a comparative perspective involving human and non-human, he investigates the processes of learning, such as observing behavior, as subsidy to the understanding of attentional and discriminative processes, and the establishment of symbolic repertoires, as subsidy for relational thinking and language. Dr. Tomanari is the current editor of Temas em Psicologia, the scientific journal of the Brasilian Psychological Society. He is also the co-director of Publishing and Difusion of Federación Iberoamericana de Asociaciones de Psicología (FIAP).

TITLE: Observing Response and the Operant Aspects of Attention

ABSTRACT: Observing response is an operant behavior that has the production of discriminative stimuli as consequence and, therefore, may be understood as a model of attention. In my talk, I will review the main course of scientific production in this field, from early investigations up to some of the most recent works. To analyze this quite numerous and diverse literature, I will identify and describe the three basic observing-response procedures mostly used. In the sequence, findings will be grouped and analyzed according to four species of subjects: pigeons, humans, monkeys, and rats. By doing so, three main questions in the field will be discussed: (a) the possible maintenance of observing response by S-, in general; (b) the possible reinforcing function of S-, particularly in primates; (c) the adequacy of major models of conditioned reinforcement, namely the Delay-Reduction Model and the Uncertainty-Reduction Model. In short, the analysis will show that S- either does n ot exert reinforcing functions or even exert aversive functions on observing responses, except in special circumstances. These circumstances in which S- maintains observing responses were verified both in humans and non-human subjects. Therefore, relevant data do not support the conclusion that observing responses apparently maintained by S- are specific of any certain species.

James Carr
Bio: James E. Carr, Ph.D., BCBA-D is the Chief Executive Officer of the Behavior Analyst Certification Board. His professional interests include the behavioral treatment of autism spectrum disorders and intellectual disabilities, verbal behavior, professional credentialing, and practitioner training. He is currently an associate editor of the journals Behavior Analysis in Practice, The Behavior Analyst, and The Analysis of Verbal Behavior and is a past associate editor of Journal of Applied Behavior Analysis. He received his Ph.D. in 1996 from Florida State University and previously served on the behavior analysis faculties at University of Nevada-Reno (1996-1999), Western Michigan University (1999-2008), and Auburn University (2008-2011).

TITLE: The Role of Problem Solving in Teaching Complex Verbal Repertoires

ABSTRACT: Language training curricula for individuals with developmental disabilities often include programs that teach expressive or intraverbal categorization in which learner is taught to answer questions such as “What toys do you have at home?”  Although such repertoires are undoubtedly important, some instructional approaches instill these repertoires as rote intraverbal chains.  However, it is apparent that many sophisticated learners answer such categorical questions not through rote learning but by first engaging in other (often covert) problem solving responses.  In this presentation, I will share the results of two investigations in which preschool-aged children were successfully taught verbal and visual imagining strategies to answer questions about category membership.  The implications of these studies for teaching language to individuals with developmental disabilities will be discussed and some recommendations toward that end will be provi ded. 

Larry Williams
Bio: W. Larry Williams Ph. D, BCBA-D is an Associate Professor of Psychology and the past Director of the Behavior Analysis Program at the University of Nevada, Reno. After gaining his Ph.D. from the University of Manitoba, Canada, he helped establish and later directed the first graduate program in Special Education in Latin America at the Federal University at Sao Carlos, Sao Paulo, Brazil, teaching over an 8 year period. He subsequently directed several clinical programs for persons with Intellectual Disabilities at Surrey Place Center in Toronto, Canada over a ten year period. Having published several books and over 60 journal articles and book chapters he maintains a lab group with interests in conditional discrimination processes, relational responding, verbal behavior, clinical assessment and interventions, and staff training and management systems for human services delivery.

TITLE: The Assessment of Basic Learning Abilities (ABLA): Implications and Recent Advances for the Assessment of Children with Autism.

ABSTRACT: The ABLA, a simple set of table top procedures to evaluate visual and auditory discriminations in humans, was first reported on in 1977. Since then several groups of researchers have confirmed and advanced several significant repertoire challenges for persons who do not perform at criterion levels for the different types of discriminations tested.  Failure to perform different conditional discriminations has been shown to have strong implications for one’s ability to engage in certain activities of daily living, spoken language acquisition, picture communication performance, equivalence formation and relational frame performance. Performance on the ABLA has also been correlated with several standard tests of adaptive behavior and intelligence. The purpose of the present talk will be to review the general findings regarding the ABLA and language acquisition and cognitive development in general for children with autism and to present several new findings from our wo rk in this area.

Laura L. Grow
Bio: Laura is an assistant professor in the Autism and Developmental Disabilities Program at the University of British Columbia in Vancouver, Canada. Laura graduated from Western Michigan University with her doctoral degree in behavior analysis under the supervision of Jim Carr. She completed her postdoctoral fellowship in the Early Intervention Program at the University of Nebraska Medical Center. Laura serves on the editorial board for The Analysis of Verbal Behavior and is a former board member of the Journal of Applied Behavior Analysis. Her research interests include comparative evaluations of instructional strategies, minimizing or remediating faulty stimulus control, and techniques for promoting emergent verbal behavior.

TITLE: A Comparison of Methods for Teaching Auditory-Visual Conditional Discriminations to Children with Autism Spectrum Disorders

ABSTRACT: Clinicians utilize two approaches for teaching auditory-visual conditional discriminations (i.e., receptive labeling) in early intervention programs: the simple/conditional and conditional only methods. A recent study demonstrated that the conditional only method was a more efficient teaching procedure than the simple/conditional method (Grow, Carr, Kodak, Jostad, & Kisamore, in press). The authors also noted that the least-to-most prompting procedure might have influenced the faulty stimulus control observed during the simple/conditional method. The purpose of the current study was to extend the Grow et al. study by comparing the simple/conditional and conditional only methods using an errorless prompting strategy. Two children diagnosed with an autism spectrum disorder participated. The results replicated the Grow et al. study in that the conditional only method was a more efficient teaching procedure. Faulty stimulus control was rarely observed during the study. The results are discussed in terms of its implications for current teaching practices in early intervention.

Linda LeBlanc
Bio: Linda A. LeBlanc, Ph.D., BCBA-D, MI Licensed Psychologist is a professor of psychology at Auburn University and the director of its applied behavior analysis graduate program. Dr. LeBlanc received her Ph.D. in 1996 from Louisiana State University and previously served on the psychology faculties at Claremont McKenna College (1997-1999) and Western Michigan University (1999-2008). Her current research and clinical interests include the behavioral treatment of autism and developmental disabilities across the lifespan, verbal behavior, and technology-based interventions. Dr. LeBlanc has published over 70 articles and book chapters and is a current associate editor of Education and Treatment of Children and Behavior Analysis in Practice, and a former associate editor of the Journal of Applied Behavior Analysis. She also serves as the new Director of Research and Clinical Services at Trumpet Behavioral Health and as a member of the Board of Directors of the Association of Professional Behavior Analysts.

TITLE: Designing and Evaluating Technology-Based Behavioral Interventions for Individuals with Autism Spectrum Disorders

ABSTRACT: Technological advances have been successfully incorporated into behavioral interventions for individuals with autism spectrum disorders for over two decades in the form of video modeling, automated or remote-activated prompting systems, and personal digital assistants (PDAs). New technologies (e.g., Bluetooth, virtual reality platforms) offer great options for teaching community skills that might otherwise be cumbersome or unsafe with traditional lower-tech methods. These interventions can be most powerful when basic behavioral principles are incorporated into their design and implementation rather than simply substituting technology for human efforts. This presentation will describe several important unanswered research questions about the efficacy, cost-effectiveness, and optimal parameters for implementing technology-based interventions and the evaluation strategies best suited for answering those questions. This presentation will also suggest a series of four important questions that should be considered when determining whether or not to adopt a new technology in behavioral intervention with individuals with autism spectrum disorders.

Luiz Antonio Perez-Gonzalez
Bio: My first interest was to study discriminative processes, stimulus equivalence and more-complex relations to understand language learning and emergent processes inherent to it. My Ph. D. dissertation aimed to study a type of emergence more complex than equivalence. Thereafter, I realized how learning principles and verbal emergent relations are important for an effective early intensive behavior intervention for children with autism. Then, I combined studies on basic complex discriminative processes with the study of the emergence of verbal behavior, with an emphasis on intraverbals and relations among operants of various types. The studies were published in JEAB, JABA and other journals. Now, my team enthusiastically researches the acquisition of several verbal capabilities that are behavioral cusps and the requisite skills that induce these capabilities -among them, capabilities about perspective taking (theory of mind). The overall research goal is to map verbal development and identify the requisites necessary for the acquisition of each capability, which show us the way to induce these capabilities to children who lack them, such as children with autism.

TITLE: Verbal behavior capabilities as the core curriculum for an effective behavior-analysis based intervention for people with autism

ABSTRACT: Early intensive interventions for people with autism are effective when they are based on the principles of behavior analysis. The implementation of particular techniques and procedures varies a lot according to the center where the program is implemented. The most effective and efficient curriculum is based on teaching skills, rather than eliminating undesirable behavior of focusing on simple behaviors. In the last decade, many very effective procedures have been developed for teaching complex and functional verbal skills. The main features of these procedures is focusing on teaching socially functional general skills, where the child can respond to a enormous variety of stimuli in a lot of different ways, and a lot of new relations emerge. Some basic skills are very important to facilitate faster learning based on new principles.  We will describe some of these procedures and the outcomes they produce as well as some key skills and their impact in further learni ng.

Maria Rita dos Santos e Passos-Bueno
Bio: Background in biology and post-graduation in Genetics. Full professor in genetics. Currently coordinates a laboratory on genetics of developmental disorders. Most recently (since 2001) have set up the study of genetics of Autism in 2001 and use of stem cells as a tool to understand human developmental disorders.

TITLE: Genetics of Autism: Current Views

ABSTRACT: Although is widely accepted that autistic disorders(AD) have a strong genetic component, these disorders have no characteristic heritance pattern recognizable, what makesdifficult the identification of genes responsible for them andthe genetic counseling for the families.
Until the beginning of the past decade, the most accepted model for AD was the multifactorial, wherea combination of genetic alterations, which can indeed be in association with environmental factors, would originate the disease.However, in the last few years, the accumulated evidenceshave shownthat alterations in a single gene may be responsible for a superior number of cases than previously thought. This data derives from numerous studies that have found mutations and copy number variations (CNV)in autistic patients which were not identified in controls. Some of these alterations, especially some CNVs, have been found in a considerable percentage of cases and, more importantly, most of them affect genes related to neurogenesis.
Although the biological role of these genes is known, investigation of the functional implications of genetic alterations found in a patient under his/her own genetic background can bring new insights about the etiology of autism. This became possible with thediscovery of a way to reprogram differentiated cells to a pluripotent state.Using this strategy, nowadays it is possible to produce neurons of a patient from induced pluripotent stem cells (iPSC)obtained through the reprogramming of his/her fibroblast. A promising use of this strategy is also the identification of potential drugs for the treatment of AD, since it is possible to follow the modifications that the application of these drugs could bring to the neuronal cells of a given patient.
Thus, autism-specific CNVs and the possibility to study their effects, as well the effects of other mutations, in theneurons of an autistic patient were two of the most relevant contributions that the genetics and molecular biology fields brought to the understanding of AD in the last decade.
In this presentation, we intend to cover the most significant findings in these aspects, as well as to point out the contributions that our group has been made in the last few years in the identification and comprehension of genetic alterations found in autistic patiens.

Mark O’Reilly
Bio: Mark O’Reilly holds the Mollie Villeret Davis Endowed Professorship in Learning Disabilities and is Professor of Special Education at The University of Texas at Austin. He coordinates the graduate training programs in Autism and Developmental Disability. He has published over 300 peer reviewed articles and book chapters in the areas of challenging behavior, social skills, and assistive technology with this population. Dr. O’Reilly is a former Associate Editor of the Journal of Applied Behavior Analysis and a member of the Board of Directors of the Society for the Experimental Analysis of Behavior. He is currently Editor-in-Chief of the Journal of Developmental and Physical Disabilities.

TITLE: An overview of computer-based interventions to teach communication skills to children with autism spectrum disorders

ABSTRACT: This paper will provide a systematic analysis of studies involving the use of computer-based interventions (CBI) to teach communication skills to children with Autism Spectrum Disorders (ASD). The paper will evaluate intervention outcomes, appraise the certainty of evidence, and describe software and system requirements for each study. The review of these studies will have three main aims: a) evaluate the evidence-base regarding CBI, b) inform and guide practitioners interested in using CBI, and c) stimulate and guide future research aimed at improving the efficiency and effectiveness of CBI in communication for individuals with ASD.


Mecca Andrade
Bio: Meca Andrade is a Brazilian Psychologist who graduated from PUC-SP in 1995. She moved to the United States in 1996, and obtained a Masters Degree in Applied Behavior Analysis through Northeastern University (Boston, MA) under the supervision of Prof. Murray Sidman. She is currently finishing the requirements for her doctorate degree through Western New England University with Dr. William Dube. Meca is a Board Certified Behavior Analyst in the United States since 2002, and has worked in the field of autism for 15 years. Meca has spent most of her professional career at the New England Center for Children, in various capacities. She also spent one year in Uganda as a private consultant. Meca is currently relocating back to Brazil to work in partnership with local agencies serving people with autism.

TITLE: Evidence based treatment for individuals with autism: Behavioral strategies for assessment, goal selection, and teaching

ABSTRACT: This workshop examines several crucial steps is the process of delivering behavioral services to address skill deficits in people diagnosed with autism throughout their lifespan. The presenter will start by describing and analyzing several assessment protocols, and curriculum guides,  that can be used to inform the development of behavioral goals for individuals with autism. Next, strategies for the identification of appropriate measurable goals, based on the direct assessment of individual behavioral repertoires, will be discussed. Finally, the presenter will describe multiple teaching techniques,  based on the principles of behavior analysis, that have been successfully used to promote skill acquisition in the areas of interest. These include prompting and fading strategies that can be used in the context of task analysis, discrete trial,  and incidental teaching.

Paula Kenyon-Braga
Bio: Paula Braga-Kenyon, M.S., BCBA, received her Psychology degree from PUC/SP in 1995. She has been at The New England Center for Children since July of 1996, and currently serves as the Program Director for one of the Residential teams. She is responsible for overseeing the educational and behavioral program for 23 students diagnosed with an Autism Spectrum Disorder (ASD) who engage in severe forms of problem behavior and require extensive environmental and teaching modifications in order to learn new tasks. Paula also teaches as an invited professor in Northeastern University’s Master’s program in Applied Behavior Analysis. Paula has been providing week-long workshops in Behavior Analysis in Italy for the last 3 years. Paula is currently in her last year of a PhD program in Applied Behavior Analysis thru Western New England University.

TITLE: A collaborative multidisciplinary approach to intervention for children diagnosed with Autism Spectum Disorders placed in residential settings

ABSTRACT: It is essential to work collaboratively with a variety of professionals when serving children diagnosed with an Autism Spectrum Disorder (ASD) placed in residential settings. The majority of these children engage in some form of severe problem behavior, at times producing tissue damage. Furthermore, a large percentage of children diagnosed with ASD present problems in sleeping, many develop seizure disorders, and a large number receive psychotropic medications. To this end, professionals from different areas have to learn to work together: behavior analysts, medical doctors, neurologists, psychiatrists, occupational therapists, speech and language pathologists, and adaptive physical educators among others. A search in the behavior analytical literature suggests that behavior analysts have not yet addressed the issue of this much needed collaboration. Examples of how to develop this relationship will be discussed.

Rebecca Mac Donald
Bio: Dr. Rebecca MacDonald is a Licensed Psychologist in Massachusetts and a Board Certified Behavior Analyst who serves as the Director of Intensive Instructional Preschool Program for children with autism at The New England Center for Children®. She is an Adjunct Professor in Northeastern University’s graduate program in Applied Behavior Analysis and an Adjunct Professor in Simmons College’s Special Education Department. Dr. MacDonald received her doctorate in Developmental and Child Psychology from the University of Kansas in 1983. Dr. MacDonald began at The New England Center for Children as the clinical director in 1983. She then taught for three years in the Graduate School of Education at Simmons College in Boston (1992-1995). In 1995 she returned to The New England Center for Children in her current position. Dr. MacDonald has presented her research at numerous conferences over the past twenty years and published studies that have appeared in theJournal of Applied Behavior Analysis, Research in Developmental Disabilities, and Behavioral Interventions. Dr. MacDonald’s research interests currently include; assessment and teaching joint attention, teaching play and social reciprocity to children with autism using video modeling, and measuring clinical outcomes of early intensive behavior intervention.

TITLE: Teaching Children with Autism Using Video Modeling

ABSTRACT: In this session I will present procedures for teaching a variety if skills using video modeling. I will review a curriculum including social skills, self-help skills and vocational skills for teaching children with autism. I will also describe how to develop scripts, video tape models and teach using video modeling.
Video modeling has been demonstrated to be an effective procedure to teach a variety of skills. We will review studies that we have conducted demonstrating the effectiveness of video modeling teaching procedures to teach children with autism. We will also review our most recent work identifying necessary prerequisite skills for video modeling instruction to be most successful. We will discuss the most effective components of creating video models and research to support these recommendations. Video modeling is now an integral part of our instructional curriculum at NECC. In this workshop, we will review how to develop scripts using commercially available materials, create video modeling tapes, and provide video instruction to children with autism. We will also discuss the advantages of this teaching procedure and the technical issues encountered when implementing the procedures. We will also discuss the implications for this technology as an easy and effective strategy for teachers and pa rents to use to teach children.
Learning Objectives:
1. Describe the research on video modeling.
2. Describe teaching procedures using video modeling.
3. Become familiar with the identified prerequisites for video modeling.
4. Describe strategies to teach play, self-help, social skills and vocational skills using video modeling.
5. Describe how to create new video modeling videos and teaching scripts.

Roosevelt R. Starling
Bio: Roosevelt R. Starling holds a doctoral degree in Clinical Psychology by the Universidade de São Paulo – USP and a master degree in Psychology by the Universidade Federal de Minas Gerais – UFMG. He has been working as teacher, supervisor, consultant and researcher in Applied Behavior Analysis for the last 25 years. He has published papers, book chapters and organized books in his field and has offered more than 150 presentations at national and international professional meetings. He has been working with autistic and other atypically developed persons for the last 11 years as therapist, supervisor, consultant and researcher.

TITLE: ABA and autism in Brazil: an appraisal of service delivery in the real world of private practice

ABSTRACT: In the last three or five years, ABA-treatment for autism has arrived in Brazil, in the sense that a specific demand (or a tentative acceptance) was established within the wide Brazilian ‘autistic community’: parents and medical professionals (mainly neurologists and psychiatrists) come to hear about ABA in autism. In this short time we could witness the burgeoning of dozens of therapists, clinics and online courses offering their specialized ABA services in the marketplace. As desirable and promising as it may be, this state of the affairs brings its own collection of problems and potential dangers to the future of ABA-treatment for autism in our country. ABA in autism is applied science in the most stringent sense of the concept and it is not easily mastered or delivered. Applied science has real effects in the world and, historically, amateurishly delivered services are a secure road to public discredit and refusal, even more so because Behavior Analysis already suffers of intense and continuous misconceptions, disinformations and open discredit in the Brazilian mental health community. The absence of any system of accreditation, of any organized effort in the training of these practitioners for this specific task, of any organized and systematic effort to access what is happening in the real world of private practice and of any mean of communication and education of the autistic community only adds its own pitfalls to this promising but risky endeavor, for ABA-treatment for autistic persons is perhaps their only real hope of a better life for them and their families.

Sarah A. Lechago
Bio: Sarah obtained her master’s and doctorate degrees in Behavior Analysis from Western Michigan University under the supervision of Dr. James E. Carr. She is currently a faculty member in the General Psychology and Behavior Analysis Master’s programs at the University of Houston – Clear Lake (UHCL). She is the founder and director of the Verbal Behavior Clinic (VBC), part of the Center for Autism and Developmental Disabilities (CADD) at UHCL. She serves as a reviewer and guest associate editor for The Analysis of Verbal Behavior, and has served as a guest reviewer for the Journal of Applied Behavior Analysis, The Behavior Analyst, and Education and Treatment of Children. Her research interests include motivating operations, verbal behavior, social skills training, and care-give/teacher training.

TITLE: Teaching Children With Autism Two Mand Frames For The How?” Mand for Information

ABSTRACT: The current study extends the mand-for-information literature by examining a method to teach mand-for-information frames, targeting two frames for the “How?” mand (“How do I _____?” and “How many _____?”). Additionally, assessments were conducted to determine whether the mands for information generalized across motivating operations (MO) and response topographies. Two children with autism were taught to emit the mands for information using both frames (“How do I _____?” and “How many ____?”) using one behavior chain, and generalization probes were conducted with the remaining behavior chains. Different behavior chains were used to target the two frames. Behavior chains the participants were unable to perform independently and that produced a desirable outcome for the participant (e.g., tornado water) were used to contrive the relevant MO. For both participants, there was generalization of the mands for information across MOs and response topographies, but not across mand frames.

Thomas S. Higbee
Bio: Dr. Thomas S. Higbee is an Associate Professor in the Dept. of Special Education and Rehabilitation at Utah State University where he has worked since 2002. He is also Director of the Autism Support Services: Education, Research, and Training (ASSERT) program, an early intensive behavioral intervention program for children with autism which he founded in 2003. He is a doctoral-level Board Certified Behavior Analyst (BCBA-D) and has published extensively on topics related to behavioral assessment and intervention strategies for individuals with autism and other developmental disabilities. He is currently an Associate Editor for the Journal of Applied Behavior Analysis (JABA) and has served on the board of editors of Behavior Analysis in Practice and JABA. Throughout his career, he has worked with children with autism and other developmental disabilities in home-, center-, and school-based programs. Through workshops, conference presentations, and consultation, he has trained teachers and related service providers in school districts throughout the U.S. and has provided international training in Brazil and Russia.

TITLE: Reinforcer identification for individuals with autism and related disorders

ABSTRACT: Over the past several years, a technology for the identification of potential reinforcers for individuals with autism and other developmental disabilities has been developed.  This technology, called Stimulus Preference Assessment (SPA) provides systematic methods for predicting reinforcer effectiveness.  As the success of many instructional and behavioral interventions for individuals with autism and other developmental disabilities depends on the potency of the positive reinforcers used, the identification of potentially powerful reinforcers is particularly important.  In this workshop, participants will learn about different methods for identifying potential reinforcers and will have the opportunity to practice and receive coaching.  Participants will also receive practical information about how these techniques can be used in applied settings.

TITLE: Using Photographic Activity Schedules to Promote Independence in Chil dren with Autism and Other Developmental Disabilities

ABSTRACT: Many students with autism and other developmental disabilities have difficulty sequencing their own behavior during free-choice situations. Rather, they rely on adults to prompt them to engage in particular activities. Many do not interact appropriately with play materials or may select one activity and engage in it for and extended period of time. Photographic activity schedules have been shown to be an effective tool to teach children to sequence their own behavior and transition smoothly between multiple activities. Children learn to follow the visual cues in the activity schedule to make transitions instead of relying on adult-provided prompts. Activity schedules also provide a context for teaching basic and complex choice-making behavior as well as social initiations. Activity schedules have been used in a variety of settings with both children and adults with various disabilities. They are easy to use and can be adapted to most environments. As children lear n to follow activity schedules, the schedules themselves can be modified to more closely resemble those used by their typically developing peers (e.g., planners, daily calendars, "to do" lists, etc.).

TITLE: Strategies for Promoting Spontaneous Language in Children with Autism and Related Disorders

ABSTRACT: Language and communication deficits are a defining characteristic of autism spectrum disorders (ASD). While many students with ASDs develop extensive verbal repertoires through intensive behavioral interventions, they sometimes fail to display "spontaneous" verbal behavior in the absence of specific cues provided by another person (e.g., asking questions, making bids for joint attention, making social comments during play, etc.). Script fading is one behavioral technique that has been successfully used to promote spontaneous verbal behavior in children with ASDs. In this presentation, basic script fading procedures will be described and illustrated by discussing the findings from recent studies at Utah State University utilizing script fading procedures. Studies using scripts to teach children with ASD to make play initiations, make spontaneous comments during play, make bids for joint attention, and mand for preferred items using variable response forms w ill be described in the presentation.
     
     
     
 
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