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Undergraduate Fieldwork Handbook
Douglass Developmental Disabilities Center
Fieldwork Handbook
Table of Contents
An Overview of the Douglass Developmental Disabilities Center...................................4
The Mission…………………….....................................................................……….4
What does it Mean to be an ABA Program……………..……………………………4
Do Our Methods Work………………….….………………………………..………5
The Structure of the DDDC……………………………………………………………….5
The School Program………………………………………………………………....5
Outreach Services……………………………………………………………………6
Adult Services………………………………………………………………………..7
What is Autism?.............................................................................................................…...10
The DDDC’s Approach: Applied Behavioral Analysis in Action.....................................12
Why Use a Behavioral Approach?.....................................………..........……….…….12
The Behavioral Intervention Procedure.............................................................……….12
Behavioral Consequences...................................................................................……....12
Verbal Behavior..................................................................................................……...14
.
Fluency …………….......................................................................................…………15
Discrete Trial Instruction..........................................................................................……….16
An Example...........................................................................................................….17
Guideline for Effective Discrete Trial Instruction........................................……….18
General Guidelines for Using DTI with Students in a Group.....................................23
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How to Read and Interpret an Educational Program................……………………….…24
Evaluation of Student Progress...............................................................................………..26
Communicating with a Student with Autism.........................................................………..27
Facilitating Language Development...............................….................................………….28
Functional Behavioral Assessment…................................................….…….......………....29
Functional Communication Training................................................……….......…………29
Information Regarding Daily Activities...........................................................…………....30
Morning Preparation..............................................................................................…...30
Bus Duty...................................................................................................................…30
Lunch........................................................................................................................…32
Playground Time........................................................……....................................….32
Clean Up....................................................................................................................…34
Toileting Programs.........................................................................................................…….34
Policies and Procedures for DDDC.......................................................................……….…35
Safety............................................................................…........................................….35
Suspicion of Abuse...........................................................…………......................…...35
Allergies.......................................................................................................................…36
Emergency Procedures.............................................................................................…...36
Seizure..............................................................................................................................36
Confidentiality..................................................................................................................38
The Observation System.....................................................................................................39
Fee-for-Service Arrangements with Douglass Families.........................................……...39
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Family Involvement................................................................................................……….…40
The Fieldwork Experience......................................................................................…………41
Commitment..............................................................................................................…41
Dealing with Your Feelings...................................................................................……41
Dress Code.................................................................................................................…42
Course Requirements...............................................................................................…..42
Evaluation and Grading..........................................................................................…....42
Testimonials from Former Fieldworkers.................................................................………..43
Additional Learning Experiences Offered by the DDDC.......................…................……..45
Appendix A: Definitions of Terms...............................................................................……...46
Revised July 2009
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An Overview of The Douglass Developmental Disabilities Center
Mission
The Douglass Developmental Disabilities Center (DDDC) was established by the Board
of Governors of Rutgers, The State University of New Jersey in 1972. The DDDC is approved
by the New Jersey State Department of Education and the New Jersey Department of Human
Services, and exists to meet the needs of people with autism spectrum disorders and their
families. We believe that autism is caused by a genetic, biochemical, or neurological deficit,
however, until the exact causes are found we must focus our attention on teaching individuals to
compensate for the effects of the disorder. As an ABA (Applied Behavior Analysis) program,
we use these principles to organize our delivery of comprehensive services designed to meet the
needs of the individual at different periods in their lives. We recognize that it is our
responsibility to work collaboratively with the families of the children and adults we serve, and
with the agencies that fund their treatment. As a university-based program, our commitment
includes the education of undergraduate and graduate students and the dissemination of
knowledge through research, training, and consultative services. We also strive to provide
information about the treatment and education of people with autism spectrum disorders to the
entire professional community and to the general public. In addition, we are committed to
furthering the understanding of the nature and treatment of autism spectrum disorders through
research.
What Does It Mean To Be An ABA Program?
The DDDC’s service delivery model includes:
-Data-based decision-making
-Well-trained and certified staff
-Use of empirically supported strategies
-Interventions that span school, home and community
-High intensity and continuous provision of learning opportunities
-Systematic assessment of the environment
-Competency-based staff training
-Parent training and support to promote collaboration and advocacy
The DDDC uses individually determined strategies that include, but are not limited to:
-Strategically and contingently applied reinforcers
-Functional Assessment
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-Antecedent interventions
-Positive behavioral supports
-Functional communication training
-Discrete trial instruction
-Incidental teaching
-Fluency-based intervention
-Natural environment training
-Task analysis
-Community programming
-Augmentative communication
-Interventions using language classification system of Verbal Behavior
-Other data-based, empirically validated treatment strategies
Do Our Methods Work?
There is substantial research documenting the value of Applied Behavior Analysis for
students with autism. Our experience is that most individuals benefit from this approach.
Parents and funding agencies are kept up-to-date on students’ progress through regular meetings
and written reports. Following our initial assessment, goals are determined and progress
measured according to data-based criteria. All students are individuals and therefore their
progress varies, but most students show meaningful changes.
The Structure of the DDDC
Most undergraduate Field Work students are assigned to the School Program or Adult
Services. The Preschool and the Adult Program are located at the Ryders Lane Building of the
DDDC. Allother School program classes are at the Gibbons Campus Building.
The School Program
The School Program of the DDDC serves children ages 3 to 21 who are diagnosed with
an autism spectrum disorder. The DDDC also operates a special class for students with
Asperger’s Disorder. The School Program uses an intensive, individualized ABA model that
highlights the development and generalization of speech and language, social skills, functional
academics, life skills, prevocational skills and daily living skills. Each class is staffed with
certified teachers and speech therapists, and highly trained paraprofessionals. All staff are
strongly encouraged and supported to pursue certification as a Behavioral Analyst. School
Program administrators all hold this credential.
The curriculum of the School Program is closely linked to the Core Curriculum Content
Standards set by the New Jersey State Department of Education; and goals for our preschool
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students are determined according to the Preschool Teaching and Learning Expectations:
Standards of Quality. The Verbal Behavior classification system is used as a framework to guide
language instruction. A full range of ABA strategies is used that include, but are not limited to:
strategic use of discrete trial instruction; natural environmental training to increase initiation,
spontaneity and generalization; incidental teaching to support the naturalistic use of language and
social skills; and fluency-based instruction to ensure the smooth, integrated use of skills.
Functional behavioral assessment is the cornerstone for the development of all behavior
interventions. Each class shares all of the DDDC’s resources and supports, particularly the
Division of Research and Training that ensures that educational programming is state-of-the-art.
We believe that family involvement is crucial in the effective treatment and education of
our students. Support and training for family members include:
-education
-collaborative goal setting
-parent and sibling support groups
- regularly scheduled meetings
-classroom observations
-in-home consultation
- parent informational seminars
- community resources
We recognize that a students’ education doesn’t stop when the bell rings. Our parent-
teacher association, DOORS, provides an after school program to give students an opportunity
for community-based social, recreational and leisure experiences.
Outreach Services
Outreach Services is dedicated to providing the highest quality of training and
consultation to meet the needs of individuals with autism spectrum disorders, their families and
the professional community. They employ experienced staff and consultants who use the
principles of ABA in the delivery of the following services:
School-Based Services
-Consultation to educational programs for individual students or entire classes
-Training and professional staff development
-Behavioral observations
-Evaluations of school programs
-Monitoring of school programs
-Social skills training programs
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Home-Based Services
-In- home ABA educational programs
-Parent training in ABA
-Tutoring
-Speech Therapy
-Consultation
-IEP Development
-Social Skills training programs
-Behavioral observations
Evaluations
-Psychoeducational assessments
-Functional behavioral assessments
-Psychiatric evaluations
Early Intervention Services
-Center-based programming
-Home instruction
-Parent training
-Speech Therapy
-IFSP planning
-Transition planning
Center-Based Services
-Specialized instructional programs
-Mentoring for certification as a Behavior Analyst
Adult Services
The Adult Services program offers an environment for adults with autism that promotes
mutual respect and a sense of competency and support. Our staff are committed to providing
individually determined, state-of-the-art services, to promote individual growth and the
development of skills that are necessary to be active, engaged and participating members of
society. The staff member of Adult Services believe that individuals with autism spectrum
disorders have the following rights:
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-The right to lead a normalized life
-The right to achieve their fullest potential
-The right to effective treatment
-The right to utilize skills attained during their school age years
-The right to enjoy a life of quality in an environment where
individual preferences, choices and desires are respected
The program for adults provides the following opportunities that are designed to promote
a full and productive life:
Employment
Center-Based Employment. In-house, paid employment. Some of
the experiences we provide include piecework mailings and clerical
jobs.
Supported Employment. Employment in the community, supported
by a full-time Job Coach. Some of our opportunities include cleaning
local eateries and maintenance at the University.
Competitive Employment. Employment in the community with
minimal supports. Some of our work sites include local restaurants
and supermarkets.
Life Skills
Critical Life Skills Training. Instruction that leads to increased
independence. Some of the skills we teach include environmental safety
skills, personal safety skills, fire drills, street crossing and personal
information.
Personal Awareness Skills Training. Instruction that promotes
self-awareness. Some of the skills we teach include situational
appropriate dress, shaving, hair care and tooth brushing.
Training In Activities For Daily Living. Instruction that promotes
functional adult life. Some of the skills we teach include menu planning,
food shopping, meal preparation, laundry and recreation/leisure
activities. The program runs a café and provides a variety of
breakfast items.
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Communication And Social Awareness Training. Instruction that
increases the use of functional language during daily interactions and
promotes social competence and self-determination. Some of the
methods we use include direct instruction, role playing and video modeling.
Community Integration
Community Integration Skills Training. Instruction that promotes
adaptive functioning in community settings. Some of the skills we
teach include travel, shopping and dining out.
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What is Autism?
Autism, a pervasive developmental disorder, is an innate, biologically-based condition. Not a
“disease,” it is a syndrome of behaviors. In order to be diagnosed with autism, a student must
meet the following criteria set out in the Diagnostic and Statistical Manual IV (DSM-IV).
DSM-IV-TR Criteria for Autistic Disorder (APA, 2000) In-order to receive the diagnosis, the student has to meet six or more criteria (at least two from
first area and at least one form the other two areas)
Qualitative impairment in social interaction, as manifested by at least two of the following:
(a) marked impairment in the use of multiple non-verbal behaviors such as eye- to-eye
gaze, facial expression, body postures, and gestures to regulate social interaction
(b) failure to develop peer relationships appropriate to developmental level
(c) a lack of spontaneous seeking to share enjoyment, interests, or achievements with
other people (e.g., by a lack of showing, bringing, or pointing out objects of interest)
(d) lack of social or emotional reciprocity
Qualitative impairments in communication as manifested by at least one of the following:
(a) delay in, or total lack of, the development of spoken language (not accompanied by
an attempt to compensate through alternative modes of communication such as
gesture or mime)
(b) in individuals with adequate speech, marked impairment in the ability to
initiate or sustain a conversation with others
(c) stereotyped and repetitive use of language or idiosyncratic language
(d) lack of varied, spontaneous make-believe play or social-imitative play
appropriate to developmental level
Restricted repetitive and stereotyped patterns of behavior, interests, and activities, as
manifested by at least one of the following:
(a) encompassing preoccupation with one or more stereotyped and restricted
patterns of interest that is abnormal either in intensity or focus
(b) apparently inflexible adherence to specific, non-functional routines or rituals
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(c) stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or
twisting, or complex whole-body movements)
(d) persistent preoccupation with parts of objects
Onset Before 36 Months of Age
Delayed or abnormal functioning in at least one of the following areas with onset before age 3:
Social interaction
Language as used in social communication
Symbolic or imaginative activity
*** There is no causal relationship between parents’ psychological factors and their
child’s autism. However, parents’ reactions to the child’s behavior problems may
maintain the problems (e.g., providing social attention for self-stimulatory behavior).
Parents are not viewed as part of the problem typically, rather part of the solution.
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The DDDC’s Approach: Applied Behavior Analysis in Action
Why Use a Behavioral Approach?
Students with autism display highly unique behaviors and needs. While no one educational
model is suitable for all students, research suggests that the most effective approach to the
education of students with autism is one which provides structure, developmentally appropriate
tasks, communication training, social skills training, and behavior management.
Since the etiology of autism is currently unknown, and a cure is unlikely in the immediate future,
the DDDC emphasizes the need for a comprehensive educational program in working with
students with autism. Such an approach requires close cooperation with parents and an
integration of school and home programming. In addition, our work with students with autism
should produce a desired change in behavior that is both observable and measurable.
The treatment of choice in the field and at the DDDC is based upon the principles of applied
behavior analysis (ABA). Behavioral techniques can facilitate the improved functioning of the
individual in his or her environment. This behavioral approach to the education of students with
autism has been shown to provide a well-structured educational environment that presents
learning tasks to students systematically and strengthens appropriate work responses. This kind
of programming is also very effective in reducing behaviors that interfere with learning (e.g.,
aggression, self-abuse, self-stimulation, etc.).
Behavioral techniques require data collection. As a result, they ensure the on-going monitoring
of day-to-day program effectiveness. In this way, programs that are ineffective can be adjusted
or halted.
The Behavioral Intervention Procedure
A behavioral intervention is a plan which details the way in which a particular interfering
behavior should be addressed. Among other elements, such a plan should include: a clear
definition of the behavior being addressed; a description of the communicative function of the
behavior, appropriate skills to be taught that the student can use to communicate the same
message as the interfering behavior, the manner in which staff will respond to the behavior when
it occurs; a detailed overview of the way in which data will be collected; and criteria for
determining whether the plan is proving effective.
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Listed below are some of the guidelines concerning the use of behavioral interventions at the
DDDC which may interest you:
1. Approaches relying on skill acquisition, environmental adaptations, and curricular
modifications must be exhausted before trying punishment based approaches.
2. A new student should be allowed to adapt to the school prior to formulation of an
intervention. A behavior of concern to staff may “disappear,” as the student acclimates to
his or her new environment.
3. The Division Director and/or the Supervisor of Education is consulted before the use of a
behavioral intervention can be considered. Unauthorized use of behavioral interventions
can result in termination of employment.
4. Before a behavioral intervention can be put into effect, signed, informed parental consent
is obtained.
5. Staff members are required to report any observation or suspicion of child abuse to the
Division Director or the Supervisor of Education in order to allow for appropriate action.
Behavioral Consequences
A consequence is a stimulus following a behavior which increases or decreases the frequency or
intensity with which the behavior occurs. There are two major types of consequences:
reinforcement and punishment. These consequences are described below:
What is Reinforcement?
There are two types of reinforcement: positive and negative. Positive reinforcement is the
process of adding a stimulus to the environment that increases the frequency of a behavior or
response (e.g., giving ice cream to a student who loves ice cream). Negative Reinforcement is
the process of removing a stimulus from the environment to increase the frequency of a behavior
or response (e.g., turning off an alarm clock in the morning reinforces waking). Both operations
increase the frequency of a behavior or response. These represent our most powerful tools as
teachers of students with autism.
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What is Naturalistic Reinforcement?
Behavior can be reinforced by the natural consequences that follow its execution. Natural
reinforcers are reinforcing events which are not contrived, but which are often present in many
settings. Examples include attention, praise, completion of an activity, or mastery of a task.
Emphasizing naturalistic reinforcers aids in the maintenance of a response, since rewards will
continue to occur following the removal of external reinforcers. Additionally, naturalistic
reinforcers are easy to administer and do not disrupt on-going behavior. Naturalistic reinforcers
can be used to teach new skills or to reward the absence of maladaptive behaviors. Often times,
other extrinsic rewards are needed to help establish a new skill.
What is Punishment?
There are also two types of punishment: positive and negative. Positive punishment is the
process of adding a stimulus to the environment that decreases the frequency of behavior or
response (e.g., a stern, “No” after a student has hit a peer); on the other hand, negative
punishment decreases the frequency of a behavior or response by removing a stimulus from the
environment (e.g., a teenager who must give Mom back the car keys for a week after missing his
curfew). Both types of punishment decrease a behavior or response. Punishment should be used
only after reinforcement procedures have been systematically tried and have not worked.
Golden Rule: The only way to determine whether a stimulus is a reinforcer or a punisher is to
observe its impact on behavior: if it increases the frequency of a behavior, it is a reinforcer; if it
decreases the frequency, it is a punisher.
Verbal Behavior
Verbal Behavior is the idea that language is a form of behavior that is reinforced through the
mediation of another person’s behavior. For example, the verbal response “I want a cookie” is
reinforced when the listener provides the speaker with a cookie. Thus, verbal behavior involves
social interaction between speakers and listeners.
Verbal behavior is taught by teaching students specific components of expressive language.
Students are first taught to “mand,” or to request desired items, activities, and information, which
teaches them that “words” are valuable and can be used to get their wants and needs met. Other
components of expressive and receptive language are then taught to build upon and expand a
child’s language repertoire.
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Fluency
Fluency is defined as the combination of accuracy plus speed that characterizes competent
performance. Sometimes when children with autism learn a skill, they may not have the speed or
accuracy needed to perform that skill functionally. Fluency based instruction increases the
likelihood that students with autism will engage in the appropriate behavior at the appropriate
time thus decreasing the likelihood that they miss out of opportunities for social interaction and
group instruction.
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Discrete Trial Instruction
Discrete trial instruction (DTI) is a formalized method of teaching that is used at the Douglass
School. While a variety of other teaching strategies are used as well, DTI is the most common
teaching procedure employed and will therefore be covered in more detail in this manual.
However, a manual for a specific type of DTI utilizing task interspersal (targeting numerous
educational goals during each sitting) and behavioral momentum (introducing harder tasks after a
series of simpler tasks) is available in each classroom. Similarly, a manual describing the use of
fluency-based instruction (utilizing high-rate practice sessions to help the student achieve
mastery of a skill) is also available in each classroom. See your supervisor for access to these
manuals.
The predictable structure provided by DTI makes this approach particularly effective in working
with students with developmental disabilities. When utilizing DTI, student progress is closely
monitored through careful data collection and review. You may wonder what is so "discrete"
about discrete trial instruction. The term stresses the need to recognize each individual teaching
moment as separate and distinct. In keeping with this way of thinking, each trial has a definite
beginning and end.
DTI is an extremely exact method of teaching. At first, this approach may appear rigid and
unnatural; indeed, it is not typical of the way in which people normally interact with students.
With increased exposure to DTI, however, one usually begins to appreciate the effectiveness of
this teaching method.
A discrete trial is composed of four components: the discriminative stimulus, the response, the
consequence, and the inter-trial interval. Each component is described briefly below. A fuller
description will be provided during the initial fieldwork lecture.
A discrete trial begins with the discriminative stimulus (SD). The SD is a clear and distinct
command delivered to the student which indicates the task to be completed. The second stage is
the response. The target response should be well defined prior to presentation of the SD. In the
third stage, a consequence follows the response. If a correct response is provided, the behavior
should be positively reinforced; if not, a correction procedure should be implemented.
Correction procedures are specific to the programs being taught. The final stage is the inter-trial
interval, a time which allows for data recording and for preparation for the next trial.
Please note that the specifics of the discrete trial procedure may vary from classroom to
classroom. Even within a classroom, part of your time may be spent teaching a student in
blocked trials (the same instruction is repeatedly presented) while part of your time may be spent
teaching a student in interspersed trials (multiple instructions are presented in a varied order).
The needs of an individual student or an individual teaching program will guide the choices
made by the classroom teacher. Your supervisor will inform you of the nuances of the process
and provide guidelines as to the specific teaching procedure that you are to use..
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An Example of DTI:
Allison, the fieldwork student working with Johnny, sits down across from him.
She has a set of pictures from his animal identification program. Allison puts her data collection
clipboard in easy reach, arranges Johnny’s star chart, and places three animal photos on the table.
She is about to begin the trial, when she notes that Johnny is gazing at the ceiling. So she says:
1. “Look at me.” (SD) Johnny looks at her (Response) and Allison then says,
2. “Good looking.” (Consequence) “Point to dog.” (SD) Johnny complies (Response) and
Allison says,
3. “Good job. That is the dog!” She gives him a star for his star chart (Consequence along
with behavior-specific praise), puts a plus on her data sheet (Inter-trial interval), and
proceeds to the next trial. Allison places three new animal pictures on the table. Johnny
is paying attention, so she does not have to prompt him to attend. She says,
4. “Great looking at me, Johnny!” “Which one says meow?” (SD) Johnny starts to point to
the bird, but Allison catches his hand in mid-air, gently guides it toward the picture of the
cat. This physical prompt allows Johnny to perform the correct response and she says,
5. “That is the cat.” She records this response as an incorrect response (Inter-trial interval),
and implements an error correction procedure by re- presenting “Which one says meow?”
and immediately prompting Johnny to the picture of the cat (practice trial), and providing
Johnny with low level social praise (e.g., “much better, Johnny”). This practice trial is not
recorded. Upon completing the error correction, she moves on to the next trial.
NOTE: The above error correction procedure is specific to DTI presented in block-trial format.
An error correction for interspersed trials includes interrupting an incorrect response (if
possible), immediately prompting the correct response, and then moving on to the next trial (no
practice trial). Your supervisor will provide you with additional details. In addition, the details of
whether prompted responses should be reinforced and what kinds of reinforcement procedures
are to be used will vary with each student. Your supervisor will help you match these procedures
to the student to whom you are assigned. After a while, these methods will become second
nature to you.
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Guidelines for Discrete Trial Instruction:
A Guide to More Effective Teaching
Below are ten guidelines to follow when using discrete trial instruction (DTI). In order to
maximize your effectiveness as a discrete trial instructor, it is very important that you read these
guidelines carefully. If any particular element does not seem consistent with recommendations
offered by your supervisor, please clarify expectations with him or her. This is important as
many of the subtle facets of discrete trial instruction are individually tailored to each individual.
1. Establish Appropriate Attending Behavior Before Each and Every Trial.
Developing attending behavior is an important goal in the education of students with autism. By
virtue of their disability, students with autism have difficulty initiating and maintaining eye
contact and sitting properly and quietly. Since these behaviors are necessary prerequisites for
learning, they are often prioritized before all other skills and practiced throughout the school day
until they are achieved.
Once a student has learned these attending skills, proper attending behaviors are often
established prior to the presentation of each and every SD. The following features define quiet
sitting: feet on the floor; buttocks flush against the seat of the chair; and the student’s hands at
side, in lap, or on desk top (i.e., there should be no self-stimulatory and/or inappropriate
movements of the fingers, hands, or wrists). If the student is not sitting properly or quietly,
instructors typically present one of the following verbal prompts: "Sit up;" "Sit quiet;" "Feet
down;" "Hands quiet;" or "Show me nice sitting,” etc. If a verbal instruction is used, it is
imperative that all members of the instruction team use the same instructions when establishing
attending behavior.
The following is an example of a poor strategy to establish attending behavior: "You know what
buddy? It's individual programming time and you need to be paying attention. So get off the
table and settle down, okay?" This strategy fails in three ways: 1) It should be concise and to the
point; 2) It is presented in the form of a question rather than a directive; and 3) The desired
response is vague. Wordy, lengthy directives should be avoided, as they are more difficult for
the student to understand. If the student does not respond to your verbal instruction, you should
physically prompt the desired behavior by physically guiding the student’s hands or
repositioning the trunk into the appropriate position.
Your supervisors should give you specific instructions in how to use physical prompts to
establish attending behaviors.
If the program requires it, the same procedure may be used for establishing eye contact. If the
student is not looking at you, you may first provide a verbal prompt, such as: "Look at me!”;
"Johnny!"; or "Johnny...(no response), Look at me!" If the student does not respond to the verbal
prompt, employ a physical prompt (e.g., place your hands gently on the sides of his head or chin
to direct his gaze towards you).
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If a student with whom you are working is already exhibiting attending behaviors, reinforce them
enthusiastically (e.g., Sally, you are sitting like a big girl! I like that!!!). This sort of
reinforcement should be provided frequently, particularly for younger students, students who are
new to discrete trial instruction, and students who have difficulties demonstrating appropriate
attending behavior on an adequate or consistent basis. Always remember to consequate
appropriate attending behavior with social praise (e.g., “Nice sitting,” “Good quiet hands,” “Nice
looking,” etc.).
2. Present The SD Only Once.
If the student is attending to you, has the appropriate prerequisites in place, and the reinforcers
are powerful and interesting to the student, there should be no need to repeat the "SD" more than
one time. We want the student to respond to a single directive the first time it is presented,
otherwise:
a. The student learns that it is acceptable not to respond to the teacher's SD, since the
teacher will repeat it again (and again and again).
b. The student may become confused by the presentation of multiple SDs.
c. The more you repeat a verbal directive, the more frustrated you may feel. You will
not help a student learn a skill merely by repeating the instructions over and over
again.
Additionally, note that for the purposes of data collection the student's first response determines
whether he/she receives a "+" (correct response) or a "-" (incorrect, partial, or no response).
Therefore, presenting multiple SD’s will not improve that student’s data as the student’s second
response will not count toward data collection.
3. Present The SD Exactly as Written in The Program.
As stated above, the "SD" is a simple verbal instruction that conveys to the student what
response is expected of him or her in order to gain access to reinforcement. It must be presented
exactly as listed in the program. This is important for the following reasons:
a. Students with autism respond best to clear and predictable instructions.
b. Standardization of the SD ensures consistency. Remember that many instructors
work with the students each week. If SD’s vary from instructor to instructor, the
students may become confused and it will be harder for them to acquire the skills
being taught.
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Note: Variation of the SD to facilitate generalization of the behavior may be important for a
particular student or program. However, this decision must be made by the supervisor.
4. Follow The Step and Set.
Many educators who use discrete trial instruction delineate steps and sets in the program
descriptions. Steps are a series of prompt levels planned so that each successive step requires a
more sophisticated and or independent response from the student than the step that preceded it.
Early steps in a program typically involve modeling or physical prompting of the desired
response. Intermediate steps typically involve less intrusive prompting (e.g., a partial physical or
gestural prompt). The steps progress so that the last step involves a completely independent
response.
On the other hand, sets indicate the particular instructional stimuli or educational concept
required for each program. For example, in a communication program, sets could involve
different word groupings; in a self-help program, they might feature different clothing fasteners;
and in a sorting program, sets might contain different shapes or colors.
In simple terms, the step describes how you are going to teach a particular behavior (i.e., what
level of help) and the set denotes what materials or stimuli that will be used to teach it.
Programming changes are often made daily. Since some students rapidly move through
programs, you must check a student’s steps and sets prior to working with him or her each day.
For example, it would be very confusing to a student if one instructor was teaching the student to
label a firefighter using a full verbal prompt, and the following session, a different instructor was
introducing auto mechanic without any verbal prompt. Therefore, data collection must be
accurate and reflect the appropriate step and set of a program.
5. Pay Attention to the Time Required to Perform The Desired Response.
If a student is attending, possesses the appropriate prerequisite skills in his or her repertoire, and
is given an adequate amount of prompting, he or she will typically respond within a few seconds
of the presentation of the SD. It is important to be sure to prompt the student to respond within 2
to 3 seconds in order to prevent him or her from learning that a long delay before responding is
acceptable. In the general community, performing a skill correctly after a lengthy period of time
is the equivalent of not performing the skill. For example, if a peer greets a student with autism
on the playground and the student does not respond for 6 seconds, the peer will already be long
gone by the time our student has responded.
6. Help The Student to Respond Correctly If He/ She Provides an Incorrect or
Incomplete Response.
Appropriate feedback is essential for skill acquisition. Correction methods can vary; your
supervisor will instruct you as to the proper procedures. The one theme that is pervasive is that
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the student should end each trial having been successful in providing the correct response. In
this way, the student can learn from his or her “mistakes.” Typically errors are interrupted with
some type of corrective action followed by a verbal description of the correct response (e.g.,
“This is touching yellow). Lower level social praise is typically offered; however, it is important
that the level be noticeably different than the much higher level of praise provided after correct
independent responses. This use of differential reinforcement will help the student understand
that greater reinforcement is available for better responses.
Your supervisor will inform you regarding how to follow up an incorrect trial with a prompted
trial (i.e., a prompt is presented along with the SD). Typically this will involve higher level
prompting to ensure that the student will demonstrate the correct response.
7. Reinforce the Student Immediately and Contingently for Correct Responses
Using a Variety of Meaningful Rewards.
E. L. Thorndike's Principle of Immediacy states that the more immediate the delivery of a
reinforcer following the occurrence of a behavior, the more effective the reinforcer will be in
increasing the likelihood of behavior; the Principle of Contingency holds that the presentation of
reinforcement should be contingent solely on the presence of the target behavior (i.e., the desired
response rather than any number of partial or incorrect responses). When using reinforcement to
increase the likelihood of correct responses, it is important that the student understand precisely
which response is being reinforced.
Slight delays in access to reinforcement can lead to confusion for the student. Another potential
problem arises when an inappropriate behavior occurs prior to reinforcement. For example, you
ask the student to label a banana. The student says “banana” and then inappropriately vocalizes.
If you provide your reinforcement in a delayed manner then you may have inadvertently
reinforced the inappropriate vocalization.
Reinforcers vary somewhat across students and classrooms. In addition, you should use a wide
range of reinforcers to maximize the student’s motivation. Your supervisor will teach you how
to identify what is motivating to a student at a particular moment and how to use it to strengthen
a student’s behaviors. Regardless of the type of reinforcer employed (e.g., praise, food reward,
token), the delivery of the reinforcer must be immediate following the target response.
Therefore, you should not record data prior to reinforcement delivery.
Please note that the principles discussed above apply throughout the day and across situations. If
the student engages in spontaneous, novel, and or appropriate behavior, you should reinforce the
behavior quickly and enthusiastically. Examples include:
"You put your coat away all by yourself! Nice job!"
"Great asking for a banana!"
"I like the way you're waiting!"
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"Nice sharing the book with Emily!"
8. Be Familiar with The Student’s Programs.
A well prepared instructor is an effective instructor. In the beginning of your training, you will
probably rely heavily on the written programs to guide your teaching efforts. Unfortunately,
however, time spent reading programs reduces a student’s educational time. Additionally, such
unstructured moments provide the student with opportunities to engage in off task or some other
form of maladaptive behavior.
In order to minimize the amount of teaching time spent reading programs, each morning you
should write the steps and sets for each program in the appropriate columns on your data sheet
prior to the arrival of the students. Similarly, all teaching materials should be organized before
beginning instruction. These efforts will undoubtedly enhance the flow of your teaching session
and minimize down time.
9. Create an Effective Learning Environment That Ensures Continuity of
Instruction.
Students with autism are often easily distracted. The following techniques may minimize
distractibility:
a. Unnecessary materials should be kept out of the student’s reach and view.
b. Tangible reinforcers should remain out of the student's reach until they are earned.
Many students are highly skilled at grabbing for their reinforcers in between trials
or at other times when your attention is diverted.
c. The learning environment (i.e., the desk or table) should be neat and orderly.
d. The student’s independent break times can often be used by instructors to prepare
for the next program.
e. Before concluding a program, have in mind your next activity to facilitate a
smooth transition.
f. In some cases, a student can play an integral role in cleaning up and putting away
materials (please discuss this with your supervisor to ensure that the student is
involved at an appropriate level)
10. Ask Questions of The Supervisor.
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As a new instructor you will have many questions about your work with students with autism. If
something is unclear, ask your supervisor. Your supervisor is there to make your training
experience as valuable and as rewarding as possible. Additionally, other staff members may be
able to answer questions that you may have. You may want to clarify with your supervisor if it is
acceptable to seek answers to your questions from other staff members.
Guidelines for Working with Students in a Dyad
At times, staff members work with several students during a teaching session. Generally, new
instructors are not required to work with more than one student at a time. Should the need arise,
however, here are some guidelines for you to follow:
1) It is important to engage the student with whom you are not working in a structured
activity. These activities will be provided by your supervisor. If independent tasks
are not used, you likely will be instructed to reinforce the student for appropriate
sitting (including the absence of stereotypy), waiting, and other positive behaviors.
2) Continually monitor the other student as he or she engages in his/her independent
work or free time activity. During such time, students may become inattentive or
engage in noncompliance or stereotypy. Effective monitoring can often minimize
these behaviors.
3) Prompt appropriate behavior when necessary and praise the student when he or she is
on task.
In general, the ultimate goal is to foster independence and appropriate behavior. Both
independence and appropriate behavior will help to prepare the student for less restrictive
educational settings where the student-teacher ratio is higher and independent work is more
commonplace.
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How to Read and Interpret an Educational Program
The following is an outline of the essential components of an educational program. As part of
your fieldwork experience, you are required to develop a program for a student. Please use the
following outline when developing your program.
EDUCATIONAL PROGRAM RECORD
AREA OBJECTIVE #
(The developmental domain of the skill) IEP #
STUDENT COORDINATOR(S)
DATE INITIATED DATE MASTERED
BEHAVIORAL OBJECTIVE This is a brief behavioral description of the program. This area will describe exactly what the
student will be doing (e.g., student will wash face). You will also include the prompt level at
which he or she will be performing (e.g., independently). The criterion is also included in this
section (e.g., 90% independent over three consecutive days). Thus, a program to teach a child to
wash his or her face might include the following objective: the student will wash his face with a
washcloth independently 90% of the time over three consecutive days.
DESCRIPTION OF PROGRAM
SD FOR TARGET BEHAVIOR Discriminative stimulus (SD) -- the verbal instruction provided to the student immediately before
you want him or her to perform the task being taught (e.g., “Wash your face”).
CONSEQUENCE Typically it is indicated that reinforcement will follow the correct response. If student does not
respond or responds incorrectly, an appropriate prompt is usually provided. Implement
correction procedure and reinforce response with behavior-specific praise.
PROCEDURE This area describes how the program will be implemented (e.g., discrete trial or task analysis).
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PROMPT HIERARCHY You may want to include the sequence of prompting. When teaching new skills, use a “most” to
“least” hierarchy: for example, a full physical prompt, followed by a faded physical prompt,
followed by a gestural, etc. Mastered programs being assessed for maintenance require a “least”
to “most” hierarchy.
GENERALIZATION In order to designate a behavior mastered, you must probe the skill while varying the SD, if
appropriate, and using at least two novel settings, sets of materials, and people. (Criterion --
80% or above on at least three different days.)
SETS Sets break the material to be learned into smaller parts. For example, if a student was learning to
identify coins, instead of learning them all at once, you could break it down into sets (e.g., Set 1
= penny, Set 2 = nickel, etc.) The sets can include either materials or responses (e.g., Set 1 =
Student crosses laces, Set 2 = Student puts one lace under and through the other, etc.).
MATERIALS This area lists any items needed to perform the program.
DATA This area describes how the data are to be recorded based upon the nature of the student’s
response.
TRIALS This section details the number of trials required per session.
CRITERION In this section, the performance level which must be reached to move to the next step/set is
defined.
COMMENTS This area features any relevant information staff members may need to know when
implementing the program.
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Evaluation of Student Progress
Student progress is evaluated by a daily review of data collected. Some programs require trial-
by-trial data which means that the student’s reaction to each opportunity to respond is recorded.
Other programs require probe data which means that the student’s reaction to a small sample of
opportunities to respond is recorded. Some programs assess the rate of student responses.
Regardless of the type of data collected, careful data monitoring ensures on-going evaluation and
fine-tuning of programming in accordance with IEP specifications. Notebooks containing
graphed data are reviewed at regular intervals by supervisory staff. In addition, graphs are
maintained which reflect the efficacy of interventions which target maladaptive behaviors.
Progress reports are written four times a year, reviewed with parents or caregivers,
and sent to the child’s school district. Information regarding changes in services or substantial
modifications of programming is shared with both the district and the student's
parents/caregivers. Additionally, contacts are scheduled regularly with parents/caregivers at
school and home to discuss educational programming and progress. These frequent meetings
allow for cooperative planning. Finally, child study teams are encouraged to visit the school to
view the student’s growth and development.
An annual review is held for each student at the Douglass School. Involved in this meeting are
the student's teacher, parents or caregivers, the child study team, and the school’s administrator.
At that time, the student’s status is reviewed and placement decisions are made.
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Communicating with a Student with Autism
The following list contains guidelines for talking to a student with autism. If implemented, these
guidelines should help improve the student’s level of comprehension:
a. Keep Your Speech Simple To Maximize Comprehension. Use As Few
Words As Possible. Reducing the complexity of your language increases
comprehension.
b. Make Sure The Student Is Paying Attention Before You Give An
Instruction.
c. Make Your Instructions Clear.
d. Avoid Multiple Commands. Give instructions one at a time. Wait until one
behavior has been completed and you have reinforced it before giving the next.
e. Talk to the Student Frequently and Use Simple terms. Label Everyday
Objects Such as Spoon, Fork, and Bath on a Regular Basis.
f. If You are a Fast Talker, Slow Down so That the Student Can Digest
What You are Saying.
g. Repeat Back What a Student has Said to You Using More Expanded
Language. In this way, you can make sure that you are understanding the student’s
communicative intent, while providing a model of more advanced speech.
h. Reward all Speech and Speech Attempts (Babbling, Word Play, etc.)
with Attention and Other Rewards Developing language is not easy; you want
to encourage this development and make learning to communicate as reinforcing as
possible.
i. Require the Student to Use Whatever Speech he/She Has. Help her/him
learn that Sounds have meaning and Can be used to Impact the
Environment. The student will experience the naturally reinforcing properties of
language as a result.
j. Avoid Yes/No Questions. Instead, opt for open-ended questions that
encourage a student to use his/ her communicative skills.
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Facilitating Language Development
Educators and speech therapists of students with autism should consider the following guidelines
when facilitating language and communication. However, each student’s unique profile should
influence the way in which these guidelines are implemented. If you have any questions, please
speak to your classroom supervisor.
1. Material being taught should be functional and should lead to immediate
consequences.
2. Relate reinforcement to communication.
3. Try not to limit materials to only one example each time a program is
done.
4. Encourage students to make choices.
5. Teach the same words simultaneously, both receptively and expressively.
6. Pay attention to those times the student initiates communication and
reinforce.
7. Acknowledge pointing or taking an adult’s hand.
8. Structure situations to create opportunities for communication.
9. Include communication in every activity (e.g., lunch, group, individual
tasks) in order to facilitate communication.
10. Be aware of natural things you do that may facilitate communication (eye
contact, facial expression, etc.)
11. Encourage interactions with other students.
12. Be wary of creating situations that can make student depend on your
prompts.
13. Use expansions to help a student develop more complex communication
skills.
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14. Use exaggerated intonation, volume and rate of speech when necessary.
15. Keep lists of student’s words available and leave in functional places.
16. Ensure that all teachers and therapists working with a particular student
are using similar vocabulary, commands and stimuli.
17. Be aware that some students with autism may have concurrent disorders
that may affect their language acquisition or expression.
18. Facilitate generalization by encouraging requests, questions, and
comments from many different people in many different contexts.
19. When a student is experiencing significant difficulty with articulation or
expressive language, it may be necessary to explore augmentative
communication strategies.
20. Echolalia (repeating) can serve a communication function and therefore
should not automatically be ignored.
Functional Behavioral Assessment
A functional behavioral assessment is a process for gathering information about a behavior and
about the environmental contingencies that maintain a behavior. Interviews, direct observations,
and/or experimental manipulations are used to determine the antecedents, consequences, and
setting events that sustain a behavior. With this information, a behavioral analyst can determine
if the behavior is maintained by one or more of the four following functions: escape from
stimuli, access to items or people, attention from others, or an internal reinforcement. Effective
behavioral interventions are developed based on the information obtained from a functional
behavioral assessment. As a fieldwork student, you will learn about functional behavioral
assessments and may help staff implement a behavioral intervention with a student.
Functional Communication Training
Research has shown that inappropriate behaviors including aggression, tantrums, and self-injury
may serve some communicative function for a student with autism. For example, a student may
tantrum to get out of work or be aggressive to gain a teacher’s attention. It is essential to attempt
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to identify the message a student is trying to communicate with these behaviors and to teach him
or her an appropriate alternative to the disruptive behavior. As a fieldwork student, you may be
involved in helping staff assess the meaning of a disruptive behavior or in helping the student
learn a new means of communicating.
Information Regarding Daily Activities at the Douglass School
The following activities are ones in which Douglass School students participate every day.
Rules and guidelines pertaining to each activity are provided. If you are assigned to the
Elementary Satellite, Secondary Satellite, or a class in the Adult and Transitional Services your
supervisor will give you information about procedures for your classroom.
Morning Preparation
It is important for fieldworkers to prepare for their up-coming day before working with the
students. Therefore, all fieldworkers should arrive promptly at 8:45 A.M. If for some
unforeseen reason you are going to be late, you should contact your classroom teacher to inform
him or her. Barring emergencies, however, tardiness can impact your course grade. Upon
entering the classroom, you should find out with whom you will be working during the day,
review his or her programs, and prepare any materials that may be needed to conduct the steps
and sets specific to each program. In particular, note the specific SDs that should be delivered
for each program and particular programs that your supervisor may want you to perform first.
The morning preparation period is a great time to ask the teacher or the assistant teachers any
questions that you may have.
Bus Duty
Getting off of the bus is the first social contact our students experience when they arrive at the
Douglass School each day. It is paramount that the learning process begin at this time and that
guidelines are made clear to ensure for consistency throughout the school.
The goal for all students is to arrive at the DDDC, exit their bus or car escorted by a staff
member, and independently walk to their classroom. If a student is not able to complete this task
independently, this goal should be included in his or her IEP and behavioral strategies should be
implemented to achieve it. It is up to the classroom teacher in conjunction with the teacher in
charge of bus duty for the month to provide the necessary support (i.e., staffing) for
implementing these strategies.
MORNING
Each class will be responsible for monitoring a station:
1. PREP -- Corner of hallway and office
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2. SGPS -- Top of upper stairs outside the door to the adolescent wing
3. SW -- Top of lower stairs leading down to the door of SGPS and SW
4. USI -- Halfway down the path leading to the front door of the school
5. USII -- Hallway outside of life skills room and visitor bathroom.
6. USIII -- Hallway of adolescent wing
7. USIV -- Outside door leading to adolescent wing
Every effort must be made to monitor your assigned station. In the event of a severe staff
shortage, the teacher in charge of bus duty for the month may assign someone else to your
station.
All persons unloading students will report to the teacher in charge of bus duty for the month.
The teacher will announce when to start unloading students from buses.
Unload buses from first to last.
Unload only those buses located on the front circle.
Take off no more than two students at a time. All students must be escorted by an adult.
Make sure students carry their own belongings (e.g., backpacks, lunchboxes, etc.).
Escort students to beginning of path and tell them to, “Go to school.” If a student
needs to be walked down the path, walk behind him or her (not to side).
When all buses have been unloaded, inform the teacher in charge of bus duty for the month.
Wait to be dismissed by him or her.
Monitors at stations should greet and reinforce students, as well as making sure they proceed in
the direction of their classrooms.
AFTERNOON
The classroom teacher and an appropriate number of staff members will escort
students outside to wait for buses in their assigned areas. These areas are:
1. PREP -- On the path next to the preschool
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2. SGPS -- At the automatic doors
3. SW -- On the path next to the preschool
4. USI -- At the front door
5. USII -- Outside the speech room
6. USIII -- On the main path at the bottom of the ramp
7. USIV -- At the door in the adolescent wing
Note: In cases of inclement weather, students may wait inside their classrooms for buses to be
announced.
Teachers and staff should be alert to the incoming buses to provide for a swift
departure.
Escort students to their buses via the walkway and make sure they enter them safely.
Load students onto buses located on the front circle only. Use appropriate farewells (e.g.,
“Goodbye,” “See you tomorrow,” “Have a nice evening,” etc.)
Report a substitute or new bus driver to the teacher in charge of bus duty for the month.
Remain with your class until all students have departed. Report late buses (after
2:45 P.M.) to the teacher in charge of bus duty for the month.
Lunch
Usually, lunch for fieldworkers and assistants runs from 11:30-12:00. In the preschool, the
teachers and some of their assistants monitor the students, while the fieldworkers take their
break. In the upper school, your teacher may ask that you work during lunch and take your break
from 12:00-12:30. You may bring your own lunch or purchase it from the lunch truck. Please
follow the food restrictions described later in this manual when bringing lunch into the school
building or the Annex. The workshop on the lower level of the school is designated as a lunch
room. Additionally, you may eat outside, weather permitting. Regardless of where you choose
to eat, please leave your eating area clean when you are finished.
Playground Time
Playground Rules
Playground time is designed to be a learning experience for students at the Douglass School.
Consequently, the students should be engaged in appropriate activities. Listed below are some
playground rules (Please not that this would not pertain to equipment in disrepair):
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1. One adult should be stationed at each piece of playground equipment (e.g., the
jungle gym, the sliding board, etc.)
2. Provide special attention to students who have particular difficulty using playground
equipment appropriately.
3. Keep the students actively engaged in order to avoid pacing or self-stimulatory
behavior.
4. Do not let students play on steps, climb the fence, or utilize equipment that is in
disrepair.
5. Encourage cooperative and interactive play.
6. Advise your supervisor immediately in the event of an accident.
7. Return all equipment to the proper location at the end of the activity.
8. Lock all gates.
9. Wipe feet upon returning to the building.
Suggested Playground Activities
Listed below are some general suggestions for potential playground activities. Please speak with
your supervisor to identify specific activities appropriate for use with the particular student with
whom you are working.
1. Ball play (e.g., catching, throwing, rolling, bouncing, etc.)
2. Basketball
3. Running (from place to place or person to person)
4. Kicking a ball
5. Appropriate use of playground equipment
a. Slide - students should alternate feet while climbing the ladder and then slide feet
first down the slide.
b. Bouncing animals - students should sit and bounce on the animals correctly.
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c. Jungle gym - students should climb the ladder alternating feet and can climb
through the tire.
6. Play involving gym equipment (Make sure all equipment is returned at the end of the
activity).
Clean Up
Following bus duty at the end of the day, all fieldworkers should report to their classrooms to
help with classroom cleaning, organization, and preparation for the next school day. Your
supervisor will provide you with specific instructions regarding what you should do during this
period and she or he will dismiss you following completion of your responsibilities.
Toileting Programs
Please review the following guidelines for implementing toileting programs. Your supervisor
will provide you with specific information related to the particular student with whom you are
working.
1. Programming is designed to promote an optimal degree of independence in toileting
behavior.
2. Students who have not yet acquired independent toileting skills follow a consistent toilet
scheduling.
3. When necessary, abundant social and tangible reinforcement are provided in order to
promote appropriate use of the toilet.
4. Physical and verbal prompting are used as necessary to assist students in developing
toileting skills.
5. Reinforcement and prompting are faded systematically in order to maximize
independence.
6. The development of personal hygiene is emphasized, as students are taught to wash and
dry their hands thoroughly after each use of the toilet.
7. Students should use the toilet on their own whenever possible. The bathroom door
should remain closed unless assistance or monitoring is necessary. If an adult is required
to assist or monitor the student, the bathroom door should always remain partially ajar.
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Policies and Procedures for the DDDC
Safety
Safety is a major concern at the DDDC. Your primary responsibility is to ensure the safety of
the students who attend the school program. You must remain aware of the location and activity
of any students under your supervision at all times. Our students require constant supervision
because they may not be able to recognize and/or to address dangerous situations.
An important factor in creating a safe environment for the students with whom you work is an
awareness of the individual needs and characteristics of each student. For instance, you should
know whether students with whom you work have severe allergies, seizure disorders, dietary
restrictions, or unsafe behavioral predispositions. Possession of such information will allow you
to take precautions that will protect students from dangerous situations. Discuss these unique
safety issues with your supervisor.
Each fieldwork student should be familiar with safety procedures surrounding fire drills, bus
duty, and playground and gym use. Additionally, all fieldwork students should know how to
operate the telephone in the event of an emergency. This procedure is detailed in the next
section.
Suspicion of Abuse
If you suspect a student may be missing or may have been abused, you must report your
suspicions to the New Jersey Division of Youth and Family Services.* It is the responsibility of
any individual associated with the Douglass School to inform the Division Director or the
Supervisor of Education and to ensure that a report is filed with the appropriate student welfare
agencies.
Staff members must be vigilant regarding the release of students to non-family members.
Substitute bus drivers must be confirmed with the transportation company and any alternate
transportation arrangement must be verified with a parent.
If a student is absent from school without notification from home, a call should be made to
determine the nature of the absence.
The DYFS Toll Free Hotline is 800-792-8610. From out-of-state, call 609-588-2999.
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Allergies
The DDDC has several students with serious, life-threatening allergies, including allergies to fish
and fish by-products, as well as nut and nut by-products. In our continuing efforts to ensure their
safety, all fish and nut products are prohibited from the school building and the Ryders Lane
Building. Before bringing any food items to the school, please check their labels to make sure
they do not contain ingredients that would endanger DDDC students.
Emergency Procedures
Due to their special needs, some students are prone to accidents and medical emergencies (e.g.,
seizures, allergic reactions, etc.). In the event of an emergency, the following steps should be
taken:
1. Try not to panic. If you remain calm, you are more likely to think clearly.
2. Get help. If your supervisor and/or the school nurse is not available, call or
send someone for help. Refer to the procedures for using the telephone during an
emergency that follow.
3. Never leave the student alone.
4. While waiting for help, try to make the student as comfortable as possible.
When using the telephone during an emergency:
1. Pick up the receiver
2. Press the “”Page” button and dial “01.” Request that a supervisor come immediately.
3. When the call is answered, provide specific information regarding the nature of the
problem and your location.
Seizure
Please be aware that your supervisor will let you know if your assigned student has a history of
seizures.
Seizure - A sudden episode of uncontrolled electrical activity in the brain. If the abnormal
activity remains confined to one area, the person may experience tingling or twitching of only a
small area of the body such as the face or an extremity. If the
abnormal electrical activity spreads throughout the brain, consciousness is lost and a generalized
seizure results.
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Management of Convulsive Seizure
1. Ease person gently to the floor. Clean area of hazards.
2. Turn child carefully on one side to keep airway clear.
3. Put something flat and soft (ex: folded jacket, soft pad) under the head.
4. Make no effort to restrain convulsive movements.
5. If any seizure lasts longer than 5-8 minutes or if another starts right after the first, contact
the rescue squad and transport to the hospital.
6. When jerking movements stop, let the child rest in a supervised area. The need for post-
seizure rest varies with individuals.
7. Notify the parents. A staff member will do this.
Management of Non-Convulsive Seizure
A seizure that is merely a brief stare or the uncontrolled jerking of an arm or leg.
1. Gently, calmly, and carefully guide away from hazards.
2. Stay with person until full awareness returns. A supervised rest
afterwards may be needed.
3. The seizure usually lasts only a minute or two, but confusion may be
4. prolonged afterwards.
5. Notify the parents. (A staff member will do this)
ALWAYS REMEMBER - DON’T PANIC, GET HELP, AND CALL THE
NURSE OR YOUR SUPERVISOR.
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Confidentiality
Students and volunteers who work at the DDDC have access to personal information concerning
the students at the school. Although access to students' files is restricted to permanent staff
members, you will be provided with information that has a direct bearing on your work with the
students. Moreover, as you get to know the students and their families, you may become aware
of additional information of a personal nature.
You are expected to protect the privacy of the center’s students and their families. Working as a
responsible, professional member of a treatment team demands that you uphold the highest
standards of integrity in the protection of human rights. The following rules must be upheld at
all times:
1. Do not discuss the students or their families in settings or situations where
others may overhear the conversation. For example, conversations about Douglass
School students in the observation rooms are prohibited, as guests, including parents,
could readily misinterpret or be upset by comments made during such discussions.
2. If you use your experiences with our students as the focus of a
class assignment (excluding this fieldwork class), you must disguise the identity of
the student. Thus, you should not use the student's true name and you should change
any other information that may identify the student to others.
3. When relating experiences to friends, family, and others, do not use students’
names or provide other information that would disclose their identity.
4. You never know when others may be watching your work in the classroom
from an observation room. Therefore, you must always conduct yourself in a
professional manner that would not offend possible on-lookers. Please refer to the more in-depth discussion of the observation room in the next section.
5. If you see a DDDC student in the community, please afford him or
her privacy. Do not speak to him or her unless you are approached by the student.
If you have questions or concerns regarding the school’s confidentiality policies, feel free to
present them to your supervisor or to an administrative staff member. Remember that serious
violations of these standards will impact your course grade and could result in termination of
your experiences at the DDDC.
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The Observation System
There are cameras in every classroom and these allow parents to observe their child from a
central observation room. The video facilities are not used to make permanent records, but just
to permit parents and others to directly observe on-going instructional session.
It is important to remember that any time that you are in a classroom, others may be watching.
You must always maintain the highest professional standards while working at the DDDC: the
students’ privacy should be respected at all times; only appropriate teaching techniques and
behavioral interventions should be employed; and staff members should remain focused on their
work at all times. Of course, these standards should be met regardless of whether or not one is
being observed.
Fee-for-Service Arrangements with Douglass Families
Fieldwork students enrolled in courses under the jurisdiction of the DDDC may not provide fee-
for-service to families of students enrolled in the class to which the fieldwork student is assigned.
This policy does not preclude fieldworkers from making such arrangements with the families of
students in other classes. However, the DDDC does not assume any responsibility for these
employment arrangements. If you have any questions about this policy, please do not hesitate to
speak to your supervisor.
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Family Involvement
The DDDC encourages the active involvement of parents and families in the education of its
students. The families’ participation is essential to maximize the effects of treatment. A number
of procedures encourage family involvement:
1. Parents/caregivers are invited to participate fully in the planning and evaluation of
their child’s IEP.
2. In accordance with N.J.A.C. 3:2.1-2.8, parents/caregivers may review any files
necessary to prepare for IEP planning and evaluation.
3. Parents/caregivers and sending districts receive individualized progress reports four times
a year (three times for a ten month placement).
4. Prior to the implementation of a behavioral intervention, the procedure is discussed with
parents/caregivers and their informed, written consent to implement the plan is obtained.
5. In order to facilitate communication between school and home, regular caregiver-
teacher meetings are scheduled. Such contacts should take place both at the DDDC and
in the student's home. In addition, teachers and caregivers have the opportunity to
correspond in writing on a daily basis using the child’s notebook.
6. When DDDC staff members believe that a student would benefit from placement in
another facility, parents/caregivers and school districts are informed of this view and
invited to participate in placement planning. Transition planning should begin as far in
advance as possible in order to ensure a smooth transition. Typically, transition planning
begins at least six months before the change.
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The Fieldwork Experience
Commitment
A firm commitment to regular attendance throughout the semester (up until the last week of
scheduled classes) is expected of all fieldworkers. The students and staff rely on the consistency
provided by predictable attendance. In addition, such regularity allows undergraduates to stay
abreast of educational and behavioral program changes, resulting in more effective teaching. In
the event of unexpected absence or tardiness, please call the school by 8:45 A.M. to inform your
supervisor. For the Douglass School call (732-932-9137). For Adult & Transition call (732-
932-2791. For Outreach call (732-932-3902). We strongly encourage you to speak with your
supervisor directly.
Dealing With Your Feelings
As a fieldworker at the DDDC, you may experience a wide range of emotions. Working with
this population can lead you to feel joy, frustration, inspiration, anxiety, excitement, anger, etc.
Remember that negative emotions are normal and valid; however, appropriate handling of these
feelings is of the essence. Never take your anger or frustration out on a student. Discuss your
feelings with your supervisor or take a break to calm down, even if you must interrupt the
student's programming and have another staff member substitute for you to do so.
Some behavioral techniques, such as overcorrection and timeout, can be quite intrusive. These
interventions may be difficult for you to implement unless you understand the theory which
drives them. If you feel uncomfortable performing a particular procedure, please consult with
your supervisor as soon as possible.
If you become physically or emotionally exhausted at any time, inform your supervisor
immediately that you need to take a break. All of us require breaks from time to time and it is
better to take a break than to risk harm to yourself or to others.
Finally, if you have concerns or issues involving a staff member, you are encouraged to address
the matter with the individual. Should you require support in doing so, you may consult with
your supervisor. If you are having a problem with your supervisor, again you should try to
discuss it with him or her individually. If this discussion proves less than fully productive, you
can consult with a senior staff member.
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Dress Code
The DDDC serves as a demonstration facility and, as such, it is frequently visited by members of
the professional and lay communities. Each year, hundreds of prospective parents, interested
professionals, and other members of the community tour our school. Not only do fieldworkers
represent the DDDC through their actions, but also through their appearance. Fieldworkers are
expected to maintain acceptable standards of grooming and to dress neatly and appropriately.
The following standards have been established to clarify these expectations:
1. Please refrain from wearing clothing that is ripped or shredded.
2. Please refrain from wearing T-shirts with inappropriate prints, derogatory slogans, foul
language, political sayings, and other features that people may find objectionable.
3. For your safety and the protection of your property, hanging jewelry should not be worn,
particularly hoop or dangling earrings and necklaces. Additionally, we recommend that
you avoid wearing expensive, fragile, or highly meaningful pieces of clothing, jewelry,
and the like to school. The use of open-toed shoes is also discouraged. The Center is not
responsible for loss or damage to clothing or personal belongings. However, if a child
pulls off your glasses and they break, the school will reimburse you for the cost of their
repair.
If you are not certain whether you may wear something in particular, please check with your
supervisor. We thank you in advance for your cooperation.
Course Requirements
Your grade is based upon two components described in your syllabus: clinical performance
(70%) and academic proficiency (i.e., exam and program proposal -- 30%). It is expected that
you will complete assigned readings when they are due. Additionally, excellent attendance is
demanded. This requirement applies to both your clinical work and your classes. Your
attendance will affect your grade: if you are on the borderline between two grades, poor
attendance will lead you to receive the lower one. A Thursday class meeting is equivalent to half
of a work day. You may make up missed days or classes (provided that you have called the
school by 8:45 A.M. the morning that you are absent). Make-up days occur during the last two
weeks of the semester. You may only make up excused absences.
Evaluation and Grading
Each fieldwork student is formally evaluated two times during the semester. The purpose of the
first evaluation is to provide you with specific feedback and suggestions; no formal grade will be
assigned. You should talk to your classroom supervisor if you have any questions about your
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evaluation. The second evaluation will take place at the end of the semester and will determine
your grade.
You will be evaluated in each of four areas. It is recommended that you read through each of
these areas of competence to gain familiarity with what is expected. Although not every item
applies to every class, the boldfaced objectives reflect skills necessary for adequate performance
in your classroom.
When you receive your first evaluation, please keep in mind that no “grades” are assigned.
Given this, your supervisor may assign “low” numbers. To some extent this is expected since
you will need much more supervision and guidance at the beginning of your training here at the
center than at the end. As the semester progresses, you will gain competence and independence
in your interactions with the students.
Testimonials from Former Fieldworkers
Below are testimonials from past fieldworkers. Their accounts may help to prepare
you for your up-coming experience working at the DDDC.
I really didn’t know what to expect when I signed up for the fieldwork class at the Douglass
School. However, throughout the semester I learned from every experience as my teacher helped
me improve in discrete trial teaching and encouraged me every step of the way. I ended up
having the most valuable experience of my college career.
The first day of fieldwork was full of chaos and confusion because of the unfamiliar setting I was
in. I didn’t know what to expect, but my teacher and the teaching assistants treated me like a
peer and reassured me that I was going to do fine. Once the student came into the classroom, I
knew that I was going to have the time of my life and I was going to enjoy every day I spent
there.
When I signed up for the fieldwork class I knew it was going to be a different experience than I
had ever had. Working one on one with my student gave me the opportunity to develop a
friendship and a working relationship with the particular boy I was assigned to. However, I
didn’t know that the encounter I was going to have would make such a difference. The impact
that was left on me has changed me and my direction of study.
As the semester ends and this class draws to a close, I know I am going to walk away from this
experience with a vast amount of knowledge on autism and discrete trial procedures. But the
one thing that will always stay with me is the fun I had working with the students in Small Group.
I had a learning experience that I could never compare to a lecture. Even though it was a lot
more work, I’d have to say it paid off a thousand times over.
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I wasn’t sure what to expect when I began fieldwork at the DDDC. The school opened up a
whole new world for me that I have yet to leave.
When I registered for the fieldwork component of Introduction to Special Education, I was not
sure what to expect. I had no previous experience working with children with special needs and
I was quite apprehensive about the whole experience. However, once I started my fieldwork, I
knew that it was an experience that was going to change my life. I took this class because I
always loved children and thought it would be interesting. I had no expectations of finding a
career in special education (After all, I was a history major!). Now I am in the process of
obtaining my masters degree in special education. I am sure that not everybody has such a life-
altering experience, but I am sure that at the very least you can make a difference in the life of a
child.
I remember entering the Douglass School for the first time. I was in Small Wonders, the
integrated preschool [classroom] with both typically developing and autistic students. On my
first day, I observed the students and I was fascinated by the way the classroom operated. I
expected the students to be dependent upon the teachers; however, I found that they [their
teachers] encouraged independence and autonomy from their students. At the start of the
semester......I found that I would do things for the students, but as I began leading play and
learning centers, I noticed that they could do a lot of things for themselves. The students began
to respond to me and coming to school became an important part of my week. By the end of my
fieldwork experience, it was rewarding to see how the students had grown as well as to
recognize how much I had learned. I enjoyed my experience so much that I decided to stay for
the summer and continue to work with such special students.
The fieldwork course offered at the Douglass Developmental Disabilities Center is one that
stands out when I consider my college experience. Not only did it provide me with a solid
background in applied behavioral analysis and discrete trial teaching, but it heightened my
awareness of autism and developmental disabilities. Through my exposure to children and
adults with autism, I buried any previous misconceptions I may have had about these truly
exceptional people and their capacity for learning. Nothing was ever so rewarding as watching
a child at the Douglass School learn something new. That reward is what I will take away from
the experience more than anything else.
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Additional Learning Experiences Offered by the DDDC
Undergraduates wishing to increase their skills beyond the level available in the fieldwork course
may apply to return as teaching assistants after graduation. A number of people trained at the
DDDC have gone on to develop needed services for people with autism and their families in
other communities.
Finally, undergraduate students can volunteer to work at the DDDC. Those who do will receive
intensive instruction in behavior management and instructional techniques. Since volunteers do
not have to attend the undergraduate fieldwork classes or to complete class assignments, they do
not earn course credits. Nonetheless, consistent attendance on work days is expected.
Students who work at the DDDC often wonder about their future. Fieldwork placement at the
school can provide a sound introductory background for a variety of professions. Below is a list
of professionals who may benefit from an undergraduate placement experience at the DDDC.
This list is by no means meant to be inclusive.
Special Education Teacher
Teaching Assistant
Respite Worker
Social Worker
School Psychologist
Clinical Psychologist
Developmental Psychologist
Learning Disabilities Consultant
Autism Outreach Worker
Physical Therapist
Occupational Therapist
Speech Therapist
COSAC Worker
Pediatrician
Family Practitioner
Pediatric Dentist
Pediatric Nurse
Parent
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Appendix A: Definitions of Terms
Mastering the terminology associated with the behavioral approach is similar to learning a
foreign language. Compiled here is a list of important terms and concepts you will probably
encounter in your time at the DDDC. Hopefully, this list will help you understand the “locals.”
ABC analysis -- analysis of a behavior by recording the Antecedent, the Behavior, and the
Consequence.
Applied Behavior Analysis -- 1) an approach that seeks to understand behavior by analyzing
environmental factors; 2) the systematic manipulation of antecedents and consequences to
modify both adaptive and maladaptive behaviors.
Baseline -- the recorded frequency of behavior before initiation of a program or special
procedure in order to evaluate subsequently the efficacy of an intervention.
Chaining -- a procedure in which specific simple behaviors, previously established in the
student's repertoire, are combined in a sequential manner to form more complex behaviors.
Backward chaining -- the last element in the development of a chain is taught first, then the next
to last, etc., until the entire chain is completed as a single complex behavior.
Forward chaining -- the first element is taught first, then the second, etc., until the entire chain is
learned as a single complex behavior.
Data -- objective records of behavior.
Deprivation -- the reduction of availability of a reinforcer in order to increase the
reinforcer's effectiveness.
DRI (Differential Reinforcement of Incompatible behaviors) -- a positive procedure in which the
student receives reinforcement for an appropriate behavior that is incompatible with a specified
inappropriate behavior.
DRO (Differential Reinforcement of Other behaviors) -- a positive procedure in which the
student receives reinforcement at regular intervals except when engaged in a specified
inappropriate behavior.
Extinction -- the discontinuation of reinforcement (intentionally or unintentionally) which causes
a behavior to weaken.
Fading -- gradually decreasing the degree of prompting required to bring about an independent
and correct response.
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Functional Communication Training – a procedure to change a student’s maladaptive behavior
replacing it with more appropriate communication behaviors that serve the same function.
Functional Behavioral Assessment -- a process for gathering information that can be used to
maximize the effectiveness and efficiency of behavioral intervention.
Generalization -- the process of transferring a learned behavior to different, but
related, stimulus environments.
IEP (Individualized Education Plan) -- written document generated each year which delineates
educational objectives, services, and accommodations.
Maintenance -- the persistence of a learned behavior over time even though original treatment
elements may no longer be in place.
Mand – the verbal behavior of requesting wants and needs
Modeling -- demonstrating a desired behavior for a student to imitate.
Off-task Behavior -- undesirable student behavior that interferes with appropriate responding.
Overcorrection -- a procedure implemented contingent upon an inappropriate behavior. There
are two phases: restitution and positive practice. However, if the environment was not disrupted
only the positive practice phase is implemented.
Restitution -- individual corrects the consequences of disruptive behavior by returning the
environment to its original state before the disruption or to an improved state.
Positive Practice -- individual practices overly correct forms of appropriate behavior.
Prompt -- an extra stimulus presented separately from the SD to facilitate a correct
response from a student.
Primary Reinforcer -- a stimulus satisfies basic human needs (e.g., food, drink, etc.).
Punishment -- an event that follows a response and decreases the frequency of the
response.
Negative Punishment -- removal of a preferred stimulus contingent upon desired behavior.
Positive Punishment -- an event that follows a response and decreases that response.
Reinforcement -- an event which when presented following a behavior, increases the
rate of that behavior.
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Negative Reinforcement -- removal or discontinuation of an aversive stimulus contingent upon
desired behavior that increases the rate of the behavior.
Positive Reinforcement -- the provision of a stimulus contingent upon a desired behavior that
increases the rate of that behavior.
Schedule of Reinforcement -- describes the exact ratio of reinforcement delivered contingent on
a behavior.
Continuous Reinforcement -- reinforcement is provided every time a desired behavior occurs.
Intermittent reinforcement -- reinforcement follows a preset pattern and is made available on
some basis other than each occurrence of a specified behavior.
o Fixed Ratio -- every nth number of responses is reinforced.
o Variable Ratio -- reinforcement provided after a mean of responses.
o Fixed Interval -- reinforcement provided at set time intervals.
o Variable Interval -- reinforcers presented at an average time interval (varies from
session to session).
Reliability -- degree of agreement between two observers (recording independently).
Response Cost -- the withdrawal of a specific amount of a reinforcer contingent upon the
occurrence of an inappropriate behavior.
Satiation -- reduction of reinforcer effectiveness that occurs with exposure to reinforcer.
Secondary Reinforcer -- a conditioned reinforcing stimulus (e.g., praise, smile, etc.).
Shaping -- rewarding successive approximations until the desired response is attained.
Tact – the verbal behavior of labeling or describing objects
Timeout -- punishment procedure involving removal from a reinforcing environment for a
period of time contingent upon a specified undesirable response.
Token Economy -- system in which a person receives a symbolic reinforcer (token) contingent
upon a correct response or the lack of inappropriate behavior for a specific amount of time.
Tokens can then be exchanged for reinforcers.
Verbal Behavior – responses for which reinforcement is mediated by a listener, communicative
behavior.
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