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Autism Society records most keynote and concurrent sessions at their annual conferences. You can see and hear those recordings by purchasing full online access, or individual recordings.
3904
Poster Session II
Friday, July 11, 2008: 12:00 PM-1:30 PM
Florida Exhibit Hall A (Gaylord Palms Resort & Convention Center)
Best Practices in Assessment: Choosing the Right Tools for the Job
Sandra Hess Robbins, M.Ed.1, Leah Gongola, Ph.D., BCBA-D2 and Kristie Pretti-Frontczak, Ph.D.3, (1)Special Education Doctoral Candidate, Licensed Early Childhood Educator, Certified Early Intervention Specialist, Kent State University, Cleveland, OH, (2)Assistant Professor, Youngstown State University, Youngstown, OH, (3)Associate Professor, Kent State University, Kent, OH
Using authentic assessments to gather functional information and guide programming for young children has become a widely accepted and well researched practice in education. However, questions remain about which assessments are appropriate for children with autism spectrum disorders. The poster will disseminate the characteristics of appropriate authentic assessment while providing specific tools for making programming decisions for children with autism without compromising best practices.
Case Study Analysis of a Peer Mediated Social Group for Adolescents with Autism Spectrum Disorders
Susan V. DeLuke, Ph.D.1 and Catherine Capozzola2, (1)Associate Professor of Special Education, The College of Saint Rose, Albany, NY, (2)Peer Mentor for Adolescent Social Group, The College of Saint Rose, Albany, NY
A 10-week social group for adolescents with ASD provided peer mentorship, problem solving skills and illustration of the “hidden curriculum.” The research methods included quantitative and qualitative methods. Significant changes in social skills were documented for 2 of the 3 youngsters with ASD in the study. The qualitative analysis provided evidence that social behavior was appropriate most of the time but the mistakes that did occur were markers of social awkwardness. Social anxiety was also evident among the participants.
Managing Classroom Behaviors: Tools to Facilitate Behavior Interventions in the General Education Setting
Leah Gongola, Ph.D., BCBA-D1 and Jennifer Sweeney, M.A., BCBA2, (1)Assistant Professor, Youngstown State University, Youngstown, OH, (2)Doctoral Student, Kent State University, Macedonia, OH
Most special educators are equipped during their undergraduate studies with the knowledge needed to implement behavior protocols for children with autism. However, general educators are not given the same knowledge base although current inclusion policies expect them to teach children with special needs (Gongola & Sweeney, 2007). This paper presents strategies to market response cost and token economies to general educators. Both are versatile and feasible strategies to support the learning of children with autism in inclusion settings.
Autism Goes to College: Supporting High-Functioning Autism and Aspergers in Higher Education
Carolyn Komich Hare, M.S., SpEd, Founder and Director, AHEADD (Achieving in Higher Education with Autism/Developmental Disabilities), Pittsburgh, PA
With earlier and improving intervention, a growing number of students in the Spectrum are now considering higher education. As colleges across the country attempt to accommodate this population, many are turning to third-party programs to enhance their level of support. This poster will explore how AHEADD, in collaboration with Carnegie Mellon University’s department of Equal Opportunity Services, developed a best practice model of support that is now being expanded to post-secondary environments across the country.