CAN4GCA Coaches Newsletter
November 2017
System Implementation
If you've attended any START trainings, you've heard us discuss using "systems' to support our students. Systems are what we develop and implement for students to help increase independence. Systems often incorporate visual supports, behavior expectations, positive reinforcement and more. Systems should be able to be used across settings and with other people. Systems are developed to help teach the student the expected routines, behaviors, rules and SKILLS needed to successfully transition year to year and into adulthood.
Systems lead to independence. When a student learns to use a visual schedule or self-management system, he/she can learn to use the system as a guide instead of relying on an adult to direct them throughout his/her day. When a student can follow multi-step visual directions, they can one day use a similar system to do work tasks at a job independently. When a student can use a self-management system to recognize when he/she is feeling upset and can appropriately take a break or use self-calming strategies, they can manage their behavior independently in the community and in the work place.
When we develop systems for students, they gain life-long skills that will support their independence even when we are no longer there to support them.
So how do we develop and implement systems? Data, of course!
We've shared data collection tools with you including independence and socialization. We begin with collecting baseline data then identifying where the needs are for the student. As a team, we make a plan for what system we can develop to address the need. Does the student need a individual visual schedule? Does the student need a 5 point scale? Does the student need mini schedules for routines? Does the student need visual cues for behavior expectations? Does the student need a self-management system? (there are many more options - these are just a few possibilities).
After determining the system, we develop what that should look like then TEACH the student (and team) how it is used. Teaching includes modeling and reinforcing how it is used. Consistency is critical to teach and reinforce the use of the system.
Typically after at least 2-4 weeks of implementing the system, we can then collect data again to compare to our baseline data. Are we seeing improvement? Great - keep going! Are we not seeing any change or getting worse? Then review what the issue might be - is it that the student does not understand? Is it that the staff are not consistent? Is the student not engaging with the system? Teams can consider what the concern is and make adjustments. This becomes a continuous review cycle to monitor progress and adjust with the long term goal being independence.
Once a system is well established, be sure to plan for regular review and make plans to ensure the system remains in place even if he/she changes classes, teachers and/or schools.
Resources for Implementation of EBPs
Some recommended modules on either site includes Visual Supports, Self-Management, Functional Behavior Assessment, Social Narratives and Peer-Mediated Instruction. Review the modules for information, examples and guides for implementation of those strategies.
Autism Internet Modules
Resources
Autism Focused Intervention Resources and Modules
START updates from the State level
Western Michigan University and Van Buren ISD discussed their PROMOTES program. Explore their brochure here.
Peer Supports are being developed within 4-H programs and an engagement checklist can be found here.
Updates were shared from MAASE regarding students with IFSPs and IEPs receiving Insurance based treatment/Interventions. If teams and/or administrators would like to discuss the updated guidelines, please reach out to your district's ASD TC.
Upcoming START Training dates in Genesee County
December 4, 2017 - Working with Students with ASD for Para-Educators
January 24, 2018 - Educational Strategies for students with ASD*
February 28, 2018 - IEP Development and Implementation for students with ASD
Information and Registration is available online. Follow the links above.
* Required training for all START coaches (if not previously attended)
March 2018 Coaches Training
Topic, location and registration to come in January.
Sign up for the START Connecting Newsletter
Sign up here and check old previous editions:
https://www.gvsu.edu/autismcenter/start-connecting-newsletter-213.htm
Teacher Consultants for ASD and Special Education
Angie Grindel
Laura Henry
Kelli Pierscinski