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Welcome to the Autism News website for educators. Here you will find current news, research, strategies, interventions and curriculum. If you are a general education teacher and you have one student that you need strategies for, or a special education teacher who wants to know more information or the current research on autism. Whoever desires to have more information about autism and all that it entails are welcome here!

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Signs of Autism

Face Autism

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Decision making chart for IEPT

Question

Full Independence

Functional Independence

Supported Independence

Participation

1.     Where will this student live & with what supports?

This student may be able to find suitable living arrangements, complete rental or purchase agreements, & arrange for services (electricity, gas, etc) independently.

This student may be able to find suitable living arrangements, complete rental or purchase agreements, & arrange for services (electricity, gas, etc) with minimal support.

This student may be able to live in a supported or supervised environment, such as a family house or supported independent living arrangement, with ongoing support or supervision.

This student will need a supervised living environment.

2.     In what daily activities will this student be involved & with what supports?

This student may be able to maintain a household, launder clothing, plan meals, & manage finances independently.

This student may be able to maintain a household, launder clothing, plan meals, & manage finances with minimal support.

This student may be able to cook, clean, care for him or herself, and launder clothing with ongoing support or supervision.

This student may participate in routine tasks, such as brushing teeth and sorting laundry, but only with extensive ongoing support.

3.     In what community experiences will this student be involved & with what supports?

This student may be able to vote, obtain a driver�s license, join community clubs, & access recreational facilities independently.

This student may be able to vote, obtain a driver�s license, join community clubs, & access recreational facilities with minimal support.

This student may be able to access community programs and facilities, shop for pleasure, and go out to eat with ongoing support or supervision.

This student may participate in community activities, such as attending sporting events, going to the movies, & going out to eat but only with extensive ongoing support.

4.     What post-secondary educational opportunities will this student have & with what supports?

This student may be able to apply to & attend college or trade school, and/or pursue other educational opportunities independently.

This student may be able to apply to & attend college or trade school, and/or pursue other educational opportunities with minimal support.

This student may be able to participate in post-secondary educational opportunities for his or her own personal growth with ongoing support or supervision.

This student may participate in post-secondary educational options for his or her own personal pleasure, but only with extensive ongoing support.

5.     In what environment will this student be employed & with what supports?

This student may be able to independently complete a job application, participate in an interview, & be competitively employed.

With minimal support, this student may be able to complete a job application, participate in an interview, & be competitively employed.

This student may be competitively employed or employed at various levels of ongoing support or supervision(such as supported employment).

This student may participate in some type of work activity, but only with extensive ongoing support(such as supported employment).

Intervention Comparison

Autism Treatments

Current Interventions in Autism-A brief Analysis

 

Lovaas

TEACCH

PECS

Background

Also known as Discrete Trial (DT), Intensive Behavior Analysis (ABA); DT was earliest form of behavior modification; initial research reported in 1987; initial intent to achieve inclusive kindergarten readiness; has “morphed” into IBI and ABA.

Stands for Treatment and Education of Autistic and related Communication-handicapped Children; over 32 years empirical data on efficacy of TEACCH approach exists; includes parents as co-therapists; recognizes need for supports from early childhood through adulthood; main focus is on autism rather than behavior.

Stands for Picture Exchange Communication System; derived from need to differentiate between talking and communicating; combines in-depth knowledge of speech therapy with understanding of communication where student does not typically attach meaning wo words and lack of understanding of communication exists; high compatibility with TEACCH.

Goals

Teach child how to learn by focusing on developing skills in attending, imitation, receptive/expressive language, pre-academics, and self-help.

Provide strategies that support person throughout lifespan; facilitate autonomy at all levels of functioning; can be accommodated to individual needs.

Help child spontaneously initiate communicative interaction; help child understand the function of communication; develop communicative competency

How Implemented

Uses ABC model; every trial or task given to the child consists of antecedent--a directive or request for child to perform an action, behavior--a response from the child that may include successful performance, non-compliance, no response, consequence--a reaction from the therapist, including a range of responses from strong positive reinforcement to faint praise to a negative “No!”, pause--to separate trials from one another (intertrial interval)

Clearly organized, structured, modified environments & activities; emphasis on visual learning modalities; uses functional contexts for teaching concepts; curriculum is individualized based on individual assessment; uses structure & predictability to promote spontaneous communication.

Recognizes that young children w/autism are not strongly influenced by social rewards; training begins w/functional acts that bring child into contact w/rewards; begins w/physically assisted exchanges & proceeds through a hierarchy of eight phases; requires initial ratio of 2:1.

 

Reported Outcomes

 

First replications of initial research reporting gains in IQ, language comprehension and expression, adaptive and social skills.

 

Gains in function & development; improved adaptation & increase in functional skills; learned skills generalized to other environments; North Carolina reports lowest parental stress rates & rate of requests for out-of-home placement, & highest successful employment rates.

 

Pyramid Educational Consultants report incoming empirical data supporting: increased communicative competency among users (children understanding the function of communication); increasing reports of emerging spontaneous speech.

Advantages of Approach

Recognizes need for 1:1 instruction; utilizes repetitions of learned responses until firmly imbedded; tends to keep child engaged for increasing periods of time; effective at eliciting verbal prodiction in select children; is a “jump start” for many children, with best outcomes for those in mild –to-moderate range.

Dynamic model that takes advantage of & incorporates research from multiple fields; model does not remain static; anticipates & supports inclusive strategies; compatible w/PECS, Floor Time, OT, PT, selected therapies; addresses sub-types of autism, using individualized assessment & approach; identifies emerging skills, w/highest probability of success; modifiable to reduce stress on child and/or family.

Helps to get language started; addresses both the communicative & social deficits of autism; well-suited for pre-verbal & non-verbal children & children w/a higher Performance IQ than Verbal IQ; semantics of PECS more like spoken language than signing.

Concerns with Approach

Heavily promoted as THE approach for autism in absence of any comparative research to support claim; no differentiation for subtypes when creating curriculum; emphasizes compliance training, prompt dependence; heavy focus on behavioral approach may ignore underlying neurological aspects of autism, including issues of executive function and attention switching; may overstress child and/or family; costs reported as high as $50,000/child/year; prohibits equal access.

Belief that TEACCH “gives in” to autism rather than fighting it; seen by some as an exclusionary approach that segregates children w/autism; does not place enough emphasis on communication & social development; independent work centers may isolate when there is a need to be w/other children to develop social skills.

May suppress spoken language (evidence is to the contrary).

Errors to Avoid

Creating dependency on 1:1; overstressing child or family; interpreting all behaviors as willful rather than neurological manifestations of syndrome; ignoring sensory issues or processing difficulties; failing to recognize when it is time to move to another approach.

Failing to offer sufficient training, consultancy, & follow-up training to teachers for program to be properly implemented; treating TEACCH as a single classroom approach rather than a comprehensive continuum of supports & strategies; expecting minimally trained teacher to inform & train all other personnel in TEACCH approach; failing work collaboratively w/parents.

Failing to strictly adhere to the teaching principals in Phase I; tendency to rush through Phase I or to use only one trainer; providing inadequate support or follow-up for teacher after attending two-day training; training only one person in approach rather than all classroom personnel; inconsistently implementing in classroom.


































 




 

 

 

 


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Autism: Interventions and Strategies for Success

ASD Self-Management

Teaching students who are low-functioning

Curriculum

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AUEN

About AUEN

 

Accommodations = support, assistive devices, increased instructional time, opportunities for increased production time, alternative ways to demonstrate achievement, community linkages.  May also include additional or supplemental curricular content to achieve maximum effectiveness in adult life

 

General expectations for student performance = Standards = Performance Expectations

 

AUEN does not dictate specific program components for student to achieve the Performance Expectations. 

-                Schools have flexibility and individuality.

-                Curriculum frameworks needed to provide guidance on the content of education

-                Responsibility of schools to ensure that Performance Expectations remain central focus while developing all aspects of educational program

 

Assessment measures

-                Student performance on each standard

-                Provide data as

      input for the IEP

      student report card

      program improvement discussions

      public reports on educational effectiveness

 

 

Definition of terms

 

CLARIFICATION:  explains why a Performance Expectation is important

 

PERFORMANCE REQUIREMENT:  Defines what is meant by behaviors described in the Performance Expectation, Written at exit level (ages 18-21)

 

PERFORMANCE CONTEXTS:  settings, situations and concepts in which individuals exhibit performance requirements related to performance expectation

 

CRITICAL CONTEXT VARIABLE:  Factors that impact performance on Performance Expectation

 

LEARNER CHARACTERISTICS & EDUCATIONAL NEEDS:  difficulties that may affect student functioning on each Performance Expectation

 

 

 

 

 

About AUEN Level 1 - Participation

 

 

Level 1-   Participation:  address educational needs of student with severe or profound mental impairment who are expected to require extensive ongoing support in adulthood

 

 

Expectation = participation in major adult living roles

Performance Expectations (Standards) encompass

-               Level of participation, rather than level of skill, required for integration into life roles

 

 

Assume significant cognitive & physical limitations that preclude their ability to generalize or transfer learning

-                Dependent on others for most, if not all, of their daily living needs

-                Require extensive ongoing support system that allows them to participate in all areas of major life roles

-                Instruction targets opportunities for the student to participate, even partially, in age-appropriate tasks and activities

 

 

Focus of Participation

-                Participation to the maximum extent possible in task and activities of daily living

-                Maximum extent = individually determined

      Involves input from teachers, therapists, parents

      Consideration of student�s cognitive & physical limitations

-                Requires home, school & community to work together to integrate student as fully as possible into major life roles

 

 

Five Performance Expectations

 

  1. Engage in typical patterns of leisure and productive activities in the home and community

 

  1. Engage in a typical pattern of interactions

 

  1. Participate in effective communication cycles

 

  1. Participate in personal care, health, and safety routines

 

  1. Reach desired locations safely within familiar environments.

 

 

About AUEN Level 2 – Supported Independence

 

Level 2 - Supported Independence:  address educational needs of student with moderate mental impairment who are expected to require ongoing support in adulthood

 

Expectation = supported independence in adulthood

Performance Expectations (Standards) encompass

-                Set of skills, competencies & orientations required for living in supervised setting

-                Familiar & basic tasks & activities of daily living

      Acknowledges that student, while capable of completing them will require support & assistance in establishing & maintaining them

 

Assume cognitive limitations that seriously impact ability to generalize or transfer learning

-                Require some supervision & support throughout life

-                Can learn many skills to maximize independence

-                Instruction must be:

      direct,

      in context,

      targeted on specific, but essential, task analyzed independent living skilsl

 

Focus of Supported Independence

-                Completing task and activities of daily living

-                Enhancing quality of life

-                Maximizing personal effectiveness

 

Eight Performance Expectations

 

1.    Complete personal care, health, and fitness activities

2.    Complete domestic activities in personal living environments

3.    Manage personal work assignments

4.    Complete activities requiring transactions in the community

5.    Participate effectively in group situations

6.    Respond effectively to unexpected events and potentially harmful situations

7.    Manage unstructured time

8.    Proceed appropriately toward the fulfillment of personal desires.

 

NOTE: level of assistance allowed for exiting students

Allowable level of assistance occurs without any direction or physical assistance from another person while the individual is actually performing the target behavior.  The individual may use assistive/adaptive aids (e.g., written list of instructions, cue cards, calendars, or written schedules) & these aids may have been developed for the student by another individuals.  Additionally, the individual may be supervised  (i.e., watched by another person).

About AUEN Level 3 – Functional Independence

 

Level 3 - Functional Independence:  address educational needs of student with some cognitive limitations who are expected to achieve functional independence in adulthood.

 

 

Expectation = functional independence in adulthood

Performance Expectations (Standards) encompass

-      Set of skills, competencies and orientations required for independent living

-      Reflect vital content students need to learn and instructional strategies required to achieve them

 

 

Assume some cognitive limitations that impact ability to generalize or transfer learning across performance contexts

-      Learner needs to be able to assess personal strengths and limitations and access resources, strategies, supports and linkages that maximize personal effectiveness

-      Instructional approach must include concrete/authentic experiences in settings in which student is expected to function

 

 

Focus of Full Independence

-                Balance between functional academic skills and functional daily living skills

-                Require student to apply their functional skills to activities of daily living

 

 

Ten Performance Expectations

1.             Express themselves effectively in print.

2.             Complete tasks relying on the interpretation and use of oral, print, or numeric information.

3.             Interact appropriately within the course of daily social, vocational, and community living.

4.             Manage personal, career, and other life decisions.[1]

5.             Respond effectively to potentially harmful situations involving themselves and others.

6.             Access and use community resources and services as needed to meet daily living needs and fulfill desires.

7.             Travel safely within and beyond their community.

8.             Complete routine personal care, health, and fitness activities.

9.             Manage immediate and long-term responsibilities associated with task completion.

10.          Manage unstructured time.

 

 

 

About AUEN Level 4 – Full Independence

 

Level 4 - Full Independence:  address educational needs of student with the cognitive ability to transfer or generalize their learning who are expected to achieve full independence in adulthood.

 

Expectation = full independence in adulthood

Performance Expectations (Standards) encompass

-      Comprehensive set of skills, competencies and orientations that individuals are expected to use when completing tasks and activities in the six major performance contexts of adult life Target of education for the majority of students, including those with disabilities, in the educational system

 

Assume cognitive ability to generalize or transfer learning across performance contexts

-      Learned skills, competencies, & behaviors associated (Performance Requirements) with given target of education (Performance Expectation) can be applied to any life context (community participation & use, productivity, interpersonal relationships, cognitive functioning, domestic living, care of self & others)

 

Focus of Full Independence

-                Cognitive processes, personal work characteristics, and interpersonal effectiveness

-                Requires students to apply their knowledge to any task, problem or activity confronted in life

-                Goes beyond traditional school focus on knowledge and academic content

 

Nine Performance Expectations

1.             Interact effectively in social situations and settings.

2.             Contribute to the attainment of group goals.

3.             Complete assigned or routine tasks and fulfill responsibilities.

4.             Manage personal, career, and other life decisions.[2]

5.             Express themselves effectively through oral or other nonwritten[3] means.

6.             Express themselves effectively through print means.

7.             Complete complex cognitive tasks[4] effectively.

8.             Manage unstructured time.

9.             Move about and travel effectively within and beyond their community.

 



[1] Life decisions include those related to independent living, leisure, and health and fitness.

[2] Life decisions include those for independent living, leisure, & health and fitness

[3] Nonwritten means include sign language, synthesized speech, etc.

[4] Complex cognitive tasks are those that require the student to draw upon and manipulate multiple sources of information, for example, conducting a scientific experiment, attempting to solve a problem of global concern, researching a topic for a class report or demonstration, describing the other students in a classroom, etc.

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APQI

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Strategies/Interventions

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Instructional Methods that Work

Instructional Methods that Work

 

Program

Major Researcher

Type

Form of Intervention

Location

Children’s Unit at SUNY Binghamton

Romancyzk

ABA

Traditional ABA to more naturalistic based on child’s progress

Separate center

Denver Model (Playschool Model) at U of Colorado

Rogers

Developmental

Play as primary vehicle to learn social, emotional, communication, cognitive skills

Natural context (home, preschool setting)

Developmental Intervention Model at George Washington

Greenspan

Developmental

Intensive, interactive (adult follows child’s lead) floor time

Home, individual therapies, early childhood placement

Douglass Developmental Center at Rutgers

Harris

ABA

Discrete trial shifting to more naturalistic behavioral intervention

Home based, segregated preschool, integrated preschool

Individualized Support Program at U of S. Florida

Dunlap & Fox

ABA

Family support & training

Home

LEAP (Learning experiences, an alternative program for preschoolers & their parents) at U. of Colorado

Strain

ABA

Peer-mediated instructional with developmentally appropriate practices

Preschool

Pivotal Response Model at UC-Santa Barbara

Koegels

ABA

Discrete trial on pivotal responses (response to multiple cues, motivation, self management, self initiation) to more naturalistic behavioral intervention

In clinic + 1:1 at home + concurrent special education school services

TEACCH at UNC School of Medicine

Schopler & Mesibov

ABA/ developmental

Structured teaching with visual organizers

Home, preschool, school, day care

UCLA Young Autism Project

Lovass

ABA

Discrete trial: Yr 1: R to requests, imitation, play with toys, interaction w/families; Yr. 2: language, emotional discriminations, preacademics, observational learning; For children who move to inclusion, paraprofessional

Home

Walden Early Childhood Programs at Emory U.

McGee

ABA

Incidental teaching with developmental influence on goal selection

Center-based & home based

 

Interventions that Work

Interventions that Work

When to Begin and How Hard to Work

 

Table 12-1: Features of Comprehensive Programs

 

 

 

 

Program

Mean Entry Age in months (Range)

 

 

Hours/ week

 

 

Usual Setting

 

 

Primary Teaching Method

Children’s Unit

40

(13 to 57)

27.5

Segregated classroom

Discrete Trial

Denver Playschool Model

46

(24 to 60)

20

Inclusive classroom, home, community

Playschool curriculum

Developmental Intervention Model

36

(22 to 48)

10-25

Home, clinic

Floor time therapy

Douglass Developmental Center

47

(32 to 74)

30-40

Segregated classroom, Inclusive classroom, home

Discrete Trial, naturalistic

Individualized Support Unit

34

(29 to 44)

12

Inclusive classroom, home, community

Positive Behavior Support

LEAP

43

(30 to 64)

25

Inclusive classroom, home

Peer mediated intervention, naturalistic

Pivotal Response Model

36

(24 to 47)

Varies

Inclusive classroom, home, community, clinic

Pivotal response training

TEACCH

36

(24& up)

25

Segregated classroom, clinic

Structured teaching

Young Autism Project

32

(30 to 46)

20-40

Home

Discrete Trial

Walden Early Childhood Program

30

(18 to 36)

36

Inclusive classroom, home

Incidental Teaching

 

From:  National Research Council(2001).  Educating children with autism.  Committee on Educational Interventions for Children with Autism.  Division of Behavioral and Social Sciences and Education.  Washington, DC: National Academy Press.  Page.150.

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Floortime Therapy

The Lovaas Approach

Research

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The Denver playschool model