Abstracts 2021

Symposium 2021 - abstracts

1. Activity Schedules: A Strategy to Overcome Prompt Dependence for Individuals with Autism.

   Dr. Gregory S. MacDuff, Princeton Child Development Institute.
   It is uncommon in the field of autism intervention to find a professional or a family member who has not addressed prompt dependence at some time. In the early 1980s PCDI opened its second community-based group home and rapidly discovered that although the youngsters who resided in the home had acquired a wide array of language, self-care, and home-living skills, they rarely, if ever, displayed those skills unless they were directed or otherwise prompted to do so by instructors. The research projects that emerged were designed to address the types of stimuli that should evoke the previously acquired responses as well as investigating the design of prompt and prompt-fading strategies that would promote greater levels of independence. Although this research is nearly 30 years old, activity schedules continue to be used around the world to promote independent behavior. Future research should address expanding the level of independence achieved--some of these potential questions will also be presented and discussed.
   
   

2. Ensuring Effective Dissemination and Advancement of Critical System Variables in Autism Intervention Programs.

   Dr. Dawn B. Townsend, Alliance for Scientific Autism Intervention.
   In 1993, McClannahan and Krantz published a critical paper about the importance of system variables and accountability in autism intervention programs, based on their work at the Princeton Child Development Institute. This seminal paper defined critical independent and dependent variables affecting autism intervention programs and the importance of the dissemination of this information. These system variables have been incorporated into an effective science-based intervention model that has been consistently implemented to produce meaningful outcomes by the members of the Alliance for Scientific Autism Intervention (ASAI). ASAI members have expanded and elaborated on those system variables to ensure the preservation, extension, and dissemination of excellence and effective science-based intervention services for individuals with autism. The purpose of this presentation is to share information about standards of excellence with regard to clinical and administrative systems and governance for autism intervention agencies; as well as the importance of dissemination and implementation of these system variables.
   
   

3. The Effects of Script-Fading Procedures on Peer Interactions among Children with Autism.

   Dr. Susan M. Vener, Dr. Alison M. Gillis, New York Child Learning Institute.
   A core symptom of autism spectrum disorder is a deficit in social communication and interaction skills. The script-fading procedure is an effective behavior-analytic strategy that can be used to teach people with autism to interact with others. This presentation will cover several studies conducted at the New York Child Learning Institute (NYCLI) that demonstrate the effects of the script-fading procedure on interactions among children with autism. Moreover, these studies demonstrate generalization across untrained responses, stimuli, and interaction partners. These studies expand upon the foundational groundwork on the script-fading procedure developed by Drs. Krantz and McClannahan.
   
   

4. Teaching Joint Attention Skills to Adolescents and Young Adults with Autism Using Multiple-exemplar Training and Script and Script-Fading Procedures.

   Eric Rozenblat, Dawn B. Townsend, Alliance for Scientific Autism Intervention.
   A core symptom of autism spectrum disorder is a deficit in social communication and interaction skills. The script-fading procedure is an effective behavior-analytic strategy that can be used to teach people with autism to interact with others. This presentation will cover several studies conducted at the New York Child Learning Institute (NYCLI) that demonstrate the effects of the script-fading procedure on interactions among children with autism. Moreover, these studies demonstrate generalization across untrained responses, stimuli, and interaction partners. These studies expand upon the foundational groundwork on the script-fading procedure developed by Drs. Krantz and McClannahan.
   
   

5. Home Programming: Enabling Parents To Become The Teachers Their Children With Autism Need Them To Be While Promoting Happiness and Independence.

   Kevin J. Brothers, Somerset Hills Learning Institute.
   The number of years that a child with autism is entitled to an education various around the globe. What is consistent, no matter where a child lives, is the fact that the number of education years is woefully inadequate. Add to that the fact that children with autism do not readily generalize their skills and you have a recipe for disaster in terms of the development and maintenance of essential skills. The member organizations of the Alliance for Science In Autism Intervention (ASAI) systematically address these problems by partnering with parents to teach them the necessary skills that promote the happiness and independence of their child with autism. This presentation will outline the process by which parents receive training and how home programming is provided, to create an enjoyable and productive environment for parents, children, and ultimately adults with autism.