Seeing is Believing

Editor’s Note – The following article was written by Amy F. Hobbs, Training Coordinator with the Autism Society of North Carolina.

Research shows that video modeling is an effective strategy to use with individuals with Autism Spectrum Disorder to improve social and communication skills. As a trainer, I frequently emphasize the importance of showing children with autism what you want them to do as opposed to just telling them. Verbal directions are typically difficult for individuals with autism to process as their visual processing skills are more advanced than their auditory processing skills. Video modeling or the process of instructing through watching a model therefore provides an excellent opportunity for students to actually see the behavior or the skill that is requested and therefore better understand it.

Not only is video modeling time and cost effective, but it can be rehearsed and rerecorded until the exact skill or behavior desired is captured. This is a much cleaner method than live modeling and can be watched repeatedly until the skill is learned as well as used as a tool for maintaining the skill. In fact, video modeling is a practical method of instruction for teachers that can be used with multiple individuals needing practice on the same skill.

As with computer screens, video modeling takes away the interpersonal component present in 1:1 teaching that makes learning more challenging for individuals with autism. It offers instead a mode of instruction that is highly motivating and fosters independence.

Video modeling has been used to teach many different social, academic, behavioral or functional skills from iPod use to how to give a compliment. Many studies show the success of video modeling in teaching challenging social skills such as recognition of emotions, perspective taking, social initiations, eye contact, social greeting, sharing and engagement in social conversation. My goal here is to demonstrate the simplicity of the video modeling process by giving some basic steps to follow.

1. Determine if the child has the perquisite skills needed to ensure success. These include basic imitation skills, normal visual and hearing acuity, and the ability to attend to a video for at least one minute.
2. Teach a skill that can be easily modeled and observed. An ideal target skill is one that the child is able to do with prompting.
3. Decide who to use as models in the video. Peers, siblings or other children of a similar age are good choices. Once the skill or behavior is learned, videotape the child with autism displaying the target skill or behavior (video self-modeling). This can be a powerful tool for increasing the child’s self-efficacy (Bray & Kehle, 1996) as well as reinforcing the maintenance of the skill.
4. Write the script for the models and keep it short. Three to five minutes is recommended, but it can be shorter.
5. Video the models making sure that the important actions are clearly visible and that the audio is clear and free of distracting sounds. Keep it simple.
6. Intervention includes:
   a. Showing the video model to the child with autism several times and then
   b. Providing a time and place to practice the skill.
   c. Monitoring and keeping data on the child’s progress.
   d. Testing to see if skills generalize to other settings and people.

Often video modeling instruction is paired with another method of teaching such as peer mentoring, social skills groups, self-management, reinforcement, role modeling and other applied behavior analysis techniques to ensure success. Below is a list of research articles that demonstrate success using video modeling.

References:

• Bray, M., & Kehle, T. (1996). Self-modeling as an intervention for stuttering. School Psychology Review, 25, 358-369.
• Other research:
• Bellini, S., Akullian, J., & Hopf, A. (2007). Increasing Social Engagement in Young Children with Autism Spectrum Disorders Using Video Self-Modeling. School Psychology Review: Volume 36, Issue No. 1.
• Charlop-Christy, M.H., & Daneshvar, S. (2003). Using Video Modeling to Teach Perspective Taking to Children with Autism. Journal of Positive Behavior Interventions: Volume 5, Issue No. 1, pp. 12-21.
• Charlop-Christy, M.H., Le, L., & Freeman, K.A. (2000). A Comparison of Video Modeling with In Vivo Modeling for Teaching Children with Autism. Journal of Autism and Developmental Disorders: Volume 30, Issue No. 6, pp. 537-552.
• Corbett, B.A. (2003). Video Modeling: A Window into the World of Autism. The Behavior Analyst Today: Volume 4, Issue No. 3.
• Corbett, B.A. & Abdullah, M. (2005) Video Modeling: Why Does It Work for Children with Autism? Journal of Early and Intensive Behavior Intervention: Volume 2, Issue No. 1, pp. 2-8.
• D’Ateno, P., Mangiapanello, K., & Taylor, B. A. (2003). Using Video Modeling to Teach Complex Play Sequences to a Preschooler with Autism. Journal of Positive Behavior Interventions: Volume 5, Issue No. 1, pp. 5-11.
• Goldsmith, T.R. & LeBlanc, L.A. (2004) Use of Technology in Interventions for Children with Autism. Journal of Early and Intensive Behavioral Intervention:Volume 1, Issue No. 2, pp. 166-178.
• Hine, J.F. & Wolery, M. (2006). Using Point-of-View Video Modeling to Teach Play to Preschoolers with Autism. Topics in Early Childhood Special Education: Volume 26, Issue No. 2, pp. 83–93.
• Hine, J.F. & Wolery, M. (2006). Using Point-of-View Video Modeling to Teach Play to Preschoolers with Autism. Topics in Early Childhood Special Education: Volume 26, Issue No. 2, pp. 83–93.
• Smith, C., Williamson, R. & Siegel-Robertson, J. (2005). Implementing Technology to Teach Social Skills to Students with Multiple High-Incidence Disabilities. Unpublished University of Memphis research study, 11 pp.
• Wert, B. Y., & Neisworth, J. T. (2003). Effects of Video Self-Modeling on Spontaneous Requesting in Children with Autism. Journal of Positive Behavior Interventions: Volume 5, Issue No. 1, pp. 30-34.
• Williams, C., Wright, B., Callaghan, G., & Coughlan, B. (2002). Do Children with Autism Learn to Read More Readily by Computer Assisted Instruction or Traditional Book Methods? Journal of Autism and Developmental Disabilities, Volume 6, pp. 71-91

Amy can be reached via email at ahobbs@autismsociety-nc.org or by phone at 828-236-1547.

Honoring Direct Support Professionals

Editor’s Note – Last week was Direct Support Professional Recognition Week in North Carolina. The Autism Society of North Carolina employs hundreds of Direct Support personnel and without their dedication and continued efforts many individuals on the autism spectrum and their families would not have needed support services. The following article was provided by Kerri Erb, Senior Director of Quality and Programs.

Direct Support Personnel (DSPs), Community Skills Instructors (CSIs), Hab Tech, Cap Worker – by whatever their name, these individuals are to be recognized. Every day they work one to one with an individual with autism to teach skill acquisition, supporting a person in reaching independence goals, becoming a friend, a natural support, or a lifelong member of the family. Direct Support Professionals come in all ages and stages of life. Some come to work for ASNC for a few months, others stay for a lifetime.

We’d like to just take a moment to invite you to reach out to the DSP you know, who works with your child, your neighbor, and say “thank you.” Recognize them for a job well done. DSP are the largest percentage of ASNC’s employees and we learn how to improve what we do as an organization and as a system from them. Many full-time Autism Society of North Carolina employees and managers got their start in the field through Direct Support work. Because of this understanding throughout the organization of the importance of DSP, our ultimate hope is that an individual with autism’s life is improved in some way through their work.

As an agency we have been endowed an annual award to give to a direct support staff worker to recognize the job that they do here at ASNC. Lori and Gregg Ireland established this award to honor the John and Claudia Roman family who provided extraordinary support to their son and family. Through their generous gift, the Irelands have enabled the Autism Society of NC to acknowledge and honor other direct support staff that had the same level of commitment in the delivery of service as John and Claudia.

We have honored Tanya Ahner- Mejia (2012), Lori Sweeney (2011), and Emily Bennett (2010) with this award in recent years for their tireless dedication, ability to go above and beyond and for making a real impact in the lives of individuals with ASD and their communities. They are the ones who make dreams come true.

It’s not just the Autism Society of North Carolina that recognized the importance of DSPs, click here to see Gov. Perdue’s proclamation to celebrate this week.

So in case you missed the opportunity last week, we invite you to give your DSP a pat on the back, or a donation in their honor, for a job well done this week (or any week). ASNC will again honor a DSP with the John and Claudia Roman award for 2012 at the 2013 Autism Society of North Carolina conference February 8-9 in Charlotte. Please nominate your Autism Society of NC DSP for this award by emailing Kerri Erb or Denise Ferguson for more information.

Kerri Erb can be reached via email at kerb@autismsociety-nc.org or by phone at 919-865-5053 or 800-442-2762, ext 1102.

Run or Walk for Autism this fall

Editor’s Note – The following Blog article was written by Heather Hargrave, Development Associate and Run/Walk for Autism Coordinator.

Lace up your running shoes and participate in the 2012 fall run/walks for autism and help us make a difference in the lives of over 60,000 individuals with autism in North Carolina. Regardless of the event you choose you will enjoy a beautiful fall day in support of the Autism Society of North Carolina, and help to provide support and promote opportunities for individuals with autism and the families who love them. This year our fall run/walks for autism will be held in Greensboro, Asheville & Raleigh. Click on the links below to register.

• Greensboro Run/Walk for Autism – September 22, 2012 – 5K – UNC-Greensboro: event website – www.greensbororunwalkforautism.com
• WNC Run/Walk for Autism – September 29, 2012 – 5K, 1K & Kid’s Dash- UNC-Asheville: event website – www.wncrunwalkforautism.com
• Triangle Run/Walk for Autism – October 13, 2012 – 5K, 1Mile & Kid’s Dash – Moore Square, Raleigh: event website – www.trianglerunwalkforautism.com

Once you have registered you can begin recruiting your team. Please help us make a difference by recruiting as many team members as possible and being creative fundraisers. Your first step is to spread the word, contact prospective team members and invite them to join your team. Then it’s time to start fundraising with your team. Donations can be made online, mailed to our local office, or handed in on race day.

Get a jump on your 2012 Run Walk for Autism Fundraising by reading the tips below:

• Start early! Once you are registered you can begin collecting donations.
• Set a goal before you start fundraising and share it with others. Let everyone you know that you are participating in the Run Walk to improve the lives of individuals with autism in our state.
• Lead by example, the easiest donation will come from you and will motivate others to donate.
• Learn about the Autism Society of North Carolina and where the money goes.
• Identify potential supporters such as your employer, family, friends, hair stylist, doctor, dentist, realtor, sorority/fraternity, car dealer, clients, colleagues, & neighbors. Ask others to help you spread the word and recruit additional support.
• Use a fundraising approach that reflects your style. Personal letters, emails, direct asks, Facebook, & telephone calls are all good examples. You will do the best with a style of fundraising that reflects your personality.
• Provide updates – let people know how much you’ve raised and how close you are to reaching your goal.
• Ask for a specific level of donation or ask that family members match your donation.
• Matching Gifts – see if your employer has a matching gifts program. If so, you can easily double your dollars raised. Companies can provide you with the simple paperwork needed to process.
• Get creative by hosting a garage sale, bake sale, car wash, or chili cook-off with proceeds going towards your team.
• Collection jar – place a jar for people to donate their spare change.
• Ask a local restaurant to donate a percentage of sales from one night to your team.
• Remember to thank every individual who helps you reach your goal. Let them know how they are making a difference and share personal stories.

Anyone can join our team and make a difference. Sign up today (by clicking on one of the event links) and begin fundraising. Thank you for your support and please contact Heather Hargrave at 919-865-5057 or hhargrave@autismsociety-nc.org if you have any questions.

Senate Budget Released: More Cuts to Autism!

On May 24, the North Carolina Senate released its version of the state budget, which cuts an additional 3% from Health and Human Services programs, including $30 million in cuts to state funded services (IPRS), $51 million more in cuts to Medicaid optional services for adults, $10 million in cuts to non-profits, and $25 million more in cuts to Medicaid provider rates, bringing the total to $71.4 million.

The budget includes proposed cuts to 21 of the 26 “optional” Medicaid services for qualifying adults. Potential “optional services” that may be impacted include funds for Intermediate Care Facilities for people with intellectual and developmental disabilities (ICF-MRs), dental care, optical care, physical therapy, occupational therapy, speech therapy, personal care services, case management, and medication. The NC Department of Health and Human Services would be required to reduce the amount of service, lower payment rates, or eliminate a service altogether to make up for the loss of $51 million in funding. When combined with Medicaid matching funds from the federal government, this means a loss of $200 million dollars in Medicaid funding for “optional” but completely necessary services. Many of these programs have already been cut recently; in the case of Medicaid provider rates, this would bring the total rate cuts to 11-13% over the past three years. While the costs to serve individuals continue to rise, funding available for that care continues to be decreased.

The Senate budget made two additional changes that impact education and tax revenue. The Senate put $61 million into public schools to reduce class sizes over the next 4 years, but eliminated more funds for teachers’ aides and other areas of public education. Eliminating funding for teacher’s aides is in addition to major cuts to early education and child development programs including Smart Start and the More at 4 Program, which helps at-risk children, including those with autism and other developmental problems, start school on pace with other children.

The Senate’s budget reflects reduced revenues from a tax package that allows the penny sales tax to expire and would reduce individual income tax rates by .25% and reduce taxable income for certain small businesses. The cuts to services that are important to the autism and DD community mentioned here could be restored if the state’s current revenue package were to remain in place.

The Senate will vote on its budget next Tuesday, May 31 and Wednesday, June 1. House and Senate Appropriations Committee chairs have been meeting over the past week to see if they can reconcile differences to pass a budget next week that both chambers agree on.

Get Informed!
The Autism Society of North Carolina has compiled a list of cuts relevant to people on the autism spectrum below. For a full list of proposed budget cuts, visit the General Assembly web site and review the articles under the “News and Information” section (left-hand column). The “Money Report” links for the Senate Appropriations Committee is a list of cuts, and the “Bill Text” link includes an overview of the funding as well as the “special provisions” stating how funding is to be used and related policy changes.

Act now to have your voice heard!

These cuts are unacceptable to the Autism community. The loss of IPRS funding means people with Autism Spectrum Disorder who have no other services and supports could lose what little they have. Continuing to cut Medicaid funds, including provider rates, means lower quality of care and less access to services. Children in mainstream classrooms would have less help, and fewer children would get the right start in school. Non-profit providers like the Autism Society of North Carolina would sustain cuts to nearly every aspect of their programming.

Contact your NC State Senator and tell them

• The cuts are too deep! Support using the House budget figures.
• Keep the penny sales tax and hold off on tax breaks; if they kept the sales tax, the cuts in the House and Senate budget could be restored.

How to Contact Members of the General Assembly:

• By phone: All legislative offices can be reached through the General Assembly switchboard by dialing (919) 733-4111.
• Legislators also have offices in their districts. For Raleigh and home district office contact information for Legislators visit the General Assembly’s “Who Represents Me?” page. Click on “House” or “Senate,” then look for Member Lists. Click on a name to find your legislator’s web page and contact information for their local offices. This is a 3-day holiday weekend, so you may be able to connect with your legislator while they are in their home districts.
• By e-mail: Legislative e-mail addresses can be located through the “Who Represents Me?” pages.
• For those without Internet access, local Boards of Elections can be asked for assistance.

Need more help in contacting your legislators? Click to view ASNC’s “How to Contact your Legislator” tip sheet.

Do you have questions about legislative and policy issues? Email Jennifer Mahan, ASNC Director of Government Relations, at jmahan@autismsociety-nc.org or call her at 919-865-5068 or 1-800-442-2762 ext 1116.

The Autism Society of North Carolina can’t advocate without you. Thank You for your continued support of our work.

Budget Cuts :House and Senate

	House Budget	House Budget	Senate Budget	Senate Budget
Department	Fiscal Year 2011-2012	Fiscal Year 2012-2013	Fiscal Year 2011-2012	Fiscal Year 2012-2013
DHHS Admin
Non-Profit Funding	(5,000,000)	(5,000,000)	(10,000,000)	(10,000,000)
CARELINE (handles calls for help, including Medicaid problems)	(380,478)	(380,478)	same	same
Div Child Development
Smart Start	(37,600,000)	(37,600,000)	same	same
Discontinue transport	(1,001,718)	(1,001,748)	same	same
Div of Public Health
Early Intervention	(3,500,000)	(3,500,000)	(3,118,046)	(3,118,046)
Div of Medical Assistance
Modify Optional and Mandatory Services (total of several)	(16,508,903)	(22,072,343)	(16,732,335)	(22,295,678)
Eliminate inflationary increases	(62,853,778)	(139,290,860)	(62,853,775)	(130,874,505)
Adjust provider rates	(46,400,000)	(46,500,000)	(71,420,718)	(71,420,718)
Behavioral Health 1915 b/c waiver (includes DD, autism)	(10,500,000)	(52,500,000)	same	same
CCNC savings(implementing more medical homes)	(90,000,000)	(90,000,000)	(83,071,581)	(90,000,000)
Modify and Eliminate optional Services			0	(51,474,609)
Div of Mental Health, Developmental Disabilities, Substance Abuse
Eliminate 7 advocacy positions (in state facilities)	(158,045)	(158,045)	same	same
Eliminate Community Funding (IPRS) for  Medicaid recipients, except residential support	(20,000,000)	0	(30,000,000)	(30,000,000)
Swap (LME) fund balance w/ state service funds	(25,000,000)	0	same	same
Reduce Division management flex funds (emergency fund)	(7,180,807)	(7,180,807)	same	same
Reduce LME mgt funds			(7,234,005)	(7,234,005)
Education
Public Schools Total Cuts	(694,040,243)	(670,358,180)	(696,788,009)	(732,011,651)
LEA adjustment (schools return funds to state, make cuts locally)	(346,914,388)	(410,440,688)	(4,365,359)	(65,292,506)
Eliminate TAs (except K-1)	(258,647,482)	(254,193,602)	(390,519,448)	(395,946,237)
Community Colleges Total enrollment growth funded, but tuition increased and all programs cut	(110,512,354)	(110,512,354)	(120,169,798)	(120,169,798)
University System Total enrollment funded, but 470 mil flex cut to be determined by UNC	(447,561,332)	(447,443,210)	(359,000,000)	(360,000,000)

 

A PATHway to help

Editor’s Note: The following article was written by Autism Society of North Carolina Parent Advocate Wanda Curley. Wanda works out of the Triad office in Greensboro. We appreciate her willingness to share her personal journey and insights.

As a parent of a very amazing young adult with autism , I continue to be encouraged daily by the strength, courage, and perseverance that is found in our ASD community here in North Carolina. My most recent example of this phenomenon was seen at the first meeting of a newly formed ASNC-sponsored parent support group for parents across the state who have children at the PATH Unit at Murdoch Developmental Center in Butner.

PATH, which stands for Partners in Autism Treatment and Habilitation, is a program which serves children ages 6 to 16 with a diagnosis of ASD and severe behavioral challenges. Families accessing the PATH unit have in most cases experienced crisis situations with their children. In this instance crisis is defined as a situation where the child cannot access regular educational programs and has extreme difficulty accessing any other services both in the community and home. PATH is a residential program based on intensive, multi-disciplinary interventions seeking to stabilize the child and return him/her to the home or other appropriate community placement generally within a 2 year period.

Having a child who recently exited the program, I listened with quiet awe as I heard the stories of the families who currently have a child at the program recount with painstaking detail, all with a myriad of emotions ranging from fear to frustration to disbelief to relief in finally having found a possible place of hope and restoration. The bond that was forged through the sharing of their stories was an incredible thing to watch as each family member present listened to and offered their comments and encouragements to one another. Surely the resolve and hope I witnessed among those people present must have been so similar to those first interactions among some parents who first banded together in the late 1960s when the ASD population was quite misunderstood. The resolve and perseverance of these “giants” who first dared to venture into unknown and scary territory by actually believing they could make a difference for their children brought about our agency now known as the Autism Society of North Carolina.

Over three decades later, some professional “giants” in the ASD community also formed a program which would reach out to even those individuals with the most difficult challenges of ASD. Many individuals have and still continue to enter and exit the PATH program with strengthened abilities, and as some parents (including this one) put it, “the opportunity to get their lives back.” I think I witnessed something very amazing as the parents in that small room now had the opportunity to be supported through a partnership of 2 great entities…PATH and ASNC. Through appreciation of and understanding of differences…..through resolve, determination and the belief that we can enhance another individual’s life and make it more pleasant and meaningful….through collaborating and seeking to promote and sometimes even invent opportunities that have not previously existed….through HOPE and believing that even the most critical and challenging situations can be made easier… this is the autism community at its best. I am grateful to both PATH and ASNC for a fine example in forging the way for individuals with ASD and their families. There is support and encouragement in numbers and together we CAN make a positive difference for our loved ones.

Wanda Curley
Parent Advocate, Autism Society of North Carolina