Running head: IRIS MODULE WK5 1

IRIS Module Assessment Assignment

Yadira Adame-Lopez

Brandman University: EDUU-676

July 30, 2020

IRIS Module Assessment Assignment

Assessment

1. Define autism spectrum disorder:

a. List the two primary characteristics of ASD. Individuals with ASD have a

persistent deficit in social communication and social interaction across contexts. That is

demonstrated by having difficulty starting a conversation or carrying on a conversation

with another person. Learners with ASD do not respond to facial expression or make eye

contact. The second characteristic of ASD is the presence of restrictive, repetitive

patterns of behavior, interest, or activities. Some of the common behaviors are rocking

back and forth, flapping hands, difficulty handling changes in routine, and highly focused

interests.

b. Explain why ASD is referred to as a “spectrum disorder.” ASD is referred to as a

“spectrum disorder” because toddlers, children, and youth with ASD demonstrate a great

range of strengths, abilities, and areas of need.

2. Identify and briefly describe the four steps educators can use to make an informed

decision when selecting an EBP.

 Identify and define the target behavior: The educator needs to know what behavior needs

to be change. The behavior needs to be observable, measurable, and clearly defined.

 Collect baseline data: collecting baseline data means that the team needs to know the

frequency and duration of the behavior before treatment is implemented.

 Establish a goal or outline: The goal for the students target behavior needs to be written

in their IEP and needs to specify when or where the behavior will be performed, what
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behavior should be displayed, and the specific, measurable criterion for mastery that will

be used.

 Select an EBP: The last step will be to select an EBP that can address the target behavior

and that will be effective for the students.

3. Five EBPs are sometimes referred to as foundational strategies.

a. List and briefly describe the five strategies.

 Reinforcement: That is to give the student a desired consequence or removing an

unwanted object or condition after the student engages in a desired behavior (positive

and negative reinforcement).

 Prompting: Giving the students a prompt to support them when learning a new skill

or behavior to increase their chance of success.

 Time delay: A means of systematically providing and then fading prompts, there is

constant time delay and progressive time delay.

 Modeling: Demonstrating how to perform a skill or behavior correctly prior to asking

the student to perform the skill or behavior.

 Task analysis: A method of breaking multiple multi-step skills or behavior into

smaller components that can be taught one at a time. There a two ways to use task

analysis, forward chaining and backward chaining.

b. For each video below, identify which foundational strategy is being used.

Video 1: Drawing Butterfly: Task Analysis, the educator used task analysis using forward

chaining.

Video 2: Tying Shoes: Modeling, the teacher models how to tie the shoes.
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c. For each scenario presented in the table below, select one strategy to address the

student’s needs and explain why you chose that strategy. Select a different strategy for

each scenario.

Scenario Strategy Justification for Selection

Trevor, a 14-year-old boy, is  Positive  The goal is for Trevor to transition from
having difficulty transitioning reinforcement one activity to another. He will be given a
from one activity to another. desired consequence to increase the
likelihood of transitioning with ease in the
future.

Carly, a six-year-old, has  Modeling  Teacher will demonstrate how to put on a

Alexa, a three-year-old girl,  Prompting  The Goal is for Alexa to play with her doll in a
swings her doll around instead traditional manner. The teacher will use a physical
prompt to demonstrate how to feed the doll. She will
of playing with it as intended place her hand over Alexa’s hand, and together feed
(e.g., feeding it). the doll.

4. Visual supports and PECS are effective strategies to address communication needs of

children with ASD. Briefly explain how each strategy can address this need. Children

with ASD have delays in acquiring receptive and expressive language skills, as well as

nonverbal forms of communication. Visual supports are used to help students to express

what they want or need and to understand the language and nonverbal cues of others.
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PECS are used for students with limited verbal skills to learn to communicate and interact

with others through the exchange or presentation of visual cues.

5. Discuss the differences between a focused intervention and a comprehensive treatment

program.

 Focused interventions are short-term and time-limited. They are designed to address

specific behavior, communication or skill acquisition.

 Comprehensive treatment program is a highly structured program that incorporates

focus intervention, targets multiple developmental domains, and is employed for an

extended period of time. ABA principles are used as well as some theoretical models

or approaches.

6. Promoting independence is often a goal for students in high school. Briefly describe how

each of the following strategies can promote independence.

a. Self-management strategies: self-management strategies are used to help students

to engage in appropriate or desired behaviors. There are four self-management

strategies, they are self-monitoring, self-instruction, goal-setting, and self

reinforcement. When the student engages in self-management strategies they are

doing it independently. Through self-monitoring the student learns to assess their

behavior and record the results. In self- instructing the student learns to talk to

himself or herself through a task or activity. In goal-setting the students will set

and monitor their progress toward achieving a goal. Lastly, the student will self-

reinforce by selecting a reinforcer and reward themselves after reaching or

exceeding a criterion.
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b. Technology-aided instruction and intervention: Youth with ASD can use

Technology-aided instruction and intervention to independently use video

prompts to learn daily living skills. To record and complete homework

assignment. Students can use technology to communicate with others.

Technology-aided instruction and intervention create independence for youth with

ASD.
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References

The IRIS Center. (2016). Autism spectrum disorder (part 2): Evidence-based practices.

Retrieved from https://iris.peabody.vanderbilt.edu/module/asd2/