|Direct Instruction:Curriculum Overview and Implementation with Children with Autism Spectrum Disorder (ASD)
|Friday, May 27, 2005
|10:00 AM–5:00 PM
|4F (4th floor)
|Area: AUT; Domain: Applied Research
|CE Instructor: Robert K. Ross, M.S.
|ROBERT K. ROSS (Beacon ABA Services), WENDY KOZMA (Evergreen Center), ANN FILER (Beacon ABA Services)
|Description: This workshop will provide a comprehensive overview of two Direct Instruction (DI) curriculum components; Language for Learning and Reading Mastery. The relevance for use with both typical learners and those with developmental disabilities will be demonstrated. Participants will receive curriculum materials and have hands on practice in the implementation of DI teaching practices. Throughout the course of the workshop, strategies to enable both typical children and individuals with disabilities to access traditional curriculum, while operating within the structures of behavioral teaching, will be highlighted and practiced. The methods and structure of DI incorporate behavioral principles into instruction, including prompt fading, use of multiple exemplars and frequent measurement of efficacy. The instructors will provide in depth review of the types of instructional modifications required to implement DI with atypical learners. These modifications will include the use of token systems, visual schedules, additional visual prompts, presenting tasks in isolation and pre-teaching. These modifications although not specified in traditional DI scripts and trainings will be discussed in detail and practiced in this workshop. In addition, participants will review a model to provide program wide implementation training and effective implementation in home based and school based settings.
|Learning Objectives: At the completion of the workshop, participants will be able to: - Demonstrate beginning knowledge of Direct Instruction, as a teaching process with specific techniques and strategies. - Be able to implement at least three or more Direct Instruction instructional practices. - Demonstrate beginning knowledge of Direct Instruction, as a curriculum designed to teach reading decoding, comprehension, and language development skills. - Describe the data supporting successful implementation of Direct Instruction programs with children with a diagnosis of Autism Spectrum Disorder. - List at least five modifications effective in the implementation of Direct Instruction programs with children with a diagnosis of Autism Spectrum Disorder. - Be able to implement at least three of the modifications of Direct Instruction programs with children with a diagnosis of Autism Spectrum Disorder. - Describe the implications of parent training and participation in the implementation of Direct Instruction programs. - Be able to implement the DI structures and procedures in a range of settings and to increase generalized compliance in natural settings.
|Activities: Review efficacy data related to Direct Instruction and its curriculum components; Review the Reading Mastery curriculum and practice implementation of lessons and exercises; Review the Language for Learning curriculum and practice implementation of lessons and exercises; Review, observe and practice the modifications of curriculum necessary for effective implementation of DI for children with Autism Spectrum Disorders; View videotapes demonstrating structured DI sessions encompassing modifications for children with Autism Spectrum Disorders; Practice implementation of both curricula with modifications in place; Practice using DI data collection systems and teacher feedback forms.
|Audience: Individuals who are working with children with Autism Spectrum Disorder and developmental disabilities.
|Content Area: Practice
|Instruction Level: Basic