UofL_Stripe Environmental Arrangement Strategies Laura Ferguson, M.Ed, BCBA . Pervasive Developmental Disorders (PDD) Autistic Disorder Childhood Disintegrated Disorder Rett’s Disorder Asperger’s PDD-NOS DSM-IV Criteria Schwartz ppt., 2008 UofL_Logo_Curtain_Inside Autism: Diagnostic Criteria for Eligibility DSM-IV •Qualitative impairment in SOCIAL INTERACTION •Qualitative impairments in COMMUNICATION •RESTRICTED and STEREOTYPED behaviors, interests and activities Kentucky Autism Training Center UofL_Logo_Curtain_Inside Evidence -Based Practices Kentucky Autism Training Center UofL_Logo_Curtain_Inside Evidence-Based Practices •Prompting •Reinforcement •Response interruption/redirection •Self-management •Social narratives •Social skills training groups •Speech generating devices •Structured work systems •Task analysis •Time delay •Video modeling •Visual supports •Antecedent Based Intervention •Computer-aided instruction •Differential reinforcement •Discrete trial training •Extinction •Functional behavior assessment •Functional communication training •Naturalistic interventions •Parent-implemented intervention •Peer-mediated instruction/intervention •Picture Exchange Communication System. •Pivotal response training UofL_Logo_Curtain_Inside Let’s Explore Antecedent Based Interventions!! Kentucky Autism Training Center UofL_Logo_Curtain_Inside Antecedent Interventions •Setting clear behavioral expectations . Consider the individualized needs of learners when delivering expectations Kentucky Autism Training Center UofL_Logo_Curtain_Inside • Placing specific demands . Example: “Hang your coat on the hook next to the door” vs. “Hang your coat over there” • Manipulating the learning environment . Pairing the learning environment with reinforcement . Providing visual supports in environment . Purposefully setting schedule structure •Manipulating the learning environment (cont.) . Location of instruction (is the table an aversive?) . Providing preferred items in area prior to demands . Decreasing/altering the task demand Kentucky Autism Training Center UofL_Logo_Curtain_Inside Offering choice . Reinforcers . Materials . Order of instructional tasks . Partners/Peers . Locations Things that we see that enhance the communication process. Kentucky Autism Training Center UofL_Logo_Curtain_Inside What are Visual Supports?? •Typically strong visual acuity and thought of as “visual learners” •Visuals provide the concrete message that leaves little to doubt for our learners •Visuals meet the learner where they are Why use Visual Supports? UofL_Logo_Curtain_Inside Kentucky Autism Training Center Pictures Written Words Maps Schedules Organizational Systems Environmental Arragement Objects Scripts Timelines Various Formats for Visual Supports UofL_Logo_Curtain_Inside Environment & Visual Supports Consider ways to……… • Ensure student safety • Reduce distractions • Promote independent transitions • Facilitate task completion • Facilitate interactions UofL_Logo_Curtain_Inside Kentucky Autism Training Center Kentucky Autism Training Center PHYSICAL STRUCTURE UofL_Logo_Curtain_Inside •Physical structure should be considered in any environment the student with autism is going to be in, including: classrooms, hallways, lunch room, recess, locker/cubby areas. •The furniture, desks, and carpet areas are arranged in a way that the student knows where an area begins and where it ends. Kentucky Autism Training Center What to look for…… •PHYSICAL BOUNDARIES •VISUAL AND AUDITORY DISTRACTIONS •MATERIAL ORGANIZATION •CURRICULUM AREA ORGANIZATION UofL_Logo_Curtain_Inside Kentucky Autism Training Center Enhance Transitions .Transitions are often difficult for individuals with autism. .How can our physical structure of the classroom help to facilitate transitions? .Placing arrows on the floor to indicate the path students should follow .Tape may indicate students designated area (i.e., where to sit or stand) UofL_Logo_Curtain_Inside Kentucky Autism Training Center Enhance Transitions UofL_Logo_Curtain_Inside E C:\Users\Christina Even\Pictures\2011-01-10\080.JPG Areas outlined for specific actions Environment & Visual Supports • Schedules • First-Then • Token Systems • Choice Boards • Communicating Behavioral Expectations • Communicating “Time” • Work Systems • Facilitating Social Interactions UofL_Logo_Curtain_Inside Kentucky Autism Training Center Autism001s Autism043s 103189-R1-18_1 objectschedule firstthen Visual Schedules •Easy way to provide students with consistent cues about their daily lives •Help child anticipate what will happen next Kentucky Autism Training Center UofL_Logo_Curtain_Inside Why are visual supports important? •Give the student/child time to focus •Time to work out meaning •Child can refer back to visual •Enable communication to be more specific •Encourage consistency in procedures, expectations, and routines across all people involved with the child Kentucky Autism Training Center UofL_Logo_Curtain_Inside Whole Day Schedule Kentucky Autism Training Center UofL_Logo_Curtain_Inside http://www.mayer-johnson.com/media/category/autism/schedule.jpg Routine/Activity Schedule Kentucky Autism Training Center UofL_Logo_Curtain_Inside http://img.photobucket.com/albums/v92/CHARLENE1971/schoolday.jpg Activity Schedule Kentucky Autism Training Center UofL_Logo_Curtain_Inside Within Activity Schedule Kentucky Autism Training Center UofL_Logo_Curtain_Inside Visual form that provides high motivation for the student to work through one activity to get to a preferred activity. This can be a powerful strategy in maintaining appropriate behavior throughout transitions. Kentucky Autism Training Center UofL_Logo_Curtain_Inside First/Then STEPS for TEACHING: 1)Identify preferred items through preference assessment 2)1st Preferred-Then Preferred several opportunities over several days 3)Gradually introduce non-preferred tasks as the “First” expectation 4)Make sure that “Then” is still a highly preferred item Kentucky Autism Training Center UofL_Logo_Curtain_Inside First/Then Kentucky Autism Training Center UofL_Logo_Curtain_Inside Kentucky Autism Training Center UofL_Logo_Curtain_Inside Communicating Time Kentucky Autism Training Center UofL_Logo_Curtain_Inside Kentucky Autism Training Center UofL_Logo_Curtain_Inside motivAider.jpg timer1.jpg timer2.jpg time-timer-clocks.jpg sand timer.jpg time tracker.jpg Kentucky Autism Training Center UofL_Logo_Curtain_Inside Communicating “No” Kentucky Autism Training Center UofL_Logo_Curtain_Inside Visuals can be placed on top of activity materials, within academic tasks, and a variety of other ways to communicate “no” no sign.jpg DSC02655 Video Modeling A form of observational learning in which desired behaviors are learned by watching a video demonstration and then imitating the behavior of the model. Kentucky Autism Training Center UofL_Logo_Curtain_Inside Individuals observe themselves performing a behavior successfully on video, then imitate the targeted behavior. Kentucky Autism Training Center UofL_Logo_Curtain_Inside Video self-modeling Individuals observe someone else, preferably same gender and age as themselves, performing a behavior successfully on video, then imitate the targeted behavior. Kentucky Autism Training Center UofL_Logo_Curtain_Inside Other-as-model Video Modeling Kentucky Autism Training Center UofL_Logo_Curtain_Inside Thank you so much for attending!! Questions?? Questions? Laura Ferguson, M.Ed, BCBA laura.ferguson@louisville.edu C:\Documents and Settings\djvitt01\Desktop\Space Camp.jpg Center contact info: Telephone: (502) 852-4631 Fax: (502) 852-7148 E-mail: katc @ louisville.edu https://louisville.edu/education/kyautismtraining UofL_Logo_Curtain_Inside Kentucky Autism Training Center