Developing an Autism Resource Team (ART) in Your Distict

1. Developing an Autism Resource Team (ART) in Your Distict Kathy Reed and Ruthie Rule G-CASE FALL CONFERENCE November 14, 2013

2. History Lesson • System of intervention strategies when a child experiences problems. • Pyramid of Interventions; PBIS • Special Education • Functional Behavior Assessments • Individual consultations

3. ART Autism Resource Team The most intense intervention available for students with autism when they experience problems.

4. The Autism Resource Team was formed in 2003 as a subset of Whitfield County’s Behavior Intervention Resource Team (BIRT) in order to educate and support parents and school personnel to better assist students with autism to be successful at home and school. ART is intended to provide consultation regarding the nature of autism and best practices in intervening when a child with autism experiences problems. In addition to this, ART provides staff development, resources, information, web links, and the latest in research and news to parents and school staff.

5. Who are they? • Autism “whisperers” • Could be psychologists, behavior specialists, teachers, coordinators, occupational therapists, speech therapists, diagnosticians and others with expertise in one or many areas affecting a child with autism. • All seen as leaders but one organizes the group.

6. Others in the field are consulted as needed. ART members are motivated to stay current in best practices and are experienced at delivering these practices to the schools in a user friendly framework.

11. What do they know? • Applied Behavior Analysis • Discrete Trial Training (DTT) • Picture Exchange Communication System • TEACCH methodology • Floortime & Natural Environment Teaching • Social Stories • Use of Visuals

12. Social skill training • Sensory Integration • Anger Management • Classroom Management • Communication systems • Assistive Technology • Video Self Modeling

13. Parent (home-school) communication • Transition • Behavior analysis and behavior plan development • Model programs • Data collection

14. ART does not endorse any one intervention strategy or philosophy, instead preferring to do what is best for the individual student with autism. Most strategies include elements that address alleviating the stress and uncertainty many youngsters with autism experience at school and the importance of social skill instruction. Members have received hands-on training in a variety of intervention methodologies, including TEACCH and Applied Behavioral Analysis, and attended workshops featuring many experts in the field.

15. The Coversheet Form serves as a guide through the necessary forms to fill out, as well as other needed documents, to refer a child to the Autism Resource Team. ART will work expeditiously once the referral is received and will assist teachers implement recommendations. Follow up visits and fine tuning of recommendations are integral components of what ART does.

16. 2006 The University of North Carolina at Chapel Hill Division TEACCH

17. Let’s look at a referral packet • Coversheet • Referral Information Sheet • Reinforcer Inventory • Parental Consent • Background Information Form • Sensory System Behavior Inventory • ABC Data

18. Autism Resource Team • Whitfield County Schools • Exceptional Student Services • 201 East Tyler Street • Phone 706-876-3936 • Request for Consultation • Coversheet • Student: _______________________ School: ______________________ • Teacher: ______________________ Date: ________________________ • All items in the below checklist must be included in the referral packet: • _____ Coversheet • _____ ART Consent to Evaluate Form signed by parent • _____ Student Background Form • _____ Referral Information Sheet • _____ Antecedent-Behavior-Consequence Data (for 2 weeks) • _____ Reinforcement/ Special Interest Inventory • _____ Sensory Questionnaire • _____ Current IEP • _____ Current Psychological and Eligibility Report • _____ Attendance and discipline reports • _____ Any additional information such as daily behavior logs or work samples • REQUIRED SIGNATURES: • ______________________________ ______________________________ • Referring Special Education TeacherLead Special Education Teacher • ______________________________ ______________________________ • Special Education Coordinator Building Administrator

23. Other Information Requested as Needed • Problem Behavior Questionnaire • Motivation Assessment Scales • Assessments administered school psychologists such as autism rating scales or ADOS. • Medical and psychiatric reports

24. Who get the call? • Not all members called every time • Determined by needs of the child • Timeline given

25. What do they do? • Analyze referral data • Observe • Interview • Write interpretations and recommendations

26. Let’s look at a report…

27. Characteristics of Effective Programs for Children with Autism • Individualized support and services for students and families; • Systematic instruction; • Comprehensible/ structured learning environments; • Specialized curriculum content; • Functional approach to problem behavior; • Family involvement. 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. Fall 18, 3 p 150.

28. What’s Next? Do we leave?

29. Stimulus Control • Any behavior that is more likely to occur in the presence of the stimuli that accompanied the behavior when it was reinforced in the past.

30. Sharers of Knowledge

31. Helping Children with Autism Succeed • Timely topics • Both ART team members and special guests present • Parent Panel • Student Panel

32. Student Panel

33. Ruthie Rule Coordinator for Exceptional Students Whitfield County Schools (706)876-3903 Kathy Reed Coordinator for Exceptional Students Whitefield County Schools (706)876-3944