Project DATA: A School-based Model to Provide Evidence
Project DATA: A School‐based Model to Provide Evidence‐Based Intervention to Toddlers and Preschoolers with ASD Ilene Schwartz University of Washington [email protected] Learning Objectives 1. Participants will be able to identify the essential components needed to provide an effective program for toddlers and preschoolers with autism and their families. 2. Participants will be able to identify evidence-based instructional strategies to use with toddlers and preschoolers with autism. 3. Participants will have strategies that can be used to implement these programs in their communities Autism is a collection of overlapping groups of symptoms that vary from child to child Siegel, 1996, p.301 “No treatment method completely ameliorates the symptoms of ASD and no specific treatment has emerged as the established standard of care for all children with ASD.” Stahmer, Scheibman, & Cunningham (2011, p. 230) NO ONE WAY TO EDUCATE CHILDREN WITH AUTISM!!! There are no instructional strategies that are autism‐ specific Think, Pair, Share What is your experience with inclusive early childhood education? What is your experience working with children with ASD? What do you want to get out of this session? (write at least one item on a post-it) What do you want to share with you colleagues in this session? (write at least one item on a post-it) Share with your neighbor Children with ASD require: Instruction to be more explicit Reinforcement to be more explicit and perhaps extrinsic to start More opportunities to practice with feedback Planned instruction to facilitate generalization Preschool students with autism: Are children first Have diverse strengths and needs Most often need explicit instruction across curricular domains May be gifted academically or have cognitive impairment Will need specialized instruction in social skills and communication Guiding Questions to Implement Best Practices for Young Children With ASD Comprehensive intervention planning across domains Use of evidence-based instructional practices Data-based decision making Technical and social support for family members Access to typically developing peers Access to quality of life influenced curriculum Comprehensive intervention planning across domains: Does the program address any identified needs from the assessment in areas of social, play/leisure, adaptive skills, cognitive, communication? Is the planned intervention or specially designed instruction across all levels of learning (e.g., acquisition, fluency, maintenance, generalization)? Is the planned intervention or specially designed instruction implemented at the level of intensity that progress can be determined? Use of evidence‐based instructional practices: Is the chosen intervention for a particular skill considered an evidence-based practice? Has the context, child characteristics, or family preferences been considered when choosing a particular practice/intervention? Does the team have appropriate training and adequate resources to implement the practice with fidelity? Data‐based decision making: Are data being collected on a frequent enough basis to determine progress on a particular skill? Is the data collection system likely to be implemented and does it provide a measure of progress for the particular skill? Are the data reviewed frequently (at least twice monthly) and are instructional decisions made, communicated to the team, and implemented as a result of the data reviews? Technical and social support for family members: Has the family’s input during the assessment process been solicited? Has the family’s need for technical support (e.g., parenting classes) been assessed and have these services been provided? Has the family’s needs regarding social support been assessed and suggestions provided? Access to typically developing peers: Does the program provide the children with ASD opportunities to interact with typically developing peers at least 3 days a week? Does the program staff use appropriate classroom activities, room arrangement, and instructional strategies to promote positive social interactions between children with ASD and typically developing children? Access to quality of life influenced curriculum: Are family members involved in setting the goals for intervention? Do intervention goals align with parents’ values, preferences, and identity? How will the targeted skills and behaviors increase the child’s independence and increase his or her overall quality of life Project DATA -- Current Extended, Intensive Instruction Technical and Social Support for Families Integrated Early Childhood Experience Collaboration and Coordination Quality of Life Influenced Curriculum High Quality Early Childhood Program Inclusive Intentional teaching Supportive child teacher relationship Class membership Using a Variety of Instructional Strategies Peers Explicit instruction Embedded instruction Other teachers or building staff Areas around school outside the classroom Extended instructional day Inclusion + intensive instruction The goal of the extended instructional day is to help children access and succeed in “general education” Behaviorally based Data-based decision making Highly Supported Instructional Time 1:1 or 2:1 Student:Teacher ratio Switch it up Do a variety of activities each day Science, art, blocks, imaginative play, etc. Move around the classroom We are not restricted to the table! Outside Book area Swings One goal of instruction is to make the abstract concrete Schedules activity matrix Visual supports Environmental arrangements An Activity Matrix 1. Is an effective way to organize teaching and learning opportunities. 2. Maximizes learning time by planning for teaching to occur throughout all activities, routines, and transitions. 3. Helps all staff be aware of individual child learning objectives. 4. Matches the child’s learning objective to the activity. 5. Can be implemented for any child, but is especially useful for those who need extra support. Activity Matrix -- Individual Comm. Social Circle Color and Answer shapes questions Snack Request Free Choice Respond to peers Motor Conversa tions with peers Adapt. Pouring Writing/co loring Activity Matrix -- Class Connie Circle Color and shapes Answer questions Snack Request Conversations Pouring Free Choice Respond to peers Writing/coloring Greg Eric Lee + Make it your own Example Activity Matrix Nathan Matt Play with toys at table 12:45 – 1:00 Gaining a peer’s attention by saying his/her name Responding to peers Following Directions Responding to peers Book 1:00 – 1:10 Answering WH Questions - Answering WH Questions - Pronouns Board Game 1:10 – 1:20 Asking for a turn Gaining a peer’s attention - Commenting to peers Gaining a peer’s attention Bathroom & wash hands 1:20 – 1:30 Following Directions Following Directions Snack 1:30 – 1:45 - Responding to peers - Greetings - Gaining a peer’s attention by saying his/her name - Responding to peers Group Activity 1:45 – 2:00 - Following Directions - Respond to peers - Respond to peers - Following Directions Table Work 2:00 – 2:30 - Feature, Function, Class Feature, Function, Class - Pronouns - 1:1 Correspondence Circle 2:30 – 2:50 Following Directions Answering WH Questions Following Directions Answering WH Questions Activity Schedules Line drawings Pictures Lists Visual Supports Graphic displays Calendars Smart Phones Notes To Do Lists Maps Planners Visuals Give Children Extra Information • • • Reduce anxiety Prompt Help express wants & needs • • Focus on a specific message in a direction Clarify expectations Classroom Expectations Ears are Listening Listening Friend Raise a Quiet Hand Snapping Fingers Touch Gently Quiet Mouth Walking Feet For Individual Children For the Whole Class But…We must TEACH children how to use visuals! Count to ten Eenie Meenie Minie Moe Raise a quiet hand Trade Talk to friends Framework for Teaching Visuals Brainstorm Teach Embed Fade Evaluate Brainstorm What function should visuals serve? If a child is engaging in challenging behavior, what function does this serve? • Escape an activity that’s too hard? • Are directions too complex for him to follow? Collaborate with classroom team and families Teach Explain the meaning of each visual Model target behavior Provide feedback Embed More embedded learning faster learning Opportunities to use the visual throughout activities & receive feedback Develop independence Progress monitoring & data based decision making Our goal = independence Fade As child learns to use the visual, consider how to decrease support Not eliminate, but teach the child how to use the visual independently Consider making visuals smaller, using text vs. symbols, or place in different areas (in cubbies, on children’s tables, etc.) Evaluate Throughout all phases Questions to Ask • Examine data and monitor progress • Evaluate all aspects of the visuals • Modifications are necessary as children learn to use these independently • Does the child understand what the visual means? • Do data show visuals are helping the child engage in more appropriate behavior? • Can he use it independently? • Is everyone on the team implementing the visual the same way? • Can he use this across settings? Technical and Social Support for Families Home Visits Transition Support “In promoting a partnership between parents and teachers, home visits provide the means for effective team problem solving, observing children in their home environment, and encouraging parent involvement,” (Beardmore et. al., 1999) Home Visits Monthly, two hour visits At home, at school, in the community, at day care, play dates, collaboration with private consultant, etc. Family/Caregiver driven: parents own the agenda Support the family in working on high priority skills at home Example: Will’s Trying New Foods Plan at school High priority for family at home: trying new“super foods”(fruits and vegetables) At school, we are working on Will taking a bite of a“super food”before eating the rest of his snack W.B. bite of orange Transition Support Accompany family on school tours Communication with child’s new teachers in the next educational setting at the beginning of the school year Supplemental transition report to accompany the preschool report School visits if necessary Quality of Life Influenced Curriculum Goal of DATA Project is for children to participate in a meaningful way in their family and community We embed explicit instruction into every activity and fade supports as soon as children are independent Our assessment process includes family input Generalization and maintenance are key We are heavily focused on social, communication, and independence skills Schedule for Toddler DATA Monday Tuesday Wednesday Thursday Friday Integrated Play Group Extended, Intensive Service Integrated Play Group Extended, Intensive Service Extended, Intensive Service Home vist Schedule for Preschool DATA Monday Tuesday Preschool Preschool Extended Day Wednesday Extended Day Thursday Friday Preschool Preschool Extended Day Two New Reviews of EBP National Standards Project from the National Autism Center http://www.nationalautismcenter.org/ Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder by the National Professional Development Center on Autism Spectrum Disorder http://autismpdc.fpg.unc.edu/how-do-i-find-out-more-aboutebps Antecedent Target Behavior Consequence DTT (Discrete Trial Training) What is it? Breaks a skill into very small parts Teaches each sub-skill to mastery before moving on Provides concentrated teaching Response is initiated by teacher A response by child is required A Discrete Trial Instruction Prompt (if necessary) Child’s Response Consequences Inter-trial Interval A Discrete Trial (Teaching Loop) Instruction or Discrimitive Stimulus (SD) Antecedent Prompt if necessary Child’s Response Behavior Consequence Consequence Inter-trial Interval Questions?
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