Autism Spectrum DisorderProactive Planning Vs.

Reactive Strategies

Implications for Providing Services As the Numbers Rise

How Can You Be PROACTIVE

in a Reactive World?

Living ProactivelyLiving proactively is being part visionary; part pack-muleProactive sight is looking at everything and assessing a course of action using all available dataIt is charting a course and following it regardless of which way the “wind” is blowingIt is taking time to look when everyone around you is screaming for actionChanges in course come as a result of careful analysis of the data and group consensus

Living Reactively

Living reactively is like being a “weathervane” or a very small boat on a rough sea.Reactive sight is a narrow visionReactive living resists charting a course and moves with the windIt is acting on everyone else’s whimsChanges in course are unpredictable

Proactive Planning is:

More resources in the beginning...less laterPlanning for the long termIntervening before a crisisAllows you to “look before you leap”Puts you into the role of initiatorMakes space for creativity Outcome more predictable

ENERGIZING!

Reactive Strategies are:Less resources up front…more laterJumping from one crisis to the next

“putting out fires”, “bop the moles”, “keeping 100 ping-pong balls underwater at the same time”

Responding to negative situationsMakes us responders rather than initiatorsLeaves little energy or space for creativityOutcome is not predicableMany decisions based on emotions rather than reason

TIRING!

To be Proactive:

Gather information about the “big picture”Look at Information from many sourcesUnderstand differences of opinionEfficiently and systematically choose and deliver relevant information

***Caveat***Under some circumstances a quick reaction is necessary

Determine then, proactively how you

might react under these certain circumstances!

As the Numbers Rise…

More students more staffMore staff more trainingMore Training more information dissemination and training staffMore of the above MORE EFFICIENCY AND A PROACTIVE SYSTEM

A Proactive Solution

Accept the realityAssess the “big picture”Communicate Clearly Build Capacity

LocalRegionalState

Building Capacity in Oregon

Autism Task Force Recommendations

July 2000

ASD Outcome Study1998 through 2003

Model Center ProgramFall 2003-Spring 2005

Autism Task ForceIdentified barriers to successful outcomes of students with ASDSuggested action to remove barriersTo “develop and implement a three-level system of service delivery for the continuous improvement of services to students with ASD, including a system of resource and training centers” and to “best fit regional needs”

ASD Outcome StudyODE/Regional/District/PSU collaborationConceived as a proactive way to address the autism crisis

The ASD Outcome Study (cont.)

Conducted from 1998 through 2003Consisted of assessment, training, follow-up and classroom observationTrained staff in 3 research based instructional strategiesUsed a variety of reliable assessmentsObserved significant improvements in participating students

Instructional Techniques

Discrete Trial Training (DT)

Instructional Techniques

FUNCTIONAL ROUTINES

Instructional Techniques

Pivotal Response Training (PRT)

ASIEP-2 Autism Behavior Checklist

Areas Assessed

Winter 1999

0 month

s

Spring 2002

40 months

Significant Difference <.01** <.05*

Sensory 10.94 8.27 Yes*

Relating 18.97 15.67 No

Body & Object Use 12.49 12.25 No

Language 14.08 11.50 No

Social & Self Help 15.37 11.88 Yes**

Total 71.78 59.56 Yes*

ASIEP-2 Social Interaction Assessment

Area Assessed

Baseline0 months

Spring 2002

40 months

Significant Difference

<.01** Paired t-test

Appropriate Interactions with Adult

13% 31% Yes**

Constructive Play

39% 47% Yes**

No Response

46% 22% Yes**

Aggressive Negative

2% 0% Yes*

EDUCATIONAL ASSESSMENTS

Assessment

Percentage of Correct Responses Baseline 0 months(means)

Percentage of Correct

Responses June 2002 40 months(means)

Significant Difference

<.01** Paired t-test

ASIEP-2 Educational Assessment

29/6048%

correct

45/6075%

correct

Yes**

Educational Composite(ASIEP-2 &

Preacademic Asst.

29/26811%

correct

80/26830%

correct

Yes**

Oregon Outcome Study

WEB SITE: www.autismstudy.pdx

What’s Happening in Oregon Now?

ASD Outcome Study

Regional Model Centers Project

Has led us to…..

Regional Model CentersFall 2003-spring 2005Building capacity through…

Collaborative project between PSU and ODE20 model program sites over the bienniumAddressing autism task force recommendationsBased on extensive researchState, regional and district collaboration for

Training (ASD specialist cadre)Dissemination of information

Model CentersTraining

Resource information

EI/ECSE, School-age, Middle School (pilot)

RegionalGrant

Products

RegionalTrainings andInformation

ODETrainings and Information

Model Center

Training Program

District, EI/ECSE staff; Parents

Model Center Details

20 new Model Centers (10 per year)EI/ECSE, school-age, middle school pilotsWill follow previously established design guidelinesIndividualized to fit regional needsClassrooms (old and new) that fit criteria will be designated “Model Centers”

Training Program

Regional ASD Specialist “cadre”Trainer of Trainers modelClassroom teachers and staffTraining conducted by PSU and ODE staff; regional autism specialists

Summary5 Points

Live, see and plan with intentionBe an initiator; not just a responderChart an informed course and follow itTake a deep breath When the winds blow…move as a deep keeled ship