Donaldson & Stahmer (2014)

Question 1

Purpose?

Answer 1

Speech-language pathologists (SLPs) and
behavior analysts are key members of school-based
teams that serve children with autism spectrum disorders
(ASD). Behavior analysts approach assessment and
intervention through the lens of applied behavior
analysis (ABA). ABA-based interventions have been
found effective for targeting skills across multiple
domains for children with ASD. However, some SLPs
may be unfamiliar with the breadth of ABA-based
interventions. The intent of this tutorial is to briefly introduce key ABA principles, provide examples of ABA-based interventions used within schools, and identify strategies for successful collaboration between behavior analysts
and SLPs.

Question 2

Procedure?

Answer 2

This tutorial draws from empirical studies of
ABA-based interventions for children with ASD within school settings, as well as discussions in the extant literature about the use of behavior principles by SLPs and strategies for interdisciplinary collaboration.

Question 3

Materials?

Procedure?

Answer 3

Introduction to ABA principles

• Adheres to operant model
  
  • Three-part contingency (“ABCs of ABA”)
  • Principles of ABA have much empirical support in treating ASD

Question 4

Materials?

Procedure?

Answer 4

Highly-structured ABA approach
Discrete Trial Training (DTT)
1. Clinician gains client’s attention
2. Clinician presents the antecedent (discriminative stimulus) intended to elicit the target behavior
3. Child responds to stimulus (behavior)
4. Clinician provides consequence (e.g., reinforcement, shaping, punishment)
- Artificial reinforcer
- Preference assessment
- Immediate consequences
- 1:1 vs. 2:1, etc. reinforcement schedules
- Token economy
5. Brief pause before introduction of next trial (intertrial interval)
Example – Expressive vocabulary
Artificial reinforcer – candy, sticker (want them to continue the behavior)

Question 5

Materials?

Procedure?

Answer 5

Naturalistic ABA approach

• Pivotal Response Training
  
  • Similar to milieu teaching
  • Pivotal responses trained:
    
    • Motivation
    • Initiation
    • Responsiveness to multiple cues

Question 6

Materials?

Procedure?

Answer 6

Classroom-based ABA approaches

• Classroom Pivotal Response Training
  
  • PRT on a larger scale, specifically designed for classroom setting
  • Increases engagement and aids with IEP implementation
• Strategies for Teaching Based on Autism Research (STAR)
  
  • Utilizes errorless learning (ex. Nose touching)
  • Functional routines (FR); scripts
• Learning Experiences, an Alternative Program for Preschoolers and their Parents (LEAP)
  
  • Incidental teaching- manipulating natural environment to promote communication and learning

Question 7

Materials?

Procedure?

Answer 7

Other school-based approaches

• Picture Exchange Communication Systems (PECs)
  
  • Phase I: Learning to Communicate (exchange of single pictures for desired items/activities)
  • Phase II: Distance and Persistence (continued use of single pictures with different communication partners and across physical distance)
  • Phase III: Picture Discrimination (selection and request of desired object/activity from two or more pictures)
  • Phase IV: Sentence Structure (use of “I want” + desired item/activity picture to request—known as a sentence strip)
  • Phase V: Answering Questions (use of sentence strip to respond to “What do you want?”)
  • Phase IV: Commenting (use of pictures and sentence strip to comment on environment, feelings, thoughts, etc.)

Question 8

Materials?

Procedure?

Answer 8

Other interventions

• Verbal Behavior Therapy
• Peer-Mediated - Intervention
• Video modeling

Question 9

Results?

Discussion?

Answer 9

Points of note for SLPs and ABA

• Use clear instructions for antecedents
• Ensure effectiveness of consequences
• Vary task demands
• Make data-driven decisions
  
  • Even in naturalistic settings
  • Take representative samples of data
• Work collaboratively, share skills, and respect each others’ training

Question 10

Results?

Discussion?

Answer 10

Given the prevalence of ASD at 1 in 68 children
(Centers for Disease Control and Prevention, 2014) and the
high cost of serving these children within schools (an average
cost of 286% over regular education; Chambers, Shkolnik, &
Perez, 2003), the need for effective, comprehensive service
provision and efficiency within interdisciplinary teams is
paramount. Communication, mutual understanding, and
recognition of common ground between SLPs and behavior
analysts can lead to successful collaboration.