Module 7-Resource Development.pptx

MODULE 7: RESOURCE DEVELOPMENT READING FOR MODULE 7: CHAPTER 10 WHAT WILL WE COVER TODAY? IN CLASS QUIZ VARIOUS SYSTEMS OF SUPPORT FOR INDIVIDUALS WITH ASD AND THEIR FAMILIES • Bronfenbrenner’s Ecological Model • Individual: includes child and parents • Microsystem includes family, work, sch...

MODULE 7: RESOURCE DEVELOPMENT READING FOR MODULE 7: CHAPTER 10 WHAT WILL WE COVER TODAY? IN CLASS QUIZ VARIOUS SYSTEMS OF SUPPORT FOR INDIVIDUALS WITH ASD AND THEIR FAMILIES • Bronfenbrenner’s Ecological Model • Individual: includes child and parents • Microsystem includes family, work, school, neighbors, friends • Mesosystem: includes communication between individual, microsystems, and higher systems • Exosystems: local governments, media, parent’s friends, extended family • Macrosystems: Social norms and rules, economy, culture, tradition, political policies/systems • Chronosystems: Shifts or transitions for an individual across his/her lifetime Source: https://www.simplypsychology.org/bronfenbrenner.html COLLABORATION WITH FAMILIES • Starts with parents and/or client caregivers: • Woods and Brown (2011) stated that implementation of parent mediated intervention must include the following: • Use of natural environment for the training and education • Understanding family’s informational needs • Encouraging parents to be active participants • Provide opportunities to parents to reflect, ask questions, evaluate treatment effectiveness, and self-evaluate THE SEVEN PRINCIPLES OF PARTNERSHIP Figure 10-2: The Seven Principles of partnership WORKING WITH VARIOUS CULTURES • Cultural competence training is now required by many insurance companies for their providers to complete. Involves understanding how cultural variables affect the treatment planning/ assessment process, how to involve caregivers to understand cultural and traditional needs, and how to maintain cultural competency through parent collaboration and professional training for BCBA/clinician • Starts with effective and open communication and dialogue from the very first meeting • Important to consider language differences- even though there is lack of research on this area, it is highly advised that emphasis not be placed on only one language (English) if the client comes from a family with a different language background- using only one language can have negative ramifications for the child such that he/she can be alienated due to not understanding native language. • Consult with Speech therapist where concurrent instruction in native language will be helpful • Encoruage parents to continue to teach native language- same ABA principles apply regardless of language POSTURE OF CULTURAL RECIPROCITY • 4 steps that clinicians can use to ensure they are culturally competent • 1) Identify what cultural values are imbedded or assumed in clinician’s own judgement of the client’s skill deficits • 2) Do value that the family places on various skills the same as that of the clinician? • 3) Clinician must acknowledge inherent cultural difference in the recommendation provided or results of an assessment, to open discussion about differing perspectives • 4) Determine the most effective/culturally sensitive and socially valid approach to prioritizing goals based on family discussion and collaboration MICROSYSTEMS: COLLABORATION WITH SCHOOLS • In our previous Modules we learned about the IEP process in details • Part of the IEP process requires making a decision about the ‘placement’ of the client i.e. how much time a client will spend in general education setting vs. special education setting • Empower parents to know their rights and empower them to seek information, ask questions, request support • Inclusion: is a having the child engage with their typical peers in schools and communities. Inclusion (via general education setting) is usually the least restrictive setting. However, depending on a student’s needs, they may need special education services within the general education classroom, pull-out special education services, or be placed full time in special education class • It is important for schools to hold culturally responsible practices and curriculum • Case manager is usually assignment to each client with an IEP- the case manager collobarates with and organizes the team and serves as the advocate for the client from the school side • Parents can also hire outside advocates who are well versed in law and policies and may even be professional lawyers MICROSYSTEMS: COLLABORATION WITH GENERAL EDUCATION PROFESSIONALS, PEERS, PARAPROFESSIONALS • general education standards must be kept in mind when deciding on educational supports for students with ASD • Peer-mediated interventions are EBPs- important to incorporate them as often as possible • Collaborating with and training paraprofessionals like teaching aides, Behavior therapists, behavior support staff, or RBTs is critical since they are the ones to carry out the BCBA’s intervention plans ADDRESSING CHALLENGES TO FAMILY/PROFESSIONAL PARTNERSHIP • Often start with with lack of trust from the parents on the support systems/schools • Often the parents have more knowledge about autism than school professionals and that can cause distress to the staff- school districts must provide education and training • School staff could feel conflicted between need to address the client individual needs and the school district limited funding and distribution of resources • How to address disagreements: • Never shy away from conflict/disagreements- have open dialogue, listen to concerns • Make sure you set aside time to address concerns • If parent disagrees with your recommendations that you know are valid, ethical and for the best interest of the client- explain to parent their right to consent or POST SECONDARY AND VOCATIONAL SUPPORT • After high school, many school districts have a Transition Program which prepares the students who had IEPS to gain employment, connects them to community resources, teaches independence in community (taking the public buses, street safety skills, making daily purchases etc.) • Case management via the school district ends when student turns 22 years. • Many colleges/universities in the US also have student support programs that provide accommodations, education support, services to prepare for seeking work • Some companies that hire individuals with special needs provide on-the-job coaching, 1:1 support, connection with colleagues who can be “peers” or ”mentors” • Government agencies like the Department of Developmental Services (DDS) or Department of Rehabilitation and other state funded agencies like Regional Centers also offers job readiness resources, living support services, and could provide financial support for daily expenses MACROSYSTEMS: POLICY AND LAW CHANGES THAT INFLUENCE SERVICES/SUPPORT • The biggest advocates for policy and law change have been parents of individuals with Autism and have led to some of the common laws we see today that support the ASD population • Organizations like Autism Speaks and NFAR (National Foundation for Autism Research) hold many fundraising activities like annual walks to raise funds for advocacy activities • The advocacy for policy change starts with an individual and then individuals or agencies/districts can collectively petition, speak to their government representatives- takes continuous effort and advocacy REFERENCES • Turnbull, A.; Turnbull, H., R.; Erwin, E., J.; Soodak, L., C.; Shogren, K., A. (2015). Families, Professionals and exceptionality: Positive Outcomes Through Partnership and Trust, 7th Edition. Pearson Education Inc., Upper Saddle River, New Jersey. • Guy-Evans, O. (2004). Bronfenbrenner’s Ecological Systems Theory. Simply Psychology. https://www.simplypsychology.org/bronfenbrenner.html