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Science in Autism Treatment Page 1 SCIENCE IN AUTISM TREATMENT Vol. 9 No. 4 Newsletter of the Association for Science in Autism Treatment Fall 2012 Table of Contents It’s Ok to Say I Don’t Know: Advice from ASAT Advisory Board Member Interview with Dr. Bill Heward ................................. 1 Bill Heward, EdD BCBA-D by Josh Pritchard, PhD, BCBA-D Clinical Corner: Encourage Parent Participation.... 4 Could you tell the readers how you came ASAT Committee Members ..................................... 6 to be involved with ASAT? How long have ASAT Advisory Board ............................................... 6 Shout Outs and Accolades ...................................... 7 you been on the advisory board? International Update ............................................... 7 Catherine Maurice, one of ASAT’s founding Focus on Science: Underwater Basket Weaving ... 8 members, told me about the organization Letter from the President...................................... 11 and invited me to participate. I was a ASAT Board of Directors ........................................ 11 Making a Difference Wicked Wolf Tavern ............ 12 member of ASAT’s Board of Directors for ASAT’s Facebook Update ...................................... 13 two years and have been on the advisory Long Island Behavior Analytic Conference........... 14 board since 2006. TEAM ASAT & Hurricane Sandy ............................ 15 Research Review: Read for Meaning ................... 16 What does ASAT signify to you? Why is it Research Review: RCT of LEAP............................. 17 ASAT Advertising Policy ......................................... 18 important? How does it relate to your inter- ASAT Sponsorship ................................................. 19 ests and work? Science in Autism Treatment Team .................... 21 Basic research has revealed some power- ful principles about how people learn (e.g., reinforcement, stimulus control), and applied studies have discovered and re- fined strategies and techniques (e.g., self-monitoring, interspersing easy tasks/ known items) for putting those principles to work for the benefit of individuals with autism. No matter how potentially powerful these findings, they’re of little impact if practitioners and parents are unable to distin- guish them from the vast array unsubstantiated claims clamoring for their attention? Effective education and treatment of children with disabilities has always been plagued by the promise and popularity of unproven interventions (Heward & Silvestri, 2005). For example, in the ‘70s and ‘80s par- ents and teachers were told that having children with learning disabilities look through colored lenses and walk on balance beams would make them effective readers. The multitude of ineffective (at best) and some- times even harmful autism treatments promoted today is unmatched in the history of special education. The tremendous range of behavioral deficits, excesses, and idiosyncrasies by which autism spectrum disorders are manifested makes an especially fertile ground for the proliferation of unsubstantiated treatments. ASAT’s mission – to educate parents, professionals, and consumers about autism and its treatment by disseminating scientifically sound information and combating inaccurate or unsubstantiated information – is every bit as important as the discovery and refinement of scientifically valid knowledge. ASAT’s leader- ship— an impressive mix of parents, researchers, and practitioners — does an outstanding job separating scientific wheat from ideologically and/or financially driven chaff. Resources on ASAT’s website and articles published in its newsletter inform my thinking, and I often share that information with teachers and parents with whom I work. Daniel Mruzek’s (2012) discussion of the peer review process, Jim Todd’s (2010) examination of the fallacy of facilitated communication, and Tom Zane’s (2010) review of Relationship Development Intervention (RDI) are examples of many excellent articles in Science in Autism Treatment that help parents and professionals recognize distinctions between scientific evidence and unsubstantiated claims. What kinds of things do you do related to autism? I read, write, and talk about the relevance and use of applied behavior analysis in the education and treatment of people with autism. I don’t read nearly as much as I should, have not written as much I’d like, and almost certainly do too much talking! My most recent writing project was revising a textbook for future (Continued on page 2) ASAT Providing Accurate, Science-Based Information - Promoting Access to Effective Treatment Page 2 Interview with Bill Heward continued... special education teachers, which includes a chapter by parents and family members on autism spectrum disorders (Heward, 2013). Most Teachers and staff who are well-trained in ABA of my autism-related work consists of presentations Administrators who not only require, but pro- and workshops for behavior analysts, teachers, and vide support for all of the above parents. This school year, I’ll be presenting a series of five webinars for the Pennsylvania Bureau of Spe- Why is ABA so important for children with autism? cial Education on effective educational practices for When Don Baer, one of the founding fathers of Science in Autism Treatment students with high-functioning autism. applied behavior analysis, was asked why ABA was I especially enjoy and appreciate opportunities to the distinctive treatment for autism, he replied that help disseminate ABA internationally. I’ve given nu- it’s because, “ABA is the discipline that has most con- merous presentations in Asia, Europe, South Ameri- sistently considered the problem of what behavior ca, and the Middle East. Next month, I’ll be speaking changes, made in what order and by what tech- at conferences on ABA and autism treatment in Bei- niques, will confer the maximal benefit to the jing and Shenzhen, China. Attendees at these events child” (Baer, 2005, p. 6). Like he did when respond- typically include parents, teachers, psychologists, ing to so many other important questions about physicians, school administrators, and government teaching and learning, Don’s answer hit that one policy makers. right on the button. In these talks, I typically define ABA (an applied It is the way in which the applied behavior ana- Volume 9,4 Fall 2012 science devoted to understanding and improving hu- lysts working in the field of autism treatment man behavior); refute some of the most common “consider” problems that has made their findings so misconceptions (e.g., consists only of 1-on-1 discrete relevant. Baer, Wolf, and Risley’s (1968, 1987) sev- trial training); share examples of ABA-derived instruc- en defining dimensions of the science (applied, be- tional techniques to teach communication, social, havioral, analytic, technological, conceptually system- and independence skills; identify characteristics of atic, effective, and capable of generalized outcomes) high-quality education and treatment programs; and are at the root of ABA’s importance for autism treat- suggest resources and organizations where people ment. Here are a few other reasons why ABA is ideal- can learn more about ABA and evidence-based au- ly suited to help improve the quality of life for chil- tism treatments. A slide of ASAT’s homepage is al- dren and adults with autism: ways included. ABA is public - everything about ABA is visible, explicit, and straightforward. There’s nothing What do you identify as characteristics of high-quality hidden, ephemeral, or mystical about ABA. autism programs? There are not metaphysical explanations. ABA’s I think the best programs, whether they provide early transparent nature should be valued by all con- intensive behavioral intervention or serve school-age stituencies: consumers, providers and tax- students, exhibit the following characteristics: payers. Individualized, clearly defined behavior change ABA is accountable – Therapists and teachers targets focusing on language, social, and inde- whose work is informed by ABA focus on environ- pendence skills (and on academic, community, mental variables that reliably influence learning and employment skills as relevant) and that can be acted upon. This yields a form of Use of evidence-based teaching practices accountability and responsibility that is good for Active programming for generalization and the public and consumers. maintenance of newly learned skills to relevant ABA is self-correcting - Direct and frequent meas- settings and situations urement is the foundation and most important Direct and frequent measurement of learning component of treatment based on ABA. It enables Data-based decision making (high-quality pro- practitioners to detect their successes and, equal- grams don’t just collect data, they use it) ly important, their failures so that changes can be Structured, frequent opportunities to interact made in an effort to change failure to success. with typically developing peers ABA is optimistic – Children with autism are Ongoing communication with and involvement (Continued on page 3) ASAT Providing Accurate, Science-Based Information - Promoting Access to Effective Treatment Page 3 Interview with Bill Heward continued... among the most difficult of all What would you advise a parent Do you have any advice for pro- children to teach. ABA pro- of a newly diagnosed child with fessionals who provide education vides their teachers and par- autism? and treatment services for with ents a legitimate sense
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