1. We’re going to look at two briefs for today: Functional Communication Training (FCT) Video Modeling

2. Promoting Functional and Social Communication in Children and Adolescents with ASD: Evidence-Based Practices

3. Evidence-Based Practices: Functional Communication Overview Identify EBPs that target communication Describe the implementation of EBPs with individual students: PECS Naturalistic strategies Functional communication Speech generating devices

4. Which EBPs Target Communication?

5. Academics & Cognition BehaviorCommunicationPlaySocialTransition Evidence-Based Practices ECEC ELEL MHMH ECEC ELEL MHMH ECEC ELEL MHMH ECEC ELEL MHMH ECEC ELEL MHMH ECEC ELEL MHMH 1. Antecedent-based Interventions 2. Computer Assisted Instruction 3. Differential Reinforcement 4. Discrete Trial Training 5. Extinction 6. Functional Behavioral Assessment 7. Functional Communication Training 8. Naturalistic Interventions 9. Parent Implemented Interventions 10. Peer Mediated instruction 11. Picture Exchange Com. System 12. Pivotal Response Training 13. Prompting 14. Reinforcement 15. Response Interruption/Redirection 16. Self-Management 17. Social Narratives 18. Social Skills Groups 19. Speech Generating Devices 20. Structured Work Systems 21. Task analysis 22. Time delay 23. Video Modeling 24. Visual Supports

6. EBPs that Target Communication Computer Aided Instruction Differential Reinforcement Discrete Trial Training Functional Communication Training Imitation and Modeling Joint Action Routines Picture Exchange Communication System Pivotal Response Training Self-Management

7. EBPs that Target Communication (continued) Peer Mediated Intervention and Instruction Video Modeling Speech Generating Devices Music Therapy Social Narratives Naturalistic Strategies

8. IEP Implementation Goal One Goal: Sam will improve expressive communication skills across the school day. Related Objective: Sam will request a desired item during snack and/or free choice time three times per day for two consecutive weeks.

9. How do we decide which EBP to use? Ask: What is our objective targeting? Expressive Language Ask: What are our options?

10. How do we decide which EBP to use?

11. Make a decision based on: Your professional expertise The learner’s learning style The learner’s temperament The learner’s interests and motivators Supports already in place History of what has and hasn’t worked

12. How do we decide which EBP to use? Let’s say we know this… Sam is in an inclusive elementary setting. Sam is already using pictures for a visual schedule at school. One of Sam’s classmates uses PECS, and Sam is interested in the pictures. Sam does not like talking to most people and he is difficult to understand.

13. How do we decide which EBP to use? So, let’s say we decide to try… PECS Picture Exchange Communication System What does this look like for Sam?

14. PECS – Pre-Program Step: Assess Reinforcers **Note: This is a great, formalized practice to determine what motivates learners and can be used outside of the PECS protocol. Determines what activities and/or objects are truly motivational for a learner. Will need to be updated periodically – for some kiddos, quite frequently! Can be especially beneficial for this students who “aren’t motivated by anything!”

15. PECS – Pre-Program Step Assess Reinforcers Think outside the (cereal) box!

16. How do we decide which EBP to use? Let’s say we know this… Sam is a fifth grader. Sam is already involved in a “lunch bunch” that includes typically developing peers as well as other students with special needs. The typically developing peers, Ryan and Nate, are interested in learning how to help Sam and his buddies.

17. How do we decide which EBP to use?

18. So, let’s say we decide to try… Naturalistic Language Training What does this look like for Sam?

19. Naturalistic Language Training Meeting the students where they already are! Recess Lunch Home Play Practice Grocery Store Job Sites

20. Naturalistic Language Training Step 1: Gather baseline data Sam’s teacher uses video to record lunch bunch. She observes that Sam frequently reaches toward Nate and Ryan’s lunches, vocalizes, and that the peer usually hands over the desired item, like a chip.

21. Naturalistic Language Training Pre/post data collection Training: parents, peers, teachers Video modeling Reflective practice/case-based discussion Self assessment (teachers, parents)

22. Naturalistic Language Training Step 2: Identify language strategies that can be embedded into routines. Sam’s teacher decides that peers can map language onto Sam’s nonverbal requests.

23. Naturalistic Language Training Step 3: Provide training and support to familiar people so that strategies can be used in daily routines. Sam’s teacher teaches Ryan and Nate signs for desired foods. She shows them how they can map language onto the activity for Sam, using simple phrases and lots of repetition.

24. Naturalistic Language Training Step 3: Provide training and support to familiar people so that strategies can be used in daily routines. Sam’s teacher, Nate, and Ryan role-play lunch bunch, practicing how the boys will respond when Sam reaches for desired items.

25. Naturalistic Language Training Step 4: Implement strategies within routines. Nate and Ryan use the strategies during lunch bunch. Sam’s teacher occasionally video records lunch bunch so that she can gather data and discuss how it’s going with Nate, Ryan, and the rest of Sam’s team.

26. Naturalistic Language Training – Next Steps Having peers available for choice making during some free-choice opportunities Increasing the vocabulary used during lunch bunch Increasing the number of peers trained to respond to Sam

27. IEP Implementation Goal Two Goal: Rosita will expression frustration with words, signs, or pictures rather than physical aggression. Related objective: When Rosita experiences frustration with difficult or challenging academic tasks, she will use words to request a break or assistance.

28. How do we decide which EBP to use? Middle and High School:

29. How do we decide which EBP to use? Next, make a decision based on: Your professional expertise The learner’s learning style The learner’s temperament The learner’s interests and motivators Supports already in place History of what has and hasn’t worked

30. How do we decide which EBP to use? Let’s say we know this… Through the FBA process, the team determined that Rosita was using aggression when she became frustrated with her academic workload. Rosita does have oral language, but tends to not talk very much. Rosita is captivated by print and is a voracious reader.

31. How do we decide which EBP to use? So, let’s say we decide to try… Functional Communication Training What does this look like for Rosita?

32. Functional Communication Training Step 1: Identify behaviors and triggers for these behaviors, and the function/purpose of these behaviors Rosita becomes frustrated and self-injurious while working on math facts and while writing on assigned topics. Why?? Rosita is sent out of the classroom when she becomes self injurious.

33. Functional Communication Training Step 2: Provide a communicative response to the trigger which replaces the undesired behavior Rosita’s SLP creates a laminated sentence strip: “I need a break.” Strip is velcroed to Rosita’s desk.

34. Functional Communication Training Step 3: Support the student in using communicative response in the context of naturally occurring opportunities SLP observes Rosita’s behavior during math and sees signs of frustration. She cues Rosita to hand a sentence strip to the teacher. An SEA does the same during writing sessions. Rosita leaves the room for a break.

35. Functional Communication Training “But all she does is request breaks!” What is the big goal?? Honor the communication. Limit the number of break strips Facilitate Rosita’s breaks Make them useful Eventually shorten them

36. Functional Communication Training Step 4: Fade cues We get to the point where either the SLP or the classroom teacher can make eye contact with Rosita as she becomes heightened, and Rosita brings the sentence strip to the teacher.

37. Functional Communication Training: Next Steps Use sentence strips in other environments. Identify communicative responses to other inappropriate behaviors, and creating novel sentence strips.

38. IEP Implementation Goal Three Goal: Andre will use assertiveness skills in interactions with peers across school and community settings. Related objective: Andre will independently initiate interactions with peers during a structured group activity at least one time during a thirty minute time period, in four out of five opportunities.

39. How do we decide which EBP to use? Ask: What is our objective targeting? Expressive Language/Initiation Ask: What are our options?

40. How do we decide which EBP to use? Middle and High School:

41. How do we decide which EBP to use? Next, make a decision based on: Your professional expertise The learner’s learning style The learner’s temperament The learner’s interests and motivators Supports already in place History of what has and hasn’t worked

42. How do we decide which EBP to use? Let’s say we know this… Andre already has a GoTalk 9+ that he uses to make requests at home and in the community, but it is not used for anything other than these purposes. Andre is part of a group that goes on community outings one each week.

43. How do we decide which EBP to use? So, let’s say we decide to try… Speech Generating Devices What does this look like for Andre?

44. Speech Generating Devices Important Question: What does a meaningful outcome look like? One person’s interpretation of success with a device can be another person’s evidence of failure.

45. Speech Generating Devices Step 1: Identify environments Andre likes to go bowling!

46. Speech Generating Devices Step 2: Identify vocabulary

47. Speech Generating Devices Step 3: Set up communicative opportunities Andre’s SLP arranges for his community outings group to go bowling for three weeks in a row, so that Andre has opportunities to practice with his new board. Step 4: Allow learner to check out the device Andre is allowed to fiddle with the board in the van on the way to the alley.

48. Speech Generating Devices Step 5: Implement use of the device, providing necessary prompts: After a friend throws the ball After Andre gets popcorn When Andre is thirsty If a friend forgets to get up for his turn

49. Speech Generating Devices - Next Steps Andre’s SLP decides to give him more options to compliment friends after they have bowled. Andre’s SLP does not need to prompt him to ask friends if they want popcorn, since their physical approach acts as a natural prompt. Andre’s SLP trains his parapro to use a similar board during a weekly cooking group, having him use the device to ask a partner to work with him, initiate taking food to the school office, and commenting on the taste of the food.

50. EBP Activity Activity StepsTime 1. Review the EBP materials for Functional Communication Training 5 minutes 2. Identify one student who has a goal that could be addressed with Functional Communication Training 10 minutes 3. Use the GAS to expand the student’s goal10 minutes 4. Devise the basics of a plan to use Functional Communication Training to address the student goal 30 minutes 5. Identify any resources that would be needed to implement the plan 5 minutes

51. Introduction to Evidence Based Practice: Video Modeling

52. Video Modeling Centers on Imitation Theoretical foundation in early work by Bandura (1969, 1977)

53. What can you learn by watching videos? To moon walk http://www.youtube.com/watch?v= E_FzgtLVzbIhttp://www.youtube.com/watch?v= E_FzgtLVzbI To complete a magic trick with a coin http://www.youtube.com/watch?v= oVY1C5xkatc&feature=relatedhttp://www.youtube.com/watch?v= oVY1C5xkatc&feature=related

55. The world is changing Video is being used in everyday life And as you all know…shift happens –Video and technologies are being used more and more within teaching practices for all students

56. Why can this be an Ideal Strategy for Individuals on the Autism Spectrum? Individuals with ASD have visual processing strengths VM allows one to slow down and repeat the action over and over again – increasing saliency of cues VM can reduce the anxiety of being in a face-to-face role-play situation Once videos are created, anyone can implement them and the visuals are standardized VM is more cost and time-efficient than in vivo modeling –http://newsinfo.iu.edu/web/page/normal/5254.htmlhttp://newsinfo.iu.edu/web/page/normal/5254.html –Graetz, Mastropieri & Scruggs (2006) –McCoy & Hermansen (2007)

57. Steps in Video Modeling from the EBP Checklist

58. Steps in Video Modeling 1.Target: Identify a target behavior to teach with VM 2.Equipment: Identify equipment that can be used to: (a) create the video, and (b) show the video 3.Plan Script or Task Analysis: Create a script or task analysis of the behaviors you will show in the video 4.Baseline: Collect baseline data 5.Make the Video: Identify the viewpoint, models and record and edit the video 6.Arrange Environment to Watch the Video: Identify time in the daily routine, have materials available 7.Intervention: Show the video to the student 8.Monitor progress: Troubleshoot if there are problems 9.Troubleshoot: Monitor problems 10.Fade: Fade the video and prompts, if appropriate

59. Steps Applied to Examples PreschoolMS/HS Target Play behaviors & play language Participating appropriately during group work in class Equipment Digital camera; laptop Flip camera; view on flip camera or laptop FLIP CAMERA

60. PreschoolMS/HS Script or Task Analysis Typical peers played with toys; included additional cues from an adult VIDEO Identified a group of typical peers from drama class to act out this scenario Baseline Data Observed child playing with toys VIDEO: BASELINE Collected data on interruptions; group member perceptions on how group worked together

61. Data Sheets for Group Work

62. PreschoolMS/HS Intervention Child watches videos on laptop showing appropriate play and verbalizations, then plays with similar toys VIDEO Before group work, student is dismissed to RR and watches video demonstrating appropriate group behavior

63. PreschoolMS/HS Monitor Progress Graphed data GRAPH Monitor peer, student and teacher ratings of group work participation Fade Watches video one time a day, then 2 x per week

65. Evidence Based Practice: Video Modeling Implementation Checklist Scoring Key: –2 = implemented –1 = partially implemented –0 = not implemented http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/VideoModeling_Checklist_ 0.pdfhttp://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/VideoModeling_Checklist_ 0.pdf

66. Examples of Video Usage at the Model Site School Year: 2009-2010

67. Examples Video used to teach self-management system Video used as a reward Using the Flip Camera to learn how to play a game

68. Matching Video Modeling Strategies with Student IEP Goals

69. Guidelines for Implementing VM Shukla-Mehta, Miller & Callahan (2009) 1.May need to add prompts, reinforcers and error correction procedures 2.Make video length and content based on knowledge of the student’s skills in attending, imitation, and visual processing and comprehension 3.Children who are able to attend for 1-min are more likely to benefit 4.Keep the videos brief; more viewings are better than one time 5.All types of models seem to be effective

70. Types of VM McCoy & Hermansen, 2007 Self Peer Adult Point of View Peer –Gain consent –Drama club, theater class –Use high school volunteers as video editors

71. Preschool-Elementary Age IEP Goal Domain Target skill to teach through VM might be: Social/ Communication Eye gaze & responding Initiating Maintaining conversation Play Object engagement/ toy play Play with peers Pretend/ creative play

72. Preschool-Elementary Age IEP Goal Domain Target skill to teach through VM might be: Behavioral/ Classroom Skills Task completion Transitioning Appropriate behavior Functional Communication

73. Preschool-Elementary IEP Goal Domain Target skill to teach through VM might be: Adaptive Skills Clean up Self Help - Hand-washing, dressing in outer garments

74. Middle School/ High School IEP Goal Domain Target skill to teach through VM might be: Social/ Communication Gaining attention Making requests/asking questions Greetings Staying on topic & nonverbal behaviors Ending conversation

75. Middle School/ High School IEP Goal Domain Target skill to teach through VM might be: Classroom/ Academic Participation in group work in class (initiating an idea, responding to others’ ideas) Appropriate academic behavior (head oriented to work/teacher, raising hand, nodding, turning in homework) Writing Assignments

76. Middle School/ High School IEP Goal Domain Target skill to teach through VM might be: Behavior Management Skills Functional Communication Appropriately requesting a break (raising hand, waiting to be called on, requesting break verbally or with a break card, leaving class without disruption) Appropriately requesting help (raising hand, waiting for teacher, stating “I need help”, “this is hard”) Using a self-management system

77. Middle School/ High School IEP Goal Domain Target skill to teach through VM might be: Adaptive Skills Community and home involvement (food preparation, cleaning, personal hygiene skills) Employment activities Leisure activities (how to use Wii, play a video game, make a phone call, etc.)

78. Evidence Based Practice: Video Modeling Activity for small groups Choose a student and goal to address with this EBP Use the GAS to breakdown goal What are the next steps to develop a specific plan for a student

79. EBP Activity Activity StepsTime 1. Review the EBP materials for video modeling.5 minutes 2. Identify one student who has a goal that could be addressed with video modeling. 10 minutes 3. Use the GAS to expand the student’s goal10 minutes 4. Devise the basics of a plan to use video modeling to address the student goal. 30 minutes 5. Identify any resources that would be needed to implement the plan. 5 minutes

80. What’s next? How will you share this information? How will you learn about the EBPs? Questions

81. Congratulations! You just survived another morning of sitting!! http://www.youtube.com/watch?v=3GwjfUFyY6M&ob =av2ehttp://www.youtube.com/watch?v=3GwjfUFyY6M&ob =av2e