Best Practices Jill: What a great question...I've thought about this often and have pretty much flown by the seat of my pants as far as this goes.  For years for his IEP I've always just tried to think about "What is his learning style?" and worked it that way.  I was looking forward to what people would post about, but did a little research on my own...here's what I found, I've included the link if you want the pdf file. Thanks for asking the question!  I quickly skimmed through it and it seems to be something helpful for ALL of us dealing with schools...I have to read it more thoroughly.  Another helpful site in trying to identify goals is:  www.iep4u.com and they have some specifically tailored for Autism. Good luck!  When is your meeting? ~Lesley http://www.dpi.state.nc.us/docs/ec/exceptionality/autism/bes tpractices.pdf Best Practices in Educating Children with Autism The Exceptional Children Division is committed to assisting each local education agency in its efforts to provide training and ongoing support to teachers responsible for the education of students with autistic spectrum disorders (ASD). The objective of this document is to identify research-based best practices that should serve as a framework for the training of teachers. The document provides guidelines for each LEA to use in determining how it will approach this long-term goal. The National Research Council (NRC) in 2001 compiled a thoroughly researched analysis on proven ‘best practices’ in Educating Children with Autism. Their findings provide direction for the endeavor of training and retaining teachers in working with students with ASD. “Teachers must be familiar with theory and research concerning best practices for children with autistic spectrum disorders, including methods of 1) applied behavior analysis, 2) naturalistic learning, 3) incidental teaching, 4) assistive technology, 5) socialization, 6) communication, 7) inclusion, 8) adaptation of the environment, 9) language interventions, 10) assessment and 11) the effective use of data collection systems.” (page 184- numbers added) “Adaptation of the environment” includes principles of structured teaching. The eleven elements noted above should be the focus of state-sponsored teacher training efforts (see Support Provided by the State Education Agency). Teachers must understand the problems of generalization of skills inherent in ASD and, because of the wide range of students' intellectual abilities, must develop skills in curriculum adaptation to fit learning styles and strengths of their students. The goal must be to assure quality of direct instruction for students withASD. It is important to note that the National Research Council emphasized the similarities between various treatment approaches. “Overall, effective programs are more similar than different in terms of levels of organization, staffing, ongoing monitoring, and the use of certain techniques, such as discrete trials, incidental teaching and structured teaching periods (NRC,2001, page 6). Good teaching requires knowledge and application of multiple methodologies, not just one specific model or method. Both the National Research Council and Iovannone et al., 2003, point to critical elements of effective educational practices. “Educational interventions cannot assume a typical sequence of learning” (NRC, 2001, p. 83). The focus of intervention should be on communication, social, and cognitive levels while addressing academic and life skill needs. In more detail, the critical elements of instruction are summarized as follows: 1) Provide 25 hours a week of instruction on measurable objectives identified within the educational plan. Depending on age level, ability, and learning characteristics, these objectives are likely to emphasize academics, communication, social and play skills, systematic generalization of skills and functional behavior. Build engagement and enjoyment of interaction and instruction through the use of reinforcement, strengths, and specific interests. These are crucial to effective communication and social skills development. Providing predictability and routine will enhance the student’s engagement and understanding of instruction. It is important to provide teacher-to-child ratios that assure direct instruction that fits the student’s needs. 2) Provide instruction that blends knowledge of learning characteristics of autism and principles of direct instruction. “Although general principles of learning and behavior analysis apply to autism spectrum disorders, familiarity with the specific nature of the disorder should contribute to analysis of the contexts (e.g., communicative and social) of behaviors for individual children and result in more effective programming.” (NRC, 2001, pg. 213) Applying applied behavior principles without knowledge of the characteristics of the disorder is insufficient. “Because of their shared continuities and their unique social difficulties, children with any autistic spectrum disorder (autistic disorder, Asperger’s disorder, atypical autism, PDD-NOS, childhood disintegrative disorder), regardless of level of severity or function, should be eligible for special educational services within the category of autistic spectrum disorders”(NRC, 2001, page 213). This will help assure that the specific learning style is being addressed appropriately. However, it is important to note that it must be demonstrated that the disability interferes with the student’s ability to access the general curriculum. Without evidence of difficulty in accessing the curriculum, determination of eligibility is unnecessary. 3) Providing frequent opportunities for instruction in meaningful communication throughout the school day is crucial. Communication instruction should be a primary focus across all educational environments. There is “strong empirical support for the efficacy of functional communication training to replace challenging behaviors”(NRC, 2001, p.55).“The more often a child initiates communication, the more often it will trigger responses from others, which will in turn enhance and expedite the improvement of other communication and language skills”(Koegel, 1995) Use of alternative and augmentative communication (AAC), to help individuals become effective communicators in the present, with intent to meet future communication needs is a powerful strategy. Unfortunately, there is a lack of research of the match of child characteristics and components of assistive technology (AT) and AAC that lead to effective intervention. Sign language enhances communication in some children. Children with poor verbal imitation are the best candidates for AAC. Picture Exchange Communication Systems (PECS) is one of several visual symbol systems. Voice output communication aids (VOCA) should also be considered. “Reading skills have been successfully used as a mode to teach spontaneous verbal communication skills” (NRC, 2001, p. 63). With regard to communication, “generalization has been more limited for traditional discrete trial approaches” (NRC, 2001, p. 64). “Naturalistic behavioral approaches are effective at leading to generalization of language gains” (single subject design studies) (NRC, 2001, p.64). Certain methodologies that encourage communication and related social behaviors have proven effective in early intervention. These include, but are not limited to, pivotal response training (Koegel et al., 1999) and incidental teaching (McGee et al., 1985 and 1999). Pivotal response training identifies pivotal behaviors that when taught have multiple positive effects on many other behaviors (motivation, response to multiple cues, etc.). They emphasize teaching approaches that intersperse previously learned tasks among newer and challenging tasks. They also emphasize reinforcing systematically student attempts to respond. Incidental teaching strategies have been demonstrated as effective in increasing language learning in children with autism. Incidental teaching involves a chain of pre-specified child-tutor interactions with materials highly preferred by the child, prompting and shaping embedded in natural contexts, and child-initiated (“natural”) interactions. Communication approaches should emphasize engaging activities with multiple opportunities for mixed receptive and expressive opportunities. There should be an emphasis on success by mixing opportunities for demonstrating already acquired communication skills with procedures to teach new skills. Incorporating the child’s interests and strong reinforcement are important. 4) The process of functional behavior assessment is essential to effectively addressing problem behaviors. “Interventions that involve changing schedules, modifying curricula, rearranging the physical setting, and changing social groupings have been shown to decrease the likelihood of problem behaviors” (Carr et al., 1998, Dunlap et al. 1991, 1993). Communication deficits play a huge role in efforts to reduce problem behaviors. Note the likelihood that children who do not learn conventional methods of communicating may use tantrums, self-injury, or aggression to convey messages. Challenging behaviors may reflect limitations in communication. It is important to provide the student with control over his environment through task preferences, choice-making, reinforcement selection and self-monitoring. It is crucial that the teaching team, at the school level, identify the function of the behavior and identify alternative means of expressing the message or getting needs met. Focus must be on positive procedures for the development of new skills. Emphasizing extinction or suppression of behavior alone is an incorrect strategy. The process of functional behavior assessment that determines what predicts and maintains the problem behavior (function) is one of the most successful intervention strategies. “The increase in efficacy of positive interventions, when based on functional behavioral analysis, reduces the need for punishment-based procedures” (Neef and Iwata, 1994). Intervention plans should emphasize skill instruction and environmental alterations. Structured physical activity should be considered as part of the educational and behavioral plan. ”Physical exercise has been found to decrease self-stimulatory behavior in children with autism, as well as to yield collateral changes in appropriate ball play, academic responding, on-task behavior, and ratings of general interest in school activities” (Kern et al., 1982). 5) Early intervention aimed at building joint attention and symbolic play is crucial. Joint attention reflects coordinating attention between people and objects, such as shifting gaze between people and objects, drawing another’s attention to an object, and following the gaze and point of another. Symbol use refers to behaviors such as using conventional gestures, using objects functionally and in symbolic play, learning meanings of words. “The failure to acquire gestural joint attention appears to be a critical milestone that impairs language development and an important target for early communication intervention” (NRC, 2001, p. 48). “Longitudinal research has found that early joint attention, symbolic play, and receptive language are predictors of long-term outcomes (Sigman et al. 1999)” (NRC, 2001, p. 42). 6) Techniques for systematically generalizing skills across multiple environments are crucial. The problems of generalization of learning in ASD are serious and require specific intervention to help support use of skills across multiple environments. This supports efforts to involve parents and to assure teamwork between regular educators, special educators, administrators, and support services staff. “Unless a specific focus on generalization of skills is included in the intervention program, it is possible for children with autism spectrum disorders to learn skills in a highly context-dependent way” (NRC, 2001, p.113). Systematic transition planning between classes (daily) and between programs (year to year) is also important. Support Provided by the State Education Agency “The committee recommends that relevant state and federal agencies institute an agenda for upgrading personnel preparation for those who work with, and are responsible for, children with autistic spectrum disorders and their families (NRC, 2005, page 225) ” The National Research Council encourages the development of an autistic spectrum disorders support systems task force to consider ways to provide resources to LEAs and teachers. “State education departments should develop interagency collaborations to pool support for local systems” (NRC, 2001, p. 224). This task force should involve IHE professors, school administrators, local service agencies, and experts in documented ‘best practices.’ “What is needed is a support infrastructure that can provide the direct service provider with the needed assistance” (Gallagher and Clifford, 2000). The state plan should emphasize five elements: 1) Provide a series of training programs aimed at the eleven elements noted by the National Research Council. Train teachers, paraprofessionals, and support service staff to demonstrate and apply skills. Provide multiple exposures and opportunities to practice. Active involvement in learning is essential to develop mastery of skills. 2) Support and promote demonstration programs for teachers to see. 3) Provide opportunities for professionals to network and to share successes and failures through a group consultation model (list serve, regular work groups with agenda, etc.). 4) Training in the state will aim at three levels. First, the Exceptional Children Division will support efforts to ‘train the trainers’ at both a regional and at a local level. The Exceptional children Division will encourage those trainers to provide ongoing training and support rather than solely providing consultation around difficult situations. The third level focuses on building capacity of school-based teams in addressing the problems that they face. This school-based team training can occur in combination with existing initiatives in different LEAs and in schools. This team training could be part of a local plan that focuses on Safe Schools, Instructional Consultation Model, Positive Behavior Supports, Problem-Solving Model or other initiatives as deemed appropriate by the LEA and the school. 5) Promote administrative knowledge of the features of "best practice." References Carr, E.G., Carlson, J.I., Langdon, N.A., Magito-McLaughlin, D., and Yarbrough, S.C. (1998) “Two Perspectives on Antecedent Control,” In Antecedent Control: Innovative Approaches to Behavioral Support, Luiselli, J.K. and Cameron, J. (eds.), Baltimore, MD: Paul H. Brookes Publishing. Dunlap, G., Kern-Dunlap, L., Lee, C., Clarke, S., and Robbins, F.R. (1991) “Functional Assessment, Curricular Revision, and Severe Behavior Problems,” Journal of Applied Behavior Analysis, Vol. 24, No. 2, pp.387-397. Dunlap, G., Kern, L., dePerczel, S., Clarke, S., Wilson, D., Childs, K.E., White, R.R., and Falk, G.D. (1993) “Functional Analysis of Classroom Variables for Students with Emotional and Behavioral Challenges,” Behavioral Disorders, Vol. 18, pp. 275-291. Gallagher, J., and Clifford, R. (2000) “The Missing Support Infrastructure in Early Childhood,” Early Childhood Research and Practice, Vol. 2, No. 1, pp. 1-24. Iovannone, R., Dunlap, G., Huber, H., and Kincaid, D.(2003) “Effective Educational Practices for Students with Autism Spectrum Disorders,” Focus on Autism and Other Developmental Disabilities, Vol. 18, No. 3, Fall, 2003, pages 150-165. Kern, L., Koegel, R.L., Dyer, K., Blew, P.A., and Fenton, L.R. (1982) “the Effects of Physical Exercise on Self-Stimulation and Appropriate Responding in Autistic Children,” Journal of Autism and Developmental Disorders, Vol. 12, pp. 399-419. Koegel, L. (1995) “Communication and Language Intervention,” In Teaching Children with Autism, R. Koegel and L. Koegel, eds. Baltimore, MD: Paul H. Brookes Publishing, pps.17-32. Koegel, L., Koegel, R., Shoshan, Y., and McNerney, E. (1999) “Pivotal Response Intervention II: Preliminary Long Term Outcome Data,” Journal of the Association for Persons with Severe Handicaps, Vol. 24, pages 186-198. McGee, G.G., Krantz, P.J., and McClannahan, L.E. (1985) “The Facilitative Effects of Incidental Teaching on Preposition Use by Autistic Children,” Journal of Applied Behavior Analysis, Vol. 18, pp. 17-31. McGee, G., Morrier, M., and Daly, T. (1999) “An Incidental Teaching Approach to Early Intervention for Toddlers with Autism,” Journal of the Association for Persons with Severe Handicaps, Vol. 24, pp. 133-146. National Research Council (2001) Educating Children with Autism. Committee on Educational Interventions for Children with Autism. Catherine Lord and James P. McGee, eds. Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press. Neef, N.A., and Iwata, B.A. (1994) “Current Research on Functional Analysis Methodologies: An Introduction,” Journal of Applied Behavioral Analysis, Vol. 27, pp. 211-214. Are there standard, generally accepted Best Practices somewhere that talks about the number of hours per week and type of interventions that ASD kids should get? Something I can take to Jake's IEP or offer to the Regional Center that they'll accept.
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