Mary Jane Weiss

• ABA is often diluted, which weakens the impact
• diversity can be confusing, but is not necessarily a bad thing
• highlight the most empirically valid and promising
• DTT/DTI
  • lots of confusion
  • needs to be done correctly
  • kids who struggle with more naturalistic
  • formal and exact unit of teaching
    • easy to take data and track
    • high track record
  • how has DTI changes?
    • more naturalistic tone - not Sd voice
    • programming for generalization - more Sd
    • not just blocks of trials
    • use interspersals - change what we're asking
    • shorter ITIs - increased learning opportunities
    • use of errorless learning strategues
      • we need to update our formal instruction
      • decrease rote responding, builds momentum
  • teaches skills that need repetition and increases motivation
  • need to plan for generalization
  • overemphasis on Sd-R format
• other ABA
  • naturalistic strategies
  • emphasizes intitation and elaboration
• initiation
  • a little for free
  • play
  • etc...
  • part of best practice
  • capitalizes on teachable moments
  • be accurate in lexicon and description
  • take data on sponteneity
• Fenske, Krantz and McClannahan - data collection
  • initiation
  • elaboration
  • Sr given
• other naturalistic
  • NLP
  • PRT
    • intrinsic motivation
    • child centered
  • variations on targets
    • looser shaping contingencies
    • PRT - cooperation, motivation
• VB Classification system - VB is a taxonomy, not a curriculum
  • can be used with any instructional method
  • use of rate-building to achieve fluency
• VB
  • widely applied
  • VB and fluency are usually part of the package
  • need more data but is promising
  • can be vocal or non-vocal
  • focus on function helpful for autism
    • decrease treatment of function
  • verbal operants are indpendent response classes
  • paucity of data on comparison of approaches
    • popularity - good results
      • focus on manding
      • focus on intraverbals
• fluency building - Binder 1996, 1987
  • precision teaching - train to fluency
  • accuracy + speed
  • automatic - elements are chunked
  • responses are "there when we need them"
  • fluency problems = functional problems
    • effort
    • duration
    • latency - social significance for inclusion
      • can extinguish initiation
      • missed opportunity to demonstrate skills
  • why train to fluency
    • stability
    • endurance
    • application
    • adduction - combinatorial entailment
• Build fluency, don't block fluency
  • create contexts where we're not holding them back
    • adapt and modify lessons
    • teach references and aids
  • not a whole lot of data with this population
  • good anecdotal/theoretical data
• social skill training - primising techniques
  • joint attention
  • rule cards, rehearsals, problem solving, etc...
• STRATEGIES ARE COMPATIBLE AND APPLICABLE
• goal - socially significant, meaningful, independent procedures
• Ingersoll - imitation teaching naturalistically
• more component analysts of social skills
• validation strategies