Completing the Bracelet

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Completing the Bracelet

• Graduating Portfolio Presentation
• By Anna Matchneva

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Autism Awareness Bracelet
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Beginning the Process

• Introduction to Autism
• Introduction to Applied Behavior Analysis (ABA)
• Introduction to UBC M.Ed in Special Education,
  with concentration in Autism / Developmental
  Disabilities

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Bracelet Pattern Goals

• Initial Goals
• Expanded Goals
• Effective Instructional Interventions
• Collaboration
• Functional Assessment (FA) and Positive Behavior
  Support (PBS)

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Awareness

• Functional Assessment and Positive Behavior
  Support in School
• and Community Settings (EPSE 433, EPSE 565G)
• Positive behavior support interventions focus on
  important, durable, generalized outcomes that a)
  reduce the full range of problem behaviors that
  form social or educational barriers for an
  individual, b) increase adaptive skills, and c)
  improve basic educational, social, employment,
  and living options. Positive behavior support
  interventions emphasize the redesign of
  environments (e.g., classrooms, homes,
  workplaces) to produce broad changes that affect
  how person lives in addition to how he/she
  behaves. (Horner, Albin, Sprague, and Todd,
  2000)
• Lesson Learned Goodness of Fit
• Application My Everyday Work as a Behavior
  Analyst

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Support

• Collaborative Work with Parents and Professionals
• (EPSE 506, EPSE 512, EPSE 514)
• Lesson Learned Effective Practitioner? Effective
  Teacher?
• Instruction via lectures and workshops is
  minimally effective in the absence of interactive
  training (McClannahan Krantz, 1993)
• Application Parents and Professionals Training
  Seminars

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Commitment

• Best Practices (EPSE 549)
• We can optimize research and practice by
  reminding ourselves not to put all of our "eggs"
  (i.e., resources, hopes) in any single procedural
  basket. People with autism, like all of us, must
  learn to learn in a variety of ways from direct
  instruction from incidental teaching from
  television, videotape, and computer from
  parents, teachers, peers, and employers and from
  pictorial, auditory, and textual cues. There are
  various intervention procedures, all firmly
  grounded in science, that accomplish these
  different but equally important objectives. The
  most important aspect of these procedures is
  their scientific underpinnings. The challenges
  are to support and promote intervention efforts
  that reflect the array of contemporary, empirical
  based procedures and to teach discrimination
  among scientific and unscientific approaches to
  treatment. (Krantz, 2000)
• Lesson Learned Fairy Land Conclusion
• Application Group Applied Behavior Analysis
  Program (GABA)
• Centre-based program for children with
  Autism

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Diversity

• Effective Interventions (EPSE 449, EPSE 513)
• Lesson Learned Simply Good Teaching
• The Legacy of Marc Gold
• People learn because teachers teach. If people
  aren't learning, teachers need to "Try Another
  Way"
• Application Hand in Hand Play and Social Skills
  Group for Children with Autism/DD

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Finding the Lock Philosophy

• Philosophy of Teaching
• I believe
• That each day we are all both teachers and
  learners.
• In involving students in the process of their own
  learning.
• In focusing on individual needs and respecting
  different learning styles and abilities.
• As a teacher I see myself as a facilitator of
  learning and it is my responsibility to create
  and maintain a learning environment where
  students are valued, motivated, encouraged, and
  supported for the most meaningful learning to
  take place.
• In order to effect learning in children's lives,
  we must be informed and competent to make changes
  and strive for improving our own skills through
  continuing education and development.

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Finding the Lock Philosophy

• Philosophy of Teaching Children with Autism / DD
• I believe
• Children with autism are not learning disabled,
  they are teaching challenges.
• Children with autism and other developmental
  disabilities have a right to an effective and
  individualized treatment to meet their unique
  needs.
• Fitting the instruction techniques and curriculum
  to the child, rather than trying to fit the child
  into the techniques and curriculum can achieve
  the best outcome.
• The basis for effective intervention is the use
  of empirical data-based methods that permit
  objective evaluation of outcomes.

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Inspiration Guide

• Translating the Covenant Behavior Analyst as
  Ambassador Translator
• by Dr. Foxx
• be willing to consider alternative views and
  support diversity, be selective in regard to
  being confident, assertive, and emphasizing your
  own accomplishments when giving an opinion, try
  to blend it rather than inject it and keep it
  simple because behavioral jargon may confuse the
  audience

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Future Direction

• Everyday work as Behavior Analyst
• Ambassador and Translator
• New direction Cognitive psychology
• Parenthood

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Acknowledgements

• Dr. Pat Mirenda
• dedicated advisor, simply good teaching
• Dr. Joe Lucyshyn
• collaboration, goodness of fit
• Dr. Elizabeth Jordan
• expanding horizons, future direction
• Class peers
• sharing knowledge and experience, expanding views
• Family
• support

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• Comments Questions