Autism Spectrum Disorder Proactive Planning Vs. Reactive Strategies

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Autism Spectrum DisorderProactive Planning Vs.
Reactive Strategies

• Implications for Providing Services As the
  Numbers Rise

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How Can You Be PROACTIVE in a Reactive World?
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Living Proactively

• Living proactively is being part visionary part
  pack-mule
• Proactive sight is looking at everything and
  assessing a course of action using all available
  data
• It is charting a course and following it
  regardless of which way the wind is blowing
• It is taking time to look when everyone around
  you is screaming for action
• Changes in course come as a result of careful
  analysis of the data and group consensus

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Living Reactively

• Living reactively is like being a weathervane
  or a very small boat on a rough sea.
• Reactive sight is a narrow vision
• Reactive living resists charting a course and
  moves with the wind
• It is acting on everyone elses whims
• Changes in course are unpredictable

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Proactive Planning is

• More resources in the beginning...less later
• Planning for the long term
• Intervening before a crisis
• Allows you to look before you leap
• Puts you into the role of initiator
• Makes space for creativity
• Outcome more predictable
• ENERGIZING!

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Reactive Strategies are

• Less resources up frontmore later
• Jumping from one crisis to the next
• putting out fires, bop the moles, keeping
  100 ping-pong balls underwater at the same time
• Responding to negative situations
• Makes us responders rather than initiators
• Leaves little energy or space for creativity
• Outcome is not predicable
• Many decisions based on emotions rather than
  reason
• TIRING!

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To be Proactive

• Gather information about the big picture
• Look at Information from many sources
• Understand differences of opinion
• Efficiently and systematically choose and deliver
  relevant information

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Caveat

• Under some circumstances a quick reaction is
  necessary
• Determine then, proactively how you
• might react under these certain
• circumstances!

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As the Numbers Rise

• More students more staff
• More staff more training
• More Training more information
  dissemination and training staff
• More of the above MORE EFFICIENCY AND A
  PROACTIVE SYSTEM

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A Proactive Solution

• Accept the reality
• Assess the big picture
• Communicate Clearly
• Build Capacity
• Local
• Regional
• State

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Building Capacity in Oregon

• Autism Task Force Recommendations
• July 2000
• ASD Outcome Study
• 1998 through 2003
• Model Center Program
• Fall 2003-Spring 2005

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Autism Task Force

• Identified barriers to successful outcomes of
  students with ASD
• Suggested action to remove barriers
• To develop and implement a three-level system
  of service delivery for the continuous
  improvement of services to students with ASD,
  including a system of resource and training
  centers and to best fit regional needs

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ASD Outcome Study

• ODE/Regional/District/PSU collaboration
• Conceived as a proactive way to address the
  autism crisis

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The ASD Outcome Study (cont.)

• Conducted from 1998 through 2003
• Consisted of assessment, training, follow-up and
  classroom observation
• Trained staff in 3 research based instructional
  strategies
• Used a variety of reliable assessments
• Observed significant improvements in
  participating students

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Instructional Techniques
Discrete Trial Training (DT)
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Instructional Techniques
FUNCTIONAL ROUTINES
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Instructional Techniques
Pivotal Response Training (PRT)
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ASIEP-2 Autism Behavior Checklist ASIEP-2 Autism Behavior Checklist ASIEP-2 Autism Behavior Checklist ASIEP-2 Autism Behavior Checklist
Areas Assessed Winter 19990 months Spring 200240 months Significant Difference lt.01 lt.05
Sensory 10.94 8.27 Yes
Relating 18.97 15.67 No
Body Object Use 12.49 12.25 No
Language 14.08 11.50 No
Social Self Help 15.37 11.88 Yes
Total 71.78 59.56 Yes
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ASIEP-2 Social Interaction Assessment ASIEP-2 Social Interaction Assessment ASIEP-2 Social Interaction Assessment ASIEP-2 Social Interaction Assessment
Area Assessed Baseline 0 months Spring 2002 40 months Significant Difference lt.01 Paired t-test
Appropriate Interactions with Adult 13 31 Yes
Constructive Play 39 47 Yes
No Response 46 22 Yes
Aggressive Negative 2 0 Yes
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EDUCATIONAL ASSESSMENTS EDUCATIONAL ASSESSMENTS EDUCATIONAL ASSESSMENTS EDUCATIONAL ASSESSMENTS
Assessment Percentage of Correct Responses Baseline 0 months(means) Percentage of Correct Responses June 2002 40 months(means) Significant Difference lt.01 Paired t-test
ASIEP-2 Educational Assessment 29/6048 correct 45/6075 correct Yes
Educational Composite(ASIEP-2 Preacademic Asst. 29/268 11correct 80/268 30correct Yes
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Oregon Outcome Study

• WEB SITE www.autismstudy.pdx

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Whats Happening in Oregon Now?

• ASD Outcome Study
• Regional Model Centers Project

Has led us to..
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Regional Model CentersFall 2003-spring 2005

• Building capacity through
• Collaborative project between PSU and ODE
• 20 model program sites over the biennium
• Addressing autism task force recommendations
• Based on extensive research
• State, regional and district collaboration for
• Training (ASD specialist cadre)
• Dissemination of information

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ODE Trainings and Information
Regional Trainings and Information
Model Center Training Program
Regional Grant Products
Model Centers Training Resource
information EI/ECSE, School-age, Middle School
(pilot)
District, EI/ECSE staff Parents
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Model Center Details

• 20 new Model Centers (10 per year)
• EI/ECSE, school-age, middle school pilots
• Will follow previously established design
  guidelines
• Individualized to fit regional needs
• Classrooms (old and new) that fit criteria will
  be designated Model Centers

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Training Program

• Regional ASD Specialist cadre
• Trainer of Trainers model
• Classroom teachers and staff
• Training conducted by PSU and ODE staff regional
  autism specialists

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Summary5 Points

• Live, see and plan with intention
• Be an initiator not just a responder
• Chart an informed course and follow it
• Take a deep breath
• When the winds blowmove as a deep keeled ship