The effect of a reinforcer on behavior is largely determined by the schedule in which it is implemented. One type of reinforcement schedule that has not been explored extensively is conjugate reinforcement. Previous researchers have used conjugate schedules to evaluate a reinforcer's effects on behavior and as an assessment tool. However, none have explored how to effectively engineer conjugate schedules in applied settings. The current study explores the effectiveness of conjugate reinforcement implemented by several interventionists across a variety of responses, reinforcers, and in a wide range of participants with autism. The results indicated that delivering social, audio/visual, and tangible stimuli in a conjugate schedule resulted in increased durations of various target responses (e.g. social skills, motor skills) and non-targeted measures (e.g., approach, social bids, speed) across participants. Considerations regarding reinforcer and response selection in implementing conjugate schedules in applied settings are provided.

The main purpose of this research was to collect information regarding clinical and counseling psychologists', school psychologists', and child psychiatrists' (a) current knowledge about autism, (b) levels of training and preparedness to provide diagnoses and interventions, (c) common tools and methods used to assess autism, (d) the disorders that are most difficult to differentiate from autism, and (e) the most common recommendations and interventions used for children with autism. Autism currently affects 1 out of 166 children and it has been estimated to have a 10-17% growth annually (Center for Disease Control, 2005). Therefore it is imperative that professionals who work with children who have autism be trained and knowledgeable. No research was found regarding the training, knowledge, assessment, and intervention practices of professionals.A survey was developed to address training, diagnostic techniques, knowledge, and intervention practices of professionals. The survey was initially mailed to a total of 987 professionals within the state of Indiana (394 members of the Indiana Association of School Psychology, 500 members from the Indiana Association of Psychologists, and 99 members from the Council of Child and Adolescent Psychiatrists). A total of 343 usable surveys were returned.Overall, professionals demonstrated a good knowledge base about autism facts verses myths. Professionals also demonstrated good knowledge of disorders that can be comorbid with autism. Professionals underestimated the rate of seizure disorder and mental retardation with autism. Most professionals reported receiving training on autism from workshops and very little training from graduate programs or internships.Professionals reported wanting to have more opportunities for hands-on training with children who have autism. Professionals most often used rating scales when performing assessments for autism and rarely used instruments such as the Autism Diagnostic Observation Schedule (ADOS) or the Autism Diagnostic Interview- Revised (ADI-R). Respondents felt most comfortable with assessment of autism and least comfortable with providing interventions. Communication disorder was ranked as the most difficult disorder to differentiate from autism by all professionals. Respondents differed on specific interventions they recommended and interventions they actually provided. Implications for professionals, training, and future research are discussed. / Department of Educational Psychology

Thesis (Ed.D.)--Boston University / Through written survey and recorded interviews a snapshot in time was taken on how theorists of five promising approaches- Applied Behavioral Analysis, TEACCH, Daily Life Therapy, Miller Method, and DIR- think about children on the autism spectrum. Some of the findings include agreement on the need for a better definition of autism, the need for treatment-based research for developing and maintaining best practice, that the diversity of needs of people on the autism spectrum requires a wide range of approaches, and a general sense that people with autism have many valued strengths to contribute to society. Other findings include extensive use of non standardized assessments along with judicious employment of standardized instruments. Finally, all the theorists - some of home have spent more than 4 decades helping children with autism - all feel that the work they have done can be useful to youth with other challenges as well.

This study was a program evaluation for an autism treatment center for the period of April 2008 through August 2011. the study extended previous evaluations of the autism treatment center. the purpose of this evaluation was to determine the degree to which the center’s measures corresponded with its stated mission goals. a number of data sources were reviewed including client records of demographic and outcome information. Findings suggest the center maintained records that allow for the evaluation of most of its mission’s goals. There were, however, difficulties with data collection, storage, and retrieval. the present program evaluation found that missing information and lack of follow-up information hindered efforts toward mission evaluation.

Applied behavior analysis (ABA) remains at the forefront of effective interventions for children with autism. In some cases, the high cost of treatment and other environmental factors limit families from accessing services. The Easter Seals North Texas (ESNT) Autism Treatment Program (ATP) was created to reach high risk, underserved families in the North Texas area by providing early intensive behavioral intervention (EIBI) services to children with autism. This evaluation was conducted to analyze the success of meeting the ESNT ATP program mission to provide culturally responsive ABA to children. The evaluation includes the design of assessments, the analysis of the assessment data, and a set of recommendations to maintain and increase program accessibility.

The increased prevalence rate of autism has immense implications for speech language pathologists (SLPs) who are directly involved in the education and service delivery for students with autism. However, few studies have documented the effectiveness of the knowledge and confidence of SLPs regarding autism. The purpose of this study was to measure the knowledge and confidence of SLPs regarding autism and the extent to which their educational and professional training prepared them to work effectively with this population. An online survey was administered to and returned by 336 SLPs nation-wide. Two multiple linear regressions were conducted to determine the variables that explained overall knowledge and confidence. The number of students with autism on one's caseload explained most of the variance. Independent sample t-test results depicted knowledge and confidence scores of SLPs who were behaviorally trained versus those who were not behaviorally trained. SLPs who were behaviorally trained had higher mean scores on measures of knowledge and confidence when compared to those without formal behavioral training. Finally, a bivariate correlation was conducted to explore the relationship between knowledge and confidence of SLPs, however, results were not statistically significant.

No description available.

Repetitive verbal patterns of speech are a trait associated with high-functioning autism (HFA). For some, this higher-order restricted, repetitive behavior impedes learning, social opportunities, and access to work environments. Despite emerging motivation for establishing social relationships, some individuals with HFA lack the behavioral prerequisites to establish meaningful relationships. The purpose of this study is to demonstrate the effectiveness of teaching interaction to decrease higher-order verbal restricted and repetitive behaviors (RRBs) for four adults with HFA. Through a multiple baseline design across participants, individuals were exposed to a function-based intervention (i.e., teaching interaction) that systematically taught and reinforced alternative communicative behaviors while interrupting repetitive speech with specific feedback. Teaching interaction effectively reduced RRBs and increased alternative conversation for all four participants. Three of the four participants elected to participate in post-intervention maintenance sessions that occurred in individualized naturalistic settings. Their conversation behaviors maintained with one participant receiving one booster session.

M.A. (Counselling Psychology) / Mothers’ experiences of raising a child who has been diagnosed with autistic disorder or autism spectrum disorder are multifaceted and multidimensional. These experiences include both negative and positive aspects which at times occur simultaneously. The aim of this research was to explore three mothers’ lived experiences of raising a child who has been diagnosed with autistic disorder. This entailed their experiences prior to receiving a diagnosis of autistic disorder for their child to their present circumstances. A hermeneutic epistemological framework, which falls in the qualitative research approach, was used. Data were collected in the form of three written narratives and three interviews which were analysed using a hermeneutic epistemological framework and thematic analysis. The analysis of the data resulted in the identification of five metathemes: the journey towards a label, challenges, attempting to be a good enough mother, coping, and personal growth. The most prominent metatheme is the three mothers’ attempts to be a good enough mother to their child with autistic disorder. Furthermore, the metathemes seem to confirm that mothers’ experiences are multidimensional and multifaceted.

This study reports and evaluates child outcome measures at a non-profit autism treatment program providing applied behavior analysis (ABA) based services to children age 3 to 8. To accomplish this, a review was conducted of available outcome data for a 1 year period. Several categories of outcome measures have been reported in the autism treatment literature (post-intervention educational placement, cognitive status, developmental and achievement status and/or progress, autism symptom reduction, and diagnostic reclassification). This study found that the program relied on 2 sources of data to evaluate child outcome: Hawaii Early Learning Profile® and program goal mastery. Children are making progress as indicated by these measures. The findings are discussed in relation to broader outcome recommendations.