Universal Supports for Students
with Autism Spectrum Disorder
MiBLSi Conference 2008
Kelly Dunlap, Psy.S.
Amy Matthews, Ph.D.
Please study the following slide carefully.
You should see two identical dolphins
diving simultaneously in the ocean.
If not, it may indicate that you are under
stress and need a couple of days off.
Principles for Working with Students with ASD
RESPECT the STUDENT
RESPECT the DISABILITY
(The ASD Always Wins)
Use the Disability to Benefit the Child
Two Primary Goals: Socialization Skill
Development and Independent Functioning
3 GUARANTEES
ASD is here to stay.
Programming for
students with ASD
will not be trouble-
free.
WE are accountable!
Three Tiered Approach
Intensive Individualized Intervention
TIER 3
1-5% Individualized, functional
assessment / analysis,
highly specific
7-15%
Targeted Intervention
Universal Intervention TIER 2
TIER 1 Supplemental, some
Core Practices, students, reduce risk
All students, Preventive
Used for 100%
Effective for 80%
START Alignment with RtI
Intervene Early Early Intervention
Multi-tier model of service delivery Universal Supports
Problem solving process for Meeting Mechanics
decision-making
Use of scientific, research-based Universal Supports /
validated interventions / Effective Strategies
instruction
Data to guide decisions Data-based decision-making
START Alignment with the Positive Behavior Support
Positive Behavior Support
Collaborative Teaming Teaming and Problem Solving
Data Driven Data Collection / Using data to
guide decisions
Evidence Based Practices Universal Supports / Effective
Strategies
Proactive / Preventative Frontload the System
Teaching New Skills Teach SYSTEMS
Quality of Life Focus Independence & Socialization
Herding Cats
Three Tiered Approach
Intensive
Students with
Autism
Strategic Spectrum
Disorders??
Universal
Application of Three-Tier Comprehensive
System to ASD Supports
~5%
Individualized
~15%
Supports
Universal
All
Supports Students
with ASD
~80% of Students
No empirical basis for recommending
one approach / program (methodology)
as superior for all students with ASD.
Literature Review of Critical Elements
of Successful Intervention for students
with ASD:
UNIVERSAL SUPPORTS
Tool for Evaluating Universal Supports
Universal Supports Assessment and
Planning Tool (USAPT)
New York Quality Indicators
Literature Review
Discussion with Practitioners and Educators
Professional / Peer Review
Consistent Review and Updates (EIC- ASD)
Using Data to Guide Decisions
Assess
Evaluate Plan
Implement
Universal Supports
Assessment and Planning Tool (USAPT)
Building / Classroom Level Supports
Supports considered critical for the
majority of students with ASD
Organization
Systems Level Supports
Strategies
USAPT Areas
Parent and Family Support
Guiding Principles
Team Process
Paraprofessional Support
Functional Communication System
Visual Supports
Educational Strategies and Supports
Peer Supports
Behavior Supports
Building a Plane While Flying
Preparation for USAPT Completion
Establish Team
School Improvement
RTI
PBS
New
Assign Coach / Facilitator
Administrator
Teacher
Support Staff
USAPT Areas
Parent and Family Support
Guiding Principles
Team Process
Paraprofessional Support
Functional Communication System
Visual Supports
Educational Strategies and Supports
Peer Supports
Behavior Supports
Why use a Collaborative Team Approach
No one person has the right answer.
Variety of perspectives increases the chance
of getting a complete picture of the student as
well as developing a broad set of interventions
that are likely to be effective.
Implementation gets done when team
members are involved in the process.
All members are accountable for the outcome.
Habits of Effective Teams
Time is prioritized.
An agenda is developed and used.
Members attend beginning to end.
Meetings begin and end on time.
Ground rules are established and violations
addressed.
Action plan items are developed and follow up is
addressed.
Developed plans are implemented until the team
decides otherwise.
A teaming infrastructure is established that
supports problem solving
Process for Solving Problems
MEETING MECHANICS
Problem Assign
Identification Responsibilities
Problem Implementation
Specification Variables
Brainstorm Cluster/
Prioritize
Adapted in part from
Allen, S.J. & Graden, J.L. (1997).
Meeting Agenda and Organization
Date:
Team Meeting Agenda, Minutes, and Action Plan
ROLES and RESPONSIBILITIES
List Members Present and Roles:
Facilitator: (sets meeting agenda; facilitates meeting)
Note taker: (take and type up notes; email to group)
Timekeeper: (keeps facilitator to time specified)
Agenda
Calendar
Activity (ex. Staff meeting / Training / Vacation) Date(s)
Follow Up: Review action plan from previous meeting
New Items / Standing Items
Agenda Items Discussion Topics Notes / Minutes
Action Plan
Agenda Item WHO Is doing WHAT By WHEN
KD 10/04
Today’s Date______________
ACTION PLAN Worksheet
From VISION to ACTION
Action Plan Purpose of Action Plan? ______________________________________________________________________
WHO will do WHAT by WHEN STATUS
Don’t Leave a
Meeting without
an Action Plan!
This form created by: Kelly Dunlap, S.Psy.S.; School Psychologist/Behavior Consultant
Team Member Roles and Responsibilities
General Team Roles / Responsibilities
Facilitator
Time Keeper
Note Taker
Data Specialist
Implementation Coordinator
Addressing the nitty, gritty implementation issues that
drive us NUTS!!
Visual supports
Social stories
Communication systems
Peer to peer
Personnel training
Paraprofessional Supervision / Support
OTHERS?
USAPT Areas
Parent and Family Support
Guiding Principles
Team Process
Paraprofessional Support
Functional Communication System
Visual Supports
Educational Strategies and Supports
Peer Supports
Behavior Supports
Why is PARAPROFESSIONAL
SUPPORT Universal?
Goals for students with ASD are
socialization skill development and
independent functioning.
Without planning for paraprofessional
support, students with ASD may
become dependent on the
paraprofessionals supporting them.
Assumptions / Principles of Paraprofessional Support
The intent of paraprofessional support services is
to promote independence, not dependence. 1:1
paraprofessional support can prevent
opportunities for interaction between the students
with ASD and general education students.
Paraprofessional support should only be provided
when the student needs direct academic,
behavioral or social support.
Supervision / monitoring of paraprofessionals
must be ongoing.
Determining if Paraprofessional Support is Needed
Schedule Matrix for Identifying Support Strategies
Name_____________________________________________________________ Date:_______________________________________
Student Schedule General Education Student Skills Supports, Services, IEP Goals/Objectives
Demand Strategies Needed Addressed
Paraprofessional Roles/Responsibilities
Support the student in interacting effectively
with the environment:
Material/desk organization
Socialization systems
Provide additional learning opportunities:
Prompts
Behavioral systems
Assist the student in learning systems or
using tools that allow for optimal participation
in the school environment:
Visual Schedules
Modifications / Accommodations
Determining Paraprofessional Roles
Paraprofessional Role Development
Name_____________________________________________________________ Date:_______________________________________
Student Schedule Student Goal / Outcome Paraprofessional Role / Responsibilities / Strategies
USAPT Areas
Parent and Family Support
Guiding Principles
Team Process
Paraprofessional Support
Functional Communication System
Visual Supports
Educational Strategies and Supports
Peer Supports
Behavior Supports
Communicative Forms
Inappropriate Behavior
Aggression / SIB
Tantrum
Crying / Whining
Adult as Tool
Echolalia / Repetitive Language
Gestures / Pointing
Yes / No Responding (gesture/visual/words)
Single Words (visual or verbal)
Phrases
Complex Communication
Communicative Function (purpose)
Request
Object/Food/ Event
Adult to Act
OUT of Activity/Task
Help
Choices
Person/ Activity/Object
Protesting:
Change in Routine
Adult Action
Indicate:
Pain / Affection
Share Information
Initiate Interaction w/ Peers
Initiate Interaction w/ Adult
Respond Appropriately (e.g. to a greeting/ question)
Sustain Interaction (turn-taking for at least 2 exchanges
How do you address Functional
Communication Systems for ALL?
Discussion
TEACHING ALL STAFF
IMPLEMENTATION in ALL ENVIRONMENTS
CONSISTENCY ACROSS STAFF
GUIDING PRINCIPLE
GREEN LEVEL
LUNCH CHOICES
RECESS CHOICES
USAPT Areas
Parent and Family Support
Guiding Principles
Team Process
Paraprofessional Support
Functional Communication System
Visual Supports
Educational Strategies and Supports
Peer Supports
Behavior Supports
Individualized Visual Strategies
Visual strategies should bridge the
barriers that are preventing the student
with ASD from functioning independently
within the general education setting.
Visual strategies should be utilized in
every setting to assist with transitions.
IF. . .
“If you’ve told a child a thousand times
and he still does not understand, then it
is not the child who is a slow learner.”
Attributed to Walter Bruce
Types of Visual Supports and Strategies
Visual Organization of Environment
Routines / Schedules and Transitions
Schedules / Sub-schedules (pervasive / mobile)
Transition Cards
Communicating Expectations
First / Then Cards
Visual Prompts of Expectations/Behavior Cues
Social Stories/Social Scripts
Choice Cards
Detailing Tasks
Increase Independence
Work Systems
Cues for academic success – accommodations and
modifications
Self-Monitoring
Break Card
Cabinet for Iron
And Ironing Board Computer Station
C
Domestic Skills Area O
Refrig U
Chair C
erator Rug
H
Ch Ch
air air Leisure/Recreation Area
Stove
WORK
Acad
Chair Chair
emic
C Chair Skill
s C
A Chair Chair
C Area A
B C
H L
I H
A Chair Chair E
N A
I N
E I
R D
T R
S A
S R
S
E
Teacher’s Desk T
Pre-Voc/Voc Activity
Area C
Door
Chair
Cabinet for Work Activities,
Coats, & Materials
Example of a Classroom Visual Schedule
Things to Do All Done
Calendar
Centers
Snack
Carpet Time
Gross Motor
Mini-schedules and Procedures
Break down a new, difficult or multi-
stepped activity into manageable parts
Can be slowly adapted into less and
less steps as child becomes proficient
Let’s look at some…
An Example of a Recess Visual Schedule
Today is Tuesday
At Recess Today I Will
1 2 3
Mini Schedule / Task Analysis
Things to Do All Done
Put on Gym Shirt
Walk to Gym
Squad 3
Warm Ups
Jog Three Laps
Using Timers
Staying on task
Easing transitions
A timer can help focus a students attention to compete a task,
reduce stress (how LONG do I have to do this?) and signify the
end of an activity, providing for easier transitions.
Be consistent and teach students to set them. A timer can
frequently be a necessary addition to a schedule system and
can facilitate success.
Choice Making
Incorporating choices reduces behavior
problems ONCE you teach students to do it
Make available whenever possible
Don’t assume she/he understands “or” and
“if ____, then ____”
Making choices is empowering. It results in
increased positive behavior, increased
understanding of language and increased
motivation
An Example of a Lunch Choice Visual System
Lunch Choice A Lunch Choice B Lunch Choice C
Desk
organization
is a HUGE
problem for
many students
with ASD.
Organize Desk/Backpack/Notebook
Privacy/Distraction
Screens
Reference Materials
Organize Materials
Bottom Line…
Wide variety
FORM matches NEED
Teach usage, don’t just supply
USAPT Areas
Parent and Family Support
Guiding Principles
Team Process
Paraprofessional Support
Functional Communication System
Visual Supports
Educational Strategies and Supports
Peer Supports
Behavior Supports
Educational Strategies
Strategies to increase access to the general
education environment and curriculum
IEP Development
PLAAFP
Strengths / Needs
Related to progress in the general education
curriculum / environment
Goals and Objectives
Educational PRIORITIES (3-5) that require Specialized
Instruction (Bateman & Herr, 2006)
Objectives:
Under what conditions (UTILIZING Ed Strategies)
Prompts (Hierarchy), software, accommodations / modifications
(see form)
The student will do what (measurable)
At what level (speed, accuracy, frequency, quality)
IEP Development
Supports and Strategies to Meet Goals
Push in services (Speech, TC, SSW)
Design Opportunities
LRE Question:
Given these supports and strategies in the
general education environment, can the
student make adequate progress toward goals
and objectives?
If not, to what extent would the student need to
be pulled out for direct instruction / support in
order to make adequate progress.
Addressing Modifications and
Accommodations
Accommodations / Modifications increase opportunities in
the general education curriculum / environment
Accommodations
vs.
Modifications
Academic Accommodations
Time Setting
Level of support Adaptation of environment
Input Quantity of Sections of
Curriculum Expectations
Output
Reduce Response
Effort
Academic Modifications
Quantity
Do the
Participation odds
Output
Alternate goals
Academic Modification Hierarchy
Open Ended Questions
Visual Organization Strategies
Closed Strategies
Choice Strategies
Yes / No Strategies
Author: Maureen Ziegler / Dave Schoemer
IEP Implementation
Schedule Matrix Examples
Collecting Data to Guide Decisions
Incorporate as part of schedule
matrix
Take data PROBES
How often?
Who collects?
Use data at reporting time to
make decisions about strategies
USAPT Areas
Parent and Family Support
Guiding Principles
Team Process
Paraprofessional Support
Functional Communication System
Visual Supports
Educational Strategies and Supports
Peer Supports
Behavior Supports
Peer to Peer Support
Implemented at the
building level
Creates a role for SSW
/ counseling support
Creates a climate
aligned with Positive
Behavior Support and
other climate-related
programs
Peer to Peer Support Programs
Teach general education students about ASD
Develop acceptance, understanding, and skills
Allow the students with ASD to PRACTICE
social skills
Social Competency develops
Peer supports can provide assistance with….
Classroom routines
Choice-making
Transitions between
activities or places
Participation in instructional
and non-instructional activities
Hidden Curriculum
Students
Peer Supports
with Disabilities
• Gain physical supports • Understand disabilities
• Develop age-appropriate • Gain organizational skills
expectations • Value diversity
• Age-appropriate behavior • Learn additional general
• Socialization education content
• Gain academic support • Manage responsibility
• Access to general • Become positive role
education models
curriculum
General
Education Students
• See diversity working
• Understand disabilities
• See value of team work
• See positive role models
22T
Jason
Implementing Universal Supports
The START Coach Model
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A coach in every . .....
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building serving . .
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students with ASD . . .......... . . .
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in Michigan .. . ...... . ... ... ..
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What IS a START Coach?
We don’t see coaches as “experts”; rather,
they HAVE expertise. . .
In the CONTENT
In the IMPLEMENTATION
In the TEAMING necessary to make it happen
Isn’t this a “consultant” ? ? ?
Comparison of the Models:
Expert Consultant vs. Coach:
Expert Consultant Coach
Expert Collaborative
Reaction Proactive
Dependence Building Capacity
Blame Accountability
NEW TC Role?
Carry caseload of BUILDINGS (i.e. building
coaches)
Participate on student assistance teams
Assist with development and implementation
of scientifically based interventions
Assist with development and maintenance of
a 3-tiered model of academic and behavioral
interventions
Assist in gathering and analyzing data for
decision-making
Consult on difficult cases (student / team)
START Coaching Roles / Responsibilities
Coach Coordinator(s):
Coach representatives to the RCN
Coordinate coaching in the region
Report out progress to RCN
Coach Leader(s):
ISD / District Level Coaches
Carry caseload of buildings / coaches
Meet regularly / support building coaches
Building Coaches:
Coaches working at the building level
Positive nag / crisis response
Assure action items are completed
Coordinate with coach leader when issues arise
RCN: EPLI Coach Coordinator(s)
ISD / District Level – EPLI ISD Coach Leaders
Districts Level – EPLI District Coach Leaders
Building Building
COACH COACH
Building Building Building
Coach Building
COACH Coach
COACH COACH COACH
Leader Leader
Building
Building Building
COACH Building COACH
COACH COACH
Building Building
COACH COACH
Coach Coordinator REQUIREMENTS
Identify Coach Leaders
Meet regularly with coach leaders
Problem solve issues
Advanced training in effective supports
Assist in designing coach trainings / kits
Report Progress to RCN
Pre/Post USAPT / POC
Quarterly Coach Report
Coach Leader REQUIREMENTS
Identify Building Teams / Coach
Meet regularly with building coaches / other
coach leaders in district
Problem solve issues
Advanced training in effective supports
Develop / distribute coaching kits for building
coaches
Report Progress to Coach Coordinators
Pre/Post USAPT / POC
Quarterly Coach Report
COACH Coordinator and COACH Leader
PROFESSIONAL CREDENTIALS
Currently employed by a public school system in Michigan (or
school support agency).
Professional (credentialed by MDE or other credentialing agency)
with at least THREE years of experience working with students
with ASD.
Possess knowledge of Autism Spectrum Disorder and the core
concepts in the START module areas (e.g. knowledge grounded
in “effective practice” research) presented by START staff.
Possess knowledge and skills in teaming and problem solving.
Possess a good working relationship with peers and has a
credible reputation in the school system.
Possess the drive, dedication and time to commit to the training /
coaching.
BUILDING COACH
PROFESSIONAL CREDENTIALS
Currently employed by a public school system in Michigan
(or school support agency).
Professional credentialed by MDE or other credentialing
agency.
Work regularly (2½ days/wk+) in the building assigned as
a building coach.
Attend training in teaming and problem solving provided
by EPLI Trainers.
Attend core START content trainings as determined and
provided by local EPLI Trainers.
Possess a good working relationship with peers and has a
credible reputation in the school system.
Building Coach REQUIREMENTS
Identify Building Team Members
Meet at least monthly with a building team
Develop and implement effective strategies
and practices (Building USAPT; Student POC)
Provide follow-up activities to increase the
implementation of those effective practices
Report Progress to Coach Leaders
Pre/Post USAPT / POC
Initial Coach Proposal
Quarterly Coach Report
BOTTOM LINE
Intensive
Students with
Autism
Strategic Spectrum
Disorders
Universal
Passion and Persistence