Module 9 Blog

                The article I chose for this week’s blog discusses strategies and intervention for students who are diagnosed with autism and emotional behavior disorders.  I was interested in this article because at the alternative school I work at, there has been several students I have worked with that are diagnosed with both ASD and EBD.  The authors in this article researched a multi-tiered problem solving model (MTPS) and how to implement this model for these students. 

                The authors begin the article with a brief review of the prototypical MTPS model which is a useful framework to address a wide range of student learning and behavioral problems. 

According to Magyar and Pandolfi,  “Several core components guide assessment and intervention practices and include: (a) a standardized assessment protocol with decision making guidelines for evaluating and addressing student support and intervention needs, (b) use of evidence-based interventions and protocols to address skill deficits related to participation and learning, (c) a professional development protocol for capacity building, and (d) a protocol for monitoring the integrity of model implementation.” (Magyar, Pandolfi, 2012)

                The assessment protocol includes activities such as surveillance, screening, and progress monitoring.  “The assessment protocol enables personnel to describe the student’s unique developmental, learning, and behavioral characteristics.” (Magyar, Pandolfi, 2012)  The authors also suggest that the surveillance must be formal for students with ASD regardless of their placement.  The reason the surveillance must be formal is because of the neurodevelopmental nature of ASD, specific symptoms can change over time and through interactions with different contexts.  The author recommends that this assessment is applied prior to the emergence of EBD issues.  The next component in the MTPS model is the intervention protocol.  The structure and interventions of this protocol are very similar to the three tier RTI triangle model.  The first tier is supports and interventions, the second is targeted intervention, and the third tier is more targeted supports and interventions.   

According to Magyar and Pandolfi, “Tier 1 supports include: (a) direct instruction on classroom routines and the establishment and training on scheduling and visual support systems to support independence in executing the routines, (b) a formalized classroom management system to assist students in meeting behavioral expectations that includes posting of classroom rules/expectations, teaching of the behaviors that enable a student to meet expectations, and differential reinforcement for appropriate behavior, and (c) various incidental teaching methods to assist the student to learn and apply functional communication and social interaction skills needed for classroom participation.” (Magyar, Pandolfi, 2012)

According to Magyar and Pandolfi, “Tier 2 targeted interventions will be needed for functional communication, social skills, self-regulation of repetitive and stereotyped behaviors, and the self-regulation of emotions and behavior.” (Magyar, Pandolfi, 2012) 

According to Magyar and Pandolfi, Tier 3 addresses student problems that have not responded to Tier 1 and 2 interventions.  They include development of formalized behavior support plans, referral for wraparound and mental health services, and in some cases, placement in specialized settings (for those students in the general education setting).”  (Magyar, Pandolfi, 2012)

Finally, the authors discussed a case study of this model at a rural school serving about 5,500 students from diverse backgrounds.  The superintendent reported that approximately five percent of students are diagnosed with ASD.  However, the superintendent believes that many more students present ASD symptoms and are either undiagnosed or not diagnosed with ASD.  Also, the superintendent reported a high percentage of EBD students among the ASD student population.  To implement this model the school had to establish a professional learning committee, establish an assessment protocol, establish the intervention protocol, professional development: implementing the ASD support model, and monitoring implementation.  The authors reported that the school had success with the MTPS model.  The short comings of the program were the teachers needed additional professional development, and the teachers who were not part of the PLC needed the most training on how to implement the model.  The author did not discuss the success rates of the students or if the model was more effective in a general education setting or an alternative setting. 

Next, I will discuss if the article is useful and if I would recommend this article to other professionals.  Overall, I thought this article was well written and the research was clear and to the point.  I liked how the authors summarized the model and the methods to implement the model in a school.  I thought the three tier intervention graphic and explanation of the tiers was very informative.  Also, I thought case study was informative and after reading how the school was able to roll out the model, I was clear about the process.  However, the authors in this article did not discuss the students and there was not data to state if the program was successful. I would have liked to see more technology examples and examples of activities the PLC team used as interventions.  I would recommend this article to my colleagues mainly because the tier graphic and explanation of the tiers was very informative.

In conclusion, because ASD is now classified as a high-incident disability, and many of the symptoms of EBD can co-exist in students with ASD.  I believe it is important to find more interventions and research to best serve students who are diagnosed with ASD and EBD.                

 

References

Magyar, C. I., & Pandolfi, V. (2012). Considerations for Establishing a Multi-Tiered Problem-Solving Model for Students with Autism Spectrum Disorders and Comorbid Emotional-Behavioral Disorders. Psychology In The Schools, 49(10), 975-987.