CAN4GCA Coaches Newsletter
November
Self Management
Self-Management is a highly effective yet significantly underutilized evidence-based practice. It is one of only two of the 24 evidence-based practices (EBP) identified by the National Professional Development Center (NPDC) that crosses every domain and age level. In his article, “Don’t Forget about Self-Management,” Steve Buckmann states, “By learning self-management techniques, individuals can become more self-directed and less dependent on continuous supervision. Instead of teaching situation specific behaviors, self-management teaches a general skill that can be used in an unlimited number of environments.”
Step 1. Operationally define the target behavior
What is the target student doing that is interrupting instruction or disruptive compared to peers? Collect data to identify the frequency and duration of the disruption, and the purpose or function of the disruption (e.g. get information, talk about preferred interest, he doesn’t understand the content, gain attention).
Step 2. Identify functional reinforcers
What are the student’s interest areas? This will assist in the development of the system to promote engagement. If the student is interested in Disney movies, then the system can incorporate this interest and reinforcement can be delivered contingent on following the self-management system. This can include being taught WHERE and WHEN he can access the reinforcer
Step 3. Design or choose a self-management system
High School Student
Student had problems with swearing at inappropriate times. This was created with her input to have her document when she was swearing in class. Student did not use system for a long time but staff kept putting system in front of student. Eventually student would carry with her. Even though did not at first document by being more aware of it her swearing decreased.
High School Student
This is another piece to the schedule for student regarding swearing.
Middle School Student
A daily check in for each class, each day for a whole week.
Step 4. Teach the individual to use the self-management system
The team needs to teach the Self-Management System through explanation, modeling, and prompting as needed.
Step 5. Teach self-management independence
Student will need to practice to become independent with the schedule. After the first week, team members will observe class activities and take data to determine student's independence in using the Self-Management System. The teacher and the LINK student will be taught to fade prompting in order to reduce the frequency and intensity of reminders provided.
Links to more Self Management Information and Examples
Top 10 Impact on Literacy Checklist for Students with ASD
The START Impact on Literacy Checklist for Students with Autism Spectrum Disorder (ASD): The Top 10 is a tool developed as a checklist to identify key characteristics that impact reading comprehension in students with ASD. Within those characteristics, three sub deficit areas were identified explaining how the corresponding characteristic may impact reading literacy. Strategies were then identified corresponding with each of the ASD characteristics and sub deficit areas. The tool was designed to provide guidance on strategies that have demonstrated through current research to be useful interventions for specific characteristics of ASD. View the Literacy Checklist http://www.gvsu.edu/cms4/asset/64CB422A-ED08-43F0-F795CA9DE364B6BE/start_asd_and_literacy.pdf
Link to more information regarding Literacy and ASD
http://www.gvsu.edu/autismcenter/literacy-and-students-with-autism-spectrum-disorder-asd-252.htm
Upcoming CAN4GCA Events
Trainings, Meeting, Conferences
County Wide Trainings
Asperger Syndrome December 2, 2016 Registration is online at: https://catalog.geneseeisd.org/Catalog/Details/247
Coaches Meeting
March 13, 2017 12:00-4:00 GISD Davis
Contact Angie Ethridge @ 591-4494 to sign up
START Conference/Leadership
May 1, 2017 Lansing http://www.gvsu.edu/autismcenter/start-conference-167.htm
See link for more information
Other Updates from Fall START RCN Meeting
- IEP Implementation Coaching Checklist and Manual
- 4th Grade Differentiated Curriculum
- Project Search
- Michigan Alliance for Families
- Peer to Peer
- Peer to Peer Assessment/Development
- Lapeer 4-H Peer to Peer Program
See link for information regarding each bullet point.
GISD ASD Teacher Consultants Contact Information
Angie Chinevere
Amy Chorley
Barb Olszewski