alysa vos, m.s. bcba social skills & behavior assessment goal writing & service delivery
TRANSCRIPT
![Page 1: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/1.jpg)
A LY S A VO S , M . S . BC B A
SOCIAL SKILLS & BEHAVIORASSESSMENT GOAL WRITING & SERVICE DELIVERY
![Page 2: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/2.jpg)
![Page 3: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/3.jpg)
WHAT'S MISSING?
![Page 4: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/4.jpg)
![Page 5: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/5.jpg)
![Page 6: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/6.jpg)
PENDULUM SPED
![Page 7: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/7.jpg)
21ST CENTURY LEARNER
![Page 8: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/8.jpg)
OVERSIMPLIFICATION
![Page 9: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/9.jpg)
RAINBOW OF DIVERSITY
![Page 10: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/10.jpg)
![Page 11: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/11.jpg)
IDEA
• The purposes of IDEA include ensuring that all children with disabilities have available to them a free appropriate public education (FAPE) that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment and independent living. [34 CFR 300.1(a)] [20 U.S.C. 1400(d)(1)(A)]
![Page 12: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/12.jpg)
Skills (Academics or
Functional)
Adaptive Behavior
Communication
Reduction of Problem Behavior
![Page 13: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/13.jpg)
IT’S A PROCESS…
Assessment• Indirect• Direct
PLOPS• Specific
Goals• Baseline!• SMART
Services• Who What• Where?!?
Be Proactive! Do not wait until the
IEP!!
![Page 14: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/14.jpg)
OK….SOCIAL SKILLS & BEHAVIOR…..EASY…..RIGHT…..
![Page 15: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/15.jpg)
WHAT IS ADAPTIVE BEHAVIOR?
Cohort of skills that allows each individual to meet standards of personal independence (Heward 2005)
Ability to meet current and future environmental demands (Gerhard et al., 2013)
Skills necessary to independently function across environments (Gerhardt et al. 2013)
![Page 16: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/16.jpg)
Individuals with ASDs show more and greater impairments than age matched peers with nonspecific developmental delays ( Kenworthy et al., 2010; Rodrigue, Morgan & Geffken, 1991)
Children with ASDs do not acquire adaptive skills at a rate consistent with their age or cognitive development. (Kanne et al., 2011)
Adaptive behavior level and general cognitive functioning differ in a much greater magnitude for those who are higher functioning. (Bolte & Poustka, 2002)
Adaptive behavior linked to positive outcomes for adults with ASDs
• (Paul et al., 2004)
![Page 17: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/17.jpg)
ADAPTIVE BEHAVIOR COMPETENCIES
• Production: Motor Skills that constitute task completion separate from context. (Basic Skills)
• Navigation: Skills that enable an individual to independently respond to his/her environment. (Executive Skills)
• Social: Skills that enable a person to navigate the interpersonal environment in a way that is socially acceptable and allows them to access positive reinforcement. (Social Skills)
Gerhardt, Zawacki, and Satrial 2013
![Page 18: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/18.jpg)
![Page 19: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/19.jpg)
Executive• Response to
environment• Initiate• Sustain• Shift• Evaluate
Social• Communicate needs • Adhere to norms• Form relationships
Basic• Specific Skill
Set• ADLs• Empty trash
![Page 20: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/20.jpg)
BASIC SKILLS (PRODUCTION)
• Take a shower• Brush your
teeth• Get Dressed• Operate a cash
register• Balance a check
book
• Go for a walk• Get on the Bus• Cook a meal• Make an
appointment
![Page 21: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/21.jpg)
EXECUTIVE SKILLS
• Navigating your world requires goal-directed, purposeful behavior that is organized, coordinated and self regulated. These are executive functions (McCloskey , 2011).
![Page 22: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/22.jpg)
![Page 23: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/23.jpg)
•Inhibiting reflexive, impulsive responding;• Stopping, or interrupting, and returning
to, an ongoing activity;• Directing and focusing attentional
processes, screening out interference and distractions, and sustaining attention
• Cueing the initiation of effort and judgments about the amount of effort required to complete a task, and the sustaining of a sufficient amount of effort to effectively complete the task
• Demonstrating flexibility to consider the need for changes and the capacity for shifting of cognitive resources to focus on new demands or to respond to new conditions or new information
• Directing the efficient use of, and alternation between, pattern and detail processing (Knowing when to focus on the “big picture” and when to concentrate on the details, and when to switch between the two).
• Monitoring and regulating speed of information processing; finding the right combination of speed and accuracy for optimal performance of an activity
• Monitoring and correcting task performance for accuracy and efficiency
• Overseeing the selection of verbal-nonverbal and abstract-concrete information processing mechanisms
• Directing motor output, altering performance based on feedback
• Directing the efficient use of fluid reasoning resources
• Directing the use of working memory resources – that is, directing the ability to hold and mentally manipulate information
• Directing the efficient and fluent production of language when highly specific production demands are made
• Directing the integration of multiple abilities to produce oral or written responses or products that reflect the level of capacity of the component abilities involved
• Directing the efficient placement of information in long-term storage
• Directing the retrieval of information from long-term storage
• Regulating social behavior• Regulating emotional control• Enabling self-observation and self-
analysis• Making use of hindsight and foresight
in the direction of current processing• Enabling the capacity to “take the
perspective of the other” in order to infer how someone Executive Functions: A General Overview 2011 George
McCloskey, Ph.D
![Page 24: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/24.jpg)
Social Skills Taxonomy•Early, Intermediate and Advanced
•Not Mutually Exclusive•From “Crafting Connections”•Leaf, Taubman, McEachin 2011
Social Awareness• Jokes•Perspective Taking•Understanding Impact of Behavior on Others
Social Communication•Subtleness•Persuasion•Reciprocity• Interrupting
Social Interaction•Assertion•Negotiation•Decision Making•Problem Solving•Attention Seeking
Social Learning•Observational Learning•Vicarious Learning• Information Seeking•Group Effect
Social Relatedness•Attachments•Friendship •Empathy•Compassion
“Social Skills”
This list represents just a FEW social skills students may need explicit instruction and practice in!
![Page 25: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/25.jpg)
INTERVENTION PLANNING PROCESS•Person Centered Planning•MAPS/ Paths
•Motivational Interviewing•Identifies areas to further assess•Helps create action plan
Initial Planning
• Indirect• DirectAssessment
• Set SMART Goals• Value • Ecological Validity
• Who, What , When Where
Planning
• Frequency/Intensity• Context• Research Based StrategiesImplementation
• Fidelity of Implementation• Student ProgressMonitoring
![Page 26: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/26.jpg)
![Page 27: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/27.jpg)
MY INNER ASSESSMENT DIALOGUE
• Define the problem• What does formal assessment ‘say’?• What is ‘not right’• If I placed the student in gen ed or a job right now
what would the barriers be?• What tools will best evaluate / demonstrate this
individuals strengths and needs?• What direct data do I need to collect to clarify the
results?
![Page 28: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/28.jpg)
ASSESSMENT……
• Informal Transition Assessment Methods
• Interviews and Questionnaires
• Direct Observation• Environmental or
Situational Analysis
• Curriculum-based Assessments
• School Performance Measures
• Transition Planning Inventories
• Formal Transition Assessment Methods
• Achievement Tests• Adaptive Behavior
and Independent Living
• Aptitude Tests• Interest Inventorie
s• Intelligence Tests• Personality or Pref
erence Tests• Career Developme
nt Measures• On the Job or Train
ing Evaluations• Self-determination
Assessments
![Page 29: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/29.jpg)
ASSESSMENT….
• Assessment of Functional Living Skills (AFLS)• Vineland• ABAS-II• SIB-R• VABS-II• Brigance• VB MAPP• BRIEF• NEPSY-II• DKEFS• DREFS
And the most important of all……
![Page 30: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/30.jpg)
ASSESSMENT..
![Page 31: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/31.jpg)
DATA COLLECTION
• Excess or Deficit?• Frequency• Intensity• Duration• Latency
![Page 32: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/32.jpg)
DO WE REALLY NEED A GOAL FOR THAT??
![Page 33: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/33.jpg)
![Page 34: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/34.jpg)
MYTHS
• “Executive skills are thinking skills- They are not observable/measurable”• You can’t define “advanced” social skills• “But we have to work on TEKS”• He doesn't need behavior goals because he
doesn't have “problem behavior” (ie he is not aggressive)
![Page 35: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/35.jpg)
MYTHS• You cant really write observable measureable goals for
advanced social skills, executive functioning skills.
• Some students need prompts written into their goals in order to achieve them in one year.
*** Common practice but HUGE RED flag. • Is the goal inappropriate? Does the student need stronger
behavioral programing?
• “Its not our responsibility to teach that”
• “He works on that ‘in’ speech”
![Page 36: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/36.jpg)
VALIDITY
Goal: By 1/12/13 Johnny will approach a peer and ask “can I play”
![Page 37: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/37.jpg)
We may not be able to see “thinking” like executive functioning or perspective taking but we can see the results of it…
![Page 38: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/38.jpg)
MULTIDISCIPLINARY TEAMS
![Page 39: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/39.jpg)
WHAT’S THE PROBLEM?
• [Your Child’s Name] will develop the ability to attend to individual tasks and will improve processing speed through the use of timers and cuing utilized with the entire class in the general classroom.
• [Your Child’s Name] will improve organization skills for classroom work and homework through specific, repetitive instruction, and use of: · personal daily checklist · binder / notebook with labeled sections for each subject · homework folder with pocket dividers inserted in main binder / notebook.
• Given direct instruction in using a timeline template for completing long-term assignments, Student will chain through each step in the time allotted, to complete 3 assignments, given direct verbal cues and ongoing monitoring.
![Page 40: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/40.jpg)
• By 1/12/15 When given a single step verbal instruction by a familiar adult Sara will initiate following the instruction with in 10 seconds on 80% of opportunities across 3 weeks.
• By 1/12/15 Adam will complete 3 mastered tasks (ie wash dishes, fold clothes, wipe table) and transition to a preferred activity using a provided visual schedule on 90% of opportunities across 4 weeks.
• By 1/12/15 Declan will write his assignments in his planner with 90% accuracy on 5 of 5 days across 3 weeks.
• By 1/12/15 Given a selection of 3 activities for a therapy or instructional session, Matthew will indicate their order, create a plan on paper (e.g., with photographs), and stick to the plan on 9 of 10 opportunities across 3 weeks.
![Page 41: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/41.jpg)
• By 1/12/15 Sahar will follow the attached task analysis (evaluate, proximity, listen, add a thought) for joining a group with 100% accuracy on 4 of 5 opportunities across 3 weeks.
• By 1/12/15 Given a selection of 3 activities for a therapy or instructional session, Matthew will indicate their order, create a plan on paper, and stick to the plan on 9 of 10 opportunities across 3 weeks.
By 1/12/15 Matthew will engage “professional conversation” (on-topic, non-perseverative, respectful) for 90% of his CBVI as measured by 5 minute whole interval time sampling across 3 weeks.
![Page 42: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/42.jpg)
PROMPTS & ACCOMMODATIONS
• Prompts vs Accommodations• “Visual” prompt vs Independent use of a
visual schedule as accommodation
• Prompts are an instructional strategy that should be faded immediately!!
• Accommodations… Be careful, be reasonable
• DO NOT write a Prompt into a goal!!!
![Page 43: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/43.jpg)
GOAL VS TEACHING STRATEGY
• By 1/12/15 Matthew will engage “professional conversation” (on-topic, non-perseverative, respectful) for 90% of his CBVI as measured by 5 minute whole interval time sampling across 3 weeks.• Discrimination Training Professional vs Unprofessional• Initiation & greetings• Conversation practice- Add a comment, topics• 5pt scale Anxiety
![Page 44: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/44.jpg)
![Page 45: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/45.jpg)
SERVICES
She works on her communication goals “in speech”
Consultation vs Direct
Acquisition, Fluency, Generalization, Maintenance
Who? What? Where? How Often?
DATA DATA DATA
![Page 46: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/46.jpg)
CONTEXT & FREQUENCY
The CONTENT or what we teach.The METHODS or how we teach.
The CONTEXT in which we teach it.The INTENSITY with which we teach it
![Page 47: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/47.jpg)
AUTISM SUPPLEMENT• (1) extended educational programming (for example: extended day and/or extended school year services
that consider the duration of programs/settings based on assessment of behavior, social skills, communication, academics, and self-help skills); Behavior or Social Skills!!
• (2) daily schedules reflecting minimal unstructured time and active engagement in learning activities (for example: lunch, snack, and recess periods that provide flexibility within routines; adapt to individual skill levels; and assist with schedule changes, such as changes involving substitute teachers and pep rallies); Active Engagement, Consistent implementation of Behavior Interventions
• (3) in-home and community-based training or viable alternatives that assist the student with acquisition of social/behavioral skills (for example: strategies that facilitate maintenance and generalization of such skills from home to school, school to home, home to community, and school to community);
• (4) positive behavior support strategies based on relevant information, for example:• (A) antecedent manipulation, replacement behaviors, reinforcement strategies, and data-based
decisions; and• (B) a behavioral intervention plan developed from a functional behavioral assessment that uses current
data related to target behaviors and addresses behavioral programming across home, school, and community-based settings;
• (5) beginning at any age, consistent with subsection (h) of this section, futures planning for integrated living, work, community, and educational environments that considers skills necessary to function in current and post-secondary environments;
• (6) parent/family training and support, provided by qualified personnel with experience in Autism Spectrum Disorders (ASD), that, for example:• (A) provides a family with skills necessary for a student to succeed in the home/community setting;• (B) includes information regarding resources (for example: parent support groups, workshops, videos,
conferences, and materials designed to increase parent knowledge of specific teaching/management techniques related to the student's curriculum); and
• (C) facilitates parental carryover of in-home training (for example: strategies for behavior management and developing structured home environments and/or communication training so that parents are active participants in promoting the continuity of interventions across all settings);
![Page 48: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/48.jpg)
• (7) suitable staff-to-student ratio appropriate to identified activities and as needed to achieve social/behavioral progress based on the student's developmental and learning level (acquisition, fluency, maintenance, generalization) that encourages work towards individual independence as determined by, for example:• (A) adaptive behavior evaluation results;• (B) behavioral accommodation needs across settings; and• (C) transitions within the school day;
• (8) communication interventions, including language forms and functions that enhance effective communication across settings (for example: augmentative, incidental, and naturalistic teaching); CORE DEFICIT!
• (9) social skills supports and strategies based on social skills assessment/curriculum and provided across settings (for example: trained peer facilitators (e.g., circle of friends), video modeling, social stories, and role playing); CORE DEFICIT!
• (10) professional educator/staff support (for example: training provided to personnel who work with the student to assure the correct implementation of techniques and strategies described in the IEP); and
• (11) teaching strategies based on peer reviewed, research-based practices for students with ASD (for example: those associated with discrete-trial training, visual supports, applied behavior analysis, structured learning, augmentative communication, or social skills training).
![Page 49: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/49.jpg)
HOW DO WE TEACH THESE?
![Page 50: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/50.jpg)
WHERE THINGS FALL APART…
• Value • Ecological Validity• Methods • Frequency/Intensity• Context
![Page 51: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/51.jpg)
METHODS
![Page 52: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/52.jpg)
TEACHING STRATEGIES
• Evidenced based practice overview (good explanation and legal background):• http://
education.jhu.edu/PD/newhorizons/Journals/specialedjournal/MarderandFraser
• National Standards Project• http://www.nationalautismcenter.org/national-standards-p
roject/
• NPDC on ASDs• http://autismpdc.fpg.unc.edu/evidence-based-practices• http://
autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/2014-EBP-Report.pdf
![Page 53: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/53.jpg)
CONTEXT & FREQUENCY
The CONTENT or what we teach.The METHODS or how we teach.
The CONTEXT in which we teach it.The INTENSITY with which we teach it
![Page 54: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/54.jpg)
BEHAVIOR & SOCIAL SKILLS GOALS + SERVICES
• All Day• Every day• All the time!
• How are you working on these goals across the school day?• How is this skill being taught systematically?• How is he working on initiation in English?• What is you plan for generalizing this?• How often will data be collected on the behavior? How
often will data be reported to me?• Great! Please send me the data sheets so I can review
them!
![Page 55: ALYSA VOS, M.S. BCBA SOCIAL SKILLS & BEHAVIOR ASSESSMENT GOAL WRITING & SERVICE DELIVERY](https://reader030.vdocument.in/reader030/viewer/2022032600/56649dbc5503460f94aae099/html5/thumbnails/55.jpg)
WHAT CAN I DO????
• Start conversations well ahead of the IEP• Ask questions, add information- Crucial
Conversations.• Set goals. Identify Barriers. Make a Plan.• Supervise Implementation of the Plan.• Find knowledgeable professionals.