AUTISM: AUTISM: Methodologies and Recent Methodologies and Recent

researchresearch

Ilene S. SchwartzIlene S. SchwartzUniversity of WashingtonUniversity of Washingtonilene@u.washington.eduilene@u.washington.edu

Autism is a collection of Autism is a collection of overlapping groups of overlapping groups of

symptoms that vary from symptoms that vary from child to childchild to child

Siegel, 1996, p.301Siegel, 1996, p.301

There is no one right way to There is no one right way to educate children with educate children with

autismautism

Three important questionsThree important questionsWhat are you going to teach?What are you going to teach?How are you going to teach How are you going to teach those skills and behaviors?those skills and behaviors?How will you know that your How will you know that your teaching has been effective?teaching has been effective?

Structural Base to Effective Structural Base to Effective ProgramsPrograms

Functional objectives and meaningful Functional objectives and meaningful activitiesactivitiesFrequent reinforcement and effective Frequent reinforcement and effective motivational systemsmotivational systemsFunctional communication systemsFunctional communication systemsBehavior intervention systemBehavior intervention system

Programs should include:Programs should include:Curriculum content in:Curriculum content in:

attendingattending imitationimitation communicationcommunication playplay social interactionsocial interaction

Supportive teaching and generalization Supportive teaching and generalization environmentsenvironmentsPredictability and routinePredictability and routineFunctional approach to problem behaviorsFunctional approach to problem behaviorsTransition supportTransition supportFamily involvementFamily involvement

Critical Features, NRC 2001Critical Features, NRC 2001

Entry to program asapEntry to program asapProgram 5 days a week, 25 hours a week, Program 5 days a week, 25 hours a week, full yearfull year1:1 and small group1:1 and small groupFamily involvementFamily involvementLow student-teacher ratioLow student-teacher ratioOn-going evaluation and assessmentOn-going evaluation and assessment

6 types of intervention should have 6 types of intervention should have prioritypriority

Functional, spontaneous communicationFunctional, spontaneous communicationEmbedded social instructionEmbedded social instructionPlay skills with peersPlay skills with peersEmbedded cognitive instructionEmbedded cognitive instructionPositive behavior supportPositive behavior supportFunctional academicsFunctional academics

Appropriate Curriculum ContentAppropriate Curriculum Content

Age appropriate and developmentally Age appropriate and developmentally appropriateappropriateImportant to familyImportant to familyAddresses strengths and weaknessesAddresses strengths and weaknessesConsiders general education curriculumConsiders general education curriculumScope and sequence across domainsScope and sequence across domains

Supportive teaching Supportive teaching environmentsenvironments

Uses evidence-based instructional Uses evidence-based instructional practicespracticesUses data-based decision makingUses data-based decision makingStaff have appropriate trainingStaff have appropriate trainingStaff had adequate support and Staff had adequate support and consultationconsultationInstruction is explicitInstruction is explicitGeneralization is planned for facilitatedGeneralization is planned for facilitated

Predictability and RoutinePredictability and Routine

Uses schedules to help students be more Uses schedules to help students be more independentindependentTeach students how to deal with changes Teach students how to deal with changes to schedules and routineto schedules and routineBe careful not to make students more rigidBe careful not to make students more rigidUse visual supports to teach and facilitate Use visual supports to teach and facilitate independenceindependenceUse technology as appropriateUse technology as appropriate

Functional Approach to Functional Approach to Behavior ProblemsBehavior Problems

PBSPBSFBAFBATeach alternativesTeach alternativesPrevention is the best solutionPrevention is the best solutionNeed to understand what is motivating and Need to understand what is motivating and maintaining the inappropriate behaviormaintaining the inappropriate behaviorRemember to consider contextRemember to consider context

Transition SupportTransition Support

Sending programsSending programsReceiving programsReceiving programsFamilyFamilyStudentStudent

Family InvolvementFamily Involvement

InformationInformationCommunicationCommunicationSupportSupportShare the dataShare the data

How do we know if programs How do we know if programs work?work?

Are goals and objectives clearly stated?Are goals and objectives clearly stated? Are they important to you?Are they important to you?Are the procedures clearly stated?Are the procedures clearly stated? Are they acceptable to you?Are they acceptable to you?What data are collected about this procedure What data are collected about this procedure in general? What data are collected in your in general? What data are collected in your classroom or on your child?classroom or on your child? Are they convincing to you?Are they convincing to you?How does this procedure affect your family?How does this procedure affect your family? Is this acceptable to you?Is this acceptable to you?

What common elements exist?What common elements exist?

IndividualizationIndividualizationSufficient intensity to result in meaningful Sufficient intensity to result in meaningful outcomes toward important outcomes.outcomes toward important outcomes.Data-based decision makingData-based decision makingEmphasis on functional skills (including Emphasis on functional skills (including social skills, leisure, independence, and social skills, leisure, independence, and academics).academics).Family involvement.Family involvement.

Project DATA

Technical and Social Support

for Families

Integrated Early

Childhood Experience

Collaboration and

Coordination

Extended, Intensive

Instruction

Transition Planning and

Support

What does this look like in What does this look like in preschool?preschool?

Begin intervention as early as possibleBegin intervention as early as possible20-25 hours a week20-25 hours a weekMost children are best served with Most children are best served with blended approaches by multi-disciplinary blended approaches by multi-disciplinary teamsteamsOpportunities to interact successfully with Opportunities to interact successfully with typically developing children.typically developing children.

What does this look like for older What does this look like for older children?children?

High quality models are not as well High quality models are not as well developed.developed.Need to be embedded in a high quality Need to be embedded in a high quality general education program.general education program.Strengths, as well as deficits, must be Strengths, as well as deficits, must be addressed.addressed.Social skills must be taught systematically Social skills must be taught systematically and intensively.and intensively.

Preventing Violent and Destructive Behavior in Preventing Violent and Destructive Behavior in Schools:Schools:

Primary, Secondary and Tertiary Systems of Primary, Secondary and Tertiary Systems of InterventionIntervention

Students Without SeriousProblem Behaviors(80% - 90%)

Students At RiskFor Problem Behavior(5% - 15%)

StudentsWithChronic/IntenseProblemBehavior(1% - 7%

Target Interventions•Individual Student Services•Wraparound Services (Family/Community)

Selected Interventions•Adult Mentors (frequent monitoring)•Self-Management Support•Scheduling Changes•Additional Support

Universal Interventions•Violence Prevention Skills Training•Effective Academic Instructions•Schoolwide Behavior Expectations

Tertiary Prevention

Secondary Prevention

Primary Prevention

Intervention Types

Walker, H. M., Horner, R. H., Sugai, G., Bullis, M., Sprague, J. R., Bricker, D., & Kaufman, M.J. (1996). Integrated approaches to preventing antisocial behavior patterns among school-age children andyouth. Journal of Emotional and Behavioral Disorders, 4, 194-209.

How can we help?How can we help?

Professional Development in Autism Professional Development in Autism (PDA) Center(PDA) CenterFunded by OSEPFunded by OSEPTraining, consultation, and follow-up for Training, consultation, and follow-up for school districtsschool districtsContact us at www.pdacenter.orgContact us at www.pdacenter.org

Start up MenuStart up Menu

Identify team membersIdentify team membersEstablish prioritiesEstablish prioritiesIdentify needs and supportsIdentify needs and supportsDevelop measurable goals for every Develop measurable goals for every member of the teammember of the teamEvaluate progressEvaluate progressHave funHave fun