Creating Quality Autistic Support Programs

1. Creating Quality Autistic Support Programs Jane Cordero, MEd, NBCT Coordinator of Autism Services, School District of Philadelphia, Intermediate Unit #26

2. Overview • Assessment • Curriculum and Interventions • Progress Monitoring • Community Based Instruction (CBI) • Extended School Year (ESY) • Applied Behavior Analysis (ABA) • Quality Program Checklist • Staff Schedules • Clear Language linked with Visual Supports • Supports for School Personnel/Partnerships

3. Factors for Educational Leaders • Increasing basic knowledge about the disorder and the core deficits that impede learning for the student with ASD. • Be aware that students with ASD are not all alike. They require individualized programs that are based on the student’s strengths and needs. • Programs, interventions and services can and should look different for each student with ASD based on their level of functioning and severity of symptoms.

4. What is Autism 1 in 88 (CDC, 2012) • Developmental disorder of neurobiological origin • Present from birth or very early in development

5. What is Autism REMEMBER!!! Autism Spectrum Disorder is diagnosed by the observation of behaviors.

6. What is Autism • Has life long effects on learning, interacting with others, becoming independent, and participating in the community. National Research Council, 2001

7. AUTISM SPECTRUM DISORDER (ASD) Low Functioning HighFunctioning Retts Syndrome Asperger’sDisorder Autism Childhood Disintegrative Disorder PDD NOS

8. AUTISM SPECTRUM DISORDER (ASD) • Autistic Disorder - occurs in males four times more than females and involves moderate to severe impairments in communication, socialization and behavior. • Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS) -  includes children that do not fully meet the criteria for the other specific disorders or those that do not have the degree of impairment associated with those disorders. • Asperger's Disorder- sometimes considered a milder form of autism, Asperger’s is typically diagnosed later in life than other disorders on the spectrum. People with Asperger's usually function in the average to above average intelligence range and have no delays in language skills, but often struggle with social skills and restrictive and repetitive behavior.

9. AUTISM SPECTRUM DISORDER (ASD) • Childhood Disintegrative Disorder - involves a significant regression in skills that have previously been acquired, and deficits in communication, socialization and/or restrictive and repetitive behavior. • Rett's Disorder - diagnosed primarily in females who exhibit typical development until approximately five to 30 months when children with Rett syndrome begin to regress, especially in terms of motor skills and loss of abilities in other areas. A key indicator of Rett syndrome is the appearance of repetitive, meaningless movements or gestures.

10. Assessment

11. Ensuring Student Learning • Accurate assessment in all areas (cognitive, academic, communication, social, sensory-motor, behavioral, vocational) • Who?----Additional support needed?

12. Assessments

13. Assessments

14. Assessments

15. Comprehensive Autism Assessment (CAA) For Intervention Planning www.pattan.net

16. Guiding Principles for CAA’s • CAAs should serve as a foundation for intervention plans • Multi-disciplinary teams that know the individual should work together • Family input is crucial to a CAA • CAA’s require direct observation and testing of the individual across multiple environments

17. Domains to Assess • Family Needs & Priorities • Preferences & Motivators • Interests & Strengths • Developmental Levels • Communication • Communication Mode • Social Competence • Neurocognitive • Sensory Processing • Emotional Regulation • Challenging Behaviors • Adaptive/Functional • Perceptual Motor • Academic Learning • Post-Secondary • Sexuality Awareness • Medical

18. Tests and Tools The CAA Tests and Tools Resource List is an inventory of tests and tools. This is not an exhaustive or approved list. Teams may use other tests or tools to support a CAA. Bottom Line… Does the test or tool help the team determine the skill strengths and needs to prioritize for an intervention plan?

19. Curriculum and Interventions

20. National Standards Report The National Autism Center A national standards project—addressing the need for evidence-based practice guidelines for autism spectrum disorders. www.nationalautismcenter.org

21. Significant Findings • The findings include the identification of: • 11 “Established” Treatments: treatments that are know to be effective • Antecedent Package • Behavioral Package • Comprehensive Behavioral Treatment for Young Children • Joint Attention Intervention • Modeling • Naturalistic Teaching Strategies • Peer Training Package • Pivotal Response Treatment • Schedules • Self-management • Story-based Intervention Package www.nationalautismcenter.org

22. Gaskin vs. Pennsylvania Department of Education • Students not to be removed from regular education classroom because of severity of their disability • When needed, provide supplementary services • IEP teams determine whether goals can be implemented in regular education class with supplementary aids and services before considering removal

23. Recognizing that the placement decision is an Individualized Education Program (IEP) team decision, our goal for each child is to ensure IEP teams begin with the general education setting with the use of supplementary aids and services before considering a more restrictive environment. PDE’s Commitment to Least Restrictive Environment (LRE)

24. Inclusive Practices • Belonging or membership within the general education classroom. • Differs from mainstreaming (needed a readiness to be included) • Oberti v. Board of Education in Clementon School District, 1993 “Inclusion is a right, not the privilege of a select few.”

25. School District of Philadelphia Profile of Services for ASD • 2,477 students with Autism Spectrum Disorder • 1703 students in Autistic Support Classrooms • 198 Autism Support Classrooms from kindergarten to high school Primary Disability full time: 133supplemental: 1383itinerant: 239 Secondary Disability full time: 64supplemental: 389itinerant: 19 • Tertiary Disabilityfull time:1 • Supplemental: 3itinerant:

26. Curriculum Considerations Access to the Core Strategies Guide – www.philasd.org

27. Reading and Math Interventions Faith B. Fisher, M.Ed., President Fisher Educational Services, LLC Fesonline@verizon.net

28. STAR Intervention Strategies for Teaching Based on Autism Research ABA Based K-2 AS Support Classrooms 3-5 AS Support Classrooms Principles and Practices STAR • Teaching strategies • Discrete trial training • Pivotal response training • Functional routines • Paired with curriculum content • Receptive language • Expressive language • Spontaneous language • Functional routines • Pre-academic skills • Play & social concepts

29. Structured TeachingTIM AcademyABA Based 6 - 12 AS Support Classrooms • STRUCTURED TEACHING • Teaching strategies • Physical Structure • Schedules • Work Systems • Visual cues • Paired with curriculum content • Communication • Behavior • Home care skills • Community Based Instruction • Pre-academic skills • Social and Leisure skills

30. Life Skills Curriculum Independence • 6 Domain Areas • Personal Maintenance • Domestic Maintenance • Interpersonal Communication • Functional Academics • Vocational • Recreation and Leisure • 6 Domain Areas Other IEP Areas • Transition – 14 and older • Behavior – Positive Behavior Support Plan

31. Standards-Aligned Instruction for Students with Complex Support Needs The Pennsylvania Standards Aligned System (SAS) is a collaborative product of research and good practice that identifies six distinct elements which, if utilized together, will provide schools and districts a common framework for continuous school and district enhancement and improvement. The SAS Portal provides educators with a means to easily reference standards and resources for standards-aligned instruction. www.pdesas.org

32. Standards-Aligned Instruction for Students with Complex Support Needs • Teaching standards-aligned content to students with complex support needs can be achallenge. • By selecting or creating materials that are engaging and accessible to each student, the challenge can become an opportunity. • UDL – Universal Design to Learning • options for representation • (access information and activate background knowledge • options for action and expression • (to show what they know) • options for engagement • (for recruiting interest) www.udlcenter.org

33. Academic/Behavior Strategies • Provide a predictable and safe environment • Prepare for changes • Expose student to new activity beforehand • Avoid surprises • Teach flexibility • Offer consistent daily routine • Provide picture or written schedules • Choice boards

34. Academic/Behavior Strategies • Break assignments down into small units • Provide frequent teacher feedback • Give redirection as needed • Use timed work sessions • Have firm expectations • Provide environmental supports such as room dividers and individual carrels • Use curriculum that addresses individual student needs

35. Sensory Strategies • Sensitive to sounds • Muffle sound of PA system • Put tennis balls on bottom of chair legs • Keep noise levels down in classroom • Sensitive to smells • Mask smells with lip balm • Do not wear strong perfumes • Sensitive to touch • May prefer to wear clothing inside out • Don’t get into student’s personal space • Student may need tactile items such as squeeze balls, brush, Velcro • Sensitive to tastes • May prefer certain texture of food • Give choices of food items • Mix small amounts of undesirable food with preferred food items

36. Progress Monitoring

37. Ensuring Student Learning • Progress Monitoring • How do we know students are learning? • Who takes and analyzes data to make instructional decisions?----Additional support/training needed?

38. Data…..Data…..Data… • Collect data regularly • Analyze data • Make decisions based on this data to drive instruction and IEP Plans • Goals and objectives • Observable • Measurable • Criteria for meeting target • Includes condition and prompts • Probes taken weekly or biweekly • Communicate progress to parents- Gradebook report cards and Progress Monitoring from Easy IEP

39. CBI Community Based Instruction

40. Community Based Instruction • Sites determined by IEP goals • IEP goals/objectives generalized by practicing in naturally occurring environments • Data is taken for every student • Sites must meet special criteria- • Insurance certificates- ACORD • Approved by Office of Risk Management

41. Community Based Instruction • Buses provided to pre-approved alternate learning environments • Request forms sent to teachers in September • Requests must include justification and goals for each student • Principal reviews and signs • Students should also have experiences in and around the school

42. ESY Extended School Year

43. Extended School Year • ESY must be considered for all students with disabilities • Eligibility must be determined prior to February 28, for the ESY year. If this determination is not part of the annual IEP, a NOREP for ESY must be issued. • Disabilities such as autism, severe intellectual disability, or severe multiple disabilities are usually considered for eligibility.

44. Extended School Year • Eligibility is determined by the IEP team who should consider these questions: • Does the student have a measurable decrease in skills or behavior following a break in programming (regression)? • What is the student’s capacity to recover ?(recoupment) • Will problems with regression and recoupment make it unlikely that student will maintain skills and behaviors? • Did the student master new skills at the point that the educational program would be interrupted? • Is a skill or behavior crucial for student to meet goals of self-sufficiency and independence from caregivers? • Do interruptions cause withdrawal from learning process?

45. Extended School Year Other sources to consider • Progress on goals in consecutive ieps • Data of progress before and after interruptions • Reports by parents of negative changes • Medical reports of degenerative-type difficulties • Observations by educators, parents, and others • Results of tests ESY is NOT based on need for day care, respite care, summer recreation, or desire /need for programs not needed for provision of FAPE. If all goals are not met during the year, this does not mean ESY should be provided to meet the goals.

46. Extended School Year • SDP currently operates a summer program to meet the individual needs of students who qualify for ESY • Provides setting to implement ESY goals • Currently at 8 sites • Receive breakfast and lunch • Transportation • Goals for program determined by IEP team • Data taken for goals identified for ESY • Related services included as determined by IEP team.

47. Applied Behavior Analysis ABA

48. Applied Behavior Analysis • Over the past 20 years or so, ABA has been established as a powerful source of interventions in educational programs for students with autism. • By looking at the ABCs, educational teams can begin to develop a comprehensive plan for changing behavior and acquiring skills.

49. Applied Behavior Analysis • ABA is a scientific approach to behavior focused on environmental events • Based on understanding of • Antecedents • Behaviors • Consequences • Principles are used to change and improve behaviors.

50. Take the Bull by the Horns Proactive planning is a must!!!!