INSTRUCTIONAL METHODOLOGIES - PowerPoint PPT Presentation

Loading...

PPT – INSTRUCTIONAL METHODOLOGIES PowerPoint presentation | free to view - id: 1553dd-ZDc1Z



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

INSTRUCTIONAL METHODOLOGIES

Description:

The Southern California Autism Training Collaborative (SCATC) has provided ... Social Stories TM. Carol Gray. Student personalized stories ... – PowerPoint PPT presentation

Number of Views:25
Avg rating:3.0/5.0
Slides: 25
Provided by: priyaa3
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: INSTRUCTIONAL METHODOLOGIES


1
INSTRUCTIONAL METHODOLOGIES
Disclaimer The Southern California Autism
Training Collaborative (SCATC) has provided
information included in this original format of
the training manual (dated August 2007). SCATC
is not responsible for any changes made to this
training protocol by subsequent users.
2
Educating Children With Autism
  • Six Primary Focuses of Educational
    Interventions
  • Spontaneous, functional communication
  • Social instruction delivered throughout the day,
    in various settings
  • Teaching of play skills with peers and play
    objects

3
Educating Children With Autism
  • Cognitive/developmental skills taught in
    meaningful context
  • Positive, proactive supports to address problem
    behaviors
  • Functional academics, when appropriate to skills/
    next step needs of student

4
Educating Children With Autism
  • There does not appear to be a clear, direct
    relationship between any particular intervention
    and recovery from ASD

5
  • Education is the primary form of treatment
  • Each student is unique!
  • Multiple developmental needs call for variety of
    educational options
  • Educators must be familiar with theory and
    research concerning best practices
  • Research has provided a better understanding and
    has led to effective interventions and therapies

6
Evidence/ Research/ Scientifically Based Practices
7
Autism Spectrum Disorders Interventions and
Treatments for Children and Youth
  • Richard L. Simpson, et al.
  • Published by Corwin Press,2005
  • Three categories Scientifically Based Practices,
    Promising Practices, Limited Supporting
    Information for Practices

8
Autism Spectrum Disorders Interventions and
Treatments for Children and Youth
  • ASD attracts a number of unproven and
    controversial treatments
  • Field of ASD in its infancy stage
  • however
  • There are a number of effective evidence-based
    practice methods

9
No Child Left Behind and Students with Autism
Spectrum Disorders Yell, Mitchell L Drasgow,
Erik and Lowrey, Alisa K.Focus on Autism and
Other Developmental Disabilities, Volume 20,
Number 3, Fall 2005
  • NCLB profoundly changes the way in which
    educators work with students
  • Accountability for meaningful improvements in
    students academic performance
  • Highly qualified teachers and paraprofessionals
  • Use of scientifically based practices

10
No Child Left Behind and Students with Autism
Spectrum Disorders
  • National Research Council definition of
    scientifically based instruction
  • research that applies rigorous, systematic, and
    objective procedures to obtain relevant knowledge
  • Uses systematic, empirical methods that draw on
    observation or experiment
  • Involves rigorous data analyses that are adequate
    to state hypotheses and justify conclusions
  • Relies on measurement or observational methods
    that provide valid data evaluators across
    multiple measures and observation
  • Has been accepted by a peer-reviewed journal or
    approved by a panel of independent experts

11
(No Transcript)
12
Listed in alphabetical order
13
Discrete Trial Training (DTT)
  • Usually 11 intervention but may be small group
  • Skills broken down to small increments and taught
    systematically (task analysis)
  • Highly structured - Adult directed intervention
  • Strong data component
  • Correction and reinforcement specific to small
    incremental skills
  • Often used for early intervention and faded
    around age 5-6

14
The I LAUGH Model of Social ThinkingTM and
Cognition
  • Michelle Garcia Winner
  • IInitiation
  • LListening with your Eyes and Brain
  • AAbstract and Inferential
  • UUnderstanding Perspective
  • GGetting the Big Picture/Gestalt
  • HHumor and Human Relatedness

15
Incidental Teaching
  • Chain of child-tutor interactions
  • Use of highly preferred materials
  • More child initiated interactions
  • Utilizes prompting and shaping for more elaborate
    communication

16
Integrated Play GroupPamela Wolfberg
  • Recognizes that peer play experiences are a vital
    part of childrens learning and overall
    development.
  • Designed to address the unique and complex
    challenges of peer relationships and play for
    children with ASD
  • Utilizes typicalpeers as expert players (via
    the guidance of a play guide) to facilitate
    interactions with novice players - those with
    ASD. IPGs are usually made up of 3 to 5 children.
  • Appropriate for preschool -elementary aged
    children (3 - 11 years).

17
Picture Exchange Communication System (PECS)
Bondy/Frost
  • Visual communication system
  • Exchange of symbol to communicate need
  • Teaches communication initiation
  • Expands from single to multiple words
    communicative strips
  • Facilitates social components of communication
  • Speech often develops concurrently

18
Pivotal Response TrainingKoegel Koegel
  • Parent education model
  • Elements of discrete trial training in a more
    naturalistic environment
  • More child directed
  • Pivotal areas include responsiveness to multiple
    cues, motivation, self-management and
    self-initiations

19
Relationship Development Intervention
(RDI)Guttstein
  • Parent-based clinical treatment
  • Systematic intervention program designed to
    support social competence in natural environments
  • Relationship Development Assessment (RDA)
    evaluates specific level of relationship
    development and designates the activities (RDI)
    to address each area on the assessment
  • Intensive training required

20
SCERTSTM
  • A Comprehensive, Multidisciplinary Educational
    Approach for
  • Children with ASD
  • Prizant, Wetherby, Rubin, Laurent Rydell

A developmental, relationship-based and skill
based approach which provides a framework for
improving communication and social-emotional
abilities for individuals with ASD and their
families. A child-directed approach that
supports progress in 3 domains Social
Communication Emotional Regulation Transactional
Supports
21
Social Stories TMCarol Gray
  • Student personalized stories
  • Used to describe social situations, social
    rules, social cues, and the appropriate responses
  • Specific format is utilized in clear strips and
    sequence
  • May involve illustration and/or words
  • Flexible, functional and reusable

22
Treatment and Education of Autistic and
Communication Handicapped ChildrenTEACCH
  • Structured teaching approach
  • Structured environments and work systems
  • Scheduled daily routines
  • Visual clarity, visual supports
  • Based on on-going assessment
  • Promotes independent functioning

23
Some Strategies for Engagement
  • Identify interests
  • What gets their attention
  • Be playful and silly
  • Make yourself part of the activity/task
  • Push in
  • Make few demands
  • Use the element of surprise
  • BE CREATIVE!!!

24
Please review individual slides for specific
references.Further references to be listed.
About PowerShow.com