Best Practices in Autism - PowerPoint PPT Presentation

Loading...

PPT – Best Practices in Autism PowerPoint presentation | free to view - id: 6f5823-M2U2Y



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Best Practices in Autism

Description:

Best Practices in Autism Autism Consortium Regional Training – PowerPoint PPT presentation

Number of Views:44
Avg rating:3.0/5.0
Slides: 27
Provided by: Author168
Category:

less

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

Title: Best Practices in Autism


1
Best Practices in Autism
  • Autism Consortium Regional Training

2
Roadmap
  • Quick Facts
  • 6 Essential Themes
  • Putting it Together

3
Quick Facts
  • According to the Center for Disease Control and
    Prevention (CDC) in 2007, there are 1 in 150
    eight year old children who have ASD
  • The National Autistic Society reported boys are
    four times more likely to develop ASD than girls

4
Quick Facts
  • From the 1992-1993 academic year to the 1999-2000
    academic year, there was a 218 increase in the
    prevalence of autism in Virginia and a 435
    increase in the United States according to the
    U.S. Department of Education
  • ASD is the fastest growing developmental
    disability in the United States according to the
    New England Center for Children with 10-17
    annual growth

5
Essential Themes
  1. Individualized Supports
  2. Systematic Instruction based on the principles of
    ABA
  3. Structured Environments
  4. Comprehensive Programming
  5. Functional Methodology to address challenging
    behaviors
  6. Family Involvement

6
Individualized Supports Services
  • Students with ASD are heterogeneous in their
    presentation of behaviors and in their unique
    preferences, interests, and learning styles
    requiring individualized instructional support
    needs. Dunlap Fox, 2002 Dunlap
    Robbins, 1991

7
Individualized Supports Services
  • Activities capitalize on student
    strengths/interests
  • Materials capitalize on student
    strengths/interests
  • Reinforcers are individualized
  • Competence and independence is promoted
  • Parent preferences are taken into consideration

8
Systematic Instruction
  • Strategies using applied behavior analysis have
    been documented to be effective in systematically
    teaching target behaviors. It is important for
    educators and families to keep in mind that ABA
    is not a specific program, procedure, or
    technique it involves methods and principles
    that are applied in diverse ways.
    Dunlap, 1999, p. 224

9
Systematic Instruction
  • Data collection
  • Prompting hierarchy
  • Discrete trials
  • Planning for generalization
  • Positive reinforcement

10
Structured Environments
  • Creating an environment that supports the
    identified learning needs of students is basic to
    instruction Heflin Alberto, 2001

11
Structured Environments
  • Clear physical boundaries
  • Designations to differentiate areas
  • Visual schedules
  • Visual supports
  • Individualized work stations

12
Defining Structure
  • Organize the instructional setting (Heflin
    Alberto, 2001)
  • Provide a schedule of activities (Rogers, 1999
    Simpson Myles, 1998)
  • Carefully plan and provide choice making
    opportunities (Dalrymple, 1995)
  • Provide behavioral support (Earles et al., 1998)
  • define specific areas of the school setting
    (Heflin Alberto, 2001 Volmer 1997)
  • Provide temporal relations (Earles at al., 1998
    Heflin Alberto, 2001) and
  • Facilitate transitions, flexibility, and change
    (Simpson Myles, 1998)

13
ComprehensiveProgramming
  • A good test of the functionality of a skill is
    to ask whether the result of not learning a
    specific behavior will require another person to
    perform the task for the student.
    Olley Rosenthal, 1985

14
Comprehensive Programming
  • Focus should be on those skills that
  • are most likely to be useful in the students
    life to control his or her environment
  • will increase the students independence and
    quality of life
  • will increase the students competent
    performance Dunlap Robbins, 1991

15
Comprehensive Programming
  • Communication systems
  • Social skills
  • Thematic units
  • Access to the general curriculum

16
Functional Methodology
  • Recent research evidence has suggested that in
    order for educational interventions addressing
    problem behaviors to be successful, positive and
    proactive behaviors must be considered and
    developed. Iovannone, Dunlap, Huber,
    Kinkaid, 2003

17
Functional Methodology
  • FBA
  • BIP
  • Data collection on problem behaviors and
    interventions
  • Visual analysis of data

18
Family Involvement
  • Family members are the most stable, influential,
    and valuable people in the childs
    environment. Dunlap, 1999

19
Family Involvement
  • Communication with families
  • Communication systems shared with families
  • Behavior plans shared with families

20
Putting it Together Data-Driven Instruction
  • Goals Objectives should be broken down into
    measurable target behaviors
  • Data needs to be taken on each target behavior
  • Graph data for easy analysis
  • Data must drive instructional decisions

21
Putting it Together Structure
  • Classroom space should have clear purpose
  • Classrooms should be free of unnecessary
    distractions
  • Individual work stations may be needed

22
Putting it Together Structure (cont.)
  • EVERY student should have a personal schedule
  • Routines should be readily apparent

23
Putting it TogetherProgramming
  • Access to general education curriculum!
  • Direct teaching of social and communication
    skills
  • Use of thematic units

24
Putting it TogetherProgramming (cont.)
  • Plan explicitly for generalization!
  • Take data on generalization of skills
  • Differentiate instruction for all learners
  • Behavior Specific Reinforcement

25
Your Journey Begins
26
Contact Info
  • Selena M. Joy, Ph.D.
  • 652-3876
  • smjoy_at_henrico.k12.va.us
  • Brooke Bottari, CCC-SLP
  • 652-3875
  • lbbottari_at_henrico.k12.va.us
About PowerShow.com