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 Positive
Behavior Supports
Other
Related Conditions Statute
Early
Intervention for Children with ASD
Teacher
License in Autism
Sample Questions for Government Officials and Candidates
Positive Behavior Supports
The
Autism Society of Minnesota endorses the use of positive behavior supports
as the only effective methods of
managing challenging behavior for families, schools,
and care facilities. The Individuals
with Disabilities Education Act (IDEA) contains several
provisions requiring the use of functional behavioral
assessments and positive
behavior supports. Settings licensed by The Minnesota
Department of Human Services are currently governed
by comprehensive rules limiting
the use of aversive methods.
The Autism Society of Minnesota
has adopted a position statement opposed to the use
of aversive techniques to
address challenging behavior. These techniques include,
but are not limited to the use of
restraints and locked time out. This position reflects
the fact that research does not support the use of
time out or the use of aversive
techniques like restraints as a means to change behavior.
In addition, these methods violate the human rights
and dignity of individuals with
autism spectrum disorders, They should be eliminated
from schools and care facilities. Educational programs
for parents, care workers, and
teachers should promote the use of positive behavior
supports and functional communication training. The
Minnesota Department of Education should
take leadership in promoting positive interventions
and supports for all students and schools. This approach
would teach all students to
understand how to behave in school and help schools
to reinforce desired behaviors. It is based on the science
of human behavior, pays attention
to lifestyle results, works from a systems perspective,
and uses research-validated practices.
Other Related Conditions Statute
The
other related conditions statute that defines who is
eligible for social services because of a developmental
disability should include the term “autism spectrum disorders.” Currently
the statute includes the term ”autism.” This term is
too restrictive because some individuals with ASD, who
are diagnosed as having Asperger syndrome, need life
long supports in daily
living skills,
employment, and community living. The determination
should be made on the basis of how the person functions and
whether supports
are needed.
Early Intervention for Children with ASD
There
are reliable diagnostic tools to diagnose children as early as
18 months. Minnesota physicians must be trained
to diagnose ASD by 24 months. Many wait until 4 or
5 years. Schools, counties, and
public health services must screen children early,
using a screening tool like the M-CHAT that is sensitive
to problems in social communication.
Early screening would lead to early service. According
to an extensive review of findings by the National
Research Council in 2001, a large body of single subject research
has demonstrated
substantial
progress in individual responses to specific interventions.
Gains were reported in language acquisition, IQ, social
skills, and behavior control.
We know that intensive services are effective.
No single
therapy has been widely accepted as the most effective
intervention for children with ASD. Children
with autism are heterogeneous. According to a study
of early intervention in British
Columbia (2005) there were no significant differences between
type of service and diagnosis. A number of interventions
have been proven to be effective.
These are applied behavior analysis (discrete trial
training), floor-time therapy, RDI, sensory integration therapy,
speech therapy, and structured
teaching. Community agencies and schools use these
interventions, and they can be taught to parents.
Early intervention for children with
ASD would save money
over time. According to The National Alliance for Autism
Research, the estimated cost of residential care for
a person with autism is approximately
$80,00 per year. According to the United States Government
Office of Accountability special education programs
for school aged children with
autism are $18,800 per year compared with average special
education per pupil expenditures of $12,500.
Teacher License in Autism
The
Autism Society of Minnesota supports a teacher’s license in
autism for several reasons.
- There is a significant and
growing number of students identified for special
education services as having autism
spectrum disorders. The Minnesota special education
child count for 2004 was
7307. This reflects a 10-fold increase in the past
10 years.
- Teacher training in autism is inadequate to support the 2006
student population in Minnesota. Presently teachers
of students with ASD are loosely organized in
a network of 36 Autism Resource Specialists. Local school districts do not
have to use the specialists even though Minnesota Rule
says that someone with “expertise
and experience” should be part of the IEP team. The system lacks accountability,
and there are many school districts that do not use the technical assistance.
- Groundwork for a license in autism has been developed. In 2003
a work group of teachers, who teach students with ASD,
developed a list
of competencies. In
addition, three institutes of higher learning, Hamline, St. Thomas, and
the University of Minnesota, have developed an autism
certificate program.
The classes have
been well attended and expertise to teach these courses has begun to be
developed.
- Instruction of students with ASD does require
specific knowledge and skills not currently required
by Minnesota licenses.
Teachers who are motivated to develop
these skills and concepts must take additional course work at additional
expense. (Minnesota Autism Symposium) It is a greater
concern that the EBD license prepares
teachers in strategies that are not effective for students with autism.
Reports of students suspended and locked in time
out mostly reflect insufficient training
in proactive behavior strategies.
- The Minnesota State Performance plan includes
a monitoring priority indicator that students demonstrate improvement in
positive social-emotional skills, acquisition
and use of skills (language), and use of appropriate behavior to meet their
needs. Considering these are core deficits in ASD,
the only way Minnesota can show student
progress in its large population of students with ASD is through effective
use of research-based strategies. To use these strategies
in a classroom, however,
does require training and knowledge.
- It is also important to mention that
the cost of insufficient training is very high to the children and their
families. Students with ASD have unique learning
needs. When these needs are not met, the students have behavior problems.
Their academic progress suffers. There are long term
and significant problems with
schools, family disruption, and the student. IDEA states that special education
services should be individualized and appropriate to the student’s
needs. This means that the teacher does understand the disability and can
effectively
use strategies for the student. AuSM is concerned that teacher training
could possibly become a due process issue.
The Autism Society of Minnesota is continuing
to collect opinions on this issue.
Questions for Candidates and Government Officials
Would you like to speak with government officials about autism or special education but don't know what to say? Below are sample questions and background information that you can use. Now is the time to speak to candidates and elected officials at the state and federal levels.
Sample Questions - State
Sampe Questions - Federal
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