Research Based Instructional Strategies for Students With Autism Spectrum Disorder

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Research Based Instructional Strategies for
Students With Autism Spectrum Disorder

• Things You Should Know

Lauren Loos Oregon
Department of Education
lauren.loos_at_state.or.us
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The Issues

• What is it about autism?
• What is research based methodology?
• Instructional strategies proven, promising or
  controversial?
• Why use research based methodology?
• Does NCLB impact choice of methodology for
  students with ASD?
• Whats happening in Oregon?
• Now what???

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What Is It About Autism?Some Questions

• Why is autism such a hot issue (now and in the
  past)?
• Why the development of so many intervention
  strategies?
• Why are some people so angry?

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What Is It About Autism?Possible Triggers

• Often abrupt onset
• Children with autism may look typical
• False advertising unsubstantiated claims
• Difficulty with communication
• Investment in strategies and people
• Profound increase in incidence/fear

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What Is It About Autism? Relevant History

• First cause of autism wrongly attributed to
  refrigerator mothers
• From no hope to cure
• History of both effective and ineffective school
  programs
• Dramatic initial response to discrete trial in
  some children

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Autism Characteristics

• Impairments or abnormalities in
• Communication
• Social skills
• Behavior
• Sensory

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Needs of Students With Autism

• Effective instructional strategies that
  incorporate the following
• Structure
• Communication system
• Sensory accommodations
• Individualized programming
• Inclusion/social integration /access to the
  general curriculum

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Sowhat Is It About Autism???

• High needs students
• No physical indication of impairment
• History of unsubstantiated claims regarding cause
  and treatment of autism
• Inconsistent quality of education

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What Is a Research Based Methodology?

• In General A research based methodology is one
  that has been shown to be effective through
  systematic application and collection of data.

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Research Based Methodology

• Use of well researched strategies enhances
  effectiveness of programs and accountability
• Not all research is created equal
• Publication does not guarantee effectiveness,
  good ethics or relevance to the issues

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Causal vs. Correlational Results

• Causality implies correlation
• Correlation does not imply causality
• In other words just because two things occur
  together, does not mean that one thing caused the
  other.

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Causality

• Causality tells us what it is that effects the
  phenomena that we observe.
• Causality can only be concluded through a
  controlled experiment.
• Proof does not exist in science. Science can
  only disprove.

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Correlation

• Correlational data tells us only that some
  variables are interrelated
• There may also be a causal relationship
• What happens when you rely on correlational
  data???

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Reliability and Validity

• Reliability the degree to which data (e.g. From
  an assessment or observation) is stable and
  replicable.
• Validity the degree in which the data
  represents what is actually being measured.

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5 General Questions to Ask About Research

• Was there a control group?
• Did outcome measures demonstrate good reliability
  and validity?
• Has it been replicated with consistent results?
• Do the data support the conclusions?
• Was the research peer reviewed?

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Autism Interventions The Jargon

• Cue, SD, Antecedent, Response, Consequence
• Instruction, Behavior, Reward
• Mand, Tact, EO, Verbal Behavior
• TEACCH, DTT, PECS, AIT, SIT, FC, RDI, PRT
• Social Stories..
• DAN, CAN, GFCF..

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Instructional Strategies for ASD Effective,
Promising or Controversial?

• Is the strategy supported by good research?
• Did it pass the 5 questions?
• Is the strategy compatible with the objective(s)?
• If not researched, has effectiveness been
  repeatedly demonstrated?
• Are strategies clearly outlined?
• Did researchers assess fidelity of implementation?

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Effective Research Based Instructional Strategies

• 1. Adult directed (DTT)
• 2. Student directed/shared control (PRT, PECS,
  Floor time, Verbal behavior)
• 3. Environmentally directed/shared control
  (TEACCH, Functional routines)

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Promising Strategies

• Social stories (refer to Carol Gray)
• Relationship development intervention (RDI)

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Controversial Strategies

• Facilitated communication
• Rapid prompting method (RPM)
• Auditory integration therapy
• Many, many more

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About Aspergers Syndrome

• Aspergers Syndrome Guidelines for
• Treatment and Intervention
• By
• Ami Klin, Ph.D. and Fred Volkmar, M.D.

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From Research to ApplicationCautions and
Pitfalls

• No silver bullets
• No method is best for everything
• The method should be matched with the need
• Goals and objectives should not be written to
  match the strategy

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More Cautions

• Beware of over generalized use of any strategies
• There are a few effective strategies with MANY
  different names. The active ingredients of
  different strategies may be identical

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Again Why Use Research Based Methodology?

• EFFECTIVENESS
• ACCOUNTABILITY

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The 25,000 Question
50,000
100,000.

• How does NCLB impact choice of methodology for
  students with autism?
• (Does it change current practices?)

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On One Hand..

• Under NCLB, federal funding is targeted for
• -Supporting basic programs that have been clearly
  demonstrated to be effective through rigorous
  scientific research
• -Supporting training of teachers in using
  methods that are grounded in research

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On the Other Hand

• The Following Components of Research Based
  Methodology as Defined by Reading First are Open
  to Interpretation
• 1. Use of rigorous, systematic and empirical
  methods
• 2. Thorough and appropriate data analysis
• 3. Good reliability and validity of measures
• 4. Independent review

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Andare Consistent With What We Are Already Doing
in Special Education!

• However, NCLB may assist in the following
• Increase attention to effectiveness of strategies
• Viewing practice through a sound research lens
• Emphasize the connection between effective
  practices and accountability

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Whats Happening in Oregon?

• ASD Outcome Study
• Regional Model Programs Project

Has led us to..
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The ASD Outcome Study

• Conducted from 1998 through 2003
• Consisted of assessment, training, follow-up and
  classroom observation
• Trained staff in 3 research based instructional
  strategies
• Used a variety of reliable assessments
• Observed significant improvements in
  participating students

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Instructional Techniques
Discrete Trial Training (DT)
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Instructional Techniques
FUNCTIONAL ROUTINES
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Instructional Techniques
Pivotal Response Training (PRT)
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ASIEP-2 Autism Behavior Checklist ASIEP-2 Autism Behavior Checklist ASIEP-2 Autism Behavior Checklist ASIEP-2 Autism Behavior Checklist
Areas Assessed Winter 19990 months Spring 200240 months Significant Difference lt.01 lt.05
Sensory 10.94 8.27 Yes
Relating 18.97 15.67 No
Body Object Use 12.49 12.25 No
Language 14.08 11.50 No
Social Self Help 15.37 11.88 Yes
Total 71.78 59.56 Yes
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ASIEP-2 Social Interaction Assessment ASIEP-2 Social Interaction Assessment ASIEP-2 Social Interaction Assessment ASIEP-2 Social Interaction Assessment
Area Assessed Baseline 0 months Spring 2002 40 months Significant Difference lt.01 Paired t-test
Appropriate Interactions with Adult 13 31 Yes
Constructive Play 39 47 Yes
No Response 46 22 Yes
Aggressive Negative 2 0 Yes
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EDUCATIONAL ASSESSMENTS EDUCATIONAL ASSESSMENTS EDUCATIONAL ASSESSMENTS EDUCATIONAL ASSESSMENTS
Assessment Percentage of Correct Responses Baseline 0 months(means) Percentage of Correct Responses June 2002 40 months(means) Significant Difference lt.01 Paired t-test
ASIEP-2 Educational Assessment 29/6048 correct 45/6075 correct Yes
Educational Composite(ASIEP-2 Preacademic Asst. 29/268 11correct 80/268 30correct Yes
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Oregon Outcome Study

• WEB SITE www.autismstudy.pdx

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Regional Model ProgramsFall 2003-spring 2005

• Building capacity through
• Collaborative project between PSU and ODE
• 20 model program sites over the biennium
• Addressing autism task force recommendations
• Based on extensive research
• State, regional and district collaboration for
• Training (ASD specialist cadre)
• Dissemination of information

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Now What???