Using Research-based Strategies in Public School Classrooms to Improve Student Outcomes for Students with Autism

1. Using Research-based Strategies in Public School Classrooms to Improve Student Outcomes for Students with Autism Presentation by: Joel Arick, Ph.D. and John Gill, MS Regional Program Autism Training Sites Project (RPATS) More Information is available at www.rpats.ed.pdx.edu

2. ASD=Autism Spectrum Disorder • Exhibits impairments in communication • Exhibits impairments in social interaction • Exhibits restricted, repetitive patterns of behavior and/or interests • Exhibits unusual responses to sensory experiences • Difficulties with change of routine, schedule

3. Critical Life Long Goals • To tolerate people and value interactions • To communicate intentionally and effectively • To organize information and learn meanings/purposes • To tolerate change and accept new experiences • To be independent of constant verbal directions • To self- monitor and manage stress

4. History of the Educational Approaches • Research since the 70’s has shown that students with ASD can learn to communicate using behavioral principles • Parents, school districts, & the literature have consistently asked for more intensive programs for students with ASD • “Educating Students with Autism” by National Research Council • Autism Outcome Study in Oregon • Focus on Autism Journal Article by Richard Simpson (Fall 2005)

5. Practices that meet NCLB Criteria for Research-based Methods • Applied Behavior Analysis • Discrete Trial Training • Pivotal Response Training • Source: Simpson, R. (Focus on Autism and Other Developmentally Disabled, Fall 2005)

6. Research Indicates that Education Should: Provide 1:1 intensive instruction in: • Expressive language • Receptive language • Spontaneous Communication • Pre-academics • Play skills/Social Interaction and • Pre-Teach Functional routines THEN Generalize the skills taught into the child’s school day and at home

7. Research Also Says that Effective Instructional Strategies to Teach this Content are the Applied Behavioral Analysis Strategies of: Discrete Trial Training Pivotal Response Training Functional Routines

8. ABA Methods Used with Students with Autism in the RPATS Training Sites • Discrete Trial Training (sometimes called ABA, DTT, or Lovaas Method) • Pivotal Response Training (PRT) • Teaching Functional Routines (FR)

9. Autism Outcome Study Oregon Department Of Education Portland State University EI/ECSE, Regional ProgramsSchool-age Programs Children with ASD Parents

10. Outcome Study: Components Assessment Feedback: Parents and Teams Training Follow Up

11. Training providedduring the Autism Outcome Study Research-based Program Curriculum utilizing the instructional techniques of: Discrete Trial Training (DT) Pivotal Response Training (PRT) Functional Routines (FR)

12. Study Participants • Two Cohorts of Children Participated: Cohort One: 67 children • Tracked progress for 52 months • Across the state of Oregon • At out-set of study they were between 2-6 years of age • At conclusion of study they were between 7-11 years of age Cohort Two: 56 children • Tracked progress for 18 months • Across the state of Oregon • All children were 3 years of age at out-set of study • All recently identified within a 6 month period

13. Assessments/Surveys • Standardized assessments were given by an independent team of assessors. These assessments were all videotaped with randomly selected videotapes scored for reliability. • Standardized assessments given: • Battelle Cognitive Battery • Vineland Adaptive Behavior Scale • Expressive One-Word Picture Vocabulary Test • Oregon Department of Education Academic Alternate Assessment • Autism Screening Instrument for Educational Planning (ASIEP-2): • Autism Behavior Checklist • Sample of Vocal Behavior • Social Interaction Assessment • Educational Assessment • Parent and Teacher Surveys given annually • Classroom Observation Checklist

15. Expressive Language Progress • Results for Cohort One (older cohort): • 91% of the children made expressive language gains. Many of the children doubled their previous language age. • 36% of the children made at least one month of expressive language age gain for each month of instruction provided during the first 18 months of the study. • No significant difference was found between the chronological age of the children and the progress they made. • A moderate correlation was found between the beginning language age level of the child and the progress made. However many of the children who started with very little language more than doubled their language age over the life of the study.

16. Student Outcomes • Students in both cohorts gained skills in: • Expressive Langauge • Receptive Language • Pre-academic Skills • Play and Social Skills • Spontaneous Language and • Independence on Functional Routines

17. JOURNAL ARTICLE ABOUT THE STUDY: (Cohort #1) Arick, J., Young, H., Falco, R., Loos, L., Krug, D., Gense, M., & Johnson, S. (2003). Designing an outcome study to monitor the progress of students with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 18, (2), 75-87. Website: Autism Outcome Study (cohort #1 & 2) www.autismstudy.pdx

18. Overview Video of Instructional Techniques • Overview Video will be shown • The following 6 slides provide some of the information shown in the Overview Video • Some of this information is taken from the STAR Program. Strategies for Teaching based-on Autism Research (Arick, Loos, Falco & Krug, 2004).

19. Comprehensive Behavioral Program • Instructional Strategies Used: • Discrete Trial • Pivotal Response Training • Functional Routines • Three instructional strategies matched with six content areas: • Expressive language • Receptive language • Spontaneous language • Functional routines • Pre-academic skills • Play and social interaction concepts

20. Instruction • 1:1 • Group Instruction • Three instructional levels: I, II, and III • Appropriate for inclusion or self-contained placements • Designed to address needs of: • students with autism and other students with developmental delays

21. Discrete Trial • Skills taught in a logical sequence • Skills build on previously learned skills • Concepts are broken down into specific elements • Instructional sessions consist of a series of discrete trials: • Instructional cue • Child response • Consequence (positive reinforcement) • Pause

22. Pivotal Response Training • Based on 4-step sequence: • Cue • Child response • Consequence • Pause • Trials are incorporated into the environment in a functional context • Child chooses the activity/object • Reinforcer is the natural consequence in the environment • Allows students to generalize skills

23. Functional Routines • Generalizes skills taught in DT/PRT • Encourages Independence • Activities have a beginning, middle, and end • Examples: Arrival, Individual Seatwork, Eating Lunch, etc. • The functional outcome of the routine serves as the reinforcer (e.g. obtains lunch during the eating lunch routine)

24. Student Learning ProfileCurriculum-based Assessment • Shows the overall scope and sequence for the a research based Program • Provide guidelines for determining which lesson to focus on for student • Shows instructional strategies that are most effective for lesson • Shows which lessons can be taught simultaneously • Establishes baseline and summarizes student’s instructional progression

25. RPATSAn Oregon Training Network • Established Regional Program Autism Training Sites (RPATS) throughout Oregon. • These training sites model ABA methods in addition to classroom curriculum • Established a cadre of autism specialists to provide training to others at the RPATS sites • 2003-2009: Established 42 RPATS autism training sites (EI/ECSE, Elementary and M.S. sites) • 2009-11: Maintaining current sites, establishing 10 new sites in Oregon • Sponsored State-wide Conference on Educating Children with Autism in May of 2009

26. Curriculum for EI/ECSE and Elementary Level Children • Learning to communicate, understand language and social skills is the focus. • Generalizing skills within functional routines at home and school is important. • Developmental curriculum across all domains. • Including: • Parent training component at the EI/ECSE Oregon Autism Training sites (Ingersoll and Dvortscak, Guilford Press, November 2009) • Inclusion and mainstreaming • Peer tutoring and peer buddies • PECS (Pyramid Educational Consultants, 2005) • Augmentative Communication Systems • Structured Teaching • Incidental Teaching • Commercial academic programs

27. Middle and High School Students • Independence is key • School and Community Routines become more of a focus • Social Skill Development is also a priority • Continue to use ABA strategies to teach specific skills needed for independence on routines • Generalize skills within routines • FACTER Program(Arick, Nave, Hoffman, 2004) • Adjusting the Image Curriculum (WESD, Columbia Regional Program)

28. Essential Elements of SupportNeeded • Student schedule - Each activity of the day identified for the student - Activities of the class consistent with the schedule - Pictures/words at students developmental level • Staff schedule - Staff is scheduled to support student as needed - Some direct instruction time is provided in order to implement curriculum • Staff training • Staff is trained to implement the student schedule • Staff is trained in appropriate shaping/prompting/reinforcement techniques • Staff is trained to implement the curriculum and adapt activities

29. Elements of Support (cont) • Classroom activities should be adapted to meet the students need • A reinforcement system should be available as needed to motivate and reward student for appropriate behavior • A Curriculum appropriate for the students level should be implemented consistently

30. FUTURE VISION • AUTISM DISSEMINATION/DEVELOPMENT CENTER (with stable funding) • REGIONAL TRAINING SITES: • AVAILABLE FOR EVERY AGE LEVEL (EI/ECSE/ELEM/MID/HS) • AVAILABLE TO ALL GEOGRAPHICAL LOCATIONS NEEDED • Hands-on Training provided at Training Sites • Follow-up Support provided at your local site • Funding to maintain the training sites • AUTISM SPECIALISTS TRAINED AS “TRAINERS” • TRAINING SITES AND RELEASE TIME AVAILABLE FOR LEA STAFF WHO NEED TO LEARN TO WORK WITH CHILDREN WITH AUTISM • PARENT INFORMATION AND TRAINING AVAILABLE AT EVERY SCHOOL DISTRICT • ALL CHILDREN WITH AUTISM RECEIVE AN APPROPRIATE PROGRAM • Funding to ensure appropriate hours of instruction is obtained

31. HOW TO OBTAIN • TRAINING FOR YOUR STAFF? • Oregon School districts can access RPATS training by contacting their Regional Autism Coordinator. • See the RPATS website (www.rpats.ed.pdx.edu) for contact information. • Workshops are offered through the RPATS grant. All districts are welcome to the workshops. See the training schedule on the RPATS website.