SART: Strategy Assessment and Revision Tool

A Tool for Evaluating, Revising, or Creating Plans

PART TWO

A division of the ESC of Central Ohio

linking research to real life.

Co-DevelopersWendy Szakacs

OCALI Regional Consultant

Chris Filler OCALI Program Director

Lifespan Transitions Center

WHY Does A Strategy Work?Strategy Assessment Revision Tool (SART)

Strategy to be

Assessed

Positive Reinforcem

ent• Build into the strategies/interventions• Effective regardless of cognitive or communicative abilities• EBP that increases the chance for positive outcomes

Simonsen et al, 2008 and Retrieved http://autismpdc.fpg.unc.edu/conte

nt/reinforcement

Discrete Trial Training (DTT)

• Break behavior down into small steps• Each step has a clear beginning, middle, and end• Trials are repeated several times• Child rewarded for correct answers/actions• Can be done 1:1, in classrooms, in homes

Jack stocked

shelves for a large

department store.

Although he was a

hard worker, he could be very rude

to the other employees

and customers.

The supervisors implement

ed a procedure in which Jack was not given

any attention for rude

behavior.

However, when he

was considerate to others,

the supervisors

and workers

gave him special

attention and tried to make him feel liked

and appreciated

.

This procedure resulted in

Jack engaging in much more thoughtful behaviors.

Positive Reinforcement in the Workplace

Positive Reinforcement: Resources

www.djfiddlefoundation.org

WHY Does A Strategy Work?Strategy Assessment Revision Tool (SART)

Strategy To Be

Assessed

Individualized,

Motivating• Learning is saturated with topics, items, and passions of the individual

• Motivation is individualized within the tasks, activities, work Browder & Cooper-Duffy, 2003

and Simpson, 2005

REMINDER: Make sure communication supports are individualized for the person

(style, method, and content)

Special Interests Motivate

‘Person is intereste

d in music and

touching different textures’

Provide access to music while doing chores or at work

Use the most familiar and favorite

music during the least motivating or favorite activities

Sing steps to task to help a person

remember what to do

Chores to include folding towels and

handling other fabrics

Have person carry favorite item (tactile item) when making difficult transitions

New employment? Person not sure of a

job? Search out employment that

might allow sorting and organizing materials while

listening to music in iPod or radio.

Choices Are Motivating

Pick who will be your partner for

an activity

Decide when to do the house

chores

Decide what to wear

Decide what to eat and when

Or……..

…….Adult Choices

I want: Wine Beer Starbucks Juice

Individualized & Motivating: Resources

Power Cards: Using Special Interests to

Motivate Children and Youth with AS and AutismBy Gagnon

Differentiated

Instructional Strategies:

One Size Doesn’t Fit

AllBy Gayle

WHY Does A Strategy Work?Strategy Assessment Revision Tool (SART)

Strategy To Be

Assessed

Teaches What To Do

• Direct, repetitive instruction of new skills that are part of strategies

• Opportunities to practice new skills

Bremer & Morocco, 2003, Flores & Ganz, 2007 and Browder & Cooper-

Duffy, 2003

Video Modeling

http://autismpdc.fpg.unc.edu/content/video-modeling

• Integrate video clips of “modeled behavior”

• Allows person to see and ‘study’ desired behavior

• Studies promising

How? •Cell Phone Video• Tablet Camera• YouTube

Teach Expectations with Video Modeling

Shower and Wash Hair

• Showers are Good for You

• Showers make You Clean

• Wash Body and Hair

• Friends Like You to Smell Clean

Options for Alternatives for Challenging Behaviors

Instead of This….. Try This……Screaming for Attention Tap person’s armGrabbing everyone’s drink Use sign language to ask for help getting a

drinkHitting to tell someone ‘no’ Use words, sign language, gesture or picture to

tell someone ‘no’ (and teach others to respect the message!)

Hitting head with own fist to relieve anxiety, stress, frustration

Use stress reducing alternatives such as deep breathing, deep pressure, heavy blankets, taking long walks….

Refusing to do a job/chore/task

Teach the person how to do the job (maybe reduce the difficulty too….)

Throwing items to escape from the work or task

Use sign language, a visual symbol, gesture, picture, etc. to ask for a break

Anxiety Support

Self-Monitoring• Teach person how to track their own behavior/work• Develop system for tracking and teach to the student• Remember to reinforce progress

The Hidden Curriculum

• “The set of rules or guidelines that are often not directly taught but are assumed to be known.”

• Phrases associated with hidden curriculum:“I shouldn’t have to tell you but …”“Everyone knows that …”“It’s obvious …”

• Teach the Hidden Curriculum by reviewing the situations in the book, on the calendars, or that occur in everyday life.(Myles, et al., 2004, Endow, Mayfield, Myles, 2013)

Teaches What To Do Resources

Enhancing Everyday Communication for

Children with Disabilities

Sigafoos, et al

Social Thinking Across the Home and School Day

Winner