Communication Project Written Report

 

 



 

Michael Friedmann
 

School of Education and Human Sciences, Department of Special Education
 

SPED 800: Teaching Language and Communication Skills to Learners with Autism and Developmental Disabilities
 

The University of Kansas
 

Dr. Glennda McKeithan
 

April 11, 2024

 

 

 

 

Communication Project Written Report Part I

 

Featured Student
 

            Bobby is an 11-year-old student in the 6th grade. Bobby started out the year spending time in the class and doing activities with his peers, however, he often leaves the classroom when he feels overwhelmed or uncomfortable. He prefers to be in a separate, familiar space with students he knows. Bobby met WAC special education eligibility under the category of Autism Spectrum Disorder. Bobby’s conditions adversely impact his social skills, emotional regulation, and adaptive behavior. He demonstrated a need for specially designed instruction in social skills, emotional regulation, and adaptive behavior. While Bobby is verbal, he struggles with social interaction and communicates in a very limited capacity with peers. With adults, Bobby communicates easily, but typically any communication with adults is limited to wants or needs or vocalizations relevant to work avoidance or verbal precursors to elopement. Bobby does have a 1:1 instructional paraeducator assigned to him, but Bobby rarely completes academic work and rarely attends general education classes. While Bobby is verbal, Bobby struggles with both peer and adult communication and social interactions.
 

            Communication is fundamental to daily life in numerous ways, serving as the cornerstone of how individuals interact, express themselves, build relationships, and navigate the world around them. Developing functional communicative language requires an individual to engage with others and adapt language skills to the situations around them which are always changing. When one possesses the ability to verbally communicate, as opposed to individuals who rely on PECs or AAC devices to communicate, working on developing verbal communication is fundamental to future independence and success.
 

            For Bobby, honing his ability to verbally express himself to both adults and peers will be a definitive function to his ability to independently convey thoughts, emotions, feelings, needs,

wants and ideas. Such communication is not limited to only an educational environment but is conducive to successful communicative abilities outside of the classroom. Bobby’s family currently struggles with his inability to effectively communicate, despite him being verbal, and the inevitable behavioral manifestations and outbursts and aggression which he engages in when frustrated, or when demands are placed on him.
 

            When Bobby is engaged in a preferred activity, or interacting with preferred adults or peers, Bobby becomes much more verbal and interactive. When Bobby is provided a new task to which he shows an interest, Bobby will engage with said task for extended periods of time which is atypical of Bobby’s engagement with other activities, particularly social or academic. Bobby’s limited verbal interaction with peers creates a communicative deficit for Bobby in academic and/or classroom environments and social situations. If Bobby is able to learn how to communicate more effectively and in a more consistent manner, Bobby will find himself better able to interact with peers which may alleviate some of Bobby’s frustration and elopement behavior. Bobby would benefit greatly from increasing his social skills communication and interaction which will transition him to better communication at home as well as an academic environment.
 

Record Review
 

            Bobby, an 11-year-old student in the sixth grade, presents with above-average intellectual abilities, as indicated by his IQ scores which fall well within the superior range (Full-Scale IQ: 120). While Bobby does not demonstrate severe impairments in communication, he does present with significant deficits in social skills and peer interaction which directly impede his communicative abilities, as Bobby prefers specific adult interactions over peer interactions. Bobby demonstrates impairments in social skills, emotional regulation, and adaptive behavior, reflected by his Autism Diagnostic Observation Schedule (ADOS) scores placing him at a Level 1 severity (requiring support).
 

            Bobby’s communication is primarily verbal, and Bobby is able to communicate wants and needs, but tends to be affected and impacted by his environment and the presence of others (especially peers and adults he does not know) and work or task demands. Bobby’s previous IEP goal in the area of social emotional learning focused on self-efficacy and the ability to engage with his learning environment. Bobby is most engaged in his learning when he feels that it is benefiting him and is useful content. For example, when learning math, if he feels I will help him learn to code better, he may have a desire to learn it. However, if he feels a topic is boring or not useful, he tends to refuse work. Currently, Bobby has a schedule that incorporates some choice, but has structured parts of his day. Bobby does really well with having a private space to regulate when he becomes frustrated or upset. There are some days when he is able to follow his schedule and engage in learning activities with 90% accuracy, and there are some days he does so with about 30% accuracy. Bobby also benefits from consistency and predictability, so change in routine or unexpected things can upset him.
 

            Moving forward, the focus will be on collaborating with Bobby to establish and follow a schedule that allows him access to regulation tools and reinforcement, while also providing instruction.

 

Target Behavior
 

            Bobby’s communication need (incorporating social skills, emotional regulation, and adaptive behavior) can be operationally defined as: During the first 20 minutes of independent work, Bobby will attend class and be present within the structured classroom environment and not requesting to leave to engage in an alternate or preferred activity. Bobby will sit at his desk and engage in directed activity independently without requesting to leave the classroom. The evidence-based practice of reinforcement will be used to aid Bobby regarding the target behavior. Based upon previous efforts of utilizing reinforcement through Avian-Assisted Intervention, which were successful in mitigating the target behavior and facilitated Bobby remaining in the structured academic environment and focused on independent work, the EBP selected aligns with classroom structure and academics as well as with Bobby’s IEP goals and the conditions which adversely impact his social skills, emotional regulation, and adaptive behavior, all of which were either reduced or experienced a complete cessation when reinforcement through Avian-Assisted Intervention was used previously.
 

Child and Family Characteristics
 

            Bobby’s strength in communication is also his greatest weakness, as his communication is directly linked to his environment and the individuals in that environment. Bobby has a high IQ and above-average to superior comprehension skills. Bobby does not experience any communicative deficits regarding instruction or the communication of others, rather, based upon the demand and his mood, he either chooses compliance or defiance. Defiance specifically presents in elopement to a preferred space. Bobby enjoys social interaction, but only with preferred adults and a limited number of preferred peers with whom he is familiar. When engaged in reinforcement through the use of Avian-Assisted Intervention, Bobby has the ability to socially interact with anyone in any environment outside of his structured environment. Bobby enjoys the attention he receives when he is handling birds during the EBP of reinforcement. This facilitates his desire to remain in his structured environment, engage in social activities with peers, and academics.
 

            Bobby is capable of learning new concepts, especially if provided reinforcement. Bobby’s family struggles with many of the same issues witnessed in the classroom which include emotional regulation and adaptive behavior. Bobby’s parents make repeated efforts to establish routines and expectations at home, but struggle with Bobby’s emotions and his frustrations which can at time manifest as aggression. Bobby’s medications also impact his ability to manage a full day of academics and Bobby typically arrives to school late and begins with a soft start. There are days when Bobby sleeps for most of the day in a preferred space. While Bobby can communicate wants and needs, demands placed upon him will prompt verbal and at times, physical aggression (cussing, screaming, hitting). Repeated demands, or expectations placed upon Bobby do not work well if Bobby is not interested or if Bobby does not feel a benefit exists in complying with a demand or expectation. Denying access to preferred activities (such as computers) does also not work and being told “no” results in frustration which can manifest as aggression and even greater noncompliance.
 

            Being told “no” at school, or being denied a preferred activity or space can be highly problematic but given Bobby’s current IEP which allows Bobby access to a preferred space if and when desired, Bobby simply goes there. The instructional staff will make efforts at redirection or see if Bobby is willing to negotiate his elopement to a preferred space, or even do some academics while in the preferred space, but this does not always work. Bobby needs a constant for of reinforcement, and the reward of attention to motivate him to remain in the structured classroom environment and focused on academics rather than elopement to a preferred space.
 

Teacher and Team Characteristics
 

            This is Bobby’s first year in middle school and Bobby’s teacher is still working on reviewing and updating Bobby’s current IEP and determining the best way to manage his annual goals regarding social skills, emotional regulation, and adaptive behavior. Bobby’s teacher has been teaching special education resource for over a decade and has a firm grasp on evidence-based practices and the functions of autism as well as supports needed for her students to be successful in all academic areas. The paraprofessionals that work with Bobby directly have over two decades of experience in resource and special education and working with students with autism. Bobby’s mother also works at the middle school and is a constant support to both the teacher and paraprofessionals. The teacher and paraprofessionals utilize EBPs in a variety of ways and in doing so, determine the most functional and adaptive EBPs to implement with Bobby. The most successful to date has been reinforcement through the use of Avian-Assisted Intervention, which not only prompted Bobby to remain in the classroom for the entirety of the day but facilitated Bobby going out to his general education classes, completing academic demands, and helped Bobby to engage in social skills and peer communications with individuals he was unfamiliar with.

Clues Found in IEP Goals or Outcomes
 

            Bobby’s three goals are focused directly on his conditions adverse impact to his social skills, emotional regulation, and adaptive behavior, identified in his IEP under Social/Emotion (Skill: Self-Efficacy), and Adaptive (Skill: Self-Awareness). As stated previously, the focus for Bobby, moving forward, will be on collaborating with Bobby to establish and follow a schedule that allows him access to regulation tools, and reinforcement, while also providing instruction.
 

Other Resources Available
 

            The supports that are most effective with Bobby are reinforcement in the form of Avian-Assisted Intervention, which Bobby absolutely loves. Through the use of this reinforcement, Bobby is able to self-regulate, manage his anxiety, maintain a less-stressed demeanor, remain in the classroom, engage in social activities with unfamiliar peers, attend general education classes, and engage in academic demands. Reinforcement (R+) is a foundational practice that is used with other evidence-based practices. Reinforcement describes the relationship between learner behavior and a consequence that follows the behavior. This relationship is reinforcing only if the consequence increases the likelihood the learner will perform the skill or behavior in the future (Sam & AFIRM Team, 2015).
 

            To support implementation, Bobby only needs to be allowed exposure to the Conures (small parrots) which have been integrated into the classroom environment as Avian-Assisted Intervention tools. Bobby is capable of self-efficacy with limited support when interacting with the Conures specific to this program. Teachers, paraprofessionals, and intervention specialists are able to assist throughout the intervention process. Most of the time, Bobby is simply seated at his table with the Conure present on the table in front of him. Bobby is able to interact through touch and verbal communication throughout the intervention. Bobby is also able to facilitate interactions with other peers, both those familiar to him and unfamiliar to him, around instructional time, in order to develop adaptive behaviors and greater social interactions.
 

            Bobby’s communication needs will be assessed using the ASCS-2. The teacher and parent will both fill out the questionnaires. The teacher will email the parent a copy of the questionnaires that she will complete, and the teacher will be using the parent questionnaire as a comparison, noting similarities and differences in scores between what is observed at school and at home.
 

            The teacher will complete the questionnaire and observations during class time when the students are in small groups, observing what the student is doing and using her own knowledge about the student as well.
 

ASCS-2 Assessment Plans:
 

            The ASCS-2 will be completed yearly to monitor Bobby’s progress of skill acquisition, skill mastery, and skill generalization across multiple domains. The ASCS-2 will continue to help the IEP team to assess Bobby’s skills, prioritize his needs, target goals, and plan effective interventions for him (Quill & Stansberry-Brusnahan, 2017).
 

            Bobby is an amazing student who needs an adaptable environment conducive to his support needs and his further successful development of social skills, his functional interaction with peers, his ability to emotionally self-regulate, and break away from rigid thought into more adaptive and flexible scheduling. Bobby has shown the ability to benefit greatly from the EBP of reinforcement in the use of Avian-Assisted Intervention. Over the course of the next year, with the help of observational data, and the ASCS-2, Bobby will be able to meet interventional needs and IEP goals and develop a successful method by which to engage with peers socially and minimize his need for a preferred space outside of his structured academic environment.

 

Communication Project Written Report Part II

 

Selected EBP

 

              The EBP that will be used for this project is reinforcement. Reinforcement is used to teach target skills and increase desired behaviors. Other evidence based practices (for example, prompting, pivotal responses training) draw upon components of reinforcement. Reinforcement (R+) is a foundational practice that is used with other evidence-based practices. Reinforcement describes the relationship between learner behavior and a consequence that follows the behavior (in the case of Reinforcement (R+) the consequence is a positive one which the learner enjoys or looks forward to, a reward). This relationship is reinforcing only if the consequence increases the likelihood the learner will perform the skill or behavior in the future (Sam & AFIRM Team, 2015), which is typically motivated by the reinforcement. The relationship between the learner’s use of a skill/behavior and the consequence is only reinforcing if the consequence increases the likelihood the learner performs the skill or behavior.

Steps of the EBP

 

              The supports that are most effective with Bobby are reinforcement in the form of Avian-Assisted Intervention, which Bobby absolutely loves. Through the use of this reinforcement, Bobby is able to self-regulate, manage his anxiety, maintain a less-stressed demeanor, remain in the classroom, engage in social activities with unfamiliar peers, attend general education classes, and engage in academic demands.
 

            To support implementation, Bobby only needs to be allowed exposure to the Conures (small parrots) which have been integrated into the classroom environment as Avian-Assisted Intervention tools. Bobby is capable of self-efficacy with limited support when interacting with the Conures specific to this program. Teachers, paraprofessionals, and intervention specialists are able to assist throughout the intervention process. Most of the time, Bobby is simply seated at his table with the Conure present on the table in front of him. Bobby is able to interact through touch and verbal communication throughout the intervention. Bobby is also able to facilitate interactions with other peers, both those familiar to him and unfamiliar to him, around instructional time, in order to develop adaptive behaviors and greater social interactions.
 

Implementing Evidence-Based Practice (EBP) reinforcement strategies, specifically utilizing positive reinforcement (R+), involves several key steps, but the basis of its foundation relies heavily on identifying the behavior, collecting baseline data through direct observation, and establishing a goal or outcome that clearly states when the behavior will occur, what the target skill is, and how the team will know when the skill is mastered.
 

            The three primary steps to Reinforcement (R+) rest on R+ Planning, R+ Implementation (or using), and R+ Monitoring. The following guidelines identify what steps should be followed in the implementation of Reinforcement (R+). Identify Target Behaviors and determine which behaviors you want to reinforce. These behaviors should be specific, observable, and measurable. Determine which reinforcers that are meaningful to the individuals whose behavior you want to reinforce. Reinforcers can vary widely from person to person and can include tangible rewards (such as stickers, tokens, or privileges), social rewards (such as praise or attention), or activities (such as extra free time or preferred tasks). Before implementing R+, collect baseline data on the target behaviors to establish a starting point. This data will help you measure the effectiveness of the reinforcement strategy over time.

             Determine a feasible and practical schedule of reinforcement you will use. This could be continuous reinforcement (providing a reinforcer every time the desired behavior occurs) or intermittent reinforcement (providing a reinforcer only some of the time). Intermittent reinforcement can be more effective for maintaining behaviors over the long term. Consistently apply the reinforcement plan, providing reinforcers when the target behaviors occur. Make sure to deliver the reinforcer immediately following the behavior to strengthen the association between the behavior and the reinforcer. Continuously monitor the target behaviors and the effectiveness of the reinforcement strategy. Use data collection methods to track progress and make adjustments to the reinforcement plan as needed. Offer feedback to individuals about their performance and the reinforcement they have received. Positive and constructive feedback can help individuals understand what behaviors are being reinforced and motivate them to continue those behaviors.
 

              Once the desired behaviors have been consistently reinforced, work on maintaining those behaviors over time and generalizing them to different settings or situations. This may involve gradually reducing the frequency of reinforcement or expanding the range of situations in which reinforcement is provided. Periodically evaluate the effectiveness of the reinforcement strategy by comparing current data to baseline data. Adjust the reinforcement plan as necessary to ensure continued progress toward goals. Educate and support those implementing the reinforcement strategy to ensure consistency and effectiveness. Training may include instruction on how to deliver reinforcement effectively, how to collect data accurately, and how to troubleshoot any challenges that arise.
 

               By following these steps, you can effectively implement Evidence-Based Practice reinforcement strategies, utilizing positive reinforcement to encourage and strengthen desired behaviors.
 

Operationally Defined Target Behavior
 

               During the first 20 minutes of independent work, Bobby will attend class and be present within the structured classroom environment and not requesting to leave to engage in an alternate or preferred activity. Bobby will sit at his desk and engage in directed activity independently without requesting to leave the classroom.
 

Social Validity
 

               Social validity refers to the degree to which an intervention or treatment is considered acceptable, relevant, and meaningful by the individuals affected by it, as well as by other stakeholders such as caregivers, teachers, or community members. In the context of reinforcement strategies like R+, social validity is crucial in determining the effectiveness and sustainability of the intervention.

The student is benefitting from the intervention and the teacher, paraeducator and parent have noticed both small and large improvements in the student’s behavior and ability to transition and engage. Bobby’s three (IEP) goals are focused directly on his conditions adverse impact to his social skills, emotional regulation, and adaptive behavior, which are specifically identified in his IEP under Social/Emotion (Skill: Self-Efficacy), and Adaptive (Skill: Self-Awareness).
 

               The most successful implementation of reinforcement to date has been through the use of Avian-Assisted Intervention, which not only prompted Bobby to remain in the classroom for the entirety of the day but facilitated Bobby going out to his general education classes (specifically Animal Advocacy), completing academic demands, and helped Bobby to engage in social skills and interactions and peer communications with individuals he was unfamiliar with (versus those he is familiar with).

Instruction
 

               School is in-person and in a structured environment. The classroom is a resource classroom, and not restrictive. The student is provided with a schedule in which he has personal investment (buy-in) as per his IEP. The student is typically provided a visual schedule of classes, and has assignment available on google classroom. The student does typically make great efforts to avoid doing work, but given the right reinforcement, will engage in his academics and attend general education classes in a percentage interval of about 60% to 65% of the time, compared to a percentage interval of 10% to 15% of the time when reinforcement is not utilized or implemented.
 

                Bobby is able to access either current or missing work in his resource classroom at any time and complete it as he has flexible deadlines. Bobby’s greatest hurdle is motivation which is increased through reinforcement. Bobby also has a dedicated paraeducator who works with him under supervision and guidance of a teacher. The teacher is also accessible to Bobby is needed. All of Bobby’s instruction is self-guided and independent and accessible via Chromebook, with access to general education classes and teachers.
 

Feedback
 

                 Feedback is a constant with the student, with a majority of it being in the form of tangible reinforcement. Verbal feedback is provided as needed, when prompting to address a precursor to an unwanted behavior, or address a change in mood, or a desire to leave or not to attend general education classes. Feedback is also utilized as a way to engage the student in conversation in an effort to help him more effectively communicate wants and needs, specifically in regard to IEP-related goals in social skills, emotional regulation, and adaptive behavior.
 

Data Collection
 

                The method of data collection for the communication project is partial interval recording. Partial interval recording is a method commonly used in applied behavior analysis (ABA) to measure the occurrence of behaviors within specified time intervals. This method involves dividing an observation period into a series of short intervals and recording whether the behavior of interest occurs at any time during each interval. However, unlike whole interval recording where the behavior must occur throughout the entire interval to be recorded, with partial interval recording, the behavior is recorded as occurring if it happens at any point within the interval.
 

                  In the context of reinforcement R+, partial interval recording can be used to track the occurrence of target behaviors that are being reinforced. Partial interval recording incorporates defining the target behavior, selecting the observation period, dividing the observation period into intervals, recording behavior occurrences, and then calculating the percentage of intervals.
 

                   Partial interval recording provides a structured method for capturing the occurrence of behaviors over time and is particularly useful when the behavior of interest is variable in its occurrence or duration. However, it's important to note that partial interval recording may overestimate the true frequency of the behavior, especially if the behavior occurs briefly or sporadically within each interval. Therefore, careful attention to observation procedures and reliability is necessary to ensure the accuracy of data collected through this method.
 

Adjustments and Modifications
 

                    Although implementation is still in its early stages, with the student receiving the intervention a total of 5 days (not consecutively), some adjustments have had to be made to adapt to the student’s schedule and demeanor, and at times, resistance to engagement and interaction. Scheduling difficulties, and student absences have also factored into adjustments and modifications. There are days when the student’s medications interfere with his ability to engage immediately, requiring him to have a soft start, which typically creates a hurdle for the remainder of the day. There are days when medication is forgotten and the student is incapable of remaining in his structured environment and retreats into preferred isolation.
 

Baseline Graph
 

                    A baseline graph is attached below. The student’s baseline over a three-day window when prompting was implemented, to include structured learning, independent learning, engagement in academics, and prompts for social skills interactions, the student refused. This baseline graph indicates the student’s refusal to engage and interact prior to the implementation of the intervention.

 

Communication Project Written Report Part III

 

Data Collection
 

                     The method of data collection for the communication project is partial interval recording. Partial interval recording is a method commonly used in applied behavior analysis (ABA) to measure the occurrence of behaviors within specified time intervals. This method involves dividing an observation period into a series of short intervals and recording whether the behavior of interest occurs at any time during each interval. However, unlike whole interval recording where the behavior must occur throughout the entire interval to be recorded, with partial interval recording, the behavior is recorded as occurring if it happens at any point within the interval.
 

                       In the context of reinforcement R+, partial interval recording can be used to track the occurrence of target behaviors that are being reinforced. Partial interval recording incorporates defining the target behavior, selecting the observation period, dividing the observation period into intervals, recording behavior occurrences, and then calculating the percentage of intervals.
 

                       Partial interval recording provides a structured method for capturing the occurrence of behaviors over time and is particularly useful when the behavior of interest is variable in its occurrence or duration. However, it's important to note that partial interval recording may overestimate the true frequency of the behavior, especially if the behavior occurs briefly or sporadically within each interval. Therefore, careful attention to observation procedures and reliability is necessary to ensure the accuracy of data collected through this method.
 

Data Collection Results
 

                       Data was taken daily during the intervention phase of this project (dependent upon whether or not the student was present). The typical data track for this project consistent of Monday to Friday, but the student did not always come to school, so data was tracked over an extended duration of the intervention to accommodate lapses in the student’s attendance. Data was taken via observation and interaction during EBP implementation. Reinforcement (R+) is a foundational practice that is used with other evidence-based practices. Reinforcement describes the relationship between learner behavior and a consequence that follows the behavior. This relationship is reinforcing only if the consequence increases the likelihood the learner will perform the skill or behavior in the future (Sam & AFIRM Team, 2015).
 

                       The results of the data collected indicate a drastic decline in the student’s elopement behavior and his desire to remove himself to a preferred or isolated space when R+ EBP interventions using AAI were in place. The high-magnitude behaviors manifested by the student on a continuous basis without the EBP (R+) implementation show that the student will routinely and consistently remove himself from his expected environment, refuse to participate in academics and social skills activities and choose to relocate himself to a more isolated and preferred space. When the EBP is implemented, the reinforcement provides the student with motivation to remain in his classroom and participate in academics (in a limited capacity) and in social skills development. The high-magnitude elopement behaviors nearly reach complete cessation when the EBP is implemented. Data was tracked simply based upon whether the student engaged in his typical elopement behavior or chose to remain in class due to the EBP being implemented as a successful reinforcement.
 

Data Interpretation
 

                      The data for this specific intervention shows high effectiveness in motivating the student to remain in class and refrain from leaving to a more isolated and preferred space. The data also shows a higher level of engagement in social skills development (charted by the gray line). Baseline behavior for the student was an inability to maintain a presence in his academic environment with a preference for elopement to a more isolated space where he did not have to interact with peers or adults. When the intervention was implemented, the student chose to remain in his classroom and never asked to elope to a (preferred) isolated space. The reinforcement (R+) provided the student with an intervention that facilitated his development of social skills and self-efficacy and emotional regulation, allowing him to quickly adapt to his environment and engagement with peers and adults that were non-preferred and/or unfamiliar. The intervention provided a palpable reduction in the student’s level of anxiety and changed the manner in which he was able to engage with peers on a consistent basis throughout the days and times when the intervention was implemented. According to SAM and AFIRM team, Reinforcement (R+) is a foundational practice that is used with other evidence-based practices. Reinforcement describes the relationship between learner behavior and a consequence that follows the behavior. This relationship is reinforcing only if the consequence increases the likelihood the learner will perform the skill or behavior in the future (Sam & AFIRM Team, 2015).
 

                       Prior to the intervention being implemented, there was no assurance that the student would accept the intervention or participate. There was a foundational context to the student having a “love” for animals that prompted the discussion on the intervention being implemented as a test to see if it would be accepted and be applicable as a tool for successful implementation over time. The student accepted the intervention immediately and adapted to it, with only a brief hesitation at first as he learned how to handle and interact with the Conures. Within the matter of 60 minutes the student was comfortable and confident handling the Conures and by the end of the day was helping other peers interact and handle the Conures (facilitating IEP goals, social skills development and the cessation of elopement behaviors).
 

                       Additional factors to be considered were the level of engagement which the student adhered to during the implementation of the intervention versus the lack of engagement with peers and academics without the intervention. Just being present in a classroom does not always correlate to engagement.
 

Generalization
 

                         The application of generalization is fundamental to the process of developing skills in a variety of settings that remain viable regardless of who an individual may be interacting with, or the situational conditions which may invariably change. The May Institute defines generalization as “the ability to complete a task, perform an activity, or display a behavior across settings, with different people, and at different times.” Generalization establishes a flexibility that is typically difficult for individuals with ASD who adhere to more rigidity in routines and interactions.
 

                          Given that the student’s goals identify self-efficacy, self-regulation, and social skills development, generalization for the student would incorporate the student being able to engage with his peers in the same fashion as he does when the intervention is place, but do so when the intervention is not in place. The intervention provides the student with a tool that helps to facilitate a breaking from his normal behavioral routines and anxiety-manifested responses, allowing him to engage, communicate and interact with peers and build upon social skills development gradually, until the reinforcement can be faded and the student can maintain engagement and interaction with peers without the intervention.

                           The intervention helps the student build confidence in his social interactions and over time this will allow the student to generalize those skills and behaviors and maintain peer interactions with less elopement and anxiety. In order for generalization to occur, the skill must be demonstrated across novel, noninstructional settings with multiple partners (Quill & Stansberry-Brusnahan, 2017). The student has already demonstrated the ability to do this with the intervention in place, generalization would correlate with the student slowly being able to maintain the same abilities and interactions when the intervention is no longer being implemented.
 

Intervention Graph
 

                           The data chart below provides data regarding the decrease in student elopement behavior when the EBP is implemented, which reaches a nearly complete cessation of the undesired behavior by the student. The gray line further indicates the level of the students engagement when the intervention was in place.

 

  

 

References
 

Friedmann, M. (2023, January 1). Avian-Assisted Intervention. Tweethearts: Avian-Assisted Intervention. tweethearts.org.
 

Quill, K. A., & Stansberry-Brusnahan, L. L. (2017). Do-watch-listen-say: Social and communication intervention for autism spectrum disorder. Paul H Brookes

Publishing.

 

Sam, A., & AFIRM Team. (2015). Reinforcement. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina.