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Building Systems for Supporting Students with Autism at a ll 3 Tiers of PBIS

Building Systems for Supporting Students with Autism at a ll 3 Tiers of PBIS. Briana Weiner Illinois Positive Behavior Interventions and Supports. National PBIS Leadership Forum October 11, 2013 Chicago, Illinois. , Ph.D. 23. Continuum of Support for ALL. Few. Some.

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Building Systems for Supporting Students with Autism at a ll 3 Tiers of PBIS

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  1. Building Systems for Supporting Students with Autism at all 3 Tiers of PBIS Briana Weiner Illinois Positive Behavior Interventions and Supports National PBIS Leadership Forum October 11, 2013 Chicago, Illinois , Ph.D.

  2. 23 Continuum of Support for ALL Few Some At what tier do you include students with ASD in your PBIS implementation? Students with ASD benefit from supports and interventions at all three tiers All Dec 7, 2007

  3. What we know from PBIS Everything goes better when students know what to expect and what to do

  4. Tier 1 – Universal Key Features • Define - 3-5 school wide expectations • Teach /Precorrect • Model/Practice • Acknowledge • Reteach Illinois PBIS Network Universal Manual – Version 3.0, 10/2010

  5. Systems at the Tier 1 Level • Universal team meets on a regular basis to review referrals and to review: • Treatment integrity data • Classroom behavior practices • Visual support practices • Communication practices • Social skills practices

  6. Tier 1 Tips and Tweaks • Must explicitly teach expectations with examples in all environments using visual supports and hidden curriculum • Reinforce expected behaviors – may need to adjust reinforcement • Connect cause and effect • Include self-regulation supports

  7. Another thing - Generalization cannot be assumed Students with ASD often have trouble generalizing = = PE GYM New room = New activity Different font = Different word

  8. CLASSROOM EXPECTATIONS MATRIX

  9. CLASSROOM EXPECTATIONS MATRIX Reminder Card 3x5 card for wallet or notebook Expectations on handheld – productivity apps

  10. Sample Matrix - Arrival

  11. Morning Checklist My Morning Schedule

  12. Respect Others - Use Polite Words 1.Teach The Hidden Curriculum 2. Reminder card or note 3. Review/have student review as part of arrival routine

  13. Be Respectful Class Discussions Raise Hand Talk when teacher responds Use # 2 voice Talk once then listen Use Polite Words

  14. Good Choice Pledge

  15. Visual Organizer for Kick-off Day Break

  16. Cool Tools – Tips in teaching • Make it visual (short video clip & review) • Make it literal, model and practice • Teach in the natural environment • Increase the teaching, reminders and practice opportunities • Use posters, gestures to prompt visually, moving toward self-prompting • Individualize the reinforcement

  17. When tier 1 isn’t enough… • Not a new model • Just intensify • Systems • Data • Practices

  18. Students present with at risk behaviors, i.e.; aggression, property destruction, self-injurious behaviors, that place them at risk of a more restrictive placement. • Students are not making effective progress with Tier 1 interventions as identified by educational staff and/or parents. Identification of Students at Tier 2 and 3 Levels

  19. Individualize CICO • Pre-teach cues and rules • “Chosen” mentor • Individualize incentive and reinforcement use special interests weekly menu of rewards add additional CI to increase chancing of “catching them good” Tier 2 Tips and Tweaks

  20. Example Daily Progress Report Name _________________Date __________________ I am earning points for __Friday Movie_____________ Possible Points ______ Goal _______ Points Earned ______

  21. Used at a transition program-notice pictures for older students

  22. CHECK OUT Buron, K. D. (2008). Check in poster. Shawnee Mission, KS: AAPC. www.asperger.net. Used with permission.

  23. Tier 2 Tips and Tweaks SAIG - Instructional Curriculum/Materials to Consider • The Hidden Curriculum • Social Thinking TM • Social Narratives including Social Stories TM • SOCCSS,SODA • Social Autopsies • Video modeling • Self-regulation strategies

  24. Self Regulation Strategies Stress Thermometer Stress Signals ___________ ___________ ___________ _________________________________ _________________________________ Relaxation Techniques ___________ ___________ ___________ _________________________________ _________________________________ 10 5 1

  25. My Calming Sequence • Squeeze my hands • Three deep slow breaths • Close my eyes • Think happy thoughts Adapted from Buron, K.D. 2006 When My Worries Get Too Big

  26. Coping Cards Take 2 deep breaths with your eyes closed Press your hands together and count to 10 slowly

  27. Taylor and Her Fans by Cassie Jones Taylor Swift loves being a star, but sometimes it is difficult for her to be nice to everyone. At the end of a long day in the studio or after a concert, she is often tired and it is difficult for her to be nice to her fans and friends. Taylor has learned that it is important to smile at people she meets and say nice things to everyone, even when she is tired. She has learned that if she can’t say something nice, it is better to just smile and say nothing. She stops and thinks about comments she makes before she says anything. Just like Taylor, it is important for young people to think before they talk. It makes Taylor proud when preteens and teenagers remember to do the following: 1. Think before you say anything. Say it in your head first before you say it out loud. 2. If you can’t think of something nice to say, smile and don’t say anything. 3. You do not have to say every thought that you think out loud.

  28. 1. Think before you say anything. Say it in your head first before you say it out loud. 2. If you can’t think of something nice to say, smile and don’t say anything. 3. You do not to say every thought that you think out loud.

  29. Tier 3… Layering Supports • As students start with tier 2 interventions and may not be successful, layering additional interventions is important • A student could be in CICO, in SAIG, have a FBA/BIP and also be involved in wrap. • OR, students could start with wrap, then the team/school would make sure the student had access to lower level interventions as a part of the wrap plan • Tier 3 wrap student action plan builds on lower level interventions as a part of the comprehensive wraparound plan

  30. 10 Principles of Wraparound • Family Voice and Choice • Team-Based • Natural Supports • Collaboration • Community-Based • NWI standardized the 10 principles in 2004 2008–Revised persistent to unconditional • Culturally-Competent • Individualized • Strengths-Based • Unconditional Care • Outcome-Based Perfect for students on the spectrum

  31. Value Base • Build on strengths to meet needs • One family-one plan • Increased parent choice • Increased family independence • Support for youth in context of families • Support for families in context of community • Unconditional: Never give up P.Miles, 2004

  32. Added Benefit – You will find that LOTS of students will benefit, not just those with ASD

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