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Targeting Evidence Based Practices: Tools
And Resources In Serving Students with
Autism Spectrum Disorders
Presented byMarilyn Gense and Annette
Skowron-Gooch,Willamette ESD and Jay Gense, ODE
ODE’s Perspective Importance of and need for
dissemination of evidence based practices
Regional Program delivery of quality services supporting students with ASD
Over-arching structure used to support statewide services
Statewide Consultation and
Resources for ASD
Alignment with Regional Programs
Alignment with Research Alignment with RPATS Resources
What does scientifically-based
research mean and how will states design
systems to implement scientifically-based
programs?
Key Questions:
Evidence -BasedWho
What/Where/WhenHow
WHO…WHAT…WHERE Individuals (e.g. Arick & Company) NIMH
http://www.nimh.nih.gov/healthinformation/autismmenu.cfm
STAART NAAR
http://www.naar.org/
WHAT Boston University Kennedy Krieger Institute Mt. Sinai Medical School University of California, Los Angeles University of North Carolina, Chapel
Hill
University of Rochester University of Washington Yale University
WHAT Peer Reviewed
Journals Special
Projects: http://
sped.usu.edu/ASSERT/research.html
Book -Educating Children with Autism
Other Publications: http://psy.ucsd.edu/autism/publications.html
The following elements describe effective instructional methods
1. Instructional methods have documented effectiveness and, ideally, reflect empirically validated practices.
2. The methodology promotes maximum engagement in appropriate activities and targeted skill areas.
3. Instructional methods: a. Emphasize the use of naturally occurring reinforcers (rewards); b. Promote high rates of successful performance; c. Encourage communication and social interaction; and d. Encourage the spontaneous use of learned skills in different settings.
4. While the acquisition of new skills occurs first, the generalization and maintenance of these skills are equally important when educating students with autism. Programs should have a clear plan to systematically promote the maintenance and generalization of learned skills to a variety of natural environments. Doing so will require that a student be able to cope with the distractions and disruptions of daily living. It is noteworthy that methods used to teach new skills may differ from those that support generalization and maintenance.
5. Instructional methods are adapted to the range of ages, abilities, and learning styles of the students with autism.
http://www.state.nj.us/njded/specialed/info/autism.pdf
Big Question?In the absence
of research, how do we
make decisions?
How : http://www.iidc.indiana.edu/irca/educ
ation/practicalRecommend.html
There is variability in symptomatology and responsiveness to intervention across children; therefore, all intervention should be individualized.
The earliest possible intervention should be considered to aid in the prevention of the emergence of severe problems.
Intervention should take place primarily in the natural environment.
The child’s motivation to overcome his or her disability should be promoted.
Analyses of the functions of the child’s behavior need to be conducted.
Full school and community inclusion needs to be planned and implemented throughout the lifespan.
Parental participation is important.
Generalization and maintenance of intervention gains need to be planned and evaluated.
Coordination among individual providers, educators, and parents enhances the child’s progress.
The child’s independence needs to be promoted.
The social significance of the intervention for the child’s and the family’s quality of life needs to be considered.
Example: Sensory Integration
Developmental Sensory Disorder: Contributions From A Clinical Perspective (Goldson)
Differentiation of Sensory Processing Disorder Subtypes Using Non-Invasive Neurophysiology Measures of Sensory Gating (Kisley)
Sensory Gating Measured by Evoked Potentials in Children with Sensory Modulation Dysfunction (Davies and Gavin)
Sensory Processing Disorder: Possible Pathways to DSM-V (First)
The Superior Colliculus as a Model for Understanding Neuron Behavior (Stein)
Twin Studies of Tactile and Auditory Defensiveness (Goldsmith)
Another Example: Journals
The National Institute of Mental Health suggests a list of questions parents can ask when planning for their child:
How successful has the program been for other children?
How many children have gone on to placement in a regular school and how have they performed?
Do staff members have training and experience in working with children and adolescents with autism?
How are activities planned and organized?
Are there predictable daily schedules and routines?
How much individual attention will my child receive?
How is progress measured? Will my child's behavior be closely observed and recorded?
Will my child be given tasks and rewards that are personally motivating?
Is the environment designed to minimize distractions?
Will the program prepare me to continue the therapy at home?
What is the cost, time commitment, and location of the program?
Autism Spectrum Disorder Statewide Library
Oregon Department of EducationLibrary Housed and Managed
by the Autism Spectrum Disorder ProgramWillamette ESD
2611 Pringle Road SESalem, OR 97302
For information on checkout contactMeagan Head at 503.588.5330
Effective PracticesRegional Programs and Districts
Training
Coaching
Evaluation
