Validating Fluency Outcomes - Veriobinde1.verio.com/wb_fluency.org/Presentations/Fabrizio2001.pdfExcept where otherwise noted,© 1998 -2001 Fabrizio/Moors Consulting 7 . Building Fluent

Building Fluent Foundation Skills for Children with Autism

Building Fluent Foundation

Skills for Children with Autism

Michael A. Fabrizio, M.A., BCBA

Fabrizio/Moors Consulting

University of Washington

Alison L. Moors

Fabrizio/Moors Consulting

Andrea Polhamus-Reed

Repertoire Development

Validating

Fluency

Outcomes

Why validate fluency outcomes?

• Few aims derived on personswi!h autism

• Different students mayrequire different frequencies

to attain RESAA

• Students may require different aims depending on fluency of other skill sin!heir repertoire

- Fabrizio, 2000

May 2001

Empirically Validating Outcomes

• "Our datum of choice is rate of

responding"- Skinner, 1938

• RESAA is best predicted by rateand celeration

- Fabrizio, 2000

• Validation is not time intensive

• It makes sense to do!!

When should I V aJidate Fluency

Outcomes?

• Student has mastered all parts ofthe instructional sequence

• Data are stable over time

• Error rate is low

• Rate of correct responding hasreached the suspected aim

• Rate of correct responding isaccelerating above X2 per week

Validation Schedule

• Stability

• Application

• Endurance

• Retention

Except where otherwise noted,© 1998 -2001 Fabrizio/Moors Consulting 1


Validating Stability in Student Data

• \Vhile looking at the student's SCC,

ask yourself these questions:

- Does the student maintain the same rate

across days?


across times of implementation?


across training locations?


across therapists?

Validating Stability in Student Data

• Present the student with the

same materials for the same

timing interval and introduce

significant distraction

- People entering & leaving room

- Radio/TV turned on

Validating Endurance in Student Data

• While looking at the student's

sec, ask yourself how long the

student was asked to perform the

skill while it was being practiced.

Validating Endurance in Student Data

• Multiply the timing intetval bythree, and have the student time

again on the same materials.

May 2001

• lfthe student maintains their rate

across two consecutive days at X3

the original timing interval,

endurance has been shown.

Validating Application in Student Data

• Present the student with novel (new)examples of the same content

• Have the student complete a timing

using the new examples

If the student matches theirperformance on the previously taughtmaterials, application has been shown.

Validating Retention in Student Data

• Stop all practice on a given skill

for a period of one month

• At the end of the month, present

the student with the same

materials and ask them to

complete a timing



Validating Retention in Student Data

• If the student matches theirprevious performance within twotimings, again stop practice for 3months

• If, after 3 months withoutpractice, the student can matchtheir previous performance,retention has been shown.

Motor Skills

Motor Skills Sample Scope and Sequence

Copyright 2001 Fabrizio/Moors Consulting

Motor Skills Sample Scope and Sequence

Copyright 2001 Fabrizio'Moors Consulting

What is Free/Do Point?

• Free/Do Point is the name of a

Big 6 skill often taught to persons

with disabilities. Free/Do Pointinvolves having the child use their

index finger to point to a

stationary object on the table.

This skill is trained separately for

each hand.

What is Free/Do

Reach?

May2001

• Free/Do Reach is the name of a Big 6skill often taught to persons withdisabilities. Free/Do Reach involveshaving the student follow an objectmoving in front of them with their eyesand one hand. Tiris skill is measuredseparately for each hand.



What is Free/Do Reach

and Point?

• Big 6 composite

skill/application

Molor Skills S�e Scope and Sequence

Copyright 2001 Fabrizio/Moors Consulting

What is Free/Do

Squeeze?

• Free/Do Squeeze is the name of a Big 6skill often taught to children with

disabilities. Free/Do Squeeze involveshaving the child hold an object in the

palm of their hand and squeezerepeatedly. This skill is trainedseparately for each hand.

What is Free/Do

Shake?

May2001

• Free/Do Shake is the name of a

Big 6 skill often taught to persons

with disabilities. Free/Do Shake

involves having the student hold

an object and shake it side-to-side,or front to back using their wrist

muscles. This skill is trained

separately for each hand.

What is Free/Do

Pinch? • Free/Do Pinch is the name of a

Big 6 skill often taught to personswith disabilities. Free/Do Pinch involves having the student use apincher grasp (thumb andforefinger simultaneously) whilemanipulating an object. This skillis trained separately for separatehands.

What is Free/Do

Turn? • Free/Do Tum is the name of a Big

6 skill often taught to persons with

disabilities. Free/Do Tum

involves having the student

successfully tum a stationary

object from side to side. This skill

is trained separately for each

hand.



Imitation Repertoires

Imitation S�e Scope and Se(1.Jence Copy,-tght 2001 Fabrizionuloors ConsuUing

Imitation Sample Scope and Sequence

Copyright 2001 Fabrizio/Moors Consl,jting

ttndSayS:,t1Wlrs-1-5,y1i.1a inseriup[).JSmcN"tm1ntspe1minll:tJ

Sn,Oo St.,dinlJ Motor/mllariof! (30,35mo,tman1spermin.it)

I Hur&y CV Sound Combi1>•fi<I"• (::0-JS,n.,.omenR,,rm;,,.,tio)

See/Do Gross Motor Imitation

• Uses gross motor muscle

movements

May 2001

• Suggested frequency aim: 30-50

per minute

• Component skills

- Imitation

- Muscle control

See/Do Fine Motor Imitation

• Uses fine motor muscle

movements


per minute


- Imitation

- Muscle control

See/Do Oral Motor Imitation

• Uses mouth/lips/tongue/jaw

muscle movements


per minute


- Imitation

- Muscle control

Except where otherwise noted,© 1998 - 2001 Fabrizio/Moors Consulting 5

Building Fluent Foundation Skills for Children with Autism May 2001

knitation Sample Scope and Sequence

Copyright 2001 Fabrizio/Moors ConstJting

Other necessary imitation programs

• See/Do Standing Motor

• See/Do Multiple Step imitation

• See/Do Imitation with objects

• See/Do Imitation with blocks

Imitation Sample Scope and Sequence

Copyright 2001 FabriZio/Moors Consllting

Hear/Say Phonemes

• Single phonemes articulatedaccurately

• Suggested frequency aim: 40-60per minute


- Auditory discrimination

- Muscle control:oral motor skills

- imitation

Early Language Fluency TM - Hear/Say Phonemes Review Slice I

µ,g

'"

�

po th

0

OU

h ch

er sh

sh qu

er sh p

ch 0

0 wh h b

y d m

Ing 0 w

d y

sh n ai wh

d 0 C1I p y

b h qu 00

Hear/Say CV Combinations

• Consonant-Vowel articulationcombinations

• Suggested frequency aim: 40-60 perminute

Component skills- Auditory discrimination

- Muscle control: oral motor skills

- Imitation

- Single phonemes



Early Language Fluency TM -Prevocalic !Kl

Hear/Say V C Combinations

Vowel-Coru;onant articulation combinations

• Suggested frequency aim: 40-60 per minute

• Component skills - Auditory discrimination


- Imitation

- Single phonemes

Early Language Fluency ™ -Postvocalic IK/

neck mak. ,ook sack mak.

kuiZY - W\iitii:"/ /;w�·-· :_•• /.'-4itii M';;;i�¢1tJU> pick week make neck week

J�);{ ··•··\kid!:'( / <:·rndi··· }•/ill@/: ifdi/\ ,ock poke

�¢ii.:trr---«k ,ook

>;i¢)i. ,uck ,ook week �;;y.> !$:iffit{X > �#k

pick ,uck i';;,ii'ki }'�\

,ack spook ··-•·-;t}t)k,t'.?: i/4tk#iL.

,ock week

��/ • �kYhF'

Hear/Say Syllables

• Suggested frequency aim: 90-120syllables per minute

• Component skills- One to one correspondence



- Imitation

- Single phonemes

lmitatton Sample Scope and Sequence

Copyright 2001 Fabrizio/Moors ConsUting

Head�ySyhbln.1·5ry11:ables in strin PO-JS mo••m""l5 !»' min,u)

s .. JOo s,..,ding Mo1101 lminrion (30-J5ma,...,.,.1sperminute)

Early Language Fluency TM - Changing Vowel Sounds Slice 1

fflUst-M3kc see- sip tap -tOn rllde- rat doc-down thi,-the,. coin- cai.. DOt-DOOn feet- fit lie-Ing

WOn-Weep gi,.- gawt shy.shoo. hnu- ha, key-kenic

VOtc-Vet pa,- peep chap-chng bead- bet yo1«-ya.-d jm,.joio when.why qna,k .quip zoo - zap point-pen COW-C3n vea1-vice ha1c.hoi.t sh0p. she gea,.get Join. lap way-wo..c fan-fnn Illl,-nc-Dllt COkc -COp thnrr.,.thin day- debt boy-bow rake-11p chOkc-Chip

yum.yea, zany- zest S3p -SOn fai..-fa, take-town

child- choi.. mo..-mass never-noise hoi.t-hi !!Ot-l!eesc

=��c"'�ldi:=:t'jF-=�cll ....l��omt&�lolfJ

.... ,ur.dili�IMl'lllliU ,IM..:40-S,Opermio,,� !'.-.. .... l>rlhe�tor�...tthl!tao"'"2Dd

patt=,s. t>o-r"llllmmffwm'd.c.l!J

tt.,bold,:d-ufcadl.



Early Language Fluency TM - Changing Consonant Sounds Slice l

ffiOst-p0st hi - nine f00t-nOOk name-say lost-d0t Receptive Lariguage Repertoires

nea,.deea now.wow thin -mint Dllmb-rum loin. foi1

moo-zoo nap-cat gem-them huge-lo0m fun. SUn shy- mine zoink,. roy pine-thine cheek-ZCd jam-pan

cave-late WOOd-pUt dOWn-COW ffiOck-fOx lean-she

give - tin COOi<- foOt rOpe-VOtc food-new shOw-ZOae ray- Ya,, CUt-dUck thi,. fin cha,.dam poin,.coy knee -sea yet-shen fou1.down rind-guy jOck-hOt

OOOk-SOOt head-red IlUn -lOve win .thin soy -loin

==��';c=�:O:!orlFocas:�c,r . .elm! l�="��I

OIIIJtoaidiltprommciali<l11). U..:,W1iu .-/A--=•D-50Jl(!"mim4t 1,-... � ird,o:,rudmlto�!hetwoll;N!id

pattom. Oonotrrac!lhe<nft,a;inl,<J!ll1. lbeboldcd.,.uofadt

Hear/Say Words


per minute



-Muscle control: oral motor skills

- Imitation

-CVNC speech patterns

Hear/Say Sentences

• Suggested frequency aim: 40-60 per

minute




- Imitation

- CVNC speech patterns

- One to one correspondenoe with syllables

Receptive Language Sample Scope and Sequence Copyright 2001 Fabri zio!Moors Consulting

Hnr/TouchC01o,, (ll-35calor1fermin111t)

Hu1/Toud>P1of)l1 (3Q.)Sp..,plap1<mOlul1)

Receptive Language Sample Scope and Sequence

Cop}"'ight 2001 Fabriziol'Moors Consulting

H1•IT1111dtC11lors (3'.l-3Scolorsp•rn""'•)

Hnr/Touehf>lopk (30-35p..,pi.pt1mir11,h)

Except where otherwise noted,© 1998 -2001 Fabrizio/Moors Consulting

Hn,/Touch Animals ('3'.)-55 :>mmal�ptrm""-!19)

HudT011dlToy, (ll-J510yspa,minut1)

He-a1/Touc11Numb1,10.10 (30-35numb1<1perm1111111)

H.a,r.O.,F""o,1M1W11tM ... ,...,.,. .. {3:l.35mrn1mtnlsp.,m1111111)

8


Hear/Do Gross Motor M ovements


per minute



- Muscle control: gross motor

- Imitation

Other examples of Hear/Do

• Hear/Do Standing Motor

• Hear/Do Multiple Step imitation

• Hear/Do manipulation of objects

Receptive Language Sample Scope and Sequence Copyright 2001 Fabrizio/Moors Consulting

May 2001

Hear/Touch Labels

• Suggested frequency aim: 30-50per minute



- Visual Discrimination amongstmultiple exemplars

- Free/Do Point and Reach response

- Eye Tracking/Scanning

Examples of Hear/Touch

Repertoires

• Colors

Letters

• Shapes

• Familiar People

• Prepositions

Actions

• Numbers

Body Parts

Additional Categories for

Hear/Touch Nouns

• Food

• Animals

Furniture

• School Supplies

• Toys

• Transportation

• Appliances/Household objects

• Tools



See/Match Pictures

• Suggested frequency aim: 30-50 perminute

• Identical and non-identical

• Object to picture or picture to object

• Component skills- Visual Discrimination

- Free/Do grasp and Reach response

- Free/Do Release response

- Eye Tracking/Scanning

Expressive Language

Repertoires

Expressive Language Sample Scope and Sequence Copyrtght 2001 Fabrizio/Moors Consuftlng

See/SaJPre,p.,..lons

(50-�5p,epaSIIIOrl•P1•minul•J

twH'S.,.cvso ... ulCombirt111lon1 (30-�mov•"*'lll*'rnhu•>

Expressive Language Sample Scope and Sequence Copyrighl 2001 Fabrizjo/Moors consuN\ng

See/Say Labels Suggested frequency aim: 50-60 per minute

Sel£'Teacher presented with flashcards

• Tracking on practice sheets

Component skills- Hear/Say phonemes, blends, words

- Fine motor capability for self present (grasp/release)

- Eye tracking (scanning) for practice sheet

Examples of See/Say

Repertoires • Colors

• Letters

• Shapes

• Familiar People

Prepositions

• Actions

Numbers

• Body Parts

Except where otherwise noted,© 1998 -2001 Fabrizio/Moors Consulting

May 2001

10


Additional categories for

See/Say nouns Food

Animals

Furniture

• School Supplies

• Toys

• Transportation

• Appliances/Household objects

Tools

Instructional Decision

Making: Attaining

Measurably Superior

Progress

Instructional Design Characteristics of Good Programming:

• High rates of overt responding

• Practice to mastery

• Data-based decision making

May2001

Fluency-Based Instruction Passes the Test!

High rates of • Children attainovert responding rates between 30

and 150 correctresponses per

minute

• Very time

efficient

Instructional Time in DIT vs. PT on one skill

JO

25

J 20

.!J IS

i 10

DTT PT

A savings of 20 min. per week on this ONE skill al.one!!

A thought about efficiency of instructional time ....

"I think that when children with

autism are first diagnosed they

should be given a T-shirt. The front

of that shirt should say 'I have

Autism', and the back should say

'Don't waste my time"'

- Dr. Anne Donnellan, ASA National

Conference, 1985


- ---�--- -


Fluency-Based Instruction Passes the Test!

• Practice to mastery

• DAILY practiceof all skills

• Ra teaMUCH stronger

predictor than

percent cor rect

Data-Based Decision

Making

Two possible decisions:

• ST A Y - keep doing whatever it

is you are doing

• CHANGE - do something

different

Instructional decisions should be made:

• Frequently

• Based on empirically-validated

criteria

Type of data collected should:

• Allow easy decision making

• Be visual

• Be empirically valid

• Be time NON-intensive

• Document Effects of Changes

Examples of what happens

when collected data do not

inform instructional

decisions



Examples of how data

can inform instructional

decisions

Making instructional decisions

during timed practice:

• Determine student's goal for thatday

- What level of performance would show growth on the Daily Chart?

Growth is only proportional to

previous growth

Making

Instructional Decisions During

Timed Practice



Determine student's goal for that day - What level ofpe1formance would show

growth on the Daily Chart?

Draw a Goal Box on the student's Timing Chart for that day - Reminds us of "where we want to be" by

the end of the day - Keeps us on-track in terms of overall

development



Detenninc student's goal for !hat day

- What level of pcffonnancc would show growth on the Daily Chart?

Draw a Goal Box on the studert's Timing Ql3rt for that day - Reminds us of� we wart to be" by the end of lhe

day

- Keeps us on-track in tmns of overall development

Do a practice and draw a line from the first practice dot to the bottom of the goal box - We call this a Learning Line - Tells us the MJNIM1JM amount of

progress we must make on each practice to make that day's goal

Except where otherwise noted, © 1998 -2001 Fabrizio/Moors Consulting

May2001

13


Making instructional decisions during

timed practice:

Determine student's goal for that day - What level of performance would show growth on the Daily Chart?

Draw a GoaJ Box on the stlldcnt's Timing Chart for that day - Reminds us of·'where we want to be" by Ute end of the day - Keeps us o a -track in lcnns of overall development.

Do a practice and draw a line from the first practice dot to the bottom of the goal box - We call this a Leaming Llne - Tells us the MINIMUM amount of progress we must make on each

practice to make that day's goal

• Keep practicing!- As long as they are one or above their line

- Intervene when they are not making progress

Stop when they reach or beat their goal for that day!

.·

pEvaluating Instructional

Decision Making

Except where otherwise noted,© 1998 - 2001 Fabrizio/Moors Consulting

May 2001

14

Documents

Validating Fluency Outcomes - Veriobinde1.verio.com/wb_fluency.org/Presentations/Fabrizio2001.pdfExcept where otherwise noted,© 1998 -2001 Fabrizio/Moors Consulting 7 . Building Fluent