1. Revisiting the Autism Supplement Jan Butz, BCBA-D CARE, LLC October 24 th, 2013 Clear Creek ISD

2. Presenter: Dr. Jan Butz, BCBA-D is originally from Canada and founded CARE, LLC in 2002. She and her consultants provide support to school districts and state agencies across North America. Dr. Butz holds a doctoral degree in Special Education from UNLV in Las Vegas, NV and is a Board Certified Behavior Analyst- Doctoral (BCBA- D) level. She and her consultants have held numerous positions in public schools across the US representing a wide range of disciplines. She and her staff also provide in-home and community-based ABA services to families with children with ASDs in several states.

3. Objectives: Provide an overview of the Autism Supplement and the 11 strategies outlined in the supplement for those involved in the Assessment & ARD Process. Discuss options for implementation of each strategy that district personnel may want to utilize Share hand-outs relevant to each strategy that can be accessed and used by district personnel

4. Autism Supplement 2007 – Section 89.1055 New supplement with added strategies and expansion of the other areas Requires discussion and identification of intervention strategies Doesn’t mandate a specific intervention strategy Raises the bar for programming considerations Doesn’t make our jobs easier Requires qualified personnel and training Doesn’t mandate a specific degree or credential

5. Autism Supplement: Ongoing Collaborative Process Assess & Take Baseline Data Develop/Revise Goals and Objectives Implement & Conduct Ongoing Progress Monitoring Fidelity of Treatment & Review of Data Evaluate Progress and Make Necessary Changes

6. Autism Supplement is for Whom? The Autism Supplement applies to all students who are eligible under IDEA 2004 as a student with Autism ESY and Transition requirements apply to all students with disabilities, not just students with Autism Important to note IEP is the entire program consisting of: Specific goals and objectives Modifications and accommodations Related and support services Schedule of services Autism supplement

7. Guiding Questions 1. Determine if the strategy is needed or not. 2. Basis of the determination 3. Description of the service 4. Duration and frequency of the service

8. 1. Extended Educational Programming Definition: Extended day and/or extended school year services, that consider the duration of the programs/settings based on assessment of behavior, social skills, communication, academics, and self-help skills. Programming that continues beyond the school day (ESD) or school year (ESY) Categories to consider to services: Communication Social Skills Behavior Academics Self-help skills Based on assessment o can be a review of current data

9. 1. Extended Educational Programming Extended School Day (ESD) Focus of Instruction for ESD Goals and objectives that are currently addressed in the IEP Analysis of the IEP and Progress is critical to determining the need for ESD If not needed, then student is making reasonable progress with current program in place Extended Educational Programming Considerations Extended School Day (ESD)Extended School Year (ESY) Services after the regular school daySummer PPCDTransition times (school breaks)

10. 1. Extended School Day: implications for PPCD “Best Practices” = Minimum of 25 hours per week for young students with ASD See: National Research Council (2001) Website: www.nap.eduwww.nap.edu How many hours per week does your district offer? Do all children receive the same level of service? What continuum of services options does your district offer?

11. 1. ESD: Strategy is Needed An analysis of the IEP goals and objectives reveals that adequate progress is being made in the following IEP objectives____________, _____________, ________. There are # objectives in an (area) which are not showing adequate progress and additional/other within-school-day services have been provided; thus, there is a need for additional instruction beyond the school day in this area. Extended school day services are recommended for:______ weeks, _____x minutes per day.

12. 1. ESD: Strategy is Not Needed An analysis of the IEP goals and objectives reveals that progress is being made ___/___ objectives, thus there is no need for extended school day services at this time. The IEP can be met through the regular school day; the current services and duration of services are sufficient for the student to make progress.

13. 1. ESD But what if.... New behaviors emerge that interfere with learning and development Behaviors increase in severity, duration or frequency Student is not making progress at a reasonable pace Student does not maintain skills level. What can we do? Consider changing duration, intensity, and type of current programming Consider meeting the needs with various options, for example: Differentiated teaching strategies General education tutoring Related services Decreasing student-to-staff ratio Increasing special education instruction

14. 1. ESD After option(s) implemented, review progress If there are still difficulties in making progress, extended school day should be considered. Extended School Year Services ( TEA document handout ) ESY services should be targeted to the areas of critical needs based on current IEP objectives ESY services usually associated with regression-recoupment: not disability specific ESY: Can be justified without consideration of regression if: Loss of critical skill would be severe Loss of skill would result in harm to the student or others

15. 1. Extended School Year (ESY) A skill is critical when the loss of that skill results or is reasonably expected to result in any of the following during the first 8 weeks of the next school year: Placement in a more restrictive instructional arrangement Significant loss of acquired skills necessary for progress in general curriculum Significant loss in self-sufficiency/self-help skill areas Loss of access to community-based independent living skills instruction or environment provided by other sources Loss of access to on-the-job training or productive employment

16. 1. ESY: Example – Strategy is Needed ___________ requires continued instruction in the following critical areas:________, ____________, ___________. Considering ________’s (child’s name) current functioning levels, these areas are likely to result in loss in skills. Specific objectives from the current IEP to address these areas include:_____________, ______________, ____________.

17. 1. ESY: Strategy Not Needed At this time____________ is making adequate progress in all critical adequate progress in all critical areas. He/she has not shown any significant regression after school breaks. Student Examples Wiiliam (PPCD) Alex (High School)

18. 2. Daily Schedules Definition: Reflecting minimal unstructured time and active engagement in learning activities, for example: lunch, snack and recess periods that provide flexibility within routines, adapt to individual skills levels, and assist with schedule changes, such as changes involving substitute teachers and assemblies Minimal unstructured time and active engagement means that IEP goals and objectives are being addressed throughout the day and across settings.. Begins the minute the student arrives and ends the minute he leaves Time increments should be individualized to the student Schedule is student specific

19. 2. Daily Schedules for a Student

20. 2. Another Type of Picture Daily Schedule for Student

21. 2. Daily Schedules: Strategy is Needed Based on data collected _______ (child’s name) display _______ (behavior) and has difficulty with _______(transition), and ________ ( task initiation). i.e) Based on data collected, Jimmy displays increased self-stimulatory behaviors in unstructured settings, has difficulty transition with the classroom, and does independently initiate tasks. A dailly schedule reflecting minimal unstructured time is needed. An example of the schedule is attached. Daily Schedule Data Form (hand-out) Student Daily Schedule (hand-out)

22. 2. Daily Schedules – Strategy Not Needed Option 1: Based on data collected_______ does not exhibit_________(behavior) is able to _________ (transition), and is able to_________(task initiation). Based on data collected Johnny does not exhibit behavioral difficulty in unstructured setting. He is able to effectively transition within and between classrooms and is able to independently initiate tasks or do so with minor prompting from the teacher. Option 2: A daily schedule reflecting minimal unstructured time is not needed. Johnny can follow the regular schedule of the day with natural environmental cues (can just include this wording).

23. 2. Daily Schedules: Strategy Not Needed by Additional Support is Needed A daily schedule reflecting minimal unstructured time is not needed, however support will be provided at the following times: Structured recess/lunch/snack Structured transitions (i.e. passing periods, arrival/dismissal) Preparation for changes in routines (i.e. substitute teachers, pep rallies, assemblies) plan needed Types of Support (handout) Student Examples William (PPCD) Alex (High School)

24. 3. In-Home and Community-Based Training or Viable Alternatives Definition : In-Home and Community-Based Training or Viable Alternatives that Assist the Student with Acquisition of Social/Behavioral Skills for example: strategies that facilitate maintenance and generalization of such skills from home to school, school to home, home to community and school to community. In-Home Training (IHT) and Community-Based Training (CBT) Service is provided to the student in: Student’s home, environments that serve as an extension of the home (relatives, etc.) and community settings. Designed to facilitate the generalization of skills

25. 3. In-Home and Community-Based Training or Viable Alternatives Definition : In-Home and Community-Based Training or Viable Alternatives that Assist the Student with Acquisition of Social/Behavioral Skills for example: Strategies that facilitate maintenance and generalization of such skills from home to school, school to home, home to community and school to community. Viable Alternatives May include visual supports or schedules for home, communication notebooks, parent observation at school, videotapes of staff working with student, conferences with parents about home concerns and community-based instruction

26. 3. Two Types of Acquisition 1)Acquisition Facilitating the acquisition of skills/behavior previously learned in another environment If a skill/behavior is not exhibited at home but is exhibited at school, then it needs to be acquired at home If a skills/behavior is not exhibited in the community but is exhibited at school or home, then it needs to be acquired in the community If a skills/behavior is not exhibited at school but is exhibited at home, then it needs to be acquired at school. 2)Acquisition Facilitating the acquisition of skills/behavior (critical) than can only be acquired if they are taught simultaneously in multiple environments Adaptive skills and functional communication skills Reduction of Self-Injurious Behavior (SIBs).

27. 3. Issues in Generalization If the student has demonstrated a skill or behavior in one setting but not in another, an analysis of the data must be conducted: Cues, Materials, Environment or Setting, People Skill Deficit (Can’t Do) versus Performance Deficit (Won’t Do) In-Home Training MUST be related to the IEP

28. 3. In-Home and Community-Based Training or Viable Alternatives Determining the Need is KEY Evaluation for In-Home Training (IHT) is conducted prior to ARD meeting Analysis of IEP objectives Observation of student across settings Interviews Checklists Evaluation Example 1 Evaluation Example 2 Region 10 ESC Resource Manual

29. 3. IHT & CBT: Strategy is Needed Based on the evaluation, IHT/CBT is needed to address_________ (identify area and objective to be taught). OR Based on the progress assessment of IHT/CBT objectives, ________ did not meet the criterion on ________ (list objectives). IHT/CBT is therefore needed to address these needs. Be clear to describe basis of determination & description of services, including duration and frequency : ….. x total hours of support will be provided beginning on________ and expiring on__________.

30. 3. IHT & CBT: Parent Declined Strategy The IHT evaluation supports the need for IHT to address_________. The parent declines the service at this time. Progress towards objectives________ indicate the need for IHT/CBT. The parent declines IHT/CBT at this time. Consider: Support is being provided to the parent in terms of parent training. Question: Why do you think parents decline IHT and CBT?

31. 3. IHT & CBT: Strategy Not Needed IHT/CBT is not needed. Progress on IEP goals and objectives is consistent across settings. Identify viable alternative being used. Consider support being provided in terms of parent training, if needed. Student Examples William (PPCD) Alex (High School)

32. 3. In-Home and Community-Based Training or Viable Alternatives IHT/CBT Evaluation An in-home and community-based training or viable alternatives assessment needs to be conducted to determine the priority areas of concern. Upon completion, an ARD will be held to discuss the results.

33. IHT/CBT Training Evaluation Example of District Procedures & Policies Manual for IHT/CBT Evaluations and PFT & Support Evaluations (shared) Description of IHT/CBT Strategy Description of IHT Evaluation Components of IHT Evaluation Critical Skill Deficits for a Student That May Benefit from IHT Description of Procedures for Considering and/or Providing IHT/CBT Description of PFT & Support Strategy Description of Procedures for Considering and/or Providing PFT Services Description of Service Delivery Models for PFT Example of IHT Evaluation (shared)

34. Components of IHT/PT Evaluation Report Reason for Referral History Sources of Data: Review of Records Teacher Interview Home Visit/Parent Interview Observation in Classroom or other Setting Parent Questionnaire May Also Add to Report: QABF (shared under PBS Strategy) Parent Interest Survey related Transition (shared under Futures Planning) Summary& Recommendations for Consideration by ARD Committee

35. 3.. In-Home Training & Community-Based Training or Viable Alternatives: TEA Guidance A student with Autism may have difficulty generalizing skills from one environment to another. In-home and community-based training is an option an ARD committee may choose for a student with autism in order for the student to learn or reinforce social or self-help skills in a variety of settings. i.e) Toilet Training Guide example An ARD Committee may determine that IHT should consist of a person with training in the area of disability meeting face-to-face with parents and/or the student with autism. An ARD Committee may also determine that IHT consists of a videotape made available for use by the family to teach/learn specific skills Provision of IHT/CBT, based on individualized need of the student

36. 6. In-Home Training & Community-Based Training or Viable Alternatives: District Examples Hire an outside agency to provide IHT/CBT Oversight by district personnel No or minimal oversight by district personnel – bill district for in-home training services provided Identify and train district level staff to provide IHT/CBT In-home/community-based coordinator is identified by the special education department Hires in-home trainers and provides training and supervision of staff Who are the in-home trainers? Attached to the student at school and also works with student in the home & community- based settings No attachment to the student in the school setting. Paraprofessional or teacher serves as the in-home trainer

37. 4. Positive Behavior Support (PBS) Definition: Antecedent manipulations, teaching replacement or functional-equivalent behaviors, reinforcement strategies and data- based decision making and development of Behavior Intervention Plan (BIP) as a result of conducting a Functional Behavior Assessment (FBA) that uses current data related to target behaviors and addresses behavioral programming across home, school, and community-based setting. PBS involves research-based strategies designed to enhance the capacity of school to educate all students, especially with students exhibiting challenging behavior, by adopting a sustained, positive, preventative instructional approach to school-wide discipline and behavior management

38. 4. PBS: Antecedent Manipulation Antecedent Manipulation (Preventative Strategies) Antecedent interventions include a group of interventions designed to modify the environment before a target behavior occurs Examples: Visual schedules, physical and visual structure, communication systems, cueing and prompting, priming, errorless learning, choice making, task manipulation and variation

39. 4. PBS: Replacement Behaviors Teaching Strategies A functional equivalent, socially acceptable alternative response that results in the same outcome as the problem behavior: Examples: Problem-solving, anger management strategies, relaxation/coping strategies, requesting break, asking for help, or learning how to wait.

40. 4. PBS: Reinforcement Systems Reinforcement strategies designed to increase appropriate behaviors Examples: Primary and secondary reinforcement Food and access to activities, people, and things. Question: What reinforces you? What reinforcers our students? Strategies designed to decrease inappropriate behaviors Examples: Differential reinforcement of other behavior (DRO) Differential reinforcement of alternative behaviors (DRA) Differential reinforcement of incompatible behaviors (DRI) Differential reinforcement of lower rates of behavior (DRL) Question: What are some examples of DR?

41. 4. Functional Behavior Assessment and BIP Team participates in FBA process and then develops BIP Question: When do we proceed with a BIP and skip the FBA? FBA identifies & operationally defines problematic behavior, hypothesizes the function of behavior and describe conditions under which the behavior is more likely and less likely to occur and what maintains the behavior. Let’s think of an example…… The FBA is based on data analysis and identifies the antecedents and consequences that lead to and maintain the behavior. The BIP identifies the strategies to increase desired behaviors (replacement and/or functional equivalent behaviors) and decrease undesirable behaviors. BIP and FBA (hand-outs)

42. 4. Questions About Behavioral Function (QABF) See Sample of QABF form (shared) Good for conducting FBAs and also as part of in-home training evaluation Guides us to make our best guess when we are not sure what function or functions the behavior serves. Ask yourself: Why is this student behaving In this manner? Then ask yourself: What is the function of the behavior? To Get/Gain………. or To Avoid/Escape………. Then ask yourself, is this a Skill deficit (can’t do) or Performance deficit (won’t do)

43. 4. PBS: Strategy is Needed See FBA & BIP, which address antecedent, replacement behaviors and reinforcement strategies. School-wide systems and class-wide interventions are in place in addition to the BIP. OR See IEP which identifies the replacement behaviors. School-wide systems and class-wide interventions are in place in addition to the IEP.

44. 4. PBS: Strategy Not Needed Student currently follows student code of conduct. Tiers 1 & 2 of school-wide PBIS are effectively addressing challenging behavior. Student Examples: William (PPCD) Alex (High School)

45. 5. Futures Planning Definition: Beginning at any age, consistent with subsections (g) of this section, futures planning for integrated living, work, community, and educational environments that considers skills necessary to function in current and post-secondary environments. 89.1055(g) = Transition Content of the IEP For each student with a disability, beginning at age 14 (prior to the date on which a student turns 14 years of age) or younger, if determined by the ARD committee, the following issues must be considered in the development Nine areas to consider

46. 5. Transition Planning: Nine Areas to Consider 1.Student involvement 2.Parental involvement, if student is younger than 18 years of age 3.Parental involvement if the parent is invited by the student (who is at least 18 years old and is his/her own legal guardian) 4.Postsecondary education options 5.Functional vocational evaluation 6.Employment goals and objectives 7.Availability of age-appropriate instructional environments for students at least 18 years 8.Independent living goals and objectives 9.Appropriate referral to agency services

47. 5. Transition Services Prior to age 14 District resource: Transition Specialist Small districts: Vocation Adjustment Coordinator (VAC) Region 4: ESD State: Texas Statewide Transition Network www.transitionintexas.org U.S.: National Secondary Transition Technical Assistance Center (NSTTAC) www.nsttac.org

48. Parent Interest Survey What kind of work or education do you see your child doing after high school? Where do you feel your child will live in the future? What type of work experiences has your child had over the last few years? Job Skills? What part of the work experiences do you think he/she enjoyed? Did not enjoy? What does your child do for fun?

49. Parent Interest Survey Who does your child spend time with? Where do you see your child living after high school or a few years later? What kinds of activities does your child participate in now (i.e., church, sports)? Community Experience? Are there things you hope your child will start doing in the future (i.e., join a club, get active in a political group, vote)? How does your child get around (transportation)? How does your child behave in the community? Streets? Stores? Restaurants? adapted from: C. Sax and C. Thoma’s “Transition Assessment: Wise practices for quality lives” (2002)

50. 5. When Does Futures Planning Become The Transition Plan? Age 13 If the student is 13 years of age or older, transition planning and the Transition Supplement should be used If the students is under 13 years of age, transition planning may be conducted earlier if determined appropriate by the ARD Committee If the needs is futures planning: Questionnaire 1 Questionnaire 2 Futures Planning is NOT the district’s plan therefore it requires parental/student input. Autism is a lifelong disability

51. A Plan is Not an Outcome it is a Journey Did you have a plan to get to your destination? Who made the arrangements? Did you have any input? Did your plan change along the way? Would you make changes to the plan in the future?

52. 5. Examples Elementary School : Assist parents to think about skill needs that facilitates activities in current and future environments. Provide community support information. Middle/Junior High School : Address skills needs; adult agency information; consideration of transition needs prior to age 14. High School Transition services prior to the date on which the student turns age 14. Future Planning Example: Hand-out

53. 5. Futures Planning Natural Support Systems (hand-out) Remember: A Plan is NOT an outcome. A plan is just a plan until it is implemented, monitored, reviewed, and revised during the journey to meet the ‘plan goals”. Alignment of Supplement and Futures Planning (hand-out)

54. 5. Futures Planning: Strategy is Needed IEP goals and objectives have been identified in the following areas: ___________,____________ to facilitate transition and futures planning. Can also include: Provision of information to parents regarding agencies and community resources Question: How does your district disseminate information to parents? Provision of regular parent meetings and transition fairs to disseminate information Question: What kind of parent meetings and transition fairs does your district host?

55. 5. Futures Planning: Strategy is Not Needed Strategies to address futures planning are already in place and involve: Provision of information to parents regarding agencies and community resources Provision of regular parent meetings and transition fairs to disseminate information

56. 6. Parent/Family Training & Support Definition: Provided by qualified personnel with experience in Autism Spectrum Disorders (ASDs), that for example: Provides a family with skills necessary for a child to succeed in the home/community setting (A); includes information regarding resources, for example: Parent support groups, workshops, videos, conferences, materials designed to increase parent knowledge of specific management techniques related to the child’s curriculum; and (B); Facilitates parental carryover of IHT/CBT for example: Strategies for behavior management and developing structured home environments and/or communication training so that parents are active participants in promoting continuity of interventions across all settings (C).

57. 6. Parent/Family Training and Support Training in specific skills Information about the disorder Information about autism resources Individualized to meet the needs of the family Delivered in appropriate environments Delivered by personnel with experience in working with students with ASD Parent/Family Training Possible Formats (hand-out) Region 4 Autism Resource Flyer

58. 6. Parent/Family Training & Support Strategy : TEA Guidance A school should provide information regarding local resources available to parents/family of students with Autism. Some resources to consider are parent support groups, workshops, videos, conferences, and materials designed to increase parent knowledge of specific teaching and/or management techniques related to the child’s IEP. School should offer parent training that fosters continuity across settings for a student with Autism. Training should focus on generalization of IEP-related skills and include areas such as behavior management, interpersonal skills, communications training and/or structured environments across all settings.

59. 6. Parent/Family Training and Support Determining the Need Strategy is delivered to parent with student characteristics as the focus Analysis of the IEP objectives, observation of the student across settings, interviews, and/or checklists Evaluation is conducted prior to the ARD meeting Assessment Conduct an assessment before and after the training to see results Pre- and Post-Assessment (hand-out) How might you assess success of parent training?

60. Pre-Assessment for Parent/Family Training & Support 1. My understanding of _________ at this time is….. 1 2 3 4 5 I know nothing about this……………………………..I know something about this………………………………….I am very familiar with this topic 2. I feel comfortable implementing ______ at this time……. 1 2 3 4 I know nothing about this……………………………..I know something about this………………………………….I am very familiar with this topic 3. I know where to more information about______ at this time. 1 2 3 4 5 I know nothing about this……………………………..I know something about this………………………………….I am very familiar with this topic

61. 6. Parent/Family Training and Support: Strategy is Needed PFT & Support is needed in the area of ________ to address _____ (list goals and objectives) based on the evaluation, parent checklist and analysis of the IEP for X total hours to beginning on ___ (date)and expiring on____ (date). This will consist of: Providing information regarding local resources, conferences, and district parent training sessions. This will be sent to the parents by the teacher or LSSP. The district will assist the parent in attending relevant conference within TX 1x per year. Demonstrating strategies being used at school which should also be used at home. Parent will be involved in IHT/CBT offered. See obj. for IHT/CBT, hours for parent family training will be embedded in the duration & frequency of IHT/CBT hours.

62. 6. Parent/Family Training & Support: Strategy Not Needed Parent/Family Training and Support is not needed at this time. Parent/Family possesses the necessary skills and knowledge to assist in the student’s educational programming Parent indicates he understands & uses methods/techniques used at school & is does not need the support services at this time.

63. 6. Parent/Family Training and Support: Strategy Needed by Parent Declines PFT & Support Strategy is needed in the areas of______.(list those that are relevant). The parent declined support at this time. The district & the area ESC offer free training to all parents of student with disabilities in the form of in-services and conferences regarding issues related to ASD and other disabilities such as…. (list). Parents are encouraged to attend.

64. 6. Parent/Family Training and Support Student Examples Wiiliam (PPCD) Alex (High School)

65. Parent/Family Training & Support Strategy: District Examples Rotational Meetings on Topics Related to Autism District Training Facility or at Neighborhood Campuses Offered at different times of day Offer child care & snacks Bring in outside agencies and resources Offer in other languages Video-tape meetings so parents can view and access at an alternate time Resource Fairs Hosted by the District Topics like Transition & Futures Planning Parent Lending Libraries and Resource Centers Offer access to computer, materials to make visual supports and print icons for functional communication books, books & DVDs.

66. 7. Staff-to-Student Ratio Definition: Suitable staff-to-student ratio appropriate to identified activities and as needed to achieve social/behavioral progress based on the child’s developmental and learning level (acquisition, fluency, maintenance generalization) that encourages work towards individual independence for example: A.Adaptive behavior evaluation results; B.Behavioral accommodation needs across settings; and C.Transitions within the school day Suitable Ratio Necessary for the student to make progress on IEP goals and objectives, based on student’s developmental level, level of learning for each goal/objective/skills & work toward individual independence

67. 7. Levels of Learning (Hand-out) Level 1: Acquisition Beginning of the learning process Introduction of new skills and behaviors Significant assistance provided High rate of reinforcement necessary Goal: To initially establish a desired response Brushing teeth occurs with prompts and reinforcers

68. 7. Levels of Learning Level 2: Fluency Refers to the rate at which a response occurs Assistance begins to decrease Reinforcement given only for demonstrating response within designated period of time Goal: To establish a normative rate Brushing teeth occurs within three minutes and reinforcement is delivered

69. 7. Levels of Learning Level 3: Maintenance Response occurs in the absence of teaching Adding reinforcement no longer necessary Necessary for achieving independence Goal: To maintain behaviors over time Brushing teeth occurs independently within three minutes and in the absence of reinforcement

70. 7. Levels of Learning Level 4: Generalization Response occurs with: Different people Using different materials In a variety of locations or settings Using different directions (touch, show me, point to, identify….) Goal: To Achieve Independence Brushing teeth occurs independently within three minutes in the absence of reinforcement at different locations and with a variety of people, materials, and instructions

71. How to Document Levels of Learning Collect data regarding students’ level of learning for each IEP objective - Document – LOL (Hand-out) Use first four columns to determine LOL SkillRate of Performance Type of Prompt Number of Prompts Schedule/ Type of R+ Level of Learning Tie Shoes10MinutesFull & Partial20Continuous? Greet PeerWithiin 5 secs of proximity Visual1Natural?

72. Levels of Learning (LOL) Integrating LL with staff to student ration and daily scheduling reflecting minimal unstructured time Daily Schedule with Staff to Student Ratio and Levels of Learning (hand-out ) ActivityIEP objectivesRatioLOL ArrivalIndep. Follows visual schedule. Greet peers and/or adults 1:6Fluency Circle TimeAttend to speaker imitate actions On-task behaviors 2:6Fluency Work with teacherMatching, Rec ID, Exp ID, NVI 1:1Acquistion

73. 7. Staff to Student Ratio: Strategy is Needed Given _______’s (studen’s name) development and learning levels across IEP objectives, the range in staff to student ratio would be__________. Note: When determining ratios keep in mind the LOL and how they should change over time

74. 7. Staff to Student Ratio : Strategy Not Needed Given ___________’s (student’s name) developmental and learning levelsland adequate progress in the IEP, the current or typical ratios are appropriate for achieving educational benefit.

75. Student Examples William (PPCD) Alex (High School)

76. 8. Communication Interventions Definition: Communication interventions, including language forms and functions that enhance effective communication across settings. For example: Augmentative, incidental, and naturalistic teaching Communication Interventions Interventions are needed across settings that support the development of communication skills Not limited to speech language pathology services Consider collaborative interventions for pragmatics Consider the transferability of the communication strategy

77. 8. Communication Forms and Function Form Way the student communicates Function Purpose of the communication? Question: How do we assess what type of communicator the student is? Question: How do we assess what the student is trying to communicate?

78. 8. Communication Interventions Augmentative - Used to compensate for a speech impairment where speech is augmented by: Use of pictures, visuals, choice boards or voice output devices Incidental Teaching – Structuring and sequencing objectives within ongoing typical activities to take advantage of interests and motivation of the student. Ie) Communication temptation – Placing a highly desired item just out of reach of the student to increase likelihood he will ask for it. Naturalistic Teaching – Using communication interaction between adult and student in the naturally occurring activities of the child’s environment to promote more complex language in natural and relevant situations ie) Using snack or lunch activities to expand communication

79. 8. Communication Interventions Determining the Need It is highly likely that this strategy would be identified as “needed” FIE, speech and language evaluations (communication samples), IEP analysis Expressive Communication (Blank/Example) Receptive Communication (Blank/Example) Social Routine (Blank/Example)

80. 8. Communication Interventions: Strategy is Needed Communication goals and objectives in the area of receptive and expressive communication are needed and addressed in the IEP. Interventions for these objectives include but are not limited to a picture exchange communication system, choice boards, and discrete trial training for labeling and naming (ie. Expressive labeling)

81. 8. Communication Interventions: Strategy Not Needed Student is able to effectively understand and use language Social communication skills are addressed under social skills strategies and supports Student Examples William (PPCD) Alex (High School)

82. 9. Social Skills Supports & Strategies Definition: Based on social skills assessment/curriculum and provided across settings. For example: Trained peer facilitators (i.e. Circle of Friends), Video-Modeling, Social Stories, and Role Playing Social Skills are a set of behaviors used to interact and communicate with others and an integral part of and defined by the community and culture

83. 9. Social Skills Supports and Strategies Determining the Need Observations in naturalistic settings Structured observation in a situation designed to elicit a type of social skill Rating scales of checklists (Standardized and informal) Direct Assessment such as a test of pragmatic skills Self-report scales and interviews Interview with those who know the individual SSIS, Scott Bellini, Tim Kowalski, etc. Social Skills Assessment (Hand-out)

84. 9. Social Skills Supports and Strategies Issues to Consider There is no one right curriculum for social skills Interaction of social skills needs and student characteristics (cognitive and behavioral) leads to selection of appropriate strategies/curriculum Social skills objectives need to be part of the student’s IEP Social skills must be learned like academic skills for students with ASD – Need to be explicitly taught, practiced, reinforced, and used across settings Memorizing rules does not always translate into social behaviors, may create inflexibility and rigid adherence to rules

85. 9. Social Skills Strategies Those listed in the Autism Supplement Trained peer facilitators (i.e. Circle of Friends) Video-modeling Social Stories Role Playing Other Important Strategies Incidental teaching Pivotal teaching strategies Situation-Options-Consequences-Choices-Strategies-Simulation (SOCCSS) Vocalize–education (SOLVE) Social narratives, social autopsies, Cartooning Power cards, Incredible 5-poiint scale, Hidden Curriculum, Direct Instruction

86. 9. Social Skills: Strategy is Needed Highly likely this strategy will be needed. The following social skills have been identified as areas of need:_________, ___________. These skills are reflected in the goals and objectives. The strategies/supports used to address these needs will include:_________, ____________, _____________.

87. 9. Social Skills: Strategy Not Needed Social skills are being met through communication training Consider close monitoring of social interactions with others Student Examples William (PPCD) Alex (High School)

88. 10. Professional Educator/Staff Support Definition: For example, training provided to personnel who work with the student to assure the correct implementation of techniques and strategies described in the IEP. Training and Support: General In techniques and strategies to implement the IEP; also in foundational strategies Training and Support: Specific A training or support service particular to this student – based on his/her particular needs General: School-wide PBS being implemented Specific : Develop a PBS or BIP Plan for a specific student

89. 10. Professional Educator/Staff Support Document all professional development workshops and activities: ASD in general Techniques and strategies for students with ASD and related disorders Techniques and strategies in curriculum Attendance at the conference Document all training/support related to a particular student: Staffing Assistance from ASD or behavioral consultant, speech therapist, school psychologist, occupational therapist, etc. Access to information and resources

90. 10. Professional Educator/Staff Support: Strategy is Needed It is highly likely that this strategy would be identified as needed Examples of what might be written on the supplement: Teacher and paraprofessional will document training activities and support Teacher and paraprofessional have access to support personnel and will document support activities. Documentation of Professional Educator/Staff Support (hand-outs)

91. Student Examples William (PPCD) Alex (High School)

92. 11. Teaching Strategies Definitions: Based on peer reviewed, and/or research-based practices for students with ASD. For example: Those associated with discrete- trial training, visual supports, Applied Behavior Analysis (ABA) structured learning, augmentative communication, or social skills training Research-based practices required by NCLB; Peer review required by IDEA 2004 When confronted with alternative or strategies that have no research to support them, team needs to return discussion to evidenced-based practices Determining the Need Ongoing data collection and analysis, FIE, FBA & BIP, IEP, Use data to determine the teaching strategy for certain areas

93. 11. Teaching Strategies Evidenced-based practices (hand-out) TARGET: http://www.txautism.net/manual.html NPCD on ASD National Research Council (2001) Great resource for student birth through age 8 www.nap.edu National Standard Project (2009) Odom et. al (2010) Matrix available comparing 11 established treatments in NSP and 24 evidenced- based practices in Odom’s article.

94. 11. ABA & Behavioral Teaching Strategies ABA is a science in which strategies derived from the principles of behavior are applied systematically to improve socially significant behavior Discrete Trial Teaching (DTT or DTI) – Teaching methodology in ABA Prompting and prompt fading: Types and levels Shaping: Successive approximations to a target behavior Task Analysis: Forward and Backward Chaining See: Association for Behavior Analysis International (ABAI) See: Behavior Analysis Certification Board (BACB.com)

95. 11. Discrete Trial Instruction (DTI) Adult issues an instruction (with or without a prompt) and waits for a response (5-7 seconds) Student either responds correctly, incorrectly, no response, and Adult responds immediately by provision of reinforcement and/or corrective feedback about the child’s response. Example:

96. 11. Structured Learning Visually comprehensible learning environment Does the physical environment make sense to the student? Question: What are things we should consider when creating or assessing a learning environment? Visual schedules (to create predictability and increase understanding of what is going to occur) Work Systems (Chain tasks together, to facilitate independence) Visual supports (improve understanding of what is required and expected in the environment) Structured tasks (helps the important information stand out)

97. 11. Determining the Need Ongoing data collection and analysis Data collection forms (hand-outs) FIE, FBA/BIP, IEP analysis Use data to determine the teaching strategy for certain areas

98. 11. Teaching Strategies: Strategy Not Needed The student is making adequate progress in IEP goals and objectives The instructional strategies, and accommodations used in the classroom setting are sufficient for the student to make progress at this time. Student Examples William (PPCD) Alex (High School)

99. Important Resources & References Autism Supplement Training, Region 4 ESC, Houston, TX March 2010 & May 2013 Region 10 ESC Resource Manual Autism Supplement Guidelines & Suggestions Palomo et al., 2008 Commissioner’s Rules Concerning Special Education Services 89.1055. Content of the IEP http://www.tea.state.tx.us/rules/commissioner/adopted/1007/89aa- two.pdf Commissioner’s Rules Guidance Document Content of the IEP http://www.tea.state.tx.us/special.ed/guidance/rules/89.1055.html

100. Break-out Session In-Home Training Community-Based Training Viable Alternatives Parent Training Questions: How have these areas been addressed in your district or other districts?

101. Break Out or Discussion – Trouble Shooting In-home Community-based Viable Alternatives Parent Training What works? What doesn’t work or hasn’t worked well? Proactive versus Reactive Strategies? Other things to consider?

102. Questions???

103. For More Information: Toni Ventrella, Program Manager 1-(877)-712-2735 toll-free tventrella@educatorscare.com www.educatorscare.com Dr. Jan Butz, BCBA-D CEO, CARE. LLC jbutz@educatorscare.com Dr. Greg Ryan, BCBA-D Sr. Consultant, CARE, LLC gryan@educatorscare.com