Resources to Support the Families of Children with Autism During - - PowerPoint PPT Presentation

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 to all the families, schools, teachers, and related service providers who participated in our research studies over the years.

Thank you!

Getting to Know You

What is your role and/or

• ccupation?
• Family member
• Early intervention provider
• Preschool teacher
• Elementary teacher
• Related service personnel
• Technical assistance provider
• Service provider
• Other

Learning Objectives

COVID specific resources

1

Overview of evidence-based practices

2

Resources for evidence-based practice

3

Challenges Faced During COVID Pandemic

• Select the top three challenges:
• Children adjusting to more time at home
• Children adjusting to physical distancing

and mask requirements

• Providing instruction or services virtually
• Structuring days
• 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

Consider how you can use the content/resources

REFLECTION ACTIVITY

Self

Write down one way you can use these resources in your work with children.

Team

Write down one idea for how you can use these resources to support your team.

Family

Write down one resource that you would like to share with families. Consider how 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

• vid-

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

Consider how you can use the content/resources

REFLECTION ACTIVITY

Self

Write down one way you can use these resources in your work with children.

Team

Write down one idea for how you can use these resources to support your team.

Family

Write down one resource that you would like to share with families. Consider how 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

Current Review of EBPs

IDENTIFYING EBPS

NATI ONAL C LEA RI NGH OU SE ON AUTI SM EV I DENCE & PRAC TI C E https://ncaep.fpg.unc.edu

How many EBPs?

IDENTIFYING EBPS

NATI ONAL C LEA RI NGH OU SE ON AUTI SM EV I DENCE & PRAC TI C E Steinbrenner et al., 2020 https://ncaep.fpg.unc.edu/research-resources

28 Evidence-based Practices

Antecedent-Based Interventions Augmentative & Alternative Communication Behavioral Momentum Intervention Cognitive Behavioral/ Instructional Strategies Differential Reinforcement Direct Instruction Discrete Trial Training Exercise & Movement Extinction Functional Behavioral Assessment Functional Communication Training Modeling Music-Mediated Intervention Naturalistic Intervention Parent-Implemented Intervention Peer-Based Instruction & Intervention Prompting Reinforcement Response Interruption/ Redirection Self-Management Sensory Integration Social Narratives Social Skills Training Task Analysis Technology-Aided Instruction & Intervention Time Delay Video Modeling Visual Supports

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

Introduction to ASD

ADDITIONAL RESOURCES

AFI R M FOR PAR APROF ESSI ONA LS

Consider how you can use the content/resources

REFLECTION ACTIVITY

Self

Write down one way you can use these resources in your work with children.

Team

Write down one idea for how you can use these resources to support your team.

Family

Write down one resource that you would like to share with families. Consider how you might share the resource (email, video call, etc.)

Any questions? Comments?

UNC FPG Autism Projects

Now offering CEUs and Type-II CEs!

Part of AFIRM https://afirm.fpg.unc.edu

https://csesa.fpg.unc.edu https://ncaep.fpg.unc.edu https://autismpdc.fpg.unc.edu

Contact Information

Ann Sam, Ph.D. – ann.sam@unc.edu Jessica Dykstra Steinbrenner, Ph.D. - jessica.dykstra@unc.edu