Moving from IEP goals to implement EBP

Step 1: Goal Writing Always write goals and objectives that are Functional Measurable Have your data collection system in mind!

Antecedent-based interventions Computer-aided instruction Differential reinforcement Discrete trial training Extinction Functional behavior assessment Functional communication training Naturalistic interventions Parent-implemented intervention Peer-mediated instruction/intervention Picture Exchange Communication System  Pivotal response training Prompting Reinforcement Response interruption/redirection Self-management Social narratives Social skills training groups Speech generating devices Structured work systems Task analysis Time delay Video modeling Visual supports Step 2: Consider your options

Step 3: Put the “I” in IEP Your professional judgment Learning style Temperament Interests and motivators Supports already in place What has and hasn’t worked

Step 4: Select EBP

Step 5: Use NPDC materials to support your use of the EBP

Case Study 1: Beth 8 th grade student Autism Spends 3 periods of day in Academic support classroom Loves cooking Enjoys socializing with peers Difficulty following directions/receiving corrections

Step 1: Goal Writing Goal: Beth will not argue with the teacher 100% of the time.

Step 1: Goal Writing Goal: Given instruction in basic work skills, Beth will identify appropriate and inappropriate work behaviors with 80% accuracy. Goal: During a structured cafeteria job, Beth will respond to corrections from her supervisor with no more than one incident of arguing per instructional period.

Antecedent-based interventions Computer-aided instruction Differential reinforcement Discrete trial training Extinction Functional behavior assessment Functional communication training Naturalistic interventions Parent-implemented intervention Peer-mediated instruction/intervention Picture Exchange Communication System  Pivotal response training Prompting Reinforcement Response interruption/redirection Self-management Social narratives Social skills training groups Speech generating devices Structured work systems Task analysis Time delay Video modeling Visual supports Step 2: Consider your options

Step 3: Put the “I” in IEP  Loves watching movies  Has group of highly preferred peers  Motivated to work in cafeteria with staff  Has a “job skills” class available at school

Step 4: Select EBP Video Modeling Peer-mediated Instruction Intervention

Step 5: Use NPDC materials to support your use of the EBP

Case study