Promising Practices for Students with Autism. Dr. Heather Duncan

Transcription

1 Promising Practices for Students with Autism Dr. Heather Duncan

2 Agenda Autism: An Overview & Diagnostic Criteria A Comprehensive Approach to Intervention Environmental Structure Goal Development FBA Plan Development & Implementation Home Connection A Demonstration Preference assessment Teaching a skill using discrete trials Attendee participation Analysis of case studies Identifying functions of behavior & effective strategies for addressing the challenges

3 What is Autism? A developmental disability which is often defined by a triad of impairments in the following areas: Social skills Communication Repetitive and restrictive behaviors According to IDEA: A developmental disability affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance change and an unusual response to sensory experiences.

4 Diagnostic Process An autism diagnosis is based solely on the observation of behavior Observations include information related to: Speech production/usage (echolalia) Rigid or restricted behaviors, distress when changes to daily routine occur Self-injurious, aggression Stereotypical behaviors Hand flapping, spinning, toe-walking, sniffing Social competence Successful interactions or withdrawal

5 Identifying Best Practice Autism is a spectrum disorder which affects each person in different ways What works for one student may not work for another There is no one-size-fits-all approach to intervention That said, interventions that are comprehensive and multifaceted are considered best practice when working with students with autism Additionally, interventions used should be informed by rigorous and high-quality research

6 Research-Based Practices Applied Behavior Analysis (ABA) FBA, DTT, Prompting, Reinforcement Social Stories Video Modeling PECS Self-Management Visual Supports Peer Mediated Instruction & Intervention Others

7 A Comprehensive Approach Structure the environment with intention Physical structure Temporal structure Opportunities for spontaneous communication/social development Visual supports Review IEP Break down goals into more manageable pieces Conduct an FBA to identify behaviors of concern and determine the function of identified behaviors Identify replacement behavior and/or potential environmental modifications Preference assessments Schedules of reinforcement Put a plan in place to address individual needs of students Communication approach Sensory considerations Individualized behavior management plans with a self-monitoring component Enlist home support with plan implementation

8 Structuring the Environment Physical Structure Temporal structure Opportunities for interaction Visual Supports

9 Review the IEP Breaking down the goals Identify smaller benchmarks which scaffold student toward attainment of the larger annual goal Create a teaching plan that identifies a preliminary S D Utilize errorless teaching procedures Identify data collection procedures Determine mastery criteria Troubleshoot barriers to progress PLCs

10 What Does this Look Like in Practice?

11 Conducting a FBA Observation and anecdotal data collection across settings, times of the day, & personnel Hypothesize function Operationally define the behavior Identify ways to modify the environment to effect behavior change Determine an appropriate replacement behavior which serves the same function Create a schedule of reinforcement Monitor effectiveness of reinforcers Collect data regarding effectiveness of intervention Troubleshoot progress and modify if needed

12 Let s take a look at what some of these elements look like in the context!

13 Putting the Plan into Action Make sure all personnel are aware of the protocol that is being put into place Determine (in advance) who will be responsible for data collection, how the data will be collected and what the process is for making any sort of modification to the plan Identify specifics associated with evaluation of progress Weekly meetings, PLCs Share the plan with the family and identify ways in which they can implement the plan at home Share the relevant parts of the plan with the student (to facilitate buy-in and determine preferred reinforcers)

14 Parent Connection Involve parents in the process! The goal of intervention is maintenance and generalization of learned skills. In order to be successful, implementation must consistently take place across environments. THINK ABOUT IT! How can we involve parents? What are some strategies for collaboration?

15 Case Study Let s take a look at the case study: How might the environment need to be modified for this student? How will communication needs be addressed? What skills should be targeted for teaching plans? What behaviors should be targeted? Hypothesize a function of the behavior Develop a plan to address one of the selected behaviors Environmental considerations/supports? Evaluation of progress? Student buy-in? Parent connection?

16 Closing Thank you for your participation and dedication to individuals with autism. Please feel free to contact me at: