Assessing Behavioral Fluency of Daily Living Skills

Location

College of Behavioral and Social Sciences (CBSS)

Session Format

Poster Presentation

Co-Presenters and Faculty Mentors or Advisors

Dr. Jennifer Wertalik, Faculty Advisor

Abstract

The transition into adulthood can be difficult for many individuals with autism spectrum disorder (ASD) due to the lack of behavioral autonomy they experience. Many individuals with ASD struggle to perform daily living skills, such as cleaning or practicing proper hygiene. Research suggests that behavioral fluency can be used to help increase and maintain skills for people with ASD. Behavioral fluency is defined as a combination of accuracy and speed that indicates competent performance (Binder, 1996). A frequency aim represents a level of performance that reliably predicts critical outcomes (e.g., retention of skill) associated with behavioral fluency. However, no research has identified the frequency aims needed to reach behavioral fluency for daily living skills. The purpose of this project was to investigate the frequency aims needed to reach behavioral fluency in a variety of daily skills in an effort to establish norms and provide better instructional design for increasing behavioral fluency in individuals with ASD. Eighty college-aged participants participated in this study. Undergraduate researchers collected data on the behaviors participants performed in order to complete 12 different daily living skill tasks and the amount of time needed to complete the tasks. Preliminary results and implications will be shared.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.

Presentation Type and Release Option

Presentation (Open Access)

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Assessing Behavioral Fluency of Daily Living Skills

College of Behavioral and Social Sciences (CBSS)

The transition into adulthood can be difficult for many individuals with autism spectrum disorder (ASD) due to the lack of behavioral autonomy they experience. Many individuals with ASD struggle to perform daily living skills, such as cleaning or practicing proper hygiene. Research suggests that behavioral fluency can be used to help increase and maintain skills for people with ASD. Behavioral fluency is defined as a combination of accuracy and speed that indicates competent performance (Binder, 1996). A frequency aim represents a level of performance that reliably predicts critical outcomes (e.g., retention of skill) associated with behavioral fluency. However, no research has identified the frequency aims needed to reach behavioral fluency for daily living skills. The purpose of this project was to investigate the frequency aims needed to reach behavioral fluency in a variety of daily skills in an effort to establish norms and provide better instructional design for increasing behavioral fluency in individuals with ASD. Eighty college-aged participants participated in this study. Undergraduate researchers collected data on the behaviors participants performed in order to complete 12 different daily living skill tasks and the amount of time needed to complete the tasks. Preliminary results and implications will be shared.