Aspect Practice Model Classes: Sharing our evidence-informed innovation Dr Debra Costley: Meghan Williams: Lynie Canillas: Vicky Stevens: Matt Kocher & Craig Smith
Aspect Practice Model Classes Eight Aspect Schools Aspect Comprehensive Approach for Education developed over 6 years Decisions based on evidence-informed practice New interventions researched and evaluated in real life classrooms 2013 Launch of Aspect Practice included 6 Model Classes
Aspect Practice Model Classes Five interventions evaluated over 5 years in at least two Aspect Schools Interventions: 41 52 31. Structured Teaching (Canberra University) 2. Pivotal Response Training (Canberra University) 3. Secret Agent Society (Sydney University) 4. Language Acquisition through Motor Planning (LAMP) (Liberator Pty. Ltd. & the Centre for AAC and Autism) 5. ipads for teaching and learning (University of Wollongong)
Aspect Practice Model Classes Components of an Aspect Model Class Team of specialist staff trained in the intervention Demonstration classrooms Resources to support implementation Workshops for Aspect staff Fee for service workshops for other professionals Accreditation Publications On-going evaluation
Aspect Practice Model Classes Structured Teaching 1 Aspect Macarthur School, including Northern Rivers Campus Aspect Riverina School Meghan Williams
Aspect Comprehensive Approach for Education
Structured Teaching TEACCH Preschool Training, (1998) www.teacch.com
The TEACCH Autism Program Mesibov G., Shea V., Schopler E. (2004), The TEACCH approach to autism spectrum disorders
Aspect Practice Model Classes Pivotal Response Training 2 Aspect Western Sydney School Lynie Canillas
Pivotal Response Training Pivotal Response Training (PRT) is a naturalistic, behaviour-based intervention that grew out of Applied Behaviour Analysis (ABA). It was developed by Dr Robert Koegle and Dr Lynn Koegel at the University of California Santa Barbara in the 1980 s. There are four key areas of child development that are foundational, or pivotal, to the development of more complex language, play and social interaction skills; namely Motivation Self-initiation Self-management, and Responsiveness to multiple cues
Pivotal Response Training PRT is applied in a child s natural environment (preschool, home or school) and uses everyday activities to teach the child. Teaching is based on PRT principles which are: providing the child with a motivating choice ( child s lead ) Providing opportunity for shared control over items/activities and need to make an exchange in order to continue playing or interacting (shared control) Providing clear prompts (e.g. modelling the correct word(s); using a time delay or carrier phrase; asking an open ended question) to evoke a social communicative response (clear opportunity) where students must be attending Delivering the desired item/phrase/reward immediately following the student s response to the clear opportunity or on following an initiation (contingent natural reinforcement).
Pivotal Response Training An independent outcome study of a Pivotal Response Training (PRT) intervention for children with autism (by Dr Chris Kilham, 2011 An Aspect Model Class Research') showed that PRT is an approach that is congruent with the Aspect Comprehensive Approach for Education (ACAE) and that it complements other approaches.
Aspect Practice Model Classes Secret Agent Society 3 Aspect Central Coast School Aspect South East Sydney School Vicky Stevens
Secret Agent Society An innovative evidence based program designed to improve the emotional understanding and social skills of 8-12 year olds with high functioning ASD. High level of visual support, engaging games and activities Secret Agent Society creates a fun and engaging environment. It covers important areas: How to recognise emotions in themselves and others How to cope with feelings of anger and anxiety How to start continue and end conversations and play activities with others How to tell the difference between friendly joking and mean teasing How to deal with bullying How to cope with making mistakes How to cope in novel situations and ask for help when needed
Secret Agent Society Aspect research showed that SAS leads to improvements in children's emotion regulation and social skills based on parent-report, teacherreport and/or child competency measures. 76% of child participants improved social skills to within the range of typically developing children.
Secret Agent Society What does Secret Agent Society Look Like in Our School? Aspect Central Coast School All primary satellite units have children who are participating in the program years 3-6 Presentation is either whole class or a group of 4 students
Secret Agent Society The program is presented once a week for 45 minutes. This is followed up with home missions and opportunities to practice skills everyday. Already children are using the language and skills. On the start line at our recent sports carnival: my body is doing those things we talked about in Secret Agent Charlie Age 9 Talking about home: I felt prickly so I went to my room Grace Age 9 During a game in a secret agent session Is that look distrusting? - Ashley Age 8
Aspect Practice Model Classes 4 Ellen Language Acquisition through Motor Planning (LAMP) Aspect South Coast School Winchester & Matt Kocher
Language Acquisition through Motor Planning (LAMP) What we were doing well? Aspect Comprehensive Approach for Education Extensive use of low-tech Alternative and Augmentative Communication systems Beginning to implement high tech speech generating devices what about planning for our students future? What are we missing?
Language Acquisition through Motor Planning (LAMP) Higher Expectations There are no cognitive or linguistic prerequisites for the use of AAC (American Speech and Language Association, 2003) http://www.asha.org/njc/faqs-eligibility.htm#23a Perception drives expectation Expectation drives opportunity Opportunity drives achievement Achievement drives perception
Language Acquisition through Motor Planning (LAMP) Communication Development Normal language development information is the foundation for building generative language with a child using AAC strategies. Starting with the simplest Speech Generating Device (SGD) a child can be learning about: o reasons to communicate (pragmatics); o the communication dance (discourse); o word meanings (semantics); o word building (morphology); and o sentence building (syntax). (Van Tatenhove, 2005)
Core Vocabulary 26 Core Words 0.0% 2.0% 4.0% 6.0% 8.0% 10.0% 26 core words shown comprise 96.3 percent of the total words used by toddlers in this study Banajee et al (1967) www.minspeak.com Slides taken from MINspeak- minimal effort to speak Liberator 2013 I No Yes/yea My The Want Is It That A Go Mine You What On In Here More Out Off Some Help All done/finished
Language Acquisition through Motor Planning (LAMP)
Language Acquisition through Motor Planning (LAMP) Therapy Approach Language Acquisition Motor Planning: Readiness to Learn Learner Directed Motor prompts Auditory Signals Natural Consequences
Aspect Practice Model Classes ipads for Teaching and Learning 5 Aspect Hunter School Craig Smith
ipad Model Classroom
Social Inclusion
Apple Accessibility
Aspect ipad Trial
Aspect ipad Trial
ipad Pedagogy
ipad Pedagogy
Model Class Practice Whole Class Choiceworks Calendar Content Sharing via Apple TV ibooks / itunes U project creations Small Group Toca Boca social skills practice GarageBand collaborative music Cooperative Minecraft projects Individual Individual content engagement Explain Everything assignment presentations
Model Class Practice
Aspect Practice Model Classes Aspect Comprehensive Approach for 6 Education Aspect Vern Barnett School www.autismspectrum.org.au/aspectpractice
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