Carole Deitchman Linda Valera May, 2007 Teaching Children with Autism Carole Deitchman Allyson Sudol Linda Valera Cedar Hill School May, 2007

What is Autism? Pervasive Developmental Disorder Characterized by severe and pervasive impairment in several areas of development: –Reciprocal social interaction skills –Communication skills –Presence of stereotyped behavior, interests, and activities

How Common is Autism? 1 in 130 children in New Jersey 4:1 male-to-female ratio Increase in perceived prevalence due to –Changes in diagnostic criteria –Increased awareness –Increased availability of services

Why do Children with Autism Need Specialized Instruction? Autism is pervasive Autism affects multiple dimensions of learning –Deficits in all areas of language –Behavioral disorders –Compulsive behaviors Continued next slide

Why do Children with Autism Need Specialized Instruction? –Attention deficits –Emotional impairments –Social impairments –Play skills deficits –Sleep disturbances –Toileting impairments –Eating disorders

What kind of instruction works? “Thirty years of research demonstrates the efficacy of applied behavior analysis (ABA) in reducing inappropriate behavior and increasing communication, learning, and appropriate social behavior.” –U.S. Surgeon General, David Satcher, M.D., Ph.D. “All programs educating children with autism should include intensive behavioral interventions and year-round education.” –U.S. Dept. of Education and The National Research Council’s Report on Educating Children with Autism”

What is Applied Behavior Analysis? The science in which: –Procedures derived from the principles of learning –Are systematically applied to improve socially significant behavior –And to demonstrate experimentally that the procedures used were responsible for the improvement in behavior –Cooper, Heron & Heward, 1987

The Principles of Applied Behavior Analysis are All Around Us. 3-Term Contingency AntecedentBehaviorConsequence Need to pay billsGo to work Get money to pay bills Stressful work day Feel better Work out at gym Late for workDrive fast Get ticket for driving too fast

Applying Learning Principles 3-Term Contingency AntecedentBehaviorConsequence Difficult assignment Student “acts out” Sent to office- Avoids doing assignment Teacher asks question Teacher gives verbal praise Student gives correct answer Teacher writes math problem on board Teacher provides individualized instruction, praises effort. Student asks for help

Motivational Systems Children with autism may have difficulty understanding natural contingencies. To help them learn we use motivational systems –Direct Reinforcement –Penny Board/ Token systems –Contracts –Group Contingencies

Teaching Techniques in ABA Schedule Following Audio/ Video Modeling Scripts/ Script Fading Procedures Small Group Instruction Imitation Continued next slide

Teaching Techniques in ABA Incidental Teaching Discrete Trial Instruction Fluency Training Task Analysis and Chaining

Can ABA “cure” autism? No one can predict the extent of neurological damage in a child diagnosed with autism. Research indicates that 47% to 67% of children with autism who receive early and intensive behavioral intervention will learn a sufficient number of skills to be indistinguishable from their typically developing peers. –Fensske, Zalenski, Krantz & McClannahan, 1985; Lovaas, 1987; McEachin, Smith, Lovaas, 1993

Questions? Thank you for helping to increase autism awareness in our community.

ABA Resources Books –Alberto, P. A., & Troutman, A. C. (1999). Applied behavior analysis for teachers. Upper Saddle River, NJ: Prentice Hall. –Carr, E. G., Levin, L., McConnachie, G., Carlson, J. I., Kemp, D., & Smith, C. (1994). Communication-based intervention for problem behavior. Baltimore, MD: Brookes Publishing. –Cooper, J. O., Heron, T. E., & Heward, W. L. (1987). Applied behavior analysis. Upper Saddle River, NJ: Prentice- Hall.

ABA Resources Books –Durand, M. V. (1990). Severe behavior problems. A functional communication training approach. New York, NY: Guilford Press. –Fouse, B. (1996). Creating a “Win-Win IEP” for students with autism. Arlington, TX: Future Horizons. –Ghezzi, P. M., Williams, L. W., & Carr, J. E. (Eds.) (1999). Autism: Behavior analytic perspectives. Reno, NV: Context Press. –Handleman, J. S., & Harris, S. L. (2001). Preschool Education Programs for Children with Autism. Austin, TX: Pro-Ed.

ABA Resources Books –Harris, S.L. & Weiss, M.J., (1998). Right from the start: Behavioral intervention for young children with autism. Bethesda, MD: Woodbine House. –Koegel, R., & Koegel, L. K. (1998). Teaching children with autism. Baltimore: Brookes Publishing. –McClannahan, L. E., & Krantz, P. J. (1999), Activity schedules for children with autism: Teaching independent behavior. Bethesda, MD: Woodbine House. –Leaf, R., & McEachin, J. (Eds.). (1999). A work in progress: Behavior management strategies and a curriculum for intensive behavioral treatment of autism. New York: DRL Books.

ABA Resources Books –Lovaas, O. I. (2002). Teaching individuals with developmental delays: Basic intervention techniques. TX: Pro-Ed. –Maurice, C., Green, G., & Fox, R. M. (Eds.). (2001). Making a difference: Behavioral intervention for autism. Austin, TX: Pro-Ed. –Maurice, C., Green, G., & Luce, S. C. (Eds.). (1996). Behavioral intervention for young children with autism. Austin, TX: Pro-Ed. –Newman, B., Reeve, K. F., Reeve, S. A., & Ryan, C. S. (2003). Behaviorspeak: A glossary of terms in applied behavior analysis (ABA). New York: Dove & Orca.

ABA Resources Journals –Journal of Applied Behavior Analysis (JABA) –Journal of Autism and Developmental Disorders (JADD) –Behavioral Disorders –Education and Training in Mental Retardation and Developmental Disabilities

ABA Resources Websites –NY State Guidelines m.htm#contentshttp:// m.htm#contents -Curriculum Materials and Text Books -Information about Autism