Mary and Sharon

Developing Effective School Developing Effective School Based Program for Based Program for

Individuals with Autism Individuals with Autism Spectrum DisorderSpectrum Disorder

Sharon A. Reeve, Ph.D., Sharon A. Reeve, Ph.D., BCBABCBA

Caldwell CollegeCaldwell CollegeDirector of Graduate Programs in Director of Graduate Programs in

ABAABA

Mary E. McDonald, Ph.D., Mary E. McDonald, Ph.D., BCBABCBA

Hofstra UniversityHofstra UniversityAssistant Professor of Special Assistant Professor of Special

Education Education

Goals of TodayGoals of Today Overview of autism and ABAOverview of autism and ABA Components of comprehensive school-based ABA Components of comprehensive school-based ABA

programprogram Sequence of events in developing an educational Sequence of events in developing an educational

program for a particular studentprogram for a particular student Integrated curriculumIntegrated curriculum Skill domainsSkill domains Sample assessmentSample assessment Goals selection based on assessmentGoals selection based on assessment Program developmentProgram development Developing a data sheetDeveloping a data sheet Developing a skill acquisition programDeveloping a skill acquisition program Writing progress reports Writing progress reports

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 every aspects of the child’s lifeevery 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

Applied Behavior AnalysisApplied Behavior Analysis

Applied behavior analysis (ABA) is:Applied behavior analysis (ABA) is: AA science science Teaching procedures derived from learning Teaching procedures derived from learning

principles principles Teaching procedures systematically appliedTeaching procedures systematically applied Teaching procedures geared to improve socially Teaching procedures geared to improve socially

significant behaviorsignificant behavior Requires experimental demonstration that the Requires experimental demonstration that the

teaching procedures employed were teaching procedures employed were responsible for the improvement in behavior responsible for the improvement in behavior (accountability)(accountability)

Components of Comprehensive Components of Comprehensive

School-Based ABA ProgramSchool-Based ABA Program Individualized Skill Assessment and Goal SelectionIndividualized Skill Assessment and Goal Selection Individualized Teaching ProgramsIndividualized Teaching Programs Individualized CurriculumIndividualized Curriculum Individualized Data Collection Assessing Progress Individualized Data Collection Assessing Progress

Of Each SkillOf Each Skill On-going Hands-on Staff TrainingOn-going Hands-on Staff Training Workshop TrainingWorkshop Training School VisitsSchool Visits Home VisitsHome Visits Related ServicesRelated Services Evaluation of Program Effectiveness Evaluation of Program Effectiveness

Components of Components of Comprehensive Comprehensive

School-Based ABA ProgramSchool-Based ABA Program INDIVIDUALIZED SKILL ASSESSMENT AND INDIVIDUALIZED SKILL ASSESSMENT AND

GOAL SELECTIONGOAL SELECTION (Bondy, 1996; Jacobson, 2001)(Bondy, 1996; Jacobson, 2001) First several weeks after child enters program First several weeks after child enters program Skills assessed in all domains: gross- and fine-motor Skills assessed in all domains: gross- and fine-motor

skills, academics, pre-requisite learning skills, self-skills, academics, pre-requisite learning skills, self-help, independence, receptive and expressive help, independence, receptive and expressive language, non-productive behavior that interferes language, non-productive behavior that interferes with learning, and leisure skillswith learning, and leisure skills

Updated on a continual basisUpdated on a continual basis Goals selected by parents, teacher, speech therapist, Goals selected by parents, teacher, speech therapist,

occupational therapist, and school psychologistoccupational therapist, and school psychologist

Components of Comprehensive Components of Comprehensive School-Based ABA ProgramSchool-Based ABA Program

INDIVIDUALIZED TEACHING PROGRAMSINDIVIDUALIZED TEACHING PROGRAMS (McClannahan & Krantz, 2001; Smith, Donahoe & Davis, 2001)(McClannahan & Krantz, 2001; Smith, Donahoe & Davis, 2001) Operational definition, Measurement procedure, Discriminative Stimuli, Operational definition, Measurement procedure, Discriminative Stimuli,

Teaching Procedures (e.g., activity schedules, video modeling, peer Teaching Procedures (e.g., activity schedules, video modeling, peer tutoring, audio modeling, small group instruction, discrete trial instruction, tutoring, audio modeling, small group instruction, discrete trial instruction, incidental teaching) Generalization, Maintenance, IOA, specific teaching incidental teaching) Generalization, Maintenance, IOA, specific teaching setssets

30-40 individualized teaching programs will be written based on the above 30-40 individualized teaching programs will be written based on the above criteria for all skill domains for each child. criteria for all skill domains for each child.

Approximately 90% of each child’s individualized programs are language-Approximately 90% of each child’s individualized programs are language-based programs.based programs.

Programs that are child initiated, that promote generalization across Programs that are child initiated, that promote generalization across multiple staff, or that need rapid skill acquisition are taught by all multiple staff, or that need rapid skill acquisition are taught by all instructorsinstructors

Programs that have complex fading procedures, involve initial acquisition Programs that have complex fading procedures, involve initial acquisition of discrimination or involve shaping procedures are initially taught by one of discrimination or involve shaping procedures are initially taught by one instructor and then generalized to all instructors.instructor and then generalized to all instructors.

INDIVIDUALIZED CURRICULUMINDIVIDUALIZED CURRICULUM (Bondy, (Bondy, 1996; Taylor & McDonough, 1996; McClannahan & 1996; Taylor & McDonough, 1996; McClannahan & Krantz, 2001; Smith, Donahoe, & Davis, 2001)Krantz, 2001; Smith, Donahoe, & Davis, 2001)

Curriculum is based on general education curriculum Curriculum is based on general education curriculum broken down into multiple stepsbroken down into multiple steps

All curriculum written by the teachers and the consultant All curriculum written by the teachers and the consultant Skills are taught in a systematic fashion (mastering pre-Skills are taught in a systematic fashion (mastering pre-

requisite skills before being introduced to more complex requisite skills before being introduced to more complex skills)skills)

Examples of general packaged curriculum that can be used Examples of general packaged curriculum that can be used and possibly modified are Edmark Reading, Distar and possibly modified are Edmark Reading, Distar Language, MacMillan Math, Sensible Pencil, Learn to CutLanguage, MacMillan Math, Sensible Pencil, Learn to Cut

Almost all curriculum materials are specifically made for a Almost all curriculum materials are specifically made for a particular childparticular child


INDIVIDUALIZED DATA COLLECTION INDIVIDUALIZED DATA COLLECTION ASSESSING PROGRESS OF EACH ASSESSING PROGRESS OF EACH SKILLSKILL (McClannahan & Krantz, 2001; Jacobson, (McClannahan & Krantz, 2001; Jacobson, 2001)2001)

Ongoing monitoring of skill acquisitionOngoing monitoring of skill acquisition Every program (skill) is evaluated approximately Every program (skill) is evaluated approximately

once a week (some programs more frequently, once a week (some programs more frequently, some programs less frequently depending on a some programs less frequently depending on a child’s skill acquisition)child’s skill acquisition)

Accountability!Accountability!


ON-GOING HANDS-ON STAFF TRAINING ON-GOING HANDS-ON STAFF TRAINING (Bondy, 1996; Jacobson, 2001; Smith, Donahoe & (Bondy, 1996; Jacobson, 2001; Smith, Donahoe & Davis, 2001; McClannahan & Krantz, 2001)Davis, 2001; McClannahan & Krantz, 2001) No one is ever fully trained in ABA, training No one is ever fully trained in ABA, training

will be ongoing and provided by a classroom will be ongoing and provided by a classroom teacher and/or consultantteacher and/or consultant

WORKSHOP TRAININGWORKSHOP TRAINING (Jacobson, 2001, Bondy, (Jacobson, 2001, Bondy, 1996; Smith, Donahoe & Davis, 2001; McClannahan & 1996; Smith, Donahoe & Davis, 2001; McClannahan & Krantz, 2001)Krantz, 2001) Twice a month all staff members participate in Twice a month all staff members participate in

workshop trainings in the principles of ABA workshop trainings in the principles of ABA and other relevant topics related to teaching and other relevant topics related to teaching children with autismchildren with autism


SCHOOL VISITSSCHOOL VISITS (McClannahan & Krantz, 2001; (McClannahan & Krantz, 2001; Jacobson, 2001; Bondy, 1996)Jacobson, 2001; Bondy, 1996)

Bi-monthly school visits in which parents will Bi-monthly school visits in which parents will receive training in teaching their child receive training in teaching their child various skillsvarious skills

During school visits parents access to child’s During school visits parents access to child’s data notebook and can monitor progressdata notebook and can monitor progress

Workshop training several times per yearWorkshop training several times per year


HOME VISITSHOME VISITS (McClannahan & Krantz, 2001; Smith, (McClannahan & Krantz, 2001; Smith, Donahoe & Davis, 2001; Bondy, 1996)Donahoe & Davis, 2001; Bondy, 1996)

Home visits provided at least monthly by classroom teacherHome visits provided at least monthly by classroom teacher Child’s progress will be reviewed Child’s progress will be reviewed Training provided in areas specific to home (e.g., going to Training provided in areas specific to home (e.g., going to

dentist, doctor, mall, grocery store; eating; sleeping; dentist, doctor, mall, grocery store; eating; sleeping; leisure skills; language skills)leisure skills; language skills)

Any instructional staff hired by the parents at home has the Any instructional staff hired by the parents at home has the opportunity to receive training several times per week by opportunity to receive training several times per week by the school program. Recommend that approximately 20 the school program. Recommend that approximately 20 hours of training with child hours of training with child at schoolat school before home staff before home staff teaches the child teaches the child at homeat home..


RELATED SERVICESRELATED SERVICES: :

Many ABA techniques shown to be effective for Many ABA techniques shown to be effective for increasing and improving language and communication increasing and improving language and communication in children with autism (e.g., activity schedules, audio in children with autism (e.g., activity schedules, audio modeling, video modeling, PECS) modeling, video modeling, PECS) (Skinner, 1957; Lovaas, (Skinner, 1957; Lovaas, 1977, 1987; McGee, Krantz, & McClannahan, 1985; Sundberg & 1977, 1987; McGee, Krantz, & McClannahan, 1985; Sundberg & Partington, 1998; McClannahan & Krantz, 1999; New York State Partington, 1998; McClannahan & Krantz, 1999; New York State Department of Health, 1999; Bondy & Frost, 1994; Fenske, Krantz, Department of Health, 1999; Bondy & Frost, 1994; Fenske, Krantz, & McClannahan, 2001; Rappaport, 2001; Reeve, Reeve, Poulson, & & McClannahan, 2001; Rappaport, 2001; Reeve, Reeve, Poulson, & Buffington-Townsend, manuscript in preparation).Buffington-Townsend, manuscript in preparation).

When teaching children with autism, related services When teaching children with autism, related services have been shown to be maximally effective when have been shown to be maximally effective when delivered using the principles of ABA delivered using the principles of ABA (Jacobson, 2000; (Jacobson, 2000; Smith, 1993; New York State Department of Health, 1999; Bondy, Smith, 1993; New York State Department of Health, 1999; Bondy, 1996; Romanczyk, Lockshin,& Matey, 2001; Meyer, Taylor, Levin, 1996; Romanczyk, Lockshin,& Matey, 2001; Meyer, Taylor, Levin, & Fisher, 2001). & Fisher, 2001).


Evaluation of Program EffectivenessEvaluation of Program Effectiveness (McClannahan & Krantz, 2004)(McClannahan & Krantz, 2004)

Engagement with Activities with Other PersonsEngagement with Activities with Other Persons Opportunities to RespondOpportunities to Respond Behavior-Descriptive PraiseBehavior-Descriptive Praise Relationship BuildingRelationship Building Children’s Hygiene and Personal AppearanceChildren’s Hygiene and Personal Appearance Social Competence Social Competence Inappropriate BehaviorInappropriate Behavior Family Participation in Intervention Family Participation in Intervention


Direct Care Team Direct Care Team MembershipMembership

Consultant/Director Consultant/Director

Provides supervision for teacherProvides supervision for teacher Helps teacher develop goals and objectives for each childHelps teacher develop goals and objectives for each child Helps teacher develop data management system to evaluate Helps teacher develop data management system to evaluate

effectiveness of each child’s programeffectiveness of each child’s program Provides direction for the development of curriculumProvides direction for the development of curriculum Trains teacher in effective individualized teaching procedures Trains teacher in effective individualized teaching procedures Provides frequent hands-on training to all instructional staffProvides frequent hands-on training to all instructional staff Provides workshop training for all team membersProvides workshop training for all team members Periodically accompanies teacher and/or instructional aide on Periodically accompanies teacher and/or instructional aide on

home visitshome visits Consults with and brings in other doctoral level professionals Consults with and brings in other doctoral level professionals

in the field when necessaryin the field when necessary


Teacher/TrainersTeacher/Trainers

Enrollment in BCBA-approved program and certified in Enrollment in BCBA-approved program and certified in special edspecial ed

Develops individualized programs for each childDevelops individualized programs for each child Manages all data collection systems to ensure program Manages all data collection systems to ensure program

effectiveness for each childeffectiveness for each child Creates individualized curriculum to accompany each Creates individualized curriculum to accompany each

program for each childprogram for each child Provides hands-on training to instructional aides and the Provides hands-on training to instructional aides and the

implementation of individualized programs for each childimplementation of individualized programs for each child Provides hands-on training to parents and any person that Provides hands-on training to parents and any person that

frequently interacts with the childfrequently interacts with the child Teaches each childTeaches each child


Instructional AidesInstructional Aides

Training in applied behavior analysis (ABA) and autismTraining in applied behavior analysis (ABA) and autism Continually receives hands-on training Continually receives hands-on training Teaches all children in the classroom rotating Teaches all children in the classroom rotating

approximately every half hourapproximately every half hour Serve as data analyst for one childServe as data analyst for one child Prepares individualized curriculum for one specific Prepares individualized curriculum for one specific

childchild May be selected by consultant and teacher to provide May be selected by consultant and teacher to provide

home visits and training on home staffhome visits and training on home staff


ParentsParents Active participation in annual home and school Active participation in annual home and school

selection of goals and objectives for their childselection of goals and objectives for their child

Active participation in hands-on training in how to Active participation in hands-on training in how to effectively keep their child engaged in productive effectively keep their child engaged in productive activity at home and in the community, increase child’s activity at home and in the community, increase child’s direction following skills, and maximize their child’s direction following skills, and maximize their child’s use of language at home and/or whatever other area use of language at home and/or whatever other area parent requests training inparent requests training in

Receives workshop training in specific areas of applied Receives workshop training in specific areas of applied behavior analysisbehavior analysis

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, multi-step, performs Pointing, One-step, multi-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, offering assistance, polite/positive Eye contact, 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 routine, not winning/being first, mistakes), asking for help, greetings, responding to strangers, for help, greetings, responding to strangers, responding to co-workers, empathy, perspective responding to co-workers, empathy, perspective taking, social referencing, giving directions, walking taking, social referencing, giving directions, walking (with someone, in the mall, grocery store)(with someone, 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, offering assistance, polite/positive Eye contact, offering assistance, polite/positive

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

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 Form (handout)Sample Assessment Form (handout)Skill 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

HandoutHandout

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

programs from each of the programs from each of the instructional areas to begin teachinginstructional areas to begin teachingSkill Skill DomainDomain

PrograProgramsms

MasterMastereded

Current Current PrograProgramsms

Future Future PrograProgramsms

ExpressivExpressive e LanguageLanguage::

SpontaneSpontaneousous

RequestRequestinging

Polite/Polite/

Positive Positive LanguagLanguagee

GesturesGestures

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)

E.g., Play skills, greetings, peer interaction, art E.g., Play skills, greetings, peer interaction, art skillsskills

Audio/Video Modeling Audio/Video Modeling 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 Script/Script Fading Procedures

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 Incidental Teaching Polite/Positive Language, requesting, spontaneous Polite/Positive Language, requesting, spontaneous

languagelanguage Small Group InstructionSmall Group Instruction

E.g., Peer interactions, circle time, story time E.g., Peer interactions, circle time, story time

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

Social Skills: ProSocial Social Skills: ProSocial BehaviorBehavior

Examples of skill acquisition Examples of skill acquisition programs programs HelpingHelping Perspective takingPerspective taking

““Helping”Helping”

Skill Domain: Social & Peer Interaction Skill Domain: Social & Peer Interaction Skills Skills

Category: ProSocial BehaviorCategory: ProSocial Behavior Operational DefinitionOperational Definition: :

Within 5 seconds of the discriminative stimuli (SWithin 5 seconds of the discriminative stimuli (SDD) ) Johnny says “Can I help”AND engages in a Johnny says “Can I help”AND engages in a problem-solving activity with another person . problem-solving activity with another person . Examples of problem-solving activities are further Examples of problem-solving activities are further defined as teaching sets. defined as teaching sets.

Data are collected minimally weekly and are Data are collected minimally weekly and are summarized as percentage of opportunities in summarized as percentage of opportunities in which Johnny effectively engaged in a helping which Johnny effectively engaged in a helping responseresponse

During data collection, no prompts are used.During data collection, no prompts are used.


Teaching Sets with Specific response Teaching Sets with Specific response definitions definitions

CleaningCleaning The child places a cloth in contact with a surface and The child places a cloth in contact with a surface and

engages in either back-and-forth or circular arm engages in either back-and-forth or circular arm movements until the adult stops making that same movements until the adult stops making that same motion.motion.

Replacing Broken Materials Replacing Broken Materials Picking up Objects Picking up Objects Sorting materials Sorting materials Locating ObjectsLocating Objects Carrying Objects Carrying Objects Putting Items Away Putting Items Away Setting Up an ActivitySetting Up an Activity


Discriminative Stimulus:Discriminative Stimulus: Non-verbal: various motor movements Non-verbal: various motor movements

depending on the setdepending on the set Verbal: exclamationVerbal: exclamation Affective: facial expressionAffective: facial expression

Criterion for Advancement:Criterion for Advancement: Engaging in helping on at least 90% of Engaging in helping on at least 90% of

the opportunities for two consecutive the opportunities for two consecutive sessions.sessions.


ResponsResponse e

CategorCategoryy

General General DescriptiDescripti

onon

Nonverbal Nonverbal SSDD

Verbal & Verbal & AffectiveAffective

SSDD

Verbal Verbal ResponseResponse

(depend(dependent ent

measuremeasure))

Motor Motor

ResponseResponse

(depende(dependent nt

measure)measure)

CleaningCleaning

adult adult wipes wipes messy messy

surfaces surfaces

1. Wiping a 1. Wiping a black boardblack board

2. Wiping a 2. Wiping a wipe-off wipe-off boardboard

3. Wiping a 3. Wiping a desk desk

4. Wiping a 4. Wiping a chair chair

5. Wiping a 5. Wiping a tabletable (trained-(trained-category category probe)probe)

1. “1. “OhOh, time to , time to clean the black clean the black board.”while board.”while shaking headshaking head

2. “2. “BoyBoy, how , how did this get did this get messy?” messy?” wrinkling browwrinkling brow

3. “3. “OopsOops, I , I have to clean have to clean this desk.” this desk.” while rolling while rolling eyeseyes

4. “4. “Uh ohUh oh, , what a dirty what a dirty chair.” while chair.” while signingsigning

5. “5. “WowWow, this , this table is messy.” table is messy.” while eyes widewhile eyes wide

““Can I Can I help?”help?”

““Want Want some some help?”help?”

““How How about about some some

help?” help?”

1. Wiping a 1. Wiping a black board black board

2. Wiping a 2. Wiping a wipe off wipe off boardboard

3. Wiping a 3. Wiping a desk desk

4. Wiping a 4. Wiping a chairchair

5. Wiping a 5. Wiping a table table

““Helping”: Helping”: Teaching Teaching ProcedureProcedure

Presentation of Live Discriminative StimuliPresentation of Live Discriminative Stimuli(non-verbal, verbal affective)(non-verbal, verbal affective)

Incorrect Verbal and/or Motor Response by childIncorrect Verbal and/or Motor Response by child

Presentation of Video ModelPresentation of Video Model

Re-presentation of Live Discriminative StimuliRe-presentation of Live Discriminative Stimuli


Presentation of Motor and/or Verbal PromptsPresentation of Motor and/or Verbal Prompts


Correct Verbal and Motor Responses by childCorrect Verbal and Motor Responses by child

Reinforcement (token + praise)Reinforcement (token + praise)


GeneralizationGeneralization: : Generalization of helping across stimuli is Generalization of helping across stimuli is

programmed by teaching multiple exemplars of programmed by teaching multiple exemplars of helping scenarios within a category (e.g., cleaning helping scenarios within a category (e.g., cleaning multiple surfaces) and across category (e.g., multiple surfaces) and across category (e.g., cleaning, picking up, carrying). cleaning, picking up, carrying).

Generalization across stimuli is assessed by probing Generalization across stimuli is assessed by probing Johnny’s helping skills in the presence of within and Johnny’s helping skills in the presence of within and across category exemplars not associated with across category exemplars not associated with teaching. teaching.

Generalization across instructors and settings is Generalization across instructors and settings is programmed by conducting teaching across multiple programmed by conducting teaching across multiple instructors and settings and is assessed in novel instructors and settings and is assessed in novel settings and with novel instructors.settings and with novel instructors.


Maintenance:Maintenance: Johnny’s helping responses will be maintained Johnny’s helping responses will be maintained

throughout his day as various opportunities to throughout his day as various opportunities to help occur in the natural environment. help occur in the natural environment.

Inter-Observer AgreementInter-Observer Agreement: : Inter-observer agreement data are collected Inter-observer agreement data are collected

monthly and calculated by using the formula: monthly and calculated by using the formula:

Number of Agreements Number of Agreements X X 100 = 100 = IOAIOA

Number of Agreements + DisagreementsNumber of Agreements + Disagreements

““Perspective Taking”Perspective Taking” Skill Domain: Social & Peer Interaction Skills Skill Domain: Social & Peer Interaction Skills Category: ProSocial BehaviorCategory: ProSocial Behavior Operational DefinitionOperational Definition: :

Observing the behavior of another person and Observing the behavior of another person and responding according to the private thoughts the responding according to the private thoughts the person might experience in that situation (e.g., person might experience in that situation (e.g., saying “that’s too bad” upon seeing a person break a saying “that’s too bad” upon seeing a person break a toy)toy)

Within 5 seconds of the discriminative stimuli (SWithin 5 seconds of the discriminative stimuli (SDD) ) Johnny says a contextually relevant statement AND Johnny says a contextually relevant statement AND emits an appropriate motor response. Examples of emits an appropriate motor response. Examples of statements are further defined as teaching sets. statements are further defined as teaching sets.

Data are collected minimally weekly and are Data are collected minimally weekly and are summarized as percentage of opportunities in which summarized as percentage of opportunities in which Johnny effectively engaged in perspective takingJohnny effectively engaged in perspective taking

During data collection, no prompts are used.During data collection, no prompts are used.

““Perspective Taking”Perspective Taking”

Teaching Sets with Specific Teaching Sets with Specific response definitions response definitions

1.1. excitementexcitement

2.2. painpain

3.3. frustrationfrustration


Discriminative Stimulus:Discriminative Stimulus: Non-verbal: various motor movements Non-verbal: various motor movements

depending on the setdepending on the set Verbal: exclamationVerbal: exclamation

Criterion for Advancement:Criterion for Advancement: Engaging in helping on at least 90% of Engaging in helping on at least 90% of

the opportunities for two consecutive the opportunities for two consecutive sessions.sessions.

““Perspective TakingPerspective Taking

Response Response CategoryCategory

Nonverbal SDNonverbal SD Verbal SDVerbal SD Verbal Verbal ResponseResponse

Motor Motor ResponResponsese

ExcitemenExcitementt

Showing cool toyShowing cool toy

Completing modelCompleting model

Holding up mateiralsHolding up mateirals

““look at look at this”this”

““I did it”I did it”

““I found it”I found it”

““can I can I see?”see?”

““Let me Let me see”see”

““Show Show me”me”

Hand Hand on on chestchest

PainPain Bumping arm on chairBumping arm on chair

Sitting downSitting down

Waving handWaving hand

““ouch”ouch”

““I don’t feel I don’t feel good”good”

““oh, ah”oh, ah”

““Are you Are you ok?”ok?”

““Are you Are you alright”alright”

““It’s ok”It’s ok”

Pat Pat armarm

FrustratioFrustrationn

Holding up broken lego Holding up broken lego modelmodel

Trying to put shape in Trying to put shape in sortersorter

Trying to remove lid Trying to remove lid from boxfrom box

““I broke it”I broke it”

““I can’t do I can’t do it”it”

““It’s stuck”It’s stuck”

““I can I can help”help”

““let me let me try”try”

““Want Want some some help”help”

Hold Hold out out handhand

““Perspective Taking”: Perspective Taking”: Teaching ProcedureTeaching Procedure

Presentation of Discriminative StimuliPresentation of Discriminative Stimuli

(non-verbal & verbal )(non-verbal & verbal )


Presentation of Audio and Manual PromptsPresentation of Audio and Manual Prompts


Correct Verbal and Motor Responses by childCorrect Verbal and Motor Responses by child

Reinforcement (token + praise)Reinforcement (token + praise)

““Perspective TakingPerspective Taking GeneralizationGeneralization: :

Generalization of perspective taking across stimuli is Generalization of perspective taking across stimuli is programmed by teaching multiple exemplars of programmed by teaching multiple exemplars of perspective taking scenarios within a category (e.g., perspective taking scenarios within a category (e.g., different ways to show excitement) and across category different ways to show excitement) and across category (e.g., excitement, sadness)(e.g., excitement, sadness)

Generalization across stimuli is assessed by probing Generalization across stimuli is assessed by probing Johnny’s perspective taking skills in the presence of within Johnny’s perspective taking skills in the presence of within and across category exemplars not associated with and across category exemplars not associated with teaching. teaching.

Generalization across instructors and settings is Generalization across instructors and settings is programmed by conducting teaching across multiple programmed by conducting teaching across multiple instructors and settings and is assessed in novel settings instructors and settings and is assessed in novel settings and with novel instructors.and with novel instructors.


Maintenance:Maintenance: Johnny’s perspective taking will be maintained Johnny’s perspective taking will be maintained

throughout his day as various opportunities throughout his day as various opportunities occur in the natural environment. occur in the natural environment.

Inter-Observer AgreementInter-Observer Agreement: : Inter-observer agreement data are collected Inter-observer agreement data are collected

monthly and calculated by using the formula: monthly and calculated by using the formula: Number of Agreements Number of Agreements X X 100 = 100 =

IOAIOA Number of Agreements + DisagreementsNumber of Agreements + Disagreements

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 (sets)those involving initial acquisition of discrimination (sets) shapingshaping complex prompt fading procedurescomplex prompt fading procedures

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

with multiple staffwith multiple staff child initiated programschild initiated programs programs that need quick acquisitionprograms that need quick acquisition handouthandout

Writing a Progress Writing a Progress ReportReport

Parallels Goals and Objectives -Parallels Goals and Objectives -HandoutHandoutSkill 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

Home and School Home and School Program Program

DevelopmentDevelopmentChapter 9Chapter 9

Evaluation SystemsEvaluation Systems

Using ABA Principles Using ABA Principles within Your Organizationwithin Your Organization

Organizational chartsOrganizational charts Majority of positions must be held by behavior analystsMajority of positions must be held by behavior analysts

Verbal behaviorVerbal behavior Aides/instructors; trainers/supervisorsAides/instructors; trainers/supervisors

Group contingenciesGroup contingencies Rewarding measurable success of trainers and Rewarding measurable success of trainers and

instructorsinstructors Rewards should be Rewards should be

praise from a mentorpraise from a mentor invitation to discuss successful intervention procedure at a invitation to discuss successful intervention procedure at a

staff meetingstaff meeting expanded authority and job responsibilites expanded authority and job responsibilites invitation to participate in a new research projectinvitation to participate in a new research project

Using ABA Principles Using ABA Principles within Your Organizationwithin Your Organization

Training expertiseTraining expertise Direct-hands on trainingDirect-hands on training Modeling and FeedbackModeling and Feedback

Teach skills in receiving and implementing feedbackTeach skills in receiving and implementing feedback Teach skills in giving positive and corrective feedbackTeach skills in giving positive and corrective feedback

Shaping trainee performanceShaping trainee performance Consumer EvaluationConsumer Evaluation

Survey staff members frequentlySurvey staff members frequently Rating scales and written feedbackRating scales and written feedback

Use as a Prompt System for making Proactive Program Use as a Prompt System for making Proactive Program ImprovementsImprovements

Use data to implement meaningful changeUse data to implement meaningful change

Evaluation of Staff Evaluation of Staff PerformancePerformance

Everyone in the organization is evaluatedEveryone in the organization is evaluated Produce more rewards than punishersProduce more rewards than punishers Result in new training plans that further Result in new training plans that further

enable staff to teach, learn, and evaluate enable staff to teach, learn, and evaluate additional skillsadditional skills

Serve as prompt systemsServe as prompt systems Evaluations consist of a training protocolEvaluations consist of a training protocol

Evaluation ProtocolEvaluation Protocol

On-task behavior of studentsOn-task behavior of students Opportunities to RespondOpportunities to Respond Behavior Specific Praise rate of Behavior Specific Praise rate of

reinforcementreinforcement Incidental TeachingIncidental Teaching Programming & Assessing GeneralizationProgramming & Assessing Generalization Understanding Intervention TechnologyUnderstanding Intervention Technology


ProfessionalismProfessionalism Appearance, use of feedback model, Appearance, use of feedback model,

neat work environment, concern for neat work environment, concern for students, punctual, stays on-task, seeks students, punctual, stays on-task, seeks opportunities to develop new skills, opportunities to develop new skills, knows the programs they teach, good knows the programs they teach, good collegial relationshipscollegial relationships


Teaching New SkillsTeaching New Skills Gains student’s attention, clear Gains student’s attention, clear

instructions, teaches learner to initiate, instructions, teaches learner to initiate, smooth transitions, contingently uses a smooth transitions, contingently uses a variety of rewards, use of prompts, variety of rewards, use of prompts, activity schedules, motivational activity schedules, motivational systems,systems,


Social CompetenceSocial Competence Teaches & models hygiene, grooming, Teaches & models hygiene, grooming,

manners, facial expression, voice tone manners, facial expression, voice tone & volume, greeting skills, & volume, greeting skills, independence, teaches skills rewarding independence, teaches skills rewarding to others, teaches tasks to criterion, to others, teaches tasks to criterion, teaches peer interaction, social teaches peer interaction, social initiations & language,initiations & language,


Relationship BuildingRelationship Building Smiles at students, provides age-Smiles at students, provides age-

appropriate physical contact, appears appropriate physical contact, appears enthusiastic, pleasant, identifies novel enthusiastic, pleasant, identifies novel relationship-building activities, makes relationship-building activities, makes positive statement to and about positive statement to and about students, credits colleaguesstudents, credits colleagues


Decreases Problem BehaviorDecreases Problem Behavior Knows response definitions & Knows response definitions &

Treatment protocols, appropriate voice Treatment protocols, appropriate voice tone & touch, teaching of incompatible tone & touch, teaching of incompatible behavior and use of proactive behavior and use of proactive strategies, accurate data collectionstrategies, accurate data collection

Evaluation of Treatment Evaluation of Treatment OutcomesOutcomes

Number of students per year who Number of students per year who successfully transition to general successfully transition to general educationeducation

Measurement of skill acquisition for Measurement of skill acquisition for individualized programsindividualized programs


Graph LabelsGraph Labels condition lines, sets, teaching condition lines, sets, teaching

procedures, explanation of inconsistent procedures, explanation of inconsistent data, data gapsdata, data gaps

DataData Consistently collection, criterion levels, Consistently collection, criterion levels,

new sets immediately implementednew sets immediately implemented


Number of programs reviewedNumber of programs reviewed Percentage of individualized programsPercentage of individualized programs

Written response definition, data collection Written response definition, data collection procedure, baseline/treatment, graphprocedure, baseline/treatment, graph

Percentage of programs rated effectivePercentage of programs rated effective Behavior change in desired directionBehavior change in desired direction

Percentage of programs rated appropriatePercentage of programs rated appropriate Treatment may continueTreatment may continue

Percentage of programs with current consentPercentage of programs with current consent Percentage of programs with Percentage of programs with some/any some/any

interobserver agreementinterobserver agreement

SystemsSystems

Non-departmentalizedNon-departmentalized All trainers are evaluatorsAll trainers are evaluators Trainees evaluation result is the measure Trainees evaluation result is the measure

of a trainerof a trainer In summary……In summary……

Administrative success is defined by the data Administrative success is defined by the data on trainer/evaluator behavior, intervention on trainer/evaluator behavior, intervention agents’ performance; treatment outcome and agents’ performance; treatment outcome and consumer satisfactionconsumer satisfaction

ReferencesReferences McClannahan, L. E. & Krantz, P. J. (2004). McClannahan, L. E. & Krantz, P. J. (2004).

Some guidelines for selecting behavioral Some guidelines for selecting behavioral intervention programs for children with intervention programs for children with autism. In H. E. Brigs and T. L. Rzepnicki autism. In H. E. Brigs and T. L. Rzepnicki (Eds.), (Eds.), Using social work practice: Using social work practice: Behavioral perspectives. Behavioral perspectives. Chicago, IL: Chicago, IL: Lyceum.Lyceum.

McClannahanMcClannahan, , L. E. & KrantzL. E. & Krantz,, P.J. (1993). P.J. (1993). On systems analysis in autism On systems analysis in autism intervention programs. intervention programs. Journal of Applied Journal of Applied Behavior Analysis, 26, Behavior Analysis, 26, 589-596.589-596.

EnvironmentEnvironment: Self : Self

ContainedContainedED 571: School and Home-ED 571: School and Home-

Based Programs for Children Based Programs for Children with Autismwith Autism

Classroom Set upClassroom Set up

NO CUBBIESNO CUBBIES Why not?Why not?

How should the classroom look?How should the classroom look?

Where do you keep student Where do you keep student materials? Reinforcers?materials? Reinforcers?

Organization of Organization of MaterialsMaterials

Pasting Shapes using Pasting Shapes using an Activity Schedulean Activity Schedule

Letter Letter Matching/IdentificationMatching/Identification

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

ScheduleSchedule

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

ScheduleSchedule

Creating a Data SheetCreating a Data Sheet

Select 30-40 programs from goals & Select 30-40 programs from goals & objectives across all skill domains (majority objectives across all skill domains (majority of programs will be language based)of programs will be language based) See goals and obj short and long versionSee goals and obj short and long version

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 day)One 30 minute session (9-10 sessions per day) 2-3 programs taught with incidental teaching 2-3 programs taught with incidental teaching 3-4 programs taught using other teaching procedures3-4 programs taught using other teaching procedures

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 (sets)those involving initial acquisition of discrimination (sets) shapingshaping complex prompt fading procedurescomplex prompt fading procedures

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

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

Creating a Data SheetCreating a Data Sheet Organize data sheet by sessionOrganize data sheet by session

View data sheetView data sheet

Data sheet can be kept:Data sheet can be kept: In a binderIn a binder On a clipboardOn a clipboard

Data sheet can be printed:Data sheet can be printed: DailyDaily MonthlyMonthly

Creating a Summary Creating a Summary SheetSheet

The data notebook is an essential toolThe data notebook is an essential tool

Sometimes you might want a quick Sometimes you might want a quick view of the student’s progress, hence view of the student’s progress, hence the creation of the summary sheetthe creation of the summary sheet

View summary sheetView summary sheet

Creating a program Creating a program tracking sheettracking sheet

Need to ensure that programs are Need to ensure that programs are tracked from teacher to teacher and tracked from teacher to teacher and grade level to grade levelgrade level to grade level See program summary sheetSee program summary sheet

Skill Skill DomainDomain

ProgramsPrograms

MasteredMasteredCurrent Current PrograProgramsms

Future Future PrograProgramsms

Expressive Expressive Language:Language:

SpontaneouSpontaneouss

RequestinRequestingg

Pol/Pos Pol/Pos LanguagLanguagee

GesturesGestures

Creating a Rotation Creating a Rotation ScheduleSchedule

Put up on wall or on the students Put up on wall or on the students clip boardsclip boards However it is easier to quickly change However it is easier to quickly change

when staff are absent, school visits, when staff are absent, school visits, related service etc.related service etc.

See sample scheduleSee sample schedule

Creating a Master Creating a Master ScheduleSchedule

Overview of all staff and programs Overview of all staff and programs with all students in classroomwith all students in classroom See sample master scheduleSee sample master schedule

Creating Consultant Creating Consultant ScheduleSchedule

Make the best use of your Make the best use of your consultants time, think ahead where consultants time, think ahead where you want them to helpyou want them to help See sample scheduleSee sample schedule

When consultant comes –which staff When consultant comes –which staff members should they be with?members should they be with?

SystemsSystems

Several systems you want to put in Several systems you want to put in placeplace Form for teacher consultant when child Form for teacher consultant when child

is not making progress (2 data pts) and is not making progress (2 data pts) and training is neededtraining is needed

Form for teacher/consultant when child Form for teacher/consultant when child needs new set needs new set Anticipate this and make in advance so te Anticipate this and make in advance so te

child is not waitingchild is not waiting

Additional Concerns for Additional Concerns for Classroom Make Up and Classroom Make Up and

Scheduling Scheduling What should your ratio of student to What should your ratio of student to

instructor be?instructor be? Advantages & Disadvantage?Advantages & Disadvantage?

What should your ratio of staff What should your ratio of staff trainer to instructor be?trainer to instructor be? Advantages & disadvantagesAdvantages & disadvantages

Classroom Make Up and Classroom Make Up and Scheduling IssuesScheduling Issues

How often should students rotate How often should students rotate teachers?teachers?

How do you decide student classroom How do you decide student classroom assignments?assignments? Peers?Peers?

How about staff classroom assignments?How about staff classroom assignments?

When do you tell staff? Teachers?When do you tell staff? Teachers?

Staff Staff DevelopmentDevelopment

PlayersPlayers Instructional aidesInstructional aides TeachersTeachers Staff TrainerStaff Trainer Related service providersRelated service providers Director & SupervisorDirector & Supervisor SupervisorsSupervisors ConsultantConsultant Administrators Administrators SecretarialSecretarial MedicalMedical Financial/BusinessFinancial/Business Others?Others?

CredentialsCredentials What are the qualifications of the:What are the qualifications of the:

aidesaides

teachersteachers

staff trainersstaff trainers

consultantconsultant

HiringHiring What is the interview process?What is the interview process?

Who should the candidate Who should the candidate interview with?interview with? Administrative AND clinicalAdministrative AND clinical

Hiring (cont)Hiring (cont) InterviewInterview

Face to faceFace to face where did they hear about the positionwhere did they hear about the position Interest in positionInterest in position long & short term goalslong & short term goals Describe program AND requirementsDescribe program AND requirements

Minimally ONE year commitmentMinimally ONE year commitment

Have candidate work with child Have candidate work with child Model, have candidate imitate, provide Model, have candidate imitate, provide

feedback, have candidate implement feedback, have candidate implement feedbackfeedback

Staff TrainingStaff Training

Workshops/lectureWorkshops/lecture Hands-onHands-on

Staff training ~ Staff training ~ Workshops/LecturesWorkshops/Lectures

Monthly WorkshopMonthly Workshop Various topics of ABAVarious topics of ABA

Teaching procedures (activity schedules, discrete Teaching procedures (activity schedules, discrete trial, incidental) reinforcement, prompting, trial, incidental) reinforcement, prompting, generalizationgeneralization

Pre-service:Pre-service: 3-4 days prior to beginning of school year3-4 days prior to beginning of school year autism, basic principles of ABA & autism, basic principles of ABA &

professionalism professionalism Staff development days Staff development days

3-4 days per year (no students) 3-4 days per year (no students)

Staff Training~ Staff Training~ Hands-on TrainingHands-on Training

ObservationObservation Paired with staff trainerPaired with staff trainer

Model, have staff imitate, provide Model, have staff imitate, provide feedback, have staff implement feedback, have staff implement feedbackfeedback

Alternate independence with Alternate independence with trainingtraining

Use of video?Use of video?

Other training Other training opportunitiesopportunities

Provide training to a new staff Provide training to a new staff membermember

Attend conferencesAttend conferences Present at conferencesPresent at conferences other?other?

Program Make-upProgram Make-up

Allocation of staff across school Allocation of staff across school programprogram

Allocation of individualized Allocation of individualized programs across instructorsprograms across instructors

Allocation of Staff Allocation of Staff Across School Across School

ProgramProgram How do you allocate your teachers across How do you allocate your teachers across program?program?SkillsSkills Career Career

Move around program so can gain experience with Move around program so can gain experience with multiple skill and age levelsmultiple skill and age levels

How do you allocate your instructors How do you allocate your instructors across program?across program? SkillsSkills CareerCareer

Move around program so can gain experience with Move around program so can gain experience with multiple skill and age levelsmultiple skill and age levels

Allocation of Allocation of Individualized Individualized

Programs Across Programs Across InstructorsInstructors Teachers teach all foundational learning Teachers teach all foundational learning

skillsskills Contingency managementContingency management On-task behaviorOn-task behavior Reinforcement systemReinforcement system

Easier programs for newer staff membersEasier programs for newer staff members E.g., gross/fine motor, matchingE.g., gross/fine motor, matching

Same programs across studentsSame programs across students

Other?Other?

SupervisionSupervision What is the hierarchy?What is the hierarchy?

E.g., Director E.g., Director Consultant Consultant Teacher Teacher Instructor Instructor

Related service providers?Related service providers?

Supervision (cont)Supervision (cont) Director Consultant Director Consultant

Be sure the role of Director and role of Be sure the role of Director and role of Consultant is well delineatedConsultant is well delineated

TeachersTeachers In terms of teachers supervising instructional In terms of teachers supervising instructional

staff, check union rules for a public schoolstaff, check union rules for a public school Consultant & director should always empower Consultant & director should always empower

the teachers with the instructional staff and the teachers with the instructional staff and parentsparents

How else can you increase accountability?How else can you increase accountability?

Communication among Communication among the Staffthe Staff

Classroom communicationClassroom communication Ongoing hands-on trainingOngoing hands-on training

Effective for teacher to spend whole day with one Effective for teacher to spend whole day with one child and train all staff members -this ensure child and train all staff members -this ensure consistencyconsistency

Brief after-school meeting about that studentBrief after-school meeting about that student Weekly classroom meetingsWeekly classroom meetings Systems in place to:Systems in place to:

alert teacher when student is not making alert teacher when student is not making progress and observation/training is needed progress and observation/training is needed

alert teacher when student needs new setsalert teacher when student needs new sets


Teacher collaborationTeacher collaboration Grade level teachers should collaborate Grade level teachers should collaborate

minimally weeklyminimally weekly Biggest asset in a program are your Biggest asset in a program are your

colleagues!!!!!colleagues!!!!!


Program communicationProgram communication Weekly grade-level meetings with Weekly grade-level meetings with

director director Problem solvingProblem solving Ensure consistency across programEnsure consistency across program Why is consistency important????Why is consistency important????

Weekly management meetingsWeekly management meetings Consultant, trainers, directorConsultant, trainers, director

DocumentationDocumentation

For all meetings, notes should be For all meetings, notes should be taken and stored for future taken and stored for future referencereference E.g., when consultant provides E.g., when consultant provides

recommendations to a teacher, an e-recommendations to a teacher, an e-mail is sent to all other consultants, mail is sent to all other consultants, teacher, and directorteacher, and director

Evaluating StaffEvaluating Staff

Who evaluates teachers, Who evaluates teachers, instructional aides, consultant?instructional aides, consultant?

Evaluating Staff (cont)Evaluating Staff (cont)

Annual evaluations of all staff Annual evaluations of all staff membersmembers contract contingent on successful contract contingent on successful

evaluationevaluation Ongoing brief evaluations of all staffOngoing brief evaluations of all staff Ongoing data notebook evaluationsOngoing data notebook evaluations External programmatic reviewExternal programmatic review

Ongoing brief staff Ongoing brief staff evaluationevaluation

In one session, collect data on:In one session, collect data on: On-taskOn-task Opportunities to respondOpportunities to respond Contingency managementContingency management Incidental teachingIncidental teaching

Annual staff Annual staff evaluationevaluation Professionalism Professionalism

On-TaskOn-Task Opportunities to respondOpportunities to respond Behavior-descriptive praiseBehavior-descriptive praise Teaching new skillsTeaching new skills Incidental teachingIncidental teaching Programming generalizationProgramming generalization Teaching social competenceTeaching social competence Relationship buildingRelationship building Decreasing problem behaviorDecreasing problem behavior Understanding intervention Understanding intervention

technologytechnology Maintaining the physical environmentMaintaining the physical environment Assessing personal appearanceAssessing personal appearance

Ongoing data notebook Ongoing data notebook evaluationevaluation

Sufficient data collectionSufficient data collection ProgressProgress Generalization probesGeneralization probes IOAIOA Explanatory statementsExplanatory statements ConsentConsent Accurate graphing techniquesAccurate graphing techniques Neat and professionalNeat and professional

Can administrator do this?Can administrator do this?

Annual Notebook Annual Notebook evaluationevaluation

Number of programs reviewedNumber of programs reviewed

Number of individualized programsNumber of individualized programs Percentage of individualized programsPercentage of individualized programs

Number of programs rated effectiveNumber of programs rated effective Percentage of programs rated effectivePercentage of programs rated effective

Number of programs rated appropriateNumber of programs rated appropriate Percentage of programs rated appropriatePercentage of programs rated appropriate

Percentage of programs with current consentPercentage of programs with current consent Percentage of programs with Percentage of programs with some/any some/any interobserver interobserver

agreementagreement

External Programmatic External Programmatic EvaluationEvaluation

Objective professional evaluates Objective professional evaluates program by evaluating data program by evaluating data notebooksnotebooks

Who does this evaluate?Who does this evaluate?

RetentionRetention

How do you keep morale high and retain How do you keep morale high and retain your staff?your staff?

Preps/lunchPreps/lunch Daily hoursDaily hours Teacher supportTeacher support Appropriate resourcesAppropriate resources ProfessionalismProfessionalism Open communicationOpen communication


DevelopmentDevelopmentInclusionInclusion

Controversy Surrounding Controversy Surrounding InclusionInclusion

Responses to Full-Inclusion Movement Responses to Full-Inclusion Movement (FIM): (FIM): It seems that the place of instruction has It seems that the place of instruction has

become the focus of special education rather become the focus of special education rather than the instruction itself. than the instruction itself.

FIM Proposed as quackeryFIM Proposed as quackery FIM is contrary to common sense and FIM is contrary to common sense and

inconsistent with what we know about disabilities inconsistent with what we know about disabilities how can general education offer more to a child how can general education offer more to a child

than specialized-therapeutic interventions shown than specialized-therapeutic interventions shown to be effective?to be effective?

Reasons for the Reasons for the Controversy Controversy

Special Education is not always ideally Special Education is not always ideally provided and teachers may be poorly provided and teachers may be poorly trainedtrained The answer, however, is not to change the The answer, however, is not to change the

plaice in which it is offered, but the plaice in which it is offered, but the instruction itselfinstruction itself

The answer is also, not to put them with The answer is also, not to put them with general education teachers who have NO general education teachers who have NO specialized training in teaching children with specialized training in teaching children with disabilities but better train a special education disabilities but better train a special education teacher who has the appropriate backgroundteacher who has the appropriate background

Reasons for the Reasons for the Controversy Controversy

Continuum of Alternative PlacementContinuum of Alternative Placement Social justice: define full inclusion as a matter of Social justice: define full inclusion as a matter of

civil rightscivil rights Advocacy of FIM therefore, lies in rallying against Advocacy of FIM therefore, lies in rallying against

special education because it is segregation and gets special education because it is segregation and gets compared to slavery and apartheid rather than compared to slavery and apartheid rather than individualized instruction based on empirically validated individualized instruction based on empirically validated proceduresprocedures

Willful IgnoranceWillful Ignorance FIM will promote social acceptability of a disability, FIM will promote social acceptability of a disability,

however, to feel accepted does not cause the disability to however, to feel accepted does not cause the disability to vanish and the necessary skills to magically appearvanish and the necessary skills to magically appear

OversimplificationOversimplification DO all students get included in Calculus? What would be DO all students get included in Calculus? What would be

an appropriate high school general ed math class for a an appropriate high school general ed math class for a student with disabilitiesstudent with disabilities

How much can we modify curriculum??How much can we modify curriculum??

To Make Full-Inclusion To Make Full-Inclusion WorkWork

(Strain, 1999)(Strain, 1999) Include a student with students of Include a student with students of

typical development as much as typical development as much as possible. possible.

Very systematic and rigorous Very systematic and rigorous training procedures of the peers of training procedures of the peers of typical development are necessary typical development are necessary for the child with autism to for the child with autism to effectively learn in an inclusive effectively learn in an inclusive settingsetting

When Inclusion is done Right: When Inclusion is done Right: Let’s Learn from the Experts! Let’s Learn from the Experts!

(Krantz & McClannahan, 1999) (Johnson, Meyer, & (Krantz & McClannahan, 1999) (Johnson, Meyer, & Taylor, 1996)Taylor, 1996)

Prerequisites have to be mastered in various Prerequisites have to be mastered in various skill domains before a child can benefit from skill domains before a child can benefit from an inclusive setting.an inclusive setting.

These skill domains include:These skill domains include: Language Skills, Social Skills, Academic Skills, Language Skills, Social Skills, Academic Skills,

Behavior SkillsBehavior Skills Particular skills include:Particular skills include:

Sustained EngagementSustained Engagement Following Adults’ InstructionsFollowing Adults’ Instructions Responding to Temporally Delayed ContingenciesResponding to Temporally Delayed Contingencies Exhibiting Generative LanguageExhibiting Generative Language Generalization of Skills across SettingsGeneralization of Skills across Settings Low Rates of Inappropriate BehaviorLow Rates of Inappropriate Behavior

When Inclusion is done Right: When Inclusion is done Right: Let’s Learn from the Experts! Let’s Learn from the Experts!

(Krantz & McClannahan, 1999) (Johnson, Meyer, & (Krantz & McClannahan, 1999) (Johnson, Meyer, & Taylor, 1996)Taylor, 1996)

Transition to General Education Transition to General Education (after at least two years of self-(after at least two years of self-contained instruction)contained instruction) Pre-transition instructionPre-transition instruction Gradual transition to general educationGradual transition to general education Gradually fading special supportsGradually fading special supports Follow upFollow up

Public SchoolsPublic Schools

NJ Courts will typically rule in favor NJ Courts will typically rule in favor of inclusionof inclusion

What do you do?What do you do? Write against recommendation in IEPWrite against recommendation in IEP Substantially modify goals & objectivesSubstantially modify goals & objectives Use lots of prompting & reinforcement Use lots of prompting & reinforcement

systems in inclusion settingsystems in inclusion setting Substantially modify curriculumSubstantially modify curriculum

ReferencesReferences

Mock, R., Kauffman, J.M. (2005). The delusion Mock, R., Kauffman, J.M. (2005). The delusion of full inclusion. In J.W. Jacobson, R. Foxx & of full inclusion. In J.W. Jacobson, R. Foxx & J.A. Mulick (Eds.). J.A. Mulick (Eds.). Controversial therapies for Controversial therapies for developmental disabilities: Fad, fashion, and developmental disabilities: Fad, fashion, and science in professional practicescience in professional practice. Hillsdale, NJ: . Hillsdale, NJ: Erlbaum. Erlbaum.

Strain, P.S., (1999) Peer-mediated interventions Strain, P.S., (1999) Peer-mediated interventions for young children with autism: A 20 year for young children with autism: A 20 year retrospective. In P.M. Ghezzi, W.L. Williams, & retrospective. In P.M. Ghezzi, W.L. Williams, & J.E. Carr (Eds) J.E. Carr (Eds) Autism: Behavior-analytic Autism: Behavior-analytic perspectives. perspectives. Reno, NV: Context Press.Reno, NV: Context Press.


DevelopmentDevelopmentConsultationConsultation

Definition of Definition of ConsultationConsultation

Indirect method of providing Indirect method of providing psychoeducational services within a psychoeducational services within a cooperative problem, solving cooperative problem, solving framework.framework.

Problem-solving Problem-solving ConsultationConsultation

Based on behavioral and social Based on behavioral and social learning theorylearning theory

Child skill change is the measure of Child skill change is the measure of successful consultationsuccessful consultation

Problem-solving Problem-solving ConsultationConsultation

problem identificationproblem identification Response definition, baseline, alternate Response definition, baseline, alternate

behaviorbehavior Problem analysisProblem analysis

FBAFBA Plan implementationPlan implementation

BIPBIP Problem evaluationProblem evaluation

Measures effectiveness, efficiency and Measures effectiveness, efficiency and social validity of interventionssocial validity of interventions

Behavior Support PlanBehavior Support Plan Behavioral Objective: Behavioral Objective:

Decrease non-compliance, non-contextual vocalizations, and Decrease non-compliance, non-contextual vocalizations, and aggressive behavior. aggressive behavior.

Rationale: Rationale: These behaviors are potentially dangerous and interfere with These behaviors are potentially dangerous and interfere with

Johnny’s ability to learn and access reinforcement – both Johnny’s ability to learn and access reinforcement – both contrived and natural. When engaging in these behaviors, the contrived and natural. When engaging in these behaviors, the student is not available for instruction and may be putting him student is not available for instruction and may be putting him or others in danger. or others in danger.

Prior Interventions: Prior Interventions: A DRO was previously successfully implemented for A DRO was previously successfully implemented for

aggressive and con-compliant behavior. Contingent on the aggressive and con-compliant behavior. Contingent on the absence of noncompliance and aggression, the DRO was absence of noncompliance and aggression, the DRO was successfully and systematically thinned. A DRA was then successfully and systematically thinned. A DRA was then added through the use of the student’s token board. added through the use of the student’s token board.

No prior intervention was used for non-contextual No prior intervention was used for non-contextual vocalizations.vocalizations.

Behavior Support PlanBehavior Support Plan

Operational Definition: Operational Definition: HittingHitting

occurs when Johnny strikes a person or himself with his hand. occurs when Johnny strikes a person or himself with his hand. Biting Biting

occurs when Johnny’s teeth come into contact or attempts to come in contact occurs when Johnny’s teeth come into contact or attempts to come in contact with a person or their clothing.with a person or their clothing.

ClimbingClimbing occurs when Johnny puts one or both feet on the desk, chair, tables and/or occurs when Johnny puts one or both feet on the desk, chair, tables and/or

bookshelves.bookshelves. DroppingDropping

occurs when Johnny makes contact or attempts to make contact with the floor occurs when Johnny makes contact or attempts to make contact with the floor with more than just his feet. E.g. hands and feet are both touching floor, rest of with more than just his feet. E.g. hands and feet are both touching floor, rest of his body in the chairhis body in the chair

Resisting manual promptsResisting manual prompts occurs when instructional staff are teaching Johnny by touching him and he occurs when instructional staff are teaching Johnny by touching him and he

tenses all his muscles and/or pushes them away e.g., instructional staff are tenses all his muscles and/or pushes them away e.g., instructional staff are teaching Johnny to write his name by touching his hand and he pushes the staff teaching Johnny to write his name by touching his hand and he pushes the staff member away.member away.

Non-Contextual Vocalization:Non-Contextual Vocalization: Any sounds that are longer than 2 seconds in duration and above Any sounds that are longer than 2 seconds in duration and above

conversational volume e.g., screaming, gigglingconversational volume e.g., screaming, giggling


Measurement Procedure: Measurement Procedure: Data are collected individually on each of the above Data are collected individually on each of the above

response using a three-minute partial-interval response using a three-minute partial-interval recording procedure. Data are summarized and recording procedure. Data are summarized and graphed as percentage of intervals in which Johnny graphed as percentage of intervals in which Johnny engaged in off-task behavior. Data are also engaged in off-task behavior. Data are also summarized and graphed as percentage of intervals in summarized and graphed as percentage of intervals in which Johnny engaged in aggression, non-compliance, which Johnny engaged in aggression, non-compliance, and non-contextual vocalization.and non-contextual vocalization.

Discriminative Stimuli for Engagement in Discriminative Stimuli for Engagement in Productive Behavior:Productive Behavior: Johnny should engage in behaviors that are conducive to Johnny should engage in behaviors that are conducive to

learning under all conditions.learning under all conditions. Criterion for Advancement: Criterion for Advancement:

This behavior intervention plan will be in effect until This behavior intervention plan will be in effect until Johnny’s off-task behavior are 0% for two consecutive Johnny’s off-task behavior are 0% for two consecutive months.months.


Functional Behavior Assessment:Functional Behavior Assessment: The recent ABC analysis of Johnny’s 6 most The recent ABC analysis of Johnny’s 6 most

educationally interfering behaviors (see above educationally interfering behaviors (see above definitions) completed From July 5 to August 3, definitions) completed From July 5 to August 3, 2007 indicated the following results: 2007 indicated the following results:

48% of the episodes were maintained by attention48% of the episodes were maintained by attention 31% of the episodes were maintained by 31% of the episodes were maintained by

avoidanceavoidance 21% of the episodes were maintained by access to 21% of the episodes were maintained by access to

tangibles tangibles 0% were maintained by automatic reinforcement. 0% were maintained by automatic reinforcement.

(Percentages were calculated by dividing the total (Percentages were calculated by dividing the total number of episodes per function by the total number of number of episodes per function by the total number of episodes and multiplied by 100.) episodes and multiplied by 100.)


The The Motivational Assessment ScaleMotivational Assessment Scale was given was given to Johnny’s teacher and 4 instructional aides. to Johnny’s teacher and 4 instructional aides.

The results indicated that The results indicated that attentionattention was was ranked as the most likely to maintain ranked as the most likely to maintain Johnny’s problem behavior in four out of the Johnny’s problem behavior in four out of the five scales. five scales.

Access to tangiblesAccess to tangibles was ranked second likely was ranked second likely to maintain Johnny’s problem behavior in to maintain Johnny’s problem behavior in three out of the five scales. three out of the five scales.

AvoidanceAvoidance was ranked third likely to maintain was ranked third likely to maintain Johnny’s problem behavior in three out of Johnny’s problem behavior in three out of the five scales and automatic reinforcement the five scales and automatic reinforcement was least likely to maintain Johnny’s problem was least likely to maintain Johnny’s problem behavior in four out of the five scales given.behavior in four out of the five scales given.


The results of the ABC analysis and The results of the ABC analysis and Motivational Assessment Scale, combined Motivational Assessment Scale, combined with parent, teacher, aide interviews and with parent, teacher, aide interviews and additional data review were all compiled and additional data review were all compiled and analyzed. analyzed.

As a result, it was hypothesized that Johnny’s As a result, it was hypothesized that Johnny’s problem behavior is maintained by socially-problem behavior is maintained by socially-mediated functions. mediated functions.

Specifically, the majority of his problem Specifically, the majority of his problem behavior is maintained by access to behavior is maintained by access to attention, followed by either access to attention, followed by either access to tangibles or avoidance of instruction.tangibles or avoidance of instruction.


To address behavior maintained by escape/avoidance To address behavior maintained by escape/avoidance the following interventions will be used:the following interventions will be used: an individualized motivational system for task an individualized motivational system for task

completion completion to maintain the effectiveness of the motivational to maintain the effectiveness of the motivational

system ongoing reinforcer assessment in the form system ongoing reinforcer assessment in the form of pictures of novel activities interspersed of pictures of novel activities interspersed throughout his full-day activity schedulethroughout his full-day activity schedule

high probability request sequence was used by high probability request sequence was used by setting the occasion for 2-5 mastered responses setting the occasion for 2-5 mastered responses followed by the target responsefollowed by the target response

negative reinforcement for task completionnegative reinforcement for task completion classical conditioning procedures used to establish classical conditioning procedures used to establish

additional conditioned reinforcers by requiring additional conditioned reinforcers by requiring access to a low preference item/activity followed by access to a low preference item/activity followed by a high preference item/activity.a high preference item/activity.


To address behavior maintained by To address behavior maintained by attention the following attention the following interventions will be used: interventions will be used: 10-15 additional social rewards 10-15 additional social rewards

were added to Johnny’s choice were added to Johnny’s choice bookbook engagement in these social engagement in these social activities is contingent on activities is contingent on behavior conducive with behavior conducive with learning rather than learning rather than nonconductive with learning.nonconductive with learning.


To address behavior maintained by access to tangibles To address behavior maintained by access to tangibles the following interventions will be used:the following interventions will be used:

Johnny has a choice book containing over 50 Johnny has a choice book containing over 50 pictures of desired items/activities pictures of desired items/activities

functional communication trainingfunctional communication training incidental teaching procedures are used to teach incidental teaching procedures are used to teach

Johnny to ask for desired items and activities, Johnny to ask for desired items and activities, spontaneous requesting program spontaneous requesting program

thee specific program can be found in his goals thee specific program can be found in his goals and objectives and are titled: and objectives and are titled:

spontaneous language (variable ways in which spontaneous language (variable ways in which to request item), to request item),

contextual statements (commenting about contextual statements (commenting about desired items/and objects that he sees in his desired items/and objects that he sees in his environment), environment),

asking “wh” questions (about desired asking “wh” questions (about desired item/objects that he sees in his environment)item/objects that he sees in his environment)


Additional Strategies:Additional Strategies: Individualized Motivational System:Individualized Motivational System: When Johnny When Johnny

learned the concept of contingency management, an learned the concept of contingency management, an individualized- motivational system in the form of a individualized- motivational system in the form of a 10-penny token economy was systematically taught 10-penny token economy was systematically taught to him. Tokens were delivered contingent on pre-to him. Tokens were delivered contingent on pre-requisite learning skills such as attending skills and requisite learning skills such as attending skills and also contingent on correct responding to increase also contingent on correct responding to increase skill acquisition (e.g., correctly responding to his skill acquisition (e.g., correctly responding to his individualized teaching programs in the areas of individualized teaching programs in the areas of social skills, expressive and receptive language, fine social skills, expressive and receptive language, fine and gross motor skills, independence, leisure skills, and gross motor skills, independence, leisure skills, and self-help skills). When Johnny earned all his and self-help skills). When Johnny earned all his tokens, he could exchange them for preferred tokens, he could exchange them for preferred snacks, items and activities. snacks, items and activities.


Choice Board/BookChoice Board/Book Once Johnny learned picture-Once Johnny learned picture-object correspondence an elaborate choice board object correspondence an elaborate choice board depicting preferred activities was designed for depicting preferred activities was designed for him. His choices have been depicted to him in the him. His choices have been depicted to him in the form of a large board and also in a book. No form of a large board and also in a book. No difference has been seen between these two difference has been seen between these two formats.formats.

Reinforcer assessmentReinforcer assessment ·Instructors routinely use a ·Instructors routinely use a systematic assessment procedure to identify systematic assessment procedure to identify preferred items and activities for the choice preferred items and activities for the choice board. An example of how this is accomplished board. An example of how this is accomplished includes interspersing novel or preferred includes interspersing novel or preferred activities with Johnny ’s educational programs to activities with Johnny ’s educational programs to increase exposure to a variety of potentially increase exposure to a variety of potentially reinforcing activities.reinforcing activities.


Curricular Modifications:Curricular Modifications:Photographic Activity SchedulePhotographic Activity Schedule: : ·A full-day photographic ·A full-day photographic activity schedule was then implemented to promote activity schedule was then implemented to promote independence and to further help structure his day and to independence and to further help structure his day and to depict the sequence activities. depict the sequence activities.

Individualized curriculumIndividualized curriculum All of Johnny ’s curriculum has All of Johnny ’s curriculum has been designed and created specifically for him. Many been designed and created specifically for him. Many receptive and expressive language programs are being receptive and expressive language programs are being taught to increase Johnny ’s communication skillstaught to increase Johnny ’s communication skills

Teaching modificationsTeaching modifications ·The use of Discrete trial format ·The use of Discrete trial format has been minimizedhas been minimized·The following teaching procedures have been taught to ·The following teaching procedures have been taught to Johnny : video modeling, activity schedule following, Johnny : video modeling, activity schedule following, auditory/visual prompting procedures, and sibling auditory/visual prompting procedures, and sibling interaction.interaction.


Environmental ModificationEnvironmental Modification Johnny ’s work area has been designed Johnny ’s work area has been designed

to increase independence. To promote to increase independence. To promote generalization and variety, Johnny generalization and variety, Johnny completes educational tasks in a completes educational tasks in a variety of locations in the classroom. variety of locations in the classroom. His rewards are located in a variety of His rewards are located in a variety of locations throughout the classroom to locations throughout the classroom to increase his social competence.increase his social competence.


Parental InvolvementParental Involvement: Johnny’s parents are : Johnny’s parents are actively involved in Johnny’s education. They come actively involved in Johnny’s education. They come in for weekly school visits to learn to effectively in for weekly school visits to learn to effectively teach Johnny at school. When they are proficient teach Johnny at school. When they are proficient in this area, these skills will then be used by in this area, these skills will then be used by Johnny’s parents at home.Johnny’s parents at home.

GeneralizationGeneralization:: Generalization will be programmed for Generalization will be programmed for by implementing this behavior plan across all by implementing this behavior plan across all instructional sessions, settings and instructors. instructional sessions, settings and instructors. Generalization will be assessed by collecting weekly Generalization will be assessed by collecting weekly data in a novel setting (home) and with a novel data in a novel setting (home) and with a novel instrucgtor (grandma). instrucgtor (grandma).

Maintenance:Maintenance: This skill is a prerequisite for productive This skill is a prerequisite for productive learning of new skills throughout the school day. This learning of new skills throughout the school day. This skill is also a prerequisite for actively participating in skill is also a prerequisite for actively participating in the classroom and community with peers. the classroom and community with peers.


Inter-Observer AgreementInter-Observer Agreement: : Inter-observer agreement Inter-observer agreement data are collected once a month and calculated by using the data are collected once a month and calculated by using the formula: formula:

Number of AgreementsNumber of Agreements X X 100 = IOA100 = IOA

Number of Agreements + DisagreementsNumber of Agreements + Disagreements

Parental approvalParental approval:: I have reviewed this written I have reviewed this written instructional program and all components of this instructional program and all components of this instructional program have been fully explained to me. I instructional program have been fully explained to me. I have been given an explanation of the potential benefits of have been given an explanation of the potential benefits of this program, as well as an explanation of possible risks or this program, as well as an explanation of possible risks or discomforts, if any. I give informed approval for the discomforts, if any. I give informed approval for the implementation of this program in the manner described implementation of this program in the manner described above, understanding that I may withdraw consent at any above, understanding that I may withdraw consent at any time, and that if consent is withdrawn, the program will be time, and that if consent is withdrawn, the program will be immediately discontinued.immediately discontinued.

Behavioral consultationBehavioral consultation

Consultants need:Consultants need: Knowledge of problem-solving methodKnowledge of problem-solving method Expertise in intervention & evaluationExpertise in intervention & evaluation Expert clinical skillsExpert clinical skills Excellent professional skillsExcellent professional skills Knowledge of organizational structureKnowledge of organizational structure

Public School Public School ConsultationConsultation

Direct Individual Student Consultation and AssessmentDirect Individual Student Consultation and Assessment Evaluations & Make Recommendations of:Evaluations & Make Recommendations of:

Program efficacy, FBA, social skills, situational assessmentsProgram efficacy, FBA, social skills, situational assessments Conducted both at school & at homeConducted both at school & at home

School-Wide and Classroom ConsultationSchool-Wide and Classroom Consultation Target all students, focus on social skills, emphasize a Target all students, focus on social skills, emphasize a

preventative & positive reinforcement orientation, teach preventative & positive reinforcement orientation, teach problem-solving abilities & measure outcomes objectivelyproblem-solving abilities & measure outcomes objectively

Objectives include:Objectives include: Improve student academic performance, social skills, and on-task Improve student academic performance, social skills, and on-task

engagementengagement decrease student discipline referrals, detentions, suspensions & decrease student discipline referrals, detentions, suspensions &

attritionattrition Increase the proficiencies, satisfaction & retention f school Increase the proficiencies, satisfaction & retention f school

personnel personnel District-wide ConsultationDistrict-wide Consultation

Focused on systematic assessment of behavior support practices Focused on systematic assessment of behavior support practices across multiple school, with particular emphasis on students at across multiple school, with particular emphasis on students at high risk of being placed in out-of-district placementshigh risk of being placed in out-of-district placements

Training Opportunities for Training Opportunities for School DistrictsSchool Districts

Didactic training with practical Didactic training with practical applicationapplication E.g., Using results of FBA to design BIPsE.g., Using results of FBA to design BIPs

Parent trainingParent training Use of spontaneous language at homeUse of spontaneous language at home

Research & DisseminationResearch & Dissemination

Consumer SatisfactionConsumer Satisfaction

SurveysSurveys

Guide to Successful Guide to Successful Consultation Consultation

ProfessionalismProfessionalism Positive working relationship with Positive working relationship with

administration & staffadministration & staff CredentialsCredentials

Skills in both clinical & academic areasSkills in both clinical & academic areas Understanding of public school Understanding of public school

systemsystem Compromise & shapingCompromise & shaping

Consultant mentorshipConsultant mentorship

Consultant ServicesConsultant Services What are the principles of ABA that will be implemented What are the principles of ABA that will be implemented

by the consultant?by the consultant? How will the consultation be implemented?How will the consultation be implemented? What is the rate of the consultant?What is the rate of the consultant? What is the nature of the consultant’s training and What is the nature of the consultant’s training and

collaboration with the instructional staff?collaboration with the instructional staff? What will be the nature of parental involvement with the What will be the nature of parental involvement with the

consultant?consultant? What is the consultant’s role in supplemental services?What is the consultant’s role in supplemental services? What is the consultant’s role in program representation? What is the consultant’s role in program representation? What is the consultant’s role in staff recruitment & What is the consultant’s role in staff recruitment &

hiring?hiring? How will the consultant aide in potential litigation?How will the consultant aide in potential litigation? How will the consultant communicate recommendations?How will the consultant communicate recommendations?

Report WritingReport Writing

PsychoEducational ReportPsychoEducational Report Reason for ReferralReason for Referral Background informationBackground information Summary of Current SituationSummary of Current Situation Sources of InformationSources of Information Review of Previous ReportsReview of Previous Reports ObservationObservation Data notebook review Data notebook review Summary of FindingsSummary of Findings Programmatic RecommendationsProgrammatic Recommendations

When making recommendations for specific programs, summarize When making recommendations for specific programs, summarize the data and make recommendations based on these data. the data and make recommendations based on these data.

When making generic programmatic recommendations (e.g., parent When making generic programmatic recommendations (e.g., parent training), cite research, as much as possible to support these training), cite research, as much as possible to support these recommendationsrecommendations


Response to a PsychoEducational Response to a PsychoEducational ReportReport Purpose of Report Purpose of Report Statement of position Statement of position

Reject, accept, partially-accept reportReject, accept, partially-accept report Response to observationResponse to observation Response to recommendations Response to recommendations

State recommendationState recommendation State your response with research to back up State your response with research to back up

your positionyour position


Examples of Responses:Examples of Responses: Recommendation:Recommendation: A “traditional” ABA program A “traditional” ABA program Response: Response: The evaluators do not recommend a specific The evaluators do not recommend a specific

model, but in their recommendation, they describe features model, but in their recommendation, they describe features of the UCLA Young Autism Project, or the Lovaas method, of the UCLA Young Autism Project, or the Lovaas method, as it was first disseminated almost twenty years ago. Since as it was first disseminated almost twenty years ago. Since that time, the science of behavioral psychology has that time, the science of behavioral psychology has substantially evolved. Johnny’s current program effectively substantially evolved. Johnny’s current program effectively utilizes all aspects of ABA, including discrete trial teaching, utilizes all aspects of ABA, including discrete trial teaching, incidental teach, video modeling, scrip/script fading incidental teach, video modeling, scrip/script fading procedures, activity schedules and the implementation of procedures, activity schedules and the implementation of new research in ABA as it is developed. new research in ABA as it is developed.

Report WritingReport Writing Examples of Responses:Examples of Responses:

Recommendation: Recommendation: Emphasis on generalization of skillsEmphasis on generalization of skills Response: Response: According to Baer, Wolf, and Risley (1968), According to Baer, Wolf, and Risley (1968),

generalization strategies are a defining feature of ABA. generalization strategies are a defining feature of ABA. Generalization strategies are therefore developed and Generalization strategies are therefore developed and assessed for every skill in a child’s educational program in the assessed for every skill in a child’s educational program in the Bernards Township autism program. We are indeed in Bernards Township autism program. We are indeed in agreement that programming for generalization should be a agreement that programming for generalization should be a priority and have therefore made it so. Johnny has priority and have therefore made it so. Johnny has demonstrated generalization of many skills across settings, demonstrated generalization of many skills across settings, including school and home settings, instructors and stimuli. including school and home settings, instructors and stimuli. The evaluator might have had difficulty assessing Johnny’ The evaluator might have had difficulty assessing Johnny’ generalization of skills in that she did not review the generalization of skills in that she did not review the generalization data that is graphically displayed in Johnny’ generalization data that is graphically displayed in Johnny’ data notebook. data notebook.


Recommendation: Recommendation: Augmentative Communication such as Augmentative Communication such as PECsPECs

Response: Response: We do not agree that Johnny should be taught to We do not agree that Johnny should be taught to use an augmentative communication system such as PECs. use an augmentative communication system such as PECs. Johnny is making substantial progress learning to talk in the Johnny is making substantial progress learning to talk in the presence of his photographic choice board and other visual presence of his photographic choice board and other visual supports. In addition, there is limited peer-reviewed evidence supports. In addition, there is limited peer-reviewed evidence supporting the use of PECs as an effective communication supporting the use of PECs as an effective communication system, specifically in the acquisition of generative language system, specifically in the acquisition of generative language (http://www.asatonline.org/resources/treatments/picture.htm) (http://www.asatonline.org/resources/treatments/picture.htm) Furthermore, our functional assessment data indicate that Furthermore, our functional assessment data indicate that Johnny’ disruptive behaviors are largely maintained by escape, Johnny’ disruptive behaviors are largely maintained by escape, rather than what the evaluator described as “frustration” rather than what the evaluator described as “frustration” presumably caused by lack of communication skills. presumably caused by lack of communication skills.


Recommendation:Recommendation: “trial by trial” data should be collected daily “trial by trial” data should be collected daily Response:Response: In order to collect “trial by trial” data, one needs to collect In order to collect “trial by trial” data, one needs to collect

data in the presence of teaching conditions. Data collected under data in the presence of teaching conditions. Data collected under teaching conditions provides an inaccurate representation of the child’s teaching conditions provides an inaccurate representation of the child’s skill acquisition, for each subsequent trial is affected by the teaching skill acquisition, for each subsequent trial is affected by the teaching condition and one does not get an unaffected measure of the child’s skill. condition and one does not get an unaffected measure of the child’s skill. This point of view is supported by hundreds of studies in peer-reviewed This point of view is supported by hundreds of studies in peer-reviewed journals, including the Journal of Applied Behavior Analysis. One journals, including the Journal of Applied Behavior Analysis. One downside of collecting data in the absence of teaching conditions is that downside of collecting data in the absence of teaching conditions is that a child is allowed to err. To minimize the occurrence of errors, data are a child is allowed to err. To minimize the occurrence of errors, data are collected minimally weekly. School programs with excellent outcome collected minimally weekly. School programs with excellent outcome data, as referenced by Handleman and Harris (2001) collect data in this data, as referenced by Handleman and Harris (2001) collect data in this fashion. One final reason to have teaching and testing conditions is that fashion. One final reason to have teaching and testing conditions is that it allows for instructors to have an uninterrupted teaching interaction, it allows for instructors to have an uninterrupted teaching interaction, which includes modeling appropriate eye contact, attending, and social which includes modeling appropriate eye contact, attending, and social skills, as well as effective teaching of particular target skills.skills, as well as effective teaching of particular target skills.

Report Writing: Report Writing: Dr. "Not So Smart" seemed to have some questions regarding the teaching Dr. "Not So Smart" seemed to have some questions regarding the teaching

procedures implemented for Johnny’s spontaneous language. She states “I procedures implemented for Johnny’s spontaneous language. She states “I asked Dr. Reeve whether there was a specific protocol to teach ‘spontaneous’ asked Dr. Reeve whether there was a specific protocol to teach ‘spontaneous’ language, and noted that her response and the observed method was via verbal language, and noted that her response and the observed method was via verbal cues for Johnny to imitate the words one at a time.” In fact, the teaching cues for Johnny to imitate the words one at a time.” In fact, the teaching procedure used to promote Johnny’s spontaneous language is incidental procedure used to promote Johnny’s spontaneous language is incidental teaching. This is the teaching procedure that Dr. "Not So Smart" observed. In teaching. This is the teaching procedure that Dr. "Not So Smart" observed. In addition, Dr. Reeve did not indicate that this was merely “verbal cues for Johnny addition, Dr. Reeve did not indicate that this was merely “verbal cues for Johnny to imitate the words.” Rather, Dr. Reeve said that incidental teaching was used to imitate the words.” Rather, Dr. Reeve said that incidental teaching was used to promote Johnny’s spontaneous language. This teaching procedure is to promote Johnny’s spontaneous language. This teaching procedure is thoroughly described in the skill acquisition program titled “Spontaneous thoroughly described in the skill acquisition program titled “Spontaneous Language.” This, and all, skill acquisition programs are kept in Johnny’s data Language.” This, and all, skill acquisition programs are kept in Johnny’s data notebook. Johnny’s data notebook is a record of his progress since beginning notebook. Johnny’s data notebook is a record of his progress since beginning the program in October, 2003 and it contains a detailed description of each one the program in October, 2003 and it contains a detailed description of each one of his current programs, including response definitions, measurement of his current programs, including response definitions, measurement procedures, the conditions under which each response is to be emitted, procedures, the conditions under which each response is to be emitted, teaching procedures (including prompt/prompt fading and reinforcement teaching procedures (including prompt/prompt fading and reinforcement procedures), methods to promote and assess generalization, maintenance procedures), methods to promote and assess generalization, maintenance conditions, and inter-observer agreement data collection procedures. Dr. "Not conditions, and inter-observer agreement data collection procedures. Dr. "Not So Smart" only briefly looked through Johnny’s data notebook while Johnny ate So Smart" only briefly looked through Johnny’s data notebook while Johnny ate lunch. lunch.

ReferencesReferences

Putnam, R.F., Handler, M.W., Rey, J. Putnam, R.F., Handler, M.W., Rey, J. & McCarty, J. (2005). The & McCarty, J. (2005). The Development Of Behaviorally Based Development Of Behaviorally Based Public School Consultation services. Public School Consultation services. Behavior Modification 29, Behavior Modification 29, 521-538. 521-538.

Professional Professional CollaborationCollaboration

Adriane MiliotisAdriane Miliotis

Delia O’MahonyDelia O’Mahony

Martine TorrieroMartine Torriero

Organization of the Organization of the PresentationPresentation IntroductionIntroduction

Issues affecting effective collaboration Issues affecting effective collaboration Ethical IssuesEthical Issues ““Turf” issuesTurf” issues

Professional collaboration with:Professional collaboration with: SLP (Speech & Language Pathologist)SLP (Speech & Language Pathologist) PT (Physical Therapist)PT (Physical Therapist) OT (Occupational Therapist) PrincipalsOT (Occupational Therapist) Principals Child Study TeamChild Study Team Board of EducationBoard of Education Other professionals (medical doctor)Other professionals (medical doctor)

Suggestions for the futureSuggestions for the future ReferencesReferences

Discouraging SearchDiscouraging Search

Advanced SearchAdvanced Search Search Terms: professional collaborationSearch Terms: professional collaboration Journal: Applied Behavior AnalysisJournal: Applied Behavior Analysis (Searching: PsycINFO) (Searching: PsycINFO) No results were found.No results were found.

What is collaboration?What is collaboration?

Working together to enhance the Working together to enhance the learner’s experiencelearner’s experience

Respecting professional expertiseRespecting professional expertise

What is collaboration? What is collaboration? con’tcon’t

participation in identifying, designing, participation in identifying, designing, and developing inclusive program and developing inclusive program options options

with families and other professionalswith families and other professionals forming partnerships …has enhanced forming partnerships …has enhanced

professional practiceprofessional practice early childhood special educator's early childhood special educator's

experiences, resources, and contacts can experiences, resources, and contacts can be valuable assets to communities as be valuable assets to communities as they seek to expand and sustain they seek to expand and sustain community-based service optionscommunity-based service options

(Allen & Polaha, 2003)(Allen & Polaha, 2003)

What are the What are the components of components of collaboration?collaboration? communication communication

decision makingdecision making Goal settingGoal setting organization organization team processteam process

Nijhuis et. al. (2007)Nijhuis et. al. (2007)

Why collaborate?Why collaborate?

Learners and parents: Learners and parents:

How many different people do they see How many different people do they see before the child receives instruction? before the child receives instruction?

What happens if parents and learners What happens if parents and learners get conflicting information?get conflicting information?

Why collaborate? con’tWhy collaborate? con’t

Team Members:Team Members: Can we teach effectively Can we teach effectively in a vacuum?in a vacuum? Consistent instructionConsistent instruction Share ideasShare ideas Learn from each otherLearn from each other

Effective CollaborationEffective Collaboration

A basic understanding of: A basic understanding of: expertiseexpertise orientationorientation terminologyterminology potential role of the other potential role of the other

professionals in the collaborating professionals in the collaborating teamteam

(Geroski, Rodgers and Breen 1997)(Geroski, Rodgers and Breen 1997)

Helpful to KnowHelpful to Know

Qualifications +Qualifications + Philosophy +Philosophy + Professional terms +Professional terms + Possible contribution to the team +Possible contribution to the team +

= Professional respect= Professional respect

QuickTime™ and aTIFF (LZW) decompressor

are needed to see this picture.

Successful CollaboratorsSuccessful Collaborators Willing to try strategiesWilling to try strategies Interested in using something newInterested in using something new Quick to implement suggestionsQuick to implement suggestions High adopters had the most High adopters had the most

knowledge of curriculum and pedagogyknowledge of curriculum and pedagogy knowledge and student friendly beliefs about knowledge and student friendly beliefs about

managing student behaviormanaging student behavior student-focused views of instructionstudent-focused views of instruction ability to carefully reflect on students' learningability to carefully reflect on students' learning

(Brownell et. al. 2006)(Brownell et. al. 2006)

Roadblocks to Effective Roadblocks to Effective CollaborationCollaboration Excessive paperwork Excessive paperwork

Difficulties identifying appropriate interventions Difficulties identifying appropriate interventions with existing resourceswith existing resources

Lack of financial supportLack of financial support Inadequate training in problem solving Inadequate training in problem solving

proceduresprocedures No release time for meetingsNo release time for meetings Meeting times difficult to arrangeMeeting times difficult to arrange Meetings last too longMeetings last too long

(Yetter & Doll, 2007)(Yetter & Doll, 2007)

Unsuccessful Unsuccessful CollaboratorsCollaborators

Moderate and low adopters were less Moderate and low adopters were less knowledgeableknowledgeable

took longer to grasp ideastook longer to grasp ideas did not always implement them welldid not always implement them well some of these teachers needed to have some of these teachers needed to have

ideas explained in detail ideas explained in detail would discard ideas they did not appear would discard ideas they did not appear

to comprehendto comprehend(Brownell et. al. 2006)(Brownell et. al. 2006)

Educating other Educating other professionalsprofessionals

Autism is a low-incidence disorder that has Autism is a low-incidence disorder that has received increasing attention as parents have received increasing attention as parents have organized seeking more effective education organized seeking more effective education services for their children with autism services for their children with autism 11

prepare early intervention practitioners to work prepare early intervention practitioners to work with young children with with young children with autismautism, severe physical , severe physical impairments, and other low incidence disabilities impairments, and other low incidence disabilities 11

The program features joint course work across The program features joint course work across the Schools of Medicine and Education and the Schools of Medicine and Education and seminars on seminars on collaborationcollaboration and teaming and teaming 22

1 1 Shriver, Allen, Mathews, 1999 Shriver, Allen, Mathews, 1999 2 2 Able-Boone, Crais, Downing, 2003Able-Boone, Crais, Downing, 2003

Expanding Professional Expanding Professional RolesRoles

Will the shift from direct to indirect roles Will the shift from direct to indirect roles affect:affect: job satisfactionjob satisfaction staff turnoverstaff turnover potential for burn-out among early childhood potential for burn-out among early childhood

special educatorsspecial educators professionals who were originally professionals who were originally

attracted to the field because of direct attracted to the field because of direct work with young children and families work with young children and families may be less satisfied with roles that are may be less satisfied with roles that are now primarily adult oriented and now primarily adult oriented and facilitative in naturefacilitative in nature

Ethical Issues Ethical Issues Before we can collaborate, we need:Before we can collaborate, we need: Mutual consent form signed by parents Mutual consent form signed by parents

and studentand student Identify specific professionals to includeIdentify specific professionals to include Hand deliver, fax or mailHand deliver, fax or mail

Make initial contact through a letterMake initial contact through a letter Avoid phone tag due to different schedulesAvoid phone tag due to different schedules

Send parents a copy of the letter Send parents a copy of the letter Indicate an interest in collaboration in Indicate an interest in collaboration in

this letterthis letter

Collaboration Collaboration with related with related

service providersservice providers



Why should we collaborate?Why should we collaborate?

““Coordination between the disciplines is Coordination between the disciplines is important when adding speech-language therapy important when adding speech-language therapy to an applied behavioral program. All objectives to an applied behavioral program. All objectives must reflect a common goal in order to build must reflect a common goal in order to build speech, language, play, and social skills.” (Parker speech, language, play, and social skills.” (Parker 1996) 1996)

““... SLPs are not the only professionals who target ... SLPs are not the only professionals who target communication outcomes within the scope of their communication outcomes within the scope of their practice. Teachers, occupational therapists, practice. Teachers, occupational therapists, reading specialists, and behavior analysts do so as reading specialists, and behavior analysts do so as well, either directly or indirectly. Therefore, cross-well, either directly or indirectly. Therefore, cross-disciplinary collaboration is essential.” (Koenig disciplinary collaboration is essential.” (Koenig and Gunter 2005)and Gunter 2005)

Benefits of Benefits of CollaborationCollaboration

The creation of evidence-based therapeutic The creation of evidence-based therapeutic approaches and practices by individuals with approaches and practices by individuals with combined expertise in ABA and SLPcombined expertise in ABA and SLP

The ability to improve the integration of The ability to improve the integration of support provided by SLP and ABA professionals support provided by SLP and ABA professionals as participants on home-, school-, and center-as participants on home-, school-, and center-based intervention teamsbased intervention teams

A reduction in the number of reinvented wheelsA reduction in the number of reinvented wheels Discrete trial to establish skills and NET to generalizeDiscrete trial to establish skills and NET to generalize

(Koenig and Gerenser, 2006)(Koenig and Gerenser, 2006)

The Role of the SLPThe Role of the SLP

From the ASHA Position Statement “Roles From the ASHA Position Statement “Roles and Responsibilities of Speech-Language and Responsibilities of Speech-Language Pathologists in Diagnosis, Assessment, and Pathologists in Diagnosis, Assessment, and Treatment of Autism Spectrum Disorders Treatment of Autism Spectrum Disorders Across the Life Span”Across the Life Span”

““Collaboration: Speech-language Collaboration: Speech-language pathologists should collaborate with pathologists should collaborate with families, individuals with ASD, other families, individuals with ASD, other professionals, support personnel, peers, and professionals, support personnel, peers, and other invested parties to identify priorities other invested parties to identify priorities and build consensus on a service plan and and build consensus on a service plan and functional outcomes.”functional outcomes.”

What do the fields of SLP What do the fields of SLP and ABA have in common?and ABA have in common? ABA and SLP are the treatment components most frequently ABA and SLP are the treatment components most frequently

requested by parentsrequested by parents ABA and SLP therapists are highly focused on the individual, ABA and SLP therapists are highly focused on the individual,

his or her unique learning style, and the outcomes of his or her unique learning style, and the outcomes of treatmenttreatment

Both ABA and SLP address skill deficits directly by teaching Both ABA and SLP address skill deficits directly by teaching specific language behaviors rather than treating the specific language behaviors rather than treating the problem indirectly using specialized diets or sensory problem indirectly using specialized diets or sensory stimulation programsstimulation programs

Both fields rely on procedures that are supported by Both fields rely on procedures that are supported by evidence. Most therapists measure the child's performance evidence. Most therapists measure the child's performance by collecting data to make decisions about progress and by collecting data to make decisions about progress and potential changes in instruction.potential changes in instruction.

(Harchik, 2005)(Harchik, 2005)

Coordinating Speech-Language Coordinating Speech-Language Pathology with an Applied Pathology with an Applied Behavior Analysis Program Behavior Analysis Program

(Parker, 1996)(Parker, 1996) 1. The SLP should develop language 1. The SLP should develop language

goals similar to those developed by the goals similar to those developed by the behavior program in order to facilitate behavior program in order to facilitate generalization.generalization.

- Ex. ABA program is working on expressive - Ex. ABA program is working on expressive labels with the Sd, “What is this?” The SLP’s goal labels with the Sd, “What is this?” The SLP’s goal can be to use the same vocabulary to request can be to use the same vocabulary to request those items in a low structure, play context.those items in a low structure, play context.

2. The SLP should help to make the 2. The SLP should help to make the discrete-trial goals of the behavior discrete-trial goals of the behavior program as communicative and program as communicative and functional as possible.functional as possible. Ex. Work on requesting programs using objects of Ex. Work on requesting programs using objects of

high interest.high interest.

3. The SLP can add valuable 3. The SLP can add valuable information about speech-language information about speech-language goals that are being addressed in the goals that are being addressed in the behavior program.behavior program. Ex. Suggest a prompt to remediate specific sound Ex. Suggest a prompt to remediate specific sound

errors such as placing a hand on the student’s errors such as placing a hand on the student’s throat to teach the /k/ sound.throat to teach the /k/ sound.

4. The SLP helps to ensure that all 4. The SLP helps to ensure that all therapists are attempting to use similar therapists are attempting to use similar vocabulary, commands, and toys in vocabulary, commands, and toys in focusing on their goals.focusing on their goals.

5. The SLP can offer information to the 5. The SLP can offer information to the behavior team and parents on behavior team and parents on developmentally appropriate linguistic developmentally appropriate linguistic forms and the developmentally normal forms and the developmentally normal communication sequence.communication sequence. Ex. Assists with the periodic reassessment of Ex. Assists with the periodic reassessment of

linguistic goals.linguistic goals.

6. The SLP can demonstrate how 6. The SLP can demonstrate how to incorporate specific goals into to incorporate specific goals into daily, preexisting activities, such daily, preexisting activities, such as dinner, bath, and bedtime, as dinner, bath, and bedtime, which will be helpful with which will be helpful with generalization and sequencing.generalization and sequencing. Ex. A daily activity such as cooking dinner Ex. A daily activity such as cooking dinner

can be used to teach sequencing skills and can be used to teach sequencing skills and specific language forms. If the child is specific language forms. If the child is working on prepositions, the parent can working on prepositions, the parent can say, “First we put the water say, “First we put the water inin the pot, then the pot, then the salt the salt inin, then the spaghetti , then the spaghetti inin.”.”

7. The SLP should help develop reinforcers- 7. The SLP should help develop reinforcers- both tangible, such as food, stickers, and toys, both tangible, such as food, stickers, and toys, and social, such as praise, hugs, and tickles.and social, such as praise, hugs, and tickles.

8. The SLP should assess the manner in which 8. The SLP should assess the manner in which speech-language skills are used within the speech-language skills are used within the classroom or play group in order to ensure classroom or play group in order to ensure maximum benefit from these interactions.maximum benefit from these interactions.

- Ex. Suggest that the teacher give the child a toy that - Ex. Suggest that the teacher give the child a toy that she knows another child likes, then encourage the two she knows another child likes, then encourage the two children to play together.children to play together.

- Ex. Encourage the classroom teacher to set up - Ex. Encourage the classroom teacher to set up activities that require a buddy, and pair the child with activities that require a buddy, and pair the child with a peer who is both a strong language model and a a peer who is both a strong language model and a friendly child.friendly child.

9. The SLP can also help 9. The SLP can also help troubleshoot specific linguistic troubleshoot specific linguistic problems.problems. Ex. If the child is having difficulty Ex. If the child is having difficulty

remembering the names of objects, the SLP remembering the names of objects, the SLP can develop appropriate categorization and can develop appropriate categorization and world knowledge tasks.world knowledge tasks.

10. The SLP can also aid in the 10. The SLP can also aid in the diagnosis and treatment of diagnosis and treatment of concurrent disorders (e.g. apraxia concurrent disorders (e.g. apraxia or dysarthria)or dysarthria)

Three models for Three models for team interactionteam interaction



ComponentComponent MultidisciplinMultidisciplinaryary

InterdisciplinInterdisciplinaryary

Transdisciplinary Transdisciplinary

Philosophy of Philosophy of team team interactioninteraction

Team members Team members recognize the recognize the importance of importance of contributions from contributions from other disciplines.other disciplines.

Team members are Team members are willing and able to willing and able to share share responsibilities for responsibilities for services among services among disciplines. disciplines.

Team members commit to Team members commit to teach, learn and work teach, learn and work across disciplinary across disciplinary boundaries to plan and boundaries to plan and provide integrated provide integrated services.services.

Family RoleFamily Role Generally, families Generally, families meet with team meet with team members separatelymembers separatelyby discipline. by discipline.

The family may or The family may or may not be may not be considered a team considered a team member. Families member. Families may work with the may work with the whole team or team whole team or team representatives.representatives.

Families are always Families are always members of the team and members of the team and determine their own roles. determine their own roles.

Lines of Lines of

CommunicatiCommunication on

Typically informal. Typically informal. Members may not Members may not think of themselves think of themselves as part of a team. as part of a team.

Team meets Team meets regularly for case regularly for case conferences, conferences, consultations, etc. consultations, etc.

Team meets regularly to Team meets regularly to share information and to share information and to teach and learn across teach and learn across disciplines (for disciplines (for consultation, team consultation, team building, etc.). building, etc.).

Staff Staff DevelopmentDevelopment

Generally is Generally is independent and independent and within disciplines. within disciplines.

Frequently shared Frequently shared and and held across held across disciplines. disciplines.

Staff development is Staff development is across disciplines and is across disciplines and is critical to team critical to team development and role development and role transition. transition.

ComponentComponent MultidisciplinMultidisciplinaryary

InterdisciplinInterdisciplinaryary

Transdisciplinary Transdisciplinary

Assessment Assessment ProcessProcess

Team members Team members conduct separate conduct separate assessments by assessments by discipline. discipline.

Team members Team members conduct assessments conduct assessments by discipline and by discipline and share results. share results.

The team participates in The team participates in an arena assessment, an arena assessment, observing and recording observing and recording across disciplines. across disciplines.

Plan Plan Development Development

Team members Team members develop separate develop separate plans for plans for intervention within intervention within their own their own disciplines. disciplines.

Goals are developed Goals are developed by discipline and by discipline and shared with the rest shared with the rest of the team to of the team to develop a single develop a single service plan. service plan.

Staff and family develop Staff and family develop plan together based on plan together based on family’s concerns, family’s concerns, priorities, and resources. priorities, and resources.

Plan Plan implementatiimplementation on

Team members Team members implement their implement their own plan separately own plan separately by discipline. by discipline.

Team members Team members implement parts of implement parts of the plan for which the plan for which their discipline is their discipline is responsible. responsible.

Team members share Team members share responsibilities and are responsibilities and are accountable for how the accountable for how the plan is implemented by plan is implemented by one person, with the one person, with the family. family.

http://www.njeis.org/NJFoundationsSP.pdf

The Consultative Model of The Consultative Model of Service DeliveryService Delivery

(Bellone, et. al 2005)(Bellone, et. al 2005)

Why should we use Why should we use this model?this model?

““For individuals with ASD, exclusive provision of For individuals with ASD, exclusive provision of services through pull-out services does not address services through pull-out services does not address the underlying challenge of social communication the underlying challenge of social communication inherent in the disorder, the issues of inherent in the disorder, the issues of generalization, functional outcomes, or the generalization, functional outcomes, or the importance of collaborating with significant importance of collaborating with significant communication partners.” (ASHA 2006) communication partners.” (ASHA 2006)

Why?, con’tWhy?, con’t

Research on children with ASD suggests that Research on children with ASD suggests that the greatest effects of any direct treatment are the greatest effects of any direct treatment are reflected in the generalization of learning reflected in the generalization of learning achieved by working with parents and achieved by working with parents and classroom personnel.”(NRC 2001) classroom personnel.”(NRC 2001)

Traditional S&L services are Traditional S&L services are inadequateinadequate

1-5 hours treatment per week 1-5 hours treatment per week SLP is sole instructor SLP is sole instructor Isolated setting Isolated setting Skill generalization and maintenance difficult to Skill generalization and maintenance difficult to

achieve given these limitationsachieve given these limitations (Bellone, et.al., 2005)(Bellone, et.al., 2005)

BUT…BUT… The pull-out model of service delivery continues to be The pull-out model of service delivery continues to be

the most used model for preschool and school-age the most used model for preschool and school-age children. (ASHA, 2004)children. (ASHA, 2004)

EVEN THOUGH…EVEN THOUGH… There is no evidence supporting the long-term There is no evidence supporting the long-term

effectiveness of individual therapies implemented effectiveness of individual therapies implemented infrequently (e.g., once or twice a week), unless the infrequently (e.g., once or twice a week), unless the strategies are taught to be used regularly by strategies are taught to be used regularly by communication partners in the natural environment. communication partners in the natural environment. (ASHA 2006)(ASHA 2006)

Consultative S&L services Consultative S&L services afford…afford…

Consistent and continuous instruction Consistent and continuous instruction throughout the child’s day throughout the child’s day

Skill generalization across people and Skill generalization across people and settings in child’s natural environment settings in child’s natural environment

Skill maintenance through practice in Skill maintenance through practice in naturally occurring and programmed naturally occurring and programmed opportunitiesopportunities

(Bellone, et.al., 2005)(Bellone, et.al., 2005)

The role of the SLPThe role of the SLP Develop curriculum Develop curriculum Select data collection systems Select data collection systems Train teachers Train teachers Observe teachers & students Observe teachers & students Attend meetings Attend meetings Modify teaching proceduresModify teaching procedures

The role of the The role of the teaching staff teaching staff Provide multiple daily opportunities Provide multiple daily opportunities

Collect & sum data Collect & sum data Review data w/ SLP Review data w/ SLP Initiate questions, concerns Initiate questions, concerns Troubleshoot w/ SLP Troubleshoot w/ SLP Incorporate changes into instructionIncorporate changes into instruction

The consultative model in a The consultative model in a public schoolpublic school School administrator contacted NECC’s consulting School administrator contacted NECC’s consulting

departmentdepartment NECC directors met with teachers and administratorsNECC directors met with teachers and administrators

Defined role of SLPs and teaching staffDefined role of SLPs and teaching staff A letter was sent home to parents inviting them to an A letter was sent home to parents inviting them to an

informational meetinginformational meeting After a follow up letter and phone call, 33% (n=24) After a follow up letter and phone call, 33% (n=24)

selected the consultative modelselected the consultative model

The consultative model in a public schoolThe consultative model in a public school Public School ContractPublic School Contract Services were provided in 8 children in 3 classroomsServices were provided in 8 children in 3 classrooms

2 hours/mo of consultative (indirect) services from 2 hours/mo of consultative (indirect) services from SLPSLP

40 hours/mo direct S&L instruction from lead 40 hours/mo direct S&L instruction from lead classroom teacher classroom teacher

SLP consult with Head teachers SLP consult with Head teachers Head teachers train teaching assistantsHead teachers train teaching assistants

The consultative model in a public schoolThe consultative model in a public school ResultsResults

Public school students Public school students mmade progress/met ade progress/met 98% of objectives (2005) 98% of objectives (2005)

NECC students made progress/met 90% of NECC students made progress/met 90% of objectives (2004)objectives (2004)

What do other disciplines What do other disciplines have to say about have to say about

professional professional collaboration?collaboration?

Guide for Professional Conduct Guide for Professional Conduct PRINCIPLE 11PRINCIPLE 11 A physical therapist shall respect the rights, knowledge, and A physical therapist shall respect the rights, knowledge, and

skills of colleagues and other healthcare professionals.skills of colleagues and other healthcare professionals.11.1 Consultation11.1 Consultation

A physical therapist shall seek consultation whenever the A physical therapist shall seek consultation whenever the welfare of the patient will be safeguarded or advanced by welfare of the patient will be safeguarded or advanced by consulting those who have special skills, knowledge, and consulting those who have special skills, knowledge, and experience.experience.

11.2 Patient/Provider Relationships11.2 Patient/Provider Relationships A physical therapist shall not undermine the relationship(s) A physical therapist shall not undermine the relationship(s)

between his/her patient and other healthcare professionals.between his/her patient and other healthcare professionals.

11.3 Disparagement11.3 Disparagement Physical therapists shall not disparage colleagues and other Physical therapists shall not disparage colleagues and other

health care professionals. See Section 9 and Section 2.4.A.health care professionals. See Section 9 and Section 2.4.A.



Code of Ethics Code of Ethics

Principle 7. Occupational therapy Principle 7. Occupational therapy personnel shall treat colleagues personnel shall treat colleagues and other professionals with and other professionals with respect, fairness, discretion, and respect, fairness, discretion, and integrity. (FIDELITY)integrity. (FIDELITY)



Guidelines for Responsible Conduct For Guidelines for Responsible Conduct For Behavior AnalystsBehavior Analysts

9.0 The Behavior Analyst's Responsibility 9.0 The Behavior Analyst's Responsibility to Colleagues.to Colleagues. Behavior analysts have an obligation to bring Behavior analysts have an obligation to bring

attention toattention to and resolve ethical violations by and resolve ethical violations by colleagues, to make sure their data are accurate and colleagues, to make sure their data are accurate and presented truthfully, and they share data with presented truthfully, and they share data with colleagues.colleagues.

9.01 Ethical Violations by Colleagues9.01 Ethical Violations by Colleagues 9.02 Accuracy of Data9.02 Accuracy of Data 9.03 Authorship and Findings9.03 Authorship and Findings 9.04 Publishing Data9.04 Publishing Data 9.05 Withholding data9.05 Withholding data



Are related service Are related service providers a necessary providers a necessary

component of an effective component of an effective program?program?

A public program serving children in A public program serving children in preschool through eighth grade diagnosed preschool through eighth grade diagnosed with Autism and related disabilities in Bergen with Autism and related disabilities in Bergen County, NJCounty, NJ

““The speech-language department works The speech-language department works collaboratively with the classroom teachers to collaboratively with the classroom teachers to promote various communication modes such promote various communication modes such as the Picture Exchange System, as the Picture Exchange System, computerized voice output devices, sign computerized voice output devices, sign language, and fostering expressive language.” language, and fostering expressive language.” (McKeon, et.al. 2006)(McKeon, et.al. 2006)



Does not employ related service personnel Does not employ related service personnel Curriculum includes teaching programs that facilitate the Curriculum includes teaching programs that facilitate the

development of language and fine and gross motor skillsdevelopment of language and fine and gross motor skills Programs are implemented by instructional personnel Programs are implemented by instructional personnel

throughout the daythroughout the day Pull-out related services are rarely necessary because of Pull-out related services are rarely necessary because of

the breadth and comprehensiveness of the curriculumthe breadth and comprehensiveness of the curriculum If services are deemed necessary, appropriate referrals or If services are deemed necessary, appropriate referrals or

consultations are arranged by ALG staffconsultations are arranged by ALG staff (Meyer, et. al, 2006)(Meyer, et. al, 2006)



The Douglass SchoolThe Douglass School “… “… each class is supported by a half-time speech-each class is supported by a half-time speech-

language specialist who provides individual and language specialist who provides individual and group therapy as well as consultative services to the group therapy as well as consultative services to the preschool teachers. An adaptive physical education preschool teachers. An adaptive physical education professional serves the preschool children on the professional serves the preschool children on the three times a week and acts as a liaison for three times a week and acts as a liaison for consulting professionals such as physical or consulting professionals such as physical or occupational therapists.” (Harris, et. al, 2001)occupational therapists.” (Harris, et. al, 2001)

Douglass OutreachDouglass Outreach ““Douglass Outreach employs five licensed part-time Douglass Outreach employs five licensed part-time

speech pathologists for speech-language services.” speech pathologists for speech-language services.” (Harris, et. al, 2001)(Harris, et. al, 2001)



Princeton Child Development Princeton Child Development InstituteInstitute

Strong emphasis on language developmentStrong emphasis on language development Does not employ specialists Does not employ specialists All intervention personnel are trained to teach receptive and All intervention personnel are trained to teach receptive and

expressive language in expressive language in everyevery activity activity Toilet training, outdoor play, lunchtime Toilet training, outdoor play, lunchtime

Language instruction encompasses discrete trials, incidental Language instruction encompasses discrete trials, incidental teaching, time-delay procedures, and video-modeling procedures. teaching, time-delay procedures, and video-modeling procedures.

36 of 41 children entered PCDI before 60 months of age and had 36 of 41 children entered PCDI before 60 months of age and had nono functional expressive language functional expressive language

The skills of these children currently range from using sounds as The skills of these children currently range from using sounds as mandsmands to age appropriate verbal repertoires.to age appropriate verbal repertoires.

(McClanahan and Krantz, 2001)(McClanahan and Krantz, 2001)



Recommendations for Recommendations for Continued Continued

CollaborationCollaboration Share treatment efficacy dataShare treatment efficacy data Share innovative teaching proceduresShare innovative teaching procedures Share basic informationShare basic information Share successful collaboration Share successful collaboration

experiencesexperiences Read articles in journals associated with Read articles in journals associated with

the other professionthe other profession Share your concernsShare your concerns Share lunchShare lunch(Koenig and Gerenser, 2006)(Koenig and Gerenser, 2006)

Parents / Home / Family Physician Dentist, Doctor

Siblings Family Celebrations

Community

State of New Jersey

Department Of Education

Director of Special Services

STOTPT

ARTMusicBCBATeacher

After school services (latch key)

DDD DVR

EmploymentSheltered Living

Department of Human Services

SPAN/COSAC/Autism Society

of America

BOE - Local School / Sending School District

Board of Education(Receiving School)

Child Service Team

Neighborhood, Shops, Restaurants

The Office of Early Care and Education (OECE)

School

PrincipleChild Bus

Collaboration with Collaboration with AdministrationAdministration

Who are the possible collaborative Who are the possible collaborative partners? partners?

How can we develop a How can we develop a collaborative relationship?collaborative relationship?

NJDOE Press Release:NJDOE Press Release: February 20, 2007 February 20, 2007

““Approximately 7,400 New Jersey children Approximately 7,400 New Jersey children between the ages of 5 and 21 have been between the ages of 5 and 21 have been diagnosed with autism spectrum disorders.”diagnosed with autism spectrum disorders.”

““Fifty-five New Jersey school districts will share Fifty-five New Jersey school districts will share $15 million in state funds to establish, expand or $15 million in state funds to establish, expand or enhance public school programs and services for enhance public school programs and services for students diagnosed with Autism Spectrum students diagnosed with Autism Spectrum Disorders…..” Disorders…..”

AdministrationAdministration

State of New JerseyState of New Jersey Department of Human ServicesDepartment of Human Services

The Office of Early Care & Education The Office of Early Care & Education (OECE)(OECE)

Division of Family DevelopmentDivision of Family Development Department of Children and FamiliesDepartment of Children and Families Build NJ: Partners for Early LearningBuild NJ: Partners for Early Learning

Coalition of Infant/Toddler Educators (CITE)Coalition of Infant/Toddler Educators (CITE)

AdministrationAdministration Child care services are coordinated throughChild care services are coordinated through

Department of Human Services' Office of Early Care and Department of Human Services' Office of Early Care and Education for information, policy and resourcesEducation for information, policy and resources

the Division of Family Development for child care operationsthe Division of Family Development for child care operations the Division of Developmental Disabilities the Division of Developmental Disabilities the Office of Licensing in the Department of Children and the Office of Licensing in the Department of Children and

Families (DCF) Families (DCF) all in cooperation with Child Care Resource and Referral all in cooperation with Child Care Resource and Referral

Agencies in every countyAgencies in every county Services include: Services include:

information and referral to help parents locate child care information and referral to help parents locate child care resources and to answer typical questions regarding types of resources and to answer typical questions regarding types of child carechild care

how to pay for carehow to pay for care how to become family day care and licensed child care how to become family day care and licensed child care

providers.providers.

AdministrationAdministrationDepartment of EducationDepartment of Education

Division of Early Childhood EducationDivision of Early Childhood Education The Division of Early Childhood Education (DECE) of the New Jersey The Division of Early Childhood Education (DECE) of the New Jersey

Department of Education has programmatic responsibility for preschool Department of Education has programmatic responsibility for preschool through 3rd grade (PK3) programs. through 3rd grade (PK3) programs.

responsible for the development, implementation, and alignment of program responsible for the development, implementation, and alignment of program components with a focus on standards, curricula, and assessment.components with a focus on standards, curricula, and assessment.

The creation of this division:The creation of this division: Acknowledges that a continuum of developmental stages constitute what is Acknowledges that a continuum of developmental stages constitute what is

traditionally known as early childhood, traditionally known as early childhood, Protects New Jersey’s investment in high quality preschool by providing high quality Protects New Jersey’s investment in high quality preschool by providing high quality

kindergarten through third grade educational experiences for young children.kindergarten through third grade educational experiences for young children. PK3 work will be organized within a framework that includesPK3 work will be organized within a framework that includes

structuralstructural (administration, class size, teacher-child ratio, etc.) (administration, class size, teacher-child ratio, etc.) process process (quality of classroom environments, teacher-child interactions, etc),(quality of classroom environments, teacher-child interactions, etc), alignmentalignment (standards, curriculum, assessments) components that are associated with (standards, curriculum, assessments) components that are associated with

children’s social and academic outcomes.children’s social and academic outcomes. The DECE’s work will be:The DECE’s work will be:

Research-based, with a series of advisory committees consisting of nationally Research-based, with a series of advisory committees consisting of nationally recognized experts representing a range of early childhood-related areasrecognized experts representing a range of early childhood-related areas

Cross-departmental to align all DOE PK3 initiatives, Cross-departmental to align all DOE PK3 initiatives, Supportive of the efforts of the Division of School ImprovementSupportive of the efforts of the Division of School Improvement..

Office of Special Education ProgramsOffice of Special Education Programs Implements state and federal laws and regulations governing special education to Implements state and federal laws and regulations governing special education to

ensure that pupils with disabilities in New Jersey receive full educational ensure that pupils with disabilities in New Jersey receive full educational opportunities.opportunities.

Provides statewide leadership through the development of policy and Provides statewide leadership through the development of policy and implementation documents and provides guidance to school districts and parents implementation documents and provides guidance to school districts and parents regarding the implementation of special education programs and services. regarding the implementation of special education programs and services.

Responsible for administering all federal funds received by the state for educating Responsible for administering all federal funds received by the state for educating pupils with disabilities ages 3 through 21.pupils with disabilities ages 3 through 21.

Monitors the delivery of special education programs operated under state Monitors the delivery of special education programs operated under state authority, provides mediation services to parents and school districts, processes authority, provides mediation services to parents and school districts, processes hearings with the Office of Administrative Law, and conducts complaint hearings with the Office of Administrative Law, and conducts complaint investigations requested by the public.investigations requested by the public.

Funds four learning resource centers (LRCs) that provide schools and parents with Funds four learning resource centers (LRCs) that provide schools and parents with information services, materials circulation, technical assistance, consultation information services, materials circulation, technical assistance, consultation services and production services. services and production services.

Plans and implements program and personnel development activities in areas Plans and implements program and personnel development activities in areas such as implementing the least restrictive environment provision, planning the such as implementing the least restrictive environment provision, planning the transition of students with disabilities from school to adulthood, planning transition of students with disabilities from school to adulthood, planning programs and services for preschool children with disabilities,developing programs and services for preschool children with disabilities,developing Individualized Education Programs (IEPs) and accessing individual rights and Individualized Education Programs (IEPs) and accessing individual rights and entitlements.entitlements.

LEARNING RESOURCE CENTER - LEARNING RESOURCE CENTER - NORTHNORTH

7 Glenwood Avenue, 2nd Floor, Suite 7 Glenwood Avenue, 2nd Floor, Suite 201 201

East Orange, New Jersey 07017East Orange, New Jersey 07017 Regions served: Regions served: Bergen, Essex, Bergen, Essex, Hudson, Morris, Passaic, Sussex, and Hudson, Morris, Passaic, Sussex, and Warren CountiesWarren Counties

(973) 414-4491 - LRC General Service(973) 414-4491 - LRC General Service(973) 414-4496-FAX (973) 266-1849-TTY(973) 414-4496-FAX (973) 266-1849-TTY (973) 631-6349 - Preschool Technical (973) 631-6349 - Preschool Technical AssistanceAssistancee-mail: e-mail: [email protected]@doe.state.nj.us

A collaborative modelA collaborative modelThe Child Study TeamThe Child Study Team

Composed of teachers, specialists, administrators, and Composed of teachers, specialists, administrators, and parentsparents

Responsible for identifying and evaluating students aged 3 – Responsible for identifying and evaluating students aged 3 – 21 for special education programs and services. 21 for special education programs and services.

Required to conduct both an educational evaluation and a Required to conduct both an educational evaluation and a psychological evaluation. (A neurological examination is also psychological evaluation. (A neurological examination is also required before a child becomes eligible for special services.)required before a child becomes eligible for special services.)

Develops an Individual Education Plan with parent/child.Develops an Individual Education Plan with parent/child.

Assigns a case managerAssigns a case manager Visits receiving school or agency with parent/childVisits receiving school or agency with parent/child Organizes placement and transportationOrganizes placement and transportation

(Walther-Thomas, Korinek, & McLaughlin, 1999)(Walther-Thomas, Korinek, & McLaughlin, 1999)

IEP MeetingIEP Meeting

Who should attend?Who should attend? Student (if appropriate)Student (if appropriate) ParentParent At least one general (or special) education At least one general (or special) education

teacherteacher At least one Child Study Team memberAt least one Child Study Team member Student’s case managerStudent’s case manager School district representativesSchool district representatives Persons invited by parent or schoolPersons invited by parent or school Representatives of agencies providing Representatives of agencies providing

payment for servicespayment for services

Typical School Operations NetworkTypical School Operations Network

Council of the BoroughCouncil of the Borough (duly elected by town)(duly elected by town)

Board of EducationBoard of Education (elected by (elected by Council)Council) Superintendent Superintendent

Hired by the BOEHired by the BOE to direct operations to direct operations

Manage the fiscal year budgetManage the fiscal year budget Hire all school staff including Child Hire all school staff including Child

Study Team members, teachers, Study Team members, teachers, and professional support staff (ST, and professional support staff (ST, OT, PT, BCBA, librarian, etc.) OT, PT, BCBA, librarian, etc.)

SchoolSchool

““Effective collaboration emerges out of concerns by Effective collaboration emerges out of concerns by individuals who are like-minded in some ways and very individuals who are like-minded in some ways and very different in others.” Walther-Thomas, Korinek, McLaughlin & different in others.” Walther-Thomas, Korinek, McLaughlin & Williams (2000)Williams (2000)

PrincipalsPrincipals tend to focus on issues such as achievement trends, tend to focus on issues such as achievement trends, financial implications, professional development, student financial implications, professional development, student placement, professional schedules, and community relations.placement, professional schedules, and community relations.

TeachersTeachers are concerned with individual and group are concerned with individual and group performance, IEP planning, and new responsibilities.performance, IEP planning, and new responsibilities.

FamiliesFamilies care about the impact of new initiatives on their care about the impact of new initiatives on their children. children.

Improving student bus-riding Improving student bus-riding behavior through a whole-school behavior through a whole-school intervention (Putnam, Handler intervention (Putnam, Handler Ramirez-Platt & Luiselli, 2003)Ramirez-Platt & Luiselli, 2003)

Intervention developed through collaboration Intervention developed through collaboration with students, school personnel and bus with students, school personnel and bus driversdrivers

624 students participated during 5 phases of 624 students participated during 5 phases of the studythe study

Disruptive behavior that resulted in referrals Disruptive behavior that resulted in referrals or suspensions was targeted and measured in or suspensions was targeted and measured in an ABAB reversal designan ABAB reversal design

Results indicated an overall decrease in bus Results indicated an overall decrease in bus suspensionssuspensions

Parents have power!Parents have power! Parents and children are the service usersParents and children are the service users Parents and children have the most to Parents and children have the most to gain/lose regarding adequate effective gain/lose regarding adequate effective servicesservices The child is at the center and the parent needs The child is at the center and the parent needs to learn to collaborate with all the service to learn to collaborate with all the service providers and get them to collaborate with providers and get them to collaborate with each other from the time of diagnosis to adult development.each other from the time of diagnosis to adult development. Parents can enlist the work of nonprofit agencies and foundations to Parents can enlist the work of nonprofit agencies and foundations to

work with one another to “map the terrain” of a problemwork with one another to “map the terrain” of a problem They should talk to public officials about providing long-term funding They should talk to public officials about providing long-term funding

for vital programs both in their community and at the State level.for vital programs both in their community and at the State level. Parents should know their rights and not accept anything less.Parents should know their rights and not accept anything less.



Suggestions for the Suggestions for the FutureFuture

develop and evaluate new methods of preparing develop and evaluate new methods of preparing early childhood special educators whose primary early childhood special educators whose primary role now consists of consultation and role now consists of consultation and collaboration, rather than teachingcollaboration, rather than teaching

Use the case method of instructionUse the case method of instruction Prepare professionals to become independent Prepare professionals to become independent

and competent problem solvers in the role of and competent problem solvers in the role of consultantconsultant

personnel training programs must be systemic in personnel training programs must be systemic in nature nature

(Dybvik, 2004)(Dybvik, 2004)

Suggestion for the Future, Suggestion for the Future, con’tcon’t

changes in professional roleschanges in professional roles create opportunities for interactive create opportunities for interactive

learning for professionals who function in learning for professionals who function in a variety of roles, including administrative a variety of roles, including administrative onesones

ensure a shared knowledge and values ensure a shared knowledge and values base among all professionals who serve base among all professionals who serve young children and familiesyoung children and families

Remedy roadblocksRemedy roadblocks

((Skrtic, 1991Skrtic, 1991))

Suggestion for the Future, Suggestion for the Future, con’tcon’t

21st century changes:21st century changes:

"the entire history of special education is (and should continue to "the entire history of special education is (and should continue to be) one of incremental progress toward more socially inclusive be) one of incremental progress toward more socially inclusive instructional placements for students with disabilities" instructional placements for students with disabilities"

Efforts aimed at early childhood community integration will Efforts aimed at early childhood community integration will continue to present profound challenges to practitioners in ECSEcontinue to present profound challenges to practitioners in ECSE

Effectively change our roles in response to the changing times, in Effectively change our roles in response to the changing times, in support of young children with and without disabilities growing support of young children with and without disabilities growing up togetherup together

(Skrtic, 1991)(Skrtic, 1991)

Mary and Sharon

Health & Medicine

Transcript of Mary and Sharon