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Autism Supplement

Autism Supplement. Susan Catlett, Ph.D Gail Cheramie, Ph.D Cissy Coleman M.Ed. Vickie Mitchell, Ed.D. Susan J. Sheridan, Ed.D Region 4 Education Service Center. Important Historical Information.

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Autism Supplement

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  1. Autism Supplement Susan Catlett, Ph.D Gail Cheramie, Ph.D Cissy Coleman M.Ed. Vickie Mitchell, Ed.D. Susan J. Sheridan, Ed.D Region 4 Education Service Center

  2. Important Historical Information • 1980’s - 1st autism supplement; Legislature directed TEA to form a focus group and provide guidance • Impetus: To address parent concerns that schools did not provide adequate programs • 1990s – Continued the supplement with minor revision of some items • 2007 – New supplement with added strategies and expansion of the other areas; Same impetus as above • Legislature again mandated TEA to form a group to review the supplement in light of new developments in the field of autism

  3. Autism Supplement 2007: Implications • It does not: • Mandate a specific intervention strategy • Make our jobs easier • Mandate a specific degree or credential • It does: • Require discussion and identification of intervention strategies • Raise the bar for programming considerations • Require qualified personnel and training

  4. Autism Supplement: “Strategies” • Each of the 11 items is referred to as a strategy. A strategy is a careful plan or method. • Thus the autism supplement identifies the methods/strategies we should be considering for educational programming • In order to address supplement: • Evaluate, Develop/Revise Goals/Objectives, Implement, Assess Progress

  5. 1. Extended Educational Programming • Define (Rules-Guidance Table) • Extended educational programming for example: extended day and/or extended school year services, that consider the duration of programs/settings based on assessment of behavior, social skills, communication, academics, and self-help skills

  6. 1. Extended Educational Programming • Programming that continues beyond the school day (ESD) or school year (ESY) • Instructional and directly related to current IEP objectives • Determined by ARD committee based on data • Addresses the “educational needs” of the student

  7. Extended Educational Programming • Categories to consider for services: • Communication • Social Skills • Behavior • Academics • Self-help Skills • For each relevant category, determine skill level and whether recommended services and time are sufficient for the student to make progress

  8. Extended Educational Programming Considerations • Extended School Day (ESD) • Services after the regular school day • Extended School Year (ESY) • Summer • Transition times (e.g., holidays)

  9. Extended Educational Programming • Categories to consider for services: • Communication • Social Skills • Behavior • Academics • Self-help Skills • For each relevant category, determine skill level and whether recommended services and time are sufficient for the student to make progress

  10. Extended School Day • Data must support the need for services/strategies that extend beyond the regular school day • Data must be collected on an on-going basis to document the student’s performance on each objective • Analysis of the IEP and Progress is critical to determining the need for extended school day

  11. Extended School Day • Focus of Instruction for ESD • Goals and objectives that are currently addressed in the IEP • IEP must be written in measurable terms with an objective system of data collection for objectives • If not needed, then student is making reasonable progress with the current program in place…

  12. Extended School Day: Example - Strategy Not Needed • An analysis of the IEP goals and objectives reveals that progress is being made on __/__ objectives, thus there is no need for extended school day services at this time. The IEP can be met through the regular school day; the current services and duration of services are sufficient for the student to make progress.

  13. Extended School Day But what if… • New behaviors emerge that interfere with learning and development • Behaviors increase in severity, duration or frequency • Student is not making progress at a reasonable pace • Student does not maintain skill level • Then …

  14. Extended School Day • Consider meeting the needs within the school day with various options, for example: • Differentiated teaching strategies • General education tutoring • Related services • Decreasing student-to-staff ratio • Increasing special education instruction, etc. • Consider duration, intensity, and type of programming • After option(s) implemented, review progress • If there are still difficulties in making progress, extended school day may be considered

  15. Extended School Day: Example - Strategy is Needed • An analysis of the IEP goals and objectives reveals that adequate progress is being made in the following IEP objectives: ________, _______, _______. • There are ___ objectives in _____ which are not showing adequate progress and additional/other within-school-day services have been provided; thus, there is a need for additional instruction beyond the school day in this area. • In order to add ________, extended school day services are recommended for: ______ weeks, _____ minutes per day.

  16. Extended School Day: Further Considerations • “ Best Practices” = minimum 25 hours per week for young students with ASD • Implications for PPCD • Additional time for critical areas of need • Speech, Occupational, Physical Therapy • Academics – e.g., tutoring • Self-sufficiency, self-care (e.g., lunch) • Communication skills • Social skills • Behavioral skills

  17. Extended Educational Programming • How to determine need for ESD/ESY: • Progress on objectives • Formal and informal evaluation • Grades, benchmarks • Levels of self-sufficiency • Information from parents • Levels of learning for certain skills (e.g., acquisition versus generalization) • Progress Monitoring

  18. Extended School Year • ESY usually associated with regression-recoupment; not disability specific • ESY: Can be justified without consideration of regression if • Loss of acquired critical skill would be severe • Loss of skill would result in harm to the student or others

  19. Extended School Year • A skill is critical when the loss of that skill results or is expected to result in any of the following during the first 8 weeks of the next school year: • Placement in a more restrictive setting • Loss of acquired skills necessary for progress • Less self-sufficiency/self-help skill areas • Loss of access to community-based independent living skills instruction or environment provided by other sources • Loss of access to on-the-job training, sheltered employment, or competitive employment

  20. Extended School Year • Critical Skill Areas: • Muscular control • Mobility • Self-care • Communication • Social interaction • Impulse control

  21. Extended School Year • For some students with an ASD, without instruction, loss of acquired skills in critical areas (e.g., communication, social interaction, behavior) is likely • It is very likely that these students would need ESY services • Services should be targeted to the areas of critical needs based on current IEP objectives

  22. Extended School Year: Example - Strategy Not Needed • At this time _____ is making adequate progress in all critical areas. He has not shown any significant regression after school breaks. His family has plans for the summer that support his continued development in the critical areas.

  23. Extended School Year: Example - Strategy is Needed • _____ requires continued instruction in the following critical areas; _____, ______, ______. • Considering ____’s current functioning levels, these areas are likely to result in loss of skills. • Specific objectives from the current IEP to address these areas include: _____, _____, ____.

  24. 2. Daily Schedules Definition (Rules-Guidance Table) Daily schedules reflecting minimal unstructured time and active engagement in learning activities, for example: lunch, snack, and recess periods that provide flexibility within routines, adapt to individual skill levels, and assist with schedule changes, such as changes involving substitute teachers and pep rallies

  25. 2. Daily Schedules Minimal unstructured time means that IEP goals and objectives are being addressed throughout the day and across settings Student remains meaningfully engaged throughout the majority of the school day It must begin the minute the student arrives and end the minute he/she leaves Time increments should be small Schedule is student specific vs. teacher or classroom specific

  26. Regarding behaviors during unstructured times: Increase in self-stimulatory behaviors? Increase in off-task behaviors? Increase in self-injurious or aggressive behaviors? Problems noted during transition periods? Regarding the environment: General education classroom Hallways Cafeteria Playground Large group settings Job site Restroom Daily Schedules: Data Collection

  27. Daily SchedulesExample - Strategy is Needed • Based on data collected ______ displays _______ (behavior) and has difficulty with ______ (transition), and _______ (task initiation). • Based on data collected, Johnny displays increased self-stimulatory behaviors in unstructured settings, has difficulty transitioning within the classroom, and does not independently initiate tasks. • A Daily schedule reflecting minimal unstructured time is needed. An example of the schedule is attached.

  28. Daily SchedulesExample - Strategy Not Needed • Based on data collected Johnny does not exhibit behavioral difficulty in unstructured settings. He is able to effectively transition within and between classrooms, and is able to independently initiate tasks or do so with minor prompting from the teacher . • A Daily schedule reflecting minimal unstructured time is not needed. Johnny can follow the regular schedule of the day with natural environmental cues.

  29. Daily SchedulesExample - Strategy Not Needed but Additional Support is Needed • A daily schedule reflecting minimal unstructured time is not needed, however support will be provided at the following times: • Structured recess/lunch/snack • Structured transitions (e.g., passing periods, arrival/dismissal) • Preparation for changes in routines (e.g., substitute teachers, pep rallies, assemblies) – plan needed

  30. 3. In-Home and Community-Based Training • Define (Rules-Guidance Table) In-home and community-based training or viable alternatives that assist the student with acquisition of social/behavioral skills, for example: strategies that facilitate maintenance and generalization of such skills from home to school, school to home, home to community, and school to community

  31. In-Home and Community-Based TrainingTwo Types of Acquisition (2) Acquisition • Facilitating the acquisition of skills/behavior (critical) that can only be acquired if they are taught simultaneously in multiple environments • Adaptive skills (e.g., toilet training) • Reduction of self-injurious behavior (e.g. head-banging) • Communication (e.g., requesting)

  32. 3. In-Home and Community-Based Training • Service provided in the student’s home or environments that serve as an extension of the home • Service provided in community settings

  33. Viable Alternatives… • Visuals for home • Schedule for home • Communication notebook • Parent observation at school • Videotapes of teacher working with student • Conferences regarding home concerns • Community-based instruction

  34. In-Home and Community-Based TrainingTwo Types of Acquisition (1) Acquisition • Facilitating the acquisition of skills/behavior previously learned in another environment • If a skill/behavior is not exhibited at home but is exhibited at school, then it needs to be acquired at home. • If a skill/behavior is not exhibited at school but is exhibited at home, then it needs to be acquired at school. • If a skill/behavior is not exhibited in the community but is exhibited at school or home, then it needs to be acquired in the community.

  35. In-Home andCommunity-Based Training Issues regarding generalization: • If the student has acquired the skill at school then why is he or she not using it at home or the community • Cues, Materials, Environment, People • Behavioral Issue • What is the difference between the student’s ability and actual performance of a skills? • Can the student…? • Does the student…?

  36. Evaluation to Determine Need • Analysis of IEP objectives, observation of student (across environments), interviews, and checklists • Evaluation is conducted prior to ARD meeting (data is needed to make determination)

  37. In-Home and Community-Based Training • Bob uses a picture communication system at school for toileting • He does not demonstrate this skill at home • The in-home trainer (IHT) will implement this same system at home • Same data collection chart/system will be used at home as is at school

  38. Progress Assessment • Charts will be reviewed, analyzed and procedure modified as needed at beginning of each IHT visit • When criterion has been met (as identified on IEP document) in-home training on this objective will be discontinued

  39. In-Home and Community-Based Training Example – Parent Declined Strategy • The IHT evaluation supports the need for IHT to address ____. The parent declines the service at this time. • Progress toward objectives _____ indicate the need for IHT/CBT. The parent declines IHT/CBT at this time. Consider: Support is being provided to the parent in terms of parent training.

  40. In-Home and Community-Based Training Example - Strategy Not Needed • IHT/CBT is not needed. Progress on IEP goals and objectives is consistent across settings • Identify the viable alternatives being used • Consider support being provided to the parent in terms of parent training, if needed

  41. 4. Positive Behavior Support (PBS) Define (Rules-Guidance Table) Positive behavior support strategies based on relevant information for Example: antecedent manipulation, replacement behaviors, reinforcement strategies, and data-based decisions; and a Behavior Intervention Plan developed from a Functional Behavioral Assessment that uses current data related to target behaviors and addresses behavioral programming across home, school, and community-based settings

  42. 4. Positive Behavior Support (PBS) PBS involves research-based strategies designed to enhance the capacity of schools to educate all students, especially students with challenging behaviors, by adopting a sustained, positive, preventative instructional approach to school-wide discipline and behavior management.

  43. Positive Behavior Support PBS involves the assessment and re-engineering of environments so that individuals with maladaptive behaviors: experience reductions in these behaviors increase in functional communicative alternative behaviors and improve their social, personal, and professional quality of lives

  44. Positive Behavior Support Involves the procedures for increasing behaviors that are associated with ABA Focuses on identifying the function of behaviors, and teaching replacement behaviors

  45. Positive Behavior Support • Antecedent manipulation • Replacement behaviors • Reinforcement strategies • Data-based decisions • Behavior Intervention Plan (BIP) developed from a Functional Behavior Assessment (FBA)

  46. 5. Futures Planning • Define (Rules-Guidance Table) • Helping parents and their child begin to think about future environments for integrated living, work, community, and postsecondary education by examining the student’s strengths, needs, preferences and interests • Helping children and their families plan for transition services into adult life

  47. Futures Planning • §89.1055(e)(5) Content of the IEP • beginning at any age, consistent with subsections (g) of this section, futures planning for integrated living, work, community, and educational environments that considers skills necessary to function in current and post-secondary environments;... g = Transition

  48. Transition Planning §89.1055(g) Content of the IEP For each student with a disability, beginning at age 16 (prior to the date on which a student turns 16 years of age) or younger, if determined appropriate by the ARD committee, the following issues must be considered in the development of the IEP, and if appropriate, integrated into the IEP... 9 areas to consider

  49. Transition Planning • Student involvement • Parental involvement, if student is younger than 18 years of age • Parental involvement if the parent is invited by the student (who is at least 18 years of age and is his/her own legal guardian) • Postsecondary education options • Functional vocational evaluation • Employment goals and objectives • Availability of age-appropriate instructional environments for students at least 18 years • Independent living goals and objectives • Appropriate referral to agency services

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