1. Supporting Students with ASD in the Upper Canada District School Board

2. UCDSB

3. UCDSB Demographics 12,000 km2 86 schools Approximately 28,000 students
17,700 elementary
9,600 secondary
1600 alternative/continuing education

4. Who are we? Christine Raymer (ECE, BA., MA) Vicki Storaas (BA)
Supporting West side of UCDSB
Retiring Nov. 30, 2016
PECS Certified
ABA Certified
Triple P Certified
Former ASD Consultant and Program Trainer at CHEO
Part time Instructor at Algonquin College in Autism and Behavioural Science Program
Trained educators, parents and agencies in Uganda and Jamaica
Vicki Storaas (BA)
Supporting East side of UCDSB
ABA Certified
Triple P Certified
Foundations of Self-Regulation Certified (Candidate) through MEHRIT Center
Former ASD Consultant at CHEO
Part time Instructor at Algonquin College in Autism and Behavioural Science Program
Trained educators, parents, student teachers and health care professionals in Dominica

5. Where do we fit? Autism / ABA Team Principal of Special Education
Debbie Banks
Autism Therapists
(Clinical / ABA Background)
Christine Raymer
Vicki Storaas
Intensive Support Teachers
(Pedagogical Background)
Angela Hunter
Mary-Kaye McGreevy
Karen Paterson
Autism / ABA Team

6. Where do we come in?
Classroom teacher, Resource Teacher, Education Assistants.
Itinerate Student Support Worker
Intensive Support Teacher (IST), Student Support Partner (SSP) may be called in.
Autism Therapist may be called in.

7. What do we do?
Provide support, on a temporary basis to students with autism spectrum disorders (ASD) and the educators who work with them.
Conduct assessments in order to determine student needs
Develop interventions, strategies and supports using Applied Behaviour Analysis (ABA) and/or other evidence based strategies
Build staff capacity
Provide professional development to staff members
Provide professional development outside of the UCDSB
Provide support to 2-5 students at a time (based on needs and other factors)

8. Some more information
Autism Therapist position introduced to UCDSB in March 2014
89 students supported by Autism Therapists so far:
Have provided training to hundreds of educators on such topics as:
Applied Behaviour Analysis
Structured Teaching
Instructional Control
The neurological and neurocognitive deficits of ASD
The use of assessments and data in determining goals
Supporting development of social skills, communication skills
Picture Exchange Communication System
Supporting student independence.
Etc……

9. Our Focus is Applied Behaviour Analysis (ABA)
Promote Core Learning Skills:
Imitation, attending, joint attention,
communication…
Increase Positive Behaviour;
Prevent & decrease negative behaviour.
Teach new skills.
ABA in the classroom:
Can address all areas of learner involvement.
Can promote and shape skill development
Can increase independence
Promotes positive behaviour development
Promote Curriculum Access &
Involvement.
Motivation & Reinforcement.
ASD Learning Style.
Teach Social Skills:
Address social deficits through explicit
teaching methods.
Reinforce success.

10. Other Evidence-Based Strategies
Structured Teaching Approach
(From the TEACCH approach - Treatment and Education of Autistic and Related Communication Handicapped Children
Social StoriesTM
Schedules and other visual supports
Technology-based interventions
Picture Exchange Communication Systems (in co-operation with our SLPs)
Augmentative and alternative communication devices (in co-operation with our SLPs)
Explicit Teaching of self-regulation techniques (e.g. MindMasters TM)

11. What does a placement look like?
Before placement
Parental consent
Student profile form
Gather information from school, regional staff involved, OSR review
Review data (if available)
Initial observation
Communication system?
Sensory needs?
Availability of appropriate and necessary supports?
Availability and real-word use of reinforcement?
Data?

12. 3. Goal Setting Develop the Plan School team goals identified
Autism Therapist goals identified
Agreement made during placement entry meeting
Develop the Plan
Driven by data (collection and analysis)
(Usually centers on) reducing challenging behaviours
Communication
Transitions (in spring)
Creating learning opportunities

13. Implement the Plan Closing a Placement Work directly with the students
Create and implement related supports
Model and coach staff as we gradually release responsibility
Offer relevant in-services to staff
Build staff capacity
Ensure staff comfort and accuracy in implementation of program
Maintain data and applicable records to guide programming
Closing a Placement
Exit meeting with all staff and parents to ensure consistency across all parties
Offer written report detailing recommendations and next steps (copy kept in OSR)

14. 7. Follow-up
School receives continued support with the AT’s recommendations from SSP and/or IST as needed
Schools are welcome to us to ask questions about recommendations etc.
Staff are encouraged to attend the Professional Development Trainings offered by the Autism/ABA Team throughout the year.

15. Some of our results…

17. Resources - Motivation Assessment Scale 2
Used to support hypotheses about the function(s) of challenging behaviours
An in-direct means of gathering information
Quick to administer and score
Available for free at ataacstrategies.pbworks.com/w/file/fetch/.../motivation_Assessment_Scale_II.pdf
C:\Users\uc27145\Desktop\motivation_Assessment_Scale_II.pdf

18. Kids Have Stress Too / Stress Lessons
Developed by, and available through the Psychology Foundation of Canada
Structured lessons and activities to teach kids how to identify and effectively deal with stress in their lives
3 versions:
Kids have Stress Too (Pre-school – Kindergarten)
Kids have stress Too (Grades 1-3) – 4 units
Stress Lessons (Grades 4-6) – 7 lessons
Stress Lessons: From Stressed out to Chilled Out (Grade 7-9)
Available for free at
Click on programs

19. The Seven Steps to Instructional Control
Building compliance and motivation to learn through the establishment and maintenance of a positive, trusting relationship
Decreases escape-based behaviours
Increases learning opportunities
Enhances positivity in the classroom
Book is available through
Abridged article available at
articles/the-7-steps.html