Revisiting the Autism Supplement

Jan Butz, BCBA-DCARE, LLC

October 24th, 2013Clear Creek ISD

Presenter:Dr. Jan Butz, BCBA-D is originally from Canada and founded CARE, LLC in 2002. She and her consultants provide support to school districts and state agencies across North America. Dr. Butz holds a doctoral degree in Special Education from UNLV in Las Vegas, NV and is a Board Certified Behavior Analyst- Doctoral (BCBA-D) level. She and her consultants have held numerous positions in public schools across the US representing a wide range of disciplines. She and her staff also provide in-home and community-based ABA services to families with children with ASDs in several states.

Objectives:

Provide an overview of the Autism Supplement and the 11 strategies outlined in the supplement for those involved in the Assessment & ARD Process.

Discuss options for implementation of each strategy that district personnel may want to utilize

Share hand-outs relevant to each strategy that can be accessed and used by district personnel

Autism Supplement

2007 – Section 89.1055 New supplement with added strategies and expansion of the other areas

Requires discussion and identification of intervention strategies Doesn’t mandate a specific intervention strategy

Raises the bar for programming considerations Doesn’t make our jobs easier

Requires qualified personnel and training Doesn’t mandate a specific degree or credential

Autism Supplement: Ongoing Collaborative Process

Assess & Take Baseline Data

Develop/Revise Goals and Objectives

Implement & Conduct

Ongoing Progress Monitoring

Fidelity of Treatment &

Review of Data

Evaluate Progress and Make

Necessary Changes

Autism Supplement is for Whom?

The Autism Supplement applies to all students who are eligible under IDEA 2004 as a student with Autism

ESY and Transition requirements apply to all students with disabilities, not just students with Autism

Important to note IEP is the entire program consisting of: Specific goals and objectives Modifications and accommodations Related and support services Schedule of services Autism supplement

Guiding Questions

1. Determine if the strategy is needed or not.

2. Basis of the determination

3. Description of the service

4. Duration and frequency of the service

1. Extended Educational Programming

Definition: Extended day and/or extended school year services, that consider the duration of the programs/settings based on assessment of behavior, social skills, communication, academics, and self-help skills.Programming that continues beyond the school day (ESD) or school year (ESY)Categories to consider to services: Communication Social Skills Behavior Academics Self-help skillsBased on assessment o can be a review of current data

1. Extended Educational Programming

Extended School Day (ESD) Focus of Instruction for ESD Goals and objectives that are currently addressed in the IEP

Analysis of the IEP and Progress is critical to determining the need for ESD

If not needed, then student is making reasonable progress with current program in place

Extended Educational Programming Considerations

Extended School Day (ESD) Extended School Year (ESY)

Services after the regular school day Summer

PPCD Transition times (school breaks)

1. Extended School Day: implications for PPCD “Best Practices” = Minimum of 25 hours per week for young students

with ASD See: National Research Council (2001) Website: www.nap.edu How many hours per week does your district offer? Do all children receive the same level of service? What continuum of services options does your district offer?

1. ESD: Strategy is Needed

An analysis of the IEP goals and objectives reveals that adequate progress is being made in the following IEP objectives____________, _____________, ________.

There are # objectives in an (area) which are not showing adequate progress and additional/other within-school-day services have been provided; thus, there is a need for additional instruction beyond the school day in this area.

Extended school day services are recommended for:______ weeks, _____x minutes per day.

1. ESD: Strategy is Not Needed

An analysis of the IEP goals and objectives reveals that progress is being made ___/___ objectives, thus there is no need for extended school day services at this time. The IEP can be met through the regular school day; the current services and duration of services are sufficient for the student to make progress.

1. ESD

But what if.... New behaviors emerge that interfere with learning and development Behaviors increase in severity, duration or frequency Student is not making progress at a reasonable pace Student does not maintain skills level. What can we do? Consider changing duration, intensity, and type of current programming Consider meeting the needs with various options, for example:

Differentiated teaching strategies General education tutoring Related services Decreasing student-to-staff ratio Increasing special education instruction

1. ESD

After option(s) implemented, review progress If there are still difficulties in making progress, extended school day

should be considered. Extended School Year Services (TEA document handout) ESY services should be targeted to the areas of critical needs based

on current IEP objectives ESY services usually associated with regression-recoupment: not

disability specific ESY: Can be justified without consideration of regression if: Loss of critical skill would be severe Loss of skill would result in harm to the student or others

1. Extended School Year (ESY)

A skill is critical when the loss of that skill results or is reasonably expected to result in any of the following during the first 8 weeks of the next school year:

Placement in a more restrictive instructional arrangement Significant loss of acquired skills necessary for progress in general curriculum Significant loss in self-sufficiency/self-help skill areas Loss of access to community-based independent living skills instruction or

environment provided by other sources Loss of access to on-the-job training or productive employment

1. ESY: Example – Strategy is Needed

___________ requires continued instruction in the following critical areas:________, ____________, ___________.

Considering ________’s (child’s name) current functioning levels, these areas are likely to result in loss in skills.

Specific objectives from the current IEP to address these areas include:_____________, ______________, ____________.

1. ESY: Strategy Not Needed

At this time____________ is making adequate progress in all critical adequate progress in all critical areas. He/she has not shown any significant regression after school breaks.

Student Examples Wiiliam (PPCD) Alex (High School)

2. Daily Schedules

Definition: Reflecting minimal unstructured time and active engagement in learning activities, for example: lunch, snack and recess periods that provide flexibility within routines, adapt to individual skills levels, and assist with schedule changes, such as changes involving substitute teachers and assemblies Minimal unstructured time and active engagement means that IEP

goals and objectives are being addressed throughout the day and across settings..

Begins the minute the student arrives and ends the minute he leaves Time increments should be individualized to the student Schedule is student specific

2. Daily Schedules for a Student

2. Another Type of Picture Daily Schedule for Student

2. Daily Schedules: Strategy is Needed

Based on data collected _______ (child’s name) display _______ (behavior) and has difficulty with _______(transition), and ________

( task initiation). i.e) Based on data collected, Jimmy displays increased self-stimulatory behaviors in unstructured settings, has difficulty transition with the classroom, and does independently initiate tasks.

A dailly schedule reflecting minimal unstructured time is needed. An example of the schedule is attached.

Daily Schedule Data Form (hand-out) Student Daily Schedule (hand-out)

2. Daily Schedules – Strategy Not Needed

Option 1: Based on data collected_______ does not exhibit_________(behavior) is able to

_________ (transition), and is able to_________(task initiation). Based on data collected Johnny does not exhibit behavioral difficulty in unstructured

setting. He is able to effectively transition within and between classrooms and is able to independently initiate tasks or do so with minor prompting from the teacher.

Option 2: A daily schedule reflecting minimal unstructured time is not needed. Johnny can

follow the regular schedule of the day with natural environmental cues (can just include this wording).

2. Daily Schedules: Strategy Not Needed by Additional Support is Needed A daily schedule reflecting minimal unstructured time is not needed,

however support will be provided at the following times: Structured recess/lunch/snack Structured transitions (i.e. passing periods, arrival/dismissal) Preparation for changes in routines (i.e. substitute teachers, pep rallies,

assemblies) plan needed

Types of Support (handout) Student Examples William (PPCD) Alex (High School)

3. In-Home and Community-Based Training or Viable Alternatives

Definition: In-Home and Community-Based Training or Viable Alternatives that Assist the Student with Acquisition of Social/Behavioral Skills for example: strategies that facilitate maintenance and generalization of such skills from home to school, school to home, home to community and school to community.In-Home Training (IHT) and Community-Based Training (CBT) Service is provided to the student in: Student’s home, environments

that serve as an extension of the home (relatives, etc.) and community settings.

Designed to facilitate the generalization of skills

3. In-Home and Community-Based Training or Viable Alternatives

Definition: In-Home and Community-Based Training or Viable Alternatives that Assist the Student with Acquisition of Social/Behavioral Skills for example: Strategies that facilitate maintenance and generalization of such skills from home to school, school to home, home to community and school to community.

Viable Alternatives May include visual supports or schedules for home, communication

notebooks, parent observation at school, videotapes of staff working with student, conferences with parents about home concerns and community-based instruction

3. Two Types of Acquisition1) Acquisition Facilitating the acquisition of skills/behavior previously learned in another

environment If a skill/behavior is not exhibited at home but is exhibited at school, then it needs to be

acquired at home If a skills/behavior is not exhibited in the community but is exhibited at school or home,

then it needs to be acquired in the community If a skills/behavior is not exhibited at school but is exhibited at home, then it needs to be

acquired at school.

2) Acquisition Facilitating the acquisition of skills/behavior (critical) than can only be acquired if

they are taught simultaneously in multiple environments Adaptive skills and functional communication skills Reduction of Self-Injurious Behavior (SIBs) .

3. Issues in Generalization

If the student has demonstrated a skill or behavior in one setting but not in another, an analysis of the data must be conducted:

Cues, Materials, Environment or Setting, People Skill Deficit (Can’t Do) versus Performance Deficit (Won’t Do)

In-Home Training MUST be related to the IEP

3. In-Home and Community-Based Training or Viable AlternativesDetermining the Need is KEY Evaluation for In-Home Training (IHT) is conducted prior to ARD

meeting Analysis of IEP objectives Observation of student across settings Interviews Checklists Evaluation Example 1 Evaluation Example 2 Region 10 ESC Resource Manual

3. IHT & CBT: Strategy is Needed

Based on the evaluation, IHT/CBT is needed to address_________ (identify area and objective to be taught).

OR Based on the progress assessment of IHT/CBT objectives, ________

did not meet the criterion on ________ (list objectives). IHT/CBT is therefore needed to address these needs.

Be clear to describe basis of determination & description of services, including duration and frequency:

….. x total hours of support will be provided beginning on________ and expiring on__________.

3. IHT & CBT: Parent Declined Strategy

The IHT evaluation supports the need for IHT to address_________. The parent declines the service at this time. Progress towards objectives________ indicate the need for IHT/CBT.

The parent declines IHT/CBT at this time. Consider: Support is being provided to the parent in terms of parent

training. Question: Why do you think parents decline IHT and CBT?

3. IHT & CBT: Strategy Not Needed

IHT/CBT is not needed. Progress on IEP goals and objectives is consistent across settings.

Identify viable alternative being used. Consider support being provided in terms of parent training, if

needed. Student Examples William (PPCD) Alex (High School)

3. In-Home and Community-Based Training or Viable Alternatives IHT/CBT Evaluation An in-home and community-based training or viable alternatives

assessment needs to be conducted to determine the priority areas of concern.

Upon completion, an ARD will be held to discuss the results.

IHT/CBT Training Evaluation

Example of District Procedures & Policies Manual for IHT/CBT Evaluations and PFT & Support Evaluations (shared)

Description of IHT/CBT Strategy Description of IHT Evaluation Components of IHT Evaluation Critical Skill Deficits for a Student That May Benefit from IHT Description of Procedures for Considering and/or Providing IHT/CBT

Description of PFT & Support Strategy Description of Procedures for Considering and/or Providing PFT Services Description of Service Delivery Models for PFT

Example of IHT Evaluation (shared)

Components of IHT/PT Evaluation Report Reason for Referral History Sources of Data: Review of Records Teacher Interview Home Visit/Parent Interview Observation in Classroom or other Setting Parent Questionnaire May Also Add to Report:

QABF (shared under PBS Strategy) Parent Interest Survey related Transition (shared under Futures Planning)

Summary& Recommendations for Consideration by ARD Committee

3.. In-Home Training & Community-Based Training or Viable Alternatives: TEA Guidance A student with Autism may have difficulty generalizing skills from one

environment to another. In-home and community-based training is an option an ARD committee may choose for a student with autism in order for the student to learn or reinforce social or self-help skills in a variety of settings. i.e) Toilet Training Guide example

An ARD Committee may determine that IHT should consist of a person with training in the area of disability meeting face-to-face with parents and/or the student with autism.

An ARD Committee may also determine that IHT consists of a videotape made available for use by the family to teach/learn specific skills

Provision of IHT/CBT, based on individualized need of the student

6. In-Home Training & Community-Based Training or Viable Alternatives: District Examples Hire an outside agency to provide IHT/CBT Oversight by district personnel No or minimal oversight by district personnel – bill district for in-home training

services provided

Identify and train district level staff to provide IHT/CBT In-home/community-based coordinator is identified by the special education

department Hires in-home trainers and provides training and supervision of staff

Who are the in-home trainers? Attached to the student at school and also works with student in the home & community-

based settings No attachment to the student in the school setting. Paraprofessional or teacher serves as the in-home trainer

4. Positive Behavior Support (PBS)

Definition: Antecedent manipulations, teaching replacement or functional-equivalent behaviors, reinforcement strategies and data-based decision making and development of Behavior Intervention Plan (BIP) as a result of conducting a Functional Behavior Assessment (FBA) that uses current data related to target behaviors and addresses behavioral programming across home, school, and community-based setting. PBS involves research-based strategies designed to enhance the

capacity of school to educate all students, especially with students exhibiting challenging behavior, by adopting a sustained, positive, preventative instructional approach to school-wide discipline and behavior management

4. PBS: Antecedent Manipulation

Antecedent Manipulation (Preventative Strategies) Antecedent interventions include a group of interventions designed to modify the

environment before a target behavior occurs Examples: Visual schedules, physical and visual structure, communication

systems, cueing and prompting, priming, errorless learning, choice making, task manipulation and variation

4. PBS: Replacement Behaviors

Teaching Strategies A functional equivalent, socially acceptable alternative response that

results in the same outcome as the problem behavior: Examples: Problem-solving, anger management strategies,

relaxation/coping strategies, requesting break, asking for help, or learning how to wait.

4. PBS: Reinforcement Systems

Reinforcement strategies designed to increase appropriate behaviors Examples: Primary and secondary reinforcement Food and access to activities, people, and things. Question: What reinforces you? What reinforcers our students? Strategies designed to decrease inappropriate behaviors Examples: Differential reinforcement of other behavior (DRO) Differential reinforcement of alternative behaviors (DRA) Differential reinforcement of incompatible behaviors (DRI) Differential reinforcement of lower rates of behavior (DRL) Question: What are some examples of DR?

4. Functional Behavior Assessment and BIP Team participates in FBA process and then develops BIP Question: When do we proceed with a BIP and skip the FBA? FBA identifies & operationally defines problematic behavior, hypothesizes

the function of behavior and describe conditions under which the behavior is more likely and less likely to occur and what maintains the behavior. Let’s think of an example……

The FBA is based on data analysis and identifies the antecedents and consequences that lead to and maintain the behavior.

The BIP identifies the strategies to increase desired behaviors (replacement and/or functional equivalent behaviors) and decrease undesirable behaviors.

BIP and FBA (hand-outs)

4. Questions About Behavioral Function (QABF) See Sample of QABF form (shared) Good for conducting FBAs and also as part of in-home training

evaluation Guides us to make our best guess when we are not sure what

function or functions the behavior serves. Ask yourself: Why is this student behaving In this manner? Then ask

yourself: What is the function of the behavior? To Get/Gain………. or To Avoid/Escape……….

Then ask yourself, is this a Skill deficit (can’t do) or Performance deficit (won’t do)

4. PBS: Strategy is Needed

See FBA & BIP, which address antecedent, replacement behaviors and reinforcement strategies. School-wide systems and class-wide interventions are in place in addition to the BIP.

OR See IEP which identifies the replacement behaviors. School-wide

systems and class-wide interventions are in place in addition to the IEP.

4. PBS: Strategy Not Needed

Student currently follows student code of conduct. Tiers 1 & 2 of school-wide PBIS are effectively addressing challenging behavior.

Student Examples: William (PPCD) Alex (High School)

5. Futures Planning

Definition: Beginning at any age, consistent with subsections (g) of this section, futures planning for integrated living, work, community, and educational environments that considers skills necessary to function in current and post-secondary environments.89.1055(g) = Transition Content of the IEP For each student with a disability, beginning at age 14 (prior to the

date on which a student turns 14 years of age) or younger, if determined by the ARD committee, the following issues must be considered in the development

Nine areas to consider

5. Transition Planning: Nine Areas to Consider

1. Student involvement2. Parental involvement, if student is younger than 18 years of age3. Parental involvement if the parent is invited by the student (who is at

least 18 years old and is his/her own legal guardian) 4. Postsecondary education options5. Functional vocational evaluation6. Employment goals and objectives7. Availability of age-appropriate instructional environments for

students at least 18 years 8. Independent living goals and objectives9. Appropriate referral to agency services

5. Transition Services

Prior to age 14 District resource: Transition Specialist Small districts: Vocation Adjustment Coordinator (VAC) Region 4: ESD State: Texas Statewide Transition Network

www.transitionintexas.org

U.S.: National Secondary Transition Technical Assistance Center (NSTTAC)

www.nsttac.org

Parent Interest Survey

What kind of work or education do you see your child doing after high school?

Where do you feel your child will live in the future?

What type of work experiences has your child had over the last few years? Job Skills?

What part of the work experiences do you think he/she enjoyed? Did not enjoy?

What does your child do for fun?

Parent Interest Survey Who does your child spend time with?

Where do you see your child living after high school or a few years later?

What kinds of activities does your child participate in now (i.e., church, sports)? Community Experience?

Are there things you hope your child will start doing in the future (i.e., join a club, get active in a political group, vote)?

How does your child get around (transportation)?

How does your child behave in the community? Streets? Stores? Restaurants?

adapted from: C. Sax and C. Thoma’s “Transition Assessment: Wise practices for quality lives” (2002)

5. When Does Futures Planning Become The Transition Plan? Age 13 If the student is 13 years of age or older, transition planning and the

Transition Supplement should be used If the students is under 13 years of age, transition planning may be

conducted earlier if determined appropriate by the ARD Committee If the needs is futures planning:

Questionnaire 1 Questionnaire 2

Futures Planning is NOT the district’s plan therefore it requires parental/student input.

Autism is a lifelong disability

A Plan is Not an Outcome it is a Journey

Did you have a plan to get to your destination?

Who made the arrangements?

Did you have any input?

Did your plan change along the way?

Would you make changes to the plan in the future?

5. Examples

Elementary School: Assist parents to think about skill needs that facilitates activities in current and

future environments. Provide community support information.

Middle/Junior High School: Address skills needs; adult agency information; consideration of transition needs

prior to age 14.

High School Transition services prior to the date on which the student turns age 14. Future Planning Example: Hand-out

5. Futures Planning

Natural Support Systems (hand-out) Remember: A Plan is NOT an outcome. A plan is just a plan until it is

implemented, monitored, reviewed, and revised during the journey to meet the ‘plan goals”.

Alignment of Supplement and Futures Planning (hand-out)

5. Futures Planning: Strategy is Needed

IEP goals and objectives have been identified in the following areas: ___________,____________ to facilitate transition and futures planning.

Can also include: Provision of information to parents regarding agencies and community resources Question: How does your district disseminate information to parents? Provision of regular parent meetings and transition fairs to disseminate information Question: What kind of parent meetings and transition fairs does your district host?

5. Futures Planning: Strategy is Not Needed

Strategies to address futures planning are already in place and involve:

Provision of information to parents regarding agencies and community resources Provision of regular parent meetings and transition fairs to disseminate information

6. Parent/Family Training & SupportDefinition: Provided by qualified personnel with experience in Autism Spectrum Disorders (ASDs), that for example: Provides a family with skills necessary for a child to succeed in the home/community setting (A); includes information regarding resources, for example: Parent support groups, workshops, videos, conferences, materials designed to increase parent knowledge of specific management techniques related to the child’s curriculum; and (B);Facilitates parental carryover of IHT/CBT for example: Strategies for behavior management and developing structured home environments and/or communication training so that parents are active participants in promoting continuity of interventions across all settings (C).

6. Parent/Family Training and Support

Training in specific skills Information about the disorder Information about autism resources Individualized to meet the needs of the family Delivered in appropriate environments Delivered by personnel with experience in working with students with

ASD Parent/Family Training Possible Formats (hand-out) Region 4 Autism Resource Flyer

6. Parent/Family Training & Support Strategy : TEA Guidance A school should provide information regarding local resources

available to parents/family of students with Autism. Some resources to consider are parent support groups, workshops,

videos, conferences, and materials designed to increase parent knowledge of specific teaching and/or management techniques related to the child’s IEP.

School should offer parent training that fosters continuity across settings for a student with Autism. Training should focus on generalization of IEP-related skills and include areas such as behavior management, interpersonal skills, communications training and/or structured environments across all settings.

6. Parent/Family Training and SupportDetermining the Need Strategy is delivered to parent with student characteristics as the

focus Analysis of the IEP objectives, observation of the student across

settings, interviews, and/or checklists Evaluation is conducted prior to the ARD meetingAssessment Conduct an assessment before and after the training to see results Pre- and

Post-Assessment (hand-out) How might you assess success of parent training?

Pre-Assessment for Parent/Family Training & Support1. My understanding of _________ at this time is….. 1 2 3 4 5I know nothing about this……………………………..I know something about this………………………………….I am very familiar with this topic

2. I feel comfortable implementing ______ at this time……. 1 2 3 4 I know nothing about this……………………………..I know something about this………………………………….I am very familiar with this topic

3. I know where to more information about______ at this time. 1 2 3 4 5I know nothing about this……………………………..I know something about this………………………………….I am very familiar with this topic

6. Parent/Family Training and Support: Strategy is Needed PFT & Support is needed in the area of ________ to address _____

(list goals and objectives) based on the evaluation, parent checklist and analysis of the IEP for X total hours to beginning on ___ (date)and expiring on____ (date).

This will consist of: Providing information regarding local resources, conferences, and district parent

training sessions. This will be sent to the parents by the teacher or LSSP. The district will assist the parent in attending relevant conference within TX 1x per

year. Demonstrating strategies being used at school which should also be used at

home. Parent will be involved in IHT/CBT offered. See obj. for IHT/CBT, hours for parent

family training will be embedded in the duration & frequency of IHT/CBT hours.

6. Parent/Family Training & Support: Strategy Not Needed

Parent/Family Training and Support is not needed at this time.

Parent/Family possesses the necessary skills and knowledge to assist in the student’s educational programming

Parent indicates he understands & uses methods/techniques used at school & is does not need the support services at this time.

6. Parent/Family Training and Support: Strategy Needed by Parent Declines

PFT & Support Strategy is needed in the areas of______.(list those that are relevant). The parent declined support at this time. The district & the area ESC offer free training to all parents of student with disabilities in the form of in-services and conferences regarding issues related to ASD and other disabilities such as…. (list). Parents are encouraged to attend.

6. Parent/Family Training and Support

Student Examples Wiiliam (PPCD) Alex (High School)

Parent/Family Training & Support Strategy: District Examples Rotational Meetings on Topics Related to Autism District Training Facility or at Neighborhood Campuses Offered at different times of day Offer child care & snacks Bring in outside agencies and resources Offer in other languages Video-tape meetings so parents can view and access at an alternate time

Resource Fairs Hosted by the District Topics like Transition & Futures Planning

Parent Lending Libraries and Resource Centers Offer access to computer, materials to make visual supports and print icons for

functional communication books, books & DVDs.

7. Staff-to-Student RatioDefinition: Suitable staff-to-student ratio appropriate to identified activities and as needed to achieve social/behavioral progress based on the child’s developmental and learning level (acquisition, fluency, maintenance generalization) that encourages work towards individual independence for example: A. Adaptive behavior evaluation results; B. Behavioral accommodation needs across settings; andC. Transitions within the school daySuitable Ratio Necessary for the student to make progress on IEP goals and

objectives, based on student’s developmental level, level of learning for each goal/objective/skills & work toward individual independence

7. Levels of Learning (Hand-out)

Level 1: Acquisition Beginning of the learning process Introduction of new skills and behaviors Significant assistance provided High rate of reinforcement necessary Goal: To initially establish a desired response Brushing teeth occurs with prompts and reinforcers

7. Levels of Learning

Level 2: Fluency Refers to the rate at which a response occurs Assistance begins to decrease Reinforcement given only for demonstrating response within

designated period of time Goal: To establish a normative rate Brushing teeth occurs within three minutes and reinforcement is delivered

7. Levels of Learning

Level 3: Maintenance Response occurs in the absence of teaching Adding reinforcement no longer necessary Necessary for achieving independence Goal: To maintain behaviors over time Brushing teeth occurs independently within three minutes and in the absence of

reinforcement

7. Levels of Learning

Level 4: Generalization Response occurs with: Different people Using different materials In a variety of locations or settings Using different directions (touch, show me, point to, identify….) Goal: To Achieve Independence Brushing teeth occurs independently within three minutes in the absence of

reinforcement at different locations and with a variety of people, materials, and instructions

How to Document Levels of Learning

Collect data regarding students’ level of learning for each IEP objective - Document – LOL (Hand-out)

Use first four columns to determine LOL

Skill Rate of Performance

Type of Prompt

Number of Prompts

Schedule/Type of R+

Level of Learning

Tie Shoes 10 Minutes Full & Partial 20 Continuous ?

Greet Peer Withiin 5 secs of proximity

Visual 1 Natural ?

Levels of Learning (LOL)

Integrating LL with staff to student ration and daily scheduling reflecting minimal unstructured time

Daily Schedule with Staff to Student Ratio and Levels of Learning (hand-out)Activity IEP objectives Ratio LOL

Arrival Indep. Follows visual schedule. Greet peers and/or adults

1:6 Fluency

Circle Time Attend to speaker imitate actionsOn-task behaviors

2:6 Fluency

Work with teacher Matching, Rec ID, Exp ID, NVI

1:1 Acquistion

7. Staff to Student Ratio: Strategy is Needed

Given _______’s (studen’s name) development and learning levels across IEP objectives, the range in staff to student ratio would be__________.

Note: When determining ratios keep in mind the LOL and how they should change over time

7. Staff to Student Ratio : Strategy Not Needed

Given ___________’s (student’s name) developmental and learning levelsland adequate progress in the IEP, the current or typical ratios are appropriate for achieving educational benefit.

Student Examples

William (PPCD) Alex (High School)

8. Communication Interventions

Definition: Communication interventions, including language forms and functions that enhance effective communication across settings. For example: Augmentative, incidental, and naturalistic teachingCommunication Interventions Interventions are needed across settings that support the

development of communication skills Not limited to speech language pathology services Consider collaborative interventions for pragmatics Consider the transferability of the communication strategy

8. Communication Forms and Function

Form Way the student communicates

Function Purpose of the communication?

Question: How do we assess what type of communicator the student is?

Question: How do we assess what the student is trying to communicate?

8. Communication Interventions

Augmentative- Used to compensate for a speech impairment where speech is augmented by: Use of pictures, visuals, choice boards or voice output devices

Incidental Teaching – Structuring and sequencing objectives within ongoing typical activities to take advantage of interests and motivation of the student. Ie) Communication temptation – Placing a highly desired item just out of reach of the student to increase likelihood he will ask for it.

Naturalistic Teaching – Using communication interaction between adult and student in the naturally occurring activities of the child’s environment to promote more complex language in natural and relevant situations ie) Using snack or lunch activities to expand communication

8. Communication Interventions

Determining the Need It is highly likely that this strategy would be identified as “needed” FIE, speech and language evaluations (communication samples), IEP

analysis Expressive Communication (Blank/Example) Receptive Communication (Blank/Example) Social Routine (Blank/Example)

8. Communication Interventions: Strategy is NeededCommunication goals and objectives in the area of

receptive and expressive communication are needed and addressed in the IEP.

Interventions for these objectives include but are not limited to a picture exchange communication system, choice boards, and discrete trial training for labeling and naming (ie. Expressive labeling)

8. Communication Interventions: Strategy Not Needed

Student is able to effectively understand and use languageSocial communication skills are addressed under social

skills strategies and supports Student ExamplesWilliam (PPCD)Alex (High School)

9. Social Skills Supports & Strategies

Definition: Based on social skills assessment/curriculum and provided across settings. For example: Trained peer facilitators (i.e. Circle of Friends), Video-Modeling, Social Stories, and Role PlayingSocial Skills are a set of behaviors used to interact and communicate with others and an integral part of and defined by the community and culture

9. Social Skills Supports and Strategies

Determining the Need Observations in naturalistic settings Structured observation in a situation designed to elicit a type of social

skill Rating scales of checklists (Standardized and informal) Direct Assessment such as a test of pragmatic skills Self-report scales and interviews Interview with those who know the individual SSIS, Scott Bellini, Tim Kowalski, etc. Social Skills Assessment (Hand-out)

9. Social Skills Supports and Strategies

Issues to Consider There is no one right curriculum for social skills Interaction of social skills needs and student characteristics (cognitive

and behavioral) leads to selection of appropriate strategies/curriculum Social skills objectives need to be part of the student’s IEP Social skills must be learned like academic skills for students with

ASD – Need to be explicitly taught, practiced, reinforced, and used across settings

Memorizing rules does not always translate into social behaviors, may create inflexibility and rigid adherence to rules

9. Social Skills Strategies

Those listed in the Autism Supplement Trained peer facilitators (i.e. Circle of Friends) Video-modeling Social Stories Role Playing

Other Important Strategies Incidental teaching Pivotal teaching strategies Situation-Options-Consequences-Choices-Strategies-Simulation (SOCCSS) Vocalize–education (SOLVE) Social narratives, social autopsies, Cartooning Power cards, Incredible 5-poiint scale, Hidden Curriculum, Direct Instruction

9. Social Skills: Strategy is Needed

Highly likely this strategy will be needed. The following social skills have been identified as areas of

need:_________, ___________. These skills are reflected in the goals and objectives. The strategies/supports used to address these needs will include:_________, ____________, _____________.

9. Social Skills: Strategy Not Needed

Social skills are being met through communication training Consider close monitoring of social interactions with others

Student Examples William (PPCD) Alex (High School)

10. Professional Educator/Staff Support

Definition: For example, training provided to personnel who work with the student to assure the correct implementation of techniques and strategies described in the IEP.Training and Support: General In techniques and strategies to implement the IEP; also in

foundational strategiesTraining and Support: Specific A training or support service particular to this student – based on

his/her particular needsGeneral: School-wide PBS being implementedSpecific: Develop a PBS or BIP Plan for a specific student

10. Professional Educator/Staff Support

Document all professional development workshops and activities: ASD in general Techniques and strategies for students with ASD and related disorders Techniques and strategies in curriculum Attendance at the conference

Document all training/support related to a particular student: Staffing Assistance from ASD or behavioral consultant, speech therapist, school

psychologist, occupational therapist, etc. Access to information and resources

10. Professional Educator/Staff Support: Strategy is Needed

It is highly likely that this strategy would be identified as needed Examples of what might be written on the supplement: Teacher and paraprofessional will document training activities and support Teacher and paraprofessional have access to support personnel and will

document support activities.

Documentation of Professional Educator/Staff Support (hand-outs)

Student Examples

William (PPCD) Alex (High School)

11. Teaching StrategiesDefinitions: Based on peer reviewed, and/or research-based practices for students with ASD. For example: Those associated with discrete-trial training, visual supports, Applied Behavior Analysis (ABA) structured learning, augmentative communication, or social skills training Research-based practices required by NCLB; Peer review required

by IDEA 2004 When confronted with alternative or strategies that have no research

to support them, team needs to return discussion to evidenced-based practices

Determining the Need Ongoing data collection and analysis, FIE, FBA & BIP, IEP, Use data to determine the teaching strategy for certain areas

11. Teaching Strategies

Evidenced-based practices (hand-out) TARGET: http://www.txautism.net/manual.html NPCD on ASD National Research Council (2001) Great resource for student birth through age 8

www.nap.edu National Standard Project (2009) Odom et. al (2010) Matrix available comparing 11 established treatments in NSP and 24 evidenced-

based practices in Odom’s article.

11. ABA & Behavioral Teaching Strategies

ABA is a science in which strategies derived from the principles of behavior are applied systematically to improve socially significant behavior

Discrete Trial Teaching (DTT or DTI) – Teaching methodology in ABA Prompting and prompt fading: Types and levels Shaping: Successive approximations to a target behavior Task Analysis: Forward and Backward Chaining

See: Association for Behavior Analysis International (ABAI) See: Behavior Analysis Certification Board (BACB.com)

11. Discrete Trial Instruction (DTI)

Adult issues an instruction (with or without a prompt) and waits for a response (5-7 seconds)

Student either responds correctly, incorrectly, no response, and Adult responds immediately by provision of reinforcement and/or

corrective feedback about the child’s response. Example:

11. Structured Learning

Visually comprehensible learning environment Does the physical environment make sense to the student? Question: What are things we should consider when creating or assessing

a learning environment?

Visual schedules (to create predictability and increase understanding of what is going to occur)

Work Systems (Chain tasks together, to facilitate independence) Visual supports (improve understanding of what is required and

expected in the environment) Structured tasks (helps the important information stand out)

11. Determining the Need

Ongoing data collection and analysis Data collection forms (hand-outs) FIE, FBA/BIP, IEP analysis Use data to determine the teaching strategy for certain areas

11. Teaching Strategies: Strategy Not Needed

The student is making adequate progress in IEP goals and objectives The instructional strategies, and accommodations used in the

classroom setting are sufficient for the student to make progress at this time.

Student ExamplesWilliam (PPCD)Alex (High School)

Important Resources & ReferencesAutism Supplement Training, Region 4 ESC, Houston, TX March 2010 & May 2013 Region 10 ESC Resource ManualAutism Supplement Guidelines & Suggestions Palomo et al., 2008Commissioner’s Rules Concerning Special Education Services 89.1055. Content of the IEPhttp://www.tea.state.tx.us/rules/commissioner/adopted/1007/89aa-two.pdfCommissioner’s Rules Guidance Document Content of the IEPhttp://www.tea.state.tx.us/special.ed/guidance/rules/89.1055.html

Break-out Session

In-Home Training Community-Based Training Viable Alternatives Parent Training

Questions: How have these areas been addressed in your district or other

districts?

Break Out or Discussion – Trouble Shooting

In-home Community-basedViable AlternativesParent Training

What works?What doesn’t work or hasn’t worked well?Proactive versus Reactive Strategies?Other things to consider?

Questions???

For More Information: Toni Ventrella, Program Manager1-(877)-712-2735 toll-freetventrella@educatorscare.comwww.educatorscare.com

Dr. Jan Butz, BCBA-DCEO, CARE. LLCjbutz@educatorscare.com

Dr. Greg Ryan, BCBA-DSr. Consultant, CARE, LLCgryan@educatorscare.com