Whats new in the Autism Addendum

1
What has changed on the Autism Addendum?
Special Education Department 1111 W. 6th Austin,
Texas 78703
2
Extended Educational Programming

• The ARD committee has considered information
  about EXTENDED EDUCATIONAL PROGRAMMING based
  upon students present levels of performance and
  determined
• - Consideration should be contingent on the
  needs of the individual student.

3
Minimal Unstructured Time

• 2. The ARD committee has considered information
  about daily schedule reflecting MINIMAL
  UNSTRUCTURED TIME and active levels of engagement
  in learning activities and determined
• - Consideration should be based on active
  engagement in the educational environment.

4
IN-HOME Training and Viable Alternatives

• 3. The ARD committee has considered information
  about daily schedule reflecting IN-HOME /
  COMMUNITY TRAINING or VIABLE ALTERNATIVES for
  acquisition of social / behavioral skills in new
  contexts and determined
• - Strategies should be identified that
  facilitate maintenance and generalization of such
  skills from home to school, school to home, home
  to community and school to community.

5
Positive Behavior Support

• 4. The ARD committee has considered information
  about Prioritized Behavioral Objectives POSITIVE
  BEHAVIORAL SUPPORTS based on current FBA/BIP and
  determined
• - Based on current FBA/BIP the ARD committee
  identified positive behavioral supports to
  proactively replace inappropriate behaviors.

6
Prevocational/Vocational Needs

• 5. At any age, The ARD committee has considered
  information about Prevocational and vocational
  needs (age 12 or older) planning for skills
  necessary to function in current and
  post-secondary environments (work, community,
  educational, living) and determined
• - What developmentally appropriate skills does
  this student need to function in his/her
  environment?

7
Parent Training

• 6. The ARD committee has considered information
  about PARENT / FAMILY TRAINING and determined
  Parent training will include the transfer of
  skills to care-givers as active participants in
  order to fade the parent trainer.
• - An ARD committee may choose parent training in
  order for the parent to learn or reinforce social
  skills in a variety of settings.. Fading
  strategies need to be addressed when parent
  training is discussed.

8
Staff to Student Ratio

• 7. The ARD committee has considered information
  about STAFF-TO-STUDENT RATIO needed for
  social/behavioral progress that supports
  individual independence and determined
• a. Acquisition ratio 12
• b. Maintenance ratio 15
• c. Generalization ratio 112
• - A student in the acquisition phase of
  development may need more direct intensive
  instruction relative to later phases of
  instruction.

9
Level of Independence

• The ARD committee has considered the students
  level of independence and the following goal has
  been determined
• - A goal must be written to address how a campus
  will build independence skills over time.

10
Communication Interventions

• 9. The ARD committee has considered information
  regarding communication interventions including,
  but not limited to
• Augmentative communication (low tech or high
  tech)
• Incidental and naturalistic teaching
• - The ARD committee should consider a students
  functional communication system, which may
  require instruction and intervention beyond the
  normal school schedule.

11
Social Skills Supports

• 10. The ARD committee has considered information
  regarding social skills supports and strategies
  based upon assessment including, but not limited
  to
• social stories
• comic strip conversations
• role-playing
• - The ARD committee should consider functional
  social skills, which may require instruction and
  intervention based on an assessment of
  individual student need.

12
Educator/Staff Training

• 11. Professional educator/staff training will be
  provided to personnel based upon student
  identified educational needs
• Behavior interventions / supports
• Research based programming strategies
• Social skills training
• IEP goals
• Communication strategies
• - On-going staff development will be provided in
  these areas throughout the school year as well as
  the Region IV training modules.

13
Peer Reviewed, Research-Based Strategies

• 12. AISD reflects the use of teaching strategies
  based upon peer reviewed, research-based
  practices for students with ASD.
• Discrete trial Structured learning
• Pivotal response Visual supports
• Functional routines Social skills training
• - Teaching strategies reflect research-based
  practices.