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Lessons Learned over Three Decades of Inclusion for Young Children with ASD Phillip S. Strain, Ph.D. Professor of Ed. Psych and Psychiatry University of Colorado Denver

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Page 1: Lessons Learned over Three Decades of Inclusion for Young Children with ASD Phillip S. Strain, Ph.D. Professor of Ed. Psych and Psychiatry University of

Lessons Learned over Three Decades of

Inclusion for Young Children with ASD

Lessons Learned over Three Decades of

Inclusion for Young Children with ASD

Phillip S. Strain, Ph.D.Professor of Ed. Psych and Psychiatry

University of Colorado Denver

Page 2: Lessons Learned over Three Decades of Inclusion for Young Children with ASD Phillip S. Strain, Ph.D. Professor of Ed. Psych and Psychiatry University of

What You Learn From Experience Depends On What You Attend ToWhat You Learn From Experience Depends On What You Attend To

Bill Bricker• “Only when the perfectly designed

intervention is delivered by the perfectly trained personnel can we begin to speculate about the capabilities of people with disabilities.”

Page 3: Lessons Learned over Three Decades of Inclusion for Young Children with ASD Phillip S. Strain, Ph.D. Professor of Ed. Psych and Psychiatry University of

What You Learn From Experience Depends On What You Attend ToWhat You Learn From Experience Depends On What You Attend To

Sidney Bijou• “Autism is a social reciprocity issue, nothing

more, but nothing less.”

Page 4: Lessons Learned over Three Decades of Inclusion for Young Children with ASD Phillip S. Strain, Ph.D. Professor of Ed. Psych and Psychiatry University of

What You Learn From Experience Depends On What You Attend ToWhat You Learn From Experience Depends On What You Attend To

Don Baer• “You can’t hope to have a successful

intervention until you first figure out what you should intervene on.”

Page 5: Lessons Learned over Three Decades of Inclusion for Young Children with ASD Phillip S. Strain, Ph.D. Professor of Ed. Psych and Psychiatry University of

Ratio Makes a DifferenceRatio Makes a Difference

Problems with 50:50Commonality in daily lessons

“Missing” data

Proximity among children with ASD

Increasing reinforcement for typical children

Page 6: Lessons Learned over Three Decades of Inclusion for Young Children with ASD Phillip S. Strain, Ph.D. Professor of Ed. Psych and Psychiatry University of

Ratio Makes a DifferenceRatio Makes a Difference

Benefits with 3:1Generalization opportunities increased

Minimized “contagion effect” around problem behavior

Typical peers always have developmental matches in natural groupings

Page 7: Lessons Learned over Three Decades of Inclusion for Young Children with ASD Phillip S. Strain, Ph.D. Professor of Ed. Psych and Psychiatry University of

Zone Defense Is The Best DefenseZone Defense Is The Best Defense

When Adults Are So Organized and Have Explicit Schedules and Responsibilities Then:

Materials are ready to go when children arrive at an activity

Maximizes generalization opportunities (across instructional agents)

Large group time and monitoring strategiesCueing “teacher”

Reinforcing engagement

Interrupting and redirecting

Page 8: Lessons Learned over Three Decades of Inclusion for Young Children with ASD Phillip S. Strain, Ph.D. Professor of Ed. Psych and Psychiatry University of

“Active” Engagement Is Key“Active” Engagement Is Key

Rethinking Story Time and the “Dead Person”

Page 9: Lessons Learned over Three Decades of Inclusion for Young Children with ASD Phillip S. Strain, Ph.D. Professor of Ed. Psych and Psychiatry University of

“Active” Engagement Is Key“Active” Engagement Is Key

Rethinking Circle and the “Dead Person”

Page 10: Lessons Learned over Three Decades of Inclusion for Young Children with ASD Phillip S. Strain, Ph.D. Professor of Ed. Psych and Psychiatry University of

“Active” Engagement Is Key“Active” Engagement Is Key

Rotations and Novelty• Centers• Toys• Materials

Page 11: Lessons Learned over Three Decades of Inclusion for Young Children with ASD Phillip S. Strain, Ph.D. Professor of Ed. Psych and Psychiatry University of

“Active” Engagement Is Key

“Active” Engagement Is Key

Books as the GlueThe Three Little Pigs go to:

Art Activity

Circle

Free Play

Transitions

Page 12: Lessons Learned over Three Decades of Inclusion for Young Children with ASD Phillip S. Strain, Ph.D. Professor of Ed. Psych and Psychiatry University of

Reinforcer Assessment Is The Pivotal Assessment

Reinforcer Assessment Is The Pivotal Assessment

Developmental assessment and wasted time and money

Conducting Reinforcement AssessmentsCaregiver interview

Observation as a check

Paired comparisons

Choosing from the hierarchy

Repeated assessments

Page 13: Lessons Learned over Three Decades of Inclusion for Young Children with ASD Phillip S. Strain, Ph.D. Professor of Ed. Psych and Psychiatry University of

Keeping To A Routine Is Insufficient Routine For

Many

Keeping To A Routine Is Insufficient Routine For

Many

Routine = Redundancy Routine = Restricted Stimuli Routines within Routines (Circle Example)

Page 14: Lessons Learned over Three Decades of Inclusion for Young Children with ASD Phillip S. Strain, Ph.D. Professor of Ed. Psych and Psychiatry University of

Circle Time RoutineCircle Time Routine

Opening Song1. Child passes out

prop

2. Sing song

3. Child collects prop

Page 15: Lessons Learned over Three Decades of Inclusion for Young Children with ASD Phillip S. Strain, Ph.D. Professor of Ed. Psych and Psychiatry University of

Circle Time RoutineCircle Time Routine

Calendar1. Clap out month

2. Sing Days of the Week song

3. Count to today with motor movement

4. Review the pattern

Page 16: Lessons Learned over Three Decades of Inclusion for Young Children with ASD Phillip S. Strain, Ph.D. Professor of Ed. Psych and Psychiatry University of

Circle Time RoutineCircle Time Routine

Child Choice Song1. Child chooses song

from 3-4 options

2. Props, Materials and/or Motor Movement are utilized with every song.

Page 17: Lessons Learned over Three Decades of Inclusion for Young Children with ASD Phillip S. Strain, Ph.D. Professor of Ed. Psych and Psychiatry University of

Circle Time RoutineCircle Time Routine

Center Choices1. Adult holds up

name cards

2. Children come up and choose a Center

3. Children go off to play

Page 18: Lessons Learned over Three Decades of Inclusion for Young Children with ASD Phillip S. Strain, Ph.D. Professor of Ed. Psych and Psychiatry University of

Keeping To A Routine Is Insufficient Routine For

Many

Keeping To A Routine Is Insufficient Routine For

Many

Routines should help provide answers to these key questions.

1. What am I doing now?

2. Where am I in the Routine?

3. How do I know when I’m finished?

4. What comes next?

Page 19: Lessons Learned over Three Decades of Inclusion for Young Children with ASD Phillip S. Strain, Ph.D. Professor of Ed. Psych and Psychiatry University of

Free Effects From A Focus On Social Relations

Free Effects From A Focus On Social Relations

Increased Levels of Engagement

Shifting of Reinforcement Control to Social Stimuli (social as doorway)

Averting Negative Stereotypes

Page 20: Lessons Learned over Three Decades of Inclusion for Young Children with ASD Phillip S. Strain, Ph.D. Professor of Ed. Psych and Psychiatry University of

Free Effects From A Focus On Social Relations

Free Effects From A Focus On Social Relations

Barber Shop Video

Page 21: Lessons Learned over Three Decades of Inclusion for Young Children with ASD Phillip S. Strain, Ph.D. Professor of Ed. Psych and Psychiatry University of

Hours of 1:1 Instruction = Good Outcomes

Hours of 1:1 Instruction = Good Outcomes

An Alternative Formula to Consider:opportunities to respond x

functionality of opportunities x

fidelity of intervention x

breadth of impact on child’s entire ecology x

attention to generalization x

social validity of outcomes =

Good Outcomes

Page 22: Lessons Learned over Three Decades of Inclusion for Young Children with ASD Phillip S. Strain, Ph.D. Professor of Ed. Psych and Psychiatry University of

It’s All About FidelityIt’s All About Fidelity

LEAP – USA Data

Scale-up and Support Implications


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