Assessments, Skill Domains, Goal Selection, Program Development, Progress Reporting ED 572:...

Assessments, Skill Domains, Assessments, Skill Domains, Goal Selection, Program Goal Selection, Program Development, Progress Development, Progress

Reporting Reporting

ED 572: Individualized ED 572: Individualized Assessment and Programs Assessment and Programs for Children with Autism for Children with Autism

Caldwell CollegeCaldwell College

Diagnostic Criteria for Diagnostic Criteria for 299.00: Autistic Disorder299.00: Autistic Disorder

A. A total of six (or more) from (1), (2) and (3), A. A total of six (or more) from (1), (2) and (3), with at least two from (1) and one each from (2) with at least two from (1) and one each from (2) and (3)and (3) (1) Qualitative impairment in social (1) Qualitative impairment in social

interactioninteraction (2) Qualitative impairment in communication(2) Qualitative impairment in communication (3) Restricted repetitive and stereotyped (3) Restricted repetitive and stereotyped

patterns of behavior, interests and activitiespatterns of behavior, interests and activities

Adapted from: Diagnostic and Statistical Manual, 4th Ed., APA, 1994

Autism and Autism and Pervasive Developmental Pervasive Developmental

DisordersDisorders

Autism is a type of Pervasive Autism is a type of Pervasive Developmental Disorder (PDD) Developmental Disorder (PDD) A child with autism is affected along A child with autism is affected along

multiplemultiple dimensions dimensions (Unlike other (Unlike other singlesingle dimension dimension

problems)problems) learning disability, communication disorder, learning disability, communication disorder,

emotional and behavioral disordersemotional and behavioral disorders

Characteristics Characteristics of Children with Autismof Children with Autism

learning deficitslearning deficits Affects every aspect of child’s educationAffects every aspect of child’s education

language disabilitieslanguage disabilities Articulation, expressive, receptive, Articulation, expressive, receptive,

spontaneous, conversation, non-contextual spontaneous, conversation, non-contextual vocalizationsvocalizations

behavioral disordersbehavioral disorders Stereotypic behavior: motor, visual, tactile, Stereotypic behavior: motor, visual, tactile,

compulsive behaviorscompulsive behaviors rigidity of routine, intolerant of changerigidity of routine, intolerant of change


attentional deficits attentional deficits Lack of eye contact, availability of learning, Lack of eye contact, availability of learning,

unaware of dangerunaware of danger emotional deficitsemotional deficits

Non-contextual emotions, lack of self-conceptNon-contextual emotions, lack of self-concept social deficitssocial deficits

Eye contact, gestures, facial expression, Eye contact, gestures, facial expression, greetings, awareness of other children, greetings, awareness of other children, friendships, friendships,

play skills deficitsplay skills deficits Imaginative, pre-occupations with Imaginative, pre-occupations with

objects/activities, general content knowledgeobjects/activities, general content knowledge


sleep disturbancessleep disturbances Go to sleep late, get up early, get up Go to sleep late, get up early, get up

during nightduring night toileting deficienciestoileting deficiencies

Lack of awareness of accidentsLack of awareness of accidents eating problemseating problems

Texture, appearance, gustatoryTexture, appearance, gustatory

Why Scientifically Validated Why Scientifically Validated Intervention for Children with Intervention for Children with

Autism?Autism? Applied behavior analysis (ABA) was specifically Applied behavior analysis (ABA) was specifically

designed and researched for children with autismdesigned and researched for children with autism empirically demonstrated to be most effective empirically demonstrated to be most effective

intervention for children with autismintervention for children with autism research findings have been replicated many times research findings have been replicated many times

over span of 30 yearsover span of 30 years ((Lovass, 1960; Fenske, Zalenski, Krantz, & McClannahan, 1985; Lovass, 1960; Fenske, Zalenski, Krantz, & McClannahan, 1985;

Smith, 1996; Anderson, Avery, DiPietro, Edwards, & Christian, 1987; Smith, 1996; Anderson, Avery, DiPietro, Edwards, & Christian, 1987; Lovaas, 1987; Harris, Handleman, Gordon, Kristoff, & Fuentes, 1991; Lovaas, 1987; Harris, Handleman, Gordon, Kristoff, & Fuentes, 1991; Birnbrauer & Leach, 1993; McEachin, Smith, & Lovaas, 1993; Perry, Birnbrauer & Leach, 1993; McEachin, Smith, & Lovaas, 1993; Perry, Cohen & DeCarlo, 1995; Sheinkopf & Siegel, 1998; Green, 1996, Cohen & DeCarlo, 1995; Sheinkopf & Siegel, 1998; Green, 1996, 1999; New York State Department of Health, 1999)1999; New York State Department of Health, 1999)

What Makes a Scientifically What Makes a Scientifically Validated Treatment Validated Treatment

Intervention for Children Intervention for Children with Autism Effective?with Autism Effective? The science of ABA is a flexible and powerful The science of ABA is a flexible and powerful

enough to address every aspect/dimension of the enough to address every aspect/dimension of the disorderdisorder the all aspects of the child’s lifethe all aspects of the child’s life

Over 500 studies published in peer-reviewed Over 500 studies published in peer-reviewed research journals about teaching many specific research journals about teaching many specific skills to children with autism using principles of skills to children with autism using principles of applied behavior analysisapplied behavior analysis

General skill domains include: gross motor, fine General skill domains include: gross motor, fine motor, speech and language, reading, math, motor, speech and language, reading, math, leisure, social, self-help and independenceleisure, social, self-help and independence

In addition, we have dozens of teaching procedures In addition, we have dozens of teaching procedures that have shown to be effective and additional that have shown to be effective and additional teaching procedures continue to be developed and teaching procedures continue to be developed and refinedrefined

AssessmentAssessment Most of what we do is child-specific. Most of what we do is child-specific. There is no one correct sequence or There is no one correct sequence or

number of steps or number of pre-number of steps or number of pre-requisite skills. requisite skills.

The is no “one size fits all”. The is no “one size fits all”. One of the hallmarks of applied behavior One of the hallmarks of applied behavior

analysis is its focus on the identification analysis is its focus on the identification of goals and the development of of goals and the development of educational interventions specifically educational interventions specifically tailored for individual learners. tailored for individual learners.

Assessment ToolsAssessment Tools Standardized TestsStandardized Tests

E.g., Brigance, WISC, WAIS-R E.g., Brigance, WISC, WAIS-R

Assessment Forms that Relate to Specific Assessment Forms that Relate to Specific CurriculumCurriculum E.g., Carolina Curriculum, IGS Curriculum, ABLLSE.g., Carolina Curriculum, IGS Curriculum, ABLLS

Informal Assessment Forms the Relate to Informal Assessment Forms the Relate to Curriculum Guides or Educational Curriculum Guides or Educational AssessmentAssessment Organizationally developed forms & checklistsOrganizationally developed forms & checklists

On-Going Data-Based AssessmentOn-Going Data-Based Assessment

Which One?Which One?

All of them can be helpfulAll of them can be helpful

We will focus on iWe will focus on informal assessment nformal assessment forms the relate to curriculum guides forms the relate to curriculum guides or educational assessmentsor educational assessments

Why?Why? Enables us to develop a Enables us to develop a

comprehensive and individualized comprehensive and individualized educational program for a child with educational program for a child with autismautism

Sequencing of Events in Sequencing of Events in Developing an Educational Developing an Educational

Program for a Particular LearningProgram for a Particular Learning Assessment of the learner when they Assessment of the learner when they

enter your programenter your program Development of appropriate goals and Development of appropriate goals and

objectives based on that assessment objectives based on that assessment Development of skill acquisition programs Development of skill acquisition programs

based on those goals and objectives. based on those goals and objectives. Implementation of skill acquisition Implementation of skill acquisition

programsprograms Conducting of ongoing assessments to Conducting of ongoing assessments to

ensure program effectivenessensure program effectiveness

Effective Because?Effective Because? ComprehensiveComprehensive

All skill domains are addressedAll skill domains are addressed IntegratedIntegrated

the same tools are used for each and every the same tools are used for each and every component, from initial assessment to program component, from initial assessment to program developmentdevelopment

Continuum of services Continuum of services ------------------------------------------------------------------ General SpecificGeneral Specific

Individualized Individualized Ongoing development of educational program for a Ongoing development of educational program for a

particular consumerparticular consumer One size does not fit allOne size does not fit all

Integrated CurriculumIntegrated Curriculum Not simply a reference or a rigid linear sequence, Not simply a reference or a rigid linear sequence,

It is a curriculum that is fully integrated intoIt is a curriculum that is fully integrated into The assessment, The assessment, Selection of goals and objectives, Selection of goals and objectives, Development of program Development of program Implementation of the programImplementation of the program Ongoing evaluation of educational programOngoing evaluation of educational program

It is a work in progress because you are always It is a work in progress because you are always developing additional individualized programs developing additional individualized programs specific to a particular learner. specific to a particular learner.

Integrated CurriculumIntegrated Curriculum

A curriculum is a framework based on the A curriculum is a framework based on the general education curriculum to general education curriculum to determine appropriate sequencing for determine appropriate sequencing for each child. each child.

There is no instructional sequence that is There is no instructional sequence that is appropriate for each child. appropriate for each child. Often children with autism have splinter skills Often children with autism have splinter skills May not learn in a developmental sequenceMay not learn in a developmental sequence

Integrated CurriculumIntegrated Curriculum

One must always choose goals in a One must always choose goals in a context and take into consideration:context and take into consideration: Age appropriateness Age appropriateness Level of skill in each skill domainLevel of skill in each skill domain Criterion level of each skill . Criterion level of each skill .

Skill DomainsSkill Domains

Expressive LanguageExpressive Language Receptive Language Receptive Language Social and Peer Interaction Skills Social and Peer Interaction Skills Gross Motor SkillsGross Motor Skills Fine Motor Skills Fine Motor Skills AcademicsAcademics MathMath ReadingReading

Skill DomainsSkill Domains

LeisureLeisure IndependenceIndependence Self-Care and Home-Living SkillsSelf-Care and Home-Living Skills Community Living Community Living Vocational SkillsVocational Skills TransitionTransition Motivational systemMotivational system Non-productive BehaviorNon-productive Behavior

Expressive LanguageExpressive Language

SpeechSpeech Verbal imitation of phonemes, words & Verbal imitation of phonemes, words &

phrases, delayed imitation, imitation of phrases, delayed imitation, imitation of audio/video prompt, volume, audio/video prompt, volume, inflection/intonation, prosody, simple inflection/intonation, prosody, simple sentencessentences

SpontaneousSpontaneous Requesting, gestures, polite-positive Requesting, gestures, polite-positive

languagelanguage

Requesting via Token Requesting via Token BoardBoard


LabelLabel Objects, people, nouns, choice, body Objects, people, nouns, choice, body

parts, verbs, prepositions, emotions, parts, verbs, prepositions, emotions, environment sounds, rooms, gender, environment sounds, rooms, gender, left/right, olfactory, opposites, left/right, olfactory, opposites, prepositions, pronouns, five senses prepositions, pronouns, five senses

Leisure Choice Schedule Leisure Choice Schedule with Audio Promptswith Audio Prompts


DescriptionDescription Objects, occupations, animals, using Objects, occupations, animals, using

adjectives, olfactory, photo album adjectives, olfactory, photo album


Answering questionsAnswering questions General information, yes/no, analogies, General information, yes/no, analogies,

what’s missing, what’s wrong, distar what’s missing, what’s wrong, distar language (video), acknowledgement, language (video), acknowledgement, remote events, recalling information, remote events, recalling information, social storiessocial stories

Building Initial Token Building Initial Token SystemsSystems

Earning five stickers videoEarning five stickers video


Category & ConceptsCategory & Concepts Colors, attributes/adjectives, names of, Colors, attributes/adjectives, names of,

functions, concepts, same/differentfunctions, concepts, same/different ConversationConversation

giving items, delivering a message, giving items, delivering a message, reciprocal language, verbal reasoning, reciprocal language, verbal reasoning, interaction, topical, during meals, interaction, topical, during meals, recalling events, riddlesrecalling events, riddles

Conversation Embedded Conversation Embedded in Full-Day Activity in Full-Day Activity

scheduleschedule

Conversation During Conversation During Lunch Using Script Lunch Using Script

FadingFading


Question askingQuestion asking Obtaining information, locating objects, Obtaining information, locating objects,

Receptive LanguageReceptive Language Direction followingDirection following

Pointing, One-step, mulit-step, performs Pointing, One-step, mulit-step, performs actions/emotions, if-then statements, temporal actions/emotions, if-then statements, temporal concepts, written directionsconcepts, written directions

IdentificationIdentification Objects, people, nouns, choice, body parts, verbs, Objects, people, nouns, choice, body parts, verbs,

prepositions, emotions, environment sounds, rooms, prepositions, emotions, environment sounds, rooms, gender, left/rightgender, left/right

Categories/ConceptsCategories/Concepts Colors, attributes/adjectives, categories, functions, Colors, attributes/adjectives, categories, functions,

concepts concepts ImitationImitation

Gross-motor, fine-motor, video models, imitation of Gross-motor, fine-motor, video models, imitation of songs/story time (video), simon sayssongs/story time (video), simon says

Early Small-Group VideoEarly Small-Group Video

Receptive LanguageReceptive Language

Matching Matching Identity, picture/object, sorting Identity, picture/object, sorting

identical object, sorting non-identical identical object, sorting non-identical picturespictures

Using Matching forUsing Matching forFull-Day Activity Full-Day Activity

ScheduleSchedule

Picture/Object Picture/Object Correspondence for Full-Correspondence for Full-

Day Activity ScheduleDay Activity Schedule

Social and Peer Social and Peer Interaction SkillsInteraction Skills

Social competence/Prosocial behaviorSocial competence/Prosocial behavior Eye contact (video), offering assistance, polite/positive Eye contact (video), offering assistance, polite/positive

language, waiting (toy, on-line, attention, for a language, waiting (toy, on-line, attention, for a direction), tolerating (vitamins, “no”, change in direction), tolerating (vitamins, “no”, change in routine, not winning/being first, mistakes), asking for routine, not winning/being first, mistakes), asking for help, greetings, responding to strangers, responding help, greetings, responding to strangers, responding to co-workers, empathy, perspective taking, social to co-workers, empathy, perspective taking, social referencing, giving directions, walking (with someone, referencing, giving directions, walking (with someone, in the mall, grocery store)in the mall, grocery store)

Games and toy playGames and toy play Turntaking (video), play-doh, 21 questions, riddles, Turntaking (video), play-doh, 21 questions, riddles,

pretend play, puzzles, independent, musical chairs pretend play, puzzles, independent, musical chairs (video), tag(video), tag

Early Turn-Taking Early Turn-Taking VideoVideo

Later Turn-Taking VideoLater Turn-Taking Video

Musical Chairs VideoMusical Chairs Video

Social and Peer Social and Peer Interaction SkillsInteraction Skills

PeersPeers Eye contact (video), offering assistance, Eye contact (video), offering assistance,

polite/positive language, greetings, waiting (toy, polite/positive language, greetings, waiting (toy, on-line, attention, for a direction), tolerating on-line, attention, for a direction), tolerating (vitamins, “no”, change in routine, not (vitamins, “no”, change in routine, not winning/being first, mistakes), walking (with winning/being first, mistakes), walking (with someone, in the mall, grocery store), asking for someone, in the mall, grocery store), asking for help, ask for permission, responding to strangers, help, ask for permission, responding to strangers, responding to co-workers, empathy, perspective responding to co-workers, empathy, perspective taking, social referencing, giving directions), taking, social referencing, giving directions), safety skillssafety skills

Peer Imitation VideoPeer Imitation Video

Peer Tutoring VideoPeer Tutoring Video

Early Social Initiation Early Social Initiation VideoVideo

Later Social Initiation Later Social Initiation VideoVideo

Musical Chairs VideoMusical Chairs Video

Fine Motor SkillsFine Motor Skills

ArtArt Coloring, cutting, copying a drawing, Coloring, cutting, copying a drawing,

drawing shapes drawing people and drawing shapes drawing people and objects, pasting shapes, paintingobjects, pasting shapes, painting

Pasting Shapes using Pasting Shapes using an Activity Schedulean Activity Schedule

Fine Motor SkillsFine Motor Skills

HandwritingHandwriting Scribbling, Holding pencil, imitating Scribbling, Holding pencil, imitating

lines, Tracing letters, sensible pencil, lines, Tracing letters, sensible pencil, writing letters, writing name, copying writing letters, writing name, copying words and sentences, signing namewords and sentences, signing name

Keyboard skillsKeyboard skills Data entry, typing, using a keyboard, Data entry, typing, using a keyboard,

using a mouse, type to learn, word using a mouse, type to learn, word processingprocessing

Gross Motor SkillsGross Motor Skills

Team sportsTeam sports kick ball, tee ball, bowling, basketball, kick ball, tee ball, bowling, basketball,

tennis, volley balltennis, volley ball Individual/Peer activityIndividual/Peer activity

Motor imitation, ball skills, aerobics, Motor imitation, ball skills, aerobics, riding vehicles, riding a bike, dancing, riding vehicles, riding a bike, dancing, circuit training, exercising, gymnastics, circuit training, exercising, gymnastics, golf, jumping rope, playing hopscotch, golf, jumping rope, playing hopscotch, jogging, rollerblading, swinging, jogging, rollerblading, swinging, swimming, treadmill, walkingswimming, treadmill, walking

AcademicsAcademics

ScienceScience Color matching, color labeling, Color matching, color labeling,

anatomy, animals, plants, skills in anatomy, animals, plants, skills in applied scienceapplied science

Social StudiesSocial Studies States, capitals, US geography, US States, capitals, US geography, US

history, using a map, using a newspaperhistory, using a map, using a newspaper

MathMath

Pre-MathPre-Math Matching numbers, number/object, shape idMatching numbers, number/object, shape id

MathMath Number id, counting (video), oral counting Number id, counting (video), oral counting

(1s, 5s, 10s), money skills, more/less, (1s, 5s, 10s), money skills, more/less, patterning, measuring, addition, subtraction, patterning, measuring, addition, subtraction, multiplication ,division, word problems, multiplication ,division, word problems, McMillan Math, telling time, calendar, McMillan Math, telling time, calendar, budgeting, reconciling checkbook, budgeting, reconciling checkbook, estimating costs, paying a bill, using a estimating costs, paying a bill, using a calculatorcalculator

Practicing Addition Practicing Addition By Using Token BoardBy Using Token Board

DRO VideoDRO Video

ReadingReading

Pre-readingPre-reading Matching letters, word/objects/pictures, Matching letters, word/objects/pictures,

Letter id, sequencing, alphabetLetter id, sequencing, alphabet

Letter Letter Matching/IdentificationMatching/Identification

ReadingReading

Reading Reading , before/after, sight words, reading a , before/after, sight words, reading a

storybook, Edmark reading, phonics, storybook, Edmark reading, phonics, vocabulary words, rhyming, spelling, using vocabulary words, rhyming, spelling, using a dictionary, proofreading, a dictionary, proofreading,

Reading ComprehensionReading Comprehension Wh concepts, reading for understanding, Wh concepts, reading for understanding,

retelling a story, answering questions retelling a story, answering questions about a storyabout a story

WritingWriting Journal writing, Journal writing,

LeisureLeisure

Bingo, don’t spill the beans, board Bingo, don’t spill the beans, board games, model building, connect four, games, model building, connect four, checkers, maisy, scrambled eggs, card checkers, maisy, scrambled eggs, card games, dominoes, Air hockey, bowling, games, dominoes, Air hockey, bowling, stamp collecting, playing piano (video), stamp collecting, playing piano (video), parquetry, ping pong, puzzle, book & parquetry, ping pong, puzzle, book & tape, playing a video game/computer tape, playing a video game/computer game, I-pod, singing songs, gameboy, game, I-pod, singing songs, gameboy, going to movies, datinggoing to movies, dating

Making a Model from Making a Model from Duplos Using an Activity Duplos Using an Activity

ScheduleSchedule

Twinkle VideoTwinkle Video

IndependenceIndependence

Schedule FollowingSchedule Following Pictorial, written, independent, Pictorial, written, independent,

interactive, with languageinteractive, with language

Audio Prompts Audio Prompts Embedded in an Activity Embedded in an Activity

ScheduleSchedule

Full-Day Written Activity Full-Day Written Activity ScheduleSchedule

Full Day Choice Full Day Choice Written Activity ScheduleWritten Activity Schedule

IndependenceIndependence

Independent tasksIndependent tasks Remain in designated areaRemain in designated area Completing a homework assignmentCompleting a homework assignment Building endurance/longevityBuilding endurance/longevity Keeping appointmentsKeeping appointments Using a plannerUsing a planner

Self-CareSelf-Care

Tolerating toothbrushing (video)Tolerating toothbrushing (video) ToothbrushingToothbrushing

Types of Motivational Types of Motivational SystemsSystems

Video: Sticker-Check BoardVideo: Sticker-Check Board

Toothbrushing in a Toothbrushing in a ScheduleSchedule

Self-CareSelf-Care

Washing faceWashing face ToiletingToileting FasteningFastening Shoe tyingShoe tying Tying necktieTying necktie Getting dressedGetting dressed Getting undressedGetting undressed Selecting clothingSelecting clothing

Styling hairStyling hair BathingBathing ShoweringShowering Non-preferred foodsNon-preferred foods Polite eatingPolite eating Using a utensilUsing a utensil Morning routineMorning routine Nighttime routineNighttime routine Personal hygienePersonal hygiene Checking appearanceChecking appearance

Home-Living SkillsHome-Living Skills Paying billsPaying bills Making a budgetMaking a budget Bedroom cleaningBedroom cleaning Making a bedMaking a bed CookingCooking HousekeepingHousekeeping Cleaning a sinkCleaning a sink Cleaning the kitchenCleaning the kitchen Unloading dishwasherUnloading dishwasher Sorting flatwareSorting flatware Grocery shoppingGrocery shopping Planning a mealPlanning a meal

Sandwich makingSandwich making Food prepFood prep IroningIroning LaundryLaundry Folding laundryFolding laundry Sorting clean laundrySorting clean laundry Putting away laundryPutting away laundry Making a phone callMaking a phone call Answering phoneAnswering phone Setting the tableSetting the table Napkin useNapkin use VacuumVacuum

Community SkillsCommunity Skills Ordering at a Ordering at a

restaurantrestaurant Using a vending Using a vending

machinemachine Using a locker roomUsing a locker room Using a gymUsing a gym Using a community Using a community

poolpool ShoppingShopping Writing a checkWriting a check Atm withdrwalAtm withdrwal

Planning a tripPlanning a trip Taking tripsTaking trips Using a Using a

laundromatlaundromat Waiting in lineWaiting in line Crossing streetCrossing street Describing signsDescribing signs

Vocational SkillsVocational Skills

Inputting invoicesInputting invoices FilingFiling ProofreadingProofreading Cleaning hotel Cleaning hotel

roomroom Stocking shelvesStocking shelves Fashion Fashion

discriminationdiscrimination Check timecardsCheck timecards

Completing work Completing work tasktask

Taking messagesTaking messages Answering phoneAnswering phone Word processing Word processing

skillsskills Job interviewJob interview Coffee breakCoffee break

TransitionTransition

Pre-requisite skillsPre-requisite skills Delayed ConsequencesDelayed Consequences Generalized ImitationGeneralized Imitation Sustained productive Sustained productive

behavior/flexibilitybehavior/flexibility On-task Behavior in a Group On-task Behavior in a Group Following Group DirectionsFollowing Group Directions

Behavioral Contract for Behavioral Contract for Transition SettingTransition Setting

TransitionTransition

School skills School skills Initiating conversationInitiating conversation Responding to questionsResponding to questions Recruiting teacher attentionRecruiting teacher attention Walking in a lineWalking in a line Hand raisingHand raising Cares for belongingsCares for belongings Following class routinesFollowing class routines Asking for helpAsking for help

On-Task BehaviorOn-Task Behavior

Instructional time (video)Instructional time (video)

Motivational Systems Motivational Systems and Behavior Chainsand Behavior Chains

Video: Behavior ChainVideo: Behavior Chain

On-Task BehaviorOn-Task Behavior

Leisure activitiesLeisure activities

Self-help skillsSelf-help skills

Vocational taskVocational task

In a groupIn a group

Motivational SystemMotivational System

Working a Token Board (video)Working a Token Board (video)

Responding to Timer (video)Responding to Timer (video)

Building Initial Token Building Initial Token SystemsSystems

Video: Trading one token for a toyVideo: Trading one token for a toy

Motivational Systems Motivational Systems and Behavior Chainsand Behavior Chains

Video: Behavior ChainVideo: Behavior Chain


Following a Behavioral ContractFollowing a Behavioral Contract

Behavioral Contract for Behavioral Contract for Eating BreakfastEating Breakfast


Following a School Note (video)Following a School Note (video)


Video: School NoteVideo: School Note

Non-Productive BehaviorNon-Productive Behavior

AvoidanceAvoidance

AttentionAttention

Access to tangibleAccess to tangible

Multiple functionMultiple function

Conducting an Conducting an Educational AssessmentEducational Assessment

Sample Assessment FormSample Assessment FormSkill Skill DomaDomainin

CategorCategoryy

WithinWithin

SpecifiSpecific c SkillsSkills

SpecifSpecific setic set

NonNone e ObsObs

CoConn

IncoInconn

Number/Number/ExampleExample

Rec Rec LangLang

DirectioDirectionn

FollowinFollowingg

PointiPointingng

Obj/Obj/

PicPic

One-One-stepstep

Clap, Clap,

Mulit-Mulit-StepStep

Get Get lunch lunch and and sitsit

PerforPerformActiomActionsns

EatinEatingg

Creating Goals and Creating Goals and ObjectivesObjectives

Skill Domain Skill Domain

Goal Goal

Objective (40-60 –most language based)Objective (40-60 –most language based) Operational definitionOperational definition Discriminative stimulus (SDiscriminative stimulus (SDD)) Criterion for AdvancementCriterion for Advancement CurriculumCurriculum

MidtermMidtermCasiCasi

Assessments –were excellent!Assessments –were excellent! My feedback consisted mostly of adding My feedback consisted mostly of adding

more areas to assess in expressive more areas to assess in expressive language and social skills.language and social skills.

Expressive languageExpressive language Speech, spontaneous, label, description, Speech, spontaneous, label, description,

answering questions, category/concepts, answering questions, category/concepts, conversation, question askingconversation, question asking

Social SkillsSocial Skills Speech, spontaneous, label, description, Speech, spontaneous, label, description,

answering questions, category/concepts, answering questions, category/concepts, conversation, question askingconversation, question asking

MidtermMidterm

Goals and Objectives -also excellent!Goals and Objectives -also excellent! If you lost points, it was in the following If you lost points, it was in the following

areasareas Selection:Selection:

The majority of your goals and objectives The majority of your goals and objectives should be from language and social skills. should be from language and social skills.

This is where individuals with autism are This is where individuals with autism are most deficient and the majority of these most deficient and the majority of these skills need to usually be taught.skills need to usually be taught.

MidtermMidterm

Expressive languageExpressive language Even if a child has no language –not even Even if a child has no language –not even

imitation of sounds –they should be talking imitation of sounds –they should be talking within the year.within the year.

You should add programs in almost all areas You should add programs in almost all areas of expressive language: of expressive language:

E.g., spontaneous (polite positive language, E.g., spontaneous (polite positive language, requesting), conversation (giving items) requesting), conversation (giving items) description (describing objects), answering description (describing objects), answering questions (gen info), label (objects, pictures, questions (gen info), label (objects, pictures, body parts)body parts)

MidtermMidterm

Social SkillsSocial Skills Even if it the first year a child is in Even if it the first year a child is in

intervention, they should be with peers.intervention, they should be with peers. E.g., gross motor and song time in small E.g., gross motor and song time in small

group, peer im, turntaking, social group, peer im, turntaking, social interactioninteraction

Casi –show goals and objective for children Casi –show goals and objective for children with few skills (word file –beginning G & with few skills (word file –beginning G & O) and advanced skills (word file –O) and advanced skills (word file –advanced G & O)advanced G & O)

All is posted on course webpageAll is posted on course webpage

MidtermMidtermKenny Kenny

Goals and Objectives -also excellent!Goals and Objectives -also excellent! Operational definition:Operational definition:

This is where you objectively define your terms. You This is where you objectively define your terms. You cannot use the term you are defining in the definition.cannot use the term you are defining in the definition.

Eg. Terms you need to define: imitation, discrimination, Eg. Terms you need to define: imitation, discrimination, label, label,

Discriminative Stimulus:Discriminative Stimulus: Verbal discriminative stimuli should not set the occasion Verbal discriminative stimuli should not set the occasion

for independent tasks. They should be non-verbal for independent tasks. They should be non-verbal discriminative stimulidiscriminative stimuli

E.g., toileting, appropriate sitting, crossing street, shoe E.g., toileting, appropriate sitting, crossing street, shoe tying, brushing teeth, tying, brushing teeth,

Think about how you know when to do these things –Think about how you know when to do these things –someone is not telling you –right?someone is not telling you –right?

Final ExamFinal Exam

Show updated assignment on Show updated assignment on webpage or the word document webpage or the word document “final exam”“final exam”

Emily O’Neil will be presenting next Emily O’Neil will be presenting next class and will show you examples of class and will show you examples of scope and sequence and review NJ scope and sequence and review NJ CCC Standards.CCC Standards.

Developing a Program: Developing a Program: Creating a Data SheetCreating a Data Sheet

Select 30-40 programs from goals & Select 30-40 programs from goals & objectives across all skill domains objectives across all skill domains (majority of programs will be language (majority of programs will be language based)based) Divide into 30 minute sessions across all Divide into 30 minute sessions across all

instructors in classinstructors in class One 30 minute session (9-10 sessions per One 30 minute session (9-10 sessions per

day)day) 2-3 programs taught with incidental teaching 2-3 programs taught with incidental teaching 3-4 programs taught using other teaching 3-4 programs taught using other teaching

proceduresprocedures

Developing a Program: Developing a Program: Creating a Data SheetCreating a Data Sheet

Skill Acquisition Programs that should only be Skill Acquisition Programs that should only be taught by the taught by the samesame instructor instructor those involving initial acquisition of discrimination those involving initial acquisition of discrimination

(sets)(sets) shapingshaping complex prompt fading procedurescomplex prompt fading procedures

Skill Acquisition Programs that should be Skill Acquisition Programs that should be taught by taught by allall instructors instructors those in which you are programming for those in which you are programming for

generalization with multiple staffgeneralization with multiple staff child initiated programschild initiated programs programs that need quick acquisitionprograms that need quick acquisition

CASICASI

Show sample data sheetsShow sample data sheets (word document –sample data sheet)(word document –sample data sheet)

Creating a Data Creating a Data NotebookNotebook

Notebooks in general:Notebooks in general: The data notebooks are legal documents The data notebooks are legal documents

and need to accurately reflect what is and need to accurately reflect what is occurring in the child’s program, need to occurring in the child’s program, need to be neat and need to be current.be neat and need to be current.

All instructional programs should be All instructional programs should be signed and dated by parent and instructor. signed and dated by parent and instructor. Although we have consent to implement Although we have consent to implement the program through the IEP’s goals and the program through the IEP’s goals and objectives, this indicates that the teaching objectives, this indicates that the teaching procedure was discussed with the parent. procedure was discussed with the parent. The signature needs to updated every The signature needs to updated every school year. school year.

Creating a Data Creating a Data NotebookNotebook

Order of notebook:Order of notebook: Summary of child’s program: mastered Summary of child’s program: mastered

programs, current programs, future programs, current programs, future programsprograms

graphgraph program sheet –set sheetprogram sheet –set sheet Divide the data notebook into sections. Divide the data notebook into sections.

(Academic, speech, OT, & PT).(Academic, speech, OT, & PT).

Creating a Data NotebookCreating a Data NotebookGRAPHSGRAPHS

DataData All data must be connected with a rulerAll data must be connected with a ruler Data MUST be collected at least once a Data MUST be collected at least once a

week and need to be current.week and need to be current. IOA DataIOA Data

IOA data needs to be collected four times IOA data needs to be collected four times a year (quarterly) on each program.a year (quarterly) on each program.

Generalization ProbesGeneralization Probes Generalization probes must be connected Generalization probes must be connected

to each other using a solid or dotted line.to each other using a solid or dotted line.


AxesAxes Y-axis label must be typed and wording must match instructional Y-axis label must be typed and wording must match instructional

program.program. X-axis:X-axis: the dates should be continuous (e.g., 9/1, 9/2, 9/3, 9/4) You the dates should be continuous (e.g., 9/1, 9/2, 9/3, 9/4) You

should not just indicate the day you are taking data and skip weekend should not just indicate the day you are taking data and skip weekend (e.g., 9/1, 9/2, 9/5(e.g., 9/1, 9/2, 9/5

Condition linesCondition lines Condition lines must be made by using a RULER and should be clearly Condition lines must be made by using a RULER and should be clearly

defined.defined. Breaks/AbsencesBreaks/Absences

Do not use condition lines to indicate school breaks on graph. Draw an Do not use condition lines to indicate school breaks on graph. Draw an arrow at the start date of the break and write the appropriate titled break arrow at the start date of the break and write the appropriate titled break at the top of the graph.at the top of the graph.

Data points cannot be connected when there is a large gap in time. Any Data points cannot be connected when there is a large gap in time. Any more than 5 days (excluding weekends) requires a notation on the graph. more than 5 days (excluding weekends) requires a notation on the graph. This notation includes an explanation for the absence of data collection. This notation includes an explanation for the absence of data collection. (For example, student’s extended absence). The explanation should be (For example, student’s extended absence). The explanation should be written on the back of the graph and the set sheet. Use an arrow to written on the back of the graph and the set sheet. Use an arrow to indicate the specific time frame where data are missing.indicate the specific time frame where data are missing.


Teaching setsTeaching sets Teaching sets should be indicated at the top of the graph Teaching sets should be indicated at the top of the graph

e.g., set #1e.g., set #1 Two teaching sets for each program should be prepared Two teaching sets for each program should be prepared

for students and be written on the data sheet. This will for students and be written on the data sheet. This will ensure no gaps in data collection across teaching sets.ensure no gaps in data collection across teaching sets.

Program DiscontinuationProgram Discontinuation When discontinuing or temporarily discontinuing When discontinuing or temporarily discontinuing

programs there must be a discontinuation statement on programs there must be a discontinuation statement on the graph and set sheet. This statement must include the the graph and set sheet. This statement must include the date the program was discontinued, the rationale for date the program was discontinued, the rationale for discontinuation and what the program has been replaced discontinuation and what the program has been replaced with. This statement should be written NEATLY up the with. This statement should be written NEATLY up the graph.graph.

Use of 6-month graphs.Use of 6-month graphs.

Final Exam -EmilyFinal Exam -Emily Here is the assignment: Here is the assignment:

http://faculty.caldwell.edu/sreeve/Ed572.htmhttp://faculty.caldwell.edu/sreeve/Ed572.htm After the actual assignment is an example of After the actual assignment is an example of

scope and sequence and an example of an scope and sequence and an example of an individualized skill acquisition programindividualized skill acquisition program

Select a content areaSelect a content area Some are much larger than othersSome are much larger than others

For the larger programs, just select a few content areasFor the larger programs, just select a few content areas If expressive language, only select about 3 areas (e.g., If expressive language, only select about 3 areas (e.g.,

labeling, spontaneous language, conversation)labeling, spontaneous language, conversation)

Final Exam -EmilyFinal Exam -Emily Scope and sequence Scope and sequence

Scope: all skills that need to be task analyzed and Scope: all skills that need to be task analyzed and taught within a particular skill domain. Skills should taught within a particular skill domain. Skills should be categorized by area as you did for your be categorized by area as you did for your assessments. assessments.

Sequence: the order in which they should be taught. Sequence: the order in which they should be taught. This should be taught by listing them in your curriculum This should be taught by listing them in your curriculum

guide as simplest to most complex.guide as simplest to most complex. This is more definitive in some areas, such as reading or This is more definitive in some areas, such as reading or

math, than other areas, such as expressive language and math, than other areas, such as expressive language and receptive language. Thisreceptive language. This

you should have about 30-40 different programs in you should have about 30-40 different programs in totaltotal

Final Exam -EmilyFinal Exam -Emily Coding: you should code you programs so that Coding: you should code you programs so that

they can be easily be accessed in a data base.they can be easily be accessed in a data base. Code by skill domain, goal/area, program/objectiveCode by skill domain, goal/area, program/objective E.g., E.g., Receptive Language: (RL) Receptive Language: (RL) Goal Area: Identification: (I) Goal Area: Identification: (I) Objective: Body Parts (BP)Objective: Body Parts (BP) So the code for Receptive Body Parts would be So the code for Receptive Body Parts would be

RL.I.BPRL.I.BP

Emily -show the students the data base for Bernards Emily -show the students the data base for Bernards TownshipTownship

Final Exam -EmilyFinal Exam -Emily

NJ Core Curriculum Content NJ Core Curriculum Content StandardsStandards ((http://www.state.http://www.state.njnj.us/.us/njdednjded//cccscccs// ) ) Go over the content areas and what is Go over the content areas and what is

in each.in each. Discuss how to align a skill acquisition Discuss how to align a skill acquisition

program with a particular standard.program with a particular standard.

http://www.state.nj.us/njded/cccs/







Final Exam -EmilyFinal Exam -Emily Literature review:Literature review:

This should be approximately five pagesThis should be approximately five pages Should have research articles that support Should have research articles that support

anything about your scope and sequence. anything about your scope and sequence. For example, what does the literature indicate For example, what does the literature indicate

should be taught to a child with autism in a should be taught to a child with autism in a particular skill domain and the order in which particular skill domain and the order in which to teach particular skills. You can briefly refer to teach particular skills. You can briefly refer to teaching procedures, but this should not be to teaching procedures, but this should not be the majority of your paper.the majority of your paper.

Final Exam -EmilyFinal Exam -Emily

I (Sharon) recommend that if anyone I (Sharon) recommend that if anyone has any questions about their final has any questions about their final exam, please e-mail me. We can set exam, please e-mail me. We can set up a phone conference. All students up a phone conference. All students can also e-mail to review what they can also e-mail to review what they have so far, if they would like.have so far, if they would like.

Developing a Skill Acquisition Developing a Skill Acquisition ProgramProgram

Operationally define the responseOperationally define the response Response Definition:Response Definition:

Task analyze the skill into individual components Task analyze the skill into individual components (may need to teach pre-requisites)(may need to teach pre-requisites)

Identify the teaching setsIdentify the teaching sets (usually put on a set sheet on a separate page(usually put on a set sheet on a separate page

Measurement Procedure:Measurement Procedure: Frequency (addition problems)Frequency (addition problems) Duration (bike skills)Duration (bike skills) Rate (addition problems)Rate (addition problems) Latency (direction following, answering questions)Latency (direction following, answering questions) PIR (non-productive behavior)PIR (non-productive behavior) MTS (on-task behavior)MTS (on-task behavior) WPM (reading)WPM (reading)


Set the mastery criterionSet the mastery criterion

PracticalPractical Criterion for crossing the street?Criterion for crossing the street?

Normative data for skillNormative data for skill E.g., Frequency of spontaneous initiations E.g., Frequency of spontaneous initiations

of 3 year oldsof 3 year olds


Identify the verbal and non-verbal Identify the verbal and non-verbal discriminative stimuli discriminative stimuli Under what conditions should the child emit the Under what conditions should the child emit the

skill?skill? This is easier said than done!This is easier said than done! Observe in natural setting to identify natural SObserve in natural setting to identify natural SDDss Figure out what controls your behaviorFigure out what controls your behavior Approximate the natural SApproximate the natural SDDs in teaching setting s in teaching setting May need to “set up” the conditions for the skill to May need to “set up” the conditions for the skill to

occur so the child has frequent opportunities to occur so the child has frequent opportunities to practice the skillpractice the skill

Only deliver SOnly deliver SDDs contingent on attending!!!s contingent on attending!!!


Identify the teaching procedures:Identify the teaching procedures: Schedule Following (task analysis, & chaining) Schedule Following (task analysis, & chaining)

(video)(video) E.g., Play skills, greetings, peer interaction, art skillsE.g., Play skills, greetings, peer interaction, art skills

Audio/Video Modeling (video)Audio/Video Modeling (video) E.g., Describing Photo Album, Social Interactions, E.g., Describing Photo Album, Social Interactions,

Helping, Perspective Taking, Turntaking, SharingHelping, Perspective Taking, Turntaking, Sharing Script/Script Fading Procedures (video)Script/Script Fading Procedures (video)

E.g., Describing Photo Album, Social Interactions, E.g., Describing Photo Album, Social Interactions, Helping, Perspective Taking, Turntaking, SharingHelping, Perspective Taking, Turntaking, Sharing

Incidental Teaching (video)Incidental Teaching (video) Polite/Positive Language, requesting, spontaneous Polite/Positive Language, requesting, spontaneous

languagelanguage Small Group InstructionSmall Group Instruction

E.g., Peer interactions, circle time, story time (video)E.g., Peer interactions, circle time, story time (video)

Later Small-Group VideoLater Small-Group Video


Identify the teaching procedures: Identify the teaching procedures: Prompting, Prompting, Prompt Fading, Prompt Fading, ReinforcementReinforcement

More…More…


Identify the teaching procedures (con’t) Identify the teaching procedures (con’t) Appropriate use of stimulus AND response Appropriate use of stimulus AND response

promptsprompts

Response prompts: Response prompts: stimuli added to a child’s responsestimuli added to a child’s response e.g., audio/video modeling, textual cues, manual guidancee.g., audio/video modeling, textual cues, manual guidance are important for teaching the child to emit the responseare important for teaching the child to emit the response

Stimulus prompts: Stimulus prompts: Stimuli used in conjunction with the Stimuli used in conjunction with the task, stimuli or instructional materialstask, stimuli or instructional materials

e.g., redundancy cuese.g., redundancy cues are important for making relevant dimensions of complex are important for making relevant dimensions of complex

SSDDs more salients more salientMore…More…


Identify the teaching procedures (con’t) Identify the teaching procedures (con’t)

Prompt Fading: Prompt Fading: Response Prompts:Response Prompts:

Graduated Guidance, Most-to-Least, Least-to-Most, Time DelayGraduated Guidance, Most-to-Least, Least-to-Most, Time Delay Stimulus Prompts:Stimulus Prompts:

Stimulus Shaping: morphing Stimulus Shaping: morphing Stimulus Fading: technique to gradually change the antecedent stimulusStimulus Fading: technique to gradually change the antecedent stimulus

Stimuli are faded in or out.Stimuli are faded in or out.

Transfer of Stimulus Control Transfer of Stimulus Control Shifting the stimulus control from artificial cues (prompts) to naturally occurring Shifting the stimulus control from artificial cues (prompts) to naturally occurring

environmental conditions.environmental conditions.

More…More…


Identify the teaching procedures Identify the teaching procedures (con’t) (con’t) Reinforcement strategiesReinforcement strategies

Token economies Token economies Behavioral contracts Behavioral contracts

More…More…



Direct Snacks & Activities (video)Direct Snacks & Activities (video)

More…More…

Types of Motivational Types of Motivational SystemsSystems Direct Reinforcement VideoDirect Reinforcement Video



Snacks in a cup (video)Snacks in a cup (video)

More…More…


Video: Snacks in a CupVideo: Snacks in a Cup



DRO (video)DRO (video)

More…More…

DRO VideoDRO Video



All reinforcers should be contingent on social All reinforcers should be contingent on social skill acquisition AND attendingskill acquisition AND attending

Differential reinforcementDifferential reinforcement Approximate contingencies that exist in the Approximate contingencies that exist in the

natural environment natural environment e.g., intermittent schedules of reinforcemente.g., intermittent schedules of reinforcement


Program for generalizationProgram for generalization Stimulus and response generalizationStimulus and response generalization

E.g., responding to a greeting in the presence of multiple E.g., responding to a greeting in the presence of multiple SSDDss

E.g., initiating greetings in a variety of waysE.g., initiating greetings in a variety of ways Across setting, people and stimuliAcross setting, people and stimuli

Multiple-exemplar teachingMultiple-exemplar teaching General case strategyGeneral case strategy Trans-environmental programmingTrans-environmental programming Introduce naturally maintaining contingenciesIntroduce naturally maintaining contingencies Train looselyTrain loosely Use indiscriminable contingenciesUse indiscriminable contingencies Program common stimuliProgram common stimuli Self-management strategiesSelf-management strategies Adapted from: Stokes & Baer, 1977


Response maintenanceResponse maintenance Continuation of response after Continuation of response after

teaching conditions are removedteaching conditions are removed Contingencies that exist in the Contingencies that exist in the

natural environment are sufficient to natural environment are sufficient to sustain newly learned responsessustain newly learned responses E.g., Behavioral trapsE.g., Behavioral traps

Program DevelopmentProgram Development Select 20-30 skill acquisition programs Select 20-30 skill acquisition programs

from each of the instructional areas to from each of the instructional areas to begin teachingbegin teaching

See webpage for a more specific example. See webpage for a more specific example. http://faculty.caldwell.edu/sreeve/Ed572.hhttp://faculty.caldwell.edu/sreeve/Ed572.htmtm

Skill Skill DomainDomain

PrograProgramsms

MasterMastereded

Current Current PrograProgramsms

Future Future PrograProgramsms

ExpressivExpressive e LanguageLanguage::

SpontaneSpontaneousous

RequestRequestinging

Pol/Pos Pol/Pos LanguagLanguagee

GesturesGestures

Writing a Progress Writing a Progress ReportReport Parallels Goals and ObjectivesParallels Goals and Objectives

See webpage for a more specific See webpage for a more specific example example http://faculty.caldwell.edu/sreeve/Edhttp://faculty.caldwell.edu/sreeve/Ed572.htm572.htm

Skill Skill DomaDomainin

GoalGoal//AreaArea

Obj/Obj/ProgramProgram

Sets Sets MasterMastereded

CurrenCurrent Sett Set

Current Current Set Set PretestPretest

CurrenCurrent Set t Set Recent Recent DataData

CommenCommentsts

Rec Rec LanLan

Goal Goal #1#1

IDID

Obj #1Obj #1

Rec Dis Rec Dis ObjObj

Set 1Set 1

Fork Fork cup cup spoonspoon

Set 5Set 5

Train, Train, car car ball, ball, block, block, bikebike

11/22/011/22/066

0%0%

11/30/011/30/066

60%60%

TeachinTeaching g proceduprocedure re changed changed from from DTT to DTT to VM on VM on 9/15/059/15/05

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