crisis management in autism

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Different Colours
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Effective Teaching in Autism Applied Behaviour
Analysis Discrete Trial Teaching
Tim Powell 2006
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• a spectrum is different colours really
• Norton, (Student, Aged 21 with Autism)

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• Educational experiences that make a positive
  difference
• Combining Discrete Trial Teaching and
• Visual Support Strategies
• to enhance learning

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where do we start?

• Passionate debates
• Demystifying Applied Behaviour Analysis
• Knowledge of what are the most valid/effective
  tools available?
• Knowing what programmes to choose
• Families/professionals knowing where to
  access/what to access

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the beginners guide to

• Applied Behaviour Analysis
• What is it?
• Why is it so effective for people with Autism?
• Discrete Trial Teaching
• The basis for teaching new skills
• Applications across programmes and packages
• Positive Affective Priming
• Getting others to understand the autism
• Having empathy can make a difference to success
• Increasing motivation
• Visual Support Strategies
• Supplementing teaching
• Enhancing learning

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applied behaviour analysis

• To observe, understand, develop and implement
  ways to change behaviour
• a framework, a set of principles
• and guidelines
• Prizant and Wetherby, 1998

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applied behaviour analysis

• Analysing and understanding behaviour change
• Objective and analytical
• Determines if intervention responsible for change
• Must be able to be duplicated/replicated
• Relevant and functional
• Generalisation as a goal
• Positive and non-aversive approaches used

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Options
PECS
TEACCH
Lovaas
Higashi
SPELL
ABA
Earlybird
Precision teaching
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Applied Behaviour Analysis (ABA)
Other intensive programmes
Precision Teaching
Higashi
Early Bird
TEACCH
PECS
Other holistic programmes
Lovaas
SPELL
Options
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discrete trial teaching

• a strategy to teach new skills to children
• and adults with ASD
• increases the likelihood that a person
• will give a desired response
• so that it can be reinforced
• Anderson et al, 1996, p.187

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discrete trial teaching

• Overall predominant strategy for teaching
• Used in (for example)
• Lovaas programmes
• Precision Teaching
• Picture Exchange Communication (PECS)
• General Teaching practice
• Other ABA based packages

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how does it work?
D

• Discriminative stimulus (S )
• Instruction or
• environmental cue
• (what the teacher wants the person to respond to)
• Prompting stimulus (S )
• Teaching prompt if required
• Response (R)
• Skill or behaviour that is the target of the
  instruction
• Reinforcing stimulus (S )
• Reward designed to motivate the person to respond
  correctly

P
R
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what are the key elements?

• Highly structured
• Task steps achievable (broken down well)
• Reinforcement (motivators) potent
• Timing critical for reinforcement
• Reinforcers positive (verbal or tangible)
• Prompting clear and descriptive (verbal and
  physical)
• Guidance offers shaping and redirection
• Punishment/aversive consequences not used
• No fail
• Meyer Evans (1993),
  LaVigna Willis (1997)

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be careful!

• Dont become rigidlead onto other naturalistic
  and activity based experiences and interventions
• Have a logical sequence that relates to the
  persons everyday experiences and interactions
  (functionality)
• Person in teaching role has primary control, this
  may lead to passivity from learner
• Learners can become prompt dependent
• Must be a positive experience for the learner

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positive (assertive) guidance

• Providing directional prompts (verbal physical)
  to obtain a response to teaching instruction, cue
  or prompt
• Clear and concise prompts used
• Helps to guide learner at times when unsure,
  insecure or anxious
• Successful for people with ASD who need help to
  make initial steps in learning and changing
  behaviour (Attwood, 1997)
• Positive feedback throughout process

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increasing motivation and success

• Positive Affective Priming (Powell Evans,
  2001)
• Study to find ways to increase success in
  teaching
• Intervention targeted at people in a teaching
  role (teachers/parents etc, also
  managers/principals)
• Designed to improve understanding of the autism
  and how that affects learning
• Primers (positive and honest images) are offered
  that gives this information prior and during any
  intervention (eg.discrete trial teaching)

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examples of primers

• Focus on strengths, talents and abilities
• Positive future and contributions
• Understanding the Triad of Impairments
• Taking into account proven theories and how these
  can affect learning
• Theory of mind
• Executive Function
• Central Coherence etc
• Understanding the importance of
• Structure
• Arousal

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triad of impairments (Lorna Wing)
Social Communication
Sensitivities
Sensitivities
Sensitivities
Social Cognition
Social Interaction
Together with rituals, obsessions, compulsions,
dread of change, stress and anxiety can lead to
increased challenging behaviour
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important(A G.L.I.M.M.M.P.S.E)

• Attention to detail
• Generalisation
• Literalness
• Inference
• Motor
• Metaphors
• Motivation
• Problem Solving
• Sensitivities
• Empathy (Theory of Mind)

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stress and anxiety
Ritual Related Stressors
Social/environment Interactions
Unpleasant Events
Daily Stressors
Change and Social threats
Pleasant Events
Anticipation
Groden et al, 2001
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does positive affective priming work?
Positive
Pre-test
Intervention
Post-test
Training intervention
Rating scores
Negative
Average number of behaviours described as
challenging
Rating scores of Attitudes
Powell 2000
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results

• Study significant
• Ratings increased
• More motivation from teachers/parents
• Increase in skills taught
• Decrease in challenging behaviour

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visual support strategies

• Supplement learning experiences positively
• Aides in helping to learn, communicate and
  develop self control
• Increases likelihood of success dramatically
• Acknowledges that many people with ASD are visual
  learners (not all)
• More concrete and not so transient (like
  oral/auditory can be)
• Can be structured and unstructured
• Value in teaching communication and social skills

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interesting evidence

• Increases in success rate of new skills learned
  using
• various methods of teaching and instruction

Unstructured Verbal Prompting
UnstructuredPhysical prompting
Structured Discrete trial teaching using verbal
physical prompting only
Structured Discrete trial teaching Visual
Support Strategies combined with all type of
prompts
Powell, 2001, Postgraduate research, University
of Waikato(Unpublished)
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James(Annettes story)

• Challenging behaviour intruded on his life
• Need to reduce anxiety and stress
• Improve communication
• Teach self care and social skills

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What happened

• Positive Primers used
• Discrete Trial Teaching
• Visual strategies
• Photos used
• Sensitivities better understood
• Book used daily
• Photos of people involved
• Interaction with the setting
• Effective Crisis Plan

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did these strategies work?
BEFORE
Discrete Trial Teaching used for teaching new
skills
Visual Strategies introduced
Teaching new skills in self care/social (for
example for toilet time)
Difficult times and anxiety levels
Social scripts (Going to Kindy)
Visual Strategies Introduced
Time (months)
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Different Colours

• Tim Powell
• P.O Box 635
• Nelson
• ahorangi_at_ihug.co.nz