Transcript Autism Spectrum Disorders John J. Wheeler, Ph.D. What is Autism ? Autism is a neurobiological disorder with no singular known cause, however much speculation.

Autism Spectrum
Disorders
John J. Wheeler, Ph.D.
What is Autism ?
Autism is a neurobiological disorder with no singular known
cause, however much speculation exists as to causal
factors related to exposure of expectant mother’s to
environmental hazards, toxins, and the role of genetics
History of Autism
 http://www.youtube.com/watch?v=VaZUig03gT0
Autism Prevalence
 Currently 1 in 88 children are diagnosed with Autism,
though a recent finding…
 In a telephone survey of 100,000 parents of children aged 6
to 17, the Centers for Disease Control and Prevention
found a 1 in 50 prevalence rate. The report indicates the
nation's prevalence rate may be higher than the official 1
in 88 rate, but does not replace that finding.
Autism Spectrum Disorders
 Up until this year there were five disorders which fell beneath
this category. These include:
 Autism
 Asperger’s Disorder
 Childhood Disintegrative Disorder (rare 2 children per 100,000)
 Rett’s Disorder (affects females 1/10-15,000)
 Pervasive Developmental Disorder
Not Otherwise Specified (PDD/NOS)
DSM-V Classification
 The new diagnostic label is Autism Spectrum Disorders
(ASD)
 Persistent deficits in social communication and social
interaction across contexts not accounted for by general
developmental delays, and manifest by all of the following:
 Deficits in social/emotional reciprocity
 Deficits in non-verbal communicative behaviors used for social
interaction
DSM-V Classification
 Restricted repetitive patterns of behavior, interests, or activities as
manifested by at least two of the following:
 Stereotyped or repetitive speech, motor movements, or use of objects
 Expressive adherence to routines, ritualized patterns of verbal or non-
verbal behavior, or excessive resistance to change
 Restricted or fixated interests
 Hyper-or-hypo reaction to sensory input or unusual interest in sensory
aspects of the environment
Symptoms must be present in early childhood but may not become
fully manifest until social demands exceed limited capacities.
Symptoms together limit and impair daily functioning.
Characteristics of ASD
 It is characterized by severe and pervasive impairments in the
areas of social communication skills including reciprocal social
interactions and the presence of stereotypical behavior and
interests
 Severe language delays including:
 A lack of babbling or purposeful gestures by age 1.
 The absence of single words by 16 months.
 The absence of combining two words by age 2.
 The loss of language or social communication skills.
Characteristics of ASD
 Autism ranges from mild to severe and impacts the degree to which a
person’s development is impaired.
 Those individuals who are higher functioning on the autism spectrum may
display only minimal impairments in their intellectual processes, they may
experience some motor difficulties, often an obsession with a particular
area of interest, difficulty with understanding and communicating feelings
such as humor or empathy, an inability to discern subtle cues, difficulties
with pragmatic or functional language, and a hypersensitivity to certain
noises, light, smells, and textures found in clothes or food.

Individuals with more severe forms of autism can have intellectual
impairments, significant language delays, or even non-verbal and often
engage in stereotypical behavior such as hand flapping, pacing, rocking,
and engage in aggressive behavior towards themselves or others.
Co-Occurring Conditions
 Many children with autism spectrum disorders suffer from
some degree of mental retardation (approximately 75% of
children identified with ASD).
 Auditory processing difficulties-Typically children with
ASD have a keen sense of visual perception and difficulty
in processing auditory stimuli.
 Seizure Disorders-Usually 1 in 4 children with ASD develop
seizure disorders between their early childhood and or
adolescent years.
Etiology
 Etiology is concerned with causation of a condition.
 Early theories were that Autism was caused by
psychological factors, these myths “refrigerator mom’s”
were expounded on by professionals such as Bruno
Bettleheim.
Etiology
 Neurological differences in persons with Autism are
pronounced, confounding variables for understanding
these complexities are the heterogeneity of the
population.
 These studies are generated from the post-mortem
analysis of the brains of persons with ASD, or through
neuro-imaging while still alive, and through the use of
animal models to note neurological differences.
Biological Basis of ASD
Learning Can Be Fun!
 http://www.youtube.com/watch?v=pyvoaM_9HME
Biological Basis of ASD
 Postmortem and MRI studies have shown that many
major brain structures are implicated in autism. This
includes the cerebellum, cerebral cortex, limbic system,
corpus callosum, basal ganglia, and brain stem.
 Recent neuroimaging studies have shown that a contributing
cause for autism may be abnormal brain development
beginning in the infant’s first months. This“growth
dysregulation hypothesis” holds that the anatomical
abnormalities seen in autism are caused by genetic defects in
brain growth factors. It is possible that sudden, rapid head
growth in an infant may be an early warning signal that will lead
to early diagnosis and effective biological intervention or
possible prevention of autism (NIMH, 2008).
Environmental Toxins and ASD
 Exposure to environmental toxins e.g., heavy metals,
mercury etc… and their relationship to autism
 The MMR debate?
 Thimerosal?
 See Article Handout
Interaction Between Environmental Toxins
and Genetic Susceptibility
Environmental
Toxins
Toxin
Threshold
Reached &
Autism
Expressed
Genetic
Susceptibility
© Wheeler, Mayton, Carter (In-press)
Take Each Child and Family Where
They Are!
 http://www.youtube.com/watch?v=Xwq3LtPWm5k
Break!
 9:45 -10:00
Positive Behavior
Supports & Autism
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Positive Behavior Supports
 Behavior
 Child behavior
 What child DOES now
 Challenging behavior –
Excessive behavior – too
much, too often
 Skill deficit
 Wrong behavior at the
wrong time
 What we would like child to
do instead
 Concrete, skills abilities
 Positive
 Skill building, teaching,
 Initial learning, Skillful use,
When & Where to do certain
behaviors, Independence,
Innovation
 Positive methods
 Behavior happens for a
reason or reasons
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 Supports
 teachers, peers, parents,
siblings
 Not single intervention
 Various changes in environment
to help child learn & use positive
behaviors
 Pre-vention, not just
intervention
 Behavior
 Child behavior
 What child DOES now
 Challenging behavior – Excessive behavior – too much, too often
 Skill deficit
 Wrong behavior at the wrong time
 What we would like child to do instead
 Concrete, skills abilities
 Behavior happens for a reason or reasons
 Challenging behaviors
 Positive behaviors
 Reasons = “Functions”
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 Positive
 Skill building, teaching,
 Initial learning, Skillful use, When & Where to do certain
behaviors, Independence, Innovation
 Positive methods
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 Supports
 teachers, peers, parents, siblings
 Assistants, bus drivers, kitchen staff
 Classmates, friends, siblings, cousins, etc
 Parents, grandparents, uncles, aunts, etc
 Not a single intervention
 Various changes in environment to help child learn & use
positive behaviors
 Pre-vention, not just intervention
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 What is a behavior challenge that you are experiencing with a
child with ASD?
 Write it down
 Describe it
 Actions toward Persons or Objects
 Examples, specific instances
 Positive behavior
 What should child DO instead?
 Describe it
 Actions toward Persons or Objects
 Examples, specific instances
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Behavior Definition
Action
Object/Person
Challenging Behavior
Positive Replacement
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Qualifier
Behavior DefinitionExample
Action
Object/Person
Qualifier
Challenging Behavior
Bites --Mouth or teeth on
another child
Attempt to bite
peers
Takes toys
Grabbing, pulling toy
From peers
Without asking
Forcefully
Says or signs “stop”
To peer
When peer enters his
space (arms distance)
Asks for toy
From Peer
Exchanges toy
With peer
Positive Replacement
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Behavior Definition
PRACTICE
Action
Object/Person
Challenging Behavior
Positive Replacement
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Qualifier
Behavior Reasons
 Behavior in context
 Antecedent Behavior Consequence
 Situation – who, where, when
 “Reasons”
 Functions
 What supports behavior now?
 What consequences does it produce now?
 Behavior’s “purpose” – caution!!!!!!!
 Triggers
 What immediately provokes the behavior, sets it off?
 What situations (people, places, things, prior interactions or
events) make it more likely
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Basic Functional Assessment
Questions
 What is/are the specific
 What are the other (unintended)
behaviors of concern?
consequences of the behavior?
 Challenging behaviors;
 “It sometimes gets her….”; “It
Skills/Replacement Behaviors
sometimes allows him to get….”
 When, where, & with whom
 “The one thing I could do to
does the behavior happen?
make the behavior happen right
now
 Challenging; Skill/Replacement
 Challenging; Replacement
 When, where, & with whom
 How do others see this behavior
does the behavior not happen?
(in terms of the above
questions)?
 Challenging; Replacement
 What are the typical responses
 Challenging; Replacement
 See it the same as or different
to the behavior?
 Challenging; Replacement
 “I usually…., then I….”;
than I
“Sometimes I….”
 “He avoids/escapes….”; “She
gets….”
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Basic Functional Assessment
Methods & Procedures
 Indirect methods
 Getting impressions, perceptions, recollections from others who know
the child –asking one person about another’s behavior

Teachers, assistants, other staff, family, the child, etc
 Rich, varied source of information
 Accuracy? Disagreements? Different actual “functions” with different
people?
 Direct Methods
 Directly observing & recording what the child does
 More accurate? More intensive?
 Combined with indirect information – triangulate or zoom in on
probable situations, triggers, consequences that “cause the behavior
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FBA Methods
 Indirect
 Records review
 Incident logs
 Psychological,
developmental tests, etc
 Interviews
 With others
 With child
 Behavior Situation Rating
scales
 Direct
 Scatterplot
 Observations of child by
trained observer
 Specialist, teacher,
assistant, other staff,
peer/sibling, parent, etc
 ABC, behavior counts,
estimates, behavior
“products”
 Environmental manipulation
 Changing situation,
trigger, consequences, etc,
to see if and how behavior
is affected
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Basic Functional Assessment
Methods
 Interviews
 Identify behavior concerns
 Begin definition
 What are the PERCEIVED
situations, triggers,
consequences?
 Behavior Situation Rating Scales
 Rate how likely specific behavior
is in different situations,
triggers, consequences
 Scatterplot
 Simple observation recording of
time of day or activities when
behavior happens, doesn’t
happen
 At least 2 weeks
 Observations
 Direct observation of behavior
 Guided by interviews, rating
scales, scatterplot
 Situations, antecedent triggers,
consequences/outcomes
 Behavior count, duration
 Pre-intervention baseline for
evaluating intervention
 At least 3 – 5 days
 Focused, specialized
 Environmental manipulation
 Trying out different changes in
situation, triggers,
consequences
 Do these things really affect the
behavior?
 Preview of intervention
effectiveness
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Basic Functional Assessment
Interview Questions
 What is/are the specific
 What are the other (unintended)
behaviors of concern?
consequences of the behavior?
 Challenging behaviors;
 “It sometimes gets her….”; “It
Skills/Replacement Behaviors
sometimes allows him to get….”
 When, where, & with whom
 “The one thing I could do to
does the behavior happen?
make the behavior happen right
now
 Challenging; Skill/Replacement
 Challenging; Replacement
 When, where, & with whom
 How do others see this behavior
does the behavior not happen?
(in terms of the above
questions)?
 Challenging; Replacement
 What are the typical responses
 Challenging; Replacement
 See it the same as or different
to the behavior?
 Challenging; Replacement
 “I usually…., then I….”;
than I
“Sometimes I….”
 “He avoids/escapes….”; “She
gets….”
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Behavior Situation Rating Scales
 Motivation Assessment Scale (Durand & Crimmins, 1992)
 Modified for Early Childhood by McEvoy & Reichle
 Rating scale: “0” (never) to “6” (Always)
 Rate a specific behavior (e.g., hits peers) in specific
situation (e.g., during circle time)
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 16 questions: (examples)
 Would the behavior occur continuously over and over if this child
were left alone for long periods of time?
 Does the behavior occur after you ask the child to do something
difficult?
 Does the behavior occur when you are talking to other adults or
children in the room?
 Does the behavior ever occur to get a toy, food, or activity that this
child has been told he or she can’t have?
 Scored
 Average total score/relative ranking for each of:
 Sensory, escape, attention, tangible consequence
 Others include : Problem Behavior Questionnaire (PBQ),
Questions About Behavior Function (QABF)
Scatterplot
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Environmental Manipulation
 Challenging Behavior
 When child’ favorite toy is on a shelf out of reach, he cries until
teacher or assistant asks him what he wants several times
 When he finally points in direction of the toy, teacher/assistant
gives him the toy & crying stops
 Put toy out of reach Mon, Weds, Fri
 Put toy within reach Tues, Thurs
 Crying is higher on Mon, Weds, Fri, than on Tues or Thurs
 Positive Behavior with Supports
 BEFORE crying starts, with toy out of reach, ASK child what he
wants
 If he points, give him the toy
 If he doesn’t point but looks at toy, help him point, then give him
the toy
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 Return to your behavior challenge
 What consequences or outcomes does the behavior usually
get?
 What seems to trigger the behavior
 If you wanted me to see the behavior right now what is the one
thing you would do to make it happen?
 What situations:
 When, where, with whom does the behavior happen
 When, where with whom does the behavior not happen
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Functional Assessment
Situations
Triggers
Behavior
Challenging
Behavior
Positive
Replacement
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Consequences
Functional Assessment Example
Situations
Triggers
Behavior
Consequences
Transitions, lines,
play time
Later morning
After nap
Peer within arm’s
distance of Tommy
Bites peers
Peer cries, moves
away, teacher says
“We don’t bite our
friends”
Center time,
playground, Adults
not near by
Peer plays with toys Grabs, pulls toys
David likes, near
from peer
him
Peer cries & pulls
back, teacher: “We
don’t take things
from friends; “That
was Jana’s toy”
Peer within arm’s
Have peer move
away; Teacher says,
“Good to use your
words Tommy”
Challenging
Behavior
Positive
Replacement
Transitions, lines,
play time
Later morning
After nap
Sign or Say “Stop”
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Functional Assessment
PRACTICE
Situations
Triggers
Behavior
Challenging
Behavior
Positive
Replacement
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Consequences
Positive Behavior Supports
 Not just one intervention, not just individual interventions
 Prevention
 Primary prevention or Universal level
 positive supports for all children
 Positive behaviors that your program values for all children
 E.g., sharing, cooperation, helping, etc.
 A system or program-wide approach (PWPBS)
 A system to encourage children to develop these behaviors
 Secondary prevention
 Prevent behavior challenges from getting worse
 Interventions for certain types of behavior
 Behaviors shown by several or more children in a class or program
 “typical” behavior issues that seem not to be improving or getting
worse
 Primary level by itself is not enough for these children’s behaviors
 Primary intervention continues
44 but add Secondary intervention
SWPBS is preventative
A three-tiered approach (Lewis & Sugai, 1999; Sugai et al., 2000; Walker et al., 1996)
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Primary Universal Level
 Broad categories of behavior
 Sharing, cooperating, helping, etc
 All program staff, parents, etc
 Identify specific instances of these behaviors in various
activities of the day
 Define clearly
 Teach the behaviors directly
 Role play, skits, practice
 :Pictures, Posters, Videos
 Periodic review
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 Acknowledge
 Praise, description, positive consequences
 “Catch the kids being good”
 Document behavior incidents
 Where, when, with whom – to analyze & modify
environment to improve positive replacement behaviors &
target behaviors of Primary level
 Reductions in incident reports to evaluate primary level
Secondary Level of Intervention
 Those children for whom behavior challenges aren’t sufficiently reduced
by Primary level, Program-wide supports
 Incorporate behaviors from primary level
 Further specify per particular student challenges
 Inappropriate vs Lack of interaction
 Communicating vs Tantrums
 Evidence-based interventions
 Self monitoring, “Say – Do – Say”
 Social Skills Training

Social Stories with Picture stories, books
 Video Modeling
 Picture Schedules
 More child specific progress data to evaluate progress & intervention
Group Behavior Interventions
 Several students within same classroom or activity with similar behavior
issues (following directions, or playing cooperatively
 Group contingency
 Good Behavior Game
 Anchor the Boat
 Boat & anchor picture
 Children earn links in the chain to connect & anchor the boat
 Special activity , game, party when the chain connects the boat & anchor
 Pom Pom Jar or Wrist Bands
 During free time, centers, etc.,
 acknowledge good behavior with object (pom pom ball or wrist band),
 deposited at end of activity in jar,
 special activity when jar is filled
Tertiary or Intensive
Individualized Interventions
 Functional Behavior Assessment
 Intervention based in part on the function of the
challenging behavior
 Selecting an alternative behavior that can serve the same
function but in a more appropriate way
Functional Assessment Example
Situations
Triggers
Behavior
Consequences
Transitions, lines,
play time
Later morning
After nap
Peer within arm’s
distance of Tommy
Bites peers
Peer cries, moves
away, teacher says
“We don’t bite our
friends”
Center time,
playground, Adults
not near by
Peer plays with toys Grabs, pulls toys
David likes, near
from peer
him
Peer cries & pulls
back, teacher: “We
don’t take things
from friends; “That
was Jana’s toy”
Peer within arm’s
Have peer move
away; Teacher says,
“Good to use your
words Tommy”
Challenging
Behavior
Positive
Replacement
Transitions, lines,
play time
Later morning
After nap
Sign or Say “Stop”
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Collaborating & Partnering with
Parents
Collaborating & Partnering with
Parents
 PBS provides multiple opportunities & ways to collaborate with
Parents
 PBS seeks to change or enhance school/program culture, atmosphere
 Positive emphasis
 PWPBS – primary level
 Parent input into target behaviors for PWPBS
 School/Program leadership team
 Help providing materials, personal support for acknowledgement
activities
 Help with teaching behaviors – skits, videos, etc
 Help with data monitoring, inputting
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 Secondary intervention level
 Positive “notes” home – focus on positive behavior &
improvement
 Physical notes, electronic notes (email, text)
 Observe in classroom, teaching staff model positive
approaches, functional approach
 Assistance in class with positive interventions
 Adapt behaviors, interventions for use in home
 Promote generalization & maintenance of child behavior
change
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 Tertiary or Intensive Individual Behavior Intervention level
 Parents participate in identifying behavior function



Interviewing parents & other family members
Completing behavior –situation rating scales
Scatterplot of behavior at home in the morning before & traveling to school
– setting events for behavior at school
 Identifying appropriate, acceptable replacement behaviors
 Identifying appropriate, preferred, acceptable consequences to




support behavior change
Identify communication & social skills abilities, deficits
“Notes” home on behavior improvement
Adapt intervention to home use
Home observation
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 Survey parents, family members about acceptability &
success of:
 PWPBS intervention
 Secondary intervention
 Individual behavior plan
 Recruitment of other parents to assist in & support PBS
activities
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Break
 11:00 – 11:15
Technical Assistance Survey
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Survey
 To help the Center of Excellence in Early Childhood
 plan needed ASD technical assistance
 needed by 1st District EC providers, programs, & families
 VOLUNTARY – ok not to fill it out
 Information
 Some demographic information about you
 Quick description of what YOU feel is needed in ASD
 11 checklist or short answer questions
 15 min max., then to lunch
 Include contact information
 Only if you want to do so
 If you want follow up information
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Administer Survey
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LUNCH!
12:00 – 1:30
Start Again 1:30 Sharp!
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Assessment of
Autism Spectrum
Disorders
The PEP~3
John J. Wheeler, Ph.D.
Assessment
 Outcomes Derived from the Assessment Process
 Confirmation of the diagnosis
 Current levels of functioning across developmental domains
 Development of goals and objectives leading to the IEP
 Example:
 http://www.youtube.com/watch?v=Z3CnVXbP5Dw
Psychoeducational Profile
Third Edition
 Originated from Division TEACCH (Treatment and
Education of Autistic and related Communication
handicapped Children (TEACCH) at the University of North
Carolina-Chapel Hill.
 Authors include: Eric Schopler, Margaret D. Lansing,
Robert J. Reichler, & Lee M. Marcus
Description of the PEP~3
 Designed to assist educators in planning educational
programming and in diagnosing ASD.
 Composed of two parts.
 Has 10 subtests, 6 that measure developmental abilities
and 4 that measure maladaptive behaviors.
 The subtests yield three composites: Communication,
Motor and Maladaptive Behaviors.
Purposes of the PEP~3
 Assist in educational planning and diagnosis of ASD for
children ages 2-12 years.
 Determine individual strengths and challenges
 Collect performance data to assist in confirming the
diagnosis
 Establishes developmental and adaptive levels
 Assists as a research tool in outcome-based research and
learning.
Understanding Autism with the PEP~3
Performance Part of the PEP~3
 Developmental Subtests Include:
 1.
Cognitive Verbal/Preverbal- 34 items designed to focus
on cognition and verbal memory. These items measure
problem-solving, verbal naming, sequencing, and visualmotor integration. Item examples include: puzzles,
finding hidden objects, repeating numbers and sentences.
Performance Subtests cont’d
 2.
Expressive Language-25 items aimed at measuring a
child’s ability to express him/herself by using language or
gestures. Example items include: requesting items, food
or drink, saying plural nouns, reading words or sentences
aloud, naming sizes/shapes “big” and “little”.
 3.
Receptive Language-Includes 19 items designed to
assess a child’s ability to understand spoken language.
Examples include pointing to body parts and colors, and
identifying letters.
Understanding the Idiosyncrasies of ASD
Performance Subtests cont’d
 4.
Fine Motor-20 items designed to assess the child’s
fine motor skills. Examples include blowing bubbles,
pincer or scissor grasp and other developmentally
appropriate tasks.
 5.
Gross Motor-15 items aimed at evaluating the child’s
coordination and gross motor skills such as climbing stairs,
drinking from a cup, transferring objects.
Performance Subtests cont’d
 6.
Visual-Motor Imitation-Consisting of 10 items aimed
at assessing a child’s ability to imitate visual and motor
tasks. This is an important relationship given the
relationship between imitation and language. Learning
words requires one to imitate.
Characteristics of ASD
Maladaptive Behavior Subtests
 7.
Affective Expression-This subtests consists of 11items designed to measure the degree to which a child
displays appropriate affective responses such as facial
expressions & body postures to display feelings/emotions,
other examples include demonstrating fear and or
responding to tickling during the testing session.
 8.
Social Reciprocity-12 items aimed at measuring the
social interactions between the child and others including
initiating social interactions, joint attention, cooperating
with the examiner during testing.
Subtests cont’d
 9.
Characteristic Motor Behaviors- This subtest is 15otems and is designed to measure tactile and sensory
behaviors that are most commonly found in children with
ASD. Example items examine how children interact with
testing materials and react to sounds.
 10. Characteristic Verbal Behaviors-11-items that are
designed to measure the child’s expressive language
abilities in the absence of babbling and or echolalia. High
scores indicate an absence of these behaviors whereas low
scores indicate the presence of these behaviors.
Composites
 Communication Composite-measures a child’s ability to
speak, listen, read and write. The Cognitive
Verbal/Preverbal, Expressive and Receptive Language
subtests contribute to the composite score.
 Motor Composite-assesses motor competence including
eye-hand coordination and gm skills. Fine Motor, Gross
Motor, and Visual-Motor Imitation contribute to this
composite score.
Composites cont’d
 Maladaptive Behavior Composite-measures a child’s
inappropriate behaviors in social interactions,
idiosyncratic language, and stereotypy. The Affective
Expression, Social Reciprocity, Characteristic Motor
Behaviors and Characteristic Verbal Behaviors subtests
account for this composite. This composite score will be
primarily used to make an accurate diagnosis of autism or
other PDD in the child.
Caregiver Report
 Parents and or caregivers complete the Caregiver Report
based on their daily interactions and observations of the
child.
 The parent/caregiver estimates (a) the child’s current
developmental level in several areas and (b) the degree of
problems in different diagnostic categories.
 Three subtests comprise the Caregiver report: (a) Problem
Behaviors, (b) Personal Self-Care, (c) Adaptive Behavior.
End of Segment 1 on the PEP~3
Assessment is Designed to Ask Relevant
Questions!
Segment II PEP~3
 Section 1 Identifying Information
 Child’s name, gender, date of testing, date of birth, and
age, the parents name; and examiner’s name.
 Exact age is determined by: subtracting his/her birth date
from the date tested. In some instances, subtracting the
child’s dob from the testing date is simple, in other cases
more confusing see example:
http://theemergencesite.com/Tech/TechIssuesAutism-OCD-Aspergers-ADD.htm
PEP~3 Sections 2-4
 Record of Subtest Scores-The subtest scores including the
raw scores, developmental ages, percentile ranks, and
developmental/adaptive levels are recorded in Section 2.
 Record of Composite Scores-The developmental/adaptive
level and developmental age are recorded in Section 3.
 Performance Subtest Scoring-pages 2-9 of the Examiner
Scoring and Summary Booklet, the examiner records the
score for each Performance Item.
PEP~3 Sections 5-8
 Caregiver Report Subtest Scoring (Problem Behaviors,
Personal Self-Care, and Adaptive Behavior).
 Profile of Developmental Ages-plot the results from the
seven developmental subtests in this section.
 Interpretation and Recommendations
 Scoring for Items 85,86 and 93 through 95.
Break!
 2:00 – 2:15
Design of Interventions
 Evidence-based Practices
 Individualized Interventions for Children with ASD
Evidence-Based Practice in the
Treatment of Autism Spectrum
Disorders: Implications for
Children, Families and
Professionals
John J. Wheeler, Ph.D.
What is
Evidence – Based Practice?
 Refers to a body of scientific evidence that
supports practice
Origins of Evidence – Based Practice
 Evidence – based practice originated in the field
of medicine where scientific literature was used
to inform treatment (Odom et al., 2005).
 This research to practice paradigm is the central
focus of medical education.
Challenges in the Implementation of
EBP in Special Education
 Sadly, we have witnessed irregularities in the
ability of special education to adopt such a
model and consequently we witness a broad
range of practices across educational settings
serving children with ASD, many of which
may not be evidence – based practice.
 The National Autism Center has just
published specific guidelines for specifying
types and levels of evidence
needed to identify a practice
as evidence – based.
The Importance of Merging EBP into Practice
 Research findings paired with professional
judgement, data-based decision making,
family input, and the capacity to implement
interventions are all factors to consider (NAC,
2009).
A Synthesis of Where We Are in
the Identification
and Treatment of ASD
The field has made major strides in the
refinement of early identification and
assessment of ASD in young children.
 Efforts to promote greater awareness in
instructional materials have been
developed to support physicians in
understanding the early signs of autism.
 The prevalence rates as we
know have reached
significant levels i.e., 1 – 88
children (Centers for
Disease Control, 2012).
 Educational research has
brought advances into
furthering our
understanding of how to
facilitate learning in children
with ASD.
 The caveat that remains is our
ability to generalize learning over
time, places, setting and people
given the limitations found within
the service delivery systems.
Recommendations
We need to synthesize and critically evaluate our
research efforts to date and build programs of
research around those “gaps” in the literature to
further our understanding of ASD at all levels be it
basic or applied research.
 P – 16 initiatives between public schools and
colleges and universities are vital to the success of
linking training programs, practitioners, children,
and families together in an effort to establish model
program development.
 Colleges and universities need to strive for
improved and more uniformed training programs
aimed
at developing
professionals in the
area of ASD in
“stateof-the-art” skills.
Conclusion
 Consolidation and coordination of effort needs to
occur as a means of better utilizing resources,
minimizing overlap and program duplication and
as a more efficacious and efficient way of serving
children and families affected by autism.
Positive Behavior Support:
Assessment (FBA) – Intervention
(BIP) Link
 Functional Perspective:
 Behavior happens for a reason or reasons
 Reason = Function (outcome or “purpose” of behvior
 Functions
 Access something: attention, activity, tangible, a feeling (sensory
consequence)
 Escape something: attention, activity, tangible, a feeling (sensory
consequence
 Dual or multiple function (e.g., getting teacher’s attention to access a
preferred toy; escaping circle time & accessing preferred play
materials)
 Choose or develop an intervention based at least in part on the
assessed FUNCTION of the behavior
102
Functional-based Intervention 1
Situations
Triggers
Behavior
Consequences
Peer within arm’s
distance of Tommy
Bites peers
Peer cries, moves
away, teacher says
“We don’t bite our
friends”
Peer within arm’s
Sign or Say “Stop”
Have peer move
away; Teacher says,
“Good to use your
words Tommy”
Challenging
Behavior
Transitions, lines,
play time
Later morning
After nap
Positive
Replacement
Transitions, lines,
play time
Later morning
After nap
103
Function-based Intervention 1
Alternatives
 What else could be done to address biting in terms of the
function?
 What changes in situation?
 What Changes in trigger?
 What changes in behavior?
 What changes in consequence?
 What might be some interventions NOT indicated by
function?
104
Function-based Intervention 2
Situation
Trigger
Behavior
Consequnece
Grabs, pulls toys
from peer
Peer cries & pulls
back, teacher:
“We don’t take
things from
friends; “That was
Jana’s toy”
Challenging
Behavior
Center time,
Peer plays with
playground,
toys David likes,
Adults not near by near him
Replacement
Behavior
Center time,
playground,
Adults watching
Peer plays with
preferred toy near
David
David asks for toy; David plays with
gives peer another preferred toy;
preferred toy
Teacher: Thanks
for sharing” both
boys
105
 What else could be done to address Grabbing Toys from
Others in terms of the function?
 What changes in situation?
 What Changes in trigger?
 What changes in behavior?
 What changes in consequence?
 What might be some interventions NOT indicated by the
function?
106
Function-based Intervention 3
Situations
Triggers
Behavior
Consequences
Challenging
Behavior
Play time outside,
Centers, teacher,
assistant, 10
children
Peers and toys near Carla makes
Carla
frequent initiations
to adults or plays
alone
Little or no
interaction with
peers
Positive
Replacement
107
Teacher &
Assistants talk to
Carla, tell her to
initiate to peers
Functional Assessment &
Intervention for Carla
 What might be the function of Carla’s behavior?
 What would be possible replacement behaviors for Carla?
 What might be one or more function-based interventions
for Carla to encourage the target replacement behavior(s)?
108
Individualized Interventions
for Children with ASD
John J. Wheeler, Ph.D.
.
109
Considerations
 Goals and objectives should be based on social
relevance, what is important to the child and family.
 Built around the child’s strengths.
 Teaching methods structured and with visual clarity
based on the child’s primary input mode.
 Consistently applied.
110
Analyzing Performance vs.
Skill Problems
A skill problem is present: Use shaping, chaining,
task analysis, systematic instruction, etc.
A performance problem is present: Increase
motivation through positive reinforcement,
increased relevance (e.g., functional skills,
incorporating interests and strengths), peer
supports, etc.
111
The Stages of Learning
Acquisition (development of new skills)
 Accuracy can vary from 0 – 70%
Fluency (doing it faster and better)
 Accuracy usually above 60%
Generalization (performance in different contexts)
 Varied situations, people, materials, environments
Maintenance (generalization over time)
 Regular use of skills in relevant contexts
112
Specific Strategies
Learner Profile
 What are the strengths that promote learning?
 What are the challenges that inhibit learning?
 Is there a skill or performance deficit (or both)?
 What is the current stage of learning?
 Successful input modes (teaching formats)
 Successful output modes (response formats)
 Desired objects / activities / social reinforcers
 Are there specific cues, prompts, or materials that have in the
past been used successfully?
113
Specific Strategies
Task Design
 Make tasks socially valid & functionally relevant.
 Match tasks to ability.
 Build in choice.
 Determine the appropriate length of activities.
 Vary the schedule of activities.
 Use individualized & classroom schedules.
114
Specific Strategies
Example: Choice
115
Specific Strategies
Example: Schedule
116
VIII. Specific Strategies
Task Presentation
 Systematic instruction
 Clear & consistent cues
 Embedded cues within the task
 Interspersed requesting
 Naturally-occurring reinforcers
117
VIII. Specific Strategies
Example: Embedded Cues
118
VIII. Specific Strategies
Example: Instructional Cues
119
Specific Strategies
Applied Example
Daniel
 6 years old
 Diagnosed with autism at age 2 ½
 Previously in an activity-based preschool program
that practiced consequence-based classroom
management
 Transition to a kindergarten program
 Needed assistance in the area of task engagement
120
VIII. Specific Strategies
Target behavior selected: Independent task engagement
 Independently locate task materials
 Completing tasks
 Putting materials away upon completion
 Self-monitoring using a photo activity schedule
121
VIII. Specific Strategies
Development of intervention:
 Increased levels of structure & consistency by
using a daily classroom schedule
 Individualized activity schedule
 Design & delivery of developmentally-
appropriate tasks incorporating visual cues
 Environmental modifications including
designated areas for leisure and group activities
122
VIII. Specific Strategies
Results:
 Daniel averaged 29% on task engagement in Baseline
 His performance increased to 87% during intervention
 Over the course of follow-up (4 months) his mean
performance was 86% during probe conditions.
123
Specific Strategies
124
Social Skill
Interventions for
Children with ASD:
Applying the Evidence to
Practice
John J. Wheeler, Ph.D. & Karen
Dotson Wheeler, M.A.
Supports
What are Social Skills?
A group of discrete or individual and separate skills used daily
in our interactions with others.
Examples:
 Greeting others
 Saying thank you, excuse me, or asking for help
What does Social Competence
refer to?
Social competence is an integration of these discrete skills
such as:
 The ability to discern subtle non-verbal social cues
 Emotion recognition to achieve one’s social goals
(Chasson, Timpano, Greenberg, Shaw, Singer, & Wilhelm
(2011)
ASD and Social Skills
For children with ASD we see a marked difference in their
development with respect to the formation of social
emotional skills and subsequently they experience difficulty
in the areas of communication and in the performance of
social skills.
Social Competence in Daily Life
Persons with ASD experience difficulties in their social interactions with others. Evidence of this often
includes difficulties with such skills as:

Social Reciprocity or turn-taking when conversing with others

Attending to subtle social cues

Avoiding eye contact

Understanding non-verbal behaviors

A lack of interest in peer interaction

A lack of enjoyment from social opportunities

Repetitive and stereotypical behaviors

Insistence on routines
Importance of Social Competency
 These social limitations greatly impact on the ability of
individuals with ASD to establish friendships and often
pose limitations on the quality of their experiences while
in school and can often pose challenges to successful
employment and community living.
Challenges faced by individuals
with ASD
 Children and adolescents report having fewer friends,
experienced bullying while in school and adults with ASD
who are high functioning are less likely than typically
developing peers to live and work independently.
Understanding Social Skill
Difficulties in Persons with ASD
Theoretical Perspectives to better understand social and
communication difficulties:
 Brain-Based Perspective
 Cognitive Theory
 Behavioral Perspective
Neurodevelopmental Perspective
 Recent research has identified the executive functioning or
“high order” cognitive processes associated with the
prefrontal cortex of the brain which controls and regulates
behavior (Pellicano, 2012) as being underdeveloped and a
potential explanation for the social skill deficits
experienced by persons with ASD.
 Magnetic resonance imaging (MRI) has revealed that there
was impaired connectivity not only in the “social brain”,
but also in the regions of the brain associated in affective
aspects of social processing.
Cognitive Perspective
“Theory of Mind” (ToM) proposes that individuals with ASD
have an inability to understand the feelings of others, or as
Baron-Cohen (2009) described it they lack the ability “to put
oneself into someone else’s shoes (p.68).”
(Baron-Cohen, Leslie, & Frith, 1985)
Behavioral Perspective
 Designs treatment programs to improve the social skills of
individuals with ASD through the use of applied behavior
analysis.
 These interventions have been largely successful in helping
learners with ASD develop discrete social skills.




Greetings
Making eye contact
Holding the door for another person
Saying “thank you”, “please” and “excuse me”
 Persons with ASD have difficulty with generalizing these skills
across settings and maintaining them over time.
Evidence-Based Practices in the
Development of Social Skills
 The most frequently used intervention types were applied
behavior analysis (ABA), largely within the school setting
and involved the use of peer training and video modeling .
Evidence-Based Practice Methods
to Teach Social Skills
 Interventions that have been demonstrated to be effective
and that qualify as evidence-based intervention:
 Social skills training groups
 Video modeling
 Social narratives
 Self-management
 Naturalistic intervention
Parent Partnerships
 For interventions to be truly effective they are reliant on the
input and collaboration of all concerned with the well being of
the learner and at the top of this list are the learner’s parents.
 Parent-assisted interventions:
 Increase the likelihood of generalization
 Reinforce the learner’s acquisition and fluency of new skills
 Provides a comfortable setting for learning and hopefully reduces
anxiety
.
Peer-Mediated Instruction
 Enables typically developing peers the opportunity to
model and reinforce appropriate social interactions for
students with ASD.
 Promotes the interaction of learners with ASD with
typically developing peers and/or siblings within the
context of natural environments (Zhang & Wheeler, 2011).
Peer-Mediated Instruction
(continued)
 Steps in implementation in the classroom:
 Selection of peers
 Training of peers
 Implementation of the peer-mediated instruction
 Promoting generalization
(Sperry, Neitzel, & Wells (2010)
Peer-Mediated Instruction
(continued)

It is important to select peers who exhibit good social skills,
who are well liked by peers, and who respond favorably to
supervision from the teacher.
 It is important to help children better understand the
commonalities rather than focusing on the differences,
but to also help them delight in individual differences
 Provide peers with strategies for implementation and
allow peers to exchange their ideas
(Sperry et al., 2010).
Peer-Mediated Instruction
(continued)
 With younger children it is important to teach basic play
behaviors such as:
 Selecting a play activity
 Sharing with others
 The teacher will introduce and provide support to the peers as
well as the child or children with ASD with needed prompts
when appropriate.
 The sessions should be scheduled consistently within a quiet
area of the classroom.
 Carefully consider the materials selected for the activity and
limit the number.
Social Skills Training Groups
 Teaching format most often used:
 Modeling of the skill to be taught by the teacher
 Rehearsal on the part of the learner with feedback
 Practice by the learner
 Feedback and reinforcement by the teacher
 The skills taught within these sessions will vary with the age of the
participants.
 Opportunities should be provided to practice the skill in actual
environments.
 Be consistent. Repetition, intensity, and direct instruction have been
demonstrated to be most effective in teaching social skills to students
with ASD (Kroeger, Schultz, & Newsom, 2007).
Video Modeling
Apps
 http://www.youtube.com/watch?v=F_8b7PgnNQQ
Video Modeling
 Visual input has traditionally been a very effective method
for promoting learning for individuals with ASD.
 Video modeling consists of a student watching a
videotape of a person performing the target behavior,
followed by the child imitating the performance.
 Video self-monitoring (VSM) allows the learner to imitate
and perform a behavior and then review the videotape as a
form of feedback.
Video Modeling (continued)
 Merits of video modeling:
 It may be more effective than live modeling
 Provides a visually cued model thus building on the visual
learning styles most commonly associated with students
with ASD.
 Void of irrelevant stimuli, minimizes distraction
 Minimizes the amount of human interaction thus reducing
anxiety for the child with ASD.
Video modeling is more effective if the person in the video is
similar in age or the learner views himself.
Video Modeling (continued)
 Implementation considerations
 Determine type of video to be viewed
 Target behavior that is of social value to the learner
 Target behavior should be observable and measurable
 Assess the ability of the learner to perform the behavior and
determine the level of proficiency for baseline data.
 Note strengths and areas of need
 Establish a training schedule
 Have student watch video and practice
 Record data, use instructional prompting, feedback, and praise
 Reduce number of sessions as the learner reaches fluency and
check for generalization in other environments.
Application
 Sample Apps
 VideoTote- a video modeling application that allows users to easily
create, organize, and view training and task videos…aimed at
increasing employment opportunities for individuals with Autism.
 My Pictures Talk- helps you catalog, share, remember, and can
teach skills to those with autism or developmental delays. My
Pictures Talk is the first app that allows you to create your own
social stories using your own personal videos.
 Social Skill Builder- video scenarios of real interactions in
preschool, elementary school, middle & high school and
community settings.
 Model Me Kids- videos for modeling social skills (free)
Social Stories
 A story or narrative describing a social situation with cues and
desired responses in that social situation
 Breaks down social situations into manageable steps for
individuals with ASD
 They can be read by the student or to the student or delivered
on a computer or tablet device
Example: Stories2Learn- preloaded with 6 social narratives on two
different developmental levels. Parents or educators can add their own
audio and write dialogue that corresponds to the photos. Photos and
text can be added to help organize the day.
Social Stories (continued)
 Implementation considerations
 Target the social skill and context to be addressed
 The skill should be a socially valid goal for the learner
 Define and break it down into its’ components so it is observable
and measureable
 Collect baseline performance levels
 Select the story being sure it coincides with the target behavior
and is age and developmentally appropriate
 Determine performance criteria you seek to develop and when you
consider the skill mastered
 Provide prompting and feedback
 Work toward generalization
Self-Management
 Interventions aimed at teaching self-regulation to learners
 Self-monitoring/self-recording- students monitor the
occurrence and performance of their behavior and usually
self-record.
 Identify and operationally define the skill
 Determine how the student will record their progress and how
you will teach them to do the recording
 Teach appropriate response through direct instruction
 Practice the skill
 Observe the student to help evaluate their performance and
have the student self-record
Self-Management (continued)
 Interventions (continued)
 Self-instruction- learners are taught a set of instructions for
performing a social skill with emphasis placed on cues that
the learner can recall.
 Cues become self-instructional verbalizations the learner uses
to assist him/her in performing the skill.
 Model the skill along with verbalizations
 The learner rehearses while reciting the steps aloud, gradually
becoming less obvious and ultimately without the need of the
verbalizations
Naturalistic Interventions
 Aimed at enhancing the social-communication skills of
children with ASD
 A broad and encompassing set of child-centered
interventions that focus on implementation in natural
settings
 Pivotal Response Training (PRT)- naturalistic interventions
are within the context of daily routines and allow for childdirected activities aimed at building communication
Activities to Extend Your Learning
 Build a resource file of games and activities that you can
adapt for teaching social skills across play, school, home,
and community domains to learners with ASD and also in
a peer support setting with typical same-age peers.
 Visit a social skills training group for adolescents and
young adults with ASD. Try contacting your local and/or
regional state autism society.
 Experiment with downloadable apps for portable devices
for teaching social skills through video modeling.
Resources to Consult

Social Skills

http://thesocialexpress.com/what-is-the-social-express/try-it/

http://locomotivelabs.com

http://pinterest.com/dmspiller/autism-spd-social-skills/

www.region10projects.org/LI_Disabilities_staff/autism/autism.html

(highly recommended)******

Working with Parents and Families

http://autism.healingthresholds.com/therapy

National Professional Development Center on Autism Spectrum Disorders

http://autismpdc.fpg.unc.edu
All the best on your
journey…John, Karen and Scout
IX. Summary & Conclusions
A lack of learning in any particular
situation should first be interpreted as a
result of inappropriate or insufficient use
of teaching strategy, rather than an
inability on the part of the learner.
(Gold, 1980)
159
 http://www.youtube.com/watch?v=EXzs1qe03c8
 http://www.youtube.com/watch?v=a5odC5acaBQ
160
Documenting, Monitoring &
Evaluating Evidence-based
Practices for Children with ASD in
the Classroom
161
Documenting Evidenced-based
Practices & Student Progress
 Teacher
 Show Use of Evidence-based practices
 Evaluate Intervention
 Student
 Establish Objectives
 Evaluate Student Progress
 Evaluate Modify Intervention or Objectives
 Re-evaluate Progress
 Plan & Evaluate Generalization & Maintenance
162
Teacher Intervention Checklist
 Listing of components of intervention
 Complete checklist daily
 At end of instructional activity or at end of day
 Check off each component teacher did
 Calculate % of total components completed
 OR Tally the number of times teacher engages in
intervention component
 Completed by Teacher or by 3rd party observer
163
Tommy’s Sharing Intervention Checklist
Date
Person completing checklist
Intervention Step
Done
1. Arranged for play area to contain preferred & nonpreferred toys
2. Arranged for 1 or more peers to be within reach of Tommy
3. Pre-arranged peer playing with Tommy’s most preferred
toy
4. Tommy has at least one other toy in his hand or in his
reach
5. When Tommy looks toward peer or preferred toy &
BEFORE he grabs toy, verbally prompt him to ask peer
for preferred toy (e.g., “Tommy, tell Peter, ‘Toy’? (or
sign toy)
6. Give a silent count of 3 and then see if Peter gives Tommy
the toy. If not verbally or physically prompt him to do so.
7. When Peter gives Tommy the preferred toy, then prompt
Tommy to give Peter the other toy.
8. When the boys share toys, make a positive
acknowledgement (“Boy, look at how you guys are
sharing!”)
9. Allow the boys to play with the toys for a few minutes.
10. Repeat this sequence 2 – 3 more times during this or other
play periods
164
Not done
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
Intervention Checklist ___ PRACTICE
Date
Person completing checklist
Intervention Step
Done
165
Not done
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
Progress Checks of Student
Behavior
 Quick, efficient, accurate
 Frequency tally
 Momentary Time Sample
 Permanent Product
 Frequency of checks
 daily, weekly, etc.
 Probe assessments
166
Quick Methods
 Frequency tally
 tally each challenging behavior
 short duration, low to moderate frequency
 Permanent Products/Work Samples
 e.g., number of assignments completed
 Momentary Time Sampling
 series of short time intervals (e.g., ea.min.)
 mark behavior “Yes” or “NO” at end of each interval
 behaviors of different length, durations
167
Frequency & Permanent
Product Examples
 PERMANENT PRODUCT
 assignments completed
 5 written assignments each
day
 Day 1: 2 completed; Day 2:
4 completed; Day 3: 3
completed
 Analysis
 2/5, 4/5, 3/5
 40%, 80%, 60%
 FREQUENCY
 Verbal refusal
 at recess 10:30 - 11:00
 Tally IIII I refusals
 Analysis
 Day 1:
 6 refusals in 30 min.
 6/30 = 0.02 rpm
 Day 2:
 6 refusals in 15 min.
 6/15=0.04 rpm
168
Momentary Time Sampling
Interval
1 min
2 min
3 min
4 min
Total
On Task
1
0
0
1
2
2 of 4
intervals or
50%
169
Frequency Count
PRACTICE
 Child:
Observer:
 Behavior: (Action – Object)
 Beginning time:
 Count (each time behavior occurs, make a tally mark)
 Ending Time:
 Total behavior frequency:
 Total time observed (Ending time –Beginning time)
 Rate of behavior: (Total frequency/Total
170 time)
Date:
Momentary Time Sample
Child:
Observer:
Activity:
Behavior:
Minute
Date:
Behavior Occurred
Behavior Not Occurred
Total Intervals with
Behavior
Total Intervals without
Behavior
1 min
2 min
3 min
4 min
5 min
Total Intervals:
Total Intervals with
Behavior/Total Intervals:
171
Permanent Product
 Child: Nannette
Observer: MS White
Date: 7/25/13
 Activity: Coloring
Behavior: Breaking Crayons
 Beginning time: 10:15
Ending Time: 10:25
 Number of products counted: 6
 Beginning time – Ending Time: 10 min
 Number of products/Total Time: 6/10 = .6 per min.
172
Permanent Product
PRACTICE
 Child:
Observer:
Date:
 Activity:
Behavior:
 Beginning time:
Ending Time:
 Number of products counted:
 Beginning time – Ending Time:
 Number of products/Total Time:
173
Probes (Observation)
 Definition
 behavior sample or “snap shots” in activity
 brief, focused observations during activity
 repeated over several days
 ongoing assessment of student behavior
 Procedure
 example: 2 - 3 min. observation of student during
independent seatwork
 2-3 min. at beginning, middle, & end OR
 randomly throughout activity
174
Break!
 3:15 – 3:30
Evaluating Progress
 Simple Line Graph of Progress Check Data
 Quick, Easy to Understand
 Behavior progress over time
 Increasing, Decreasing, Staying the Same
 Related to Behavioral Objective
 Show Aim
 Relationship to Behavior Intervention
 Label Baseline & Intervention
176
Momentary Time Sample Probe of
Peer & Adult Interaction
177
Social Interaction Probe
1
2
3
4
5
6
7
8
9
10
SC+ SC+ SC+ SC+ SC+ SC+ SC+ SC+ SC+ SC+
SC- SC- SC- SC- SC- SC- SC- SC- SC- SCA
A
A
A
A
A
A
A
A
A
11
12
13
14
15
16
17
18
19
20
SC+ SC+ SC+ SC+ SC+ SC+ SC+ SC+ SC+ SC+
SC- SC- SC- SC- SC- SC- SC- SC- SC- SCA
A
A
A
A
A
A
A
A
A
21
22
23
24
25
26
27
28
29
30
SC+ SC+ SC+ SC+ SC+ SC+ SC+ SC+ SC+ SC+
SC- SC- SC- SC- SC- SC- SC- SC- SC- SCA
A
A
A
A
A
A
A
A
A
178
Social Interaction Probe
1
2
3
4
5
6
7
8
9
10
SC+ SC+ SC+ SC+ SC+ SC+ SC+ SC+ SC+ SC+
SC- SC- SC- SC- SC- SC- SC- SC- SC- SCA
A
A
A
A
A
A
A
A
A
11
12
13
14
15
16
17
18
19
20
SC+ SC+ SC+ SC+ SC+ SC+ SC+ SC+ SC+ SC+
SC- SC- SC- SC- SC- SC- SC- SC- SC- SCA
A
A
A
A
A
A
A
A
A
21
22
23
24
25
26
27
28
29
30
SC+ SC+ SC+ SC+ SC+ SC+ SC+ SC+ SC+ SC+
SC- SC- SC- SC- SC- SC- SC- SC- SC- SCA
A
A
A
A
A
A
A
A
A
179
Social Interaction Probe
Results
Number Intervals
30
Percent
Time
SC+
10
SC5
A
15
SC+
SCA
Intervals Intervals Intervals
33%
17%
50%
180
Peer Comparison
 Compare student’s behavior to peers
 Procedure
 directly observe target student
 do same type of observation with
 all other students in class OR
 sample of students (random; best; average) OR
 students in classroom to which learner will transition
 local, regional, national norms
 “Round Robin”
 alternate observing target & peer students during
same activity
181
Peer Comparison Example -“On-Task”
Interval
10 sec
20 sec
30 sec
40 sec
50 sec
60 sec
Total
Fred
X
X
2
Tom
X
X
X
X
4
Harry
X
X
X
X
X
5
Fred = target child, Tom & Harry = Comparison Peers
182
Ginger & Comparison Peers’
Interaction Percentages
Day
Percentage of Time
Ginger’s Peer
Interaction
1
10 %
2
15 %
3
5%
4
0
5
5%
6
5%
Comparison Peers’
Interactions
Aim
30 %
45 %
35 %
40 %
183
Percentage of Time
Ginger's Peer Interactions
70
60
50
40
30
20
10
0
Comparison
Peers
Aim
Ginger
0 1 2
3 4 5 6 7 8
Days
184
9 10 11
Ginger & Comparison Peers’
Interaction Percentages
Day
Percentage of Time
Ginger’s Peer
Interaction
1
10 %
2
15 %
3
5%
4
0
5
5%
6
5%
Comparison Peers’
Interactions
Aim
30 %
45 %
35 %
40 %
Social Skills Training
7
12 %
8
20 %
9
25 %
10
30 %
185
Under what conditions
What behavior
Who
Social Interactions
How
much
Percentage of Time
70
Social Skills
Training
BASELINE
60
Comparison Peers
50
Aim
by
what
date
40
30
20
Ginger
10
0
0
1
2
3
4
5
6
Days
186
7
8
9
10 11
Modifying Intervention
 Trend in behavior during intervention
 Trend Line Analysis
 Behavior increasing, decreasing, no change
 Will Reach Aim
 continue intervention
 Not reach Aim
 modify intervention or use new intervention
 change criterion (amount of behavior)
 change date to achieve criterion
187
Will Reach Aim On Time or Before
 Continue Intervention
188
Percent Time
Martha's On-Task
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Aim
Baseline
Point System
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Days
189
Improving But Won’t Reach Aim
1.
Modify Intervention?
2.
Change Objective Level?
3.
Change Date?
190
Percent Time
Bob's On Task
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Baseline
Point System
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Days
191
Planning for Generalization &
Maintenance
 Increasing Independent Functioning
 Generalization
 getting behavior to occur in other situations
 Maintenance
 getting behavior to last as intervention removed
 Deliberate Plan Implemented
 multiple teaching examples
 self-management skills
 behavior dependent fading of intervention
192
Bob On-Task
Percent Time
100
Baseline
80
60
AMPM
Point
Trade
1 hr
Point
Trade
40
20
1
Week
Point
Trade
AM-PM
Point
Trade
Daily
Point
Trade
0
0
2
4
6
8
10
Days
193
12
14
16
18
Final Questions, Comments
194
Contact Information
 Dr. John Wheeler
 Director
 [email protected]
 423-439-4192
 Center of Excellence in Early
Childhood Learning &
Development
 423-439-7555 (office)
 423-439-7561 (FAX)
 Dr. James Fox
 Research Director
 [email protected]
 423-439-7556
 Box 70434 ETSU
 Johnson City, TN 37614
 http://www.etsu.edu/coe/child
 http://www.etsu.edu/coe/child
/programs/conference/default.
aspx
195
 ETSU Positive Behavior Support Initiative
 Assistance in
 developing positive behavior support programs,
 training in effective teaching & behavior support methods,
 training & supporting functional behavior assessment –
behavior intervention teams
 Dr. Leia Blevins, Associate Director
 423-439-7547
 [email protected]
 http://etsupbsi.wix.com/etsu-pbsi-project
196