Mixing Research Based Methodologies
Angela Cade-Hill MEd.
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This presentation focuses on the use of research based strategies based on can be used in
concert to provide effective comprehensive programs addressing individual student needs.
Explore how different methodologies such as ABA and TEACCH can be used in concert to
improved behavior, increase spontaneous communication and socialization and independence.
A continuum of services that address specific individual needs in the LRE, based on the
functional analysis of behavior using visual strategies, schedules, data collection and structured teaching strategies
based on methodologies such as TEACCH and ABA can be delivered in the public school setting.
There are more autism programs than ever before but more agreement on curriculum, especially in school aged
children, Olley (2005). The Committee on Educational Interventions for Children with Autism (National Research
Council (2001) concluded outcomes for students with autism should be the same as for other children: personal
independence and social responsibility. These goals imply progress in social and cognitive abilities, verbal and
nonverbal communication skills, and adaptive skills; reduction of behavioral difficulties; and generalization across
multiple environments” (p.5). They further recommended educators be accountable, outcomes be measured through
data collection to determine whether a child is benefiting from a particular intervention and that the intervention is
adjusted accordingly.
The committee recommended specific curricular content. “The priorities of focus include functional spontaneous
communication, social instruction delivered throughout the day in various
settings, cognitive development and play skills, and proactive
approached to behavior problems. As to the issue of where the
education should take place, “To the extent that leads to the acquisition
of children’s educational goals, young children with an autism spectrum
disorder should receive specialized instruction in a setting which
ongoing interactions occur with typically developing children” (p.6).
How will we provide programs that allow children to accomplish these
lofty goals?
Both policy and programming in public school services for students with autism spectrum disorders have improved as
a result of the controversy surrounded by methodology debates. Parents and teachers have pursued specialized
training and increased supports by local education agencies Districts are encouraging teachers to reach higher
standards to be highly qualified in the area of autism. Public schools can provide students with a comprehensive,
quality education, a continuum of services including a program based on applied behavioral analysis (Arick et al.,
2003).
While there are programs that are based on either Lovaas or the TEACCH methodology, most programs are based
on the principals of applied behavior analysis (ABA), or structured teaching (TEACCH) or a blending of the strategies.
Although pure or Lovaas or TEACCH programs reflect the theoretical commitment and personal values of the people
who direct it, common threads tie together both highly regarded programs. By embracing strategies from ABA and
structured teaching programs are better able to meet the individual needs of each child with autism through the
provision of a continuum of services using peer reviewed, research based methodologies.
Through the use of strategies such as visual clarity, visual organization, visual structure, physical structure,
schedules, work systems, structured tasks, visual communication systems ,data collection, verbal behavior training,
discrete trial training, task analysis, chaining, incidental teaching, generalization to the natural environment, and other
strategies associated with either or both programs, we see improved behavior, increased spontaneous
communication and increased socialization. Furthermore, creating specific individual behavioral programs based on
the functional analysis of behavior, and comprehensive data collection, parents and educators can determine if the
strategies being implemented are accomplishing what they were designed to do. Our goal is to improve student
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performance and increase independence to support and teach students with autism spectrum disorders as they
accomplish lofty goals and function to their highest level of independence in their home and community.
While interventions and programming must be based on research based practices, there are many commonalities
and numerous components that are complimentary.
Applied Behavior Analysis
ABA
Based on the work of B. F. Skinner, this therapeutic system has become
known as a highly effective treatment for helping children and adults with
autism and other developmental disabilities improve their social, motor,
verbal, and reasoning skills. The ABA is defined as the science in which
tactics derived from the principles of behavior are applied systematically to
improve socially significant behavior and experimentation is used to identify
the variables responsible for change. Baer, Wolf, and Risley's 1968 article
is still used as the standard description of ABA and it describes the seven
dimensions of ABA; application, a focus on behavior, the use of analysis, a
technological approach, conceptually systematic, effective, and generality.
Applied: ABA focuses on areas that are of social significance. In doing this, behavior scientists must take
into consideration more than just the short-term behavior change, but also look at how behavior changes
can affect the consumer, those who are close to the consumer, and how any change will affect the
interactions between the two.
Behavioral: ABA must be behavioral, i.e.: behavior itself must change, not just what the consumer SAYS
about the behavior. It is not the goal of the behavior scientists to get their consumers to stop complaining
about behavior problems, but rather to change the problem behavior itself. In addition, behavior must be
objectively measured. A behavior scientist can not resort to the measurement of non-behavioral
substitutes.
Analytic: The behavior scientist can demonstrate believable control over the behavior that is being
changed. Once the pattern appears stable, an intervention is introduced, and behavior is measured. If
there is a change in behavior, measurement continues until the new pattern of behavior appears stable.
Then, the intervention is removed, or reduced, and the behavior is measured to see if it changes again. If
the behavior scientist truly has demonstrated control of the behavior with the intervention, the behavior of
interest should change with intervention changes.
Technological: This means that if any other researcher were to read the study's
description, that researcher would be able to "replicate the application with the
same results".
Conceptually Systematic: A defining characteristic is in regards to the
interventions utilized; and thus research must be conceptually systematic by only
utilizing procedures and interpreting results of these procedures in terms of the
principles from which they were derived.
Effective: An application of these techniques improves behavior under
investigation. Generality: It should last over time, in different environments, and
spread to other behaviors not directly treated by the intervention. In addition,
continued change in specified behavior after intervention for that behavior has
been withdrawn is also an example of generality.
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TEACCH
Division Treatment and Education of autistic and Related Communication Handicapped Children
TEACCH, was founded in the early 1970s by the late Eric Schopler, Ph.D., TEACCH developed the
concept of the “Culture of Autism” as a way of thinking about the characteristic patterns of thinking and
behavior seen in individuals with this diagnosis.
The “Culture of Autism” involves:
1. Relative strength in and preference for processing visual information (compared to difficulties with
auditory processing, particularly of language).
2. Frequent attention to details but difficulty understanding the meaning of how those details fit
together.
3. Difficulty combining ideas.
4. Difficulty with organizing ideas, materials, and activities.
5. Difficulties with attention. (Some individuals are very distractible; others have difficulty shifting
attention when it’s time to make transitions.)
6. Communication problems, which vary by developmental level but always include impairments in
the social use of language (called “pragmatics”).
7. Difficulty with concepts of time, including moving too quickly or too slowly and having problems
recognizing the beginning, middle, or end of an activity.
8. Tendency to become attached to routines, with the result that activities may be difficult to
generalize from the original learning situation and disruptions in routines can be upsetting,
confusing, or uncomfortable.
9. Very strong interests and impulses to engage in favored activities, with difficulties disengaging
once engaged.
10. Marked sensory preferences and dislikes.
The long-term goals of the TEACCH approach are both skill
development and fulfillment of fundamental human needs such
as dignity, engagement in productive and personally meaningful
activities, and feelings of security, self-efficacy, and selfconfidence.
To accomplish these goals, TEACCH developed the intervention
approach called “Structured Teaching.”
The principles of Structured Teaching include:
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Understanding the culture of autism
Developing an individualized person- and family-centered plan for
each client or student, rather than using a standard curriculum
Structuring the physical environment
Using visual supports to make the sequence of daily activities
predictable and understandable
Using visual supports to make individual tasks understandable.
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Are they ABA?
Are they structured
teaching?
Or.. Perhaps they
are..
BOTH?
Recommended Programs and Instructional Strategies for
Individuals with Autism Spectrum Disorder
Discrete Trial Instruction
Discrete trial instruction is a highly structured teaching technique that often involves a teacher
working one-to-one with an individual with autism in a distraction-free setting. Each learning
trial begins with the teacher giving a short, clear instruction or question such as “Do this” or “What is it?” At
the same time as the instruction or immediately after it, the teacher also may use a prompt to assist the
learner in responding correctly to the instruction. For example, the instructor may take the learner’s hand
and guide him or her to perform the response, or the teacher may model the response. As the learner
progresses, the teacher gradually fade out and ultimately eliminates the prompt. After the instruction and
prompt, the learner has an opportunity to respond. If the response is correct, the teacher immediately gives
reinforcement such as praise; if the response is incorrect, the teacher immediately implements a correction
procedure such as guiding the learner to perform the correct response. The learning trial ends with a brief
inter-trial interval (1-5 seconds) during which the teacher pauses before beginning the
next learning trial. Discrete-trial instruction is a well-established intervention technique
and has been shown to be effective in teaching various language, social, and academic
skills to individuals with autism. It usually needs to be combined, however, with other
teaching methods to ensure that individuals with autism transfer skills from the teaching situation
to everyday environments. Discrete-trial instruction is an effective teaching procedure in teaching
a variety of skills to individuals with autism. It is important to note, however, that this teaching
procedure needs to be used in combination with other interventions such as incidental teaching.
Errorless Learning/Teaching
The use of instruction designed to prevent errors or incorrect responses. Typically prompts (artificial cues that provide
assistance to the learner about the correct response) are presented so that an individual engages in a behavior that
is being targeted. Once the individual is engaging in the behavior appropriately, then these prompts are faded or
removed slowly and systematically so that the correct behavior is made with few or no errors. Errorless
learning/teaching techniques are a well established learning principle and these techniques have been shown to be
effective in teaching a variety of discriminations to individuals with autism. Much of the research recently conducted in
errorless learning/teaching procedures can be found in the area of discrete trial instruction.
Verbal Behavior/Applied Verbal Behavior
Verbal Behavior was developed by B.F. Skinner and describes a behavioral approach to the acquisition of language
in individuals of typical development. It emphasizes that communication is a behavior that follows the same laws and
principles as other forms of behavior. In his book, Verbal Behavior, Skinner introduced and described new terms to
refer to language processes from a behavioral perspective (e.g., mands, tacts, intra-verbals). More recently, the
terms “Verbal Behavior” or “Applied Verbal Behavior” have also been informally used to identify a teaching approach
that emphasizes Skinner’s analysis of language. A few small studies indicate that verbal
behavior/applied verbal behavior increases single word or short phrase tacts, mands, and
intra-verbals either vocally or by sign language in children with autism. Some investigators
view verbal behavior/applied verbal behavior as a form of incidental teaching while others
view it as a different teaching approach.
UCLA/Lovaas Intervention
The Lovaas model of applied behavior analysis was developed in the psychology
department of UCLA under the direction of Dr. O. Ivar Lovaas and used in the UCLA Young Autism Project. It is
intended to provide intensive early intervention for young children with autism (under four years old when treatment
starts). As originally formulated by Lovaas (1987), children receive 40 hours per week of one-to-one ABA instruction
for 2-3 years. During the first year, the primary instructional method during this time is individual discrete trial training
(see entry) in the child’s home. In the second year, children spend increasing amounts of time having supervised play
dates with typically developing peers (to provide opportunities for peer tutoring and increase social skills), enter
general education preschools (to facilitate adjustment to school), and participate in incidental teaching in addition to
discrete trial training. During the third and final year, the focus is on gradually reducing individual instruction and
increasing inclusion into classroom settings (either in general education if the children can function effectively in that
setting or in special education if the children continue to require specialized support services).
Functional Assessment/Analysis
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Description: An evaluation of behavior in terms of its antecedents (events that occur immediately before a behavior
and therefore may set the occasion for it) and consequences (events that immediately follow the behavior and thus
may encourage or discourage the individual from repeating the behavior in the future). A functional assessment
involves objective assessment of antecedents, behaviors, and consequences as they occur naturally during an
individual’s daily routine. A functional analysis includes the added step of systematically varying the antecedents to
and consequences of the behavior. Studies on across a wide range of populations (including autism), behaviors, and
settings indicate that functional assessment/analysis is an effective tool for identifying antecedents and
consequences that maintain behaviors. Functional assessment/analysis is a well-established behavioral assessment
tool in applied behavior analysis for individuals with autism.
Activity Schedules
An activity schedule is a set of objects, pictures or words that are intended to cue a child to engage in a sequence of
activities or behavior chain. Schedules are used to help individuals with autism spectrum disorders independently
perform tasks such as completing self-help activities (e.g., dressing), as well as school, home and community
activities. For some individuals, the schedule may consist of a series of pictures corresponding to
activities (e.g., a picture of getting dressed, followed by one for having breakfast, and another for
getting on the bus to school or work). For other individuals, schedules may be presented in
appointment books, Palm-pilots, or simply “to do” lists. Many studies show that the use of activity
schedules, presented in the appropriate format, is effective in increasing a variety of skills in
individuals with autism such as engagement in academic, vocational, and leisure activities,
independence in transitioning between activities and settings, participation in family activities,
and daily living skills. The use of activity schedules is an effective teaching procedure for
individuals with autism in increasing a variety of skills, as well as independent performance of a
sequence of skills.
Parent Training
Parents receive training with the goal of being able to take an active role in their child’s intervention and expand upon
their child’s learning. Training is intended to help parents teach their child in a variety of environments, take
advantage of naturally occurring learning opportunities, and encourage their child to be successful and independent
in daily life.: Many studies have found parent training for individuals with autism to be effective in a variety of ways
such as decreasing non-productive behavior, increasing intake of non-preferred foods, enhancing functional
communication, improving compliance with parental requests, and teaching imitation of actions with objects. One
study showed that parent education and skill training was beneficial to parents’ mental health and well-being.
Incidental Teaching
Incidental teaching is used to increase communication from a person by waiting for the person to initiate conversation
about a topic and then responding in ways that encourage more language from that person (Hart & Risley, 1968). For
example, a child might request “want car.” The teacher might then ask the child whether he wants the blue car or the
red one. The learner would then receive the car if he demonstrated more elaborate language by asking for the red
one. Incidental teaching procedures have been shown to be effective in increasing language in individuals with
autism. For example, studies have shown increases specifically in the use of vocal communication in the following
areas: peer interactions, polite/positive language, and spontaneous requests and comments. In combination with
other teaching methods, incidental teaching procedures are effective teaching procedures for increasing
communicative language in individuals with autism.
PECS
The PECS program does use pictures, but it is a specific protocol for teaching expressive use of
pictures for an individual to communicate wants and needs, and to comment about the world.
The protocol involves 6 distinct phases of teaching, as well as strategies for introducing
attributes (e.g. color and size) into the individual’s language. It combines knowledge from the
fields of applied behavior analysis and speech-language pathology to produce an effective and
efficient method for teaching functional communication. The teaching protocol was developed by
Andy Bondy, PhD, and Lori Frost, SLP/CCC, in 1985.
Classroom Structure
Research shows us children with autism learn more effectively and experience fewer signs of
stress in well-structured learning environments. Structure is intended to make the learning
environment clearer and more for learners who are easily confused or anxious in typical school
settings. The curriculum and structure can help students with autism by making elements of
learning clearer and more predictable (Volkmar, Rhea, Klin, Cohen).
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How could this work in the classroom?
Students
8:00-8:15
John
Robin
Opening Activities
8:15-8:30
Circle Time/Intraverbal Songs and Manding
8:30-8:45
ITT
Computer
Ind.W ork
ITT
Ind.W ork
8:45-9:00
ITT
Ind.W ork
ITT
Computer
Computer
9:00-9:15
Speech
M/W
ITT
Coop.play
Coop.play
ITT
9:15-9:30
Speech
Manding
Manding
Ind. W ork
ITT
9:30-9:45
Coop.Play
Coop.Play
Fine Motor
Fine Motor
Coop.play
9:45-10:00
Manding
Fine Motor
Computer
Manding
Fine Motor Break
10:00-10:15
Inclusion
ITT
Ind.W ork
Ind.W ork
Computer
10:15-10:30
Inclusion
Ind.W ork
ITT
NET
NET
10:30-10:45
Recess
Recess
Recess
Recess
Recess
10:45-11:00
Art
Art
Art
ITT
Art
11:00-11:15
ITT
Speech
M/W
Ind.W ork
ITT
Ind.W ork
11:15-11:30
ITT
Speech
Coop.Play
Coop.Play
Coop.Play
Lunch
11:30-11:45
Lunch
Lunch
Lunch
Lunch
Lunch
Lunch
11:45-12:00
Recess
Recess
Recess
Recess
Recess
Lunch
12:00-12:15
Ind.W ork
Self-help
Speech
M/W
Computer
ITT
12:15-12:30
Fine Motor
Inclusion
Speech
Fine Motor
ITT
12:30-12:45
NET
ITT
NET
Speech
M/W
Ind.W ork
12:45-1:00
Coop.Play
Coop.Play
ITT
Speech
Inclusion
1:00-1:15
Computer
OT
OT
Inclusion
Speech
M/W
1:15-1:30
ITT
ITT
Speech
1:30-1:45
ITT
Compliance
Trials
Compliance
Trials
ITT
Computer
1:45-2:00
Self-Help
NET
NET
Self Help
ITT
2:00-2:15
Music
Self-Help
Self-Help
Music
ITT
2:15-2:30
Academics
Academics
Sensory
Activity
Sensory
Activity
Sensory
Activity
2:30-2:45
Closing Circle
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Charlie
George
Julie
Teachers:
Judy
Carol
Bob
Speech
OT
All/ no support
ITT=Intensive Teaching
NET=Natural Environment
Teaching
Break
Break
During center time
After lunch when students have eaten and they have free time.
During reading or math classroom small group rotations
Any unstructured times throughout the day
Is This Strategy based on ABA or Structured Teaching or Both
Class schedule
 Individual schedule
Transition marker
 Individual work area
 Privacy board
 Preferential seating
 Visual boundaries
 First-Then board
 Checklists
 Social story
 Power card
 Incorporate interests:
 Positive behavior flip book
 Comic strip conversations
 Social scripts
 T-Chart
 Goal setting
 Self-evaluation [rubrics]
 Positive reinforcement
 Favorite thing puzzle
 Break bank/break cards
 Universal sign for “no”
 Choice board
 Communication system
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 Adult support
 Peer support
 Social Coach
 Graphic Organizers
 Technology support
 Color coding
 Structured tasks
 Break up work
 Start/stop cards
 ”I need help” cards
 Calming area
 Visual redirection tool
 ”Wait” card
 Video scripting
 Picture cards
 Timer
 Feelings chart
Mark each box ABA, ST, or Both
 White space
Closing
Together the two methodologies can provide comprehensive effective programming for individual students, increase
socialization, cognitive development, spontaneous communication, and independence. Concurrently they would
reduce the cost of educating students with autism by reducing litigation and better utilize time and effort of personnel
and parents by reducing the time spent in meetings and mediation.
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