Teaching Street crossing Using AACS in Individuals with Autism: An innovative intervention strategy

Transcription

1 Teaching Street crossing Using AACS in Individuals with Autism: An innovative intervention strategy Rajashree Srirangarajan, MS CCC-SLP Vernon Miller, Program Counselor Emmylou Santos, Behavior Analyst Achievekids, Palo Alto, CA

2 Abstract: This article describes an evolution of training program to use in real life situations to teach safety skills to children with autism spectrum disorder (ASD). This single case study is based on the prompt hierarchy strategy. This article describes program evolution by setting up a structure /routine using alternative augmentative system of communication.

3 Intervention Strategy: Task Analysis- identify key components Systematic instruction -Discrete training -Operate Adaptive device -Prompt hierarchy (Hands on prompt to verbal prompt) -Error correction Data tracking /Assessment

4 Error correction technique Critical to prevent learning/practicing an error Four steps: Stop immediately Return to the beginning of sequence Repeat with prompt (s) Repeat with no prompt

5 Prompt Hierarchy- Behavior Analyst A decreasing prompting hierarchy ( most-toleast prompting) used to teach new skills. This entails using the highest (most intrusive) level of prompt and systematically fading the prompt down to a lower (less intrusive) level prompt. This type of prompting is the best when students are initially learning a concept.

6 Levels of Decreasing Prompt Hierarchy Full Physical Prompt (hand-over-hand assistance to complete targeted response) Partial Physical Prompt (less intrusive than FPP, more of a supportive guidance) Modeling (showing the student what you want him to do) Gesture (using motion to indicate what you want student to do, such as pointing, facial expression, etc) Direct Verbal (direct statement of what you want student to do e.g. Push the button ) Indirect Verbal (tell student something is expected, but not exactly what e.g. Now what? ) Independent (CR-student able to perform target behavior on own without any prompts or assistance)

7 PUSH BUTTON DON T WALK WALK NOTES (Feb 2007) (correspondence check) (motor act) No Response Little Hesitant Initiated Himself No Response Gestural Prompt Minimal ( eye) prompt No Response No Response Signed walk-no initiation (Missed this turn) Check Direct Verbal and Gesture prompt Check N/A Missed this turn because of a white truck came too close to the crosswalk No response walked Visual/gesture Prompt Incorrect Response walked Check Incorrect Response Missed turn Signed walk with visual match Verbal/Gesture Prompt Signed GO Slight hesitation, walk Verbal/Gesture Prompt Verbal/Gesture Prompt Incorrect Response Signed GO, No initiation

8 PUSH BUTTON (May, 2007) DON T WALK WALK NOTES Check+ Check + Check + Check + Check + Check + Check + Check +

9 PUSH BUTTON (Sept 2007) DON T WALK WALK NOTES Check Constantly looking at the lights Looked at us as he crossed and I gave him thumbs up. Check Check Skipped As the # count down began Check Skipped He watched the other pedestrians walk and he did correspondence check

10 The Community Walk Routine- A Systematic Instruction Baseline: Discrete trial training-identify icons- Push button; Don t walk; Walk Check list/community walk board: Voice O/P device Water ( if needed) PECS book

11 Testimony #1 Ice Cream place (staff-1): During an unrelated activity, Sebastian was in the Community when he came to a crosswalk (did not have a voice o/p device). He pressed the crosswalk button as if he had mastered the skill. Then, he patiently waited for the walk sign to appear. Once it appeared he did correspondence check by signing walk. However, he did not walk until he was verbally prompted. - June, 2007

12 Testimony #2 Staff-2 and Sebastian Shopping: On a separate occasion Sebastian was walking to the store with Staff-2. When he encountered a crosswalk, he pushed the button, and waited. He wasn t focused, so he missed when the sign showed walk. After a few seconds he noticed the sign and began to get very animated. His body language told Staff-2 that he knew something was supposed to happen. When he didn t receive a prompt he pushed the button again. Once verbally prompted he crossed. Oct, 2007.

13 Testimony #3 Going to the Library : On the way to the library Sebastian was leading Staff-2 and another student. Staff-2 purposely walked behind Sebastian. Once they came to the crosswalk Seb pushed the button and waited for the sign to change to walk. When the sign changed, Sebastian crossed. This particular crosswalk has an audio prompt that says The walk sign is on. - Dec,2007. Conclusion: Auditory prompt needed

14 THE GOLDEN RULE A lack of learning in any particular situation should first be interpreted as a result of inappropriate or insufficient use of teaching strategy, rather than inability on the part of the learner. MARC GOLD