Re: ABA and alternative visual education curriculums

[Guest guest]

Dear Alice,

I am not familiar enough about the three alternative methods you listed to

discuss the similarities and differences. I did want to address your

comment about " the overwhelming reliance of ABA materials " . There is a

significant amount of research on generalization in the educational and

behavioral literature. A good ABA program uses that research to prevent

reliance on materials and promote generalization of skills. I don't have

the citations for the articles handy, but you can look up Heward for

at least a few of the articles. You can also look up terms such as

" teaching loosely " , " general case programming " , and " multiple exemplars " to

get started. To my knowledge, there are no peer reviewed articles on the

alternative methods. If anyone knows of any, please share )

Sincerely,

e

<http://www.potentialinc.org/> Where everyone can

<http://www.autismbehaviorconsut.com/> learn

e Quinby, M.Ed., BCBA

Executive Director Potential, Inc.

638 Newtown Yardley Road

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=Newtown%2C+PA+18940 & country=us>

Commons West, Suite 1F

Newtown, PA 18940

kquinby@...

www.potentialinc.org <http://www.potentialinc.org/>

tel:

tel2:

fax: 888-AUTISM-0

215-579-0670

215-766-3832

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[ ] ABA and alternative visual education curriculums

Hi

I have a question about other alternative educational methods such as

lindamood-bell and Orton-Gillingham and NACD. What are the differences

between these approaches and DTT and/or natural enviroment? How is a

visual approach to learning and the overwhelming reliance of aba

materials different and similiar?

I have looked on the web for articles on this and I come up with none.

I would appreciate either comments or references.

Thanks

Alice

[Guest guest]

Dear Alice,

I am not familiar enough about the three alternative methods you listed to

discuss the similarities and differences. I did want to address your

comment about " the overwhelming reliance of ABA materials " . There is a

significant amount of research on generalization in the educational and

behavioral literature. A good ABA program uses that research to prevent

reliance on materials and promote generalization of skills. I don't have

the citations for the articles handy, but you can look up Heward for

at least a few of the articles. You can also look up terms such as

" teaching loosely " , " general case programming " , and " multiple exemplars " to

get started. To my knowledge, there are no peer reviewed articles on the

alternative methods. If anyone knows of any, please share )

Sincerely,

e

<http://www.potentialinc.org/> Where everyone can

<http://www.autismbehaviorconsut.com/> learn

e Quinby, M.Ed., BCBA

Executive Director Potential, Inc.

638 Newtown Yardley Road

<http://maps./py/maps.py?Pyt=Tmap & addr=638+Newtown+Yardley+Road & csz

=Newtown%2C+PA+18940 & country=us>

Commons West, Suite 1F

Newtown, PA 18940

kquinby@...

www.potentialinc.org <http://www.potentialinc.org/>

tel:

tel2:

fax: 888-AUTISM-0

215-579-0670

215-766-3832

<https://www.plaxo.com/add_me?u=8589960430 & v0=50595 & k0=1679972177> Add me

to your address book... <http://www.plaxo.com/signature> Want a signature

like this?

[ ] ABA and alternative visual education curriculums

Hi

I have a question about other alternative educational methods such as

lindamood-bell and Orton-Gillingham and NACD. What are the differences

between these approaches and DTT and/or natural enviroment? How is a

visual approach to learning and the overwhelming reliance of aba

materials different and similiar?

I have looked on the web for articles on this and I come up with none.

I would appreciate either comments or references.

Thanks

Alice

[Guest guest]

Hi,

I'm not an expert but maybe the below might have some pointers to

where to find info.

I guess for me it's a matter of what you are teaching/applying. I

usually hear of mood-bell and Orton-Gillingham more in the

context of reading instruction, rather than a larger scale curriculum

or generic method of presentation for many skills or measurement. I

might hazard that even using those programs of reading instruction

that you could note the particular behaviors being used by the student

that would indicate skill acquisition/mastery, and measure responses

of interest to analyze effectiveness even with the particular type of

presentation used. If the question is particular to reading I might

compare outcome measures to a program such as SRA's Direct Instruction

curriculum (Reading Mastery and versions).

For Orton Gillingham, I looked on their website but didn't see what

was obviously peer-reviewed research (doesn't mean there isn't any,

just that I didn't see it.)

Orton-Gillingham (for research, see google scholar or other search

engine such as ScienceDirect)

http://www.orton-gillingham.com/

Lindmood-Bell did have a research page noting publications. You could

also check Google Scholar and other.

mood-Bell (see research page for publications in peer reviewed

journals)

http://www.lblp.com/

NACD didn't ring a bell at first, but I did a little searching last

night, and this is what I found

The National Academy of Child Development (NACD) in Huntsville, Utah,

that offers patterning as part of their treatment program. The NACD is

run by Doman, the nephew of Glenn Doman. If patterning is part

of the program, you might be interested in the position statement from

the Academy of Pediatrics. Consider it just an FYI. I have not used

the program, so I don't have a first-hand opinion.

http://aappolicy.aappublications.org/cgi/reprint/pediatrics;104/5/1149.pdf

From my point of view, ABA is more than a matter of DTT or NET or

other specific technique for everything, although research informs

when and how certain techniques might have relative effectiveness in

certain skills or situations. It's identifying the observable

behaviors that could be measured to show whether the use of a

particular technique or program in the particular context to enhance

skill acquisition and generalization for functional use of the student

is accomplishing the goal, regardless of name.

Sometimes, especially in the beginning, we used specialized materials

and a discrete presentation, and still do for some skills that are not

being acquired in a generalized context. More often now we use things

in the home or used in general by the family or would be by any child.

If my daughter shows that using a visual cue or an additional learning

channel helps her to learn a skill, okay, that's what we need to do.

If alternatively, it doesn't help, or in fact introduces an additional

unneeded step, we don't. It's looking at what she actually does with

what we *think* she needs based on baseline and then adjusting.

e noted some of the ways that would enhance generalization of

skills.

Thanks for asking the question. I would also be interested in others'

feedback on any of the programs if they have first hand experience.

I apologize if this is rambly. Probably time for lunch.

Regina F.

[Guest guest]

Hi,

I'm not an expert but maybe the below might have some pointers to

where to find info.

I guess for me it's a matter of what you are teaching/applying. I

usually hear of mood-bell and Orton-Gillingham more in the

context of reading instruction, rather than a larger scale curriculum

or generic method of presentation for many skills or measurement. I

might hazard that even using those programs of reading instruction

that you could note the particular behaviors being used by the student

that would indicate skill acquisition/mastery, and measure responses

of interest to analyze effectiveness even with the particular type of

presentation used. If the question is particular to reading I might

compare outcome measures to a program such as SRA's Direct Instruction

curriculum (Reading Mastery and versions).

For Orton Gillingham, I looked on their website but didn't see what

was obviously peer-reviewed research (doesn't mean there isn't any,

just that I didn't see it.)

Orton-Gillingham (for research, see google scholar or other search

engine such as ScienceDirect)

http://www.orton-gillingham.com/

Lindmood-Bell did have a research page noting publications. You could

also check Google Scholar and other.

mood-Bell (see research page for publications in peer reviewed

journals)

http://www.lblp.com/

NACD didn't ring a bell at first, but I did a little searching last

night, and this is what I found

The National Academy of Child Development (NACD) in Huntsville, Utah,

that offers patterning as part of their treatment program. The NACD is

run by Doman, the nephew of Glenn Doman. If patterning is part

of the program, you might be interested in the position statement from

the Academy of Pediatrics. Consider it just an FYI. I have not used

the program, so I don't have a first-hand opinion.

http://aappolicy.aappublications.org/cgi/reprint/pediatrics;104/5/1149.pdf

From my point of view, ABA is more than a matter of DTT or NET or

other specific technique for everything, although research informs

when and how certain techniques might have relative effectiveness in

certain skills or situations. It's identifying the observable

behaviors that could be measured to show whether the use of a

particular technique or program in the particular context to enhance

skill acquisition and generalization for functional use of the student

is accomplishing the goal, regardless of name.

Sometimes, especially in the beginning, we used specialized materials

and a discrete presentation, and still do for some skills that are not

being acquired in a generalized context. More often now we use things

in the home or used in general by the family or would be by any child.

If my daughter shows that using a visual cue or an additional learning

channel helps her to learn a skill, okay, that's what we need to do.

If alternatively, it doesn't help, or in fact introduces an additional

unneeded step, we don't. It's looking at what she actually does with

what we *think* she needs based on baseline and then adjusting.

e noted some of the ways that would enhance generalization of

skills.

Thanks for asking the question. I would also be interested in others'

feedback on any of the programs if they have first hand experience.

I apologize if this is rambly. Probably time for lunch.

Regina F.