Targeting Evidence Based Practices: Tools And Resources In Serving Students with Autism Spectrum Dis

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Targeting Evidence Based Practices Tools And
Resources In Serving Students with Autism
Spectrum Disorders

• Presented by
• Marilyn Gense and Annette Skowron-Gooch,
• Willamette ESD and Jay Gense, ODE

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ODEs Perspective

• Importance of and need for dissemination of
  evidence based practices
• Regional Program delivery of quality services
  supporting students with ASD
• Over-arching structure used to support statewide
  services

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Statewide Consultation and Resources for ASD
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• Alignment with Regional Programs
• Alignment with Research
• Alignment with RPATS
• Resources

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current research about evidence-based practices
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WHY?
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What does scientifically-based research mean and
how will states design systems to implement
scientifically-based programs?

• Key Questions

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Evidence -Based

• Who
• What/Where/When
• How

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WHOWHATWHERE

• Individuals (e.g. Arick Company)
• NIMH
• http//www.nimh.nih.gov/healthinformation/autismm
  enu.cfm
• STAART
• NAAR
• http//www.naar.org/

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WHAT

• Boston University
• Kennedy Krieger Institute
• Mt. Sinai Medical School
• University of California, Los Angeles
• University of North Carolina, Chapel Hill
• University of Rochester
• University of Washington
• Yale University

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WHAT

• Peer Reviewed Journals
• Special Projects
• http//sped.usu.edu/ASSERT/research.html

• Book -Educating Children with Autism
• Other Publications http//psy.ucsd.edu/autism/pub
  lications.html

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ABA and Autism Link
http//www.behavior.org/autism/
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The following elements describe effective
instructional methods

• 1. Instructional methods have documented
  effectiveness and, ideally, reflect empirically
  validated practices.
• 2. The methodology promotes maximum engagement in
  appropriate activities and targeted skill areas.
• 3. Instructional methods
• a. Emphasize the use of naturally occurring
  reinforcers (rewards)
• b. Promote high rates of successful performance
  
• c. Encourage communication and social
  interaction and
• d. Encourage the spontaneous use of learned
  skills in different settings.

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• 4. While the acquisition of new skills occurs
  first, the generalization and maintenance of
  these skills are equally important when educating
  students with autism. Programs should have a
  clear plan to systematically promote the
  maintenance and generalization of learned skills
  to a variety of natural environments. Doing so
  will require that a student be able to cope with
  the distractions and disruptions of daily living.
  It is noteworthy that methods used to teach new
  skills may differ from those that support
  generalization and maintenance.
• 5. Instructional methods are adapted to the range
  of ages, abilities, and learning styles of the
  students with autism.
• http//www.state.nj.us/njded/specialed/info/autis
  m.pdf

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Big Question?

• In the absence of research, how do we make
  decisions?

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How http//www.iidc.indiana.edu/irca/education/p
racticalRecommend.html

• There is variability in symptomatology and
  responsiveness to intervention across children
  therefore, all intervention should be
  individualized.
• The earliest possible intervention should be
  considered to aid in the prevention of the
  emergence of severe problems.
• Intervention should take place primarily in the
  natural environment.
• The childs motivation to overcome his or her
  disability should be promoted.
• Analyses of the functions of the childs behavior
  need to be conducted.

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• Full school and community inclusion needs to be
  planned and implemented throughout the
  lifespan.
• Parental participation is important.
• Generalization and maintenance of intervention
  gains need to be planned and evaluated.
• Coordination among individual providers,
  educators, and parents enhances the childs
  progress.
• The childs independence needs to be promoted.
• The social significance of the intervention for
  the childs and the familys quality of life
  needs to be considered.

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RESOURCES
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Example Sensory Integration

• Developmental Sensory Disorder Contributions
  From A Clinical Perspective (Goldson)
• Differentiation of Sensory Processing Disorder
  Subtypes Using Non-Invasive Neurophysiology
  Measures of Sensory Gating (Kisley)
• Sensory Gating Measured by Evoked Potentials in
  Children with Sensory Modulation Dysfunction
  (Davies and Gavin)
• Sensory Processing Disorder Possible Pathways to
  DSM-V (First)
• The Superior Colliculus as a Model for
  Understanding Neuron Behavior (Stein)
• Twin Studies of Tactile and Auditory
  Defensiveness (Goldsmith)

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Another Example

• Journals

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The National Institute of Mental Health suggests
a list of questions parents can ask when planning
for their child

• How successful has the program been for other
  children?
• How many children have gone on to placement in a
  regular school and how have they performed?
• Do staff members have training and experience in
  working with children and adolescents with
  autism?
• How are activities planned and organized?
• Are there predictable daily schedules and
  routines?

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• How much individual attention will my child
  receive?
• How is progress measured? Will my child's
  behavior be closely observed and recorded?
• Will my child be given tasks and rewards that are
  personally motivating?
• Is the environment designed to minimize
  distractions?
• Will the program prepare me to continue the
  therapy at home?
• What is the cost, time commitment, and location
  of the program?

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Autism Spectrum Disorder Statewide
Library Oregon Department of Education Library
Housed and Managed by the Autism Spectrum
Disorder Program Willamette ESD 2611 Pringle Road
SE Salem, OR 97302 For information on checkout
contact Meagan Head at 503.588.5330
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Effective PracticesRegional Programs and
Districts
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How Can We Help?