ABA principles in AAC intervention in a schoolaged child with autism

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ABA principles in AAC intervention in a
school-aged child with autism

• Case study
• Presented by
• Christiane Curtis, SLP and Shawna Robinson,
  Behavior Therapist

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Goal

• Describe case
• Outline our assessment and intervention
• Illustrate how principles of Applied Behavioral
  Analysis can provide a meaningful framework for
  intervention

3
B.

• 10 years old
• Autism, seizure disorder (valproic acid)
• Pica (Zinc)
• Problem behaviors Infrequent at home, increasing
  at school
• Had IBI from age five to six. Then intervention
  was on on-call basis for school only.
• Verbal not always functional
• Needs and wants anticipated

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B.s team

• Team members
• Home
• School
• Teacher, SST, E.A.s, SLP, Autism Resource
  Teacher
• Pathways for Children and Youth School Support
  Program
• Occupational Therapist
• ACS Kingston

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B. - at school

• Has 2 E.A.s, most of the time in separate room
  with one-on-one E.A. support. Spends some time
  in regular Grade 5 classroom.
• Problematic behavior Pushing, scratching,
  yelling, pulling hair, running off. Communicates
  by using some words, eye gaze, guiding adult to
  desired activity.
• Has very few opportunities to communicate.
• Able to match single, written words to pictures.
  Able to spell a few single words with some
  consistency. Able to choose correct written
  words in sentence completion tasks. Recognizes
  single words from word wall.
• Loves Computers, anything to do with letters
  (games like Hangman). Dislikes numbers/math.

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Communication devices

• Communication devices
• Minimo Discovered in the bottom of a drawer in
  his work room at school.
• TechTalk E.A.s found it at school and
  programmed three pages Animals, feelings and
  choices for calming activities.
• TalkTrac Never used.

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Goals for B.

• Mom Long-term goal Written text for
  expression.
• School Consistent form of expression to replace
  problem behaviors. Want B. to express his
  feelings. Want B. to indicate I cant do it/its
  too hard versus I dont want to do it. Want
  B. to express basic social messages (greetings,
  excuse me etc.) Want to expand his written
  language skills.
• ACS goals Communication to replace problem
  behaviors. Spontaneous access of device in a
  variety of situations and environments.

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Intervention

• Stab in the Dark Approach He needs quick access
  to social messages, without being required to
  build sentences, i.e. phrase first device.
• Recommended tango!, then prayed

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What happens when your prayers dont get answered?

• What went wrong?
• Did not consider what B. is motivated by, not
  specifically tailored to his daily routines.
• The vocabulary was quickly accessible to him, but
  did not meet his needs (not meaningful yet).

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Plan B

• Computer is a strong reinforcer and is familiar.
• Wanted a portable device.
• Vocabulary Needs to be taught a system for
  expressing his feelings in a way that is
  meaningful for him and for self-regulation.
• Need to proceed slowly to build upon what is
  already familiar.

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Plan B continued

• Device Dynavox V (Windows platform familiar,
  portable).
• Vocabulary Self-regulation Incredible 5-point
  scale.
• Language Picture Word power, Speaking
  Dynamically Pro.
• Training

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5-point scale
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Calming Strategies
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SD Pro
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WordPower
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Behavioral Principles

• ABC Antecedent-Behavior-Consequence
• Functional assessment of behavior
• Replacement behavior
• Can B. perform an appropriate behaviour that
  would result in the same consequence?
• Improve the environment
• Are the expectations realistic?
• Are we setting B. up for success or failure?
• Adjust the contingencies
• Whats the payoff?
• How are we responding to the behavior?
• Where do we fit in?

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Next steps

• Functional assessment via School Support program.
• Collaborate with all team members including home.
• Identification and consistent use of a number of
  reinforcers.
• Specific training sessions with B. immediate
  goal Spontaneous use of device to access
  reinforcers
• Implement Input strategies Visual schedule,
  choice boards (to help B. choose what he is
  working for), time timer.

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Summary
AAC Device
Individualized Content
Function Based Behavior Program
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• Christiane Curtis
• curtisc_at_hdh.kari.net
• Shawna Robinson
• robins_at_hdh.kari.net