tina gunn epse 590 february 2013. about me motivation for project the projectcase study what i have...
TRANSCRIPT
Tina Gunn
EPSE 590
February 2013
Training Educational Assistants to Implement the Basic Principles of ABA in a Low Incidence Classroom
OutlineAbout Me
Motivation for
Project
The Project
Case Study
What I Have
Learned
Future Directions
About Me
Williams Lake, BC
Education
Past Teaching
ExperiencesIntroduction to
Autism Spectrum Disorders Low
Incidence Classroom
Motivation for Project
What my teaching partner and I noticed
Students:Were prompt Dependent
Had slow rates of learning
Lack of data made it difficult to:Assess students’ progress
Make decisions about programs
Determine why problem behaviour was occurring
Educational Assistants (EAs):Had low knowledge and skill level for responding to problem behaviour
Had low accountability for implementing students’ programs
Have few “good” professional development opportunities
Applied for a Action Research grant through the Surrey School District
Proposal was initially declined Granted $2000 through Educational Services
Motivation for Project
Research questionMethods
ParticipantsSettingProcedure
Findings
The Project
In what ways can teachers and educational assistants (EAs) learn and implement the basic principles of Applied Behavior Analysis (ABA) to improve students’ communication, social, behavioral, and academic progress?
Research Question
Participants 2 special education classroom teachers 12 educational assistants 12 students with developmental disabilities
(Grades 1-7)
Methods
Setting Community of Cloverdale
• Public library• Public swimming pool• Parks• Stores
Community school• Whole school activities (e.g., assembles, sports day, etc.)• Integrated in general education classes for some
subjects Low incidence classrooms
• Individual programs• Buddy activities with same-age peers
Methods
Procedures Scheduled meeting/planning times
• Daily morning meetings• Monthly team meetings
Arranged for guest speakers to come to the school• Dr. Richard Stock• Dr. Stephanie Jull• Dr. Pat Mirenda
Provided coaching, modeling, and corrective feedback
• Dr. Richard Stock• Dr. Stephanie Jull• Classroom Teachers
Ongoing professional development for classroom teachers
• Workshops (e.g., ACT & BC-ABA)
Methods
Pairing and Manding
Natural Environment Teaching
Introduction to Applied Behaviour Analysis
Problem Behaviour
What We Taught
http://autismhomesupport.com/howwehelp/faqshttp://autismtrainingsolutions.wordpress.com/http://www.education.txstate.edu/ci/degrees-programs/graduate/special-education/autism.htmlhttp://www.autism-community.com/visual-schedules-may-not-be-enough/
Workshop – Intensive TeachingIntroduction to discrete trial teachingErrorless teaching and learningPrompting and shapingReinforcement and ratios of reinforcementGeneralization and maintenanceData
ConsultationCollecting and presenting dataPositive Behaviour Support PlansCoaching and corrective feedback
Workshop - PromptsNatural cuesNatural correctionTypes of promptsWhen to deliver promptsConsequential vs. Errorless instructionPrompt fading procedures
https://www.capilanou.ca/abaa/diploma-post-bac/Faculty/http://educ.ubc.ca/faculty/pmirenda/index.html
Students: Are more engaged in learning activities and
are learning at an increased rate Are becoming more independent
Findings
Teachers: Data collection facilitates
• Making decisions about students’ programs• Reporting progress to parents, doctors, Behaviour
Analysts, and other professionals.
Collaborative team atmosphere• EAs are more involved in problem solving and
making decisions about students’ programs• EAs are supportive and encouraging towards each
other• EAs are receptive to corrective feedback
Findings
EAs: Are taking data daily Are thinking about behaviour in the 4-term
contingency Are successfully implementing evidence-based
strategies
Findings
Findings
EA Evaluation Checklist: Implementation of ABA strategiesLevel of students’ academic performanceLevel of students’ problem behaviourEvaluation of social validity
Findings
MichaelPrevious School
Was attending less than 1.5 hours a dayEmployee Safety Plan was reinforcing problem
behaviourNo academic program
Problem BehavioursBoltingVerbal aggression Negative self-talkPhysical aggression
Case Study
Low Incidence ProgramStarted attending in December 2012Takes the bus to and from school dailyAttends full day (8:50-2:20)Has an academic programParticipates in community outingsInteracts with same-age peersParticipates in school events
Case Study
InterventionsChecklistsSocial storiesFrequent and regular breaksChoiceCurricular modifications/adaptationsHome-school communicationSafe place to express anger/frustrationTeaching positive self-talkTeaching self-monitoring and self-management
skillsReinforcing desired and alternate behavioursPutting problem behaviour on extinction
Case Study
Follow-up Work Samples
Introduce concepts graduallyStart with the EAs that are keenTeach in small manageable chunksModel procedures/concepts frequentlyGive corrective feedbackUse positive reinforcementReview difficult concepts frequentlyUse the data the EAs takingKeep a staff communication binder
What I Have Learned
Continue to train EAs
Present workshops Collaborate with
district personnel
Future Directions
Mirenda, P. (2012, May). Seminar in Developmental Disabilities, EPSE 513. University of
British Columbia, Vancouver, BC.
Stock, R. & Jull, S. (2012, December). Effective Teaching Techniques for Learners with ASD,
Presentation Handouts. George Greenaway, Surrey, BC.
References
http://www.oprah.com/oprahs-lifeclass/Poet-David-
Whytes-Questions-That-Have-No-Right-to-Go-Away_1