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Evidence Based Practices for Autism in the Early Childhood Classroom

Evidence Based Practices for Autism in the Early Childhood Classroom. Kathy Oehler –Autism Consultant and Mary Roth – Lead Ally, Autism Society of Indiana. What are “Evidence Based Practices”?.

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Evidence Based Practices for Autism in the Early Childhood Classroom

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  1. Evidence Based Practices for Autism in the Early Childhood Classroom Kathy Oehler –Autism Consultant and Mary Roth – Lead Ally, Autism Society of Indiana

  2. What are “Evidence Based Practices”? An evidence-based practice can be defined as an instructional strategy, intervention, or teaching program that has resulted in consistent positive results when experimentally tested (Mesibov & Shea, 2011; Simpson, 2005).

  3. Evolution of Evidence Based Practice in Early Childhood Education • Late 1980’s: ‘Developmentally Appropriate Practices’ (NAEYC) • Early 1990’s: ‘Recommended Practices ‘(DEC) • Late 1990’s: ‘Revised Recommended Practices’ (DEC) • 2006 +: ‘Practice Based Research Synthesis’ (Research & Training Center for Early Childhood Development) • 2008: 24 Evidence Based Practices for students with ASD (National Standards Project)

  4. Evidence Based Practices for Children with ASDhttp://autismpdc.fpg.unc.edu/content/national-standards-project

  5. Using Evidence Based Practices (EBP) at School and at Home

  6. Behavior and Learning Evidence Based Practices: • Prompting • Reinforcement / Differential Reinforcement • Task Analysis • Functional Communication Training • Discrete Trial Training • Functional Behavior Assessment • Naturalistic Setting • Visual Supports • Structured Work Systems

  7. EBP: Prompting How do I do it? If the child doesn’t respond within 2 – 3 seconds, use a prompt. • Full Physical Prompt: • Hand over Hand Prompt: • Partial Prompt: • Visual Prompt / Cue: • Verbal Prompt:

  8. EBP: Prompting • Prompting keeps students engaged (and reduces ‘tune out time’ • Prompting reduces frustration (and reduces negative behavior!) • Prompting increases rate of learning (by insuring a correct answer EVERY time)

  9. Prompt Fading • It is essential to NOT have children become dependent on prompts. Any prompts used are gradually removed as the child becomes successful until he can respond correctly with no prompts

  10. EBP: REINFORCEMENTHow do I do it?

  11. Rules for reinforcement - 1 • Avoid use of escape as the reinforcer . Don’t say, “If you do this, then you get to go play!” • Instead, give the reinforcer more often, for smaller tasks. Help the child see that doing the task itself is a way to get something good.

  12. Rules for reinforcement:2 • Last behavior reinforced is the behavior that will emerge again SO…… • Do not end a session with non-compliant behavior

  13. Rules of Reinforcement 3: Two Critical Components: • Pair yourself with the reinforcer, so YOU are the source of good things. • Talk less! Pair the reinforcer with Compliant Behavior, rather than repeatedly giving verbal directions.

  14. Rules of Reinforcement 4: • A child should never gain access to a reinforcer with negative behavior • Do not give attention to trantruming behavior • Never allow the child to escape or avoid a demand (adult can change the demand)

  15. Schedules of ReinforcementHow often do I reinforce? • FOR NEW BEHAVIORS • Continuous: positive reinforcement after EVERY correct response. But mix it up – praise, tickle, cuddle, give a treat. Make sure the child knows he has done something good.

  16. Schedules of Reinforcement: • For established behaviors (like hanging up backpack / coat) • Intermittent: Praise and reinforce, but not every time. Intermittent reinforcement is very effective in maintaining established behaviors

  17. EBP: Task AnalysisHow do I do it? Every task consists of many little steps. It is essential that we recognize and teach each step. Example: Wash your hands Turn on water Put your hands in water Put soap on your hands Rub your hands together Rinse your hands Turn off water Dry your hands Go back to your seat

  18. EBP: Task Analysis After you break the task down, make a picture schedule of each step.

  19. EBP: Functional Communication Training Behavior is a form of communication for children. If they can’t “talk it out”, they will “act it out”. “Bad” behavior is communication!

  20. EBP: Functional Communication TrainingHow do I do it? Teach a replacement behavior. Teach the child a different way to tell you what he wants. For example: If he bites his hand when he doesn’t get to watch TV, Teach him to sign or give you a picture of the TV. Teach the new communication when you can reinforce it by turning on the TV. Practice / reinforce; Practice / reinforce!

  21. EBP: Discrete Trial TrainingHow do I do it? Teach everything in small chunks. Prompt for success every time. Praise and reinforce every time. Review and practice 1000 times a day, in many different settings!

  22. EBP: Discrete Trial Training Include Computer Aided Instruction: iPad app: ABC Tracer (Lite version is free for ABC and 1,2,3; full version $2) Teaches top to bottom letter formation with dotted lines to follow. Reinforcing sounds when kids stay in the lines. Other literacy activities included.

  23. EBP: Functional Behavior AssessmentHow do I do it? • Antecedent: what happened right before the behavior. • Behavior: what was the behavior • Consequence: what happened right after the behavior • What was the function of the behavior? What was the child trying to get: attention? Escape? A desired item? • What’s the new plan? - may involve changing the environment, timing, or task demand. May involve teaching a new way to ask or protest.

  24. EBP: Functional Behavior AssessmentSet the child up for success. Have him dosensory motor exercises BEFORE he works. 1. Rub My Hands On My Legs-10 times.  2. Push My Hands Together & Release 10 times. 3. Open and close Fingers 10 times. 4. Place my hands on the chair seat, then raise my bottom off the seat 10 times. 5. Deep Breathe in slowly through my nose, then blow out through my lips. Repeat 5 times.

  25. EBP: Functional Behavior Assessment Documentation: Your data is your friend. It doesn’t have to be fancy, but it needs to be kept daily. What is the target behavior? What’s the baseline? How many responses did the child give? How many were right?

  26. EBP: Naturalistic Interventions How do I do it? • Generalize across environments: Work on each skill in a variety of settings, not just at the table. If you are working on a new skill, practice it in different rooms, during different activities, at different times of the day, etc.

  27. EBP: Naturalistic Interventions How do I do it? • Generalize across people: Make sure the skill is taught and practiced with lots of different people – especially with peers.

  28. EBP: Visual Supports How do I do it? A picture is worth a thousand words. Talk less! Examples:

  29. EBP: Visual Supports How do I do it? Examples: Visit the Visual Supports section at:http://www.iidc.indiana.edu/index.php?pageId=3613.

  30. EBP: Structured Work Systems How do I do it? Use pictures. Make sure the child can see: • What do I need to do? (a job) • What do I do when I am finished? (a reinforcer)

  31. EBP: Structured Work Systems Always work toward independent task completion.

  32. If it’s not working, ask yourself: • Setting (sensory): Is the room noisy? Is there clutter in his workspace? • Seating (motor): Is he uncomfortable? Does he need a different place to work? • Task (organization): Is the task too big? Do you need to break it down into smaller chunks?

  33. If it’s not working, continued: • Timing (organization): Is the wait time too long between directive / writing / reinforcement? • Directions (language): Was there too much talking? Does he need a prompt? • Attention (sensory): Did you get his attention before giving the task?

  34. The most important Evidence Based Practice is…… The home / school connection. Our children benefit when everyone works together.

  35. Challenges for Families • Parents blame themselves • Society blames parents • Professionals blamed parents through the 1970’s • Grandparents don’t understand • Siblings feel left out, carted around, responsible • Financial burden • Stress on marriage • Embarrassment – don’t want to tell anyone or ask for help

  36. Understanding Parents • The parent is raising a whole child and is responsible for every aspect of that child’s life • The student’s behavior may be very different at home • It is easy to lose sight of the “big picture” during everyday struggles • It is hard for us to imagine our children with disabilities as adults

  37. Don’t Wake Up Mama Bear • It is instinctive to protect one’s children, particularly if they seem vulnerable • People cannot think clearly when they are emotional • Parents may take your comments as an indictment of their parenting

  38. Teaching Parents • Ask, “How are things going at home?” • Try to show parents how a strategy (visual support, reinforcement) you are using in the classroom can be used at home • Explain what the real-world significance will be to the student as an adult • As resources allow, provide visual supports for home and community (church, etc) use

  39. Additional Resources • Suggest a computer lab where caregivers can make visual supports • HANDS in Autism will mail basic visual supports (www.handsinautism.org) • Social StoriesTM and social narratives • Lending libraries

  40. The Autism Resource Network of Indiana (ARNI) • www.arnionline.org • Brought to you by the Indiana Inter-Agency Autism Coordinating Council (IIACC), which Autism Society of Indiana leads • Find Local Resources to find providers in your area • SuperSearch feature for information, providers • View several topics from the home page • Event Calendar • Legislative and other News Autism Society of Indiana www.inautism.org

  41. The Autism Resource Network of Indiana (ARNI) • www.arnionline.org • Resource Map to find providers in your area • SuperSearch feature for information, providers • Topics from the home page • Event Calendar • Legislative and other News • IIACC Autism Society of Indiana www.inautism.org

  42. Autism Society of Indiana • Allies help parents, educators, and other providers • eNewsletter • Teacher’s Toolbox • Resources for Educators on ARNI • 800-609-8449 • info@inautism.org Autism Society of Indiana www.inautism.org

  43. Contact Us • Kathy’s contact information kathy@ihatetowrite.com • Mary Roth Autism Society of Indiana mary@inautism.org 800-609-8449 ext 22

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