links peer-to-peer mentoring program links (lingks), v. to unite or connect
TRANSCRIPT
Key Questions• What is Autism or ASD?
• What does an education for students with Autism require?
• What is the LINKS curriculum?
Autism is…a Neurobiological disorder that impacts processing,
attention and shifting, basic social behaviors, interaction with the environment and learning in
three diagnostic areas:
Impairment in Socialization
Restricted & Repetitive Behavior
Impairment in Communication
What do we know?• Autism is part of a spectrum called ASD that also
includes Asperger’s Syndrome and PDD-NOS.• Characteristics are evident by the age of 3 (DSM-
IV criteria)• 70-95% with a documented developmental
concern before the age of 2 years• 13-30% of children had a reported developmental
regression by 2 years of age• Occurs 4 times more often in boys than girls
Autism Spectrum Disorders
PDD-NOSImpaired social
interactions
Or
Impaired communication
Or
Restricted repetitive and stereotyped patterns or behaviors,
interests and activities
AutismImpaired social
interactions
And
Impaired communication
And
Restricted repetitive and stereotyped patterns or behaviors,
interests and activities
Asperger's Disorder
Impaired social interactions
And
Normal communication/langua
ge development
Or
Restricted repetitive and stereotyped
patterns or behaviors, interests and activities
New ResearchOne in 88 children is
diagnosed with an autism spectrum disorder by the age
of 8.
On average 1 in 54 boys was diagnosed, compared to only 1 in 252 girls.
-Center for Disease Control
Goals for Students with ASD
(Biggest needs of students with ASD)
Socialization
Independence
Organization
Participation in the General Education Curriculum
Undeniable TruthsAutism is not going away
and…the school system needs
a way to meet these needs that is cost
effective.
Definitions
LINK – a pupil who is enrolled in a LINKS course/credit program and who becomes a peer support or “LINK” to a pupil with ASD
LINKS – a local education agency’s board approved peer-to-peer support course/credit program
-MDE Pupil Accounting Manual
Evidence-based practices for students
with ASDThere are 24 identified evidence-based practices:
Antecedent-Based InterventionsComputer-Aided Instruction
Differential Reinforcement
Discrete Trial Training
ExtinctionFunctional Behavior Assessment
Functional Communication Training
Naturalistic Intervention
Parent-Implemented Intervention
Social Narratives
Self-Management
Peer-Mediated Instruction and InterventionSocial Skills Groups
PromptingReinforcement
Response Interruption/Redirection
Pivotal Response Training
Speech Generating Devices
Structured Work Systems
Task Analysis Time Delay Video Modeling
Visual Supports
PECS
Peer Mediated Instruction and
InterventionPeer-to-Peer support or peer mediated learning is well documented as an evidence based practice for pupils with Autism Spectrum Disorder.
LINKS elective course/credit programs represent one model of 21st Century instructional design that incorporates applied learning in a non-traditional manner.
LINKS is based on long-standing national research and is an evidence-based model that is documented to have multiple learning outcomes for both students with ASD and students enrolled in the elective course/credit program.
-MDE Pupil Accounting Manual
Evidence Based Outcomes
For student with ASD For LINK
• LINK models typical academic and social behavior in educational environments
• Improvements in academic competence
• Experimental learning provides progressive knowledge regarding awareness and understanding of disabilities and experience in increasing skills in organization, responsibility, problem-solving, decision-making and accountability
• Improvements in academic competence
• Pupils at-risk for academic and behavioral issues who enroll in LINKS courses demonstrate increased grades and increased attendance
-MDE Pupil Accounting Manual
Educational Environment
The special education teacher teaches a general education course called “LINKS,” and serves as the teacher of record, provides training, facilitates case conferences, and gives the grade for the general education pupil in the elective course which is delivered in the special education class.
The special education teacher is teaching the special education program at the same time.
-MDE Pupil Accounting Manual
General Requirements for all LINKS courses
• Pupil must be enrolled in grades 6-12,• Curriculum is approved by the local board of education,• Instructional objectives are established by the approved
peer-to-peer support curricular content,• Pupil is provided a course syllabus,• The LINKS teacher must provide lesson plans and the
grading criteria for each LINKS course/credit,• Daily attendance for participating pupils is recorded by
the teacher,• Pupil assessment and grading is completed by the
teacher of record,• Pupil meets all other enrollment and pupil eligibility
requirements.
-MDE Pupil Accounting Manual
CurriculumThere is already an established curriculum for the LINKS class!
This curriculum is Flexible enough to meet a variety of needs
Accessible from any location with internet accessComprehensive in its content
Each online module includes a pre-test, content material for learning, and a post-test.
http://www.autisminternetmodules.org/index.php
Online ModulesModules are organized sequentially into four levels:Level 11. About Autism Spectrum Disorders2. Recognizing Autism-Assessment for Identification3. Peer Mediated instruction4. Prompting5. Reinforcement6. Restricted Patterns of Behavior, Interests, &
Activities7. Picture Exchange Communication System8. Language and Communication
Online ModulesLevel 21. Rules and Routines2. Transitioning between activities3. Antecedent-Based activities4. Functional Communication5. Supporting successful completion of homework6. Response Intervention/Redirection7. Visual support8. Naturalistic Intervention9. Extinction
Online ModulesLevel 31. Self-Management2. Overview of Social Skills3. Home Base4. Assessment for Identification5. Sensory Differences6. Social Narratives7. Time Delay8. Differential Reinforcement9. The Incredible 5-point Scale10.Strategies for teaching Functional Skills11.The Employee with Autism
Online ModulesLevel 41. Social Supports for Transition-aged individuals2. Structured work systems & activity organizations3. Task Analysis4. Structured Teaching5. Speech Generating Devices6. Preparing Individuals for Employment7. Customized Employment8. Parent-Implemented Intervention9. Computer-Aided Instruction10.Discrete Trail Training
JournalLINK students are required to record a daily journal
entry on a password protected blog.
This encourages the LINK student to think and reflect on what is happening in their experience with the student with ASD
Informs the LINK teacher as to what is happening in class
Informs other LINKs that are working with the same student about what is happening and share ideas
Journal Questions• Socialization: Describe how your student
socializes with you and your classmates.• Independence: Does your student show
independence or need help being more independent? Give examples.
• Academics: How do you think your student is doing with homework, lectures, note taking, and assignments?
• Other: Tell us anything else that happened during your Peer Connections hour.
LINKedUPWebsite for LINK students and teacher
to communicate, post additional articles for reading, post assignments, and record daily journal on password
protected blog.
http://linkedeup.edublogs.org/
Case ConferencesThis is a meeting of all the LINK students that are working with the same student with ASD. This meeting could be held every 3-4 weeks. Case conferences help support the LINKs.
Case Conferences come up with new ideas for the student with ASD.
The meeting should ask three basic questions:1. What is going right with our student?2. What are some of the challenges our student is
facing?3. Brainstorm solutions
Who is involved? General education students will sign up for
LINKS class and receive an elective credit
The LINK will be matched with a student with Autism based on common interests, experience and age
Special Education teacher will serve as teacher of record and teach both classes
What is the teacher’s role?
Training LINKSOrganizing
Informing the rest of the staffDefining the role of the LINKs
Motivating the LINKsCreating a positive atmosphere for my students
with ASDModeling behaviors for LINKs
When do LINKs receive training?
LINKS work with the student with ASD four days a week during their assigned
hour and meet with the teacher for training day one day a week.
Case Conferences are usually held during lunch time once every 3-4
weeks.
Where do students meet?
LINK students will work with the students with ASD in natural settings such as the
special education room, hallways, cafeteria, and gym.
LINKS class has a classroom, just like any other class at the High School. This room also serves as the “safe haven” for ASD
students.
Why do we need LINKS?
LINKs are peers and they canSay things I cannotDo things I cannot
Influence like I never will