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| Strategies for Successful Inclusion Programming in a Public School Setting |
| Saturday, May 28, 2005 |
| 8:00 AM–11:00 AM |
| Stevens 2 (Lower Level) |
| Area: EDC; Domain: Applied Research |
| CE Instructor: Jill E. McGrale Maher, M.S. |
| KERRIE M. OTIPOBY (Marlborough Public Schools), JACKIE M. WARD (Marlborough Public Schools), BENJAMIN R. BRUNEAU (Marlborough Public Schools), CARRIE ROBBINS (Marlborough Public Schools), JILL E. MCGRALE MAHER (Marlborough Public Schools), AMANDA J. SPITZER (Marlborough Public Schools), JENNIFER TERAKEDIS (Marlborough Public Schools), ALISON L. MOORS (Marlborough Public Schools) |
| Description: As a result of the trend toward inclusion in general education settings, many public schools are faced with the task of developing programming for students on the autism spectrum. Many strategies based on the principles of applied behavior analysis, however, have been more likely to occur in more restrictive settings. Specific guidelines and strategies are limited for successful inclusion. Furthermore, the majority of data-based strategies to promote successful inclusion have been conducted in primarily pre-school settings. This workshop will focus on data-based strategies to successfully include pre-school, elementary, and middle school students on the autism spectrum in general education settings. In addition, strategies for teaching social and age-appropriate leisure skills will be discussed, including social skills groups, social coaching, reverse inclusion strategies, and methods to teach appropriate play skills. Participants will acquire the skills necessary to develop high-quality data-based inclusion programming, including: 1. How to determine which skills to address in inclusion settings; 2. Identification of appropriate inclusion opportunities; 3. Education for general educators; 4. Data collection systems for educational objectives; 5. Development of data systems to determine for individual students the amount and type of support required and data-based strategies to fade staff support; 6. Strategies to fade support; 7. Reinforcement system strategies for inclusion settings; 8. When and how to provide modified academic instruction; 9. Social skills training program will be reviewed, including strategies for the development of assessments, teaching programs, and strategies for generalization; 10. Strategies of teaching appropriate per interaction and play skills. Participants are encouraged to bring actual student profiles to use in exercises. |
| Learning Objectives: At the completion of this workshop, participants will be able to: - Identify key considerations in the development of high-quality data-based inclusion - Develop data systems to determine for individual students the amount and type of support required - Identify data-based strategies to fade staff support. - Identify strategies for the development of social skills assessments and teaching programs |
| Activities: Didactic instruction; Discuss and develop a list of essential data; Develop a plan for collecting data on educational objectives. |
| Audience: Behavior analysts and teachers working with students on the autism spectrum |
| Content Area: Practice |
| Instruction Level: Intermediate |