Roanoke County Public School s Autism Department Information for Parents and School Staff

Transcription

1 Roanoke County Public School s Autism Department Information for Parents and School Staff We Are Putting the Pieces Together Page 1

2 Table of Contents Philosophy 3 Belief Statement 3 What is Autism 4 At What Age Can Signs of ASD First be Observed 5 How Can Children with Autistic Disorder be Helped 5 Key Terms and Definitions 6-8 Educational Definition of Autism 9-10 Service Configuration 10 Specialized RCPS Programs RCPS Pre-School Program 11 RCPS PEAP Center Based Program RCPS REAP Center Based Program 12 RCPS ASD Consultative Services RCPS ESY / REAP Summer 13 Social Skills Support 14 Data Collection and Analysis 15 Communication with Parents 16 Page 2

3 Roanoke County Public Schools Autism Department Contact: Jennifer O Berry-Ham, Autism Specialist, BCBA, LBA Philosophy: Roanoke County Public Schools (RCPS) are committed to providing all students the opportunity to benefit from a public education. Each student receiving special education services has a program designed to meet his or her individual needs. Roanoke County Staff commits to weighing the quality and quantity of research supporting an intervention into their decision-making. RCPS uses evidenced-based practice in the development of an individualized educational plan that provides an appropriate education and student success within the school setting. The ratio of individuals with a diagnosis of ASD has and will continue to affect educational programs throughout the Commonwealth of Virginia. This increase in numbers of children in Virginia s schools has created a call for educational services and supports that are uniquely suited for those with ASD. It is the aim of the Virginia Department of Education (VDOE) to ensure each student, including those with ASD, reaches his or her full potential. This requires individualized and comprehensive educational programming, rooted in evidence-based practices. - Models of Best Practice in the Education of Students with Autism Spectrum Disorders, May It is our goal to develop comprehensive programs designed to address all core deficits associated with autism spectrum disorder (ASD) with focused interventions designed to increase developmentally appropriate skills. Students with an autism spectrum disorder may receive a wide range of services provided by trained personnel that may be carried out both in the regular and special education classrooms. Belief Statement: All students with autism spectrum disorder (ASD) are unique and their services should reflect their unique needs. Page 3

4 What is Autism? On March 27, 2014, the Centers for Disease Control and Prevention (CDC) released new data on the prevalence of autism in the United States. This surveillance study identified 1 in 68 children (1 in 42 boys and 1 in 189 girls) as having autism spectrum disorder (ASD). Autism, or autism spectrum disorder, refers to a range of conditions characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication, as well as by unique strengths and differences. We now know that there is not one autism but many types, caused by different combinations of genetic and environmental influences. The term spectrum reflects the wide variation in challenges and strengths possessed by each person with autism. Characteristics of autism include: Deficits in social communication and social interaction across multiple contexts, which may include: Deficits in social-emotional reciprocity - for example, abnormal social approach and failure of normal back-and-forth conversation, reduced sharing of interests, emotions, or affect, or failure to initiate or respond to social interactions. Deficits in nonverbal communicative behaviors used for social interaction - poorly integrated verbal and nonverbal communication, abnormalities in eye contact and body language or deficits in understanding and use of gestures, lack of facial expressions and nonverbal communication Deficits in developing, maintaining, and understanding relationships - difficulties adjusting behavior to suit various social contexts, difficulties in sharing imaginative play or making friends, absence of interest in peers Restricted, repetitive patterns of behavior, interests, or activities, which may include: Insistence on sameness, inflexible adherence to routines, or ritualized patterns or verbal nonverbal behavior Highly restricted, fixated interests that are abnormal in intensity or focus Hyper- or hypo-reactivity to sensory input or unusual interests in sensory aspects of the environment Persistent preoccupation with parts of objects Page 4

5 At what age can signs of Autistic Disorder first be observed? Autism s most-obvious signs tend to appear between 2 and 3 years of age. In some cases, it can be diagnosed as early as 18 months. Some developmental delays associated with autism can be identified and addressed even earlier. Parents should look for symptoms such as: no back-and-forth sharing of sounds, smiles or other facial expressions by 9 months no babbling or back-and-forth gestures (e.g. pointing) by 12 months any loss of babbling, speech or social skills at any age. What Should I Do if I Suspect Something is Wrong with My Child? Talk to your doctor or contact your Virginia s Early Intervention Services department about getting your child screened for autism. See Autism Speaks 100 Day Tool Kit How can children with Autistic Disorder be helped? Most children with Autism Spectrum Disorder need a varied combination of supports to make progress. No one support is equally effective in all children or for all features of the disorder. Page 5

6 Key Acronyms, Terms and Definitions used in RCPS ASD Programs Applied Behavior Analysis (ABA) - the analysis of behaviors and the systematic application of behavioral principals and procedures to modify behaviors and teach skills Antecedents Environmental events that occur before a behavior Behavior Analyst (BCBA, BCaBA) An individual who has demonstrated mastery of the professional competencies involved in assessing behavior and designing, implementing, evaluating, and communicating the results of an applied behavior analysis program. ASD Autism Spectrum Disorder, onset of behaviors must occur before age 3. Red flags include lack of eye contact, lack of responsiveness when name is called, limited or no attempts to engage others to satisfy wants and needs. Behavior An observable and measurable act an organism does, including covert (unseen) actions (like thinking, dreaming, etc). Behavior is not limited to challenging behaviors, rather behavior applies to all observable and measurable acts emitted by a living organism (e.g. breathing, eating, singing, yelling, laughing, reading, running, etc.). BIP Behavior Intervention Plan, often developed after a Functional Behavior Assessment (FBA) or minimally descriptive assessments have been completed. Behavior Intervention Plans should have the target behaviors/challengs listed and defined. In addition, there should be preventative (antecedent management) measures noted as well as the consequences for 1) for responding when the individual has emitted the desired behavior and 2) for responding when the target behavior (or no response) occurs. Consequences Environmental events that occur after a behavior, these may be planned events (such as a time out when a child tantrums in a store) or unplanned events (items on shelf all over store floor) that may have an impact on maintaining a particular behavior of concern. Consequences are not only "negative" in nature. In the field of ABA, the term consequence also includes "positive" responses to a behavior, that occur after the behavior. For example, if a child is promised that they can have dessert after dinner and they eat all of their dinner, "having access to dessert" is a consequence. Data Collection Data collected by trained staff to determine student progress and/or student needs to facilitate planning. (required) DOE Department of Education DTT Discrete Trial Training, often referred to as Lovaas teaching. The concept behind discrete-trials is that for some individuals larger, more complex skills need to be broken into smaller more discrete steps. Each step is taught individually and then is strategically intermixed with other acquired skills. Most often DTT programs occur at a table top as they allow for materials to be placed in front of the learner. DTT is commonly assumed to be synonymous with Applied Behavior Analysis, which is an incorrect comparison. Page 6

7 EI Early Intervention Extinction - withholding reinforcement for a behavior that was previously reinforced resulting in a decrease in the behavior. Initially there will be an increase in the behavior, called an extinction burst FAPE - Free and Appropriate Public Education FBA Functional Behavior Assessment. A FBA has five (5) components. 1) Identify and Operationally define the target behavior(s) 2) Identify situations in which the behavior will and will not occur (antecedents and consequences) 3) Identify the functions the behavior(s) serve/the reason the behaviors occur 4) Develop hypotheses/summary statements and 5) Collect direct observation data to confirm or refute the hypotheses developed. Generalization The spread of the effects of reinforcement (or other operations such as extinction or punishment) of one stimulus to other stimuli, which differ from the original, along one or more dimensions. IDEA Individuals with Disability Act IEP Individual Education Plan; IEPs are annual meetings to discuss a student s specific goals and benchmarks which offer a means of measuring the degree and rate of progress a student makes. If a child is awarded an IEP, the team will meet annually to review, unless a meeting is called by any member for any reason sooner than the determined due date (sometimes teams will convene and do 6-week check-ups, etc.). Maintenance Continuation of the conditions that generated a performance LEA Local Education Agency LRE Least Restrictive Environment Natural Environment Teaching (NET) - utilizing principles of Applied Behavior Analysis to teach in the natural environment, the real world. NET can be used to teach new skills such as basic functional communication training to advanced language training and a wide variety of social important skills. Prompt/Fading Procedures - providing assistance to ensure a correct response and then systematically fading that assistance. Examples of prompts include: physical; gestural, visual; verbal; positional; and modeling Punishment - a consequence that follows a behavior and results in a decrease in the frequency or rate of the behavior Registered Behavior Technician (RBT) - credentialed offered by the Behavior Analyst Certification Board (BACB) for direct support workers (DSW), which requires coursework, competency, and an exam. For more information, visit Reinforcement - a consequence that follows a behavior and results in an increase in the frequency or rate of the behavior Page 7

8 Social Skills Strategies Social skills are the skills we use to communicate and interact with each other, both verbally and non-verbally, through gestures, body language and our personal appearance. Evidence-based social skills strategies include video modeling, skills fading, and teaching social skills directly through behavior skills training. Task Analysis - analyzing and breaking a skill or routine into small, discrete steps; commonly used with activities of daily living Verbal Behavior - a behavioral theory of language development, assessment, and intervention based on B.F. Skinner's analysis of the functions of language Verbal operant(s) - the functional units of language within a verbal behavior program including; Mand - requesting Tact -labeling Echoic - imitating a sound or a word Intraverbal - answering "wh" questions about items or events when the item is not present, filling In the blank in a phrase, conversational skills Page 8

9 Educational Definition of Autism A child may be found eligible for special education and related services as a child with autism if there is an adverse effect on the child's educational performance due to documented characteristics of autism spectrum disorder. Children with a medical diagnosis of autism spectrum disorders must be found eligible for special education and related services under IDEA before an Individualized Education Program (IEP) is developed. Children who are suspected of having a disability should be referred to their local school division for evaluation and to initiate the process for determining eligibility. Virginia Department of Education The Individual with Disabilities Education Act9 (IDEA; 2004) and the Regulations Governing Special Education Programs for Students with Disabilities in Virginia (2010) provide a definition of autism. Educators use the educational definition when determining whether a student is eligible for special education and should receive such services under the disability category of autism. From the Individuals with Disabilities Education Act (2004) 34 CFR Part 300.8(c)(1) (i) (ii) (iii) Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three that adversely affects a student s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. Autism does not apply if a student s educational performance is adversely affected primarily because the student has an emotional disturbance, as defined in paragraph (c)(4) of this section. A student who manifests the characteristics of autism after age three could be identified as having autism if the criteria of this section are satisfied. Virginia Special Education Regulations Primary Characteristics Virginia uses the same definition of autism provided in IDEA (2004). Based on this definition, Virginia delineated specific criteria for eligibility within the category of autism that provides guidance for educators and parents. According to the 2010 Virginia Special Education Regulations, an eligibility team in Virginia may determine a student has autism if: 1. There is an adverse effect on the child s educational performance due to documented characteristics of autism, as outlined in this section; and 2. The child has any of the Pervasive Developmental Disorders, also referenced as autism spectrum disorder, such as Autistic Disorder, Asperger s Disorder, Rett s Disorder, Childhood Disintegrative Disorder, Pervasive Developmental Disorder Not Otherwise Specified including Atypical Autism as indicated in diagnostic references. Page 9

10 Because of their shared learning characteristics and unique social difficulties, students determined to have an educational need and meet criteria for autism should receive special education and related services within the category of autism (National Research Council, 2001). Service Configurations Because autism is a spectrum disorder, service for students with autism must be provided with a full continuum of support as well. Understanding the basic configurations of each program assists providers and parents in making determinations about each child s program. It is critical to note that the information provided is to assist in decision making and not a menu to choose from. Service should be tailored for each child and often IEP teams are creative and need to be. It is also important to note that not all students with autism require service in programs specifically for autism. 1. General education programs With no supports With few supports With many supports Students in Roanoke County with autism are served in: 2. Inclusive programs With no supports With few supports With many supports 3. Classrooms for students with cognitive deficits/resource Classrooms With some time outside of general education With a great deal of time outside of general education 4. Self-contained autism programs Self-Contained program With some time outside of the autism program in general education With a great deal of time outside of the autism program in general education 5. Private Day School When determined by the IEP team Page 10

11 Specialized RCPS Programs RCPS Pre-School Program Each RCPS elementary school has a pre-school program that serves students with disabilities, including autism. Service delivery within the preschool class is determined by the IEP team, but may include additional adult supports, accommodations and modifications, consultations from the RCPS Autism Department for recommendations for academic, behavioral, communication, and self-help skills, and/or specially designed programs for the student with ASD that are implemented within the pre-school classroom setting. Each preschool teacher/student case manager participate in annual trainings on various topics including, but not limited to, First Aid and CPR, autism and autism related issues, data collection and behavioral issues. RCPS Pre-Elementary Autism Program (PEAP) Center-Based For students working within the PEAP model, the IEP team has determined that student s needs warrant an individualized program that is more restrictive and based on the principles of Applied Behavior Analysis (ABA). ABA is utilized as the fundamental approach to address behavioral challenges and teach new skills. This instructional approach emphasizes the importance of looking at the ABC's (antecedents, behaviors, and consequences) of behaviors, teaching new behaviors, and developing systematic instructional plans to teach new skills. Skills are broken down into small units through task analysis. New skills are taught through the systematic use of techniques such as reinforcement, shaping, prompting, fading, chaining, and discrimination. Data collection and analysis is an important component of an ABA instructional program. Data is used to measure progress on the acquisition of new behaviors and new skills. IEP teams may determine that a pre-school student s needs warrant placement within the Center Based R- PEAP. This is a self-contained classroom for students with intense needs. There is an application process for the Center Based PEAP which is based on student need, availability within the program, a complete understanding of the home schools responsibilities and the current make-up of the classroom (to help determine if this really is the most appropriate placement for the student). The classroom student to adult ratio is 1:1, with a class maximum of 8 students, and all instruction is based on the principals of ABA. Page 11

12 Generally, students spend one to two years within the program before returning to their home school with trained support staff, or transition into the REAP program. RCPS Elementary Autism Program (REAP) Center-Based For students working within the REAP model, the IEP team has determined that student s needs warrant an individualized program that is more restrictive and based on the principles of Applied Behavior Analysis (ABA). ABA is utilized as the fundamental approach to address behavioral challenges and teach new skills. This instructional approach emphasizes the importance of looking at the ABC's (antecedents, behaviors, and consequences) of behaviors, teaching new behaviors, and developing systematic instructional plans to teach new skills. Skills are broken down into small units through task analysis. New skills are taught through the systematic use of techniques such as reinforcement, shaping, prompting, fading, chaining, and discrimination. Data collection and analysis is an important component of an ABA instructional program. Data is used to measure progress on the acquisition of new behaviors and new skills. IEP teams may determine that a rising kindergarten student s needs warrant placement within the Center Based REAP. This is a self-contained classroom for students with intense needs. There is an application process for the Center Based REAP which is based on student need, availability within the program, a complete understanding of the home schools responsibilities and the current make-up of the classroom (to help determine if this really is the most appropriate placement for the student). The classroom student to adult ratio is 1:1, with a class maximum of 8 students, and all instruction is based on the principals of ABA. At present, there are two REAP classrooms. Students may spend one to six years within the program before returning to their home school with trained support staff, or placed in another specialized program a the middle school level. RCPS Autism Department Consultative Services All RCPS schools have access to the ASD Department for Consultative Services. When the IEP team determines that the student is in need of consultative services within the home school, the RCPS Autism Department may be asked to assist classroom teachers and instructional assistants with the implementation of Applied Page 12

13 Behavior Analysis principles and methods through regularly scheduled visits to assigned classrooms. This includes assistance in program development and modification, assessment and data collection, and on-site and follow-up training to classroom staff. In addition, the RCPS Autism Department support school teams with the completion of functional behavior assessments, behavior intervention plans, crisis intervention and development of crisis plans. Consult staff are highly trained and many hold the Registered Behavior Technician credential. Specialized programs and services are supervised by a BCBA. RCPS Extended School Year (ESY) Extended School Year Services (ESY) may be considered for any student currently receiving special education services. ESY services must be individualized and based on a student s present level of performance. The services are provided at no cost to the parent. Case managers who are considering students for ESY services should adhere to the RCPS procedures and guidelines set forth by the Virginia Department of Education. The IEP team should determine if ESY Services are necessary for the student to receive a Free and Appropriate Public Education (i.e. the benefits a disabled child gains during a regular school year will be significantly jeopardized if he/she is not provided with an educational program during the summer months.) Factors that may justify the need for ESY are regression/recoupment; degree of progress; emerging skills/breakthrough opportunities; interfering behaviors, and; nature or severity of disability. Questions the IEP team must consider are 1. What critical life skills / benefits gained during the school year would be significantly jeopardized without ESY services? 2. What are the educational services needed, in order to maintain the student s critical life skills? 3. Are related services necessary in order for the student to benefit from his/her special education program or maintain CRITICAL LIFE SKILLS? 4. What is the least restrictive environment (LRE) setting in which the educational services can be provided? REAP/R-PEAP Summer For students who meet the criteria for ESY and have participated in the REAP or R-PEAP program during the school year (or will be placed in a Center Based for the upcoming year) a specialized Summer Program may be offered. Page 13

14 Social Skills Support Why Would a Person with Autism Need Social Skills? SOCIAL DIAGNOSTIC CRITERIA FOR AUTISTIC DISORDER Marked Impairment in the Use of Multiple Nonverbal Behaviors (e.g., Eye-to-Eye Gaze, Facial Expression, Body Postures, Gestures) Failure to Develop Peer Relationships Appropriate to Developmental Level Lack of Spontaneous Seeking to Share Enjoyment, Interests, or Achievements with Other People Lack of Social or Emotional Reciprocity One of the most significant problems for people on the autism spectrum is difficulty in social interaction. This difficulty is, of course, made more significant by problems with speech and language. Social skills typically have to be directly taught with this population. What Exactly IS Social Skills Instruction? As autism spectrum disorders have become more and more common, it has become increasingly understood that direct social skills instruction is often necessary for students on the autism spectrum. There is no such thing as teacher certifications in social skills instruction thus social skills teachers come from a wide range of backgrounds and training. In general, social skills instruction is provided by teachers, social workers, psychologists, occupational therapists and speech/language therapists who specialize in working with people with autism. There has been research to identify those methods of social skills instruction that are the most effective, evidence based methods. These include such strategies as the use of Video Modeling (Apple, Billingsley, & Schwartz, 2005), Script Fading (e.g., Krantz & McClannahan, 1998), Peer Mediated Interventions (e.g., Goldstein, Schneider, & Theiman, 2007), Discrete Trial Teaching (e.g., Leaf & McEachin, 1999), and the use of behavior skills training programs to teach social skills. What Does Social Skills Instruction Do for People with Autism? Research has shown that social skills training has assisted individuals on the autism spectrum in many of the following areas: Promotes Language Improve School Performance (Ladd et al., 1999) Peer Approval (Bauminger & Kasari, 2000) Formation of Friendships (Bauminger & Kasari, 2000) Reduced Loneliness and Depression Page 14

15 Data Collection and Analysis Data collection and analysis is a critical and required component of many students programs. It is often difficult to determine IF a student with autism is progressing. Students with autism may attain skills that they find difficult to present upon demand. Review of presentation over time helps parents and educators determine if progress is indicated. Data is an essential component intervention. Specific data forms need to be developed for individual student programs and teachers need to use these data forms to measure progress. Assessments should be initiated and used to measure student progress. Students may have a student record book that includes individual data sheets, the student's program list, the IEP, behavior intervention plans or informational behavioral strategies, and any other pertinent information. These records may also be in electronic form. Data must be reviewed and analyzed to assess student progress. Key I: Make the data useful Making the collected data a useful part of the program is the first key and of primary importance. If the data one collects have no other value than as a visual aid for an IEP meeting or for filling in a report card, there really is little sense in taking data at all. Data should be used to shape the child's program, to assess the efficacy of the chosen activities and teaching styles, and to look for trends in the child's behaviors and learning. Key II: Make the data relevant to your goals The second key is to ensure that one is taking data that is appropriate for the behavior being documented and for the goals associated with that behavior. There are a number of different types of behavioral data: Frequency -- How often does the behavior occur over a specific period of time? Proportion -- In what percentage of available opportunities did the behavior occur? Episode -- Was there an occurrence of the behavior during this period? Duration -- For how long did the behavior occur? Latency -- How long was the period of time between the discriminative stimulus and the response? Intensity -- To what degree was the behavior present? Quality -- How well was the behavior performed? Key III: Make the data as painless as possible The third key is finding a style of data collection and analysis that is comfortable and effective. Page 15

16 Communication with Parents Roanoke County School staff is aware that when an individual has language issues that communication with parents is even more important than it would otherwise be. For this reason, the use of regular communication is strongly encouraged. All communication with parents is provided by the licensed teacher. Page 16