Utilizing Applied Behavior Analysis

1. Utilizing Applied Behavior Analysis An ABA School & Center for Children with Autism Presented by Joshua Weinstein, President & Founder

2. Shema Kolainu- Hear Our VoicesMission Statement • To hear the voices of the children and families we serve as they strive to achieve their full potential for independence, productivity and inclusion in the community. • Shema Kolainu (SK) is dedicated to the education of children with autism spectrum disorders (ASD). • Our vision is to provide the best opportunity offered anywhere for children with ASD to achieve recovery.

3. Shema Kolainu- Hear Our Voices • Shema Kolainu “Hear Our Voices” is a school and center for families with children with an autism spectrum disorder, and other related disabilities such as RETTS, OCD, ED and other physical disabilities. • Shema Kolainu is a private, non-profit, non-denominational, multi-cultural school, founded in 1998.

4. Shema Kolainu- Hear Our Voices Center-based Services • Pre-School (3 to 5 years) - NYS approved • School (5 to 11 years) - NYS approvedRelated Services (center and home-based) • Speech Therapy • Occupational Therapy • Physical Therapy • Art Therapy • Music Therapy • Evaluation Services • Parent training and support groups

5. Technological Devices to supplement verbal behavior program • Augmentative Communication Devices • Computer software and programs SK presented AAC Research in ABA 2006. Research resulted in increase communication across all students. Research available on our website.

6. Home-Based Programs (part 1 EI) Early Intervention Program: Giving Toddlers A Strong Start The Early Intervention Program serves children diagnosed with autism and developmental disabilities, age 0-3 at the time of referral. This program is based on a strong parent-professional partnership. • Individualized services focus on learning readiness; language; play; family participation; daily routines relevant to eating, sleeping, and bathing; and other areas jointly identified by SK-HOV professionals and parents.

7. Home-Based Programs (part 2 EI) • Through EI, children with developmental delays and autism receive education, therapeutic, service coordination and evaluation in the five boroughs of New York City. • Programs are based on the child's Individualized Family Service Plan (IFSP) and are designed to involve the family in all aspects of the child's program. Intensive applied behavior analysis is the instructional method.

8. Home Based Programs (part 3 SEIT) Special Education Itinerant Teacher (SEIT) Program for Children ages 3-5 • SEIT is an individualized program operating throughout the five boroughs of New York City that utilizes the child's natural environment for learning. • Certified special education teachers provide home and community-based, one-to-one individualized educational programming for preschool children, ages 3 to 5, with autism spectrum disorders and other developmental disabilities.

9. Home Based Programs (part 4 SEIT) • Home-based SEIT programming is often combined with the student's school, center-based or day program to encourage the generalization of skills. Some children with autism in SK-HOV's early intervention and preschool programs have made such dramatic progress that it is possible for them to attend their neighborhood nursery school with the assistance of a Special Education Itinerant Teacher. • Least Restricted Environment (LRE) is provided using these services for children who are able to be mainstreamed with support. • For students who can be mainstreamed, the SEIT provides behavioral interventions and support to the student at the nursery school while acting as a consultant to early childhood teachers.

10. RELATED COMMUNITY-BASED SERVICES/RES HAB • Shema Kolainu participates in OMRDD's Medicaid Service Coordination and Home Community-Based Services (HCBS) Waiver Program, providing Res Hab services through the waiver. A Service Coordinator is on-site to assist children and families. Medicaid Waiver Services • Care at Home – for the medically fragile • Medicaid Service Coordination (MSC)- coordinating the services that a child receives and ensuring it is effective and productive • Residential Habilitation Program (Res Hab) – assisting with adaptive daily living skills in the home of the child

11. Parent Training Program (part 1) • Workshop Series • The workshop series is open the community free of charge. Lectures are presented every other month to address different topics that are related to ASD. • This year’s workshop include: • Living with Autism • Positive approaches for children with ASD • The independent Learner • Language acquisition • Open Door Policy • Our classrooms are equipped with double sided mirrors that allow for uninterrupted observations with sound. This equipment can be used for both parent and staff training

12. Parent Training Program (part 2) • Parent support Group • Giving opportunities for parents to share their experiences and knowledge while developing relationships. • Networking • Community Resources • Resource library at school • Internet sites for parents

13. Staff Training Protocol (part 1) • ABA training manual-in the first two weeks of training the staff is given a manual that includes the basic literature, tactical decision list and decision protocol outline. This information is reviewed with a BCBA qualified personnel. • Observations are conducted using a detailed form called the Teacher Performance Rate and Accuracy (TPRA) form. These observation are analyzed and graphed by the supervisor and analyzed for mastery level criterion. • Public posting is an accepted behavioral tactic to ensure consistency of performance across time.

14. Staff Training Protocol (part 2) • Ongoing training is provided through: • Staff Meetings • Weekly workshops • Rapid Data presentation • Personalized System of Instruction (PSI) and Principles of behavior for teaching programs. • Classroom meetings • Tactical decisions • Student performance • Quality Assurance (QA) meetings

15. PSI- Personalized System of Instruction Modules (Keller, 1968, Greer, 2002) • Verbal behavior about the Science- vocabulary of the science of verbal behavior (positive reinforcement) • Contingency-Shaped Behavior- Operant behavior shaped directly by consequences (providing positive reinforcement) • Verbally-Mediated Behavior- behavior that is mediated or controlled by verbal behavior rather then contingencies (explaining positive reinforcement)

16. Teacher Assistant Rank

17. Classroom Teacher Rank MODULE : VERBAL BEHAVIOR Partington, J. & Sundberg, M. (1998). Teaching language to children with autism or other developmental disabilities. Pleasant Hill, CA: Behavior Analysts, Inc.Ch. 1-5 • DEMONSTRATION- Identify a student, administer a baseline assessment of skills using the ABLLS, identify target behaviors to be taught, script out all selected programs, document data collection, criteria, and ratio of instructional trials to criterion. • BCBA Signature:______________________ Date Completed: ________ Read “Teaching operations for verbal behavior” Teaching procedures for mands/tacts Ch. 1 Basic sequence. (Greer, 2001) Quiz to Criterion (90%) • DEMONSTRATION- Implement direct mand training procedures outlined in Greer across 3 students- 5 new forms taught to criterion in the 1:1 setting for each student. • Measurement- 3 consecutive TPRA observations per student without error • Measurement- mand training sessions conducted 3x per week per student, graphed and reviewed by supervising behavior analyst. • BCBA Signature:______________________ Date Completed: _________

18. TPRA- Teacher Performance Rate/Accuracy • Components of a TPRA (Ingham & Greer, 1992) • The Learn Unit (Albers & Greer, 1991) • (discrete trial – Lovaas) • Mands and Reinforcement schedules –(Mands are requests made for reinforcement. Reinforcement schedules indicate the frequency to access those reinforcers) • Rate of delivery –how quickly the teacher delivers instruction • Collateral Praise –a general reinforcement for the classroom • Immediate feedback

19. TPRA Form Teacher Performance Rate and Accuracy Observation Observer: _____________ Student: ________________ Reinforcers: ____________ Teacher: _____________ Program: _______________ Mand Level: ____________ Date: ________________ STO: __________________ RF. Sch: ________________ Target Behavior Collateral Behaviors LU # Ant. Beh. Con. LU Mand Con. LU Soc. I Soc. G Comments 1 2 3 4 5 6 7

20. Teacher Performance Rate/Accuracy This graph shows an ascending trend of accurate teacher delivered instruction over time.

21. Collateral Behaviors • What behaviors are recorded • Social praise to the student in the 1:1 setting • Social praise to others students in the classroom • Some of the Research Jones, K. M. Drew, H. A. & Weber, N. L. (2000). Noncontingent peer attention as treatment for disruptive classroom behavior.. Journal of Applied Behavior Analysis,. 33, 343-346. Craft, M. A. Alber, S. R. & Heward, W. L. (1998). Teaching elementary students with developmental disabilities to recruit teacher attention in a general education classroom: Effects on teacher praise and academic productivity. Paige M. McKerchar & Rachel H. Thompson (2004). A descriptive analysis of potential reinforcement contingencies in the preschool classroom.. Journal of Applied Behavior Analysis,. 37, 431-444.

22. Collateral Behavior This graph shows an ascending trend of collateral reinforcement over time delivered by the teacher to her student and all the other students in the class.

23. Supervision Model • SKHOV strives for professionalism in its highest form • Our model includes a multilayered supervision team that is well qualified and experienced. • Every child’s Portfolio is reviewed daily during the one and a half hour time interval that is set for portfolio planning and review. • Weekly portfolio review is done by a supervisor who is BCBA qualified. • A monthly review is completed by the educational director of all portfolios. • The ABLLS assessment is completed every three months to ensure progress.

24. Summary of SK ABA approach • ABLLS-R (Assessment of Basic Language and Learning Skills Revised) James Partington • Research and Evidence Based Practices • Individualized Instruction • Group and Peer Instruction • PSI – Personalized System of Instruction • Related Services – Speech, OT, PT, Art and Music • Parent Training • Staff Training and Module System • TPRA- Teacher Performance Rate/Accuracy • Collateral Behaviors (Reinforcement for other behaviors) • Supervision Model

25. Autism Awareness and Graduation Day

26. SK Visitors • Provides Autism awareness of our program

27. iCARE4autismInternational Center for Autism Research & Education Founded with the goal of discovering a cure for autism, iCARE seeks to build a consensus surrounding the issues and best practices in autism research and diagnosis.

28. iCARE4autismInternational Center for Autism Research & Education Through RESEARCH, EDUCATION, AWARENESS, and FUNDING, iCARE4autism works in partnership with similar institutions globally to discover the etiology of autism, and to search for the biologic and environmental causes of autism spectrum disorders (ASD).

29. iCARE4autism International Autism Conference - Jerusalem Save the date! February 17,18,19, 2010 The Autism Epidemic Autism Spectrum Disorders (ASD) Across the Life Span What Does Medical and Educational Research Tell Us? The gathering place for furthering autism research & education

30. A 3-day international conference in Jerusalem, Israel. • Over 3,000 in attendance, including researchers, educators, parents, trade show vendors, and sponsors. • A gathering place for leading international autism researchers and educators to work in collaboration. • A meeting place for leading medical researchers and practitioners. • Leading behaviorists and educators meet to converse about the latest autism education. • The one place where parents can gain a complete overview of both the latest medical research and educational practices. • A unique opportunity for sponsors and vendors to reach this valuable audience in a very brand-friendly environment. What is the 2010 Autism Conference?

31. Topics • Autism across the lifespan: toddler, school-age, adult • Medical research in new neurobiology, genetics, and psychopharmacology • Education research in socialization, communication, challenging behavior, and other related areas. • Techniques covered: ABA & alternative treatments

32. Speakers & Presenters • Over 30 countries represented • Medical and scientific researchers, Principal investigators • Professors • Board Certified Behavior Analysts • Pediatricians, Neurologists, Psychologists, Psychiatrists, Nurse Practitioners • Educational researchers • Parent Advocates

33. Location Israel Convention Center (ICC) • Ussishkin Auditorium: is Israel's largest auditorium. With 3,104 comfortable seats • Over 25 other halls with capacity ranging from 2,000 to 180 seats

34. Dates & Topics February 17-19: Autism Awareness Week • Wednesday, Feb. 17 at ICC • Opening Ceremony • Featuring a Keynote address by President of Israel, Mayor of Jerusalem, and other major world leaders • Medical Research and Practice Presentations • Thursday, Feb. 18 at ICC • Educational Research and Practice Presentations • Friday, Feb. 19 (1/2 day) at ICC • Children and family activities • International Autism Awareness Week

35. Tradeshow and Exhibitions will include • Technological • Pharmaceutical • Educational • Therapeutic • Publication Examples of booth exhibitors: • Adaptive Communication Devices • Adaptive Equipment • Software and computer programs for children with autism • Therapeutic Services • Special Toys for Children • Holistic Therapy Exhibits

36. Thank you for your attention! Questions? Email to jweinstein@skhov.org Additional resources www.icare4autism.org www.shemakolainu.org www.abainternational.org