Download Free Medical Autism 204-Naturalistic Developmental Behavioral Interventions for Autism Spectrum Disorder PowerPoint Presentation

Autism 204-Naturalistic Developmental Behavioral Interventions for Autism Spectrum Disorder PowerPoint Presentation

DOWNLOAD MEDICAL POWERPOINT PRESENTATION

About This Presentation

Description : Check out this medical PowerPoint presentation titled "Autism 204: Naturalistic Developmental Behavioral Interventions for Autism Spectrum Disorder" by Mendy Minjarez, PhD.
This medical PowerPoint presentation talks about Developmental Behavioral Interventions (DBIs) as evidence-based interventions for Autism Spectrum Disorder (ASD).
Developmental Behavioral Interventions (DBIs) are evidence-based interventions for Autism Spectrum Disorder (ASD) that focus on enhancing the social, cognitive, communication, and behavioral skills of children with ASD. DBIs are typically implemented by trained therapists or teachers and involve one-on-one or small group sessions with children with ASD and their caregivers.
There are several different types of DBIs that have been shown to be effective in improving outcomes for children with ASD:
Applied Behavior Analysis (ABA): ABA is a type of DBI that uses positive reinforcement to teach children new skills and behaviors. ABA interventions are highly structured and individualized, and are based on the principles of behaviorism.
Early Start Denver Model (ESDM): ESDM is a comprehensive, play-based intervention for children with ASD aged 12 to 48 months. It is designed to improve social communication, play skills, and cognitive abilities.
Pivotal Response Treatment (PRT): PRT is a naturalistic intervention that focuses on increasing childrens motivation to learn and communicate. PRT targets "pivotal" areas of development, such as social initiation and responsiveness, that are thought to have a broad impact on other areas of development.
Social Communication, Emotional Regulation, and Transactional Support (SCERTS): SCERTS is a comprehensive, team-based approach to intervention that focuses on enhancing social communication and emotional regulation skills, as well as providing support for families and caregivers.
Relationship Development Intervention (RDI): RDI is a family-centered intervention that aims to improve social communication and relationship skills in children with ASD. RDI focuses on building meaningful, reciprocal relationships between children with ASD and their caregivers.
Overall, DBIs have been shown to be effective in improving outcomes for children with ASD, and can be tailored to meet the individual needs of each child and family. It is important to work with a trained professional to determine which type of intervention is best suited for each child with ASD.

Tags : Developmental Behavioral Interventions, Autism Spectrum Disorder, ASD, Applied Behavior Analysis, Start Denver Model, Pivotal Response Treatment, SCERTS, Child Neurology PowerPoint presentation, Neurology PowerPoint presentation

Published on : Mar 21, 2023 | Views : 1045 | Downloads : 0

Shareable Url :

Embed Code :

Comment

Transcript

Slide 1-

Autism 204: Naturalistic Developmental Behavioral Interventions for Autism Spectrum Disorder Mendy Minjarez, PhD Seattle Children’s Autism Center University of Washington, Department of Psychiatry and Behavioral Sciences April 16, 2020
Slide 2-

Disclosures Hoffman La-Roche Brookes Publishing Changes in schedule, specific phobias, reactivity to sensory input, externalizing behaviors
Slide 3-

Presentation Overview ASD intervention ABA in treatment of ASD Naturalistic Developmental Behavioral Interventions (NDBI) overview Implementation of NDBI Embedded teaching examples Resources
Slide 4-

Diagnosis: DSM-IV to DSM-5 Social Interaction Restricted/ Repetitive Interests and Behaviors Communication Social Communication Restricted/ Repetitive Interests and Behaviors
Slide 5-

2018 Prevalence Rates in the USA 1 in 59 children (1.7%) in the USA have ASD Affects 4 males to 1 female 1/39 boys 1/152 girls Intellectual abilities: 31% intellectual disability (IQ < 70) 25% in the borderline range (IQ = 71 - 85) 44% in the average to above average range (IQ > 85)
Slide 6-

ASD Intervention
Slide 7-

Areas to Target in Intervention Communication skills Engagement & motivation Attention and imitation Social skills Play/leisure Cognitive/academic skills Behavioral challenges Motor skills Self-help/life skills (adaptive functioning)
Slide 8-

Intervention Intensity and Timing “Intensity is best thought of in the context of large numbers of functional, developmentally relevant, and high interest opportunities to respond actively” (National Research Council, 2001) “Earlier is better”
Slide 9-

Applied Behavior Analysis (ABA) Gold standard treatment for core ASD deficits Now covered by Medicaid and many other insurance plans (but not all) To access under Medicaid, need COE evaluation Orders/statement of medical necessity for ABA Different “types” of ABA Discrete trial teaching Naturalistic Developmental Behavioral Interventions Pivotal Response Teaching Incidental Teaching Early Start Denver Model Project ImPACT
Slide 10-

ABA in Treatment of ASD
Slide 11-

What is ABA? Science of behavior change (learning) Principles that govern learning identified, described, and studied Used intentionally to increase skills or decrease unwanted behaviors Used in treatment of many disorders, including ASD Use of scientific methods to reliably demonstrate that behavioral improvements are caused by the prescribed interventions
Slide 12-

ABC Sequence in ABA A B C Antecedent: Happens Before Behavior Behavior: Child Response Consequence: Outcome of Behavior Antecedent Behavior Consequence
Slide 13-

Increasing Appropriate Behaviors Teaching a New Behavior Cues are purposely used to increase a behavior that is not already happening Antecedent: Creating an instruction/opportunity, situation, or indication that a behavior should take place What is the child’s cue to engage in the behavior? Behavior: Teaching the correct/necessary skill What response should take place, given the antecedent? Consequence: Contingent reinforcement Anything that is provided or taken away that strengthens or maintains the desired behavior A B C
Slide 14-

Example: Teaching a New Behavior Antecedent: Parent and child are in front of a closed door and parent prompts child to say “open” Behavior: Child says “open” Consequence: Parent opens the door This positive consequence increases the likelihood that this child will say “open” the next time they are at the door. Learning has occurred! A B C
Slide 15-

ABA Interventions for Autism
Slide 16-

Comparing Teaching Examples
Slide 17-

Naturalistic Developmental Behavioral Interventions Overview
Slide 18-

American Academy of Pediatrics (2015) for Children < age 3
Slide 19-

Naturalistic Developmental Behavioral Interventions (NDBI; Schreibman et al., 2015)
Slide 20-

NDBI for ASD Book (Bruinsma, Minjarez et al. 2019)
Slide 21-

ppt slide no 21 content not found
Slide 22-

NDBI Common Elements: Core Components Behavioral Naturalistic Developmental Behavioral Interventions Developmental
Slide 23-

ppt slide no 23 content not found
Slide 24-

Naturalistic Developmental Behavioral Interventions (NDBI; Schreibman et al., 2015) Pivotal Response Treatment* (PRT; Schreibman & Koegels ) Project ImPact* (Ingersoll & Dvortcsak) Incidental Teaching (McGee) Joint Attention Symbolic Play Emotion Regulation* (JASPER; Kasari) Early Start Denver Model* (ESDM; Rogers & Dawson) Enhanced Milieu Teaching (Hancock & Kaiser) All have strong empirical support *One or more RTC’s to support effectiveness
Slide 25-

NDBI Common Elements Learning targets All developmental domains Program for generalization from beginning Skills are not taught in isolation Learning context: embedded trials Emotionally-meaningful interactions Natural context Routines Development-Enhancing Strategies Behavioral: e.g., prompting, reinforcement Developmental: e.g., imitation of the child, use of affect, modeling
Slide 26-

NDBI Common Elements: Procedural
Slide 27-

NDBI Common Elements: Instructional Strategies Use of 3-part contingency Environmental arrangements Shared control and natural reinforcement Broadening of attentional focus (multiple cues) Prompting and prompt fading Child initiated teaching episodes Balanced turns within teaching routines (reciprocity) Adult imitation of child language, play or body movements Modeling
Slide 28-

Implementation of NDBI
Slide 29-

Role of Motivation in Teaching Children with ASD Focus on motivation is critical because: Motivation is a core deficit in ASD Cannot rely on social motivation that typically developing children have Balance of motivation with targeting skills These are of equal importance Motivation  Engagement  Context for teaching Targeting skills  Progress
Slide 30-

How Can I Tell if the Child is Motivated?
Slide 31-

NDBI Programs Skills still broken down and taught systematically Teaching embedded in natural activities Reinforcement is directly related to the task (natural) Incorporates developmental perspective: Intervention is… Play based Within daily routines in natural environment Child driven
Slide 32-

Embedding Teaching Trials Role of adults in the natural environment Incorporate behavioral teaching principles across settings Daily routines Natural adult-child interactions Play interactions Embed teaching trials (A-B-C) during natural adult-child interactions
Slide 33-

Creating Opportunities for Learning Opportunity: Any question/offer/instruction or circumstance that the adult creates or provides to the child where the child is expected to respond with a specific behavior being targeted Goal: To provide as many behaviorally-based learning opportunities as possible during the child’s natural interactions, activities, and routines These strategies can be used to teach any behavior/goal Developmental strategies simultaneously embedded
Slide 34-

Shared Control in Learning Opportunities A B C Opportunity Presented Child Responds Response Reinforced Antecedent Behavior Consequence Shared Control
Slide 35-

Shared Control Strategies Use child-selected, highly preferred activities Follow the child’s lead Provide choices Share control of materials Take balanced turns (reciprocity)
Slide 36-

Developmental Strategies: Fostering Engagement, Affect, and Shared Enjoyment Effective use of affect Tone, pitch, and voice prosody Body language and gestures Facial expressions Matching affect to the child’s current state Effective use of animation (e.g., voice, facial expressions, gestures) Consistent response to the child’s communication and emotional cues
Slide 37-

Developmental Strategies: Imitating the Child Imitate the child’s: Actions on objects Gestures and body movements Vocalizations/verbalizations Mirroring child actions + narration Imitate with novel actions
Slide 38-

Video Examples: NBDI Incidental Teaching: https://www.youtube.com/watch?v=yzgC9ZPzot8 Pivotal Response Teaching: https://www.youtube.com/watch?v=KERrGaKcd38 Early Start Denver Model (ESDM): https://vimeo.com/7983899
Slide 39-

Embedded Trails: Teaching Examples
Slide 40-

Controlled Access/Shared Control Adult control over objects; The adult holds the object out of reach until the child communicates; Can be thought of as the general definition of shared control
Slide 41-

In Sight, Out of Reach: Environment Storing items where they can be seen, but not accessed (e.g., storing preferred toys up high or in clear bins that cannot be opened without help)
Slide 42-

In Sight, Out of Reach: Activity Setting up an activity so that materials can be seen, but not accessed (e.g., setting up art supplies on the table, but out of the child’s reach)
Slide 43-

Reducing Adult Anticipation of Child Needs/Wants Although the child’s wants/needs may be known, wait for the child to communicate before automatically providing what they want/need
Slide 44-

Inadequate Portions/Breaking It Up Providing a few pieces of a set at a time in order to elicit multiple communication trials; Applies best to toys or snacks with multiple pieces or sets of items
Slide 45-

Intentional Ignoring Ignoring child on purpose, especially when s/he needs help or the adult has a preferred object, to create opportunities for appropriately gaining attention
Slide 46-

Sabotage Providing parts of an activity, while withholding obvious necessary parts
Slide 47-

Summary NDBI: The “least restrictive” form of intervention Developmentally appropriate for young children Can use more structured teaching (e.g., DTT) when needed Promotes generalization and maintenance NDBI can be delivered in the natural environment, while still maintaining treatment fidelity and data collection. Get creative! Embedding teaching trials is fun, silly, and motivating for kids! NDBI can be used to teach any skill.
Slide 48-

Resources Early Start Denver Model ESDM Rogers & Dawson/Rogers, Dawson & Vismara Pivotal Response Treatment PRT Koegel & Koegel Improving Parents as Communication Partners Project ImPact Ingersoll & Dvortcsak Naturalistic Developmental Behavioral Interventions: Available Manuals
Slide 49-

Today Into Tomorrow Active treatment components Precision medicine Meaningful outcome measurement Research Procedural fidelity Incorporate into academic programs Training for certified professionals Training Increased access to care Novel service delivery models Availability of materials (e.g., manuals, curricula, parent training) Community Implementation
Slide 50-

“Exceptionally well organized and presented, [this book] is an ideal curriculum textbook and unreservedly recommended to the attention of professionals working with autistic children and adults.” –Helen Dumont, Reviewer
Slide 51-

Resources Intervention: Reviews of Empirical Support National Autism Center at May Institute National Standards Project https://www.nationalautismcenter.org/national-standards-project/ National Professional Development Center on Autism Spectrum Disorders The National Clearinghouse on Autism Evidence and Practice https://autismpdc.fpg.unc.edu/national-professional-development-center-autism-spectrum-disorder
Slide 52-

ppt slide no 52 content not found
Slide 53-

ppt slide no 53 content not found