LOUFEAT

October 30, 2009 Autism in Adolescence

2009-04-13T19:59:00.000-07:00

Autism in Adolescence: Social Skills, Sexuality and Transition to Adulthood

Presenter: Dr. Peter Gerhardt

Friday, October 30, 2009

Registration 8:00-8:30 am, Conference: 8:30 am- 4:00 pm

St. Matthew's Orthodox Bookstore

8775 Jefferson Highway

Baton Rouge, LA

For registration information email: loufeat@bellsouth.net

Today, professionals, families and learners with ASD are beginning to redefine the outcomes of the transition process beyond simple job placement to focus on career development and measures of personal competence and life satisfaction. To this end, this presentation will provide an overview and practical suggestions for transition planning AT ANY AGE in inclusive of employment, community based training, social competence, sexuality and quality of life concerns.

Workshop Objectives

1.I dentify the components of a comprehensive transition plan
2. Define the multiple constituent groups whose needs are to be meet in the employment development process
3. Identify the three primary components of sexuality.
4. Describe the individually determined components of an assessment of quality of life

Peter F. Gerhardt, Ed.D. is President of the Organization for Autism Research (OAR), a nonprofit organization, the mission of which is to fund applied research and disseminate the relevant findings in support of learners with Autism Spectrum Disorders and their families. Dr. Gerhardt has over 25 years experience utilizing the principles of Applied Behavior Analysis in support of adolescents and adults with Autism Spectrum Disorders in educational, employment, and community based settings. He is the author or co-author of articles and book chapters on the needs of adults with autism spectrum disorder, the school-to-work-transition process, assessment of social competence, and analysis and intervention of problematic behavior. He has presented nationally and internationally on these topics. Dr. Gerhardt received his doctorate from the Rutgers University Graduate School of Education. Dr. Gerhardt was recently awarded the John W. Jacobson Award for Significant Contributions to Effective Behavior Intervention by New York State ABA. Dr. Gerhardt has been an active member of Maryland ABA since relocating to Maryland (from New Jersey) 6 years ago and he is currently the President-Elect. Previously, he had served on the Board of Directors on New York State ABA and was a founding director of Connecticut ABA.

Introduction to ABA: Functional Assessment and Behavior Plans in Austin, TX

2008-09-24T17:28:00.000-07:00

Central Texas Autism Center will be having a workshop in Austin, Texas October 8th from 8:30-3:30.

Introduction to ABA: Functional Assessment and Behavior Plans

If you have any questions you can email Lindsey Allan at lallan@ctac1.com or call 512-328-5599.

Central Texas Autism Center
www.ctac1.com
(512) 328-5599 ofc
(512) 328-5585 fax

Direct Instruction Workshop Rescheduled: Saturday, November 1, 2008

2008-09-22T17:57:00.001-07:00

The Direct Instruction Workshop previously scheduled for September 20, 2008 has been rescheduled to Saturday November 1, 2008.

Registration will be from 8:00AM-8:30AM and the workshop will begin promptly at 8:30AM. Registrations received before October 15, 2008 will include the teacher manual for Language for Learning.

For more information, please refer to the previous blog post.

Workshop postponed

2008-09-11T07:52:00.000-07:00

Due to Hurricane Gustav the workshop scheduled for September 20,2008 will be postponed. I will post the new date once it is determined.

Fall Workshop

2008-07-07T17:48:00.000-07:00

Choosing and Using Direct Instruction Programs

Presenter:
Lisa Simon Cohen

September 20, 2008
8:30am-3:30 pm

St. Matthew the Apostle Orthodox Church

8775 Jefferson Highway, Suite E

Baton Rouge, LA

Attendees can expect a fast-paced seminar. Everyone will leave able to explain what Direct Instruction is and what it is not. Ms. Cohen will concentrate the review of the research on the success of the use of Direct Instruction DI with students who have autism. The program Language for Learning has been used successfully with students having significant communication disorders and will serve as the model for learning about Direct Instruction programs.

Learning Objectives

Participants will:

· Know the difference between Direct Instruction (DI) and direct instruction

· Know the history of and evidence supporting the use of DI curricula with a focus on teaching students with autism

· Know the reasoning behind and basic principles of the design of DI literacy and arithmetic programs

· Know how to use the basic principles of the DI instructional design

· Be able to correlate the needs of their own students with specific Direct Instruction programs

Ms. Cohen received her master’s degree in special education, with a focus on Direct Instruction, from the University of Oregon. She has worked in the field of education for more than 25 years. Ms. Cohen’s experiences include classroom teaching and tutoring using the Direct Instruction curricula, and providing teachers with Direct Instruction program training and in-classroom coaching. Additionally, she has played an active role in the charter school arena, including conducting qualitative research on the school designs of seven major charter school management companies for the book Learning on the Job: When Business Takes on Public Schools (Steven F. Wilson, Harvard University Press, 2006). Three teenagers and two dogs enrich Ms. Cohen’s life.

Cost: $90.00

Includes lunch and breaks

Registration includes a teachers guide for Language for Learning if pre-registered by September 6, 2008

Language for Learning - Language for Learning provides young learners with the knowledge and understanding of language they need to achieve proficiency and reading comprehension. This oral language program teaches children the words, concepts, and statements important to both oral and written language, and helps enable them to extend this knowledge to other areas of their development. Designed for kindergarten and primary age school children, as well as ELL learners, Language for Learning gives early students the essential tools and understanding to foster continued educational success!

To register send name, email and check to:

LouFEAT

735 High Plains Ave

Baton Rouge, LA 70810

HB 958

2008-06-29T15:13:00.000-07:00

Only one week left for the bill to be signed, vetoed or pass into law.

This bill would mandate health insurance coverage for ABA. For details of the bill go to http://www.legis.state.la.us/ and search HB 958.

Please express your gratitude to Representative Foil for sponsoring this legislation and to Toni Peters (FHFBR), Shelley Reynolds Hendrix (AutismSpeaks) and others who worked so hard for its passage!

Upcoming presentation in Baton Rouge-

2008-02-23T17:46:00.000-08:00

This presentation is not sponsored by LouFEAT but is recommended:

Motivating Children With Autism To Speak: Incorporating ABA Principles To Build Functional Communication Motivating Children With Autism To Speak: Incorporating ABA Principles To Build Functional Communication

April 18, 2008 Baton Rouge, LA

Tamara S. Kasper, M.S., CCC-SLP, BCBA

more details:
http://www.nss-nrs.com/cgi-bin/WebObjects/NSS.woa/wa/Seminars/detail?id=1000805

Need for volunteers

2008-02-23T17:44:00.000-08:00

In the last year since I agreed to take over as president, LouFEAT has sponsored three workshops. Pairing, Manding in the Natural Environment and and Introduction to ABA and autism.

I think we can do more. I have not done well at organizing volunteers to broaden the activities of LouFEAT.

Perhaps there is someone out there willing to be a volunteer coordinator?

I am also interested in developing a Board of Directors to determine what activities to pursue. This is not as auspicious as it may sound! I would see us have email “meetings” and coming up with a list of goals and priorities and recruit members to accomplish these. Alternatively or in addition to this, we I would like to have specific activity coordinators who could develop the following programs:

Educational Workshops – planning, contacting speakers, marketing of these
Parent to Parent Network Development – so parents could meet someone in their area to help with the practical aspects of an ABA program
Material Lending Service - to accept and loan out materials for home programs
Fundraising Activities - to offer scholarships to families for attendance at conferences, etc
Resource Guide – preparation of a local and national list of ABA resources.
Blog master – we get 8-15 visitors to the blog each week, but I need someone to add new and interesting information to help families and providers.

The need for research based resources for children and adults with autism in Louisiana is great. I would really appreciate your assistance in improving this goal!

Mary Elizabeth Christian

Parents Make A Difference: What the Research Shows

2007-06-03T16:53:00.000-07:00

Parents: Do you wonder whether you can have an impact in the treatment of your child with autism?

Scientific research shows that if you are involved in Applied Behavior Analysis (ABA) interventions for your child, YOU CAN!

Below is a sample of findings from major research studies on the effectiveness of ABA for children with autism. All these studies were published in respected, peer-reviewed scientific journals. Each of them cites the important role played by parents like you.

“In Ivar Lovaas’s landmark study at UCLA showing the effectiveness of ABA for autism, parents were a vital part of the treatment:

“The parents worked as part of the treatment team throughout the intervention; they were extensively trained in the treatment procedures so that treatment could take place for almost all of the subjects waking hours, 365 days a year.”

Lovaas, O. Ivar. (1987) “Behavioral Treatment and Normal Educational and Intellectual Functioning in Young Autistic Children.” Journal of Consulting and Clinical Psychology, 55, 3-9.

“More recently, when Lovaas findings were repeated outside of the university setting, the role of parents was retained, and even expanded:

“Parents were encouraged to be involved in all levels of intervention. At the beginning of treatment, all parents attended a 12- to 18-hour training workshop across 2 to 3 days on behavioral principles and intervention methods. Thereafter, they participated in weekly training sessions to generalize their child’s newly established skills to the natural environment...they were asked to be active participants in their child’s intervention”

Cohen, Howard, Mila Amerine-Dickens and Tristram Smith. (2006) “Early Intensive Behavioral Treatment: Replication of the UCLA Model in a Community Setting.” Journal of Developmental and Behavioral Pediatrics, 27 (2), 145-155.

“Parent-directed children, did about as well as clinic-directed children, although they received much less supervision. This was unexpected, and it may have been due in part to parent-directed parents taking on the senior therapist role, filling cancelled shifts themselves, actively targeting generalization, and pursuing teachers and neighbors to find peers for daily play dates with their children.”

Sallows, Glen O. and Tamlynn D. Graupner. (2005) “Intensive Behavioral Treatment for Children With Autism: Four-Year Outcome and Predictors”. American Journal on Mental Retardation, 110 (6), 417-438.

“Parents participating in ABA treatment have had a positive impact on speed of learning:

“Participants not only acquired joint attention with their parents involving toys and routines in the home and community but did so as or more quickly in Study 2 than in Study 1, suggesting the development of a learning set”[Study 2 studied parents extending the use of a combination of discrete trial and Pivotal Response Training techniques in the home immediately after Study 1, which tested the same techniques in a school setting.]

Jones, Emily A., Edward G. Carr and Kathleen M. Feeley. (2006) “Multiple Effects of Joint Attention Intervention for Children With Autism.” Behavior Modification, 30, 782-834.

“Parents participating in ABA treatment have had a positive impact on retention and generalization of skills:

“The children whose parents were trained largely retained their gains or continued to improve. The gains the children made in appropriate play, social non-verbal, and appropriate verbal behaviors were usually retained. When the contingencies were instituted both in the home and at school, behavior changed in both settings.”

Lovaas, O. Ivar, Robert Koegel, James Q. Simmons and Judith Stevens Long. (1973) “Some Generalization and Follow-up Measures on Autistic Children in Behavior Therapy.” Journal of Applied Behavior Analysis, 6, 131-166.

These same authors concluded:

“Many therapists now argue that the child’s parents are essential as mediators of treatment.”

Don’t doubt that you can make a difference in ABA treatment for your child.

The evidence says YOU CAN!

- posted with permission from Wil Gehne

Early Intervention in the News

2007-05-06T18:29:00.000-07:00

WBRZ, the ABC affliliate in Baton Rouge, recently aired a segment on the importance of early detection and effective teaching for children with autism. Part of the segment includes a brief interview with Mary Elizabeth Christian, President of LouFEAT.

You can see it by clicking here.

Volunteer opportunities

2006-12-03T17:08:00.000-08:00

The following are needs of LouFEAT: Please note "your child" to be inclusive of children, adolescents, adults, grandchildren, foster children or any other relation

1. Someone familiar with filing for 501 (c)3 status with the IRS. We already have a state ID number, but the federal number would make donations tax-deductible.

2. Parents in the various parts of Louisiana who are willing to serve as resources for families in the area interested in ABA based teaching- this could be taking phone calls, having persons visit your ongoing program, sharing video of your child during therapy, attending IEP meetings.

3. Set-up/Registration workers for conferences

4. Contributions to the blog regarding your child's ABA program "success" stories and "challenges"

5. Secretary/Treasurer of the group

6. Advisory panel members- this could be parents, professionals, friends, relatives

Mary Elizabeth's Resource List

2006-10-06T10:00:00.000-07:00

This list is not exhaustive - you also can not read all of this in the next week or even the next month so I have tried to put some order to it. I have much more - but, this is probably already overwhelming. My motto: It is a marathon, not a sprint.

Below are some links with information to start with:
www.carboneclinic.com - the best money we ever spent was for his three day introduction workshop
www.ChristinaBurkABA.com This is the site of a behavior analyst and explains some of the basics of starting a program.
www.eleaba.com a site with some data sheets and links – this is our consultant’s website
http://www.mariposaschool.org/ this site has a free downloadable "how-to" manual for ABA and a great deal of other great stuff. The school was founded by a parent of a child with autism
www.behavioranalysts.com I have their tape it is not as good as the book which is the best!
http://rsaffran.tripod.com/aba.html This is a site put together by a parent and has lots of links !!
http://www.madsec.org/docs/atf.htm a site from Maine with a review by a multidisciplinary committee of the currently available treatments of autism
www.featntog Families for Early Autism treatment of North Texas good site with links to books list,etc
www.featofnc.org also a great site
http://melindasmith.home.mindspring.com site with information on play skills she also wrote a book, has an son with autism
http://www.bacb.com the website of the board which certifies behavior analysts, includes a search function and has links to programs which offer courses in ABA including some online
http://www.nathhan.com/index.htm a site for Christian parents homeschooling children with disabilities
http://www.autismweb.com/ lots of links
www.childrenofdestiny.org a site which will send you a daily prayer for your child with autism
www.loufeat.blogspot.com a blog for the local parent group, we are trying to have regular training for parents and providers
www.vbntraining.com website with many free resources materials
www.adihome.org Direct instruction association- a curricular system based on ABA principles

Books and supplies:
I have the following and can recommend them:
Teaching Verbal Behavior with Young Children Sundberg and Partington
A Work in Progress Leaf, Ron McEachin, John
Behavioral Interventions for Young children with autism Maurice, Catherine (I also have the follow-up book to this)
Facing Autism Hamilton,Lynn

http://store.appcomm.net/Merchant2/merchant.mv?Screen=SFNT&Store_Code=ASNC The largest collection of autism books available from the NC Autism society
www.difflearn.com a company owned by a parent of an autistic child, has books, supplies etc
www.nlconcepts.com another company owned by a parent, cards for program
www.talkingwords.com I have not used this,but ,hear it is good
www.VBteachingtools.com a site offering a kit of all supplies - it is like 800 dollars but is complete and would save all the time I spent shopping for all of this!
http://www.autismteachingtools.com/ has some interesting videos and free suggestions

Some listservs that I have found helpful:

Subscribe: DTT-NET-subscribe@yahoogroups.com
if you have trouble contact:List moderators: Jenn - ABAqueen1@cs.com Steph - Stephhulshof@aol.com

Verbal Behavior list:
TO SUBSCRIBE: VERBALBEHAVIOR-SUBSCRIBE@YAHOOGROUPS.COMList Moderator: ChristinaBurkABA@aol.com

ABA4life - a listserv for providers of older children and adults, strictly for discussion of ABA based teaching

Autism and Teaching based on Applied Behavior Analysis

2006-10-06T09:28:00.000-07:00

Extensive research has shown that children with autism do not readily learn from typical environments. They can, however, learn from instruction based on the principles of Applied Behavioral Analysis (ABA) and Skinner’s Analysis of Verbal Behavior (VB). ABA is the science of Applied Behavior Analysis, which provides a structure for studying human behaviors, what causes them, and how to make them increase or decrease. It also provides a basic structure for teaching new skills.

Interventions based on Applied Behavior Analysis (ABA) improve outcomes in children with autism. The 1999 Surgeon General’s Report on Mental Health in comments regarding autism treatment states: “Thirty years of research demonstrated the efficacy of applied behavioral methods in reducing inappropriate behavior and in increasing communication, learning, and appropriate social behavior.” 1

Published data supports the use of ABA for children with autism 2,3,4,5,6,7 and multi-disciplinary reports have reached conclusions similar to the Surgeon General’s report. 8,9 The estimates from cost-benefit analysis estimate overall savings from improved outcomes to be $1,600,000 to $2,800,000 per child for Early Intensive Behavioral Intervention (EIBI). 10

The teaching procedures include: shaping, prompting, fading, chaining, and differential reinforcement. VERY simple explanations of these procedures, borrowed from the training manual used by the Mariposa School in Cary, NC, are provided below:

Shaping—A process of gradually modifying the child’s existing behavior into what we want it to be by adjusting the requirements before reinforcement is given. For example, if a child is beginning to learn to say words, he may simply be asked to touch an item before receiving it. Later, we may require the beginning sound, then a syllable, and eventually the entire word.

Prompting—Assistance given by the teacher to promote correct responding. One of the primary differences between most traditional ABA programs and the VB model is the use VB model’s use of “errorless learning” in contrast to the “no, no, prompt” procedures in traditional ABA models. Prompts range in intrusiveness from physical guidance to demonstration, verbal cues, visual cues, and pointing. We should always try to use the least intrusive prompt that will cause the behavior to occur. For example, when initially teaching a child to “touch” a given object or picture, you may need to actually move his hand to the object at the beginning.

Fading—This is a critical part of teaching children to NOT become dependent on prompts. Any prompts used are gradually removed (“faded”) as the child becomes successful until he can respond correctly with no prompts. To use the above example, if we wanted to teach a child to touch a ball we may start by physically moving his hand to the ball, and then provide less physical guidance by just touching his elbow, then pointing at the ball, etc., until the child is able to successfully touch the ball when told to. (Most typical children would not require this many prompts to learn to “touch” an object.)

Chaining—Basically this means that skills are broken down into their smallest units and are taught in small units that are “chained” together. Forward or backward chaining are both techniques that are frequently used in teaching a new skill. An example of forward chaining may be to teach a child to say a sentence one word at a time. (Say “I”, Say “I love”, say “I love you!”) If we taught the same sentence using backward chaining we would teach it from the end first: (Say “you”, say, “love you”, Say, “I love you”.)

Differential Reinforcement—Reinforcement is perhaps the most important part of teaching. It involves providing a response to a child’s behavior that will most likely increase that behavior. The term “differential” refers to the way we vary the level of reinforcement depending on the child’s response. “Hard” tasks may be reinforced heavily whereas “easy” tasks may be reinforced less heavily. We must systematically change our reinforcement so that the child eventually will respond appropriately under natural schedules of reinforcement (occasional) with natural types of reinforcers (social).

Discrete Trial Teaching is ONE technique used in both traditional ABA and Verbal Behavior programs. The technique involves:

a) breaking a skill into smaller parts
b) Teaching one sub-skill at a time until it is mastered
c) Providing concentrated teaching
d) Providing prompting and prompt-fading as necessary
e) Using reinforcement procedures

Each teaching session involves repeated trials, with each trial having a distinct beginning (the instruction), a behavior (child’s response) and a Consequence (reinforcement or prompt- fade prompt).

In order to result in educational benefit, the instruction must:

-be designed and regularly updated by consultants with extensive training and experience in the ABA/VB principles and their application to children with autism.

-be administered by teachers and teaching assistants (paraeducators) trained in these programs and teaching procedures by these consultants. The teaching procedures and programming must be regularly shaped and modified by the consultants in order to accommodate a student’s instructional/program needs as new skills are acquired.

-involve programs across the verbal operants and other skills in both discrete trial learning (DTL) and natural environment teaching (NET) and involve large numbers of trials per day/week.

School districts in several states have implemented ABA based teaching in cost-effective and educationally beneficial programs.

These include the he Pennsylvania Verbal Behavior Project (PA VB Project) and the Brick Township (NJ):

“In 2002-2003, two classrooms in the Wilkes-Barre area became the first model ABA/VB classrooms in the State of PA through an $80,000 grant from the Pennsylvania Department of Education (PDE). These two classrooms were patterned after the Verbal Behavior classrooms set up by Tom Caffrey in Brick, New Jersey. Fran Warkomski, Ph.D., BCBA, was the Director of the Bureau of Special Education in PA at the time and shared [the] vision to increase quality ABA programming within public schools. In 2003-2004, the Project was expanded to twelve model site classrooms again through a grant given to SAFE from the PDE. The Project was a huge success. Lynette Weaver, Coordinator of Special Education for the West Shore School District, on February 3, 2004 wrote, ‘To say the Verbal
Behavior Project far exceeded my expectations would be an understatement. In thirty two years of working in the field of special education and in being involved in many initiatives, the Verbal Behavior Project should stand as a model for all future endeavors. The model more then quadrupled in 2004-2005, when 57 model classrooms were accepted into the Project. Each model site receives:
1) training from National ABA/VB experts;
2) materials such as Language Builder Cards, video cameras and DI materials; and
3) on-site weekly guided practice from SAFE consultants.

"An interesting side note is that 1/3 of the 30 SAFE VB consultants are professionals who are also parents of children on the Autism Spectrum. For more information about the PAVB Project, contact Debi Namey, SAFE Administrator of the PA VB Project, at 1-877-510-SAFE, option 1 or check www.pavbsafe.org, www.autismsafe.org or www.pattan.k12.pa.us.’

“Because a typical classroom is unable to meet the diverse needs of students with
autism, Brick Township, under the direction of Vincent J. Carbone, Ed.D, created a model Verbal Behavior kindergarten classroom that is appropriate, interesting, and
provides the daily structure that children with autism require to be successful
learners. The early childhood classroom was designed to allow instruction to
focus on developing communication, social interaction, and adaptive behavior
skills.

“Brick Township began with one early childhood model classroom in 2001. In the 2002-03 school year, seven additional Verbal Behavior classrooms at the Pre-K and Elementary level were implemented throughout the district. By the fall of
2003, Brick Township schools will have a total of 13 model classrooms. By
2004, it is anticipated that there will be complete special education implementation throughout the district whereby children with other types of developmental disabilities will benefit from the same high level of teacher training. The success of this program has resulted in many more children successfully transitioning into the less restrictive environment (LRE) of their home schools instead of private out-of-district placements.”11

For more information see: http://www.verbalbehaviornetwork.com

References:
1. Satcher, D. (1999). Mental health: A report of the surgeon general. U.S. Public Health Service. Bethesda, MD. Available at: http://www.surgeongeneral.gov/library/mentalhealth/chapter3/sec6.html#autism

2. Fenske, E.C., Zalenski, S., Krantz, P.J., & McClannahan, L.E. (1985). Age at intervention and treatment outcome for autistic children in a comprehensive intervention program. Analysis and Intervention in Developmental Disabilities, 5, 49-58

3. Lovaas, O.I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology. 55, 3-9.

4. McEachin, J.J., Smith, T., & Lovaas, O.I. (1993). Long-term outcome for children with autism who received early intensive behavioral treatment. American Journal on Mental Retardation. 97, 359-372.

5. Sallows, G.O., & Graupner, T.D. (1999). Replicating Lovaas’ Treatment and Findings: Preliminary Results. Paper presented at the first internet conference on autism: http://www.autism99.org/flash/papers_front.htm.

6. Eikeseth, E., Smith, T., Jahr E., Eldevik, S. (2002)Intensive behavioral treatment at school for 4- to 7-year-old children with autism. A 1-year comparison controlled study.Behav Modif. Jan;26(1):49-68.

7. Howard JS, Sparkman CR, Cohen HG, Green G, Stanislaw H. (2005) A comparison of intensive behavior analytic and eclectic treatments for young children with autism.Res Dev Disabil. Jul-Aug;26(4):359-83.

8. Maine Administrators of Services for Children with Disabilities (2000). Report of the MADSEC Autism Task Force, Revised Edition.. Kennebec Centre, RR 2 Box 1856, Manchester, ME 04351, http://www.madsec.org/docs/atf.htm

9. New York State Department of Health Early Intervention Program (1999). Clinical Practice Guideline: Report of the Recommendations, Autism/Pervasive Developmental Disorders, Assessment and Intervention for Young Children. Publication #4215. Health Education Services, P.O. Box 7126, Albany, NY 12224. http://www.health.state.ny.us/nysdoh/eip/menu.htm

10. Jacobson, J.W., Mulick, J.A. & Green, G (1998). Cost-benefit estimates for Early Intensive Behavioral Intervention for Young Children with Autism – General Model and Single State Case. Behavioral Interventions. 13, 201-226.

11. Parents Of Autistic Children Teacher Training Model, http://www.verbalbehaviornetwork.com/Model%20Classroom/VBNTeacherTrainingModel.pdf

Follow the Research

2006-09-25T09:44:00.001-07:00

Extensive research has shown that children with autism do not readily learn from typical environments. However, they can learn from instruction based on the principles of Applied Behavioral Analysis (ABA) and B.F. Skinner’s Analysis of Verbal Behavior (VB). In order to be effective and result in educational benefit, the instruction must:

1. be designed and regularly updated by consultants with extensive training and experience in the ABA/VB principles and their application to children with autism.

2. be administered by teachers and teaching assistants (paraeducators) trained in these programs and teaching procedures by these consultants. The teaching procedures and programming must be regularly shaped and modified by the consultants in order to accommodate the child's instructional/program needs as new skills are acquired.

3. involve programs across the verbal operants and other skills in both discrete trial learning (DTL) and natural environment teaching (NET).

4. involve large numbers of trials per day/week. This can only be achieved by intensive (30-40 hrs/wk) of one-on-one instruction.

A recent report from the Surgeon General endorsed this manner of instruction, noting that “Thirty years of research demonstrated the efficacy of applied behavioral methods in reducing inappropriate behavior and increasing communication, learning, and appropriate social behavior.”