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Dr. Chris’ Autism Journal
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Cal-ABA Conference: March 12-14, 2009


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San FranciscoThe California Association for Behavior Analysis (Cal-ABA) is having its 27th annual conference March 12-14 at the San Francisco Airport Hyatt Regency.  The Jigsaw Learning team will have 2 presentations this year: 1) a workshop, presented by Manya Vaupel, and 2) a symposium chaired by me with presentations by Manya, Shannon, me, and Debbie Moss (from LA Unified School District). 

Both presentations are described below….

The conference is of special interest to college and university faculty, researchers, administrators, and practitioners in behavior analysis, psychology, regular and special education, rehabilitation, public health, behavioral medicine, speech and language, social work, business, and human services. Undergraduate, graduate students and family members of individuals with special needs are also encouraged to attend.

The conference offers information, resources, and prSan Francisco 2ofessional development opportunities for Board Certified Behavior Analysts, Board Certified Assistant Behavior Analysts, psychologists, marriage and family therapists, social workers, speech-language pathologists, regular and special educators, students in those and related fields, and parents and/or consumers of behavior analysis services.

Keynote addresses will be delivered by CalABA’s public policy consultant James Gross, who is sure to inspire listeners to get involved in public policy work, and Sigrid Glenn, a visionary behavior analyst who will clarify burning conceptual questions about what it means to be a “radical” behaviorist. The 2009 Outstanding Contributor to Behavior Analysis, Jon Bailey, will describe “pillars of professionalism” for behavior analysts in his address. This year’s Glenda Vittimberga Memorial Lecture will be on the important topic of psychotropic medications for challenging behaviors, delivered by Jennifer Zarcone.

JigsawLogo.jpg

 

 

 Jigsaw Learning Presentations:

Friday, March 13, 2009     
Fri., 3/13 · 1:45 pm - 3:15 pm
Symposium
(ED, AUT)
(1.5 CEUs - BACB)
Sandpebble A - C
(ID #1149)    

Add #1149 to my program
#1000118770     

Chris

Manya 3

Shannon

Debbie Moss

 

 

Computer-Assisted Instructional Planning in California Schools
Chair: CHRISTINA WHALEN, Jigsaw LearningSchool districts in California are faced with many of the same problems as other states in the U.S. for serving children with special needs. These problems include insufficient staffing, teaching materials, data collection, and finding and implementing effective interventions. One of the biggest problems for schools is lack of funding to address most of these issues. Interventions that can reduce the burden on schools in California is much needed and computer-assisted interventions such as those provided by Jigsaw Learning may help. In this presentation, several computer-assisted programs will be presented by Jigsaw Learning staff and Los Angeles Unified School District including single-subject, case, and group design research.     

Linking Standardized Measures and Curriculum Standards to Intervention
MANYA VAUPEL, Jigsaw Learning
Christina Whalen, Jigsaw Learning
Shannon Cernich, Jigsaw Learning

The development of intervention often involves a ‘learning-as-you-go’ approach where various practices are tried out, often in a single-subject design or case study format. This approach is effective and accepted in most cases. However, when developing a computer-assisted intervention, this is often not possible due to the time and money required for development of the intervention. To ensure quality intervention, computer-assisted programs should be built from best-practices in assessment and intervention including the use of standardized measures, curricula, and national and state content standards. TeachTown programs including TeachTown Basics and TeachTown Avenue use top-notch measures, curricula, and standards to develop these interventions. In this presentation, the method in which the ABLLS, California Content Standards, and other resources were utilized in development will be presented.

Teaching Language and Social Skills Using an Animated Tutor
SHANNON CERNICH, Jigsaw Learning
Christina Whalen, Jigsaw Learning
Manya Vaupel, Jigsaw Learning
Molly Robson, Independent Consultant
Lauren Franke, Independent Consultant

Information on Team Up with Timo computer-assisted instructional programs for students with ASD and language delays will be presented. Team Up with Timo products utilize a lip readably accurate animated tutor, scaffolded teaching and other ABA techniques. Timo targets vocabulary acquisition, reading comprehension, and narrative language skills. Timo Lesson Creator enables educators and interventionists to create individualized social, language, and academic lessons that tie directly to IEP goals. Research supporting the use of Timo in the laboratory will be reviewed, and new research with 3 ASD students in a school setting will be presented. This study uses a multiple baseline design to target narrative language skills in the classroom environment.

Using Teachtown Basics Computer-Assisted Intervention in a Public School Setting
DEBBIE MOSS, Los Angeles Unified School District
Christina Whalen, Jigsaw Learning
Shannon Cernich, Jigsaw Learning
Manya Vaupel, Jigsaw Learning

The implementation of interventions in a public school environment is often difficult and many schools are experimenting with computer-assisted interventions to address their issues with funding, staffing, and resources. In a grant supported by the National Center of Technology Innovation (NCTI), a clinical trial with more than 50 children with autism was implemented. Data will be presented on the effectiveness of the intervention (including on and off computer TeachTown lessons) as assessed by the Brigance and other standardized measures, the usability by staff, and automatic data collection by the TeachTown software. In addition, video clips of children using the on and off-computer lessons will be shown.

Automatic Data Collection and Reporting on Students of Teachtown Basics in the State of California
CHRISTINA WHALEN, Jigsaw Learning
Paul Fielding, Independent Consultant
Asif Rahman, Independent Consultant
Shannon Cernich, Jigsaw Learning
Manya Vaupel, Jigsaw Learning

Data collection and student outcome are one of the biggest problems for effective implementation of intervention. TeachTown is an ABA-based intervention that uses the computer and off-computer activities to teach children with autism, language, and cognitive delays. TeachTown provides a system for collecting data automatically on the computer and offering a system for storing and sharing anecdotal data. In this presentation, data collected automatically from the TeachTown program will be presented including individual student data, classroom data, school site data, SELPA data, and the data on all customers in the state of California, and data on all users to date. Data on more than 1,000 students will be presented along with social validation research.

 
Saturday, March 14, 2009     
Sat., 3/14 · 1:00 pm - 4:00 pm
Workshop #10
(AUT, DD - Intro)
Room location TBA
(ID #1135)
Fee: $35
Max. enrollment: N/A    

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#1000118770   

Manya 3

Using Technology in Your ABA Programs for Children with Autism
MANYA VAUPEL, Jigsaw Learning
CHRISTINA WHALEN, Jigsaw Learning
SHANNON CERNICH, Jigsaw Learning
There are many challenges to face when implementing effective ABA programs for students with autism. Technology can provide lots of solutions to the challenges teachers, clinicians, and parents deal with in effective ABA programming for students with Autism. In this workshop we will explore what has been done in terms of utilizing various assistive technology to enhance student learning in ABA programs in current research investigations. We will discuss different ideas for using technology in ABA programming in schools, homes and the community, we will provide examples of what is being done currently in schools and clinics, and we will explore the critical components to effective ABA programming and how technology can provide more efficient solutions to some of these components that are easily overlooked. At the end of this workshop, participants should have a better understanding of current practice and research in assistive technology in ABA programming, they should have additional resources in finding and implementing the appropriate technology needed in their programs, and they should be able to identify appropriate technology that will assist or enhance their current instructional programs for students with Autism Spectrum Disorders.

The Hidden Curriculum and Unwritten Social Rules


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photo_BrendaSmithMyles.jpgI attended the Geneva Centre for Autism conference last week and saw many interesting presentations and one that I found inspiring was a talk by Brenda Smith Myles.  She is the author of a book called The Hidden Curriculum: Practical Solutions for Understanding Rules in Social Situations.  There are a great deal of good books on autism and several with pracial information for intervention.  Few of these books, and few interventions, focus on what is not obvious but what might be extremely important. 

thomas and dash.jpg“The hidden curriculum refers to the set of rules or guidelines that are often not directly taught but are assumed to be known (Garnett, 1984; Hemmings, 2000; Jackson, 1968; Kanpol, 1989)” (from Brenda’s book on page 5).  This curriculum includes things like unspoken rules, slang, metaphors, body language, etc.  Most of us pick up on these things instinctively but it is often difficult for those with autism and other special needs to do this.   

In her talk, Brenda spoke of obscure social situations such as using087_040_Lara_Neighbor.jpg a public restroom or shower, using an elevator, and everyday conversations.  To many of us, these are situations that we have become accustomed to and we accept the social rules, even though we may not always think about them or discuss them.  She gives practical tips for teaching these hidden social rules to children and to adults and stresses the importance of making these a part of everyday life.

templeartpic.gifAnother good resource for learning about the hidden rules in social situations is a book that I have finally started reading by Dr. Temple Grandin and Sean Barron (click here for a very interesting podcast with Sean) called Unwritten Rules of Social Relationships: Decoding Social Mysteries Through the Unique Perspectives of Autism.  This insightful and intelligent book helps you see into the minds of people with Autism Spectrum Disorders and how they perceive these strange social situations and rules, and how they cope with these situations.  This book is helpful for professional, families, and those with a diagnosis themselves - fascinating book that I will probably recommend to many of my friends that are not in the field, it really demonstrates how different brains process information from various perspectives and that we can not take any knowledge for granted.000_51_Clark_reading.png

The only thing that is missing from this perspective is how to measure success, how to take data and assess what the child or adult has learned and what they have left to learn.  If anyone knows of a good hidden curriculum type of assessment or measurement, please post here, I would be very excited to take a look at something like that! 

B & E 3.JPGFrom looking at these 2 books and listenting to Brenda talk (and Temple on several occassions), I am reminded how important it is for us to look beyond the obvious in education.  This awareness of hidden information in our world can only advance the science of interventions and assist us with developing programs that result in real-world success.

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