Resources to Support the Families of Children with Autism During COVID Ann Sam, Ph.D. Jessica Dykstra-Steinbrenner, Ph.D.
Getting to Know Us Ann Sam Jessica Dykstra Steinbrenner
Acknowledgements • The AFIRM (Autism Focused Intervention Resources and Modules) modules at UNC Frank Porter Graham Child Development Institute was a subcontract through the IRIS Center at Peabody College, Vanderbilt University. The IRIS Center is funded through the U.S. Department of Education, Office of Special Education Programs Grant #H325E12002. The TESELA (The Efficacy Study for Elementary Learners with Autism Spectrum Disorder) at • UNC Frank Porter Graham Child Development Institute is funded through the U.S. Department of Education, Institute of Education Sciences Grant #R324A150047. The AFIRM for Paraprofessionals modules (Supporting Paraprofessionals’ Use of Evidence- • based Practices for Students with ASD) at UNC Frank Porter Graham Child Development Institute is funded through the U.S. Department of Education, Institute of Education Sciences Grant #R324A170028. • Thank you to everyone who has dedicated their work to advancing knowledge to transform learners with ASD lives: AFIRM Team , TESELA Team , AFIRM for Paraprofessionals Team , NCAEP Team, Sam Odom, Jessica Steinbrenner , Kara Hume , Victoria Waters , Melissa Savage , Kristi Morin , Sallie Nowell, Susan Szendrey, Brianne Tomaszewski, and Ann Cox
Thank you! Thank you to all the families, schools, teachers, and related service providers who participated in our research studies over the years.
Getting to Know You What is your role and/or occupation? • Family member • Early intervention provider • Preschool teacher • Elementary teacher • Related service personnel • Technical assistance provider • Service provider • Other
Learning Objectives 1 2 3 COVID specific Overview of Resources for resources evidence-based evidence-based practices practice
• Select the top three challenges: Challenges • Children adjusting to more time at home Faced During • Children adjusting to physical distancing and mask requirements COVID • Providing instruction or services virtually • Structuring days Pandemic • Providing resources for families
COVID Specific Resources
Supports for Uncertain Times https://afirm.fpg.unc.edu/su pporting-individuals-autism- through-uncertain-times
7 Support Strategies 1. Support understanding 2. Offer opportunities for expression 3. Prioritize coping and calming skills 4. Maintain routines 5. Build new routines 6. Foster connections (from a distance) 7. Be aware of changing behaviors
1. Support Understanding • Describe the virus and current situation in concrete language and terms • Use social narratives • Provide visual supports • Guidance on COVID specific actions and behaviors • Clarify passage of time
Downloadable Social Narratives
Downloadable Visual Supports
2. Offer Opportunities for Expression • Children may have difficulty articulating how they feel • Provide multiple opportunities to express feelings
Downloadable Ideas
3. Prioritize Coping and Calming Skills • Prioritize coping and calming skills • Practice calming strategies • Concrete visuals to support strategies • Make sure visuals are accessible • Consider scheduling calming routines • Opportunities for exercise and physical activities
Downloadable Visual Supports
4. Maintain Routines • Routines provide increased comfort • Important routines to maintain • Sleep/wake routines • Household chores/daily living skills • Strategies to maintain routines • Visual schedules • Visual cues • Task analysis
Downloadable Resources
5. Build New Routines • New routines may be necessary • Consider strategies: • Visual timer • Visual countdown system • Offer choices • Create a workspace with a to-do list • Visual schedules
Downloadable Resources
6. Foster Connections • Positive social supports are important • Children with autism may need explicit facilitation to maintain social connections • Consider how children can have social connections with social distance and/or virtually
Downloadable Resources
7. Be Aware of Changing Behaviors • Be alert for signs of anxiety and depression • Observe changes in sleeping/eating patterns, increased repetitive behaviors, irritability • Seek assistance from mental health and/or medical providers as needed
REFLECTION ACTIVITY Consider how you can use the content/resources Self Team Family Write down one way you Write down one idea for Write down one resource can use these resources in how you can use these that you would like to share your work with children. resources to support your with families. Consider how team. you might share the resource (email, video call, etc.) Any questions? Comments?
Supports for Adults https://afirm.fpg.unc.edu/adult -resources
Supports for Online Learning https://afirm.fpg.unc.edu/sit es/afirm.fpg.unc.edu/files/c ovid- resources/Supporting%20O nline%20Learning%20for% 20Students%20with%20ASD .pdf
5 Strategies to Support Online Learning • Create a learning space and limit distractions • Create a schedule • Access learning platforms • Support active participation an social connection • Maintain healthy habits and take breaks
Downloadable Resources
Downloadable Resources
Downloadable Resources
REFLECTION ACTIVITY Consider how you can use the content/resources Self Team Family Write down one way you Write down one idea for Write down one resource can use these resources in how you can use these that you would like to share your work with children. resources to support your with families. Consider how team. you might share the resource (email, video call, etc.) Any questions? Comments?
Overview of Evidence-based Practices
How do we define EBPs? Focused interventions that: • Produce specific behavioral and developmental outcomes for a child • Have been demonstrated as effective in applied research literature • Can be successfully implemented in educational settings Odom, Colett-Klingenberg, Rogers, & Hatton, 2010
IDENTIFYING EBPS Current Review of EBPs NATI ONAL C LEA RI NGH OU SE ON AUTI SM EV I DENCE & PRAC TI C E https://ncaep.fpg.unc.edu
IDENTIFYING EBPS How many EBPs? Steinbrenner et al., 2020 https://ncaep.fpg.unc.edu/research-resources NATI ONAL C LEA RI NGH OU SE ON AUTI SM EV I DENCE & PRAC TI C E
28 Evidence-based Practices Antecedent-Based Augmentative & Alternative Behavioral Momentum Cognitive Behavioral/ Interventions Communication Intervention Instructional Strategies Differential Reinforcement Direct Instruction Discrete Trial Training Exercise & Movement Functional Behavioral Functional Communication Extinction Modeling Assessment Training Music-Mediated Parent-Implemented Peer-Based Naturalistic Intervention Intervention Intervention Instruction & Intervention Response Interruption/ Prompting Reinforcement Self-Management Redirection Sensory Integration Social Narratives Social Skills Training Task Analysis Technology-Aided Time Delay Video Modeling Visual Supports Instruction & Intervention
Resources for Evidence-based Practices
AFIRM Modules • E-learning modules for 27 EBPs • http://afirm.fpg.unc.edu/ • Target audience • Special educators • General education teachers • Related service personnel • Early interventionists • Planning, Selecting, and Monitoring EBPs
AFIRM Structure • 4 lessons • Basics of EBP • Plan for EBP • Use EBP • Monitor EBP • Key components of EBPs • Step-by-step process for applying practice
AFIRM Certificates Now offering CEU credits & Type-II CEs!
AFIRM Supplemental Materials • Implementation checklist • Step-by-step practice guide • Parent’s guide • Tip sheet for professionals • Data sheets • Evidence-base
AFIRM for Paraprofessionals
Guided Learning and Practice
Companion Guides for Families
Introduction to ASD • Online, interactive learning experience • Content: • Background on ASD • Key ASD characteristics across 4 major areas • School-based considerations • First Reaction/Reframe exercises
First Reaction/Reframe
ADDITIONAL RESOURCES Introduction to ASD AFI R M FOR PAR APROF ESSI ONA LS
REFLECTION ACTIVITY Consider how you can use the content/resources Self Team Family Write down one way you Write down one idea for Write down one resource can use these resources in how you can use these that you would like to share your work with children. resources to support your with families. Consider how team. you might share the resource (email, video call, etc.) Any questions? Comments?
UNC FPG Autism Projects https://csesa.fpg.unc.edu Now offering CEUs and https://afirm.fpg.unc.edu Type-II CEs! https://ncaep.fpg.unc.edu Part of AFIRM https://autismpdc.fpg.unc.edu
Contact Jessica Dykstra Ann Sam, Ph.D. – Steinbrenner, Ph.D. - Information ann.sam@unc.edu jessica.dykstra@unc.edu
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