linking research to real life
.
SART: Strategy Assessment and Revision Tool
A Tool for Evaluating, Revising, or Creating Plans
PART TWO
Co-Developers
Wendy Szakacs
OCALI Regional Consultant
Chris Filler
OCALI Program Director
Lifespan Transitions Center
A division of the ESC of Central Ohio
WHY Does A Strategy Work?
Strategy Assessment Revision Tool (SART)
Positive
Reinforcement
Strategy
to be
Assessed
•
•
•
Build into the strategies/interventions
Effective regardless of cognitive or communicative abilities
EBP that increases the chance for positive outcomes
Simonsen et al, 2008 and Retrieved
http://autismpdc.fpg.unc.edu/content/rein
forcement
Discrete Trial Training (DTT)
•
•
•
•
•
Break behavior down into small steps
Each step has a clear beginning, middle, and end
Trials are repeated several times
Child rewarded for correct answers/actions
Can be done 1:1, in classrooms, in homes
Positive Reinforcement in the Workplace
Jack
stocked
shelves for
a large
department
store.
Although he
was a hard
worker, he
could be very
rude to the
other
employees
and
customers.
The
supervisors
implemented
a procedure in
which Jack
was not given
any attention
for rude
behavior.
However, when he
was considerate to
others, the
supervisors and
workers gave him
special attention
and tried to make
him feel liked and
appreciated.
This procedure
resulted in Jack
engaging in
much more
thoughtful
behaviors.
Positive Reinforcement: Resources
www.djfiddlefoundation.or
g
WHY Does A Strategy Work?
Strategy Assessment Revision Tool (SART)
Individualized,
Motivating
Strategy To
Be Assessed
• Learning is saturated with topics, items, and passions
of the individual
• Motivation is individualized within the tasks, activities,
work
Browder & Cooper-Duffy, 2003
and Simpson, 2005
REMINDER: Make sure communication
supports are individualized for the person
(style, method, and content)
Special Interests Motivate
Sing steps to task
to help a person
remember what to
do
Chores to include
folding towels and
handling other
fabrics
Use the most
familiar and
favorite music
during the least
motivating or
favorite activities
Provide access to
music while doing
chores or at work
Have person carry
favorite item
(tactile item) when
making difficult
transitions
‘Person is
interested in
music and
touching
different
textures’
New
employment?
Person not sure
of a job? Search
out employment
that might allow
sorting and
organizing
materials while
listening to music
in iPod or radio.
Choices Are Motivating
Pick who will be
your partner for
an activity
Decide when to
do the house
chores
Decide what to
wear
Decide what to
eat and when
Or……..
I want:
Wine
Beer
Starbucks
…….Adult Choices
Juice
Individualized & Motivating:
Resources
Power Cards:
Using Special
Interests to
Motivate
Children and
Youth with AS
and Autism
By Gagnon
Differentiated
Instructional
Strategies:
One Size
Doesn’t Fit All
By Gayle
WHY Does A Strategy Work?
Strategy Assessment Revision Tool (SART)
Teaches
What To
Do
Strategy
To Be
Assessed
• Direct, repetitive instruction of new skills that are
part of strategies
• Opportunities to practice new skills
Bremer & Morocco, 2003, Flores & Ganz,
2007 and Browder & Cooper-Duffy, 2003
Video Modeling
http://autismpdc.fpg.unc.edu/content/videomodeling
Teach Expectations with Video Modeling
• Integrate video clips of “modeled behavior”
• Allows person to see and ‘study’ desired behavior
• Studies promising
How?
•Cell Phone Video
• Tablet Camera
• YouTube
Shower and Wash Hair
• Showers
are Good for You
• Showers
make You Clean
• Wash Body
and Hair
• Friends Like You to Smell Clean
Options for Alternatives for
Challenging Behaviors
Instead of This…..
Screaming for Attention
Grabbing everyone’s drink
Try This……
Tap person’s arm
Use sign language to ask for help getting a
drink
Hitting to tell someone ‘no’
Use words, sign language, gesture or picture to
tell someone ‘no’ (and teach others to respect
the message!)
Hitting head with own fist to
Use stress reducing alternatives such as deep
relieve anxiety, stress,
breathing, deep pressure, heavy blankets,
frustration
taking long walks….
Refusing to do a
Teach the person how to do the job (maybe
job/chore/task
reduce the difficulty too….)
Throwing items to escape from Use sign language, a visual symbol, gesture,
the work or task
picture, etc. to ask for a break
Anxiety Support
Self-Monitoring
• Teach person how to track their own behavior/work
• Develop system for tracking and teach to the student
• Remember to reinforce progress
The Hidden Curriculum
•
“The set of rules or guidelines that are
often not directly taught but are assumed to
be known.”
• Phrases associated with hidden curriculum:
“I shouldn’t have to tell you but …”
“Everyone knows that …”
“It’s obvious …”
• Teach the Hidden Curriculum by
reviewing the situations in the book, on
the calendars, or that occur in everyday
life.
(Myles, et al., 2004, Endow, Mayfield, Myles, 2013)
Teaches What To Do Resources
Enhancing Everyday
Communication for
Children with
Disabilities
Sigafoos, et al
Social Thinking
Across the Home
and School Day
Winner