School of Special Educational Needs: Disability

Accelerated Learning Centre for Autism (ALCA)

Fact Sheet ALCAAs a services for students with Autism endorsed by the Department of Education, the Accelerated Learning Centre for Autism (ALCA) promotes specialist programs for kindergarten and/or pre-primary students. The ALCA is located at Heathridge Primary School. The ALCA provides an alternative to mainstream Kindergarten/Pre-primary for some students. The purpose of the program is to use intensive teaching strategies to facilitate accelerated learn-ing outcomes so that the student has greater skills for mainstream participa-tion. A focus is also on the development of appropriate classroom behaviours to facilitate maximum participation and independence.

Criteria for entry• Diagnosis of Autism• Non-verbal intellectual functioning

within normal range• Appropriate age for kindergarten or

Pre-primary• Parents want child to attend their

local primary school when they transition to Year 1

• Delays in communication• Delays in social skills with peers• Demonstrate the ability to

participate in a verbal behaviour program e.g. echolalia, can imitate sounds and words

• Children will be enrolled in a Department of Education school

• Parents commit to generalising all mastered programs into the home and community

Theoretical FoundationApplied Behaviour Analysis (ABA) has been used in the provision of educa-tional programs to students with Autism Spectrum Disorder (ASD) for over 30 years around the world.

The use of ABA in intensive early inter-vention programs was first shown to be effective in a controlled study published by O. Ivar Lovaas in 1987 when 90 percent of the participants with ASD were shown to make moderate to large gains in their development when experi-encing 30+ hours of ABA therapy a week. 40-48 percent had IQ, language, and/or adaptive skills in the normal range and

or no longer met the diagnostic criteria for ASD. The results of this study have been validated and replicated time and again in the same rigorously controlled manner (McEachin, Smith & Lovaas, 1993; Birnbrauer & Leach, 1995; Smith, Eikeseth, Klevstrand & Lovaas, 1997; Eikeseth, Smith, Jahr & Eldevik, 2002; Sallows & Graupner, 2005).

In 2003 Associate Professor David Leach from Murdoch University evaluated the ALCA program and found that the devel-opmental gains of the students over the two year program were comparable to world’s best practice.

Historical ContextIn 1998, an independent review of educational services for students with ASD in mainstream public schools in Western Australia, initiated by the Department, highlighted a need for a program that would help transition young children with ASD from their home intervention programs into the formal school environment. Whilst many children demonstrated a skill set when they entered school, parents and teach-ers reported that they often experienced difficulties and exclusion due to their lack of appropriate school and class-room behaviours.

A thorough review of the research surrounding the successful education and inclusion of students with ASD

was conducted along with consider-able consultation with parents. From this collaboration the purpose of the program was developed and in 1999 the first group of students commenced at the Hillcrest Autism Unit.

Over the years the ALCA program has evolved consistent with developments in teaching strategies and research supporting ‘best practice’. Within the

framework of ABA there are many differ-ent approaches utilised to facilitate skill development and maximise outcomes with a focus on the individual learn-ing styles of the students. Discrete trial training, incidental teaching, verbal behaviour, video modelling and preci-sion teaching are all strategies that are employed within the ALCA program. Employed effectively and within the philosophy of ‘least restrictive learning environment’ these strategies contrib-ute to rapid skill acquisition, effective generalisation and automaticity of known skills, and self regulation and management of appropriate school behaviours.

Program StructureBoth classes use methodology based on Applied Behaviour Analysis incorpo-rating Discrete Trial Training. Mastery criteria is set at 90-100percent across multiple staff.

• There is a teacher and four education assistants for all sessions.

• There are a minimum of six students in a class at any time.

• Kindergarten students attend Monday, Tuesday, Wednesday and Thursday 9am – 12noon.

• Pre-primary students attend Monday, Tuesday, Wednesday and Thursday 12:30 – 3pm. They attend their local Pre-primary the rest of the week with some education assistant time

allocation funded through the student’s Individual Disability Allocation.

• Students are actively engaged in the learning process 100 percent of the time. The aim is to have ‘not a moment wasted’.

• Data is collected for all students throughout the day across all learning areas. This data is used to determine appropriate curriculum programming and behavioural targets.

• The program consists of 60 percent acquisition and 40 percent maintenance tasks in accordance with research guidelines for best practice.

• Communication and social skills outcomes are prioritised.

TransitionStudents entering Pre-primary are tran-sitioned into their local mainstream school by staff from ALCA for the first five mornings of the school year. They are prepared using social scripts incor-porating photos of new staff. ALCA staff supply all visual supports and demonstrate effective behavioural inter-ventions to mainstream staff during the first week. All mainstream staff are welcome to visit ALCA at any time to observe their student engaged in their individual program and to seek support from the ALCA teacher in relation to their student’s needs.

ALCA teachers will maintain contact with the partner school by phone and visit when requested to ensure that

appropriate behaviour and progress is maintained. Staff from the mainstream school should collaborate with ALCA staff first if support is required in rela-tion to the student with dual placement so that consistency of expectations is maintained. ALCA teachers will endeav-our to attend the mainstream school as soon as possible when requested.

Selection Process• Early intervention agencies,

psychologists and parents may refer students for the program. Referrals are made to the Program Co-ordinator.

• A checklist of skills and diagnostic information is sent to Schools Resourcing for approval for selection.

• Those parents whose children meet the criteria are invited to visit and observe the program.

• Staff carry out informal testing and observations to complete a checklist of skills.

• Students are selected and all parties notified of the outcome of the process.

• Places are limited; not all who apply will gain a place at ALCA. The Department also provides programs for Kindergarten/Pre-primary children with Autism in 10 education support centres.

• One approved by the Co-ordinator, a placement is offered to the parents and the Department of Education is informed.

Expectations of Parents• Commitment to a one year

program.• Accept the need to bring and

collect your child at times indicated:

– Kindergarten 9.00am – 12:00 noon

– Pre-primary 12:30 – 3.00pm• Punctuality is essential to the

viability of the program and outcomes for your child.

• Understanding that in the Pre-primary year, your child will have dual placement; the local pre-primary in the mornings and ALCA in the afternoons Monday to Thursday. Children attend full day placement at their pre-primary on Fridays. Parents are responsible for all drop-offs and pick-ups.

• Parents need to foster their child’s independence at all times e.g. walking to class independently, carrying own bag, opening door, etc.

• Parents make time to observe their child at ALCA and to meet with the teacher on Friday afternoons several times a semester to discuss individual programs.

• Parents generalise specific programs in the home as advised by the teacher as this is an integral part of the overall program.

• Parents support the overall behaviour management strategies i.e. Applied Behaviour Analysis (ABA) strategies to enable generalisation of appropriate behaviours across all settings.

Managing behaviours that hinder learningThe main focus of the program is to facilitate successful, independent mainstream inclusion. Inappropriate behaviours such as screaming, tantrum-ming, refusal to comply, escaping, stimming and hitting are some of the things that draw negative attention to the child with Autism. All of the above interfere significantly with learning and will impact on their ability to access a mainstream education. All behav-iours that hinder learning must be addressed in order to prepare the child and maximise his/her opportunities in the mainstream environment. The program at the ALCA focuses on posi-tive reinforcement.

The following techniques, in accordance with the principles of Applied Behaviour Analysis, are employed to increase skills and socially significant behaviours and reduce problematic behaviours that impact on mainstream participation:

• Social rules are used to explain visually what is required of the student

• Tasks are broken down to ensure success at every level

• Acquisition tasks are mixed with maintenance tasks to ensure application of skill

• Redirection is used for inappropriate or obsessive behaviours

• Momentum drills are presented to refocus student

• Reinforcing alternative behaviour whilst ignoring inappropriate

behaviour• Working through the task when the

child cries or tantrums and giving no attention to behaviour.

• Physical prompting hand over hand guiding/holding child’s hands/legs briefly to stop them hurting staff.

School of Special Educational Needs: DisabilityStatewide Services Centre33 Giles Avenue PADBURY WA 6025PO Box 1190 HILLARYS WA 6923Telephone: (08) 9402 6185Email: ssend.enquiries@education.wa.edu.auWeb: www.det.wa.edu.au/oneclassroom/detcms/portal/

Accelerated Learning Centre for AutismCo-ordinators:Terese Morse Telephone: 0467 714 433Pat Gray Telephone: 0439 976 463

Location: Heathridge Primary School55 Channel Drive HEATHRIDGE WA 6027