‘different colours’ effective teaching in autism; applied behaviour analysis & discrete...
TRANSCRIPT
‘Different Colours’
Effective Teaching in Autism; Applied Behaviour Analysis &
Discrete Trial Teaching
Tim Powell 2006
“… a spectrum is different colours really…”
Norton, (Student, Aged 21 with Autism)
Educational experiences that make a positive difference
Combining Discrete Trial Teaching and
Visual Support Strategies
to enhance learning
where do we start?
Passionate debates Demystifying Applied Behaviour Analysis Knowledge of what are the most
valid/effective tools available? Knowing what programmes to choose Families/professionals knowing where to
access/what to access
the beginners guide to… Applied Behaviour Analysis
What is it? Why is it so effective for people with Autism?
Discrete Trial Teaching The basis for teaching new skills Applications across programmes and packages
Positive Affective Priming Getting others to understand the autism Having empathy can make a difference to success Increasing motivation
Visual Support Strategies Supplementing teaching Enhancing learning
applied behaviour analysis
“To observe, understand, develop and implement ways to change behaviour…”
“a framework, a set of principles and guidelines…”
Prizant and Wetherby, 1998
applied behaviour analysis Analysing and understanding
behaviour change Objective and analytical Determines if intervention
responsible for change Must be able to be
duplicated/replicated Relevant and functional Generalisation as a goal Positive and non-aversive
approaches used
TEACCH
ABA
PECS
Precision teaching
Lovaas
Earlybird
SPELLHigashi
Options
Applied Behaviour Analysis (ABA)
Lovaas
Precision Teaching
TEACCH
SPELL
PECS
Higashi
Options
Other intensive
programmes
Other holistic programmes
Early Bird
discrete trial teaching
“…a strategy to teach new skills to children and adults with ASD…”
“…increases the likelihood that a person will give a desired response so that it can be reinforced…”
Anderson et al, 1996, p.187
discrete trial teaching
Overall predominant strategy for teaching
Used in (for example)
‘Lovaas’ programmes Precision Teaching Picture Exchange
Communication (PECS) General Teaching practice Other ABA based ‘packages’
how does it work? Discriminative stimulus (S )
Instruction or environmental cue (what the teacher wants the person to respond to)
Prompting stimulus (S ) Teaching prompt if required
Response (R) Skill or behaviour that is the target of the instruction
Reinforcing stimulus (S ) Reward designed to motivate the person to respond correctly
D
P
R
what are the key elements? Highly structured Task steps achievable (broken down well) Reinforcement (motivators) potent Timing critical for reinforcement Reinforcers positive (verbal or tangible) Prompting clear and descriptive (verbal and physical) Guidance offers shaping and redirection Punishment/aversive consequences not used No fail
Meyer & Evans (1993), LaVigna & Willis (1997)
be careful! Don’t become rigid…lead onto other naturalistic
and activity based experiences and interventions Have a logical sequence that relates to the
persons everyday experiences and interactions (functionality)
Person in teaching role has primary control, this may lead to passivity from learner
Learners can become prompt dependent Must be a positive experience for the learner
positive (assertive) guidance Providing directional prompts (verbal &
physical) to obtain a response to teaching instruction, cue or prompt
Clear and concise prompts used Helps to guide learner at times when unsure,
insecure or anxious Successful for people with ASD who need
help to make initial steps in learning and changing behaviour (Attwood, 1997)
Positive feedback throughout process
increasing motivation and success Positive Affective Priming (Powell & Evans, 2001)
Study to find ways to increase success in teaching
Intervention targeted at people in a teaching role (teachers/parents etc, also managers/principals)
Designed to improve understanding of the autism and how that affects learning
Primers (positive and honest images) are offered that gives this information prior and during any intervention (eg.discrete trial teaching)
examples of primers Focus on strengths, talents and abilities Positive future and contributions Understanding the Triad of Impairments Taking into account proven theories and how these
can affect learning Theory of mind Executive Function Central Coherence etc
Understanding the importance of Structure Arousal
triad of impairments (Lorna Wing)
Social Cognition
Social Communication
Social Interaction
Sensitivities
SensitivitiesSensitivities
Together with rituals, obsessions, compulsions, dread of change, stress and anxiety – can lead to increased challenging behaviour
important…(A G.L.I.M.M.M.P.S.E)
Attention to detail Generalisation Literalness Inference Motor Metaphors Motivation Problem Solving Sensitivities Empathy (Theory of Mind)
stress and anxiety
Groden et al, 2001
Daily Stressors
Change and Social threats
Social/environment Interactions
Anticipation
Unpleasant Events
Pleasant Events
Ritual Related Stressors
does positive affective priming work?
0
1
2
3
4
5
6
7
8
9
10
Rating scores
Pre-test Intervention Post-test
Average number of behaviours described as challenging
Rating scores of Attitudes
Training intervention
Positive
Negative
Powell 2000
resultsStudy significantRatings increased More motivation from teachers/parents Increase in skills taughtDecrease in challenging behaviour
visual support strategies Supplement learning experiences positively Aides in helping to learn, communicate and develop
self control Increases likelihood of success dramatically Acknowledges that many people with ASD are
visual learners (not all) More concrete and not so transient (like
oral/auditory can be) Can be structured and unstructured Value in teaching communication and social skills
interesting evidenceIncreases in success rate of new skills learned using
various methods of teaching and instruction
# & %
Unstructured: Verbal Prompting
Unstructured:Physical prompting
Structured: Discrete trial teaching using verbal & physical prompting only
Structured: Discrete trial teaching & Visual Support Strategies combined with all type of prompts
Powell, 2001, Postgraduate research, University of Waikato(Unpublished)
James…(Annette’s story) Challenging
behaviour intruded on his life
Need to reduce anxiety and stress
Improve communication
Teach self care and social skills
What happened Positive Primers used Discrete Trial Teaching Visual strategies Photos used Sensitivities better
understood Book used daily Photos of people involved Interaction with the
setting Effective Crisis Plan
did these strategies work?
0
5
10
15
20
25
30
35
40
Visual Strategies Introduced
BEFORE Discrete Trial Teaching used for teaching new skills
Visual Strategies introduced
Social scripts(“Going to Kindy”)
Teaching new skills in self care/social(for example for toilet time)
#
Difficult times and anxiety levels
Time (months)
