ASD Webpage Info
Post date: May 15, 2015 3:22:6 AM
Cape Breton-Victoria Regional School Board
ASD Support and Initiatives
The Cape Breton-Victoria Regional School Board provides support for students diagnosed with Autism Spectrum Disorder. In 2005-06 the Board established an Autism Lead Team with the primary function of providing professional development for teachers. Members of the lead team continue to play a professional development role, as well as, provide some site-based support to program planning teams/teachers and support for expanding current ASD initiatives (e.g., STAR, TTAP, TEACCH). In 2007-2008 the position of Autism Spectrum Disorder Consultant was created to facilitate the Board’s various ASD initiatives, provide site-based support, and direct the activities of the Board’s ASD lead teams.
Autism Consultant
Louise Smith
Student Services Assessment Office
Thompson Junior High School
902-794-6225
Autism Lead Team
Teachers supporting CBVRSB ASD Initiatives
Autism Consultant and ASD Lead Teams
Support Services for Schools and Students diagnosed with ASD
Site Based Support
Participation in Program Planning/IPP development
Program development/modification/implementation
School/site based professional development
School/site based teacher training
Transition planning/support
Professional Development
*Full day, half day, after school sessions etc.
PD sessions can be designed to meet the needs of individual schools
Possible Topics
Introduction to Autism
Visual Supports/Strategies
Boardmaker program and “Make and Take” material making sessions
TEACCH – Principles of Structured Teaching
STAR Program (Strategies for Teaching Based on Autism Research)
TTAP (TEACCH Transition Assessment Profile): Structured teaching of skills to support transition from school to community
PECS (Picture Exchange Communication System)
Augmentative and Alternative Communication Systems: Technical and non-technical systems
Supporting/Understanding students with High-Functioning Autism and Asperger Syndrome
Social cognition/social thinking/social skill development
Behavioral principles and practice
Toilet Training
Current CBVRSB Autism Initiatives
1. STAR Program – Strategies for Teaching based on Autism Research
The Strategies for Teaching based on Autism Research (STAR) program is a comprehensive behavioral program for young children with autism (and other developmental disabilities). The program was designed to provide teachers with many of the instructional plans and materials needed to implement the program as part of a child’s Individual Program Plan (IPP).
The STAR program uses applied behavioral analysis (ABA) methodology as a basis for instruction and teaching.
The three behavioral instructional strategies used are:
Discrete Trial Training,
Pivotal Response Training and
Functional Routines Instruction.
These three behavioral instructional strategies are used in combination with specific appropriately matched curriculum content areas. The curriculum content areas addressed by the STAR program are:
Expressive Language,
Receptive Language,
Spontaneous Language,
Functional Routines,
Preacademic Skills and
Play and Social Interaction Concepts.
The STAR program provides teachers with a detailed curriculum, lesson plans and materials to teach skills identified within these six content areas. The STAR program is implemented initially through one-to-one instruction with teacher (teacher assistant) who has been fully trained in the instructional strategies and curriculum content used as part of the program. As a student develops new skills, various aspects of the STAR program are implemented with groups of students, and instruction can occur in the classroom, home and in the community. The STAR program is designed for three instructional levels, Level I, II and III, to meet the various developmental and educational needs of students with autism. It is designed particularly for children who function below the third grade level and are between the chronological ages of 2 and 12. Some lessons are appropriate for older students but should be assessed and used on an individual basis to ensure that age-appropriate skills are being taught. The development of the STAR program has been guided by national research on effective practices in the literature. The curriculum content and instructional strategies used are those most often identified in the literature as being effective with individuals with autism (STAR Program Manual, 2004).
For more information on the STAR program visit:
2. TTAP: TEACCH Transition Assessment Profile
TEACCH Transition Programs
Transition planning is part of the individual planning process for each student with special needs (Policy 2.7 – Special education Policy Manual, Nova Scotia Department of Education and Culture, 1996). School to community transition is the crossover from youth to adulthood and carries with it the expectation of independent living, employment, and recreational pursuits. Transition planning must also take into consideration all major aspects of each student’s life experiences (Policy 2.7).
School to community transition planning should begin when a student enters junior high school. School to community transition planning should address any area necessary for students to participate successfully in education, employment, housing, friendships, recreation, medical services, transportation, community activities and financial management (policy 2.7).
Transition is preparing for and moving from school to work and community life. This is an important rite of passage for all young people. It is a significant milestone for youth with disabilities as well. Work, in particular, helps define a person’s self-concept and sense of participation in society.
The TEACCH Transition Assessment Profile (TTAP) is an established method of both formal and informal assessment that assists the transition into adult life by evaluating the most appropriate vocational skills and living situations.
TTAP focuses on six functional/transition areas:
Vocational Skills
Vocational Behaviors
Independent Functioning
Leisure Skills
Functional Communication
Interpersonal Behavior
Assessment results provide information for programming goals related to each area that can be included in Individual Program Plans.
The goals of TEACCH Transition Program sites within the CBVRSB are:
To provide a structured learning environment to support achievement of functional goals within IPPs for students with special needs.
To formalize functional/vocational goals as part of IPPs for special needs students.
To provide professional development opportunities for teachers and other professionals (and parents) related to specialized programs and hands on materials and activities needed to provide the most effective transition programs (school to community) for students with special needs.
To develop partnerships between schools and outside agencies (i.e., post-secondary training facilities, community agencies, employers) to support successful transition.
To provide students with special needs with opportunities to apply functional skills within a community based setting.
For more information on the TTAP, visit:
www.teacch.com/TTAPInfoPage.html
TEACCH Autism Program: Services Across the Lifespan
TEACCH is a program developed through the University of North Carolina. TEACCH uses the principles of “structured teaching” to address the unique learning styles of children with autism.
Five reasons for using structure:
to enhance understanding and meaning for the student
to help a student to be calm
to help a student be more open to learning
to support independence
to support positive behavior
The four structured teaching strategies are:
Physical Structure
Daily Schedule
Work System
Visual Structure
Using the principle of physical structure, a classroom is organized so that it is visually clear to students what happens in each area. Students use daily schedules to organize their day and to help them transition from one activity to the next. Work schedules are used to allow the student to see how much work has to be completed, what work is to be completed, when the work is finished, and what will happen next. Principles of visual structure are applied to academic “work” activities to make it clear what the student is expected to do. Activities are created according to the level of skill of the student and when mastered become independent tasks.
For more information on Division TEACCH, visit:
PEERS® – CBVRSB Social Skills Curriculum
The development of a comprehensive social skills program for teens was identified as a priority for the CB-VRSB Autism Lead Team for the 2013-14 school year. PEERS® (UCLA Program for the Education and Enrichment of Relational Skills) is a fourteen-week, evidence-based social skills intervention for motivated teens in junior high or high schools who are interested in learning ways to help them make and keep friends. During each group session teens are taught important social skills and are given the opportunity to practice these skills in session during real play activities. This program forms the basis for the CB-VRSB social skills program.
The CB-VRSB Social Skills Curriculum is a 20-week program for students. During each group session, teens are taught important social skills (focus making and keeping friends) and are given the opportunity to practice these skills within the group session. Healthy relationships and sexuality are also discussed. Parents are taught how to assist their teens in making and keeping friends by providing feedback through coaching during weekly socialization homework assignments. Topics covered within the curriculum include:
Thinking with your eyes
Good thoughts/weird thoughts –Expected and unexpected behaviours in a group
Perspective taking
Conversational skills I – Trading Information
Conversational skills II – Two way conversations
Conversational skills III – Electronic communication
Choosing appropriate friends
Appropriate use humor
Entering a conversation
Exiting a conversation
Get-togethers
Good sportsmanship
Teasing and embarrassing feedback
Bullying and bad reputations
Handling disagreements
Rumors and Gossip
Friendship vs. boyfriend/girlfriend
Emotions
Public/private behaviors and consent
Graduation
A parent training component has been developed to compliment the student curriculum. Parent sessions are completed in the evening of the day of the teen session. Parents are encouraged to attend these sessions. There is a pre- and post- questionnaire(s) completed with parents, teachers, and teens as a part of the program. While many students would benefit from this type of program, there are students who will not be successful within and beyond school without it – these are the students this program is hoping to reach.
For more information on the PEERS program visit:
www.semel.ucla.edu/peers
5. Cape Breton Works: An Innovative and Collaborative Partnership among CBVRSB, Autism Nova Scotia, Island Career Academy and Community Based Employers
Cape Breton Works is a pre-vocational program based on Autism Nova Scotia’s (Halifax) TRAACE program (Transition Readiness & Autism Community Employment). Autism Nova Scotia developed this pre-vocational workshop program to assist high school students in gaining valuable skills and career exploration opportunities earlier in life, before they transition out of the school system. The ultimate goal of the program is to increase the independence and confidence of young adults on the autism spectrum and allow them to be better able to seek out, attain and retain employment and/or transition to a relevant post-secondary environment.
The Cape Breton Works program has 7 skill building modules based upon current research and best practices. An additional module (module 8) has been developed by the CBVRSB team to include additional workplace readiness skills that are part of our Board’s policy and procedure. The program modules are designed to help build skills and promote independence for the individual’s eventual path to employment and are designed in a sequential order to correspond with the natural progression that takes place as someone begins to look at employment options. The 8 program modules are:
Career Cruising
Job Searching/Resources
Resume & Cover Letter writing
Interview Skills
Managing Anxiety
Sensory Sensitivities
Successful Socialization
Getting Ready for the Workplace
All modules are completed within the school day. Following completion of the modules, students are placed in a four week job placement (4 hours per week/during school hours) within the community. The job placement will allow students to get firsthand experience of what it is like to work in a business as well as allow students to get a better idea of what types of jobs they want. All students will have a trained transition support person (Island Career Academy students) on site to help problem solve and ease the student’s transition into the process. Students, transition support persons and employers have ongoing support/collaboration from members of the CBVRSB’s Cape Breton Works team.
For more information on Autism Nova Scotia's TRAACE program, please visit:
http://www.autismnovascotia.ca/program/11
6. The Ziggurat Model: A Framework for Designing Comprehensive Interventions for Individuals with High-Functioning Autism and Asperger Syndrome
The Ziggurat Model (2007, 2008) is a comprehensive planning process for students with Autism Spectrum Disorder (ASD). The framework guides educational teams to efficiently and effectively determine the needs of the individual with ASD and select interventions that match his or her individual needs. The Ziggurat Model is a comprehensive assessment and intervention tool. The process begins with an assessment of student’s strengths and challenges related specifically to ASD, and identifies interventions across five hierarchical tiers:
a) Sensory and biological needs
b) Reinforcement
c) Structure and visual/tactile supports
d) Task demands, and
e) Skills to teach.
The key premise of the model is that the student’s underlying needs and characteristics related to ASD must be addressed.
Planning and implementation using this process ensures that collaborative, positive, proactive time is spent on providing instruction and fostering independence for individuals with ASD.
For more information, please visit: