Effective Classroom Programming

A Collaborative Project Between Hopewell Public Schools and The Faison School for Autism D r . S h e i l a B a i l e y B r o o k i e F o w l e r - S m i t h , M . E d D r . K a t h y M a t t h e w s M e r e d i t h S i n g l e t a r y , M . E d P e t r a S t o c k h a u s J o h n T o l s o n , B C A B A

Applied Behavior Analysis

Why ABA is Good for Education

 Developed by Dr. Heward and Presented at the 2008 International Applied Behavior Analysis Education Conference

ABA is…



ABA is meaningful



ABA is effective



ABA is focused



ABA is broadly relevant



ABA is self-correcting



ABA is accountable



ABA is public



ABA is replicable



ABA is doable



ABA is empowering



ABA is optimistic



ABA knows motivation

Components of a Classroom Using Behavior Analysis

     All instruction is individualized, whether in 1:1 settings or groups Teachers continuously measure teaching and student learning Graphs of the measures of student's performance are used for decisions about which tactics are best The principles of the basic science of the behavior of the individual are used Teaching is driven by the moment to moment responses of each individual student

Continued...

    The classroom is a positive environment Expertise in the science is used to make moment to moment decisions Teachers are strategic scientists of pedagogy and ABA The progress of students is available for view in the form of up to date graphs on responses to instruction

Applied Behavior Analysis (continued)

   Procedures used are derived from the principles of behavior Based in empirical research Utilizes observation, recording, analyzing, and is systematic    Teaches new skills/behaviors Increases skills/behaviors Decreases/replaces behaviors

Common Misconceptions about ABA

          ABA is new ABA is a cure ABA is easy Used only with kids with autism Used only with preschoolers Used only to address undesirable behaviors 1:1 instruction Token boards Discrete Trials Everyone learns the same skills       Kids learn rote skills-it is robotic 30-40/hrs a week is too much ABA uses aversive procedures All ABA looks the same    Structure teaching Incidental teaching Group teaching ABA and Discrete Trial Teaching (DTT) are the same thing Only use edibles as reinforcers

What should you see in an ABA classroom?

 Curriculum and Instruction    Skills broken down and systematically taught one step at a time Multiple opportunities for teaching skills throughout the day and across activities No down time and use of natural environment teaching   The use of prompts to facilitate learning with systematic fading of prompts Meaningful and relevant targets, prioritizing goals  Strong emphasis on behavior, language, and social skills

ABA continued…

  Reinforcement      Daily reinforcement assessments Differentially use a variety of reinforcement Contingent positive reinforcement for target behaviors/skills Use of reinforcement for absence of inappropriate behaviors Minimal reaction to inappropriate behaviors Data Collection  Student program books     LU data collected daily LU data graphed daily Decrease Behavior data Analysis of data

Data Analysis and Maintenance

    Data are analyzed across classrooms in a consistent manner using a standardized system of data analysis. Most instruction is recorded in the form of learn units, a teacher-student three term contingency. Teaching assistants are responsible for a working knowledge of data analysis but teachers make the final decision on program targets and changes. Data are graphed daily/weekly  Graphs: good judgment aides because they are easy to analyze due to their visual nature.

Preschool Classroom

   2 Adults (1 teacher & 1 teaching assistant) 5 students (can be up to 8) Clearly defined areas in the classroom: circle, play, books, independent work, group, centers, 1:1 work areas

Preschool Schedule

            7:45 -8:00 – Arrival 8:00-8:20 – Breakfast 8:20-8:45 – Circle & Toileting 8:45-10:15 – Centers        Time 8:45-9:00 Meredith A Kathy Independent Play B & C D E 9:00-9:15 D & E A B C 9:15-9:30 B & C D & E A 9:30-9:45 A B & C D E 9:45-10:00 D & E A B C 10:00-10:15 B & C D & E A 10:15-10:45 – Play (M & W) or Art (T & TH) 10:45-11:00 – Circle & Toileting 11:00-11:30 – Lunch 11:30-11:45 – Books & Toileting 11:45-1:15 – Centers  Same rotations as morning centers 1:15-1:30 – Playground 1:30-1:45 – Circle & Toileting 1:45 -- Dismissal

ECSE Classroom

Small and large group tables: these areas are used for meal time, art, and during centers.

ECSE Classroom

Circle area: Students sign in and out, visual daily schedule posted, calendar, days of the week, group activities, ect.

Independent work area: students work on completing specific tasks (ie:puzzles, file folders, art, ect.)

ECSE Classroom

Play Area: students work on imitating actions with toys, playing with peers, turn taking, using toys as they were intended.

K-2 Autism Class Structuring a New Classroom

Prioritizing

   Pre-school weeks: setting up program books, organizing classroom, creating basic materials after reviewing IEPs.

September: class structure and program development -from IEPs and ABLLS scores October: Level One behavior plan development, data sheet implementation, communication systems implemented, preliminary Level Two behavior plan creation

K-2 Autism Class

    Two kidney bean-shaped tables facing blackboards to help students focus Play area with chairs and couches so that students can look through books, learn to use toys and interact with peers appropriately, and relax Two computers with adaptive mice Shared bathroom between K-2 and grades 3-5

Programming

 Based on ABLLS scores and IEP goals  Prerequisite skills ie: sitting, waiting, visual attending/tracking, turn-taking  Functional communication: sign language, appropriate manding, assistive technology (including picture communication systems), shaping vocalizations

Class Structure

     Schedule: 15 min. rotations between two instruction centers and one interactive play area Students are paired based on academic level and behaviors targeted for decrease Speech therapy in classroom; students pulled from class for 1:1 occupational therapy Recess split into two 15 min. breaks Monday Schedule.xls

Inclusion & Resources

 Resources (Music, Gym, Library) with typically developing peers  Adaptive Art in classroom to help develop fine motor skills and work on occupational therapy goals  Students attend assemblies with peers  Cafeteria will be phased in as targeted behaviors decrease

3-5 Class Schedule

   7:45-8:00 Ms. Amy (TA) picks students up from bus/cars and brings them to class. Mrs. Brookie (Teacher) helps students unpack/bathroom/morning work. 8:00-8:30 Students go to and come from the cafeteria for breakfast as a class.

8:30-8:45 Class instruction     Time Brookie 8:45-9:30 A,B,C, & D Amy Independent Play E /F F 9:30-10:00 E/F A,B C,D F 10:00-10:30 A,B,C, & D E /F F        10:30-11:00 Recess 11:00-11:45 Lunch 11:45-12:00 Break (F goes to Nurse for Noon Meds.) 12:00-12:30 1 st Rotation (Same as morning) 12:30-1:00 Resource (M-Art, T-P.E., W-P.E., Th-Library, Fri-Music)  Time Brookie Amy Independent Play    1:00-1:30 E/F 1:30-1:45 B C,D A,B F 1:45-2:00 F B F 1:30 A, C, D, & E Depart 2:00 B&F Depart

3-5 Classroom Structure 2008-2009

Ms. Amy’s Small Group work area Speech Group work area Whole Class Instruction Mrs. Brookie’s Work Area (4 students)

3-5 Classroom Structure 2008-2009

Independent Work/Play Area Currently students pick/play at their leisure during independent time.

Independent Work/Play area

3-5 Classroom Structure 2008-2009

Computer Work Stations 1:1 Student Work area Reading Center

Training Parents and Staff:

 Training of parents and staff is a key component to ensure program integrity, procedural reliability, communication, generalization of skills, and program evaluation.  Trainings are organized each month to address programming needs and interests for teachers, teaching assistants, and parents.  Examples: Training Schedule Sept-Oct.doc

, The Collaborative Classroom Parent Training Schedule.doc

Training Staff Members:

   Professionally trained staff members are a vital part to effective programming in all areas of education. Trainings provide staff members with researched based methods to facilitate classroom management and student skill acquisition. Professionals need time to meet to discuss successes, difficulties, and novel ideas.

Aspects of Trainings:

     Trainings are verified made public through goals and schedules. Focused on building confidence when components of trainings have been implemented effectively. Trainer is a facilitator of hands-on- learning and provider of information. More training time is devoted to working with participants individually as opposed to presenting lectures. Programming is monitored using Teacher Performance Rate and Accuracy observational procedure(Ingham & Greer, 1992). Ex: TPRA 11.07.doc

Training Parents

   Trainings are conducted to educate parents on effective and non-coercive parenting practices. Parents are instructed on methods, principles, concepts, and tactics from behavioral analysis. We want parents to promote a healthy, happy, and safe learning environment.     Home School Collaboration Sharing of Data Classroom Observations Collaborative Team Meetings Encourage Parent Involvement

In our classrooms you will see…..

         High expectations for students Meaningful and relevant curriculum Focus on teaching appropriate skills to replace inappropriate behaviors A strong emphasis on teaching language Structured classrooms with limited downtime and students engaged in learning Use of contingent reinforcement for clearly observable targets Data based decision making driving instruction Individualized instruction based on the needs of the student A fun, inviting classroom

References

       Principles of Everyday Behavior, L. Keith Miller, 3 rd 1997, Brooks/Cole Publishing.

ed., Children with Autism: A Parent’s Guide, Michael D. Powers, Editor. 2 nd ed. 2000, Woodbine House. Ingham, P., & Greer, R.D. Changes in student and teacher responses in observed and generalized settings as a function of supervisor observations. Journal of Applied Behavioral Analysis, 25, 153-164.

www.behavioranalysts.com

www.fcps.edu/ss/ABA www.behavior.org

www.abainternational.org