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The following study evaluates Rapid Motor Imitation Antecedent (RMIA) to evoke vocal imitation within three early learners with Autism Spectrum Disorder (ASD). Learners in the current study are non‐verbal and use a picture exchange system to communicate. A stimulus‐stimulus pairing (SSP) procedure was used previous to RMIA, however the learners did not display an increase in vocalizations. Imitation skills are one of the most common deficits for children with ASD 1, 2. The development of imitation skills can lead to social communication, play skills, and expressive language 3, 2. The motor imitation actions chosen for the procedure were based on previously mastered targets and target vocalizations were chosen based on relevance to the learner and/or Speech Language Pathologist (SLP) recommendations. The authors predict that through Precision Teaching (PT) methods, the RMIA procedure will evoke target vocalizations following three high probability motor imitations when the targets are paired with contingent reinforcement.

Stereotypic behaviour is commonly displayed by individuals with developmental disorders, such as autism spectrum disorder (ASD).  Engagement in stereotypy can be disruptive, impact learning, and may be viewed as socially stigmatizing.  Response interruption and redirection (RIRD) is a procedure whereby a sequence of demands is delivered contingent on stereotypy, and has been shown to be effective in reducing this behaviour.  A parametric analysis was conducted to compare the effectiveness of RIRD using a 3 demand procedure, to RIRD with 1 demand, with a 5-year old child with autism spectrum disorder (ASD).  The intervention phase included the implementation of the RIRD-1 procedure, in addition to modelling appropriate play with toys.  Levels of motor stereotypy fell below 10% after implementation, in addition to an increase in functional play skills.

This study uses Precision Teaching (PT) methods to evaluate the use of errorless teaching procedures to teach common sentences and carrier phrases with fill-ins to fluency and accuracy using a Voice Output Device (VOD). The participant is a 20-year-old female with ASD at Shining Through Centre. The participant receives 32.5 hours of Applied Behaviour Analysis in a centre and community setting. Baseline data demonstrates that the participant initiates and responds in a conversation setting with one-word responses out of context and can build full sentences with long latency and additional prompts. Research supports that PT has been effective in building fluent responding, associated with maintenance and generalization to novel settings and stimuli (Ramey et al., 2016). By teaching commonly used sentences and carrier phrases with fill-ins to fluency using a VOD, it is hypothesized that there will be an increase in initiating and responding in conversations in the natural environment.

The goal of the study is to use Precision Teaching (PT) methods to evaluate the use of modelling, within stimulus prompts and prompt fading to teach cleaning tables at St. Louis a shadowed vocational placement. The participant is a 19-year-old female with Autism Spectrum Disorder (ASD), receiving 32.5 hours of Applied Behaviour Analysis (ABA) service at Shining Through Centre. Modeling, within stimulus prompts and prompt fading strategies were used to teach wiping tables from top to bottom, across the table, and increase speed and accuracy. The data is graphed on a Standard Celeration Chart which allows for performance to be assessed and interpreted quickly (Ramey et al., 2016). Baseline data demonstrated that the participant did not have the skill to accurately clean tables at her vocational placement, demonstrating a score of 0 correct and 30 incorrect in a 1 minute timing. Preliminary data demonstrates an increase in wipes tables and it is hypothesized that this skill will increase the participant’s accuracy and speed in cleaning all tables in her work section and overall productivity in her workplace.

The present study uses Precision Teaching (PT) methods to evaluate the effects of Response Interruption and Redirection (RIRD) with differential reinforcement of other behaviour (DRO) and discrimination training to decrease vocal stereotypy/non-contextual vocalizations (NCVs) during instructional sessions in a 7 year old child with Autism Spectrum Disorder. The participant receives 28 hours per week of Intensive Behavioural Intervention at Shining Through Centre. Baseline data was taken for three fifteen-minute sessions, which indicated that the participant engaged in NCVs 1.5 times per minute. The high frequency of NCVs was impeding the participant’s learning, demonstrating the need for a decrease in this behavior. Preliminary treatment data indicate that the RIRD procedure has been effective in reducing vocal stereotypy during instructional sessions. At the time of writing this abstract, DRO and discrimination training had not yet been implemented.

Self-care skills are essential to an individual’s daily life. These skills begin to develop very early and they seem so innate and are taught with little effort. For children diagnosed with autism however, this is often not the case. They frequently experience delays in learning these skills or they must be taught in a systematic way to acquire and maintain them. The purpose of this study was to teach effective and independent tooth brushing skills to a 10 year old male with autism. The complexity of the skill was reduced by breaking it down into more manageable steps using a forward chain task analysis and frequency building. Prior to this program, the learner’s progress with this skill was being hindered by continuous self-stimulatory behaviour. In just 5 months, the learner is now completing 90% of the task analysis with a significant increase in autonomy, accuracy and speed. The final steps are focused on brushing his teeth.

The current study uses Precision Teaching (PT) to evaluate the use of errorless teaching to teach the client to state the feature, function and class (FFC) of a known common object or picture. The client is a 7 year old boy with a diagnosis of Autism Spectrum Disorder (ASD), receiving 37.5 hours of Intensive Behavioural Intervention (IBI) at Shining Through Centre. The client has completed all of the requirements of the Verbal Behaviour Milestone Assessment and Placement Program (VB-MAPP) listener responding and tact domains. The client also demonstrates the ability to answer FFC questions about a common item, as tested in the PEAK Relational Training System. Based on the current skills, the client will start with See- Say describes common object or picture using known FFC’s. The client is shown a picture and is expected to name two features, a function and the class of each item. During teaching, textual prompt will be used. It is hypothesized that after learning to See – Say describe objects or pictures, the client will have the skill to look at a novel picture or object and state the FFC’s.

The goal of this study was to evaluate the effectiveness of teaching young children to play Simon Says using Precision Teaching methods. Participants of the study are three children, ages five to six, diagnosed with Autism Spectrum Disorder. Through VBMAPP assessment, deficits in social skills were identified, specifically Level 2 milestone 8. To increase sustained social play with peers, the recess game Simon Says was taught. The teaching methods were derived from Precision Teaching, combined with Discrimination Training. The learning tasks included in playing Simon Says were broken down into observable behaviours that were measured as frequency of correct and incorrect responses per minute. The data was plotted on a standard celeration chart. As part of discrimination training, visual and textual prompt stimuli were used and faded through the phases of the intervention. It is hypothesized that through this intervention, the learners will acquire the skills to follow the instructions of the game.

Individuals with Autism Spectrum Disorder often exhibit deficits with receptively identifying common objects. Some unexpected variables that were impeding skill acquisition were identified. A program was created where a number of strategies were applied to eliminate dependency on visual cues. This resulted in an increase of auditory-based discrimination skills. The intervention proved to be successful as the client is now able to receptively identify over a 100 common objects.

The goal of this study was to evaluate the effectiveness of teaching three young children, diagnosed with Autism Spectrum Disorder (ASD), to play Twister using Precision Teaching methods. Participants of the study are three boys, ages six to seven, receiving 25 hours of IBI services at Shining Through Center, four days a week. The clients participate in a social skills group, focused on developing and improving play skills by learning to play a variety of board and recess games appropriately and independently. The teaching methods were derived from Precision Teaching (PT), combined with Discrimination Training. PT involves “basing educational decisions on changes in continuous self-monitored performance frequencies displayed on Standard Celeration Charts’ (SCC)” (Lindsley, 1992). The learning tasks included in Twister were broken down into directly observable behaviours that were measured as frequency of correct and incorrect responses in a 5-10 minute timing. The aim range was set to 5-10 correct and 0 incorrect responses. The data was converted to frequency per minute and plotted on a SCC. Discrimination training was implemented to teach the participants to discriminate between the left and right side of their body, using visual aids that were gradually faded through the phases of the intervention. Incorrect responses were prompted using a most-to-least prompt hierarchy. Once the learners acquire the skills to follow the instructions of the game, generalization data will be recorded on their ability to play the game without adult support as part of their recess time.

The purpose of the present study is to demonstrate the effectiveness of functional communication training (FCT) and tolerance training to reduce problem behavior maintained by demand escape to access preferred tangibles and activities, in a 4-year-old boy diagnosed with Autism Spectrum Disorder (ASD). The boy displayed various forms for both physical and verbal aggression in situations when wanting to gain control and access to items as determined through the administration of the IISCA (Interview- Informed Contingency Analysis). The goal of the program was to teach the boy a functional alternative to his aggression by teaching a verbal phrase, through multiple phases. It is hypothesized that through the use of functional communication, instances of verbal and physical aggression to gain control and access to items will decrease after completing FCT.

The Travel Training Project has been providing transit training to adults with an intellectual or developmental disability. The objective of this project is to address the barrier of independent travel in seeking and obtaining employment and access to other programs. By teaching individuals how to safely use the TTC and travel in the community, the goal is to increase their confidence, independence and ultimately to improve their quality of life. This project begins with eight in-class sessions where skills are taught and practiced as a group. Up to 35 hours of one-to-one route training is provided in which participants choose a route that is practiced repeatedly with the goal being independent travel upon completion. From September 2017 to April 2018, the project has had 140 registered participants, 53 individuals who have attended or are attending the classes, 23 participants who have or are currently receiving on-route training and 10 graduates.

Stereotypic behaviour is the restricted, repetitive, and fixed pattern of behaviours that are associated with autism severity. Behavioural Analysts argue the function of it is associated with sensory automatic and socially mediated contingencies. The topography could be very distinctive and is not predicted by choronolgical age nor developmental age. It often interferes with normal activity or it may lead to self-injury. The pathophysiology remains unknown; therefore there is no empirically proved treatment for it. Some behavioral management strategies being developed are contingency manipulations, increasing social engagement and introducing self-management procedures.  This poster will be presenting some latest researches regarding assessment and treatment of stereotypic behaviour.

Cunningham, A. B., & Schreibman, L. (2008). Stereotypy in Autism: The Importance of Function. Research in Autism Spectrum Disorders, 2(3), 469–479.

Ghanizadeh, A. (2010). Clinical Approach to Motor Stereotypies in Autistic Children. Iranian Journal of Pediatrics, 20(2), 149–159.

The purpose of this study was to teach children with autism effective procedures to follow in the case of a fire alarm. Little research has been conducted around children with autism and safety procedures. Behavioural Skills Training was used to teach these skills. Three children with autism aged 7-8, participated in this study. The participants were taught to identify various fire alarms, as well as respond differently based upon their environment. They were taught steps for when an adult was present leading the escape as well as in an alone condition. The participants were able to appropriately react and escape the building upon hearing a fire alarm with a total response time of less than one minute. While the results were promising, future research is needed. Some examples include how to respond when seeing or smelling smoke, when to call 911, and how to respond when seeing a fire.

Functional Communication Training (FCT) has been proven to be an effective behavioural strategy to decrease problem behaviour and increase communication skills. (Tiger, Hanley & Bruzek, 2008; Fisher, Piazza, Cataldo, Harrell, Jefferson, & Conner, 1993). Observational data of a 5-year-old male student diagnosed with autism spectrum disorder suggested that the aggressive and disruptive behaviours displayed were maintained by escape to automatic reinforcement and/or attention. The student was taught to appropriately request for a break from an adult. Schedule thinning procedures were systematically built into the program to increase the student’s tolerance to denial of break requests. Results of the intervention indicated a decrease in all disruptive behaviours and an increase in appropriate requests.
Fisher, W., Piazza, C., Cataldo, M., Harrell, R., Jefferson, G., & Conner, R. (1993).  Functional communication training with and without extinction and punishment. Journal of Applied Behavior Analysis, 26, 23–36.
Tiger, J. H., Hanley, G. P., & Bruzek, J. (2008). Functional communication training: A review and practical guide. Behavior Analysis in Practice, 1(1), 16.

This case study describes an intervention implemented at The Shining Through Center for Children with Autism for a six year old learner diagnosed with autism spectrum disorder. This particular leaner would engage in eloping behaviours. The intervention implemented was differential reinforcement of incompatible behaviours (DRI), with edibles being delivered using a variable interval schedule of reinforcement along with social praise such as “Good walking” or “Nice staying with me”. In order to decrease this behaviour the learner would receive reinforcement for staying with their Instructor Therapist without eloping. As the behaviour began to decrease the interval between reinforcement was increased, this was done in order to fade out reinforcement. It is extremely important to eliminate this behaviour since almost half of all children with Autism engage in elopement behaviours, which carry with it a great risk of bodily harm (Anderson et al., 2012).

Activities of daily living related to personal self-care are essential skills for adults with autism spectrum disorder (ASD) to acquire in order to function with maximum independence during daily routines. The following poster presents a summary of the successful use of precision teaching to teach an 18-year-old male with ASD to engage in the independent application of his orthopedic leg braces. Through a method labelled “pinpointing”, the individual steps of this task were broken down into discrete, teachable components. Fluency timings were implemented to promote fluency of skills extracted from the chain to practice before being applied to the complete skill. Data are presented on the teaching procedure used to simulate the fine-motor skills needed for securing the orthotics, on the progression of using these skills to secure the actual orthotics, and on generalization probes conducted each morning during a daily entry routine to demonstrate the applicability of this method.

Receptive language is the ability to respond appropriately to another person’s verbal language (Relias, n.d.). This is a common deficit found in children with Autism Spectrum Disorder (ASD) (Autism Canada, 2016). TAGteach (Teaching with Acoustic Guidance) is a training method of delivering positive reinforcement through an acoustic marker to promote skill acquisition (TAGteach International, 2012). A quick and clear “click” is delivered to indicate that the learner has demonstrated the correct behaviour. The purpose of the current study is to apply Precision Teaching (PT) methods to evaluate the effectiveness of TAGteach on teaching receptive identification of pictures of common items. The participant is a 5 year-old boy diagnosed with ASD. The learner currently has a narrow range of reinforcers, namely edibles and iPad videos. It is hypothesized that TAGteach will provide a clear indication of correct responses and a more immediate delivery of reinforcement, which will increase rate of learning.

The purpose of this case study was to evaluate the use of teaching using acoustical guidance (TAG) as an effective method for increasing accurate receptive responses through stimulus discrimination training. This study specifically targeted receptive identification of the participant’s own name when presented in an array of similar stimuli. While the current research on the use of TAG with children with autism is still somewhat limited, it has been continuously demonstrated as a successful training method with athletes and animals. The participant in this study is a five-year old male with autism spectrum disorder who attends Shining Through Centre for Children with Autism in a 1:1 intensive behaviour intervention program utilizing the principles of applied behaviour analysis. Results indicate that the use of TAG and stimulus discrimination training was effective.

This case study sought to evaluate the effectiveness of fluency based instruction as a method for increasing reading skills in young children with autism. This study specifically evaluates the use of an online reading program combined with fluency based instruction as an effective combination for reading fluency. Participants completed a series of web-based lessons, that were accompanied by corresponding fluency sheets. Participants demonstrated an increase in fluent decoding of target sounds, sound blends, and words.

Children with Autism have difficulty with communication and may display additional problem behaviour. Behavioural intervention has been effective in addressing problem behaviours, particularly following a functional assessment (Hanley et al 2014). Functional Communication Training (FCT) establishes an appropriate communicative repertoire to compete with the problem behaviour by providing an alternative response that produces the desired reinforcer. (Cooper et al 2014). The subject of this poster is a 6-year-old boy with autism who demonstrated a high degree of problem behaviour that included aggression to others, property destruction, screaming, and flopping when access denied and demands placed. The purpose of this poster is to demonstrate the efficacy that FCT has on diminishing this behaviour by providing the subject with increasingly complex, more appropriate responses to access the reinforcer. Data was plotted on a Standard Celeration Chart to compare the use of the functional communication response and frequency of problem behaviour.

The Toronto Catholic District School Board and Surrey Place Centre (School Support Program) have been working collaboratively since 2005. A main emphasis of their work has been the development, implementation and support of transitions for students with Autism Spectrum Disorder (ASD) going to High School and the postsecondary pathways they may follow after High School (Transition to: College/University, Employment and Community Participation). This poster will outline the resources, services and practices being used specific to the transition for postsecondary pathways that have been developed through the diverse expertise of educators and ASD Consultants.

Functional Communication Training (FCT) has been proven to be an effective behavioural strategy to decrease problem behaviour and increase communication skills. (Tiger, Hanley & Bruzek, 2008; Fisher, Piazza, Cataldo, Harrell, Jefferson, & Conner, 1993). Observational data of a 5-year-old male student diagnosed with autism spectrum disorder suggested that the aggressive and disruptive behaviours displayed were maintained by escape to automatic reinforcement and/or attention. The student was taught to appropriately request for a break from an adult. Schedule thinning procedures were systematically built into the program to increase the student’s tolerance to denial of break requests. Results of the intervention indicated a decrease in all disruptive behaviours and an increase in appropriate requests.
Fisher, W., Piazza, C., Cataldo, M., Harrell, R., Jefferson, G., & Conner, R. (1993).  Functional communication training with and without extinction and punishment. Journal of Applied Behavior Analysis, 26, 23–36.
Tiger, J. H., Hanley, G. P., & Bruzek, J. (2008). Functional communication training: A review and practical guide. Behavior Analysis in Practice, 1(1), 16.

Functional analysis (FA) is the most comprehensive form of assessment used to identify the function of challenging behaviours exhibited by individuals with Autism Spectrum Disorder (ASD). Given that 1 in 59 children is diagnosed with ASD (CDC, 2018) it is essential that FAs be performed in the most time- and cost- efficient manner in community-based settings. Researchers posit that an interview-informed synthesized contingency analysis (IISCA) may be an innovative behavioural technology to help identify behavioural function(s) (e.g., Hanley, Jin, Vanselow, & Hanratty, 2014; Slaton, Hanley, & Raftery, 2017) while analyses including individual contingencies may also be the most accurate and efficient (e.g., Fisher, Greer, Romani, Zangrillo, and Owen, 2016). The current study further examines such innovative assessment-intervention packages in terms of their efficacy in a large-scale, community-based program for individuals with ASD.

This poster will demonstrate how antecedent intervention and extinction procedures can be used in tandem to help reduce a targeted behaviour in a child with autism. This case study utilizes sensory extinction and antecedent interventions to significantly alter the participant’s behaviour. The goal was to decrease the frequency of the participant throwing nearby items during instructional times. The learning environment was altered by moving the participant’s workspace to a quieter room away from other students. Carpeting was also used, as well as a Behaviour Modification Plan (BMP) as part of the extinction procedures. Baseline data could not be collected due to the throwing behaviour being a hazard to other students. The intervention was immediately implemented for safety. In order to determine if the intervention was successful, data was collected once the intervention had been implemented and also during the fading procedure.