Creating The Autism Map in Education

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Creating The Autism Mapin Education

• Connecting
• Learning Style Features
• Methods of Instruction

Exceptional Children Division North Carolina
Department of Public Instruction John B. Thomas,
M.Ed., March, 2006
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Number of Students with AU (Autism Spectrum
Disorders) as Primary Area of Eligibility in
Order to Receive Special Education Services
(April, 2004)

• of Students
• 450
  
  
• 400
• 
  350
  
  
• 300
• 250
  
  
• 200
• 
  
  150
  
  
• 
  
  
• 100
• 
  
  
• 50
  
  
  
• 0
• Age 3 4 5 6 7 8 9
  10 11 12 13 14 15 16
  17 18 19 20 21 22

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Historical Perspective on Autism
Behavioral Approaches Logical, Precise,
Scientific Observable Antecedent/Behavior/
Consequence Just the Facts, Maam.

• Developmental Approaches
• Map Autism Development Related to Normal
  Development
• Learning Style Features
• Strengths
• Accommodations

Somewhat Separate Circles
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Bringing Together Two Bodies of Research

• Historically Separate Assumptions Behavioral
  vs. Developmental
• Multiple (35) Programs Many with Positive
  Results
• Families and Providers in Search of Answers
  Jump On the Bandwagon!

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Scientifically Based Research

• Over 100 references in NCLB
• research that involves the application of
  rigorous, systematic and objective procedures to
  obtain reliable and valid knowledge relevant to
  education activities and programs

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Evaluating Effective Practices

• Objectively Verifiable
• Review Present Research
• Use Educational Data to Compare Validate
• AYP
• Indicators from State Performance Plan
• Attainment of IEP Goals
• Quality of IEP Goals

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Learning Style Features

• ASD Diagnosis Based on Behaviors/Characteristics
• 60 Years of Behavioral Description
• Wide Variation in ASD Patterns
• Assumption Defining Learning Characteristics/Core
  Features is the Foundation
• Bryna Siegel Autism as a Learning Disability

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Effects of NCLB on Autism Spectrum Disorder

• Start with Scientifically Proven Practices
• Document Relative Effectiveness of Practices
• Academic Proficiency, Attainment of IEP Goals
• Behavioral/Social Results - SPP
• Positive Adult Outcomes - SPP

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Combine Learning Style, Methods, Evidence

• the assessment process must include an appraisal
  of the extent to which the outcomes associated
  with an approach align with the needs of an
  individual student.
• increasingly evident that there is no
  singleuniversally accepted method for all
  studentswith ASD.
• Richard Simpson

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Evidence of Best Practice - National
Research Council

• Intensive Instruction (5 hours/5 days)
• Blend Learning Style with Principles of
  Instruction
• Communication-Rich Environment
• Start with Student Focus - Motivation
• Build Joint Attention, Communication, Social
  Strategies PRT, Floor Time, AVB, SCERTS
• Systematic Generalization/Teach Strategies
• Symbol Use TEACCH, PECS, etc.
• Functional Behavior Assessment Process

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Autism Spectrum Disorders Interventions and
Treatments for Children and Youth - Simpson

• Scientifically Based Practice
• ABA
• Discrete Trial Teaching
• Pivotal Response Treatments

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Autism Spectrum Disorders Interventions and
Treatments for Children and Youth - Simpson

• Promising Practices
• Picture Exchange Communication System
• Incidental Teaching
• Structured Teaching
• Joint Action Routines
• Augmentative Alternative Communication
• Social Stories

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Autism Spectrum Disorders Interventions and
Treatments for Children and Youth - Simpson

• Limited Support
• Floor time
• Relationship Development Intervention
• Son-Rise
• Scripts, Cartoons, Power Cards

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Core Features

• Learning Style Characteristics/Needs Underlie the
  Behavioral Characteristics of
• Autism Spectrum Disorders
• Tie Features to Methodologies

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Communication is Primary!

• There is strong empirical evidence for the
  efficacy of functional communication training to
  replace challenging behaviors National Academy
  of Sciences
• Best Practice Create 30-60 opportunities per
  hour for a child to communicate! Create
  interaction and engagement

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Understanding within a Context?

• Primary Deficit of Joint Attention shifting
  between person and object
• Stimulus Overselectivity a coping strategy?
• Provide Systematic Training to Respond to
  Multiple Cues at Childs Point of Interest

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5 Principle Areas of Deficit

• the ability to understand thingsfrom the context
  in which he sees them,
• the ability to understand words,
• the ability to read faces,
• the ability to understand hand gestures and body
  language and
• the ability to get information from tone of
  voice.

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Instrumental Thinkers

• Instrumental vs.
• Related
• Start with Students Focus
• Repeated Practice Strategy ABA, DTT, TEACCH
  One-to-One
• Association and Successive Approximations
  Reinforce Attempts
• Systematic Generalization to Words, Expressions,
  Tone, Face
• Frequent Direct Instruction

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Perseverative Learner

• Perseveration vs. Novelty reducing fear of the
  new
• Limit and Prepare for Novelty Errorless
  Learning
• Engage Student in Interests
• Show First-Then Sequence with Reinforcer
• Build Rapport/Social Reinforcement

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Processing Speed

• Reduce Stimulation One Direction, One Prompt
• Provide Visual Cue (Assist Processing)
• Use Time Delay/Waiting
• Common Lesson Format

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Executive FunctioningPlanning and Flexibility

• Rigid
• Cannot cope with interruption
• Cannot stop
• Keeps on doing the same thing, only harder
• Cannot think what to do instead

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If there is cognitive inflexibility

• What does a command do when a student has another
  focus or intent?
• How does saying no change the students affect?
• If I meet rigidity with rigidity, what will I get?

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So What Do I Do? Executive Functioning

• Provide a Time and a Place
• Redirect and Avoid Confrontation Visual Cues
  Help!
• Reinforce the Desired Behavior
• Show Connections, Practice Sequence Structured
  Teaching

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Emotional RegulationTrigger-Label-Strategy

• Recognize Triggers
• Assess Behavior and Ability to Focus
• Subdue Stimulation
• Label
• Provide Strategy and Practice Strategy for
  Regulation
• Repeated Practice
• Visual Structure

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Evaluating What Works

• Pivotal Response Treatments (specifically blends
  developmental and behavioral approaches)
• Starts with Childs Focus
• Builds Initiation and Motivation
• Builds Joint Attention
• Builds Communication in Natural Environments
  (Natural Language Paradigm)
• Systematic Generalization
• Repeated Practice
• Frequent Opportunities/Errorless Learning

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Evaluating What Works

• Discrete Trial Teaching What to Look For?
• Repeated Practice
• Can Use with Systematic Generalization
• Can Use in Natural Settings
• Can Address Initiation and Area of Interest
• Can Address Communication
• Needs to Address Best Practice Elements

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Evaluating What Works

• Structured Teaching What to Look For?
• Addresses Learning Style Features
• Can Promote Communication
• Can Use Childs Focus
• Can Promote Errorless Learning
• Can Be Used in Natural Settings
• Can Promote Generalization
• Needs to Emphasize One-to-One Instruction as Part
  of Instructional Plan

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The Data is ClearEarly and Intensive
Intervention Works!EMPHASIZE

• Motivational Components and Repeated Practice
• Present Interspersed Maintenance and Acquisition
  Tasks (Errorless Learning Rapport)
• Reward ATTEMPTS to Respond
• Natural Reinforcers
• AND THE RESULTS ARE

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Collateral Improvements

• Decreases in Disruptive Behavior
• Improved Affect and Speech
• Improved Academic Learning
• Decreases in Stereotypic Behaviors
• Improvements in Social Areas
• Provide Early Intervention to Address Numbers and
  Needs!

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Not Emphasizing Best Practice in Intervention?

• Likely to Lead to Larger Numbers of Students with
  Aggressive Behaviors Complex Needs

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Infused Classroom Skills

• Involves any social, communication, or
  behavioral/organizational skills needed to assure
  access to the general curriculum
• Require direct instruction
• Require visual cues/ plan for generalization

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Infuse Classroom Skills withinContent
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The IEP is the Foundation

• Start with Assessment What Skills Are Missing?
• Refer to the Content Standards Extended
  Standards(www.ncpublicschools.org/curriculum)
• Assure Functional. Meaningful, Relevant
  Objectives - Positive Adult Outcomes
• Is the Goal Critical to Student Success or to
  Adult Success?
• Assure Proper Methods and Setting