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Impacting Students with Autism through All 3 Tiers of PBIS Bob Putnam May Institute National Autism Center Kathy Gould Illinois Autism Training and Technical.

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Presentation on theme: "Impacting Students with Autism through All 3 Tiers of PBIS Bob Putnam May Institute National Autism Center Kathy Gould Illinois Autism Training and Technical."— Presentation transcript:

1 Impacting Students with Autism through All 3 Tiers of PBIS Bob Putnam May Institute National Autism Center Kathy Gould Illinois Autism Training and Technical Assistance Project National PBIS Leadership Forum October 19, 2012 Chicago, Illinois, Ph.D.

2 Autism Prevalence  Between 2000 to 2008, autism prevalence has grown from 1 in 150 children to 1 in 88 from the year 2000 until 2008. (Center for Disease Control, 2012)  Between1998 to 2010, the number of 6 to 21 year old children receiving services for an ASD in public special education programs increased from 54,064 to 370,011.  In 2010, 370,011 children 6 through 21 years of age and 49,251 children 3 through 5 years of age were served under the "autism" classification for special education services.

3 Increasing Demand for Services  Since many educational staff (particularly general education staff) have limited expertise in this area many of these students receive individualized requests for consultation  Many of these students, given their challenging behavior, are at risk for more intensive and costly services if they don’t receive evidenced based practices implemented with treatment integrity

4 How Do We Meet the Increasing Demand for Services?  How do we conceptualize a framework for the delivery of evidenced based practices for students with ASD implemented with treatment integrity in an efficient and effective model?

5 Primary Prevention: School-/Classroom- Wide Systems for All Students with ASD, Staff, & Settings Secondary Prevention: Specialized Standardized Interventions for Students Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ALL SOME FEW

6 Tier 1 Interventions for ASD  Interventions/services implemented with treatment integrity with progress monitoring.  Evidenced based class wide behavior support plans  Access to evidenced based communication interventions  Access to evidenced based social skills interventions, i.e.; social stories/direct instruction  Access to evidenced based academic skills interventions in place  Have appropriate visual supports in place  Parents of students with ASD have access to group based parent training and knowledge and access to outside resources

7 Identification of Students at Tier 2 and 3 Levels  Students present with at risk behaviors, i.e.; aggression, property destruction, self-injurious behaviors, that place them at risk of a more restrictive placement.  Students are not making effective progress with Tier 1 interventions as identified by educational staff and/or parents.

8 Tier 2 and 3 Interventions  Students would require more specialized interventions implemented with treatment integrity with progress monitoring.  comprehensive and more intensive assessments in the areas of problem behavior, social skills, communication skills, functional and academic skills  the development and implementation of individualized behavior support plans  the development and implementation of more intensive evidenced based interventions in the areas of problem behavior, social skills, communication skills, functional and academic skills i.e.; discrete trial interventions, naturalistic teaching interventions.

9 Tier 2 and 3 Interventions  the development and implementation of individualized home programs  the development and implementation of more intensive progress monitoring systems with support as needed, i.e.; developing IEP goals and objectives, monthly progress meetings

10 SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making 4 PBS Elements

11 Evidenced Based Practices  Identify evidenced based practices (National Autism Center, 2009)  Define these practices  Assess the implementation of these practices  Train the practices  Assess treatment integrity

12 Progress Monitoring Data Systems at Tier 1 Level  Check in Check out  Daily Behavior Report

13 Systems at the Tier 1 Level  ASD team meets on a regular basis to review referrals and to review:  Treatment integrity data  Classroom behavior practices  Visual support practices  Communication practices  Social skills practices  Progress monitoring data  Check in Check out  Daily Behavior Report

14 For more information  bputnam@mayinstitute.org bputnam@mayinstitute.org


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