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Autism Spectrum DisorderProactive Planning Vs.
Reactive Strategies
Implications for Providing Services As the Numbers Rise
How Can You Be PROACTIVE
in a Reactive World?
Living ProactivelyLiving proactively is being part visionary; part pack-muleProactive sight is looking at everything and assessing a course of action using all available dataIt is charting a course and following it regardless of which way the “wind” is blowingIt is taking time to look when everyone around you is screaming for actionChanges in course come as a result of careful analysis of the data and group consensus
Living Reactively
Living reactively is like being a “weathervane” or a very small boat on a rough sea.Reactive sight is a narrow visionReactive living resists charting a course and moves with the windIt is acting on everyone else’s whimsChanges in course are unpredictable
Proactive Planning is:
More resources in the beginning...less laterPlanning for the long termIntervening before a crisisAllows you to “look before you leap”Puts you into the role of initiatorMakes space for creativity Outcome more predictable
ENERGIZING!
Reactive Strategies are:Less resources up front…more laterJumping from one crisis to the next
“putting out fires”, “bop the moles”, “keeping 100 ping-pong balls underwater at the same time”
Responding to negative situationsMakes us responders rather than initiatorsLeaves little energy or space for creativityOutcome is not predicableMany decisions based on emotions rather than reason
TIRING!
To be Proactive:
Gather information about the “big picture”Look at Information from many sourcesUnderstand differences of opinionEfficiently and systematically choose and deliver relevant information
***Caveat***Under some circumstances a quick reaction is necessary
Determine then, proactively how you
might react under these certain circumstances!
As the Numbers Rise…
More students more staffMore staff more trainingMore Training more information dissemination and training staffMore of the above MORE EFFICIENCY AND A PROACTIVE SYSTEM
A Proactive Solution
Accept the realityAssess the “big picture”Communicate Clearly Build Capacity
LocalRegionalState
Building Capacity in Oregon
Autism Task Force Recommendations
July 2000
ASD Outcome Study1998 through 2003
Model Center ProgramFall 2003-Spring 2005
Autism Task ForceIdentified barriers to successful outcomes of students with ASDSuggested action to remove barriersTo “develop and implement a three-level system of service delivery for the continuous improvement of services to students with ASD, including a system of resource and training centers” and to “best fit regional needs”
ASD Outcome StudyODE/Regional/District/PSU collaborationConceived as a proactive way to address the autism crisis
The ASD Outcome Study (cont.)
Conducted from 1998 through 2003Consisted of assessment, training, follow-up and classroom observationTrained staff in 3 research based instructional strategiesUsed a variety of reliable assessmentsObserved significant improvements in participating students
Instructional Techniques
Discrete Trial Training (DT)
Instructional Techniques
FUNCTIONAL ROUTINES
Instructional Techniques
Pivotal Response Training (PRT)
ASIEP-2 Autism Behavior Checklist
Areas Assessed
Winter 1999
0 month
s
Spring 2002
40 months
Significant Difference <.01** <.05*
Sensory 10.94 8.27 Yes*
Relating 18.97 15.67 No
Body & Object Use 12.49 12.25 No
Language 14.08 11.50 No
Social & Self Help 15.37 11.88 Yes**
Total 71.78 59.56 Yes*
ASIEP-2 Social Interaction Assessment
Area Assessed
Baseline0 months
Spring 2002
40 months
Significant Difference
<.01** Paired t-test
Appropriate Interactions with Adult
13% 31% Yes**
Constructive Play
39% 47% Yes**
No Response
46% 22% Yes**
Aggressive Negative
2% 0% Yes*
EDUCATIONAL ASSESSMENTS
Assessment
Percentage of Correct Responses Baseline 0 months(means)
Percentage of Correct
Responses June 2002 40 months(means)
Significant Difference
<.01** Paired t-test
ASIEP-2 Educational Assessment
29/6048%
correct
45/6075%
correct
Yes**
Educational Composite(ASIEP-2 &
Preacademic Asst.
29/26811%
correct
80/26830%
correct
Yes**
Oregon Outcome Study
WEB SITE: www.autismstudy.pdx
What’s Happening in Oregon Now?
ASD Outcome Study
Regional Model Centers Project
Has led us to…..
Regional Model CentersFall 2003-spring 2005Building capacity through…
Collaborative project between PSU and ODE20 model program sites over the bienniumAddressing autism task force recommendationsBased on extensive researchState, regional and district collaboration for
Training (ASD specialist cadre)Dissemination of information
Model CentersTraining
Resource information
EI/ECSE, School-age, Middle School (pilot)
RegionalGrant
Products
RegionalTrainings andInformation
ODETrainings and Information
Model Center
Training Program
District, EI/ECSE staff; Parents
Model Center Details
20 new Model Centers (10 per year)EI/ECSE, school-age, middle school pilotsWill follow previously established design guidelinesIndividualized to fit regional needsClassrooms (old and new) that fit criteria will be designated “Model Centers”
Training Program
Regional ASD Specialist “cadre”Trainer of Trainers modelClassroom teachers and staffTraining conducted by PSU and ODE staff; regional autism specialists
Summary5 Points
Live, see and plan with intentionBe an initiator; not just a responderChart an informed course and follow itTake a deep breath When the winds blow…move as a deep keeled ship