What do educators need to know about EBPs for children with autism? What specific strategies can improve outcomes for children with ASD?

Transcription

1 Module Home Outline Module : This Module, second in a two-part series, highlights strategies that hae been shown to be effectie in teaching appropriate behaiors and skills and decreasing inappropriate behaiors with children and youth with autism spectrum disorder (ASD). It next explores seeral strategies that are particularly effectie with young children, elementary and middle school students, and high school students (est. completion time: 3 hours). STAR Legacy Cycle Related to This Module Link: Module Outline Video: Naigating an IRIS STAR Legacy Module Link: IRIS and Adult Learning Theory Wrap-Around Concept Map Challenge Video: In the first Module in this series, Autism Spectrum Disorder: An Oeriew for Educators, we introduced you to four young people: Drew, Jaquese, Daid, and Michelle. Each has different strengths and faces different challenges. Let s look in again now to see how each of them is doing. Initial Thoughts What do educators need to know about EBPs for children with autism? What specific strategies can improe outcomes for children with ASD? Perspecties & Resources Module Objecties After completing the entire Perspecties & Resources section and reiewing the accompanying actiities, the learner will: Know the defining characteristics of ASD Identify the four steps educators and practitioners can use to make an informed decision when selecting an EBP Be familiar with EBPs that are effectie for children and youth with ASD Understand how and when to use the fie eidence-based practices that are referred to as foundational strategies Distinguish between focused interentions and comprehensie treatment programs The contents of this resource were deeloped under a grant from the U.S. Department of Education, #H325E Howeer, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Goernment. Project Officer, Sarah Allen n 1

2 This IRIS Module aligns with the following licensure and program standards and topic areas... Page 1: An Oeriew of Autism Definition of ASD The primary characteristics of ASD [bullet points] Link: atypical responses to sensory input [definition] Research Shows ASD is referred to as a spectrum disorder Link: clarification of toddlers, children, and youth The Children from the Challenge Video [table] Link: functional play skills [definition] Page 2: Link: eidence-based practices [definition] Link: 27 eidence-based practices for students with ASD Link: 27 eidence-based practices for students with ASD [PDF] Link: Eery Student Succeeds Act (ESSA) Indiiduals with Disabilities Education Act (IDEA 04) Four steps to select an EBP [drop-down menus] Link: Defining Behaior [IRIS Case Study Unit] Link: Measuring Behaior [IRIS Case Study Unit] Link: indiidualized education program (IEP) [definition] Link: indiidualized family serice plan (IFSP) [definition] When they select a practice to implement with a child or student, educators should... [bullet points] Link: The National Professional Deelopment Center on Autism Spectrum Disorder Definition of fidelity Audio: Kara Hume discusses selecting an EBP Audio: Kara Hume talks about implementing a practice with fidelity Audio: Ilene Schwartz discusses ealuating whether an EBP is effectie for a student Links: The IRIS Module series (Parts 1, 2, and 3) Audio: Kara Hume discusses the oerlap between EBPs for students with autism and HLPs Page 3: Foundational Strategies Definition of applied behaior analysis (ABA) When working with students with ASD... n 2

3 Research Shows Audio: Ilene Schwartz discusses why ABA is the most effectie treatment for children with autism and proides examples of how it can be used to increase positie behaiors Definition of focused interentions Definition of foundational strategies Reinforcement Definition of positie reinforcement Definition of negatie reinforcement Recall that Daid has a tendency to aoid food with textures that he does not like Video: A teacher uses negatie reinforcement to encourage Emma to complete her mathematics classwork Prompting The fie types of prompts [bullet points] Tips When he plays with cars, Drew lines them up instead of playing with them in a traditional manner Video: A teacher prompts Emory, age six, to spell the word dog using a word puzzle Time Delay Definition of constant time delay Defintion of progressie time delay When asked to roll a car on the floor, Drew continues to line up cars instead of pushing them around Video: A teacher uses progressie time delay to help Emory learn sight words Modeling Tips Jaquese has a difficult time interacting with peers Video: A teacher models for Emory how to build a tower with a pattern n 3

4 Task Analysis Definition of forward chaining Definition of backward chaining Video: A teacher uses forward chaining to teach Emory how to tie her shoes Video: A teacher uses backward chaining to teach Emory how to tie her shoes View the task analysis that the teacher used for this task [numbered list] Link: View a chart that notes the age groups and domains for which these practices hae been found effectie [PDF] Audio: Kara Hume discusses the importance of the fie foundational strategies Audio: Kara Hume highlights how the same EBP can be implemented across age groups but in different contexts Page 4: Early Childhood: Focused Interentions A number of other focused strategies targeting discrete skills or behaiors hae also proen effectie among young children Audio: Wendy Stone discusses the importance of serices being implemented as soon as the team suspects that the child has ASD Many young children with ASD hae delays in acquiring... Visual Supports of isual supports Visual supports can be used to improe a number of outcomes Types of isual supports [drop-down menus] Link: graphic organizer [definition] Link: communication board [definition] Definition of first-then board Picture Exchange Communication System (PECS) Definition of PECS Link: augmentatie and alternatie communication (ACC) [definition] For Your Information PECS six-phase process [drop-down menus] Link: For more information, isit Pyramid Educational Consultants, Inc. Audio: Ilene Schwartz discusses the importance of teaching children effectie communication skills TIPS: Engaging and Supporting Young Children n 4

5 Page 5: Early Childhood: Comprehensie Interentions Outline Definition of comprehensie treatment program (CTP) Link: comprehensie treatment models (CTM) [definition] Link: Naturalistic Deelopmental Behaioral Interentions (NDBI) [definition] Audio: Kara Hume discusses the importance of focused interentions een when implementing a comprehensie interention Audio: Ilene Schwartz discusses how focused interentions and comprehensie interentions work together Research Shows Link: early intensie behaioral interention (EIBI) [definition] There are a number of established comprehensie treatment programs, such as... A high-quality comprehensie treatment program for young children with ASD should include... [bullet points] Link: functional spontaneous communication [definition] Audio: Ilene Schwartz, the deeloper of Project DATA, discusses the components of this program and how they benefit children with autism Page 6: Elementary and Middle School The challenges of proiding appropriate school programs for students with ASD change when students make the transition from preschool to elementary school Link: accommodations [definition] Differential Reinforcement of Alternatie, Incompatible, or Other Behaior Three types of differential reinforcement [drop-down menus] Video Modeling Modeling by Another Person Video: See an example of modeling by another person Self-Modeling Video: See an example of self-modeling Point-of-View Modeling Video: See an example of point-of-iew modeling Video: Watch Emma use a tablet to watch herself model transitioning procedures TIPS: Engaging and Supporting Elementary and Middle School Students Create a Safe and Structured Classroom and Learning Enironment [bullet points] Create Opportunities for Peer Interactions [bullet points] Promote Generalization of Skills [bullet point] n 5

6 Page 7: High School and Beyond Outline When students enter high school, they typically... Self-Management Strategies Definition of self-management Four self-management strategies [drop-down menus] Michelle s Recording Sheet Technology-Aided Instruction and Interention Definition of technology-aided instruction and interention (TAII) Link: computer-assisted instruction (CAI) [definition] of TAII [bullet points] The Center on Secondary Education for Students with ASD (CSESA) recommends considering the following ariables [bullet points] Video: Mia demonstrates how she uses TAII to help prepare for dinner time Audio: Mia s mother shares her personal insights into some of the posities and drawbacks of technology use Link: The Center on Secondary Education for Students with Autism Spectrum Disorder (CSESA) Audio: Kara Hume, a principal inestigator at CSESA, discusses one of the primary objecties of the center TIPS: Engaging and Supporting Student Transitioning to High School and Beyond Link: Secondary Transition: Helping Students with Disabilities Plan for Post-High School Settings [IRIS Module] Link: Secondary Transition: Interagency Collaboration [IRIS Module] Page 8: Faces of Autism Spectrum Disorder The importance of building strong relationships with the families of young people with ASD Tyler Video: Tyler s mom Bethany tells us more about her son Video: Tyler s mom discusses how they use this form of communication throughout their daily routines. Next, Tyler and his mom demonstrate how they use this picture communication system during play Dylan and Mia Video: Luz and Tim, Dylan s parents, describe their son in more detail Video: Mia s mom shares more about Mia Video: Dylan shares his perspectie on what teachers can do to better help students with ASD. Next, Mia and her mom use social narraties, one of the 27 eidence-based practices for students with autism Michael n 6

7 Video: Michael s mother Dana tells us more about Michael and offers some tips for teachers who work with students with ASD Video: Michael talks about what he likes to do when he is at home and at school Page 9: References & Additional Resources Suggested Module citation References Additional Resources Page 10: Credits Wrap Up Suggested Module citation Content Experts Module Deelopers Module Production Team Media Expert Interiews Acknowledgements Summary of the Module s main points EBPs for each age group [table] Reisiting Initial Thoughts Assessment Complete the numbered questions You Hae Completed This Module Gie Us Your Feedback Link: Module feedback surey form Professional Deelopment Hours Link: IRIS PD Hours Shop Related Resources [links] n 7