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MyProgress (NASAT)

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by

Ben Higgins

on 11 July 2013

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Transcript of MyProgress (NASAT)

SPELL
TEACCH
PBS
SCERTS
Blended Approach
Tailored to meet individual needs
My Progress
Modified national curriculum
NAS specialist curriculum
My Progress Plan
Social
Stories
Enterprise
Therapeutic & psychological intervention
NAS SPELL Framework provides a value base to understand autism from the inside out
(Evaluated by Tizzard Cente at the University of Kent)
Structure
Positivity
Empathy
Low arousal
Links
Promotes independence and reduces anxiety through
Physical structure of environment
Personalised visual schedules
Independent work systems
Visual instruction jigs
Is used to understand complex behaviour whilst respecting the individual through a 5 step process
Functional analysis of behaviour
Behaviour support plans that
Plan for teaching new equally effective prosocial behaviour
Outline adjustments to the environment to support prosocial behaviour
Identifies responses that will support and reinforce desired behaviour
Identifies settings, triggers, proactive, preventative and reactive strategies
Implementation through direct support
Collecting and monitoring data
Evidence based evaluation
• SCERTS is a developmental model that supports a student to develop skills such as joint attention in order to become a competent Social Communicator and forms a significant part of the NAS specialist curriculum
• recognises most behaviour is a coping strategy and the model aims to develop functional Emotional Regulation skills to maintain the optimum level of emotional arousal (homeostasis) to cope with everyday stress in order to attend, engage and learn.
• through the use of Transactional Supports (complimented by TEACCH)
• SCERTS assessment process is conducted in natural settings to identify functional, meaningful, and developmentally-appropriate goals for IEP targets that will lead to the most positive long-term outcomes as indicated by the National Research Council (2001; Educating Children with Autism)
• SCERTS observation method is used to monitor the effectiveness of both staff and physical support strategies and inform changes that need to be introduced
promotes intellectual development with a focus on developing functional academic skills through community based learning
focuses on understanding my autism, learning to learn, developing functional social communication and independent living skills, and promoting self esteem
My Progress
assessment cycle
Inclusion in
local community
Integration into
mainstream classes
Collaborative activities
with other schools
Good attendance
Personalised inclusion pathway
Community
based learning
(teach functional skills in natural settings)
Outcomes
Next steps:
Discuss with Darlings and develop video for NASAT website (cost £4k)
Share learning with Carol (and David regarding Refresh)
Submit Project Proposal to Mark and executive
Identify team to develop training pathway and mechanism for staff to self audit their autism knowledge and understanding ahead of APR (eg JAS, JV, BH, DC, RM)
1. Induction (all staff): Intro to ASD, SPELL, Autism friendly classroom
2. First year (all staff): social com, behav, cog theories, My Progress, personalised inclusive approach (link to Uni course eg Bath?)
3. Level three: 2 teachers or senior staff from each school per year attend accredited courses and become champions in TEACCH, SCERTS, PBS etc
(3 yr rolling prog delivered in spring term costing £7,500/yr from central training - aim for NAS staff to become licensed to deliver internally with 3 years to reduce cost)
4. Level four: Post graduate qualification (individual basis - usually one per year per school with training contract & claw back)
Develop my progress multi-agency outcomes grid to facilitate RAG rating and monitor progress of intervention

My Progress Plan
covers 6 areas of development
Feedback from stakeholders:
Don't understand what NAS mean by Blended approach
Don't always know how their child is progressing within NAS
(issue more to do with reporting than assessment)
New SEN code of practice puts increased focus on:
Parental involvement as key factor in improving outcomes
Termly reviews (as suggested by Lamb inquiry)
Clear information for parents on assessment procedures
Clear information about specialist training for staff


Personalised curriculum, intervention and inclusion plan (e-PLP)
(monitored and evaluated through personalised e-portfolio)
Balance between NC and
specialist curriculum
Full transcript