Ernsperger 2013 texas autism conference

Practical Strategies for Teaching
Students with Autism Spectrum
Disorders
PRESENTED BY
Lori Ernsperger, Ph.D., BCBA-D
Educational Consultant
drlori@cox.net
www.loriernsperger.com
Copyright 2013 Ernsperger
drlori@cox.net

Social Narratives: EBP
Carol Gray: Social Stories TM
Select a target behavior/goal or desired outcome
Write in the first person
Use Wh questions as an outline
Write positive behaviors and outcomes
Visual and concrete information
Consider a student’s cognitive level
Provides the individual with the opportunity to
practice a new or difficult
drlori@cox.net

Learning Objectives
• DSM-5
• Evidence Based Practice
• Social and Communication Training
• Sensory interventions for the
classroom
• Proactive Behavior Strategies
• Reinforcement Strategies
• Data Driven Decision Making
“If You Know Better-
You’ll Do Better”
drlori@cox.net

Action Plan for Creating High Quality
Educational Programs for Students with ASD
• Write Action Plan for
Teaching students with
ASD
• Add specific strategies for
the classroom
• Resources
Work Smarter, Not Harder

Autism Spectrum Disorder
• Autism
• Asperger Syndrome
• PDD-NOS: Pervasive Developmental Disorder-Not otherwise Specified
• DSM-5: released May, 2013
– www.dsm5.org
– Dimensions of severity
– Added sensory difficulties
• ASD: Combined Social Communication
– Changed Triad of characteristics
• www.autismspeaks.org
• www.autism-society.org
• www.researchautism.org

How do we teach students with ASD?
• Evidence Based Practice
– Scientific Based research
• NCLB: Scientifically Based Research
–www2.ed.gov ; Toolkit for Teachers
• National Professional Development Center
–Autismpdc.fpg.unc.edu
• Autism Internet Modules
–www.autisminternetmodules.org
Copyright 2012-2013 Ernsperger

24 EBP for Teaching Students
with ASD
• Antecedent-Based Interventions (ABI)
***
• Computer-Aided Instruction
• Differential Reinforcement***
• Discrete Trial Training***
• Extinction***
• Functional Behavior Assessment***
• Functional Communication Training***
• Naturalistic Intervention
• Parent-Implemented Intervention
• Peer-Mediated Instruction and
Intervention
• Picture Exchange Communication System
(PECS)***
• Pivotal Response Training***
• Prompting***
• Reinforcement***
• Response Interruption/Redirection***
• Self-Management
• Social Narratives
• Social Skills Groups
• Speech Generating Devices/VOCA
• Structured Work Systems
• Task Analysis***
• Time Delay***
• Video Modeling
• Visual Supports
Copyright 2012-2013 Ernsperger

Core Characteristics
• Social Communication
Deficits
• Restricted Repetitive
Behaviors
– Hyper and Hypo sensory
issues
• Sam
–Middle School
–Transition plan
drlori@cox.net

Social Communication
Strategies
drlori@cox.net

Social Communication Impairment
• Inadequate Reciprocity
• “I-talk, I talk, I talk”
• It’s My Way! Inflexible: Rule
Monitor
– Create A Rule Violation Notebook
• Does not understand social rules
• Inadequate eye contact or eye gaze
drlori@cox.net

Understanding Emotions
• Limited ability to read
nonverbal
• Scrapbook of
emotions
• Social Skills Groups
EBP

EBP: Social Skills Training
“The Look”
The “LOOK”
• How should a student
respond?
• What are the specific
social/communication skills
needed when responding to
a non-verbal redirect by the
teacher?
• Task Analysis for student
response

Social Communication Impairment
Non-verbal to high language skills
with a lack of pragmatics
Precise Intonation
Difficulties controlling volume
Unnatural rhythm or rate of speech
Excessive talking on special interest
topic
Asperger: Pedantic speech: “Little
Professors”

Back to School Idea:
“I Can Say”
• Create 10-12 short behavioral vignettes
– Hallway etiquette, Lunchroom conversations, On the bus
• Be brief and age-appropriate
• For example, “Teresa bumps into you during lunch. Teresa
says, “I’m sorry”
• Have the student respond with:
“I can say _____________”
• Review daily-rote memorization
• Create a visual cue as a reminder
drlori@cox.net

Social Skills Training
• Pictures and visuals
• Video Modeling (EBP)
– www.modelmekids.com
• Role-Play
• Direct Instruction
– feedback
• Coaching and prompting
• Naturalistic Intervention (EBP)
• Social Narratives (EBP)

Educational Programs for Students
with ASD
• Write Action Plan
• Social Communication
strategies

Sensory Interventions
DSM-5
drlori@cox.net

DSM-5
Restricted Repetitive Behaviors
4. Hyper-or hypo-reactivity to sensory input or
unusual interest in sensory aspects of
environment; (such as apparent indifference to
pain/heat/cold, adverse response to specific
sounds or textures, excessive smelling or
touching of objects, fascination with lights or
spinning objects).
**Sam in the video- what was he wearing?
drlori@cox.net

Sensory Integration in the Classroom
1. School personnel who are not highly
qualified in OT should not be therapeutically
touching students
– Brushing, joint compression should only be
implemented by a licensed OT
– For example: The Wilbarger Deep Pressure and
Proprioceptive Technique
2. Sensory Breaks should be antecedent based;
not consequence based

with ASD
• Sensory Based Strategies

Behavior Interventions
Teach new behaviors and minimize
interfering behaviors
drlori@cox.net

Applied Behavior Analysis
Based on the Principles:
◦ Behaviors are learned
◦ Behaviors are predictable; based on determinism
and a set of scientific principles
◦ Focus on reinforcement
◦ Teach socially significant behaviors
 Replacement skills
◦ ABA is data driven; not subjective
 Focus on observable behaviors

ABA: Three Term Contingency
A – B - C
Antecedent Behavior Consequence
Prevention Socially Significant After the behavior
Before Behavior Observable and
measureable
Reinforcement or
Punishment

IDEA Regulation (1997 & 2004)
• “Does the student’s behavior impede his or
her learning or that of others?”
• If Yes, the school must conduct an FBA and
write positive behavior interventions
• Includes a BIP
– Sample BIP
– “We don’t plan to Fail; We Fail to Plan”

Steps to a FBA and BIP
• Identify the Target Behavior
• Data Collection
• Develop a Hypothesis
• Write the BIP include reinforcement
• Modify Antecedents and Environment
• Teach Replacement and/or Alternative skills
• Evaluate Plan with DATA

Step 1. Define Target Behavior
• Observable and measurable
• Objective and unambiguous
• Selection of problem behaviors
may depend on the ability of the
team to teach replacement
behaviors
• Severe behaviors vs. less
interfering behaviors

NOT Target Behaviors
• Student is oppositional
• Student is rude
• Student is loud
• Student is defiant
• Student is noncompliant
• Student is stubborn

Step 2. Data collection
• KISS
• Frequency
– Golf counter
– Hand-counter
– Masking tape
– Iphone apps

Observational Techniques-Not Data
 Anecdotal Recording:
◦ Student notebook
◦ A narrative description
of critical incidents,
similar to a personal
diary.
◦ Educator bias
◦ Convert anecdotal
records to a specially
designed form that is
quantitative
Copyright Ernsperger 2013

Cycle of Progress Monitoring
1. Collect Date
2. Graph and Analyze
data
3. Make changes to
Educational
Program *if
necessary

Step 3. Develop a Hypothesis
• FBA must ask the question “Why is the student exhibiting
this behavior?”
• “What purpose does this behavior serve for the student?”
• The team examines the information and develops a written
statement regarding the function of the behavior
• For example
– When this occurs (the context)
– The student does (target behavior)
– in order to (describe the function)

Functions of Behavior
• Escape/Avoidance
• Gain: Attention or tangible
• Gain: Power/Control
• Self-stimulation or Sensory
Stimulation
• Communication: all behaviors are
communication
– Review functional communication

Power and Control
“There is no tug of war……..
if you do not pick up your
end of the rope”

Step 4. Identify Replacement
Behaviors
• Social Communication skills
• Self-monitoring skills
• Functional Communication Skills
• Adaptive Skills
• Sensory regulation
• Identify potential reinforcers
drlori@cox.net

T-P-S
• With your partner, name 5
preferences that are effective with
the students you work with in the
classroom?
• What types of activities/tangible
items do your students prefer?

Developing Reinforcement
Preference: Felt Tip Pens
Reinforcement: Vacation
• Change behaviors
– Pervasive or chronic
behaviors require more than
a felt tip pen
• Exercise, TV viewing
Copyright Ernsperger
2013

Reinforcement
• Preference vs. Reinforcement
• Preferences are identified and included in all BIP
• Must consider rules of reinforcement and reinforcement
schedule
• Adults work for money?
– Which would you prefer?
– Which would change your behavior?
– Increase Exercise? Decrease TV viewing?
– Magnitude

Review: Reinforcement
• Incorrect statement:
– “I use stickers for
reinforcement and it does not
work.”
• Based on data collection
– Blurting out vs.
– Raises hand in class
• Measures student response
– Future responses predict
reinforcement
• Analysis of skill acquisition or
behavior

Rules for Reinforcement
• ALL Grade Levels
– You don’t grow out of needing reinforcement
• Every Day
– Many opportunities
• Throughout the day
– Token Economy Systems
drlori@cox.net

BIP: Antecedent Strategy
• Difficulty comprehending time
• Impatient and decreased ability to
wait
• Continuously asking for assurance
about future events
• Problems with ending tasks
• Make time very concrete, use
visual timers and schedules
• www.timetimer.com
– Apps
drlori@cox.net

with ASD
• FBA and BIP strategies
• Antecedent Strategies?

Behavior Interventions
Data Driven Decision Making
Progress Monitoring
Quality Program
drlori@cox.net

1. Collect Date
1. Baseline
2. Graph and Analyze
data
3. Make changes to
Educational
Program *if
necessary

Frequency or Duration
Student Name:
Target Behavior:
Comments:
Date Time Setting Frequency
Duration

Progress Monitoring
Graph and Analyzing Data
• Graph each Goal or Domain
◦ Line graphs: vertical and horizontal lines
◦ Frequency, Duration, Time sample
◦ Excel
◦ www.interventioncentral.org : Chartdog
Graphmaker (free website)
Visual display of data is easy and fast
Provides significant feedback to parents
◦ In order to show progress on the IEP

Aimline: Connect Baseline with
IEP Goal (raises hand in class)

Frequency Data Collection
Excel
• Frequency: Hitting
• Plot on graph
• Connect data points
• Review trend line
• Compare with
Aimline

• Review Data Points
• Analyze Trend Line
• Review Aimline
• If student is not successful: Evaluate program
and make necessary changes
• Review the A-B-C
• Data driven decision making

with ASD
• Review Action Plan
• Prioritize activities
• Are you an effective
teacher? Data driven
decision making.

Ernsperger 2013 texas autism conference

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