My First Conference Inspiration: Dr. Partington at FECA in Whiteplains Nov. 8 2002

I just want to take a second and pass on some information. I went to the Feca "Stepping 
into the Future" conference on Nov. 8th and I was REALLY inspired and 
want to learn as much as possible about the evolving science of ABA, 
which is something our school does not do, WHY? . If a strictly DTT 
Lovaas program has worked for your child and you are happy with the 
everything, you don't need to read any further. For me, DTT has 
definitely helped my son but something is missing. Here is a great 
example of what I'm referring to and just ONE example of what our 
programs are lacking (taken from Dr. Partington's handout "Teaching 
Language to Children with Autism, Capturing the Motivational 
Variables") 
 
 "A large number of children with language delays have strong 
receptive skills, and strong tact (labeling) repertoires, but weak 
mand (requesting) and intraverbal (the ability to talk about objects 
and events even though those thing are not physically present, 
intraverbals are the basis of conversational skills) skills. The 
importance of the mand and intraverbal repertoires in every day 
verbal interactions if frequently underestimated in the language 
training programs currently available for children with autism or 
other developmental disabilities. The emphasis in many programs is on 
extensive receptive training and expressive training which mainly 
focuses on the development of the tact (labeling) repertoire. When a 
child has virtually no vocal behavior it is very common to provide 
receptive language training rather than pursue a new response 
topography such as sign language. However, when sign language 
training is provided it often only involves programs that focus 
primarily on receptive skills and tacting. And when a typical verbal 
reportoire fails to develop the blame is placed on the child's 
handicapping condition, or the inadequacies of sign language, or the 
failure of behavior modification techniques. Rarely is the problem 
identified as the failure to teach mands and intraverbals along with 
tacts. This is an example of the importance of behavioral theory as a 
quide to language assessment and training"
 
Does that describe your child’s current program? It absolutely is 
my sons. As great as he may be doing he needs a bridge. He can label 
tons of things but what good is it if he can't use it (besides 
raising the score on developmental tests) Dustin has little to no 
functional language skills. 
Parents,  their are other more productive 
ways to be implementing our ABA programs where they learn something 
and generalize it all the same time and you can speak normally 
instead of "DO THIS" or "Show Me ...." 
How many of you like me wanted  programs like Pecs implemented but it was told to you "It's not our 
policy"? Just like I've learned my son's doctors don't have all the 
answers I need to have the same attitude towards his education. I 
don't want to confuse anyone or cause any conflict but schools really 
need to stay updated, I'm thankful for the program he currently is in and what it has done 
but what a shame that all this effort and energy that the staff puts 
into my sons learning everyday is not being implemented in a more 
efficient, productive, individualized way.  
 something to think about,
 take care,
 Jennica
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