1. 2008-2009 Training

2.  We are obligated to provide research- and evidence-based instruction.  We need to be able to articulate what those interventions may be  We need to be able to explain to parents how our instruction is research-based  We need to know the difference between research and individual reports.

3.  No Child Left Behind  Research- & Evidence-based interventions to be used for all students  Response to Intervention – RtI  New Texas Commissioner Rules  Related to Autism Spectrum Disorder  Addressed in the IEP

4. To employ scientifically based research (SBR to determine teaching methods used in public schools.  Empirical methods  Reliable & valid data  Experimental or quasi-experimental designs  Replicability  Peer-review

5.  Get in your group  Read and analyze your assigned item  Discuss in your group how is this different from the previous rules – the Autism Supplement  Discuss and write on chart paper how you as teachers must address this item at the ARD and in the classroom

6. And, How Do You Know?

7. Presented at CCBD Conference in Dallas, October 2007 by Robyn Christensen, Betsy Botts - University of West Florida; Patricia Hershfeldt - Johns Hopkins

10.  I t may come in a pretty package  It may come from a “reputable” source  It may come with:  “research”  “testimonials”  “money-back guarantee” Presented at CCBD Conference in Dallas, October 2007 by Robyn Christensen, Betsy Botts - University of West Florida; Patricia Hershfeldt - Johns Hopkins

11.  Consumption is known today at TB  The “new discovery” was a mixture of chloroform and morphine  Chloroform stops the cough reflex, which is necessary to clear the lungs.  Morphine (opium) makes you happy! Presented at CCBD Conference in Dallas, October 2007 by Robyn Christensen, Betsy Botts - University of West Florida; Patricia Hershfeldt - Johns Hopkins

12. Patent medicine charlatans made the following suggestions: 1. If the patient’s condition is worsening – he needs the remedy 2. If he continues to worsen – he needs more of the remedy 3. If he has a natural remission – it is because of the remedy 4. If he dies – the remedy was not started in time! Presented at CCBD Conference in Dallas, October 2007 by Robyn Christensen, Betsy Botts - University of West Florida; Patricia Hershfeldt - Johns Hopkins

13.  Define a fad.  A procedure, method, or therapy that is adopted rapidly in the presence of little validating research, gains wide use or recognition, and then fades from use – usually in the face of disconfirming research, but often due to the adoption of a new fad. J. W. Jacobson, 2001

14.  Lack of promises by available therapies  The best available treatment is distasteful to the parent  A group we accept as a professional authority supports a specific therapy. Presented at CCBD Conference in Dallas, October 2007 by Robyn Christensen, Betsy Botts - University of West Florida; Patricia Hershfeldt - Johns Hopkins

15.  Television “news” shows  Facilitated Communication  One preliminary study in a peer-reviewed publication – no more  CBS, ABC, CNN  “cure,” “breakthrough,” “groundbreaking,” “revolutionary strategy”  Why does it appear successful?  Dependent on one particular person  Ideologically based Presented at CCBD Conference in Dallas, October 2007 by Robyn Christensen, Betsy Botts - University of West Florida; Patricia Hershfeldt - Johns Hopkins

16.  When the underlying theory is baseless or requires you to accept it on the basis of ideology  No evidence other than first person accounts  The underlying research does not meet conventional standards  There may be other reasons responsible for effect Presented at CCBD Conference in Dallas, October 2007 by Robyn Christensen, Betsy Botts - University of West Florida; Patricia Hershfeldt - Johns Hopkins

17.  Autism is lifelong and impacts all facets of child and family functioning  Lack of knowledge  Accept recommendations from systems we trust  Need for a “magic bullet.” Presented at CCBD Conference in Dallas, October 2007 by Robyn Christensen, Betsy Botts - University of West Florida; Patricia Hershfeldt - Johns Hopkins

19. 10. Cure! Breakthrough! 9. New terms, new catch phrases 8. Jargon instead of scientific vocabulary 7. Conspiracy theories 6. Non-objectively stated goals 5. Vague, immeasurable benefits 4. Denigrate science & the establishment 3. In place of goal attainment, it makes you “feel good” 2. Vague, immeasurable benefits 1. $$$ Promoted by those making a profit $$$ Presented at CCBD Conference in Dallas, October 2007 by Robyn Christensen, Betsy Botts - University of West Florida; Patricia Hershfeldt - Johns Hopkins

21.  Secretin  Hormone  Given to a boy with ASD  Parents reported improvements in sleeping & language  Global treatment for autism?  Only 2 studies showed any difference between Secretin & placebo  Not a global treatment Presented at CCBD Conference in Dallas, October 2007 by Robyn Christensen, Betsy Botts - University of West Florida; Patricia Hershfeldt - Johns Hopkins

22.  Candida albicans - common species of yeast-causing disease found in humans  Treatments  Pharmacological  Dietary  Rimland (1988) extreme cases may result in schizophrenia and autism  Anecdotal reports ASD appeared in children whose mothers had chronic yeast infections

23.  Gluten-Casein Intolerance  Some have a chronic reaction to gluten proteins – develop celiac disease  Treatments  Anti-opioid drug – Naltrexone  Gluten- & casein-free diet  On diet – up to 3 mos. to see positive results  Must stay on diet to continue or maintain progress

24.  Auditory Integration Training  Controversial  Costly  Purportedly remediates deficits in sound sensitivity & auditory processing  Guy Berard invented in 1960s  Rimland collaborated with Berard

25.  In your group assign one person as scribe and one as reporter  On chart paper, list the interventions or treatments you use in your classrooms

26.  Attempting to limit & treat one aspect of autism in order to allow more competent functioning in a range of activities  Treating sensory issues to improve communication  Little evidence to support these links  Especially when carried out in different context from targeted behavior

27.  Therapies  Pet/Animal  Play  Floor Time  Relationship Development Intervention (RDI)  Art  Music

29.  Rooted in behavior theory  Instruction in functional skills  Ongoing assessment and evaluation  Discrete trial teaching  Prompting  Fading  Shaping

30.  Errorless learning  Extinction  Punishment  Reliance on data-based decision-making

31.  Grounded in behavioral learning theory  A trial – a single teaching unit  Teacher instruction  Student response  Consequence  Break down lessons – task analysis  Eliminate ambiguity  Eliminate extraneous language  Clear, concise instructions

32.  Augmentative communication program  Six Phases  Use of highly motivating reinforcers  Data collections  Uses principles of ABA

33.  Modifying the environment  Physical organization  Visual schedules  Work systems  Task organization  Predictability decreases stress  Works on building independence  Decrease teacher prompting  Changes as student needs change

34.  Used in conjunction with a variety of research-based interventions  A form of visual structure  Generalizes across settings  Used to highlight relevant information

35.  Applied Behavior Analysis  Discrete Trial Teaching  Pivotal Response Training

36.  Assistive Technology  Augmentative Alternative Communication  Incidental Teaching  Picture Exchange Communication System  Structured Teaching

37.  Fast ForWord  Van Dijk Curricular Approach

38.  Facilitated Communication

40.  Holding Therapy  Gentle Teaching  Son-Rise Program  Floor Time  Play-Oriented Strategies  Pet/Animal Therapy  Relationship Development Intervention (RDI)

42.  Play-Oriented Strategies

43.  Gentle Teaching  Option Method (Son-Rise Program)  Floor Time  Pet/Animal Therapy  Relationship Development Intervention (RDI)

44.  Holding Therapy

46.  Cognitive Scripts  Social Stories ©  Power Cards  Cartooning

47.  LEAP – Learning Experiences: An Alternative Program for Preschoolers and Parents

48.  Cartooning  Cognitive Scripts  Power Cards

50.  None

51.  Pharmacology  Sensory Integration (SI)

52.  Auditory Integration Training  Megavitamin Therapy  Irlen Lenses

53.  Art Therapy  Candida: Autism Connection  Feingold Diet  Gluten-Casein Intolerance  Mercury: Vaccinations & Autism  Music Therapy

54.  Each group will be assigned an intervention  Use the information you are given and answer the following questions on chart paper.  Be prepared to report out to group  What is the intervention? Briefly describe.  How can this intervention be used in the autism classroom?  How would you document the response to this intervention?

55.  When asked by a parent or hearing officer to explain how research- and evidence-based interventions are used in you classroom, what will you say?  How will you provide proof?