Supporting Students with Autism Using Evidence Based Practices (EBPs) - Patty Schetter, MA, BCBA Project Manager UC Davis MIND Institute Allison ...
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Supporting Students with Autism Using Evidence Based Practices (EBPs) Patty Schetter, MA, BCBA Project Manager UC Davis MIND Institute Allison Nahmias, PhD Postdoctoral Scholar UC Davis MIND Institute
Objectives for This Workshop: Participants will: • Review basic characteristics of Autism Spectrum Disorder (ASD) • Get updates on ASD prevalence in CA • Be able to define and describe EBPs for Autism and tell others where to find info about EBPs • Learn to use the CAPTAIN and NPDC-ASD resources as they relate to implementation of EBPs in your programs/classrooms • Learn how to use some key visual supports to assist students with Autism
ASD is Characterized and Diagnosed
by Certain Patterns of Behavior:
•Deficits in Social Communication and Social
Interactions
•Restrictive and Repetitive Patterns of
Behavior, Interests or Activities (RRBs)
ACTIVITY: Identify examples of
patterns of behavior in each of these areas
3
Severity Level Social Communication Repetitive Behaviors
Level 3: Requiring Severe deficits in function: Inflexible behavior (IB), extreme
very substantial very limited social initiations, difficulty coping with change, or
support minimal responses to others’ RRBs markedly interfere with
initiations functioning in ALL spheres
Level 2: Requiring Marked deficits even with IB, difficulty coping with change,
substantial support supports in place: limited other RRBs appear frequently
social initiations, reduced or enough to be obvious to casual
abnormal responses to observer and interfere with
others’ initiations functioning in variety of contexts
Level 1: Requiring Without supports, deficits IB causes significant interference
support cause noticeable impairments. in one or more contexts.
Difficulty initiating social Difficulty switching between
interactions, clear examples of activities. Problems of
atypical or failed responses. organization and planning
May have decreased interest hamper independence
in social interactions
California Students with Disabilities
Whose Primary or Secondary Disability is
Autism
December 2010 Reporting Cycle: 69,022
December 2011 Reporting Cycle: 75,507
December 2012 Reporting Cycle: 82,855
December 2013 Reporting Cycle: 89,509
December 2014 Reporting Cycle: 96,036
December 2015 Reporting Cycle: 102,784
December 2016 Reporting Cycle: 110,486
December 2017: 118,490 Students
15.3 Percent of Total Special Education
Population
Students with Disabilities
Total Population for Ages 0 to 22: 774,665
Source: CASEMIS December 2017
(Increase of 8,004 students or 7.25 percent
from last reporting cycle)
Prevalence of Autism Spectrum Disorder
in California Schools
150,000
120,000
118,490
110,486
102,784
90,000 96,036
89,509
82,855
75,507
60,000 69,022
30,000
0
2010 2011 2012 2013 2014 2015 2016 2017
Total Students with Autism as Primary or Secondary
Disability for Ages 0 to 22: 118,490
Source: CASEMIS December 2017
What is California Doing to Support Educators
With Learning About ASD?
CAPTAIN is a multiagency network developed to
support the understanding and use of Evidence-
Based Practices for individuals affected by Autism
Spectrum Disorder across the state.
www.captain.ca.gov
46,600,000 results (on 2/13/19)
What are Evidence-Based Practices? • Practices for which there is scientific research that demonstrates efficacy for children and youth with ASD • Rigorous, systematic, and objective procedures to obtain reliable and valid knowledge for intervention and educational activities and program
Why Evidence Based Practices? • Treatments for ASD are more diverse than any other known disability • Treatment claims range from amelioration to recovery • Many interventions with no scientific evidence have been recommended for individuals with ASD • IDEA and ESSA both require use of EBPs
A Systematic Reviews of the Literature for Evidence
Based Practices (EBPs)
• 175 research studies reviewed
by National Professional
Development Center (NPDC)
• Included research for the years:
1997-2007
• In 2014, identified 27 EBPs
http://autismpdc.fpg.unc.edu/www.captain.ca.gov
www.captain.ca.gov
What is Next? Learn About Specific EBPs
www.captain.ca.gov• Designed to help you learn the step-by-step process of
planning for, using, and monitoring EBPs with learners with
ASD from birth to 22 years of age
• In each module:
• Key components of an EBP including various ways to use it
• Behaviors and skills that can be addressed using the
practice
• A step-by-step process for applying the practice
• Downloadable resourcesImplementation Resources
Top 3 EBPs for Paras to Know About 1. Antecedent Based Interventions 2. Prompting and Prompt Fading 3. Reinforcement
A – B – Cs Help You With EBPs
Why does Behavior occur?
Functions of Behavior = Why It Occurs
• Items • Items
• Attention • Attention
or interactions Get Escape/Avoid
or interactions
• Activities • Activities
• Sensory input or • Sensory input
stimulation or stimulation1. Antecedent Based Interventions (ABI)
A – B – Cs Help You With EBPs
Selecting ABI Strategies • Choose ABI strategies based on the triggering events (avoid or alter them) and the primary function of the interfering behavior • Teach and reinforce an alternative (or absence of) the interfering behavior • Strategies selected should prevent the need to engage in the interfering behavior
Common ABI Strategies Include: • Using learner preferences • Changing schedules/routines • Implementing pre-activity interventions • Infusing choice making • Altering how instruction is delivered (input and output) • Enriching the environment with sensory stimuli
ABI Strategies Based on Perceived Function(s)
Escape
Attention
Time Warning Environmental Enrichment
Visual Schedule Reinforce FERB
Incorporate choice and Visual Supports
preferences
Tangible Sensory
Offer Choices Environmental Enrichment
Visual Supports/Reinforcement Visual Supports
Systems
Teach FERB
Reinforce FERB
Reinforcement for absence of
Changing Routines behaviorFunction of
Strategy Behavior
ExamplesUse Learner Preferences Within
Activities
Lego Math Super Hero Writing 29Strategy Function Examples
Change Hand Washing Routine…..
First - Then
Visual Schedule System
32Timers and Alarms:
33Structure in the Environment
Three areas are clearly defined with barriers, signs
and specific materials to clarify expectations
34Visual
Structure for
Lining Up
35Strategy Function Examples
Visual Step By Step Instructions
37Visual sequence and
organization of steps
within an activity
38Written Work Sequence with Choice Board
ABTA 2014 39Strategy Function Examples
Choices….Choices...
..
41Strategy Function Examples
Provide Visual Instructions and Checklists
þ Researching State of New York
Identify Sub-Topics
Go to library
Find 2-3 Books w/subtopic info
Photocopy pages w/subtopic info
Go Online
Download 2-3 articles on each topic
Highlight important info from articles and
photocopied chapters
Reviewed By:
43Provide Options for “Input and Output”
ABTA 2014 45
Strategy Function Examples
2. Prompting • Any additional cue or assistances provided to ensure that the student will get the correct response • Always used when teaching a new skill • Errorless learning method • Used with other EBPs such as: • Task Analysis • Time Delay • Reinforcement
A – B – Cs Help You With EBPs
PromptPoint of Clarification Prompt vs. Accommodation • Prompt is temporary - Used for teaching - Faded systematically • Accommodation allows access - May not be faded - May evolve as needed based on age and abilities
Commonly Used Prompts
• Full Physical Assistance:
- Hand over hand to guide the student through
the motor aspects of the task
• Partial Physical assistance:
- Providing some physical guidance at the forearm,
elbow or shoulder to provide only minimal
assistance as needed
NOTE:
Both prompts may be broken down into levels of intensity:
• Light
• Medium
• Firm 50• Gestural prompt:
- Pointing or gesturing to the student to provide them additional info
about the next step
- Be careful, we do this by accident A LOT!
• Modeling/Demonstration:
- Showing the student how to do the task or next step
- Use this only if the student is good at imitation!
• Verbal:
- Telling the student what to do or using words to provide assistance
- This type of prompt can be very hard to fade from motor sequence
tasks!
- Direct Verbal vs. Indirect Verbal
51Prompt Fading
• Process of systematically eliminating the prompt and
transferring control to the natural cue(s)
• Prompt hierarchies
• Vary prompt level/intensity (Least to Most or Most to
Least)
or
• Use graduated guidance (systematically eliminate all
prompts)
• Time delay (delayed prompting)
• Start with simultaneous prompting
• Add a time delay to see if student “Beats the prompt”
5253
3. Reinforcement • Used to increase desired behaviors and skills • Used in many educational circumstances, not only with students with ASD • We all work for reinforcement!
A – B – Cs Help You With EBPs
Let’s Look at All the Different Types of
Potential Reinforcers
Toys or
Objects
Social and
Consumables Topics of
Interest
Sensory
Activities
ActivitiesToken Economies
• A system where the learners is
taught to exchange a token or
tokens for other items
• Tokens are earned for
appropriate skills and behaviors
57Use Tokens That Are
Visually Motivating
58Know the Basic Principles of Reinforcement • Preference • Amount • Timing • Contingency • Thinning Over Time
Next Steps: Learning More About EBPs
• Use the AFIRM resources to
learn more about EBPs
• Talk with your teachers and
educational leaders about
using EBPs
• Share these resources so
we can spread the word
http://afirm.fpg.unc.edu/afirm-modulesHelp Us Learn About Autism Services in Schools 1) Complete the survey 2) Share with other California public educators who are supporting students with Autism
You can also read
