Universal Supports for Students with Autism Spectrum Disorder

Universal Supports for Students with Autism Spectrum Disorder

MiBLSi Conference 2008Kelly Dunlap, Psy.S.

Amy Matthews, Ph.D.

MiBLSi Conference 2008Kelly Dunlap, Psy.S.

Amy Matthews, Ph.D.

Please study the following slide carefully.

You should see two identical dolphins

diving simultaneously in the ocean.

If not, it may indicate that you are under

stress and need a couple of days off.

Principles for Working with Students with ASD

RESPECT the STUDENT

RESPECT the DISABILITY (The ASD Always Wins)

Use the Disability to Benefit the Child

Two Primary Goals: Socialization Skill Development and Independent Functioning

3 GUARANTEES

ASD is here to stay.

Programming for students with ASD will not be trouble-free.

WE are accountable!

Three Tiered Approach

Universal Intervention TIER 1 Core Practices, All students, Preventive

Targeted Intervention TIER 2 Supplemental, some students, reduce risk

Intensive Individualized Intervention TIER 3 Individualized, functional assessment / analysis, highly specific

Used for 100%Effective for 80%

7-15%

1-5%

START Alignment with RtI

Intervene Early Early Intervention

Multi-tier model of service delivery Universal Supports

Problem solving process for

decision-making

Meeting Mechanics

Use of scientific, research-based validated interventions /

instruction

Universal Supports /

Effective Strategies

Data to guide decisions Data-based decision-making

START Alignment with the Positive Behavior Support

Positive Behavior Support

Collaborative Teaming Teaming and Problem Solving

Data Driven Data Collection / Using data to guide decisions

Evidence Based Practices Universal Supports / Effective Strategies

Proactive / Preventative Frontload the System

Teaching New Skills Teach SYSTEMS

Quality of Life Focus Independence & Socialization

Herding Cats

Three Tiered Approach

Universal

Strategic

Intensive

Students with Autism

Spectrum Disorders??

Universal Supports

Individualized Supports

Comprehensive Supports

~80% of Students

~15%

~5%

Application of Three-Tier System to ASD

All Students with ASD

No empirical basis for recommending one approach / program (methodology) as superior for all students with ASD.

Literature Review of Critical Elements of Successful Intervention for students with ASD:

UNIVERSAL SUPPORTS

Tool for Evaluating Universal Supports

Universal Supports Assessment and Planning Tool (USAPT)New York Quality IndicatorsLiterature ReviewDiscussion with Practitioners and EducatorsProfessional / Peer ReviewConsistent Review and Updates (EIC- ASD)

Assess

Plan

Implement

Evaluate

Using Data to Guide Decisions

Universal Supports Assessment and Planning Tool (USAPT)

Building / Classroom Level Supports

Supports considered critical for the majority of students with ASD

OrganizationSystems Level SupportsStrategies

USAPT Areas

Parent and Family Support Guiding Principles Team Process Paraprofessional Support Functional Communication System Visual Supports Educational Strategies and Supports Peer Supports Behavior Supports

Building a Plane While Flying

Preparation for USAPT Completion

Establish Team School Improvement RTI PBS New

Assign Coach / Facilitator Administrator Teacher Support Staff

USAPT Areas

Parent and Family Support Guiding Principles Team Process Paraprofessional Support Functional Communication System Visual Supports Educational Strategies and Supports Peer Supports Behavior Supports

No one person has the right answer.

Variety of perspectives increases the chance of getting a complete picture of the student as well as developing a broad set of interventions that are likely to be effective.

Implementation gets done when team members are involved in the process.

All members are accountable for the outcome.

Why use a Collaborative Team Approach

Habits of Effective Teams

Time is prioritized. An agenda is developed and used. Members attend beginning to end. Meetings begin and end on time. Ground rules are established and violations

addressed. Action plan items are developed and follow up is

addressed. Developed plans are implemented until the team

decides otherwise. A teaming infrastructure is established that

supports problem solving

Process for Solving ProblemsMEETING MECHANICS

ProblemIdentification

ProblemSpecification

Brainstorm Cluster/Prioritize

ImplementationVariables

AssignResponsibilities

Adapted in part from

Allen, S.J. & Graden, J.L. (1997).

Meeting Agenda and Organization

Team Meeting Agenda, Minutes, and Action Plan Date:

ROLES and RESPONSIBILITIES

List Members Present and Roles: Facilitator: (sets meeting agenda; facilitates meeting) Note taker: (take and type up notes; email to group) Timekeeper: (keeps facilitator to time specified)

Agenda

Calendar

Activity (ex. Staff meeting / Training / Vacation) Date(s)

New I tems / Standing I tems

Agenda I tems Discussion Topics Notes / Minutes

Action Plan

Agenda I tem WHO I s doing WHAT By WHEN

Follow Up: Review action plan from previous meeting

Action Plan

Don’t Leave a Meeting without an Action Plan!

Purpose of Action Plan? ______________________________________________________________________ WHO will do WHAT by WHEN STATUS

This form created by: Kelly Dunlap, S.Psy.S.; School Psychologist/Behavior Consultant

Today’s Date______________

ACTI ON PLAN Worksheet From VI SION to ACTION

KD 10/04

Team Member Roles and Responsibilities

General Team Roles / Responsibilities Facilitator Time Keeper Note Taker Data Specialist Implementation Coordinator

Addressing the nitty, gritty implementation issues that drive us NUTS!! Visual supports Social stories Communication systems Peer to peer Personnel training Paraprofessional Supervision / Support OTHERS?

USAPT Areas

Parent and Family Support Guiding Principles Team Process Paraprofessional Support Functional Communication System Visual Supports Educational Strategies and Supports Peer Supports Behavior Supports

Why is PARAPROFESSIONAL SUPPORT Universal?

Goals for students with ASD are socialization skill development and independent functioning.

Without planning for paraprofessional support, students with ASD may become dependent on the paraprofessionals supporting them.

Assumptions / Principles of Paraprofessional Support

The intent of paraprofessional support services is to promote independence, not dependence. 1:1 paraprofessional support can prevent opportunities for interaction between the students with ASD and general education students.

Paraprofessional support should only be provided when the student needs direct academic, behavioral or social support.

Supervision / monitoring of paraprofessionals must be ongoing.

Determining if Paraprofessional Support is NeededSchedule Matrix for Identifying Support Strategies

Name_____________________________________________________________ Date:_______________________________________

Student Schedule General Education Demand

Student Skills Supports, Services, Strategies Needed

IEP Goals/Objectives Addressed

Paraprofessional Roles/Responsibilities

Support the student in interacting effectively with the environment: Material/desk organization Socialization systems

Provide additional learning opportunities: Prompts Behavioral systems

Assist the student in learning systems or using tools that allow for optimal participation in the school environment: Visual Schedules Modifications / Accommodations

Determining Paraprofessional RolesParaprofessional Role Development

Name_____________________________________________________________ Date:_______________________________________

Student Schedule Student Goal / Outcome Paraprofessional Role / Responsibilities / Strategies

USAPT Areas

Parent and Family Support Guiding Principles Team Process Paraprofessional Support Functional Communication System Visual Supports Educational Strategies and Supports Peer Supports Behavior Supports

Communicative Forms

Inappropriate Behavior Aggression / SIB Tantrum Crying / Whining

Adult as Tool Echolalia / Repetitive Language Gestures / Pointing Yes / No Responding (gesture/visual/words) Single Words (visual or verbal) Phrases Complex Communication

Communicative Function (purpose)

Request Object/Food/ Event Adult to Act OUT of Activity/Task Help

Choices Person/ Activity/Object

Protesting: Change in Routine Adult Action

Indicate: Pain / Affection

Share Information Initiate Interaction w/ Peers Initiate Interaction w/ Adult Respond Appropriately (e.g. to a greeting/ question) Sustain Interaction (turn-taking for at least 2 exchanges

How do you address Functional Communication Systems for ALL?

Discussion

TEACHING ALL STAFF IMPLEMENTATION in ALL ENVIRONMENTS CONSISTENCY ACROSS STAFF GUIDING PRINCIPLE

GREEN LEVEL LUNCH CHOICES RECESS CHOICES

USAPT Areas

Parent and Family Support Guiding Principles Team Process Paraprofessional Support Functional Communication System Visual Supports Educational Strategies and Supports Peer Supports Behavior Supports

Individualized Visual Strategies

Visual strategies should bridge the barriers that are preventing the student with ASD from functioning independently within the general education setting.

Visual strategies should be utilized in every setting to assist with transitions.

IF. . .

“If you’ve told a child a thousand times and he still does not understand, then it is not the child who is a slow learner.”

Attributed to Walter Bruce

Types of Visual Supports and Strategies

Visual Organization of Environment Routines / Schedules and Transitions

Schedules / Sub-schedules (pervasive / mobile) Transition Cards

Communicating Expectations First / Then Cards Visual Prompts of Expectations/Behavior Cues Social Stories/Social Scripts Choice Cards

Detailing Tasks Increase Independence Work Systems Cues for academic success – accommodations and

modifications Self-Monitoring

Break Card

Doo

rCabinet for Iron

And Ironing Board

Ref

rig

erat

orS

tove

C A B I N E T

Computer Station

Domestic Skills AreaC

hai

rChair

Chair

Chair

C H A I R S

CHAIRS

Rug

COUCH

Leisure/Recreation Area

CALENDARSETC

Chair Chair

ChairChair

ChairChair

Teacher’s Desk

ChairCabinet for Work Activities,

Coats, & Materials

Pre-Voc/Voc Activity Area

Aca

dem

ic

Sk

ill

s A

rea

WORK

Example of a Classroom Visual Schedule

Things to Do All Done

Calendar

Centers

Snack

Carpet Time

Gross Motor

Mini-schedules and Procedures

Break down a new, difficult or multi-stepped activity into manageable parts

Can be slowly adapted into less and less steps as child becomes proficient

Let’s look at some…

An Example of a Recess Visual Schedule

Today is Tuesday

At Recess Today I Will

1 2 3

Mini Schedule / Task Analysis

Things to Do

Put on Gym Shirt

Walk to Gym

Squad 3

Warm Ups

Jog Three Laps

All Done

Using Timers

Staying on task Easing transitions

A timer can help focus a students attention to compete a task, reduce stress (how LONG do I have to do this?) and signify the end of an activity, providing for easier transitions.

Be consistent and teach students to set them. A timer can frequently be a necessary addition to a schedule system and can facilitate success.

                                                                 

Choice Making

Incorporating choices reduces behavior problems ONCE you teach students to do it

Make available whenever possible Don’t assume she/he understands “or” and

“if ____, then ____” Making choices is empowering. It results in

increased positive behavior, increased understanding of language and increased motivation

An Example of a Lunch Choice Visual System

Lunch Choice A Lunch Choice B Lunch Choice C

Desk organization

is a HUGE problem for many students with ASD.

Organize Desk/Backpack/Notebook

Privacy/Distraction Screens

Reference Materials

Organize Materials

Bottom Line…

Wide variety FORM matches NEED Teach usage, don’t just supply

USAPT Areas

Parent and Family Support Guiding Principles Team Process Paraprofessional Support Functional Communication System Visual Supports Educational Strategies and Supports Peer Supports Behavior Supports

Educational Strategies

Strategies to increase access to the general education environment and curriculum

IEP Development PLAAFP

Strengths / Needs Related to progress in the general education

curriculum / environment

Goals and Objectives Educational PRIORITIES (3-5) that require Specialized

Instruction (Bateman & Herr, 2006) Objectives:

Under what conditions (UTILIZING Ed Strategies) Prompts (Hierarchy), software, accommodations / modifications

(see form) The student will do what (measurable) At what level (speed, accuracy, frequency, quality)

IEP Development Supports and Strategies to Meet Goals

Push in services (Speech, TC, SSW)Design Opportunities

LRE Question: Given these supports and strategies in the

general education environment, can the student make adequate progress toward goals and objectives?

If not, to what extent would the student need to be pulled out for direct instruction / support in order to make adequate progress.

Addressing Modifications and Accommodations

Accommodations / Modifications increase opportunities in the general education curriculum / environment

Accommodations

vs.

Modifications

OH 1.7a

Academic Accommodations

Time

Level of support

Input

Output

Reduce Response Effort

Setting

Adaptation of environment

Quantity of Sections of Curriculum Expectations

OH 1.7a

Academic Modifications

Quantity

Participation

Output

Alternate goals

Do the

odds

Academic Modification Hierarchy

Open Ended Questions

Visual Organization Strategies

Closed Strategies

Choice Strategies

Yes / No StrategiesAuthor: Maureen Ziegler / Dave Schoemer

IEP ImplementationSchedule Matrix Examples

Collecting Data to Guide Decisions

Incorporate as part of schedule matrix

Take data PROBESHow often?Who collects?

Use data at reporting time to make decisions about strategies

USAPT Areas

Parent and Family Support Guiding Principles Team Process Paraprofessional Support Functional Communication System Visual Supports Educational Strategies and Supports Peer Supports Behavior Supports

Peer to Peer Support

Implemented at the building level

Creates a role for SSW / counseling support

Creates a climate aligned with Positive Behavior Support and other climate-related programs

Peer to Peer Support Programs

Teach general education students about ASD

Develop acceptance, understanding, and skills

Allow the students with ASD to PRACTICE social skills

Social Competency develops

Peer supports can provide assistance with….

Classroom routines

Choice-making

Transitions between activities or places

Participation in instructional and non-instructional activities

Hidden Curriculum

• Gain physical supports• Develop age-appropriate expectations• Age-appropriate behavior• Socialization• Gain academic support• Access to general education curriculum

Students with Disabilities

Peer Supports

• Understand disabilities• Gain organizational skills• Value diversity• Learn additional general education content• Manage responsibility• Become positive role models

• See diversity working• Understand disabilities• See value of team work• See positive role models

General Education Students

22T

Jason

Implementing Universal SupportsThe START Coach Model

A coach in every building serving

students with ASD in Michigan

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What IS a START Coach?

We don’t see coaches as “experts”; rather, they HAVE expertise. . .

In the CONTENT In the IMPLEMENTATION In the TEAMING necessary to make it happen

Isn’t this a “consultant” ? ? ?

Expert Consultant Coach

Expert Collaborative

Reaction Proactive

Dependence Building Capacity

Blame Accountability

Comparison of the Models:Expert Consultant vs. Coach:

NEW TC Role?

Carry caseload of BUILDINGS (i.e. building coaches) Participate on student assistance teams Assist with development and implementation of

scientifically based interventions Assist with development and maintenance of a 3-

tiered model of academic and behavioral interventions

Assist in gathering and analyzing data for decision-making

Consult on difficult cases (student / team)

START Coaching Roles / Responsibilities

Coach Coordinator(s): Coach representatives to the RCN Coordinate coaching in the region Report out progress to RCN

Coach Leader(s): ISD / District Level Coaches Carry caseload of buildings / coaches Meet regularly / support building coaches

Building Coaches: Coaches working at the building level Positive nag / crisis response Assure action items are completed Coordinate with coach leader when issues arise

RCN: EPLI Coach Coordinator(s)

Districts Level – EPLI District Coach Leaders

Building COACH

Building COACH

COACH

Leader

Building Coach

Building COACHBuilding

COACH

Building COACH

ISD / District Level – EPLI ISD Coach Leaders

Building COACH

Building COACH

COACH

Leader

Building Coach

Building COACHBuilding

COACH

Building COACH

Identify Coach Leaders

Meet regularly with coach leaders Problem solve issues Advanced training in effective supports Assist in designing coach trainings / kits

Report Progress to RCN Pre/Post USAPT / POC Quarterly Coach Report

Coach Coordinator REQUIREMENTS

Identify Building Teams / Coach

Meet regularly with building coaches / other coach leaders in district Problem solve issues Advanced training in effective supports Develop / distribute coaching kits for building

coaches

Report Progress to Coach Coordinators Pre/Post USAPT / POC Quarterly Coach Report

Coach Leader REQUIREMENTS

COACH Coordinator and COACH LeaderPROFESSIONAL CREDENTIALS

Currently employed by a public school system in Michigan (or school support agency).

Professional (credentialed by MDE or other credentialing agency) with at least THREE years of experience working with students with ASD.

Possess knowledge of Autism Spectrum Disorder and the core concepts in the START module areas (e.g. knowledge grounded in “effective practice” research) presented by START staff.

Possess knowledge and skills in teaming and problem solving.

Possess a good working relationship with peers and has a credible reputation in the school system.

Possess the drive, dedication and time to commit to the training / coaching.

BUILDING COACHPROFESSIONAL CREDENTIALS

Currently employed by a public school system in Michigan (or school support agency).

Professional credentialed by MDE or other credentialing agency.

Work regularly (2½ days/wk+) in the building assigned as a building coach.

Attend training in teaming and problem solving provided

by EPLI Trainers.

Attend core START content trainings as determined and provided by local EPLI Trainers.

Possess a good working relationship with peers and has a credible reputation in the school system.

Identify Building Team Members Meet at least monthly with a building team

Develop and implement effective strategies and practices (Building USAPT; Student POC)

Provide follow-up activities to increase the implementation of those effective practices

Report Progress to Coach LeadersPre/Post USAPT / POC Initial Coach ProposalQuarterly Coach Report

Building Coach REQUIREMENTS

BOTTOM LINE

Universal

Strategic

Intensive

Students with Autism

Spectrum Disorders

Passion and Persistence