2008-2009 training. we are obligated to provide research- and evidence-based instruction. we need...
TRANSCRIPT
2008-2009 Training
We are obligated to provide research- and evidence-based instruction.
We need to be able to articulate what those interventions may be
We need to be able to explain to parents how our instruction is research-based
We need to know the difference between research and individual reports.
No Child Left Behind Research- & Evidence-based interventions to be
used for all students Response to Intervention – RtI
New Texas Commissioner Rules Related to Autism Spectrum Disorder Addressed in the IEP
To employ scientifically based research (SBR to determine teaching methods used in public schools.
Empirical methods Reliable & valid data Experimental or quasi-experimental designs Replicability Peer-review
Get in your group
Read and analyze your assigned item
Discuss in your group how is this different from the
previous rules – the Autism Supplement
Discuss and write on chart paper how you as
teachers must address this item at the ARD and in
the classroom
And, How Do You Know?
Presented at CCBD Conference in Dallas, October 2007 by Robyn Christensen, Betsy Botts - University of West Florida; Patricia Hershfeldt - Johns Hopkins
Presented at CCBD Conference in Dallas, October 2007 by Robyn Christensen, Betsy Botts - University of West Florida; Patricia Hershfeldt - Johns Hopkins
Presented at CCBD Conference in Dallas, October 2007 by Robyn Christensen, Betsy Botts - University of West Florida; Patricia Hershfeldt - Johns Hopkins
I t may come in a pretty package
It may come from a “reputable” source
It may come with: “research” “testimonials” “money-back guarantee”
Presented at CCBD Conference in Dallas, October 2007 by Robyn Christensen, Betsy Botts - University of West Florida; Patricia Hershfeldt - Johns Hopkins
Consumption is known today at TB
The “new discovery” was a mixture of chloroform and morphine
Chloroform stops the cough reflex, which is necessary to clear the lungs.
Morphine (opium) makes you happy!
Presented at CCBD Conference in Dallas, October 2007 by Robyn Christensen, Betsy Botts - University of West Florida; Patricia Hershfeldt - Johns Hopkins
Patent medicine charlatans made the following suggestions:
1. If the patient’s condition is worsening – he needs the remedy
2. If he continues to worsen – he needs more of the remedy
3. If he has a natural remission – it is because of the remedy
4. If he dies – the remedy was not started in time!
Presented at CCBD Conference in Dallas, October 2007 by Robyn Christensen, Betsy Botts - University of West Florida; Patricia Hershfeldt - Johns Hopkins
Define a fad. A procedure, method, or therapy that is adopted
rapidly in the presence of little validating research, gains wide use or recognition, and then fades from use – usually in the face of disconfirming research, but often due to the adoption of a new fad.
J. W. Jacobson, 2001
Lack of promises by available therapies
The best available treatment is distasteful to the parent
A group we accept as a professional authority supports a specific therapy.
Presented at CCBD Conference in Dallas, October 2007 by Robyn Christensen, Betsy Botts - University of West Florida; Patricia Hershfeldt - Johns Hopkins
Television “news” shows Facilitated Communication
One preliminary study in a peer-reviewed publication – no more
CBS, ABC, CNN “cure,” “breakthrough,” “groundbreaking,”
“revolutionary strategy” Why does it appear successful?
Dependent on one particular person Ideologically based
Presented at CCBD Conference in Dallas, October 2007 by Robyn Christensen, Betsy Botts - University of West Florida; Patricia Hershfeldt - Johns Hopkins
When the underlying theory is baseless or requires you to accept it on the basis of ideology
No evidence other than first person accounts
The underlying research does not meet conventional standards
There may be other reasons responsible for effect
Presented at CCBD Conference in Dallas, October 2007 by Robyn Christensen, Betsy Botts - University of West Florida; Patricia Hershfeldt - Johns Hopkins
Autism is lifelong and impacts all facets of child and family functioning
Lack of knowledge Accept recommendations from systems we
trust Need for a “magic bullet.”
Presented at CCBD Conference in Dallas, October 2007 by Robyn Christensen, Betsy Botts - University of West Florida; Patricia Hershfeldt - Johns Hopkins
10. Cure! Breakthrough! 9. New terms, new catch phrases 8. Jargon instead of scientific vocabulary 7. Conspiracy theories 6. Non-objectively stated goals 5. Vague, immeasurable benefits 4. Denigrate science & the establishment 3. In place of goal attainment, it makes you “feel good” 2. Vague, immeasurable benefits 1. $$$ Promoted by those making a profit $$$
Presented at CCBD Conference in Dallas, October 2007 by Robyn Christensen, Betsy Botts - University of West Florida; Patricia Hershfeldt - Johns Hopkins
Secretin Hormone Given to a boy with ASD Parents reported improvements in sleeping &
language Global treatment for autism?
Only 2 studies showed any difference between Secretin & placebo
Not a global treatment
Presented at CCBD Conference in Dallas, October 2007 by Robyn Christensen, Betsy Botts - University of West Florida; Patricia Hershfeldt - Johns Hopkins
Candida albicans - common species of yeast-causing disease found in humans Treatments
Pharmacological Dietary
Rimland (1988) extreme cases may result in schizophrenia and autism
Anecdotal reports ASD appeared in children whose mothers had chronic yeast infections
Gluten-Casein Intolerance Some have a chronic reaction to gluten proteins
– develop celiac disease Treatments
Anti-opioid drug – Naltrexone Gluten- & casein-free diet
On diet – up to 3 mos. to see positive results Must stay on diet to continue or maintain
progress
Auditory Integration Training Controversial Costly Purportedly remediates deficits in sound
sensitivity & auditory processing Guy Berard invented in 1960s Rimland collaborated with Berard
In your group assign one person as scribe and one as reporter
On chart paper, list the interventions or treatments you use in your classrooms
Attempting to limit & treat one aspect of autism in order to allow more competent functioning in a range of activities Treating sensory issues to improve
communication Little evidence to support these links
Especially when carried out in different context from targeted behavior
Therapies Pet/Animal Play Floor Time Relationship Development Intervention (RDI) Art Music
Rooted in behavior theory Instruction in functional skills Ongoing assessment and evaluation Discrete trial teaching Prompting Fading Shaping
Errorless learning Extinction Punishment Reliance on data-based decision-making
Grounded in behavioral learning theory A trial – a single teaching unit
Teacher instruction Student response Consequence
Break down lessons – task analysis Eliminate ambiguity Eliminate extraneous language Clear, concise instructions
Augmentative communication program Six Phases Use of highly motivating reinforcers Data collections Uses principles of ABA
Modifying the environment Physical organization Visual schedules Work systems Task organization
Predictability decreases stress Works on building independence Decrease teacher prompting Changes as student needs change
Used in conjunction with a variety of research-based interventions
A form of visual structure Generalizes across settings Used to highlight relevant information
Applied Behavior Analysis Discrete Trial Teaching Pivotal Response Training
Assistive Technology Augmentative Alternative Communication Incidental Teaching Picture Exchange Communication System Structured Teaching
Fast ForWord
Van Dijk Curricular Approach
Facilitated Communication
Holding Therapy
Gentle Teaching
Son-Rise Program
Floor Time
Play-Oriented Strategies
Pet/Animal Therapy
Relationship Development Intervention (RDI)
Play-Oriented Strategies
Gentle Teaching Option Method (Son-Rise Program) Floor Time Pet/Animal Therapy Relationship Development Intervention
(RDI)
Holding Therapy
Cognitive Scripts
Social Stories©
Power Cards
Cartooning
LEAP – Learning Experiences: An
Alternative Program for Preschoolers and
Parents
Cartooning Cognitive Scripts Power Cards
None
Pharmacology Sensory Integration (SI)
Auditory Integration Training Megavitamin Therapy Irlen Lenses
Art Therapy Candida: Autism Connection Feingold Diet Gluten-Casein Intolerance Mercury: Vaccinations & Autism Music Therapy
Each group will be assigned an intervention Use the information you are given and
answer the following questions on chart paper.
Be prepared to report out to group What is the intervention? Briefly describe. How can this intervention be used in the autism
classroom? How would you document the response to this
intervention?
When asked by a parent or hearing officer to explain how research- and evidence-based interventions are used in you classroom, what will you say?
How will you provide proof?