presented by Gretchen Scheibel
Children on the autism spectrum experience significant difficulties in their ability to dress themselves, use the restroom, and maintain personal hygiene. Occupational therapy practitioners address adaptive skills frequently in their work with children with ASD, but progress is slow and difficult to measure. This course will present a simple evidence-based intervention that has been proven in the research to address adaptive skills. The intervention uses systematic implementation and data-driven decision-making to ensure clients are making the strongest gains possible.
Gretchen Scheibel, MS, OTR/L, BCBA, is a behavior consultant working in midcoast and central Maine. She specializes in designing educational programs based on the Positive Behavior Intervention and Supports framework and the principals of Applied Behavior Analysis. Dually certified as a Behavior Analyst and an Occupational Therapist, she possesses a unique understanding of special education and the necessary supports to promote student success. Her practice focuses on using an evidence-based approach to promoting positive behavior and improving functional performance in the education environment. Ms. Scheibel presents nationally on the topic of building interdisciplinary collaboration and demonstrating the value of occupational therapy in complex practice environments. Additionally, she provides programmatic consultation on interdisciplinary collaboration and evidence-based practice implementation.
Task Analysis and Reinforcement will be introduced, including the research base for each intervention. Participants will learn how these familiar interventions, which are likely already being utilized in their practice, can be strengthened through use of systematic implementation and data-driven decision-making to be much more effective than their current practice. Procedures will be presented for use of systematic implementation and data-driven decision-making.
During this chapter, participants will walk through the steps of developing a treatment protocol, including performing a task analysis of putting on a jacket and considering how this skill will be taught (using Chaining) and how it will be measured. Participants will observe a student putting on a jacket to assess the student’s performance and create the treatment protocol.
During this chapter, participants will be introduced to a self-graphing data collection sheet. Multiple examples of the participant putting on a jacket will be demonstrated, with opportunities for participants to collect data in real time. Five opportunities to collect data will be presented: baseline/observation and four treatment sessions.