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Meeting the unique needs of diverse learners on the autism spectrum -…

- - - - "PRT is a comprehensive early intervention service delivery
        model that uses a developmental approach coupled with the principles of behavior analysis."
        (Balasubramian, Blum)
        
        "pivotal responses" are those when targeted lead to widespread transformations in central areas of the disability such as language, pragmatics, self-help and academics (Koegel & Koegel, 2006).
        
        5 Pivotal Areas
        -motivation
        -responsivity to multiple cues
        -Self- Management
        -Self-initiations
        -Empathy
        (Balasubramian, Blum)
    - - Discrete trial training (DTT) is a one-to-one instructional approach used to teach skills in a planned, controlled, and systematic manner. DTT is used when a learner needs to learn a skill best taught in small repeated steps. Each trial or teaching opportunity has a definite beginning and end, thus the descriptor discrete trial. Within DTT, the use of antecedents and consequences is carefully planned and implemented. Positive praise and/or tangible rewards are used to reinforce desired skills or behaviors. Data collection is an important part of DTT and supports decision making by providing teachers/practitioners with information about beginning skill level, progress and challenges, skill acquisition and maintenance, and generalization of learned skills or behaviors. (Wolfberg, Balasubramanian, & Brown (2017)
  - - - The definition of social thinking is that a person considers the situation and what he knows about his own and others’ thoughts, emotions, beliefs, desires, motives, prior knowledge, and experiences in that situation in order to help interpret and possibly respond to others. We use social thinking even when we are not intending to interact with another person. For example, every time you pick up a novel you are attempting to understand characters in context by figuring out what you know about them as their character evolves across the book. You also use social thinking when thinking about another person even if you are not physically sharing space with her. An example of this might be interpreting the intentions or meaning of characters playing a role on a sitcom or analyzing why anyone would participate on certain reality TV shows. (Buron & Wolfberg, 2014 P.211)
    - - “Social narratives are short stories designed to walk a child through a potential situation that they will encounter that they may not be familiar with, or that they are not currently handling properly.” (Spindel, Margaret, 2017)
      - According to Buron and Myles (2014), “Typically they (a) are written in the first person; (b) provide for flexibility and the possibility of change using words such as may, probably, usually, will try to, and might; and (c) are developed and presented in a manner appropriate to the learner, whether through the use of words only, pictures only, or a combination of the two” (p.251).
      - 10 Social Story Criteria's
        1: The Social Story Goal
        2: Two-Step Discovery
        3: Three-Parts & a Title
        4: Four·mat Makes it Mine!
        5: Five Factors Define Voice & Vocabulary
        6: Six Questions Guide Story Development
        7: Seven is About Sentences
        8: Gr·eight! Formula
        9: Nine to Refine
        (Gray, 2018)
        
        10: Ten Guides to Editing and Implementation
        This includes:
        
        1) Plan for Comprehension
        2) Plan Story Support
        3) Plan Story Review
        4) Plan a Positive Introduction
        5) Monitor
        6) Organize the Stories
        7) Mix & Match to Build Concepts
        8) Story Re-runs and Sequels to Tie Past, Present, and Future
        9) Recycle Instruction into Applause
        10) Stay Current on Social Story Research and Updates
    - - Buron and Curtis (2003, 2012) created the Incredible 5-Point Scale to help individuals with ASD understand social and emotional concepts as well as to enhance their self-understanding. The 1-5 scale system is applicable for a variety of social and self-regulation behaviors and responses to those behaviors, including feelings of anxiety, concepts of personal space, and feelings of anger. The scale is unique in that it can be used for a variety of purposes, including an obsessional index, a stress scale, and a meltdown monitor, etc. Children and youth with ASD are taught to recognize the stages of their emotions or social challenges and methods to self-calm or “rethink” at each level. (Buron & Wolfberg, 2014 p.246)
    - - Sensory processing is a person’s way of noticing and responding to sensory events that occur during everyday life. We know from research that there are particular patterns (Dunn, 1997a) of sensory processing (as introduced in Bradley’s story), and that these patterns affect how people respond in situations. We also know that people who have autism spectrum disorders (ASD) have more intense reactions than their peers, which may be one of the contributing factors to their differences in responding in particular situations. When professionals and families understand the relationship between a student’s sensory processing patterns and the behaviors he exhibits (Dunn, 1997a), we can adjust activities, directions, expectations, and other aspects of the school day to support the student’s participation. (Buron & Wolfberg, 2014 P.134)
  - - - “The primary goal of this intervention (sometimes referred to as floor time) is to enable children to form a sense of themselves as intentional, interactive individuals, to develop cognitive language and social capacities from this basic sense of intentionality, and to progress through the six functional emotional developmental capacities.” (Greenspan and Wieder, 1999)
      - Developmental, Individual-difference, Relationship-based Model
        -Theoretical and applied framework for comprehensive intervention
        -Examines the functional developmental capacities
        -Uses interactions between biology and experience to understand behavior
        -During ‘floor time’ play sessions adults follow the child’s lead in a way that leads a child through different developmental stages
        
        6 stages :
        1) Self-Regulation & Shared Attention
        2) Engagement & Relating
        3) Two-way Intentional Communication
        4) Purposeful and Complex Problem Solving & Communication
        5) Creating & Elaborating Symbols
        6) Building bridges between symbols
        (Wieder, Greenspan 2003)
      - "This framework helps clinicians, families and other professionals develop a comprehensive multi-disciplinary plan that addresses the individual needs of a child with autism while considering his developmental and functional profile." Wolfberg, Balasubramanian, & Brown (2017)
    - - (Wolfberg, Balasubramanian, & Brown (2017) SCERTS (Prizant, Wetherby, Rubin & Laurent, 2007)is an innovative educational model for working with children with autism spectrum disorder (ASD) and their families. It provides specific guidelines for helping a child become a competent and confident social communicator, while preventing problem behaviors that interfere with learning and the development of relationships. It also is designed to help families, educators and therapists work cooperatively as a team, in a carefully coordinated manner, to maximize progress in supporting a child. The acronym “SCERTS” refers to the focus on:
      - “ER” - Emotional Regulation - the development of the ability to maintain a well-regulated emotional state to cope with everyday stress, and to be most available for learning and interacting;
      - “SC” - Social Communication – the development of spontaneous, functional communication, emotional expression, and secure and trusting relationships with children and adults;
        
        “TS” – Transactional Support – the development and implementation of supports to help partners respond to the child’s needs and interests, modify and adapt the environment, and provide tools to enhance learning (e.g., picture communication, written schedules, and sensory supports). Specific plans are also developed to provide educational and emotional support to families, and to foster teamwork among professionals.
    - - The overall goal of PMI is to increase the frequency with which social initiations, responses and
        reciprocal exchanges occur, as well as the duration of the social exchanges.
  - - - (Wolfberg, Balasubramanian, & Brown (2017) IPG model (originated by Pamela Wolfberg, PhD) is an evidence-based practice designed to guide children on the autism spectrum and neurotypical peers/siblings to engage in mutually enjoyed experiences that foster socialization, play and imagination, and inclusion in peer culture. Extensions of the IPG model incorporate various forms of creative expression Grounded in Vygotsky’s sociocultural theory, the IPG model intervention involves guided participation whereby children’s learning and development are mediated through active engagement in culturally relevant activity (namely play) with the assistance and challenge of responsive social partners (adults and peers) who vary in skill and status. Guided participation practices include: nurturing play initiations, scaffolding play, guiding social communication, guiding play within the zone of proximal development (ZPD).