Process Planning Opening Remarks Today we are going to review a process approach that is focused on designing and implementing a comprehensive intervention program for individuals with autism. This “process approach” involves reviewing a student’s daily schedule and program goals and then integrating specific strategies and supports in a seamless manner whether the setting is school, home, or community. Today we are going to review a process approach that is focused on designing and implementing a comprehensive intervention program for individuals with autism. This “process approach” involves reviewing a student’s daily schedule and program goals and then integrating specific strategies and supports in a seamless manner whether the setting is school, home, or community. This process is designed to promote the acquisition of core content, whether it be educational, vocational, or community based, and facilitate the individualized planning of interventions to meet the social/communication, sensory and educational needs of persons with autism spectrum disorders. This process is designed to promote the acquisition of core content, whether it be educational, vocational, or community based, and facilitate the individualized planning of interventions to meet the social/communication, sensory and educational needs of persons with autism spectrum disorders. At this time I would like share an example of how this system was used to address the individual needs of a young child. At this time I would like share an example of how this system was used to address the individual needs of a young child.

Autism: Educational Strategies and Techniques Course Project Brief Overview

Get your Notepad Ready!!! Please have your syllabus available Please have your syllabus available Turn to Course Project Turn to Course Project You will need to refer to your Comprehensive Autism Planning System (CAPS) You will need to refer to your Comprehensive Autism Planning System (CAPS) This form is also referred to as “the grid” or “matrix” This form is also referred to as “the grid” or “matrix” Provide an overview of the requirements, which includes using the CAPS process. Provide an overview of the requirements, which includes using the CAPS process. Please note any questions and ask during the weekly chat session (this will allow fellow students to hear the explanation as well) Please note any questions and ask during the weekly chat session (this will allow fellow students to hear the explanation as well)

Course Project (35 Points) This project will be an application project in which the student will identify at least one student with autism who is in need of a specialized intervention program. Based on information presented in class and in the literature, the student will design a comprehensive program for addressing the student's needs. This paper will serve as a project is for future implementation. The complete project is due April 14, This project will be an application project in which the student will identify at least one student with autism who is in need of a specialized intervention program. Based on information presented in class and in the literature, the student will design a comprehensive program for addressing the student's needs. This paper will serve as a project is for future implementation. The complete project is due April 14, 2004.

Course Project Organization (Section I) Title page (name, semester, course, etc.) Title page (name, semester, course, etc.) Written explanation (5-6 pages) refer to syllabus for details concerning: Written explanation (5-6 pages) refer to syllabus for details concerning: Description of child Description of child Strengths and Concerns (need for intervention) Strengths and Concerns (need for intervention) Description of environment Description of environment Overall goals for student Overall goals for student Brief description of current interventions Brief description of current interventions

Course Project Organization (Section II) Comprehensive Autism Planning System (CAPS) Comprehensive Autism Planning System (CAPS) Complete planning matrix for students “typical” day at school, home or workplace Complete planning matrix for students “typical” day at school, home or workplace “Process approach” to be completed over duration of the semester “Process approach” to be completed over duration of the semester

Course Project Organization (Section III) Choose two activity periods from CAPS Choose two activity periods from CAPS Turn in an explanation of each activity Turn in an explanation of each activity Describe in detail the educational / workplace supports you have developed for these two activity periods, such as, circle time and reading. Describe in detail the educational / workplace supports you have developed for these two activity periods, such as, circle time and reading. Provide evidence (digital pictures or photocopies) of all supports with brief description of use Provide evidence (digital pictures or photocopies) of all supports with brief description of use

Course Project Organization (Section III) Summary Pages Summary Pages Provide a rationale for using specific supports for the intervention. Support for the must come from the research literature. Provide a rationale for using specific supports for the intervention. Support for the must come from the research literature. Describe method for documenting effectiveness Describe method for documenting effectiveness Address how interventions will further students eventual inclusion Address how interventions will further students eventual inclusion References References

This project is a problem based scenario in which the student will identify at least one child with specific behaviors (or lack thereof) requiring intervention. These behaviors negatively impact the student's participation in the school community.

Student Description Student: Leah Student: Leah Age: 9 years Age: 9 years Grade: 3rd Grade: 3rd History History Nonverbal until approx. 5 years of age. Nonverbal until approx. 5 years of age. Many tantrums Many tantrums Very little social interactions Very little social interactions Tested in the below average range Tested in the below average range Educated in Special Ed and part-time inclusive education settings. Educated in Special Ed and part-time inclusive education settings. Little, if any, initiations Little, if any, initiations

Baseline data for Leah Data taken over three class periods Each period Leah was compared to different peer in number of verbal interactions Total of interaction Leah =2 Peers = 29 Both of Leah’s interactions were with very familiar peer

Child/Student:__________________________ Program Manager:_______________________ Date:_____________ Time*Activity Targeted skill short-term objective Specially Designed Instruction Data collection Instructional Materials Social Skills Sensory Strategies Generalization Plan Time

Child/Student:__________________________ Program Manager:_______________________ Date:_____________ Time* ActivityActivityActivityActivityTargetedskillshort-termobjectiveSpeciallyDesigned Instructi on Data collectio n (min. 2x/week) Instructi onal Material s Social Skills Sensory Strategie s Generaliza tion Plan 8:00 Activity

Child/Student:__________________________ Program Manager:_______________________ Date:_____________ Time*Activity Targeted skill short-term objective Specially Designed Instruction Data collection (min. 2x/week) Instructional Materials Social Skills Sensory Strategies Generalizatio n Plan 8:00 Attendance Targeted Skill

Child/Student:__________________________ Program Manager:_______________________ Date:_____________ Time* ActivityActivity Targeted skill short-term objective Specially Designed Instruction Data collection (min. 2x/week) Instruction al Materials Social Skills Sensory Strategies Generalizatio n Plan Social Interaction Initiate conversation with peers Greetings Names of classmates/staff SDI

Child/Student:__________________________ Program Manager:_______________________ Date:_____________ Time*Activity Specially Designed Instruction Data collection (min. 2x/week) Instructional Materials Social Skills Sensory Strategies Generalizat ion Plan Communicate expectations with visuals Scripting Checklists Systematic prompting for independence Trained peers

Attendance Scripted - Lunch Count Leah asked the students if they have home or school lunch. Leah asked the students if they have home or school lunch. “Do you have home lunch or school lunch?” Leah (child w/Autism) “ School lunch” Judy StudentHome Lunch School Lunch Judy Lucy Mark

Child/Student:__________________________ Program Manager:_______________________ Date:_____________ Time*Activity Targeted skill short-term objective Specially Designed Instruction Data collection (min. 2x/week) Instruc tional Materi als Social Skills Sensory Strategies Generalizati on Plan Attendance sheet Tally system for additional social interactions

Child/Student:__________________________ Program Manager:_______________________ Date:_____________ TimeActivity Targeted skill short-term objective Specially Designed Instruction Data collection Instructional Materials Social Skills Sensory Strategie Generalizatio n Plan Clipboard Checklist with students names Pencil Reinforcement system

Child/Student:__________________________ Program Manager:_______________________ Date:_____________ Time*ActivityTargetedskill short- term objectiveSpeciallyDesigned Instructio n Datacollection Instruction al Materials Social Skills Senso ry Strate gies Generaliza tion Plan Initiation Initiation Greeting Greeting Ending conversation Ending conversation Compliment Compliment Following directions Following directions

Child/Student:__________________________ Program Manager:_______________________ Date:_____________ Time*Activity Targeted skill short-term objective Specially Designed Instruction Data collection (min. 2x/week) Instruction al Materials SocialSocial Sensory Strategies Generalizati on Plan None at this time

Child/Student:__________________________ Program Manager:_______________________ Date:_____________ Time*Activity Targeted skill short-term objective Specially Designed Instruction Data collection (min. 2x/week) Instruction al Materials Social Skills Sens ory Strat egies Generalization Plan Game playing Recess Passing our class work Use peers names outside of group Lunch Bunch

Program Planning Time*Activity Targeted skill short-term objective Specially Designed Instruction Data collection Instructional Materials Social Skills Sensory Strategies Generalizati on Plan 8:00 Taking Attendance Social Interaction Initiate conversation with peers Greetings Names of classmates/ staff Scripting Checklist Expectations with visuals Scripting Checklists Systematic prompting for independence Trained peers Attend. sheet Tally system for add. interactions Clipboard Checklist with students names Pencil Initiation Greeting Ending conversation Compliment None at this time Game playing Recess Passing our class work

Attendance/Lunch Count Results Scripted, “Do you have home lunch or school lunch?” Scripted, “Do you have home lunch or school lunch?” 125 additional peer interactions per week 125 additional peer interactions per week Teacher uses for attendance Teacher uses for attendance Natural classroom job Natural classroom job Integrated into daily routine Integrated into daily routine Compliments to and from peers Compliments to and from peers Additional conversations Additional conversations

Scripting with Leah - Outcome Teacher reports that “Leah”, is now a social butterfly in the morning, commenting and talking when at the beginning of the year she didn’t say one word to her classmates.”

Program Planning: Part II Social Skills Program Development Social Skills Program Development Naturally occurring social setting Naturally occurring social setting Team approach Team approach Peer training Peer training Generalization Generalization

Program Planning TimeActivity Targeted skill short-term objective Specially Designed Instruction Data collection Instructiona l Materials Social Skills Sensory Strategies Generalizati on Plan 11:30 Lunch Topic Maintenance Commenting Social Interaction Initiate conversation with peers Greetings Names of classmates Scripting Checklist Systematic prompting for independence Trained peers Priming activities Role playing Adult facilitator Questions/ Comments from Tally system for initiations Teach Me Language book Scripted forms Topic maintenance Initiation Greetings Ending conversation Commenting Active listening Quiet room Few outside distracter s Lunch room with group Game playing Recess

Video of Leah Explanation of intervention for topic maintenance and commenting Explanation of intervention for topic maintenance and commenting “Lunch Bunch” with peers and teacher “Lunch Bunch” with peers and teacher Reaction for teachers on interventions Reaction for teachers on interventions

Scripting for Lunch Bunch Group Scripting is having something printed or in pictures to help guide communication exchanges between two people. Teacher: “What did you do last Summer” Laura: “I went Swimming” Teacher: “Wow great Fun!”

Examples and Evidence of Educational Interventions

Lunch Bunch Trained peers Trained peers Defined goals Defined goals Trained facilitator Trained facilitator Priming activities Priming activities Motivating activities Motivating activities Natural time for peers to interact Natural time for peers to interact Does not interrupt natural flow of day Does not interrupt natural flow of day

Social Skills Priming Activities Motivating topics chosen by student Motivating topics chosen by student Generated questions to ask peers to initiate conversation Generated questions to ask peers to initiate conversation Rehearsed comments she could make on the topic Rehearsed comments she could make on the topic Reviewed with multiple team members Reviewed with multiple team members Goals include self monitoring of topic maintenance Goals include self monitoring of topic maintenance

Circle of Friends Process to encourage development of friendships with peers with autism Process to encourage development of friendships with peers with autism Peers have understanding of autism Peers have understanding of autism Examine “Circle of Friends” Examine “Circle of Friends” Parental Involvement Parental Involvement Activities generalized outside of school Activities generalized outside of school

Trained Social Peer Group Develop “lunch bunch” with chosen peers Develop “lunch bunch” with chosen peers Define new skill for student ( i.e. topic maintenance, giving compliment) Define new skill for student ( i.e. topic maintenance, giving compliment) Demonstrate how peers can encourage and demonstrate social skills during “lunch bunch” Demonstrate how peers can encourage and demonstrate social skills during “lunch bunch” Generalize skills throughout day Generalize skills throughout day

Classroom Surveys Scripted surveys. “Do you like dogs or cats better?” Scripted surveys. “Do you like dogs or cats better?” Academic extension activities (graphing, write up results) Academic extension activities (graphing, write up results) 50 additional social interactions per week 50 additional social interactions per week Additional social conversations Additional social conversations

Reading Emotions Worksheet Choose one character in story Choose one character in story Monitor emotions of character by recording on worksheet Monitor emotions of character by recording on worksheet Developed to read social cues Developed to read social cues Congruent with reading curriculum Congruent with reading curriculum Understanding that emotions change Understanding that emotions change