Title: Pre-School Inclusion Programming for Young Children with Autism Spectrum Disorder A toolkit for training and program development
Type of the resource: Tool
Funded by: Autism Speaks
Authors:
Type of disability: Autistic Spectrum Disorder
Target education level: Early childhood
Language(s): English
IPR: Yes
OER: Yes
Overall objectives of the inclusive learning resource
Inclusive learning intervention logic: (What are the overall broader objectives to which the action will contribute?)
This toolkit is designed to support staff in the development of inclusion-based practices for children with Autism Spectrum Disorder (ASD) in preschool settings. The ideas described in the toolkit are based on principles of naturalistic developmental behavioral interventions (NDBI), which emphasize the importance of purposeful learning opportunities that use the child’s interests and motivation. Many of the documents and interventions contained within this toolkit were adopted from content within the manuals, Classroom Pivotal Response Teaching (CPRT; Stahmer, Suhrheinrich, Reed, Schreibman & Bolduc, 2011) and Teaching Social Communication to Children with Autism (TSC; Ingersoll & Dvortcsak, 2010).
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
Sources and means of verification: (What are the sources of information for these indicators?)
Risks and Challenges:
Specific purpose of the inclusive learning resource
Inclusive learning intervention logic: (What specific objective is the resource intended to achieve to contribute to the overall objectives?)
This toolkit should serve as an overview of suggested strategies that will assist with including young children with ASD in daily activities and routines of the preschool classroom. It is important to work through each section, in order, as well as the “Let’s Practice” activities contained within each section to apply the procedures within daily routines. If available, specialized training in inclusive practices that includes hands-on instruction within the natural setting is encouraged. Teachers have busy schedules so it is important to seek support from your school administrators before deciding to work through the content systematically. It is also important to prepare for the ongoing effort and time required to practice effective inclusion of students with ASD as the curriculum needs to be individualized to the student’s needs.
Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?)
Sources and means of verification: (What are the sources of information that exist or can be collected? What are the methods required to get this information?)
Risks and Challenges: (Which factors and conditions outside the user's responsibility are necessary to achieve that objective? (external conditions)) Which risks should be taken into consideration?
Expected results on implementation of the resource
Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?)
Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?)
Sources and means of verification: (What are the available sources of information for these indicators?)
Risks and Challenges: (What external conditions must be met to obtain the expected results on schedule?)
Activities
Inclusive learning intervention logic: (What are the key activities to be carried out and in what sequence in order to reach the expected results?)
Introduction
ASD Overview
Classroom Arrangements: Structuring the preschool classroom for success
Increasing Motivation: Improving a student’s desire to engage in the classroom
Peer to peer engagement: Fostering friendships for students with ASD
Challenging behaviors: How to address disruptive behaviors in the classroom
Knowledge Survey
ASD Resource
Checklist: Am I motivating my student?
Motivation & Engagement Resource
Checklist: Is the environment creating multiple learning opportunities Classroom Arrangements Resource
Sample Social Goals for Children with ASD
Functional Assessment of Behavior
Reinforcer Inventory Checklist: Identifying & Managing Problem Behaviors in the Classroom Activity Planner Worksheet
Sample Activity Plan
Sample Visual Supports
Definitions & References
Objectively verifiable indicators of achievement: (What are the means required to implement these activities, e.g. personnel, equipment, training, studies, supplies, operational facilities, etc.)
Sources and means of verification: (What are the sources of information about action progress?)
Risks and Challenges: (What pre-conditions are required before the use of the resource starts? What conditions outside the user's direct control have to be met for the implementation of the planned activities?)
Attachment:
URL: https://www.rchsd.org/documents/2017/04/alexas-playc-preschool-inclusion-toolkit.pdf/
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