The DATA Model for Teaching

Preschoolers with Autism

by

Ilene Schwartz, Ph.D., BCBA-D

University of Washington Seattle

Julie Ashmun, M.Ed., BCBA

University of Washington Seattle

Bonnie McBride, Ph.D., BCBA-D

University of Oklahoma Health Sciences Center Oklahoma City

Crista Scott, M.Ed., BCBA

University of Washington Seattle

and

Susan Sandall, Ph.D.

University of Washington Seattle

Excerpted from The DATA Model for Teaching Preschoolers with Autism: Blending Approaches to Meet Individual Needs by Ilene S. Schwartz Ph.D., BCBA-D, Julie Ashmun M.Ed., BCBA, Bonnie McBride Ph.D., BCBA-D, Crista Scott M.Ed., BCBA, & Susan Sandall Ph.D.

Contents

1. About the Forms
2. About the Authors
3. Preface
4. Acknowledgments

Section I: Fundamentals of the Project DATA Model

1. Introducing the DATA Model Approach
2. Characteristics of a High-Quality Inclusive Early Childhood Program for Children with Autism Spectrum Disorder
3. Basic Principles of Applied Behavior Analysis
4. Instructional Strategies to Facilitate Learning
5. Determining What to Teach
6. Writing and Using the Instructional Programs
7. Teaching Project DATA Style
8. Data-Based Decision Making
9. Collaborating with Families and Other Partners
10. Implementing Project DATA in Your Community

Section II: Project DATA Instructional Programs

I. Adaptive
II. Executive Functioning
III. Cognitive
IV. Communication
V. Social
VI. Play

About the Forms

Purchasers of this book may download, print, and/or photocopy blank forms for educational use. These materials are included with the print book and are also available at www.brookespublishing.com/schwartz/materials for both print and e-book buyers.

About the Authors

Ilene Schwartz, Ph.D., BCBA-D

Professor of Education at the University of Washington (UW) and the Director of the Haring Center for Research and Training in Inclusive Education at UW.

Julie Ashmun, M.Ed., BCBA

Director of the Professional Development Unit at the University of Washington’s Haring Center for Research and Training in Inclusive Education.

Bonnie McBride, Ph.D., BCBA-D

Associate Professor of Pediatrics in the Department of Developmental and Behavioral Pediatrics at the University of Oklahoma Health Sciences Center.

Crista Scott, M.Ed., BCBA

Taught for 8 years in early childhood special education at the University of Washington’s Haring Center for Research and Training in Inclusive Education.

Susan Sandall, Ph.D.

Professor of Education at the University of Washington.

SECTION II

Project DATA Instructional Programs

I. ADAPTIVE
INSTRUCTIONAL PROGRAM SHEET: Drinks from an Open Cup
Objective: In the presence of an open cup with liquid and told “Drink some _____” or “Take a drink,” or when thirsty, the child holds the cup, drinks from the cup, and places the cup back on the surface.
Mastery criterion:

• 90% or higher correct responding for each set
• Minimum of 10 opportunities per day
• 2 consecutive teaching days
• No spilling

Generalization:

• People: At least two adults
• Settings: At least two settings
• Materials: At least three different cups

PROGRAMMING LOG

LESSON PLAN: Mealtime

INSTRUCTIONAL PROGRAM SHEET: Eats with a Spoon or Fork
Objective: When presented with food that requires a fork or spoon for use, and told “Time to eat” or when the child is hungry, he or she initiates and uses a fork or spoon by spearing food or scooping.

Mastery criterion:

• 90% or higher correct responding for each set
• Minimum of 10 opportunities per day
• 2 consecutive teaching days

Generalization:

• People: At least two adults
• Settings: At least two settings
• Materials: At least two different spoons or forks

LESSON PLAN: Mealtime

INSTRUCTIONAL PROGRAM SHEET: Eats a Variety of Food

Objective: When presented with foods not currently in child’s repertoire and told, “Time to eat,” Child eats the foods.
Mastery criterion:

• Eats _____ new foods
• Eats three bites of each new food
• At least 2 days for each food

Generalization:

• People: At least two adults
• Settings: At least two settings
• Materials: At least three different meals (breakfast, lunch, and dinner)

INSTRUCTIONAL PROGRAM SHEET: Remains at the Table During Meals

Objective: During snack or lunch at school, the child remains with the group at the table until the child asks to leave, adult excuses child, or until the natural end of the meal.
Mastery criterion:

• Remains at the table for the duration of the meal, asks to leave or is excused
• Three consecutive meals
• At least 2 days

Generalization:

• People: At least two adults
• Settings: At least two settings