Moving from IEP goalsto implement EBP

Step 1: Goal Writing

Always write goals and objectives that are

• Functional• Measurable

Have your data collection system in mind!

• Antecedent-based interventions• Computer-aided instruction• Differential reinforcement • Discrete trial training• Extinction• Functional behavior assessment• Functional communication training• Naturalistic interventions• Parent-implemented intervention• Peer-mediated instruction/intervention• Picture Exchange Communication

System

• Pivotal response training• Prompting • Reinforcement• Response interruption/redirection• Self-management• Social narratives• Social skills training groups• Speech generating devices• Structured work systems• Task analysis• Time delay• Video modeling• Visual supports

Step 2: Consider your options

Step 3: Put the “I” in IEP

• Your professional judgment• Learning style• Temperament• Interests and motivators• Supports already in place• What has and hasn’t worked

Step 4: Select EBP

Step 5: Use NPDC materialsto support your use of the EBP

Case Study 1: Beth

• 8th grade student• Autism• Spends 3 periods of day in Academic support

classroom• Loves cooking • Enjoys socializing with peers • Difficulty following directions/receiving

corrections

Step 1: Goal Writing

Goal: Beth will not argue with the teacher 100% of the time.

Step 1: Goal Writing

• Goal: Given instruction in basic work skills, Beth will identify appropriate and inappropriate work behaviors with 80% accuracy.

• Goal: During a structured cafeteria job, Beth will respond to corrections from her supervisor with no more than one incident of arguing per instructional period .

• Antecedent-based interventions• Computer-aided instruction• Differential reinforcement • Discrete trial training• Extinction• Functional behavior assessment• Functional communication training• Naturalistic interventions• Parent-implemented intervention• Peer-mediated instruction/intervention• Picture Exchange Communication

System

• Pivotal response training• Prompting • Reinforcement• Response interruption/redirection• Self-management• Social narratives• Social skills training groups• Speech generating devices• Structured work systems• Task analysis• Time delay• Video modeling• Visual supports

Step 2: Consider your options

Step 3: Put the “I” in IEP

Loves watching movies

Has group of highly preferred peers

Motivated to work in cafeteria with staff

Has a “job skills” class available at school

Step 4: Select EBP

Video Modeling

Peer-mediated Instruction Intervention

Step 5: Use NPDC materialsto support your use of the EBP

http://www.autisminternetmodules.org/

Case study