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Evidence Based Practices for Autism in the Early Childhood Classroom Kathy Oehler –Autism...

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Evidence Based Practices for Autism in the Early Childhood Classroom Kathy Oehler –Autism Consultant and Mary Roth – Lead Ally, Autism Society of Indiana
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Page 2: 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”?

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).

Page 3: Evidence Based Practices for Autism in the Early Childhood Classroom Kathy Oehler –Autism Consultant and Mary Roth – Lead Ally, Autism Society of Indiana.

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)

Page 4: Evidence Based Practices for Autism in the Early Childhood Classroom Kathy Oehler –Autism Consultant and Mary Roth – Lead Ally, Autism Society of Indiana.

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

Page 6: Evidence Based Practices for Autism in the Early Childhood Classroom Kathy Oehler –Autism Consultant and Mary Roth – Lead Ally, Autism Society of Indiana.

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

Page 7: Evidence Based Practices for Autism in the Early Childhood Classroom Kathy Oehler –Autism Consultant and Mary Roth – Lead Ally, Autism Society of Indiana.

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:

Page 8: Evidence Based Practices for Autism in the Early Childhood Classroom Kathy Oehler –Autism Consultant and Mary Roth – Lead Ally, Autism Society of Indiana.

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)

Page 9: Evidence Based Practices for Autism in the Early Childhood Classroom Kathy Oehler –Autism Consultant and Mary Roth – Lead Ally, Autism Society of Indiana.

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

Page 11: Evidence Based Practices for Autism in the Early Childhood Classroom Kathy Oehler –Autism Consultant and Mary Roth – Lead Ally, Autism Society of Indiana.

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.

Page 12: Evidence Based Practices for Autism in the Early Childhood Classroom Kathy Oehler –Autism Consultant and Mary Roth – Lead Ally, Autism Society of Indiana.

Rules for reinforcement:2

• Last behavior reinforced is the behavior that will emerge again

SO……• Do not end a session with non-compliant

behavior

Page 13: Evidence Based Practices for Autism in the Early Childhood Classroom Kathy Oehler –Autism Consultant and Mary Roth – Lead Ally, Autism Society of Indiana.

Rules of Reinforcement 3:

Two Critical Components:1) Pair yourself with the reinforcer, so YOU are

the source of good things.

1) Talk less! Pair the reinforcer with Compliant Behavior, rather than repeatedly giving verbal directions.

Page 14: Evidence Based Practices for Autism in the Early Childhood Classroom Kathy Oehler –Autism Consultant and Mary Roth – Lead Ally, Autism Society of Indiana.

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)

Page 16: Evidence Based Practices for Autism in the Early Childhood Classroom Kathy Oehler –Autism Consultant and Mary Roth – Lead Ally, Autism Society of Indiana.

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

Page 17: Evidence Based Practices for Autism in the Early Childhood Classroom Kathy Oehler –Autism Consultant and Mary Roth – Lead Ally, Autism Society of Indiana.

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 waterPut your hands in water Put soap on your handsRub your hands togetherRinse your handsTurn off waterDry your handsGo back to your seat

Page 19: Evidence Based Practices for Autism in the Early Childhood Classroom Kathy Oehler –Autism Consultant and Mary Roth – Lead Ally, Autism Society of Indiana.

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!

Page 20: Evidence Based Practices for Autism in the Early Childhood Classroom Kathy Oehler –Autism Consultant and Mary Roth – Lead Ally, Autism Society of Indiana.

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!

Page 21: Evidence Based Practices for Autism in the Early Childhood Classroom Kathy Oehler –Autism Consultant and Mary Roth – Lead Ally, Autism Society of Indiana.

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!

Page 22: Evidence Based Practices for Autism in the Early Childhood Classroom Kathy Oehler –Autism Consultant and Mary Roth – Lead Ally, Autism Society of Indiana.

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.

Page 23: Evidence Based Practices for Autism in the Early Childhood Classroom Kathy Oehler –Autism Consultant and Mary Roth – Lead Ally, Autism Society of Indiana.

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.

Page 24: Evidence Based Practices for Autism in the Early Childhood Classroom Kathy Oehler –Autism Consultant and Mary Roth – Lead Ally, Autism Society of Indiana.

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.

Page 25: Evidence Based Practices for Autism in the Early Childhood Classroom Kathy Oehler –Autism Consultant and Mary Roth – Lead Ally, Autism Society of Indiana.

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?

Page 31: Evidence Based Practices for Autism in the Early Childhood Classroom Kathy Oehler –Autism Consultant and Mary Roth – Lead Ally, Autism Society of Indiana.

EBP: Structured Work Systems

Always work toward independent task completion.

Page 32: Evidence Based Practices for Autism in the Early Childhood Classroom Kathy Oehler –Autism Consultant and Mary Roth – Lead Ally, Autism Society of Indiana.

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?

Page 33: Evidence Based Practices for Autism in the Early Childhood Classroom Kathy Oehler –Autism Consultant and Mary Roth – Lead Ally, Autism Society of Indiana.

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?

Page 34: Evidence Based Practices for Autism in the Early Childhood Classroom Kathy Oehler –Autism Consultant and Mary Roth – Lead Ally, Autism Society of Indiana.

The most important Evidence Based Practice is……

The home / school connection. Our children benefit when everyone works together.

Page 35: Evidence Based Practices for Autism in the Early Childhood Classroom Kathy Oehler –Autism Consultant and Mary Roth – Lead Ally, Autism Society of Indiana.

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

Page 36: Evidence Based Practices for Autism in the Early Childhood Classroom Kathy Oehler –Autism Consultant and Mary Roth – Lead Ally, Autism Society of Indiana.

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

Page 37: Evidence Based Practices for Autism in the Early Childhood Classroom Kathy Oehler –Autism Consultant and Mary Roth – Lead Ally, Autism Society of Indiana.

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

Page 38: Evidence Based Practices for Autism in the Early Childhood Classroom Kathy Oehler –Autism Consultant and Mary Roth – Lead Ally, Autism Society of Indiana.

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

Page 39: Evidence Based Practices for Autism in the Early Childhood Classroom Kathy Oehler –Autism Consultant and Mary Roth – Lead Ally, Autism Society of Indiana.

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

Page 40: Evidence Based Practices for Autism in the Early Childhood Classroom Kathy Oehler –Autism Consultant and Mary Roth – Lead Ally, Autism Society of Indiana.

Autism Society of Indiana www.inautism.org

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

Page 41: Evidence Based Practices for Autism in the Early Childhood Classroom Kathy Oehler –Autism Consultant and Mary Roth – Lead Ally, Autism Society of Indiana.

Autism Society of Indiana www.inautism.org

The Autism The Autism Resource Resource Network of Network of Indiana (ARNI)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

Page 42: Evidence Based Practices for Autism in the Early Childhood Classroom Kathy Oehler –Autism Consultant and Mary Roth – Lead Ally, Autism Society of Indiana.

Autism Society of Indiana www.inautism.org

Autism Society of Indiana

• Allies help parents, educators, and other providers

• eNewsletter• Teacher’s Toolbox• Resources for Educators on

ARNI• 800-609-8449• [email protected]

Page 43: Evidence Based Practices for Autism in the Early Childhood Classroom Kathy Oehler –Autism Consultant and Mary Roth – Lead Ally, Autism Society of Indiana.

Contact Us

• Kathy’s contact [email protected]

• Mary RothAutism Society of [email protected] ext 22


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