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4449
Poster Session
Thursday, July 23, 2009: 4:30 PM-6:00 PM
Mega Center (Pheasant Run Resort and Conference Center)
The Effectiveness of Visual Scheduling on on-Task and off-Task Behaviors in Students with ASD
Shannon Levandowski, OTD, OTR/L, Pediatric Occupational Therapist, West Allis, WI
Visual schedules are often used to support classroom participation and function within a variety of school settings. To determine the effectiveness of visual schedules in the classroom setting, current research was reviewed. Evidence suggested that visual schedules were effective in increasing on-task behaviors and decreasing off-task behaviors. Additional research is suggested to investigate long term effects, the impact of prompting, and the impact of cognitive ability with visual schedule use. This poster presents critical analysis of reviewed evidence.
Reinforcement Versus Punishment: Ethical Considerations When Choosing Behavior Management Procedures
Leah Gongola, Ph.D., BCBA-D1 and Sandra Hess Robbins, M.Ed.2, (1)Assistant Professor, Youngstown State University, Youngstown, OH, (2)Special Education Doctoral Candidate, Licensed Early Childhood Educator, Certified Early Intervention Specialist, Kent State University, Cleveland, OH
Choosing a behavior intervention that is right for your student can be a tough decision. Additionally, Positive Behavioral Supports emphasizes that educational teams must consider reinforcement-based procedures prior to considering punishment-based procedures. This poster will provide an overview of reinforcement-based options such as token economies and differential reinforcement. Participants will have the opportunity to review ethical considerations and evidence in support of reinforcement-based interventions while comparing the benefits for each procedure.
A New Definition for Self-Determination
Jennifer M. Brown, PhD, CCC-SLP, Outreach Coordinator, The Kelly O'Leary Center for Autism Spectrum Disorders, Cincinnati Children Hospital, Cincinnati, OH
Many adults with autism are challenged by the very concept of self determination because of their limited communication abilities. Since it is so difficult to know what the person with communication challenges wants, it is often the care provider who makes the decision for that person based on his or her own personal preferences. There are strategies that can be implemented, however, that assist care providers in better understanding the preferences of the person with autism and communication challenges.
Emotional Texture: a View from Within
J. Ressler Thomas, Rh.D., Director of Training and parent, Glenkirk, Northbrook, IL
This poster presentation uses a series of writings by an individual with Asperger’s Syndrome. The author vividly shares his experiences of fear, joy, rage, longing, and more. The final piece in the series explores the author’s understanding of empathy
An accompanying review of the literature synthesizes current theories and empirical evidence relative to recognition, control, and attribution of emotion in persons with AS and HFA. Techniques to assist individuals with recognition and control of emotions are presented.
Participation in Play and Leisure in Siblings of Children with ASD
Cherilyn R. Grillot, B., S.1 and Alexia E. Metz, Ph., D., OTR/L2, (1)Occupational Therapy Doctoral Student, University of Toledo Health Science Campus, Perrysburg, OH, (2)Assistant Professor Department of Occupational Therapy, University of Toledo Health Science Campus, Toledo, OH
More studies are needed to understand the effect of Autism Spectrum Disorders (ASD) on families and siblings. We hypothesize that having an older sibling with an ASD changes a child’s opportunities to participate in play and leisure occupations. This will be explored in a cross-sectional study of 6-to 10-year-old children through the use of the standardized self-reports the Children’s Assessment of Participation and Enjoyment (King et al., 2004) and the Preferences for Activities of Children (King et al., 2004).
Blending Social Validity and Treatment Integrity to Enhance Behavioral Interventions for Students with Autism
Leah Gongola, Ph.D., BCBA-D, Assistant Professor, Youngstown State University, Youngstown, OH
Current literature on Response to Intervention addresses the importance of monitoring and controlling for social validity and treatment integrity (Goss, Noltemeyer, & Devore, 2007). This poster will present social validity and treatment integrity results from a reinforcement-based DRO intervention. Social validity and treatment integrity measures were completed throughout the intervention to determine acceptability and resistance by classroom staff while evaluating treatment adherence. The poster will present results and a user-friendly framework for educators seeking to enhance classroom interventions.
A Training Curriculum for Employment Professionals Supporting Individuals with Autism Spectrum Disorders
Alan Kurtz, M.Ed., Ph.D, Candidate and Janine Collins Janine Collins, MTS, MSW, Research Associate, Center for Community Inclusion and Disability Studies, Orono, ME
The presenters will display a new curriculum they developed for use in training employment support professionals to meet the individualized needs of persons with autism spectrum disorders. The curriculum provides employment specialists with general knowledge about autism and information on sensory, behavior, social, and communication differences that should be considered as part of both the assessment and job development process. Topics include: Sensory Processing; Routine, Structure and Predictability; Movement Differences; Communication; Social Interaction; Assessment and Job Development.