Adventures in Autism Intervention

and Research IV Conference

What’s the Evidence for ABA & TEACCH

as Evidence-Based Practices…?

Kevin Callahan, Ph.D., BCSE Sandy Magee, M.S., BCBA University of North Texas Gateway Center July 28th, 2012

Presentation Objectives

1. Define the meaning of “social validity” and “empirical evidence” related to programming for individuals with Autism Spectrum Disorders (ASD)

2. Identify socially and empirically validated components of ABA, TEACCH, and the IDEAL Model

3. Describe key elements and procedures of the National Autism Center’s National Standards Report, and the National Professional Development Center for Autism Spectrum Disorders

Autism Public School Programming:

The IDEAL versus the REAL

• The IDEAL: – Federal law mandates that all

educators identify and effectively implement research-demonstrated interventions and evidence-based practices

• The REAL: – “Throughout the history of education,

the adoption of instructional programs and practices has been driven more by ideology, faddism, politics, and marketing than by evidence.” Slavin, 2008

What do we mean by “evidence”

and where do we find it?

1. Empirical Evidence – “Scientifically Based Research”

– Involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to educational activities and programs.

2. Social Validation – “Customer Satisfaction”

– Refers to the acceptability of the goals, procedures, and outcomes of programs and interventions

Why does identifying & using EBPs matter?

• Some teachers and service providers will remain unaware of and/or ignore effective practices

• Some teachers will continue to implement unproven or less effective practices

• There could continue to be a high level of disagreement and misunderstanding between parents, teachers, and administrators about what constitutes effective programming (and a subsequent lack of successful collaboration)

• The progress of students with autism will continue to be negatively impacted

UNT research to address these

issues • Social Validation Study

– Callahan, Henson, & Cowan (2008), JADD.

• ABA vs. TEACCH

– Callahan, Mehta, Magee, & Wie (2009), JADD.

• Video Modeling Leterature Review

– Shukla-Mehta, Miller, & Callahan (2010), Focus on Autism…

• Empirical Validation Research

– Ongoing studies include young adult issues (HFA and AS)

– Seeking grant funding for model implementation

Social Validation Study • What will special educators, parents, and administrators

identify as critical components of autism programming?

• Survey research; 1-7 scale – 1 = “Not at all important [the component is totally irrelevant

and/or unrelated to a high-quality autism program]”

– 7 = “Absolutely important [the component is an indispensable part of a high-quality autism program]”

• 60 evidence-based components categorized into five functional areas

• Results: – Almost universal social validation of Evidence-Based Practices

– The IDEAL Model

The IDEAL Model Categories

• Individualized Programming (6.37)

• Data Collection (6.51)

• Empirically-Demonstrated Strategies (6.08)

• Active Collaboration (6.42)

• Long-term Outcomes (6.47)

Mean social validity ratings over all groups

1. (A)

Q71

Teachers and service providers who are knowledgeable,

experienced, and qualified in autism…

2. (I)

Q44

An individualized program developed and implemented to

provide meaningful educational benefits (including

measurable and adequate gains in the classroom).

3. (A)

Q70

Relevant, individualized staff training, including on-going in-

service training opportunities.

4. (I)

Q43

Assessment of all relevant domains (including social,

communication, environmental, physical…) using a variety of

methods, in order to develop individualized goals/objectives.

5. (D)

Q57

The measurement, documentation, and reporting to parents of

student progress toward annual goals and objectives.

The I.D.E.A.L. “Top 10” Practices

6. (D)

Q58

Ongoing monitoring and evaluation of the effectiveness of the

teaching interventions being used.

7. (L)

Q84

Ensuring a safe, interesting, and pleasurable classroom

setting.

8. (I)

Q39

Modifying the intensity, methods, and/or curriculum if there is

a documented lack of progress over an extended period of

time.

9. (A)

Q63

Adequate administrative support and availability of

resources.

10. (E)

Q1

The use of specialized curricula and strategies to teach social

skills.

The I.D.E.A.L. “Top 10” Practices

ABA vs. TEACCH Study

• Extended the original IDEAL research to investigate the social validity of practices within ABA and TEACCH

• Analyzed the comprehensiveness of ABA and TEACCH based on the IDEAL categories & components

• Results: There are significant gaps in the social validation of both ABA and TEACCH

• Consumers prefer the best of both worlds!

Why ABA and TEACCH?

• Among the most widely known approaches in autism

• Most visible and most frequently used programs in applied settings

– Frequently cited as the most effective

– Most broadly requested and implemented in public schools

• Considered to be comprehensive intervention models

ABA and TEACCH • ABA

– Scientific principles;

– Skills-instruction

– Decrease problem behavior;

– Repeated trials

• TEACCH – Structured

teaching;

– Visual organizers;

– Work systems;

– Prevent problem behavior;

– Lifespan focus

Social Validation Ratings Teachers Autism

(n=18)

Teachers Various

(n=36)

Administrators

(n=16)

Parents

(n=95)

ABA (n=19) +37

6.08 5.98 5.95 6.10

TEACCH (n=15) +37

6.11 6.48 6.09 6.12

“BOTH” (n=37)

6.42 6.50 6.32 6.49

Social Validation Ratings Teachers Autism

(n=18)

Teachers Various

(n=36)

Administrators

(n=16)

Parents

(n=95)

ABA (n=19) +37

6.08 5.98 5.95 6.10

TEACCH (n=15) +37

6.11 6.48 6.09 6.12

“BOTH” (n=37)

6.42 6.50 6.32 6.49

Social Validation Ratings Teachers Autism

(n=18)

Teachers Various

(n=36)

Administrators

(n=16)

Parents

(n=95)

ABA (n=19) +37

6.08 5.98 5.95 6.10

TEACCH (n=15) +37

6.11 6.48 6.09 6.12

“BOTH” (n=37)

6.42 6.50 6.32 6.49

Social Validation Ratings Teachers Autism

(n=18)

Teachers Various

(n=36)

Administrators

(n=16)

Parents

(n=95)

ABA (n=19) +37

6.08 5.98 5.95 6.10

TEACCH (n=15) +37

6.11 6.48 6.09 6.12

“BOTH” (n=37)

6.42 6.50 6.32 6.49

National Empirical Validation

Studies: NAC & NPDC • Systematic Literature Reviews to identify EBPs

– Slightly different methods (e.g., definitions & scope)

– Strikingly similar results/reliability

• National Autism Center – National Standards Report

– (2009) National panel of trained and expert reviewers

– Three categories: Established; Emerging; Unestablished

• National Professional Development Center for ASD

– Multi-state project to promote use of 22 “confirmed” EBPs

– (2008) Texas is a member of the research consortium

Autism Interventions that are

both Socially & Empirically Valid • All but one of the common NAC/NPDC EBPs were

identified by the IDEAL social validation process – “Response Interruption/Redirection” was not addressed

• ABA/TEACCH/IDEAL (“Both”) are all represented: – ABA = 12/17 IDEAL components; 11/15 Es (73.3%)

– TEACCH = 4/15 IDEAL components; 4/7 Es (57.1%)

– “Both” = 10/37 IDEAL components; 9/13 Es (69.2%)

• ABA & IDEAL account for approximately 50% of the common NAC/NPDC EBPs; (TEACCH 20%)

“TOP 5” Evidence-Based Practices Evidence-Based Practice

IDEAL Affiliation

Social Validity Rating

Comments

1. Social Skills Training Groups

Both 6.69 NAC “Emerging” practice; small groups, teacher-led, including direct instruction, role playing or practice, & feedback…

2. Functional Communication Training (FCT)

Both 6.57 Replacing inappropriate behaviors with effective communicative behaviors or skills; associated with FBA…

3. Functional Behavior Analysis (FBA)

ABA 6.54 Determining the underlying function or purpose of a behavior, so that an effective intervention plan can be developed…

4. Task Analysis Both 6.40 Breaking a skill into smaller, more manageable steps to teach the skill…

5T. Discrete Trial Training ABA 6.39 1-on-1 instructional approach using repeated trials/teaching opportunities; A-B-C…

5T. Visual Supports TEACCH 6.39 Tools to visually support instruction (e.g., schedules, labels, color-coded organization, timelines, scripts…)

NAC, NPDC, & UNT web sites

• National Autism Center:

– http://www.nationalautismcenter.org/

• National Professional Development Center for ASD:

– http://autismpdc.fpg.unc.edu/

• UNT Kristin Farmer Autism Center – www.autism.unt.edu

Questions?

Enjoy the rest of the conference;

Stay cool, and safe travels home!