Quality Program Standards

1. Quality Program Standards Paula Quirk Program Specialist, Communication/Social Skills Dana Allen Program Representative, Communication/Social Skills

2. Objectives Participants will • Learn and discuss the components that make up a “quality” Communication/Social Skills classroom. • Identify components of “Quality Indicators Guide” for the Communication/Social Skills classroom. • Implement strategies identified on the “Quality Indicators Guide” in the classroom.

3. What is the “Quality Indicators Guide?” • A compilation of the research-based practices in educating students with autism and related disabilities. • Developed to serve as a means of guiding quality improvement activities for schools serving children with autism and related disabilities. http://www.p12.nysed.gov/specialed/autism/apqi.htm#INSTENVI • Intended as a self-review and quality improvement guide for schools serving children with autism and related disabilities.

4. Components Some of the identified components include… • Instructional Environment= IE • Curriculum=Cu • Instructional Activities= IA • Challenging Behavior= CB • Instructional Methods= IM

5. Instructional Environment=IE • Instructional environments provide a structure that builds on a student’s strengths while minimizing those factors that most interfere with their learning.

6. Instructional EnvironmentComponents • Environments are initially simplified to help students recognize relevant information. • When needed (particularly for younger students), classrooms have defined areas that provide clear visual boundaries for specific activities. • Environmental supports (e.g., the use of visual schedules) are available that facilitate the student’s ability to: a) predict events and activities, b) anticipate change, c) understand expectations. • Communication toward and with students: a) is geared to their language abilities, b) is clear and relevant, c) encourages dialogue (when appropriate), rather than being largely directive. http://www.youtube.com/user/ocalivideos

7. Activity • Read and review Classroom Design for Living and Learning with Autism by Clare L. Vogel May/June 2008 issue of Autism Asperger’s Digest http://www.designshare.com/index.php/articles/classroom_autism/ List examples from the article and in your classroom that support the area of Instructional Environment.

8. QPI Activity #1-IE • Spend a few minutes and review your Quality Program Indicators document • Identify which Quality Classroom Indicators fit into the Instructional Environment category • Note IE in the column labeled CSS/ASD National Standards

9. Curriculum=Cu • The program uses a curriculum that addresses the significant skill deficits of students with autism and relates to the Florida Sunshine State Standards and Access Points.

10. Curriculum Components • The curriculum contains a written statement of goals and philosophy from which instructional objectives, methods, and activities proceed. • The curriculum focuses on maximizing independent functioning in home, school, vocational, and community settings. • The curriculum is adapted to the different ages, abilities, and learning styles of students with autism. • The curriculum emphasizes the development of: a) attention to social stimuli, b) imitation skills, c) communication and language, d) social relationships, e) symbolic play, imagination, and creativity, f) self-regulation, g) skills to meet the learning standards, h) vocational skills. • With respect to communication, the curriculum emphasizes the development of a functional communication system for both verbal and nonverbal students with autism. • With respect to social relationships, the curriculum emphasizes the development of social interaction skills with adults and peers for a range of occasions and environments. • The curriculum focuses on the maintenance and generalization of learned skills to more complex environments.

11. Musical Posters Questions?? How can the curriculum be adopted to different ages, abilities and learning styles for students. How does the curriculum emphasize the development of attentions to social interaction, communication and language symbolic play and imitation skills? How do any of the curriculums emphasize the development of functional communication system for both verbal and nonverbal students. How does the curriculum focus on the maintenance and generalization of learned skills to more complex environments? How does the curriculum emphasize the social relationships and social interaction skills with adults and peers for a range of occasions and environments? How does the curriculum focus on maximizing independent functioning in home, school, vocational and community settings?

12. Lesson Plan Review • Answer the questions related to the Curriculum component of the Quality Program Indicators. Use the lesson plan or curriculum information that you have been provided to identify how these components relate specifically to the curriculums.

13. Questions and Looking at Lesson Plans How can the lesson be adopted to different ages, abilities and learning styles for students. How does the lesson emphasize the development of attentions to social interaction, communication and language symbolic play and imitation skills? How does the lesson emphasize the development of functional communication system for both verbal and nonverbal students. How does the lesson focus on the maintenance and generalization of learned skills to more complex environments? How does the lesson emphasize the social relationships and social interaction skills with adults and peers for a range of occasions and environments? How does the lesson focus on maximizing independent functioning in home, school, vocational and community settings?

14. QPI Activity #2- Cu • Spend a few minutes and review your Quality Program Indicators document • Identify which Quality Classroom Indicators fit into the Curriculum category • Note Cu in the column labeled CSS/ASD National Standards

15. Ticket Out the Door

16. LUNCHTIME

17. Welcome Back! • http://www.youtube.com/watch?v=8HW7TRJU7PM

18. Instructional Activities= IA • The program provides a variety of developmentally and functionally appropriate activities, experiences, and materials that engage students in meaningful learning.

19. Instructional ActivitiesComponents • Instructional activities: a) enhance response opportunities, b) are appealing and interesting, c) promote active engagement of the student, d) focus on basic skills before more complex skills, e) provide multiple opportunities for practicing skills identified on the IEP, f) are (whenever possible) embedded within ongoing and natural routines of home, school, vocational, and community settings. • Activities use a variety of instructional formats—one-to-one instruction, small group instruction, student-initiated interactions, teacher-directed interactions, play, peer-mediated instruction—based upon the skill to be taught and the individual needs of the student. • IEP goals and instructional methods are compatible and complementary when the program uses components of different intervention approaches. • Instructional activities are adapted to the range of ages, abilities, and learning styles of students with autism. • Daily instruction is provided to meet the individual communication needs of students with autism.

20. IA Case Study • Break into groups after receiving your color. Move to the corresponded table with your color. • Designate a facilitator, scribe and spokesperson for your group

21. IA Case Study Expectations • With your group read the case study and review Chapter 4 of Teaching Students with Autism and answer the questions. • http://www.bced.gov.bc.ca/specialed/docs/autism.pdf • Each person should at least make three statements about the case study during the discussion time. • Designate a person that will share the groups answers to the guiding questions.

22. QPI Activity #3- IA • Spend a few minutes and review your Quality Program Indicators document • Identify which Quality Classroom Indicators fit into the Instructional Activities category • Note IA in the column labeled CSS/ASD National Standards

23. Challenging Behavior=CB • Positive behavior supports, based on a functional behavioral assessment (FBA), are used to address challenging behavior.

24. Challenging BehaviorComponents • The program has a school-wide behavioral system that: a) defines expectations for appropriate behavior in all instructional settings, b) uses proactive approaches to managing behavior, c) has established strategies for crisis intervention, d) provides training for staff in recommended behavioral strategies. • An FBA is used to direct intervention planning for persistent challenging behaviors. • Multiple methods (e.g., direct observations, functional analysis, rating scales, and interviews) are used in conducting the FBA. • The FBA identifies both immediate (e.g., request to perform a task) and more distant (e.g., poor sleeping habits) factors that increase challenging behaviors • The FBA identifies one or more functions for the challenging behaviors. • Environmental accommodations and adaptations are used to prevent or minimize occurrences of the problem behavior. • Instruction in alternative, appropriate skills (e.g., communication, social, or self-regulatory skills) is routinely incorporated into behavior intervention plans. • Behavioral interventions are based on positive supports and strategies. • Behavior intervention plans focus on long-terms outcomes (e.g., making new friends, participating in extracurricular activities).

25. CB Case Study Expectations • With your group read the case study and Chapter 5 of Teaching Students with Autism and answer the questions. http://www.bced.gov.bc.ca/specialed/docs/autism.pdf • Each person should at least make three statements about the case study during the discussion time. • Designate a person that will share the groups answers to the guiding questions. • http://www.youtube.com/watch?v=e1Ak0oAOAuk&feature=related http://www.youtube.com/watch?v=e1Ak0oAOAuk&feature=related

26. QPI Activity #4- CB • Spend a few minutes and review your Quality Program Indicators document • Identify which Quality Classroom Indicators fit into the Challenging Behavior category • Note CB in the column labeled CSS/ASD National Standards

27. Instructional Methods=IM • Teaching methods reflect the unique needs of students with autism and are varied depending on developmental appropriateness and individual strengths and needs.

28. Instructional MethodsComponents • Instructional methods are adapted to the range of ages, abilities, and learning styles of students with autism. • Instructional methods reflect empirically validated practices or solid evidence that demonstrates effectiveness over time. • The degree of structure and intensity of teaching are geared to the functional abilities of the student. • Instructional methods: a) emphasize the use of naturally occurring reinforcers, b) promote high rates of successful performance, c) encourage communication and social interaction, d) encourage the spontaneous use of learned skills in different settings. • As instruction proceeds, an effort is made to teach students to cope with the distractions and disruptions that are an inevitable part of daily living. • There is a clear plan showing methods for systematically promoting the maintenance and generalization of learned skills to new and different environments.

29. The Communication/Social Skills Classroom Survival Guide

30. QPI Activity #5- IM • Spend a few minutes and review your Quality Program Indicators document • Identify which Quality Classroom Indicators fit into the Instructional Environment category • Note IM in the column labeled CSS/ASD National Standards