1. Research Based Instructional Strategies for Students With Autism Spectrum Disorder Things You Should Know Lauren Loos Oregon Department of Education lauren.loos@state.or.us

2. The Issues What is it about autism? What is “research based methodology?” Instructional strategies: proven, promising or controversial? Why use research based methodology? Does NCLB impact choice of methodology for students with ASD? What’s happening in Oregon? Now what???

3. What Is It About Autism? Some Questions Why is autism such a “hot” issue (now and in the past)? Why the development of so many intervention strategies? Why are some people so angry?

4. What Is It About Autism? Possible Triggers Often abrupt onset Children with autism may look typical False advertising & unsubstantiated claims Difficulty with communication Investment in strategies and people Profound increase in incidence/fear

5. What Is It About Autism? Relevant History First cause of autism wrongly attributed to “refrigerator mothers” From no hope to “cure” History of both effective and ineffective school programs Dramatic initial response to discrete trial in some children

6. Autism Characteristics Impairments or abnormalities in: Communication Social skills Behavior Sensory

7. Needs of Students With Autism Effective instructional strategies that incorporate the following: Structure Communication system Sensory accommodations Individualized programming Inclusion/social integration /access to the general curriculum

8. So…what Is It About Autism??? High needs students No physical indication of impairment History of unsubstantiated claims regarding cause and treatment of autism Inconsistent quality of education

9. What Is a “Research Based Methodology?” In General: A research based methodology is one that has been shown to be effective through systematic application and collection of data.

10. Research Based Methodology Use of well researched strategies enhances effectiveness of programs and accountability Not all research is created equal Publication does not guarantee effectiveness, good ethics or relevance to the issues

11. Causal vs. Correlational Results Causality implies correlation Correlation does not imply causality In other words: just because two things occur together, does not mean that one thing caused the other.

12. Causality Causality tells us what it is that effects the phenomena that we observe. Causality can only be concluded through a controlled experiment. “Proof” does not exist in science. Science can only disprove.

13. Correlation Correlational data tells us only that some variables are interrelated There may also be a causal relationship What happens when you rely on correlational data???

14. Reliability and Validity Reliability: the degree to which data (e.g. From an assessment or observation) is stable and replicable. Validity: the degree in which the data represents what is actually being measured.

15. 5 General Questions to Ask About Research Was there a control group? Did outcome measures demonstrate good reliability and validity? Has it been replicated with consistent results? Do the data support the conclusions? Was the research peer reviewed?

16. Autism Interventions: The Jargon Cue, S D, Antecedent, Response, Consequence Instruction, Behavior, Reward Mand, Tact, EO, Verbal Behavior TEACCH, DTT, PECS, AIT, SIT, FC, RDI, PRT Social Stories…….. DAN, CAN, GFCF……..

17. Instructional Strategies for ASD Effective, Promising or Controversial? Is the strategy supported by good research? Did it pass the 5 questions? Is the strategy compatible with the objective(s)? If not researched, has effectiveness been repeatedly demonstrated? Are strategies clearly outlined? Did researchers assess fidelity of implementation?

18. Effective Research Based Instructional Strategies 1.Adult directed (DTT) 2.Student directed/shared control (PRT, PECS, Floor time, Verbal behavior) 3. Environmentally directed/shared control (TEACCH, Functional routines)

19. Promising Strategies Social stories (refer to Carol Gray) Relationship development intervention (RDI)

20. Controversial Strategies Facilitated communication Rapid prompting method (RPM) Auditory integration therapy Many, many more…

21. About Asperger’s Syndrome Asperger’s Syndrome; Guidelines for Treatment and Intervention By Ami Klin, Ph.D. and Fred Volkmar, M.D.

22. From Research to Application: Cautions and Pitfalls No “silver bullets” No method is best for everything The method should be matched with the need Goals and objectives should not be written to match the strategy

23. More Cautions Beware of over generalized use of any strategies There are a few effective strategies with MANY different names. The “active ingredients” of “different strategies may be identical

24. Again: Why Use Research Based Methodology? EFFECTIVENESS & ACCOUNTABILITY

25. The $25,000 Question How does NCLB impact choice of methodology for students with autism? (Does it change current practices?) $50,000 $100,000….

26. On One Hand….. Under NCLB, federal funding is targeted for: -Supporting basic programs that have been clearly demonstrated to be effective through rigorous scientific research; -Supporting training of teachers in using methods that are grounded in research

27. On the Other Hand The Following Components of Research Based Methodology as Defined by Reading First are Open to Interpretation… 1. Use of rigorous, systematic and empirical methods 2. Thorough and appropriate data analysis 3. Good reliability and validity of measures 4. Independent review

28. And…are Consistent With What We Are Already Doing in Special Education! However, NCLB may assist in the following: Increase attention to effectiveness of strategies Viewing practice through a sound research “lens” Emphasize the connection between effective practices and accountability

29. What’s Happening in Oregon? ASD Outcome Study Regional Model Programs Project Has led us to…..

30. The ASD Outcome Study Conducted from 1998 through 2003 Consisted of assessment, training, follow-up and classroom observation Trained staff in 3 research based instructional strategies Used a variety of reliable assessments Observed significant improvements in participating students

31. Instructional Techniques Discrete Trial Training (DT)

32. Instructional Techniques FUNCTIONAL ROUTINES

33. Instructional Techniques Pivotal Response Training (PRT)

34. ASIEP-2 Autism Behavior Checklist Areas Assessed Winter 1999 0 months Spring 2002 40 months Significant Difference <.01** <.05* Sensory10.948.27Yes* Relating18.9715.67No Body & Object Use12.4912.25No Language14.0811.50No Social & Self Help15.3711.88Yes** Total71.7859.56Yes*

35. ASIEP-2 Social Interaction Assessment Area AssessedBaseline 0 months Spring 2002 40 months Significant Difference <.01** Paired t-test Appropriate Interactions with Adult 13%31%Yes** Constructive Play 39%47%Yes** No Response46%22%Yes** Aggressive Negative 2%0%Yes*

36. EDUCATIONAL ASSESSMENTS Assessment Percentage of Correct Responses Baseline 0 months (means) Percentage of Correct Responses June 2002 40 months (means) Significant Difference <.01** Paired t-test ASIEP-2 Educational Assessment 29/60 48% correct 45/60 75% correct Yes** Educational Composite (ASIEP-2 & Preacademic Asst. 29/268 11% correct 80/268 30% correct Yes**

37. Oregon Outcome Study WEB SITE: www.autismstudy.pdx

38. Regional Model Programs Fall 2003-spring 2005 Building capacity through… Collaborative project between PSU and ODE 20 model program sites over the biennium Addressing autism task force recommendations Based on extensive research State, regional and district collaboration for Training (ASD specialist cadre) Dissemination of information

39. Now What???