Best Practices in AutismBest Practices in AutismAutism Consortium Regional TrainingAutism Consortium Regional Training
RoadmapRoadmap
Quick Facts6 Essential ThemesPutting it Together
Quick Facts6 Essential ThemesPutting it Together
Quick FactsQuick Facts
According to the Center for Disease Control and Prevention (CDC) in 2007, there are 1 in 150 eight year old children who have ASD
The National Autistic Society reported boys are four times more likely to develop ASD than girls
According to the Center for Disease Control and Prevention (CDC) in 2007, there are 1 in 150 eight year old children who have ASD
The National Autistic Society reported boys are four times more likely to develop ASD than girls
Quick FactsQuick Facts
From 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 Education
ASD is the fastest growing developmental disability in the United States according to the New England Center for Children with 10-17% annual growth
From 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 Education
ASD is the fastest growing developmental disability in the United States according to the New England Center for Children with 10-17% annual growth
Essential Themes Essential Themes
1. Individualized Supports2. Systematic Instruction based on
the principles of ABA3. Structured Environments4. Comprehensive Programming5. Functional Methodology to
address challenging behaviors6. Family Involvement
1. Individualized Supports2. Systematic Instruction based on
the principles of ABA3. Structured Environments4. Comprehensive Programming5. Functional Methodology to
address challenging behaviors6. Family Involvement
Individualized Supports & Services
Individualized Supports & Services
“Students 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
“Students 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 & Services
Individualized Supports & Services
Activities capitalize on student strengths/interests
Materials capitalize on student strengths/interests
Reinforcers are individualizedCompetence and independence is
promotedParent preferences are taken into
consideration
Activities capitalize on student strengths/interests
Materials capitalize on student strengths/interests
Reinforcers are individualizedCompetence and independence is
promotedParent preferences are taken into
consideration
Systematic InstructionSystematic Instruction
“Strategies 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
“Strategies 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 InstructionSystematic Instruction
Data collectionPrompting hierarchyDiscrete trialsPlanning for generalizationPositive reinforcement
Data collectionPrompting hierarchyDiscrete trialsPlanning for generalizationPositive reinforcement
Structured EnvironmentsStructured Environments
“Creating an environment that supports the identified learning needs of students is basic to instruction”
Heflin & Alberto, 2001
“Creating an environment that supports the identified learning needs of students is basic to instruction”
Heflin & Alberto, 2001
Structured EnvironmentsStructured Environments
Clear physical boundaries Designations to differentiate areasVisual schedulesVisual supports Individualized work stations
Clear physical boundaries Designations to differentiate areasVisual schedulesVisual supports Individualized work stations
Defining “Structure”Defining “Structure”
Organize 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); and
Facilitate transitions, flexibility, and change (Simpson & Myles, 1998)
Organize 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); and
Facilitate transitions, flexibility, and change (Simpson & Myles, 1998)
ComprehensiveProgramming
ComprehensiveProgramming
“A 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
“A 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 Programming
Comprehensive Programming
Focus should be on those skills that (a) are most likely to be useful in the
student’s life to control his or her environment
(b) will increase the student’s independence and quality of life
(c) will increase the student’s competent performance
Dunlap & Robbins, 1991
Focus should be on those skills that (a) are most likely to be useful in the
student’s life to control his or her environment
(b) will increase the student’s independence and quality of life
(c) will increase the student’s competent performance
Dunlap & Robbins, 1991
Comprehensive Programming
Comprehensive Programming
Communication systemsSocial skillsThematic unitsAccess to the general curriculum
Communication systemsSocial skillsThematic unitsAccess to the general curriculum
Functional MethodologyFunctional Methodology
“Recent 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
“Recent 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 MethodologyFunctional Methodology
FBABIPData collection on problem
behaviors and interventionsVisual analysis of data
FBABIPData collection on problem
behaviors and interventionsVisual analysis of data
Family InvolvementFamily Involvement
“Family members are the most stable, influential, and valuable people in the child’s environment.”
Dunlap, 1999
“Family members are the most stable, influential, and valuable people in the child’s environment.”
Dunlap, 1999
Family InvolvementFamily Involvement
Communication with familiesCommunication systems shared
with familiesBehavior plans shared with
families
Communication with familiesCommunication systems shared
with familiesBehavior plans shared with
families
Putting it Together: Data-Driven Instruction
Putting it Together: Data-Driven Instruction
Goals & Objectives should be broken down into measurable target behaviors
Data needs to be taken on each target behavior
Graph data for easy analysis
Data must drive instructional decisions
Goals & Objectives should be broken down into measurable target behaviors
Data needs to be taken on each target behavior
Graph data for easy analysis
Data must drive instructional decisions
Putting it Together: Structure
Putting it Together: Structure
Classroom space should have clear purpose
Classrooms should be free of unnecessary distractions
Individual work stations may be needed
Classroom space should have clear purpose
Classrooms should be free of unnecessary distractions
Individual work stations may be needed
Putting it Together: Structure (cont.)
Putting it Together: Structure (cont.)
EVERY student should have a personal schedule
Routines should be readily apparent
EVERY student should have a personal schedule
Routines should be readily apparent
Putting it Together:Programming
Putting it Together:Programming
Access to general education curriculum!
Direct teaching of social and communication skills
Use of thematic units
Access to general education curriculum!
Direct teaching of social and communication skills
Use of thematic units
Putting it Together:Programming (cont.)Putting it Together:
Programming (cont.)
Plan explicitly for generalization!Take data on generalization of
skills
Differentiate instruction for all learners
Behavior Specific Reinforcement
Plan explicitly for generalization!Take data on generalization of
skills
Differentiate instruction for all learners
Behavior Specific Reinforcement
Your Journey Begins…Your Journey Begins…
Contact InfoContact Info
Selena M. Joy, [email protected]
Brooke Bottari, [email protected]
Selena M. Joy, [email protected]
Brooke Bottari, [email protected]
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