Research-based Programs for Individuals with Autism Spectrum
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2008-2009 Training We are obligated to provide research- and evidence-based instruction. We need to be able to articulate what those interventions may be We need to be able to explain to parents how our instruction is research-based We need to know the difference between research and individual reports. No Child Left Behind Research- & Evidence-based interventions to be used for all students Response to Intervention – RtI New Texas Commissioner Rules Related to Autism Spectrum Disorder Addressed in the IEP To employ scientifically based research (SBR to determine teaching methods used in public schools. Empirical methods Reliable & valid data Experimental or quasi-experimental designs Replicability Peer-review Get in your group Read and analyze your assigned item Discuss in your group how is this different from the previous rules – the Autism Supplement Discuss and write on chart paper how you as teachers must address this item at the ARD and in the classroom And, How Do You Know? Presented at CCBD Conference in Dallas, October 2007 by Robyn Christensen, Betsy Botts - University of West Florida; Patricia Hershfeldt - Johns Hopkins Presented at CCBD Conference in Dallas, October 2007 by Robyn Christensen, Betsy Botts - University of West Florida; Patricia Hershfeldt Johns Hopkins Presented at CCBD Conference in Dallas, October 2007 by Robyn Christensen, Betsy Botts - University of West Florida; Patricia Hershfeldt - Johns Hopkins I t may come in a pretty package It may come from a “reputable” source It may come with: “research” “testimonials” “money-back guarantee” Presented at CCBD Conference in Dallas, October 2007 by Robyn Christensen, Betsy Botts - University of West Florida; Patricia Hershfeldt - Johns Hopkins Consumption is known today at TB The “new discovery” was a mixture of chloroform and morphine Chloroform stops the cough reflex, which is necessary to clear the lungs. Morphine (opium) makes you happy! Presented at CCBD Conference in Dallas, October 2007 by Robyn Christensen, Betsy Botts - University of West Florida; Patricia Hershfeldt - Johns Hopkins Patent medicine charlatans made the following suggestions: 1. 2. 3. 4. If the patient’s condition is worsening – he needs the remedy If he continues to worsen – he needs more of the remedy If he has a natural remission – it is because of the remedy If he dies – the remedy was not started in time! Presented at CCBD Conference in Dallas, October 2007 by Robyn Christensen, Betsy Botts - University of West Florida; Patricia Hershfeldt - Johns Hopkins Define a fad. A procedure, method, or therapy that is adopted rapidly in the presence of little validating research, gains wide use or recognition, and then fades from use – usually in the face of disconfirming research, but often due to the adoption of a new fad. J. W. Jacobson, 2001 Lack of promises by available therapies The best available treatment is distasteful to the parent A group we accept as a professional authority supports a specific therapy. Presented at CCBD Conference in Dallas, October 2007 by Robyn Christensen, Betsy Botts - University of West Florida; Patricia Hershfeldt - Johns Hopkins Television “news” shows Facilitated Communication One preliminary study in a peer-reviewed publication – no more CBS, ABC, CNN “cure,” “breakthrough,” “groundbreaking,” “revolutionary strategy” Why does it appear successful? Dependent on one particular person Ideologically based Presented at CCBD Conference in Dallas, October 2007 by Robyn Christensen, Betsy Botts - University of West Florida; Patricia Hershfeldt - Johns Hopkins When the underlying theory is baseless or requires you to accept it on the basis of ideology No evidence other than first person accounts The underlying research does not meet conventional standards There may be other reasons responsible for effect Presented at CCBD Conference in Dallas, October 2007 by Robyn Christensen, Betsy Botts - University of West Florida; Patricia Hershfeldt - Johns Hopkins Autism is lifelong and impacts all facets of child and family functioning Lack of knowledge Accept recommendations from systems we trust Need for a “magic bullet.” Presented at CCBD Conference in Dallas, October 2007 by Robyn Christensen, Betsy Botts - University of West Florida; Patricia Hershfeldt - Johns Hopkins 10. Cure! Breakthrough! 9. New terms, new catch phrases 8. Jargon instead of scientific vocabulary 7. Conspiracy theories 6. Non-objectively stated goals 5. Vague, immeasurable benefits 4. Denigrate science & the establishment 3. In place of goal attainment, it makes you “feel good” 2. Vague, immeasurable benefits 1. $$$ Promoted by those making a profit $$$ Presented at CCBD Conference in Dallas, October 2007 by Robyn Christensen, Betsy Botts - University of West Florida; Patricia Hershfeldt - Johns Hopkins Secretin Hormone Given to a boy with ASD Parents reported improvements in sleeping & language Global treatment for autism? Only 2 studies showed any difference between Secretin & placebo Not a global treatment Presented at CCBD Conference in Dallas, October 2007 by Robyn Christensen, Betsy Botts - University of West Florida; Patricia Hershfeldt - Johns Hopkins Candida albicans - common species of yeast-causing disease found in humans Treatments Pharmacological Dietary Rimland (1988) extreme cases may result in schizophrenia and autism Anecdotal reports ASD appeared in children whose mothers had chronic yeast infections Gluten-Casein Intolerance Some have a chronic reaction to gluten proteins – develop celiac disease Treatments Anti-opioid drug – Naltrexone Gluten- & casein-free diet On diet – up to 3 mos. to see positive results Must stay on diet to continue or maintain progress Auditory Integration Training Controversial Costly Purportedly remediates deficits in sound sensitivity & auditory processing Guy Berard invented in 1960s Rimland collaborated with Berard In your group assign one person as scribe and one as reporter On chart paper, list the interventions or treatments you use in your classrooms Attempting to limit & treat one aspect of autism in order to allow more competent functioning in a range of activities Treating sensory issues to improve communication Little evidence to support these links Especially when carried out in different context from targeted behavior Therapies Pet/Animal Play Floor Time Relationship Development Intervention (RDI) Art Music Rooted in behavior theory Instruction in functional skills Ongoing assessment and evaluation Discrete trial teaching Prompting Fading Shaping Errorless learning Extinction Punishment Reliance on data-based decision-making Grounded in behavioral learning theory A trial – a single teaching unit Teacher instruction Student response Consequence Break down lessons – task analysis Eliminate ambiguity Eliminate extraneous language Clear, concise instructions Augmentative communication program Six Phases Use of highly motivating reinforcers Data collections Uses principles of ABA Modifying the environment Physical organization Visual schedules Work systems Task organization Predictability decreases stress Works on building independence Decrease teacher prompting Changes as student needs change Used in conjunction with a variety of research-based interventions A form of visual structure Generalizes across settings Used to highlight relevant information Applied Behavior Analysis Discrete Trial Teaching Pivotal Response Training Assistive Technology Augmentative Alternative Communication Incidental Teaching Picture Exchange Communication System Structured Teaching Fast ForWord Van Dijk Curricular Approach Facilitated Communication Holding Therapy Gentle Teaching Son-Rise Program Floor Time Play-Oriented Strategies Pet/Animal Therapy Relationship Development Intervention (RDI) Play-Oriented Strategies Gentle Teaching Option Method (Son-Rise Program) Floor Time Pet/Animal Therapy Relationship Development Intervention (RDI) Holding Therapy Cognitive Scripts Social Stories© Power Cards Cartooning LEAP – Learning Experiences: An Alternative Program for Preschoolers and Parents Cartooning Cognitive Scripts Power Cards None Pharmacology Sensory Integration (SI) Auditory Integration Training Megavitamin Therapy Irlen Lenses Art Therapy Candida: Autism Connection Feingold Diet Gluten-Casein Intolerance Mercury: Vaccinations & Autism Music Therapy Each group will be assigned an intervention Use the information you are given and answer the following questions on chart paper. Be prepared to report out to group What is the intervention? Briefly describe. How can this intervention be used in the autism classroom? How would you document the response to this intervention? When asked by a parent or hearing officer to explain how research- and evidence-based interventions are used in you classroom, what will you say? How will you provide proof?
