Lessons Learned over Three Decades of Inclusion for Young Children with ASD Phillip S. Strain, Ph.D....
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Transcript of Lessons Learned over Three Decades of Inclusion for Young Children with ASD Phillip S. Strain, Ph.D....
![Page 1: Lessons Learned over Three Decades of Inclusion for Young Children with ASD Phillip S. Strain, Ph.D. Professor of Ed. Psych and Psychiatry University of.](https://reader035.fdocuments.in/reader035/viewer/2022062516/56649d4e5503460f94a2e2a4/html5/thumbnails/1.jpg)
Lessons Learned over Three Decades of
Inclusion for Young Children with ASD
Lessons Learned over Three Decades of
Inclusion for Young Children with ASD
Phillip S. Strain, Ph.D.Professor of Ed. Psych and Psychiatry
University of Colorado Denver
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What You Learn From Experience Depends On What You Attend ToWhat You Learn From Experience Depends On What You Attend To
Bill Bricker• “Only when the perfectly designed
intervention is delivered by the perfectly trained personnel can we begin to speculate about the capabilities of people with disabilities.”
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What You Learn From Experience Depends On What You Attend ToWhat You Learn From Experience Depends On What You Attend To
Sidney Bijou• “Autism is a social reciprocity issue, nothing
more, but nothing less.”
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What You Learn From Experience Depends On What You Attend ToWhat You Learn From Experience Depends On What You Attend To
Don Baer• “You can’t hope to have a successful
intervention until you first figure out what you should intervene on.”
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Ratio Makes a DifferenceRatio Makes a Difference
Problems with 50:50Commonality in daily lessons
“Missing” data
Proximity among children with ASD
Increasing reinforcement for typical children
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Ratio Makes a DifferenceRatio Makes a Difference
Benefits with 3:1Generalization opportunities increased
Minimized “contagion effect” around problem behavior
Typical peers always have developmental matches in natural groupings
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Zone Defense Is The Best DefenseZone Defense Is The Best Defense
When Adults Are So Organized and Have Explicit Schedules and Responsibilities Then:
Materials are ready to go when children arrive at an activity
Maximizes generalization opportunities (across instructional agents)
Large group time and monitoring strategiesCueing “teacher”
Reinforcing engagement
Interrupting and redirecting
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“Active” Engagement Is Key“Active” Engagement Is Key
Rethinking Story Time and the “Dead Person”
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“Active” Engagement Is Key“Active” Engagement Is Key
Rethinking Circle and the “Dead Person”
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“Active” Engagement Is Key“Active” Engagement Is Key
Rotations and Novelty• Centers• Toys• Materials
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“Active” Engagement Is Key
“Active” Engagement Is Key
Books as the GlueThe Three Little Pigs go to:
Art Activity
Circle
Free Play
Transitions
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Reinforcer Assessment Is The Pivotal Assessment
Reinforcer Assessment Is The Pivotal Assessment
Developmental assessment and wasted time and money
Conducting Reinforcement AssessmentsCaregiver interview
Observation as a check
Paired comparisons
Choosing from the hierarchy
Repeated assessments
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Keeping To A Routine Is Insufficient Routine For
Many
Keeping To A Routine Is Insufficient Routine For
Many
Routine = Redundancy Routine = Restricted Stimuli Routines within Routines (Circle Example)
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Circle Time RoutineCircle Time Routine
Opening Song1. Child passes out
prop
2. Sing song
3. Child collects prop
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Circle Time RoutineCircle Time Routine
Calendar1. Clap out month
2. Sing Days of the Week song
3. Count to today with motor movement
4. Review the pattern
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Circle Time RoutineCircle Time Routine
Child Choice Song1. Child chooses song
from 3-4 options
2. Props, Materials and/or Motor Movement are utilized with every song.
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Circle Time RoutineCircle Time Routine
Center Choices1. Adult holds up
name cards
2. Children come up and choose a Center
3. Children go off to play
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Keeping To A Routine Is Insufficient Routine For
Many
Keeping To A Routine Is Insufficient Routine For
Many
Routines should help provide answers to these key questions.
1. What am I doing now?
2. Where am I in the Routine?
3. How do I know when I’m finished?
4. What comes next?
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Free Effects From A Focus On Social Relations
Free Effects From A Focus On Social Relations
Increased Levels of Engagement
Shifting of Reinforcement Control to Social Stimuli (social as doorway)
Averting Negative Stereotypes
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Free Effects From A Focus On Social Relations
Free Effects From A Focus On Social Relations
Barber Shop Video
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Hours of 1:1 Instruction = Good Outcomes
Hours of 1:1 Instruction = Good Outcomes
An Alternative Formula to Consider:opportunities to respond x
functionality of opportunities x
fidelity of intervention x
breadth of impact on child’s entire ecology x
attention to generalization x
social validity of outcomes =
Good Outcomes
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It’s All About FidelityIt’s All About Fidelity
LEAP – USA Data
Scale-up and Support Implications