Project Overview Core Trainers and Technical Assistance Teams Regional Training & Technical AssistanceTeams Model / Program Demonstration Sites Teacher

A Training Initiativefundedby theIllinois

StateBoard

ofEducation

1998 - 20001998 - 2000

Training and Technical Assistance Project

Illinois Autism/PDDIllinois Autism/PDD

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

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

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

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

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

Autism is a neurobiological disorderthat possibly has several etiologies

Genetic

Environmental

Viral

Metabolic

The genetic etiology being most viable


Autism is not caused by:

Parental behavior, home environments, orpsychological factors

A mental illness, behavioral, or emotional disorder

Autism probably has multiple causes:

No theories have been proven

More research is needed

Autism is NOT a rare disorder


Autism is the third most commondevelopmental disorder

rd

Autism is more common than:

Down SyndromeChildhood DiabetesCystic FibrosisDeafnessPKUAll forms of childhood cancers


Autism occurs in approximately 15 out of every 10,000 births

according to ASA (prevalence data varies from 4-20 per 10,000)


ASA estimates 400,000 individuals inthe U.S. have some type of autism

17,000 individuals in Illinois have autism


Is Autism Increasing?Is Autism Increasing?

Some experts say yes

Some experts say we are justdiagnosing better and more


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


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.


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

What else do we know about Autism?


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


Autism is a syndrome which means it is a collection of symptoms NOT a disease


Autism is a disorder,ranging from mild to severe underthe umbrella of pervasive developmental disorders


RettDisorder

ChildhoodDisintegrativeDisorder

Asperger’sDisorder

PDD/NOS

AutisticDisorder


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


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


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


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


Definition

Developmental Disability

Affects communication and social interaction

Evident before age three

Repetitive activities

Stereotyped movements

Resistant to change

Unusual sensory responses


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


Autism through the life spanAutism through the life spanInfancy * Preschool (2-6) * Early School Years(6-11) * Adolescence * Adulthood

InfancyInfancy

“Easy baby”

“Challenging baby”


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


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


AdolescenceAdolescence

Seizures often develop at this time (25-40%)

Puberty

Behavior challenges

Need to have good programs in place!!

Need good transition services


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


Live independently or semi independently

Work and participate successfully in day programs

Overcome depression

People with autism can...People with autism can...


Uneven performance

Excels in certain areas

Reacts to changes

Tunes into irrelevant stimuli

Hands on

Visual learning

Difficulty with unstructured situations


Instruction across setting

Over generalizes

Natural setting

Individualized instruction

Delayed motor responses

Rote memory

Gestalt


Basic characteristicsof individuals with autism


Mary Crissman

Difficulty with perspective taking

Tend to have one-sided interactions


Concrete VS

Abstract Rules


Limited imaginative play


Difficulty with change and transition


Sensory processingdifferences


Visual Spatial vsTemporal


Concern with sameness


Difficulty identifying relevant clues


Typically learn tasksas “wholes”


Ability to generalize


Rote memoryvs

imitation motor


Grief Phases

Den

ial

AngerBargainingDep

ress

ion

Acceptance


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.


Interacting with a complex system

Continuing to cope

May lack sleep, be stressed

Vary day to day

Professionals Need To Understand


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


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


Honesty about long-term goals

No assumptions about the other’s knowledge

OPEN communication

Quality training/ consistent follow-up


Trust YourselfYou know more than you think you do

Dr. Benjamin Spock


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

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.


Conflict

Belonging

Power

Freedom

Fun

Unmet Basic Needs

F. Schrumpf, D. Crawford, H. Usadel, “Peer Mediation”, 1991

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

Effective Communication Techniques

Effective Communication Techniques

Listen

Avoid Evaluating

Be Flexible

Paraphrase

Clarify

Summarize


Purpose of QuestionsPurpose of Questions

Get information for making sound decisions

Help the person think constructively about subject

Channel thinking toward the objective


Types of QuestionsTypes of Questions

Direct

Indirect

Fat (open)

Lean (closed)


FAT QuestionsFAT Questions

LEAN QuestionsLEAN Questions

(open)

(closed)

How

What

When Will

Where Can

Are

Do

Have

ShouldIllinois Autism/PDD Training and


dangerousdangerous

“Why” questions are dangerous?“Why” questions are dangerous?

Avoid them!

dangerousdangerous????

?? ??


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


A B“And so that’s the shortest path

between A and B without teamwork”


A B

“And so that’s the shortest path

between A and B with teamwork”


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

1

2

3

4

5

6

STEPS


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


If you always do what you always did,you will always get what you always got


We must change if we want the childwith autism to change


If you are through changing,you are through


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


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

1

2

3

4

5

6

7

8

9

10Illinois Autism/PDD Training and


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


Core SkillsCore Skills

Attend to salient environmental elements

Imitation

Language

Appropriate Play

Social Interaction


Some Effective Instructional MethodsSome Effective Instructional Methods

Social Interaction

Discrete Trial Format

Visual Systems

Picture Exchange Communication System

Social Stories


Illinois Autism/PDD Training and


Movement Differences Movement Differences

Starting

Executing

Continuing

Stopping

Combining

Switching


The symptoms and the continuum of autism areconsistent with difficulties in the dynamics of movement

From Donnellan & Leary 1994

Movement Disturbance Movement Disturbance


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

Kinesia Paradoxa Kinesia Paradoxa


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

Communication:The act of intentionally impacting the behavior of others through verbal and/or

nonverbal means

From: NPT 1989-90

Understanding CommunicationUnderstanding Communication


Jenny Potanos

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


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



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


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


Bedrosian 1981


One cannot NOT communicateAnne Donnellan


Functions ofCommunication Functions ofCommunication

Request

Clarification

Assistance

Information

Refusal

Protest

Acknowledging others Illinois Autism/PDD Training and


Strategies to Help People

Communicate

Strategies to Help People

CommunicateActive listening

Assign meaning

Interpret communication

Provide contingent reaction

Perceptual supports/contexts

With autism

1

2

3

4

5


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


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


Echolalia: Two Types

Immediate

Delayed


Functions of Echolalia Functions of Echolalia

Turn taking

Declarative

Yes - Answer

Request

Interactive functions

IMMEDIATE


Functions ofEcholalia Functions ofEcholalia

Non - focused

Rehearsal

Self - regulatory

NON Interactive functions

IMMEDIATE



Turn taking

Verbal completion

Providing information

Labeling

Request

Calling

Affirmation

Directive

Interactive functions

DELAYED

Prizant and Rydell, 1981Illinois Autism/PDD Training and



Non - focused

Situation Association

Rehearsal

Self - regulatory

NON Interactive functions

DELAYED


Echolalia - Intervention Echolalia - Intervention

Governed by individual

Give simple relevant language

Respond to intent of utterance

Segment utterance

NEVER PUNISH


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


Dimensions to ConsiderWhen Selecting an Augmentative System Dimensions to ConsiderWhen Selecting an Augmentative System

Functionality

Openness

SPEED

Permanence

Projectability

Expandability

Availability/usability

Acceptability/Appropriate


PECS PECS

Physical Exchange

Expanding Spontaneity

Picture Discrimination

Sentence Structure

Responding to “What do you want?”

Response and Spontaneous Commenting

Frost Bondy

PHASE

I

II

III

IV

V

VI


Behavior Chain Interruption Behavior Chain Interruption

Select chain for instruction

Allow learner to begin routine

Interrupt at predetermined points

Reinforce for communication initiation


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.


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.


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.


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)


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


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”


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


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


A

B

C

D

E

F

Katzenback and Smith 1993

I. Definition/Strengths:

Shared Leadership ModelShared Leadership Model

Greetings, introductions, and opening statement

Establish goals of the meeting

“Good News Report”

Begin discussion of concerns

Closing statements


1

2

3

4

5

Katzenback and Smith 1993

II. Meeting Format:

STEPS

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:


What It Is

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:


The Process:Decision Making

What it means

Things to consider:

Alternative/AugmentativeCommunication (A.A.C.)Alternative/AugmentativeCommunication (A.A.C.)


Motivation

More than cause/effect

Must have communicative power

Flow Chart of (A.A.C.)Flow Chart of (A.A.C.)


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

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


Basic Behavior PrinciplesBasic Behavior Principles


S R C

S : Discriminative Stimulus

R: Response

C: Consequence

D

D

Rules of ReinforcementRules of Reinforcement1

2

3

4

5

6

7

8

9

Meaningfulness

Contingency

Deprivation/Satiation

Immediacy

Frequency

Amount

Work Related

Novelty

Variety

Victor A. Morris

Functional AnalysisFunctional Analysis


Understanding And Dealing withProblem Behavior

Victor A. Morris

Developing BehavioralSupport PlansDeveloping BehavioralSupport Plans


Predict

Prevent

Protect

Plan

Conceptual FrameworkConceptual Framework


ASSESSMENT PROCESS CONTENT MATERIALS

POSITIVEPROGRAM

INTERVENTIONPLANS

ECOLOGICALMANIPULATION

DIRECTTREATMENT

CRISISRESPONSE

REACTIVEPROACTIVE

Why Analyze Function?Why Analyze Function?


Behavior is a function of the environment

Successful change depends onunderstanding behavior

To understand behavior, we mustunderstand its function

Components of a Functional AnalysisComponents of a Functional Analysis


Full description of targeted behavior

Review of its history

Identifying antecedents

Identifying consequences

Examining ecological factors

Assigning meaning

Relationship of Behavior & Environment

Relationship of Behavior & Environment


SettingEvents Antecedents

Consequences

Functions

BEHAVIOR

Program Planning MapProgram Planning Map


Description ofthe problem

History ofthe problem

Setting Events

AntecedentAnalysis

ConsequenceAnalysis

Possible Function(s)of BehaviorPossible Function(s)of Behavior


Positive Reinforcement

Negative Reinforcement

Stimulation

Communication

+

_

Proactive InterventionStrategies

Proactive InterventionStrategies


Ecological Manipulation

Positive Programming

Schedules of ReinforcementVictor A. Morris

Positive ProgrammingPositive Programming


The gradual process for behaviorchange involving systematic instructionin more effective ways of behaving



General skill development

Functionally related skills

Functionally equivalent skills

Coping Skills/Tolerance

Coping SkillsCoping Skills


Using Shaping

Desensitization Training

Relaxation Training



Is a necessary precondition for theethical and effective practice ofbehavior modification

Program Components for theEducation of Students Program Components for theEducation of Students


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

1

2

3

4

Duxtad, Graczyk, Negri, Shoultz


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)

5

6

7

8


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

1

2

3

4


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

5

6

7

8

9

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


Discrete Trial Format Discrete Trial Format

Clear

Consistent

Relevant

Presented when you believethe learner is attending

Approximates the natural cue


Instruction/Cue/Stimulus1

2

3

4

5


Brings out a correct response

Able to be faded


Prompt

Response

Operationally defined

What you want the learner to do following the cue

One response unit per cue

1

2

1

2

3


Operationally defined

Demonstrably different from theinstructional cue

Differentially reinforcing

Should be faded to natural reinforcement available


Consequence

1

2

3

4


Pause between instructionalsequence (trial)

Paced to maintain learner’sattention and performance


Intertrial Interval

1

2

Some Critical Componentsof the Lovaas Program Some Critical Componentsof the Lovaas Program


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)


To teach compliance

To increase selective attention

To teach children to imitate

Goals of early drills


To teach complex skills (best done throughshaping and backward chaining

To teach generalization (across people, materials, environments, and cues)

Goals of later drills

Key Programs of theLovaas Curriculum Key Programs of theLovaas Curriculum


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)


Sentence Structure and Descriptions

Pre-academic classroom practice

Social language

Play skills and Peer Integration

Self-help, Community and School


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


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


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:

?????


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?

?????


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:

?????


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:

?????


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.”?

?????


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?

?????

Negri and Potanos

Integrating Discrete Trial Integrating Discrete Trial


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

1

2

3

4

Teaching into Integrated/Inclusive Settings


Pair students with special needs when possible

Support a school mission statement regardingintegration/inclusion

Provide literature regarding autism for others

5

6

7


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

1

2

3


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.)

4


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

5

6


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

7

8

9

10

Franson, Negri, Van LeuvenHAVE FUN TOGETHER!

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


Types of PromptsTypes of Prompts

Verbal

Physical

Visual

Within - Stimulus


Prompt FadingPrompt Fading

What is natural cue?

Know how you are going to fade

Systematic

Flexible

Monitor


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


ChainingChaining is defined as a procedure whichinvolves teaching a complex sequence of behaviors that must be performed in a particular order


Three Types of ChainingThree Types of Chaining

Forward Chaining

Backward Chaining

Global Chaining


Alternatives to PunishmentAlternatives to Punishment


Advanced DirectTreatment Strategies

Victor A. Morris

Differential Reinforcementof Other Behaviors

Differential Reinforcementof Other Behaviors


Reinforcement after a specificperiod of time with no undesiredresponding

(DRO)

DRO Variations DRO Variations


Schedules:Fixed interval

Reset

Progressive [Drop]

Momentary

Trial by trial

Escalating

ImplementationConsiderations ImplementationConsiderations


Selection of:Target behavior

Schedule variation

Time interval

Reinforcer menu

Differential Reinforcementof Lower Rates of Behavior Differential Reinforcementof Lower Rates of Behavior


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

Differential Reinforcementof Alternate Responses

Differential Reinforcementof Alternate Responses


Reinforcement of a specificallyidentified behavior that is topographicallydifferent from the undesired response

(ALT-R)

ALT-R Variations &Implementation ALT-R Variations &Implementation


Variations:Absence of motor response

Incompatible

Dissimilar

ALT-R Variations &Implementation ALT-R Variations &Implementation


Implementation:The 100% rule

Natural Contingencies

Reinforcement

Free Access

Mediating

Stimulus Control Stimulus Control


When in the presence of a particularstimuli, the behavior of concern is morelikely to occur

Stimulus ControlStimulus Control


Variations & Implementation

Variations:Establishing Control

Inhibitory Control

Antecedent Control

Fading Control

Stimulus ControlStimulus Control


Variations & Implementation

Selection of:Target behavior

Reinforcer

Discriminative Stimulus


for Students with Autism

Sensory Processing IssuesSensory Processing Issues

Nan Negri


Occupational Therapy

Sensory Integration

Arousal States

Sensory Overload

Sensory-motor Preferences

Conceptual ComponentsConceptual Components


Sensory registration

Survival behavior

Sustained attention

Exploration

Interaction

Cognition/communication

Sensory IntegrationSensory Integration Increase organization of sensory input for:


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


Tactile

Vestibular

Proprioceptive

Visual

Auditory

Olfactory

Taste

Sensory SystemsSensory Systems


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?


Arousal States Arousal States

State of readiness of the nervoussystem to respond to the environment


Low

Normal

Overload I

Overload II

Arousal LevelsArousal Levels


Sensory OverloadSensory OverloadOr losing it...

When does it occur?

Why does it occur?


When Arousal Statesand Situational Demands

are mismatched

When Arousal Statesand Situational Demands

are mismatched

FLIGHT

FRIGHT

FIGHT


Offer varied activities and experiences

Be a detective

Recognize that all sensory-motorbehavior is purposeful

Model sensory regulating strategies

Sensory-motor PreferencesSensory-motor Preferences


Self-stimulatory BehaviorsSelf-stimulatory Behaviors

Can have sensory-motor functions

Illinois Autism/PDD Training and


Sensory integration is not something thatyou just do in therapy for one half hour; itneeds to be integrated throughout the day.


Transition PlanningTransition Planning

Cathy Pratt

For Individuals with AutismFor Individuals with Autism



What are the goals of education?


Goals of EducationGoals of Education

The focus of a student’s educationalprogram should be on intended outcomes


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?


These and related decisions should impacthow we spend a student’s school years. There are various processes for discoveringthis information


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.


PATHPATHAnother process for establishing asupport network for an individual andfor developing a long-term plan

Based on a series of questions


Transition from School to WorkTransition from School to Work

High drop-out rates

Low wages

Few job choices

Limited relationships

Restricted living options



Special education’s response to thissituation was the establishment oftransition plans

Transition planning should serve multiple functions


Function of Transition PlanFunction of Transition Plan

Introduces to adult services

Determines supports

Identifies gaps

Provides information

Assists in the creation of an IEP


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



Students with autism spectrum disordersmay be better supported by considering afew strategies.


CurriculumCurriculum

Cathy Pratt

Adaptations for Success in General Education

Adaptations for Success in General Education


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


Developing Meaningful IEP GoalsDeveloping Meaningful IEP Goals

Comprehensive

Embedded skills

Important/functional activities

Age-appropriate


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


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


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


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?


Modify and adapt curriculum to promote student participation


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


Types of ModificationsTypes of Modifications

Size Level of Support

Time Alternate Goals

Input Substitute Curriculum

Output Degree of Participation

Difficulty


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.

Documents

Project Overview Core Trainers and Technical Assistance Teams Regional Training & Technical AssistanceTeams Model / Program Demonstration Sites Teacher