Special Education and Autism Presentation10!18!10

8/8/2019 Special Education and Autism Presentation10!18!10

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Special Education and Autism:

What Everyone Needs to Know

Presentation compiledand created by

Karen SneadDirector of Education

The Arc of Greater Houstonwww.thearcofgreaterhouston.com

Last revision: October 2010

October 2010 Revision-Reproduction: No part of this manual may be reproduced in any form without permission from The Arc

of Greater Houston. Any permitted reproduction of the material must include the usual credit line and

the copyright notice. Printing history: 1st edition 2006.

Copyright 2009
http://www.thearcofgreaterhouston.com/http://www.thearcofgreaterhouston.com/


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Thinking about what those

with autism bring to the table:

Tony Attwood said this:

"Aspergers syndrome has probably been an importantand valuable characteristic of our species throughout

evolution". http://lastcrazyhorn.wordpress.com/quotes-about-autism-and-everything-that-includes/(retrieval date 10_4_2009) "Autism is an extremely variable disorder".

Temple Grandin http://www.brainyquote.com/quotes/keywords/autism.html(retrieval date10_4_2009)

"Autism Rocks!(and rolls and spins and flaps and loves and laughs)".Anonymous on http://www.circleofmoms.com/autismaspergerspdd-awareness/favorite-autism-quotes-569012 (retrieval date 10_4_2009)
http://www.tonyattwood.com.au/http://lastcrazyhorn.wordpress.com/quotes-about-autism-and-everything-that-includes/http://www.brainyquote.com/quotes/quotes/t/templegran283459.htmlhttp://www.brainyquote.com/quotes/keywords/autism.htmlhttp://www.circleofmoms.com/autismaspergerspdd-awareness/favorite-autism-quotes-569012http://www.circleofmoms.com/autismaspergerspdd-awareness/favorite-autism-quotes-569012http://www.circleofmoms.com/autismaspergerspdd-awareness/favorite-autism-quotes-569012http://www.circleofmoms.com/autismaspergerspdd-awareness/favorite-autism-quotes-569012http://www.brainyquote.com/quotes/keywords/autism.htmlhttp://www.brainyquote.com/quotes/quotes/t/templegran283459.htmlhttp://lastcrazyhorn.wordpress.com/quotes-about-autism-and-everything-that-includes/http://www.tonyattwood.com.au/


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"Autism is a complex developmental disability that typically appears during

the first three years of life and is the result of a neurological disorder thataffects the normal functioning of the brain, impacting development in the

areas of social interaction and communication skills..." http://www.autism-

society.org/site/PageServer?pagename=about_whatis (3)

Family income, lifestyle and educational levels do not affect the chance ofautism's occurrence.

Autism predominantly interferes with the normal development of the brain in

these areas

social interaction (problems understanding social rules, perspectives)

communication skills (odd/poor understanding and use oflanguage)

reasoning to behavior (rigid thoughts, concrete obsessions, sensoryirregularities translated into atypical behavior)

Autism: Brief Description
http://www.autism-society.org/site/PageServer?pagename=about_whatishttp://www.autism-society.org/site/PageServer?pagename=about_whatishttp://www.autism-society.org/site/PageServer?pagename=about_whatishttp://www.autism-society.org/site/PageServer?pagename=about_whatis


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Important FactorsRelating to Autism

Autism spectrum disorders (ASDs) occur in individualsof all ethnicities, races and socioeconomic statuses.

The ratio of male to female occurrences is 4:1. (1)

Some estimates for occurrence rates are as high as 1 in

150.___________________________________________

Can have co-morbid diagnoses such as depression,mental retardation, anxiety or schizophrenia.


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There are currently no scientificallyvalidated, complete cures for ASDs.

Some treatment methods do havesubstantial research supporting theireffectiveness in decreasing some of the

symptoms associated with ASDs.


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Autism Typologies and Diagnosishttp://www.appi.org/book.cfm?id=2024 (13)

Autism (Classic Form) Asperger Disorder Pervasive Developmental Disorder-Not Otherwise

Specified_______________________________________________(Retts Syndrome)-not discussed in this training(Childhood Disintegrative Disorder)-not discussed in this

training-basically same as other ASDs except for ageand pattern of onset.

Autism is a spectrum disorder (ASD) where an individualcan express somewhat

differing characteristics of thedisorder in differing amounts. However, the underlying coredeficits must meet a minimum threshold and accepteddiagnostic criteria.
http://www.appi.org/book.cfm?id=2024http://www.appi.org/book.cfm?id=2024


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Autism (classic form) http://www.appi.org/book.cfm?id=2024 (13)"Diagnostic Criteria for Autistic Disorder (Diagnostic and Statistical Manual IV-TR) 299.00 (13)

A. A total of six (or more) items from (1), (2), and (3), with at least two from (1), and one each from (2) and (3)

(1) qualitative impairment in social interaction, as manifested by at least two of the following:

(a) marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facialexpression, body postures, and gestures to regulate social interaction

(b) failure to develop peer relationships appropriate to developmental level(c) a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g.,

by a lack of showing, bringing, or pointing out objects of interest)(d) lack of social or emotional reciprocity

(2) qualitative impairments in communication as manifested by at least one of the following:(a) delay in, or total lack of, the development of spoken language (not accompanied by an attempt to

compensate through alternative modes of communication such as gesture or mime)(b) in individuals with adequate speech, marked impairment in the ability to initiate or sustain a

conversation with others(c) stereotyped and repetitive use of language or idiosyncratic language(d) lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental

level

(3) restricted repetitive and stereotyped patterns of behavior, interests and activities, as manifestedby at least two of the following:(a) encompassing preoccupation with one or more stereotyped and restricted patterns of interest that is

abnormal either in intensity or focus(b) apparently inflexible adherence to specific, nonfunctional routines or rituals(c) stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting, or complex

whole-body movements)(d) persistent preoccupation with parts of objects

B. Delays or abnormal functioning in at least one of the following areas, with onset prior to age 3years:(1) social interaction, (2) language as used in social communication, or (3) symbolic or imaginative play

C. The disturbance is not better accounted for by Rett's Disorder or Childhood Disintegrative Disorder".

Verbal IQ is typically less than performance IQ


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Asperger's Disorder

"Diagnostic Criteria For 299.80 Asperger's Disorder (DSM-IV-TR) (13)A. Qualitative impairment in social interaction, as manifested by at least two of the following:

- marked impairments in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facialexpression, body postures, and gestures to regulate social interaction

- failure to develop peer relationships appropriate to developmental level

- a lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g.by a lack of showing, bringing, or pointing out objects of interest to other people)

- lack of social or emotional reciprocity

B. Restricted repetitive and stereotyped patterns of behavior, interests, and activities, as manifested by atleast one of the following:

- encompassing preoccupation with one or more stereotyped and restricted patterns of interest that isabnormal either in intensity or focus

- apparently inflexible adherence to specific, nonfunctional routines or rituals

- stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting, or complexwhole-body movements)

- persistent preoccupation with parts of objects

C. The disturbance causes clinically significant impairment in social, occupational, or other important areas offunctioning

D. There is no clinically significant general delay in language (e.g., single words used by age 2 years,communicative phrases used by age 3 years)E. There is no clinically significant delay in cognitive development or in the development of age-

appropriate self-help skills, adaptive behavior (other than social interaction), and curiosity aboutthe environment in childhood

F. Criteria are not met for another specific Pervasive Developmental Disorder or Schizophrenia"

* Verbal IQ not generically impaired and is usually higher than Performance IQ

http://www.appi.org/book.cfm?id=2024 (13)


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Pervasive Developmental Disorder Not Otherwise Specified (13)

PDD-NOS (DSM IV-TR) 299.80"This category should be used when there is a severe andpervasive impairment in the development of reciprocalsocial interaction or verbal and nonverbal communicationskills or when stereotyped behavior, interests, and

activities are present but the criteria are not met for aspecific pervasive developmental disorder, schizophrenia,schizotypal personality disorder, or avoidant personalitydisorder. For example, this category includes "atypicalautism" presentations that do not meet the criteria for

autistic disorder because of late age at onset, atypicalsymptomatology, or subthreshold symptomatology, or allof these".

http://www.appi.org/book.cfm?id=2024 (13)


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Recap of Main Characteristics of AutismSpectrum Disorders

1)2)--------------------------------

*3)


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IDEA also requires

curriculum/services based on peer reviewedresearch to the extent practicable

genuine access and opportunity to participate

within the general curriculum with the samehigh expectations as students withoutdisabilities

genuine opportunity to participate in extracurricular

activities offered by schools just as peers doevaluation and services that cover the academic,

developmental and functional needs of a child


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IDEA 2004 General Thingsto Know (findings related to law)

"Congress found that implementation of IDEA has beenimpeded by the failure of schools to apply replicableresearch on proven methods of teaching and learning.IDEA 2004 includes numerous references to scientificallybased instructional practices and research based

interventions. (findings section IDEA)(Therefore) The childs IEP must include a statement ofthe special education and related services andsupplementary aids and services, based on peer-reviewedresearch to the extent practicable to be provided to the

child. (Section 1414(d)(1)(A)(i)(IV))www.wrightslaw.com/idea/art/10.tips.steedman.htm#3/(Retrieval date 6/9/2008) "10 Tips:

How to use IDEA 2004 to Improve Your Special Education". Steedman, W. from the

website Wrightslaw.Com.
http://www.wrightslaw.com/nclb/rbi.htmhttp://www.wrightslaw.com/nclb/rbi.htmhttp://www.wrightslaw.com/idea/art/10.tips.steedman.htmhttp://www.wrightslaw.com/idea/art/10.tips.steedman.htmhttp://www.wrightslaw.com/nclb/rbi.htmhttp://www.wrightslaw.com/nclb/rbi.htm


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IDEA 2004 General Things to Know

"Legal Rulings on IEPs general principles, among others, emerge clearly from a review of the

hundreds of past IEP rulings from agencies and courts:

The availability of services may not be considered in writing the IEP. If aservice is needed it must be written on the IEP and if the district does nothave it available, it must be provided by another agency. One of the earliestof all the agency rulings mandated that availability of services bedisregarded in writing the IEP (Leconte, EHLR 211:146, OSEP, 1979). This

principle has been reiterated repeatedly by the Office of Special Educationand Rehabilitative Services (OSERS) and the Office of Special EducationPrograms (OSEP) and virtually ignored by the field.

IEPs must be individualized. The same goals, same content areas, samediscipline or the same amounts of therapy on many IEPs (e.g., every studentwho receives speech therapy in a particular building receives 30 minutesdaily) reveals a violation of this individualization requirement (Tucson, AZUnified Sch. Dist. #1, EHLR 352.547 (OCR 1987)). "

www.wrightslaw.com/info/iep.success.bateman.htm/ (14)
http://www.wrightslaw.com/info/iep.success.bateman.htm/http://www.wrightslaw.com/info/iep.success.bateman.htm/


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Autism and Public Policy (continued) TexasAutism Supplement---November 2007 revision of law (6)

TAC Code Chapter 89.1055- Nov 2007 revision

(Content of the IEP - Autism Supplement) "(e) For studentseligible under 89.1040(c)(1) of this title (relating to Eligibility Criteria), the strategiesdescribed in paragraphs (1)-(11) of this subsection shall be considered, based onpeer-reviewed, research-based educational programming practices to the extentpracticable and, when needed, addressed in the IEP:

(1) extended educational programming (for example: extended day and/or

extended school year services that consider the duration of programs/settingsbased on assessment of behavior, social skills, communication, academics, and self-help skills);

(2) daily schedules reflecting minimal unstructured time and active engagementin learning activities (for example: lunch, snack, and recess periods that provide

flexibility within routines; adapt to individual skill levels; and assist with schedulechanges, such as changes involving substitute teachers and pep rallies);

(3) in-home and community-based training or viable alternatives that assist thestudent with acquisition of social/behavioral skills (for example: strategies thatfacilitate maintenance and generalization of such skills from home to school, schoolto home, home to community, and school to community)";

http://framework.esc18.net/SBS_April_2008.pdf
http://framework.esc18.net/SBS_April_2008.pdfhttp://framework.esc18.net/SBS_April_2008.pdf


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Autism and Public Policy (continued) Texas

Autism Supplement---November 2007 revision of law (6)

TAC Code Chapter 89.1055- Nov 2007 revision(Content of the IEP - Autism Supplement)"(4) positive behavior support strategies based on relevant information, for

example:

(A) antecedent manipulation, replacement behaviors, reinforcement strategies,and data-based decisions; and

B) a Behavior Intervention Plan developed from a Functional Behavioral

Assessment that uses current data related to target behaviors andaddresses behavioral programming across home, school, andcommunity-based settings;

(5) beginning at any age, consistent with subsections (g) of this section, futuresplanning for integrated living, work, community, and educationalenvironments that considers skills necessary to function in current and post-

secondary environments;"http://framework.esc18.net/SBS_April_2008.pdf

A i d P bli P li ( i d) T


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(Content of the IEP - Autism Supplement)"(6) parent/family training and support, provided by qualified personnel with

experience in Autism Spectrum Disorders (ASD), that, for example:

(A) provides a family with skills necessary for a child to succeed in thehome/community setting;

(B) includes information regarding resources (for example: parent supportgroups, workshops, videos, conferences, and materials designed toincrease parent knowledge of specific teaching/managementtechniques related to the child's curriculum); and

(C) facilitates parental carryover of in-home training (for example: strategies forbehavior management and developing structured home environments

and/or communication training so that parents are active participantsin promoting the continuity of interventions across all settings)";


A i d P bli P li ( i d) T


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(Content of the IEP - Autism Supplement)"(7) suitable staff-to-student ratio appropriate to identified activities and as needed

to achieve social/behavioral progress based on the child's developmental andlearning level (acquisition, fluency, maintenance, generalization) thatencourages work towards individual independence as determined by, for

example:(A) adaptive behavior evaluation results;

(B) behavioral accommodation needs across settings; and

(C) transitions within the school day;

(8) communication interventions, including language forms and functions that

enhance effective communication across settings (for example: augmentative,incidental, and naturalistic teaching);

(9) social skills supports and strategies based on social skills assessment andcurriculum and provided across settings (for example: trained peer facilitators(e.g., circle of friends), video modeling, social stories, and role playing)";http://framework.esc18.net/SBS_April_2008.pdf

A ti d P bli P li ( ti d) T


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(Content of the IEP - Autism Supplement)"(10) professional educator/staff support (for example: training provided to

personnel who work with the student to assure the correct implementation oftechniques and strategies described in the IEP); and

(11) teaching strategies based on peer reviewed, research-based practices forstudents with ASD (for example: those associated with discrete-trial training,visual supports, applied behavior analysis, structured learning, augmentativecommunication, or social skills training).

(f) If the ARD committee determines that services are not needed in one or more of the

areas specified in subsection (e)(1)-(11) of this section, the IEP must include astatement to that effect and the basis upon which the determination was made.http://framework.esc18.net/SBS_April_2008.pdf


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Top Ten Priorities for Special Education

Know the Texas Administrative Code 89.1040 section e inside

and out. This law is a child's road to success. Know, embrace and utilize/exploit a child's strengths.

Know everything there is to know about a child's reinforcersand know more than the basics of principles of reinforcement.

Know how to approach and teach a child self advocacy skillsand self defense skills. Ensure that part of the IEP addressthese skills every year a child is in school

For parents, create an engaging portfolio of your child thataddresses educational needs in terms of academic

functioning, interests, motivators, strengths and weaknesses. Ensure that everyone involved in social skills planning, goal

creation and assessment is using published curriculums for allthree aspects of this area.


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Top Ten Prioritiesfor Special Education

Know the Student Handbook Code backwards andforwards.

Know what is included in a good Functional BehaviorAssessment (FBA) and a good Behavior InterventionPlan.

Make sure that a child is provided with meaningfulfrequent opportunities to interact with age appropriatepeers in extracurricular activities.

Know the full range of possible services offered forstudents with autism.

Know how to ask for and access information on specificautism related teaching experience, training andprofessional credentials of all school personnel who workwith a child. Know how to request training if needed.


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Learning Areas Affected by Autism

and Educational Interventions


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Diagnoses and Impact on Education Areas

Knowing all of the core deficits typically found in

individuals with autism helps with educationalplanning. The DSM-IV TR diagnostic criteriaoutline 6 main areas that can significantly affectschool and life outcomes in all areas.

These areas includeCognitionSocial Skills/Social Cognition/Social LanguageCommunication (many aspects of language)Sensory and Motor SkillsAdaptive Behaviors (life/daily living skills)Problematic Behavior Requiring Intervention


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In order to learn we need adequate:

joint attention skills (thinking)

imitation skills (behavior)

Normative/normal interest and motivationleads to effective -

communication

social interactionResult -- Successful Human LEARNING


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Cognition

Odd thinking patterns/interests (repetitive/obsessivethoughts, odd detail fixation-- one note interests--trains,

problems with abstract thought processes-cant see big view Lack of theory of mind (weakness to non-ability to take the

perspective of others) Lack of joint attention (seems like ADD but op. pattern) Lack of discrimination (figuring out what is pragmatically

important in the environment) Lack of generalizing of learning Odd cognitive thinking/awareness in relation to sensory exp Difficulties of organizing and planning- executive functioning,

sequencing Frequent inability to effectively use and understand certainsymbols

Difficulty with socially complex imaginative thinking Literal and fixed rule bound thoughts/expectations

C iti C ti d


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Cognition Continued

May be more interested in visual information/thinking(especially exaggerated in high functioning classic autism)

May show much higher spatial reasoning skills(puzzles, rotating objects in space-especially in classic highfunctioning autism)

Computer/machine use interest may be very high May have odd splinter savant/brilliant detailed

skills (less that 1% of total autism population)

ALL OF THESE PERMEATE MOST LEVELS OFEXPERIENCE TO SOME DEGREE - THE MORE SEVERETHE AUTISM SPECTRUM DISORDER, THE MORE THESEINFLUENCE DAILY LIFE -- READINESS TO LEARN*You have to effectively motivate students with ASDs in order for themto be able to learn to move beyond/outside of these characteristics. The more high functioning the student, the more they may be awareof their deficits/failures.


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Cognition Continued

Relative Cognitive Strengths:-For those w/o ID, often very good auditory short term& long term rote memory (but not typical working memory)-High funct. autism, often good spatial skills

and applied math

-w/Aspergers often have excellent, intactbasic language skills-Detail oriented-For many, functioning good basic readers

(phonological awareness)

-For many, exceptional spelling ability-Exceptionally high motivation to focus on areas of interests

-High tolerance for repetitive tasks of interest


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Successful Intervention for CognitiveDifficulties- the Biggies

Daily schedules reflecting minimal unstructured time Environmental regularity control (centers, fewest sensory distracterspossible, picture explanations of what to do/next) Practice w/change.

One-on-one to small group instruction to paraprofessional use dependingon severity of ASD symptoms

Highly rigorous behavior manipulation and intervention with frequent,

successful use of reinforcement based on individualized, uniquecharacteristics of the child

Rote, frequent practice for generalization of learning across environments

Visual and high tech/computer curriculum/skills practice

Proven, effective research based behavior and learning interventions forcognitive difficulties

Fidelity of interventions/practices across environments monitored regularly Significant modifications and accommodations that are consistent as

needed across environments


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Cognition Intervention Strategies

Use odd interests/obsessions as motivating reinforcers

Follow regular, fixed activities and schedule to the greatestextent possible (have visual board of day/activity schedules,room labels for specific activity areas and checklists for whathas already occurred. Use Reinforcer Token Boards

Introduce new activities and environments in incrementalsteps. Show complete outlines of how things are supposedto occur in a visual, concrete set of symbols

Test knowledge skills across many and varying

environments Explicitly explain why social/language/abstract actions occur

and repeatedly do so across environments. Explain covertreinforcement properties, etc. --why people do what they do.

Cognition and IEPS


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Cognition and IEPS

Perhaps more than in any other area, the need for theselection of meaningful accommodations and modifications

will be needed - across subject areas.Because academic areas will be dependent on cognitiveability, accommodations and modifications for specificacademic area requirements will also need to be clearlyconsidered and specified.

IEP goals should be created to deal with the followingconcerns in all academic settings

-frequent self-monitoring of task purpose andorganization

-understanding the big picture vs. detail of assignments-thinking about thinking

-understanding future activities/behavior expectationsAssignment books/electronic organizers/parent teacher

assignment logs may be key to success--requirements mustbe written in IEP.

Communication/Language


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Communication/LanguageLanguage is the ability to communicate (impart/receive = transmit info.) and

includes;receptive language (understanding what is

said/read/gestured)expressive language (speaking/writing/gesturing orother body language ability)

pragmatic/social language (ability to understand the underlyingintended meaning of language)

------------------------------------------------------------------------------

Typical ASD deficits may include:concreteness/literalness, pronoun reversal, flat or oddintonation, repetition of words and phrases, big problems withmetaphors, difficulty beginning, sustaining and endingtypical conversation (chitchat), difficulty reading nonverballanguage, puzzlement over jokes, problems with emotionalconversation/vocabulary, obsessive speech on narrow rangeof topics, insensitivity to others communicative response(verbal or nonverbal), no, little and or odd pretendplay/language, inability to understand social language (verbal,body and gestures)


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Children with autism have extreme difficulty with thepragmatics of language [the everyday use of language byagents or communities of interpretation in particularcircumstances and contexts]. (1)

-Language is often domain specific.-Meaning is derived from contextual cues (facial cues,tone of voice, gestures, sarcasm) (Generalization issues)

Typically, if children with autism have average IQs they mayunderstand the concrete meaning of concrete language.

And they can often memorize specific rule and definitionexamples. However, generalized understanding of the rules

governing nonliteral language use is very difficult.

A dog is an animal with four legs. (Understood)

Its raining cats and dogs. (Not Understood)


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Three main intervention areas:Functional communication- to replace challenging behaviorsIncreases in initiation of verbal and nonverbal communicationIncreases in core communication skills

Some Educational Interventions:Augmentative communication devices/methods (including signing)Social Stories (Carol Gray)Role-playing curriculum and activitiesDirect teaching of receptive and expressive languageAbstract language explanation and practice

Emotional expression trainingPragmatic language training

Total Communication (speech plus sign language - child signing ability iscorrelated with motor skills-apraxia-problems w/movement)PECS- Picture Exchange Communication System- exchange of picturesymbols for communication (behavioral program) speech tends to

develop with use of 30 -100 symbols or more. Highly correlated with IQFacilitated communication-different from typical AC systems- continuedsupport from others. Be very careful in agreeing to this intervention -notmuch research support for this system. Negative review from ASHA.

Voice output device-digitized speech output/picture, word and or letter

display (2)

Findings on Signing and Children with Autism (9)


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Findings on Signing and Children with Autism (9)

[ 1. There is no evidence that use of AC systems as collaterals

to language instruction results in delays of acquisition ofspeech.2. There is evidence that sign language enhances the use ofspeech for some children.3. There is no evidence to suggest that sign language

interferes with the development of speech.4. Children with good verbal imitation skills demonstratebetter speech production than those with poor verbal imitationskills, with or without AC.

5. Children with poor verbal imitation skills are the bestcandidates for an AC system, such as sign language,because they are likely to make poor progress in speechacquisition without AC.] (9)


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Practical IEP Implications for Language Needs

1. Facilitated Communicationmethods, as the results

in some research studies indicate, may befrequently misused. (9) (1)

2. Make sure language goals include clear, pragmaticlanguage skills (find a curriculum if possible)

3. Encourage Total Communicationas the methodfor implementing language instruction until thechild acquires adequate speech/language skills.

4. Move beyond PECs into attempts of vocal speech

requirements of child if he/she adequately uses 30or more symbols and appears to have adequatevocal, physical structures for speech includinggood vocal imitation skills.


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5. Remember language skills acquisition will be directly related to motivation.Children with ASDs often have little intrinsic motivation to acquire many ofthese skills (this lack of motivation is not so common for those withAspergers Syndrome)- an intense behavioral intervention methodology

such as ABA may have to implemented first in some cases to makemeaningful progress in language or any other areas-later discussion)

6. The tendency for literalness/concrete language use needs to be addressedwith specific IEP goals for improvement.

7. Language skills overlap with social skills and cognitive, thinking skills and

need to be addressed together across educational environments.8. Test of Pragmatic Language (TOPL)- seems to test superficial rules-caveat

- many w/high functioning Autism and Aspergers Disorder score well (9).

9. CASL -Comprehensive Assessment of Spoken Language

10. Good task to have a student with adequate language to interview an

unknown adult about his/her family. This requires an ability to formulatequestions, listen, perspective take, inhibit monologues, etc (9).

11. Accommodations and modifications to curriculum, homework, testing etc.,will have to be well defined and serve a childs unique language needs.


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Social Skills/Social Cognition

Social skills/social thinking are

one of the 3 core deficit areasin children with ASDs.

(1) social skills,(2) communication and(3) unusual thinking,

behavior and interestsSocial skills will overlap withintelligence (verbal IQ) andlanguage skills to somedegree.

Social problems are almostnever fully cured but with theright services and curriculumthey can be potentiallylessened.


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Lack of Theory of Mind (9)

Uta Frith's lack of theory of mindmay help in

understanding why these children often havelittle empathy, understanding of another's (theothers) perspective and few social skills.

A consequence of this problem is that explaining

others motivations and rationale for appropriateand inappropriate social interaction may or maynot be a totally effective strategy when used as anintervention strategy.


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Social functioning and ASDs

impairments in relationships with peers

impairments in the use and understanding ofnonverbal communication behaviors (pragmatics) impairments in verbal, social communication

impairments in the use of imitation, and symbolic ordramatic play

Motivation may be the most important factor for success. This maybe why ABA (Applied Behavior Analysis)---when used as specifiedby most researchers in autism--, as a treatment method ,has beenassociated with tremendous improvement in a significant number ofcases.

Those with Aspergers may often have more intrinsic motivation tosucceed socially.


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Social Skills/Cognition

All of these social weaknesses can result inchildren who very quickly become defined asbehavior problems if they persist in socialinteraction and aloof, mechanical robots if they

dont interact.Educationally it will be very important to allow them

to interact (and fail at first as long as thebehavior doesnt harm others). Then teachappropriate social skills to the extent possible.Also clearly explain to others students theaspects of the disability that cause the unusual

interaction behavior. 42

Social Skill/Social Cognition (9)


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Social Skill/Social Cognition (9)Because social cognition includes the ability to read and

understand emotions in others and to some extent in oneself,direct goals for learning emotional vocabulary and appropriate

emotional expression will need to be addressed with goals andcurriculum. Remember these kids have typical emotions but attimes cant interpret or express them in understandable and orappropriate manner.

Meaningful assessment of social skills is crucial for children withASDs-Vineland Adaptive Behavior Scales-Social Skills Scales attached to Social Curriculums-Environmental Observation-Walker Mc Connell Scale of School Competence and

School Adjustment-Good task to have a student with good verballanguage to interview an unknown adult about his/herfamily. Requires ability to formulate questions, listen,perspective take, inhibit monologues, etc.(Show 3 photos if cant do it spontaneously)

(Link social assessment to developmental functioning) 43

Examples of Social Skills Curricula


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Examples of Social Skills Curricula

Walker Social Skills Curriculum: The Access ProgramAutism and PDD Adolescent Social Skills Lessons

Skillstreaming Program (Adolescents)Navigating the Social World: A Curriculum for Individuals

w/Aspergers Disorder and High Functioning Autism -Jeanette Mc Affee

Social Stories/Comic Strip Conversations- Carol Gray

Social Autopsies-Richard LavoieSocial Skills Training for Children w/Asperger Syndrome and

Social Communication Problems-Jed E. BakerThe Transporters (www.thetransporters.com )

Face Say (www.facesay.com )Teach Town http://web.teachtown.com/

Lets Face It program http://web.uvic.ca/~letsface/letsfaceit/Ten IPAD revolutionary IPAD applications

http://www.gadgetsdna.com/10-revolutionary-ipad-apps-to-

help-autistic-children/5522/ 44

S M t Skill (9)
http://www.thetransporters.com/http://www.facesay.com/http://web.teachtown.com/http://web.uvic.ca/~letsface/letsfaceit/http://www.gadgetsdna.com/10-revolutionary-ipad-apps-to-help-autistic-children/5522/http://www.gadgetsdna.com/10-revolutionary-ipad-apps-to-help-autistic-children/5522/http://www.gadgetsdna.com/10-revolutionary-ipad-apps-to-help-autistic-children/5522/http://www.gadgetsdna.com/10-revolutionary-ipad-apps-to-help-autistic-children/5522/http://web.uvic.ca/~letsface/letsfaceit/http://web.teachtown.com/http://www.facesay.com/http://www.thetransporters.com/


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Sensory Motor Skills (9)

In many with ASDs sensorimotor difficulties are some of the first signsfamilies notice alerting them to the fact that something may be differentwith their child.

Differences according to some researchers include:Stereotypical behaviors (ex. hand flapping)Under and overreactions to auditory/visual stimuli-especially in early

yearsUnusual postureUnstable Visual Attention

Over/undersensitivity to tactile stimuliAtypical sensory modulationSlower rates of habituation

Researchers agree that certain motor areas are sometimes impaired:Motor imitation-body imitation predictive of later language skillsBalance

CoordinationHypotoniaSpeech articulationApraxia- Motor planning

Adolescents seem to catch up on many basic motor skills but may still havedifficulty w/skilled motor tasks

BIG ISSUES for team sports interest, etc,. 45

S M t Skill (9)


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Sensory Motor Skills (9)

Common Therapies:

Sensory Integration Therapy -brain processing of sensoryinformation key to higher functioning (adaptation tocontrolled sensory experiences worked on)Auditory Integration Therapy -music massages middle earhairs, reduces hypersensitivity, improves auditory

processing, earphones and music used, some frequenciesfiltered out (Berard method common in US)

*little known/accepted, valid empirical success infoVision Therapy - (colored filters, oculomotor exercises,Irlen lenses)

*no well controlled empirical studies to my knowledgeOccupational Therapy fine motor trainingPhysical Therapy gross motor training

Adaptive Behaviors (9)


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Adaptive Behaviors (9)

Adaptive behaviors refer to all those general life skills neededto function on a day by day basis out in the real world.

This area of functioning is very broad and many of the goalsmay extremely obvious from an educators perspective.

You need to pay particular attention to the IDEA regulationsregarding related services to defend a position that

community integration, community navigation, use of socialand leisure time, etc., can all count as valid educationalneeds that require individualized attention.

There are several curriculums that deal with life skills such asFACES. Caveat- careful to match curriculums with a

childs developmental and academic levels. For a child withhigh functioning autism, many of these curriculums will betoo simple. In these cases, unique, individually createdgoals will have to be created.

S ifi C i l C d f


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Specific Curriculums Created forAutism Characteristics and Needs


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Specific Curriculums/Methods that areCommonly Used for Autism Intervention

ABA/Lovaas

TEACCH

FloorTime

Applied Behavior Analysis: Lovaas


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Applied Behavior Analysis: Lovaas Applied Behavior Analysis: Intensive Behavior Program: designed to be one-on-

one. It uses action-immediate reinforcement modeling (many repeated trials)

"Lovaas recommended that ABA programmes should begin as early as

possible, preferably before children reach five years of age. This allows themto be taught basic social, educational and daily life skills, and can reducestereotypical and disruptive behaviours before they become established.However, it is still worth implementing the programme after this age: adultswith autism have used ABA programmes too".http://www.nas.org.uk/nas/jsp/polopoly.jsp?d=1071&a=15100 (14 b)

"The programme team are the people who actually work .with children withautism, implementing the programme which has been designed for them. Theywill usually work on a one-to-one basis with the child for six to eight hours perday, five to seven days a week. Teaching sessions usually last two to threehours with breaks in between.All skills are taught using what is called discrete trial teaching. This involvesbreaking down the items to be taught into small tasks. These tasks are taught

in a very structured way, accompanied by lots of praise and reinforcement:For example:Instruction -------- Response ------------ Reinforcement (if correct response)(eg clap hands) (child claps hands) (child is given preferred item)"

http://www.nas.org.uk/nas/jsp/polopoly.jsp?d=1071&a=15100 (14 b)

http://www.health.state.ny.us/community/infants_children/early_intervention/autism/ch4_pt
http://www.nas.org.uk/nas/jsp/polopoly.jsp?d=1071&a=15100http://www.nas.org.uk/nas/jsp/polopoly.jsp?d=1071&a=15100http://www.nas.org.uk/nas/jsp/polopoly.jsp?d=1071&a=15100http://www.nas.org.uk/nas/jsp/polopoly.jsp?d=1071&a=15100http://www.health.state.ny.us/community/infants_children/early_intervention/autism/ch4_pt2.htmhttp://www.health.state.ny.us/community/infants_children/early_intervention/autism/ch4_pt2.htm


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2.htm retrieval date 6/6/2008 (15)

"Intensive Behavioral and Educational Intervention ProgramsThe threebasic elements of intensive behavioral and educational interventionprograms include:

systematic use of behavioral teaching techniques and interventionprocedures

intensive direct instruction by the therapist, usually on a one-to-one basis extensive parent training and support so that parents can provide additional

hours of intervention

Frequency, intensity, and duration of intervention It is recommended that intensive behavioral programs include as a

minimum approximately 20 hours per week of individualized behavioralintervention using applied behavioral analysis techniques (not includingtime spent by parents). [A]"

Other ABA ReferencesDawson G, Osterling J. Early intervention in autism. Guralnick MJ (ed). The Effectiveness of Early Intervention. Baltimore,

MD: Paul H. Brookes Publishing Co,1997, 307-326.Guralnick MJ. Effectiveness of early intervention for vulnerable children: A developmental perspective. American Journal of

Mental Retardation1998; 102: 319-45.Matson JL, Benavidez CA, Compton LS , Paclawskyj T, Baglio C. Behavioral treatment of autistic persons: A review of

research from 1980 to the present. Research in Developmental Disabilities1996; 17: 433-465.
http://www.health.state.ny.us/community/infants_children/early_intervention/autism/ch4_pt2.htmhttp://www.health.state.ny.us/community/infants_children/early_intervention/autism/ch4_pt2.htm


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TEACCH Method (16)


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TEACCH Method (16)" TEACCH is a North Carolina program administered through the University of North

Carolina at Chapel Hill, but because of its training activities and publications theTEACCH approach is widely known nationally and internationally. Founded in theearly 1970s by the late Eric Schopler, Ph.D., TEACCH developed the concept of the

Culture of Autism as a way of thinking about the characteristic patterns of thinkingand behavior seen in individuals with this diagnosis.

"The long-term goals of the TEACCH approach are both skill development andfulfillment of fundamental human needs such as dignity, engagement in productiveand personally meaningful activities, and feelings of security, self-efficacy, and self-confidence. To accomplish these goals, TEACCH developed the interventionapproach called Structured Teaching. http://www.teacch.com/whatis.html

TEACCH uses structured teaching to train children in the areas of socialskills, living skills, vocational skills, leisure skills and communicationskills. The four major components to structured teaching are physicalorganization, task organization, visual schedules and work systems

[A Literature Review of the Treatment and Education for Autistic andRelated Handicapped Children (TEACCH) Program, Timothy Peerenboom,The Graduate School of School Psychology, University of Wisconsin-Stout,August 2003]www.uwstout.edu/lib/thesis/2003/2003peerenboomt.pdf

TEACCH Research Report

Current and past published research on autistic children and their families.Conducted by Division TEACCH Faculty and Staff

http://www.teacch.com/Attachments/resrepo.pdf
http://www.teacch.com/whatis.htmlhttp://www.teacch.com/whatis.htmlhttp://www.uwstout.edu/lib/thesis/2003/2003peerenboomt.pdfhttp://www.teacch.com/Attachments/resrepo.pdfhttp://www.teacch.com/Attachments/resrepo.pdfhttp://www.teacch.com/Attachments/resrepo.pdfhttp://www.uwstout.edu/lib/thesis/2003/2003peerenboomt.pdfhttp://www.teacch.com/whatis.html


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Useful Aspects of TEACCH

Stations for learning Visual Schedules + Schedules reflecting minimal

unstructured time

Focuses on functional living skills

Assessment of child using a specificPsycho Educational Profile developed bycreators of method

TEACCH has a certification procedure forpractitioners

http://teacch.com/
http://teacch.com/http://teacch.com/


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Case of ABA vs. TEACCH in Court

The record presents a convincing demonstration that the TEACCHmethod was not appropriate for instructing RT, considering the levelof RT's basic learning skills (imitation and joint attention skills), andhis degree of stimming. Likewise, the record makes a convincing casethat the methodology was not appropriate to teach RT the morecomplex language, pre-writing, and academic skills needed to

transition towards education in the natural environment. (19)

"Notwithstanding the rather convincing record criticisms of theTEACCH method in general, the Court does not make any findings offact as to the appropriateness in general of the TEACCH methodbecause, to the extent that the TEACCH method is at issue here, theissue is whether that the method, as used at Twin Hickory pursuant to

the November 2002 IEP, was appropriate to educate RT.(19)

http://www.wrightslaw.com/law/caselaw/06/henrico.va.rt.htm (19)
http://www.wrightslaw.com/law/caselaw/06/henrico.va.rt.htmhttp://www.wrightslaw.com/law/caselaw/06/henrico.va.rt.htm


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"As the most widely researched treatment approach,"Siegel, supra, 23 (SB-3),Lovaas therapy, named after its pioneer O. Ivar Lovaas, has spawned severalmethods, including Applied Behavorial Analysis, Discrete Trial Training, andIntensive Behavorial Intervention, of teaching autistic children the basic buildingblocks that are required for learning in the natural enviorment. Siegel lists the goal ofLovaas- based methods as "teach[ing] [the] child how to learn focusing ondeveloping skills in attending, iimitation, receptive/expressive language, pre-academics, and self-help (19)

'Testimony by the experts at the administrative hearing, as well as the publicationssubmitted as evidence demonstrates that ABA therapy entails lengthy and intensiveone-on-one instruction by a trained teacher with the autistic student. Goals arehighly defined and broken down into small discrete components.(19)

"The teacher gives an instruction to the student, who responds either compliantly,non-compliantly, or with delay, and the teacher either responds immediately tocorrect the non-compliant response, praises and rewards an immediate compliantresponse, or delays the response in the case of the student's delay. Repetitivepractice aims to teach the student the skill". (19)

"Instructors maintain detailed data, recording each response by the student as it ismade. Once several discrete skills are mastered separately, the tasks areintermingled to develop so-called "discrimination"skills. ABA is time intensive". (19)

"All the witnesses knowledgeable in ABA therapy testified that, at least, six hours ofABA therapy year round would be required for a student like RT to reach normalgrade level.(19)

http://www.wrightslaw.com/law/caselaw/06/henrico.va.rt.htm(19)

Case Findings (19)
http://www.wrightslaw.com/law/caselaw/06/henrico.va.rt.htmhttp://www.wrightslaw.com/law/caselaw/06/henrico.va.rt.htm


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Case Findings (19) "[B]y a prepondance of the evidence that the November 4, 2002 IEP was not

reasonably calculated to provide RT with the requisite benefit. See Rowley, 458U.S. at 207. The evidence demonstrated clearly that in the fall of 2002 RTengaged in a high frequency of self- stimulatory behaviors that interfered withhis ability to learn, lacked all but the most basic attending skills, did notpossess joint attention or imitation skills. Absent these skills, and until thestimming was brought under control, RT could not make any more than deminimis educational progress.

The preponderance of the evidence also demonstrated that for RT to learnthese skills and to stop stimming, RT required a rigorous, intensive educationprogram of between 20 and 40 hours of instruction per week. The fifteen hoursof instruction provided by the November IEP was insufficent.

Moreover, the preponderance of the evidence demonstrated that to learnattending skills, reduce the stimming, and learn imitation skills, RT required a

highly structured, highly focused education methodology such as ABA therapyin which RT would receive intensive one-on-one instruction.

The TEACCH program at Twin Hickory was not designed to, and did not, andcould not provide RT with this type of instruction. And in the fall of 2002, theSchool Board understood that fact".

DIR/FloorTime Model


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DIR/FloorTime Model

Central to theDIR/Floortime Modelis the roleof the childsnatural emotionsandinterestswhich has been shown to be essential for learninginteractions that enable the different parts of themind and brain to work together and to buildsuccessively higher levels of social, emotional, and

intellectual capacities. Floortimeis a specifictechnique to bothfollow the childs naturalemotional interests (lead)and at the same timechallenge the child towards greater and greatermasteryofthe social, emotional and intellectual

capacities. With young children these playfulinteractions may occur on the floor, but go on toinclude conversations and interactions in otherplaces.

http://www.icdl.com/dirFloortime/overview/index.shtml (retrieval 10/2/10)

DIR/Floortime Follow childs lead (emotional and
http://www.icdl.com/dirFloortime/WhatisFloortime.shtmlhttp://www.icdl.com/dirFloortime/overview/index.shtmlhttp://www.icdl.com/dirFloortime/overview/index.shtmlhttp://www.icdl.com/dirFloortime/WhatisFloortime.shtml


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(action) and push beyond current skill level

Here are three types of developmentally appropriate

interactions and practices that need to be part of thechild's daily routine at school:

1. Floortime, spontaneous interactions during whichthe teacher, teacher assistant, caregiver, or another peerfollows the child's lead and helps him or her elaborate

2. Semistructured, problem-solving interactions,during which specific learning objectives are worked onthrough the creation of dynamic challenges that the childwants to solve.

3. Motor, sensory, perceptual-motor, and visual-spatial physical activities to strengthen importantprocessing foundations.
http://www.icdl.com/started/edintervent/Floortime.shtmlhttp://www.icdl.com/started/edintervent/problemsolvinginteractions.shtmlhttp://www.icdl.com/started/edintervent/Motorsensoryandvisualactivities.shtmlhttp://www.icdl.com/started/edintervent/Motorsensoryandvisualactivities.shtmlhttp://www.icdl.com/started/edintervent/Motorsensoryandvisualactivities.shtmlhttp://www.icdl.com/started/edintervent/Motorsensoryandvisualactivities.shtmlhttp://www.icdl.com/started/edintervent/Motorsensoryandvisualactivities.shtmlhttp://www.icdl.com/started/edintervent/problemsolvinginteractions.shtmlhttp://www.icdl.com/started/edintervent/problemsolvinginteractions.shtmlhttp://www.icdl.com/started/edintervent/Floortime.shtml


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Circle of communication

1) open circle of communication by followingchilds lead (imitative behavior)2) help the child close the circles ofcommunication by creating a challenge (additionto imitative behavior requiring change in childbehavior)

3) Shared social problem solving (create manycircles of communication in a row)4) continuous flow of communicationhttp://www.icdl.com/distance/webRadio/documents/9-16-2004.pdf (retrieval 10/2/10)

References for other Therapies
http://www.icdl.com/distance/webRadio/documents/9-16-2004.pdfhttp://www.icdl.com/distance/webRadio/documents/9-16-2004.pdfhttp://www.icdl.com/distance/webRadio/documents/9-16-2004.pdfhttp://www.icdl.com/distance/webRadio/documents/9-16-2004.pdf


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References for other Therapieshttp://www.nas.org.uk/nas/jsp/polopoly.jsp?d=1350&a=3348(20)

"Brown S. Autism and music therapy - is change possible, and why music?Journal of British Music Therapy 1994; 8: 15-25.

Delmolino L, Romanczyk RG. Facilitated communication: A critical review. TheBehavior Therapist 1995; 18: 270-300. Greenspan SI, Wieder S. Developmental patterns and outcomes in infants and

children with disorders in relating and communicating: A chart review of 200 casesof children with autistic spectrum diagnoses. Journal of Developmental andLearning Disorders 1997; 1: 87-141.

Kezuka E. The role of touch in facilitated communication. Journal of Autism and

Developmental Disorders 1998; 27: 571-593. King LJ. A sensory-integrative approach to the education of the autistic child.

Occupational Therapy in Health Care 1987; 4: 77-85. Nickel RE. Controversial therapies for young children with developmental

disabilities. Infants and Young Children 1996; 8(4): 29-40. Wimpory D, Chadwick P, Nash S. Brief report: Musical interaction therapy for

children with autism: An evaluative case study with two-year follow-up. Journal of

Autism and Developmental Disorders 1995; 25: 541-552. Articles Cited as Evidence Bettison S. The long-term effects of auditory training on children with autism.

Journal of Autism and Developmental Disorders 1996; 26: 361-374. Field T, Lasko D, Mundy P, Henteleff T, Kabat S, Talpins S, Dowling M. Brief

report: Autistic children's attentiveness and responsivity improve after touch

therapy. Journal of Autism and Developmental Disorders 1997; 27: 333-338".
http://www.nas.org.uk/nas/jsp/polopoly.jsp?d=1350&a=3348http://www.nas.org.uk/nas/jsp/polopoly.jsp?d=1350&a=3348


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Behavior Problems and Autism

People are always looking for the singlemagic bullet that will totally changeeverything. There is no single magic bullet.Temple Grandin

http://www.brainyquote.com/quotes/authors/t/temple_grandin.html (retrieval date 10/2/10)

Problem Behavior (Socially unacceptable behaviors)
http://www.brainyquote.com/quotes/quotes/t/templegran283467.htmlhttp://www.brainyquote.com/quotes/authors/t/temple_grandin.htmlhttp://www.brainyquote.com/quotes/authors/t/temple_grandin.htmlhttp://www.brainyquote.com/quotes/authors/t/temple_grandin.htmlhttp://www.brainyquote.com/quotes/authors/t/temple_grandin.htmlhttp://www.brainyquote.com/quotes/quotes/t/templegran283467.html


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( y p )

Many students with ASDs experience behavior problemsthat are related to their disability in school settings.

Parents and school professional must know the StudentConduct Code and if a child can follow it. If not, theymust know which parts a child cannot follow based ondisability characteristics.

For those Conduct Code, required behaviors that thechild cant follow, parents must not agree to the writtenpart of the IEP that states that the child can understandand follow the Student Code of Conduct.

For behavior codes that a child cannot obey, a

Functional Behavior Assessment and BehaviorIntervention Plan need to be considered. Parents and professionals must understand the federal

rules for behavior and discipline procedures under IDEA2004. They also need to understand state rules.

High functioning students with Autism often can memorize


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g grules to perfection and can even explain them. This abilitydoes not mean they can follow them. Because of lack ofgeneralization skills and the inability to adequately take the

perspectives of others, they may often impulsively disobeyrules without purposeful intent, even though they canexplain the rule and why it should be obeyed.

Parents must keep detailed logs/notes of behavior incidents.Behavior logs and e-mails are a goodway to communicate. IEPs can contain log reqs.

Schools should report (in writing) descriptions of anysignificant incidents. A copy of incident reports should beprovided to the parents. These notices should be distributed

as soon after the fact as possible.

FBAs/BIPs must be requested within an ARD context.


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q Also, at ARDs, when considering the problem areas for a

childs understanding and behavior in relation to the StudentConduct Code, distribute and discuss information and

research on the behavior and the disability. EVIDENCE isneeded that shows____ type of behavior or lack ofunderstanding is related to the disability.

Texas Positive Behavior Support Initiative - Web Link(Positive Intervention Req. by law in Texas, Each Campus

must have trained core group)http://bsisd.esc18.net/SpecialEd/SESS/sped/DOCS/TBSI/Module1/Module1Handouts/HO6QATrainingM1.pdf

http://www.txbehaviorsupport.org/training/html/index.html Restraint, Seclusion and Time Out Law (Texas Link).

Whenever restraint is used, staff using it must be trained InTPBSIhttp://framework.esc18.net/Documents/23_Restraint_and_timeout.htm

P bl B h i ti d (6)
http://bsisd.esc18.net/SpecialEd/SESS/sped/DOCS/TBSI/Module1/Module1Handouts/HO6QATrainingM1.pdfhttp://bsisd.esc18.net/SpecialEd/SESS/sped/DOCS/TBSI/Module1/Module1Handouts/HO6QATrainingM1.pdfhttp://www.txbehaviorsupport.org/training/html/index.htmlhttp://framework.esc18.net/Documents/23_Restraint_and_timeout.htmhttp://framework.esc18.net/Documents/23_Restraint_and_timeout.htmhttp://framework.esc18.net/Documents/23_Restraint_and_timeout.htmhttp://framework.esc18.net/Documents/23_Restraint_and_timeout.htmhttp://www.txbehaviorsupport.org/training/html/index.htmlhttp://bsisd.esc18.net/SpecialEd/SESS/sped/DOCS/TBSI/Module1/Module1Handouts/HO6QATrainingM1.pdfhttp://bsisd.esc18.net/SpecialEd/SESS/sped/DOCS/TBSI/Module1/Module1Handouts/HO6QATrainingM1.pdf


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Problem Behaviors continued (6)

The TAC code spoken of earlier for the 11 topics that must

be considered if a child has autismTAC Code Chapter 89.1055 (Content of the IEP - rev.Nov. 2007)

"4) positive behavior support strategies based on relevantinformation, for example:

(A) antecedent manipulation, replacement behaviors,reinforcement strategies, and data-based decisions; and

B) a Behavior Intervention Plan developed from a FunctionalBehavioral Assessment that uses current data related to targetbehaviors and addresses behavioral programming across home,school, and community-based settings; "

[This information clearly announces a red flag for autism being connected withbehavior problems]


IDEA 2004 Law on Discipline Procedures reg. 300.530 -


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p gRemoval for up to 10 Days (5)

"(b) AUTHORITY - School personnel under thissubsection may remove a child with a disability whoviolates a code of student conduct from their currentplacement to an appropriate interim alternativeeducational setting, another setting, or suspension, for

not more than 10 school days (in a given academic year).(to the extent such alternatives are applied to childrenwithout disabilities).

ANY FURTHER DISPLINARY ACTION requiresconsideration of whether a behavior was a) related to a

disability b) related to failure to implement IEP\If no to both a and b school can discipline like a student

without a disability.

If yes to either a or b --IDEA discipline procedures

required 87

Functional Behavior Assessments


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Functional Behavior Assessments -

What Makes a Good One?

Functional Behavior Assessment must be a team effort thatevaluates behaviors across environments and time frames.

Evaluators will probably need formal training in behaviorassessment. Teachers who conduct assessments need to beformally trained to do so.

Parents in ARD meetings may ask for qualifications and

training experience of those conducting the assessments.Teachers, aides and others who work with your child may beoverwhelmed by the FBA process without formalized trainingthat addresses the rigor and skills needed for data collection,observation and analysis techniques.

Parents have the right under IDEA, to request training for

teachers and staff who will be conducting FBAs if needed.There are a series of simple questions that can be asked ofplanned assessors to determine if minimal qualifications aremet.


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What makes a Good BIP?

Reinforcement is one of the most critical aspects of the BIP Baseline data collected during the FBA provides information about

the frequency with which the problem behavior occurred and wasreinforced.

The student must be reinforced much more often for thereplacement behavior than for the problem behavior. At minimum

the replacement behavior must be reinforced twice as much as theproblem behavior.

Example: Ann disrupts math class typically twice in an hour-- thismeans at minimum she should be reinforced 4 times during thathour for appropriate behavior.

Reinforcement may need to be almost continuous (non-contingent)

in the initial period if the old behavior occurred frequently. All specific reinforcements, reinforcement frequencies and fading

procedures/frequencies should be specified in the plan.

T iti Pl i


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Transition Planningfor Students with Autism

[Slides 101 -110]

Reg 300 43: Transition Planning


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Reg. 300.43: Transition Planningaccording to IDEA 2004 (5)

How IDEA 2004 Defines Transition "(A) TRANSITION SERVICES - The term `transition services' means a

coordinated set of activities for a child with a disability that-

(1) isdesigned to be within a results-oriented process, that is focusedon improving the academic and functional achievement of the child

with a disability to facilitate the child'smovement from school to post-school activities, including post-secondary education, vocationaleducation, integrated employment (including supported employment),continuing and adult education, adult services, independent living, orcommunity participation;

(2) is based on the individual childs needstaking into account the

child's strengths, preferences, and interests; andincludes instruction, related services, community experiences,the development of employment and other post-school adultliving objectives, and, if appropriate, acquisition of daily livingskills and provision of a functional vocational evaluation.

Further the purpose of IDEA 2004 is:


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Further, the purpose of IDEA 2004 is:Section 1400 (d)

(1)(A) To ensure that all children withdisabilities have available to them a freeappropriate public education that

emphasizes special education and relatedservices designed to meet their uniqueneeds and prepare them for further

education (new for the first time ever inIDEA 2004), employment and independentliving: (5)


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What are the post-school activities?

post-secondary education college & orvocational education

integrated employment (including supportedemployment)

continuing and adult education, adult services (financial, medical, social, etc) independent living and community participation

(including social and leisure activities) Alternatives to guardianship (durable power of

attorney, etc) or guardianship in most extreme casesIEP goals, services and activities as well as progressmonitoring in relation to all of the above areas (5)

Transition and Autism Specific Concerns


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Transition may need to be started much earlier than age 16

depending on a childs needs. The law states- at age 16unless the committee agrees to an earlier start time (5). Adequate social, academic and functional living skills are

the most important prerequisite requirements foremployment, independent living and further education.

Self Advocacy 1) identifying/explaining ones disability 2)requesting needed supports because of disability 3)understanding where to go for help if supports are notimplemented (start at young age, incorporate bullying info.)

Links/connection to others with Autism Spectrum disorders(Facebook/web, social &support groups)-MHMRA Coffee House

http://www.mhmraharris.org/mrsd/thecoffeehouse.htm-ASPIE Group of Houston http://www.aspieinfo.com/
http://www.mhmraharris.org/mrsd/thecoffeehouse.htmhttp://www.aspieinfo.com/http://www.aspieinfo.com/http://www.mhmraharris.org/mrsd/thecoffeehouse.htm


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Now that we know everything there is to know


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y gabout autism, learning areas affected, specialeducation law, and therapies, the questionbecomes whats the bottom line?

-A child may need very specific, individualizedservices. IDEA clearly states that IEP placementand services must be tailored to a childs uniqueneeds.

-IDEA does not promise a child the best educationpossiblebut does promise that the education willresult in reasonable progress.

-At ARDs, positions and service requests must besupported through objective research, objective

progress measurement, expertrecommendations and, at times, law (case lawand legislative content).

Putting It All Together Continued


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Putting It All Together Continued

-Parents have a right to request data that shows schoolservices, curriculums being offered have peer reviewed

research that supports use (general and school/district level,proof of success data may be requested).

-Parents have a right to ask about credentials and training ofpeople working with a child. This is true for any public,federal employees and this information is rightfully obtainedunder the Public Information Act. Texas Government Code,Chapter 552, gives you the right to access governmentrecords;http://tlo2.tlc.state.tx.us/statutes/docs/GV/content/htm/gv.005.00.000552.00.htm(retrival date 6/9/2008)

Focus day in and day out, as much as you can on improvinglanguage particularly pragmatic language- andsocialization skills. Emotional/social intelligence is key tofunctioning in the world at large.

Putting It All Together
http://tlo2.tlc.state.tx.us/statutes/docs/GV/content/htm/gv.005.00.000552.00.htmhttp://tlo2.tlc.state.tx.us/statutes/docs/GV/content/htm/gv.005.00.000552.00.htm


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Putting It All Together-Use a childs often rather peculiar, fixated interests to

motivate and to present instruction when possible.

-Training for professionals who work with a child in schoolsettings may need training about autism. Parents have theright to ask for training for these individuals when needed.Teachers may also request training.

-Know the Texas Autism Supplement Code (TAC code89.1055) inside and out this is the scaffolding forappropriate Autism services.

I cannot emphasize enough the importance of agood teacher.Temple Grandin http://www.brainyquote.com/quotes/authors/t/temple_grandin.html

Larry Arnold has this to
http://www.brainyquote.com/quotes/quotes/t/templegran283469.htmlhttp://www.brainyquote.com/quotes/authors/t/temple_grandin.htmlhttp://www.brainyquote.com/quotes/authors/t/temple_grandin.htmlhttp://www.brainyquote.com/quotes/quotes/t/templegran283469.html


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Larry Arnold has this tosay in regards to his ownautism:

I didnt get where I amtoday by not beingautistic.http://lastcrazyhorn.wordpress.com/quotes-about-autism-and-everything-

that-includes/(retrievaldate 10/2/2010)

Also seehttp://www.larry-arnold.net/
http://lastcrazyhorn.wordpress.com/quotes-about-autism-and-everything-that-includes/http://lastcrazyhorn.wordpress.com/quotes-about-autism-and-everything-that-includes/http://lastcrazyhorn.wordpress.com/quotes-about-autism-and-everything-that-includes/http://lastcrazyhorn.wordpress.com/quotes-about-autism-and-everything-that-includes/http://www.larry-arnold.net/http://www.larry-arnold.net/http://www.larry-arnold.net/http://www.larry-arnold.net/http://lastcrazyhorn.wordpress.com/quotes-about-autism-and-everything-that-includes/http://lastcrazyhorn.wordpress.com/quotes-about-autism-and-everything-that-includes/http://lastcrazyhorn.wordpress.com/quotes-about-autism-and-everything-that-includes/http://lastcrazyhorn.wordpress.com/quotes-about-autism-and-everything-that-includes/


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References


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1. Volkmar, Fred & Lord, Catherine, Diagnosis and Definition of Autismand Other Pervasive Developmental Disordersin Autism andPervasive Developmental Disorders, ed. Fred Volkmar, CambridgeUniversity Press, 1998, New York, NY.

(Slides 4,5,29)2. Prior, Margot & Ozonoff, Sally, Psychological Factors in Autismin

Autism and Pervasive Developmental Disorders, ed. Fred Volkmar,Cambridge University Press, 1998, New York, NY.(Slides 33,40,45,46 )

3. From Autism Society of Americawebsite "What are Autism Spectrum

Disorders?" Retrieval date 6-11-2008http://www.autism-society.org/site/PageServer?pagename=about_whatis

4. Wrightslaw website download (10/30/07www.wrightslaw.com/info/iep.success.bateman.htm/)

5. Wright, Pete & Wright, Pam, Wrightslaw: Special Education Law, 2nd

Edition Harbour House Law Press, Hartfield, VA., 2006, 2007

6. http://framework.esc18.net/SBS_April_2008.pdfTexas EducationAgency website. Retrieval date 6/9/2008. Last revision of "SpecialEducation Rules and Regulations" [Side by Side]. April 2008.

R f i d
http://www.autism-society.org/site/PageServer?pagename=about_whatishttp://www.autism-society.org/site/PageServer?pagename=about_whatishttp://www.wrightslaw.com/info/iep.success.bateman.htm/http://framework.esc18.net/SBS_April_2008.pdfhttp://framework.esc18.net/SBS_April_2008.pdfhttp://www.wrightslaw.com/info/iep.success.bateman.htm/http://www.autism-society.org/site/PageServer?pagename=about_whatishttp://www.autism-society.org/site/PageServer?pagename=about_whatis


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References continued

7. Relationship Development Intervention website: "Dynamic Intelligence"retrieval date October 30, 2007http://www.rdiconnect.com/RDI/DynamicIntelligence.asp

8. Grandin, Temple. Thinking in Pictures and Other Reports from My Lifewith Autism. Vintage Books division of Random House , Inc., 1995

9 Committee on Educational Interventions for Children with Autism-

Division of Behavioral and Social Sciences and Education-NationalResearch Council, Educating Children with Autism, National AcademyPress, 2001, Washington, DC (Slides 26,30,31,34,38,39,45

10. Wallace, Claudia. Is the Autism Epidemic a Myth?, Time MagazineVol._Ed._, Jan 12, 2007.

11. Kirst-Colston, Margurite, ASA Applauds President Bush's Signing of

Combating Autism Act, Tuesday, December 19, 2006 www.autism-society.org/site/News2?JServSessionIdr012=3zbexwl9l2.app20a&page=NewsArticle&id=9201&news_iv_ctrl=-1

References continued
http://www.rdiconnect.com/RDI/DynamicIntelligence.asphttp://www.autism-society.org/site/News2?JServSessionIdr012=3zbexwl9l2.app20a&page=NewsArticle&id=9201&news_iv_ctrl=-1http://www.autism-society.org/site/News2?JServSessionIdr012=3zbexwl9l2.app20a&page=NewsArticle&id=9201&news_iv_ctrl=-1http://www.autism-society.org/site/News2?JServSessionIdr012=3zbexwl9l2.app20a&page=NewsArticle&id=9201&news_iv_ctrl=-1http://www.autism-society.org/site/News2?JServSessionIdr012=3zbexwl9l2.app20a&page=NewsArticle&id=9201&news_iv_ctrl=-1http://www.autism-society.org/site/News2?JServSessionIdr012=3zbexwl9l2.app20a&page=NewsArticle&id=9201&news_iv_ctrl=-1http://www.autism-society.org/site/News2?JServSessionIdr012=3zbexwl9l2.app20a&page=NewsArticle&id=9201&news_iv_ctrl=-1http://www.rdiconnect.com/RDI/DynamicIntelligence.asp


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12. Pragmatics, Author: Wikipedia contributors, Publisher: Wikipedia, The Free

Encyclopedia. 16 January 2007

http://en.wikipedia.org/w/index.php?title=Pragmatics&oldid=101068131 (slides

30,31)

13. Diagnostic and Statistical Manual of Mental Disorders[DSM-IV-TR]

American Psychiatric Association, American Psychiatric Publishing Inc. 2000

http://www.appi.org/book.cfm?id=2024

14. TEA: Texas Continuous Improvement Process and OSEP Continuous Monitoring

Process, May 2003 PowerPoint presentation , slide # 11

http://www.tea.state.tx.us/special.ed/tcip/ppt/report.ppt#36

14 b. From the National Autistic Societyweb site, "Applied Behavior Analysis".

Retrieval date 6-6-08.

http://www.nas.org.uk/nas/jsp/polopoly.jsp?d=1071&a=15100

15. Clinical Practice Guideline: Report of the Recommendations: Autism/PervasiveDevelopmental Disorders - Assessment and Intervention for Young Children (Age0-3 Years). Department of Health. New York State. Retrieval date 6/6/2008http://www.health.state.ny.us/community/infants_children/early_intervention/autism/ch4_pt2.htm

References Continued
http://en.wikipedia.org/w/index.php?title=Pragmatics&oldid=101068131http://www.appi.org/book.cfm?id=2024http://www.tea.state.tx.us/special.ed/tcip/ppt/report.ppthttp://www.nas.org.uk/nas/jsp/polopoly.jsp?d=1071&a=15100http://www.health.state.ny.us/community/infants_children/early_intervention/autism/ch4_pt2.htmhttp://www.health.state.ny.us/community/infants_children/early_intervention/autism/ch4_pt2.htmhttp://www.health.state.ny.us/community/infants_children/early_intervention/autism/ch4_pt2.htmhttp://www.health.state.ny.us/community/infants_children/early_intervention/autism/ch4_pt2.htmhttp://www.nas.org.uk/nas/jsp/polopoly.jsp?d=1071&a=15100http://www.tea.state.tx.us/special.ed/tcip/ppt/report.ppthttp://www.appi.org/book.cfm?id=2024http://en.wikipedia.org/w/index.php?title=Pragmatics&oldid=101068131


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16. from TEACCH web site "What is TEACCH?" retrieval date 6/6/08http://www.teacch.com/whatis.html

A Literature Review of the Treatment and Education for Autistic and RelatedHandicapped Children (TEACCH) Program, Timothy Peerenboom, The GraduateSchool of School Psychology, University of Wisconsin-Stout, August 2003.Retrieval date 6/6/2008. www.uwstout.edu/lib/thesis/2003/2003peerenboomt.pdf.

17. from website page "Dave Writes to Ask TEACCH vs. Lovaas" ofWrightslaw.Com. Retrieval date 6/6/08http://www.wrightslaw.com/advoc/ltrs/debate_teacch_lovaas.htm

18. from website page of Autism Canada Foundation, "TEACCH treatmentoverview". Retrieval date 6/6/08 http://www.autismcanada.org/teacch.htm

19. from website page of Wrightslaw.com website page, School Board of HenricoCounty VA vs. RT et. al. E.D. VA, 2006)http://www.wrightslaw.com/law/caselaw/06/henrico.va.rt.htm. Retrieval date6/3/09)

20. from the website information sheet of the National Autistic Society - UK"Auditory Integration Training (AIT)". Retrieval date 6/6/08http://www.autism.org.uk/nas/jsp/polopoly.jsp?d=1389&a=3233

21. from the website information sheet of the National Autistic Society - UK"Music Therapy". Retrieval date 6/6/08http://www.autism.org.uk/nas/jsp/polopoly.jsp?d=1350&a=3348

References Continued
http://www.teacch.com/whatis.htmlhttp://www.uwstout.edu/lib/thesis/2003/2003peerenboomt.pdfhttp://www.wrightslaw.com/advoc/ltrs/debate_teacch_lovaas.htmhttp://www.autismcanada.org/teacch.htmhttp://www.wrightslaw.com/law/caselaw/06/henrico.va.rt.htmhttp://www.autism.org.uk/nas/jsp/polopoly.jsp?d=1389&a=3233http://www.autism.org.uk/nas/jsp/polopoly.jsp?d=1350&a=3348http://www.autism.org.uk/nas/jsp/polopoly.jsp?d=1350&a=3348http://www.autism.org.uk/nas/jsp/polopoly.jsp?d=1389&a=3233http://www.wrightslaw.com/law/caselaw/06/henrico.va.rt.htmhttp://www.autismcanada.org/teacch.htmhttp://www.wrightslaw.com/advoc/ltrs/debate_teacch_lovaas.htmhttp://www.uwstout.edu/lib/thesis/2003/2003peerenboomt.pdfhttp://www.teacch.com/whatis.html


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22. From website of the University of California San Diego AutismResearch Program, "Pivotal Response Training". Retrieval Date 6/9/08.http://psy3.ucsd.edu/~autism/prttraining.html
http://psy3.ucsd.edu/~autism/prttraining.htmlhttp://psy3.ucsd.edu/~autism/prttraining.html