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A WORK IN PROGRESS
(Mareile Koenig, Ph.D., CCC-SLP, CBA/PA)
(Mareile Koenig is an Associate Professor of Communicative Disorders at
West Chester University in West Chester, Pennsylvania and is a Certified Behavior
Analyst.
CT FEAT Newsletter, 2(2) 1999
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Have you ever wished for a state-of-the-art manual that would describe the
fundamentals of intensive behavioral intervention
*in plain English,
*with clear guidelines,
*concrete examples,
*a behaviorally-defined developmental curriculum,
*sensitivity to individual differences,
*techniques for assessing and documenting progress, and
*an absence of distracting references within the text?
Have you dared to wish that such a manual be written by professionals whose
credibility and ideas are validated not only by a peer-reviewed publication
record but also by a substantial history of world-class, hands-on experience
in treating children with autism? If so, click here
to order Ron Leaf and John McEachin's new book A Work in Progress: Behavior
Management Strategies and a Curriculum for Intensive Behavioral Treatment of
Autism (DRL Books, L.L.C., New York, 1999). What you'll get...is a marvelous
400-page manual summarizing procedures with proven
effectiveness for teaching children with autism and written in the spirit of
parent-professional partnership. Need more information? Read on…
Given all the complexities and challenges presented by individual children
on the autism spectrum, no single book can possibly cover every essential
detail. However, from a behavioral/educational perspective, A Work in
Progress offers a substantial piece of the foundation. In the words of its
talented and well-known authors, the book seeks to "provide a road map and
enough detailed examples that people who work with autistic children might
develop a good understanding of the (behavioral) teaching process." It is
organized into 3 parts: 1) Behavioral Strategies for Teaching and Improving
(the) Behavior of Autistic Children, 2) the Autism Partnership Curriculum
for Discrete Trial Teaching with Autistic Children, and 3) an Appendices
section consisting of seven forms that can be used in setting up and
implementing an intervention program.
The section on behavioral strategies is divided into 12 chapters written by
Ron Leaf, John McEachin, Jamison Dayharsh, and Marlene Boehm.
Chapter 1
provides a general overview of intensive behavioral intervention (IBI) for
children with autism. A brief summary of the historical foundations is
followed by a description of nuts and bolts issues, including curriculum
development, the number of hours of training, the teaching format, various
settings in which teaching takes place, stages in the evolution of therapy,
assessment, and guidelines for program effectiveness. While IBI is best
initiated during the early years,
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Chapter 2 presents special considerations
for older children and adolescents.
Chapter 3 addresses the all-important issue of reinforcement - - the bottom
line of any effective behavioral approach. This topic is introduced by
clarifying misconceptions about the use of reinforcement. It is followed by
important tips for the identification of reinforcers, and by a discussion of
other reinforcement issues, including types of reinforcers, schedules of
reinforcement, guidelines for the use of reinforcement, and specific
examples of differential reinforcement.
Chapters 5 to 10 offer excellent guidelines for understanding and addressing
behavioral challenges common to children on the autism spectrum. Included
here are the elements of positive behavioral support systems for reducing
disruptive and self-stimulatory behaviors, and strategies for the
normalization of sleeping patterns, toilet training, and the reduction of
food selectivity.
Chapters 11 and 12 address strategies for shaping play skills, social
skills, and social play. Overall, the chapters in this section offer
succinct, behavioral guidelines and real-world examples for increasing
adaptive behaviors and reducing the maladaptive behaviors that frequently
accompany autism.
The second part of A Work in Progress is The Autism Partnership Curriculum.
It is introduced by guidelines that shape each instructional session. This
is followed by an in-depth description of the discrete trial protocol. Here
the reader will find information about the components of a discrete trial,
strategies for maintaining a child's attention, guidelines for maximizing
progress, and a checklist for planning generalization training. Clear
examples are offered throughout to illustrate specific points.
The curriculum itself includes about 60 skill sequences. These sequences
are tied to 5 skill domains: pre-academic, communication/language, academic,
social, and self-help. Each skill sequence is accompanied by general goals,
teaching guidelines, special considerations unique to the sequence, and
specific methods for achieving each skill within the sequence.
To illustrate this, consider the skill sequence called "Categories". The
general goals for introducing this sequence are to teach 1) associations
between related items, 2) expanded communication, and 3) abstract reasoning.
The following general guidelines are given: "Select groups of items that are
related. Start with simple categories like animals, food, and clothing. It
will usually work to use pictures of items. Some children may need to have
this first presented with 3D items." Suggestions for specific categories
are included (e.g., animals, foods, furniture, transportation/vehicles,
toys, rooms, tools, shapes, letters, numbers, fruit, drink, objects in the
sky, plants, etc.).
Prompt options are defined for shaping the responses, and mastery criteria
are offered (e.g., "Student performs response eight out of ten times
correctly with no prompting. This should be repeated with at least one
additional teacher.") Next, the reader is provided with specific
information for teaching each of the five skills in this sequence. Included
here is a description of the instructional materials, the specific verbal
instruction that should be given to the child, and a behavioral description
of target responses. The specific skills in the category sequence include
1) Matching - placing a given pictured item with others in the same category
(e.g., "put with {animal{"); 2) Receptive - identifying a member of a
category that is named (e.g., "give me {animal}"); 3) Expressive - naming an
object and then its category (e.g., "What is this?" and "What is a {cow{?");
4) Naming - identifying category members (e.g., "Name an {animal"); and 5)
Complex Categories - naming an item that meets two or more requirements
(e.g., "Name an animal that lives in the ocean").
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Several aspects of content and style make A Work in Progress a particularly
compelling source for parent-professional partnerships. First, while the
approach is clearly behavioral, Leaf and McEachin emphasize the value of an
interdisciplinary approach and the importance of collaboration. Moreover,
the clarity and pro-active style with which this manual is written invites
its accessibility to a variety of readers who may be a part of the child's
team at one level or another (e.g., teachers, therapists, and administrators
as well as behavior analysts and parents). The authors take great care to
address common misconceptions about intensive behavioral intervention by
offering accurate information and examples in a non-inflammatory style.
Second, while A Work in Progress includes wonderful checklists and concrete
behavioral descriptions of strategies and targets, it is intended to serve
as a "road map", not as a cookbook. It highlights functional analysis as a
crucial aspect of intervention design. Further, while the curriculum
sequence is based on developmental data, the authors remind us to leave room
for flexibility. For example, some children on the spectrum will learn to
read before they learn to participate in extended conversations, and this
variation can be used to a child's advantage in teaching other skills. The
content of the curriculum itself may require modification to meet the needs
of a particular child. However, the principles described in the manual will
assist teachers and professionals to collaborate in making modifications
appropriately.
A third strength of this manual is its balance. We are reminded of ways to
build and maintain a good rapport with children throughout the teaching
process while at the same time being consistent in our application of
behavioral strategies. An emphasis on discrete trial teaching is balanced
with a push towards greater naturalness in the instructional sequence as a
child progresses. Opportunities for social play with family members and
peers outside of discrete trial teaching sessions are noted with equal
importance to the structured teaching sessions. As a speech-language
pathologist, I appreciated the authors' acknowledgement that "language
{develops} much more naturally through social interaction and play" and that
"children learn from other children how to speak naturally and childlike".
However, as a behavior analyst, I recognize that children with autism must
learn how to learn from experiences in the natural environment, and that a
carefully crafted balance of structure and naturalness (as recommended by
Leaf and McEachin) is absolutely essential.
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