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“Learning to Learn”

“Learning to Learn”. Interventions for Young children with Autism, Significant Disabilities and Behavioral Challenges. Referrals. May come from teachers, principals, pupil appraisal staff, SBLC teams.

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“Learning to Learn”

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  1. “Learning to Learn” Interventions for Young children with Autism, Significant Disabilities and Behavioral Challenges

  2. Referrals • May come from teachers, principals, pupil appraisal staff, SBLC teams. • Student characteristics often involve limited or no communication, inability to attend to or follow simple instructions and challenging behaviors as a result or these problems.

  3. The LTL Protocol • Interview the referral source and others involved with the student. Identify student strength and weaknesses. • Do pre-intervention observations using the LTL observation format.

  4. LTL Observation Format LTL Observation Checklist.xls

  5. Assess areas of need • Eye Contact • Response to name • Sitting in chair • Following simple instructions • Imitating peers • Communication skills • Hands Down when not working • Voice level • Transitioning

  6. Identify Reinforcers • Conduction reinforcer assessment through interview or direct method. • Prepare and reserve reinforcing materials for use as motivators during teaching sessions.

  7. Develop Schedule and Visual Supports • Set up a work area for 1:1 teaching for the student within the classroom if possible. • Build a highly structured schedule – 10 -15 minute activity sessions followed by reinforcement. • Visual schedules, timers, token boards, video modeling should be introduced as the student begins to recognize and focus.

  8. Teaching Programs • Discrete trial instruction (sessions of repeated practice involving skill limitations determined through the assessment). • Naturalistic teaching (within environment) should begin as soon as behavior begins to stabilize (i.e., walk/stop drills in hallway, joining peers for an activity).

  9. Communication • The focus of the teaching programs for nonverbal or minimally verbally students should be on providing a method for communication (signs, pictures, etc). • The speech therapist should be able to assist with this training for the classroom staff and parents.

  10. Fade Intensity • The student should be gradually introduced to materials of interest which require brief attention and have a clear beginning and end. • More complex tasks such as sorting, labeling, matching and fine motor activities should follow. (Pre-academic) • Reinforcement should immediately follow all attempts and completion of tasks.

  11. Desired Results • Intense programming may last from 6-12 weeks. • As the student progresses, the balance between 1:1 intensity and group participation should begin to shift. • The goal will be to fade the 1:1 assistance and integrate the student back into the class group.

  12. Post -Intervention • Post intervention data will provide the information for decision making regarding the student’s future needs.

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