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Building Fluent Foundation Skills for Children with Autism
Building Fluent Foundation
Skills for Children with Autism
Michael A. Fabrizio, M.A., BCBA
Fabrizio/Moors Consulting
University of Washington
Alison L. Moors
Fabrizio/Moors Consulting
Andrea Polhamus-Reed
Repertoire Development
Validating
Fluency
Outcomes
Why validate fluency outcomes?
• Few aims derived on personswi!h autism
• Different students mayrequire different frequencies
to attain RESAA
• Students may require different aims depending on fluency of other skill sin!heir repertoire
- Fabrizio, 2000
May 2001
Empirically Validating Outcomes
• "Our datum of choice is rate of
responding"- Skinner, 1938
• RESAA is best predicted by rateand celeration
- Fabrizio, 2000
• Validation is not time intensive
• It makes sense to do!!
When should I V aJidate Fluency
Outcomes?
• Student has mastered all parts ofthe instructional sequence
• Data are stable over time
• Error rate is low
• Rate of correct responding hasreached the suspected aim
• Rate of correct responding isaccelerating above X2 per week
Building Fluent Foundation Skills for Children with Autism
Validating Retention in Student Data
• If the student matches theirprevious performance within twotimings, again stop practice for 3months
• If, after 3 months withoutpractice, the student can matchtheir previous performance,retention has been shown.
Motor Skills
Motor Skills Sample Scope and Sequence
Copyright 2001 Fabrizio/Moors Consulting
Motor Skills Sample Scope and Sequence
Copyright 2001 Fabrizio'Moors Consulting
What is Free/Do Point?
• Free/Do Point is the name of a
Big 6 skill often taught to persons
with disabilities. Free/Do Pointinvolves having the child use their
index finger to point to a
stationary object on the table.
This skill is trained separately for
each hand.
What is Free/Do
Reach?
May2001
• Free/Do Reach is the name of a Big 6skill often taught to persons withdisabilities. Free/Do Reach involveshaving the student follow an objectmoving in front of them with their eyesand one hand. Tiris skill is measuredseparately for each hand.
Building Fluent Foundation Skills for Children with Autism
What is Free/Do Reach
and Point?
• Big 6 composite
skill/application
Molor Skills S�e Scope and Sequence
Copyright 2001 Fabrizio/Moors Consulting
What is Free/Do
Squeeze?
• Free/Do Squeeze is the name of a Big 6skill often taught to children with
disabilities. Free/Do Squeeze involveshaving the child hold an object in the
palm of their hand and squeezerepeatedly. This skill is trainedseparately for each hand.
What is Free/Do
Shake?
May2001
• Free/Do Shake is the name of a
Big 6 skill often taught to persons
with disabilities. Free/Do Shake
involves having the student hold
an object and shake it side-to-side,or front to back using their wrist
muscles. This skill is trained
separately for each hand.
What is Free/Do
Pinch? • Free/Do Pinch is the name of a
Big 6 skill often taught to personswith disabilities. Free/Do Pinch involves having the student use apincher grasp (thumb andforefinger simultaneously) whilemanipulating an object. This skillis trained separately for separatehands.
Building Fluent Foundation Skills for Children with Autism
Examples of how data
can inform instructional
decisions
Making instructional decisions
during timed practice:
• Determine student's goal for thatday
- What level of performance would show growth on the Daily Chart?
Growth is only proportional to
previous growth
Making
Instructional Decisions During
Timed Practice
Making instructional decisions
during timed practice:
Determine student's goal for that day - What level ofpe1formance would show
growth on the Daily Chart?
Draw a Goal Box on the student's Timing Chart for that day - Reminds us of "where we want to be" by
the end of the day - Keeps us on-track in terms of overall
development
Making instructional decisions
during timed practice:
Detenninc student's goal for !hat day
- What level of pcffonnancc would show growth on the Daily Chart?
Draw a Goal Box on the studert's Timing Ql3rt for that day - Reminds us of� we wart to be" by the end of lhe
day
- Keeps us on-track in tmns of overall development
Do a practice and draw a line from the first practice dot to the bottom of the goal box - We call this a Learning Line - Tells us the MJNIM1JM amount of
progress we must make on each practice to make that day's goal
Building Fluent Foundation Skills for Children with Autism
Making instructional decisions during
timed practice:
Determine student's goal for that day - What level of performance would show growth on the Daily Chart?
Draw a GoaJ Box on the stlldcnt's Timing Chart for that day - Reminds us of·'where we want to be" by Ute end of the day - Keeps us o a -track in lcnns of overall development.
Do a practice and draw a line from the first practice dot to the bottom of the goal box - We call this a Leaming Llne - Tells us the MINIMUM amount of progress we must make on each
practice to make that day's goal
• Keep practicing!- As long as they are one or above their line
- Intervene when they are not making progress
Stop when they reach or beat their goal for that day!