INSTRUCTIONAL METHODOLOGIES

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INSTRUCTIONAL METHODOLOGIES
Disclaimer The Southern California Autism
Training Collaborative (SCATC) has provided
information included in this original format of
the training manual (dated August 2007). SCATC
is not responsible for any changes made to this
training protocol by subsequent users.
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Educating Children With Autism

• Six Primary Focuses of Educational
  Interventions
• Spontaneous, functional communication
• Social instruction delivered throughout the day,
  in various settings
• Teaching of play skills with peers and play
  objects

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Educating Children With Autism

• Cognitive/developmental skills taught in
  meaningful context
• Positive, proactive supports to address problem
  behaviors
• Functional academics, when appropriate to skills/
  next step needs of student

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Educating Children With Autism

• There does not appear to be a clear, direct
  relationship between any particular intervention
  and recovery from ASD

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• Education is the primary form of treatment
• Each student is unique!
• Multiple developmental needs call for variety of
  educational options
• Educators must be familiar with theory and
  research concerning best practices
• Research has provided a better understanding and
  has led to effective interventions and therapies

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Evidence/ Research/ Scientifically Based Practices
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Autism Spectrum Disorders Interventions and
Treatments for Children and Youth

• Richard L. Simpson, et al.
• Published by Corwin Press,2005
• Three categories Scientifically Based Practices,
  Promising Practices, Limited Supporting
  Information for Practices

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Autism Spectrum Disorders Interventions and
Treatments for Children and Youth

• ASD attracts a number of unproven and
  controversial treatments
• Field of ASD in its infancy stage
• however
• There are a number of effective evidence-based
  practice methods

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No Child Left Behind and Students with Autism
Spectrum Disorders Yell, Mitchell L Drasgow,
Erik and Lowrey, Alisa K.Focus on Autism and
Other Developmental Disabilities, Volume 20,
Number 3, Fall 2005

• NCLB profoundly changes the way in which
  educators work with students
• Accountability for meaningful improvements in
  students academic performance
• Highly qualified teachers and paraprofessionals
• Use of scientifically based practices

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No Child Left Behind and Students with Autism
Spectrum Disorders

• National Research Council definition of
  scientifically based instruction
• research that applies rigorous, systematic, and
  objective procedures to obtain relevant knowledge
• Uses systematic, empirical methods that draw on
  observation or experiment
• Involves rigorous data analyses that are adequate
  to state hypotheses and justify conclusions
• Relies on measurement or observational methods
  that provide valid data evaluators across
  multiple measures and observation
• Has been accepted by a peer-reviewed journal or
  approved by a panel of independent experts

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Listed in alphabetical order
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Discrete Trial Training (DTT)

• Usually 11 intervention but may be small group
• Skills broken down to small increments and taught
  systematically (task analysis)
• Highly structured - Adult directed intervention
• Strong data component
• Correction and reinforcement specific to small
  incremental skills
• Often used for early intervention and faded
  around age 5-6

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The I LAUGH Model of Social ThinkingTM and
Cognition

• Michelle Garcia Winner
• IInitiation
• LListening with your Eyes and Brain
• AAbstract and Inferential
• UUnderstanding Perspective
• GGetting the Big Picture/Gestalt
• HHumor and Human Relatedness

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Incidental Teaching

• Chain of child-tutor interactions
• Use of highly preferred materials
• More child initiated interactions
• Utilizes prompting and shaping for more elaborate
  communication

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Integrated Play GroupPamela Wolfberg

• Recognizes that peer play experiences are a vital
  part of childrens learning and overall
  development.
• Designed to address the unique and complex
  challenges of peer relationships and play for
  children with ASD
• Utilizes typicalpeers as expert players (via
  the guidance of a play guide) to facilitate
  interactions with novice players - those with
  ASD. IPGs are usually made up of 3 to 5 children.
• Appropriate for preschool -elementary aged
  children (3 - 11 years).

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Picture Exchange Communication System (PECS)
Bondy/Frost

• Visual communication system
• Exchange of symbol to communicate need
• Teaches communication initiation
• Expands from single to multiple words
  communicative strips
• Facilitates social components of communication
• Speech often develops concurrently

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Pivotal Response TrainingKoegel Koegel

• Parent education model
• Elements of discrete trial training in a more
  naturalistic environment
• More child directed
• Pivotal areas include responsiveness to multiple
  cues, motivation, self-management and
  self-initiations

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Relationship Development Intervention
(RDI)Guttstein

• Parent-based clinical treatment
• Systematic intervention program designed to
  support social competence in natural environments
• Relationship Development Assessment (RDA)
  evaluates specific level of relationship
  development and designates the activities (RDI)
  to address each area on the assessment
• Intensive training required

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SCERTSTM

• A Comprehensive, Multidisciplinary Educational
  Approach for
• Children with ASD
• Prizant, Wetherby, Rubin, Laurent Rydell

A developmental, relationship-based and skill
based approach which provides a framework for
improving communication and social-emotional
abilities for individuals with ASD and their
families. A child-directed approach that
supports progress in 3 domains Social
Communication Emotional Regulation Transactional
Supports
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Social Stories TMCarol Gray

• Student personalized stories
• Used to describe social situations, social
  rules, social cues, and the appropriate responses
• Specific format is utilized in clear strips and
  sequence
• May involve illustration and/or words
• Flexible, functional and reusable

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Treatment and Education of Autistic and
Communication Handicapped ChildrenTEACCH

• Structured teaching approach
• Structured environments and work systems
• Scheduled daily routines
• Visual clarity, visual supports
• Based on on-going assessment
• Promotes independent functioning

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Some Strategies for Engagement

• Identify interests
• What gets their attention
• Be playful and silly
• Make yourself part of the activity/task
• Push in
• Make few demands
• Use the element of surprise
• BE CREATIVE!!!

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Please review individual slides for specific
references.Further references to be listed.