play with me! valerie read, m.ed. [email protected] gina easterly, ph.d., ccc-slp...
TRANSCRIPT
Evidence-based practices for teaching young children with ASD?
Behavioral Intervention – Prompting– Reinforcement– Task analysis and chaining– Time Delay– Discrete trial training– Naturalistic Interventions– Parent implemented
intervention– PECS– Pivotal Response Training
Positive Behavior Support– Functional Behavior
Assessment– Stimulus control– Response interruption and
redirection– Functional Communication
Training– Extinction– DRO/DRA/DRI– Structured work systems– Visual supports
Boyd, B., Odom, S., Humphreys, B., & Sam, A., 2010
Naturalistic Intervention (NI)
• Engagement Techniques• Environmental Arrangement• Behavioral Strategies– Modeling– Mand-modeling– Time delay– Incidental teaching
NPDC-ASD, 2009
Why use Naturalistic Interventions?
• Used for teaching social-communication skills
• Ideal for natural environments and daily routines
• Naturally reinforcing• Effectively increases learning
time
Engagement: Why is it important?
Engagement is one of the best predictors of positive outcomes for children with ASD.
Iovannone, Dunlap, Huber, & Kincaid, 2003 NRC, 2001
More is better than less . . .Woods & Wetherby, 2003; NRC, 2001
What does engagement look like for children?
• Children learn best when they are engaged and interacting with a communication partner.– Play helps engagement and interaction
• Children are more likely to be engaged and learn language while doing activities they enjoy.
• When the adult plays with the child at his or her level, the adult optimizes the opportunity for communication to occur.
Why Play?
Kaiser, A., Roberts, M., Wright, C., 2010; KidTalk
Engagement Strategies
• Follow the child’s lead• Sit near the child at her eye level• Avoid directions and questions• Respond to all communication • Expand and Reinforce
Engagement & Environment:Can’t have one without the other!
Environmental Arrangement
Why is Environment Important?– Can affect engagement
– Can affect communication
– Can affect independence
– Can affect initiation
– Can affect generalization
– Can affect other (challenging) behaviors
McWilliam & Casey, 2008; Sterling-Turner & Jordan, 2007; Iovannonne, Dunlap, Huber, & Kincaid, 2003;
Woods & Wetherby, 2003
Environmental Arrangement
• Offer motivating materials & activities• Manage materials • Offer nonverbal choices• Sabotage• Violate expectations
All children are communicating!- How?
- Why?
Notice and Respond
Prelinguistic• Point• Show• Give• Vocalizations
• Reach• Lifts arms up• Shakes head
Linguistic• Signs• Pictures• Symbols• Words
RequestingCommentingRefusingProtesting
• Communication is important to you
• Reinforce the child for communicating
• The more the child communicates, the more practice they receive and the easier communication becomes!
Why Notice and Respond?
Let’s Watch Video!
Engagement:
- Follow the child’s lead - Sit near the child at her
eye level
- Avoid directions and questions
- Respond to all communication
- Expand and Reinforce
Environmental Arrangement:
- Offer motivating materials & activities
- Manage materials – ‘keeper of the goods’
- Offer nonverbal choices
- Sabotage
- Violate expectations
Let’s Watch Video!
Engagement:
- Follow the child’s lead - Sit near the child at her
eye level
- Avoid directions and questions
- Respond to all communication
- Expand and Reinforce
Environmental Arrangement:
- Offer motivating materials & activities
- Manage materials – ‘keeper of the goods’
- Offer nonverbal choices
- Sabotage
- Violate expectations
Let’s Watch Video!
Engagement:
- Follow the child’s lead - Sit near the child at her
eye level
- Avoid directions and questions
- Respond to all communication
- Expand and Reinforce
Environmental Arrangement:
- Offer motivating materials & activities
- Manage materials – ‘keeper of the goods’
- Offer nonverbal choices
- Sabotage
- Violate expectations
For families of young children at risk or diagnosed with an ASD:
- Connecting caregivers/families and children
- Connecting families to the community
- Connecting colleagues through teaming
The Connect Model
ReferencesFranzone, E. (2009). Naturalistic intervention: Steps for implementation. Madison,
WI: NPDC-ASD, Waisman Center, University of Wisconsin. http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/Naturalistic_Steps.pdf
Iovannone, R., Dunlap, G., Huber, H., & Kincaid, D. (2003). Effective educational practices for students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilitites, 18(3), 150-165.
Kaiser, A., Roberts, M., Wright, C. (2010). KidTalk: Adapting Enhanced Milieu Teaching for Children with ASD; Council for Exceptional Children Conference
McWilliam, R.A. & Casey, A.M. (2007). Engagement of every child in the preschool classroom. Baltimore, Maryland: Brookes Publishing Co
Woods, J., & Wetherby, A. (2003). Early identification of and intervention for infants and toddlers who are at risk for autism spectrum disorder. Language, Speech, and Hearing Services in Schools, 34, 180-193.