Training
is an important component of this project. Workshops on research-based
instructional techniques for teaching children with autism are held each year.
In the 2003/04 school year, most of the training will be conducted in classrooms
that have been chosen to become regional autism model training centers. Those
trainings will be limited to classroom staff only. There will be a few group regional
trainings held this year, but the majority of the group trainings will be held
in the 2004/05 school year.
If you have questions about training, please contact Helen Young at Portland State
University - (503) 725-5207 or youngh@pdx.edu
Description of
Research-based instructional techniques
Discrete Trial Training (DT)
Discrete
Trial Training is used to teach receptive language concepts, pre-academic concepts,
and some mid and advanced level expressive language concepts. Skills
are taught in a logical sequence building on previously learned skills. Concepts
to be taught are identified and then broken down into specific program elements
for instruction. Each instructional session consists of a series of discrete trials.
A discrete trial consists of a four-step sequence: 1) Instructional cue, 2) child
response, 3) consequence (generally a positive reinforcer), and 4) pause. Data
is collected to monitor the child's progress and to help determine when a pre-set
criteria has been reached.
Pivotal Response Training
(PRT)
Pivotal
Response Training is primarily used to teach and generalize expressive language,
play, and socialization skills. Pivotal
Response Training is also based on the 4 step sequence: cue, child response, consequence,
and pause. However, "trials" within PRT are incorporated into the environment
in a functional context. During PRT, the child chooses the activity or object,
and the reinforcer is a natural consequence to the behavior being rewarded. The
nature of this strategy makes it possible to engage the child throughout all activities
and locations throughout the day.
Teaching Functional
Routines (FR):
Functional Routines are predictable events that involve
a chain of behaviors. Routines are generally associated with a functional outcome
for the child. Some common example routines that all children engage in are: restroom
routine, arrival routine, and snack routine. The functional outcome of a routine
usually serves as the reinforcer for typically developing children. Training in
Functional Routines gives the teacher skills to systematically teach children
to independently participate in most common school and self-care routines.
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