project overview core trainers and technical assistance teams regional training & technical...
TRANSCRIPT
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A Training Initiativefundedby theIllinois
StateBoard
ofEducation
1998 - 20001998 - 2000
Training and Technical Assistance Project
Illinois Autism/PDDIllinois Autism/PDD
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Project OverviewProject Overview
Core Trainers and Technical Assistance Teams
Regional Training & Technical AssistanceTeams
Model / Program Demonstration Sites
Teacher and Parent Support Groups
Resource Library and Materials
Web Site TBD
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Scope of ProjectScope of Project
3 Year Statewide Project Designed to Build Local Capacity
Sustainable and Replicable Beyond the 3 Years
Trainer of Trainer Model & Technical Assistance and Consultation
“Problem Solving” Model vs. “Expert” Model
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Current Best Practices
Wide Array Intervention Models
Include the Pros and Cons of Various Treatment Approaches
Importance of Parents and Informed and Educated Consumers
Parent Involvement at all Levels
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History of Autism
Leo Kanner first described in 1943
Retracted in 1972
Still some of best descriptions; referred to as classic of Kanner’s autism
Bruno Bettleheim continued theory
Families still misinformed
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Children with autism are the offspringof well off educated parents
Autism is caused by being an only child
MythsMyths
Illinois Autism/PDD Training and Technical Assistance Project
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Autism is a neurobiological disorderthat possibly has several etiologies
Genetic
Environmental
Viral
Metabolic
The genetic etiology being most viable
Illinois Autism/PDD Training and Technical Assistance Project
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Autism is not caused by:
Parental behavior, home environments, orpsychological factors
A mental illness, behavioral, or emotional disorder
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Autism probably has multiple causes:
No theories have been proven
More research is needed
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Autism is NOT a rare disorder
Illinois Autism/PDD Training and Technical Assistance Project
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Autism is the third most commondevelopmental disorder
rd
Autism is more common than:
Down SyndromeChildhood DiabetesCystic FibrosisDeafnessPKUAll forms of childhood cancers
Illinois Autism/PDD Training and Technical Assistance Project
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Autism occurs in approximately 15 out of every 10,000 births
according to ASA (prevalence data varies from 4-20 per 10,000)
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ASA estimates 400,000 individuals inthe U.S. have some type of autism
17,000 individuals in Illinois have autism
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Is Autism Increasing?Is Autism Increasing?
Some experts say yes
Some experts say we are justdiagnosing better and more
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Parents who have a child with autism areat a much greater risk of having another child with autism. When stoppage is factored in, it is as high as 9%
Autism is 4 times more prevalent inboys than in girls
Illinois Autism/PDD Training and Technical Assistance Project
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Early Diagnosis and Intervention Early Diagnosis and Intervention
Are Important!
A Prevalence Study in Canada showedthat children from urban areas scoredsignificantly higher on IQ tests than the ruralareas. The primary difference was that the urban areas had more services for childrenprior to age 5.
Illinois Autism/PDD Training and Technical Assistance Project
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Autism and ComorbidityAutism and ComorbidityPeople with autism often haveother disorders
ADD (5-7% boys)
Tourettes
Depression
OCD
Deafness
Physicians often prescribe medications that successfully relieve symptoms related tothese disorders Illinois Autism/PDD Training and
Technical Assistance Project
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What else do we know about Autism?
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75% of individuals with autism testin the range of cognitive impairmentusing standardized tests (usually do NOT test true abilities of people with autism).
Splinter skills
Cognitive DifferenceCognitive Difference
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Autism is a syndrome which means it is a collection of symptoms NOT a disease
Illinois Autism/PDD Training and Technical Assistance Project
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Autism is a disorder,ranging from mild to severe underthe umbrella of pervasive developmental disorders
Illinois Autism/PDD Training and Technical Assistance Project
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RettDisorder
ChildhoodDisintegrativeDisorder
Asperger’sDisorder
PDD/NOS
AutisticDisorder
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Childhood Disintegrative DisorderChildhood Disintegrative Disorder
At least 2 years of normal development in the first two years of life
Children lose communication, social, andself help skills (particularly toileting skills)
Skill loss occurs before the age of 10
Children develop many of the same symptoms of autism
Illinois Autism/PDD Training and Technical Assistance Project
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Rett DisorderRett DisorderApparently normal prenatal and paranataldevelopment
Apparently normal psychomotor developmentthrough the first five months after birth
Often look fairly normal until age 2
Deceleration of head growth between 5 and 48 months
Loss of skills: social, communication, andpsychomotor
Develop stereotyped behaviors, hand wringing
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Asperger’s DisorderAsperger’s Disorder
Individuals with Asperger’s have impairments in thearea of socialization and exhibit restricted repetitivestereotyped patterns of behaviors and interests
Individuals with Asperger’s do not show significantdelays in language, cognitive skills or self help skills
Parents do not often know their child has challengesuntil school age and they have problems making friends
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Pervasive Developmental DisorderPervasive Developmental Disorder
P.D.D. N.O.S. is diagnosed when someone doesnot meet the criteria for any of the other PDD disordersbut has a severe impairment in social interaction, com-munication, or exhibits restricted stereotyped behaviorpatterns or activities
Not other specified
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Definition
Developmental Disability
Affects communication and social interaction
Evident before age three
Repetitive activities
Stereotyped movements
Resistant to change
Unusual sensory responses
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Illinois State Board of EducationEligibility Criteria
Reciprocal Social Interaction
Qualitative Impairment of communication language and symbolic development
Markedly Restricted Repertoire of activities and interests
Group
Group
Group
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Autism through the life spanAutism through the life spanInfancy * Preschool (2-6) * Early School Years(6-11) * Adolescence * Adulthood
InfancyInfancy
“Easy baby”
“Challenging baby”
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Preschool Years 2-6Preschool Years 2-6
Autism becomes evident, tantrums canbe severe, compulsive behaviors oftenemerge, insistence on sameness is strong
Parents need sensitivity and support at this time
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Early School Years 6 -11Early School Years 6 -11
Given the right environment childrenbecome more cooperative, some of the social aloofness subsides and often sleep problems diminish
If language is going to emerge it usuallyoccurs by age 7
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AdolescenceAdolescence
Seizures often develop at this time (25-40%)
Puberty
Behavior challenges
Need to have good programs in place!!
Need good transition services
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AdulthoodAdulthoodFew individuals with autism liveindependently or semi independently
People with autism often must live athome with little or no day services or jobs
Depression often develops
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Live independently or semi independently
Work and participate successfully in day programs
Overcome depression
People with autism can...People with autism can...
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Uneven performance
Excels in certain areas
Reacts to changes
Tunes into irrelevant stimuli
Hands on
Visual learning
Difficulty with unstructured situations
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Instruction across setting
Over generalizes
Natural setting
Individualized instruction
Delayed motor responses
Rote memory
Gestalt
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Basic characteristicsof individuals with autism
Illinois Autism/PDD Training and Technical Assistance Project
Mary Crissman
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Difficulty with perspective taking
Tend to have one-sided interactions
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Concrete VS
Abstract Rules
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Limited imaginative play
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Difficulty with change and transition
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Sensory processingdifferences
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Visual Spatial vsTemporal
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Concern with sameness
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Difficulty identifying relevant clues
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Typically learn tasksas “wholes”
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Ability to generalize
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Rote memoryvs
imitation motor
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Grief Phases
Den
ial
AngerBargainingDep
ress
ion
Acceptance
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Parent Satisfaction Survey- 1994, 1998Little Friends, Inc., Patti Boheme
Chicago MetropolitanPublic and Private schools
Ages 5 - 21
Good open communication about childFlexibility and individualizationStaff who listenDistricts who offer optionsAutism consultantsFocus on positives, work on weaknessShowing care and concern about the childBeing a valued team memberNon-judgmental staffResourcesSuggestions for help at homeCommitted staff who don’t give up
1.2.3.4.5.6.7.8.9.
10.11.12.
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Interacting with a complex system
Continuing to cope
May lack sleep, be stressed
Vary day to day
Professionals Need To Understand
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Education and services for childrenwith autism is not a science
New approaches and strategies are being studied and tried
Some may be tried that prove not tobe effective with your child
Frequent review and revision may be necessary
Parents Need To Understand
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Are knowledgeable about autism
Consider and inform parents about options
Offer recommendations based on expertisein autism that is individualized
Work collaboratively with families and agencies
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Honesty about long-term goals
No assumptions about the other’s knowledge
OPEN communication
Quality training/ consistent follow-up
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Trust YourselfYou know more than you think you do
Dr. Benjamin Spock
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Barriers to Effective Communication Barriers to Effective Communication
Preoccupation
Personal agenda/interests
Second guessing the speaker
Evaluating and judging
Situational factors
Distrust
Language barriers
Connotations Illinois Autism/PDD Training and Technical Assistance Project
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Principles of Communication Principles of Communication Relationships are created by Communication.
Our personal communication is a major factor that influences how we communicate.
Relationships are defined by both persons.
Each person is 100% responsible for the nature of therelationship.
Relationships change when communication changes.
To change a relationship requires persistence.
Communication is most effective when itreflects our intentions for the relationship.
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Conflict
Belonging
Power
Freedom
Fun
Unmet Basic Needs
F. Schrumpf, D. Crawford, H. Usadel, “Peer Mediation”, 1991
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Sources of Perceptual Differences
Person A Person Bwork-place
words
background
values
judgments
people
emotional reaction
words
values
judgments
people
emotional reaction
background
Career Track
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Effective Communication Techniques
Effective Communication Techniques
Listen
Avoid Evaluating
Be Flexible
Paraphrase
Clarify
Summarize
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Purpose of QuestionsPurpose of Questions
Get information for making sound decisions
Help the person think constructively about subject
Channel thinking toward the objective
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Types of QuestionsTypes of Questions
Direct
Indirect
Fat (open)
Lean (closed)
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FAT QuestionsFAT Questions
LEAN QuestionsLEAN Questions
(open)
(closed)
How
What
When Will
Where Can
Are
Do
Have
ShouldIllinois Autism/PDD Training and
Technical Assistance Project
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dangerousdangerous
“Why” questions are dangerous?“Why” questions are dangerous?
Avoid them!
dangerousdangerous????
?? ??
Illinois Autism/PDD Training and Technical Assistance Project
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Information is Communicatedin the Following Manner:Information is Communicatedin the Following Manner:
7% - through words
38% - voice, pitch, intonation, & timing
55% - facial expressions & body language
A. Mehrabian
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A B“And so that’s the shortest path
between A and B without teamwork”
Illinois Autism/PDD Training and Technical Assistance Project
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A B
“And so that’s the shortest path
between A and B with teamwork”
Illinois Autism/PDD Training and Technical Assistance Project
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Problem Solving ModelProblem Solving Model
Define the behavior
Measure the behavior
Make a plan
Carry out the plan
Evaluate the effectiveness of the plan
Adjust the plan as needed
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STEPS
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Evaluate Effectiveness of PlanEvaluate Effectiveness of Plan
Did It Work? Plan Next Goal
What part worked? What pieces didn’t work? Consider alternate strategies
Choose and design strategy
Carry out the next plan
YES!
NO
Illinois Autism/PDD Training and Technical Assistance Project
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If you always do what you always did,you will always get what you always got
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We must change if we want the childwith autism to change
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If you are through changing,you are through
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General Cognitive CharacteristicsGeneral Cognitive Characteristicsof people of with autism
Low Skill Areas High Skill Areas
Imitation
Communication
Means-end understanding
Symbolic Representation
Physical Properties
Spatial Relations
Motor Movement
Rote Memory
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Practical Educational StrategiesPractical Educational StrategiesBy: Barbara Doyle
Create a lifetime plan
Goals with lifelong implication
Goals that teach real functional skillsfor the home and community
Use liked activities and interests
Communication dictionaries
An array of communication strategies
Consider noncontingent reinforcement
Integrated therapies
Structure socialization opportunities
Maintain routines
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10Illinois Autism/PDD Training and
Technical Assistance Project
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Components of Effective Early Intervention Programs
Components of Effective Early Intervention Programs
for children with autismDawson and Osterling 1997
1. Direct Instruction in core skills
2. Low adult:child ratio
3. Structured predictable classrooms
4. Functional approach to challenging behaviors
5. Direct instruction or “survival skills” for transition
6. Family Involvement
7. Intensity Illinois Autism/PDD Training and
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Core SkillsCore Skills
Attend to salient environmental elements
Imitation
Language
Appropriate Play
Social Interaction
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Some Effective Instructional MethodsSome Effective Instructional Methods
Social Interaction
Discrete Trial Format
Visual Systems
Picture Exchange Communication System
Social Stories
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Movement Differences Movement Differences
Starting
Executing
Continuing
Stopping
Combining
Switching
Illinois Autism/PDD Training and Technical Assistance Project
The symptoms and the continuum of autism areconsistent with difficulties in the dynamics of movement
From Donnellan & Leary 1994
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Movement Disturbance Movement Disturbance
Illinois Autism/PDD Training and Technical Assistance Project
A disruption in the regulation of movementwhich involves the loss of typical movementsand excessive atypical movements which affects the person’s ability to initiate, switch,efficiently perform, or continue any action,including those involving communication, social interaction or performing useful activities
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Kinesia Paradoxa Kinesia Paradoxa
Illinois Autism/PDD Training and Technical Assistance Project
A condition in which the individual whotypically experiences severe difficultieswith the simplest of movements maysuddenly perform complex and skilledmovements and then return to the priorinactivity
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Communication:The act of intentionally impacting the behavior of others through verbal and/or
nonverbal means
From: NPT 1989-90
Understanding CommunicationUnderstanding Communication
Illinois Autism/PDD Training and Technical Assistance Project
Jenny Potanos
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Language:A formalized system of communication thatencompasses symbolic representation and grammar, allowing for de-contextualization
of messages and meaning
Consists of some aspect of content or meaningthat is coded or represented by linguistic form
for some purpose or use in a particular context
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A Competent Communicator is someone who...
Has implicit knowledge of social rules that guide the use of language in various social settings andinterventions
Qualities of a Competent CommunicatorQualities of a Competent Communicator
Bedrosian 1981
Has access to a variety of means to express the samecommunicative function
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A Competent Communicator is someone who...
Is able to repair a conversation if a breakdown occurs in the communication exchange
Bedrosian 1981
Is able to communicate both verbally and nonverballyan intentional message in such a way that is accuratelyreceived by the listener
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Is an active listener capable of providingfeedback and support and of maintainingthe flow of conversation
Is someone who can deal effectively with others in resolving interpersonal conflictthat can arise
A Competent Communicator is someone who...
Bedrosian 1981
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One cannot NOT communicateAnne Donnellan
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Functions ofCommunication Functions ofCommunication
Request
Clarification
Assistance
Information
Refusal
Protest
Acknowledging others Illinois Autism/PDD Training and
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Strategies to Help People
Communicate
Strategies to Help People
CommunicateActive listening
Assign meaning
Interpret communication
Provide contingent reaction
Perceptual supports/contexts
With autism
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Conversational InteractionsConversational Interactions
Less Complex More ComplexObservable immediate events
High interest activities
Frequently recurring events
Stating own preference
Commenting on observable
Dyadic interactions
Outside of immediate environment
Little interest activities
Hypothetical rare events
Inferring others preference
Judgments about relationships
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Major Sources of Conversational
and Interactional Breakdowns Major Sources of Conversational
and Interactional Breakdowns Rigidity of routines (verbal or non-verbal)
Competing behavior (self-stimulatory, obsessive)
Gaze aversion
Postural and movement violations
Agenda differences (lack of joint reference)
Linguistic and behavioral differences
Inability to shift topic or focus of interactionor maintain once established
Deficient repair strategies
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Echolalia: Two Types
Immediate
Delayed
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Functions of Echolalia Functions of Echolalia
Turn taking
Declarative
Yes - Answer
Request
Interactive functions
IMMEDIATE
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Functions ofEcholalia Functions ofEcholalia
Non - focused
Rehearsal
Self - regulatory
NON Interactive functions
IMMEDIATE
Illinois Autism/PDD Training and Technical Assistance Project
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Functions of Echolalia Functions of Echolalia
Turn taking
Verbal completion
Providing information
Labeling
Request
Calling
Affirmation
Directive
Interactive functions
DELAYED
Prizant and Rydell, 1981Illinois Autism/PDD Training and
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Functions of Echolalia Functions of Echolalia
Non - focused
Situation Association
Rehearsal
Self - regulatory
NON Interactive functions
DELAYED
Illinois Autism/PDD Training and Technical Assistance Project
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Echolalia - Intervention Echolalia - Intervention
Governed by individual
Give simple relevant language
Respond to intent of utterance
Segment utterance
NEVER PUNISH
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I think in pictures.Words are like a second language to me.I translate both spoken and written wordsinto full-color movies, complete with sound,which run like a VCR tape in my head.
Temple Grandin
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Dimensions to ConsiderWhen Selecting an Augmentative System Dimensions to ConsiderWhen Selecting an Augmentative System
Functionality
Openness
SPEED
Permanence
Projectability
Expandability
Availability/usability
Acceptability/Appropriate
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PECS PECS
Physical Exchange
Expanding Spontaneity
Picture Discrimination
Sentence Structure
Responding to “What do you want?”
Response and Spontaneous Commenting
Frost Bondy
PHASE
I
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Behavior Chain Interruption Behavior Chain Interruption
Select chain for instruction
Allow learner to begin routine
Interrupt at predetermined points
Reinforce for communication initiation
Illinois Autism/PDD Training and Technical Assistance Project
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Lessons From Geese... Fact 1: As each goose flaps its wings it creates an “uplift”
for the birds that follow. By flying in a “V” formation, the whole flock adds 71% greater flying range than
if each bird flew alone.
Lesson: People who share a common direction and senseof community can get where they are going quickerand easier because they are traveling on the thrustof one another.
Fact 2: When a goose falls out of formation, it suddenlyfeels the drag and resistance of flying alone. Itquickly moves back into formation to take advantageof the lifting power of the bird immediately in front of it.
Lesson: If we have as much sense as a goose we stay information with those headed where we want to go. We are willing to accept their help and give our help to others.
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Lessons From Geese... Fact 3: When the lead goose tires, it rotates back into the
formation and another goose flies to the point position.
Lesson: It pays to take turns doing the hard tasks and sharingleadership. As with geese, people are interdependent on each other’s skills, capabilities and unique arrangementsof gifts, talents or resources.
Fact 4: The geese flying in formation honk to encourage those upfront to keep up their speed.
Lesson: We need to make sure our honking is encouraging. In groupswhere there is encouragement, the production is much greater.The power of encouragement (to stand by one’s heart or corevalues and encourage the heart and core of others) is thequality of honking we seek.
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Lessons From Geese... Fact 5: When a goose gets sick, wounded or shot down, two geese
drop out of formation to help and protect it. They stay with it until it dies or is able to fly again. Then, they launch out with another formation or catch up with the flock.
Lesson: If we have as much sense as geese, we will stand byeach other in difficult times as well as when we arestrong.
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Team Functioning is Influenced By:Team Functioning is Influenced By:
School culture
Clarity of the mission
Incentives for successful performance
Availability of resources
Physical environment
External communications
Social environment
Significant outsiders
Atwater and Bass (1994)
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Team PitfallsTeam Pitfalls
Creativity stifled
Team dominated by one person
Collaboration lacking
Goal unclear
Time requirement excessive
Haphazard approach to problem solving
Poor communication skills
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Advantages of TeamingAdvantages of Teaming
Improved problem solving
Higher level of commitment
More people to implement plan
More energy and interest generated
Shared responsibility
Shared “ups & downs”
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Characteristics of Effective TeamsCharacteristics of Effective Teams
Small in size
Variety of skills and knowledge
Common purpose and clear goals
Same approach to working together
Mutual accountability (positive interdependence)Katzenback and Smith
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Shared Leadership ModelShared Leadership Model
Each member takes a turn as the meeting Facilitator
Facilitator assignments are made on a per case basisor follow a predetermined schedule
Other team members assist and support the facilitator
Enhances capacity of all team members to effectively engage in decision making
Expands ownership of and increases active participationamong all team members
All members of team become familiar with a systematic problem solving model Illinois Autism/PDD Training and
Technical Assistance Project
A
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F
Katzenback and Smith 1993
I. Definition/Strengths:
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Shared Leadership ModelShared Leadership Model
Greetings, introductions, and opening statement
Establish goals of the meeting
“Good News Report”
Begin discussion of concerns
Closing statements
Illinois Autism/PDD Training and Technical Assistance Project
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Katzenback and Smith 1993
II. Meeting Format:
STEPS
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How I.D.E.A. defines assistive technology:
As a device (Super Hawk - Choice board for free time)
As a service (evaluation, training, coordinating therapies,fitting & designing devices, leasing a device)
Assistive Technology:Assistive Technology:
Illinois Autism/PDD Training and Technical Assistance Project
What It Is
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Teaming is essential
Case by case
Need a referral process
What are the areas to be considered?
What will assistive technology do to make the student more independent?
Consumer driven
Assistive Technology:Assistive Technology:
Illinois Autism/PDD Training and Technical Assistance Project
The Process:Decision Making
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What it means
Things to consider:
Alternative/AugmentativeCommunication (A.A.C.)Alternative/AugmentativeCommunication (A.A.C.)
Illinois Autism/PDD Training and Technical Assistance Project
Motivation
More than cause/effect
Must have communicative power
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Flow Chart of (A.A.C.)Flow Chart of (A.A.C.)
Illinois Autism/PDD Training and Technical Assistance Project
Low Tech (no voice output)Examples: letter boards, feeling charts
Simple Choice (voice output)Examples: Big Mac, Cheap Talk 8
Multi-level
Voice outputExamples: Super Hawk,
Easy Talk
Voice output(with required spelling)Examples: Super Hawk,
Easy Talk
Dynamic ScreenExamples: Dynavox Computers
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Big Mac
Rocking Plate
Cheap Talk 8
Pocket Talker
Easy Talker
Super Hawk
Say It All
Lightwriter
Dynavox
(A.A.C.) Devices (A.A.C.) Devices
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Basic Behavior PrinciplesBasic Behavior Principles
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S R C
S : Discriminative Stimulus
R: Response
C: Consequence
D
D
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Rules of ReinforcementRules of Reinforcement1
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Meaningfulness
Contingency
Deprivation/Satiation
Immediacy
Frequency
Amount
Work Related
Novelty
Variety
Victor A. Morris
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Functional AnalysisFunctional Analysis
Illinois Autism/PDD Training and Technical Assistance Project
Understanding And Dealing withProblem Behavior
Victor A. Morris
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Developing BehavioralSupport PlansDeveloping BehavioralSupport Plans
Illinois Autism/PDD Training and Technical Assistance Project
Predict
Prevent
Protect
Plan
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Conceptual FrameworkConceptual Framework
Illinois Autism/PDD Training and Technical Assistance Project
ASSESSMENT PROCESS CONTENT MATERIALS
POSITIVEPROGRAM
INTERVENTIONPLANS
ECOLOGICALMANIPULATION
DIRECTTREATMENT
CRISISRESPONSE
REACTIVEPROACTIVE
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Why Analyze Function?Why Analyze Function?
Illinois Autism/PDD Training and Technical Assistance Project
Behavior is a function of the environment
Successful change depends onunderstanding behavior
To understand behavior, we mustunderstand its function
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Components of a Functional AnalysisComponents of a Functional Analysis
Illinois Autism/PDD Training and Technical Assistance Project
Full description of targeted behavior
Review of its history
Identifying antecedents
Identifying consequences
Examining ecological factors
Assigning meaning
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Relationship of Behavior & Environment
Relationship of Behavior & Environment
Illinois Autism/PDD Training and Technical Assistance Project
SettingEvents Antecedents
Consequences
Functions
BEHAVIOR
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Program Planning MapProgram Planning Map
Illinois Autism/PDD Training and Technical Assistance Project
Description ofthe problem
History ofthe problem
Setting Events
AntecedentAnalysis
ConsequenceAnalysis
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Possible Function(s)of BehaviorPossible Function(s)of Behavior
Illinois Autism/PDD Training and Technical Assistance Project
Positive Reinforcement
Negative Reinforcement
Stimulation
Communication
+
_
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Proactive InterventionStrategies
Proactive InterventionStrategies
Illinois Autism/PDD Training and Technical Assistance Project
Ecological Manipulation
Positive Programming
Schedules of ReinforcementVictor A. Morris
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Positive ProgrammingPositive Programming
Illinois Autism/PDD Training and Technical Assistance Project
The gradual process for behaviorchange involving systematic instructionin more effective ways of behaving
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Positive ProgrammingPositive Programming
Illinois Autism/PDD Training and Technical Assistance Project
General skill development
Functionally related skills
Functionally equivalent skills
Coping Skills/Tolerance
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Coping SkillsCoping Skills
Illinois Autism/PDD Training and Technical Assistance Project
Using Shaping
Desensitization Training
Relaxation Training
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Positive ProgrammingPositive Programming
Illinois Autism/PDD Training and Technical Assistance Project
Is a necessary precondition for theethical and effective practice ofbehavior modification
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Program Components for theEducation of Students Program Components for theEducation of Students
Illinois Autism/PDD Training and Technical Assistance Project
Content Considerations:
With Autism
Systematic academic training and instruction
Systematic language & communication skills training
Systematic, regular and natural opportunities forinteraction with same-aged peers who do not haveexceptional education needs
Systematic social skills training
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Duxtad, Graczyk, Negri, Shoultz
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Illinois Autism/PDD Training and Technical Assistance Project
Development of & participation in a Circle of Friends
Sensory integration training
Relaxation training
Functional skills training (i.e. daily living, domestic,vocational, recreation & leisure, & community)
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Illinois Autism/PDD Training and Technical Assistance Project
Methodology Considerations:
Direct or consultative support from an autism specialist
Direct or consultative support from a speech/language therapist
1:1 assistance, reinforcement and follow-up bytrained adults and/or peers (part or full time)
Assistive Technologya. augmentative systems (for communication or work production)b. academic learning and adaptation
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Illinois Autism/PDD Training and Technical Assistance Project
Highly structured, skill-oriented teaching techniques(i.e. discrete trial format, Direct instruction, etc.)
Counseling
Systematic, non aversive behavior management
Limited-term intensive intervention (most often needed initially when students are first identifiedor if student is in crisis)
Awareness/sensitivity presentation to staff, students,and parents
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Components of Discrete Trial Format Components of Discrete Trial Format
Instruction/cue/stimulus
Prompt
Response
Consequence
Inter trial IntervalFrom: Donnellan, LaVigna, Negri-Shoultz,
Fassbender 1988
Illinois Autism/PDD Training and Technical Assistance Project
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Discrete Trial Format Discrete Trial Format
Clear
Consistent
Relevant
Presented when you believethe learner is attending
Approximates the natural cue
Illinois Autism/PDD Training and Technical Assistance Project
Instruction/Cue/Stimulus1
2
3
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5
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Discrete Trial Format Discrete Trial Format
Brings out a correct response
Able to be faded
Illinois Autism/PDD Training and Technical Assistance Project
Prompt
Response
Operationally defined
What you want the learner to do following the cue
One response unit per cue
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2
1
2
3
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Discrete Trial Format Discrete Trial Format
Operationally defined
Demonstrably different from theinstructional cue
Differentially reinforcing
Should be faded to natural reinforcement available
Illinois Autism/PDD Training and Technical Assistance Project
Consequence
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3
4
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Discrete Trial Format Discrete Trial Format
Pause between instructionalsequence (trial)
Paced to maintain learner’sattention and performance
Illinois Autism/PDD Training and Technical Assistance Project
Intertrial Interval
1
2
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Some Critical Componentsof the Lovaas Program Some Critical Componentsof the Lovaas Program
Illinois Autism/PDD Training and Technical Assistance Project
Use of Discrete Trial Format
Intense 1:1 treatment
Usually targets children younger than 4 years of age
Requires specifically “trained” staff
Follows a prescribed curriculum
Trains for generalization
(From a presentation by Dr.Glen Sallows, 1994)
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Illinois Autism/PDD Training and Technical Assistance Project
To teach compliance
To increase selective attention
To teach children to imitate
Goals of early drills
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Illinois Autism/PDD Training and Technical Assistance Project
To teach complex skills (best done throughshaping and backward chaining
To teach generalization (across people, materials, environments, and cues)
Goals of later drills
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Key Programs of theLovaas Curriculum Key Programs of theLovaas Curriculum
Illinois Autism/PDD Training and Technical Assistance Project
Early receptive language
Nonverbal Imitation
Matching and Sorting
Object and Behavior Labeling
Verbal Imitation
Abstract Concepts
(Based on the work of O.Ivaar Lovaas, Ph.D. UCLA Dept. of Psychology)
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Illinois Autism/PDD Training and Technical Assistance Project
Sentence Structure and Descriptions
Pre-academic classroom practice
Social language
Play skills and Peer Integration
Self-help, Community and School
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Illinois Autism/PDD Training and Technical Assistance Project
Consider both calming and arousing strategies
Consider breaks that can be taken at the table
Watch attention and behavior for clues as to when a break is needed
Offer some structured breaks
Offer some unstructured breaks
Sensory BreaksSensory Breaks
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Illinois Autism/PDD Training and Technical Assistance Project
Have a time limit in mind for all breaks
Help the student anticipate the endingof a break
Use frequency of breaks to increaseperformance and attention
Use length of breaks to increase performance and attention
Franson, Negri, Wederath
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Illinois Autism/PDD Training and Technical Assistance Project
What exactly does the skill look like when this child performs it?
When is s/he most successful at performing this skill?
With whom is s/he most successful at performingthis skill?
Does s/he require cues to perform this skill? If yes,what are they and how often are they required?
IEP ConsiderationsIEP ConsiderationsSome questions to ask when developing aCurrent Level of Educational Performance:
?????
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Illinois Autism/PDD Training and Technical Assistance Project
Where is s/he most likely to be able to performthis skill?
How long does it usually take her/him to learnthis kind of skill?
How long can the child perform the skill?
How willing is the child to perform the skill?
?????
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Illinois Autism/PDD Training and Technical Assistance Project
Does the statement relate to and reflect informationdescribed in the current level of performance?
Does the statement truly reflect a level of growth that can be expected in a year?
Is the statement written so that the skill developmentin the area can be observed and measured?
Some questions to ask about annual goals:
?????
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Illinois Autism/PDD Training and Technical Assistance Project
Does the short-term objective reflect a skillor skill area that is described in the currentlevel of educational performance?
Does the short-term objective represent abench-mark on the way to the annual goal?
Is it written in a way that one who does notknow the child could still observe and describe the child?
If strategies are included, are they clearlydescribed?
Some questions to ask when developingshort-term objectives:
?????
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Illinois Autism/PDD Training and Technical Assistance Project
What are the specific conditions:• under which this skill needs to be performed• under which the student is typically able to learn these particular types of skills?
Is it written in measurable terms?
Is the measurement criteria such that when it’s metyou can say, “I now know that this student can performthis skill at this level.”?
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Illinois Autism/PDD Training and Technical Assistance Project
Does the measurement criteria allow for the variability in the student’s performance?
Is the method of data collection clearly described?
Is the method of data collection meaningful andrelevant to the skill being taught?
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Negri and Potanos
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Integrating Discrete Trial Integrating Discrete Trial
Illinois Autism/PDD Training and Technical Assistance Project
Essential points to consider:
Place students on grade-level class list;• Have students begin and end their days there
Match learning style and teaching style
Meet early (spring)
Share copies of the IEP
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Teaching into Integrated/Inclusive Settings
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Illinois Autism/PDD Training and Technical Assistance Project
Pair students with special needs when possible
Support a school mission statement regardingintegration/inclusion
Provide literature regarding autism for others
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Illinois Autism/PDD Training and Technical Assistance Project
To ensure success:
Schedule regular meetings with the family,general education teacher, special educationteacher, educational assistant(s), speech and language therapists, and the home team if there is one
Adapt curriculum and performance production as necessary
Preteach concepts, using discrete trial format
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Illinois Autism/PDD Training and Technical Assistance Project
Provide training:• initial and ongoing presentations and activities for peers• directly teaching and modeling for peers and staff• reinforcing peers• sharing information about the student with peers (e.g. interests, strengths, family life, how the student learns, communicates, responds, etc.)
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Illinois Autism/PDD Training and Technical Assistance Project
Establish and maintain a buddy system:• managed by both general and special education teachers • for recess & lunch• make a plan (include preteaching games/skills if necessary)
Communicate the need for tolerance for the use of sensory integration strategies in the general education classroom:• extra movement breaks• activities/materials to help students stay calm and focused• need for private/quiet space• need for clearly (often visually) defined spaces
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Illinois Autism/PDD Training and Technical Assistance Project
Communicate need for tolerance of various kinds and levels of reinforcement
Establish clear routines:• that involve the student fully or at least partially• that are supported by visual systems
Determine individual student goals for various units:• develop drills• preteach
Develop and practice an open and accepting attitude applied with creativity
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Franson, Negri, Van LeuvenHAVE FUN TOGETHER!
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Prompting and Prompt FadingPrompting and Prompt Fading
A prompt is defined as the assistance providedto the learner after the presentation of the instructional stimulus but before the response to assure a correct response
Prompt fading is defined as the systematic reduction of a prompt until it is eliminated orredefined as an integrated part of the task
Illinois Autism/PDD Training and Technical Assistance Project
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Types of PromptsTypes of Prompts
Verbal
Physical
Visual
Within - Stimulus
Illinois Autism/PDD Training and Technical Assistance Project
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Prompt FadingPrompt Fading
What is natural cue?
Know how you are going to fade
Systematic
Flexible
Monitor
Illinois Autism/PDD Training and Technical Assistance Project
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ShapingShaping is defined as reinforcing those variationsor forms of a behavior that more or most closely approximate the target response and continuing this process until the desired response is established
Illinois Autism/PDD Training and Technical Assistance Project
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ChainingChaining is defined as a procedure whichinvolves teaching a complex sequence of behaviors that must be performed in a particular order
Illinois Autism/PDD Training and Technical Assistance Project
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Three Types of ChainingThree Types of Chaining
Forward Chaining
Backward Chaining
Global Chaining
Illinois Autism/PDD Training and Technical Assistance Project
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Alternatives to PunishmentAlternatives to Punishment
Illinois Autism/PDD Training and Technical Assistance Project
Advanced DirectTreatment Strategies
Victor A. Morris
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Differential Reinforcementof Other Behaviors
Differential Reinforcementof Other Behaviors
Illinois Autism/PDD Training and Technical Assistance Project
Reinforcement after a specificperiod of time with no undesiredresponding
(DRO)
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DRO Variations DRO Variations
Illinois Autism/PDD Training and Technical Assistance Project
Schedules:Fixed interval
Reset
Progressive [Drop]
Momentary
Trial by trial
Escalating
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ImplementationConsiderations ImplementationConsiderations
Illinois Autism/PDD Training and Technical Assistance Project
Selection of:Target behavior
Schedule variation
Time interval
Reinforcer menu
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Differential Reinforcementof Lower Rates of Behavior Differential Reinforcementof Lower Rates of Behavior
Illinois Autism/PDD Training and Technical Assistance Project
Reinforcement of the undesired response IF:
(DROL)
IRT:IRT: Inter-response time method
At least a specific amount of time has passed
Fewer number of responses have occurred in the last time interval
LRM:LRM: Lower rate method
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Differential Reinforcementof Alternate Responses
Differential Reinforcementof Alternate Responses
Illinois Autism/PDD Training and Technical Assistance Project
Reinforcement of a specificallyidentified behavior that is topographicallydifferent from the undesired response
(ALT-R)
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ALT-R Variations &Implementation ALT-R Variations &Implementation
Illinois Autism/PDD Training and Technical Assistance Project
Variations:Absence of motor response
Incompatible
Dissimilar
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ALT-R Variations &Implementation ALT-R Variations &Implementation
Illinois Autism/PDD Training and Technical Assistance Project
Implementation:The 100% rule
Natural Contingencies
Reinforcement
Free Access
Mediating
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Stimulus Control Stimulus Control
Illinois Autism/PDD Training and Technical Assistance Project
When in the presence of a particularstimuli, the behavior of concern is morelikely to occur
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Stimulus ControlStimulus Control
Illinois Autism/PDD Training and Technical Assistance Project
Variations & Implementation
Variations:Establishing Control
Inhibitory Control
Antecedent Control
Fading Control
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Stimulus ControlStimulus Control
Illinois Autism/PDD Training and Technical Assistance Project
Variations & Implementation
Selection of:Target behavior
Reinforcer
Discriminative Stimulus
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Illinois Autism/PDD Training and Technical Assistance Project
for Students with Autism
Sensory Processing IssuesSensory Processing Issues
Nan Negri
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Illinois Autism/PDD Training and Technical Assistance Project
Occupational Therapy
Sensory Integration
Arousal States
Sensory Overload
Sensory-motor Preferences
Conceptual ComponentsConceptual Components
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Illinois Autism/PDD Training and Technical Assistance Project
Sensory registration
Survival behavior
Sustained attention
Exploration
Interaction
Cognition/communication
Sensory IntegrationSensory Integration Increase organization of sensory input for:
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Illinois Autism/PDD Training and Technical Assistance Project
Sensory DietSensory Diet
Different activities, materials and experiences offered throughout the day that help keep the person at an appropriate arousal state for a situation
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Illinois Autism/PDD Training and Technical Assistance Project
Tactile
Vestibular
Proprioceptive
Visual
Auditory
Olfactory
Taste
Sensory SystemsSensory Systems
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Illinois Autism/PDD Training and Technical Assistance Project
Sensory IntegrationSensory IntegrationQuestions?
1. What is the person over-responsive or under-responsive to?
2. Does the person respond negatively or extremely to sensory input?
3. What is the person able to filter out?
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Illinois Autism/PDD Training and Technical Assistance Project
Arousal States Arousal States
State of readiness of the nervoussystem to respond to the environment
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Illinois Autism/PDD Training and Technical Assistance Project
Low
Normal
Overload I
Overload II
Arousal LevelsArousal Levels
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Illinois Autism/PDD Training and Technical Assistance Project
Sensory OverloadSensory OverloadOr losing it...
When does it occur?
Why does it occur?
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Illinois Autism/PDD Training and Technical Assistance Project
When Arousal Statesand Situational Demands
are mismatched
When Arousal Statesand Situational Demands
are mismatched
FLIGHT
FRIGHT
FIGHT
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Illinois Autism/PDD Training and Technical Assistance Project
Offer varied activities and experiences
Be a detective
Recognize that all sensory-motorbehavior is purposeful
Model sensory regulating strategies
Sensory-motor PreferencesSensory-motor Preferences
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Illinois Autism/PDD Training and Technical Assistance Project
Self-stimulatory BehaviorsSelf-stimulatory Behaviors
Can have sensory-motor functions
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Illinois Autism/PDD Training and
Technical Assistance Project
Sensory integration is not something thatyou just do in therapy for one half hour; itneeds to be integrated throughout the day.
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Illinois Autism/PDD Training and Technical Assistance Project
Transition PlanningTransition Planning
Cathy Pratt
For Individuals with AutismFor Individuals with Autism
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Illinois Autism/PDD Training and Technical Assistance Project
Transition PlanningTransition Planning
What are the goals of education?
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Illinois Autism/PDD Training and Technical Assistance Project
Goals of EducationGoals of Education
The focus of a student’s educationalprogram should be on intended outcomes
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Illinois Autism/PDD Training and Technical Assistance Project
Questions to Ask...Questions to Ask...
Where will the person live and with whom?
Where and how will the individual recreate?
With whom will the person spend leisure time?
Where will the person work? What is the bestjob match?
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Illinois Autism/PDD Training and Technical Assistance Project
These and related decisions should impacthow we spend a student’s school years. There are various processes for discoveringthis information
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Illinois Autism/PDD Training and Technical Assistance Project
MAPSMAPSWhat is the individual’s history?
What is your dream for the individual?
Who is the individual?
What are the individual’s strengths, gifts,and abilities?
What are the individual’s needs?
What should the individual’s ideal dayat school look like? Make a plan.
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Illinois Autism/PDD Training and Technical Assistance Project
PATHPATHAnother process for establishing asupport network for an individual andfor developing a long-term plan
Based on a series of questions
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Illinois Autism/PDD Training and Technical Assistance Project
Transition from School to WorkTransition from School to Work
High drop-out rates
Low wages
Few job choices
Limited relationships
Restricted living options
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Illinois Autism/PDD Training and Technical Assistance Project
Transition PlanningTransition Planning
Special education’s response to thissituation was the establishment oftransition plans
Transition planning should serve multiple functions
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Illinois Autism/PDD Training and Technical Assistance Project
Function of Transition PlanFunction of Transition Plan
Introduces to adult services
Determines supports
Identifies gaps
Provides information
Assists in the creation of an IEP
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Illinois Autism/PDD Training and Technical Assistance Project
Transition PlanTransition PlanIncome support/insurance
Residential programs/support needs
Transportation
Medical needs
Community leisure options
Maintenance of relationships
Long term care and planning
Graduation or school exit date
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Illinois Autism/PDD Training and Technical Assistance Project
Transition PlanningTransition Planning
Students with autism spectrum disordersmay be better supported by considering afew strategies.
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Illinois Autism/PDD Training and Technical Assistance Project
CurriculumCurriculum
Cathy Pratt
Adaptations for Success in General Education
Adaptations for Success in General Education
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Illinois Autism/PDD Training and Technical Assistance Project
CurriculumCurriculumUtilize the information gathered throughperson-centered planning
Identify meaningful outcomes/Focus onpreparing students for adulthood
Explore all possibilities in the schoolcommunity
Develop IEP goals which focus on these issues
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Illinois Autism/PDD Training and Technical Assistance Project
Developing Meaningful IEP GoalsDeveloping Meaningful IEP Goals
Comprehensive
Embedded skills
Important/functional activities
Age-appropriate
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Illinois Autism/PDD Training and Technical Assistance Project
ExamplesExamplesJimmy will successfully cross the street in 4 out of 5 attempts
Susie will quit tantruming behavior
Bobby will say “hello” to classmates as hewalks down the hall with 100% accuracy
Nancy will speak in correct sentences during30 minutes of speech twice weekly
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Illinois Autism/PDD Training and Technical Assistance Project
ExamplesExamplesJoey will demonstrate compliancethroughout the school day
Beverly will walk up stairs by alternating feet twice a day
Jimmy will correctly recite/write answersto subtraction combinations to 18 withoutregrouping when presented orally or onpaper with 80% accuracy
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Illinois Autism/PDD Training and Technical Assistance Project
ExamplesExamples
Adam will stand in line and wait his turn inthe cafeteria without pushing his peers 4 outof 5 days per week
Sarah will initiate at least 2 interactions withclassmates during each class period usingher communication picture book. Peers willdocument interactions on a chart on Sarah’sdesk
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Illinois Autism/PDD Training and Technical Assistance Project
Questions?Questions?Does the IEP include meaningfulperformance criteria?
Are goals written in observable andmeasurable terms?
Is the language “jargon free”?
Are the goals specific enough to makesense, and broad enough to infuse intothe typical school curriculum?
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Illinois Autism/PDD Training and Technical Assistance Project
Modify and adapt curriculum to promote student participation
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Illinois Autism/PDD Training and Technical Assistance Project
Modifying and AdaptingCurriculumModifying and AdaptingCurriculum
Appropriate for ALL students
Not a new process
Increases the likelihood of success
Collaborative problem-solving process
Starts with individual child
Goal is to maximize participation
Focus on learning important information
Innovative instructional strategies
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Illinois Autism/PDD Training and Technical Assistance Project
Types of ModificationsTypes of Modifications
Size Level of Support
Time Alternate Goals
Input Substitute Curriculum
Output Degree of Participation
Difficulty
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Illinois Autism/PDD Training and Technical Assistance Project
Remember that stating that a studenthas an autism spectrum disorder doesnot provide us with information aboutdesired outcomes of an educational program. Each person is an individual with specific dreams, strengths, and preferences.