Common Instructional Practices for Students on the Autism Spectrum Lorien Quirk, M.Ed., BCBA Behaviorist Program Manager Mt. Diablo Unified School District, 2013

Discrete Trial Training (DTT) DTT is a teaching method based on the principals of ABA: Involves breaking tasks down into basic elements and teaching a child through clearly defined, repeated trials. Each learned skill is a building block to learn subsequent skills and is needed to create a repertoire of prerequisite and functional behaviors. DTT applies to many contexts and is the best research-based method for teaching new skills to young children with autism (“best practice”).

Examples of skills best taught using DTT: Gross motor imitation Direction-following Object identification Matching Letter or Number identification Verbal imitation

Prompting Hierarchies Depending on the skill being taught and the student’s functioning level, there are different types of prompting systems. Least-to-most: Independent  gesture  verbal  model  partial physical  full physical Most-to-least (“errorless learning”) Start with most intrusive prompt then fade over sessions Graduated guidance Start with most intrusive prompt and fade within session/trials

Prompting Hierarchies cont’d Other types of prompts: Positional: place the correct response closer to the student Within-stimulus: highlight the relevant aspect of the item Extra-stimulus: add something to make the correct response more prominent When using prompts, give only ONE at a time, according to the hierarchy. Be aware of inadvertent prompts because students with autism may be attending to the WRONG thing and will learn it incorrectly after only one trial! (“stimulus over-selectivity”)

“How to” do a Discrete Trial 1. Define environment according to skill being taught. 2. Know what the reinforcer is (by preference assessment/offering choices, or using the item the child is currently engaged with) 3. Get student’s attention: hands down, eye contact, feet on the floor, sitting still—only proceed when you have the student’s full attention. Proceed quickly as soon as you have his/her attention 4. Give instruction (ideally from teaching plan) ONE TIME 5. If it is a brand new skill being taught for the first time, immediately prompt a response (see teaching plan for specific prompts to use) 6. If the skill has been practiced before, allow 2-3 seconds for an independent response, then prompt using least to most intrusive prompts one at a time (see teaching plan) 7. As soon as the correct response is performed (with prompting or independently), give reinforcement (always paired with praise) 8. Remove task materials from student’s view 9. Allow 5 seconds with the reinforcer (or until it is consumed) 10. Record data 11. END OF ONE TRIAL 12. Start over again

Natural Language Paradigm (NLP) and Pivotal Response Treatments (PRT) Research-based methodologies based on the principles of ABA and teaching language skills in natural, student-driven contexts. For example, if teaching a child to make requests, any time he shows an interest in something, the staff would offer a prompt such as, “What do you want?” and ensure he requests the item before receiving it. Based on the concept that students will generalize knowledge more efficiently if taught in the natural environment. DTT methodology in the natural setting. Similar to “Incidental Teaching” in that every interaction is an opportunity to teach communication (in a programmed/ structured way). Focuses on teaching children natural “pivotal” cues in the environment as prompts to encourage independence and awareness.

TEACCH: Treatment and Education of Autistic and related Communication-handicapped Children A highly structured program based on ABA, designed to facilitate independence and social interaction for students with Autism. The TEACCH method allows each student to have their own daily visual schedule as well as an independent work station. Students are also provided with additional visual support throughout the day to promote both independence and social interaction with other peers and adults. A model for classroom structure and organization to maximize the learning of students with autism. Physical structure supports individualized independence and naturalistic learning opportunities.

TEACCH workstation

Visual Support Systems Many students with ASD learn best through visual prompts, cues, and strategies: Picture schedules PECS systems Token Economies

Visual Schedules Assists with transitioning Makes life more predictable Shows preferred activity following less- preferred activity Increases independence Varying forms based on age, functioning level, and experience

PECS: Picture Exchange Communication System Based on DTT methodology Intended for early nonverbal symbolic communication training Focus on getting student’s needs met as efficiently as possible Specific process intended to generalize over time to multiple settings Facilitates vocal language development

Token Economies Based on principals of ABA (teaching contingency of “you do what you’re told, you get what you want” strategically) Can prevent problem behavior if implemented correctly Must be student-specific, contingent, and immediate Relies on strong visual interest Can be used to meet a number of educational and behavioral goals for children: Increased ability to delay gratification Increased sense of time Increasing the number of responses necessary to obtain a primary reinforcer (or strong secondary)

Token Economies cont’d

Functional Communication Training Research-based method ideal for preventing problem behavior through teaching language skills based on student behavior. 1. Identify purpose of student behavior (appropriate and inappropriate) Getting attention? Escaping demands? Access to desired items? Sensory stimulation? 2. Determine more socially-acceptable communicative response to serve same purpose 3. Teach response in and out of context in structured format DTT NLP/PRT Most powerful “replacement behavior”