Cambridge Center Conference on Autism - California - Presentation Abstracts & Objectives

The Cambridge Center Conference on
Autism: Evidence Based Practices

Conference Objectives:

Objectives: Participants will learn to:

Identify treatment strategies for persons with autism spectrum disorders that have solid empirical support, those that have limited support, and those that have no empirical support.
Understand the tools that are useful in the process of early screening for autism spectrum disorder.
Understand how the emerging science of Chaos provides a useful heuristic for understanding behavior in persons with autism spectrum disorders.
Understand various technologies and materials that build or support early literacy skills for learners with autism spectrum disorders.
Describe two components of ASD training for pediatricians, nurses, and other medical professionals.
Use various strategies including PECS , signs, and VOCA's to help persons with ASD better communicate about their emotions.

Presentation Abstracts & Objectives:

Andy Bondy, Ph.D.,
Presentation Title: “Teaching the Language of Emotions to Children with Autism”

Abstract & Objectives:
Many people with autism have difficulty communicating about what is going on 'inside'- from simple descriptions of what hurts, to what makes them happy, to expressions of more complex emotions. This talk will review how typically developing children seem to acquire skills associated with expressing their feelings and emotions. We will look at one analysis offered by BF Skinner from his book Verbal Behavior as well as from other sources. We also will look at how many professionals have thus far dealt with creating lessons to teach these critical skills, and we will compare them to what Skinner's analysis would suggest. Because Skinner's position emphasizes that any modality can be used for Verbal Behavior, we will discuss using various strategies, including PECS , sign and the use of VOCAs. Finally, we will look at how we might modify existing lessons to improve our chances of helping children and adults with autism better communicate about their inner life.

Objectives: Participants will learn to:

Describe how typical children learn to describe their emotions and feelings.
Describe the key elements that Skinner says are necessary to acquire this skill.
Describe common teaching strategies and why they may not be successful.
Describe how to design lessons that more effectively teach the language of emotions.

Rosy M. Fredeen, Ph.D.
Presentation Title: “ First S.T.E.P.: A program description of a screening project for young children at risk for autism spectrum disorder ”

Abstract & Objectives:
The early identification of children with autism has important implications for early intervention and behavioral outcomes. Research suggests that children may be reliably identified before the age of 24 months and that children receiving earlier intervention have better long term outcomes. This presentation describes the development of a model for community-based early identification and family support for autism spectrum disorders. Several components of the project will be discussed along with data-based findings. The first component focuses on outreach to pediatricians to facilitate earlier identification of children at risk for the disorder. Data collected from pediatricians after trainings suggest an increase in pediatrician awareness about the early indicators of autism spectrum disorders. The second component details screenings for autism spectrum disorders in a community-based setting. Data collected from the screenings suggest that social abnormalities can be detected by providers in a short period of time so that children can be referred for further evaluation. Finally, the third component demonstrates the implementation of a Family Support Package for those children indicating a high risk for developing autism spectrum disorders. Data collected since the implementation of the screening project suggests that this is an effective model for the early identification of children with autism spectrum disorders and an effective means of referring children for early intervention services.

Objectives: Participants will learn to:

Identify common red flags for ASD in the communication domain.
Describe the research evidence about some widely available communication and social skills interventions for children and adults with ASD.
Identify common red flags for ASD in the behavioral domain.
Describe two components of ASD training for pediatiricans.

Gina Green, Ph.D., BCBA, San Diego State University
Presentation Title: “Teaching the Language of Emotions to Children with Autism”

Abstract & Objectives:
Recently the phrase “evidence-based practice” has begun to pop up everywhere, from the titles of conferences, articles, and books to marketing materials to some federal laws. In fact, almost every intervention that is being promoted for autism spectrum disorders (ASD) today is said to be “evidence-based.” Additionally, many individuals and organizations are putting out ASD practice guidelines that they are calling “evidence-based.” But relatively few interventions for ASD have actually been evaluated in the types of studies that can produce convincing evidence, and some practice guidelines are not based on that kind of evidence. This confusing state of affairs makes it more important than ever for consumers, practitioners, and funding agencies to learn how to distinguish reliable scientific evidence from other sources of information about interventions for ASD. Those distinguishing features are described in this presentation, along with the features of sound protocols for developing evidence-based practice guidelines. National and state efforts to produce evidence-based guidelines for ASD intervention are presented, and the current scientific evidence about many interventions for ASD is reviewed. Implications of the evidence-based practice movement for consumers, public and private agencies, and practitioners in behavior analysis and other professions are discussed.

Robert D. Holdsambeck, Ed.D., BCBA & Hank S. Pennypacker, Ph.D.
Presentation Title: "Adding Precision to Measurement and Reality to Predictions in Treatments of Persons with Autism"

Abstract & Objectives:
Persons with autism share sufficient similarities to warrant inclusion in a common diagnostic category. However, those who live, love and work with them understand that they are also very unique. Evidence based solutions require that we attend both to the similarities highlighted in the emerging research and the uniqueness of each individual person While all measurements of progress are approximations, some are clearly better than others. Making clinical decisions based upon inaccurate or pseudo measures can waste valuable time and resources. Dr. Pennypacker is a recognized leader in the field of behavioral science. He will share some of what he has learned about adding precision to the measurement of behavioral progress.

The process of providing care for persons with autism has some unique challenges. As teachers, therapists, and parents we face multiple, often contradictory demands on our time and resources. Long term progress is often tempered by the realities of circumstance. Predicting how far each unique person with autism will go or how fast they will reach their goals is at best an inexact science. However, recent advances in other scientific fields provide a useful heuristic. Dr. Holdsambeck has spent over 30 years working with persons with developmental disabilities (including autism) in the natural environment. He will discuss how certain principals from the Theory of Chaos can help us add more reality to our predictions of progress.

Jane Howard, Ph.D., BCBA
Presentation Title: "Improving the Social and Communication Skills of Children wth Autism Using the Science of Behavior Analysis"

Abstract & Objectives:
This year an additional 4,000 children in California are expected to be diagnosed with an autism spectrum disorder. Many of those children will likely have deficits in multiple skill areas, including communication and social functioning. The children and their families are likely to be be offered a variety of interventions through both public and private agencies. Most of those interventions have not been evaluated in scientific studies, so their effectiveness is unknown. Without effective intervention in critical areas like communication and social skills, most of the children diagnosed with an ASD this year are likely to require more specialized services throughout the remainder of their lives than individuals with other developmental disabilities.

Substantial research shows that if children with ASD receive high quality intervention based on the science of behavior analysis, many can make large improvements in multiple skill areas, including communication and social functioning. To be effective, intervention must be early and intensive, and it must be designed and overseen by qualified professionals. This presentation will describe the components and parameters of effective intervention programs as well as scientifically validated methods for increasing communication and social skills. Resources required to implement such programs and research required to help practitioners better address deficits in these skill areas will also be discussed.

Janet S. Twyman, Ph.D., BCBA
Presentation Title: "Early Literacy Instruction for Learners with Autism Spectrum Disorders"

Abstract & Objectives:
This presentation will focus on best practices in helping children with autism spectrum and related disorders acquire early literacy skills. Often educators and parents struggle to effectively teach functional reading skills to these learners who exhibit significantly limited language skills, narrow vocabulary, rapidly shifting attention, difficulties with delay, a tendency to focus on irrelevant stimuli and other behaviors that can interfere with learning. Teaching any complex repertoire requires a thorough analysis of the behaviors that make up that repertoire. While most experts agree that reading involves a system of deriving meaning from print, one must also understand that the “system” requires understanding how phonemes (speech sounds) and print are related, the ability to decode (derive sound and meaning from print), to fluently recognize larger and larger units of print (letters, phonetic elements, words, sentences, etc.), and to comprehend print. Each of the endeavors must also be further distilled to its essential antecedent-behavior-consequence relations. The presenter will share specific strategies for teaching literacy to individuals with autism or similar behavioral characteristics. These strategies include functional assessment of current print and pre-literacy and literacy skills, as well as an understanding of the component behaviors that make up a composite reading repertoire. Strategies to effectively teach the components and assess for the composite will be presented. The effective use technology as a tool for increasing early literacy for learners in the autism spectrum will also be discussed.

Continuing Education Credits:
CEUs Approved: BCBA / IACET / APA / MFT / SLP / LCSW / Nursing