Solving the Puzzle of Implementing ABA in Public Schools for Children with Autism

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Solving the Puzzle of Implementing ABA in
Public Schools for Children with Autism

• Presenters
• Kathy Talbert M.Ed.,BCABA, Special Education
  Supervisor
• Carin Thompson M.Ed., BCBA Interventionist
• Brooke Wallace, Communication Teacher

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Why is it a puzzle?

• Uniqueness of autism
• Myriad of ways the disability manifests itself in
  individuals
• Fertile ground for the advancement of countless
  interventions and treatment strategies.
• (Olley Gutentag, 1999)
• as cited in Simpson, 2005

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Research proves

• There are effective interventions (Heflin
  Simpson, 1998)
• These practices have utility with a variety of
  students in multiple settings (Koegel, Koegel,
  Shoshan, McNerney, 1999)
• Consistency results in positive outcomes (Heflin
  Simpson, 1998)
• Best known effective strategies are those based
  on applied behavior analysis (ABA) (Anderson
  Romanczyk, 1999 Schloss Smith, 1998).
• As cited in Simpson, 2001

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Dramatic increases in Autism

• Center for Disease Control (CDC) 2007 releases
  new data reporting findings of a 2002 study that
  approximately 1 in 150 children have autism
• 3 of the total special education population.
• In the 1970s, the reported prevalence was
  considered to be about 1 in 2500. (Kabot, Masi,
  Segal, 2003)
• In Texas, the number of children with Autism
  increased 290 percent between 1997-1998 and
  2005-2006. (Brownson Carpenter, 2007)
• In LISD, the number of students served with
  Autism in 2006-2007 was 396, and in 2000-2001 the
  number served was 34.

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IDEA 2004

• Federal regulations require that the special
  education and related services to be provided to
  a child be based on peer-reviewed research to
  the extent practicable.
• 34 C.F.R. Section 300.320(4).

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Methodology

• DOE confirms that there is nothing in the Act
  that requires an IEP to include specific
  instructional methodologiesThe Departments
  longstanding position on including instructional
  methodologies in a childs IEP is that it is an
  IEP Team decision.
• Comments to 34 CFR 300.320(a)(4).

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Current Best Practices for Students with Autism

• No single strategy should be exclusively used to
  meet the varied needs of individuals with autism.
  (Simpson, 2001)
• The best programs appear to be those that
  incorporate a variety of objectively verified
  practices and that are designed to address and
  support the needs of the the individual student.
  (National Research Council, 2001)

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History in LISD
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Why Incorporate ABA?

• Scientifically based practice.
• Highly utilitarian tool and flexible method that
  can be applied in a variety of ways and settings.
  (Sasso, Garrison-Harrell, McMahon, Peck, 1998
  Strain Odom, 1986 Simpson, 2001).
• When used in conjunction with other effective
  methods, ABA can yield positive benefits for
  children with autism.
• (Simpson, 2001)

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What are the myths of ABA?
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How to implement an effective school based program

• Administrative support
• Heavy emphasis on quality training
• Classroom teachers implementing scientifically
  based interventions
• Focus on the individual needs of the student

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LISD
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LISD Interventionist Model
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General Guidelines

• Interventionist collaborate with classroom
  teachers and other professional staff of Special
  Education students by providing intensive support
  through modeling, training and ongoing feedback
  for behavior and instructional interventions for
  student success

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Interventionist Model
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Why Interventionist?

• LISD serves approx. 48,000 students, 5500 are
  receiving Special Education Services Out of this
  over 400 students have the eligibility of Autism.
  
• Legislation NCLB, IDEIA Response to
  Intervention (RTI), AYP

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Interventionist

• Are highly qualified Special Education
  professionals who have extensive training and
  knowledge in multiple specialty areas
• All are certified special education teachers and
  many have certifications in other areas (e.g.
  General Education, BCBA, Educational
  Diagnostician)

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Interventionist Continuing Education

• Receive on-going training in a Trainer of
  Trainers (TOT) model from districts consulting
  BCBA
• Attend workshops/conferences to increase
  knowledge/skills in evidence based instructional
  practices

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Interventionists Requests Student Specific

• Conduct detailed Functional Behavior Assessment
  (FBA) and Behavior Intervention Plan (BIP) for
  severe problematic behaviors that interfere with
  learning or the learning of others
• Provide direct support to teachers in the
  implementation of the BIP using modeling, guided
  feedback and assistance in data collection

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Interventionists Requests Student Specific

• Provide modeling and guided feedback on
  instructional practices using evidenced based
  procedures (Prompting, Fading, Chaining, teach to
  Fluency etc.)
• Conduct Language assessments using the Assessment
  of Basic Language and Learner Skills (ABLLS) when
  appropriate

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Interventionists Request Classroom Specific

• Guide teacher in classroom-wide management
  systems
• Train teacher on the implementation of
  learner-centered instructional strategies that
  aligned with the students goals and objectives

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Interventionist Training Support

• Train district personnel (teachers,
  administrators, paraprofessional, and related
  services) on basic behavior principles and how it
  applies to student achievement both behaviorally
  and educationally

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Applied Behavior Analysis/Verbal Behavior
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Applied Behavior Analysis

• Definition Is the science in which procedures
  derived from the principles of behavior are
  systematically applied to improve socially
  significant behavior to a meaningful degree and
  to demonstrate experimentally that the procedures
  employed were responsible for the improvement in
  behavior (Baer, Wolf, Risley 1968).

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Applied Behavior Analysis

• Behavior is learned and its probability of
  occurrence is determined by its history of
  antecedents and consequences.
• Three-Term Contingency Antecedent Stimuli,
  Response/Behavior, Consequences (Operant
  Conditioning)
• All ABA procedures involve manipulation of the
  three-term contingency

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When does the 3-term happen?

• From Birth
• All the time
• Behaviors are developed and learned based on the
  environment and genetic make-up of the individual

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Basic Principles of Operant Conditioning
Reinforcement Punishment Extinction
Response
Stimulus Control Motivating Operation MO/EO
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Functions of Behavior

• 1. Socially Mediated Positive (To Gain)
• Attention
• Activities
• Tangible items
• 2. Socially Mediated Negative (To Escape)
• Escape/Removal of unpreferred demand
• Avoid or postpone unpreferred demand
• 3. Automatic Positive (To Gain)
• Self Stimulatory
• 4. Automatic Negative (To Escape)
• Pain/seek medical attention

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Verbal Behavior

• All of the actions of a person that are mediated
  (reinforced) by a response from a listener who is
  specially trained to respond to that persons
  behavior (Skinner 1957)
• Can be vocal, sign, giving a picture, gestures.

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Elementary Verbal Operants

• Mand asking for what you want Saying cookie
  because you want cookie (request)
• Tact Naming or identifying objects, actions or
  events Saying cookie because you see a cookie
  (Label)

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Elementary Verbal Operants

• Echoic Repeating what is heard Saying cookie
  because someone else says cookie (vocal
  imitation)
• Intraverbal Answering questions in which words
  are controlled by other words Saying cookie
  because someone says What is your favorite
  dessert? (conversation)

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Language Intervention

• Skinners analysis suggests that a complete
  verbal repertoire is composed of each of the
  different elementary operants. The individual
  verbal operants are seen as the bases for
  building more advanced language behavior
  (Sundberg 2007)

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Teach All Meanings
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Early Learners

• Begin with Mand training
• Should take place in the natural environment
• Once a mand repertoire starts to build training
  of the tact and intraverbal repertoires should
  begin

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Video Skylar

• Early learner
• Manding session variety of reinforcers present
  (activities, edibles, songs, etc.)
• Block when scrolling

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Skylar - Early Leaner
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Video Oscar/Carlos

• Occurs in the natural environment
• Reinforcing items/activities
• Deliver reinforcer after third vocal/sign to
  prevent frustration
• If child says reinforcer, immediately reinforce

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Video Oscar/Carlos - Net
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Video Carlos - ITT

• Make work FUN! Reinforcers prevent maladaptive
  behaviors
• Mix and vary (80 mastered skills, 20 targeted
  skills) vary the domains (i.e., imitation, tact,
  intraverbals)
• Errorless teaching hand over hand guide student
  to correct response then repeat
• Teach, Transfer, Test

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Video Carlos ITT
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Important Program Components

• Early intervention
• Active engagement in intensive instructional
  programming for full school day for five days per
  week
• Use of planned teaching opportunities for
  relatively brief periods of time (15-20 minute
  intervals)
• Adult attention in small group or 11 settings to
  meet individualized goals.
• (National Research Council, 2001, p. 6.)

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Communication Class General Guidelines

• Highly structured program mainly for students
  with Autism spectrum disorders
• Academic, communication, and behavioral needs
  cannot be met in other settings.

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Communication Classroom Schedule

• Small time increments
• Include intensive teaching sessions, group
  instruction, independent work, socialization/play,
  related services
• Color coding to identify teacher assignments to
  students, and student activity

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Schedule Example
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References

• Anderson, S.R. Romanczyk, R. G. (1999). Early
  intervention for young children with autism
  Continuum-based behavioral models. Journal of the
  Association for Persons with Severe Handicaps,
  24, pp. 162-173.
• Brownson, Amanda, Carpenter, Bill. (2007).
  Special Education in Texas Information from 10
  TCASE Focus Districts, Presentation at the TCASE
  Midwinter Conference.
• Heflin, I.J., Simpson, R. L. (1998)
  Interventions for children and youth with autism
  Prudent choices in a world of exaggerated claims
  and empty promises Part I Intervention and
  treatment option review. Focus on Autism and
  Other Developmental Disabilities, 13, 194-211.
• Kabot, Susan, Masi, Wendy, Segal, Marilyn
  (2003). Advances in the Diagnosis and Treatment
  of Autism Spectrum Disorders. Professional
  Psychology Research and Practice, Vol. 34, No.
  1, 26-33.
• Koegel, L.K., Koegel, R.L.,Shoshan, Y.,
  McNerney F. (1999) Pivotal response intervention
  II Preliminary long-term outcome data. Journal of
  the Association for Persons with Severe
  Handicaps, 24, 186-198.
• National Research Council. (2001). Educating
  children with autism. Washington, DC National
  Academy Press.
• Olley, J. Gutentag, S. (1999). Autism
  Historical overview, definitions, and
  characteristics. Autism Identification,
  education, and treatment (pp. 3-22).
• Sasso, G.M., Garrison-Harrell, L, McMahon, C.M.,
  Peck, J. (1998). Social competence of
  individuals with autism An applied behavior
  analysis perspective. In R. L. Simpson B.S.
  Myles (Eds.), Educating children and youth with
  autism (pp. 173-190) Austin, TX Pro-Ed.
• Schloss, P.J. Smith, M.A. (1998). Applied
  behavior analysis in the classroom. Boston Allyn
  Bacon.
• Simpson, Richard L. (2001). ABA and students with
  Autism Spectrum Disorders Issues and
  Considerations for Effective Practice. Focus on
  Autism and other Developmental Disabilities, Vol.
  16, 68-71.
• Simpson, Richard L. (2005) Evidence-Based
  Practices and Students with Autism Spectrum
  Disorders. Focus on Autism and Other
  Developmental Disabilities, Vol. 20, 3, 140-149.