Teaching Routines To Support the Independence of Students with ASD/DD

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Teaching Routines To Support the Independence of Students with ASD/DD"

Transcription

1 11 th Annual NW PBIS Conference Eugene, Oregon February 27 th, 2013 Morning Half-Day Workshop Teaching Routines To Support the Independence of Students with ASD/DD Joel Arick, Ph.D. and Sheldon Loman, Ph.D. Portions of the information in this handout were taken from the STAR Program Manual, published by Pro-Ed, Austin, TX (Arick, Loos, Falco, and Krug, 2004) and should not be copied without the authors permission. This handout is to be accompanied with a live training. It is not intended to be a stand-alone document. STAR Autism Support Inc

2 Clearing a path for people with special needs clears the path for everyone! 2

3 Repetitive Activities Autism 101 Characteristics Triad Emotional Vulnerability Difficulties with Changes in Routines Cognitive Differences Motor/Sensory Differences

4 Overview - Positive supports for students with ASD Visuals, structure and routines Communication supports Behavior is communication Sensory and emotional regulation supports

5 Visuals, Structure and Routines What are some ways to provide structure and supports across the day?

6 Structure and Supports Caution - students with ASD are often very literal Example Non-Example Quiet Mouth Zip Your Lip Put Trash in the Green Can Good Citizens Pick Up

7 Communication 1. A skill that must be taught and supported 2. All students with an ASD need communication supports Reminder Card Raise Hand Talk when teacher responds Use # 2 voice Talk once then listen if the student does not have the means to communicate what he wants and needs at that moment, he WILL use Behavior

8 Reinforcement What we know from PBIS Reinforcement of desired behaviors increase the frequency of those behaviors

9 **Reinforcement** What is reinforcement for the student with ASD?

10 Reinforcement Token Economy Systems can work for students with ASD Hands to self Quiet voice Complete work = Buy Soda

11 SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~5% ~15% Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~80% of Students School Wide Positive Behavior Support Robert Horner and George Sugai - OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports.

12 Intensive Few Continuum of Support for ALL Targeted Some At what tier do you include students with ASD in your PBIS implementation? Students with ASD benefit from Universal supports and interventions All at all three tiers Dec 7, 2007

13 Tier 1 Universal Preventions Teach & encourage positive SW expectations Effective instruction Proactive SW support and reinforcement Parent engagement

14 Tier 1 Tips and Tweaks Must explicitly teach expectations with examples in all environments using visual supports and hidden curriculum Reinforce expected behaviors may need to adjust reinforcement Connect cause and effect Include self-regulation supports

15 Visual Organizer for Kick-off Day Break

16 Sample Matrix SETTING All Settings Hallways Playgrounds Cafeteria Library/ Compute r Lab Assembly Bus Respect Ourselves Be on task. Give your best effort. Be prepared. Walk. Have a plan. Eat all your food. Select healthy foods. Study, read, compute. Sit in one spot. Watch for your stop. Respect Others Be kind. Hands/feet to self. Help/share with others. Use normal voice volume. Walk to right. Play safe. Include others. Share equipment. Practice good table manners Whisper. Return books. Listen/watch. Use appropriate applause. Use a quiet voice. Stay in your seat. Respect Property Recycle. Clean up after self. Pick up litter. Maintain physical space. Use equipment properly. Put litter in garbage can. Replace trays & utensils. Clean up eating area. Push in chairs. Treat books carefully. Pick up. Treat chairs appropriately. Wipe your feet. Sit appropriately.

17 Sample Matrix - Arrival Expectation Be Responsible Be Respectful Be Safe Behavior Be on time Obey Supervisors Watch for cars Behavior Put your coat away Keep hands and feet to self Use cross walks and sidewalks Behavior Have your supplies Enter class quietly Walk at all times

18 Sample Matrix - Arrival Expectation Be Responsible Be Respectful Be Safe Behavior Be on time Obey Supervisors Watch for cars Behavior Put your coat away Keep hands and feet to self Use cross walks and sidewalks Behavior Have your supplies Enter class quietly Walk at all times

19

20 Sample Matrix Hallway Universal Expectation Behavior Respect Ourselves Walk Respect Others Use a quiet voice Keep arms distance Respect Property Pick up

21 Sample Matrix Hallway Universal Expectation Behavior Respect Ourselves Walk Respect Others Use a quiet voice Keep arms distance --- Respect Property Pick up

22

23 CLASSROOM EXPECTATIONS MATRIX Be Respectful Be Responsible Be Safe Use quiet voices Complete all assigned tasks Keep hands and feet to self Raise your hand and wait to speak Come to class on time When seated, keep 2 feet and 4 legs on floor Listen to instructions and directions Be prepared: have all materials Walk at all times

24 Entering Class Routine Morning Checklist Be Responsible Check Activity Put away backpack in locker Make lunch selection Turn in Homework Pick reward from menu Sit in assigned seat Review class expectations

25 Morning Checklist Be Responsible Activity My Morning Schedule Walk to Locker Open Locker Hang up Coat Put away Backpack Room 133 Walk to classroom Sit in assigned seat

26 Be Respectful What does it look like in class discussion? Raising your hand Talk when teacher responds Use # 2 voice Talk once then listen Use Polite words Class Discussion s Raise Hand Talk when teacher responds Use # 2 voice Talk once then listen Use Polite Words Prompting for all students Point to Discussion Poster and review BEFORE class discussion begin

27 Be Respectful Class Discussions Raise Hand Talk when teacher responds Use # 2 voice Talk once then listen Use Polite Words

28 Seat Work Seat Work 1. Stay on task 2. Finish your work 3. Stay in seat until you have permission to be up 4. Quietly move to next work

29 Reinforcement for Seat Work Contingent Activities Can be as simple as First, Then First Then Make sure it is a choice Must be honored Finish Work Read quietly

30 Evidenced Based Treatments Experts in the field consider Applied Behavior Analysis or ABA as an effective treatment for Autism Spectrum Disorder. So..how can schools use these effective treatments with their students with ASD? 30

31 Purpose of The ABA Programs Provide 1:1 intensive instruction in: Expressive Language Receptive Language Spontaneous Communication Pre-academics Play skills/social Interaction Pre-Teach Functional Routines Then generalize the skills taught into the student s school day and at home 31

32 Implement an Evidence Based Curriculum For Students Who Need a More Intensive Program A research-based comprehensive curriculum can provide consistency of implementation for school programs. The STAR Program (Arick, Loos, Falco and Krug, 2004) is one example. It uses the: ABA Instructional Methods of Discrete trial training Pivotal response training Functional routines 32

33 Discrete Trial Training 33

34 Discrete Trial Training (DT) Skills are taught in a logical sequence building on previously learned skills. Concepts taught are identified, then broken down into specific elements for instruction. Each session consists of a series of discrete trials, using a four-step sequence: a) instructional cue b) child response c) consequence d) pause 34

35 Example DT Trial (Correct Response Trial) Strategy Cue Response Consequence Pause Application Teacher provides instructional cue Student responds Teacher praises and gives child a positive reinforcer There is a pause Example Teacher says, Do this and models ringing the bell. Student rings bell Teacher says Ringing bell, praises student & gives student a reinforcer Student uses R+ and teacher pauses before next cue 35

36 Pivotal Response Training (PRT) 36

37 PRT: Some Illustrations (from Initial Level ) Cue/Opportunity to Respond Response Consequences Pause Expressive Language Trial -Child reaches for a toy car held by a teacher -Teacher holding car says car (attempting to elicit a verbal imitation) -Child says car. -Teacher lets the child hold car. -Child continues to play with car for 5-10 seconds. -Teacher observes level of play to prepare for the next trial. Play Trial -Child reaches for a toy car on a track to spin the wheels. -Teacher holding car says do this and pushes the car. -Child imitates the teacher s action and pushes the car. -Teacher lets the child hold the car and spin the wheels as a reward for pushing it appropriately. -Child continues to play with car for 5-10 seconds. -Teacher observes level of play to prepare for the next trial. 37

38 Functional Routines ORGANIZING THE STUDENT S DAY FOR SUCCESS 38

39 What Are Functional Routines? Activities students do throughout the school day All routines have a beginning, middle and end Snack Sit at table Eat food Clean up Students need to be taught skills to make the routine both functional and meaningful Snack Share/talk to friends Request/make choices about what they want to eat Follow directions (clean-up) Opportunity to generalize skills learned in DT/PRT lessons Snack Requesting (PRT) Counting food items (DT-academic programs) 39

40 Why are Routines Important? Teaches essential skills needed for independence throughout the student s life. Students exhibit fewer behavior problems when engaged in appropriate and meaningful routines throughout the day. Less down-time for students! Routines tell students what to do Routines create teachable moments throughout the school day Provide structure to the student s day Can assist families with community activities and home routines Provides opportunities for inclusion Provides access to the general education environment even when the student may not be able to complete the academic work 40

41 Routines can be Taught across all Levels Routines become increasingly more complex at each level Example: Arrival Routine Initial Level: Child walks within 2 feet of adult, adult says walk with me Mid-Level: Child walks slightly ahead of adult and finds their own way to class; child says hi to adult and child during the arrival routine Advanced-Level: Child walks to classroom with other children; child goes to desk in mainstream/inclusion class and gets out work Routines are provided in each of the following areas Transition routines Self-care routines Work routines Inclusion routines Group Routine Free-time routines Play/social interaction routines Academic routines 41

42 Example Natural Cue: Cue/Response/Consequence/Pause Arrival Routine Cue (Natural Cue) Response Consequence Pause Classroom door (adult moves behind child) Child opens classroom door and enters Able to enter classroom Child focuses on next environmental cue (adult determines need to prompt attention to natural cue) 42

43 Example Embedded Cue: Arrival Routine Cue (Embedded cue) Response Consequence Pause (after child enters classroom) Adult stands faceto-face with child and says, Hi Child looks at adult and communicates Hi Adult smiles and moves out of child s way Child focuses on next environmental cue (adult determines need to prompt attention to natural cue) 43

44 How to Teach Routines Student Response Pre-teaching During Routine Teaching Environmental Supports What step do you want the student to complete? Skill Acquisition: DT PRT Communication Systems During routine instruction should include: Prompting/fading strategies Reinforcement strategies Data collection to guide instruction Provide supports throughout the routine: Environment (room arrangement) Tasks (task strips) Time (visual schedules) Target these skills during routines 44

45 A Complete Set Of Slides and Handouts will be Provided During the Session Video examples of each strategy will be shown during the session. Ideas and materials from Routine Essentials (Magee et. al., 2013) will be shared.

PBIS Examples for Students with Autism. Sensory/Biological 10/19/2012. Communication. **Reinforcement** Reinforcement

PBIS Examples for Students with Autism. Sensory/Biological 10/19/2012. Communication. **Reinforcement** Reinforcement Communication PBIS Examples for Students with Autism 2012 National PBIS Leadership Forum October 19, 2012 Rosemont, IL Kathy Gould Project Director Illinois Autism Training and Technical Assistance Project

More information

STAR Autism Support Inc. Nature of the Intervention

STAR Autism Support Inc. Nature of the Intervention STAR Autism Support Inc. 6663 SW Beaverton Hillsdale Hwy #119 Portland, Oregon 97221 www.starautismsupport.com information@starautismsupport.com 503-297-2864 503-292-4173 (fax) Nature of the Intervention

More information

Lesson Plan for Teaching: Give Respect

Lesson Plan for Teaching: Give Respect Lesson Plan for Teaching: Give Respect 1. Concept (Expectation) E Give Respect 2. Definition and Critical Attributes To show concern and consideration for others and/or property, behaviors that help people

More information

Building Blocks: Effective Practices for Including Young Children with Disabilities in Community Based Programs

Building Blocks: Effective Practices for Including Young Children with Disabilities in Community Based Programs Building Blocks: Effective Practices for Including Young Children with Disabilities in Community Based Programs Cassandra Cerros Jaime Martin Gail Joseph Head Start Center for Inclusion University of Washington

More information

Focus area: Assemblies and other special events (field trips, classroom speakers, etc)

Focus area: Assemblies and other special events (field trips, classroom speakers, etc) Focus area: Assemblies and other special events (field trips, classroom speakers, etc) :,, Objective: The students will be respectful to the presenter(s) and others by demonstrating safe and responsible

More information

Behavior Impedes Learning

Behavior Impedes Learning Behavior Impedes Learning ARSD 24:05:27:01.02. (1) In the case of a student whose behavior impedes his or her learning or that of others, consider the use of positive behavioral interventions and supports

More information

Brandi Simonsen, Ph.D. Sarah Fairbanks, M.S. The Center for Behavioral Education and Research University of Connecticut

Brandi Simonsen, Ph.D. Sarah Fairbanks, M.S. The Center for Behavioral Education and Research University of Connecticut What Every Teacher Should Know: Evidence Based Practices in Classroom Management Brandi Simonsen, Ph.D. Sarah Fairbanks, M.S. The Center for Behavioral Education and Research University of Connecticut

More information

Going to School and Being Effective

Going to School and Being Effective Going to School and Being Effective Doreen Granpeesheh, Ph.D., B.C.B.A. Center for Autism and Related Disorders, Inc. Today s Presentation What is Applied Behavior Analysis? How does it apply to Autism?

More information

Preventive Classroom Behavior Management Practices 1

Preventive Classroom Behavior Management Practices 1 Behavior Management 1 Preventive Classroom Behavior Management Practices 1 George Sugai, Brandi Simonsen, Jen Freeman, and Susannah Everett Centers for Behavioral Education and Research and on Positive

More information

A COLLABORATIVE PROCESS SUPPORTING TEACHERS AND SCHOOL STAFF IN THE IMPLEMENTATION OF EVIDENCE-BASED PRACTICES

A COLLABORATIVE PROCESS SUPPORTING TEACHERS AND SCHOOL STAFF IN THE IMPLEMENTATION OF EVIDENCE-BASED PRACTICES A COLLABORATIVE PROCESS SUPPORTING TEACHERS AND SCHOOL STAFF IN THE IMPLEMENTATION OF EVIDENCE-BASED PRACTICES Judy Anderson, MS, School District of Philadelphia Erica Reisinger, MSEd, University of Pennsylvania

More information

Primary Montessori Classroom Management Plan and Parent Information

Primary Montessori Classroom Management Plan and Parent Information Primary Montessori Classroom Management Plan and Parent Information 2013 2014 Mrs. Herbert, Mrs. Marlow, Ms. Mackrey and Ms. Vaughan Welcome to the 2013-2014 School Year! We are excited to have your child

More information

Seven Successful Strategies for Preventing Challenging Behavior in Young Children

Seven Successful Strategies for Preventing Challenging Behavior in Young Children Seven Successful Strategies for Preventing Challenging Behavior in Young Children Judith Carta, Ph.D. Hansen Early Childhood Lecture October 13, 2004 Key Social Emotional Skills Children Need as They Enter

More information

Steps for Implementation: Graduated Guidance

Steps for Implementation: Graduated Guidance Steps for Implementation: Graduated Guidance Neitzel, J., & Wolery, M. (2009). Steps for implementation: Graduated guidance. Chapel Hill, NC: The National Professional Development Center on, FPG Child

More information

Why use a visual schedule?

Why use a visual schedule? Why use a visual schedule? As teachers or parents working with children with disabilities, we often assume that the child knows the daily schedule. Do they really know? Think how lost you would be if someone

More information

Positive Behaviour Support Plan for Jane. Brief Summary of the Critical System Strengths and Concerns (for school):

Positive Behaviour Support Plan for Jane. Brief Summary of the Critical System Strengths and Concerns (for school): Brief Summary of Focus Person: Positive Behaviour Support Plan for Jane Jane is a 6 year old girl with ADHD, oppositional defiant disorder, prenatal exposure to cocaine and possible fetal alcohol spectrum

More information

Classroom Behavior Management Packet Extending PBS into the Classroom. Chris Borgmeier, PhD Portland State University cborgmei@pdx.

Classroom Behavior Management Packet Extending PBS into the Classroom. Chris Borgmeier, PhD Portland State University cborgmei@pdx. 1 Classroom Behavior Management Packet Extending PBS into the Classroom Chris Borgmeier, PhD Portland State University cborgmei@pdx.edu 503/725-5469 Mapping School-Wide Rules to Classroom Behavioral Expectations

More information

Positive Behavior Support Across the Lifespan

Positive Behavior Support Across the Lifespan Positive Behavior Support Across the Lifespan Rachel Freeman University of Kansas Kansas Institute for Positive Behavior Support www.kipbs.org Kansas Mental Health & Positive Behavior Support www.kmhpbs.org

More information

Classroom Positive Behavior Support June 2007. Data. Practices. Systems. L.Newcomer - UMSL 1. Continuum of Support for ALL. Few. Intensive.

Classroom Positive Behavior Support June 2007. Data. Practices. Systems. L.Newcomer - UMSL 1. Continuum of Support for ALL. Few. Intensive. Intensive Targeted Few Some Continuum of Support for ALL Positive Behavior Support in the Classroom Lisa Hazel & Julie Vollmar Ferguson-Florissant School Dist., Florissant Mo Universal All Positive Behavior

More information

Jt. #1 Elementary Behavior Handbook

Jt. #1 Elementary Behavior Handbook Jt. #1 Elementary Behavior Handbook 2 Hartford Jt. #1 Team Purpose Statement: The foundation of our school s culture is built on the common values of being safe, being respectful and being responsible.

More information

Instructional Practices. Curriculum Differentiation Discrete Trial Overview Age Appropriate Materials

Instructional Practices. Curriculum Differentiation Discrete Trial Overview Age Appropriate Materials Instructional Practices Curriculum Differentiation Discrete Trial Overview Age Appropriate Materials Curriculum 61 Curriculum Portland Public Schools has adopted curriculum for Communication Behavior Classrooms.

More information

Thank you for using the University at Albany s Interlibrary Loan Service

Thank you for using the University at Albany s Interlibrary Loan Service Thank you for using the University at Albany s Interlibrary Loan Service NOTICE WARNING CONCERNING COPYRIGHT RESTRICTIONS The copyright law of the United States (Title 17, United States Code) governs the

More information

Goals for today. Positive Behavior Support. Supporting Appropriate Social Behavior in Preschool: Considerations for Classroom Management

Goals for today. Positive Behavior Support. Supporting Appropriate Social Behavior in Preschool: Considerations for Classroom Management Supporting Appropriate Social Behavior in Preschool: Considerations for Classroom Management Deb Carter, Ph.D. Christine Hancock, M.A. Goals for today Discuss Positive Behavior Support (PBS) model (briefly)

More information

Classroom Management Plan Nicole Short EDUC 360

Classroom Management Plan Nicole Short EDUC 360 Classroom Management Plan Nicole Short EDUC 360 The purpose of this classroom management plan is to address my philosophy and beliefs about discipline, state classroom procedures, and the implementation

More information

Classroom Management Plan

Classroom Management Plan Classroom Management Plan 1 Classroom Management Plan Miss. Jessica Stiffler Classroom Management Plan 2 Classroom Management Plan Jessica Stiffler Education 360 November 22, 2010 Classroom Management

More information

SUGGESTIONS FOR WORKING WITH STUDENTS WITH AUTISM SPECTRUM DISORDERS (ASD) Provided for Information and sharing only

SUGGESTIONS FOR WORKING WITH STUDENTS WITH AUTISM SPECTRUM DISORDERS (ASD) Provided for Information and sharing only SUGGESTIONS FOR WORKING WITH STUDENTS WITH AUTISM SPECTRUM DISORDERS (ASD) Provided for Information and sharing only 1. I have attached an informational handout about autism spectrum disorders and the

More information

Presenter Notes. Materials Needed: Icon Key: Slide 1: Introductions: Introduce Topic: The National Center on Quality Teaching and Learning

Presenter Notes. Materials Needed: Icon Key: Slide 1: Introductions: Introduce Topic: The National Center on Quality Teaching and Learning Draft Tools for Trainers The National Center on Quality Teaching and Learning Presenter Notes Engaging Children in Conversations This guide walks you through presenting the Engaging Children in Conversations

More information

Steps for Implementation: Least-to-Most Prompts

Steps for Implementation: Least-to-Most Prompts Steps for Implementation: Least-to-Most Prompts Neitzel, J., & Wolery, M. (2009). Steps for implementation: Least-to-most prompts. Chapel Hill, NC: National Professional Development Center on, Frank Porter

More information

Behavior Lesson Plans

Behavior Lesson Plans Behavior Lesson Plans Teaching Rules Teaching Procedures Teaching Social Skills Teaching Character Traits Behavior and Reading Improvement Center Bob Algozzine Kate Algozzine Tina McClanahan 2006 Behavior

More information

Outline Of Classroom Management Plan (Management plan is designed for an elementary school placement. Refer to classroom map when needed.

Outline Of Classroom Management Plan (Management plan is designed for an elementary school placement. Refer to classroom map when needed. Outline Of Classroom Management Plan (Management plan is designed for an elementary school placement. Refer to classroom map when needed.) I. Room Preparation A. Bulletin Boards and Walls There will be

More information

Creating Quality Educational Programs for Children with ASD

Creating Quality Educational Programs for Children with ASD AUTISM SPECTRUM DISORDER SERIES Creating Quality Educational Programs for Children with ASD The importance of individualizing education programs for children with ASD and the importance of family involvement

More information

Evidence based Classroom Management: Moving from Research to Practice Brandi Simonsen, Ph.D.

Evidence based Classroom Management: Moving from Research to Practice Brandi Simonsen, Ph.D. Evidence based Classroom Management: Moving from Research to Practice Brandi Simonsen, Ph.D. (brandi.simonsen@uconn.edu) Critical Features of Classroom Management 1. Maximize structure in your classroom.

More information

Tips on Building Classroom Procedures and Routines: How to have a well-managed classroom. Teacher Resources

Tips on Building Classroom Procedures and Routines: How to have a well-managed classroom. Teacher Resources Teacher Resources Tips on Building Classroom Procedures and Routines: How to have a well-managed classroom Note: The following references and excerpts taken from three sources: 1. How to be an effective

More information

That kid did WHAT? encouraging positive behavior through building connections. Kelly Walker Preschool Teacher, Lawrence County Schools

That kid did WHAT? encouraging positive behavior through building connections. Kelly Walker Preschool Teacher, Lawrence County Schools That kid did WHAT? encouraging positive behavior through building connections Kelly Walker Preschool Teacher, Lawrence County Schools BEHAVIOR: by far the most challenging thing you will face each day

More information

CLASSROOM MANAGEMENT CHECKLIST

CLASSROOM MANAGEMENT CHECKLIST Learning Environments + or - Notes: Recommendations Areas of the classroom are clearly defined with visual/structural parameters Each learning environment has a clear purpose or function Distractions are

More information

School-wide Positive Behavior Interventions and Support (SW-PBIS): Information for Parents

School-wide Positive Behavior Interventions and Support (SW-PBIS): Information for Parents School-wide Positive Behavior Interventions and Support (SW-PBIS): Information for Parents What is SW-PBIS? School-wide positive behavior interventions and support is a system that is developed by a school

More information

Copyright 2012. All rights reserved. Horizons Developmental Resource Center

Copyright 2012. All rights reserved. Horizons Developmental Resource Center Printed and bound in the United States of America. All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying,

More information

Individualized Education Program (IEP)

Individualized Education Program (IEP) SECTION 6 matters! inclusion Individualized Education Program (IEP) 44. Inclusion Matters! Individualized Education Program (IEP) The student s IEP is the vehicle that pulls together the work of the team

More information

Steps for Implementation: Discrete Trial Training

Steps for Implementation: Discrete Trial Training STEP-BY-STEP INSTRUCTIONS Steps for Implementation: Discrete Trial Training Bogin, J., Sullivan, L., Rogers, S., & Stabel. A. (2010). Steps for implementation: Discrete trial training. Sacramento, CA:

More information

Lower Elementary Montessori Classroom Management Plan and Parent Information

Lower Elementary Montessori Classroom Management Plan and Parent Information Lower Elementary Montessori Classroom Management Plan and Parent Information 2013-2014 Ms.Brown, Ms.Gary, and Ms.Holt Dear Parents, Welcome to the 2013-2014 school year. As you know, these next few weeks

More information

How Early Can Autism Spectrum Disorder Be Diagnosed and Where To Focus Treatment for My Toddler. Tessa VanKirk, MS, BCBA Stormi Pulver White, PsyD

How Early Can Autism Spectrum Disorder Be Diagnosed and Where To Focus Treatment for My Toddler. Tessa VanKirk, MS, BCBA Stormi Pulver White, PsyD How Early Can Autism Spectrum Disorder Be Diagnosed and Where To Focus Treatment for My Toddler Tessa VanKirk, MS, BCBA Stormi Pulver White, PsyD What is Autism Spectrum Disorder (ASD)? Focus on 2 areas:

More information

Supporting Implementation of Efficient and Effective Classroom-wide Positive Behavior Support Plans

Supporting Implementation of Efficient and Effective Classroom-wide Positive Behavior Support Plans Supporting Implementation of Efficient and Effective Classroom-wide Positive Behavior Support Plans Illinois PBIS Network Positive Behavior Interventions & Supports Coming Together to Strengthen Illinois

More information

My Classroom Management Philosophy

My Classroom Management Philosophy My Classroom Management Philosophy I believe one of the hardest things for new teachers to build is their classroom management plan. I have seen many different types of classroom management plans throughout

More information

A Parenting Roadmap. Understanding Applied Behavioral Analysis and Using Behavioral Strategies at Home

A Parenting Roadmap. Understanding Applied Behavioral Analysis and Using Behavioral Strategies at Home A Parenting Roadmap Understanding Applied Behavioral Analysis and Using Behavioral Strategies at Home By Deborah Hammer Autism Coordinator Arlington Public Schools (703) 228-2133 deborah.hammer@apsva.us

More information

Presentation Summary. More Learning Opportunities. Manding and More for Young Children: Kick Starting Communication

Presentation Summary. More Learning Opportunities. Manding and More for Young Children: Kick Starting Communication Presentation Summary Why is requesting (manding) important Manding and More for Young Children: Kick Starting Communication Applied Behavior Analysis and Verbal Behavior Jamie Owen-DeSchryver, Ph.D. &

More information

Classroom Behavior Management Plan

Classroom Behavior Management Plan Haffner 1 Classroom Behavior Management Plan Daniel Haffner November 20, 2009 EDUC 348 Haffner 2 Philosophy of Classroom Management Classroom management is a course taught at every teacher college across

More information

SECTION 5 TEACHING EXPECTED BEHAVIOUR

SECTION 5 TEACHING EXPECTED BEHAVIOUR SECTION 5 TEACHING EXPECTED BEHAVIOUR Section 5: Teaching Expected Behaviour Sustaining principal commitment Setting up for success Identifying positive expectations Teaching 4. Teaching expected expected

More information

Ashley S. MacSuga, MA & Jennifer Freeman, MA

Ashley S. MacSuga, MA & Jennifer Freeman, MA Evidence-based Classroom Management Moving from Research to Practice New England Positive Behavioral Interventions and Supports Conference October 6, 2011 Ashley S. MacSuga, MA & Jennifer Freeman, MA Presentation

More information

Classroom Management Plan for the Resource Room, Grades 4 and 5. Student materials (binders, lesson books, pencils) available in crates as they enter

Classroom Management Plan for the Resource Room, Grades 4 and 5. Student materials (binders, lesson books, pencils) available in crates as they enter Classroom Management Plan for the Resource Room, Grades 4 and 5 A. Physical Arrangement Student materials (binders, lesson books, pencils) available in crates as they enter Puzzles, educational games,

More information

Acknowledging Children s Positive Behaviors What Works Brief Series Matt Timm and Sharon Doubet

Acknowledging Children s Positive Behaviors What Works Brief Series Matt Timm and Sharon Doubet Center on the Social and Emotional Foundations for Early Learning Project funded by the Child Care and Head Start Bureaus in the U.S. Department of Health and Human Services Acknowledging Children s Positive

More information

Evidence-Based Practice in Autism Spectrum Disorders: What Does it Mean? CIGNA Autism Education Series

Evidence-Based Practice in Autism Spectrum Disorders: What Does it Mean? CIGNA Autism Education Series Evidence-Based Practice in Autism Spectrum Disorders: What Does it Mean? CIGNA Autism Education Series Jill Krata, Ph.D. Manager of Clinical Services, YAI Autism Center & Associate Chief, Premier HealthCare

More information

Lesson 5: School Bus Safety

Lesson 5: School Bus Safety Time: approximately 40 minutes Lesson 5: School Bus Safety LESSON PLAN: Lesson 5 This curriculum does not cover every possible scenario that a child may encounter as a pedestrian, but instead addresses

More information

Growing Up With Epilepsy

Growing Up With Epilepsy Teaching Students with Epilepsy: Children with epilepsy often experience learning issues as a result of their seizures. These may include ongoing problems with motor skills or cognitive functions, as well

More information

The Flip n Flipping Ticket Systems: Why Classroom or School-wide Response Cost is Not PBIS and How to Put the P Back in Positive

The Flip n Flipping Ticket Systems: Why Classroom or School-wide Response Cost is Not PBIS and How to Put the P Back in Positive The Flip n Flipping Ticket Systems: Why Classroom or School-wide Response Cost is Not PBIS and How to Put the P Back in Positive Pat Red University of Southern Maine Maine PBIS LPC November 5, 2013 objectives

More information

Philosophy of Discipline

Philosophy of Discipline Philosophy of Discipline PBS G. M. S. Get Ready Model Responsibility Show Respect Georgetown Middle School PBS Matrix Classroom Hallway Cafeteria Bathroom Library & Computer Lab Assemblies /Sporting Events

More information

Structured Teaching Strategies: A Series

Structured Teaching Strategies: A Series Structured Teaching Strategies: A Series Article 2: Visual Schedules in the School Setting Contributed by Kara Hume, Ph.D. This series of four articles can be used as a set or separately depending on the

More information

The big list of discipline classroom language

The big list of discipline classroom language The big list of discipline classroom language Noise Shh Keep the noise down (please) One point to the person/ team who can do it/ say it most quietly (Everyone) fingers on your lips (and be quiet) What

More information

Joint Attention and Social Referencing

Joint Attention and Social Referencing Joint Attention and Social Referencing Joint attention occurs when two people share interest in an object or event and there is understanding between the two people that they are both interested in the

More information

Moving from primary to secondary school Supporting pupils with an autism spectrum disorder

Moving from primary to secondary school Supporting pupils with an autism spectrum disorder Moving from primary to secondary school Supporting pupils with an autism spectrum disorder The transition from primary to secondary school is a major change in any child s life, and pupils with an autism

More information

Van Meter Elementary School Positive Behavior, Interventions and Supports (PBIS) Handbook

Van Meter Elementary School Positive Behavior, Interventions and Supports (PBIS) Handbook Van Meter Elementary School Positive Behavior, Interventions and Supports (PBIS) Handbook The Mission of Van Meter Community School District is to personalize learning for each student s success, today

More information

A Brief Explanation of Applied Behavior Analysis. conditioning to identify the contingencies affecting a student s behavior and the functions of the

A Brief Explanation of Applied Behavior Analysis. conditioning to identify the contingencies affecting a student s behavior and the functions of the A Brief Explanation of Applied Behavior Analysis Applied Behavior Analysis is the procedure for using the principles of operant conditioning to identify the contingencies affecting a student s behavior

More information

BUILDING POSITIVE CLASSROOM RELATIONSHIPS

BUILDING POSITIVE CLASSROOM RELATIONSHIPS BUILDING POSITIVE CLASSROOM RELATIONSHIPS CREATED BY: Telesa Bullock and Tannis Bailey bbullock@telus.net and tannis.bailey@sd76.ab.ca Medicine Hat School District # 76 403-526-3528 ext. 4821 KIT CONTENTS

More information

The Pyramid Approach for Parents and Professionals. Lori Frost, MS, CCC SLP Andy Bondy, PhD

The Pyramid Approach for Parents and Professionals. Lori Frost, MS, CCC SLP Andy Bondy, PhD The Pyramid Approach for Parents and Professionals Lori Frost, MS, CCC SLP Andy Bondy, PhD The Pyramid Approach for Parents and Professionals Andy Bondy, PhD Pyramid Educational Consultants The Pyramid

More information

Managing the Cycle of Meltdowns for Students with Autism Spectrum Disorder Geoff Colvin and Martin Sheehan (Corwin Press, 2012)

Managing the Cycle of Meltdowns for Students with Autism Spectrum Disorder Geoff Colvin and Martin Sheehan (Corwin Press, 2012) Book Study Prepared by the Kansas Technical Assistance System Network (TASN) Managing the Cycle of Meltdowns for Students with Autism Spectrum Disorder Geoff Colvin and Martin Sheehan (Corwin Press, 2012)

More information

PBIS and the Responsive Classroom Approach

PBIS and the Responsive Classroom Approach PBIS and the Responsive Classroom Approach Positive Behavioral Interventions and Supports (PBIS), an evidence-based framework for developing positive behavior, is used in schools nationwide to create a

More information

A proactive intervention for the classroom -Kareen Smith

A proactive intervention for the classroom -Kareen Smith POSITIVE REINFORCEMENT FOR CHALLENGING BEHAVIOR The mission of KIT is to provide learning opportunities that support recreation, child development and youth enrichment programs to include children with

More information

TRUMBAUERSVILLE ELEMENTARY SCHOOL Building Community Through Respect and Friendship

TRUMBAUERSVILLE ELEMENTARY SCHOOL Building Community Through Respect and Friendship TRUMBAUERSVILLE ELEMENTARY SCHOOL Building Community Through Respect and Friendship STUDENT EXPECTATIONS and RESPONSIBILITIES 2012 2013 School Pledge As a member of the Trumbauersville School Community

More information

Steps for Implementation: Video Modeling

Steps for Implementation: Video Modeling Steps for Implementation: Video Modeling These steps for implementation were adapted from: LaCava, P. (2008). Video modeling: An online training module. (Kansas City: University of Kansas, Special Education

More information

Behavior Intervention Plan

Behavior Intervention Plan Behavior Intervention Plan Student: Robert Class: 3 rd Grade, Mrs. Jones Date: April 14, 2009 Behavioral Definitions Target Behavior: Reduce the number of outbursts (the student throws objects, raises

More information

Pivotal Response Treatment (PRT) from Pre-K through Transition

Pivotal Response Treatment (PRT) from Pre-K through Transition Pivotal Response Treatment (PRT) from Pre-K through Transition Robert E. Daniels, Ph.D. Licensed Clinical Psychologist Executive Director RDaniels@chicagochildrensclinic.com www.chicagochildrensclinic.com

More information

Building Positive Relationships

Building Positive Relationships Individualized Intensive Interventions Social Emotional Teaching Strategies Designing Supportive Environments Building Positive Relationships Designing the Physical Environment Why is this important for

More information

Using ABA for the Treatment of Autism: The CARD Program

Using ABA for the Treatment of Autism: The CARD Program Using ABA for the Treatment of Autism: The CARD Program Autism Symposium Aruba 2010 Adel C. Najdowski, PhD, BCBA Center for Autism & Related Disorders, Inc. Presentation Outline Brief Introduction to CARD

More information

The Impact of Online Training on Staff Knowledge and Training Efficiency

The Impact of Online Training on Staff Knowledge and Training Efficiency + The Impact of Online Training on Staff Knowledge and Training Efficiency Conquering the cliff april 14 th, 2016 Megan Robinson Joy, Ph.D.. T R A I N I N G E F F I C I E N C Y + Objectives Today we will

More information

ABA & Teaching Methods

ABA & Teaching Methods ABA & Teaching Methods C H A P T E R 7 E A S T E R S E A L S S O U T H E A S T W I S C O N S I N S T A R T E A R L Y, S T A R T S T R O N G P R O G R A M ABA ABA = Applied Behavior Analysis Science devoted

More information

KINDERGARTEN SAFETY AND FIRST AID

KINDERGARTEN SAFETY AND FIRST AID KINDERGARTEN SAFETY AND FIRST AID SAFETY AND FIRST AID KINDERGARTEN LESSON: 1 THEME: PERSONAL SAFETY CONCEPT: IT IS IMPORTANT TO FOLLOW PERSONAL SAFETY RULES PREPARATION: 1. Enlarge or prepare an overhead

More information

How To: Handle Common Classroom Problem Behaviors Using a Behavior Management Menu

How To: Handle Common Classroom Problem Behaviors Using a Behavior Management Menu How the Common Core Works Series 2013 Jim Wright www.interventioncentral.org 1 How To: Handle Common Classroom Problem Behaviors Using a Behavior Management Menu Teachers who can draw on a range of responses

More information

INTRODUCTION TEACHING TIPS. THE NURSERY CLASS Purpose

INTRODUCTION TEACHING TIPS. THE NURSERY CLASS Purpose INTRODUCTION THE NURSERY CLASS Purpose Letter to Parents The purpose of the nursery class is to help children learn the restored gospel of Jesus Christ and live it. The nursery class should help the children

More information

, to participate in the Talking About

, to participate in the Talking About Soon our class will begin using Talking About Touching: A Personal Safety Curriculum for grades 1 3. This program teaches children skills that will help keep them safe from dangerous or abusive situations.

More information

Transdisciplinary Play-Based Assessment in a Child Find Setting

Transdisciplinary Play-Based Assessment in a Child Find Setting Transdisciplinary Play-Based Assessment in a Child Find Setting Metro Speech/Language Symposium February 3-4, 2011 Ellen Gilman, MA, CCC-SLP Jeanine Coleman, PhD Denver Public Schools Goals of the Presentation

More information

Learning Center System. Preschool Resource Guide. Muriel Wong

Learning Center System. Preschool Resource Guide. Muriel Wong Learning Center System Preschool Resource Guide Muriel Wong TABLE OF CONTENTS Overview and purpose 3 Page Supporting Children s Learning 4 Daily Routine 8 The Classroom Environment 10 Learning Centers

More information

SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT. Review of Tier 1: School-wide Positive Behavior Support

SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT. Review of Tier 1: School-wide Positive Behavior Support SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT Brandi Simonsen, Ph.D. (brandi.simonsen@uconn.edu) & Martha Wally (wallym@worc.k12.ma.us) Review of Tier 1: School-wide Positive Behavior Support SWPBS Logic: Successful

More information

Portage Guide Birth to Six Preschool Indicator 7 Child Outcomes Crosswalk. Outcome 2 Acquisition & Use of Knowledge & Skills

Portage Guide Birth to Six Preschool Indicator 7 Child Outcomes Crosswalk. Outcome 2 Acquisition & Use of Knowledge & Skills Portage Guide Birth to Six Preschool Indicator 7 Child Outcomes Crosswalk NPG Domains Outcome 1 Positive Social Emotional Skills Outcome 2 Acquisition & Use of Knowledge & Skills Outcome 3 Appropriate

More information

CLASSROOM BEHAVIOR PLAN

CLASSROOM BEHAVIOR PLAN CLASSROOM BEHAVIOR PLA Was the intervention implemented? (=yes, S=somewhat, =o) Classroom Rules (3-5 positively stated, rules must be observable) Teaching the Rules (How will you teach, when will you reteach

More information

CHILDREN HAVE THE RIGHT TO TEACHING WHICH IS NOT DISRUPTED BY THE POOR BEHAVIOUR OF OTHER PUPILS

CHILDREN HAVE THE RIGHT TO TEACHING WHICH IS NOT DISRUPTED BY THE POOR BEHAVIOUR OF OTHER PUPILS BEHAVIOUR AND DISCIPLINE POLICY Good behaviour is a necessary condition for effective teaching and learning to take place. A school requires generally accepted codes of conduct and rules of procedure which

More information

Contact Information. Rebecca.cain@state.sd.us Phone 773-3678

Contact Information. Rebecca.cain@state.sd.us Phone 773-3678 Contact Information Rebecca.cain@state.sd.us Phone 773-3678 Learning Behavior/Changing Behavior Students learn any behavior in the same way they learn to read through instruction/modeling, practice, feedback,

More information

God is Eternal Lesson 1

God is Eternal Lesson 1 Preschool Curriculum (4K / 5K) August 15 th & 16 th, 2009 God is Eternal Lesson 1 Divine Attribute: Heart Response: God is Eternal Be Amazed Memory Verse: Jesus Christ is the same yesterday, today and

More information

Developing Language and Communication Skills with Children with ASD

Developing Language and Communication Skills with Children with ASD Developing Language and Communication Skills with Children with ASD Rita Dubé, PhD, R.SLP (C) Brianne Rayment, MSc, SLP, R.SLP (C) Portions of this presentation is based on information from More Than Words

More information

What is ABA? What is ABA? Why use ABA? Getting Started. ABA Tools and Techniques. Basic ABA. Milestones Autism Organization

What is ABA? What is ABA? Why use ABA? Getting Started. ABA Tools and Techniques. Basic ABA. Milestones Autism Organization What is ABA? Basic ABA Kiersten Johnson Milestones Autism Organization Milestones.org 216-371-4765 Applied Behavior Analysis B.F. Skinner www.lovaas.com Based on learning and behaviors principals Reinforcement

More information

Grade 2 Lesson 3: Refusing Bullying. Getting Started

Grade 2 Lesson 3: Refusing Bullying. Getting Started Getting Started Lesson Concepts You can refuse to let bullying happen to you or to others. Being assertive is one way to refuse bullying. Key Words Refuse, assertive Objectives Students will be able to:

More information

SPECIAL EDUCATION CONTINUUM OF SERVICES INSTRUCTIONAL SETTINGS IN LISD

SPECIAL EDUCATION CONTINUUM OF SERVICES INSTRUCTIONAL SETTINGS IN LISD SPECIAL EDUCATION CONTINUUM OF SERVICES INSTRUCTIONAL SETTINGS IN LISD Inclusion is a philosophy/a belief system for educating students with disabilities in the general education classroom. Inclusive practices

More information

Tips and Ideas for Making Visuals to Support Young Children with Challenging Behavior

Tips and Ideas for Making Visuals to Support Young Children with Challenging Behavior Tips and Ideas for Making Visuals to Support Young Children with Challenging Behavior Why Use Visual Strategies 1. Visual strategies can be used to prevent challenging behavior. 2. Visual strategies are

More information

2016 Outreach Workshops Cleveland Clinic Center for Autism

2016 Outreach Workshops Cleveland Clinic Center for Autism 2016 Outreach Workshops Cleveland Clinic Center for Autism The Pieces of Autism Date: Friday, January 15, 2016 Time: 9:30 am 11:30 am - Conference Room A Lower Level Description: This workshop will provide

More information

How To Use Your Magic Wand And Create A Wellbehaved. Behavior Doctor Seminars 2014

How To Use Your Magic Wand And Create A Wellbehaved. Behavior Doctor Seminars 2014 How To Use Your Magic Wand And Create A Wellbehaved Child Behavior Doctor Seminars 2014 Drama in your life? Ten Rules of Behavior Behavior is learned- If your child is having a behavior you don t like-

More information

Pivotal Response Training: Parent Professional Collaboration

Pivotal Response Training: Parent Professional Collaboration Minutes: North Tidewater Community of Practice in Autism (NT CoPA) Topic: Pivotal Response Training Date: October 13, 2009 Location: Healthy Families Partnership Building, Hampton Participants: 6 Pivotal

More information

Role Plays for Teacher Classroom Management

Role Plays for Teacher Classroom Management Role Plays for Teacher Classroom Management Collaboration, Workshop 1 After Vignette #4 Making connection with quiet child Practice making a connection with a child who is quiet, shy, or sad. Think about

More information

FUNCTIONAL COMMUNICATION TRAINING TO PROMOTE POSITIVE BEHAVIOR INFORMATION FOR FAMILIES

FUNCTIONAL COMMUNICATION TRAINING TO PROMOTE POSITIVE BEHAVIOR INFORMATION FOR FAMILIES FUNCTIONAL COMMUNICATION TRAINING TO PROMOTE POSITIVE BEHAVIOR INFORMATION FOR FAMILIES Center for Effective Collaboration and Practice Are These Scenarios Familiar? While you are talking on the telephone,

More information

EFFECTIVE BEHAVIOR MANAGEMENT FOR PARENTS CATCH EM BEIN GOOD!

EFFECTIVE BEHAVIOR MANAGEMENT FOR PARENTS CATCH EM BEIN GOOD! Effective Parenting Sep 21 2010 Sugai 1 EFFECTIVE BEHAVIOR MANAGEMENT FOR PARENTS CATCH EM BEIN GOOD! George Sugai OSEP Center on Positive Behavioral Education and Research Center for Behavioral Education

More information

What strategies work when teaching and coaching individuals with ASD? Using Evidence- Based Practices in Your Settings

What strategies work when teaching and coaching individuals with ASD? Using Evidence- Based Practices in Your Settings What strategies work when teaching and coaching individuals with ASD? Using Evidence- Based Practices in Your Settings National Autism Center: Evidence-Based Practices The National Autism Center s National

More information

Authority versus Power by Melissa McDermott

Authority versus Power by Melissa McDermott Authority versus Power by Melissa McDermott Lesson Description: This formative lesson focuses on developing an understanding of the concept of authority. Students will identify and role play scenarios

More information

Teaching & Behavioral Challenges

Teaching & Behavioral Challenges Cook Children s 1 Part 1: Teaching & Behavioral Challenges Succeeding at the basic skills for daily living Michael Smith, M.A., Neuropsychology Department Cook Children s 2 This presentation This is a

More information

The Step Up to Good Behavior Level System

The Step Up to Good Behavior Level System 1 The Step Up to Good Behavior Level System Training School Psychologists to be Experts in Evidence Based practices for Tertiary Students with Serious Emotional Disturbance/Behavior Disorders US Office

More information