Responding to the Needs of Students with Autism Spectrum Disorders.

Responding to the Needs of Responding to the Needs of Students with Autism Students with Autism Spectrum DisordersSpectrum Disorders

The Center for Autism and Related The Center for Autism and Related DisabilitiesDisabilities

CARD- Albany is a university-affiliated CARD- Albany is a university-affiliated resource center that brings research and resource center that brings research and practice together in community settings. practice together in community settings.

CARD- Albany provides evidence-based CARD- Albany provides evidence-based training and support to families and training and support to families and professionals and, through ongoing research, professionals and, through ongoing research, contributes knowledge to the field of autism contributes knowledge to the field of autism spectrum disordersspectrum disorders

ObjectivesObjectives Participants will become familiar with the definition, Participants will become familiar with the definition,

characteristics, and other related information characteristics, and other related information regarding autism spectrum disordersregarding autism spectrum disorders

Participants will be able to recognize evidence- based Participants will be able to recognize evidence- based practices in assessing students with ASDpractices in assessing students with ASD

Participants will be able to recognize components for Participants will be able to recognize components for developing an effective educational program for developing an effective educational program for students with ASDstudents with ASD

Participants will understand the importance of Participants will understand the importance of effective collaboration, resources, and supports for effective collaboration, resources, and supports for students with autism spectrum disordersstudents with autism spectrum disorders

Definition of Autism Spectrum Disorders

Question: What are some of the common characteristics that you see in each of the children portrayed in the video?

IDEA and Part 200IDEA and Part 200Definition of ASDDefinition of ASD

Autism means a developmental disability Autism means a developmental disability significantly affecting significantly affecting verbal and nonverbal verbal and nonverbal communication communication and and social interactionsocial interaction, , generally evident before age three, that generally evident before age three, that adversely affects a child's educational adversely affects a child's educational performance. Other characteristics often performance. Other characteristics often associated with autism are associated with autism are engagement in engagement in repetitive activities and stereotyped repetitive activities and stereotyped movements, resistance to environmental movements, resistance to environmental change or change in daily routines, and change or change in daily routines, and unusual responses to sensory experiencesunusual responses to sensory experiences..

Eligibility for Special Eligibility for Special Education Services from Education Services from

Part 200Part 200Areas of need:Areas of need: Academic achievement, Academic achievement, functional functional

performanceperformance, learning characteristics, learning characteristics Social developmentSocial development Physical developmentPhysical development Management needsManagement needs

Who Is Affected By Autism?Who Is Affected By Autism?

CDC currently estimates that 1 in 150 individuals CDC currently estimates that 1 in 150 individuals have autism spectrum disorder based on study that have autism spectrum disorder based on study that looked at 8 year-old children across 14 stateslooked at 8 year-old children across 14 states

CDC study expanded the definition of “autism” to CDC study expanded the definition of “autism” to include the diagnosis of PDD-NOS and Asperger’s include the diagnosis of PDD-NOS and Asperger’s SyndromeSyndrome

Boys are 4 times more likely to be diagnosed but girls Boys are 4 times more likely to be diagnosed but girls are more severely affectedare more severely affected

http://www.cdc.gov/ncbddd/autism/faq_prevalence.htmhttp://www.cdc.gov/ncbddd/autism/faq_prevalence.htm

NYS Children and Youth with Disabilities NYS Children and Youth with Disabilities Receiving Special Education Programs and ServicesReceiving Special Education Programs and Services

School age students (4-21) with autismSchool age students (4-21) with autism 1996 - Total: 3,416 1996 - Total: 3,416 1997 - Total: 4,104 1997 - Total: 4,104 1998 - Total: 5,1421998 - Total: 5,142 1999 - Total: 5,6591999 - Total: 5,659 2000 - Total: 6,7522000 - Total: 6,752

2001 - Total: 7,9182001 - Total: 7,918 2002 - Total: 9,1412002 - Total: 9,141 2003 - Total: 10,6172003 - Total: 10,617 2004 - Total: 12,1622004 - Total: 12,162 2005 - Total: 13,6222005 - Total: 13,622 2006 - Total: 15,4712006 - Total: 15,471 2007 – Total: 17,5052007 – Total: 17,505

Source: NYS Department of EducationSource: NYS Department of Education

513% 513% INCREASEINCREASE

When Does It Occur?When Does It Occur?

Children are born with the disorder and never Children are born with the disorder and never “outgrow” or are “cured” of their autism“outgrow” or are “cured” of their autism

Usually diagnosed in early childhood (18 Usually diagnosed in early childhood (18 months – 2 years) when a child fails to meet months – 2 years) when a child fails to meet developmental milestonesdevelopmental milestones

www.cdc.gov/ncbddd/autism/actearly/interactive/index.htmlwww.cdc.gov/ncbddd/autism/actearly/interactive/index.html

http://www.autismspeaks.org/video/glossary.phphttp://www.autismspeaks.org/video/glossary.php

What Causes Autism?What Causes Autism?

GenesGenes Monozygotic vs. dizygotic twin studies have Monozygotic vs. dizygotic twin studies have

shown that if 1 identical twin has autism, the shown that if 1 identical twin has autism, the chance that the other twin has autism is 10 chance that the other twin has autism is 10 times higher than that of fraternal twinstimes higher than that of fraternal twins

Multiple genes are now being studied for their Multiple genes are now being studied for their possible role possible role


Brain structure is Brain structure is differentdifferent

Cause of autism Cause of autism is currently is currently unknownunknown

http://www.nimh.nih.gov


Other Theories:Other Theories:• Heavy metalsHeavy metals• PollutantsPollutants• ToxinsToxins• VaccinesVaccines• ChemicalsChemicals• PesticidesPesticides• Gastrointestinal issuesGastrointestinal issues

*none of these have been empirically proven to *none of these have been empirically proven to cause autism*cause autism*

DSM-IV Diagnostic CriteriaDSM-IV Diagnostic Criteria(American Psychiatric Association, 2000)(American Psychiatric Association, 2000)

CommunicationCommunication Delay in, or complete lack of, verbal Delay in, or complete lack of, verbal

communicationcommunication Difficulty in initiating or sustaining conversationsDifficulty in initiating or sustaining conversations Stereotyped or idiosyncratic use of language Stereotyped or idiosyncratic use of language

(echolalia, jargon)(echolalia, jargon) Inability to engage in spontaneous, make- Inability to engage in spontaneous, make-

believe, or imitative play at the appropriate believe, or imitative play at the appropriate developmental leveldevelopmental level

DSM-IV Diagnostic CriteriaDSM-IV Diagnostic Criteria

SocializationSocialization Difficulty developing peer relationships Difficulty developing peer relationships

appropriate to developmental levelappropriate to developmental level Impaired use of nonverbal behaviors (e.g., eye Impaired use of nonverbal behaviors (e.g., eye

contact, facial expressions, and gestures)contact, facial expressions, and gestures) Lack of spontaneous seeking to share Lack of spontaneous seeking to share

enjoyment, interests, or achievements with other enjoyment, interests, or achievements with other people (joint attention)people (joint attention)

Lack of social or emotional reciprocityLack of social or emotional reciprocity

DSM-IV Diagnostic CriteriaDSM-IV Diagnostic Criteria

BehaviorBehavior Preoccupation with an activity or interest that is Preoccupation with an activity or interest that is

abnormal either in intensity or focusabnormal either in intensity or focus Inflexible adherence to nonfunctional routines or Inflexible adherence to nonfunctional routines or

ritualsrituals Repetitive or stereotyped movements (e.g., hand Repetitive or stereotyped movements (e.g., hand

flapping)flapping) Persistent Persistent preoccupation with parts of objectspreoccupation with parts of objects

Rett’s Rett’s DisorderDisorder

Childhood Childhood Disintegrative Disintegrative

DisorderDisorder

Pervasive Developmental Disorders (PDD)Pervasive Developmental Disorders (PDD)Autism Spectrum Disorders (ASD)Autism Spectrum Disorders (ASD)

Lower FunctioningLower Functioning Below Average IQ, Below Average IQ,

Mental Retardation, little Mental Retardation, little or no verbal languageor no verbal language

Higher FunctioningHigher Functioning Average/Above Average Average/Above Average

IQ, verbal language, IQ, verbal language, etc.etc.

AutismAutism

PDD -NOSPDD -NOS

Asperger’s Syndrome

IQ < 70IQ < 70

Rett’s DisorderRett’s Disorder

Early typical development followed by period Early typical development followed by period of stagnation or regressionof stagnation or regression Motor and cognitive delaysMotor and cognitive delays Loss of purposeful hand movementsLoss of purposeful hand movements

Rare: 1:10,000 females; not found in malesRare: 1:10,000 females; not found in males Occurs around 6-18 months of ageOccurs around 6-18 months of age Genetically based (MECP2)Genetically based (MECP2)

International Rett Syndrome FoundationInternational Rett Syndrome Foundation

http://www.rettsyndrome.orghttp://www.rettsyndrome.org

Childhood Disintegrative Childhood Disintegrative DisorderDisorder

A developmental disorder characterized by a A developmental disorder characterized by a relatively longer period of typical development relatively longer period of typical development (compared to Rett’s and Autism) followed by a (compared to Rett’s and Autism) followed by a marked regression in communication, marked regression in communication, socialization, and cognitive skillssocialization, and cognitive skills Around 1 in 1500 births - more common in boysAround 1 in 1500 births - more common in boys Symptom onset between 2 to 4 years of age but Symptom onset between 2 to 4 years of age but

before 10 years of agebefore 10 years of age Cause unknownCause unknown

Yale Developmental Disabilities ClinicYale Developmental Disabilities Clinichttp://info.med.yale.edu/chldstdy/autismhttp://info.med.yale.edu/chldstdy/autism

PDD-NOSPDD-NOSPervasive Developmental Disorder – Not Otherwise Pervasive Developmental Disorder – Not Otherwise

SpecifiedSpecified

Individual exhibits many of the Individual exhibits many of the behaviors and characteristics of autism behaviors and characteristics of autism but not enough to meet the full criteria but not enough to meet the full criteria of autismof autism

Not the same has “high functioning Not the same has “high functioning autism” or Asperger’s Syndromeautism” or Asperger’s Syndrome

Individuals can range from high to low Individuals can range from high to low functioningfunctioning

Asperger’s SyndromeAsperger’s Syndrome

Distinguished from Autism and PPD-NOS by Distinguished from Autism and PPD-NOS by the lack of language delaythe lack of language delay

Normal to above-average intelligenceNormal to above-average intelligence Social interest present but understanding and Social interest present but understanding and

skills are lackingskills are lacking Often verbose but may use language in Often verbose but may use language in

different ways and lack pragmaticsdifferent ways and lack pragmatics Patterns of speech may be unusualPatterns of speech may be unusual Often motor skill delays and appear Often motor skill delays and appear

physically awkward, clumsyphysically awkward, clumsyAutism Society of America , www.autism-society.orgAutism Society of America , www.autism-society.org

3 Core Deficits Across the Spectrum

Communication

Socialization

Repetitive Patterns

of Behavior

Diagnostic Overlap

Diagnostic Overlap

Autism PDD-NOS Asperger’s Disorder

Non-Verbal/Echolaic

Appears unaware/

no interest

Physical rocking/

Head banging

Scripts/lackingFunctionality

Parallel Play/lacks Age appropriate

skills

Preoccupation with parts/

Spinning objects

Verbal/lacks pragmatic Aspects of

communcation

Interest/lack of social

understanding

Over focus on topic

Adapted from Christine Peterson

Implications for the ClassroomImplications for the ClassroomCommunicationCommunication

Wide range of communicative abilityWide range of communicative ability Non-verbal to verbose but lacking in pragmaticsNon-verbal to verbose but lacking in pragmatics Often more behavioral communication than intentional, Often more behavioral communication than intentional,

social, or verbal communicationsocial, or verbal communication Receptive language difficulties - expectations, directions, Receptive language difficulties - expectations, directions,

comments need to be clear, concrete, simple, direct, and comments need to be clear, concrete, simple, direct, and visualvisual

Expressive language difficulties – even highly intelligent Expressive language difficulties – even highly intelligent students may struggle to speak up or become frustrated students may struggle to speak up or become frustrated trying to share thoughts, feelings, and ideastrying to share thoughts, feelings, and ideas

Written communication difficulties – from the mechanics of Written communication difficulties – from the mechanics of writing to organizing thoughts and getting them to paperwriting to organizing thoughts and getting them to paper

Video: Social Difficulties in Asperger’s Syndrome

Implications for the ClassroomImplications for the ClassroomSocial DeficitsSocial Deficits

Social imitation (academic & non-academic) is lacking – Social imitation (academic & non-academic) is lacking – explicit explicit instruction requiredinstruction required

Perception and interpretation Perception and interpretation of body language and social cues of body language and social cues lackinglacking – watch for social misunderstandings – watch for social misunderstandings

Subtle and arbitrary Subtle and arbitrary social rules not recognizedsocial rules not recognized, understood, or , understood, or valued – may need to explain or explicitly instruct; rules should valued – may need to explain or explicitly instruct; rules should be functional to make sensebe functional to make sense

Will need significant Will need significant assistance withassistance with establishing and establishing and maintaining maintaining social relationshipssocial relationships; ; self-advocacyself-advocacy, and integration , and integration into the school communityinto the school community

Often victims of bullying – be awareOften victims of bullying – be aware Lack Lack “Theory of Mind” “Theory of Mind” – doesn’t realize others may think and – doesn’t realize others may think and

feel differentlyfeel differently

Theory of MindTheory of Mind

The Sally Ann Test

Implications for the ClassroomImplications for the ClassroomRepetitive Behavior and InterestsRepetitive Behavior and Interests

Adherence to Adherence to inflexibleinflexible routine or rules routine or rules common – striking a balance of structure and common – striking a balance of structure and teaching flexibility keyteaching flexibility key

Often Often preoccupiedpreoccupied with activity or particular with activity or particular interest – can you turn activity or opportunity interest – can you turn activity or opportunity to discuss interest into a reinforcer for pro-to discuss interest into a reinforcer for pro-social and good work habits?social and good work habits?

May engage in odd May engage in odd repetitive behaviorrepetitive behavior – – behavior extinction not always the best behavior extinction not always the best approachapproach

Related CharacteristicsRelated CharacteristicsSensory IssuesSensory Issues

Processing sensory informationProcessing sensory information Over or under-sensitivity Over or under-sensitivity to noises, lighting, to noises, lighting,

odors, tastes, textures, painodors, tastes, textures, pain Sensory Sensory over-selectivityover-selectivity Failure to respondFailure to respond Hidden “senses”Hidden “senses”

vestibularvestibular (movement and balance) (movement and balance) proprioceptiveproprioceptive (feedback on how much (feedback on how much

force or pressure to apply when picking up force or pressure to apply when picking up something or holding an item)something or holding an item)

Video Clip of sensory sensitivities leading to repetitive behaviors

Related CharacteristicsRelated CharacteristicsCognitive IssuesCognitive Issues

Difficulty drawing Difficulty drawing conclusionsconclusions Difficulty with incidental learningDifficulty with incidental learning Often excellent rote memoryOften excellent rote memory Slower at Slower at retrievingretrieving information information Slower Slower processingprocessing speed speed Problems with Problems with working memoryworking memory Trouble Trouble predictingpredicting outcomes (e.g., people’s outcomes (e.g., people’s

reactions)reactions) Often do not see Often do not see cause-effectcause-effect

Related CharacteristicsRelated CharacteristicsCognitive IssuesCognitive Issues

Problems with executive functionProblems with executive function Issues with Issues with shiftshift: moving freely from one : moving freely from one

activity/situation to another, activity/situation to another, transitionstransitions, , flexible flexible problem solvingproblem solving

Issues with Issues with initiationinitiation; can’t begin tasks; can’t begin tasks Issues with Issues with planningplanning, , organizingorganizing, , sequencingsequencing, ,

setting goals/objectivessetting goals/objectives Issues with seeing “big picture” or main ideaIssues with seeing “big picture” or main idea Issues with Issues with evaluatingevaluating activity; pace, completion, activity; pace, completion, Issues with modulating Issues with modulating emotional response emotional response Issues with controlling Issues with controlling impulsesimpulses

Evidence-Based Instructional Evidence-Based Instructional Methods/InterventionsMethods/Interventions

What is Evidence-Based Practice?What is Evidence-Based Practice?

NCLB (2002)NCLB (2002) Effective education Effective education

practicespractices Scientifically based Scientifically based

researchresearch Rigorous peer reviewRigorous peer review Positive resultsPositive results

Review and synthesis Review and synthesis completed by Simpson, completed by Simpson, et. al (2005) et. al (2005) Scientifically-based: Scientifically-based:

possess “significant and possess “significant and convincing empirical convincing empirical efficacy and support”efficacy and support”

Promising: programs Promising: programs that have emerged as that have emerged as having “efficacy and having “efficacy and utility with individuals utility with individuals with ASD”with ASD”

Why Do Students with ASD Require Special Why Do Students with ASD Require Special Learning Environments?Learning Environments?

Core symptoms & associated features challenge students Core symptoms & associated features challenge students to learn from more typical environments, so they often to learn from more typical environments, so they often require:require: Structured learning environments that include social Structured learning environments that include social

communication training and behavior supports communication training and behavior supports Structure and enhancement of relevant stimuli to increase Structure and enhancement of relevant stimuli to increase

attendingattending Scope and sequence of skillsScope and sequence of skills Repeated learning trialsRepeated learning trials Specific intervention for generalizationSpecific intervention for generalization Continuous opportunities to learn and apply skills across Continuous opportunities to learn and apply skills across

multiple contextsmultiple contexts

Magyar, C., (2008, November). Developing a system of support for students with autism spectrum disorders: A classroom model. Presentation given at the 7th Annual Conference sponsored by CARD-Albany, Albany, NY.

Focus of AssessmentFocus of Assessment

Specific learning challengesSpecific learning challenges Cognitive ability and profileCognitive ability and profile Academic ability and profileAcademic ability and profile

Ecological AssessmentEcological Assessment Instructional contextInstructional context Interaction between learning context/environment and Interaction between learning context/environment and

student learning behavior (FBA)student learning behavior (FBA)

Assessment of other skills related to learningAssessment of other skills related to learning AdaptiveAdaptive SocialSocial LanguageLanguage Emotional-behavioralEmotional-behavioral

Magyar, C., (2008, November). Magyar, C., (2008, November). Developing a system of support for students with autism spectrum Developing a system of support for students with autism spectrum disorders: A classroom model.disorders: A classroom model. Presentation given at the 7 Presentation given at the 7 thth Annual Conference sponsored by CARD- Annual Conference sponsored by CARD-Albany, Albany, NY.Albany, Albany, NY.

Linking Assessment to InterventionLinking Assessment to Intervention

Determine the student’s ability profileDetermine the student’s ability profile Determine the contextual support elements to Determine the contextual support elements to

maximize learningmaximize learning Know the curriculum/lessons and align content Know the curriculum/lessons and align content

difficulty level with student ability, THEN select best difficulty level with student ability, THEN select best instructional methods, activities, and formatinstructional methods, activities, and format

Differentiate instruction & differentially reinforceDifferentiate instruction & differentially reinforce Evaluate progress and performance (continuous)Evaluate progress and performance (continuous)

Problem solveProblem solve ReviseRevise Re-assessRe-assess

Magyar, C., (2008, November). Magyar, C., (2008, November). Developing a system of support for students with autism spectrum disorders: A Developing a system of support for students with autism spectrum disorders: A classroom model.classroom model. Presentation given at the 7 Presentation given at the 7 thth Annual Conference sponsored by CARD-Albany, Albany, Annual Conference sponsored by CARD-Albany, Albany, NY.NY.

Continuous AssessmentContinuous Assessment

Response to Response to Plan/InterventionPlan/Intervention

Revise, Modify, Revise, Modify, Enhance Enhance

Education PlanEducation Plan

Initial/Continuous Initial/Continuous Assessment and Assessment and Educational PlanEducational Plan

Magyar, C., (2008, November). Developing a system of support for students with autism spectrum disorders: A classroom model. Presentation given at the 7th Annual Conference

sponsored by CARD-Albany, Albany, NY

Effective Components for Educational Effective Components for Educational PracticesPractices

Current research supports the following should Current research supports the following should be present in a quality educational programs be present in a quality educational programs for students with ASD:for students with ASD:

Individualized supports and servicesIndividualized supports and services Systematic instructionSystematic instruction Comprehensible and structured learning Comprehensible and structured learning

environmentsenvironments Specialized curriculum focusSpecialized curriculum focus Functional approach to problem behaviorFunctional approach to problem behavior Family involvementFamily involvement

Iovannone, R.; Dunlap, G.; Huber, H.; and Kincaid, D. (2003). Effective educational practices for students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities,18, 150-165

Effective Components for Educational Effective Components for Educational PracticesPractices

Individualized Supports and ServicesIndividualized Supports and Services Students with ASD are heterogeneous in Students with ASD are heterogeneous in

presentation of behaviorspresentation of behaviors Unique interests, preferences, & learning stylesUnique interests, preferences, & learning styles No one program, support, or service is likely to No one program, support, or service is likely to

meet the population as a wholemeet the population as a whole Flexible placement and support options are Flexible placement and support options are

neededneeded Match specific practices, supports, services with Match specific practices, supports, services with

each student’s unique profile and individual family each student’s unique profile and individual family differencesdifferences

From: Iovannone, R.; Dunlap, G.; Huber, H.; and Kincaid, D. (2003). Effective educational practices for students with autism spectrum disorders. Focus on

Autism and Other Developmental Disabilities,18, 150-165

Evidence-Based PracticeEvidence-Based Practice

Applied Behavior AnalysisApplied Behavior Analysis Not a specific intervention, but rather a Not a specific intervention, but rather a

theoretical frameworktheoretical framework Based on work of behaviorists (Skinner, etc.)Based on work of behaviorists (Skinner, etc.) Desired behaviors are identified, taught, and Desired behaviors are identified, taught, and

reinforcedreinforced Programs are highly individualizedPrograms are highly individualized

http://www.abainternational.orghttp://www.abainternational.org

Effective Components for Effective Components for Educational PracticesEducational Practices

Systematic InstructionSystematic Instruction Identification of valid educational goalsIdentification of valid educational goals Careful outlining of instructional procedures Careful outlining of instructional procedures

and their implementationand their implementation Evaluation of effectivenessEvaluation of effectiveness Adjustment of instruction based on dataAdjustment of instruction based on data


Discrete Trial Training (DTT)Discrete Trial Training (DTT) Trial= “single teaching unit”Trial= “single teaching unit”

Instruction, child response, consequenceInstruction, child response, consequence Break down tasks into discrete behaviorsBreak down tasks into discrete behaviors Each correct behavior is positively reinforcedEach correct behavior is positively reinforced Data is collected to drive instructional goalsData is collected to drive instructional goals


Pivotal response trainingPivotal response training Based on principles of ABABased on principles of ABA Targets pivotal behaviors to increase important Targets pivotal behaviors to increase important

language, play, and social language, play, and social behaviors(naturalistic approach)behaviors(naturalistic approach)

Motivation; responsivity to multiple cues Motivation; responsivity to multiple cues Utilizes natural reinforcersUtilizes natural reinforcers Data is collected to drive instructional goalsData is collected to drive instructional goals

http://psy3.ucsd.edu/~autism/prttraining.htmlhttp://psy3.ucsd.edu/~autism/prttraining.htmlKoegel et al., 1987Koegel et al., 1987

Promising PracticePromising Practice

Incidental teachingIncidental teaching Instruction during typical activities based on Instruction during typical activities based on

student interest and motivationstudent interest and motivation Learning environment organized around Learning environment organized around

preplanned objectives and student preferencepreplanned objectives and student preference AdvantagesAdvantages

Skill generalizationSkill generalization Social initiationsSocial initiations Daily routinesDaily routines

http://www.autismnetwork.org/modules/academic/incidental/http://www.autismnetwork.org/modules/academic/incidental/index.htmlindex.html


Comprehensible/Structured Learning Comprehensible/Structured Learning EnvironmentsEnvironments Curriculum needs to be clear to both students and Curriculum needs to be clear to both students and

educational personneleducational personnel Allows student to predict what’s going to happen Allows student to predict what’s going to happen

nextnext Provide a schedule of activitiesProvide a schedule of activities Plan and provide choice-makingPlan and provide choice-making Provide behavior supportProvide behavior support Define areas of classroom and schoolDefine areas of classroom and school Provide temporal relationsProvide temporal relations Facilitate transitions, flexibility, changeFacilitate transitions, flexibility, change


TEACCH – TEACCH – TTreatment and reatment and EEducation of ducation of AAutistic utistic and related and related CCommunication ommunication HHandicapped andicapped CChildren- Structured Teachinghildren- Structured Teaching Modifying environment to accommodate Modifying environment to accommodate

needs of individuals with ASDneeds of individuals with ASD Physical organizationPhysical organization Work schedulesWork schedules Work systemsWork systems Task organizationTask organization

http://www.teacch.comhttp://www.teacch.com


Specialized Curriculum FocusSpecialized Curriculum Focus Focus on development of social reciprocity Focus on development of social reciprocity

and communicationand communication Systematic instruction inSystematic instruction in

Social engagement skills (initiating & responding)Social engagement skills (initiating & responding) Appropriate recreational or leisure skillsAppropriate recreational or leisure skills Language comprehension and communicationLanguage comprehension and communication


LEAP: Learning Experiences: An Alternative LEAP: Learning Experiences: An Alternative Program for Preschoolers and ParentsProgram for Preschoolers and Parents Early childhood; social developmentEarly childhood; social development Inclusive setting (home, school, community)Inclusive setting (home, school, community)

Peer mediated interventionsPeer mediated interventions Behavior managementBehavior management Educational approach with individualized Educational approach with individualized

objectivesobjectives

http://prekese.dadeschools.net/docs/leap/LEAPinfoflyer.pdfhttp://prekese.dadeschools.net/docs/leap/LEAPinfoflyer.pdf

Kohler & Strain, 1999Kohler & Strain, 1999


Picture Exchange Communication System Picture Exchange Communication System (PECS)(PECS) At most basic level it allows individuals to At most basic level it allows individuals to

exchange picture for an itemexchange picture for an item Based on functional nature of communicationBased on functional nature of communication

http://www.pecs.comhttp://www.pecs.com

Frost & Bondy, 1994Frost & Bondy, 1994


Social Stories® Social Stories® Individualized cognitive intervention that Individualized cognitive intervention that

describes social cues and appropriate describes social cues and appropriate responsesresponses

Teaching routines and academic material; Teaching routines and academic material; addressing behavior problemsaddressing behavior problems

http://www.thegraycenter.org/http://www.thegraycenter.org/

http://www.polyxo.com/socialstories/http://www.polyxo.com/socialstories/


SCERTS®SCERTS® SC - Social CommunicationSC - Social Communication ER - Emotion RegulationER - Emotion Regulation TS - Transactional SupportTS - Transactional Support

Developmental frameworkDevelopmental framework Incorporates evidence-based practicesIncorporates evidence-based practices

http://www.scerts.comhttp://www.scerts.com


Functional Approach to Problem BehaviorFunctional Approach to Problem BehaviorPositive Behavior SupportPositive Behavior Support

Goal is to enhance the student’s quality of life by expanding Goal is to enhance the student’s quality of life by expanding his/her behaviors and adjusting the learning environment and by his/her behaviors and adjusting the learning environment and by making dysfunctional behavior irrelevant & ineffectivemaking dysfunctional behavior irrelevant & ineffective Functional behavior assessmentFunctional behavior assessment

Identification of variables that reliably predict and maintain problem Identification of variables that reliably predict and maintain problem behavior by collecting data directly and indirectlybehavior by collecting data directly and indirectly

Behavior Intervention PlanBehavior Intervention Plan Plan for teaching new equally effective pro-social behaviorPlan for teaching new equally effective pro-social behavior Outlines adjustments to the environment to support pro-social behaviorOutlines adjustments to the environment to support pro-social behavior Identifies responses to behavior from educational personnel and others Identifies responses to behavior from educational personnel and others

that will support and reinforce the new, desired behaviorthat will support and reinforce the new, desired behavior


Positive Behavior SupportPositive Behavior Support Research-based strategies used to increase Research-based strategies used to increase

quality of life and decrease problem behaviorquality of life and decrease problem behavior Teaching new skills; changing environmentTeaching new skills; changing environment

http://www.pbis.org/http://www.pbis.org/

http://www.apbs.org/http://www.apbs.org/

Hierarchy of Behavior Hierarchy of Behavior SupportsSupports

Classes of Challenging BehaviorClasses of Challenging Behavior

Functional Behavior AssessmentsFunctional Behavior Assessments

Should be conducted if the challenging Should be conducted if the challenging behavior:behavior:1.1. Significantly impacts the student’s Significantly impacts the student’s

academic/social performanceacademic/social performance

2.2. Places the child at risk of a more restrictive Places the child at risk of a more restrictive placementplacement

3.3. Has produced a series of disciplinary actions Has produced a series of disciplinary actions by administration (suspensions, etc.)by administration (suspensions, etc.)

Behavior Intervention PlansBehavior Intervention Plans

The goals of the behavior intervention plan The goals of the behavior intervention plan (BIP) are to:(BIP) are to:

1.1. Prevent the behavior from occurring, when Prevent the behavior from occurring, when possible and appropriatepossible and appropriate

2.2. Teach new behaviors to take the place of the Teach new behaviors to take the place of the challenging behaviorchallenging behavior

3.3. Change adult/peer responses to the behavior so Change adult/peer responses to the behavior so the behavior is no longer reinforcedthe behavior is no longer reinforced


Family InvolvementFamily Involvement Most stable, valuable, influential people in Most stable, valuable, influential people in

child’s environmentchild’s environment Determine optimal level of participation based Determine optimal level of participation based

on family characteristics, stressors, needs of on family characteristics, stressors, needs of familyfamily

Viewing parents as active partnersViewing parents as active partners Teach parents to implement strategiesTeach parents to implement strategies Parents contribute to effectiveness particularly Parents contribute to effectiveness particularly

when it comes to implementing strategies when it comes to implementing strategies across multiple environmentsacross multiple environments

Effective Collaboration, Support and Effective Collaboration, Support and ResourcesResources

Global nature of ASD requires a multidisciplinary approach Global nature of ASD requires a multidisciplinary approach including involvement of parents or guardiansincluding involvement of parents or guardians

Explicit need to generalize learning across multiple Explicit need to generalize learning across multiple environments requires trained professionals in districts and environments requires trained professionals in districts and schools collaborate to train others within the education setting schools collaborate to train others within the education setting and to assist parents in understanding students’ educational and to assist parents in understanding students’ educational needsneeds

Supporting families through knowledge of and referral to Supporting families through knowledge of and referral to community agencies and supports is essential for families to community agencies and supports is essential for families to manage stress of raising a child with ASDmanage stress of raising a child with ASD

Building partnerships with community agencies will lead to more Building partnerships with community agencies will lead to more effective transition plan outcomes for students with ASDeffective transition plan outcomes for students with ASD

Utilizing community resources to prepare students with ASD to Utilizing community resources to prepare students with ASD to enter the day treatment/training, workforce, or higher education enter the day treatment/training, workforce, or higher education following graduationfollowing graduation

RememberRemember

Always take into consideration the characteristics Always take into consideration the characteristics of autism and how they impact the individualof autism and how they impact the individual

Develop realistic goals for the individual Develop realistic goals for the individual Use team’s input in ANY assessmentUse team’s input in ANY assessment

Staff are MUCH more likely to use strategies Staff are MUCH more likely to use strategies and supports if they have a say in what is and supports if they have a say in what is usedused

Use MULTIPLE tools to assessUse MULTIPLE tools to assess Link the assessment to the intervention and Link the assessment to the intervention and

CONTINUE ASSESSINGCONTINUE ASSESSING

Regional Centers for Autism Regional Centers for Autism Spectrum DisordersSpectrum Disorders

The Center for Autism and Related The Center for Autism and Related DisabilitiesDisabilities

Contact Us:Contact Us:

Phone: (518) 442-2574Phone: (518) 442-2574

Email: [email protected]: [email protected]

Website: http://www.albany.edu/psy/autismWebsite: http://www.albany.edu/psy/autism

Responding to the Needs of Students with Autism Spectrum Disorders.

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