Professional Documents
Culture Documents
SPECTRUM DISORDER
1
Natalie Gibson
Brandman University
EDUU 677
Dr. Nicholson
June 3, 2018
INSTRUCTIONAL STRATEGIES FOR STUDENTS WITH AUTSIM SPECTRUM
DISORDER
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with social skills, repetitive behaviors, speech and nonverbal communication (“What Is
Autism?”, 2012). “Educating students with autism is usually an intensive undertaking, involving
a team of professionals and many hours each week of different instruction and therapies to
address a student’s behavioral, developmental, social and/or academic needs. Students with
autism often require explicit teaching across a variety of settings to generalize skills”
practices (EBPs) have been considered as effective interventions for people with ASD. Three
different instructional strategies that support those with ASD include Discrete Trial Training
(DTT), Pivotal Response Training (PRT), and Functional Routines (FR)/Task Analysis (TA).
These interventions can be implemented to work with students with ASD across settings.
interactions between the teacher and student. In these interactions, the teacher initiates a specific
stimulus to evoke the child’s response, generally a discrete skill, which is an element of a larger
behavioral repertoire” (Stahmer, et al., 2014). DTT is based on the principles of Applied
Behavior Analysis. DTT can help students with ASD increase their academic skills by breaking
down skills into small, clear steps. The steps are taught through many repetitions, clear
instructions, and reinforcement (Sam, 2016). DTT is often used in a one-to-one setting at a table
with no distractions; however, it can also be used in classroom, community, and home
To implement DTT with fidelity, one must ensure that they are properly trained and
following the steps and procedures of DTT. First the learner must be successfully transitioned to
INSTRUCTIONAL STRATEGIES FOR STUDENTS WITH AUTSIM SPECTRUM
DISORDER
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their learning environment. Next, the learner’s attention must be obtained, and their selected
reinforcer must be ready. The instruction must be delivered with a discriminative stimulus
followed by the learner’s response. Corrective feedback is provided along with prompting as
needed. Multiple trials are provided, fading prompting and providing the reinforcement. The
same instruction is repeated for the targeted number of trials. Maintenance trials must also be
given to review mastered steps. Lastly, generalization must be taught by applying the use of
“Pivotal Response Treatment (PRT) is one of the best studied and validated behavioral
treatments for autism. Derived from applied behavioral analysis (ABA), it is play based and child
initiated. Its goals include the development of communication, language and positive social
behaviors and relief from disruptive self-stimulatory behaviors” (Pivotal Response Treatment,
2012). Like Discrete Trial Training, PRT is a method of applying the principles of Applied
Behavior Analysis. PRT builds on the learner’s initiative and interests by enhancing four pivotal
initiation. These skills are considered pivotal because they help the learner make widespread and
generalized improvements in their skills (Pivotal Response Training, 2010). PRT “is considered
student directed because it occurs in the regular classroom environment where the teaching area
is pre-arranged to include highly preferred activities or toys that the student will be motivated to
acquire. In PRT, students initiate the teaching episode by indicating interest in an item or activity
or selecting among available teaching materials. Materials are varied frequently to enhance
PRT can be implemented across settings like DTT. PRT has been successful in
naturalistic environments, including school, home, and the community. Parents should be
trained as the primary intervention agents; however, family members, teachers, and peers can be
included as intervention agents (Pivotal Response Training, 2010). One aspect of PRT that may
affect fidelity is that PRT programs usually involve 25 or more hours per week for the learner as
well as instruction for parents and other caregivers. Everyone involved in the learner’s life is
encouraged to use PRT methods consistently. Therefore, PRT has been described as a “lifestyle”
“Functional routines are regularly occurring events that require a consistent set of
behaviors to achieve a goal” (Calderwood). These routines provide meaningful contexts for
using, generalizing, and maintaining receptive and expressive language, social interaction skills,
and preacademic concepts (STAR Autism Support, Inc.). In order to complete functional
routines, teachers and parents must use task analysis. Task analysis is the process of breaking a
task into its component steps or chained behaviors. “Chained behaviors are behaviors or skills
which consist of multiple steps such as tying shoes, grocery shopping, writing a paper, or
cooking” (Sam, 2015). As each step is taught and the learner masters each step, they gradually
become more independent in using the target skill(s). TA can be used to increase academic skills
based environments. Parents and family members also can use task analysis in the home”
(AFIRM Module). When using TA with learners, it is important that other evidence-based
INSTRUCTIONAL STRATEGIES FOR STUDENTS WITH AUTSIM SPECTRUM
DISORDER
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practices like prompting and reinforcement be used as well. These EBPs will help those with
ASD learn each of the smaller steps in the chain. To make sure that TA is being implemented
with fidelity, a target behavior/skill must first be identified, baseline data must be collected, a
goal or outcome must be established, the prerequisite skills for the task must be identified and
determined if the learner has them, the components of the task must be analyzed and broken
down into pieces, the procedure (forward chaining, backward chaining) must be determined,
materials must be developed, activities must be planned, and progress needs to be monitored
through data collection. Because there are many steps and lots of preparation involved in using
TA, it could affect the fidelity when used by multiple intervention agents (Sam, 2015).
can foresee many challenges in implementing any of the above three EBPs. While the student I
have been observing is higher functioning and not in need of most of these strategies, I can see
how trying to implement them in a general education classroom would be challenging. I think
that any of the above three interventions would be easiest to implement in a smaller, self-
contained environment with more trained adults to supervise in the implementation and data
collection. If implementing these strategies for a student who is included in the general
education setting, I think it would be easiest to work with the student in a pull-out setting, and
then generalize into the general education classroom. Paraeducators who work with the student
could be trained to collect data. The one EBP that my student may benefit from would be task
analysis for the purpose of teaching written expression. Because my student struggles with
writing multiple sentences and organizing his thinking to begin writing, TA may be beneficial
References
Calderwood, B. (n.d.). Functional Routines & Task Analysis for Students with Autism. Retrieved
students-with-autism.html
Instructional Methods in teaching students with autism[PDF]. (2012). Autism Speaks, Inc.
Pivotal Response Treatment (PRT). (2012, July 25). Retrieved June 3, 2018, from
https://www.autismspeaks.org/what-autism/treatment/pivotal-response-therapy-prt
Sam, A., & AFIRM Team. (2015). Task analysis. Chapel Hill, NC: National Professional
Development Center on Autism Spectrum Disorder, FPG Child Development Center, University
Sam, A., & AFIRM Team. (2016). Discrete Trial Training. Chapel Hill, NC: National Professional
Development Center on Autism Spectrum Disorder, FPG Child Development Center, University
Stahmer, A. C., Reed, S., Lee, E., Reisinger, E. M., Connell, J. E., & Mandell, D. S. (2014,
November 28). Training Teachers to use Evidence-Based Practices for Autism: Examining
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4290214/
STAR Autism Support Inc.[PDF]. (n.d.). Portland: STAR Autism Support Inc.
INSTRUCTIONAL STRATEGIES FOR STUDENTS WITH AUTSIM SPECTRUM
DISORDER
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What Is Autism? (2012, May 31). Retrieved May 19, 2018, from
https://www.autismspeaks.org/what-autism