Implementing Effective Intervention Programs for Young Children with ASD

1
Implementing Effective Intervention Programs for
Young Children with ASD

• Shane Herriott
• Veronica Pamparo
• Ilene Schwartz
• University of Washington

2
Autism is a collection of overlapping groups of
symptoms that vary from child to childSiegel,
1996, p.301
3

• NO ONE WAY TO EDUCATE CHILDREN WITH AUTISM!!!

4

• There are no instructional strategies that are
  autism-specific

5
Educating Children with Autism

• National Research Council, 2001
• Report was developed at OSEPs request

6
Characteristics of Effective Programs

• Entry into program as soon as ASD is seriously
  considered
• Active programming 25 hours a week, year round
• Small group and 11 programming
• Family component
• Low student/teacher ratios (no more than 2
  children with ASD per adult in classroom
• Program evaluation and assessment

7
Content of Programs should include

• Social skills
• Expressive, receptive, and non verbal
  communication skills
• Functional communication system
• Engagement and flexibility in developmentally
  appropriate activities
• Fine and gross motor skills

8
Content (continued)

• Cognitive skills, including play
• Replacement of problem behaviors with socially
  acceptable alternatives
• Independent organizational skills and other
  behaviors that support participation in general
  education settings

9
Components of an Effective Program(Dawson
Osterling, 1997)

• Appropriate curriculum including attending,
  imitation, communication, play, and social
  interaction.
• Highly supportive teaching environment and
  generalization strategies.
• Predictability and routine.
• Functional approach to challenging behavior.
• Transition support
• Family involvement

10
Project DATA

• Our goal is to blend approaches to meet the
  individual needs of young children with ASD and
  their families
• We provide school-based early intervention
  services
• We use evidence-based practices and data-based
  decision making in all aspects of the program

11
The Historical Context

• We are entering our 12th year
• Our project was originally funded by an OSEP
  model demonstration grant. We are now funded by
  the local school district
• At the time we developed the program we wanted to
  provide families an option that was
  developmentally appropriate and effective.

12
Services offered, ages served

• There are 5 components to the program
• Integrated early childhood experience
• Extended hours of intensive instruction
• Family education and support
• Collaboration and coordination across services
• Transition planning and support

13
Project DATA
14
Project DATA Structure Toddlers

• Toddler Integrated Playgroup - 3 hrs/wk
• Highly Supportive Teaching - the amount of
  additional time is determined by the IFSP team
• Home/Community Visits- amount of time determined
  by IFSP team and may vary throughout the year
• Family Support and Education- amount of time
  determined by IFSP team and may vary throughout
  the year
• We collect progress data to make sure that child
  is making progress and the services are meeting
  childs and familys needs

15
Project DATA Structure Preschoolers

• Preschool Integrated Class 11.25 hrs/wk
• Extended Day 11.25 hrs/wk
• Family provided instruction 5 hrs/wk
• Home visits 2 hrs/month
• Parent nights 2 hrs/month
• Typical day
• 2.25 hrs in am or pm preschool, 5 days per week
• 3.75 hrs in extended day, 3 days per week

16
Project DATA Schedule

• 845 1000 Individual or group instruction
  time
• 1000 1015 Snack
• 1015 - 1030 Group game
• 1030 1100 Individual or group instruction
  time
• TRANSITION 8 am students go to playcourt, 8 pm
  students leave their am preschool classrooms and
  come to playcourt
• 1100 1130 Playcourt (all 15 students)
• 1130 1150 Lunch
• 1150 1200 Circle
• 1200 1230 Free choice
• TRANSITION 8 am students leave for PM
  preschool, 8 pm students begin individual time
• 1230 145 Individual or group instruction time
• 145 200 Snack
• 200 215 Group game
• 215 245 Individual or group instruction time

17
Project DATA Makeup

• Integrated Preschool
• 1 Masters level teacher
• 1 Assistant teacher
• 2-3 Aides
• 9-10 children with disabilities
• 6-7 children without disabilities

• Extended Day
• 1 Masters level teacher
• 11 or small group
• Staff typically do not have teaching degrees or
  are students
• Contracted with Seattle school district to serve
  15 students
• All children have a diagnosis of autism

18
School District Program Structure

• Preschool Integrated Class 10.6 hrs/wk
• Extended Day 14.6 hrs/wk
• All school parent nights 2 hrs/month
• Preschool staff offers home visits at request of
  parents

19
School District Schedule

• Morning
• 840 -925 Instructional Time
• 925 -945 Snack
• 945 -1005 Recess
• 1005 1115 Instructional Time
• Afternoon
• 1225 125 Instructional Time
• 125 -145 Recess
• 145 -205 Snack
• 205 305 Instructional Time

20
School District Makeup

• Integrated Preschool
• 1 certified teacher
• 2 Aides
• 9-12 children with disabilities
• 2-3 children without disabilities

• Extended Day
• 1 certified teacher
• 31 or social skills group (4-5 students)
• Staff typically do not have teaching degrees
• All children have a diagnosis of autism

21
Who receives services?

• Project DATA
• Funded by the Seattle School District for 15
  students with a diagnosis of ASD
• Returning students and toddlers get priority for
  DATA spots

• Extended Day
• Any child with a diagnosis of ASD receives
  extended day services
• Case load can vary based on number of students in
  need of services

22
Staff Training

• Project DATA
• Staff attend a three day training prior to the
  start of school
• Head teacher provides ongoing training to staff
  members during Project DATA time
• Head teacher meets with each staff member every
  other week to discuss student progress and
  implement data based program changes
• Informal debriefing occurs on a daily basis with
  formal team meetings planned for 2x a month

• School District
• Extended day manager reviews programs with staff
  at the start of the year/beginning of the
  students program
• Staff have time during set up (30 min prior to
  school) to ask instruction or program related
  questions
• Extended day manager supervises instruction
  throughout the school day

23
Collaboration with Families

• Project DATA
• Parent participation 5hrs/week
• Home visits provided by head teacher and
  assistant teacher 2hrs/month
• Parent Education Nights 2hrs/month
• Progress reports 3x/year
• Ongoing communication via e-mail and phone calls
• Offer transition support

• School District
• Progress reports sent home 3x/year
• Ongoing communication via e-mail and phone calls
• Extended Day parent night offered at the start of
  the school year
• School-wide parent nights offered 1/month
• Preschool team available for home visits at
  parent request

24
Collaboration with preschool staff

• Project DATA
• Head teacher and assistant attend preschool team
  meetings
• Head teacher attends IEP meetings
• Head teacher and assistant informally debrief
  with preschool staff on weekly basis
• Preschool staff collaborates with Project DATA
  teacher in creating IEP goals and extended day
  goals

• School District
• Extended day manager attends IEP meetings
• Preschool staff collaborates with extended day
  manager in creating IEP goals and extended day
  goals
• IDM meetings conducted 2x/month.
• Extended manager observes student behavior in the
  classroom setting and assists in skill
  generalization

25
Assessment and Programming

• Project DATA
• Staff members assess students using Skills
  Checklist and reinforcer assessments at beginning
  of the year
• Head teacher and assistant teacher write 8-12
  program goals per student
• Data on programs collected and graphed daily by
  staff members

• School District
• Staff members collect probe data at the beginning
  of the year. Preschool teacher collects AEPS
  data in the classroom
• Extended day manager creates 5-6 goals per
  student
• Data on student performance collected daily

26
Implementation Issues

• Staffing for extended day
• Training
• Role of related services
• Diagnosis
• Parent training and home visits
• How much is necessary
• Are all the components necessary
• Funding

27
Thank you!!!

• Questions?
• Comments?
• Shane Herriott skh20_at_u.washington.edu
• Veronica Pamparo vpamparo_at_u.washington.edu
• Ilene Schwartz ilene_at_u.washington.edu