EDUU - 676 Autism Program Design Wampler

Autism Program Design: Using Evidence Based Practices

Signature Assignment - EDUU- 676
Kirsten Wampler
4/25/2022
EDUU - 676 Autism Program Design Wampler

Autism is primarily characterized by atypical communication and social skills. How

individuals experience and process the world around them differs from neurotypical peers,

resulting in a spectrum of needs, which will vary person to person, and sometimes day to day.

When working with individuals with Autism Spectrum disorder, the unique needs of the

individual needs to be taken into consideration. The following will outline guidance for

designing and structuring classrooms, the importance of multi-disciplinary collaboration and

using evidence based practices to support learners with ASD.

Classroom Design and Structure:

Individuals with Autism generally have delayed or impaired communication. It is

important to note here that these impairments can be in either expressive language, what and how

we speak, or receptive language, our understanding of what we hear and read (Ganz et al., 2011).

In some instances both receptive and expressive language can be affected. In other words how

individuals interpret the meaning of language, or signs as well as their ability to verbally use

speech may be limited. Ganz et al. (2011) estimates that 50% of all individuals with ASD have

little to no speech.

As a result the environment around us may not be readily understood, or accessible.

When buildings are designed and built the architects and contractors more often than not have

almost no knowledge of Autism and how design features impact their daily lives (Vogel, 2008).

Research has shown that individuals with Autism often feel uncomfortable in their environment,

and that frequently environments can be intimidating, confusing and difficult to navigate in

(McAllister and Maguire, 2012). This can lead to unnecessary negative behaviors and create

obstacles to accessing education.

So what can you do? Creating an Autism Inclusive space may sound daunting, however it

is achievable, and the results are well worth the time and effort. Key ideas to keep in mind when
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designing an Autism mindful space is to ensure the space is flexible, sensory minded, predictable

and safe (Vogel, 2008). Since individuals with Autism tend to be very visually oriented, it is

important to use visual supports and cues consistently throughout the room, while being mindful

of keeping the space simple and free of clutter (Ganz, 2007).

Visual Supports is an evidenced based practice that is highly effective in supporting

learners with ASD in a multitude of ways (Loring and Hamilton, 2011). Some ways to

incorporate visual supports into the design and structure of a classroom include labeling with

symbols, simple pictures or words, use of visual schedules, visual steps for completing tasks and

color coding materials. Using visual barriers whether physical structures, such as bookshelves

and partitions, or non-physical structures such as tape on floors and tables are also very

beneficial in helping individuals navigate a classroom, by creating boundaries that are clear

indicators of where a space starts and ends.

Ensuring that class routines are explicitly taught, used and remindered given can also

help reduce anxiety of the unknown and increase predictability. Keeping each space clean and

organized can reduce distractions by minimizing visual stimuli in the classroom. According to

McAllister and Macguire (2012) it is important to create purposeful spaces and to remove, or

block out visuals that are not necessary to minimize distractions and off-task behaviors. One of

the most important aspects to remember is to remain flexible, so that the environment can change

relatively quickly to meet the changes in daily needs (Vogel, 2008). When spaces are clearly

defined, and materials are organized with a visual guide for reference, the space becomes more

accessible, predictable and safe for individuals with Autism.

It estimated that between 45-96% of individuals with Autism have accompany sensory

disorders (Schaaf and Lane, 2014). The wide degree of variance can be attributed to the different
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types of assessments used to measure sensory impairment and reactivity (Schaaf and Lane,

2014). According to Laura Biel (2012) in a Sensory Smart Child there are 3 categories for

nervous system dysfunction, hyper-reactive, hypo-reactive and mixed. All three forms will have

different presentations and resulting behaviors that occur when the sensory needs aren’t met.

Hyper-reactive nervous systems can best be identified by individuals that appear to be avoiding

sensory input, and will engage in activities that will block out specific input (Biel, 2012). This

may look like a child covering their ears, screaming, eloping and repetitive movements. In

contrast Hypo-reactive nervous systems are when the individual's nervous system is slow to

respond, and individuals will seek out sensory input to help feel the need (Biel, 2012). This may

appear as rocking, biting, lethargic or hard to engage. The last category, mixed reactivity, is a

combination of both hyper and hypo-reactivities. While no two individuals with Autism will

have the same sensory needs, it is crucial to anticipate and prepare to accommodate these needs.

In an ideal world having access to a sensory room that is designed to meet the various needs.

However we do not live in an ideal room, and space in a classroom can sometimes be limited. A

sensory mindful classroom takes into consideration that the external stimuli in a classroom can

impact a learner with Autism's ability to access their education, and provides them access to

tools or strategies to support sensory needs. Some ways to achieve this can include use of soft

lighting in the classroom, or covers for the lights that help to diffuse harsh light. Other

suggestions would be having a designated area of the class that is quiet and blocks out the view

of the rest of the classroom (Ganz, 2007). Keeping fidgets, and sensory bins accessible can also

help individuals regulate their sensory needs. It is important to note that adults should be able to

see and monitor students at all times while in the classroom, even when partitions and visual

barriers are temporarily in place (Vogel, 2008).

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Evidence Based Practices:

If you went to google right now you could quickly and easily search up a plethora of

teaching strategies and ways to improve behavior or learning for individuals with ASD. While

you may find some appropriate methods, you will find equally if not more inappropriate methods

that may or may not be effective. So what makes one method appropriate and one inappropriate?

While that is a multifaceted question, the simple answer is whether or not the practice is

evidence based or not. An evidence based practice is an effective teaching strategy that has been

shown through research and backed by significant data to be effective when used appropriately

and with fidelity (Odom et al., 2010). That isn’t to say that research based practices, or promising

practices won’t work, rather that there is a lack of evidence to show effectiveness at providing

positive outcomes, and those practices should be used with caution.

Currently there are 27 evidence based practices that have been shown to be effective to

produce positive outcomes with students (IRIS Center, 2014). These focused interventions can

help to target discrete skills individuals with ASD need to learn in order to be successful during

the course of their education, develop independence and become members of their communities

(IRIS Center, 2014). One EBP that was previously mentioned, and is highly effective for

individuals with ASD to support communication, language and can be used in conjunction with

other EBP’s, such as Task Analysis, is Visual Supports. Visual supports are easy to incorporate

into any school setting, and provide support for a large number of deficit areas (Ganz, 2007), and

can be any picture or symbol that supports communication and learning (Loring and Hamilton,

2011). Using visual supports can reduce reliance on adult prompts, and increase independence

(Ganz, 2007).

Another EBP that is beneficial for individuals with Autism and can aid in developing

independence, is Task Analysis. Task Analysis is a method of instruction in which the educator
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breaks complex multi-step tasks into smaller chunks that are more manageable, and teaches step

by step (Sam and the AFIRM team, 2015 b). Task Analysis can be used across many situations,

such as breaking down steps to a math problem, writing a paragraph, learning self-care such as

brushing teeth, or even learning a variety of life skills. The basics of task analysis would be a

task is modeled for an individual and the steps broken down, the learner then completes 1 step

independently, receives immediate reinforcement, and then an adult helps support with the

remaining steps, increasing the independent steps as the learner masters each piece (Sam and the

AFIRM team, 2015 b).

A third example of an EBP that can support the social aspects of ASD would be Peer

Mediated Intervention Instruction, or PMII. According to research many individuals with ASD

have social competence deficits, and interactions with peers or adults can be limited (Whalon et

al., 2015). Due to impaired social competence it is important to take these needs into account as

well and provide social skills training. However social interactions take more than one person, it

is a two way correspondence, and while individuals with ASD often get targeted instruction on

how to interact with peers, peers don’t always get the same instruction, nor do all peers know and

understand how to interact with individuals with Autism. PMII can help with this, by taking

small groups of individuals, without Autism and teaching them how to interact with an

individual with ASD, then providing opportunities to practice these skills, very similar to a social

skills group (Sam and AFIRM team, 2015 a). The biggest distinction between a social skills

group and PMII is that PMII relies on responsible peers without ASD to be trained and the peers

then teach the skills to the learners with ASD while being monitored continuously from an adult

(Sam and AFIRM team, 2015 a). The premise behind PMII is to shift interactions from learner
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with ASD and adult, to peer-peer interactions, while adults provide guidance and support to

peers on what skills are targeted and how.

When selecting an EBP there are many factors the team needs to consider in order to

decide the most appropriate strategy. The first step is to identify and define the behavior or target

skill that needs to be addressed and then collect baseline data to show where the individuals

present levels of function in relation to the skill or behavior (IRIS Center, 2014). If there is not a

clearly defined target, and agreement from the team as to which discrete skill is being worked up

the success outcome will be impacted. Once the team has identified the target skill, and collected

data the next step is to establish a goal (IRIS Center, 2014), or what does the team aim to achieve

by working on this skill with the individual. The last and final step is to select the EBP that is

known for being effective for the defined skill, but also allows you to measure progress in

correspondence to the goal (IRIS Center, 2014).

Meeting needs Through Collaboration:

All decisions for program design, supports and interventions should be reviewed and

discussed with and agreed upon by a multidisciplinary team. Collaboration is an essential part of

working with learners with exceptionalities. “Inclusion can only be successful with positive

working relationships based on mutual respect and parity” (Fallon and Zhang, 2013). In order to

be effective as a multidisciplinary team all participants must communicate openly and be willing

to set differences aside in order to work together for the benefit of the child. This is not always

an easy task, especially when there are multiple people or agencies involved. The payoff for

effective collaboration is well worth the effort in my opinion and research indicates that when

teams work together to problem solve, have a shared goal or interest, then they are able to

achieve student success despite differences in culture, language or beliefs (Fallon and Zhang,
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2103). While educators and service members are important contributors to a team, the most

important role is that of the parent or caregivers as they have a direct impact on academic

success and reinforcing behaviors (Fallon and Zhang, 2013).

While it is important for a team to be adequate at problem solving skills, without mutual

respect and communication many teams may fail to reach a point where they can discuss a

situation or problem and reach a decision. This doesn’t mean all parties have to agree on

everything all the time, the opposite is true more often than not. Rather it means that all parties

need to arrive at the table willing to hear each other, and remember that it isn’t a contest for who

is the smartest, or best or anything else. The purpose and goal of collaboration is to address the

specific needs of an individual, who may or may not be able to voice their needs on their own.

For this reason it is good practice to establish meeting norms, in which the team decides what

constitutes acceptable behavior and interactions in the realm of a collaborative meeting. The

team agrees to uphold these norms during all interactions, and reviews them at each meeting as a

reminder for the agreement of mutual respect and communication as they work toward a solution

or goal. When this is achieved the atmosphere and environment can change drastically, and when

there is a positive working environment productivity increases (Tamm, 2015).

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References

Biel, L. (2012). Sensory smart child, YouTube. Retrieved November 7, 2021, from

https://www.youtube.com/watch?v=v7UIFMpoabA

Fallon, M., & Zhang, J. (2013). Inclusive collaboration with families of children with autism

spectrum disorders (ASD): Perceptions of families, pre-service and in-service level

teachers. Journal of Educational Thought / Revue de la Pensée Educative. Retrieved

April 29, 2022, from https://journalhosting.ucalgary.ca/index.php/jet/article/view/52212

Ganz, J. B. (2007). Classroom structuring methods and strategies for children and youth with

autism spectrum disorders. Exceptionality, 15(4), 249–260.

https://doi.org/10.1080/09362830701655816

Ganz, J., Earles-Vollrath, T., Heath, A., Parker, R., Rispoli, M., & Duran, J. (2012). A

Meta-Analysis of Single Case Research Studies on Aided Augmentative and Alternative

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Autism & Developmental Disorders, 42(1), 60–74.

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The IRIS Center. (2014). Evidence-based practices (part 1): Identifying and selecting a practice

or program. Retrieved from https://iris.peabody.vanderbilt.edu/module/ebp_01/

Loring, W., and Hamilton, M. (2011). Visual Supports and Autism Spectrum Disorders. Autism

Speaks. Retrieved:

https://www.autismspeaks.org/sites/default/files/2018-08/Visual%20Supports%20Tool%2

0Kit.pdf
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McAllister, K., & Maguire B. (2012). Design considerations for the autism spectrum

disorder-friendly Key Stage 1 classroom. Support for Learning, 27(3), 103–112.

https://doi-org.umassglobal.idm.oclc.org/10.1111/j.1467-9604.2012.01525.x

Sam, A., & AFIRM Team. (2015) a. Peer-mediated instruction and intervention. Chapel Hill,

NC: National Professional Development Center on Autism Spectrum Disorder, FPG

Child Development Center, University of North Carolina. Retrieved from

http://afirm.fpg.unc.edu/peer-mediated-instruction-and-intervention

Sam, A., & AFIRM Team. (2015)b. Task analysis. Chapel Hill, NC: National Professional

Development Center on Autism Spectrum Disorder, FPG Child Development Center,

University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/task-analysis

Schaaf, R., & Lane, A. (2015). Toward a Best-Practice Protocol for Assessment of Sensory

Features in ASD. Journal of Autism & Developmental Disorders, 45(5), 1380–1395.

https://doi-org.umassglobal.idm.oclc.org/10.1007/s10803-014-2299-z

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Whalon, K., Conroy, M., Martinez, J., & Werch, B. (2015). School-Based Peer-Related Social

Competence Interventions for Children with Autism Spectrum Disorder: A

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