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5164
Poster Session
Friday, July 9, 2010: 10:00 AM-11:30 AM
Landmark Circle (Hyatt Regency Dallas)
The Effect of Early Intervention on the Progress of the Autistic Child
Kandavalli Sylaja, Research Scholar, Mphil From Nagarjuna University, Hyderabad, India
INTRODUCTION:
Autism is a developmental disorder. An attempt was made in the present study to know the effectiveness of different types of therapies and treatments.
Major Findings of the Study
1. Occupational and speech therapy was effective among different types of standardized therapies.
2. Touch therapy and art therapy was effective among different types of innovative therapies.
3. Diet and special diet treatments was effective among different types of treatments.
SUPERVISOR: D.r.A. RAMAKRISHNA PROFESSOR
IASE, OSMANIA UNIVERSITY
INVESTIGATOR: K.SAILAJA
Reported Physical and Mental Health of Caregivers for Adults with Autism
Abby K. Hoag, B.S.1, Rachel R. Ashcraft, B.S.1, Aisha N. Crawford, B.S.1, Victoria L. Lauderdale, B.S.1 and Laura K. Vogtle, Ph.D., OTR/L2, (1)Student, University of Alabama at Birmingham, Birmingham, AL, (2)Professor, University of Alabama at Birmingham, Birmingham, AL
This study surveyed caregivers of adults with autism to generate information regarding their physical and mental health. A mixed methods questionnaire was distributed to caregivers from a nonprofit facility providing services for persons with autism; a 51% response rate was attained. Data from the sample of 28 caregivers, primarily female parents, suggested certain conditions (depression, diabetes, hypertension, and asthma) occurred more in this sample than in similar age group comparisons with Centers for Disease Control data and other national sources.
Allied Health-Care Providers' Role in Screening for Autism Spectrum Disorders
Trisha Self, Ph.D., CCC-SLP, Assistant Professor, Wichita State University, Wichita, KS
There is evidence documenting that children are not being diagnosed with autism spectrum disorder (ASD) early enough. This study surveyed allied health care providers to determine whether these professionals had received training on the characteristics of ASD and ASD-specific screening strategies either through their pre-professional education or via continuing education (CE). These results provide initial support for allied health care providers to become more active in the screening and referring processes for children who present with symptoms of ASD.
The Circle of Friends Group - Preliminary Social Skill Research Results
Kathleen Klein, M.S., OTR, BCP1 and Jillian Gordon, OTS2, (1)Assistant Professor of Occupational Therapy, Richard Stockton College of New Jersey, Pomona, NJ, (2)Occupational Therapy Graduate Student, Richard Stockton College of New Jersey, Pomona, NJ
This poster describes preliminary research findings of parent surveys and child engagement studies based on participation in the Circle of Friends Social Skill Group from 2007-2009. The group meets during weekly sessions in the community library in Ocean County, New Jersey and engages in themed play activities designed to develop and strengthen social skills and social competence. Preliminary research data indicates that young children diagnosed with ASD develop meaningful social skills and play behaviors when provided with structured evidence-based experiences.
Social Networking for Individuals, Families and Friends of Autism
Patricia A. Worsley, MSMHC1 and Michelle Abbott2, (1)Mental Health & Autism Service Coordinator, Gateways Community Services, Nashua, NH, (2)Autism Center Coordinator, Gateways Community Services, Nashua, NH
The Nashua Autism Network (NAN) is an on-line, interactive, 24/7 Nashua, New Hampshire region resource for improved communications, and information sharing, amongst those with autism and their families. NAN provides up to date information on local and national autism news, services, and supports with assistance from the Gateways Community Services Autism Center.
PEP-3 Training Module and Application
Amber Waterman, M.S., BCBA1, Julie Ton, M.A.2 and John J. Wheeler, Ph.D.3, (1)Behavior Analyst/Doctoral Student, Tennessee Technological University, Cookeville, TN, (2)PBSI Project Coordinator/Doctoral Student, Tennessee Technological University, Cookeville, TN, (3)Principal Investigator, Positive Behavior Support and Inclusion, Associate Dean, Tennessee Technological University, Cookeville, TN
The purpose of this poster session is to disseminate information regarding the administration of the PEP-3. A training module was developed to use with those interested in using the PEP-3 as an assessment and also as a tool to develop IEP goals. Administration, scoring, and IEP goal development will be presented.
Behavior Matters! An Introductory Guide to Implementing DRO in the Classroom
Leah Gongola, Ph.D., BCBA-D, Assistant Professor, Youngstown State University, Youngstown, OH
This poster is intended to provide special education practitioners and school staff with supporting literature and necessary strategies for implementing a Differential Reinforcement of Other behavior (DRO) intervention. DRO is a reinforcement-based intervention, which reinforces a student for exhibiting any behavior other than an undesired behavior. The DRO case examples, step-by-step checklists, and visual charts included in this poster will offer support to practitioners in search of a feasible and structured intervention for students with autism and challenging behaviors.
Creative Techniques for High-Functioning Autism Social Skills Groups
Raychel C. Muenke1, Laura Jacobs Sanders, Ph.D.2 and Kathy DeOrnellas, Ph.D., Psychologist3, (1)Doctoral Student, Texas Woman's University, Lantana, TX, (2)Doctoral Graduate, (3)Assistant Professor, Texas Woman's University, Denton, TX
One of the difficulties with manualized social skills interventions is the frequent failure of the participants to generalize the learned skills to real-world situations (Parsons & Mitchell, 2002). The focus of this poster is to convey creative techniques for leading social skills groups that employ games as a way to create a naturalistic setting and increase participation and generalization.
Social Story™ Interventions for Students with Autism: A Meta-Analysis and Teacher Survey
Anastasia Kokina, M.Ed.1 and Lee Kern, Ph.D.2, (1)Research Assistant, Lehigh University, Bethlehem, PA, (2)Professor, Lehigh University, Bethlehem, PA
Social Stories™ are an individualized intervention that addresses social difficulties of students with Autism Spectrum Disorders (ASD). While many teachers perceive them as effective, research findings have been mixed. Two related studies, a meta-analysis of research and a survey of teachers working with students with ASD, were conducted. Findings pertaining to the overall effectiveness of Social Stories, their use in research and educational settings, and the role of the moderator variables (intervention and participant characteristics) will be discussed.
A Collaboration Model for Special Educators and Paraeducators
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
The current increase in autism prevalence means that schools are servicing a greater number of students with autism. As a result, paraeducators have assumed an expansion of responsibilities such as behavior management, direct instruction, and data collection. While paraeducators are an invaluable resource, research indicates that most paraeducators lack the training to carry out instructional and behavioral duties (Dowing et al., 2000). This poster will outline a collaboration model for training paraeducators in effort to shape their best practices.
Autism Spectrum Disorders Screening and Diagnostic Practices: A Survey of Physicians
Jagadeesh Rajagopalan, MPH1 and Trisha Self, Ph.D., CCC-SLP2, (1)Ph.D. Student, Wichita State University, Wichita, KS, (2)Assistant Professor, Wichita State University, Wichita, KS
In 2007, the American Academy of Pediatrics issued a policy statement recommending physicians screen all children for autism spectrum disorders (ASD) two times prior to their second birthday. It has been documented, however, that children are not being diagnosed with ASD until they are approximately six years of age. The purpose of this survey is to identify Kansas physicians’ professional training and continuing medical education in the area of ASD, as well as their screening and diagnostic practices for ASD.
Statewide Early Identification
Nancy Cronin, M.A., PDD Systems Change Coordinator, Maine Developmental Disabilities Council, Augusta, ME
State systems often evolve into silos. People who use the systems are trying to solve a problem or access comprehensive services for one issue, such as early intervention. Families often have to work with multiple agencies, each with its own silo, to get their needs met. This poster session explores one method to improve systems working together and improve early identification in Maine of children with Autism Spectrum Disorders.