extended school year program
TRANSCRIPT
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Philadelphia AIMS: Autism Instructional Methods Study
+ Extended School Year
Ayan Hussein University of Georgia
Mentored by David Mandell, ScD
Penn Medicine, Dept. of Psychiatry The Children's Hospital of Philadelphia Center for Autism Research
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Background
What is the Extended School Year Program?
What is Philly AIMS?
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Background What is Autism? A complex developmental
disorder Prevalence of Autism: ◦ 1 in 110 children ◦ growing at a rate of 10-17 percent per year ◦ boy:girl 4:1
Exhibit impairments in communication, social interaction, repetitive patterns of behavior, unusual responses to sensory experiences and resistance to change
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Aim of Philly AIMS
Implement evidence-based autism interventions
Year 1:Structured Teaching vs. Strategies for Teaching based on Autism Research (STAR) Program
Year 2: practice effects? Year 03: Sustainable?
How? Work with existing K-2 grade
autism support classrooms
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Intervention Conditions STAR 3 teaching strategies ◦ Discrete trial training ◦ Functional routines ◦ Pivotal response training
Paired with curriculum content in 6 areas ◦ Receptive language ◦ Expressive language ◦ Spontaneous language ◦ Functional routines ◦ Pre-academic skills ◦ Play & social concepts
Structured Teaching Visual instructions +
verbal directions Specific classroom
setup Task have clear
beginnings and ends, and instructions on how to transition to the next activity
Reliance on physical prompts, which are gradually removed
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Example of Structured Teaching
Visual Schedule
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CCC Lab
Recess
Bathroom
Math
Reading
Spelling
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STAR ST p Teacher Characteristics N=18 N=15 Years of autism teaching experience (%) ≤3 years 61.1 60.0 .948 >3 years 38.9 40.0 Program fidelity by end of the observation period 57% 48% Low 0.12-0.49 0.17-0.42
.003 Moderate 0.5-0.68 0.43-0.54 High 0.69-0.92 0.55-0.71 Hours of training/support (hours) Low 15-44 0-11
.001 Moderate 45-62 12-23 High 63-72 23.25-27 Student Characteristics (n = 121) N=62 N=59 Male (%) 82.3 89.8 .231 Race/Ethnicity (%) Black 70.9 35.6
.001
Hispanic 1.6 15.3 White 19.4 32.2 Other 8.1 16.9 Student age in years (mean, SD) 6.2 (.43) 6.3 (.77) .738 DAS score at Time 1 (mean, SD) ADOS algorithm severity score at Time 1 (mean, SD) 6.7 (1.11) 6.7 (.95) .454
Classroom Characteristics (n=33)
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Change in DAS verbal by group
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Overview of STAR Program
Utilizes Applied Behavioral Analysis (ABA) instructional methods such as: ◦ Discrete Trials (DT) ◦ Functional Routines (FR) ◦ Pivotal Response Training (PRT)
Areas of focus include receptive language, expressive language, spontaneous language, functional routines, academic, play and social skills
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Pivotal Response Training
A naturalistic intervention that uses the child’s interests to teach skills such as language and play.
Benefits: increase language and play skills, improve academic performance and reduce disruptive behavior in children with autism
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Example of PRT Sequence Cue Response Consequence Pause
Child reaches for a toy car held by the teacher Teacher holds the car and says “car” (attempting a verbal imitation)
Child says “car” Teacher lets the child hold the car
Child plays with the car for 5-10 seconds Teacher observes level of play to prepare for next trial.
**Language Trial
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Example of PRT Sequence Cue Response Consequence Pause
Child reaches for car on the track, child wants to spin the wheels. Teacher holds the car and says “Do this.”
Child imitates the teacher’s action and pushes the car
Teacher lets child hold the car and spin the wheels as a reward for responding
Child continues to play with car, while teacher observes and prepares for next cue.
**Play trial
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PRT Throughout the Day
Example Snack
Student Reaches for the pretzels in the middle of the snack table
Teacher Blocks student access to the pretzels and waits for spontaneous response
Student Says “eat please”
Teacher Allows the child to take a pretzel
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When presenting toys…
Be mindful of the child’s level
◦ Level I: Non-verbal or bubbling
Bubbles, balloons, music producing toys, squishy balls
◦ Level II: Single words to simple phrases Include train sets, farm sets, car with garage
◦ Level III: More complex language Items from Level I & II plus building sets, dress up, kitchen
sets with pretend foods
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My Role… Lets Play!!!
And collect data
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WHAT’S NEXT FOR PHILLY AIMS?
Continue to implement peer-reviewed interventions in the Great Philadelphia Area
Search for best ways to create partnership with the Philadelphia School District
Find ways to sustain the program Aim of Year 3 of Philly AIMS
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Thank you!
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