Models of Best Practice in the Education of Students with Autism Spectrum Disorders May 2011 Virginia Department of Education,Office of Special Education and Student Services Models of Best Practice in the Education of Students with Autism Spectrum Disorders : Preschool and Elementary V May 2011 Table of Contents V Commonly Used Acronyms . 4 User Guide . 5 Introduction and Purpose of the Models of Best Practice Document . 5 Recommended Use of the Models of Best Practice Document . 5 Considerations When Using the Models of Best Practice . 6 Foundational Competencies . 7 Categories of Autism Spectrum Disorder . 7 Educational Definition . 7 Individual with Disabilities Education Act (2004) – 34 CFR Part 300.8(c)(1)....................7 Virginia Special Education Regulations ........................................................7 Goals of Education and Intervention . 8 Models of Best Practice . 9 A Basis in Research . 9 Definition of Evidence-based Practice . 9 Research Design and Publication . 10 Using a Multimodal Approach . 11 Sources . 12 Components of a Comprehensive Curriculum . 12 Definition of Curriculum........................................................................12 Curriculum Considerations for the Student with ASD .........................................13 Providing an Effective Education . 13 Understanding Autism and Autism Spectrum Disorders . 13 Primary Characteristics . 13 Secondary Characteristics .....................................................................14 Learning Characteristics.......................................................................14 Strengths........................................................................................15 Comorbid Disorders............................................................................16 Common Medical Conditions..................................................................16 Focus Areas for Educational Intervention . 16 Social Development and Peer Interaction ......................................................17 Communication................................................................................18 Play and Leisure . .19 Activities of Daily Living ........................................................................19 Sexuality.........................................................................................21 Motor............................................................................................21 Cognitive / Learning............................................................................22 Academic Performance ........................................................................23 Sensory Processing.............................................................................25 Restricted and Repetitive Patterns of Behavior ...............................................26 The Educational Environment . 26 Least Restrictive Environment (LRE) ..........................................................27 Inclusion Opportunities........................................................................27 Virginia Department of Education, Office of Special Education and Student Services V 1 V Models of Best Practice in the Education of Students with Autism Spectrum Disorders : Preschool and Elementary V May 2011 Classroom Management . 29 Personnel.......................................................................................30 Organization and Structure . 30 Physical Environment ..........................................................................31 Schedules........................................................................................31 Transitions . .33 Rules............................................................................................33 Curriculum Framework . 34 General Curriculum............................................................................34 Functional Curriculum . 35 Mixtures of Curriculum........................................................................35 Assessment Frameworks and Procedures . 35 Getting Started.................................................................................36 Assessment Tools and Strategies...............................................................36 Standardized Assessment Tools................................................................36 Curriculum-Based Assessment ................................................................37 Data-driven Assessment .......................................................................37 Developmental and Skill Areas.................................................................37 Matching Assessment Tools to Student Characteristics and Learning Styles ................39 Increasing the Authenticity, Validity, and Reliability of Assessment..........................39 Goal Development . 40 Instructional Strategies . 41 Instructional Considerations . 41 Systematic Instruction . 43 Intensive Instruction ..........................................................................43 Instructional Format . 44 Generalization .................................................................................44 Modifications and Accommodations . .44 Related Services . 45 Assistive Technology ...........................................................................46 Augmentative and Alternative Communication..............................................48 Program Evaluation . 48 A Framework for Monitoring Student Progress...............................................48 Getting Started.................................................................................49 Ways to Monitor Progress......................................................................49 When to Monitor Progress.....................................................................50 Summarizing Monitoring Information.......................................................50 Addressing Interfering Behavior . 51 Conducting a Functional Behavioral Assessment (FBA) . 51 Developing and Implementing a Behavioral Intervention Plan (BIP) . 54 Collaboration with the Educational Team . 57 Team Meetings . 57 Family Members . 59 Related Service Personnel . 60 Paraprofessionals . 60 V 2 V Virginia Department of Education, Office of Special Education and Student Services Models of Best Practice in the Education of Students with Autism Spectrum Disorders : Preschool and Elementary V May 2011 Case Studies . 61 References . 71 APPENDICES APPENDIX A: Data Driven Assessments / Data Collection Forms ...................................77 APPENDIX B: Evidence-Based Instructional Strategies for Children and Youth with ASD.........79 APPENDIX C: Modifications and Accommodations .................................................115 APPENDIX D: Assistive Technology Planning Form Example .......................................117 APPENDIX E: Educational Team Planning Form Example ..........................................119 APPENDIX F: Home-School Communication Form Example ......................................120 Figures and Tables Figure 1. The Instructional Process .................................................................40 Figure 2. A Framework for Instructional Planning and Evaluation ...............................49 Figure 3. Transdisciplinary Team Model ............................................................57 Figure 4. The Teaming Process ......................................................................58 Figure 5. Prompting Procedures....................................................................96 Table 1. Least Restrictive Environment Continuum................................................27 Table 2. Components of Successful Inclusion.......................................................28 Table 3. Schedule Hierarchy.........................................................................32 Table 4. Types of Visual Schedules ..................................................................32 Table 5. Four Curriculum Approaches to Teaching Functional Academics ........................34 Table 6. Assessment Tools Based on Skill Area......................................................38 Table 7. Evidence-Based Instructional Strategies for Children and Youth with ASD..............42 Table 8. Assistive Technology Examples ............................................................47 Table 9. Examples of Evidence-based Practices Included in a BIP..................................55 Table 10. Strategies for Maintaining Parent Involvement..........................................60 Table 11. Descriptions and Examples of ABI Strategies .............................................79 Table 12. Differential Reinforcement Procedures ..................................................82 Table 13. Functional Communication Replacements...............................................85 Table 14. Mand-modeling Procedure Example .....................................................89 Table 15. Modified Time Delay Technique Example.................................................90 Table 16. Considerations for Peer Mediation........................................................91 Table 17. The Picture Communication System......................................................93 Table 18. Prompt Hierarchy .........................................................................97 Table 19. Schedules of Reinforcement...............................................................99 Table 20. Considerations for Social Skills Group Meetings ........................................104 Table