TEACHING STUDENTS WITH ASD

ETHICAL CONSIDERATIONS

Paula R. Ulloa

Diagnosing Autism, AUT 501

University of Phoenix

OBJECTIVES Know at least five basic ethical

considerations when working with students with Autism Spectrum Disorder (ASD)

Understand implications of ethical considerations teaching students with ASD

Develop solutions to ethical considerations teaching students with ASD

ETHICS DEFINED Moral responsibility

Unlike scientific discovery, which is based on solid data derived from research, ethical guidelines are fluid, value-based, and changing from one time, place and society to another. They are shaped by cultural contingencies. Your responsibility as an investigator and/or practitioner is to stay abreast of your field’s current ethical guidelines. (Hall, 2013, p.97)

“Understanding ethics and making choices for practice based on codes of conduct is important for educators” (Hall, 2013, p. 97)

CEC CODE OF ETHICS

Competent qualified teachers Fidelity of intervention Respecting Families Keeping up to date with current

knowledge and skills for working with students with ASD.

(Truncated list. Hall, 2013)

TEACHERS Qualified, competent

Certified in area of teachingCourses, workshops, & training in area of

expertise

Accurate and true dataTraining in data & graphingData & graphing schedule Making data-based decisions

Current intervention trends and researchLocal & international subscriptions to ASD

research, practices, topics, and issues (on-line or journals.

RESPECTING FAMILIES“Families are also vulnerable. Many parents will do just about anything within their means to assist their child and will put their trust into the hands of professionals who claim to have knowledge and skills that can improve the quality of life for their child and family.” (Hall, 2013, p. 97)

Be respectful & thoughtful when providing true and accurate information to parents.

Consider cultural aspects when developing programs

SCENARIO A student with ASD who has a high level of

sensory need, is non-verbal, has difficulty with transitions, and has a high rate of self-injurious behaviors has just started at your school with an extensive IEP. Your school district is does not have a special education HQT (highly qualified teachers) for severe disabilities. The parent asks you, the Principal, if the program can be effective with another Sped teacher without experience.

Discuss & come up with an appropriate response for parent taking into consideration the CEC code of conduct.

CONSIDERATIONS Thank parent for sharing her concern Inform parent of CEC guidelines and that her

question is important and valid Inform parent of options to the Sped teacher

for severe disabilities: Recruitment & retention of Sped teacher (severe) Division / Department / District training &

support to the current teacher Collaboration with other districts A final option to have student in another district

with HQT teacher (work with closest district) Inform parent of parent & community groups

(including advocacy) for support

BACB (BEHAVIOR ANALYSIS CERTIFICATION BOARD)

 The right to effective treatment The responsibility to recommend

scientifically supported and effective treatments

Certification required: requires the completion of a board-approved sequence of courses offered at a university, documented field experience guided by a qualified supervisor, and passing an exam.

(Truncated list. Hall, 2013)

TREATMENT Must be research-based Proven to be effective for students with

ASD in different levels of the spectrum Training Effective implementation Making data based decisions

SCENARIO A special education teacher has received

training in Applied Behavior Analysis (ABA) and received a certificate of completion. This teacher has also completed courses (15 credits) and has a Professional Development certificate in ASD and is locally endorsed in ASD. This teacher is stating she is qualified to conduct BCBA training and will created certificates to participants indicating they have completed BCBA work toward re-certification.

Discuss as a group and develop a response to this teacher highlighting BCBA guidelines.

CONSIDERATIONS Instruct the teacher to immediately

cease using BCBA credentials immediately

Discuss the successes of the teacher including her certification and credentials for ASD

Allow training for ASD yet in her true capacity as an HQT

Have follow-up conversations regarding this situation

PRINCIPLES

 Least restrictive alternative (LRA): “When selecting intervention procedures, it is the ethical responsibility of the educator to follow the doctrine of the least restrictive alternative and try the less intrusive procedures first; only if they have been found to be ineffective are more intrusive procedures to be implemented” (Hall, 2013, p. 107)

(Hall, 2013)

TYPES OF PROMPTS (FROM MOST TO LEAST INTRUSIVE)

Physical Prompt – Physically manipulating the individual to produce the desired response. Full physical motoring of desired response (hand-over-

hand), most intrusive Partial physical motoring of desired response (either

beginning or end) Visual Prompt – A visual cue or picture Gesture Prompt – Any use of body motion Positional Prompt – Proximity of object Within Stimulus Prompt – Accentuating a

characteristic of the correct answer Verbal Cues – Spoken cue to elicit a correct

verbal or physical response (most difficult to fade)

Modeling: Performing the desired response for the student to replicate

SCENARIO A student (1st grade) with a high lack of

attention, focus, and concentration on classwork constantly stops his seat work and stares at his paper. This occurs every 15 – 20 seconds. The instructional aide consistently takes the student’s hand and has the student start writing – every 15- 20 seconds.

Discuss as a group and develop a response to this teacher highlighting Principles of LRA.

CONSIDERATIONS Discuss the LRA concept with the instructional

aide. Institute visual prompts on the desk to help

the student focus If needed, add (silent) gesture prompts by

tapping on the desk so the student can be reminded to get back on task. The teacher and peers can also do this.

Break the amount of work down so the student may receive intermittent reinforcement.

Have a high level of reinforcement when student completes ALL work with minimal breaks,

THANK YOU

Questions?

REFERNCESHall, Laura J. (2013) Autism Spectrum Disorders

From Theory to Practice (2nd Ed.). Boston:

Pearson Education, Inc.