Transforming Autism Education Dr Karen Guldberg Director of Autism Centre for Education and Research Autism Centre for Education and Research Structure of presentation Principles of ‘Best Autism Practice in education Research findings Implications for “Good autism practice’ UK Inclusion Development Programme The AET Programme: Three levels of training, National Standards and a Competency Framework. Principles of ‘best practice’: Autism Range of educational interventions for children on the autism spectrum Traditional/didactic behavioural approach: – Discrete Trial Training; Applied Behavior Analysis (ABA); Young Autism Project at UCLA (Lovaas) – Princeton Child Development Institute (McClannahan & Krantz) Naturalistic/child-directed behavioural approach: – Incidental Teaching – Pivotal Response Training (Koegel & Schreibman) – Milieu Training (Kaiser, Yoder & Keetz) – Positive behavior support (Koegel, Koegel & Dunlap) – Walden Toddler Program (McGee) – Learning Experiences an Alternative Program for Preschoolers and Parents (LEAP) Range of educational interventions for children on the autism spectrum (cont’d) Developmental approach: – TEACCH (Treatment and Education of Autistic and Related Communication of Handicapped Children) – Denver Model (Rogers) – SCERTS Model (Prizant & Wetherby) – Daily Life Therapy (Higashi Schools) Relationship-based interventions: – Floor-time / DIR (Developmental, Individual Difference, Relational-based) Model (Greenspan) – Relationship Development Intervention (Gutstein) – Son-Rise Program / Options method (Kaufman) – PACT (Preschool Autism Communication Trial, Green et al) Range of educational interventions for children on the autism spectrum (cont’d) Skills-based interventions: – Picture Exchange Communication System – Functional Communication Training (Carr) – “More than words” program (Hanen Centre) – The Transporters- Animation DVD (Baron-Cohen) – Social Stories (Gray) This list of educational interventions is by no means exhaustive What is the evidence base? Still unclear which interventions work and for whom ABA and TEACCH are the most commonly used approaches. PECS is a specific communication strategy used in many schools Nevertheless, the research evidence for any approach is mixed Commissioned by the Irish National Council for Special Education: specialist provision in Ireland - an appropriate and inclusive environment? www.ncse.ie An international literature review of best practice in educational provision for persons on the autism spectrum Empirical Strand: systematic searching of electronic databases focusing on empirical studies (82% of papers on younger children) Expert Strand: collating articles, reports, reviews and guidance based on expert opinion / professional experience Review: 100 empirical papers published between 2002 and 2008 and 24 expert papers/policy documents/reports Comparing effectiveness of interventions: Early years; intensive behavioural (IB) programmes vs. others; robust methodologies (5 out of 10 articles = High WoE) IB techniques successful in teaching specific skills, for some children, in some contexts Robust comparisons produce mixed findings across studies .One particular type of intervention or approach is unlikely to produce the best outcomes for all children included. Recommendations (cont’d) Importance of taking into account the ‘voices’ of individuals on the autism spectrum Parents can make important contributions to educational interventions for their children, their views should systematically be considered (note also: parental stress levels influencing successful outcome) BUT practitioners and parents need specialist knowledge Recommendations (cont’d) Need for more empirical research: which settings/interventions are appropriate (and for whom), which are the salient factors for good outcome Need for studies on effectiveness of interventions and types of provisions AET Research * New * • Outcomes Research • Good for 2011 Practice Download from: www.autismeducationtrust.org.uk Key themes: Specific knowledge of the individual or young person is vital Effective engagement and support for the family is crucial Appropriate and timely support for the individual is essential Knowledge on the autism spectrum and effective strategies is needed by all Key findings: consistent themes – High ambitions/aspirations – Hearing pupils voices and establishing strong relationships – An ‘autism curriculum’ – Training was a priority – Strong school leadership that extended to the community – Multiple assessments and joined working with health specialists – Good communication with parents, support to families and partnership working No ready-made answers Teaching practices Learning Contexts Child characteristics Programmatic goals Needs led: how autism impacts on the individual at a particular time in a particular learning context Structure Flexibility Augmented communication: visual Enabling environments Child and family centred Partnership work Developmental areas: Functional spontaneous communication and language Social understanding and attention Peer interaction and relationships Appropriate toy play Acquisition of functional abilities in meaningful activities Early Years IDP: Supporting Children on the autism spectrum. Primary and Secondary IDP: Supporting Pupils on the autism spectrum. First wave Awareness Raising Booklet, DVD and E-learning idponline.org.uk The AET National Programme National Standards Training delivery through hubs Training Materials Competency National Framework Standards Evaluation De AET Professional Competency Framework Training delivery through hubs A set of knowledge and skills that are required for professionals in educational Training settings working with pupils on Materials the autism spectrum Competency Framework National Standards Evaluation AET Training delivered through seven regional hubs Tools for Teachers: Guide • 10 schools contributed • All stages • Mainstream & Special • Expertise in depth 22 tools 22 tools 11 tools 6 tools 16 tools • 77 tools • Available for download Tools for Teachers: • Print, customise & laminate Toolkits With special thanks to NCSE, AET and DfE as funding bodies Thanks to colleagues working on these reports and with special thanks to Sarah Parsons and Glenys Jones for slides on the NCSE report and IDP respectively Contact Details: [email protected] Parsons, S., Guldberg, K., Macleod, A., Jones, G., Prunty, A. and Balfe, T. (2009) International Review of the literature of evidence of best practice provision in the education of persons with Autistic Spectrum Disorders, Dublin: NCSE. Jones, G., English, A., Guldberg, K., Jordan, R., Richardson, P. and Waltz, M. (2008) Educational Provision for children and young people with Autism Spectrum Disorders living in England: a review of current practice, issues and challenges. Autism Education Trust. Guldberg, K. with Jones, G., Waltz, M., Macleod, A. & Plimley, L. (2009): DCSF web-based and DVD resource for all early years settings (Inclusion Development Programme). Jones, G. with Guldberg, K., Waltz, M., Macleod, A. & Plimley, L. (2009): DCSF web-based and DVD resource for all primary and secondary mainstream schools (Inclusion Development Programme). Guldberg, K. (2010) Preconditions for inclusion: conceptualising ‘best autism practice in early years education, 37 (4), British Journal of Special Education. NCSE Report: www.ncse.ie Reference for evidence base in autism: www.researchautism.net IDP: http://idponline.org.uk ACER: http://www.birmingham.ac.uk/research/activity/e ducation/acer/index.aspx AET: www.autismeducationtrust.org.uk .