Best Practices in Autism Autism Consortium Regional Training.

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  • Best Practices in AutismAutism Consortium Regional Training

  • RoadmapQuick Facts6 Essential ThemesPutting it Together

  • Quick FactsAccording to the Center for Disease Control and Prevention (CDC) in 2007, there are 1 in 150 eight year old children who have ASDThe National Autistic Society reported boys are four times more likely to develop ASD than girls

  • Quick FactsFrom the 1992-1993 academic year to the 1999-2000 academic year, there was a 218% increase in the prevalence of autism in Virginia and a 435% increase in the United States according to the U.S. Department of EducationASD is the fastest growing developmental disability in the United States according to the New England Center for Children with 10-17% annual growth

  • Essential ThemesIndividualized SupportsSystematic Instruction based on the principles of ABAStructured EnvironmentsComprehensive ProgrammingFunctional Methodology to address challenging behaviorsFamily Involvement

  • Individualized Supports & ServicesStudents with ASD are heterogeneous in their presentation of behaviors and in their unique preferences, interests, and learning styles requiring individualized instructional support needs. Dunlap & Fox, 2002 & Dunlap & Robbins, 1991

  • Individualized Supports & ServicesActivities capitalize on student strengths/interestsMaterials capitalize on student strengths/interestsReinforcers are individualizedCompetence and independence is promotedParent preferences are taken into consideration

  • Systematic InstructionStrategies using applied behavior analysis have been documented to be effective in systematically teaching target behaviors. It is important for educators and families to keep in mind that ABA is not a specific program, procedure, or technique; it involves methods and principles that are applied in diverse ways. Dunlap, 1999, p. 224

  • Systematic InstructionData collectionPrompting hierarchyDiscrete trialsPlanning for generalizationPositive reinforcement

  • Structured EnvironmentsCreating an environment that supports the identified learning needs of students is basic to instruction Heflin & Alberto, 2001

  • Structured EnvironmentsClear physical boundaries Designations to differentiate areasVisual schedulesVisual supportsIndividualized work stations

  • Defining StructureOrganize the instructional setting (Heflin & Alberto, 2001);Provide a schedule of activities (Rogers, 1999; Simpson & Myles, 1998);Carefully plan and provide choice making opportunities (Dalrymple, 1995)Provide behavioral support (Earles et al., 1998);define specific areas of the school setting (Heflin & Alberto, 2001; Volmer 1997);Provide temporal relations (Earles at al., 1998; Heflin & Alberto, 2001); andFacilitate transitions, flexibility, and change (Simpson & Myles, 1998)

  • ComprehensiveProgrammingA good test of the functionality of a skill is to ask whether the result of not learning a specific behavior will require another person to perform the task for the student. Olley & Rosenthal, 1985

  • Comprehensive ProgrammingFocus should be on those skills that are most likely to be useful in the students life to control his or her environmentwill increase the students independence and quality of lifewill increase the students competent performance Dunlap & Robbins, 1991

  • Comprehensive ProgrammingCommunication systemsSocial skillsThematic unitsAccess to the general curriculum

  • Functional MethodologyRecent research evidence has suggested that in order for educational interventions addressing problem behaviors to be successful, positive and proactive behaviors must be considered and developed. Iovannone, Dunlap, Huber, & Kinkaid, 2003

  • Functional MethodologyFBABIPData collection on problem behaviors and interventionsVisual analysis of data

  • Family InvolvementFamily members are the most stable, influential, and valuable people in the childs environment.Dunlap, 1999

  • Family InvolvementCommunication with familiesCommunication systems shared with familiesBehavior plans shared with families

  • Putting it Together: Data-Driven InstructionGoals & Objectives should be broken down into measurable target behaviorsData needs to be taken on each target behaviorGraph data for easy analysisData must drive instructional decisions

  • Putting it Together: StructureClassroom space should have clear purposeClassrooms should be free of unnecessary distractionsIndividual work stations may be needed

  • Putting it Together: Structure (cont.)EVERY student should have a personal schedule

    Routines should be readily apparent

  • Putting it Together:ProgrammingAccess to general education curriculum!Direct teaching of social and communication skillsUse of thematic units

  • Putting it Together:Programming (cont.)Plan explicitly for generalization!Take data on generalization of skills

    Differentiate instruction for all learners

    Behavior Specific Reinforcement

  • Your Journey Begins

  • Contact InfoSelena M. Joy, Ph.D.652-3876smjoy@henrico.k12.va.us Brooke Bottari, CCC-SLP652-3875lbbottari@henrico.k12.va.us

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