ND201Powerpoint-Summer20181.pptx

How to Serve Them Through Emerging Best Practices

Trainer: Jennifer Hines M.Ed., BCBA, LBA

Neurodevelopmental Disorders Program Specialist

2019

Neurodevelopmental Disorders 201

Board Certified Behavior Analyst

Ground Rules

Give yourself permission to fully engage and learn

There are no dumb questions

Respect peers and take distracting calls, emails etc. outside

Have fun!

Welcome!

Who is Your Trainer?

Bachelors in Social Work, Masters in Special Education (cognate in Autism & Emotional Disturbance), Board Certified and Licensed Behavior Analyst

Ph.D. Student in Organizational Leadership

26 years in the field of developmental disorders: social worker, special education teacher (mostly Autism, all grades), district behavior specialist, assistant special director, owner/executive director of a behavioral clinic founded in 2008

How did I fall into Autism? Answered a nanny ad while attending UT…

How did Neurodevelopmental Disorders become my 24/7 life? 2 Kids!

How did I fall into VR? 8 years ago and now I am your biggest advocate! I have some street cred…my husband is a VR Counselor.

Be sure to include the following, your:

Name

Management unit in what region

Current struggle

Goal for this workshop

Introductions- Your Turn!

Course Agenda

Day 1 9-5pm

Day 2 9-5pm

9:00 – 9:15am Introductions

9:15 – 9:30am Neurodevelopmental Disorders and IDD

9:30 – 10:30am Specific Learning Disabilities

10:30 – 10:45am BREAK

10:45 – 12:15pmAttention Deficit/Hyperactivity Disorder

12:15 – 1:30pmLUNCH

1:30 – 2:45pmAutism Spectrum Disorder

2:45 – 3:00pmCo-Morbidities in Neurodevelopmental Disorders

3:00 – 3:15pm Tying it Together: ND Common Needs

3:15 – 3:30pmBREAK

3:30 – 4:15pmWorking with Parents and Schools

4:15 – 5:00pm Testing your Knowledge of Day 1

9:00 – 10:00am Best Practices in Initial Contact & Application

10:00 – 10:30am Best Practices in Eligibility/Plan Dev

10:30 – 10:45am BREAK

10:45 – 12:15pm Best Practices in Eligibility/Plan Dev (Premium)

12:15 – 1:15pmLUNCH

1:15 – 2:00pmBest Practices in Active Services (EWA)

2:00 – 2:45pmBest Practices in Active Services (ASD Supports/ABA)

2:45 – 3:00pmBREAK

3:00 – 4:00pmFinal Review of Day 1 and 2 through Jeopardy Game

What is a Neurodevelopmental Disorder?

1. Autism Spectrum Disorder (ASD)

Attention Deficit/Hyperactivity Disorder (AD/HD)

Intellectual Developmental Disorders (IDD)

4. Specific Learning Disorder (SLD)

The 4 Neurodevelopmental Disorders are:

Groups of conditions with onset in the developmental period

Manifest early in development and characterized by deficits that produce impairments of:

Personal

Social

Academic

Occupational functioning

ND’s are the largest disability population we serve, currently, 36,000

ND’s make up 83% of all transition age.

Autism is the fastest growing ND.

Did you know?

Let’s test your pre-knowledge

Which one is the most common co-morbidity of attention deficit disorder?

IDD SLDASD AD/HD

Which one effects your global ability to learn?

IDD SLDASD AD/HD

Which includes sensory abnormalities as a core diagnostic criteria?

IDD SLDASD AD/HD

If you saw someone eating a bowl of sugar, which one could they have?

IDD SLDASD AD/HD

Did you know?

Neurodevelopmental Disorders

As of 2019

Neurodevelopmental Disorders

IDDASDAD/HDSLD67166164711210779

Intellectual Developmental Disorder-IDD

A GDD is when an individual fails to meet expected developmental milestones in all areas. Such as walking, talking, puberty. For some, the delay is short term. Little is known of the exact causes.

Global Developmental Delay -GDD

Deficits in intellectual functions such as reasoning, problem solving, planning

Deficits in adaptive behaviors that require support in one or more activities of daily life such as communication, social participation and independent living

317 Mild May need ________ support in complex daily living tasks

318.0 Moderate Extended period of __________ is needed to master daily living tasks

318.1 Severe _________ supports for all activities of daily living

318.2 Profound _________on others for all areas of life

Did you know?

True or False A person with IDD ability to learn new concepts stops or at least slows around high school age

True or False A person must be able to learn the alphabet in order to read

True or False Counting cash and coins is a good money management goal

Bonus- What ND was most commonly misdiagnosed for IDD? Autism

some

teaching

Dependent

Requires

Specific Learning Disabilities

ICD-9-CM

315.00 Specific Learning Disorder, with impairment in reading

315.01 Specific Learning Disorder, with impairment in written expression

315.02 Specific Learning Disorder, with impairment in mathematics

Specific Learning Disorder -SLD

impairment in reading (formerly known as Dyslexia)

Word reading accuracy

Reading rate or fluency

Reading comprehension

impairment in written expression (formerly known as Dysgraphia)

Spelling accuracy

Grammar and punctuation accuracy

Clarity or organization of written expression

impairment in mathematics (formerly known as Dyscalculia)

Number sense

Memorization of arithmetic facts

Accurate or fluent calculation

Accurate math reasoning

Why the DSM 5 Change?

Elimination of IQ-achievement discrepancy

What does “IQ- achievement discrepancy” mean?

Their IQ was compared to their achievement performance and if it fell within a prescribed range, they received a diagnosis of LD. This tended to under identify for those with higher IQ’s and over identified with lower IQ’s .

Dr. Pasternack, Assistant Secretary for the Office of Special Education and Rehabilitation Services (OSER) gave the following reasons:

IQ-discrepancy does not identify distinct groups of individuals who differ in characteristics, cognitive strengths and weaknesses, or response to intervention

Identification is further complicated by one-time assessments based on assumptions that LD is caused by intrinsic neurological difficulty as opposed to opposed to poor instruction.

Led to response to intervention (RTI)

Achievement, IQ and college?

A responsiveness to intervention approach to eligibility determination identifies students as having a learning disability if their performance does not change in response to validated intervention implemented with integrity.

Ex: Exposure to intensive reading instruction should be used to distinguish between reading problems caused by cognitive deficits and those caused by poor reading instruction.

Schools are being told by research driven evidence to look beyond a single IQ “number” in determining services. So what implication should this have for VR?

When should we order a psychological?

How do we use information found in a psychological?

Is there a grade level someone should be at in order to attend college?

Did you know?

Drive and motivation can make an “average” IQ outshine others.

Group Activity: Pick a SLD!

Dyslexia

Dysgraphia

Dyscalculia

Auditory Processing

Disorder

-15minutes

We start back on time!

Attention Deficit/Hyperactivity Disorder

ICD-9-CM

314.00 AD/HD, predominantly inattentive presentation

314.01 AD/HD, predominantly hyperactive/impulsive presentation

314.01 AD/HD, combined presentation

Attention Deficit/Hyperactivity Disorder –AD/HD

The more someone with AD/HD concentrates, the less blood flow, occurs in their brain.

AD/HD is about underactivity in the brain . What are examples of self stimulating behaviors someone may engage in to “stimulate” their brain?

What is happening in the brain?

Core symptoms:

Short attention span, distractibility

Disorganization with time and space

Procrastination

Poor internal supervision

Sugar and cocaine effect the same part of the brain.

What chemical is released? Dopamine

What chemical is low in someone with AD/HD? Dopamine

Did you know?

True or False? People with AD/HD cannot hyper focus.

True or False?Heritability of AD/HD is substantial.

True or False? AD/HD is correlated with a low IQ.

True or False? Girls are more likely to be diagnosed with inattentive.

True or False? People can outgrow an AH/HD diagnosis with treatment.

How symptoms manifest behaviorally:

33% of people with AD/HD will not complete High School

52% of people with untreated AD/HD will engage in substance abuse

Did you know?

Inattention: wandering off task, lacking persistence, difficultly sustaining focus/follow through

Impulsivity: hasty actions that occur in the moment , without forethought may reflect the desire to for immediate rewards or inability to delay instant gratification

Hyperactivity: excess motor activity or excessive fidgeting, tapping, talking

What is executive functioning?

Oppositional Defiant Disorder: May resist work or school tasks that require self application because they resist confirming to others’ demands. Their behavior is characterized by negatively, hostility and defiance. This must be differentiated from aversion to school or mental demanding tasks due to AD/HD.

Differential diagnosis, not AD/HD

Intermittent Explosive Disorder: AD/HD and IED share high levels of impulsive behavior, but IED show serious aggression towards others and they do not experience problems with sustaining attention.

Conduct Disorder: Is repetitive and persistent pattern of behavior in which basic respect of others or societal normal/rules are violated. ODD & IED will typically precede this diagnosis.

Disruptive Mood Dysregulation Disorder : Persistent negative mood in between impulsive aggressive outbursts, onset before 10 yrs.

7 Types of AD/HD according to Dr. Amen

How can this information guide your C & G?

Type	Characteristics	Treatment
Classic
Inattentive
Over focused
Temporal Lobe
Limbic
Ring of Fire
Anxious

Inattentive, distractible, hyperactive

Stimulant, high _____ diet

Inattentive, distractible, without hyperactivity

Uses SPET Scans to view the brain:

measures activity

blood flow

Core ADD + excessive worry, can’t shift thinking, oppositional, tendency to be compulsive

Core ADD + memory/learning problems, mood stability, irritability can turn into rage

Core ADD + low energy, negative thinking, mimic depression symptoms

Core ADD + hyper activity +sensory sensitivity, mood cycles, periods of _____

Core ADD + frequent anxiety, physical stress symptoms, conflict avoidant

Stimulant + antidepressant, higher ____ diet

Stimulant + antiseizure, high _____ diet

Stimulant + antidepressant, high _____ diet

Stimulant + antiseizure + GABA, high _____ diet

GABA + antidepressant, high ______ diet

carb

protein

Group Activity: AD/HD Case Studies

12:15pm-1:30pm

LUNCH

by Unknown Author is licensed under

Autism Spectrum Disorder

ICD-9-CM

299.00 Autism Spectrum Disorder

315.39 Social (Pragmatic) Communication Disorder

Autism Spectrum Disorder – ASD

Deficits in social and communication skills

Restricted, repetitive patterns of behavior, interests and activities

Sensory abnormalities

Did you know?

That a diagnosis of Autism can be made through specialized eye tracking equipment as long as a just a few months old?

no babbling or pointing by age 1

no single words by 16 months or two-word phrases by age 2

no response to name

loss of language or social skills

poor eye contact

excessive lining up of toys or objects

no smiling or social responsiveness

Early Indicators of ASD

True or False? Research supports a genetic causation.

True or False?Fragile X mimics some characteristics of Autism.

True or False? Autism is the ND most likely to be underemployed.

True or False? Aspergers and PDD-NOS are no longer diagnosed.

Autism

201020142019190036007700

Social Interaction Deficits

Social Communication Deficits

Did you know?

People with Autism:

have a lack of social awareness & social ______,

will not imitate peers, i.e. pick up on social cues that others get by observing,

need social skills & norms explicitly taught to them because they do not learn by observation,

lack ___________ taking, does not know how to be “in someone else’s shoes”,

have difficulties adjusting behaviors to fit the social context,

deciphering nonverbal cues and understanding unspoken rules,

have social _______ & social fears due to lack of social understanding and fear of the “unknown”

People with Autism may have these types of communication deficits:

nonverbal (no verbalizations to a few utterances),

echolalia (repeating verbatim what they have heard, this can be delayed or instant),

low verbal (able to string phrases together, but consistent sentences are difficult),

________ impaired verbalization (no deficits in language abilities until they feel anxious),

Other deficits in social communication:

normal back & forth conversation, understanding the use of nonverbal body language or pragmatics in language (how to use language in social settings i.e. greetings, requests etc..),

Poor social skills directly impact their ability to communicate- don’t know what to say, so I don’t say anything or I only want to talk about my interest,

Rigid thought process impacts as well-I don’t know the “right” or “perfect” thing to say, so I don’t say anything

norms

perspective

anxiety

Anxiety

Rigid Thoughts, Resistance to Change

think in absolutes, i.e. __________, wrong or right- their brain struggles to see the “grey” in life,

are logical thinkers and struggle to “think outside the box” or engage in “what if” conversations,

take words literally- careful using sarcasm and idioms, if you do, explain your words,

tend to get their ideas and thoughts stuck in a loop, many times a negative and illogical one,

have a poor ___________ to change due to their rigid thought process

Restrictive Interests, Activities

______ their interests, activities due to their rigid thought patterns and resistance to change, many have little appropriate leisure activities- further isolating them,

prefer to do what they are ________ to and don’t want to “explore”,

can become “little” professors in that interest,

struggle to find others that like exactly what they do or only want to talk “at” not “with” others on their preferred topic

Change

black & white

tolerance

Limit

exposed

Repetitive Patterns of Behavior

like “sameness” in their ________ and in their environment (i.e.) eating with the same blue plate, same meal, same seat at the table meal after meal, day after day,

may “self stim” i.e. rock themselves or,

like repetitive movement like watching a spinning fan or spinning an object or,

like repetitive activities like listening to the same music or watching the same movie over and over

Sensory Abnormalities

Most sensory abnormalities fall in these 2 types:

Objects, clothing and environmental demands are common to seek or avoid.

Common __________________ demands that cause sensory issues

lights

sounds

smells

temperature

pace- ie. busy or slow environments

social interaction required

structure and predictability

Did you know?

Smells that most of us would agree are good like a vanilla candle can be aversive to someone on the spectrum? OR something that tastes terrible to most, tastes good to someone with ASD…

Why do you think that is? How could this effect employment?

routine

avoids

seeks

environmental

Hypersensitive = ___________ sensory

Hyposensitive = ___________ sensory

What is the Spectrum?

Level 1:

Level 2:

Level 3:

Did you know?

That with intervention, individuals can be moved up levels and even no longer qualify for a diagnosis of Autism.

In their regular education setting over 80% of the day (Inclusion)

DSM 5 says: “requiring support”

In their regular education setting between 40-79% of the day (Resource)

DSM 5 says: “requiring substantial support”

In their regular education setting less than 40% of the day (Self-Contained)

DSM 5 says: “requiring very substantial support”

Houston, we have a problem….how to de escalate

Immediately reduce demands, possible break from activity or social interactions

Use less words

Can format like this: If __________, Then ____________

First ___________, Then _____________

To get more communication, structure the words

ex. “Would you like to go X or Y?” (instead of what would you like to do next?)

“Do you want to go in 5 min or 10min?”

To combat fear, take smaller steps, “Just need to come talk to me for 5min” and build from there

Reduced verbal ability to speak

Sudden, persistent perseveration that can’t be redirected

Resistance more than usual

Increased self stimulatory behaviors or new ones

Sudden emotion- irritability, anger outburst or starts to shut down

Trouble in the water…signs of escalation

Fear of the unknown and change will be the biggest upfront barriers:

Give exposure to new places, people & activities for short bursts with little to no demands

Give the details! Provide expectations upfront, best done visually

Build trust- do what you say you will do

Give them a heads up- schedules change, that’s ok but let them know

*Deal with social skill mistakes immediately and use as teachable C & G moments

Prevention of behavior

Group Activity: ASD Case Studies

Co-Morbidities in Neurodevelopmental Disorders

Where does the co-morbidity start and stop?

Which is the most common? ________________________________

Which is creates the biggest barrier? ________________________________

Which one is the least treated? ________________________________

Which is the hardest to treat? ________________________________

Ask yourself….

Learning Disabilities

Depression

Epilepsy

Tourette’s

Obsessive-Compulsive Disorder

Personality Disorder

AD/HD

Conduct Disorder

Anxiety

Mental Health: Anxiety & Depression

Intellectual Delay

Autism

ADHD

IDD

Tying it Together: ND Common Needs

What do they have in common?

What do they need?

Majority are transition aged

Learning difficulties

Higher rate of poor self esteem, learned helplessness, dependence

Co-morbidity of mental health issues (depression, anxiety)

Social skill deficits

Cognitive inflexibility

Low ability or inability to self regulate emotions

Low tolerance for change

Deficits in executive functioning

Did you know work is a form of intervention?

List at list 5 ways work can serve as intervention for a ND:

To find out, answer these 2 questions :

What is the hardest job to typically obtain?

What is one of the common reason a person with ND loses a job?

Their 1st

Poor Social Skills

-15minutes

We start back on time!

Working with Schools and Parents

Schools and graduation

Students graduating by IEP, cannot be graduated until they meet one of the

following :

Met required state standards for graduation plan

Obtained full employment & doesn’t need ongoing supports

Mastered specific employability skills & doesn’t need ongoing supports

Attending college or post secondary training

Met aging out requirement

Commissioner’s rule 89.107

Students graduating on a Recommended Plan tend to struggle more…Why?

Focus on academics, therefore less opportunity in their degree plan for:

Social skills

Study skills

Vocational exploration/experiences

Making it even harder, many go straight to college and graduate without experiencing their first job.

Did you know?

By law, the district has to hold an ARD to consider student back in school, if one is requested.

Important!

Transition and NDs

Neurodevelopmental Disorders

NDTransition 2531031133

What is their transition needs?

Transition planning

Thorough transition planning that addresses:

Social skill intervention

Stress tolerance

Career exploration

Early work experiences

Paid employment before graduating

Use a transition assessment and create your “road map”

Every year evaluate, set goals, repeat

Transition is ever changing, be prepared to back up and reassess

Hormones will throw a wrench in it every time

Remember, they have a developmental delay

1. What education service center (ESC) is responsible for transition in Texas?

2. Who is responsible for transition coordination?

3. At what age should transition planning start?

District transition coordinator and ARD Team

As soon as you know they have a disability….but, legally by 14.

Mmmmm….

Is mom going to work with you?

Parents and Caregivers

Parents that have ND characteristics can be helped by the same strategies …..

Remember the genetic link

Start with Promoting Independence

Set expectation up from the start, you will talk with the customer alone

Start small and build up time

Communicate directly with the customer, parent is “cced”

Give parents homework ideas on how can they promote independence

Grief and or years of being worn out can etch away at parents holding normal expectations

A reality check is good, “You want him to go to UT for a business degree, but he is not able to call and make his own appointment with me?

Did you know?

Examples of “homework” questions for parents to promote independence:

Heads Up!

As we wrap up the day and test your knowledge…

Day 2

Neurodevelopmental Disorders 201

Walking Through the VR Process

Office Knowledge & Initial Contact

General knowledge

Does everyone in the office that can come in contact with a customer with Autism know the basics? What tool could you use to educate? Autism Office Flyer

COD

Does you office have a way to triage what cases need a specialist?

Who can you consult with?

My RPOC for the ND Team is: ________________________________________

Counselor on the ND Team closest to me: _______________________________

Where are other in agency resources?

Who are the providers that work with NDs? How do you find this out?

Your Turn: Write a Social Story for how to text someone or get creative and use your own situation

Application

Strategies

Remove the “Unknown”

No Demand Meeting

Email/Text Questions

Email Rules

I will email a person once and wait for a response. It is ok to send a follow up email if after a few days, I don’t hear back. It is not ok to be rude in my email even if I am irritated that the person took longer than I wanted to respond. People get busy and they aren’t trying to ignore me. If I constantly email someone, they will become upset with me and won’t want to respond at all.

Social Stories

Paying Attention in ND 201

I will pay attention in ND 201. Paying attention means I will put away my electronics and only check them periodically. I will respond to email or text briefly only when the messages are urgent. If I pay attention in ND 201, I will learn AMAZING information that will make my job easier. I need my job to be easier so I will pay attention in ND 201.

Social Story Example: College student who “stalked” his professor over a question.

Example: Use paper, dry erase board etc . to structure a distracted or anxious customer

Application

Example: Use sticky notes to structure perseverative talk.

“You can talk to me 3 times today about your new video game. Each time you do, you will hand me one of these sticky notes. When all the sticky notes are gone, then no more video game talk for today.”

Visual Strategies

Today we are going to:

Finish your application

Get you a pin number

Sign your paperwork

Make next appointment

Talk to you about your interests for 5min

Video game

Visual strategies do not have to be complicated ! In fact, you will be more likely to use them if they are simple .

Did you know?

Video game

Application

Visual Strategies

Tools:

VR Visual Process

Appointment Reminder

Level of Comfort Scale

Summary of VR Meeting

VR Visual Process

Use VR Visual Process to “show” a customer what to expect

Appointment Reminder

Use to “show” a customer what to bring to the appointment

Application

Visual Strategies

Tools:

VR Visual Process

Appointment Reminder

Level of Comfort Scale

Summary of VR Meeting

Level of Comfort Scale

Gives you an initial baseline of where they are on the “spectrum”. Helps with communication so you can go deeper than the typical yes/no answers.

Summary of VR Meeting

Gives structure to the meeting, reminds everyone where they are in the process, says goal driven and a homework reminder .

Diagnostic Interview Questions to Consider

Additional questions to ask in your diagnostic interview, most are geared towards autism, but don’t forget that AD/HD and IDD can mimic many of the same characteristics so therefore can have the same needs.

Education

Did you receive accommodations or modifications in school?

Did you request help or did teachers tell you what you needed?

Do you know your learning style/ how you learn best?

Did your “performance” in school represent your true ability?

What other questions?

Social/Communication

Do you feel nervous around new situations or people?

How do you handle being around people who you don’t agree with or maybe don’t like?

Are there things that help calm you down if you become anxious or upset?

Rigid/Repetitive Patterns of Thinking

How do you feel or what would do if your schedule changes without notice?

What are your routines that if you had to change , would upset you?

Do like to try new things? If you are asked to do new things, how do you respond?

What happens when you come across a situation that you have never dealt with or don’t have an solution for?

Sensory Abnormalities

Are there environments that you know will stress you out?

Any particular lights, sounds, smells trigger you?

What about a busy place with lots of people?

What is your ideal environment that helps you be the most productive?

JobTIPS

Services we can utilize

Assign a section as homework that you review at your next meeting.

JobTIPS is located on the website called and contains interactive videos and visuals. JobTIPS is a service that is purchased through a 1 year license per customer. Counselor will issue an SA for it and company will send username and password for each license. You will be able to see what the customer has completed- Yes or No?

Another way to use this service

You will find JobTIPS located in: VSRM C-419.5

True or False JobTIPS is a PRE-ETS eligible service

What do you see as the benefits of this service?

Who that you serve could benefit?

What issue might come up in implementing the service?

Eligibility/Plan Development

Tools:

ASD Psychological Batteries

Birkman Career Assessment

Providers with the Autism Endorsement

Autism Premium

Environmental Work Assessment

When is the most appropriate time to send for a psychological?

Services we can utilize

-15minutes

We start back on time!

Eligibility/Plan Development

Tools:

ASD Psychological Batteries

Birkman Career Assessment

Providers with the Autism Endorsement

Autism Premium

Environmental Work Assessment

Services we can utilize

Question: Transition aged customers have tended to procrastinate or not complete the assessment, so how can we resolve this?

Education HistoryBesides having the coolest name around, Vincent Ray is an 18-year-old senior who qualifies to receive special education services through a diagnosis of Autism Spectrum Disorder, Generalized Anxiety Disorder and multiple learning disabilities, struggling the most with Dyslexia and Dysgraphia. His core academic courses such as math and reading are provided in a resource educational setting. Classes like history and science are taught in an inclusion setting with support. Vincent Ray’s school work is modified between 2 to 4 grade levels below his current grade level. Vincent does not test well, but in talking with him it is clear he is more intelligent than is reflected in his intellect and achievement scores. Vocational Experience Vincent Ray has been participating in vocational adjustment classes and has had several work experiences. One of those experiences landed him a couple hours a week paid employment at Michael’s Craft Store (He organized the ribbon aisle better than the manager had ever seen so he offered him a job!) However, they can’t offer more hours so, he is looking for part time job working 10-20 hours a week. Interests/Activities Playing computer games, fixing “bugs” or “glitches” in games.Known Strengths Sweet, sensitive, can articulate his learning style, open to feedback on his social skills, responds well when provided structure and scripts on what to say and do in social settings, retains information taught and generalizes with some practice. Known Struggles Vincent Ray is not a kid who acts out or has behavioral issues, he is more likely to shut down and/or cry when overwhelmed. He has persistent social anxiety that triples in intensity when there are girls around him. Vincent Ray will lose his ability to articulate his needs in a stressful situation. He will say “I see it but can’t say it” and then give up trying. He has many obsessive-compulsive behaviors such as over washing his hands to the point of them cracking and bleeding. This behavior increases with stress. Vincent is also vulnerable to bullying as his ability to read nonverbal cues or unspoken work rules is weak.

Meet Vincent Ray “VR” Rocks

Case Study

Eligibility/Plan Development

Tools:

ASD Psychological Batteries

Birkman Career Assessment

Providers with the Autism Endorsement

Autism Premium

Environmental Work Assessment

Services we can utilize

Employment Specialists with the Autism Endorsement are eligible for:

Higher hourly rate, up to $45 for job skills training and,

Placement premiums

You will find the Autism Premium Policy located in: Standards Chapter 20.3

Providers can earn the Autism Endorsement through UNTWISE. But they must have:

1. Supported Employment credential

2. Take the courses from Relias

3. Complete the Autism Endorsement course from UNT

What can help me determine the justification for the Autism Premium?

What if the customer does not have an official diagnosis of ASD ? _____________________________

After I determine it is needed, what report should I receive at least every 4 weeks that will show me my customer's progress specifically to his or her needs with autism?

Tools and forms to use

Utilizing the Autism Premium

Autism Premium Report, VR1882

Complete a VR3472

ASD Premium- You Try!

Tool on How to Determine When….

Autism Premium Report- VR1882

Example from Case Study

Autism Premium Report- VR1882

Example from Case Study

Autism Premium Report- VR1882

Example from Case Study

ND Referral Form- VR1879

EWA, ASD Supports & ABA

ND Referral Form- VR1879

EWA, ASD Supports & ABA

12:15pm-1:15pm

LUNCH

by Unknown Author is licensed under

Eligibility/Plan Development

Tools:

ASD Psychological Batteries

Birkman Career Assessment

Providers with the Autism Endorsement

Autism Premium

Environmental Work Assessment

Services we can utilize

VR1879: Referral

VR1877A: EWA Part A

VR1877B: EWA Part B

VR1877C: EWA Part C

VR1878: EWA Time Log and Progress Report

You will find the EWA policy located in: Standards Chapter 4.5

True or False The EWA is only for Autism

True or False The EWA can only be conducted by a provider with the Autism Endorsement.

True or False The EWA is for customers whose behaviors are greatly effected by their environment.

Tools and forms to use

Assessing and planning

Yes, 3 work environments are omitted and prorated amount is $525

It was designed to be visual, so the provider should provide the color copy to customer

When should you do the EWA?

What about if you do an EWA and still determine that supported employment is best for your customer? Is there an abridged SEA?

Why should the EWA be printed in color? Is the provider required to review in person the results? What is the exception?

EWA- Part A and Guidance Doc

Services we can utilize

EWA- Part A

Services we can utilize

EWA- Part A

Services we can utilize

EWA- Part A, Guidance Doc

Services we can utilize

EWA- Time Log

Services we can utilize

Group Activity: Looking at the EWA

EWA- Part C

Services we can utilize

Active Services

Tools:

Autism Spectrum Disorder (ASD) Supports

Applied Behavior Analysis (ABA)

JobTIPS

Services we can utilize

ASD Supports contains the following forms:

VR1879 Referral

VR1880: ASD Support Plan

VR1881: ASD Support Time Log and Progress Report

You will find the ASD Supports located in: VSRM Chapter C-802 Why not standards?

True or False ASD Supports is a PRE-ETS eligible service

Who can provide the service?

Tools and forms to use

How many hours for lifetime of case? 120, how many per SA? 20 , Are there exceptions?

Goal of ASD Supports is to remove barriers directly related to their autism and can be provided in any setting.

ASD Supports can be used alongside of any employment service, but must not duplicate job coaching services. ASD Supports can provide wrap around services by the same provider.

Group Activity: ASD Supports

ASD Supports Plan

Example from the Case Study

ASD Supports Plan

Example from the Case Study

ASD Supports Plan

Example from the Case Study

ASD Supports Plan

Example from the Case Study

ASD Supports Time Log

Example from the Case Study

ASD Supports Time Log

Example from the Case Study

ASD Supports Time Log

Example from the Case Study

ASD Supports Time Log

Example from the Case Study

ASD Supports Time Log

Example from the Case Study

Applied Behavior Analysis

That the board started certifying people in 2001 and last year, a licensure bill was passed. BCBAs now have to be licensed in the State of Texas. You have to be ________ certified and licensed to practice ABA in Texas.

Did you know?

Heard of Skinner, Pavlov?

ABA is a methodology that covers treating young children on the spectrum to organizational management. It can teach academics, language, play, social and emotional- behavior is a small piece.

Applied Behavior Analysis

Applied behavior analysis (ABA) is the science of applying experimentally derived principles of behavior to improve socially significant behavior.

Applied: takes what we know about behavior and uses it to bring about real-world, meaningful change

Behavior: Behaviors are defined in observable and measurable terms in order to assess change over time

Analysis: Behaviors are analyzed within the environment to determine what factors are influencing the behavior

What field did ABA branch off from? The field split over _______________

Who is the founder of ABA?

Behavior is communication and a symptom of a need. All behavior serves a function whether it is negative or positive, therefore you must find the “function” of a behavior.

The 4 functions of behavior are:

To obtain something

To gain attention

To escape or avoid

Sensory

Applied Behavior Analysis

What’s the function?

You get on the phone and suddenly your kid needs 5 things.

Spouse leaves dishes in the sink.

You notice your coworker has been absent lately, seems irritable more often.

Your customer argues with parent and then storms out.

Receive an email from your manager with a list of cases by COB.

How do you find out? Do your ABC’s!

Antecedent Behavior Consequence

What is punishment? Negative= Positive=

What is reinforcement? Negative= Positive=

Asked an open ended question

Shouted this is stupid and stormed out

Mtg continued with parent alone

Reduces the behavior

Increases the behavior

(Take away) Remove toy

(Add) Standing by someone

(Take away) Medicine

(Add) Margarita

Active Services

Tools:

Autism Spectrum Disorder (ASD) Supports

Applied Behavior Analysis (ABA)

Services we can utilize

You will find the ABA located in: VSRM C-803

True or False ABA is a PRE-ETS eligible service, but only intervention

True or False ABA is covered through insurance and Medicaid waivers

True or False ABA is for all neurodevelopmental and psychological disorders (if not main barrier)

True or False ABA is just about getting rid of bad behaviors

Who can provide the service? Circle who can only do the assessments.

BCBA- D (Doctorate) or a BCBA (Masters)

BCaBA/RBT/grad student in a behavior analysis program

New to ABA or Unsure?

If you are unsure if the customer needs ABA or what assessment, what service can you purchase? Pre-ABA Needs Determination, gives up to 3hrs.

Active Services

Tools:

Autism Spectrum Disorder (ASD) Supports

Applied Behavior Analysis (ABA)

Services we can utilize

ABA contains the following form:

VR1879: Referral

Tools and forms to use

Assessment

There are 2 types of assessments for ABA:

Social Skill Assessment (either for group or individual)

Challenging Behavior Assessment

Intervention

Up to how many hours for lifetime of case? 60 hours

Bonus, does this count Pre-ABA or Assessments?

Which is intended for immediate placement into a social skill group? Group social skill assessment

Which is intended for in depth look at social skill deficits? Individual social skill assessment

Which is intended for complex behavior issues ? Challenging behavior assessment

(formal term: Functional Behavior Assessment-FBA)

-15minutes

We start back on time!

#1, Jennifer will break the rules because she knows nothing about Jeopardy….

Need a volunteer to record team points

Draw numbers to see who goes first, whoever gets the number 1, goes first

If you get it right, you go again

You have 10 secs to answer, after that Jennifer calls time and its open to all

Pick a captain of your team, they are responsible for raising their hand (only the captain)

Do not raise your hand until Jennifer is done reading the question

You have to answer in the form of a question

Have fun and get SMARTER!

Don’t forget to fill out course evaluation

Summary of Our Vocational Rehabilitation Meeting

Date of our meeting: _____________ Next Meeting is: __________________

We are in this phase of the VR Process:

o Application

o Eligibility

o Assessing & Planning

o Individual Plan of Employment

o Employment

o Closure

Today, Our Goal is:

Key Points from our meeting today:

At our next meeting, Our Goal will be to:

YOUR ASSIGNMENT is: DUE DATE:

Level of Comfort Scale

Social Situations

Really don’t

I don’t like It’s ok Pretty

comfortable

Very

comfortable

When I go into a public setting

1 2 3 4 5 6 7 8 9 10

When I make eye contact

1 2 3 4 5 6 7 8 9 10

When I meet new people

1 2 3 4 5 6 7 8 9 10

When someone wants me to talk

1 2 3 4 5 6 7 8 9 10

When I don’t know an answer to a question

1 2 3 4 5 6 7 8 9 10

When someone wants to make “small talk” or things I am not

interested in.

1 2 3 4 5 6 7 8 9 10

Working with 2 or more people

1 2 3 4 5 6 7 8 9 10

Working on a team for a project

1 2 3 4 5 6 7 8 9 10

When someone corrects me

1 2 3 4 5 6 7 8 9 10

Feeling upset in public

1 2 3 4 5 6 7 8 9 10

When someone is upset with me

1 2 3 4 5 6 7 8 9 10

Environments

Noisy places

1 2 3 4 5 6 7 8 9 10

Bad smells or things I think smell

1 2 3 4 5 6 7 8 9 10

Busy places

1 2 3 4 5 6 7 8 9 10

Brightly lit indoor places

1 2 3 4 5 6 7 8 9 10

Quiet office with my own space

1 2 3 4 5 6 7 8 9 10

Outdoors

1 2 3 4 5 6 7 8 9 10

Transitioning from one place to another

1 2 3 4 5 6 7 8 9 10

Required clothing or uniforms

1 2 3 4 5 6 7 8 9 10

Job Tasks

When I don’t understand a task

1 2 3 4 5 6 7 8 9 10

When I am given a task I don’t like

1 2 3 4 5 6 7 8 9 10

When I am interrupted

1 2 3 4 5 6 7 8 9 10

When the way I do my work changes all of a sudden

1 2 3 4 5 6 7 8 9 10

When I am given my instructions in writing or through

pictures

1 2 3 4 5 6 7 8 9 10

When I am just told my instructions verbally

1 2 3 4 5 6 7 8 9 10

When I am shown how to do a task and then I practice the

task

1 2 3 4 5 6 7 8 9 10

Communication Preference

Anything else that you don’t like or makes you

uncomfortable?

_____Text What Number?

_____Call What Number?

_____Email What Address?

_____Mail What Address?

PSYCHOLOGICAL BATTER Y

AUTISM

DRS40: Autism Spectrum Disorder – Verbal Battery $746.69

 Interview and History

 Full Scale Intelligence Test

 Standardized Academic Achievement Test

 Projective or Objective Personality Test

 Adaptive Behavior Evaluation

 Evaluation of Social and Emotional Skills

 Review and Evaluation with Written Report including the five DSM axes

DRS41: Autism Spectrum Disorder – Nonverbal-Low Verbal Battery $685.11

 Interview and History

 Brief Intelligence Test

 Adaptive Behavior Evaluati on

 Full Evaluation of Social and Emotional Skills

 Review and Evaluation with Written Report including the five DSM axes

DRS42: Autism Spectrum Disorder – ADOS 2 $369.50

 ADOS 2 (Autism Diagnostic Observation Schedule)

DRS43: Autism Spectrum Disorder – Emotional & Behavioral $246.33

 Adaptive Behavior Evaluation

 Full Evaluation of Social and Emotional Skills

ND201Powerpoint-Summer20181.pptx

ND201Powerpoint-Summer20181.pptx

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