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Effective Practices for Individuals with Autism
Spectrum Disorders:
An Introduction to the LASARD Key Areas and the Louisiana Autism Quality Indicators.
October 27th, 2009: Bossier City, LANovember 3rd, 2009: Baton Rouge, LA
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Participants will:Become familiar characteristic of ASD and related disabilitiesBecome familiar with the LASARD Project and the Louisiana Autism Quality Indicators (LAQI)Become familiar with evidence-based educational practices for educating students with ASD and related disabilitiesUnderstand the link between evidence-based practices and the LAQILearn about national and state resources on ASD and evidence-based practices.Set a goal and an action step for implementation in practice
Objectives for Today’s Workshop
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Stages of Learning
Snell & Brown, 2002
AcquisitionLearning it
MaintenanceUse it routinely
Fluency/ProficiencyMake it faster & better
GeneralizationUse it however/
wherever it is needed
A note on questions…
We will have designated stopping points for questions during the day.
If you have a question during the presentation, please jot it down on a Post-It note.
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Meet the new LASARD Team!
Dr. K. Alisa Lowrey
Bambi Polotzola
Julie Riley Lisa Altman
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Introduction to the LASARD Project
Project Goals:(1) to improve educational practices and
outcomes for students with autism spectrum disorders (ASD) and related disabilities and
(2) to develop statewide capacity to provide high quality educational programs for these students.
From: http://www.hdc.lsuhsc.edu/LASARD/
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Introduction to ASD and Related Disabilities.
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TerminologyThe SpectrumOccurrence RatesCharacteristics
Terms to know:
Syndrome-refers to the association of several features, signs, symptoms, or characteristics that often occur together
A condition is named a syndrome when the reason the features occur together has not been discovered.
Thompson (p. 19, 2007)
Terms to Know
Spectrum- refers to the idea that closely related conditions, considered syndromes, occur on a continuum.
What is Autism?
Generally agreed upon:Onset Before Age ThreeInterferes in the Development of the Brain
In Areas of ReasoningIn Areas of Social InteractionIn Areas of Communications SkillsCausing Repetitive MovementsCausing Resistance to Change
A Spectrum Disorder
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Autism, IDEA ‘04
Autism is the only disorder defined in IDEA 04.“Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance. Other characteristics associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.
Autism does not apply if a child’s educational performance is adversely affected primarily because the child has an emotional disturbanceA child who manifests the characteristics of autism after age three could be identified as having autism if the criteria above are satisfied.”
US Department of Education, 2006, p. 1260-1261
Autism Spectrum Disorder
Autism is listed in the Diagnostic and Statistical Manual – Fourth Edition Text Revised (DSM-IV TR) under the umbrella category of Pervasive Developmental Disorder (PDD) category.PDDs are a group of disorders characterized by broad delays in the development of multiple basic functions including
SocializationCommunicationAnd combined with repetitive interests & behavioral routines
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Key Considerations in the DSM-IV-TR Definitions
Autistic Disorder—is most severe because it involves disabilities in all 3 required domains
CommunicationSocializationRepetitive Interests/Behavior Routines
Severity is strongly impacted by cognitive abilityMajor difference between Autistic Disorder & Asperger’sSyndrome is *language development/academic skillsPDD-NOS includes “a-typical” autism
Thompson states this is the most commonly misdiagnosed category of ASD.
Thompson (2007)
Types of Autism Spectrum Disorders
Autistic Disorder or AutismChildhood Disintegrative Disorder (CDD)Asperger SyndromeRett SyndromePervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS)
**All of the above are considered on the “spectrum” of autism.
Etiology
Etiology is the study or causes of origins
With ASD, we do not know the cause but we can discuss studies currently underway to determine that cause or origin
ASD has a “presumed neurological etiology” (p. 84, Scott, Clark, & Brady, 2000)
What is being studied?
Brain Differences (anatomical)Genetic Differences (Chromosonal)Neurological Differences (CNS)Birth Trauma or AnethesiaOther possible causes
Stealth virusVaccines
Mercury exposure
Scott, Clark, & Brady (2000)
Occurrence Rate of Autism
Estimated at 1 in 150 American Children(CDC, 2007)4 Times More Likely in Boys or 1 in 94 boys (CDC, 2007)Crosses All Ethnic, Racial, Social and Lifestyle BoundariesTends to recur within the same family (Thompson, 2007)
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What are the indicators?
Communication SkillsSocial Interaction SkillsSensory ImpairmentPlayBehavior
Mastropieri & Scruggs (2007)
Communication
Language develops slowly or not at all Use of words without attaching the usual meaning to them Communicates with gestures instead of wordsShort attention spansEcholalia (repeating words or phrases in place of normal language) Not responsive to verbal cues; acts as deaf Difficulty in expressing needs; uses gestures or pointing instead of words
Mastropieri & Scruggs (2007)
Social Interaction
Spends time alone rather than with othersAppears uninterested in making friendsLess responsive to social cues such as eye contact or smilesDifficulty in mixing with other children Inappropriate laughing and gigglingLittle or no eye contact Seems to prefers to be alone; aloof manner May not want cuddling or act cuddly
Mastropieri & Scruggs, 2007
Sensory Impairment
Unusual reactions to physical sensations such as being overly sensitive to touch or under-responsive to painSight, hearing, touch, smell, and taste may be affected to lesser or greater degreesMay perform self-simulating behaviors, such as hand flapping or rocking May avoid cuddling or may seek itApparent insensitivity to pain
Mastropieri & Scruggs, 2007
Play
Lack of spontaneous or imaginative playDoes not imitate the actions of othersDoesn't initiate pretend games Sustained odd play May spin objectsInappropriate attachment to objectsNoticeable physical over activity or extreme under activity
Mastropieri & Scruggs, 2007
Behaviors
May be overactive or very passiveFrequent tantrums for no apparent reasonMay perseverate on a single item, idea, person, phrase or wordApparent lack of “common sense”May show aggressive or violent behavior or injure self
Mastropieri & Scruggs, 2007
Behaviors (continued)
Insistence on sameness; resists changes in routine No real fear of dangers Unresponsive to normal large group teaching methodsUneven gross/fine motor skills (may not want to kick ball but can stack blocks)
Mastropieri & Scruggs, 2007
Common Supports for Individuals with ASD
Supports for transitions◦ Visual supports◦ Routine/schedules◦ Priming◦ Natural supports (e.g., bell, peers, etc.)
Supports for communication◦ Functional communication system◦ Assessment of issues (requesting, refusing,
commenting) followed by appropriate supports◦ Acknowledging behavior as communication◦ Natural supports
Wehman, 2009
Supports (cont’d)
Supports for social interaction◦ Peer modeling◦ Video self modeling◦ Social Stories◦ Direct Social Skill Instruction◦ Natural SupportsSupports for Behavior◦ Functional Communication System◦ Self Monitoring/Self Regulation Strategies◦ FBA/BIP for appropriate replacement behaviors◦ Peer Modeling/Video Self Modeling◦ Natural Supports
Wehman, 2009
The LAQI (Louisiana Autism Quality Indicators)
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Based on peer reviewed literature and researchLinked to the CEC Professional Competencies for Teachers of Students with Autism Spectrum DisordersDeveloped by multiple stakeholders Can be used as a quality assessment instrument of program or a guide for practiceCurrently in draft form and being field tested to ensure inter-rater reliability and construct validityAdministration of the LAQI includes:
Document ReviewObservationSelf-assessment (pre and post school year)
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Changes in the LAQI
Previously• Student and Teacher
Focus.• Global program
indicators.
Now• School and District(programmatic) Focus.
• Specific, measureable, and observable indicators.
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CollaborationInclusive PracticesEnvironmentCurriculum and InstructionCommunicationBehaviorSocial InteractionTransition
This symbol means that you can find out more about this Key Area on our online Autism Training Modules at www.laqitm.org
LAQI Key Areas
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Evidence of collaboration between special education and general education teachers is present on lesson plans. Evidence of a history of collaboration with families is
present.
School teams (including families) attend trainings provided by the local school
district and outside agencies regarding students with autism and related
disabilities.
Assessment of student work and progress reflects input from multiple team
members (e.g. grading, progress reports, IEP progress reports, report cards).
Student IEPs include representation from multiple members of the instructional
team representing a variety of disciplines.
Instructional teams (including families)
collaborate in the planning, implementation, and
evaluation of programming for students with autism and
related disabilities.
Key Area 1: Collaboration
Key Area 1: Collaboration
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1. Evidence of Collaboration between special education and general education teachers is present on lesson plans.
2. Student IEP meetings include attendance represented in the body of the document from multiple members of the instructional team. Team members represent multiple disciplines (e.g. person with disabilities, paraeducators, related service providers, family members, general education teachers).
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Collaboration Cont.
3. School teams (including families) attend trainings provided by outside agencies or local districts regarding students with autism and related disabilities.
4. Ongoing training for school staff and families is offered by school and/or district related to students with autism and related disabilities.
5. Evidence of a history of communication between family and school staff over time is present.
6. Assessment of student work reflects input from multiple team members (e.g. grading, progress reports, IEP progress reports, report cards).
Participation in grade-level activities and routines.
Individualized supports in general education are delivered by multiple
faculty/staff/peers.
Engagement in the same topic/subject activities as general
ed. peers, given individualized modifications and accommodations.
Related Services are delivered within or across instructional
activities or on-going routines in the classroom.
Membership in age-appropriate
general education classrooms
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LSU-HSC Human Development Center
Key Area 2: Inclusive Practices
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Key Area 2: Inclusive Practices
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7. Students are in age-appropriate, general education classes.
8. Students have individualized services and supports available in general education classrooms.
9. Students participate with their typical peers in school routines.
10. Students are engaged in the same topic/activity as typical peers in the general education classroom with individualized accommodations and modifications.
11. Secondary Only: Student schedules are individualized and include link to student interests/preferences, as indicated on the IEP/ITP.
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Inclusive Practices Cont.
12. Students participate with their typical peers in school wide activities.
13. As needed, individualized supports in the general education classroom are delivered by multiple (i.e. more than two) faculty/staff/peers.
14. Related service providers deliver services within or across instructional activities and ongoing routines in the classroom, school, and/or community.
Collaboration and Inclusive Practices
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Evidence of classroom behavior expectations is visible in the classroom and students demonstrate mastery of
these expectations.
The classroom and immediate student environments are arranged to allow access to shared and individualized
materials and supplies independently or with least restrictive supports.
Individualized environmental supports include multiple methods of
implementation (e.g. human, material, visual. Visual supports are used by
students independently or with least restrictive supports.
UDL- In the general education setting, the teacher provides:
- Alternatives for students to demonstrate what they know.
-Various ways of acquiring information and knowledge.
The teacher promotes student engagement by using areas of student interest and reinforcement.
Students with autism and related disabilities
participate in the environment given least restrictive supports and multiple ways to learn
and express their knowledge.
Key Area 3: Environment
Key Area 3: Environment
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15. Evidence of classroom behavior expectations is visible in the classroom.
16. Students demonstrate mastery of classroom behavior expectations.
17. The environment is arranged to allow access to shared classroom materials and supplies independently or with least restrictive supports (e.g. pencil sharpener, books from the shelf, etc.).
18. Each student’s immediate environment is arranged to allow access to their individualized materials and supplies independently or with least restrictive supports (e.g. pencils, notebooks, books, etc.).
Environment Cont.
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19. Visual supports are observed in the classroom (e.g. individualized schedules, timers, class wide schedule, labels, etc.).
20. Students use individualized supports in the classroom independently or with least restrictive supports (e.g. individualized schedules, timers, labels, etc.).
21. Individualized supports include multiple levels of implementation (e.g. human, visual, material) if needed.
22. In general education settings, the teacher provides students with alternatives for demonstrating what they know (UDL). (e.g. presentations, visual displays, pen/paper activities, etc.).
Visual Supports
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Class wide/ School wide Individualized
School-Wide Expectations
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Environment Cont.
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23. In general education settings, the teacher provides students various ways of acquiring information and knowledge [UDL (e.g. auditory, visually, through text, etc.)].
24. In general education settings, the teacher promotes student engagement [UDL (e.g. using student areas of interest, offering choice in activity, providing reinforcement)].
Principles of Universal Design for Learning
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I. Provide Multiple Means of Representation(how information is presented)
II. Provide Multiple Means of Action and Expression(how students display their knowledge or skills)
III. Provide Multiple Means of Engagement(student self-regulation, interests, choice-making)
www.cast.org
Indicator 24
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Core content (ELA, Math, Social Studies, etc.) goals on student IEPs
address state standards for the grade in which the student is enrolled (e.g.
GLEs, Extended Standards).
Individualized targets addressing goals other than core content areas (e.g. self-help) are present on classroom lesson
plans. Individualized accommodations and modifications
are present on lesson plans.
Systematic instructional procedures are evident and include the planning
for and usage of:
-Error correction procedures.
-Reinforcement procedures.
-Data collection procedures.
Instruction is delivered within or across instructional activities and on-going routines. Instruction includes
systematic planning and implementation of strategies to ensure the generalization and maintenance of
targeted skills.
Systematic instructional
strategies are utilized to address core
content and individualized
instructional goals.
Key Area 4: Curriculum and Instruction
Key Area 4: Curriculum and Instruction
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25. Core Content (e.g. ELA, Math, Science, Social Studies) goals on student IEPs address state standards for the grade in which the student is enrolled (e.g. GLEs, Extended Standards).
26. Individualized accommodations and modifications are present on classroom lesson plans.
27. Individualized targets addressing goals other than core content areas are present on classroom lesson plans (e.g. self-help, vocational, communication, social).
C & I Cont.
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28. A. Systematic instructional procedures are evident.B. Plans for systematic use of systematic instructional
procedures are evident.29. A. Systematic error correction procedures are evident.
B. Plans for use of systematic error correction procedures are evident.
30. A. Systematic use of reinforcement is evident.B. Plans for systematic use of reinforcement are evident.
31. A. The teacher is observed collecting data on student performance (e.g. grading answers, completing checklists, etc.). B. Plans include systems for collecting data on student performance (e.g. grading answers, completing checklists, etc.).
C & I Cont.
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32. Individualized skills listed on the IEP are targeted within or across instructional activities and on-going routines in the classroom, school, or community (embedded instruction).
33. A. Within each lesson, planning for generalization of skills is evident [e.g. skills are taught in multiple settings (ex. Large/small group), with multiple people (staff/peers), and using multiple materials].B. Planning for generalization of skills is evident (e.g. skills are
taught in multiple settings, with multiple people, and with multiple materials).
34. On-going assessments demonstrate maintenance of skills over time (ex. Universal benchmark assessments, alternate benchmark assessments, instructional data collection, progress monitoring assessment).
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Indicators 28-31: Systematic Instruction
Procedures for instruction which include:StimulusPrompt and prompt delivery sequence or hierarchyLatency of responseError Correction ProceduresReinforcement ProceduresGeneralization & Maintenance ProceduresData Collection Procedures
Systematic Instruction: ABA
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Staff and peers have consistent responses to student’s identified
communicative attempts.
Instructional planning reflects opportunities to communicate in
natural settings with more than one person.
Students use a consistent, functional form of communication to
- Initiate requests
-Respond to communication attempts
-Make choices
Instructional plans include access to multiple settings to increase
opportunities to interact with peers.
Students with autism and related disabilities have multiple opportunities to communicate
in natural settings with a variety of peers and adults.
Key Area 5: Communication
Note: Natural settings can include, but are not limited to hallways, bathroom, lunch, recess, general ed. classroom.
Key Area 5: Communication
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35. Staff have consistent responses to student’s identified communicative attempts.
36. Peers have consistent responses to student’s identified communicative attempts.
37. A. Students have the opportunity to communicate in natural settings with more than one person (natural settings could be break time in class, hallway, bathroom, lunch, recess, etc.).
B. Student documentation includes a plan to access multiple settings to increase the opportunity to communicate with peers.
Communication Cont.
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38. Students use a consistent, functional form of communication to initiate requests.
39. Students use a consistent, functional form of communication to respond to communication attempts.
40. Students use a consistent form of communication to make choices.
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Key Area 6: Behavior
Functional Behavior Assessments (FBA) are conducted to address
problem behaviors.
Behavior Intervention Plans (BIP) are developed, implemented, and
modified based on individualized FBAs and progress monitoring data.
Preference Assessments and systematic reinforcement strategies
are conducted and utilized.
Positive Behavior Support strategies are used at the school, classroom, and
individual student levels.
Student behaviors are addressed through
systematic assessments and interventions.
Key Area 6: Behavior
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41. Functional Behavior Assessments (FBAs) are conducted to assess problem behaviors as necessary.
42. If present, Behavior Intervention Plans (BIPs) are based on individualized FBA.
43. If present, Behavior Intervention Plans include procedures to increase replacement behavior.
44. Evidence of identified student preferences exist in lesson plans and on IEP.
45. The reinforcement student is working for is indentified before student begins his/her work.
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Indicator 45:
Behavior Cont.
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46. Students appear to be motivated by identified reinforcer.
47. School-wide Positive Behavior Supports (PBS) systems are implemented with students.
48. Class-wide student-specific behavior management systems target positive consequences rather than punitive measures.
49. Application of data analysis to modify behavioral plans is available.
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Indicator 49: Data analysis a behavior intervention. Note that the data reflects changes in the intervention based on outcomes of on-going assessment and monitoring.
Alberto and Troutman (2006)
Methods of Data Collection
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Duration RecordingTantrumOthers?
Frequency RecordingRaising handOthers?
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Key Area 7: Social Interaction
Student programming includes opportunities to interact with a variety of adults and peers in structured and
unstructured social and academic contexts throughout the school day.
Social Skills instruction includes peer support strategies.
Social Skills instruction takes place in naturalistic contexts and settings.
Social Interaction goals are included on student IEPs and address either
skill acquisition or performance deficit instructional needs.
Social Interaction opportunities and instruction occurs
with peers and adults in multiple contexts
Key Area 7: Social Interaction
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50. School routines for students include unstructured opportunities for social interaction with typical peers in social and academic contexts throughout the school day.
51. Social skills instructional plans include peer supported strategies.
52. Social Skills deficits for students have been identified as one of the following:
- Skill acquisition deficit (absence of a particular skill or behavior), or
- Performance deficit (skill or behavior is present but not demonstrated or performed).
Social Interaction cont.
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53. Specific social skills goals are identified on student IEPs for intervention (i.e. interventions can be targeted at:
-acquiring skills or-enhancing performance
54. Initial assessment data is available on specific social skill interventions for students (current level of progress or baseline data included in the IEP folder).
55. Progress monitoring data is available on specific social skill interventions for students.
Indicator 55
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Turn to the person next to you and discuss:
-One example of a skill deficit that you can address through instruction.-One example of a performance deficit that you can address through instruction.
What are some of the differences in how youwould approach instruction for each typeof deficit?
5 minutes…
Examples
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Skill Deficit:Student is approached by
peer and rather than greeting him, the student turns and walks away.
Instructional Approach:Systematic instruction on
shaking hands/ verbal greeting/ using a communication device to say, “hello.”
Performance Deficit:Student is able to greet a
variety of conversation partners, but when boarding a public bus, he does not greet the driver.
Instructional Approach: Create Social Story to
enhance performance of greeting the bus driver. Student is reinforced when behavior is performed correctly.
Social Interaction Cont.
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56. Social skill instruction is implemented in natural settings (e.g. general ed. Classroom, general school and community settings, not self-contained or resource settings).
57. Generalization of social skills is implemented through the use of multiple naturalistic settings and activities with multiple partners (e.g. peers, teachers, family, related service providers).
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Written plans exist to facilitate major transitions.
Transition plans include individualized supports, which promote choice-making, self-
determination, and independence.
Resources exist to support students in transitions within and across their day
(e.g. activity to activity, within a routine, environment to environment,
during unanticipated changes).
Data is collected on the effectiveness of the plans and plans are modified, as
necessary, based on data.
Systematic planning and instruction occurs for a
variety of transitions that students experience
Key Area 8: Transition
Key Area 8: Transition
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58. A written plan exists to facilitate major transitions (e.g. Part C to Part B; grade to grade; building to building; school to ESY; school to community), based on individual student needs.
59. Secondary only: Individualized Transition Plans (ITPs) include goals for all domains (e.g. instruction, related services, community experiences, the development of employment and other post-school living objectives, and, if appropriate, acquisition of daily living and functional vocational evaluation.
Transition Cont.
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60. Transition plans include individualized positive behavior support strategies, including opportunities for choice making.
61. Resources (environmental or human) are identified to support students within and across their day (e.g. from activity to activity; within a routine; from one environment to another; during unanticipated changes).
Transition Cont.
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62. Individualized supports are utilized during transitions from one environment to another.
63. Individualized supports are utilized during activity to activity transitions.
64. Individualized supports are utilized during unanticipated changes.
65. Data on transition plan includes initial assessment and progress monitoring is available.
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Indicator 61:
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Human Support Environmental Support
EX. Teacher EX. Timer
Using post-its, jot down a list of supports for transitions (within an activity, between environments, within a routine, during unanticipated changes, or from activity to activity). Consider supports which can be used between and across these types of transitions.
Use one post it for human supports and one for environmental supports. Attach your post it to the appropriate column labeled on the “Supports for Transition” sheet at your table.
How can we help you?
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Online Autism Training Modules:www.laqitm.org
Available online 24/7CEUs available upon successful completion of post-test
State-wide workshops and Autism Summer Institute:http://www.hdc.lsuhsc.edu/lasard/Autism Summer Institute: June 15-17th, 2009 in New Orleans.
Web-based WorkgroupsComing to a computer near you soon!
LSU HSC-Human Development Center:http://www.hdc.lsuhsc.edu
Webinars Training announcementsOnline resources
Questions?
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For more information visit our website at:http://www.hdc.lsuhsc.edu/lasard/
Alisa Lowrey, LASARD Project [email protected]
Lisa Altman, LASARD Project [email protected]
Julie Riley, LASARD [email protected]
Bambi Polotzola, LASARD [email protected]
Thank you for your participation!!!
