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“Learning to Learn”. Interventions for Young children with Autism, Significant Disabilities and Behavioral Challenges. Referrals. May come from teachers, principals, pupil appraisal staff, SBLC teams.

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learning to learn

“Learning to Learn”

Interventions for Young children with Autism, Significant Disabilities and Behavioral Challenges

referrals
Referrals
  • May come from teachers, principals, pupil appraisal staff, SBLC teams.
  • Student characteristics often involve limited or no communication, inability to attend to or follow simple instructions and challenging behaviors as a result or these problems.
the ltl protocol
The LTL Protocol
  • Interview the referral source and others involved with the student. Identify student strength and weaknesses.
  • Do pre-intervention observations using the LTL observation format.
ltl observation format
LTL Observation Format

LTL Observation Checklist.xls

assess areas of need
Assess areas of need
  • Eye Contact
  • Response to name
  • Sitting in chair
  • Following simple instructions
  • Imitating peers
  • Communication skills
  • Hands Down when not working
  • Voice level
  • Transitioning
identify reinforcers
Identify Reinforcers
  • Conduction reinforcer assessment through interview or direct method.
  • Prepare and reserve reinforcing materials for use as motivators during teaching sessions.
develop schedule and visual supports
Develop Schedule and Visual Supports
  • Set up a work area for 1:1 teaching for the student within the classroom if possible.
  • Build a highly structured schedule – 10 -15 minute activity sessions followed by reinforcement.
  • Visual schedules, timers, token boards, video modeling should be introduced as the student begins to recognize and focus.
teaching programs
Teaching Programs
  • Discrete trial instruction (sessions of repeated practice involving skill limitations determined through the assessment).
  • Naturalistic teaching (within environment) should begin as soon as behavior begins to stabilize (i.e., walk/stop drills in hallway, joining peers for an activity).
communication
Communication
  • The focus of the teaching programs for nonverbal or minimally verbally students should be on providing a method for communication (signs, pictures, etc).
  • The speech therapist should be able to assist with this training for the classroom staff and parents.
fade intensity
Fade Intensity
  • The student should be gradually introduced to materials of interest which require brief attention and have a clear beginning and end.
  • More complex tasks such as sorting, labeling, matching and fine motor activities should follow. (Pre-academic)
  • Reinforcement should immediately follow all attempts and completion of tasks.
desired results
Desired Results
  • Intense programming may last from 6-12 weeks.
  • As the student progresses, the balance between 1:1 intensity and group participation should begin to shift.
  • The goal will be to fade the 1:1 assistance and integrate the student back into the class group.
post intervention
Post -Intervention
  • Post intervention data will provide the information for decision making regarding the student’s future needs.