Conference Session Descriptions
| KEYNOTE ADDRESS: How to Teach Intraverbal Behavior to Children with Autism | |
|---|---|
|
November 6 @ 1:15–2:45 p.m. Children with autism often have difficulty engaging in meaningful conversations with others. A significant part of conversational behaviors consists of what Skinner (1957) identified as intraverbal behavior. In every day terms, intraverbal behavior involves responding verbally to what other people say. For example, if someone asks “Where do you go to school,” the response "Harvest Park” is an intraverbal. It is not uncommon for children with language delays to have hundreds of mands, tacts, and listener skills, but weak or absent intraverbal skills. The current presentation will describe how to identify a child’s existing intraverbal level, determine if he is ready for intraverbal training, and if so, where to place him in an intraverbal curriculum. The basic components of that curriculum will be presented, along with a description of 15 different intraverbal teaching procedures.
1 CE Credit for Psychologists |
Speaker:
|
| Understudied Intervention Procedures in the Early Behavioral Treatment of Autism | |
|
November 6 @ 3:15–4:30 p.m. Large-scale applications of early and intensive behavioral intervention (EIBI) have been demonstrated to be successful in producing significant improvements in the behavioral repertoires of children diagnosed with autism. However, questions still remain about the use of a number of the specific intervention procedures involved in EIBI. Unfortunately, some of these procedures have been disseminated, sometimes fervently, without sufficient supportive evidence. The current presentation will include data from three experiments to illustrate the investigation of understudied intervention procedures within EIBI. The topics of these experiments are differential reinforcement of independent responding, teaching receptive (conditional) discriminations, and intermittent measurement procedures. The main findings and clinical implications of each of these studies will be presented.
1 CE Credit for Psychologist |
Speaker:
|
| Improving joint attention and reciprocal language skills in children with autism | |
|
November 6 @ 10:30–11:45 a.m. A core deficit in children with autism is their lack of spontaneous seeking to share enjoyment, interests or achievements with other people. Joint attention involves two people actively sharing attention with respect to an object or event. Young children with autism may fail to develop this meaningful skill. For example, children with autism may not point to objects of interest or show toys to their parents. In addition, some children may fail to engage in reciprocal exchanges of conversation or initiate comments about interesting events in order to share information. This presentation will review responses that comprise joint attention and reciprocal language, and outline research-based strategies to teach these important skills. Videotaped examples will illustrate responses and teaching interventions
1 CE Credit for Psychologists |
Speaker:
|
| New Advances in Autism Research and Innovative Programming | |
|
November 6 @ 9–10:15 a.m. Objectives:
1 CE Credit for SLPs |
Speaker:
|
