Targeting Evidence Based Practices: Tools And Resources In ...

Targeting Evidence Based Practices: Tools

And Resources In Serving Students with

Autism Spectrum Disorders

Presented byMarilyn Gense and Annette

Skowron-Gooch,Willamette ESD and Jay Gense, ODE

ODE’s Perspective Importance of and need for

dissemination of evidence based practices

Regional Program delivery of quality services supporting students with ASD

Over-arching structure used to support statewide services

Statewide Consultation and

Resources for ASD

Alignment with Regional Programs

Alignment with Research Alignment with RPATS Resources

What does scientifically-based

research mean and how will states design

systems to implement scientifically-based

programs?

Key Questions:

Evidence -BasedWho

What/Where/WhenHow

WHO…WHAT…WHERE Individuals (e.g. Arick & Company) NIMH

http://www.nimh.nih.gov/healthinformation/autismmenu.cfm

STAART NAAR

http://www.naar.org/

WHAT Boston University Kennedy Krieger Institute Mt. Sinai Medical School University of California, Los Angeles University of North Carolina, Chapel

Hill

University of Rochester University of Washington Yale University

WHAT Peer Reviewed

Journals Special

Projects: http://

sped.usu.edu/ASSERT/research.html

Book -Educating Children with Autism

Other Publications: http://psy.ucsd.edu/autism/publications.html

ABA and Autism Link

http://www.behavior.org/autism/

The following elements describe effective instructional methods

1. Instructional methods have documented effectiveness and, ideally, reflect empirically validated practices.

2. The methodology promotes maximum engagement in appropriate activities and targeted skill areas.

3. Instructional methods: a. Emphasize the use of naturally occurring reinforcers (rewards); b. Promote high rates of successful performance; c. Encourage communication and social interaction; and d. Encourage the spontaneous use of learned skills in different settings.

4. While the acquisition of new skills occurs first, the generalization and maintenance of these skills are equally important when educating students with autism. Programs should have a clear plan to systematically promote the maintenance and generalization of learned skills to a variety of natural environments. Doing so will require that a student be able to cope with the distractions and disruptions of daily living. It is noteworthy that methods used to teach new skills may differ from those that support generalization and maintenance.

5. Instructional methods are adapted to the range of ages, abilities, and learning styles of the students with autism.

http://www.state.nj.us/njded/specialed/info/autism.pdf

Big Question?In the absence

of research, how do we

make decisions?

How : http://www.iidc.indiana.edu/irca/educ

ation/practicalRecommend.html

There is variability in symptomatology and responsiveness to intervention across children; therefore, all intervention should be individualized.

The earliest possible intervention should be considered to aid in the prevention of the emergence of severe problems.

Intervention should take place primarily in the natural environment.

The child’s motivation to overcome his or her disability should be promoted.

Analyses of the functions of the child’s behavior need to be conducted.

Full school and community inclusion needs to be planned and implemented throughout the lifespan.

Parental participation is important.

Generalization and maintenance of intervention gains need to be planned and evaluated.

Coordination among individual providers, educators, and parents enhances the child’s progress.

The child’s independence needs to be promoted.

The social significance of the intervention for the child’s and the family’s quality of life needs to be considered.

Example: Sensory Integration

Developmental Sensory Disorder: Contributions From A Clinical Perspective (Goldson)

Differentiation of Sensory Processing Disorder Subtypes Using Non-Invasive Neurophysiology Measures of Sensory Gating (Kisley)

Sensory Gating Measured by Evoked Potentials in Children with Sensory Modulation Dysfunction (Davies and Gavin)

Sensory Processing Disorder: Possible Pathways to DSM-V (First)

The Superior Colliculus as a Model for Understanding Neuron Behavior (Stein)

Twin Studies of Tactile and Auditory Defensiveness (Goldsmith)

Another Example: Journals

The National Institute of Mental Health suggests a list of questions parents can ask when planning for their child:

How successful has the program been for other children?

How many children have gone on to placement in a regular school and how have they performed?

Do staff members have training and experience in working with children and adolescents with autism?

How are activities planned and organized?

Are there predictable daily schedules and routines?

How much individual attention will my child receive?

How is progress measured? Will my child's behavior be closely observed and recorded?

Will my child be given tasks and rewards that are personally motivating?

Is the environment designed to minimize distractions?

Will the program prepare me to continue the therapy at home?

What is the cost, time commitment, and location of the program?

Autism Spectrum Disorder Statewide Library

Oregon Department of EducationLibrary Housed and Managed

by the Autism Spectrum Disorder ProgramWillamette ESD

2611 Pringle Road SESalem, OR 97302

For information on checkout contactMeagan Head at 503.588.5330

Effective PracticesRegional Programs and Districts

Training

Coaching

Evaluation