START Staff Amy Matthews, Project Director

K-12 Intensive Training: Orientation and Foundations in Autism Spectrum Disorder

START Staff Amy Matthews, Project Director
Maureen Ziegler, Autism Education & Intervention Specialist Kelly Rogers, Autism Education & Intervention Specialist Jamie Owen- DeSchryver, Project Faculty Jana Benjamin, Project Manager Kellie Fitzgerald, Project Coordinator Melissa Kurek, Secretary Margie Mayberry, Consultant Stacie Rulison, Consultant

Topics of the Day Orientation to the START Project Intensive Training
Foundations in Autism Spectrum Disorders Defining Behaviors and Collecting Data Paraprofessional Support Meeting Mechanics and Team Process

Latest CDC Report If 1 in 68 children have an autism spectrum disorder… The average elementary building will have 4-5 children with ASD The average middle school building will have 8-9 students The average high school will have about students

Hours of School Services
Preschool through High School 17,280 hours

Thinking Differently About Educating Students with ASD
Autism Spectrum Disorders Training and Technical Assistance Statewide Coordination

What do we want to impact?
Students Classrooms Buildings Districts In sum…systems that are supporting students to have better outcomes

Multi-Tiered Model of Support
Few Intensive Individualized Intervention TIER 3 Some Targeted Intervention TIER 2 Universal Intervention TIER 1 All

Understanding a Multi-Tiered Model of Support
Few Intensive TIER 3 Targeted TIER 2 Some Students with Autism Spectrum Disorders? Universal TIER 1 All

Understanding a Multi-Tiered Model of Support
Few Students with Autism Spectrum Disorders can function at any level of the triangle with the right supports Intensive TIER 3 Some Targeted TIER 2 Universal TIER 1 All

Label behavior…not people
Universal Targeted Intensive Social Skills Communication Reading Comprehension Following Directions NOTICE GREEN GOES IS FOR “ALL” Science Computers Math Label behavior…not people Dec 7, 2007

Systems Change Big change only happens when we change whole systems
We may have to change how we function, how we think, what we learned or how we implement

Systems Change We did what we did when we knew what we knew. Once we know different, we are accountable to do better. We may have to change how we function, how we think, what we learned or how we implement

Systems Change School systems need common principles for supporting students with ASD and a systematic structure and approach for doing so… Positive behavior interventions and supports Integration of students and peer support Team approach for planning, development, and implementation Training and coaching to support implementation Networking and sharing across the district Key goals/ingredients of project for each of our sites.

Getting Critical Mass Getting enough people moving in the right direction in order to move the whole system This is what the START Project is all about !

START Primary Components

Team-based Intensive Training
START Early Childhood Intensive Training START K-12 Intensive Training START Building Your Future Training Most of the professional development provided by START occurs through team-based intensive training. This is multiple days of training with the same group of people and is offered at 3 levels: Early childhood, K-12, and secondary transition. This approach increases the implementation of effective practices.

START Intensive Training
Intensive yearlong training with multidisciplinary school based teams in the areas of teaming and problem solving, effective educational programming for students with Autism Spectrum Disorders, and systems change.

Training Focus Not the “START Model,” but…
Evidence-based Practices organized into the START Training Curriculum

START Training Curriculum
Module 1 Orientation, Foundations in ASD & the Teaming Process Module 2 Looking at ASD Differently and Positive Behavioral Interventions & Supports Module 3 Educational Strategies and Supports Module 4 Peer to Peer Support Module 5 IEP Development & Implementation Module 6 Transition / Planning for Next Year Admin Module Administrators only Year Two Modules Systems Change through Coaching (yr 2) Educational Evaluations Asperger Module

START Intensive Training Process
Goal of the training is to learn to apply knowledge and skills as a team Target students allow for application of learning Generalize information to other students (Classroom, Building, and District level)

Coaching in every building serving students with ASD in Michigan
. START Coaching Goal Coaching in every building serving students with ASD in Michigan

Rationale for Coaching
Move away from Crisis Mode Build Capacity Improve Implementation with Fidelity

RCN: EPLI Coach Coordinator(s) ISD / District Level
Districts Level – EPLI District Coach Leaders Building COACH Building COACH Building Coach Building COACH Building Coach Building COACH COACH Leader COACH Leader Building COACH Building COACH Building COACH Building COACH Building COACH Building COACH

RCN Goals Professional Development with Impact
Coaching for Implementation of Evidence-based Practices Secondary Transition Peer to Peer Support Family and Community Engagement

17th Annual START Conference
Save the Date Monday, April 30th, 2018 Kellogg Center in East Lansing

START Connecting Newsletter

Other Ways to Connect with START
Instagram: Startpeertopeer Hashtag: #STARTProject Facebook Statewide Autism Resources and Training (START)

Family Engagement Who’s on the team?

Family Engagement Goals
Family and community engagement in trainings and planning to prepare students to be fully integrated in their school and local community Increase partnerships between schools, families, and communities including greater communication and collaboration related to RCN priorities Focus on raising expectations and opportunities at home and in the community and prepare for graduation and employment

Family Engagement Goals
Utilize the START Passport across grade level to increase coordination between home and school goals

Family Engagement Partnerships
START Parent Liaisons (SLPs): will serve as a conduit to START and engage with families during the START intensive training sessions, including Building Your Future and K-12 training. Jana Benjamin, START Project Manager, Margie Mayberry, START Consultant: Stacie Rulison, START Consultant:

Family Engagement Partnerships
Michigan Alliance for Families (MAF) Liaisons will connect families to the information and resources available through MAF and their local area.

Family Engagement “What’s ahead?”
Surveys for parent input Lunch meetings Resources and information Connection to other family members

Overview of Intensive Training

Getting STARTed: Logistics
Sign in at each training All trainings will be held at this location All trainings will run from 8:30-3:30 Breaks in am and pm Lunch will be around 11:30 SCECHs will be offered

Logistics: Materials Flash Drive with training materials
Module Binder / Folder

Logistics: Materials Coach Kit Resources

Logistics: Materials Team Binder (bring to every module)
Let’s go through it!

Schedule for the Year

Snow Days START Training is canceled if… “insert decision here”
TO DO: Complete snow tree form in Team binder and give to team leader Make sure to check your and check the START website if you think there might be a cancellation

What are you going to get out of this training?
Novice Intermediate Advanced

Preparing for Training Days
Guiding Principles for this training to create a positive learning environment EXAMPLES: Attend all trainings from beginning to end (be on time) Wait for Team Time to Talk Write notes if needed Cell Phones on Silent Keep laptop closed except during breaks and lunch unless taking notes Everyone has a contribution to make

Review Student Information with Team
Target Students Parent permission form Target student information Picture of target student You will keep all of this information in your team binder Review Student Information with Team

Before You Leave Today What we need to do to finish the day:
See Team Binder – Module 1 Tab for checklist and folder. Leave all listed forms in the folder on your table. Team leader keeps the snow tree form Review your action plan with the START staff Complete the presenter evaluation form

Complete pre-questionnaire

A START Partner for Life!?
The Future A START Partner for Life!? We are committed to supporting our training sites for the duration of our grant funding through Regional Collaborative Networks and Coaching with a goal of improving outcomes for all students with ASD.

Foundations in Autism Spectrum Disorders

What Is Autism? Autism is a spectrum disorder Autism is a developmental disorder Autism is a neurobiological disorder

Changing Rate of ASD 1994 2018 DSM IV CDC 1 in 2,000 1 in 68

Foundations of ASD Asperger Syndrome identifed in 1944 by Hans Asperger Autism identified in 1943 by Leo Kanner

Autism’s First Child In 1943, Donald Triplett of Forest, Mississippi became the first person to be diagnosed with ASD. His parents chose not only to accept him as he was, but created a hometown environment of love and friendship that refused to allow others to misinterpret or misrepresent him or his “oddity.” The day’s agenda thus far has included morning coffee with friends, a long walk for exercise, a Bonanza rerun on TV, and now, at 4:30, this short drive down Route 80 to get in some golf. “I noticed,” he mentions, “you have a Lafayette County sticker on your car.” He’s broken a long silence with that comment, a reference to the registration decal on the rental we parked in his driveway. His words hang there for a moment, and then he adds: “That means it comes from Lafayette County.” That’s all. Nodding to himself, Donald goes silent again, his focus returning to the road ahead, or tuned to some inner monologue. Given his tendency to close his eyes for long moments when he speaks, this is probably the safest choice. Actually, Donald is there every day, weather permitting. And almost every day, he golfs alone. “Way to hit that ball, Kenneth!” “Way to hit that ball, Lori!” “Way to hit that ball, Elk!” At times he would entertain variations, marrying his partners’ names with words from his own private vocabulary: “Hey, Elkins the Elk!” “Hey, Mary Cherry!” “Okay, thank you, Kenneth the Senneth!” Most of the time, however, Donald remained silent. This is in keeping with the decorum of the game, of course. But Donald appears comfortable with silence, and in a larger sense, content with the life he’s leading, which resembles—with the car and the coffee and the golf and the TV—a retirement community’s brochure version of how to live out the golden years. Donald has freedom, independence, and good health. All in all, life has turned out well for autism’s first child. Donald was institutionalized when he was only 3 years old. Records in the archives at Johns Hopkins quote the family doctor in Mississippi suggesting that the Tripletts had “overstimulated the child.” Donald’s refusal as a toddler to feed himself, combined with other problem behaviors his parents could not handle, prompted the doctor’s recommendation for “a change of environment.” At the time, institutionalization was the default option for severe mental illness, which even his mother believed was at the root of Donald’s behavior: she described him in one despairing letter as her “hopelessly insane child.” Being in an institution, however, didn’t help. “It seems,” his Johns Hopkins evaluator later wrote, “he had there his worst phase.” With parental visits limited to twice a month, his predisposition to avoid contact with people broadened to everything else—toys, food, music, movement—to the point where daily he “sat motionless, paying no attention to anything.” Their little boy, Oliver wrote, had almost never cried to be with his mother. He appeared to have withdrawn “into his shell,” to “live within himself,” to be “perfectly oblivious to everything about him.” Entirely uninterested in human beings—including his parents, for whom he displayed “no apparent affection”—he nevertheless had several obsessions, including “a mania for spinning blocks and pans and other round objects.” He was fascinated with numbers, musical notes, pictures of U.S. presidents, and the letters of the alphabet, which he enjoyed reciting in reverse order. Still, it’s clear that Donald reached his potential thanks, in large part, to the world he occupied—the world of Forest, Mississippi—and how it decided to respond to the odd child in its midst. Peter Gerhardt speaks of the importance of any community’s “acceptance” of those who have autism. In Forest, it appears, Donald was showered with acceptance, starting with the mother who defied experts to bring him back home, and continuing on to classmates from his childhood and golfing partners today. Donald’s neighbors not only shrug off his oddities, but openly admire his strengths—while taking a protective stance with any outsider whose intentions toward Donald may not have been sufficiently spelled out. On three occasions, while talking with townspeople who know Donald, we were advised, in strikingly similar language each time: “If what you’re doing hurts Don, I know where to find you.” We took the point: in Forest, Donald is “one of us.” For a time, Donald’s care was literally shifted out into the community. Kanner believed that finding him a living situation in a more rural setting would be conducive to his development. So in 1942, the year he turned 9, Donald went to live with the Lewises, a farming couple who lived about 10 miles from town. His parents saw him frequently in this four-year period, and Kanner himself once traveled to Mississippi to observe the arrangement. He later said he was “amazed at the wisdom of the couple who took care of him.” The Lewises, who were childless, put Donald to work and made him useful. “They managed to give him [suitable] goals,” Kanner wrote in a later report. They made him use his preoccupation with measurements by having him dig a well and report on its depth … When he kept counting rows of corn over and over, they had him count the rows while plowing them. On my visit, he plowed six long rows; it was remarkable how well he handled the horse and plow and turned the horse around. Kanner’s final observation on this visit speaks volumes about how Donald was perceived: “He attended a country school where his peculiarities were accepted and where he made good scholastic progress.” Likewise, during high school, when Donald was again living back home with his parents, it appears his ways were mostly taken in stride. Video The Atlantic Monthly

Previous DSM-IV Definition of Autism (MI definition)
Impairment in Socialization Impairment in Communication Restricted & Repetitive Behavior

Autism Spectrum Disorder DSM 5 Definition (2013)
Deficits in social communication and social interaction across multiple contexts Restricted, repetitive patterns of behavior, interests, or activities *12 Combinations of 7 criteria across 2 core features can arrive at a diagnosis

Spectrum of Autism Cognitive Ability Social Interest and Ability
Communication Interest and Ability Motor Skills Sensory Experiences

Autism: What do we know? Autism occurs 4 times as often in males than in females Differences in girls Symptoms must be present in the early developmental period but may not become fully manifest until there are greater social demands

Brain Development in ASD during Pregnancy
Researchers at the University of California, San Diego School of Medicine and Autism Center of Excellence and the Allen Institute for Brain Science published a study that gives clear and direct new evidence that autism begins during pregnancy. The study was published in the March 27, 2014 online edition of the New England Journal of Medicine. By Rich Stoner, Eric Courchesne, & Ed Lein. They analyzed 25 genes in post-mortem brain tissue of children with and without autism. These included genes that serve as biomarkers for brain cell types in different layers of the cortex, genes implicated in autism and several control genes. “Building a baby’s brain during pregnancy involves creating a cortex that contains six layers,” Courchesne said. “We discovered focal patches of disrupted development of these cortical layers in the majority of children with autism.” Stoner created the first three-dimensional model visualizing brain locations where patches of cortex had failed to develop the normal cell-layering pattern. “The most surprising finding was the similar early developmental pathology across nearly all of the autistic brains, especially given the diversity of symptoms in patients with autism, as well as the extremely complex genetics behind the disorder,” explained Lein. During early brain development, each cortical layer develops its own specific types of brain cells, each with specific patterns of brain connectivity that perform unique and important roles in processing information. As a brain cell develops into a specific type in a specific layer with specific connections, it acquires a distinct genetic signature or “marker” that can be observed. The study found that in the brains of children with autism, key genetic markers were absent in brain cells in multiple layers. “This defect,” Courchesne said, “indicates that the crucial early developmental step of creating six distinct layers with specific types of brain cells – something that begins in prenatal life – had been disrupted.” Equally important, said the scientists, these early developmental defects were present in focal patches of cortex, suggesting the defect is not uniform throughout the cortex. The brain regions most affected by focal patches of absent gene markers were the frontal and the temporal cortex, possibly illuminating why different functional systems are impacted across individuals with the disorder. The frontal cortex is associated with higher-order brain function, such as complex communication and comprehension of social cues. The temporal cortex is associated with language. The disruptions of frontal and temporal cortical layers seen in the study may underlie symptoms most often displayed in autistic spectrum disorders. The visual cortex – an area of the brain associated with perception that tends to be spared in autism – displayed no abnormalities. “The fact that we were able to find these patches is remarkable, given that the cortex is roughly the size of the surface of a basketball, and we only examined pieces of tissue the size of a pencil eraser,” said Lein. “This suggests that these abnormalities are quite pervasive across the surface of the cortex.” Data collected for the Allen Brain Atlas, as well as the BrainSpan Atlas of the Developing Human Brain was developed by a consortium of partners and funded by the National Institute of Mental Health. It allowed scientists to identify specific genes in the developing human brain that could be used as biomarkers for the different layer cell types. Researching the origins of autism is challenging because it typically relies upon studying adult brains and attempting to extrapolate backwards. “In this case,” Lein noted, “we were able to study autistic and control cases at a young age, giving us a unique insight into how autism presents in the developing brain.” “The finding that these defects occur in patches rather than across the entirety of cortex gives hope as well as insight about the nature of autism,” added Courchesne. According to the scientists, such patchy defects, as opposed to uniform cortical pathology, may help explain why many toddlers with autism show clinical improvement with early treatment and over time. The findings support the idea that in children with autism the brain can sometimes rewire connections to circumvent early focal defects, raising hope that understanding these patches may eventually open new avenues to explore how that improvement occurs.

Neurbiological disorder that impacts:
Processing Attention and shifting Basic social behaviors Interaction with the environment Learning Lord, 2010

Processing Differences
An individual with autism is like a Mac in a PC-dominated environment. It is hard-wired differently. Not incorrectly – just differently. -- Ellen Notbohm

SOCIAL-Communication

Social-Emotional Reciprocity
Back and forth sharing Joint attention Child does not show, bring, or point to items of interest Emotions Perspective Taking/Theory of Mind

Autism is a Social Learning Disability
We are wired to read social information into everything Social information is protective since it enables us to distinguish positive and negative situations We are experts on faces and emotions most of the time

Emotional Contagion Yawning is contagious. A tendency to catch other people's yawns may depend on empathy. Video - 2:58-4:34 Yawning (Senju et al., 2007; Helt et al, 2010)

Perspective Taking “To stand in someone’s shoes is to see things from his or her point of view.” -Anonymous 1767

What is Perspective Taking?
Understanding and appreciating the thoughts and feelings of others Understanding that others have beliefs, desires and intentions that are different from one's own

What if Theory of Mind is Lacking?
What I see is what others see. What I know is what others know. What I feel is what others feel. What I believe is what others believe.

Perspective Taking and Theory of Mind
What can you do with it? Understand others emotions Predict and explain other people’s behavior Be compassionate Keep a secret Tell a lie Be sarcastic and understand sarcasm Understand inference in communication Understanding the difference between what is said and what is thought (strategy: comic strip conversations)

Social Thinking Social thinking is what we do when we interact with people: we think about them. How we think about people affects how we behave, which affects how others respond to us, which affects our own emotions. Most of us have developed our social thinking skills from birth by observing and acquiring social information and learning how to respond to people. However for some individuals, this process does not come naturally. Garcia-Winner, 2012

Social Challenges Social reciprocity and perspective taking
Responding to social bids Social initiation Social repair Developing relationships

Social Characteristics
May desire interaction, but lack the social skills needed to initiate and reciprocate appropriately May not desire social interaction Choice vs. Skill deficit

Social-COMMUNICATION

Communication Range of Communication challenges in students with ASD
Non-speaking (with or without the ability to speak) Minimal speaking or echolalia Highly verbal Difficulty initiating and sustaining a conversation Difficulty with pragmatics

Communication Delay in, or total lack of, the development of spoken language not accompanied by an attempt to compensate About 40% of children with an ASD do not talk at all. About 25%–30% of children with an ASD have some words at 12 to 18 months of age and then lose them. Remaining children speak, but sometimes not until later in childhood and/or non-functional speech.

Social-Communication
Struggle with nonverbal behaviors in social situations (e.g., eye gaze, gestures, body language) Difficulties recognizing and responding to subtle social nuances, cues, and unspoken messages (tone of voice, facial expressions, posture)

Nonverbal Communication
Students with ASD often have difficulties with the nonverbal communication in the classroom. These students don’t understand “the look” that is given to them from a teacher.

Communication Impairment in Pragmatics:
The ability to initiate, sustain, or engage in reciprocal conversation with others a. Using language for varying purposes (e.g. greeting, informing, promising, requesting, etc.) b. Changing language according to the needs of the listener or situation (e.g., giving background information to an unfamiliar listener, speaking differently in a classroom than on a playground) c. Following rules of conversations and storytelling (e.g., taking turns in conversation, staying on topic, rephrasing when misunderstood, proximity, use of eye contact

Three ASD Communication “Facts”
1. In ASD expressive language and receptive language are not equal

2. If you didn’t write it down you didn’t say it.

Communication Considerations
Augment verbal instruction with visuals (write it down). Ensure access to an augmentative system at all times (e.g. visual communication system, assistive technology) I need help. Get out your math book.

3. Understanding and communicative expression breaks down under stress Even if a student has verbal language, it may be difficult for him to communicate when upset A student under stress needs more visual and less verbal input Use examples of everyone struggling with fast comm when stressed—passenger in car and about to crash—Stop, stop, stop Or in an argument, often have difficult finding the right words to communicate thoughts and feelings Visual systems are especially important in stressful situations even if the person has verbal language

Watch for Signs of Stress
Rocking, pacing, motor overactivity Perseveration –preferred topics or activities, questions asking, echolalia Self-talk Social withdrawal/avoidance Decreased attention span Outbursts

Stress Triggers Changes in schedule, routine
New people, events, environments Unfamiliar task demands Immersion in social settings Bullying Sensory under- or over-stimulation

Individuals with delays in language development are at risk for using challenging behaviors as a way to communicate their needs and wants.

Restricted and Repetitive Patterns of Behavior

Stereotyped, repetitive motor mannerisms Hand or finger flapping Complex whole body movements *May be related to anxiety, excitement, or activation Hyper- or hyporeactivity to sensory input or unusual interests in sensory aspects of the environment

Narrow interest or fascination of unusual intensity or focus

mo•ti•va•tion [moh-tuh-vey-shuh n] NOUN 1. the act or instance of providing with a reason to act in a certain way. 2. the state or condition of motive, inspiration, inducement, cause, impetus, etc. something that offers incentive. 3. desire to do; interest or drive. 4. the process that arouses, sustains and regulates human or animal behavior. 5. inner or social stimulus for an action.

Goals for Students with ASD
Socialization Skills Independence Employment Section 8 Looking at ASD Differently Slide Summary Section Time Estimate: 1 1/2 hours Content Slide Key Concepts Two primary goals for students with ASD Socialization Skills Independent Functioning Both are critical to the development of goals, programs and services. If the skill is not going to lead the student toward the development of socialization skill development or independent functioning then the skill may not be relevant Training Activities None Materials Needed

Resources for Evidence-Based Practices
National Autism Center -- National Standards Project: National Professional Development Center on ASD (AFIRM modules) Autism Internet Modules (AIM) Autism Intervention Research Network on Behavioral Health (AIR-B) Association for Science in Autism Treatment Key Concepts

NPDC Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder: EBP Report 2014 Antecedent-based interventions Cognitive-behavioral intervention Discrete Trial Teaching DRA/I/O Exercise Extinction Functional Behavioral Assessment Functional Communication Training (FCT) Joint attention interventions Modeling Naturalistic teaching strategies Parent implemented interventions Peer-mediated strategies Picture Exchange Communication System (PECS) Pivotal Response Training Prompting Reinforcement Response interruption/redirection Scripting Social narratives Self-management Social skills training Structured play group Task analysis Technology-aided instruction Time delay Video Modeling Visual Supports

AFIRM website: http://afirm.fpg.unc.edu/afirm-modules

Evidence-Based Practice
NOT just about interventions found to have strong research support (Cook et al., 2009) Decision making process that informs all professional decisions (Sakett et al., 2000) Professional wisdom is part of selecting, adapting, monitoring, and implementing EBP (Cook et al., 2008) Family and individual input is critical (Strain et al., 2012)

It’s not just about the practice
Need to identify what practice for this child in this setting to address this target behavior The data will tell you if it is working

All practices must align with…
Law IDEA Literature Evidence-Based Practice Student Data Outcomes

START Classroom and Student Assessment and Data Tools
Classroom: Classroom Environment and Teaching Assessment Tool (CETA) Student: Profile of Change (POC) Individual Student Data Forms

Classroom Level Classroom Environment and Teaching Assessment (CETA)
Supports considered critical for the majority of students with ASD Organization Systems Level Supports Strategies

Student Level Target Student Profile of Change (POC)
Current level of performance Long term goals for target student Short term tasks, strategies and monitoring

Target Student Data Social interaction Independence Engagement

Why Data?

Why you can like data Data can tell you a story about what is happening If you like what is happening, keep doing it. If you don’t like it, here is your message to change it. What questions do you have about your building, classroom, and students?

Student DATA: Social Training Videos Available on the START Website
--> Resources

Social Skills Assessment
Now we are ready for our third and final data collection form. There are two versions of these forms. One for elementary and one for secondary. The purpose, layout, and instructions are the same but the content of the statements to assess slightly vary to reflect the differences in environments and social opportunities between elementary and secondary students. With social interaction, you will use an assessment form, an assessment progress report form, and social interaction data form. All of these forms are meant to be used in conjunction to get an accurate picture of the student’s social interaction skill level, to determine deficits, best plan of action, and a method for evaluating the effectiveness of that plan. Please pull out these three forms.

Social Skills Assessment-Secondary Level
Get out this form Social Skills Assessment-Secondary Level Student: __________________ Date: _______________ Assessment: 1st 2nd 3rd 4th Assessor: _____________________________ Relationship to Student: _______________ Rating Key: When given the opportunity: 1 = Never/Rarely = Sometimes = Often 4= Very often (0-10%) (11-40%) (41-70%) (71-100%) Skill Area How Often Brief Description Hygiene and dress is similar to peers During MORNING LOCKER, acknowledges and responds to peers During FIRST 5 minutes of class, actively participates in interactions or activities with peers During FIRST 5 minutes of class, makes relevant comments and/or actions with peers During LAST 5 minutes of class, actively participates in the interactions or activities with peers During LAST 5 minutes of class, makes relevant comments and/or actions with peers During GROUP activities, actively participates in the interactions or activities with peers During GROUP activities, makes relevant comments and/or actions with peers During LUNCH, sits with peers During LUNCH, actively participates in conversation or activities with peers During LUNCH, makes relevant comments and/or actions with peers During HALLWAY transitions, appropriately initiates social interactions with peers (i.e. smile, wave, high five, handshake, etc.) During HALLWAY transitions, appropriately responds social interactions with peers (i.e. smile, wave, high five, handshake, etc.) During AFTERNOON LOCKER, acknowledges and responds to peers Social Environment Does the student participate in general education classes? Y N Does the student participate in extracurricular activities? Does the student attend school sporting events? As mentioned, there are two versions of this assessment. One for elementary and one for secondary. The process for conducting the assessment is the same; however, the wording of the questions slightly vary to appropriate assess each level. For the purposes of time efficiency, we will explore the process with the secondary assessment form. For those working at the elementary level, please refer to the elementary version given in the handouts. (Discuss how to complete the form).

Social Interaction Assessment
Purpose To obtain a baseline To identify social skill deficits and what to teach To assess progress throughout the school year When First month of school (baseline) At each marking period (assessing progress) Total of 4 assessments We will review the forms in the order in which you will use them initially. Please look at the social interaction assessment form. (Read above)

Conducting the assessment
Read over the assessment Three versions: EC, Elementary, and Secondary Reflect on student’s social skill level for each environment Review data from social interaction data form Fill it out as a team For social environment section of the assessment, do NOT guess, if uncertain, ask caregivers

Before the assessment:
Who conducts the assessment? Team members should be properly trained over the assessment forms (completed this module, practiced collecting data, and scored 80% IOA) What does the data collector need? Assessment sheets Where are the assessments stored? Designate a location- suggest same location as data sheets When will data be collected? The first month of school and at the end of each marking period (set calendar reminders and combine with other assessments)

Social Skills Assessment-Secondary Level
Student: __________________ Date: _______________ Assessment: 1st 2nd 3rd 4th Assessor: _____________________________ Relationship to Student: _______________ Rating Key: When given the opportunity: 1 = Never/Rarely = Sometimes = Often 4= Very often (0-10%) (11-40%) (41-70%) (71-100%) Gavin Davis 9-6-14 Mrs. Fredricks Teacher Skill Area How Often Brief Description Hygiene and dress is similar to peers During MORNING LOCKER, acknowledges and responds to peers During FIRST 5 minutes of class, actively participates in interactions or activities with peers During FIRST 5 minutes of class, makes relevant comments and/or actions with peers During LAST 5 minutes of class, actively participates in the interactions or activities with peers During LAST 5 minutes of class, makes relevant comments and/or actions with peers During GROUP activities, actively participates in the interactions or activities with peers During GROUP activities, makes relevant comments and/or actions with peers During LUNCH, sits with peers During LUNCH, actively participates in conversation or activities with peers During LUNCH, makes relevant comments and/or actions with peers During HALLWAY transitions, appropriately initiates social interactions with peers (i.e. smile, wave, high five, handshake, etc.) During HALLWAY transitions, appropriately responds social interactions with peers (i.e. smile, wave, high five, handshake, etc.) During AFTERNOON LOCKER, acknowledges and responds to peers Social Environment Does the student participate in general education classes? Y N Does the student participate in extracurricular activities? Does the student attend school sporting events? Does the student attend school activities outside of school hours (e.g. holiday events, family night)? Does the student attend field trips? Does the student participate in a peer to peer program? If yes to the question above, how many peers are assigned to this student? As mentioned, there are two versions of this assessment. One for elementary and one for secondary. The process for conducting the assessment is the same; however, the wording of the questions slightly vary to appropriate assess each level. For the purposes of time efficiency, we will explore the process with the secondary assessment form. For those working at the elementary level, please refer to the elementary version given in the handouts. (Discuss how to complete the form).

Social Interaction Assessment Progress Report
Once you have completed the social interaction assessment, you will fill out the social assessment progress report.

Social Interaction Assessment Progress Report
Purpose To visually monitor progress throughout the year Provide a report for parent meetings and student file When After completing each assessment, transfer data to report 1st assessment- within first month of school (baseline) 2nd, 3rd, & 4th assessment-at each marking period (assessing progress) Again, there are two versions of this progress report form and we will continue to use the secondary level form to take you through this process. For those that work at the elementary level, please refer to the social interaction assessment progress report for elementary level during this portion of the training. (Read above).

Social Skills Assessment Progress Report-Secondary Level
To be used in conjunction with the social interaction assessment form Student: _____________________________ Date of Assessment: 1st _________2nd __________3rd __________ 4th ________ Assessor: _____________________________ Relationship to Student: ___________________ Peer: a student that has the skill set to serve as a good language and social model Rating Key: When given the opportunity: 1 = Never/Rarely = Sometimes = Often 4= Very often (0-10%) (11-40%) (41-70%) (71-100%) Skill Area Rating by Assessment Brief Description 1st 2nd 3rd 4th Hygiene and dress is similar to peers During MORNING LOCKER, acknowledges and responds to peers During FIRST 5 minutes of class, actively participates in interactions or activities with peers During FIRST 5 minutes of class, makes relevant comments and/or actions with peers During LAST 5 minutes of class, actively participates in the interactions or activities with peers During LAST 5 minutes of class, makes relevant comments and/or actions with peers During GROUP activities, actively participates in the interactions or activities with peers During GROUP activities, makes relevant comments and/or actions with peers During LUNCH, sits with peers During LUNCH, actively participates in conversation or activities with peers During LUNCH, makes relevant comments and/or actions with peers During HALLWAY transitions, appropriately initiates social interactions with peers (i.e. smile, wave, high five, handshake, etc.) During AFTERNOON LOCKER, acknowledges and responds to peers Social Environment Does the student participate in general education classes? Does the student participate in extracurricular activities? Does the student attend school sporting events? Does the student attend school activities outside of school hours (e.g. holiday events, family night)? Does the student attend field trips? Does the student participate in a peer to peer program? If yes to the question above, how many peers are assigned to this student? (Discuss how to complete form).

Social Interaction Data
Now we are ready for our third and final data collection form. There are two versions of these forms. One for elementary and one for secondary. The purpose, layout, and instructions are the same but the content of the statements to assess slightly vary to reflect the differences in environments and social opportunities between elementary and secondary students. With social interaction, you will use an assessment form, an assessment progress report form, and social interaction data form. All of these forms are meant to be used in conjunction to get an accurate picture of the student’s social interaction skill level, to determine deficits, best plan of action, and a method for evaluating the effectiveness of that plan. Please pull out these three forms.

Get out this form

Instructions: During the designated times (i.e. locker time, first 5 minutes of a class, hallway transition time, lunch time, and afternoon locker time), observe the student, answer the two questions regarding social interaction by circling Y (yes) or N (no) or NO (no opportunity). As you can see, there are two sides to this data form just like the independence and engagement forms. The instructions for the social interaction form vary from the other two data forms, so we will go through this form step by step, to provide an opportunity for you to get clarification on any instruction that is not clear. The first instruction is: (read above).

Jacob will say hi and give a brief wave when he sees other students he knows.

Instructions: During the designated times (i.e. locker time, first 5 minutes of a class, hallway transition time, lunch time, and afternoon locker time), observe the student, answer the two questions regarding social interaction by circling Y (yes) or N (no) or NO (no opportunity). Collect data 3 days across two consecutive weeks Referring back to our instructions, we need to (read above). Let’s say that we have collected data on each environment on two separate days within two weeks from our first data points and our data look like these (proceed to next slide).

Instructions: During the designated times (i.e. locker time, first 5 minutes of a class, hallway transition time, lunch time, and afternoon locker time), observe the student, answer the two questions regarding social interaction by circling Y (yes) or N (no) or NO (no opportunity). After every third day of data collection, analyze the data; determine if, when given the opportunity, social interaction, is occurring or is not occurring at a desirable level; and then, based on your analysis of the data, develop a corresponding plan. Now, just like with independence and engagement data, after every third day of data collection… (read above).

During Recess Data analysis:
Based on the past 3 data points, when student is given the opportunity to interact, social interaction: Is occurring at a desirable level Is NOT occurring at desirable level Conduct an assessment Social interaction is not occurring at an acceptable level because: Excellent! Keep current strategies in place and when consistently at desired level, begin to fade intervention to be maintained by the natural environment. During Recess Peers don’t know how to engage with student No mediums of exchange Student doesn’t know how to engage with peers No access to peers Adult prompting is interfering No adult support to prompt interaction As we just mentioned, we need to conduct an analysis for each environment. For each environment/setting, we need to determine if social interaction is or is not occurring at a desirable level. If data are occurring at a desirable level, then we keep current teach format in place and when consistently at desired level, we begin to fade intervention to be maintained by the natural environment. However, for the morning routine, social interaction is not occurring at desirable level. Therefore, we need to conduct an assessment by observing the morning routine to determine why social interaction is not occurring at an acceptable level during the morning locker. Based on that observations, we determine… *Analysis will vary by setting.

Student lack of initiation across settings
Data analysis: Based on the past 3 data points, when student is given the opportunity to interact, social interaction: Is a occurring at desirable level Is NOT occurring at desirable level Conduct an assessment Social interaction is not occurring at an acceptable level because: Excellent! Keep current strategies in place and when consistently at desired level, begin to fade intervention to be maintained by the natural environment. Student lack of initiation across settings Peers don’t know how to engage with student No mediums of exchange Student doesn’t know how to engage with peers No access to gen ed peers during class/group Adult support staff prompting is interfering at arrival and departure Take a moment and think about how you would analyze these data (give a few moments). Now, let’s discuss how we would analyze these data. Now, that we understand the analysis piece for social interaction, let’s say we completed the analysis portion for each environment/setting. We will now compose a summary, look for patterns within that summary, and come up with a plan of action (proceed to next slide).

Plan of action: Increase general education access
Set up a peer to peer program Identify student’s interest and use as a medium of exchange during recess Educate peers on student’s interest Allow students to bring in items that might create interactions Increase adult facilitation of activities during recess Reduce adult interference during arrival and departure Teach student how to initiate and respond to peers with video modeling, role-playing, and prompting during natural opportunities Other: In summary, our plan of action would include all but two of the provided choices as well as a strategy designed by the team.

Discuss how your team will collect the data

Orientation and Foundations in Autism Spectrum Disorder DAY TWO
K-12 Intensive Training Orientation and Foundations in Autism Spectrum Disorder DAY TWO

Effectively Using Paraprofessionals
FIRST STEP: Rename Them INDEPENDENCE FACILITATORS

“I need a Paraprofessional”
“Paraprofessionals have served as an analgesic for the percieved pressures of including more diverse populations of students with disabilities.” Giangreco, et. al., 2012 DESPITE Lack of a sound theoretical basis for the practice and the absence of compelling evidence of effectiveness. Giancreco, 2010

Problems Associated with the Overuse of Paraprofessionals
DATA: 2005 Federal Reports indicate 390,000 “teacher aides” are employed in U.S. schools 40% of states report higher FTEs of paraprofessionals than teachers (general and special education) Hiring & Retaining Qualified Applicants There is a high turnover of parapros, especially in 1:1 positions and high costs associated with high turn over; Appropriate and ongoing training, especially with high turnover, is challenging and costly; Confusion continues to exist in most districts with parapro roles, responsibilities, and supervision Giangreco, Suter, & Doyle, 2010.

Current research indicates an overreliance on adult support is associated with unintended detrimental effects. Giangreco, 2010

Detrimental Effects Separation from Classmates Unnecessary Dependence
Insular Relationships Feel Stigmatized Limited Access to Competent Instruction Interference with Teacher Engagement Loss of Personal Control Loss of Gender Identify Problem Behaviors Interference with Peer Interactions Giangreco, M.F., et.al, 2005

Section 3 Appropriately Supported Slide Summary Section Time Estimate: 1 1/2 hour Content Slide Key Concepts If the paraprofessional is always close to the student with ASD, his peers won’t assist or interact with him Training Activities None Materials Needed

Linked to lower levels of teacher involvement with students who have disabilities, a key factor for successful integration. Giangreco, Broer, & Edelman, 2001; Giangreco, Suter, & Doyle, 2010; Hemmingsson, Borell, & Gustavsson, 2003

The least qualified staff members have primary / extensive responsibilities for teaching students with the most complex learning characteristics. Giangreco, Broer, & Edelman, 2001; Giangreco, Suter & Doyle, 2010; Hemmingsson, Borell, & Gustavsson, 2003

Without training and supervision, parapros are left to figure out their own roles / responsibilities. Research indicates that parapros operate with increasing levels of automony making instructional decisions without direction. Giangreco, Suter, & Doyle, 2010.

Over-utilization of paraprofessionals temporarily relieves pressures on educators that delay attention to needed changes in schools such as: (a) improving teacher ownership of students with disabilities; (b) addressing special educator working conditions (e.g., caseload, paperwork); (c) building capacity within general education to design curriculum and instruction for mixed-ability groups that include students with disabilities. (Giangreco, 2010; Giangreco, Suter & Doyle, 2010; Hemmingsson, Borell, & Gustavsson, 2003)

Assigning a paraprofessional is actually one of the most restrictive interventions that can be used in general education and can inadvertently interfere with socialization and independence (Giangreco, 2010)

Addressing Paraprofessional Issues
DEVELOP GUIDING PRINCIPLES Section 3 Appropriately Supported Slide Summary Section Time Estimate: 1 1/2 hours Content Slide Key Concepts The intent of the use of paraprofessional support is to promote independence, not dependence Paraprofessionals are not surrogate teachers A students program should include other powerful, natural supports, such as peer to peer support to enhance independence and social acceptance. Training Activities None Materials Needed

Guiding Principles All students with disabilities deserve access to, and their primary instruction from, highly qualified teachers and special educators. Support services should be both educationally necessary and relevant. Support services should address identified education needs while being only-as-specialized-as-necessary (e.g. the least restrictive support options). Teams should explore natural supports (e.g. general education supports, peer supports) before considering more restrictive supports, especially considering the assignment of 1:1 paraprofessional. Giangreco, Doyle, & Suter, 2012

Guiding Principles Students with disabilities should have a voice in determining their own supports. In situations where paraprofessionals are utilized, they must be adequately trained, have appropriate roles (e.g. implementing teacher-planned supplemental instruction, not be expected to make pedagogical decision), and be adequately supervised. Schools avoid unhelpful double standards whereby students with disabilities receive supports in ways that would be unacceptable for students without disabilities (e.g. receiving primary instruction from a paraprofessional instead of a highly qualified educator). If a 1:1 paraprofessional is assigned as a temporary measure, plans are established to evaluate its impact and fade the supports as much and as soon as possible to encourage student independence and appropriate interdependence. Giangreco, Doyle, & Suter, 2012

Responding to Requests for a Paraprofessional
Consider it a request for HELP and develop systems for using data to determine what supports (i.e. HELP) are needed and where. Section 3 Appropriately Supported Slide Summary Section Time Estimate: 1 1/2 hours Content Slide Key Concepts The intent of the use of paraprofessional support is to promote independence, not dependence Paraprofessionals are not surrogate teachers A students program should include other powerful, natural supports, such as peer to peer support to enhance independence and social acceptance. Training Activities None Materials Needed

Determining if Additional Adult Support is Needed HANDOUT

Decision-Making Considerations to Reduce Adult Dependency
Can the student / Should the student do this independently? Can a system / visual be used to prompt expected behavior? Can a peer offer support / prompt?

IF additional adult support IS needed, complete the following:
Student Schedule Student Skills Related to Expectations & Instructional Demands What are the Goals / Outcomes for the Student Adult Role(s), Responsibility & Strategies Data Collection & Plan to Reduce the Need for a Paraprofessional In this column, list the student’s daily schedule including all primary activities, courses / classes and/or transitions. ARRIVAL In this column, identify the student’s current level of skills related to the expectations & instructional demands for all students during this part of the schedule. Expectations and instructional demands include: Independence Skills Social Interaction Skills Communication Skills Behavioral Skills Academic Skills including task initiation, engagement, & output Jim arrives agitated and stands in the classroom while his peers complete the arrival routine. He needs verbal, visual, and physical prompting to complete the routine and is usually late getting it completed. In this column, identify the goals / outcomes during this part of the schedule including: Independent Skills Task Initiation, Engagement, & Output Independently “check in” with an adult. Independently utilize a mini-schedule / checklist to complete the morning routine tasks. In this column, describe the specific roles, responsibilities, strategies, etc. that the 1:1 adult / paraprofessional will use to assist the student in making progress on the goals / outcomes in the previous column. Adult will direct Jim to the mini-schedule that shows the steps of his entry routine and teach Jim to move the schedule cards to the ALL DONE pocket as he completes each step of the routine. There will be a highly preferred activity at the end of the routine completion. In this column, identify the data collection system and schedule that will be used to measure progress on goals / outcomes. Also identify the plan and schedule for reducing the amount of 1:1 adult time the student requires to be successful. The adult will fade prompting and maintain a reinforcing activity to occur at completion of the entry routine. The student will complete the mini-schedule activities independently.

Develop CLEAR Roles & Responsibilities
General Education Teacher Instructional leader Plan, implement, evaluate instruction Supervise other adults in the environment Special Education Teacher Plan, implement evaluate specially designed instruction Coordinate individualized supports and services Bridge the gap…. Paraprofessional Extension of the Teacher IMPLEMENT the individualized supports

Example CLEAR Roles & Responsibilities
Topic Teacher Responsibility Paraprofessional Responsibility INSTRUCTION Plan, implement, and supervise student instruction. Support the learner to participate in the teacher’s instruction. INTERACTION Keep the same frequency of interaction with the student with ASD as with typical classmates Maintain proximity to student with ASD only as much as needed in the classroom Accommodations / Modifications Collaborate with the team & supervise accommodations / modifications to the curriculum Ensure the accommodations / modifications recommended by the team are implemented ROLE Provide direction / feedback to the paraprofessional re: implementation of the plan. Be responsive and open to the suggestions of the teacher. PROGRESS Report on student progress. Refer questions / concerns about student progress to teacher.

Develop Comprehensive Training and Coaching Protocols
A. Role of the Paraprofessional B. Ethics including Confidentiality C. Common Tasks of a Paraprofessional D. Serving as a Member of the Team E. Special Education Law F. Relationship with Parents G. Communication H. Working with Teachers I. Knowing the Disabilities J. Knowing the Disciplines K. Strategies and Tools

Ensure Appropriate Levels of Supervision
Assign a Direct Supervisor general / special education teacher? Regular observation and feedback Scheduled planning time Means of communication EVIDENCE of Implementation Monitor the student’s performance Mentor / Lead Paraprofessionals

Fade Paraprofessional Supports
Increase independence skills Increase use of visual supports and other universal supports Increase use of peer and other natural supports

POC Adult Support

Student DATA: Independence
Training Videos Available on the START Website --> Resources

STUDENT INDEPENDENCE DATA
Student Name: _________________________ Observer 1: ________________________ Class/Teacher: __________________________ Observer 2: ________________ IOA: ______ Routine: _______________________________ KEY (definitions on back): 4=Independent =Visual / Gestural 2=Verbal 1=Partial or Full Physical S=Step not completed by student Steps of Routine Date 4 3 2 1 S 11:18 Now flip your form over to the data collection component. Our student is Gavin Davis. I am Mrs. Fredricks his teacher and also the first observer. I have selected his backpack routine because he has not made any progression on this task. Jay Sanchez is the school psychologist and he has offered to help analyze this problem and will also serve as a second observer.

Instructions: Select a daily routine to observe that is problematic for the student (e.g. arrival, putting away materials, lunch, dismissal, toileting, task completion, etc.) *Note: You will collect baseline data for this instructional time in the next two weeks, develop an intervention to increase engagement, collect data to monitor progress, and collect data at the end of the training. As you can see, there are two sides to this data form. On one side are the instructions to complete the form, conduct an analysis, and create a plan of action and on the other side is data collection component. Let’s go through this form step by step, to provide an opportunity for you to get clarification on any instruction that is not clear. The first instruction is: (read above). Could be from IEP goals or from classroom expectations such as components of the arrival and departure routine.

Student Name: _________________________ Observer 1: ________________________ Class/Teacher: __________________________ Observer 2: ________________ IOA: ______ Routine: _______________________________ KEY (definitions on back): 4=Independent =Visual / Gestural 2=Verbal 1=Partial or Full Physical S=Step not completed by student Gavin Davis Mrs. Fredricks Mrs. Fredricks Jay Sanchez Backpack Steps of Routine Date 4 3 2 1 S Now flip your form over to the data collection component. Our student is Gavin Davis. I am Mrs. Fredricks his teacher and also the first observer. I have selected his backpack routine because he has not made any progression on this task. Jay Sanchez is the school psychologist and he has offered to help analyze this problem and will also serve as a second observer.

Instructions: Select a daily routine to observe that is problematic for the student (e.g. arrival, putting away materials, lunch, dismissal, toileting, task completion, etc.) Task-analyze the routine (i.e. indicate the steps necessary for completing the routine) and list in the left column of the data sheet (e.g. Arrival: get off the bus, come into the school, go to the locker, get materials needed for 1st class, go to class) Now flipping back over to our instructions, the second step is to (read above)

Operationally Define Target Behaviors: Task Analysis
Task Analysis (TA) Identify all the cues and behaviors in a routine Methods for conducting a Task Analysis Observe Perform View video Before we task analyzed the back pack routine, we should discuss what a task analysis is and the process for conducting one. Task analyzing is the process of breaking down a routine into its individual components. It is important to conduct a task analysis because you need to be able to identify the main components that need to be taught and teaching a task involves teaching the student to discrimination for each component in the routine. A detailed task analysis gives you an accurate understanding of each component. There are three main ways to conduct a task analysis of a skill. 1) you can observe someone that can complete the task and write down specifically each action they perform to complete the task, 2) you can perform the task yourself and record each behavior you engage in in order to complete the task, and 3) you can view a video of someone that can complete the task and write down the steps involved. Once you have constructed your initial task analysis you might have to revise it as you teach. If the learner is having difficultly, you might have to breakdown the components into smaller components. However, if a learner is mastering at a quick pace it might be possible to combine several components. (c) Dean Fixsen and Karen Blase, 2004

Customize Data Collection Form
Steps of Routine Date 4 3 2 1 S Customize Data Collection Form 1. Hangs up backpack on hook 2. Unzips backpack 3. Takes out school supplies 4. Places school supplies on shelf We are going to say we watched a student that could complete the backpack routine and from that we selected five substantial behaviors that comprise the backpack routine (read above). It is important to note, that we can break this task down further if needed. For example, after collecting three data points and during your analysis, if you notice that a student is not progressing on step 4 (read above), then that step may need to be broken down into smaller steps such as reaching hand into backpack, grabbing item, pulling item out, and placing on table. 5. Zips up backpack

Instructions: Select a daily routine to observe that is problematic for the student (e.g. arrival, putting away materials, lunch, dismissal, toileting, task completion, etc.) Task-analyze the routine (i.e. indicate the steps necessary for completing the routine) and list in the left column of the data sheet (e.g. Arrival: get off the bus, come into the school, go to the locker, get materials needed for 1st class, go to class) Observe the routine, and for each step, circle all prompts needed for the student to complete the step Now that we have the task analysis, we can move on to (read above)

Student Name: _________________________ Observer 1: ________________________ Class/Teacher: __________________________ Observer 2: ________________ IOA: ______ Routine: _______________________________ KEY (definitions on back): 4=Independent =Visual / Gestural 2=Verbal 1=Partial or Full Physical S=Step not completed by student Gavin Davis Mrs. Fredricks Mrs. Fredricks Jay Sanchez Backpack Steps of Routine Date 4 3 2 1 S 1. Hangs up backpack on hook 2. Unzips backpack When observing this routine, it is important to remember the key in order to score the level of prompt accurately for each step. The key is here (animation –red circle) 3. Takes out school supplies 4. Places school supplies on shelf

KEY Definitions: 4 = student did the step on his own (okay if a visual prompt such as a schedule was used) 3 =student needed an adult to present a visual or gestural prompt to complete the step 2 = student was reminded or told how to complete the step 1 = partial or full physical assistance was provided to complete the step such as hand over hand or initiation S = student said nothing or did nothing to complete step and step was not completed by the student Before we practice collecting data, let’s review the key definitions to make sure we are on the same page. (Read above)

1. Hangs up backpack on hook
Steps of Routine Date 4 3 2 1 S 9/2/14 1. Hangs up backpack on hook 2. Unzips backpack 3. Takes out school supplies 4. Places school supplies on shelf Now, let’s practice the using the scale. I am going to walk you through scoring each step. I will describe the prompt level for each step and then ask you how to score the step. We will then compare and discuss our answers. Comparing data is an excellent training opportunity for both parties involved to make sure that definitions are clear and that observers are consistently scoring prompt level the same. Let’s get started. We are watching Gavin and his teacher complete the backpack routine. Gavin’s teacher puts her hands over Gavin's to hang up the backpack on the hook. How would we score the step? Now we watch the second step and observe Gavin’s teacher providing a light touch to Gavin’s hand to open the backpack. How would we score this step? The teacher grabs both of Gavin’s hands to take out the school supplies. How would we score this step? We now observe the teacher taking the supplies from Gavin’s hands and placing them on the shelf. How would we score this step? Lastly, the teacher touches Gavin’s elbow as he zips up the backpack. How would we score this step? 5. Zips up backpack

Instructions: Select a daily routine to observe that is problematic for the student (e.g. arrival, putting away materials, lunch, dismissal, toileting, task completion, etc.) Task-analyze the routine (i.e. indicate the steps necessary for completing the routine) and list in the left column of the data sheet (e.g. Arrival: get off the bus, come into the school, go to the locker, get materials needed for 1st class, go to class). Observe the routine, and for each step, circle all prompts needed for the student to complete the step. Collect independence data on the same routine for a 2-3 days across two consecutive weeks. Now referring back to our instructions, we need to collect data two more days within the next two weeks on this routine. Let’s say that we have already collected two more data points in which the student received the same prompt level for each step as we described in the previous slide.

Steps of Routine Date 4 3 2 1 S 9/2/14 9/4/14 9/8/14 1. Hangs up backpack on hook 2. Unzips backpack 3. Takes out school supplies 4. Places school supplies on shelf This is what our data sheet would look like. 5. Zips up backpack

Instructions: Select a daily routine to observe that is problematic for the student (e.g. arrival, putting away materials, lunch, dismissal, toileting, task completion, etc.) Task-analyze the routine (i.e. indicate the steps necessary for completing the routine) and list in the left column of the data sheet (e.g. Arrival: get off the bus, come into the school, go to the locker, get materials needed for 1st class, go to class). Observe the routine, and for each step, circle all prompts needed for the student to complete the step. Collect independence data on the same routine for a minimum of two days per week After every third data point, analyze the data; determine if independence is improving, staying the same, or declining; and then, based on your analysis of the data, make a corresponding plan. For easier analysis, draw a line connecting each day and insert a phase line when intervention is implemented or is changed Now that we have three data points, let’s refer back to our instructions. (read above)

Steps of Routine Date 4 3 2 1 S 9/2/14 9/4/14 9/8/14 1. Hangs up backpack on hook 2. Unzips backpack 3. Takes out school supplies 4. Places school supplies on shelf Drawing a line to connect each data point makes it easier to see the patterns that are occurring for each step. We then look at these data for a moment and then start the data analysis component. 5. Zips up backpack

Based on the past 3 data points, independence on this routine is:
Data analysis: Improving Staying the same Declining Performing independently Is NOT as Independent as possible at this routine Excellent! Keep current teaching format Excellent! Maintain routine and target a new routine Observe the routine & determine possible problem Task needs to be broken down into smaller steps Prompting is occurring too quickly Prompting is occurring too frequently Prompting is too delayed Current prompt is not effective at getting step to occur Step is dependent on a prompt (prompt dependency) Step seems like it could occur without a prompt Reinforcer is not motivating enough Reinforcer was not delivered following completion of routine During data analysis, you first must determine if the data are improving, staying the same, or declining. If they are improving, there is no plan of action but to continue with the current teaching format. If the data are staying the same but they are performing the steps independently, then maintain the routine and target a new routine. If the data are staying the same but they are not as independent as possible at this routine or their progress is declining, then you will observe the routine and determine possible problems. For that observation, you will determine that independence is not improving because: Now, let me take you through the process of how I analyzed these data. (read above) Independence is not improving because:

Plan of Action based on the assessment:
Break down the task into smaller steps Wait to provide a prompt on steps: ________ Remember to provide only one prompt for steps: _________ Provide a more immediate prompt on steps: __________ Need to start with higher level of assistance on steps:______ Need to fade level of prompt on steps: ______ Provide no prompt on steps: ______ Find a new reinforcer Deliver reinforcer Other: _____________________________ All steps Based on that analysis, I have decided on the following plan of action (read above)

Steps of Routine Date 4 3 2 1 S 9/13/14 9/14/14 9/15/14 9/2/14 9/4/14 9/8/14 1. Hangs up backpack on hook 2. Unzips backpack 3. Takes out school supplies 4. Places school supplies on shelf After my analysis is complete, I enter in a phaseline to indicate that I have modified or are putting a plan of action in place. A phaseline will make it easier to compare the data before the plan of action to the data after the plan is in place to see if the plan or modifications were effective. In addition to the phaseline, I would suggest entering in a brief description of the plan of action or modifications to assist with future analyses. 5. Zips up backpack 9/8/14- fading prompt level and incorporate visual schedule

Other Examples of Independence Routines
Buying food at a concession stand Completing a worksheet Following a schedule Getting a book from the library Lunch Navigating the hallway Toileting

Discuss how your team will collect the data

Data Collection and Evaluation: Are we having an impact on kids?

Data Collection and Evaluation
Individual Student Data Collection Data will be summarized for 3 areas on the Individual Student Data Summary Report Social Independence Engagement Submit the Target Student Reporting Form to START

Target Student Reporting
Divide and Conquer to Collect the Data

Common Mistakes with TS Data Collection
Baseline and post data routines and activities don’t match Missing information Target student changed Calculation errors Target behavior did not require intervention Completed baseline but not post data Completed post data but not baseline data

Target Student Data Collection
Target Student Reporting Form (one per team) - submit at module 3 Target Student Reporting Form(one per team) - submit at module 7

Meeting Mechanics

Big Ideas for the Year Independence and Socialization
Evidence-Based Practices Families as Active Team Members Data-Based Decision-Making Use the ASD to the Student’s Advantage Independence and Socialization Accountability Proactive Team Process and Problem Solving Least Restrictive Environment Peers as Role Models Universal Supports

Target Student Reporting
Divide and Conquer to Collect the Data Goldenrod Form: Turn this in at Module 3

Before You Leave Today See Team Binder – Module 1 Tab

Approach to Working with Students
If you can teach the skill, teach it If you can’t teach the skill, adapt it If you can’t adapt it, figure out some way around it If you can’t figure out some way around it, teach others to deal with it -P. Gerhardt

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