Ebook Applied behaviour analysis and autism: Part 2
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Ebook Applied behaviour analysis and autism: Part 2
CHAPTER 6From a Sapling to a ForestThe Growth of the Saplings Model of EducationPhil Smyth, Marc de Salvo and Aisling ArdiffThe Saplings Model of Educ Ebook Applied behaviour analysis and autism: Part 2cation (or Saplings) is an educational centre for 31 children who have been diagnosed as being on the autistic spectrum (see Figure 6.1). The centre delivers education to pupils through application of the principles of applied behaviour analysis (ABA). This chapter aims to set the development of Sap Ebook Applied behaviour analysis and autism: Part 2lings in context. It begins with Jessica’s story as told by her father (and Saplings chairperson) Marc de Salvo and develops into an overview of the hEbook Applied behaviour analysis and autism: Part 2
istorical development of Saplings. This chapter presents Saplings as an interesting and dynamic setting for children to learn and for staff to work, aCHAPTER 6From a Sapling to a ForestThe Growth of the Saplings Model of EducationPhil Smyth, Marc de Salvo and Aisling ArdiffThe Saplings Model of Educ Ebook Applied behaviour analysis and autism: Part 2uality assurance is outlined in terms of the systems approach to organizational operation utilized within Saplings. All quality assurance systems are designed with the aim of continuing to deliver quality education to Saplings pupils, and to improving performance in all areas whenever possible. Key Ebook Applied behaviour analysis and autism: Part 2elements within the Saplings systems approach include the development of clear roles and responsibilities (operationally described as146THE GROWTH OFEbook Applied behaviour analysis and autism: Part 2
THE SAPLINGS MODEL OF EDUCATION147/ ifftre 6.1: Mark and Jessbehavioural objectives for stall'performance) and quality control measures designed for tCHAPTER 6From a Sapling to a ForestThe Growth of the Saplings Model of EducationPhil Smyth, Marc de Salvo and Aisling ArdiffThe Saplings Model of Educ Ebook Applied behaviour analysis and autism: Part 2ance, Ĩ. providing supervisory and management feedback, and 4. providing stall'training (I.aVigna eí al. 1994). Quality assurance, in terms of staff performance, provides the critical framework for continued Saplings pupil success. The reader of this chapter will be left with a view of Saplings as a Ebook Applied behaviour analysis and autism: Part 2 vibrant, positive and exciting learning environment for pupils, one that also takes pride in rhe quality assurance measures utilized.Jessica de SalvoEbook Applied behaviour analysis and autism: Part 2
’s storyJessica de Salvo was born on 4 November 1997 and was our second child. Jess walked early at around 8—9 months and appeared to develop typicallCHAPTER 6From a Sapling to a ForestThe Growth of the Saplings Model of EducationPhil Smyth, Marc de Salvo and Aisling ArdiffThe Saplings Model of Educ Ebook Applied behaviour analysis and autism: Part 2r having to be carried or sleeping lying on top of my wife, Andrea. It was during a visit from a local district nurse that concerns about Jess not responding to her name were raised. At this time it was suggested that we have her hearing tested. Andrea and I clearly remember Jess waving bye to me as Ebook Applied behaviour analysis and autism: Part 2 I went off to work. We also remember her starting ‘Da Da’ sounds. We had her hearing tested and it established that she did not have a hearing probleEbook Applied behaviour analysis and autism: Part 2
m, but148APPLIED BEHAVIOUR ANALYSIS AND AUTISMshe did appear to have a communication problem. As we started looking closer at Jess’s behaviour we notiCHAPTER 6From a Sapling to a ForestThe Growth of the Saplings Model of EducationPhil Smyth, Marc de Salvo and Aisling ArdiffThe Saplings Model of Educ Ebook Applied behaviour analysis and autism: Part 2 rarely maintained eye contact with US.Upon the discovery of Jess’s communication problems she was assigned to an early intervention team. At their recommendation we went to see a paediatrician when Jess was approximately 15 months old. The report generated from this visit was sent directly to the e Ebook Applied behaviour analysis and autism: Part 2arly intervention team according to standard practice. The paediatrician noted that Jess presented with some autistic traits. Unaware of what the repoEbook Applied behaviour analysis and autism: Part 2
rt contained we started looking at books and the World Wide Web for further information about the possible causes of Jess’s communication problems. WeCHAPTER 6From a Sapling to a ForestThe Growth of the Saplings Model of EducationPhil Smyth, Marc de Salvo and Aisling ArdiffThe Saplings Model of Educ Ebook Applied behaviour analysis and autism: Part 2 had a formal assessment by the local childhood development team carried out al our home. (See Figure 6.2.)Figure 6.2:Jessica learningDuring the assessment Jess displayed hand flapping and also ignored US when we tried to interact with her. We suggested to the team that she could possibly be on the Ebook Applied behaviour analysis and autism: Part 2autistic spectrum, but were quickly told not to label Jess; it was too early to say. The team suggested that we have her reviewed again on her third bEbook Applied behaviour analysis and autism: Part 2
irthday and by then we should know the issues we were dealing with. Later,THE GROWTH OF THE SAPLINGS MODEL OF EDUCATION149during our legal case againsCHAPTER 6From a Sapling to a ForestThe Growth of the Saplings Model of EducationPhil Smyth, Marc de Salvo and Aisling ArdiffThe Saplings Model of Educ Ebook Applied behaviour analysis and autism: Part 2f that report were the letters ‘ASD’, standing for autistic spectrum disorder. The report also noted that ‘father was in action mode’ and that ‘mother was upset’. Unaware of this yet feeling dissatisfied with the outcome of the assessment, and unwilling to wait until Jess was three, we arranged a pr Ebook Applied behaviour analysis and autism: Part 2ivate assessment for Jess with a paediatrician who had a lot of experience in the area of autism.Before starting the assessment the paediatrician toldEbook Applied behaviour analysis and autism: Part 2
us he was going to ask us questions around 16 areas of Jess’s development. If Jess fell into 8 out of the 16 categories on the assessment it meant shCHAPTER 6From a Sapling to a ForestThe Growth of the Saplings Model of EducationPhil Smyth, Marc de Salvo and Aisling ArdiffThe Saplings Model of Educ Ebook Applied behaviour analysis and autism: Part 2oy box. Jess fell into 1 5 out of the 16 different categories on the assessment and the 16th was questionable. Every parent who has experienced this day will never forget the raw pain upon having the diagnosis of autism confirmed. The pain was strange; although we were pretty sure that Jess had auti Ebook Applied behaviour analysis and autism: Part 2sm, nothing prepared US for the shock of getting confirmation. Professionals, who have the task of informing parents of a diagnosis of autism, shouldEbook Applied behaviour analysis and autism: Part 2
not underestimate this impact. 1 have spoken to hundreds of parents who have related the story of how diagnosis was delivered. Almost all confirm a baCHAPTER 6From a Sapling to a ForestThe Growth of the Saplings Model of EducationPhil Smyth, Marc de Salvo and Aisling ArdiffThe Saplings Model of Educ Ebook Applied behaviour analysis and autism: Part 2ess’s diagnosis I had no idea that our local national school could refuse Jess a place because she had autism or that there were very few specialized educational places available for her. Andrea and 1 explored some of the ‘specialized’ educational placements provided by the Irish State for children Ebook Applied behaviour analysis and autism: Part 2with autism and were extremely dissatisfied with the implementation of the model they were based upon. Around this time an organization called ICANDOEbook Applied behaviour analysis and autism: Part 2
(Irish Children s Autism Network for Developmental Opportunities) was holding monthly workshops for parents of children with autism. Andrea and 1 atteCHAPTER 6From a Sapling to a ForestThe Growth of the Saplings Model of EducationPhil Smyth, Marc de Salvo and Aisling ArdiffThe Saplings Model of Educ Ebook Applied behaviour analysis and autism: Part 2et the future Director of Education of Saplings. 1 started attending, and video recording, the monthly workshops and started looking at the different models of education available for children with autism. I also started talking to parents who were running ABA home programmes. 1 am often asked why 1 Ebook Applied behaviour analysis and autism: Part 2 came to the conclusion that intervention based upon theí 50APPLIED BEHAVIOUR ANALYSIS AND AUTISMprinciples of ABA was the best possible educational iEbook Applied behaviour analysis and autism: Part 2
ntervention for Jess. To make my decision Ỉ started looking at what information was available on autism approaches. The literature around the outcomesCHAPTER 6From a Sapling to a ForestThe Growth of the Saplings Model of EducationPhil Smyth, Marc de Salvo and Aisling ArdiffThe Saplings Model of Educ Ebook Applied behaviour analysis and autism: Part 2in peer-reviewed scientific journals. In the end the decision was easy.In the summer of 2000, Andrea and 1 took a deep breath and tried to start a home programme, using ABA, for Jess. It was nor easy. We had to remortgage our home to build an extension to house Jess’s classroom. Dr Ken Kerr came on Ebook Applied behaviour analysis and autism: Part 2board as our consultant behaviour analyst. We were very fortunate to get an experienced ABA tutor. In the year that followed, much media attention wasEbook Applied behaviour analysis and autism: Part 2
being given to some high-profile cases taken by the parents of autistic children against the Irish State. The basis for these cases tended to centre CHAPTER 6From a Sapling to a ForestThe Growth of the Saplings Model of EducationPhil Smyth, Marc de Salvo and Aisling ArdiffThe Saplings Model of Educ Ebook Applied behaviour analysis and autism: Part 2attention tended to focus on families who were struggling, not only with autism, but also with the constant stress of trying to get services from the government.In November 2000 I asked Dr Kerr to run a course on ABA for parents to try to equip them with some practical skills for productively intera Ebook Applied behaviour analysis and autism: Part 2cting with their children. Dr Kerr developed the course and, in January 2001, an ABA course designed specifically for parents was run out of a communiEbook Applied behaviour analysis and autism: Part 2
ty centre in Cclbridgc, Co. Kildare. Parents travelled from all over Ireland to attend and, although it was only an introductory course, it sparked inGọi ngay
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