Effective Teaching Effective Teaching Strategies for Students Strategies for Students

with Autismwith AutismJohnson County Public SchoolJohnson County Public School

June, 1999June, 1999

Katie Carnazzo, M.A., John C. Burke, Ph.D., Katie Carnazzo, M.A., John C. Burke, Ph.D., & Shawn Henry& Shawn Henry

Kentucky Autism Training CenterKentucky Autism Training Center

Child Evaluation CenterChild Evaluation Center

University of LouisvilleUniversity of Louisville

A Principle Based A Principle Based ApproachApproachA Principle Based A Principle Based ApproachApproach

Communication First, Mode Communication First, Mode SecondSecond

Listen, watch, and try to Listen, watch, and try to understand.understand.

Strive to Understand Autism Strive to Understand Autism from the parent's perspective.from the parent's perspective.

Never Assume.Never Assume.

Nonverbal does not Nonverbal does not mean nothing to mean nothing to say…..say…..

BackgroundBackground

How do children with autism How do children with autism perceive their world?perceive their world?

What is autism?What is autism?

Pervasive developmental disorderPervasive developmental disorder Occurs in approximately 15 to 20 Occurs in approximately 15 to 20

out of every 10,000 births out of every 10,000 births (Full PDD (Full PDD Spectrum - 60/10000)Spectrum - 60/10000)

Four times more prevalent in boys Four times more prevalent in boys than girlsthan girls

Pervasive Developmental Pervasive Developmental Disorders (PDD) Disorders (PDD) Pervasive Developmental Pervasive Developmental Disorders (PDD) Disorders (PDD)

AutismN.O.S.

Understanding AutismUnderstanding AutismUnderstanding AutismUnderstanding Autism

Social/pragmatic SkillsSocial/pragmatic Skills CommunicationCommunication Appropriate PlayAppropriate Play Savant CharacteristicsSavant Characteristics Insistence on SamenessInsistence on Sameness StereotypiesStereotypies

Case Study Example - Case Study Example - SusieSusie(18 years old)(18 years old)

Liked holding objects.Liked holding objects. CompulsiveCompulsive Highly cued into Highly cued into

visual aspects of the visual aspects of the environmentenvironment

““Nonverbal/nonvocal”Nonverbal/nonvocal” Had extensive Had extensive

VocabularyVocabulary

Major tantrumsMajor tantrums SIBSIB Good Eye-contactGood Eye-contact Liked being Liked being

around othersaround others Bad Allergies in Bad Allergies in

SpringSpring Bored if not Bored if not

challengedchallenged

Case Study Example - Case Study Example - Mike Mike (17 months old)(17 months old)

Liked to Liked to manipulate manipulate objects.objects.

Had one Had one vocalization vocalization (“eeeeee”).(“eeeeee”).

Had some eye Had some eye contactcontact

Walked around Walked around with toys in handwith toys in hand

TantrumsTantrums Banged his head Banged his head

into wallsinto walls Arched back and Arched back and

fall to floorfall to floor No cooperationNo cooperation Mod to High Mod to High

Levels of Levels of StereotopiesStereotopies

Case Study Example - Bob Case Study Example - Bob (15 years old)(15 years old)

““Normal Speech & Normal Speech & Language”Language”

Difficulties in Difficulties in “reading social “reading social situations”situations”

““A-B” StudentA-B” Student

Liked to be Liked to be involved with involved with other studentsother students

Some compulsive Some compulsive behaviors behaviors

General Approach ...General Approach ...Hybrid Educational Model for Hybrid Educational Model for Students with AutismStudents with Autism

General Approach ...General Approach ...Hybrid Educational Model for Hybrid Educational Model for Students with AutismStudents with Autism

Key ComponentsKey ComponentsCompetency Based ModelCompetency Based ModelEffectiveEffective Teaching PrinciplesTeaching PrinciplesCurriculum-Wide Integration of TechnologyCurriculum-Wide Integration of TechnologyFlexible and Longitudinal Curriculum Guide Flexible and Longitudinal Curriculum Guide Systemic Change Activities with TeamingSystemic Change Activities with Teaming

Million Dollar QuestionMillion Dollar Question

How can we create an How can we create an APPROPRIATEAPPROPRIATE curriculum for curriculum for

individuals with autismindividuals with autism??

Examine learning patternsExamine learning patterns• Are the “visual” learners?Are the “visual” learners?

What areas do they excel?What areas do they excel? What areas so they need What areas so they need

improvement?improvement?

Competency Based ModelCompetency Based Model--Dalrymple & Ruble (1995)Dalrymple & Ruble (1995)

Examines what the individual must Examines what the individual must work on to effectively function as a work on to effectively function as a competent person in societycompetent person in society

Competency Based ModelCompetency Based Model -Dalrymple & Ruble -Dalrymple & Ruble

(1995)(1995)

Two major factors that influence Two major factors that influence learninglearning• Protective Factors (abilities)Protective Factors (abilities)

• Risk Factors (challenges)Risk Factors (challenges)

Protective Factors Protective Factors (abilities)(abilities)Personal ResourcesPersonal ResourcesEnvironmental Environmental ResourcesResources

Personal ResourcesPersonal Resources

Represent the abilities, interests, Represent the abilities, interests, motivators, and preferences for motivators, and preferences for the individualthe individual

Identifying Personal Identifying Personal Resources for your StudentsResources for your Students

Likes, Preferences, InterestsLikes, Preferences, Interests

What are they?What are they?

How are they imbedded in the How are they imbedded in the learning environment?learning environment?

How can they be included?How can they be included?

Identifying Personal Identifying Personal Resources for your StudentsResources for your Students

StrengthsStrengths

What are they?What are they?

How are the strengths utilized for How are the strengths utilized for learning?learning?

How can the strengths be utilized How can the strengths be utilized better?better?

Environmental Environmental ResourcesResources

Strategies, materials, people, Strategies, materials, people, and the conditions that and the conditions that support learningsupport learning

Risk Factors Risk Factors (challenges)(challenges)

Personal ChallengesPersonal Challenges Environmental ChallengesEnvironmental Challenges

Personal ChallengesPersonal Challenges

Characteristics that affect Characteristics that affect an individuals ability to an individuals ability to learnlearn

Historically fell into five Historically fell into five main domainsmain domains

Personal ChallengesPersonal Challenges

Social CompetencySocial Competency

Communication Communication FunctioningFunctioning

Cognitive FunctioningCognitive Functioning

Physical FunctioningPhysical Functioning

Educational FunctioningEducational Functioning

WHAT’S MISSING?WHAT’S MISSING?

Environmental Environmental ChallengesChallenges

People, places, and objects People, places, and objects the individual must interact the individual must interact with to be successful in with to be successful in school, home, or communityschool, home, or community

Environmental Challenges Environmental Challenges continued...continued...

Challenges are different for Challenges are different for each individual and may vary each individual and may vary in every environment.in every environment.

Visual SupportsVisual Supports

What are visual What are visual supports?supports?

Systems that we “see” to Systems that we “see” to enhance an individual's enhance an individual's functioningfunctioning• CommunicationCommunication

• TransitionTransition

• OrganizationOrganization

Why Visual?Why Visual?

Difficulty Shifting and Difficulty Shifting and Establishing AttentionEstablishing Attention

Difficulty Attending to Certain Difficulty Attending to Certain Sounds and Blocking Out Sounds and Blocking Out OthersOthers

Visual Strategies Visual Strategies Can.....Can.....

give information in a different give information in a different formform

clarifies verbal informationclarifies verbal information concrete system to teach time, concrete system to teach time,

sequence, cause and effectsequence, cause and effect

Provide structure and the Provide structure and the ability to incorporate ability to incorporate changechange

Provide support for Provide support for transitions transitions

Tools for OrganizingTools for Organizing

CalendarsCalendars TV GuidesTV Guides Shopping ListsShopping Lists MapsMaps CheckbooksCheckbooks

Types of Visual CuesTypes of Visual Cues

Body LanguageBody LanguageEnvironmental CuesEnvironmental CuesTools for OrganizingTools for OrganizingTo Meet Specific NeedsTo Meet Specific Needs

Body LanguageBody Language

Facial ExpressionFacial ExpressionBody Stance and Body Stance and

OrientationOrientationEye ContactEye ContactPointingPointing

Environmental CuesEnvironmental Cues

Movement of objects and peopleMovement of objects and people Signs, Logos, PricesSigns, Logos, Prices Menu’s, InstructionsMenu’s, Instructions Written directions (cooking, Written directions (cooking,

machines)machines)

Examples of Examples of Visual Visual

SupportsSupports

Overall Daily ScheduleOverall Daily Schedule

Gives informationGives information Redirect a learner back to an Redirect a learner back to an

activityactivity Alert changeAlert change

•Example -- European Example -- European VacationVacation

Case Study -- ChrisCase Study -- Chris

Off the bus Chris points to and Off the bus Chris points to and asks for “lun”asks for “lun”

Often turn into temperOften turn into temper tantrumtantrum

Possible SolutionPossible Solution

Develop a schedule and show Develop a schedule and show Chris when lunch is and what Chris when lunch is and what activities will happen before activities will happen before lunchlunch

Redirect to the scheduleRedirect to the schedule

Individual Activity Individual Activity ScheduleScheduleMini-SchedulesMini-Schedules

Like the daily schedule, the mini Like the daily schedule, the mini provides the individual with provides the individual with information information

Teach independent work habits Teach independent work habits and increase time in task.and increase time in task.

Can teach sequencing within Can teach sequencing within activitiesactivities

ExampleExample

• Arrival sequenceArrival sequence

How To Create A How To Create A Schedule?Schedule?

Divide day into segmentsDivide day into segments Name each segmentName each segment Choose visual symbolsChoose visual symbols

• photographs, Boardmaker, photographs, Boardmaker, written words, actual objectswritten words, actual objects

Select a formatSelect a format Decide how the learner will Decide how the learner will

participate in the scheduleparticipate in the schedule Decide how the schedule will be Decide how the schedule will be

implemented throughout the day?implemented throughout the day?

STRATEGIESSTRATEGIES

for for Increasing Communication Increasing Communication

SkillsSkills

Communication and Social Communication and Social Skills Skills Communication and Social Communication and Social Skills Skills

From a Historical Perspective - From a Historical Perspective -

Nonverbal or Nonverbal or Echolalic......however?????Echolalic......however?????

““Social avoidance”Social avoidance”

From a Learner’s From a Learner’s PerspectivePerspectiveExample - Mike Example - Mike (17 months old)(17 months old)

Liked to Liked to manipulate objects.manipulate objects.

Had one Had one vocalization vocalization (“eeeeee”).(“eeeeee”).

Had some eye Had some eye contactcontact

Walked around with Walked around with toys in handtoys in hand

TantrumsTantrums Banged his head Banged his head

into wallsinto walls Arched back and Arched back and

fall to floorfall to floor No cooperationNo cooperation Mod to High Mod to High

Levels of Levels of StereotopiesStereotopies

From a Learner’s From a Learner’s PerspectivePerspectiveExample - SusieExample - Susie(18 years old)(18 years old)

Liked holding objects.Liked holding objects. CompulsiveCompulsive Highly cued into Highly cued into

visual aspects of the visual aspects of the environmentenvironment

““Nonverbal/nonvocal”Nonverbal/nonvocal” Had extensive Had extensive

VocabularyVocabulary

Major tantrumsMajor tantrums SIBSIB Good Eye-contactGood Eye-contact Liked being Liked being

around othersaround others Bad Allergies in Bad Allergies in

SpringSpring Bored if not Bored if not

challengedchallenged

Case Study Example - Bob Case Study Example - Bob (15 years old)(15 years old)

““Normal Speech & Normal Speech & Language”Language”

Difficulties in Difficulties in “reading social “reading social situations”situations”

““A-B” StudentA-B” Student

Liked to be Liked to be involved with involved with other studentsother students

Some compulsive Some compulsive behaviors behaviors

How does this child How does this child attempt to communicate? attempt to communicate? (Form a List - (Form a List - Appropriate Appropriate methods.methods.))

How does this child How does this child attempt to communicate? attempt to communicate? (Form a List - (Form a List - Appropriate Appropriate methods.methods.))

Takes your hand and leads you.Takes your hand and leads you. Points to objects.Points to objects. Verbal SkillsVerbal Skills

How does this child How does this child attempt to communicate? attempt to communicate? ((Disruptive methods.Disruptive methods.))

How does this child How does this child attempt to communicate? attempt to communicate? ((Disruptive methods.Disruptive methods.))

Screams to get out of work.Screams to get out of work. Throws things to end activities.Throws things to end activities.

How does this child How does this child attempt to communicate? attempt to communicate? ((Appropriate, yet unconventional Appropriate, yet unconventional forms of communicationforms of communication))

How does this child How does this child attempt to communicate? attempt to communicate? ((Appropriate, yet unconventional Appropriate, yet unconventional forms of communicationforms of communication))

Turning around.Turning around. WhisperingWhispering Head noddingHead nodding

Appropriate

Inappropriate

Unconventional

Your child...

Natural Language Natural Language Intervention Intervention

ProgramsPrograms

Naturalist ApproachesNaturalist ApproachesUnderlying PrinciplesUnderlying Principles

Emphasis is placed on:Emphasis is placed on:•““Motivation” Motivation” •Child-centeredChild-centered•Social language useSocial language use

Major Components…..Major Components…..

Stimulus items are functional Stimulus items are functional and variedand varied

Natural reinforcers Natural reinforcers Shared ControlShared Control Communicative attempts are Communicative attempts are

reinforcedreinforced Trials are conducted within a Trials are conducted within a

natural interchange - Partial natural interchange - Partial ParticipationParticipation

Natural Language Natural Language

TeachingTeaching - - Keep in Keep in MindMind

•Create a need for language•Make Language Functional•Reinforce all language use

The Picture Exchange The Picture Exchange Communication System Communication System

(PECS)(PECS)

Picture Exchange Picture Exchange Communication System Communication System

(PECS)(PECS)

Created by Frost and Bondy 1994Created by Frost and Bondy 1994 The Delaware Autistic ProgramThe Delaware Autistic Program Communication SystemCommunication System Used with individuals of all agesUsed with individuals of all ages

Individuals are taught to Individuals are taught to approach and give a picture approach and give a picture

of a desired item to a of a desired item to a communicative partner in communicative partner in exchange for that desired exchange for that desired

item item

The individual is The individual is initiatinginitiating the the spontaneous spontaneous

communicationcommunication

Phases in PECS Phases in PECS TrainingTraining

There are several structured There are several structured phases in PECS training (1-6) phases in PECS training (1-6)

First PECS addresses requesting First PECS addresses requesting preferred itemspreferred items

We will discuss phases 1-4We will discuss phases 1-4

Phase 1 OutcomePhase 1 Outcome

The student will pick up a The student will pick up a picture, reach toward the picture, reach toward the teacher and release the teacher and release the

picture into the teacher’s handpicture into the teacher’s hand

Phase 1Phase 1The Physical ExchangeThe Physical Exchange

Reinforcer AssessmentReinforcer Assessment Fully Assisted ExchangeFully Assisted Exchange Fade Physical AssistanceFade Physical Assistance Fade “Open Hand” cueFade “Open Hand” cue

Phase 2 OutcomePhase 2 Outcome

The student will go to his/her The student will go to his/her communication board, pull the communication board, pull the picture off, go to the adult, and picture off, go to the adult, and

release the picture into the release the picture into the adult’s handadult’s hand

Phase 2Phase 2Expanding SpontaneityExpanding Spontaneity

Remove picture from Remove picture from communication boardcommunication board

Increase distance between Increase distance between adult and studentadult and student

Increase distance between Increase distance between student and picturestudent and picture

Phase 3 OutcomePhase 3 Outcome

The student will request desired The student will request desired items by going to a items by going to a

communication board, communication board, selecting the appropriate selecting the appropriate

picture from an array, going to picture from an array, going to a communication partner and a communication partner and

giving the picture.giving the picture.

Phase 3Phase 3Picture DiscriminationPicture Discrimination

DiscriminationDiscrimination

• add pictures to the boardadd pictures to the board Correspondence checksCorrespondence checks Reduce picture sizeReduce picture size

Phase 4Phase 4Sentence StructureSentence Structure

Stationary “I want” pictureStationary “I want” picture Moving the “I want” pictureMoving the “I want” picture Referents not in sightReferents not in sight

Natural Aided Natural Aided Interactive Language Interactive Language

SupportsSupports

Single versus Multiple Single versus Multiple Picture SystemsPicture Systems

Pros and ConsPros and ConsTry it and decide…...Try it and decide…...

Requesting to Make Requesting to Make CookiesCookies

Sentence StripsSentence Strips

I Want Make

Natural Aided Interactive Natural Aided Interactive Language SupportsLanguage Supports Natural Aided Interactive Natural Aided Interactive Language SupportsLanguage Supports

Basic Principles

Natural “Second Language” Aided - Visual Supports Interactive Vocabulary Collaboration is a must Targets - Receptive and Expressive

Language

Natural Aided Natural Aided Language StimulationLanguage Stimulation

Stimulus -Response

Real InteractiveLanguage!

Creating Creating Interactive Interactive Language Language BoardsBoards

Not Choice Boards

Let’s playGo Fish

Do you have a______?

Go Fish!

MyTurn

I have a Match

I Win

Yourturn

No

Yes

Let’sPlay somemore

WordBoardfor “GoFish”

Board ConstructionBoard Construction

SizeSize - If they can establish joint - If they can establish joint attention, up to 36 pictures... if not attention, up to 36 pictures... if not 5 to 9.5 to 9.

FormatFormat - for the Language Boards - for the Language Boards •Ease of UseEase of Use•Arranged the way we speakArranged the way we speak

Using Aided Language Using Aided Language Stimulation During Stimulation During “Reading”“Reading”Mark Dexter, Ed.D. SLP-CCCMark Dexter, Ed.D. SLP-CCCObservations of Children Observations of Children

with Autismwith AutismConstructed ALS boards to Constructed ALS boards to

go along with reading a go along with reading a bookbook

AAC - Voice Output AAC - Voice Output DevicesDevices

Examples of Using AACExamples of Using AAC

withwith

Students with AutismStudents with Autism

Behavior Analytic ViewBehavior Analytic View

Autism is a syndrome of behavior Autism is a syndrome of behavior DEFICITSDEFICITS and and EXCESSESEXCESSES

Focuses on teaching in small Focuses on teaching in small measurable units of behaviormeasurable units of behavior

Steps are broken down into small Steps are broken down into small steps, each being taughtsteps, each being taught

Behavior Analytic ViewBehavior Analytic View

Appropriate responses are followed Appropriate responses are followed with positive consequences with positive consequences (reinforcer)(reinforcer)

Teaching trials may be repeated in Teaching trials may be repeated in succession, until the child succession, until the child independently responds to the taskindependently responds to the task

Data are collected daily (may vary)Data are collected daily (may vary) Data are graphed daily to record Data are graphed daily to record

the student’s progressthe student’s progress

Developing Individual Developing Individual Instructional ProgramsInstructional Programs

Describe the skill to increase or Describe the skill to increase or decreasedecrease

Name the criteria (%) when the Name the criteria (%) when the skill is masteredskill is mastered

State the method of data collectionState the method of data collection

Describe the specific teaching Describe the specific teaching procedureprocedure

Written as if a stranger could read Written as if a stranger could read the programthe program

Applied Behavior Applied Behavior AnalysisAnalysis

Define the BehaviorDefine the Behavior

Measuring the BehaviorMeasuring the Behavior

Treatment Intervention Treatment Intervention Designed and ImplementedDesigned and Implemented

The TEACCH ModelThe TEACCH Model

TEACHH curriculum has been influenced TEACHH curriculum has been influenced by behavioral and psycholinguistic by behavioral and psycholinguistic approachesapproaches

BehavioralBehavioral

emphasis on structure (particularly emphasis on structure (particularly during initial stages of teaching new during initial stages of teaching new behaviors)behaviors)

defining and targeting specific defining and targeting specific behaviorsbehaviors

BehavioralBehavioral

defining antecedents and consequencesdefining antecedents and consequences shaping behavior shaping behavior promptingprompting

Psycholinguistic

diverse categories of communicative diverse categories of communicative behaviorbehavior

emphasis on choosing objectives that emphasis on choosing objectives that developmentally appropriate for the developmentally appropriate for the individual studentindividual student

General General

FunctionalityFunctionality Naturalistic teaching situations with Naturalistic teaching situations with

naturalistic consequencesnaturalistic consequences Movement into less and less structured Movement into less and less structured

settingssettings

Overview of Model

Developed in North Carolina’s Developed in North Carolina’s TEACCH Division - a statewide TEACCH Division - a statewide program established in 1972.program established in 1972.

Diagnostic, Assessment, and Diagnostic, Assessment, and Programming.Programming.

Parents and Professionals are co-Parents and Professionals are co-therapists.therapists.

Emphasis is on structuring entire Emphasis is on structuring entire classroom with scheduled activities.classroom with scheduled activities.

Teacher has organized sets of Teacher has organized sets of tasks which are worked on tasks which are worked on during “teacher time” and then during “teacher time” and then independently by the students.independently by the students.

Sensory Integration Strategies Sensory Integration Strategies - W- Why?hy? Help the student organize and cope with Help the student organize and cope with

environmentenvironment Create comfortable environment for learningCreate comfortable environment for learning Respects various learning styles Respects various learning styles Improve attention and decrease fatigue by Improve attention and decrease fatigue by

feeling calm and alert in environmentfeeling calm and alert in environment Calm student during challenging times of Calm student during challenging times of

dayday

Examples of Sensory Examples of Sensory InterventionIntervention

Alternative positioningAlternative positioning- standing, one knee, feet on chair- standing, one knee, feet on chair

Quiet area or closed spaceQuiet area or closed space- large box, closed space with bookshelves- large box, closed space with bookshelves

Large or small bean bagsLarge or small bean bags - pressure surrounding body, on lap- pressure surrounding body, on lap

Alternative materialsAlternative materials- felt, salt, sandpaper, yarn, spices, scented markers, - felt, salt, sandpaper, yarn, spices, scented markers, vibrating penvibrating pen

Visual Supports and Visual Supports and TransitionTransition

Set the stageSet the stage

Begin with successBegin with success

“ “ What’s next?”What’s next?”

““When is playtime?” (lunch)When is playtime?” (lunch)

Examples of Visual Examples of Visual SupportsSupports

ScheduleSchedule

First / Then boardFirst / Then board

Behavior script (practice before Behavior script (practice before

implementation)implementation)

Essential Intervention Essential Intervention PrinciplesPrinciples

Fundamental Teaching Fundamental Teaching PrinciplesPrinciples•Clear Instructions Clear Instructions

(Discriminative Stimuli)(Discriminative Stimuli)•Prompts and Prompt Prompts and Prompt

FadingFading•ChainingChaining

•ShapingShaping•ConsequencesConsequences•Discrete TrialsDiscrete Trials

Fundamental Behavioral Teaching Fundamental Behavioral Teaching Principles Principles - - Clear Clear Instructions/RequestsInstructions/Requests

Brief and clear for the child, Brief and clear for the child, Phrased in a request manner,Phrased in a request manner,

Presented when you have the Presented when you have the child's attention or should be child's attention or should be used to get the child to attend to used to get the child to attend to you, you,

Individualized for each child.Individualized for each child.

Clear InstructionsClear Instructions What is clear for one What is clear for one

child may not be clear for child may not be clear for another!another!

PromptingPrompting

Assistance provided to Assistance provided to the learner after the the learner after the presentation of the presentation of the

instruction , but instruction , but BEFOREBEFORE the response the response

Prompts are...Prompts are...

Used to assure a correct Used to assure a correct responseresponse

Prompt -- ExamplePrompt -- Example

Teacher: “Set the table Teacher: “Set the table please”please”

Prompt: Teacher guides the Prompt: Teacher guides the learner for plate placementlearner for plate placement

Response: SuccessResponse: Success Reinforcer: “Yeah, you set the Reinforcer: “Yeah, you set the

tabletable

Guidelines for Using Guidelines for Using PromptsPrompts

When choosing a prompt, When choosing a prompt, ALWAYSALWAYS know how it will be know how it will be faded outfaded out

Select natural prompts Select natural prompts Deliver prompts when the Deliver prompts when the

learner is attendinglearner is attending

Guidelines for Using Guidelines for Using PromptsPrompts

May use a combination of May use a combination of prompts to facilitate prompts to facilitate independence within an independence within an activityactivity

Ask yourselves Ask yourselves

““How will we fade How will we fade out this prompt”out this prompt”

Basic Behavioral Teaching Basic Behavioral Teaching Principles Principles - - ShapingShaping

““Reinforcing closer and closer Reinforcing closer and closer approximations of the target approximations of the target response”response”

Using “Shaping” to Teach Using “Shaping” to Teach PrintingPrinting

Basic Behavioral Teaching Basic Behavioral Teaching Principles Principles - - ChainingChaining

““Breaking a complex task down Breaking a complex task down into parts and teaching each into parts and teaching each part indivdually”part indivdually”

Using Chaining to TeachUsing Chaining to Teach a Child to Tie a Shoe a Child to Tie a Shoe

Step 1

Using Chaining to TeachUsing Chaining to Teach a Child to Tie a Shoe a Child to Tie a Shoe

Step 2

Using Chaining to TeachUsing Chaining to Teach a Child to Tie a Shoe a Child to Tie a Shoe

Step 3

Using Chaining to TeachUsing Chaining to Teach a Child to Tie a Shoe a Child to Tie a Shoe

Step 4

Using Chaining to TeachUsing Chaining to Teach a Child to Tie a Shoe a Child to Tie a Shoe

Step 5

Using Chaining to TeachUsing Chaining to Teach a Child to Tie a Shoe a Child to Tie a Shoe

Step 6

Using Chaining to TeachUsing Chaining to Teach a Child to Tie a Shoe a Child to Tie a Shoe

Step 7

Partial ParticipationPartial Participation

Involving the student in a Involving the student in a manner that virtually manner that virtually guarantees the student guarantees the student successsuccess

Reinforce the student for being involvedReinforce the student for being involved Increase the child’s involvement over time Increase the child’s involvement over time

without compromising successwithout compromising successProvide the student with many opportunities Provide the student with many opportunities

to use the skillto use the skill

Partial Partial ParticipationParticipationan examplean example

Partial Partial ParticipationParticipationan examplean example

Partial Partial ParticipationParticipationan examplean example

Partial Partial ParticipationParticipationan examplean example

Functional AnalysisFunctional Analysis

Examining the relationship between Examining the relationship between the target behavior and the the target behavior and the environment.environment.

Developing a strategy to implement.Developing a strategy to implement.

Accomplish through interview and Accomplish through interview and direct observation.direct observation.

Why complete a Functional Why complete a Functional AnalysisAnalysis??

May predict the circumstances May predict the circumstances under which the target behavior is under which the target behavior is exhibited.exhibited.

May lead to effective intervention May lead to effective intervention programsprograms

Teaching effective alternative Teaching effective alternative behaviors can produce lasting behaviors can produce lasting change and improve the quality of change and improve the quality of life.life.

Components of a Functional Components of a Functional AnalysisAnalysis

Define the behaviorDefine the behavior AntecedentAntecedent ConsequenceConsequence Environmental FactorsEnvironmental Factors Strengths/resources of individual Strengths/resources of individual

with autismwith autism

When Defining a Behavior….When Defining a Behavior….

clearclear

observableobservable

measurablemeasurable

Defining BehaviorDefining Behavior

Non-example:Non-example:• Sam will sit appropriately while in a Sam will sit appropriately while in a

large group settinglarge group setting Example:Example:

• when in a large group setting Sam will when in a large group setting Sam will sit with his bottom on the floor and sit with his bottom on the floor and hands in lap.hands in lap.

Defining BehaviorDefining Behavior

Non-exampleNon-example• throwing materials: when throwing materials: when

engaged in a task Sam throws engaged in a task Sam throws materials materials

Defining BehaviorDefining Behavior Example:Example:

• throwing materials: when presented throwing materials: when presented with instructional materials Sam with instructional materials Sam throws materials or clears the work throws materials or clears the work surface of the materials within 5 surface of the materials within 5 seconds of the presentation of the seconds of the presentation of the materialsmaterials

AntecedentAntecedent

Anything that comes right before a Anything that comes right before a behaviorbehavior

For exampleFor example• instructioninstruction• loud noiseloud noise• transitiontransition• with in the child--hungerwith in the child--hunger

Possible AntecedentsPossible Antecedents

FrustrationFrustration

Understimulation/BoredomUnderstimulation/Boredom

OverstimulationOverstimulation

ConsequenceConsequence

What occurs directly after the What occurs directly after the behaviorbehavior

Example:Example:• high fivehigh five• drink of cokedrink of coke• removal of a tokenremoval of a token• nothingnothing

Functions of Inappropriate Functions of Inappropriate BehaviorBehavior

Attention SeekingAttention Seeking

Escape/AvoidanceEscape/Avoidance

Sensory FeedbackSensory Feedback

Questions to ask….Questions to ask….

Is there a sequence of behaviors?Is there a sequence of behaviors?

Do certain behaviors go together?Do certain behaviors go together?

Are there other factors (medical)?Are there other factors (medical)?

More questions….More questions….

Is there a setting that triggers the Is there a setting that triggers the behavior?behavior?

What function does the behavior What function does the behavior serve for the individual?serve for the individual?

What skill deficits may be causing What skill deficits may be causing the occurrence of the behavior?the occurrence of the behavior?

Measuring BehaviorsMeasuring Behaviors

A-B-C AnalysisA-B-C Analysis

Functional Analysis Functional Analysis

Scatter PlotScatter Plot

Proactive ComponentsProactive Components

Visual supports/posting rulesVisual supports/posting rules instructional strategies appropriate instructional strategies appropriate

for the individual childfor the individual child structure/routinestructure/routine monitoring systemmonitoring system

Behavior PlanBehavior Plan

Establishing a plan when those Establishing a plan when those behaviors are exhibited.behaviors are exhibited.

Keep the plan consistentKeep the plan consistent

Writing IEP ObjectivesWriting IEP Objectives

Behavior to be reducedBehavior to be reduced Mastery level (0 occurances)Mastery level (0 occurances) Data collectionData collection Strategies to be used Strategies to be used

Case Study--JamieCase Study--JamieCase Study--JamieCase Study--Jamie

5 year old girl 5 year old girl verbal request preferred items “I verbal request preferred items “I

want___”want___” exhibited several behaviorsexhibited several behaviors preferred reinforcement--salty preferred reinforcement--salty

foodsfoods

JamieJamie

Biting selfBiting self Biting others-teachers and peersBiting others-teachers and peers grabbing foodgrabbing food

Biting--A-B-C AnalysisBiting--A-B-C Analysis

SelfSelf• during activities that were more during activities that were more

difficultdifficult OthersOthers

• On playground toward peersOn playground toward peers• initiating an interaction initiating an interaction

Grabbing FoodGrabbing Food

Split the day up into 5 minute Split the day up into 5 minute intervalsintervals• adapted scatter plotadapted scatter plot

Recorded when the grabbing Recorded when the grabbing occurredoccurred

High percentage occurred in the High percentage occurred in the afternoonafternoon

Ate lunch at 11:00Ate lunch at 11:00 Came to the conclusion that she Came to the conclusion that she

was hungry due to her early lunchwas hungry due to her early lunch Implemented a snack preparation Implemented a snack preparation

program in the afternoonprogram in the afternoon

IEP Objectives--JamieIEP Objectives--Jamie

Jamie will reduce the number of Jamie will reduce the number of occurrence's of biting self to 0 for occurrence's of biting self to 0 for three consecutive school weeks.three consecutive school weeks.

StrategiesStrategies

On going data collectionOn going data collection Visual supportsVisual supports

• PECSPECS• scheduleschedule

Preferred then non-preferred Preferred then non-preferred activitiesactivities

IEP ObjectiveIEP Objective

Jamie will reduce the number of Jamie will reduce the number of occurrence's of biting peers to 0 occurrence's of biting peers to 0 for three consecutive school for three consecutive school weeks.weeks.

StrategiesStrategies

Implemented small “recess” groupImplemented small “recess” group Taught “play with me” symbolTaught “play with me” symbol Had an instructional assistant with Had an instructional assistant with

Jamie at all times during recessJamie at all times during recess On going data collectionOn going data collection

Motivation Assessment Motivation Assessment ScaleScale--Durand and CrimminsDurand and Crimmins

16 item questionnaire16 item questionnaire Questions relate to potential Questions relate to potential

motivating factors of the behavior.motivating factors of the behavior. Items rated on a 7 point scale, Items rated on a 7 point scale,

never to always.never to always.

Why teach social skills?Why teach social skills?

Major deficit for children with autismMajor deficit for children with autism

Will have to use in daily life whether Will have to use in daily life whether they are 5 or 45.they are 5 or 45.

Types of Social Types of Social Interactions and Interactions and EnvironmentsEnvironments

GreetingsGreetingspeers/adultspeers/adults

AcademicAcademicpeer tutoringpeer tutoring

Game GroupsGame Groupsrecess gamesrecess games

table top gamestable top games

Conversation GroupsConversation GroupsLunch BunchLunch Bunch

Teaching Social SkillsTeaching Social Skills What are the child’s strengths and weaknesses?What are the child’s strengths and weaknesses? Select the skillSelect the skill

• using friends namesusing friends names• turn takingturn taking• answering our friendsanswering our friends• looking at our friendslooking at our friends• saying “hi” and “bye”saying “hi” and “bye”• conversation skillsconversation skills

Social Skill GroupsSocial Skill Groups Select the activity/materialsSelect the activity/materials

• memory/match gamememory/match game

• Connect Four, Don’t Break the IceConnect Four, Don’t Break the Ice

• Recess Game/Lunch BunchRecess Game/Lunch Bunch Select peersSelect peers

• 2 to 3 peers per child with autism2 to 3 peers per child with autism

• choose good modelschoose good models

• someone who has shown an interest in that child.someone who has shown an interest in that child.

Social Skill GroupsSocial Skill Groups

Choose the group reinforcement Choose the group reinforcement systemsystem

• PIG sheetPIG sheet

• Buddy sheetBuddy sheet When/how often will the group meetWhen/how often will the group meet