1. Autism: Beyond the Basics
August 16, 2017

2. Autism Spectrum Disorder (ASD)
What is it?
What is your experience with Autism in the general education classroom?
What are your biggest challenges of instructing students with Autism Spectrum Disorder?

3. Inclusive Education What is it? Why is it important?
Inclusion is not just about the presence of someone being in the same environment as other, but also the participation within that environment.

4. Applied Behavior Analysis (ABA)
If it is behavior, it can be observed.
Antecedent → Behavior → Consequence
Applied Behavior Analysis
(ABA)
Scientifically proven and Evidence-Based approach to studying and modifying behavior

5. “Where evidence is strong, we should act on it
“Where evidence is strong, we should act on it. Where evidence is suggestive, we should consider it. Where evidence is weak, we should build the knowledge to support better decisions in the future” (Zients 2012, p. 1).

6. Strategies of ABA Functions of Behavior Antecedent strategies
Task Analysis
Discrete Trial Training
Differential Reinforcement
Prompting
Naturalistic Intervention
Peer Mediation
Time Delay
Schedules
Visuals
Strategies of ABA

7. Antecedent Strategies
Priming
Create awareness to make routines/days more predictable
Antecedent Strategies
Visual schedules
Whole group
Within topic
Individual
Visual expectations
Clear, concise, and referenced often
Preventive measures, used before a behavior to reduce challenging behaviors
Social stories
What?
How?
Arrangement of classroom

8. Set expectations & follow through
"High expectations should be the norm, not the exception."
Expectations
Reasonable and necessary
Clear and understandable
Consistent
Set expectations & follow through

9. How long is between your direction and prompt?
Time Delay
How long is between your direction and prompt?

10. Prompting Anything you add to guide the student to the right response.
Mention within stimulus prompting

11. Task Analysis & Discrete Trial Training
Task Analysis: The process of breaking down an activity into smaller components.
Discrete Trial Training: Teaching one step to mastery before moving on.
What foundational skills are necessary in order to be successful with an activity?
Think of a “How-to” article or paper. What steps do you need to complete the task at hand?
Broken down into small, clear steps
Many repetitions
Clear instructions
Rewards
Consistent
Predictable
Examples: Washing hands Transitioning to line up Getting ready for recess

12. Peer Mediation Positive Interdependence Benefits both students!
Not a “teacher’s helper”

13. Reinforcement
Must be meaningful to the student, tells student the behavior has value
Increase the likelihood the desired behavior will occur again
Ask:
What has value to this student? What will motivate them to engage in an activity?
Plan:
How and when do you give reinforcements?

14. Differential Reinforcement
Procedure to apply reinforcement in attempt to reduce interfering behaviors
“Behavior that is followed by reinforcing consequences tends to be repeated”

15. Differential Reinforcement

16. Functions of behavior:
Why is this happening?
Functions of behavior:
Escape or Access

17. Resources www.youAUT-aknow.com www.autisminternetmodules.org
Safe Schools
The Evidence-Based Practice of Applied Behavior Analysis
Slocum, Timothy ; Detrich, Ronnie ; Wilczynski, Susan ; Spencer, Trina ; Lewis, Teri ; Wolfe, Katie
The Behavior Analyst, 2014, Vol.37(1), pp [Peer Reviewed Journal]