Ilene Schwartz University of Washington [email protected].
-
Upload
lindsay-dawson -
Category
Documents
-
view
223 -
download
0
Transcript of Ilene Schwartz University of Washington [email protected].
![Page 2: Ilene Schwartz University of Washington ilene@uw.edu.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e255503460f94b1430f/html5/thumbnails/2.jpg)
Autism is a collection ofoverlapping groups of symptomsthat vary from child to child
Siegel, 1996, p.301
![Page 3: Ilene Schwartz University of Washington ilene@uw.edu.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e255503460f94b1430f/html5/thumbnails/3.jpg)
![Page 4: Ilene Schwartz University of Washington ilene@uw.edu.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e255503460f94b1430f/html5/thumbnails/4.jpg)
Three take home messages:
Early intervention, including participation in inclusive programming, can result in remarkable developmental changes
Support participation through environmental arrangement
Improve outcomes through explicit instruction
![Page 5: Ilene Schwartz University of Washington ilene@uw.edu.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e255503460f94b1430f/html5/thumbnails/5.jpg)
What is inclusion?Inclusion is not a set of strategies or
a placement issue. Inclusion is about belonging to a community – a group of friends, a school community, or a neighborhood.
![Page 6: Ilene Schwartz University of Washington ilene@uw.edu.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e255503460f94b1430f/html5/thumbnails/6.jpg)
“Inclusion is a right, not a privilege for a select few”
(Oberti v. Board of Education in Clementon School District, 1993).
![Page 7: Ilene Schwartz University of Washington ilene@uw.edu.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e255503460f94b1430f/html5/thumbnails/7.jpg)
Inclusion means providing all students within the mainstream appropriate educational programs that are challenging yet geared to their capabilities and needs as well as any support and assistance they and/or their teachers may need to be successful in the mainstream. But an inclusive school also goes beyond this. An inclusive school is a place where everyone belongs, is accepted, supports, and is supported by her or her peers and other members of the school community in the course of having his or her educational needs met
![Page 8: Ilene Schwartz University of Washington ilene@uw.edu.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e255503460f94b1430f/html5/thumbnails/8.jpg)
Skills
Membership Relationships
Community of PracticeParticipation in valued routines, rituals and activities
![Page 9: Ilene Schwartz University of Washington ilene@uw.edu.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e255503460f94b1430f/html5/thumbnails/9.jpg)
NO ONE WAY TO EDUCATE CHILDREN WITH AUTISM!!!
![Page 10: Ilene Schwartz University of Washington ilene@uw.edu.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e255503460f94b1430f/html5/thumbnails/10.jpg)
There are no instructional strategies that are autism-
specific
![Page 11: Ilene Schwartz University of Washington ilene@uw.edu.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e255503460f94b1430f/html5/thumbnails/11.jpg)
Children with ASD requireInstruction to be more explicitReinforcement to be more explicit and perhaps
extrinsic to startMore opportunities to practice with feedbackPlanned instruction to facilitate generalization
![Page 12: Ilene Schwartz University of Washington ilene@uw.edu.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e255503460f94b1430f/html5/thumbnails/12.jpg)
Preschool students with autism:Are children firstHave diverse strengths and needsMost often need explicit instruction across curricular
domainsMay be gifted academically or have intellectual
disabilities Will need specialized instruction in social skills and
communication
![Page 13: Ilene Schwartz University of Washington ilene@uw.edu.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e255503460f94b1430f/html5/thumbnails/13.jpg)
Components of an Effective Program(Dawson & Osterling, 1997)
Appropriate curriculum including attending, imitation, communication, play, and social interaction.
Highly supportive teaching environment and generalization strategies.
Predictability and routine.Functional approach to challenging behavior.Transition supportFamily involvement
![Page 14: Ilene Schwartz University of Washington ilene@uw.edu.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e255503460f94b1430f/html5/thumbnails/14.jpg)
Educating Children with AutismNational Research Council, 2001Report was developed at OSEP’s request
![Page 15: Ilene Schwartz University of Washington ilene@uw.edu.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e255503460f94b1430f/html5/thumbnails/15.jpg)
Characteristics of Effective ProgramsEntry into program as soon as ASD is seriously
consideredActive programming 25 hours a week, year
roundSmall group and 1:1 programmingFamily componentLow student/teacher ratios (no more than 2
children with ASD per adult in classroomProgram evaluation and assessment
![Page 16: Ilene Schwartz University of Washington ilene@uw.edu.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e255503460f94b1430f/html5/thumbnails/16.jpg)
Content of Programs should includeSocial skillsExpressive, receptive, and non verbal
communication skillsFunctional communication systemEngagement and flexibility in developmentally
appropriate activitiesFine and gross motor skills
![Page 17: Ilene Schwartz University of Washington ilene@uw.edu.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e255503460f94b1430f/html5/thumbnails/17.jpg)
Content (continued)Cognitive skills, including playReplacement of problem behaviors with socially
acceptable alternativesIndependent organizational skills and other
behaviors that support participation in general education settings
![Page 18: Ilene Schwartz University of Washington ilene@uw.edu.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e255503460f94b1430f/html5/thumbnails/18.jpg)
DATA ProjectDevelopmentally Appropriate Treatment for AutismWe are in our 16th continuous year of operationCurrently funded by local school district and fund
raising
![Page 19: Ilene Schwartz University of Washington ilene@uw.edu.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e255503460f94b1430f/html5/thumbnails/19.jpg)
The goal of DATA Project originally was and continues to be to provide a school based program for young children with ASD and related disorders that is effective, meets the needs of its consumers (e.g., families and school personnel), is acceptable to consumers, and is sustainable.
![Page 20: Ilene Schwartz University of Washington ilene@uw.edu.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e255503460f94b1430f/html5/thumbnails/20.jpg)
Historical Context10 years after the Lovaas article4 years after Let Me Hear Your VoiceThe trickle down of information is beginningParents are beginning to ask (demand) 40 hour +
programs from school districts
![Page 21: Ilene Schwartz University of Washington ilene@uw.edu.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e255503460f94b1430f/html5/thumbnails/21.jpg)
We have an ongoing partnership with our public school
We were running a high quality integrated preschool that ran for 12 hours a week
We really believed that 40 hours a week of segregated discrete trial training was not in the best interest of young children with ASD
![Page 22: Ilene Schwartz University of Washington ilene@uw.edu.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e255503460f94b1430f/html5/thumbnails/22.jpg)
What to do??We wanted to develop a program that insured that
students with ASD had opportunities to interact with typically developing kids everyday
We wanted to develop a model that reflected current best practices in applied behavior analysis
![Page 23: Ilene Schwartz University of Washington ilene@uw.edu.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e255503460f94b1430f/html5/thumbnails/23.jpg)
We wanted a program that was replicable and sustainable
We wanted to insure that this was a program that could be implemented by public school programs
We kept the idea that “Children with ASD are children first” at the center of the model
![Page 24: Ilene Schwartz University of Washington ilene@uw.edu.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e255503460f94b1430f/html5/thumbnails/24.jpg)
Project DATA was bornInitially funded by an OSEP model demonstration
grantThe goal was and continues to be “blending
approaches to meet individual needs”The blended approaches were ABA, ECSE, and
ECE
![Page 25: Ilene Schwartz University of Washington ilene@uw.edu.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e255503460f94b1430f/html5/thumbnails/25.jpg)
Project DATA
Integrated Early Childhood Experience
Collaboration and
Coordination
Technical and Social Support
for Families
Quality of Life Influenced Curriculum
Extended, Intensive Instruction
![Page 26: Ilene Schwartz University of Washington ilene@uw.edu.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e255503460f94b1430f/html5/thumbnails/26.jpg)
High Quality Early Childhood ProgramInclusiveIntentional teachingSupportive child teacher relationshipClass membership
![Page 27: Ilene Schwartz University of Washington ilene@uw.edu.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e255503460f94b1430f/html5/thumbnails/27.jpg)
![Page 28: Ilene Schwartz University of Washington ilene@uw.edu.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e255503460f94b1430f/html5/thumbnails/28.jpg)
Using a Variety of Instructional StrategiesPeersExplicit instructionEmbedded
instructionOther teachers or
building staffAreas around school
outside the classroom
![Page 29: Ilene Schwartz University of Washington ilene@uw.edu.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e255503460f94b1430f/html5/thumbnails/29.jpg)
Extended instructional dayInclusion + intensive instructionThe goal of the extended instructional day is to help
children access and succeed in “general education”Behaviorally basedData-based decision making
![Page 30: Ilene Schwartz University of Washington ilene@uw.edu.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e255503460f94b1430f/html5/thumbnails/30.jpg)
Highly Supported Instructional Time 1:1 or 2:1 Student:Teacher ratio
![Page 31: Ilene Schwartz University of Washington ilene@uw.edu.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e255503460f94b1430f/html5/thumbnails/31.jpg)
Switch it upDo a variety of
activities each dayScience, art, blocks,
imaginative play, etc.Move around the
classroomWe are not restricted
to the table! Outside Book area Swings
![Page 32: Ilene Schwartz University of Washington ilene@uw.edu.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e255503460f94b1430f/html5/thumbnails/32.jpg)
Example Activity MatrixActivity Nathan Matt
Play with toys at table12:45 – 1:00
Gaining a peer’s attention by saying his/her nameResponding to peers
Following DirectionsResponding to peers
Book1:00 – 1:10
Answering WH Questions - Answering WH Questions- Pronouns
Board Game1:10 – 1:20
Asking for a turnGaining a peer’s attention
- Commenting to peersGaining a peer’s attention
Bathroom & wash hands1:20 – 1:30
Following Directions Following Directions
Snack1:30 – 1:45
- Responding to peers- Greetings
- Gaining a peer’s attention by saying his/her name- Responding to peers
Group Activity1:45 – 2:00
- Following Directions- Respond to peers
- Respond to peers- Following Directions
Table Work2:00 – 2:30
- Feature, Function, Class Feature, Function, Class- Pronouns- 1:1 Correspondence
Circle 2:30 – 2:50 Following DirectionsAnswering WH Questions
Following DirectionsAnswering WH Questions
![Page 33: Ilene Schwartz University of Washington ilene@uw.edu.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e255503460f94b1430f/html5/thumbnails/33.jpg)
Technical and Social Support for FamiliesHome VisitsTransition Support
![Page 34: Ilene Schwartz University of Washington ilene@uw.edu.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e255503460f94b1430f/html5/thumbnails/34.jpg)
“In promoting a partnership between parents and teachers, home visits provide the means for effective team problem solving, observing children in their home environment, and encouraging parent involvement,” (Beardmore et. al., 1999)
![Page 35: Ilene Schwartz University of Washington ilene@uw.edu.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e255503460f94b1430f/html5/thumbnails/35.jpg)
Home VisitsMonthly, two hour home
visitsAt home, at school, in the
community, at day care, play dates, collaboration with private consultant, etc.
Family/Caregiver driven: parents own the agenda
Support the family in working on high priority skills at home
![Page 36: Ilene Schwartz University of Washington ilene@uw.edu.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e255503460f94b1430f/html5/thumbnails/36.jpg)
Example: Will’s Trying New Foods Plan at school
High priority for family at home: trying new “super foods” (fruits and vegetables)
At school, we are working on Will taking a bite of a “super food” before eating the rest of his snack
W.B. bite of orange
![Page 37: Ilene Schwartz University of Washington ilene@uw.edu.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e255503460f94b1430f/html5/thumbnails/37.jpg)
Transition SupportAccompany family on school tours Communication with child’s new teachers in the next
educational setting at the beginning of the school year
Supplemental transition report to accompany the preschool report
School visits if necessary
![Page 38: Ilene Schwartz University of Washington ilene@uw.edu.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e255503460f94b1430f/html5/thumbnails/38.jpg)
Quality of Life Influenced CurriculumGoal of DATA Project is for children to participate in
a meaningful way in their family and communityOur assessment process includes family inputWe are heavily focused on social, communication,
and independence skillsWe embed explicit instruction into every activity and
fade supports as soon as children are independentGeneralization and maintenance are key
![Page 39: Ilene Schwartz University of Washington ilene@uw.edu.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e255503460f94b1430f/html5/thumbnails/39.jpg)
![Page 40: Ilene Schwartz University of Washington ilene@uw.edu.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e255503460f94b1430f/html5/thumbnails/40.jpg)
DTT (Discrete Trial Training) – What is it?Breaks a skill into very small partsTeaches each sub-skill to mastery before moving onProvides concentrated teachingResponse is initiated by teacherA response by child is required
![Page 41: Ilene Schwartz University of Washington ilene@uw.edu.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e255503460f94b1430f/html5/thumbnails/41.jpg)
A Discrete Trial
Instruction Prompt (if necessary)
Child’s Response Consequences
Inter-trial Interval
![Page 42: Ilene Schwartz University of Washington ilene@uw.edu.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e255503460f94b1430f/html5/thumbnails/42.jpg)
A Discrete Trial(Teaching Loop)
Instruction or Discrimitive Stimulus (SD)
Child’s Response
Consequence
Prompt if
necessary
Inter-trial Interval
Antecedent
Behavior
Consequence
![Page 43: Ilene Schwartz University of Washington ilene@uw.edu.](https://reader035.fdocuments.us/reader035/viewer/2022062421/56649e255503460f94b1430f/html5/thumbnails/43.jpg)
Questions?