Contact InformationIntermediate Practicum GSITim Obertein (810) 824-8703TimObertein@gmail.comKalamazoo Autism Center PhDsKelly Stone (269) 599-5769 Kelly.firstname.lastname@example.orgJessica Korneder (626) 676-7984 email@example.comKAC Basic Practicum GSILisa Brown (616) 540-8145 firstname.lastname@example.orgDr. R. W. Malottdickmalott@dickmalott.comBATS Lab:2536 Wood Hall(269) 387-4491To report absences: call your TA on your shift and leave a message. If they don‟tanswer try the PhD students, then other grad students. Continue calling until youget a response. You should notify our TA at least 30 minutes before your shiftstarts (if your shift is 10:30am, call no later than 10:00am). If you know ahead oftime that you are going to be absent, inform your TA, and be prepared to makeup the hours. Professionalism points will be lost if you miss KAC without a notice.
How you‟re gradedo Participation- (120 points per week) Practicum Participation 10 points per hour Loss of 5 points/15 minutes late Seminar Participation 20 points Loss of 5 points/15 minutes late STRICT Attendance policy After three absences, the fourth results in a half letter grade drop o 4th absence = ½ letter grade No call, no show results in an automatic half letter grade drop o No call, no show= ½ letter grade drop If you know ahead of time that you will be gone: o Talk to the other tutors who work with your child to see if they can switch shifts (tell a supervisor about your arrangements) o If you cannot find someone to switch shifts, talk to other tutors who don‟t specifically work with your child to see if they can switch shifts (tell a supervisor about your arrangements) o If you cannot find any other tutors to switch shifts with, tell a supervisor immediately- they will give you further instructions If something comes up the day of your shift (i.e., car will not start, you wake up with the flu, etc.) o Call the supervisor on your shift and explain the situation o If they do not answer- call Kelly and/or Jessica o If they do not answer- call another supervisor o If no supervisors answer- Call CDC and explain the situation o Leave a voicemail and/or a text message for everyone! o Do not stop until you have gotten a response from someone.o Professionalism 100 points per week Deductions are taken away when necessary You can lose points for the following: Failure to follow the schedule: 2-5 points Leaving the child unattended: 2-5 points Inappropriate use of aversives: 2-5 points Inappropriate cell phone usage: 5 points Inappropriate attire: 2 points
Missed ADL needs: 2-5 points Failure to perform closing tasks: 2 points/task Failure to complete closing checklist: 5 points/person on the shift Failure to update log in child‟s procedure book: 2 points Missed/Incorrect codes: 2 points Failure to explain code (in log): 2 points Missed phase changes/percentages/initials: 2 points Failure to clean up after your child once your shift is over: 2 points Failure to clean up for your child after lunch: 2 points Picking up child off of the ground Failure to respond to an e-mail within 24 hours: 5 points for each day late Failure to write in the sign in/out sheet: 2 points *We reserve the right to deduct points for anything we deem unprofessional.o Monitoring Scores- 200 points per week Approximately 2 scores per week (100 pointseach)o Think/Writes (100 points each) You‟ll be assigned an article to read each week Come prepared to write about your thoughts as you read the article for ten minutes. The goal is 200 words. You‟re allowed to bring a 3x5 index card with notes about the article to use during your think/write. Think/writes will be graded on whether they are: o At least 200 words o Related to the article (it‟s clear you actually read the article) After your think/write you‟ll be discussing the article with the other IP students and your GSI. Points can be deducted from your think/write for failure to participate in the discussion.o Student Background Information- 50 pointso Final presentation You‟ll choose an article from the semester (or one approved by the GSI) and create a 10-12 minute power point presentation for the basic students explaining the article. It should include: Title, Authors, Journal, Year Purpose of the study Subjects, setting, materials Experimental design (explain it) Independent and dependent variables
Weaknesses of the study Why it‟s significant Conclusions Your experience at the KAC Questions/Comments & Thank you slides This is a presentation for the basic students so make sure you explain anything they may not knowo Grading Matrix To obtain an „A‟ you must earn a 92% or better in the following areas: Quiz Homework assignments Participation To obtain an „A‟ you must also earn a 92% or better in the following areas: Monitoring Scores Professionalism Quizzes, Participation, and Assignments Grade 92 87 82 77 72 67 62 <62 92 A BA B CB C DC D E Monitoring and Professionalism 87 BA B CB C DC D E 82 B CB C DC D E 77 CB C DC D E 72 C DC D E 67 DC D E 62 D E <62 ETutor ResponsibilitiesThe following are responsibilities of all tutors at the KAC Daily Responsibilities Sign in/Sign out Sign child in/out if this applies to their shift Fill in corresponding meal bubbles on the attendance sheet Read previous tutor logs and initial all until your last shift
Follow cleaning schedule throughout the day Fill out tutor log. See job aid on page 14 Make sure that there are enough empty tutor logs in the procedure book Make sure that new data sheets are put in the procedure book if needed. Fill out cleaning checklist if this applies to you Make sure DVD players and CD player are locked away in the filing cabinet The key to this cabinet is under the bleach bottle by the sinksChild Arrivals o If you are present when your child arrives, you should guide them to their lockers to hang up their coat, backpack, etc. (you should let them do this as independent as possible) o Check their backpack for snacks, toys, lunches, notebook, etc. See their child information form in the front of their book for any more relevant information o Write down the time that the child arrived on the attendance sheet by the door o If the child has a notebook, please read any notes/instructions from home. o Alert supervisors to any important notes they should be aware of (i.e., schedule change, new diet, etc.). o Before starting procedures, read the logs of previous tutors to see any special notes about procedure o If your child is crying/tantrumming when they first arrive to KAC don‟t attend to it. As soon as they stop, reinforce, let them play and have fun for about 5 minutes. If they are not crying or upset when they first get there, let them play for about 5 minutes. Our goal is to have it so they‟re running into the classroom, not crying.Child Departures If you are present when your child departs, you should guide them to their lockers to put their coat and backpack on (you should let them do this as independent as possible). Send home any toys, sippy cups, notebooks, etc. that came from home. See their child information form in the front of their book for any more relevant information. Write down the time the child left on the attendance sheet by the door.
Make sure to clean the booth and anywhere else in the room where your child may have made a mess. If you are the last tutor of the day, please make sure to follow the closing checklist and complete all of the tasks.Working with your child Always make sure the child is attending to you (eye contact) before providing the Sd Do not say their name before every trial. Instead of „Susie, match,‟ it is just „Match.‟ If you do say the child‟s name and they look at you or come to you, make sure to reinforce! We are allowed to use mild punishment, but please do not abuse this privilege. Remember: punishment is a last resort. You may say „no‟ but you should always redirect the child first. If the „no‟ was unsuccessful, you should not continuously repeat it. Intermittently reinforce compliance At least every 5 trials reinforce the child for making eye contact and attending- only if they are. You should also intermittently reinforce when the child sites when told, does quiet hands when told, or follows any other direction you have given them. No more than 6 seconds for each reinforcer period! 3-6 seconds is appropriate There should be no pauses between trials that are longer than 3-5 seconds. There should be no pauses between sessions that are longer than 10-15 seconds. During these pauses, the child should always have something to keep them occupied. This could be a direction, puzzle, reinforcer, etc. Before you take a reinforcer away, have the materials ready for the next trial Recording Learning Opportunities Each trial is a Learning opportunity for the child. Every trial you take data for is considered an LO. At the end of each shift you must write in the tutor log how many LO‟s the child had during your session.
Bring your LO count to Seminar. This data will be kept and used to set a new LO goal for the week.Extra Learning Opportunities Extra learning opportunities are any directions (sd‟s) you give the child where no data is collected. During mastered procedure time you will run through as many mastered procedures as possible with your child. Use an ELO counter to keep track of how many you go through in the 15 minute session. Bring this count to seminar each week. The data will be collected and then used to set new goals for the following week.My turn Before you remove a reinforcer, say „my turn‟ and wait 3 seconds for the child to respond independently before prompting them to give you the reinforcer If they do not respond independently, model it. If still no response, prompt hand over hand.When doing a preference assessment: Hold out tow items for your child to pick from When they pick an item, give the item to them to play with (for only a few seconds) or eat.When giving any direction make sure you give the child 5 secondsto complete the response independently before intervening with anyprompts (even vocal)Also, when giving any direction make sure that you follow throughwith the direction. Do not let the child escape the directionIf the child requires a prompt for a new skill, reinforce. If it‟s amastered skill, intermittently reinforce. If it‟s because ofnoncompliance, no reinforcement, no good job. Prompt and do notreinforce. With noncompliance, you may need to continue to repeatthe Sd until the child responds with a correct answer.At the KAC, we reinforce prompted responses (if it is an un-mastered skill).Keep all Sd‟s short. Do not say „put the same with same,‟ insteadsay, „match.‟Never leave you child unattended. If you must leave the room forany reason, please ask someone to keep an eye on your child.Never be more than 5 feet away from your child (even outside).
There are no scheduled bathroom breaks; it is important that youmake sure you take your child to the bathroom frequently. It ishighly recommended to take them to the bathroom before goingoutside or before taking a nap.Also, there is no set schedule of what procedures to run. Please gothrough each procedure in the book (start at the front and work yourway back and vice versa). Once you have run through eachprocedure at least once, start over again. You are not allowed to pick and choose which procedures you would like to run. You should be running them all! If we find that you are not running certain procedures, you will lose points!Mix-trial everything! Never do more than 5 trail of one procedure at a time (10 if it‟s a really easy procedure)Codes- symbols we use when situations arise. All codes should beexplained in the tutor log. Codes should be written in red and initialed A complete code list is displayed at the center for quick references Codes IP- Implementation Problem- to be used when you don‟t finish a procedure MM- Missing Materials- to be used when procedure materials are missing and cannot be found SLE- Student Left Early- to be used when a child leaves early OT- Off Task- to be used when a child is engaging in problem behaviorPhase Changes Be very conscious of when your child needs a phase change When your child needs a phase change, alert a supervisor so they approve and initial. If no supervisor is present, leave a not in the tutor log and put a note on the supervisor desk.New data and tutor log sheets New data sheets- make sure that you write the child‟s name and procedure on the top of both sides of the data sheet.
Make sure to write in red the phase they are on and then they changed to that phase. This should be written in the upper left-hand corner of the data sheet New tutor sheets- make sure that you write the child‟s name and semester on the top of each sideChild Development Center Rules Incident/Health Reports: All injuries have to be documented immediately. Incident and Health forms are located in the bottom drawer of the filing cabinet. If you use the last one, be sure to tell a supervisor so they can make more copies. Fill out the form to the best of your ability. Ask a supervisor if you have any questions The form must be signed by the parent and returned to Alicia. If the injury was intentionally caused by another child, an Incident Report should also be completed for that child. Have a supervisor look over the report when you are done. If the injury is on the head, regardless of how minor, you MUST call the parent. Ask a supervisor or a CDC staff member for the phone number. Ask the supervisor or CDC staff member to call the parent. If neither is available, be sure to call the parent yourself. Refer to the job aid on how to talk to parents on page 18 Playground procedures Ensure that children are dressed appropriately for the weather Remember to bring sunscreen, drinks, etc. outside during warm weather If a child appears to be getting overheated or too cold, bring them inside Always bring the designated backpack outside (on a hook by the end lockers) This backpack includes a few first aid items, wipes and emergency cards Children should not be allowed to play near the exits, fences, gate, trash, stairs, corners or shrubs Strangers must not be allowed on the playground when children are outside
Staff must never leave the playground unattended Children should not: Run on payment, climb the slide, stand on swings, hit/kick/wrestle, or put sand/plants/other object in mouthSmoking/Drug use Smoking is prohibited on the premises This ban includes the building, playground and parking lot CDC reserves the right to inspect all bags and personal belongings if drug or alcohol use is suspected. Any staff member found with alcohol or drugs on the premises will be terminated immediatelyDress Code Clothing must be clean and in good condition No inappropriate writing on clothes (bars, drinking, drugs, etc.) No sweatpants or pajama bottoms No back-less t-shirts Tank top straps must be at least one inch wide Shorts/skirts must be a professional length (past your fingertips) No visible cleavage, backside, underwear, bra straps, or exposed stomachs Professionalism points will be taken away for violation of any of the situations directly above Earrings must be smaller than a dime See a supervisor for approval of any questionable attireVisitors No visitors other than parents or guardians of enrolled children are allowed into the facility without permission from the CDC Visitors must have prior authorization to visit Visitors are not permitted to interact with the childrenDoor Policy Occasionally people will ring the door bell. If so, let a CDC staff member answer. You are not recommended to ever answer the door for a stranger.
If a CDC staff member is not currently available, you may open the door for them. Ask them what they need („How may I help you?‟) and then ask for an ID. Then lead them in the direction of a CDC staff member. Confidentiality You should never discuss confidential information with anyone outside of the KAC/CDC Confidential information includes anything that occurs at the KAC/CDC If you have a question about what is or is not confidential and what your duties are with regard to confidential information, ask a supervisor immediately You are only allowed to use the name of your child in seminar and at the KAC. In public, only use the first initial of their first name.EMERGENCY SITUATIONS Fire Drills and Fire Emergencies o An alarm will sound Regardless if the alarm is real or not, you need to treat this as a real alarm o You must exit the building as fast as possible! o You need to make sure to grab the outside backpack and the child attendance sheet by the tutor sign in/out sheet o A supervisor will grab coats for the children if necessary. o Walk out the side door and go all the way to the other side of the fence o Make sure every child and tutor is accounted for o Do not enter the building until you have been cleared by Alicia Tornado Drills and Tornado Warnings o You need to seek shelter as fast as possible o You need to make sure to grab the outside backpack and the childattendancesheet by the tutor sign in/out sheet o You need to take yourself and the children to the walk-through closet A supervisor should be present to guide you to this location o Make sure every child and tutor is accounted for
o Do not go back to our classroom until you have been cleared by Alicia Plan DAN-GERIf a violent adult or intruder is in the center and you fear that calling 911 in front ofthem will only escalate the problem, tell the nearest staff “Will you please makesure to give Dan Gur his medicine right away!”Any staff who is told this statement should go to another location and call 911immediatelyAlso tell all other rooms/staff members that we may have a potentially dangeroussituation*For any other emergency situations, please see the colored booklet on the wallnext to the doorTUTOR LOG JOB-AID The tutor log is located in the front of every child‟s procedure book This log is to be filled out for each shift you work Failure to fill out the log will result in a loss of points Be specific when filling out the log. Talk about behaviors. No vague statements. Main Components o Fill out name, date and your shift beginning and end time o What went well? Good example: “Johnny phase changed on ID Objects, and is having trouble with cat. He usually touches the dog instead. Make sure you mix them up as much as possible when you run this procedure, because he seems to have a left-side bias Bad example: “Matching went well.” o Not so well? Good example: “She had trouble attending, so I made sure she had a novel reinforcer for each reinforcement interval. This increased attending and eye contact.” Bad example: “Imitation didn‟t go so great. I think he‟s bored with all of his procedures.” o Good reinforcers? This section is to communicate with other tutors about specific reinforcers that were/were not effective for the child. Please be specific about certain toys/edibles that were effective for that day. o Other
This section is a place for you to write about any other comments you may feel are important to pass along to other tutors. Also, explain the reasoning behind any codes you may have used during your shift. o Total # of LO‟s and ELO‟s LO‟s count as any procedure trial (anything you take data on) ELO‟s are any directions that you do not take data on The number on the ELO counterMastered Procedure Protocol Rotate through ALL mastered materials o Each child has a drawer of mastered materials by their booth o In this drawer there are note cards with procedures on them as well as the materials corresponding to the procedures Mastered skills should be mixed just like normal procedure trials o i.e., vocal trial, then a receptive trial, then an imitation trial o i.e., “Say, „ahhh,‟” then “Arms up,” then “Do this.” o This can be done by mixing up all the mastered materials before you begin You do not need to take data on mastered skills o Count them as ELO‟s on the ELO counter Correct trials o Reinforce and move on to another trial. Incorrect trials o Use the prompt hierarchy, then reinforce. o If you notice the child is consistently struggling with a particular skill, please make a note of it so that tutors can focus more on that skill. #1 Rule! - Be CREATIVE! The possibilities are endless o The goal is for these mastered skills to generalize to new materials, responses, Sds, tutors, environments, etc. o Examples (suggested, but certainly not limited to): Imitation: If the child can imitate gross motor movements, try fine motor movements- facial imitation, etc. ID Objects: vary your Sds (instead of „Touch,‟ say „Find…..,‟ „Where is the …..?‟ „Give me the …..,‟ etc.) use new items
use pictures instead of objects or vice versa use books instead of picture cards Matching: Use new objects Use puzzles Match pictures of people to the actual people Match colors Echoic: Have the child echo new sounds/words/phrases, etc. Manding: If the child can man using one word, start moving to more complex mands (rather than saying „M&M,‟ have them say „Blue M&M.‟ or „Big, red ball‟ instead of „Ball‟) Contrive other opportunities for the child to mand that they may not have learned yet (for example, if they are about to walk through a door way, stand in their way and prompt them to say „Excuse me.‟)2-On-1 Protocol If possible, try to match kids who will work well with each other. o Skill level: If we match kids with similar skill levels, it will be easier to work on procedures Match children with the same procedures o Behavior problems: Try to make a pair of children where one might have more behavior problems than the other. If we have two children with many problem behaviors paired with one tutor, it might pose a difficult situation o Thank about how each child could benefit the other If we pair a non-verbal child with a verbal child, it might benefit the non-verbal child Getting Started: o Work at a table. It will be a more structured place for you to maximize your time. o If possible, work at a table that has a wall or surrounding barrier. It will be easier for you as a tutor if the children cannot just get up and run away.
o Grab each child‟s cart and wheal them over to the table so you have both child‟s reinforcers and procedure materials available Running Procedures: o Get reinforcers ready for both children. o Start running procedures with one child while the other one is occupied with their chosen reinforcer o Do 3-5 trials with one child and then switch to running trials with the other child o Try to take as much data as possible, but attending to both children should be your top priority Do not forge data Pointers: o Look at a book. Have children look at a book together and tact different items in the book. Have them point at certain pictures or items in the book. Take turns having the children do this o You can also work on tacting items on the desk. Put out an array of different items and have the children take turn tacting them or pointing to them. o You can play a game similar to Simon-Says and have the children follow simple directions. o Use puzzles. Have the children take turns putting pieces of the puzzle together. The children could say, “It‟s my turn!” while the other child waits for their turn. This is a functional way of learning to take turns and waiting. o Play with toys that require two pieces (i.e., gear toys, pegs, blocks, barbies, etc. ). Have the children mand to each other for the other piece of the toy. o Work on pretend play. Use some of the manipulative imitation materials and have the children imitate certain actions. You can also use toys and have them imitate ways to play with the toys. o If the children have the same (or similar) procedures, make the procedure a game. For example, when tacting, make it a race to see who can label the objects first. o If one child is higher functioning, have that child instruct the other child. o For children with poor social skills, reinforce all appropriate interactions with the other child.Communicating with Parents
We are fortunate to have some very supportive and involved parents at KAC. It is essential that we maintain a strong relationship with these parents, as their involvement is key to the success of their child. Many parents send a notebook with their child. It is your responsibility to read the notebook at the beginning of your shift and to write in it at the end of your shift. You should always write something. You‟ve just spent 2+ hours with the child, so there should be something to report! If you are there when your child is picked up/dropped off, it will be your job to update your child‟s parent on their progress. When communicating with parents, always remember to stay calm and stay positive, even if the parent doesn‟t. Remember, they are concerned for their child and they only want the best for him/her. Don‟t take their concerns as a personal attack on you. Being a parent of a child with autism is hard; much harder than the 2 hours/day you spend with the child. Sometimes they get frustrated, and sometimes they might take it out on you. Do your best to diffuse difficult situations and tell a supervisor immediately so they can follow up with the parent.DO:o Use parent-friendly languageo Talk about the child’s progresso Talk about specific behaviorso Explain new procedureso Give lots of exampleso Share cute storieso Ask questions about the child’s behaviors at homeo Alert grad students of important information from the parents (new medications, diet changes, schedules changes, new school, etc.)o Explain any injuries or soiled clothing (regardless of how minor)DON‟T:o Make vague statementso Make any scheduling decisions (alert grad students to scheduling issues and they will take care of it)o Make any promises to the parents (always talk to supervisors)o Talk negatively about the procedures, protocols, children, tutors, staff, KAC, CDC, Dr. Malott, etc.o If you have a problem with any of the above, discuss the issue with a supervisorExamples
Good examples:o “Johnny got a new procedure today. We are teaching him to label objects. Right now we’re working on apple, tree, and elephant. In the first phase, we are holding up the item and asking, “what is this?” and immediately prompting with the name of the item. Johnny got 60% correct the first session!”o “Johnny ate all of his lunch today. He needed a little help holding the spoon steady, but is becoming more independent every day.”o “Johnny spilled his milk at lunch, which is why he’s wearing his sweat pants. His other pants are in a plastic bag in his backpack. He is also out of spare clothing.”o “I don’t think Johnny is feeling well today. We took his temperature and he didn’t have a fever, but he didn’t eat much at lunch today, and he kept laying his head on the table.”o “Johnny met mastery criterion for his motor imitation procedure today. Next, we are going to add a manipulative imitation procedure. This is how we will do it…”o “Johnny surprised us today by correctly labeling a cat on the first try! We’ve never worked on that with him. Are you working on that at home?”Bad examples:o “Johnny did good today.”o “Today was rough.”o “I couldn’t get him to do anything.”o “He was just out of it today.”o “Johnny is bored with his procedures. We’ve been working on the same procedure for the past month. I don’t know why these incompetent grad students don’t add anything new to his book.”o “I’ve got a Doctor’s appointment tomorrow; can you bring Johnny at 3 instead of 2?”o “I don’t know why we’re teaching this crap. The procedure doesn’t make any sense, and he doesn’t like doing it. I don’t understand why they make us do this.”*NOTE: Professionalism when interacting with parents is very important.Instances of unprofessional behavior will be taken very seriously andprofessionalism points will be removed. You may also be asked to attend atraining session on how to more effectively interact with parents. AGENDADate Assignment9/7/11 o Introduction o Professionalism presentation o No assignments9/14/11 o An analysis of autism as a contingency-shaped disorder of verbal behavior-Drash and Tudor 20049/21/11 o Behavior analytic instruction for learners with autism: Advances in stimulus control technology-Gina Green 20019/28/11 o Reducing escape behavior and increasing task completion with
functional communication training, extinction and response chaining- Lalli10/5/11 o The effects of parent-implemented PECS training on improvisation of mands-Chaabane10/12/11 o Teaching children with autism to initiate to peers- Effects of a script- fading procedure-Krantz10/19/11 o An evaluation of two methods for increasing self-initiated verbalizations in autistic children-Matson10/26/11 o Contriving motivating operations to evoke mands-Endicott11/2/11 o The role of specific consequences in the maintenance of three types of Qs-Williams11/9/11 o Assessing and treatment of vocal stereotypy-Ahearn11/16/11 o Increasing spontaneous language in three autistic children-Matson o Have your final project article picked out by today11/30/11 o Teaching spontaneous responses to young children with autism-Jones o Final project rough draft due today12/7/11 o Watch basic presentations o Present final project in class o Final project due today12/14/11 o Exam week o No Seminar o Final Feast @ Dr. Malott’s House 6-8pm**Dates and assignments may be changed as necessary. However you willbe notified of any changes in advance**