Process Planning Opening Remarks Process Planning Opening Remarks

Today we are going to review a process approach that is Today we are going to review a process approach that is focused on designing and implementing a comprehensive focused on designing and implementing a comprehensive intervention program for individuals with autism. This intervention program for individuals with autism. This “process approach” involves reviewing a student’s daily “process approach” involves reviewing a student’s daily schedule and program goals and then integrating specific schedule and program goals and then integrating specific strategies and supports in a seamless manner whether the strategies and supports in a seamless manner whether the setting is school, home, or community. setting is school, home, or community.

This process is designed to promote the acquisition of core This process is designed to promote the acquisition of core content, whether it be educational, vocational, or content, whether it be educational, vocational, or community based, and facilitate the individualized planning community based, and facilitate the individualized planning of interventions to meet the social/communication, sensory of interventions to meet the social/communication, sensory and educational needs of persons with autism spectrum and educational needs of persons with autism spectrum disorders.disorders.

At this time I would like share an example of how this At this time I would like share an example of how this system was used to address the individual needs of a system was used to address the individual needs of a young child. young child.

Autism: Educational Autism: Educational Strategies and Strategies and

TechniquesTechniques

Course ProjectCourse ProjectBrief OverviewBrief Overview

Get your Notepad Ready!!!Get your Notepad Ready!!!

Please have your syllabus availablePlease have your syllabus available Turn to Course ProjectTurn to Course Project You will need to refer to your You will need to refer to your

Comprehensive Autism Planning System Comprehensive Autism Planning System (CAPS)(CAPS)

This form is also referred to as “the grid” or This form is also referred to as “the grid” or “matrix”“matrix”

Provide an overview of the requirements, Provide an overview of the requirements, which includes using the CAPS process.which includes using the CAPS process.

Please note any questions and ask during the Please note any questions and ask during the weekly chat session (this will allow fellow weekly chat session (this will allow fellow students to hear the explanation as well)students to hear the explanation as well)

Course Project (35 Points)Course Project (35 Points) This project will be an application project in This project will be an application project in

which the student will identify at least one which the student will identify at least one student with autism who is in need of a student with autism who is in need of a specialized intervention program. Based on specialized intervention program. Based on information presented in class and in the information presented in class and in the literature, the student will design a literature, the student will design a comprehensive program for addressing the comprehensive program for addressing the student's needs. This paper will serve as a student's needs. This paper will serve as a project is for project is for future implementationfuture implementation..

The complete project is due April 14, 2004. The complete project is due April 14, 2004.

Course Project OrganizationCourse Project Organization(Section I)(Section I)

Title pageTitle page (name, semester, course, (name, semester, course, etc.)etc.)

Written explanation Written explanation (5-6 pages) refer (5-6 pages) refer to syllabus for details concerning:to syllabus for details concerning: Description of childDescription of child Strengths and Concerns Strengths and Concerns (need for intervention)(need for intervention)

Description of environmentDescription of environment Overall goals for studentOverall goals for student Brief description of current interventionsBrief description of current interventions

Course Project OrganizationCourse Project Organization(Section II)(Section II)

Comprehensive Comprehensive Autism Planning Autism Planning System (CAPS)System (CAPS) Complete planning Complete planning

matrix for students matrix for students “typical” day at “typical” day at school, home or school, home or workplaceworkplace

““Process approach” Process approach” to be completed to be completed over duration of the over duration of the semester semester

Course Project OrganizationCourse Project Organization(Section III)(Section III)

Choose two activity periods from Choose two activity periods from CAPSCAPS Turn in an explanation of each activityTurn in an explanation of each activity Describe in detail the educational / Describe in detail the educational /

workplace supportsworkplace supports you have developed you have developed for these two activity periods, such as, for these two activity periods, such as, circle time and reading.circle time and reading.

Provide evidence (digital pictures or Provide evidence (digital pictures or photocopies) of all supports with brief photocopies) of all supports with brief description of usedescription of use

Course Project OrganizationCourse Project Organization(Section III)(Section III)

Summary PagesSummary Pages Provide a rationale for using specific Provide a rationale for using specific

supports for the intervention. Support for supports for the intervention. Support for the must come from the research the must come from the research literature. literature.

Describe method for documenting Describe method for documenting effectivenesseffectiveness

Address how interventions will further Address how interventions will further students eventual inclusionstudents eventual inclusion

ReferencesReferences

This project is a problem based This project is a problem based scenario in which the student scenario in which the student will identify at least one child will identify at least one child with specific behaviors (or lack with specific behaviors (or lack thereof)thereof) requiring intervention. requiring intervention. These behaviors negatively These behaviors negatively impact the student's impact the student's participation in the school participation in the school community.community.

Student DescriptionStudent Description Student: LeahStudent: Leah Age: 9 yearsAge: 9 years Grade: 3rdGrade: 3rd HistoryHistory

Nonverbal until approx. Nonverbal until approx. 5 years of age. 5 years of age.

Many tantrumsMany tantrums Very little social Very little social

interactionsinteractions Tested in the below Tested in the below

average rangeaverage range Educated in Special Ed Educated in Special Ed

and part-time inclusive and part-time inclusive education settings.education settings.

Little, if any, initiationsLittle, if any, initiations

Baseline data for LeahBaseline data for Leah

Before the Introduction of TrainingComparision of LT and Peers across 3 Periods

0

2

4

6

8

10

1 2 3

Class Periods

Num

ber o

f Soc

ial

Inte

ract

ions

Peer

Baseline LT

Data taken over Data taken over three class periodsthree class periods

Each period Leah Each period Leah was compared to was compared to different peer in different peer in number of verbal number of verbal interactionsinteractions

Total of interactionTotal of interaction Leah =2Leah =2 Peers = 29Peers = 29

Both of Leah’s Both of Leah’s interactions were interactions were with very familiar with very familiar peerpeer

Child/Student:__________________________ Program Manager:_______________________ Date:_____________

Time* Activity

Targetedskill

short-termobjective

SpeciallyDesigned

Instruction

Datacollection

InstructionalMaterials

Social Skills

Sensory Strategies

Generalization Plan

TimeTime

Child/Student:__________________________ Program Manager:_______________________ Date:_____________

Time*Time*

AAccttiivviittyy

TargetedTargetedskillskill

short-termshort-termobjectiveobjective

SpeciallySpeciallyDesignedDesignedInstructiInstructi

onon

DataDatacollectiocollectio

nn(min. (min.

2x/week)2x/week)

InstructiInstructionalonal

MaterialMaterialss

Social Social SkillsSkills

Sensory Sensory StrategieStrategiess

GeneralizaGeneralization Plantion Plan

8:08:000

ActivityActivity

Child/Student:__________________________ Program Manager:_______________________ Date:_____________

Time* Activity

Targetedskill

short-termobjective

SpeciallyDesigned

Instruction

Datacollection

(min. 2x/week)

InstructionalMaterials

Social Skills

Sensory Strategies

Generalization Plan

8:00 Attendance

Targeted SkillTargeted Skill

Child/Student:__________________________ Program Manager:_______________________ Date:_____________

Time*

Activity

Targetedskill

short-termobjective

SpeciallyDesigned

Instruction

Datacollection

(min. 2x/week)

Instructional

MaterialsSocial Skills

Sensory Strategies

Generalization Plan

•Social Interaction•Initiate conversation with peers•Greetings•Names of classmates/staff

SDISDI

Child/Student:__________________________ Program Manager:_______________________ Date:_____________

Time* ActivitySpeciallyDesigned

Instruction

Datacollection

(min. 2x/week)

InstructionalMaterials

Social Skills

Sensory Strategies

Generalization Plan

•Communicate expectations with visuals•Scripting•Checklists•Systematic prompting for independence•Trained peers

AttendanceAttendanceScripted - Lunch CountScripted - Lunch Count

Leah asked the Leah asked the students if they students if they have home or have home or school lunch. school lunch.

““Do you Do you have have home home lunch or lunch or school school lunch?”lunch?”

Leah(child w/Autism)

“ “ School School lunch”lunch”

Judy

Student Home Lunch

School Lunch

Judy

Lucy

Mark

Child/Student:__________________________ Program Manager:_______________________ Date:_____________

Time* Activity

Targetedskill

short-termobjective

SpeciallyDesigned

Instruction

Datacollection

(min. 2x/week)

InstructionalMateri

als

Social Skills

Sensory Strategies

Generalization Plan

•Attendance sheet•Tally system for additional social interactions

Child/Student:__________________________ Program Manager:_______________________ Date:_____________

Time Activity

Targetedskill

short-termobjective

SpeciallyDesigned

Instruction

Datacollection

InstructionalMaterials

Social Skills

Sensory Strategie

Generalization Plan

•Clipboard•Checklist with students names•Pencil•Reinforcement system

Child/Student:__________________________ Program Manager:_______________________ Date:_____________

Time*Time* ActivityActivity

TargetedTargetedskillskill

short-termshort-termobjectiveobjective

SpeciallySpeciallyDesignedDesignedInstructioInstructio

nn

DataDatacollectioncollection

InstructionInstructionalal

MaterialsMaterialsSocial SkillsSocial Skills

SensoSensory ry StrateStrategiesgies

GeneralizaGeneralization Plantion Plan

InitiationInitiationGreetingGreetingEnding Ending conversatioconversationnComplimenComplimenttFollowing Following directionsdirections

Child/Student:__________________________ Program Manager:_______________________ Date:_____________

Time* Activity

Targetedskill

short-termobjective

SpeciallyDesigned

Instruction

Datacollection

(min. 2x/week)

Instructional

Materials

Social

Sensory StrategiesGeneralizatio

n Plan

•None at this time

Child/Student:__________________________ Program Manager:_______________________ Date:_____________

Time* Activity

Targetedskill

short-termobjective

SpeciallyDesigned

Instruction

Datacollection

(min. 2x/week)

Instructional

Materials

Social Skills

Sensory Strategies

Generalization Plan

•Game playing•Recess•Passing our class work•Use peers names outside of group•Lunch Bunch

Program PlanningProgram PlanningTime* Activity

Targetedskill

short-termobjective

SpeciallyDesigned

Instruction

Datacollection

InstructionalMaterials

Social SkillsSensory Strategies

Generalization Plan

8:00 •Taking Attendance

•Social Interaction•Initiate conversationwith peers•Greetings•Names of classmates/staff

•Scripting•Checklist•Expectations with visuals•Scripting•Checklists•Systematic prompting for independence•Trained peers

•Attend. sheet•Tally system for add. interactions

•Clipboard•Checklist with students names•Pencil

•Initiation•Greeting•Ending conversation•Compliment

•None at this time

•Game playing•Recess•Passing our class work

Attendance/Lunch Count ResultsAttendance/Lunch Count Results

Scripted, “Do you Scripted, “Do you have home lunch or have home lunch or school lunch?”school lunch?”

125 additional peer 125 additional peer interactions per weekinteractions per week

Teacher uses for Teacher uses for attendance attendance

Natural classroom jobNatural classroom job Integrated into daily Integrated into daily

routineroutine Compliments to and Compliments to and

from peersfrom peers Additional Additional

conversationsconversations

Scripting with Leah - OutcomeScripting with Leah - Outcome

After Introduction of Training Comparison of LT to Peers

0

2

4

6

8

10

12

1 2 3

Class Periods

Nu

mb

er o

f So

cial

In

tera

ctio

ns

LT

Peer

Teacher reports that “Leah”, is now a social Teacher reports that “Leah”, is now a social butterfly in the morning, commenting and talking butterfly in the morning, commenting and talking when at the beginning of the year she didn’t say when at the beginning of the year she didn’t say one word to her classmates.”one word to her classmates.”

Program Planning: Part IIProgram Planning: Part II

Social Skills Social Skills Program Program DevelopmentDevelopment Naturally Naturally

occurring social occurring social settingsetting

Team approachTeam approach Peer trainingPeer training GeneralizationGeneralization

Program PlanningProgram PlanningTime Activity

Targetedskill

short-termobjective

SpeciallyDesigned

Instruction

Datacollection

Instructional

MaterialsSocial Skills

Sensory Strategies

Generalization Plan

11:30 •Lunch •Topic Maintenance•Commenting•Social Interaction•Initiate conversationwith peers•Greetings•Names of classmates

•Scripting•Checklist•Systematic prompting for independence•Trained peers•Priming activities •Role playing•Adult facilitator

•Questions/ Comments from•Tally system for initiations

•Teach Me Language book•Scripted forms

•Topic maintenance• Initiation•Greetings•Ending conversation•Commenting•Active listening

•Quiet room•Few outside distracters

•Lunch room with group•Game playing•Recess

Video of LeahVideo of Leah Explanation of intervention for Explanation of intervention for

topic maintenance and topic maintenance and commentingcommenting

““Lunch Bunch” with peers and Lunch Bunch” with peers and teacherteacher

Reaction for teachers on Reaction for teachers on interventionsinterventions

Scripting for Lunch Bunch GroupScripting for Lunch Bunch Group

Scripting is having something printed or in pictures to help guide communication exchanges between two people.

Teacher: “What did you do last Teacher: “What did you do last Summer”Summer”Laura: “I went Swimming”Laura: “I went Swimming”

Teacher: “Wow great Fun!”Teacher: “Wow great Fun!”

Examples and Examples and Evidence of Evidence of Educational Educational InterventionsInterventions

Lunch BunchLunch Bunch

Trained peersTrained peers Defined goalsDefined goals Trained facilitatorTrained facilitator Priming activitiesPriming activities Motivating Motivating

activitiesactivities Natural time for Natural time for

peers to interactpeers to interact Does not interrupt Does not interrupt

natural flow of daynatural flow of day

Social Skills Priming ActivitiesSocial Skills Priming Activities Motivating topics Motivating topics

chosen by studentchosen by student Generated questions to Generated questions to

ask peers to ask peers to initiate initiate conversationconversation

Rehearsed comments Rehearsed comments she could make on the she could make on the topictopic

Reviewed with multiple Reviewed with multiple team membersteam members

Goals include self Goals include self monitoring of topic monitoring of topic maintenancemaintenance

Circle of FriendsCircle of Friends Process to encourage Process to encourage

development of development of friendships with peers friendships with peers with autismwith autism

Peers have Peers have understanding of understanding of autismautism

Examine “Circle of Examine “Circle of Friends”Friends”

Parental InvolvementParental Involvement Activities generalized Activities generalized

outside of schooloutside of school

Trained Social Peer GroupTrained Social Peer Group Develop “lunch bunch” Develop “lunch bunch”

with chosen peerswith chosen peers Define new skill for Define new skill for

student (student (i.e. topic i.e. topic maintenance, giving maintenance, giving compliment) compliment)

Demonstrate how Demonstrate how peers can encourage peers can encourage and demonstrate social and demonstrate social skills during “lunch skills during “lunch bunch”bunch”

Generalize skills Generalize skills throughout daythroughout day

Classroom SurveysClassroom Surveys

Scripted surveys. “Do Scripted surveys. “Do you like dogs or cats you like dogs or cats better?”better?”

Academic extension Academic extension activities (graphing, activities (graphing, write up results)write up results)

50 additional social 50 additional social interactions per weekinteractions per week

Additional social Additional social conversationsconversations

Reading Emotions WorksheetReading Emotions Worksheet

Choose one character Choose one character in story in story

Monitor emotions of Monitor emotions of character by recording character by recording on worksheeton worksheet

Developed to read Developed to read social cuessocial cues

Congruent with Congruent with reading curriculumreading curriculum

Understanding that Understanding that emotions changeemotions change