Evidence Based Practices for Autism in the Early Childhood Classroom

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Evidence Based Practices for Autism in the Early
Childhood Classroom

• Kathy Oehler Autism Consultant
• and
• Mary Roth Lead Ally, Autism Society of Indiana

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What are Evidence Based Practices?

• An evidence-based practice can be defined as an
  instructional strategy, intervention, or teaching
  program that has resulted in consistent positive
  results when experimentally tested (Mesibov
  Shea, 2011 Simpson, 2005).

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Evolution of Evidence Based Practice in Early
Childhood Education

• Late 1980s Developmentally Appropriate
  Practices (NAEYC)
• Early 1990s Recommended Practices (DEC)
• Late 1990s Revised Recommended Practices
  (DEC)
• 2006 Practice Based Research Synthesis
  (Research Training Center for Early Childhood
  Development)
• 2008 24 Evidence Based Practices for students
  with ASD (National Standards Project)

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Evidence Based Practices for Children with
ASDhttp//autismpdc.fpg.unc.edu/content/national-
standards-project
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Using Evidence Based Practices (EBP) at School
and at Home
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Behavior and Learning

• Evidence Based Practices
• Prompting
• Reinforcement / Differential Reinforcement
• Task Analysis
• Functional Communication Training
• Discrete Trial Training
• Functional Behavior Assessment
• Naturalistic Setting
• Visual Supports
• Structured Work Systems

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EBP Prompting How do I do it? If the child
doesnt respond within 2 3 seconds, use a
prompt.

• Full Physical Prompt
• Hand over Hand Prompt
• Partial Prompt
• Visual Prompt / Cue
• Verbal Prompt

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EBP Prompting

• Prompting keeps students engaged (and reduces
  tune out time
• Prompting reduces frustration (and reduces
  negative behavior!)
• Prompting increases rate of learning (by insuring
  a correct answer EVERY time)

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Prompt Fading

• It is essential to NOT have children become
  dependent on prompts. Any prompts used are
  gradually removed as the child becomes successful
  until he can respond correctly with no prompts

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EBP REINFORCEMENTHow do I do it?
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Rules for reinforcement - 1

• Avoid use of escape as the reinforcer . Dont
  say, If you do this, then you get to go play!
• Instead, give the reinforcer more often, for
  smaller tasks. Help the child see that doing the
  task itself is a way to get something good.

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Rules for reinforcement2

• Last behavior reinforced is the behavior that
  will emerge again
• SO
• Do not end a session with non-compliant behavior

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Rules of Reinforcement 3

• Two Critical Components
• Pair yourself with the reinforcer, so YOU are the
  source of good things.
• Talk less! Pair the reinforcer with Compliant
  Behavior, rather than repeatedly giving verbal
  directions.

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Rules of Reinforcement 4

• A child should never gain access to a reinforcer
  with negative behavior
• Do not give attention to trantruming behavior
• Never allow the child to escape or avoid a demand
  (adult can change the demand)

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Schedules of ReinforcementHow often do I
reinforce?

• FOR NEW BEHAVIORS
• Continuous positive reinforcement after EVERY
  correct response. But mix it up praise,
  tickle, cuddle, give a treat. Make sure the
  child knows he has done something good.

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Schedules of Reinforcement

• For established behaviors (like hanging up
  backpack / coat)
• Intermittent Praise and reinforce, but not
  every time. Intermittent reinforcement is very
  effective in maintaining established behaviors

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EBP Task AnalysisHow do I do it?

• Every task consists of many little steps. It is
  essential that we recognize and teach each step.
  
• Example Wash your hands
• Turn on water
• Put your hands in water
• Put soap on your hands
• Rub your hands together
• Rinse your hands
• Turn off water
• Dry your hands
• Go back to your seat

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EBP Task Analysis

• After you break the task down, make a picture
  schedule of each step.

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EBP Functional Communication Training
Behavior is a form of communication for
children. If they cant talk it out, they will
act it out. Bad behavior is
communication!
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EBP Functional Communication TrainingHow do I
do it?

• Teach a replacement behavior. Teach the child a
  different way to tell you what he wants.
• For example
• If he bites his hand when he doesnt get to watch
  TV,
• Teach him to sign or give you a picture of the
  TV. Teach the new communication when you can
  reinforce it by turning on the TV. Practice /
  reinforce Practice / reinforce!

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EBP Discrete Trial TrainingHow do I do it?

• Teach everything in small chunks. Prompt for
  success every time. Praise and reinforce every
  time. Review and practice 1000 times a day, in
  many different settings!

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EBP Discrete Trial Training

• Include Computer Aided Instruction
• iPad app ABC Tracer (Lite version is free for
  ABC and 1,2,3 full version 2)
• Teaches top to bottom letter formation with
  dotted lines to follow. Reinforcing sounds when
  kids stay in the lines. Other literacy
  activities included.

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EBP Functional Behavior AssessmentHow do I do
it?

• Antecedent what happened right before the
  behavior.
• Behavior what was the behavior
• Consequence what happened right after the
  behavior
• What was the function of the behavior? What was
  the child trying to get attention? Escape? A
  desired item?
• Whats the new plan?
• - may involve changing the environment, timing,
  or task demand. May involve teaching a new way
  to ask or protest.

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EBP Functional Behavior AssessmentSet the child
up for success. Have him dosensory motor
exercises BEFORE he works.

• 1. Rub My Hands On My Legs-10 times. 
• 2. Push My Hands Together Release 10 times.
• 3. Open and close Fingers 10 times.

4. Place my hands on the chair seat, then
raise my bottom off the seat 10 times.
5. Deep Breathe in slowly through my nose,
then blow out through my lips. Repeat 5
times.
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EBP Functional Behavior Assessment
Documentation

• Your data is your friend. It doesnt have to be
  fancy, but it needs to be kept daily.
• What is the target behavior?
• Whats the baseline?
• How many responses did the child give?
• How many were right?

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EBP Naturalistic Interventions

• How do I do it?
• Generalize across environments Work on each
  skill in a variety of settings, not just at the
  table. If you are working on a new skill,
  practice it in different rooms, during different
  activities, at different times of the day, etc.

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EBP Naturalistic Interventions

• How do I do it?
• Generalize across people Make sure the skill is
  taught and practiced with lots of different
  people especially with peers.

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EBP Visual Supports

• How do I do it?
• A picture is worth a thousand words. Talk less!
• Examples

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EBP Visual Supports

• How do I do it?
• Examples Visit the Visual Supports section
  athttp//www.iidc.indiana.edu/index.php?pageId36
  13.

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EBP Structured Work Systems

• How do I do it?
• Use pictures. Make sure the child can see
• What do I need to do? (a job)
• What do I do when I am finished? (a reinforcer)

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EBP Structured Work Systems

• Always work toward independent task completion.

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If its not working, ask yourself

• Setting (sensory) Is the room noisy? Is there
  clutter in his workspace?
• Seating (motor) Is he uncomfortable? Does he
  need a different place to work?
• Task (organization) Is the task too big? Do
  you need to break it down into smaller chunks?

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If its not working, continued

• Timing (organization) Is the wait time too long
  between directive / writing / reinforcement?
• Directions (language) Was there too much
  talking? Does he need a prompt?
• Attention (sensory) Did you get his attention
  before giving the task?

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The most important Evidence Based Practice is

• The home / school connection. Our children
  benefit when everyone works together.

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Challenges for Families

• Parents blame themselves
• Society blames parents
• Professionals blamed parents through the 1970s
• Grandparents dont understand
• Siblings feel left out, carted around,
  responsible
• Financial burden
• Stress on marriage
• Embarrassment dont want to tell anyone or ask
  for help

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Understanding Parents

• The parent is raising a whole child and is
  responsible for every aspect of that childs life
• The students behavior may be very different at
  home
• It is easy to lose sight of the big picture
  during everyday struggles
• It is hard for us to imagine our children with
  disabilities as adults

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Dont Wake Up Mama Bear

• It is instinctive to protect ones children,
  particularly if they seem vulnerable
• People cannot think clearly when they are
  emotional
• Parents may take your comments as an indictment
  of their parenting

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Teaching Parents

• Ask, How are things going at home?
• Try to show parents how a strategy (visual
  support, reinforcement) you are using in the
  classroom can be used at home
• Explain what the real-world significance will be
  to the student as an adult
• As resources allow, provide visual supports for
  home and community (church, etc) use

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Additional Resources

• Suggest a computer lab where caregivers can make
  visual supports
• HANDS in Autism will mail basic visual supports
  (www.handsinautism.org)
• Social StoriesTM and social narratives
• Lending libraries

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The Autism Resource Network of Indiana (ARNI)

• www.arnionline.org
• Brought to you by the Indiana Inter-Agency Autism
  Coordinating Council (IIACC), which Autism
  Society of Indiana leads
• Find Local Resources to find providers in your
  area
• SuperSearch feature for information, providers
• View several topics from the home page
• Event Calendar
• Legislative and other News

Autism Society of Indiana www.inautism.org
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The Autism Resource Network of Indiana (ARNI)

• www.arnionline.org
• Resource Map to find providers in your area
• SuperSearch feature for information, providers
• Topics from the home page
• Event Calendar
• Legislative and other News
• IIACC

Autism Society of Indiana www.inautism.org
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Autism Society of Indiana

• Allies help parents, educators, and other
  providers
• eNewsletter
• Teachers Toolbox
• Resources for Educators on ARNI
• 800-609-8449
• info_at_inautism.org

Autism Society of Indiana www.inautism.org
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Contact Us

• Kathys contact information
• kathy_at_ihatetowrite.com
• Mary Roth
• Autism Society of Indiana
• mary_at_inautism.org
• 800-609-8449 ext 22