We’re going to look at two briefs for today:

Functional Communication Training(FCT)

Video Modeling

Promoting Functional and Social Communication in Children and

Adolescents with ASD: Evidence-Based Practices

Evidence-Based Practices: Functional Communication Overview

• Identify EBPs that target communication

• Describe the implementation of EBPs with individual students:

• PECS• Naturalistic strategies• Functional communication • Speech generating devices

Which EBPs Target Communication?

Academics & Cognition

Behavior Communication Play SocialTransitio

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1. Antecedent-based Interventions2. Computer Assisted Instruction3. Differential Reinforcement4. Discrete Trial Training5. Extinction6. Functional Behavioral Assessment7. Functional Communication Training8. Naturalistic Interventions9. Parent Implemented Interventions

10. Peer Mediated instruction11. Picture Exchange Com. System12. Pivotal Response Training13. Prompting14. Reinforcement15. Response Interruption/Redirection16. Self-Management17. Social Narratives18. Social Skills Groups19. Speech Generating Devices 20. Structured Work Systems21. Task analysis 22. Time delay23. Video Modeling24. Visual Supports

EBPs that Target Communication

• Computer Aided Instruction• Differential Reinforcement• Discrete Trial Training• Functional Communication Training • Imitation and Modeling• Joint Action Routines• Picture Exchange Communication System

• Pivotal Response Training• Self-Management

EBPs that Target Communication (continued)

• Peer Mediated Intervention and Instruction

• Video Modeling• Speech Generating Devices • Music Therapy• Social Narratives • Naturalistic Strategies

IEP Implementation Goal OneGoal: Sam will improve expressive communication skills across the school day.

Related Objective:Sam will request a desired item during snack and/or free choice time three times per day for two consecutive weeks.

How do we decide which EBP to use?

Ask: What is our objective targeting?

• Expressive Language

Ask: What are our options?

How do we decide which EBP to use?

How do we decide which EBP to use?

Make a decision based on:• Your professional expertise• The learner’s learning style• The learner’s temperament• The learner’s interests and motivators

• Supports already in place• History of what has and hasn’t worked

How do we decide which EBP to use?

Let’s say we know this…• Sam is in an inclusive elementary setting.

• Sam is already using pictures for a visual schedule at school.

• One of Sam’s classmates uses PECS, and Sam is interested in the pictures.

• Sam does not like talking to most people and he is difficult to understand.

How do we decide which EBP to use?

So, let’s say we decide to try…

PECSPicture Exchange Communication System

What does this look like for Sam?

PECS – Pre-Program Step: Assess Reinforcers

**Note: This is a great, formalized practice to determine what motivates learners and can be used outside of the PECS protocol.

• Determines what activities and/or objects are truly motivational for a learner.

• Will need to be updated periodically – for some kiddos, quite frequently!

• Can be especially beneficial for this students who “aren’t motivated by anything!”

PECS – Pre-Program Step Assess

Reinforcers

Think outside the (cereal) box!

How do we decide which EBP to use?

Let’s say we know this…• Sam is a fifth grader.

• Sam is already involved in a “lunch bunch” that includes typically developing peers as well as other students with special needs.

• The typically developing peers, Ryan and Nate, are interested in learning how to help Sam and his buddies.

How do we decide which EBP to use?

How do we decide which EBP to use?

So, let’s say we decide to try…

Naturalistic Language Training

What does this look like for Sam?

Naturalistic Language Training

Meeting the students where they already are!

• Recess• Lunch• Home• Play Practice• Grocery Store• Job Sites

Naturalistic Language Training

Step 1: Gather baseline data

Sam’s teacher uses video to record lunch bunch. She observes that Sam frequently reaches toward Nate and Ryan’s lunches, vocalizes, and that the peer usually hands over the desired item, like a chip.

Naturalistic Language Training

• Pre/post data collection

• Training: parents, peers, teachers

• Video modeling

• Reflective practice/case-based discussion

• Self assessment (teachers, parents)

Naturalistic Language Training

Step 2: Identify language strategies that can be embedded into routines.

Sam’s teacher decides that peers can map language onto Sam’s nonverbal requests.

Naturalistic Language TrainingStep 3: Provide training and support to familiar people so that strategies can be used in daily routines.

Sam’s teacher teaches Ryan and Nate signs for desired foods. She shows them how they can map language onto the activity for Sam, using simple phrases and lots of repetition.

Naturalistic Language Training

Step 3: Provide training and support to familiar people so that strategies can be used in daily routines.

Sam’s teacher, Nate, and Ryan role-play lunch bunch, practicing how the boys will respond when Sam reaches for desired items.

Naturalistic Language Training

Step 4: Implement strategies within routines.

Nate and Ryan use the strategies during lunch bunch. Sam’s teacher occasionally video records lunch bunch so that she can gather data and discuss how it’s going with Nate, Ryan, and the rest of Sam’s team.

Naturalistic Language Training – Next Steps

• Having peers available for choice making during some free-choice opportunities

• Increasing the vocabulary used during lunch bunch

• Increasing the number of peers trained to respond to Sam

IEP Implementation Goal Two

Goal: Rosita will expression frustration with words, signs, or pictures rather than physical aggression.

Related objective:When Rosita experiences frustration with difficult or challenging academic tasks, she will use words to request a break or assistance.

How do we decide which EBP to use?

Middle and High School:

How do we decide which EBP to use?

Next, make a decision based on:• Your professional expertise• The learner’s learning style• The learner’s temperament• The learner’s interests and motivators

• Supports already in place• History of what has and hasn’t worked

How do we decide which EBP to use?

Let’s say we know this…

• Through the FBA process, the team determined that Rosita was using aggression when she became frustrated with her academic workload.

• Rosita does have oral language, but tends to not talk very much.

• Rosita is captivated by print and is a voracious reader.

How do we decide which EBP to use?

So, let’s say we decide to try…

Functional Communication Training

What does this look like for Rosita?

Functional Communication Training

Step 1: Identify behaviors and triggers for these behaviors, and the function/purpose of these behaviors

Rosita becomes frustrated and self-injurious while working on math facts and while writing on assigned topics.

Why?? Rosita is sent out of the classroom when she becomes self injurious.

Functional Communication TrainingStep 2: Provide a communicative response to the trigger which replaces the undesired behavior

Rosita’s SLP creates a laminated sentence strip: “I need a break.”

Strip is velcroed to Rosita’s desk.

Functional Communication Training

Step 3: Support the student in using communicative response in the context of naturally occurring opportunities

SLP observes Rosita’s behavior during math and sees signs of frustration. She cues Rosita to hand a sentence strip to the teacher. An SEA does the same during writing sessions. Rosita leaves the room for a break.

Functional Communication Training

“But all she does is request breaks!”

• What is the big goal??

• Honor the communication.

• Limit the number of break strips

• Facilitate Rosita’s breaks• Make them useful• Eventually shorten them

Functional Communication Training

Step 4: Fade cues

We get to the point where either the SLP or the classroom teacher can make eye contact with Rosita as she becomes heightened, and Rosita brings the sentence strip to the teacher.

Functional Communication Training:Next Steps

• Use sentence strips in other environments.

• Identify communicative responses to other inappropriate behaviors, and creating novel sentence strips.

IEP Implementation Goal Three

Goal: Andre will use assertiveness skills in interactions with peers across school and community settings.

Related objective:Andre will independently initiate interactions with peers during a structured group activity at least one time during a thirty minute time period, in four out of five opportunities.

How do we decide which EBP to use?

Ask: What is our objective targeting?

• Expressive Language/Initiation

Ask: What are our options?

How do we decide which EBP to use?

Middle and High School:

How do we decide which EBP to use?

Next, make a decision based on:• Your professional expertise

• The learner’s learning style

• The learner’s temperament

• The learner’s interests and motivators

• Supports already in place

• History of what has and hasn’t worked

How do we decide which EBP to use?

Let’s say we know this…• Andre already has a GoTalk 9+ that he uses to make requests at home and in the community, but it is not used for anything other than these purposes.

• Andre is part of a group that goes on community outings one each week.

How do we decide which EBP to use?

So, let’s say we decide to try…

Speech Generating Devices

What does this look like for Andre?

Speech Generating Devices

Important Question:

What does a meaningful outcome look like?

One person’s interpretation of success with a device can be another person’s evidence of failure.

Speech Generating Devices

Step 1: Identify environments

Andre likes to go bowling!

Speech Generating Devices

Step 2: Identify vocabulary

Speech Generating DevicesStep 3: Set up communicative opportunities• Andre’s SLP arranges for his community outings group to go bowling for three weeks in a row, so that Andre has opportunities to practice with his new board.

Step 4: Allow learner to check out the device

• Andre is allowed to fiddle with the board in the van on the way to the alley.

Speech Generating Devices

Step 5: Implement use of the device, providing necessary prompts:

• After a friend throws the ball• After Andre gets popcorn• When Andre is thirsty• If a friend forgets to get up for his turn

Speech Generating Devices - Next Steps

• Andre’s SLP decides to give him more options to compliment friends after they have bowled.

• Andre’s SLP does not need to prompt him to ask friends if they want popcorn, since their physical approach acts as a natural prompt.

• Andre’s SLP trains his parapro to use a similar board during a weekly cooking group, having him use the device to ask a partner to work with him, initiate taking food to the school office, and commenting on the taste of the food.

EBP Activity

Activity Steps Time

1. Review the EBP materials for Functional Communication Training

5 minutes

2. Identify one student who has a goal that could be addressed with Functional Communication Training

10 minutes

3. Use the GAS to expand the student’s goal 10 minutes

4. Devise the basics of a plan to use Functional Communication Training to address the student goal

30 minutes

5. Identify any resources that would be needed to implement the plan

5 minutes

Introduction to Evidence Based Practice:

Video Modeling

Video Modeling Centers on Imitation

• Theoretical foundation in early work by Bandura (1969, 1977)

What can you learn by watching videos?

To moon walk• http://www.youtube.com/watch?v=E_FzgtLVzbI

To complete a magic trick with a coin

• http://www.youtube.com/watch?v=oVY1C5xkatc&feature=related

The world is changing

• Video is being used in everyday life

• And as you all know…shift happens– Video and technologies are being used more and more within teaching practices for all students

Why can this be an Ideal Strategy for Individuals on the Autism Spectrum?

• Individuals with ASD have visual processing strengths

• VM allows one to slow down and repeat the action over and over again – increasing saliency of cues

• VM can reduce the anxiety of being in a face-to-face role-play situation

• Once videos are created, anyone can implement them and the visuals are standardized

• VM is more cost and time-efficient than in vivo modeling – http://newsinfo.iu.edu/web/page/normal/5254.html– Graetz, Mastropieri & Scruggs (2006)– McCoy & Hermansen (2007)

Steps in Video Modelingfrom the EBP Checklist

Steps in Video Modeling1. Target: Identify a target behavior to teach with VM2. Equipment: Identify equipment that can be used to:

(a) create the video, and (b) show the video3. Plan Script or Task Analysis: Create a script or

task analysis of the behaviors you will show in the video

4. Baseline: Collect baseline data5. Make the Video: Identify the viewpoint, models and

record and edit the video6. Arrange Environment to Watch the Video: Identify

time in the daily routine, have materials available7. Intervention: Show the video to the student8. Monitor progress: Troubleshoot if there are problems9. Troubleshoot: Monitor problems10. Fade: Fade the video and prompts, if appropriate

Steps Applied to Examples

Preschool MS/HSTarget Play

behaviors & play language

Participating appropriately during group work in class

Equipment Digital camera; laptop

Flip camera; view on flip camera or laptopFLIP CAMERA

Preschool MS/HS

Script orTask Analysis

Typical peers played with toys; included additional cues from an adultVIDEO

Identified a group of typical peers from drama class to act out this scenario

Baseline Data

Observed child playing with toysVIDEO: BASELINE

Collected data on interruptions; group member perceptions on how group worked together

Group Work

Self-Management Chart to Accompany Video Modeling Intervention

Class: Period: Teacher Initials: Did I interrupt others?

I interrupted I interrupted I did NOT interrupt 2 or more times one time my group members 1 2 3

How did I initiate my own ideas? I waited for others to finish an

idea I said “I have an idea” when

there was a pause in the conversation

Other: ___________________ Other: ___________________ Other: ___________________

Comments:

Did I listen to others’ ideas?

Most of the time, I I sometimes I listened to had trouble listening had trouble listening others’ ideas, to others’ ideas because to others’ ideas even when I had I wanted to tell them especially when my good ideas to say my ideas ideas were better 1 2 3

How did I show that I was listening to others’ ideas? (Mark all that apply): Nodded Said “that’s a good idea” Said “let’s write that down” Other: ___________________ Other: ___________________ Other: ___________________

Comments:

Group Work Peer Rating Form Please write the names of all your group members, including yourself and rate how well you feel that each member participated in group work today. Responsibilities:

1. Participated and contributed in the group activity to the expected level 2. Completed tasks decided upon by the group 3. Offered supportive comments to other members (e.g., “that’s a great idea”) 4. Stayed on task during the group work (didn’t talk about other topics) 5. Listened respectfully to others and did NOT interrupt others when they were stating

ideas 6. Let others talk and did NOT dominate the conversation 7. Other: _________________________________________

Date: _____________ Activity: ____________________________

Your Signature: ________________________________________________

Group Member Name

Overall Rating of

Group Work Participation

Write the number for one

responsibility that this group member

did really well

Write the number for one responsibility that this group member needs to work on (if applicable)

Comments

Jenna Satisfactory Unsatisfactory

Daniel Satisfactory Unsatisfactory

Ethan Satisfactory Unsatisfactory

Erica Satisfactory Unsatisfactory

Lily Satisfactory Unsatisfactory

Jason Satisfactory Unsatisfactory

Data Sheets for Group Work

Preschool MS/HS

Intervention Child watches videos on laptop showing appropriate play and verbalizations, then plays with similar toys

VIDEO

Before group work, student is dismissed to RR and watches video demonstrating appropriate group behavior

Preschool MS/HS

Monitor Progress

Graphed data

GRAPH

Monitor peer, student and teacher ratings of group work participation

Fade Watches video one time a day, then 2 x per week

Evidence Based Practice: Video Modeling

Implementation Checklist• Scoring Key:

– 2 = implemented– 1 = partially implemented– 0 = not implemented

• http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/VideoModeling_Checklist_0.pdf

Examples of Video Usage at the Model Site

School Year: 2009-2010

Examples

• Video used to teach self-management system

• Video used as a reward

• Using the Flip Camera to learn how to play a game

Matching Video Modeling Strategies with Student IEP Goals

Guidelines for Implementing VMShukla-Mehta, Miller & Callahan (2009)

1. May need to add prompts, reinforcers and error correction procedures

2. Make video length and content based on knowledge of the student’s skills in attending, imitation, and visual processing and comprehension

3. Children who are able to attend for 1-min are more likely to benefit

4. Keep the videos brief; more viewings are better than one time

5. All types of models seem to be effective

Types of VM McCoy & Hermansen, 2007

• Self• Peer• Adult• Point of View

• Peer– Gain consent– Drama club, theater class– Use high school volunteers as video editors

Preschool-Elementary Age

IEP GoalDomain

Target skill to teach through VM might be:

Social/Communication

•Eye gaze & responding•Initiating•Maintaining conversation

Play •Object engagement/ toy play•Play with peers•Pretend/ creative play

Preschool-Elementary Age

IEP GoalDomain

Target skill to teach through VM might be:

Behavioral/ Classroom Skills

•Task completion•Transitioning•Appropriate behavior•Functional Communication

Preschool-Elementary

IEP GoalDomain

Target skill to teach through VM might be:

Adaptive Skills

•Clean up•Self Help - Hand-washing, dressing in outer garments

Middle School/ High School

IEP GoalDomain

Target skill to teach through VM might be:

Social/Communication

•Gaining attention•Making requests/asking questions•Greetings•Staying on topic & nonverbal behaviors•Ending conversation

Middle School/ High School

IEP GoalDomain

Target skill to teach through VM might be:

Classroom/ Academic

•Participation in group work in class (initiating an idea, responding to others’ ideas)•Appropriate academic behavior (head oriented to work/teacher, raising hand, nodding, turning in homework)•Writing Assignments

Middle School/ High SchoolIEP GoalDomain

Target skill to teach through VM might be:

Behavior Management Skills

Functional Communication•Appropriately requesting a break (raising hand, waiting to be called on, requesting break verbally or with a break card, leaving class without disruption)•Appropriately requesting help (raising hand, waiting for teacher, stating “I need help”, “this is hard”)Using a self-management system

Middle School/ High School

IEP GoalDomain

Target skill to teach through VM might be:

Adaptive Skills •Community and home involvement (food preparation, cleaning, personal hygiene skills)•Employment activities•Leisure activities (how to use Wii, play a video game, make a phone call, etc.)

Evidence Based Practice: Video Modeling

Activity for small groups• Choose a student and goal to address with this EBP

• Use the GAS to breakdown goal• What are the next steps to develop a specific plan for a student

EBP Activity

Activity Steps Time

1. Review the EBP materials for video modeling. 5 minutes

2. Identify one student who has a goal that could be addressed with video modeling.

10 minutes

3. Use the GAS to expand the student’s goal 10 minutes

4. Devise the basics of a plan to use video modeling to address the student goal.

30 minutes

5. Identify any resources that would be needed to implement the plan.

5 minutes

What’s next?

• How will you share this information?• How will you learn about the EBPs?

• Questions

Congratulations!You just survived another

morning of sitting!!

• http://www.youtube.com/watch?v=3GwjfUFyY6M&ob=av2e