1. AUTISM: Methodologies and Recent research Ilene S. Schwartz University of Washington ilene@u.washington.edu

2. Autism is a collection of overlapping groups of symptoms that vary from child to child Siegel, 1996, p.301

3. There is no one right way to educate children with autism

4. Three important questions What are you going to teach? How are you going to teach those skills and behaviors? How will you know that your teaching has been effective?

5. Structural Base to Effective Programs Functional objectives and meaningful activities Frequent reinforcement and effective motivational systems Functional communication systems Behavior intervention system

6. Programs should include: Curriculum content in: attending attending imitation imitation communication communication play play social interaction social interaction Supportive teaching and generalization environments Predictability and routine Functional approach to problem behaviors Transition support Family involvement

7. Critical Features, NRC 2001 Entry to program asap Program 5 days a week, 25 hours a week, full year 1:1 and small group Family involvement Low student-teacher ratio On-going evaluation and assessment

8. 6 types of intervention should have priority Functional, spontaneous communication Embedded social instruction Play skills with peers Embedded cognitive instruction Positive behavior support Functional academics

9. Appropriate Curriculum Content Age appropriate and developmentally appropriate Important to family Addresses strengths and weaknesses Considers general education curriculum Scope and sequence across domains

10. Supportive teaching environments Uses evidence-based instructional practices Uses data-based decision making Staff have appropriate training Staff had adequate support and consultation Instruction is explicit Generalization is planned for facilitated

11. Predictability and Routine Uses schedules to help students be more independent Teach students how to deal with changes to schedules and routine Be careful not to make students more rigid Use visual supports to teach and facilitate independence Use technology as appropriate

12. Functional Approach to Behavior Problems PBSFBA Teach alternatives Prevention is the best solution Need to understand what is motivating and maintaining the inappropriate behavior Remember to consider context

13. Transition Support Sending programs Receiving programs FamilyStudent

14. Family Involvement InformationCommunicationSupport Share the data

15. How do we know if programs work? Are goals and objectives clearly stated? Are they important to you? Are they important to you? Are the procedures clearly stated? Are they acceptable to you? Are they acceptable to you? What data are collected about this procedure in general? What data are collected in your classroom or on your child? Are they convincing to you? Are they convincing to you? How does this procedure affect your family? Is this acceptable to you? Is this acceptable to you?

16. What common elements exist? Individualization Sufficient intensity to result in meaningful outcomes toward important outcomes. Data-based decision making Emphasis on functional skills (including social skills, leisure, independence, and academics). Family involvement.

17. Project DATA Technical and Social Support for Families Integrated Early Childhood Experience Collaboration and Coordination Extended, Intensive Instruction Transition Planning and Support

18. What does this look like in preschool? Begin intervention as early as possible Begin intervention as early as possible 20-25 hours a week Most children are best served with blended approaches by multi-disciplinary teams Opportunities to interact successfully with typically developing children.

19. What does this look like for older children? High quality models are not as well developed. Need to be embedded in a high quality general education program. Strengths, as well as deficits, must be addressed. Social skills must be taught systematically and intensively.

20. Preventing Violent and Destructive Behavior in Schools: Primary, Secondary and Tertiary Systems of Intervention Students Without Serious Problem Behaviors (80% - 90%) Students At Risk For Problem Behavior (5% - 15%) Students With Chronic/ Intense Problem Behavior (1% - 7% Target Interventions Individual Student Services Wraparound Services (Family/Community) Selected Interventions Adult Mentors (frequent monitoring) Self-Management Support Scheduling Changes Additional Support Universal Interventions Violence Prevention Skills Training Effective Academic Instructions Schoolwide Behavior Expectations Tertiary Prevention Secondary Prevention Primary Prevention Intervention Types Walker, H. M., Horner, R. H., Sugai, G., Bullis, M., Sprague, J. R., Bricker, D., & Kaufman, M.J. (1996). Integrated approaches to preventing antisocial behavior patterns among school-age children and youth. Journal of Emotional and Behavioral Disorders, 4, 194-209.

21. How can we help? Professional Development in Autism (PDA) Center Funded by OSEP Training, consultation, and follow-up for school districts Contact us at www.pdacenter.org

22. Start up Menu Identify team members Establish priorities Identify needs and supports Develop measurable goals for every member of the team Evaluate progress Have fun