Transcript LINKS [www.eup.k12.mi.us]

LINKS
Peer-to-Peer Mentoring Program
links (lingks), v. to unite or connect
Key Questions
• What is Autism or ASD?
• What does an education for students with Autism
require?
• What is the LINKS curriculum?
What is autism?
Autism is…
a Neurobiological disorder that impacts processing,
attention and shifting, basic social behaviors,
interaction with the environment and learning in three
diagnostic areas:
Restricted &
Repetitive
Behavior
Impairment
in
Socialization
Impairment in
Communication
What do we know?
• Autism is part of a spectrum called ASD that also
includes Asperger’s Syndrome and PDD-NOS.
• Characteristics are evident by the age of 3 (DSM-IV
criteria)
• 70-95% with a documented developmental
concern before the age of 2 years
• 13-30% of children had a reported developmental
regression by 2 years of age
• Occurs 4 times more often in boys than girls
Autism
Spectrum
Disorders
PDD-NOS
Autism
Asperger's Disorder
Impaired social
interactions
Impaired social
interactions
Impaired social
interactions
Or
And
And
Impaired
communication
Impaired
communication
Normal
communication/language
development
Or
And
Or
Restricted repetitive
and stereotyped
patterns or behaviors,
interests and activities
Restricted repetitive
and stereotyped
patterns or behaviors,
interests and activities
Restricted repetitive and
stereotyped patterns or
behaviors, interests and
activities
New Research
One in 88 children is
diagnosed with an autism
spectrum disorder by the age
of 8.
On average 1 in 54 boys was diagnosed,
compared to only 1 in 252 girls.
-Center for Disease Control
Goals for Students with ASD
(Biggest needs of students with ASD)
 Socialization
 Independence
 Organization
 Participation in the General Education
Curriculum
Undeniable Truths
Autism is not going away
and…
the school system needs a
way to meet these needs
that is cost effective.
Education for students with
ASD
Definitions
LINK – a pupil who is enrolled in a LINKS course/credit
program and who becomes a peer support or “LINK”
to a pupil with ASD
LINKS – a local education agency’s board approved
peer-to-peer support course/credit program
-MDE Pupil Accounting Manual
Evidence-based practices
for students with ASD
There are 24 identified evidence-based practices:
Antecedent-Based Interventions
Parent-Implemented Intervention
Computer-Aided Instruction
Social Narratives
Extinction
Functional Behavior Assessment
Self-Management
PECS
Differential Reinforcement
Discrete Trial Training
Functional Communication Training
Pivotal Response Training
Peer-Mediated Instruction and Intervention
Structured Work Systems
Social Skills Groups
Reinforcement
Visual Supports
Speech Generating Devices
Prompting
Response Interruption/Redirection
Task Analysis
Naturalistic Intervention
Time Delay
Video Modeling
Peer Mediated Instruction
and Intervention
Peer-to-Peer support or peer mediated learning is well
documented as an evidence based practice for pupils
with Autism Spectrum Disorder.
LINKS elective course/credit programs represent one model
of 21st Century instructional design that incorporates
applied learning in a non-traditional manner.
LINKS is based on long-standing national research and is an
evidence-based model that is documented to have
multiple learning outcomes for both students with ASD and
students enrolled in the elective course/credit program.
-MDE Pupil Accounting Manual
Evidence Based Outcomes
For student with ASD
• LINK models typical
academic and social
behavior in
educational
environments
• Improvements in
academic
competence
For LINK
•
•
•
Experimental learning provides
progressive knowledge regarding
awareness and understanding of
disabilities and experience in
increasing skills in organization,
responsibility, problem-solving,
decision-making and
accountability
Improvements in academic
competence
Pupils at-risk for academic and
behavioral issues who enroll in
LINKS courses demonstrate
increased grades and increased
attendance
-MDE Pupil Accounting Manual
Educational Environment
The special education teacher teaches a general
education course called “LINKS,” and serves as the
teacher of record, provides training, facilitates case
conferences, and gives the grade for the general
education pupil in the elective course which is
delivered in the special education class.
The special education teacher is teaching the special
education program at the same time.
-MDE Pupil Accounting Manual
General Requirements for
all LINKS courses
• Pupil must be enrolled in grades 6-12,
• Curriculum is approved by the local board of education,
• Instructional objectives are established by the approved
peer-to-peer support curricular content,
• Pupil is provided a course syllabus,
• The LINKS teacher must provide lesson plans and the
grading criteria for each LINKS course/credit,
• Daily attendance for participating pupils is recorded by
the teacher,
• Pupil assessment and grading is completed by the
teacher of record,
• Pupil meets all other enrollment and pupil eligibility
requirements.
-MDE Pupil Accounting Manual
Curriculum
Curriculum
There is already an established
curriculum for the LINKS class!
This curriculum is
Flexible enough to meet a variety of needs
Accessible from any location with internet access
Comprehensive in its content
Each online module includes a pre-test, content
material for learning, and a post-test.
http://www.autisminternetmodules.org/index.php
Online Modules
Modules are organized sequentially into four levels:
Level 1
1. About Autism Spectrum Disorders
2. Recognizing Autism-Assessment for Identification
3. Peer Mediated instruction
4. Prompting
5. Reinforcement
6. Restricted Patterns of Behavior, Interests, &
Activities
7. Picture Exchange Communication System
8. Language and Communication
Online Modules
Level 2
1. Rules and Routines
2. Transitioning between activities
3. Antecedent-Based activities
4. Functional Communication
5. Supporting successful completion of homework
6. Response Intervention/Redirection
7. Visual support
8. Naturalistic Intervention
9. Extinction
Online Modules
Level 3
1. Self-Management
2. Overview of Social Skills
3. Home Base
4. Assessment for Identification
5. Sensory Differences
6. Social Narratives
7. Time Delay
8. Differential Reinforcement
9. The Incredible 5-point Scale
10. Strategies for teaching Functional Skills
11. The Employee with Autism
Online Modules
Level 4
1. Social Supports for Transition-aged individuals
2. Structured work systems & activity organizations
3. Task Analysis
4. Structured Teaching
5. Speech Generating Devices
6. Preparing Individuals for Employment
7. Customized Employment
8. Parent-Implemented Intervention
9. Computer-Aided Instruction
10. Discrete Trail Training
Journal
LINK students are required to record a daily journal
entry on a password protected blog.
 This encourages the LINK student to think and reflect
on what is happening in their experience with the
student with ASD
 Informs the LINK teacher as to what is happening in
class
 Informs other LINKs that are working with the same
student about what is happening and share ideas
Journal Questions
• Socialization: Describe how your student
socializes with you and your classmates.
• Independence: Does your student show
independence or need help being more
independent? Give examples.
• Academics: How do you think your student
is doing with homework, lectures, note
taking, and assignments?
• Other: Tell us anything else that happened
during your Peer Connections hour.
LINKedUP
Website for LINK students and teacher to
communicate, post additional articles
for reading, post assignments, and
record daily journal on password
protected blog.
http://linkedeup.edublogs.org/
Case Conferences
This is a meeting of all the LINK students that are
working with the same student with ASD. This meeting
could be held every 3-4 weeks. Case conferences
help support the LINKs.
Case Conferences come up with new ideas for the
student with ASD.
The meeting should ask three basic questions:
1. What is going right with our student?
2. What are some of the challenges our student is
facing?
3. Brainstorm solutions
Who? What? When?
Where? Why?
Who is involved?
 General education students will sign up for
LINKS class and receive an elective credit
 The LINK will be matched with a student with
Autism based on common interests,
experience and age
 Special Education teacher will serve as
teacher of record and teach both classes
What is the teacher’s role?
Training LINKS
Organizing
Informing the rest of the staff
Defining the role of the LINKs
Motivating the LINKs
Creating a positive atmosphere for my students with
ASD
Modeling behaviors for LINKs
When do LINKs receive
training?
LINKS work with the student with ASD
four days a week during their assigned
hour and meet with the teacher for
training day one day a week.
Case Conferences are usually held
during lunch time once every 3-4 weeks.
Where do students meet?
LINK students will work with the students with
ASD in natural settings such as the special
education room, hallways, cafeteria, and
gym.
LINKS class has a classroom, just like any other
class at the High School. This room also serves
as the “safe haven” for ASD students.
Why do we need LINKS?
LINKs are peers and they can
Say things I cannot
Do things I cannot
Influence like I never will
The person who really
wants to do something
finds a way;
the other person finds
an excuse.