Ilene Schwartz, University of Washington

Transcription

1 Ilene Schwartz, University of Washington

2 Au$sm is a collec$on of overlapping groups of symptoms that vary from child to child Siegel, 1996, p.301

3 No treatment method completely ameliorates the symptoms of ASD and no specific treatment has emerged as the established standard of care for all children with ASD. Stahmer, Scheibman, & Cunningham (2011, p. 230)

4 NO ONE WAY TO EDUCATE CHILDREN WITH AUTISM!!!

5 There are no instruc$onal strategies that are au$sm- specific

6 Children with ASD require Instruction to be more explicit Reinforcement to be more explicit and perhaps extrinsic to start More opportunities to practice with feedback Planned instruction to facilitate generalization

7 Preschool students with au$sm: Are children first Have diverse strengths and needs Most often need explicit instruction across curricular domains May be gifted academically or have intellectual disabilities Will need specialized instruction in social skills and communication

8 Components of an Effec$ve Program (Dawson & Osterling, 1997) Appropriate curriculum including attending, imitation, communication, play, and social interaction. Highly supportive teaching environment and generalization strategies. Predictability and routine. Functional approach to challenging behavior. Transition support Family involvement

9 Educa$ng Children with Au$sm National Research Council, 2001 Report was developed at OSEP s request

10 Characteris$cs of Effec$ve Programs Entry into program as soon as ASD is seriously considered Active programming 25 hours a week, year round Small group and 1:1 programming Family component Low student/teacher ratios (no more than 2 children with ASD per adult in classroom Program evaluation and assessment

11 Content of Programs should include Social skills Expressive, receptive, and non verbal communication skills Functional communication system Engagement and flexibility in developmentally appropriate activities Fine and gross motor skills

12 Content (con$nued) Cognitive skills, including play Replacement of problem behaviors with socially acceptable alternatives Independent organizational skills and other behaviors that support participation in general education settings

13 DATA Project Developmentally Appropriate Treatment for Autism We are in our 16th continuous year of operation Currently funded by local school district and fund raising

14 The goal of DATA Project originally was and continues to be to provide a school based program for young children with ASD and related disorders that is effective, meets the needs of its consumers (e.g., families and school personnel), is acceptable to consumers, and is sustainable.

15 Historical Context 10 years after the Lovaas article 4 years after Let Me Hear Your Voice The trickle down of information is beginning Parents are beginning to ask (demand) 40 hour + programs from school districts

16 We have an ongoing partnership with our public school We were running a high quality integrated preschool that ran for 12 hours a week We really believed that 40 hours a week of segregated discrete trial training was not in the best interest of young children with ASD

17 What to do?? We wanted to develop a program that insured that students with ASD had opportunities to interact with typically developing kids everyday We wanted to develop a model that reflected current best practices in applied behavior analysis

18 We wanted a program that was replicable and sustainable We wanted to insure that this was a program that could be implemented by public school programs We kept the idea that Children with ASD are children first at the center of the model

19 Project DATA was born Initially funded by an OSEP model demonstration grant The goal was and continues to be blending approaches to meet individual needs The blended approaches were ABA, ECSE, and ECE

20 Project DATA -- Original Technical and Social Support for Families Extended, Intensive Instruction Integrated Early Childhood Experience Collaboration and Coordination Transition Planning and Support

21 Project DATA -- Current Extended, Intensive Instruction Technical and Social Support for Families Integrated Early Childhood Experience Collaboration and Coordination Quality of Life Influenced Curriculum

22 High Quality Early Childhood Program Inclusive Intentional teaching Supportive child teacher relationship Class membership

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24 Using a Variety of Instruc$onal Strategies Peers Computer Other teachers or building staff Areas around school outside the classroom

25 Extended instruc$onal day Inclusion + intensive instruction The goal of the extended instructional day is to help children access and succeed in general education Behaviorally based Data-based decision making

26 Highly Supported Instruc$onal Time 1:1 or 2:1 Student:Teacher ratio

27 Switch it up Do a variety of activities each day Science, art, blocks, imaginative play, etc. Move around the classroom We are not restricted to the table! Outside Book area Swings

28 Example Ac$vity Matrix Activity Nathan Matt Play with toys at table 12:45 1:00 Book 1:00 1:10 Board Game 1:10 1:20 Bathroom & wash hands 1:20 1:30 Snack 1:30 1:45 Group Activity 1:45 2:00 Table Work 2:00 2:30 Circle 2:30 2:50 Gaining a peer s attention by saying his/her name Responding to peers Answering WH Questions Asking for a turn Gaining a peer s attention Following Directions - Responding to peers - Greetings - Following Directions - Respond to peers Following Directions Responding to peers - Answering WH Questions - Pronouns - Commenting to peers Gaining a peer s attention Following Directions - Gaining a peer s attention by saying his/her name - Responding to peers - Respond to peers - Following Directions - Feature, Function, Class Feature, Function, Class - Pronouns - 1:1 Correspondence Following Directions Answering WH Questions Following Directions Answering WH Questions

29 Technical and Social Support for Families Home Visits Transition Support

30 In promoting a partnership between parents and teachers, home visits provide the means for effective team problem solving, observing children in their home environment, and encouraging parent involvement, (Beardmore et. al., 1999)

31 Home Visits Monthly, two hour home visits At home, at school, in the community, at day care, play dates, collaboration with private consultant, etc. Family/Caregiver driven: parents own the agenda Support the family in working on high priority skills at home

32 Example: Will s Trying New Foods Plan at school High priority for family at home: trying new super foods (fruits and vegetables) At school, we are working on Will taking a bite of a super food before eating the rest of his snack W.B. bite of orange

33 Transi$on Support Accompany family on school tours Communication with child s new teachers in the next educational setting at the beginning of the school year Supplemental transition report to accompany the preschool report School visits if necessary

34 Quality of Life Influenced Curriculum Goal of DATA Project is for children to participate in a meaningful way in their family and community Our assessment process includes family input We are heavily focused on social, communication, and independence skills We embed explicit instruction into every activity and fade supports as soon as children are independent Generalization and maintenance are key

35 Pre- post Outcomes for Project DATA

36 Pre Post CARS PPVT Standard Sc AEPS Fine motor AEPS Gross Motor AEPS Adaptive AEPS Cognitive AEPS Social/Com AEPS Social 42 50

37 Pre Post PKBS Social Cooperation PKBS Social Interaction PKBS Social Independence PKBS Social Skills Composite