200x Filetype PPTX File size 2.93 MB Source: csesa.fpg.unc.edu
Objectives • Become aware of 27 EBPs identified for students with ASD • Describe the purpose of Functional Communication Training (FCT) • Describe key steps to implementing FCT • Identify ways to learn more about FCT and other EBPs What are 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) Evidence – Based Practices (2014) Antecedent-based interventions Pivotal response training Cognitive behavioral intervention* Prompting Differential reinforcement Reinforcement Discrete trial training Response interruption/redirection Exercise Scripting Extinction Self-management Functional behavior assessment Social narratives Functional communication training Social skills training Modeling Structured play groups Naturalistic interventions Task analysis Parent-implemented intervention Technology-aided intervention/instruction Peer-mediated instruction/intervention Time delay Picture Exchange Communication Video modeling System Visual supports For All EBPs • Choose skill/behavior • Collect Implement Implement baseline data • Collect data on • Make specific • student decisions Implement steps of EBP progress related to EBP well and • Collect data on Plan consistently your Plan implementation Assess Assess Functional Communication Training (FCT)
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