Improving Communication Skills of Children with Autism becomes clinically important the moment a team has to turn good intentions into reliable action inside language assessment, teaching sessions, caregiver coaching, and natural communication routines. In Improving Communication Skills of Children with Autism, for this course, the practical stakes show up in clearer case conceptualization, better instructional targets, and stronger generalization, not in abstract discussion alone.
Provider: BehaviorLive — via Florida Association of Behavior Analysis
Take This Course →Including ethics, supervision, and topics like this one. New live CEU every Wednesday.
Join Free →Communication skills (i.e., verbal behavior) are imperative for day-to-day interactions, however, many individuals with autism experience delays in communication. This symposium will include four presentations evaluating the impact of different teaching procedures on the acquisition of verbal behavior. The first study evaluated differences in acquisition of receptive identification targets with speech output (SO condition) versus no speech output (NSO condition). We also assessed if results would transfer to tacts. The second study replicated and extended discriminated mand training procedures using an SGD. The third study compared two picture exchange communication training models, both of which incorporated an establishing operation manipulation phase. The final study evaluated the effect of scenic pictures containing multiple exemplars and progressive time delay on the acquisition of varied intraverbal responding to categorical questions by three autistic individuals. The symposium concludes with thoughtful comments from the discussant.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1.5 | General |
| COA | 1.5 | — |
| FL MH/PSY | 0 | — |
Catia Cividini-Motta, Ph.D., is an Assistant Professor and the ABA Program Associate in the Department of Child & Family Studies within the College of Behavior & Community Services at the University of South Florida. She received her doctorate in Behavior Analysis from Western New England University and holds a Master’s degree in Applied Behavior Analysis from Northeastern University. Her research interests include verbal behavior; assessment and treatment of problem behavior; parent and staff training; skill acquisition, generalization, and maintenance; and teaching procedures.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
280 research articles with practitioner takeaways
279 research articles with practitioner takeaways
258 research articles with practitioner takeaways
You earn CEUs from a dozen different places. Upload any certificate — from here, your employer, conferences, wherever — and always know exactly where you stand. Learning, Ethics, Supervision, all handled.
No credit card required. Cancel anytime.
All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.