2008-2009 training. we are obligated to provide research- and evidence-based instruction. we need...

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. If the patient’s condition is worsening – he needs the remedy

2. If he continues to worsen – he needs more of the remedy

3. If he has a natural remission – it is because of the remedy

4. 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?