Tag: Lindsay Glugatch

Presenter(s): Jessica O’Neill

Faculty Mentor(s): Lindsay Glugatch

Poster 94

Session: Social Sciences & Humanities

One of the defining characteristics of autism is repetitive and rigid behaviors (RRB). RRB can impede social learning and impact appropriate play. Having flexibility in play is important for young children with autism in order to increase positive social interactions in various social settings. This study aims to determine if there is a functional relation between a lag schedule of reinforcement and variability in play routines. A single-case design study is used in which the subject serves as her own control, testing with a multiple-baseline design across different play routines. The intervention includes a lag schedule which provides social reinforcement after a varied amount of responses. The anticipated results include increases in flexibility within the targeted play routines. Implications for future research using lag schedules of reinforcement within social domains will be further discussed.

Presenter(s): Clare McCann

Faculty Mentor(s): Lindsay Glugatch

Poster 150

Session: Social Sciences & Humanities

Autism core symptoms include rigid repetitive behavior and deficits in social communication. These challenges effect the ability to appropriately comply with transitions from activities for a 4-year-old girl with autism spectrum disorder. In this single-case study, we are investigating which type of behavioral intervention is functionally related to increases in compliance during transitions. Specifically, we are using an alternating treatment design to compare the effectiveness of the following treatments: (a) choices, (b) transitional warnings, (c) going from low to high preference activity, or (d) a combined intervention package. We will be using a video- based activity preference assessment to identify a hierarchy of preferred activities. It is predicted that the combined treatment of all three interventions will have the most compliance during transitions. We will discuss the use of preference utility in clinical settings and the predicted accuracy of a video-based preference assessment to identify a hierarchy of activities. From this study, we will determine whether a combined treatment package works better or if there is one active ingredient component of intervention. By identifying the most useful intervention, this will further the progression of students and children with autism in their performance during school and at home transitions.

Presenter(s): Paige Blacklock

Faculty Mentor(s): Lindsay Glugatch

Poster 115

Session: Social Sciences & Humanities

One common characteristic of autism is deficits in social/communicative abilities. Autism is more common in boys than in girls, so the research on how this disability affects girls is not as expansive. Furthermore, language development and social impairments might manifest differently in girls compared to boys. In this study we will be investigating the effectiveness of different behavioral interventions to increase the average length of number of words in two young girls with autism. Specifically, this study looks to see if there is a functional relation between communication interventions and increases in mean length of utterances. Three intervention conditions will be alternated throughout sessions including differential reinforcement, prompting, and a combination of the two. Identifying active intervention components on mean length of utterances in these two girls may provide a better look on social communication skills in girls with autism in comparison to boys. The differences found could be utilized to better individualize treatment throughout clinical settings in language intervention.