Autism ABA Therapy - Handouts · 2020. 5. 19. · FEAT-NT 2017 DFW Autism Conference Executive...
Transcript of Autism ABA Therapy - Handouts · 2020. 5. 19. · FEAT-NT 2017 DFW Autism Conference Executive...
AAC with ABA for ASD: Easy as 1, 2, 3 Christina Martin, CCC-SLP, BCBA Lauren Penne, SLP-Assistant, BCBA
2/3/2017
Therapy & Beyond www.therapyandbeyond.com 469.892.7500 1
Executive Director: Regina Crone, Ph.D., BCBA-D
AAC with ABA for ASD:Easy as 1, 2, 3
Christina Martin, M.S., CCC-SLP, BCBALauren Penne, M.Ed, SLP-Assistant, BCBA
Christina Martin, M.S., CCC-SLP, BCBALauren Penne, M.Ed, SLP-Assistant, BCBA
FEAT-NT 2017 DFW Autism Conference
Executive Director: Regina Crone, Ph.D., BCBA-D
Handouts
Updated handouts are available on our website at:
FEAT-NT 2017 DFW Autism Conference
www.therapyandbeyond.com/presentations
Executive Director: Regina Crone, Ph.D., BCBA-D
Objectives• Understand how individuals with Autism Spectrum Disorder (ASD)
benefit from Augmentative and Alternative Communication (AAC)• Understand no-tech, low-tech, and high-tech forms of AAC and which to
use• Understand the potential benefits of AAC on the development of natural
speech with individuals with ASD• Understand the myths about AAC and distinguish scientific from
pseudoscientific treatment claims• Understand behavioral AAC intervention approaches for individuals with
ASD
FEAT-NT 2017 DFW Autism Conference
AAC with ABA for ASD: Easy as 1, 2, 3 Christina Martin, CCC-SLP, BCBA Lauren Penne, SLP-Assistant, BCBA
2/3/2017
Therapy & Beyond www.therapyandbeyond.com 469.892.7500 2
Executive Director: Regina Crone, Ph.D., BCBA-D
Need for AAC with ASD
Approximately of individuals with autism present with little or no functional speech and may be candidates for AAC to replace or supplement natural speech.
Approximately of individuals with autism present with little or no functional speech and may be candidates for AAC to replace or supplement natural speech.
Weitz, C., Dexter, M., Moore, J., Glennen, S., & Decoste, D. (1997). AAC and children with developmental disabilities. Handbook of augmentative and alternative communication, 395-431.
Lloyd, L. L., Fuller, D. R., & Arvidson, H. H. (1997). Augmentative and alternative communication: A handbook of principles and practices. Needham Heights, MA Allyn & Bacon
FEAT-NT 2017 DFW Autism Conference
Executive Director: Regina Crone, Ph.D., BCBA-D
What is AAC?
Augmentative and Alternative Communication includes (other than oral speech) that are used to express thoughts, needs, wants, and ideas.
Augmentative and Alternative Communication includes (other than oral speech) that are used to express thoughts, needs, wants, and ideas.
American Speech-Language-Hearing Association. (2002). Augmentative and alternative communication: knowledge and skills for service delivery [Knowledge and Skills]. Available from www.asha.org/policy.
FEAT-NT 2017 DFW Autism Conference
Executive Director: Regina Crone, Ph.D., BCBA-D
Augmentative vs. Alternative
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American Speech-Language-Hearing Association. (2004). Roles and responsibilities of speech-language pathologists with respect to augmentative and alternative communication: Technical report [Technical Report]. Available from www.asha.org/policy.
Supplement to current communication
Supplement to current communication
Replacement of current communication
Replacement of current communication
AAC with ABA for ASD: Easy as 1, 2, 3 Christina Martin, CCC-SLP, BCBA Lauren Penne, SLP-Assistant, BCBA
2/3/2017
Therapy & Beyond www.therapyandbeyond.com 469.892.7500 3
Executive Director: Regina Crone, Ph.D., BCBA-D
Key Terms
Act of giving or receiving information
in any form
System of conveying thought with shared rules
Communicationby vocal
production
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Executive Director: Regina Crone, Ph.D., BCBA-D
AAC Forms
Sign LanguageCommunication Boards
PECSAnd many, many more
Sign LanguageCommunication Boards
PECSAnd many, many more
Speech Generating Devices
Electronic Communication Systems
Speech Generating Devices
Electronic Communication Systems
FEAT-NT 2017 DFW Autism Conference
Executive Director: Regina Crone, Ph.D., BCBA-D
No Tech Example
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AAC with ABA for ASD: Easy as 1, 2, 3 Christina Martin, CCC-SLP, BCBA Lauren Penne, SLP-Assistant, BCBA
2/3/2017
Therapy & Beyond www.therapyandbeyond.com 469.892.7500 4
Executive Director: Regina Crone, Ph.D., BCBA-D
Low Tech Example
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Executive Director: Regina Crone, Ph.D., BCBA-D
High Tech Example
FEAT-NT 2017 DFW Autism Conference
Executive Director: Regina Crone, Ph.D., BCBA-D
Which AAC is best?
FEAT-NT 2017 DFW Autism Conference
AAC with ABA for ASD: Easy as 1, 2, 3 Christina Martin, CCC-SLP, BCBA Lauren Penne, SLP-Assistant, BCBA
2/3/2017
Therapy & Beyond www.therapyandbeyond.com 469.892.7500 5
Executive Director: Regina Crone, Ph.D., BCBA-D
Which AAC is best?
The best method supports the development of spontaneous, meaningful communication that generalizes to all environments. There is no such thing as one size fits all.
The best method supports the development of spontaneous, meaningful communication that generalizes to all environments. There is no such thing as one size fits all.
FEAT-NT 2017 DFW Autism Conference
Executive Director: Regina Crone, Ph.D., BCBA-D
Feature Matching
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Caron, J. (2013) Feature Match Table. Retrieved from http://www.childrenshospital.org/centers-and-services/augmentative-communication-program/downloads/app-and-clinical-feature-matching-handouts
an individual’s available or potentially available augmentative and alternative communication
Executive Director: Regina Crone, Ph.D., BCBA-D
Feature Matching Table
FEAT-NT 2017 DFW Autism Conference
Caron, J. (2013) Feature Match Table. Retrieved from http://www.childrenshospital.org/centers-and-services/augmentative-communication-program/downloads/app-and-clinical-feature-matching-handouts
AAC with ABA for ASD: Easy as 1, 2, 3 Christina Martin, CCC-SLP, BCBA Lauren Penne, SLP-Assistant, BCBA
2/3/2017
Therapy & Beyond www.therapyandbeyond.com 469.892.7500 6
Executive Director: Regina Crone, Ph.D., BCBA-D
Pseudoscientific ClaimsPseudoscience refers to claims that appear to be based on the scientific method
but are not.
Finn, P., Bothe, A.K., & Bramlett, R.E. (2005). Science and Pseudoscience in Communication Disorders. American Journal of Speech-Language Pathology, 14, 172-186.
FEAT-NT 2017 DFW Autism Conference
1. Untested2. Unchanged3. Confirming evidence4. Anecdotal evidence5. Inadequate evidence6. Avoiding peer review7. Disconnected8. New terms9. Grandiose outcomes10.Holistic
Russell’s Orbiting Teapot
Executive Director: Regina Crone, Ph.D., BCBA-D
Scientific Claims
“ASD is a medical/ neurodevelopmental condition with behavioral symptoms that are directly addressed by appliedbehavior analysis methods. ABA has proven effective in addressing the core symptoms of autism as well asdeveloping skills and improving and enhancing functioning in numerous areas that affect the health and well-beingof people with ASD.”
“The effectiveness of ABA-based interventions in ASDs has been well documented through a long history of research inuniversity and community settings. Children who receive early intensive behavioral treatment have been shown to makesubstantial gains in cognition, language, academic performance, and adaptive behavior as well as somemeasures of social behavior, and their outcomes have been significantly better than those of children in control groups.”
“ABA has both long-term empirical and research data to demonstrate its effectiveness inhelping children who are diagnosed with ASD, and AAP has endorsed the use of ABAtreatments when determined appropriate by physicians within a medical home, in closeconsultation with families.”
Applied Behavior Analysis as an Evidence-Based Practice
American Academy of Pediatrics. (2012) Statement on the Use of ABA to Treat Individuals with ASDs.Retrieved from http://www.armed-services.senate.gov/statemnt/2012/06%20June/Tait%2006-21-12.pdf
FEAT-NT 2017 DFW Autism Conference
Executive Director: Regina Crone, Ph.D., BCBA-D
Applied Behavior Analysis
“The in which procedures derived from the are systematically applied to improve behavior to a meaningful degree and to demonstrate experimentally that the procedures employed were responsible for the improvement in behavior." (p. 14)
“The in which procedures derived from the are systematically applied to improve behavior to a meaningful degree and to demonstrate experimentally that the procedures employed were responsible for the improvement in behavior." (p. 14)
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Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied Behavior Analysis, 2nd ed. Upper Saddle River, N.J.: Pearson Prentice Hall.
AAC with ABA for ASD: Easy as 1, 2, 3 Christina Martin, CCC-SLP, BCBA Lauren Penne, SLP-Assistant, BCBA
2/3/2017
Therapy & Beyond www.therapyandbeyond.com 469.892.7500 7
Executive Director: Regina Crone, Ph.D., BCBA-D
Applied Behavior Analysis
Some individuals may rely on socially inappropriate, or maladaptive behaviors (i.e. hitting) to communicate their needs to others. In these cases,
can serve as an method of communication through
.
Some individuals may rely on socially inappropriate, or maladaptive behaviors (i.e. hitting) to communicate their needs to others. In these cases,
can serve as an method of communication through
.
FEAT-NT 2017 DFW Autism Conference
Danov, S.E., Hartmann, E., McComas, J.J., & Symons, F.J. (2010). Evaluation of two communicative response modalities for a child with autism and self-injury. The Journal of Speech and Language Pathology- Applied Behavior Analysis, 5(1), 70-79.
Wacker D. P, Berg W. K, Harding J. W, Derby K. M, Asmus J. M, & Healy A. (1998). Evaluation and long-term treatment of aberrant behavior displayed by young children with disabilities. Developmental and Behavioral Pediatrics, 19, 260–266.
Executive Director: Regina Crone, Ph.D., BCBA-D
Functional Communication Training
A differential reinforcement procedure in which an individual is taught an
that results in the same class of reinforcement identified as maintaining problem behaviorFor example, instead of screaming for an orange, an individual is taught to exchange a picture to gain access.
A differential reinforcement procedure in which an individual is taught an
that results in the same class of reinforcement identified as maintaining problem behaviorFor example, instead of screaming for an orange, an individual is taught to exchange a picture to gain access.
FEAT-NT 2017 DFW Autism Conference
Carr, E.G. & Durand, V. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18, 111–126.
Executive Director: Regina Crone, Ph.D., BCBA-D
Functional Communication Training
FEAT-NT 2017 DFW Autism Conference
AAC with ABA for ASD: Easy as 1, 2, 3 Christina Martin, CCC-SLP, BCBA Lauren Penne, SLP-Assistant, BCBA
2/3/2017
Therapy & Beyond www.therapyandbeyond.com 469.892.7500 8
Executive Director: Regina Crone, Ph.D., BCBA-D
AAC Myths
AAC is speech intervention strategy.
FEAT-NT 2017 DFW Autism Conference
Executive Director: Regina Crone, Ph.D., BCBA-D
AAC Myths
“AAC interventions on the failure to developspeech skills or considered a last resort because AAC can play many roles inearly communication development.”
“AAC devices and strategies are a tool, a means to an end — language and
communication skills — .”
“AAC interventions on the failure to developspeech skills or considered a last resort because AAC can play many roles inearly communication development.”
“AAC devices and strategies are a tool, a means to an end — language and
communication skills — .”
AAC is a last resort speech intervention strategy.
Romski, M. & Sevcik, R. (2005). Augmentative communication and early intervention: Myths and realities. Infants and Young Children, 18(3), 174-185.
FEAT-NT 2017 DFW Autism Conference
Executive Director: Regina Crone, Ph.D., BCBA-D
AAC Myths
AAC is speech intervention strategy.
FEAT-NT 2017 DFW Autism Conference
AAC with ABA for ASD: Easy as 1, 2, 3 Christina Martin, CCC-SLP, BCBA Lauren Penne, SLP-Assistant, BCBA
2/3/2017
Therapy & Beyond www.therapyandbeyond.com 469.892.7500 9
Executive Director: Regina Crone, Ph.D., BCBA-D
AAC Myths
There are skills needed for AAC.
FEAT-NT 2017 DFW Autism Conference
Executive Director: Regina Crone, Ph.D., BCBA-D
AAC Myths
individuals are considered potential candidates for AAC. There is a
policy with respect to determining individuals' eligibility for AAC
services. There is arbitrary list of (i.e. matchpictures, level of cognitive ability, etc.)
" . . . breathing is the only prerequisite that is relevant to communication.Breathing equals life, and life equals communication. It is that simple."
There are pre-requisite skills needed for AAC.
American Speech-Language-Hearing Association. (2004). Roles and responsibilities of speech-language pathologists with respect to augmentative and alternative communication: Technical report [Technical Report]. Available from www.asha.org/policy.
Kangas, K. & Lloyd, L. (1988). Early cognitive skills as prerequisites to augmentative and alternative communication use: What are we waiting for? Augmentative and Alternative Communication, 4(4), 211-221.
Mirenda, P. (1993). Bonding the uncertain mosaic. Augmentative and Alternative Communication, 9(1), 3-9.
FEAT-NT 2017 DFW Autism Conference
Executive Director: Regina Crone, Ph.D., BCBA-D
AAC Myths
There are skills needed for AAC.
FEAT-NT 2017 DFW Autism Conference
AAC with ABA for ASD: Easy as 1, 2, 3 Christina Martin, CCC-SLP, BCBA Lauren Penne, SLP-Assistant, BCBA
2/3/2017
Therapy & Beyond www.therapyandbeyond.com 469.892.7500 10
Executive Director: Regina Crone, Ph.D., BCBA-D
AAC Myths
Only benefit from AAC.
FEAT-NT 2017 DFW Autism Conference
Executive Director: Regina Crone, Ph.D., BCBA-D
AAC Myths
The comprehensive study of AAC intervention by Millar, D., et. al, (2006)indicated that the positive effects of AAC intervention on speech production were
observed across children and adults, ranging in age from
.
It is too early or too late to start teaching AAC.
Only certain ages benefit from AAC.
Millar, D. C., Light, J. C., & Schlosser, R. W. (2006). The impact of augmentative and alternative communication intervention on the speech production of individuals with developmental disabilities: A research review. Journal of Speech, Language, and Hearing Research, 49, 248-264.
FEAT-NT 2017 DFW Autism Conference
Executive Director: Regina Crone, Ph.D., BCBA-D
AAC Myths
Only benefit from AAC.
FEAT-NT 2017 DFW Autism Conference
AAC with ABA for ASD: Easy as 1, 2, 3 Christina Martin, CCC-SLP, BCBA Lauren Penne, SLP-Assistant, BCBA
2/3/2017
Therapy & Beyond www.therapyandbeyond.com 469.892.7500 11
Executive Director: Regina Crone, Ph.D., BCBA-D
AAC Myths
AAC will speech and language
development.
FEAT-NT 2017 DFW Autism Conference
Executive Director: Regina Crone, Ph.D., BCBA-D
AAC Myths
There have been published studies that show decreased speechproduction as a result of AAC. Two articles reviewed all of the previously-published research that had investigated speech production before, during, and
after AAC intervention. of the individuals involved in any of the studiesdemonstrated decreases in speech production as a result of AAC intervention.
The majority demonstrated at least modest .
AAC will inhibit or impede speech and language development.
Millar, D. C., Light, J. C., & Schlosser, R. W. (2006). The impact of augmentative and alternative communication intervention on the speech production of individuals with developmental disabilities: A research review. Journal of Speech, Language, and Hearing Research, 49, 248-264.
Schlosser, R., & Wendt, O. (2008). Effects of augmentative and alternative communication intervention on speech production in children with autism: A systematic review. American Journal of Speech-Language Pathology, 17(3), 212–230.
FEAT-NT 2017 DFW Autism Conference
Executive Director: Regina Crone, Ph.D., BCBA-D
AAC Myths
According to the study by Millar, D., et. al, (2006)investigating speech production before, during, andafter AAC intervention, participants with:
• Decreases in speech production- 0%• No change in speech production- 11%
FEAT-NT 2017 DFW Autism Conference
Millar, D. C., Light, J. C., & Schlosser, R. W. (2006). The impact of augmentative and alternative communication intervention on the speech production of individuals with developmental disabilities: A research review. Journal of Speech, Language, and Hearing Research, 49, 248-264.
AAC with ABA for ASD: Easy as 1, 2, 3 Christina Martin, CCC-SLP, BCBA Lauren Penne, SLP-Assistant, BCBA
2/3/2017
Therapy & Beyond www.therapyandbeyond.com 469.892.7500 12
Executive Director: Regina Crone, Ph.D., BCBA-D
AAC Myths
According to Mirenda (2003), if AAC (e.g., the manualsign or graphic symbol for cookie) is presented alongwith the spoken word (as is typically the case in AACintervention), and these are followed by a reinforcer(e.g., a chocolate chip cookie),
.
Mirenda, P. (2003). Toward functional augmentative and alternative communication for students with autism: Manual signs, graphic symbols, and voice output communication aids. Language, Speech, and Hearing Services in Schools. 34 203–216
FEAT-NT 2017 DFW Autism Conference
Executive Director: Regina Crone, Ph.D., BCBA-D
AAC Myths
AAC will speech and language
development.
FEAT-NT 2017 DFW Autism Conference
Executive Director: Regina Crone, Ph.D., BCBA-D
Credit for Images Used• http://www-tc.pbs.org/parents/education/files/2012/06/Sign-
Language.jpg• http://www.asha.org/events/convention/handouts/2011/frost-horton-
matteo-waegenaere&psig=AFQjCNFK9cWXI5-AENpCEH_08LAT5fH2CA&ust=1454480315243447
• https://shaivalinisingh.files.wordpress.com/2011/12/footwear-big.jpg• https://hobi.com/myth-busters-itad/myth-busters-itad/• https://itunes.apple.com/us/app/touchchat-hd-aac/id398860728?mt=8
• http://www-tc.pbs.org/parents/education/files/2012/06/Sign-Language.jpg
• http://www.asha.org/events/convention/handouts/2011/frost-horton-matteo-waegenaere&psig=AFQjCNFK9cWXI5-AENpCEH_08LAT5fH2CA&ust=1454480315243447
• https://shaivalinisingh.files.wordpress.com/2011/12/footwear-big.jpg• https://hobi.com/myth-busters-itad/myth-busters-itad/• https://itunes.apple.com/us/app/touchchat-hd-aac/id398860728?mt=8
FEAT-NT 2017 DFW Autism Conference
AAC with ABA for ASD: Easy as 1, 2, 3 Christina Martin, CCC-SLP, BCBA Lauren Penne, SLP-Assistant, BCBA
2/3/2017
Therapy & Beyond www.therapyandbeyond.com 469.892.7500 13
Executive Director: Regina Crone, Ph.D., BCBA-D
Questions
FEAT-NT 2017 DFW Autism Conference
Executive Director: Regina Crone, Ph.D., BCBA-D
Contact Information
www.mytherapyandbeyond.comwww.mytherapyandbeyond.com
469.892.7500469.892.7500
FEAT-NT 2017 DFW Autism Conference