# 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

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# Table of Contents

## About the Forms  
v
## About the Authors  
vii  
## Preface  
ix  
## Acknowledgments  
xii

# Section I: Fundamentals of the Project DATA Model
1. Introducing the DATA Model Approach . 3  
2. Characteristics of a High-Quality Inclusive Early Childhood Program for Children with Autism Spectrum Disorder . 9  
3. Basic Principles of Applied Behavior Analysis . 19  
4. Instructional Strategies to Facilitate Learning . 29  
5. Determining What to Teach . 43  
6. Writing and Using the Instructional Programs . 51  
7. Teaching Project DATA Style . 69  
8. Data-Based Decision Making . 79  
9. Collaborating with Families and Other Partners . 95  
10. Implementing Project DATA in Your Community . 109

# Section II: Project DATA Instructional Programs
I. Adaptive . 118  
II. Executive Functioning . 166  
III. Cognitive . 212  
IV. Communication . 264  
V. Social . 332  
VI. Play . 378  
Glossary . 41

## 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,** is 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. Her primary interests include autism, inclusive education, and the sustainability of educational interventions.  
**Julie Ashmun, M.Ed., BCBA,** is Director of the Professional Development Unit at the University of Washington’s Haring Center. Her interests focus on effective practices for professional development and researching children with neurodevelopmental delays.  
**Bonnie McBride, Ph.D., BCBA-D,** is Associate Professor of Pediatrics at the University of Oklahoma. Her expertise includes early childhood special education and applied behavior analysis, particularly for children with autism.  
**Crista Scott, M.Ed., BCBA,** is involved in early childhood special education and professional development activities aimed at increasing the use of embedded teaching practices in classrooms.  
**Susan Sandall, Ph.D.,** is a Professor at the University of Washington, focusing on effective instructional practices for children with disabilities in inclusive settings.

# SECTION II

## Project DATA Instructional Programs

### I. ADAPTIVE  
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

| Task analysis | Teaching sequence |
| --- | --- |
| 1. Puts hands on cup  
2. Picks up cup  
3. Brings cup to mouth  
4. Tilts cup toward mouth  
5. Sips | 1. Teach two steps of task analysis  
2. Teach next two steps of task analysis  
3. Teach next two steps of task analysis  
4. Teach next two steps of task analysis |

## PROGRAMMING LOG
|  | Acquisition |  |  |
| --- | --- | --- | --- |
| Start date | End date | Start date |  |
| 1 |  |  |  |
| 2 |  |  |  |
| 3 |  |  |  |
| 4 |  |  |  |

---

### LESSON PLAN: Mealtime
| Settings and materials |  |
| --- | --- |
| Decontextualized | Embedded |
| Teaching |  |
| What direction or cue will you give? |  |
| How will you prompt the child's response? |  |
| Circle type of prompt(s) used: |  |
| Physical | Visual |
| Modeling | Verbal |
| Other: |  |
| Circle prompt fading procedure used: |  |
| Time delay | Most to least |
| Graduated guidance |  |
| Other: |  |
| What is the child's response? |  |
| What reinforcers are you using? |  |
| What is the correction procedure? |  |
| How will you collect data? (circle answer) |  |
| Percentage correct | Frequency  |
| Other: |  |

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