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PS 616: Assessment & Program Development for Individuals with Autism: Part IGoals of CourseDiagnostic Criteria for 299.00: Autistic DisorderAutism and Pervasive Developmental DisordersCharacteristics of Children with AutismSlide 6Slide 7Why Scientifically Validated Intervention for Children with Autism?What Makes a Scientifically Validated Treatment Intervention for Children with Autism Effective?Assessment: TerminologyThree Types of AssessmentsAssessment of AutismSpecialized Instruments for Children with AutismSlide 14Slide 15Slide 16Slide 17Slide 18Slide 19Slide 20Slide 21Slide 22Other TestsOther Types of AssessmentsSlide 25Types of Assessment used in EducationCurriculum-Based MeasurementSlide 28Slide 29Slide 30Slide 31Slide 32Curriculum-Based AssessmentCurriculum-Based Assessment all share:Reasons for Using Curriculum-Based AssessmentSlide 36Advantage of Curriculum-Based Assessment over Standardized testingDifferences between CBM and CBAAssessment Cognitive and Adaptive BehaviorStandardized TestingAssessment- VinelandSlide 42VinelandAssessment- CALSSlide 45Teaching Adaptive BehaviorTask AnalysisAddressing Academic Needs for Students with ASDPublished Reading Programs/MaterialsReadingSlide 51Slide 52Slide 53Slide 54Slide 55Slide 56Slide 57Slide 58Math MaterialsMathSlide 61Slide 62Smart tutor- online programHandwriting MaterialsHandwritingSlide 66Writing SkillsIndividualized AssessmentAssessment ToolsWhich One?Sequencing of Events in Developing an Educational Program for a Particular LearningEffective Because?Integrated CurriculumSlide 74Slide 75Skill DomainsSlide 77Expressive LanguageRequesting via Token BoardSlide 80Leisure Choice Schedule with Audio PromptsSlide 82Slide 83Building Initial Token SystemsSlide 85Conversation Embedded in Full-Day Activity scheduleConversation During Lunch Using Script FadingSlide 88Receptive LanguageEarly Small-Group VideoSlide 91Using Matching for Full-Day Activity SchedulePicture/Object Correspondence for Full-Day Activity ScheduleSlide 94Social and Peer Interaction SkillsEarly Turn-Taking VideoLater Turn-Taking VideoMusical Chairs VideoSlide 99Peer Imitation VideoPeer Tutoring VideoEarly Social Initiation VideoLater Social Initiation VideoFine Motor SkillsPasting Shapes using an Activity ScheduleSlide 106Gross Motor SkillsAcademicsSlide 109Practicing Addition By Using Token BoardDRO VideoSlide 112Letter Matching/IdentificationSlide 114LeisureMaking a Model from Duplos Using an Activity ScheduleTwinkle VideoIndependenceAudio Prompts Embedded in an Activity ScheduleFull-Day Written Activity ScheduleFull Day Choice Written Activity ScheduleSlide 122Self-CareTypes of Motivational SystemsToothbrushing in a ScheduleSlide 126Home-Living SkillsCommunity SkillsVocational SkillsTransitionBehavioral Contract for Transition SettingSlide 132On-Task BehaviorMotivational Systems and Behavior ChainsSlide 135Motivational SystemSlide 137Slide 138Slide 139Slide 140Slide 141Slide 142Slide 143Motivational SystemBehavioral Contract for Eating BreakfastSlide 146Slide 147Non-Productive BehaviorConducting a Behavioral AssessmentCreating Goals and ObjectivesProgram DevelopmentDeveloping a Skill Acquisition ProgramDeveloping a Skill Acquisition ProgramSlide 154Slide 155Later Small-Group VideoSlide 157Slide 158Slide 159Slide 160Slide 161Slide 162Slide 163Slide 164Slide 165Slide 166Slide 167Slide 168Slide 169Slide 170Social Skills: ProSocial Behavior“Helping”“Helping”Slide 174Slide 175“Helping”: Teaching ProcedureSlide 177Slide 178“Perspective Taking”Slide 180Slide 181“Perspective Taking“Perspective Taking”: Teaching ProcedureSlide 184Slide 185MidtermSlide 187Slide 188Slide 189MidtermDeveloping a Program: Creating a Data SheetSlide 192Data SheetsCreating a Data NotebookSlide 195Creating a Data Notebook GRAPHSSlide 197Slide 198Final ExamSlide 200Slide 201Slide 202Slide 203Writing a Progress ReportPS 616: Assessment & PS 616: Assessment & Program Development for Program Development for Individuals with Autism: Part Individuals with Autism: Part IISharon A. Reeve, Ph.D., Sharon A. Reeve, Ph.D., BCBABCBACaldwell CollegeCaldwell CollegeCoordinator of Graduate Coordinator of Graduate Programs in ABAPrograms in ABAWebpage:! Webpage:! http://faculty.caldwell.edu/srhttp://faculty.caldwell.edu/sreeveeeveGoals of CourseGoals of CourseOverview of autism and rationale for ABAOverview of autism and rationale for ABAAssessmentAssessmentSequence of events in developing an educational Sequence of events in developing an educational program for a particular studentprogram for a particular studentIntegrated curriculumIntegrated curriculumSkill domainsSkill domainsSample assessmentSample assessmentGoals selection based on assessmentGoals selection based on assessmentProgram developmentProgram developmentDeveloping a data sheetDeveloping a data sheetDeveloping a skill acquisition programDeveloping a skill acquisition programWriting progress reports Writing progress reportsDiagnostic Criteria for Diagnostic Criteria for 299.00: Autistic Disorder299.00: Autistic DisorderA. A total of six (or more) from (1), (2) and (3), A. A total of six (or more) from (1), (2) and (3), with at least two from (1) and one each from (2) with at least two from (1) and one each from (2) and (3)and (3)(1) Qualitative impairment in social (1) Qualitative impairment in social interactioninteraction(2) Qualitative impairment in communication(2) Qualitative impairment in communication(3) Restricted repetitive and stereotyped (3) Restricted repetitive and stereotyped patterns of behavior, interests and activitiespatterns of behavior, interests and activitiesAdapted from: Diagnostic and Statistical Manual, 4th Ed., APA, 1994Autism and Autism and Pervasive Developmental Pervasive Developmental DisordersDisordersAutism is a type of Pervasive Autism is a type of Pervasive Developmental Disorder (PDD) Developmental Disorder (PDD) A child with autism is affected along A child with autism is affected along multiplemultiple dimensions dimensions(Unlike other (Unlike other singlesingle dimension dimension problems)problems) learning disability, communication disorder, learning disability, communication disorder, emotional and behavioral disordersemotional and behavioral disordersCharacteristics Characteristics of Children with Autismof Children with Autismlearning deficitslearning deficitsAffects every aspect of child’s


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