Planning, Implementing and Evaluating an Intervention

This artefact looks at an intervention implemented in our classroom earlier in the year. It compares the process that was used to select, implement and evaluate the intervention with best practice, allowing us to identify what we did well and how we could improve our processes around interventions in the future. The childs name has been changed to protect her identity.

Target behaviour
Leaving class during lesson time without permission or letting an adult know. Running away when asked by an adult to return to class.

FBA
Identification of the problem behaviour Our practice: informal observations by adults and peers in the class Best practice: data collection on the frequency and the times when the behaviour occurred Forming an hypothesis about antecedents and consequences linked to the behaviour Our practice: leaving the classroom was linked to transitions, social tasks and low interest tasks Best practice: Use of data collected to help form the hypothesis Testing the hypothesis What we did: no testing was undertaken Best practice: Collect data indicating what was happening in the class when Bella left the class Developing an intervention based on results of this testing What we did: The intervention came about as a result of strategies suggested for use with another child during his IEP meeting. Best practice: Develop an intervention specifically for Bella using her interests and strengths

Intervention Plan
Theory A Functional Communication Training (FCT) intervention based on learning theory and the principles of Applied Behaviour Analysis was selected. Evidence (2011).
What we did: the preventative break card idea was based on a strategy described by Sue Larkey Best practice: use evidence based research to inform the selection of an intervention.

Research Autism has identified 30 peer reviewed articles relating to FCT which they are currently reviewing. Raising Children Network Australia lists FCT as established with positive effects.

National Centre for Professional Development on ASD reports that FCT: meets the evidence-based practice criteria with five single-subject design studies, demonstrating its effectiveness for promoting appropriate behavior and communication skills for children at the preschool and elementary school levels. Visuals

A visual break card was designed for Bella to request a break or for an adult to suggest a break. The cards were originally located in Bella s work area and later moved next to her visual timetable to be more easily accessible.

Social Story A one page social story explaining how to use the card was developed and introduced by the teacher aide.

Peer support When Bella requested a break she chose a peer to go with her. She had to say where, within the fenced playground area that leads off the classroom, she was going to play. A timer set for 5 minutes was taken outside by the children and when it went off they had to return to class. Stickers were used as reinforcement for returning to class on time.

Adaptations Initially any request using the break card was accepted, gradually this was modified and if necessary, Bella was asked to complete a given task before having her break e.g. packing her home pack, completing a piece of work.

Monitoring the Intervention

Our practice: agreed that the intervention was successful based on our gut reactions. Our general impression was that on most occasions Bella returned to class with her peer after the 5 minutes was up. Best practice: Data should be collected using a method that causes least disruption to the adults other tasks and provides relevant information e.g. time sampling: Record the number of times Bella uses her card to request a break in each of the 3 teaching blocks in the school day Record the number of times Bella leaves the class without letting the teacher know in each of the 3 teaching sessions,

Childs Perspective
Using a break card allows Bella to self-monitor her need for a calming break when over stimulated or anxious at busy times in the class day. It provides an opportunity to develop social relationships in the class using Bellas high interest in the playground swings, slide and sandpit. It can also act as a reinforcer to complete a given task as requested by an adult.

Parent Involvement
Our practice: the intervention was described to the family at a teacher parent interview after it had been in use successfully for a few weeks Best practice: consult the parents and family/whnau at all stages of the interventions selection, implementation, assessment and modification. Share the visual so that the intervention can be used in the home setting as well if appropriate.

Next Steps
To introduce the teacher directed break card when we feel Bella needs a break but has gone beyond the point of recognising this need herself.

Conclusion
Although we feel this intervention has made a significant difference to the target behaviour of leaving the class without permission, there are a number of areas where the process could have been improved: A more thorough Functional Behaviour Analysis supported by collection of meaningful data Consulting research evidence when selecting the intervention Data collection to inform the effectiveness of the intervention and any adaptations needed Parent involvement at all stages of the intervention process

The above points can now act as a check list for developing further interventions in our classroom and across the school.

References
Evidence-Based Practice: Functional Communication Training (FCT). (n.d.). Retrieved October 2013, from The National Professional Development Center on Autism Spectrum Disorders: http://autismpdc.fpg.unc.edu/content/functional-communication-training Functional Communication Training (FCT). (2010). Retrieved October 2013, from Raising Children Network: http://raisingchildren.net.au/articles/functional_communication_th.html Functional Communication Training and Autism. (2013). Retrieved October 2013, from Research Autism:

http://researchautism.net/autism_treatments_therapies_intervention.ikml?ra=72&infol evel=4 Larkey, S., & Tullemans, A. (2011). Teacher assistants big blue book of ideas for supporting students with ASD (Autism/Asperger). Redcliffe: Secondary School Solutions.