Title: Inclusion
1Inclusion General Education
- Kristie, Kim, Sharyn,
- Lauren, and Helene
2Outline
- Education Requirements
- What is Inclusion?
- What should be taught?
- How should staff teach?
- How should staff be trained?
- What is supported inclusion?
- Why consider supported inclusion?
- Will a child benefit from inclusion placement?
- How do you identify potential inclusion sites?
- What can be taught in inclusion setting?
- How should staff teach in inclusion setting?
- Recommended strategies for support staff
- How to know if child is learning in inclusion
setting? - It is working?
- Research
3Educational Requirements(Maurice, Green, Luce,
1996)
- Few teachers and specialists have been
specifically trained to work with children with
autism. - Undergraduate programs focus on frequent, milder
disabilities - Students with autism can achieve reasonable
progress if special/detailed attention is given
to their education - In Delaware -there is a certification for
teachers of children with autism/ severely
handicapped students
4Delaware Requirements (Maurice, Green, Luce,
1996)
- Educational requirements
- (3 core courses covering-
- Topics of assessment
- Curriculum design
- Teaching procedures
- Behavior management
- Functional communication training
5Delaware Requirements (Maurice, Green, Luce,
1996)
- 2 elective courses
- Advanced behavior analysis
- Augmentative communication system
- Pre-school programming
- Transitional programming
- Vocational programming
6Delaware Requirements (Maurice, Green, Luce,
1996)
- Additionally, specialists (speech, psychology)
are required to have their Masters degree in
their area of specialty and have coursework in
Applied Behavior Analysis.
7(Maurice, Green, Luce, 1996)
- The federal law states that all children are
entitled to a free and appropriate education. - The Individuals with Disabilities Education Act
(IDEA) includes a mandate that all services
should be provided in the least restrictive
environment.
8(Maurice, Green, Luce, 1996)
- The term least restrictive environment implies
that a range of educational options must be
available, and placement decisions must be based
on each students individual needs. - The phrase phrase full inclusion is not part of
the federal mandate.
9What is Inclusion? (Maurice, Green, Luce,
1996)
- Inclusion is a term which expresses commitment to
educate each child, to the maximum extent
appropriate, in the school and classroom he or
she would otherwise attend. - It involves bringing the support services to the
child (rather than moving the child to the
services) and requires only that the child will
benefit from being in the class (rather than
having to keep up with the other students)
10What is Full Inclusion? (Maurice, Green,
Luce, 1996)
- The term full inclusion has come to be associated
with the idea that all students with special
needs must be placed with other peers their age
full time. - Services must be provided within the regular
classroom setting.
11What should be taught? (Maurice, Green, Luce,
1996)
- Two common deficits found in young children with
autism are - 1) Interacting and communicating with other
people -
- 2) Inappropriate behaviors ,including tantrums,
aggression, self-injury, and other behaviors that
draw unwanted social attention - The first duty is to decide what functional
skills should be taught to preschoolers that they
will find immediately useful in their lives at
school and at home.
12What should be taught? (Maurice, Green, Luce,
1996)
- One way to identify functional skills is to
review the places, people, and expectations that
a child encounters throughout the day. - These domains can be categorized as follows
- Domestic Skills (i.e. skills associated with
eating, dressing, cleaning oneself the
environment) - School-Based Activities(i.e. staying with a
group, staying seated at the table ,following
directions, transitioning between activities and
locations, possible academic activities, group
and individual play routines, etc.) - Community Skills(i.e. going shopping for
groceries, eating in fast-food and sit-down
restaurants, walking in the neighborhood or the
mall, riding in the car, etc.)
13What should be taught? (Maurice, Green, Luce,
1996)
- Some skills may occur only in specific locations
(e.g. home vs. school), other skills apply across
domains and settings - Communication Skills (e.g. expressing
significant choices and needs, calmly rejecting
or saying No, asking for help, responding to
simple instructions , imitating sounds, words,
songs, etc.) - Social interaction skills (e.g. imitating the
actions of adults and peers, responding to
greetings, initiating greetings, maintaining
social approaches from adults and peers,
initiating social approaches to adults and peers
etc.) - Alternatives to inappropriate behaviors (e.g.
learning to wait, asking for help, learning to
play with a toy instead of fingers, etc.)
14What should be taught? (Maurice, Green, Luce,
1996)
- Two broad skill areas are reviewed when thinking
about communication - 1)Using language expressively
- 2)Understanding what is said
- For children with autism, they often must be
taught independently. - Before they can acquire speech functionally they
must learn a number of skills (e.g. imitating
sounds and words)
15What should be taught? (Maurice, Green, Luce,
1996)
- It may be useful for the parents to teach the
children alternative means of communication until
(or while) functional vocal speech is acquired. - One system that has been used successfully to
enable children with autism to communicate with
pictures and symbols is the Picture Exchange
Communication System (PECS Bondy Frost, 1994b).
16What should be taught?(Green,1996)
- Lastly, when aiming to reduce or eliminate
problem behaviors, we must know what we would
like the child to do instead. - Is it equally important to decide what the child
should be doing. - It must make sense for the childs
perspective..not just to please us (e.g. if a boy
screams to get attention we must teach him
another way to get attention) -
17What should be taught? (Maurice, Green, Luce,
1996)
- When considering priority objectives for
communication skills development, parents need to
understand the different functions served by
certain key communication responses. - Requesting is learned and maintained because it
helps the child get desired items (e.g. snacks,
drinks, favorite toys, etc.) - Spontaneous communication is learned and
maintained because it gains the attention of
other people (e.g. when a child says, Look at
the bird!. - Parents should know which types of communication
skills the parents are teaching and should stress
the importance of teaching spontaneous
communication early on.
18What should be taught? (Maurice, Green, Luce,
1996)
- It is important for the parents to work with
staff to develop IEPs for their children which
will address these skills.
19How Should Staff Teach? (Maurice, Green, Luce,
1996)
- Parent involvement
- Measurement
- Objectives
- Response definitions
- Settings
- Time of day
- Prompts
- Reinforcers
- Error correction
- Generalization
- Problematic behavior
- Goals should be useful inside and outside of the
classroom - Parent training
20Staff Training (Maurice, Green, Luce, 1996)
- Commitment to on going staff training throughout
the school year - Core training for all professionals and
paraprofessionals - Staff manual - detailed, specific to program,
based on principles of ABA
21Staff Training (Maurice, Green, Luce, 1996)
- Staff members are observed and must show
competence in specific strategies - Active mentoring program
- New staff designated a mentor
-
22What is Supported Inclusion? (Maurice, Green,
Luce, 1996)
- Supported inclusion is defined as the act of
sending a student with autism or Pervasive
Development Disorders (PDD) into a regular
education accompanied by an aide or instructor
trained in the principles of Applied Behavior
Analysis (ABA).
23Why Consider Supported Inclusion? (Maurice,
Green, Luce, 1996)
- The decision to try supported inclusion should
include parents, regular education personnel,
behavioral/educational consultants, and school
administration.
24Why Consider Supported Inclusion? (Maurice,
Green, Luce, 1996)
- Careful consideration of the following objectives
should be accomplished - 1). To generalize social skills learned in a
structured, one-to one teaching to a setting with
typically- developing, aged- matched peers. - 2). To learn new social skills.
25Why Consider Supported Inclusion? (Maurice,
Green, Luce, 1996)
- 3). To generalize academic skills learned in a
structured (one-to-one) teaching situation to a
group instruction setting with typically
developing, aged-matched peers. - 4). To learn new academic skills.
26Why Consider Supported Inclusion? (Maurice,
Green, Luce, 1996)
- 5). To gradually and systematically increase the
students time in the regular education setting
in preparation for a full transition. -
- The time should be increased contingent on the
childs achievement of target objectives, and
support personnel are gradually faded until the
childs included for the full school day.
27Will your child Benefit from an inclusion
placement? (Maurice, Green, Luce, 1996)
- As your child begins to generalize skills, you
may want to consider if placement in a setting
with typically developing peers would be helpful. - The child should demonstrate the prerequisite
skills with proficiency not only in the
specialized education setting but in various
other situations with other people before
inclusion placement begins.
28Will your child Benefit from an inclusion
placement? (Maurice, Green, Luce, 1996)
- The prerequisite skills follow
- 1.Language Skills
- A. Follow two-step directions when presented to a
group - B. Communicate needs and desires
- C. Answer simple questions
- D. Ask simple questions
- E. Engages in simple exchanges of conversation
- F. Recalls experiences
29Will your child Benefit from an inclusion
placement? (Maurice, Green, Luce, 1996)
- Some questions to ask should be
- What is a functional level of performance?
- How accurate and consistent does the performance
have to be to produce positive outcomes for the
child in various natural situations? - What level of performance is expected of typical
children of the same age? - What is expected of most children in the
inclusion setting you are considering?
30Will your child Benefit from an inclusion
placement? (Maurice, Green, Luce, 1996)
- A range of performance on academic tasks is
considered acceptable for any group of first
grade children perfect scores on every test is
not a realistic criterion for most typical
children, nor would it be for a child with
autism. - Most teachers in typical classrooms have high
standards for all children in certain areas (e.g.
independent toileting, remaining quiet when the
teacher is talking, and refraining for disruptive
behaviors) - Generally, high accuracy and consistency criteria
should be set for the acquisition and
generalization of high priority skills (e.g. 90
accuracy for 3 consecutive sessions, with 3
different adults or children in 3 different
settings).
31Will your child Benefit from an inclusion
placement? (Maurice, Green, Luce, 1996)
- The prerequisite skills follow
- 1.Language Skills
- A. Follow two-step directions when presented to a
group - B. Communicate needs and desires
- C. Answer simple questions
- D. Ask simple questions
- E. Engages in simple exchanges of conversation
- F. Recalls experiences
32Prerequisite skills. (Maurice, Green, Luce,
1996)
- 2. Social Skills
- A. Takes turns during activities
- B. Walks quietly
- C. Answers simple questions
- D. Participate in circle activities
- E. Initiates play activities with peers with or
without adult prompts - F. Imitates peer play
33Prerequisite skills. (Maurice, Green, Luce,
1996)
- 3. Academic Skills
- A. Learns through observation of others
- B. Waits quietly
- C. Raises hand to seek adult assistance
- D. Learns targeted objectives during group
instruction - E. Completes grade-level academic curriculum
34Prerequisite skills. (Maurice, Green, Luce,
1996)
- 4. Behavior Skills
- A. Responds to delayed contingencies(reinforcement
is delivered to child following a period of time
rather than immediately after the targeted
behavior e.g., the mother contracts with her
child for ice cream after preschool if the child
follows directions. The reinforcer is provided
after school so as not to draw extra attention to
the child during school.) - B. Exhibits disruptive behaviors at near-zero
levels in all environments - C. Stereotypic behavior under stimulus control
that is, the child engages in stereotypic
behavior, if at all, only under certain stimulus
conditions (e.g. alone during playtime at home)
and not under other conditions (e.g. in public
places like the classroom).
35How do you identify potential inclusion sites?
(Maurice, Green, Luce, 1996)
- Community settings
- Preschools
- Kindergarten and primary classes
- Team review of potential site
- Inclusion coordinator and/or parent, observe each
class for 1 hour - Other considerations
- Age
- Distance from home or specialized school
- Teacher characteristics
- Classroom schedule
- Class size
36 What can be taught in
an inclusion setting?? (Maurice, Green, Luce,
1996)
- Choose specific objectives for inclusion
- Consider students strengths and weaknesses
- What is the students purpose for being in
inclusion (e.g. socialization)?
37How Do You Teach Students in the Inclusion
Setting? (Maurice, Green, Luce, 1996)
- Support staff who work directly with students in
inclusion settings must be trained in ABA. They
must be competent in data collection, time delay,
prompt fading, and positive reinforcement
procedures.
38Recommended Strategies for Support Staff
(Maurice, Green, Luce, 1996)
- 1). Shadow student and systematically fade back
as soon as possible. Shadow means to sit or stand
directly behind the student to provide prompting
and reinforcement as necessary. - The physical present of the support staff may to
severe to control the students behavior.
Systematically fading back shifts that control to
the teacher, activity, or setting.
39Recommended Strategies for Support Staff
(Maurice, Green, Luce, 1996)
- 2). Support a student under the following
circumstances - A. To Stop the student from engaging in
inappropriate behavior such as stereotypy - B. To prompt the student to follow a teachers
verbal instruction within 15 seconds - C. To prompt the student to begin independent
seat work within 15 seconds after an instruction.
- D. To prompt the student to respond verbally to a
peers social interaction - E. To prompt the student to sit appropriately
40Recommended Strategies for Support Staff
(Maurice, Green, Luce, 1996)
- 3). Students are to follow the classroom
teachers instructions. If a student does not
follow the instruction, provide a gestural or
physical prompt. The teachers instructions
should never be repeated by the support staff. - 4). Provide support or prompt only after 15
seconds elapse after the classroom teacher gives
a direction
41Recommended Strategies for Support Staff
(Maurice, Green, Luce, 1996)
- 5). Give subtle physical prompt from behind to
get the student of function independently. Fade
prompts as rapidly as possible. - 6). Provide intermittent verbal and social
reinforcement when appropriate. Thin
reinforcement as rapidly as possible. - 7). If a student asks a question or makes a
statement to the support staff, redirect him to
address the classroom teacher.
42Recommended Strategies for Support Staff
(Maurice, Green, Luce, 1996)
- 8). Foster social interaction as often as
possible. - 9). If a skill has been targeted for instruction,
follow the written teaching procedure. - 10.) Summarize data on target skills daily on
graphs.
43Recommended Strategies for Support Staff
(Maurice, Green, Luce, 1996)
- Prompts or support are typically provided a brief
time delay because it is hoped that the student
will begin to follow the naturally occurring
prompts in the inclusion setting. - The support staff should wait 15 seconds and
observe to see if the students responds. - Sometimes the day needs to be reduced due to the
rapid pace in the class.
44Problems (Maurice, Green, Luce, 1996)
- If inappropriate behaviors occur
- (e.g. tantrums, vocalizations) the teacher should
review the program to see if this is an
appropriate placement. - The students placement should be suspended until
the behaviors are appropriate. - The student should be placed back into the
- inclusion setting as soon as possible.
45How Do You Know If Your Child Is Learning In The
Inclusion Site? (Maurice, Green, Luce, 1996)
- Once specific objectives are chosen for your
child, procedures for measuring performance on
each objective should be selected. - The appropriate measure depends on the nature of
the skill and the conditions under which it is to
be demonstrated by the child. - You should become familiar with standard direct
behavioral measures such as frequency, per
trial, or per opportunity, duration, latency,
and others (Cooper, Heron, Heward,1987).
46How Do You Know If Your Child Is Learning In The
Inclusion Site? (Maurice, Green, Luce, 1996)
- Collect baseline data on all programs prior to
starting a teaching intervention - Baseline data indicate the level of a behavior
prior to any intervention and are important in
planning for effective intervention. - Setting appropriate criteria is often difficult
when dealing with a teaching environment that
changes from day to day as in most regular
classrooms. - It is also important to record data on the
performances of a variety of peers on the same
skills as those targeted for the student with
autism. - Two or three days of data should be collected
each month on the peers to assess changes in
behavior due to maturation or other variables not
related to the specific intervention applied to
your child.
47 (Maurice, Green, Luce, 1996)
- Data on targeted objectives should be reviewed
weekly to monitor progress toward goals. When
data are summarized and graphed, you can visually
assess the progress. - If you are recording data on a behavior to be
reduced, such as stereotypy, the graph should
show a decreasing trend. - In regard to academic skills, identify with the
teacher any opportunities she uses to evaluate
performance for all students (e.g. weekly
spelling tests, worksheets, mazes). - This measurement procedure is referred to as
permanent product, in that a final product is
produced from which you can assess progress.
48Is it working? (Maurice, Green, Luce, 1996)
- Objective data must be collected to assess a
learners progress in the inclusion site. - What are the indications that the student is
successful in the inclusion site? - Independent functioning the student is
performing most of the time independently. This
validates that the teaching procedures are
successful. - Mastery of objectives
- Student is passing classroom tests. If learner is
passing the same tests as typically developing
peers, then the child is learning and the
teaching is successful. - Questionnaire Have teachers fill out a
questionnaire. The questionnaire should consist
of questions that assess the students behaviors
of following the class room routine, on-task
behavior, independent completion of assignments,
is the learner functioning successfully in the
setting. - Increasing inclusion time
- When it is not working
- Problematic behavior
49Research
- Article
- A Participatory Action Research Approach to
Evaluating Inclusive School Programs - Purpose
- Dymond (2001) reviewed the literature on
inclusive school program evaluations and proposes
a model for evaluating inclusive schools. - Key elements of the model are that it 1).
includes stakeholders in the evaluation process
though a participatory action research approach,
2). analyzes both program processes and outcomes,
3) uses multiple methods and measures, 4) and
obtains perceptions from diverse stakeholder
groups.
50(Dymond, 2001)
- Importance of Review
- Efforts to evaluate inclusion have focused on the
efficacy of inclusive education as a service
delivery model. - A need exists for a comprehensive process to
assist the schools that embrace inclusions to
evaluate their programs. - Most evaluations have focused on the efficacy of
inclusive education opposed to the efficacy of an
inclusive school program.
51(Dymond, 2001)
52(Dymond, 2001)
- Description of Existing Program Evaluations
- Rossman and Salzma (1995) have proposed a
classification system for organizing and
comparing evaluations of inclusive inclusion
programs. - They suggest that evaluations be described
according to their program features (purpose,
complexity, scope, target population, and
duration, and features of the evaluation (design
methods, instrumentation, and sample). - The classification system was adaptive for this
study to describe the significant features of 20
program evaluations.
53(Dymond, 2001)
- Scope of Evaluations
- Evaluations of inclusive school programs have
been completed at the district or building level.
- Of the 20 evaluations reviewed, 1 evaluated an
inclusion class, 7 were completed at the building
level, 10 focused on programs across a school
district, and 2 targeted multiple districts.
54(Dymond, 2001)
55(Dymond, 2001)
Results
56(Dymond, 2001)
- Models for Conducting Inclusive School Programs
- Relatively little information is available in the
literature to suggest appropriate procedures and
guidelines for evaluating inclusive school
programs. - The only model that was clearly articulated and
employed in an evaluation was presented by Fox
and Ysseldyke (1977). - They used Stakes (1967) model (a naturalistic
and participant-oriented approach) to analyze the
antecedents, transactions, and outcomes of an
inclusion program.
57(Dymond, 2001)
58(Dymond, 2001)
59(Dymond, 2001)
60(Dymond, 2001)
61(Dymond, 2001)
- The Necessity of Program Evaluations
- Should be driven by the stakeholders and their
needs of information - It is imperative that evaluations reflect the
manner in which school defines and implements
inclusion. - By assessing processes and outcomes, employing
multiple methods and measures, and gathering
diverse stakeholders perspectives, and involving
stakeholders in the design and implementation of
the study, investigators can provide a schools
stakeholders with meaningful information that may
lead to the development of inclusive education
practices.
62Introduction
- Article Teaching elementary students with
developmental disabilities to recruit teacher
attention in a general education classroom
effects of teacher praise and academic
productivity - Craft, Alber, and Heward ( 1998) conducted a
study to see if students with developmental
disabilities could be taught to recruit teacher
attention in a general education classroom by
measuring the effects of recruiting on academic
productivity and accuracy. - Students were taught when, how, and how often to
recruit teacher attention. - Previous studies found increased recruiting and
teacher praise (Hrydowy et. al., 1984 Morgan et
al, 1983), but no data on recruiting for academic
tasks. - Academic productivity is essential in the
classroom because the ultimate purpose of
training students to recruit teacher praise is to
maintain and extend the targeted academic or
social skill for what they are recruiting praise
for.
63(Craft, Alber, and Heward, 1998)
- Research questions asked
- What are the effects of training elementary
students with developmental disabilities to
recruit teacher attention in the special
education classroom on the following - 1. Frequency of regular education students
recruiting responses in the general ed class - 2. Frequency of teacher praise received by
students in the regular ed class - 3. The students academic productivity and
accuracy while completion of spelling worksheets
in the general ed class
64Some findings (Craft, Alber, and Heward, 1998)
- Contingent teacher praise and attention produces
reliable and significant improvements in
childrens behavior in elementary classrooms
(Madsen, Becker, Thomas, 1968), secondary
classrooms (McAllister, Stachowiak, Baer,
Conderman, 1969), and special education classes
(Zimmerman Zimmerman, 1962) as well as improve
their academic achievement (Hasazi Hasazi,
1972).
65Method (Craft, Alber, and Heward, 1998)
- Participants
- 4 fourth graders with developmental disabilities
who were enrolled in an urban public elementary
school - Students were unproductive in their special
education class during seat-work time, rarely
asked for help, and performed below grade level
in the general ed class they were mainstreamed in - Included for 45 to 90 minutes a day.
- IEP goals specified increased socialization and
participation. - 29 students in the general ed class and were
observed during homeroom when all students
completed independent academic work.
66Settings (Craft, Alber, and Heward, 1998)
- Special ed classroom for training.
- Students were taught individually with no other
students present. - General ed classroom for data collection.
- General ed students were expected to work quietly
at their desks on assigned spelling sheets, walk
up to the teachers desk if they had a question,
wait in line if there was another student
present, or raise their hand and wait to be
recognized.
67Dependent Variables (Craft, Alber, and Heward,
1998)
- Student recruiting
- Need all 3 steps in sequence
- Walked up to desk/raised hand
- Waited quietly for recognition
- Voiced a statement/question for the teacher about
their work
68Dependent Variables (Craft, Alber, and Heward,
1998)
- Teacher praise
- Recorded each time teacher made a statement to 1
of the 4 participants that expressed approval of
their work.
"That looks great!"
"Great job"
"Everything is correct"
69Dependent Variables (Craft, Alber, and Heward,
1998)
- Completion of academic work.
- Responsible for 10 spelling words. Tasks include
alphabetizing, number of syllables, identifying
vowels, unscrambling words, and finding in
dictionary - Accuracy of academic work.
- Answer keys provided
- Percentage calculated correct x 100
- total
70Data Collection IOA (Craft, Alber, and Heward,
1998)
- Data was collected by paper and pencil frequency
count of student recruiting responses and teacher
praise statement in the general ed classroom for
20min per day, 4 days a week (Tues-Fri
910-930a.m.) - IOA
- 2 observers present for 12 of the 40 sessions and
was calculated on an episode by episode basis. - Consistently about 88, highest 100 accurate.
71Design Used (Craft, Alber, and Heward, 1998)
- A multiple baseline across students design was
used to analyze the effects of recruitment
productivity in the general ed classroom.
72 (Craft, Alber, and Heward, 1998)
- Baseline
- Students were observed in general ed homeroom for
20min while working independently on their
worksheets. - Training
- Trained in special ed classroom for 2 consecutive
days during part of homeroom. - Day 1- Instruction and role playing.
- Day 2- Morning prompts and end of school day
check and reward. - Generalization
- Began with continuous reinforcement at the end of
the day during check and reward if the student
recruited at least twice a day. - Intermittent schedule of reinforcement
implemented when recruiting occurred at least
twice for 5 consecutive days. - Maintenance
- Recruiting is now independent and reinforcement
is natural praise only.
73Results (Craft, Alber, and Heward, 1998)
- During baseline, no instances of teacher praise
(recruited or no recruited) were recorded for any
of the 4 students. - Student Recruiting
- All 4 students recruited at the target frequency
of 2 or 3 times per session for the majority of
sessions during combined generalization
programming and maintenance phases. - Teacher Praise
- The four students recruiting responses were
successful in producing teacher praise.
74(No Transcript)
75(No Transcript)
76Results (Craft, Alber, and Heward, 1998)
- Completion and Accuracy of Academic Work
- All 4 students worksheet completion and accuracy
were higher during combined generalization
programming and maintenance phases than during
baseline.
77(No Transcript)
78Discussion
- The results of this study support and extend the
findings of previous research showing that
students with developmental disabilities can be
taught to recruit attention from teachers
(Connell, Carta, Baer, 1993 Harchik et al.,
1990 Hrydowy et al., 1983 Seymour Stokes,
1976 Stokes et al., 1978). - After recruitment training, the worksheet
completion and accuracy of all 4 students
increased over baseline levels, providing a
functional relationship between recruitment
training and increased academic productivity.
79End Thought
- Training students with developmental disabilities
as well as autism and other disabilities can be a
relatively low-cost, low- effort strategy for
increasing students contact with an important
and powerful source of reinforcement in the
classroom while providing them with inclusion
time with typical peers.
80Introduction
- Article Keys to Play A Strategy to Increase the
Social Interactions of Young Children with Autism
and their Typically Developing Peers - Nelson, McDonnell, Johnston, Crompton, Nelson
(2007) examined the effects of a visual
intervention strategy on the play initiations of
4 young children with autism in inclusive
preschool classes. - The Keys to Play intervention package utilized an
embedded instruction, class-wide, peer mediated
teaching strategy to promote the use of a paper
key shown to initiate play to students with
autism in inclusive preschool classrooms. - Research questions
- Does the Keys to Play intervention package
increase the play initiations of children with
autism? - Does it increase the time spent engaged in
playgroups? - Does it affect the childs use of another
communication strategy (speech, sign language, or
manipulation of play materials) to enter
playgroups? - How do staff and family rate the effectiveness of
the Keys to Play package?
81Intro cont.
- Recent research suggests that the use of visual
strategies for communication purposes promotes
the use of oral language in children with autism
(Bondy Frost, 1994 Schwarz, Garfinkle,
Bauer, 1998). - Few empirical studies have examined effective
strategies for teaching social skills to children
with autism within routines of inclusive
preschools. - Several studies have looked at effectiveness of
peer mediated intervention, but few have looked
at naturalistic or embedded strategies or the
combination of the two for the use of children
with autism in the preschool. - It is important to include young children with
autism and other disabilities into regular ed
classes because benefits occur when children are
included with peers, socialize with them, and
actively engage in typical preschool activities
including play (Harris Handleman, 1997
Kellegrew, 1995 Koegel, Koegel, Harrower,
Carter, 1999 McGee, Morrimer, Daly, 2001
McWilliam, Trivette, Dunst, 1985 Rogers, Hall,
Osaki, Reaven, Herbison, 2001 Strain, 1983).
82Method Nelson, McDonnell, Johnston, Crompton,
Nelson (2007)
- Participants and Settings
- 4 preschool children with autism
- Appear to have an interest in the play of other
children or activities. - Difficulty with social-communication initiations
and responses. - Each attended different preschool programs (2
Head Start classes, a community class, and an
integrated special education class with typical
peers).
83Dependent Variables
- Percentage of times child used Keys to Play to
enter a play group. - Percentage of times a child used another strategy
such as words, sign language and manipulated
objects to enter a play group. - Amount of time spent engaged in playgroup
activity.
84Data Collection IOA
- Personal digital assistant (PDA) based data
collection system asked - Is there an opportunity?
- Is there an opportunity for initiation or
responding? - If there is an opportunity did the child
initiate? - When child entered a playgroup, the data
collector pushed an icon that activated the timer
to record engagement time. - 90 of higher point-by-point agreement on all
behavior categories during on-site observation of
preschool program.
85Design Used
- Multiple baseline probe (Tawney Gast, 1984)
design across children and settings. - Baseline phase and intervention phase
- 2 children experienced maintenance phase before
the year ended.
86Procedure
- What is Keys to Play?
- Keys to Play is a 4-inch long gold laminated
paper key worn around the neck or attached to the
childs hip with Velcro and were used during
learning center time. - Keys to Play were taught, prompted, and measured
within the preschool classroom. - Baseline
- Given Key but no instruction, training or
prompting. - Classroom routines and procedures remained the
same and were not altered.
87Procedure cont.
- Intervention
- Typical peers were taught first to use Keys to
Play within a group activity. - Prompted to show keys to target children and ask
them to play. - Target children trained on use of response to the
keys through incidental teaching, peer mediated
intervention model (McGee, Morrimer, Daly,
1999 Prizant, Wetherby, Rydell, 2000). - If child did not initiate play activity, the
interventionist modeled use of key with verbal
phrase I want to play, and used a full physical
prompt to lead the child to the activity if there
was no response.
88Maintenance
- Began when child reached stable 75 or higher
with unprompted initiations. - Reinforced by teacher intermittently.
- Data collected once a week for 4 weeks.
89Results Discussion
- During baseline initiation rates were low
- Engaged time and verbal language in play groups
for each student rose across teaching conditions - Correct initiations included verbal, gestural,
positional, parallel play, Keys to Play, and Keys
to Play paired with verbal language. - All children used Keys to Play alone or with
verbal language during intervention condition.
90Results Discussion cont.
- Keys to Play package can increase play initiation
of children with autism. - All children exhibited increases in initiations
over the course of the study. - Demonstrating an interest in play of others and
using the Keys to Play strategy or another
strategy to enter playgroups varied across
children. - Their interest also varied and was sometimes
dependent on the activity. - Keys to Play can increase time engaged in play
- All showed significant gains in time spent in
playgroups as well as 2 children engaged in
pretend play.
91Results Discussion cont.
- Keys to Play may promote use of verbal language
for initiation purposes - Consistent with previous findings, visual
supports may promote the use of verbal language
in young children with autism (Bondy Frost,
1994 Johnston, Nelson, Evans, Palazolo, 2003
Schwartz et al. J, 1998). - A visual strategy for initiation purposes can
provide a socially valid way to increase verbal
and nonverbal play in children with autism. - Verbal initiations also expanded beyond practice
phrases. - Parents commented that play initiations also
occurred in settings outside of school. - Systematic replication is needed to verify if
sites used in this study are representative of
inclusive preschool programs.
92End thought
- Visual strategies should and can be taught to
children with autism to allow successful
inclusion in preschool (as well as general
education) classes to provide socialization and
engagement in typical preschool activities.
93Research
- Article
- General Education Teachers Relationships with
Included Students with Autism (Journal of Autism
and Developmental Disorders) - Purpose
- Robertson et. al,2003 examined the relationship
between general education teachers and second-and
third-grade included students with autism. - They also examined the effects of childrens
behavior problems on these relationships, as well
as inclusion within the social environment of the
classroom.
94ResearchRobertson et. al. 2003
- Introduction The goal of the current study was
to examine the relationship between general
education teachers and high functioning children
with autism included full time in general
education classrooms (included children with
autism). - In this study Robertson et al. examined
teachers perceptions of their relationship with
included children with autism, how this
perception might be affected by the presence of
paraprofessionals and behavior problems, and
childrens level of social inclusion (measured by
their peers).
95Research Robertson et. al. 2003
- Methods
- Participants In all, 187 children from second
and third grade inclusive classrooms from two
urban middle class school districts participated
in this tidy. Of the 187 children, 12 were
students with autism (2 female) - Paraprofessionals accompanied half of these
students - General Education teachers from all 12 classrooms
participated - Additional participants included all the
children with autisms classmates with parental
permission. - The average class size was 19. No class had more
than 21 students. - 3-4 children did not participatesocial inclusion
measures had been described as robust using fewer
than 50 of students in the classroom. - All students included in the study were also
enrolled in their classroom for at least 6 months
before data collection. The target child with
autism was the only child with special needs in
each class.
96Research Robertson et. al. 2003
- Procedures Procedures were identical for all
subjects. - 1) The teacher was first interviewed about her
teacher experiences including the number of years
and grade levels taught, credentials, special ed.
training, and access to special educators and/or
in-services. - 2) Participating general education classroom
teachers were asked to complete the
Student-Teacher Relationship Scale (Pianta, 1992)
in response to their relationship with the
included child in their class. - 3) Teachers also filled out the SNAP-IV Rating
Scale (Swanson,1995) to determine the behavioral
characteristics of the included student with
autism. - 4) Classmates were asked to complete a social
inclusion measure to examine students
perceptions of the social environment of their
classroom. - 5) All participating children in the class,
including the student with autism, completed a
free-recall measure of social inclusion of their
classroom.
97ResearchRobertson et. al. 2003
- Measures
- Teacher Demographics
- -General education teachers were interviewed and
asked to complete a short questionnaire assessing - 1) Their teaching experience (number of years
teaching, grade levels taught and degrees held) - 2) Their relationship with the included student
in their class - 3) Their relationship with and view of the
paraprofessional if applicable
98Research Robertson et. al. 2003
- Student-Teacher Relationship Scale
- General education classroom teachers completed
the 28-item Student-Teacher Relationship Scale
(Pianta,1992) to assess teachers feelings about
their relationship with a student, the students
interactive behavior with the teacher, and the
teachers beliefs about the students feelings
toward the teacher. - The Snap-IV Rating Scale
- The SNAP-IV (Swanson, 1995) consists of 41 items
that measure behavioral symptomatology in
children. This measure was selected to test for
differences in the qualitative features given
the presence of maladaptive behaviors. The
ratings result in 3 subscale scores inattention,
hyperactivity/impulsivity, and opposition/defiance
.
99Research Robertson et. al. 2003
- Level of Inclusion in the Classroom Social
Structures - -In examining inclusion in classroom social
structures students were asked, Are there people
in school who hang around a lot? Who are they?
They were then asked to list the names of
children who hand around together and circle
lists of names to distinguish separate groupings.
Within each classroom, childrens level of social
involvement was measured by their affiliation
with peers. Each time a child was listed as
belonging to the same group of peers, they
received a point. A scored of 0 was obtained in
the child was not listed as belonging to any
particular group of peers. A score of 1 if the
child was listed 1-5 times as belonging to the
group, A score of 2 if the schools was listed
6-10 times, and score of 3 11-15 times. - CairnsCairns,1994 Gariepy, Kinderman, 1990)
- (
100 Research Robertson et. al. 2003
- Results Preliminary analyses were performed to
examine gender, age, and grade level of students,
as well as teacher characteristics. Results of
these tests were nonsignificant. Data were
collapsed across these variables for all
subsequent analyses. - The results indicate considerable variability in
teachers reports of their relationship with
included students with autism, childrens level
of behavior problems, degree of social inclusion,
and the associations between these factors.
101Results Robertson et. al. 2003
- Teacher Demographics
- General education teachers years of teaching
experience ranged from 3-28 years. Across all
classrooms, teachers had experience teacher
multiple elementary grades. All teachers had
completed a B.A about one half had an M.A. None
had received formal training in special
education. 83 had never had a student with
autism in their class (50 had never taught a
student with special needs) - Paraprofessionals
- Differences in teachers ratings of closeness,
conflict, and dependency of these relationships
were compared for children with and without a
paraprofessional. Regardless of the presence of
the paraprofessionals, teachers reported similar
levels of closeness, conflict, and dependency for
students with and without a paraprofessional. No
differences were found.
102Results Robertson et. al. 2003
- Student Teacher relationship- Childrens
relationship with their general education
teachers reflected wide individual differences. - Child Maladaptive Behaviors- Childrens level of
behavioral symptomatology also reflected wide
individual variation. - Child Maladaptive Behaviors/Teacher-Student
relationships-These correlations indicate a
moderate to high association between childrens
behavioral problems and features of their student
teacher relationships. Also, a moderate to high
association between teachers perceptions of
their relationships with included students with
autism and their reports of behavioral
symptomatology.
103Research Apple et. al. 20005
- The following is a review of the Effects of Video
Modeling Alone and With Self-Management on
Compliant-Giving Behaviors of Children with
High-Functioning ASD, by Apple et. al. 20005,
Journal of Positive Interventions, Winter, pp
33-46. - Purpose The purpose of this experiment 1 was to
assess the effectiveness of video modeling alone
for teaching children compliment giving to
children with high-functioning autism and
Asperger syndrome. - Importance The importance of the first
experiment was there is lack of research in
studying video modeling alone (e.g. without
prompts, reinforcement, etc.) DAteno et al.
(2003) used a procedure of video modeling by
itself and did not show generalization of play
sequences or verbalizations.
104Research Apple et. al. 20005
- Methods
- Participants and Setting included 2 boys
diagnosed with autism. They were both 5 years
old. The study took place at a half-day
preschool for children with ASD. Sessions were
conducted during free play. In each classroom
there were 4 adults and 16 peers. There was a
minimum of 6 typically developing children in
each classroom. The sessions lasted for 30
minutes during free play. - Questionnaires Prior to implementation of the
study and after the study, parents and teachers
were asked to answer questionnaires. They rated
the participants social skills, peer
relationships, and compliant giving behavior. - Compliment giving was defined as 3 sentence
structures or types. 1. A compliment needed to
include a positive describing word that did not
need to mention, but could, a target item of
possession or activity that was engaged in.
Positive describing words, were adjectives that
conveyed approval. (e.g. Cool. Nice shirt.)
2. Included I like with the inclusion of the
item of possession or with the activity of
engagement. (e.g. I like your ball.) If a child
uttered an approval statement that did not fit
into the 3 structures, all raters had to agree
that it was an approval statement to be included
as correct.
105Research Apple et. al. 20005
- Data collection During 30 minute sessions, 15
minutes was used to record frequency data on
initiations and 15 min. of free playtime was used
to collect data of frequency of responses. - Experimental design The design used was a
multiple baseline across participant design.
106Research Apple et. al. 20005
- Procedures
- Baseline During the baseline phase children were
observed for 15 min. of free play. Classroom
peers were during this time provided
opportunities for participants to engage in
compliment giving behavior, by pointing to items
and saying Look.. This created antecedent
events to evoke desired responses. A peer
initiation could not occur more than once in a
2-minute period. If a compliment were give during
baseline teachers would provide verbal praise. - Video Modeling 3 times per week, participants
were brought to another classroom during free
play to watch a video. There were 3 videos that
were rotated randomly. After viewing video
children returned to free play and data were
collected for 15 min. following the intervention.
- Video Modeling and reinforcement phase No
initiation type compliments were observed during
the video modeling alone condition so
reinforcement was included. The procedure was the
same as in the original video phase with an
additional step. Before going back to free play,
the teacher provided verbal behavioral contract
stating child had to give 4 compliments during
free play to obtain special prize. 2 peers were
selected to approach participant, to provide
opportunities for compliment giving behavior. The
teacher kept track of compliments and stated
comments such as thats 2 so far. - Reinforcement phase Was the same as the video
and reinforcement phase except the video was
removed. - Withdrawal of tangible reinforcement
Participants were brought back to baseline
condition. - Interobserver agreement IOA was conducted for
33 of all sessions. IOA was 100.
107Research Apple et. al. 20005
- Results In the video modeling alone condition
children did respond to peers with approval
statements but did not make any initiating
compliments. Reinforcement was added and an
increase in initiated compliments was observed.
When the reinforcement was in the withdrawal
phase children continued to engage in compliment
behavior but only the response type. This
demonstrates that the reinforcement was
controlling the participants initiating
behavior. The participants continued to engage in
response compliments after video was removed. The
authors suggest that this demonstrates that
reinforcement is not necessary for teaching these
types of compliments. - Implications These findings support previous
research that video modeling is an effective
teaching strategy to teach learners with autism
social skills. The addition of rules in video
modeling procedure may have contributed to
desired behavior change. Additional
reinforcement procedures were necessary to teach
children to initiate compliment behavior. The
procedures used in this experiment did not
promote independence. The child relied on the
teacher to track frequency of compliment
behaviors. It is possible that the teachers were
a discriminative stimulus for evoking compliment
behaviors.
108Research Apple et. al. 20005
- Experiment 2
- Purpose The purpose of experiment 2 was to teach
children with autism to engage in compliment
initiations in the absence of supervision. - Importance It is important that children engage
in compliment behaviors independently. These
behaviors help to demonstrate social reciprocity
with peers. (Attwood,1998) Direct adult
monitoring may not always available and may be
not always be welcomed with typically developing
peers.
109Research Apple et. al. 20005
- Method
- Participants and Setting 1 child from experiment
1 was included. (Roger) 2 other students
diagnosed with autism also participated in the
study. There age range was between 4-5 years old.
Two learners had prior diagnosis of autism. One
participant was diagnosed with Asperger syndrome.
The study was conducted at the half-day preschool
for children with autism. They were conducted in
both the integrated preschool classroom and the
kindergarten classroom. - Materials The same materials were used as in
experiment 1. - Procedures The 2 additionally added participants
were put into a baseline and video modeling
phase, exactly as demonstrated in experiment1. - Self-Management Teaching phase In this
condition there were 2 steps. First, children
viewed video model. Next, teacher showed
participants their self-management device. (e.g.
wrist counter or check list) Next, the teacher
prompted child to attend to the number 2 taped
onto the learners self-management device. The
teacher then provided the verbal statement. When
I make 2 compliments, I get a prize. The
teacher then provided 2 compliments at prompted
child to number 2 on their device and took a
prize out of a small bag. Childrens prizes were
put into paper bags with their names on it. A
preference assessment was conducted to identify
prizes as reinforcement. Child was shown there
prize bag and the SD its your turn to make a
compliment. Was provided. Learners had 3 s to
engage in compliment behavior. If the child did
not make a compliment or responded incorrectly
then the teacher provided a model. If child did
not record compliment on self management device
in 3 s teacher provided prompt. The procedure was
repeated for 15 min. each day until the
participant engaged in the sequence
independently. Next, child moved to classroom.
The child had 2 min. to initiate a compliment in
this phase. 10 s after two min. interval teacher
provided model. The process continued every 2
min., until criterion was met, which was 2
consecutive sessions, to give peers 2
compliments.
110Cont.
- Self-Management phase In this phase no verbal
models were provided. All prompts were faded to a
prompt 2 level. Another type of prompt was
provided at 4 min. interval if child did not
engage in compliment initiation. No prompts
preceded that interval. - Generalization Only 2 participants were used for
assessing generalization due to availability.
This occurred 2 days per week when
self-management procedure was not in place during
different times of the day. Settings included
outside free play ( instead of inside free play)
and during group activities in the kindergarten
class. The video model was not viewed in this
phase. However, peers did approach participants
to provide opportunities for compliment
initiations. - Interobserver agreement IOA was conducted for
50 to 54 of childrens sessions. IOA was 100.
111ResearchApple et. al. 20005
- Results The 2 new participants demonstrated that
the video modeling procedure was effective in
increasing compliment responses. In the
self-management phase all three participants met
criterion in classroom on the first session. The
compliment-initiations were generalized in probe
conditions. However, due to self-management
training on alternate days, it is unclear of what
was responsible for generalization of the desired
behavior. (video model or self-management
strategy) Post test surveys demonstrated that
parents observed improvements in compliment
behaviors with participants. - Implications These findings support previous
research that video modeling is an effective
teaching strategy to teach learners with autism
social skills. This study included multiple
exemplars of video models, which may have
promoted for generalization. (Stokes Baer,1977)
Experiment 2 was more effective because it taught
learners to engage in initiated compliment
without supervision of adult but rather with a
self monitoring procedure. The authors suggest
that self-management procedures increased the
participants independent social initiations. The
social validity measures suggest that there was
generalization of initiated compliment behavior
without self-management devices. Teacher ratings
resulted in a 1 point increases of social skills
for 3 of the 4 participants for both experiments.
Parental surveys and teacher reports suggest that
compliment behaviors were generalizing across
settings without self management devices. -
112 The Use of an Antecedent-Based
Intervention to Decrease Stereotypic Behavior in
a General Education Classroom
- Maureen A. Conroy, Jennifer M. Asmus, Jennifer A.
- Sellers, Crystal N. Ladwig
- 2005
- Focus on Autism and Other Developmental
Disabilities - 20, 223-230
113Purpose(Conroy, Asmus, Sellers, Ladwig, 2005)
- The purpose of the study was to develop effective
interventions for children with autism, in the
general education settings. Additionally, to
examine the use of an antecedent based
intervention in a general education setting to
decrease ster