‘Different Colours’ Effective Teaching in Autism; Applied Behaviour Analysis & Discrete...

‘Different Colours’

Effective Teaching in Autism; Applied Behaviour Analysis &

Discrete Trial Teaching

Tim Powell 2006

“… a spectrum is different colours really…”

Norton, (Student, Aged 21 with Autism)

Educational experiences that make a positive difference

Combining Discrete Trial Teaching and

Visual Support Strategies

to enhance learning

where do we start?

Passionate debates Demystifying Applied Behaviour Analysis Knowledge of what are the most

valid/effective tools available? Knowing what programmes to choose Families/professionals knowing where to

access/what to access

the beginners guide to… Applied Behaviour Analysis

What is it? Why is it so effective for people with Autism?

Discrete Trial Teaching The basis for teaching new skills Applications across programmes and packages

Positive Affective Priming Getting others to understand the autism Having empathy can make a difference to success Increasing motivation

Visual Support Strategies Supplementing teaching Enhancing learning

applied behaviour analysis

“To observe, understand, develop and implement ways to change behaviour…”

“a framework, a set of principles and guidelines…”

Prizant and Wetherby, 1998

applied behaviour analysis Analysing and understanding

behaviour change Objective and analytical Determines if intervention

responsible for change Must be able to be

duplicated/replicated Relevant and functional Generalisation as a goal Positive and non-aversive

approaches used

TEACCH

ABA

PECS

Precision teaching

Lovaas

Earlybird

SPELLHigashi

Options

Applied Behaviour Analysis (ABA)

Lovaas

Precision Teaching

TEACCH

SPELL

PECS

Higashi

Options

Other intensive

programmes

Other holistic programmes

Early Bird

discrete trial teaching

“…a strategy to teach new skills to children and adults with ASD…”

“…increases the likelihood that a person will give a desired response so that it can be reinforced…”

Anderson et al, 1996, p.187

discrete trial teaching

Overall predominant strategy for teaching

Used in (for example)

‘Lovaas’ programmes Precision Teaching Picture Exchange

Communication (PECS) General Teaching practice Other ABA based ‘packages’

how does it work? Discriminative stimulus (S )

Instruction or environmental cue (what the teacher wants the person to respond to)

Prompting stimulus (S ) Teaching prompt if required

Response (R) Skill or behaviour that is the target of the instruction

Reinforcing stimulus (S ) Reward designed to motivate the person to respond correctly

D

P

R

what are the key elements? Highly structured Task steps achievable (broken down well) Reinforcement (motivators) potent Timing critical for reinforcement Reinforcers positive (verbal or tangible) Prompting clear and descriptive (verbal and physical) Guidance offers shaping and redirection Punishment/aversive consequences not used No fail

Meyer & Evans (1993), LaVigna & Willis (1997)

be careful! Don’t become rigid…lead onto other naturalistic

and activity based experiences and interventions Have a logical sequence that relates to the

persons everyday experiences and interactions (functionality)

Person in teaching role has primary control, this may lead to passivity from learner

Learners can become prompt dependent Must be a positive experience for the learner

positive (assertive) guidance Providing directional prompts (verbal &

physical) to obtain a response to teaching instruction, cue or prompt

Clear and concise prompts used Helps to guide learner at times when unsure,

insecure or anxious Successful for people with ASD who need

help to make initial steps in learning and changing behaviour (Attwood, 1997)

Positive feedback throughout process

increasing motivation and success Positive Affective Priming (Powell & Evans, 2001)

Study to find ways to increase success in teaching

Intervention targeted at people in a teaching role (teachers/parents etc, also managers/principals)

Designed to improve understanding of the autism and how that affects learning

Primers (positive and honest images) are offered that gives this information prior and during any intervention (eg.discrete trial teaching)

examples of primers Focus on strengths, talents and abilities Positive future and contributions Understanding the Triad of Impairments Taking into account proven theories and how these

can affect learning Theory of mind Executive Function Central Coherence etc

Understanding the importance of Structure Arousal

triad of impairments (Lorna Wing)

Social Cognition

Social Communication

Social Interaction

Sensitivities

SensitivitiesSensitivities

Together with rituals, obsessions, compulsions, dread of change, stress and anxiety – can lead to increased challenging behaviour

important…(A G.L.I.M.M.M.P.S.E)

Attention to detail Generalisation Literalness Inference Motor Metaphors Motivation Problem Solving Sensitivities Empathy (Theory of Mind)

stress and anxiety

Groden et al, 2001

Daily Stressors

Change and Social threats

Social/environment Interactions

Anticipation

Unpleasant Events

Pleasant Events

Ritual Related Stressors

does positive affective priming work?

0

1

2

3

4

5

6

7

8

9

10

Rating scores

Pre-test Intervention Post-test

Average number of behaviours described as challenging

Rating scores of Attitudes

Training intervention

Positive

Negative

Powell 2000

resultsStudy significantRatings increased More motivation from teachers/parents Increase in skills taughtDecrease in challenging behaviour

visual support strategies Supplement learning experiences positively Aides in helping to learn, communicate and develop

self control Increases likelihood of success dramatically Acknowledges that many people with ASD are

visual learners (not all) More concrete and not so transient (like

oral/auditory can be) Can be structured and unstructured Value in teaching communication and social skills

interesting evidenceIncreases in success rate of new skills learned using

various methods of teaching and instruction

# & %

Unstructured: Verbal Prompting

Unstructured:Physical prompting

Structured: Discrete trial teaching using verbal & physical prompting only

Structured: Discrete trial teaching & Visual Support Strategies combined with all type of prompts

Powell, 2001, Postgraduate research, University of Waikato(Unpublished)

James…(Annette’s story) Challenging

behaviour intruded on his life

Need to reduce anxiety and stress

Improve communication

Teach self care and social skills

What happened Positive Primers used Discrete Trial Teaching Visual strategies Photos used Sensitivities better

understood Book used daily Photos of people involved Interaction with the

setting Effective Crisis Plan

did these strategies work?

0

5

10

15

20

25

30

35

40

Visual Strategies Introduced

BEFORE Discrete Trial Teaching used for teaching new skills

Visual Strategies introduced

Social scripts(“Going to Kindy”)

Teaching new skills in self care/social(for example for toilet time)

#

Difficult times and anxiety levels

Time (months)

‘Different Colours’

Tim Powell

P.O Box 635

Nelsonahorangi@ihug.co.nz