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ABA Intervention in Public School Classrooms for Students with Autism Spectrum Disorders

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Most children with Autism do not learn incidentally from the natural environment ... Children with Autism often have not acquired language and have subsequently ... – PowerPoint PPT presentation

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Title: ABA Intervention in Public School Classrooms for Students with Autism Spectrum Disorders


1
ABA Intervention in Public School Classrooms for
Students with Autism Spectrum Disorders
  • Kelle Wood, M.Ed., BCBA
  • Central Texas Autism Center
  • Carin Thompson, M.Ed., BCBA
  • Lewisville ISD
  • Jessi Harkins, M.Ed., BCBA
  • Plano ISD

2
Overview of Presentation
  • Kelle
  • Power point available on TxABA website
  • Rationale for Staff Training in ABA
  • CTAC consulting model
  • Questions at end
  • Carin
  • Consulting Teacher Model
  • Jessi
  • Application in the classroom

3
What is Applied Behavior Analysis?
  • The science of human behavior that began over 70
    years ago with the work of John Watson, B.F.
    Skinner and others.
  • A systematic study and manipulation of
    environmental events that precede and follow
    behaviors.

4
3 Term Contingency
Antecedent
Behavior
Consequence
5
Why is ABA recommended for children with Autism?
  • Most children with Autism do not learn
    incidentally from the natural environment the way
    typical learners do.
  • Children with Autism often have not acquired
    language and have subsequently acquired
    challenging behaviors.
  • The science of ABA guides us to analyze behavior,
    language and other skills, identify targets to
    increase and decrease and take data to measure
    these outcomes.
  • 30 years of research in peer reviewed journals
    support the efficacy of the science in improving
    treatment outcomes.

6
Current Research in ABA
  • Journal of Applied Behavior Analysis
  • Journal of the Analysis of Verbal Behavior
  • Journal of the Experimental Analysis of Behavior

7
Current Research in Autism
  • National Academies Press (2001)- Educating
    Children with Autism ABA is recommended practice
  • NY State guidelines for Early Intervention of
    Children with an ASD recommends and the state
    provides a minimum 20 hours/week of ABA

8
Current Research in Autism
  • Research in Developmental Disabilities, v. 26
    (2005) A Comparison of intensive behavior
    analytic and eclectic treatments for young
    children with autism Jane S. Howard, et al.
  • Compared ABA intervention to eclectic
    treatments
  • ABA group best results in standardized pre/post
    tests
  • Focus on Autism and Other Developmental
    Disabilities, Fall 2005, Vol. 20, number 3.
    Evidence-Based Practices and Students with
    Autism Spectrum Disorders, Richard L. Simpson
  • ABA is scientifically based best practice for the
    treatment of children with autism.

9
Educational Law and ABA
  • NCLB/ IDIEA 2004 Requires that educators use
    instructional methodology that has supporting
    research in peer reviewed journals
    (Scientifically Based Research )
  • FBA included in Re-authorization of IDEA 1997
  • 1999 US Surgeon General Report found ABA most
    effective treatment for children with Autism
  • Case Law
  • TBSI- Texas Behavioral Support Initiative

10
Central Texas Autism Center Services
11
Central Texas Autism Center School District
Consulting Models
12
Individual Student Evaluations and Program
Recommendations
  • Districts may hire one of our BCBA/ BCABA to
    conduct individual assessments on children with
    Autism
  • Functional Behavior Assessments/Analysis (FBA)
  • Develop a Behavior Intervention Plan (BIP)
  • Criterion Referenced Assessments to guide IEP
    development
  • Attend ARD meeting to discuss report
  • Train the staff and parents on implementing the
    recommendations in the BIP/ IEP
  • Set up data collection systems
  • On-going follow up consultations
  • In the classroom, email, video, data reviews

13
Individual Classroom Program Evaluations
  • Some districts may choose to focus training on
    just one or a few classrooms for students with
    Autism
  • Staff workshops by BCBA/BCABA
  • Assisting in assessments (FBA, BIP, IEP
    development)
  • Program organization (data, materials)
  • Monthly/Bi-Monthly classroom consults throughout
    the year
  • Hands-on modeling and coaching

14
Trainer of Trainer (TOT) Model
  • A year long ABA curriculum planned for selected
    staff members conducted by BCBA/BCABA
  • Every other month full day lecture with video
    models
  • Staff assigned application homework of data
    collection and video
  • Every other month, staff presents their
    assignment and receives feedback
  • Collaboration between behavior analyst and
    administration to choose staff that will co-train
    for the next year
  • Selected staff may take on-line course work in ABA

15
District Wide Staff Training/ Trainer of Trainer
Model
16
Consulting Teacher Model
17
General Guidelines
  • Special Education Consulting Teachers 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

18
Why Consulting Teachers?
  • Autism rate in children 1150 (CDC February
    2007)
  • LISD serves approx. 48,000 students, 5500 are
    receiving Special Education Services. Over 400
    students have the eligibility of Autism.
  • Legislation NCLB, IDEA Response to
    Intervention (RTI), AYP

19
Consulting Teachers
  • 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, Hearing Impaired, BCBA,
    Educational Diagnostician)

20
Consulting Teacher 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

21
Consulting Teacher Requests Student Specific
  • Provide modeling and guided feedback on
    instructional practices using evidenced based
    procedures (Errorless Teaching, Prompting,
    Fading, Chaining, teaching to Fluency etc.)
  • Conduct criterion referenced assessments such as
    the Assessment of Basic Language and Learner
    Skills (ABLLS) when appropriate

22
Consulting Teacher Request Classroom Specific
  • Guide teacher in classroom-wide management
    systems
  • Train teacher on the implementation of
    learner-centered instructional strategies that
    are aligned with the students goals and
    objectives

23
Consulting Teaching Training Support
  • Train district personnel (teachers,
    administrators, paraprofessional, and related
    services) on basic ABA principles and how it
    applies to student achievement both behaviorally
    and educationally

24
Consulting Teacher 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

25
Applications in Classrooms
  • Direct training to staff on ABA principles
  • Specialized workshops on conducting Functional
    Behavior Assessments (FBA) and correlating
    appropriate interventions based on the assessment
    for the Behavior Intervention Plan (BIP)
  • Specialized workshops on using Prompting
    effectively (Types of Prompts, Fading Prompts,
    etc.)

26
Communication Classrooms
  • Are designed to provide a highly structured
    instructional program for students with Autism
    Spectrum Disorders or students with severe
    communication delays whose communication needs
    cannot be met in other settings

27
Classroom Components
  • Individualized Instruction based on ABLLS, CBAs,
    principles of ABA
  • Individualized Behavior Management Plans
  • Classroom Organization/Visual Supports
  • Data Collection
  • Socialization
  • Parent Communication

28
Components cont.
  • Teachers instructional procedures are based on
    the science of ABA and Verbal Behavior.
  • Many of the instructional practices are based on
    the research of James Partington, Ph.D., Mark
    Sundberg, Ph.D., Jack Michaels, Ph.D and others
    published in JABA, JEAB and JAVB.

29
Ending the Myth
  • ABA is a Science not a methodology Provide
    direct training to administrators and other
    support personal on the basic principles and
    applications
  • ABA is not Lovaas or DTT
  • It is GOOD TEACHING.

30
Using ABA Within the Public School Classroom
31
Data-Based Implementation
IEP Development
Assessment
Teaching
32
Assessment
  • Clear Definition of the Behavior Measured
  • Criterion-Referenced Assessments
  • e.g. ABLLS
  • Adapting Informal Assessments
  • e.g. CLASS
  • Task Analysis
  • Functional Behavior Assessment (FBA) or
    Functional Analysis (FA)

33
IEP Development ARD Meetings
  • New objectives
  • Based on assessment data
  • Must be measurable behaviorally defined
  • Collaborative development for appropriateness
  • Progress
  • Data-based decisions
  • Visual representation

34
Teaching
  • Behavior change in the classroom
  • Academics
  • Social Skills
  • Communication
  • Classroom Management
  • Classroom Procedures Rules
  • Behavior Management
  • Setting up the environment

35
Teaching, continued
  • NET and DTT in the Classroom
  • Prompting Prompt Fading
  • Visual Supports
  • Hand-Over-Hand Prompts (examples)
  • Paraprofessional Shadows

36
TeachingDocumentation Data Collection
  • Legally Mandated
  • Daily monitoring of progress
  • Objective measurement
  • Quantitative vs. Qualitative
  • Using the Data
  • Determine effectiveness of current teaching
    procedure
  • Revise teaching procedure or objective if no
    progress is observed

37
Training Within the Classroom
  • Team Meetings
  • Paraprofessionals
  • Related Service Professionals
  • Training Topics
  • Basic Principles of ABA
  • Consistency
  • Managing Behavior
  • Data Collection
  • Prompting Prompt Fading

38
A Classroom Incorporating ABA
  • All professionals paraprofessionals have a
    clear understanding of procedures concepts
    related to incorporating ABA how that applies
    to each student.
  • Assessment are to be data-based .
  • IEP development is derived from assessment
    other quantitative data.
  • Teaching goals are based on the IEP development
    additional informal quantitative assessment.
  • Teachers implement empirically-supported ABA
    procedures and practices throughout the classroom.
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