1. Providing Intentional Instruction to Children with Autism in Inclusive Settings Ilene Schwartz University of Washington Ilene@uw.edu

2. Autism is a collection of overlapping groups of symptoms that vary from child to child Siegel, 1996, p.301

3. There is no one right way to educate children with autism

4. Three important questions What are you going to teach? How are you going to teach those skills and behaviors? How will you know that your teaching has been effective?

5. Educating Children with Autism National Research Council, 2001 Report was developed at OSEP’s request

6. Characteristics of Effective Programs Entry into program as soon as ASD is seriously considered Active programming 25 hours a week, year round Small group and 1:1 programming Family component Low student/teacher ratios (no more than 2 children with ASD per adult in classroom Program evaluation and assessment

7. Content of Programs should include Social skills Expressive, receptive, and non verbal communication skills Functional communication system Engagement and flexibility in developmentally appropriate activities Fine and gross motor skills

8. Content (continued) Cognitive skills, including play Replacement of problem behaviors with socially acceptable alternatives Independent organizational skills and other behaviors that support participation in general education settings

9. Components of an Effective Program (Dawson & Osterling, 1997) Appropriate curriculum including attending, imitation, communication, play, and social interaction. Highly supportive teaching environment and generalization strategies. Predictability and routine. Functional approach to challenging behavior. Transition support Family involvement

10. Project DATA (Developmentally Appropriate Treatment for Autism) Technical and Social Support for Families Integrated Early Childhood Experience Collaboration and Coordination Extended, Intensive Instruction Quality of Life Influenced Curriculum

11. Quality Early Childhood Program Curriculum modifications & adaptations Embedded Learning Opportunities Child-focused Instructional Strategies

12. Building Blocds Curriculum Modifications High Quality EC Program Embedded Learning Opportunities CFIS Few children Some Children All Children

13. Structural Base to Effective Programs Functional objectives and meaningful activities Frequent reinforcement and effective motivational systems Functional communication systems Behavior intervention system

14. The Building Blocks model provides a set of educational practices designed to help teachers do a more effective job of including and teaching young children with disabilities and other special needs in early childhood classrooms and settings.

15. Why Building Blocks? To understand how teachers and teams create early childhood classrooms that enable all children to participate, interact and learn important and valued outcomes. To understand what practices work in everyday classrooms.

16. What is the instructional sequence A-B-C S-R-S Instruction-Response-Consequence

17. A Discrete Trial Instruction –Prompt (if necessary) Child’s Response Consequences Inter-trial Interval

18. A Discrete Trial Instruction or Discrimitive Stimulus (SD) Child’s Response Consequence Prompt if necessary Inter-trial Interval A ntecedent B ehavior C onsequence

19. Teaching Loop Alerting Instruction Child Response Feedback

20. What does inclusion mean? What does it mean for a young child to be successful in an early childhood classroom?

21. What does inclusion mean? –Individuals define inclusion differently. –Inclusion is about belonging and participating in a diverse society. What does it mean for a young child to be successful in an early childhood classroom? –Sense of belonging –Genuine child learning –Opportunities to build friendships

22. Using the Building Blocks model can help all children participate, learn, and thrive in their preschool classrooms. Based on the work of the Early Childhood Research Institute on Inclusion.

23. The foundation Quality Early Childhood Program

24. Safe Engaging Responsive Culturally and linguistically relevant

25. Use an Activity Matrix to: Plan for specialized instruction Assess individual needs in classroom setting Plan when data collection will occur Plan activities and materials necessary for incidental teaching or embedded instruction (wheels on the bus) (what is it big circle) (wheels on the bus) (what is it big circle)

26. Activity Matrix -- Individual Comm.SocialMotorAdapt. Circle Snack Free Choice

27. Activity Matrix -- Class CalebSophieMileAdam Circle Snack Free Choice

28. Matrix of Support Time/ Activity Support Needed Behavior and Comments ReadingIndep.1 2 3 MathNeeds written dir. 1 2 3 JournalOut of class SLP 1 2 3 RecessLibrary1 2 3

29. Staffing Matrix Time/ Activity ObjectiveWho? Readingcomprehensi on Classroom teacher MathAdditionWalk to math JournalInd. workmotivaider RecessSocial int.Para prof

30. Quality Early Childhood Program Curriculum Modifications & Adaptations

31. Teachers and other members of the team make modifications to activities, routines, and learning areas in order to include children with special needs and to enhance their participation.

32. Importance of Participation or Engagement Quality of early care settings is associated with child outcomes Higher quality settings are associated with better outcomes Higher quality child care programs produce higher levels of child engagement (Raspa, McWilliam, & Ridley, 2001) Engagement mediates the relationship between quality and other reported child outcomes

33. Curriculum Modifications & Adaptations Environmental Arrangement Materials Modification Simplify the Activity Special Equipment Peer Support Adult Support Child Preferences Invisible Support

34. Environmental Arrangement

35. Materials modification

36. Simplify the activity

37. Special equipment

38. Peer support

39. Adult support

40. Child Preference

41. Invisible support

42. Quality Early Childhood Program Curriculum modifications & adaptations Embedded Learning Opportunities

43. Teachers create short teaching episodes within ongoing classroom activities and routines. Teaching episodes focus on a child’s individual learning objective.

44. Strengthening Teachers Specialized instruction is an important component of inclusion (ECRII, 1998) –Participation in a community-based or general education is not enough. The individual needs of children with disabilities must be addressed. –Specialized instruction can be delivered through a variety of effective strategies, many of which can be embedded in the ongoing classroom activities.

45. Adequate support is necessary to make inclusive environments work (ECRII, 1998). –Support includes training, personnel, materials, planning time, and ongoing consultation or coaching. –Support can be delivered in different ways and each person involved in inclusion may have unique needs.

46. Teacher and team must be able to deliver special instruction for children who need it. The consulting teacher must be able to provide help to the classroom team. Teachers and consulting teachers need methods that are effective, acceptable, and feasible.

47. Minimal changes to classroom activities Motivation to participate and learn should be enhanced Skills are used in natural contexts Skills are used with a variety of people and materials Advantages of ELO

48. Research Findings Embedded instruction is effective for teaching a variety of valued skills to young children (e.g., Horn et al., 2000). A variety of instructional strategies have been embedded effectively (e.g., McBride & Schwartz, 2003). Embedded instruction seems to enhance generalization (e.g., Wolery et al., 2002).

49. Research Findings cont’d Teachers assess embedded instruction favorably (e.g., Horn et al., 2000). Teachers differ in the extent to which they can apply embedded instruction within their activities and classrooms (e.g., Filla et al., 1999). Preservice teachers can learn and use embedded instruction in their field experience placements (e.g., Sandall & Davis, 2004)

51. ELO Basic Steps Clarify learning objective and determine criterion Gather baseline Use activity matrix to determine when and where instruction can take place Design instructional interaction Implement instruction Keep track of the amount of instruction Probe child progress

52. Quality Early Childhood Program Curriculum modifications & adaptations Embedded Learning Opportunities Child-focused Instructional Strategies

53. Child Focused Instructional Strategies Unique learning objective Requires more systematic or more intensive instruction

54. Instruction is not the same as opportunity

55. Instruction is: Planned Tied to an outcome Provides feedback on performance Is evaluated for its effectiveness Responses are obligatory

56. CFIS Basic Steps Clarify learning objective and determine criterion Gather baseline Use activity matrix to determine when and where instruction can take place Design instructional interaction Implement instruction Keep track of the amount of instruction Probe child progress Use good instructions, good prompts, and good reinforcement strategies

58. Let’s plan activities for the following Communication Early Literacy Fine Motor Social Interaction Work with at least one other person and identify two activities in which you can embed instruction on these goal

59. Data Collection Monitoring the effects of instruction requires some form of systematic documentation. Collecting data helps interventionists –accurately gauge about children’s progress –decide how to change programs Data should be collected regularly on all of the high- priority objectives of each child.

60. Why collect data? To understand To communicate To demonstrate To improve our practice To stay in compliance

61. Selecting/Creating a data sheet What questions are you asking? Will these data answer those questions? Do these data address the IFSP/IEP objective? Will this format fit into classroom activities? Does this make sense to team members? How will you summarize the data? How will you analyze/use the data?

62. Evaluating Data Is the child making progress? Summarize data in meaningful way –Graphing Determine what the data are telling you Make instructional decision based on information

63. Using Data to Make Decisions Use data patterns to inform your decisions about what to change Program is working Task is too difficult Student can perform some but not all tasks There appears to be a compliance problem The student is ready for fluency training The child has mastered the program

64. Data Sheet Resources Polyxo.com Circleofinclusion.org

65. Questions?