Maximizing Outcomes for Young Children with Autism Spectrum Disorders: Defining Intensity of Intervention. Phil Strain & Ted Bovey Positive Early Learning Experiences Center. Opening Discussion.
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Phil Strain & Ted Bovey
Positive Early Learning Experiences Center
What are the key program features currently in place that you relate to positive outcomes for children?
Social validity of goals x
Response opportunities x
Comprehensiveness of intervention x
Fidelity of intervention delivered x
Data-based decision-making =
Links directly to communicating wants, needs and aversions.
Links directly to child participation in typical activities and routines.
Links directly to gaining access to typical peers.
Links directly to improving independent movement, participation & communication.
Links directly to preparation for success in future environments (criterion settings).
Links directly to parent’s availability and skill(s) related to everyday routines.
Given the following scenario please discuss and come up with one outcome with High Social Validity.
A family is struggling with their bedtime routine(s), including oppositional behavior, parental frustration, lack of sleep and potential safety issues.
A family has a child with low cognitive skills, is nonverbal and does not follow simple directions. This skill deficit is particularly upsetting during meal preparation when Mom is not readily available.
Video courtesy of Center on the Social and Emotional Foundations for Early Learning.
Video courtesy of UCSD Autism Intervention Research Laboratory
Measuring Levels of Assistance/Prompting
Measuring Behavior Change
Visually analyze the following data sets and determine your course of action.
Data sheet measuring levels of assistance
Key established for the behavior (based on baseline data):
5 = 16 or more times
4 = 9-15 times
3 = 5-8 times
2 = 2-4 times
1 = 0-2 times
Behavior Rating Scales
Continued movement towards independence in functional skills and/or the reduction of problem behavior(s).
Increased skills (both for children and parents).