The Research Effectiveness of the
Language Builder® Academic Readiness
Intervention System (ARIS™)
Research White Paper
John Richards, Ph.D.
Consulting Services for Education
Leslie Stebbins, M.Ed., MLIS
Consulting Services for Education
Angela Nelson, J.D., M.Ed.
Teaching Fellow, Harvard Graduate School of Education
Authors
John Richards, Ph.D., is Founder and President of Consulting Services for Education, Inc. (CS4Ed), and Adjunct Faculty
at the Harvard Graduate School of Education where he teaches Entrepreneurship in the Education Marketplace. John
was President of the JASON Foundation, GM of Turner Learning, the educational arm of Turner Broadcasting, and GM of
the Educational Technologies Division of Bolt Beranek and Newman that launched the award winning Co-NECT school
design. John’s projects have won him numerous awards including two Golden Lamps and several CODIEs, as well as
several EMMY nominations. He is the author/editor of four books, over 90 articles, book chapters, and research reports,
and has been responsible for the publication of over 1,000 educational products. With Chris Dede, he co-edited Digital
Teaching Platforms for Teachers College Press.
Leslie Stebbins, M.Ed. MLIS is the Director for Research at Consulting Services for Education. Leslie has more than
twenty-five years of experience in education with a background in library and information science, instructional design,
and teaching. She worked for eighteen years at Brandeis University as an instructional designer and research librarian
and has served as a consultant to Tufts University, Facing History and Ourselves, the California State University system,
Harvard University, and the U.S. Department of Education on issues relating to learning and technology. She is the
author of numerous articles and books including Finding Reliable Information Online: Adventures of an Information Sleuth
for Rowman & Littlefield and Games for a Digital Age: K-12 Market Map and Investment Analysis with John Richards and
Kurt Moellering for the Cooney Center sponsored by the Gates Foundation.
Angela Nelson, J.D.; M.Ed. is President and CEO of STAGES® Learning and is also a Teaching Fellow at the Harvard
Graduate School of Education. She has worked for over 20 years creating research-based learning tools focused on early
literacy, language and social development for typically developing children and children with autism. At UCLA, Angela
studied behavioral psychology under Dr. Ivar Lovaas, head of the premier program in the treatment and education
of children with autism and also has worked as a senior therapist for the Center for Autism and Related Disorders.
At Harvard, Angela serves as a Teaching Fellow in courses on Universal Design for Learning, Adaptive Learning and
Entrepreneurship in the Education Marketplace.
© 2019 by Consulting Services for Education (CS4Ed) All rights reserved. Printed in the United States of America.
Recommended citation: Richards, J., Stebbins, L. The Research Effectiveness of the Language Builder® Academic
Readiness Intervention System (ARIS). Research White Paper. Consulting Services for Education (CS4Ed). April 2019.
Contents
Overview: Language Builder® Academic Readiness Intervention System (ARIS) ............................................................ 5
The Language Builder® Picture Card Sets ........................................................................................................................ 5
The Academic Readiness Intervention
System (ARIS) ........................................................................................................................................................................ 7
Research Foundation ................................................................................................................................................................... 8
Photograph-Based Treatment Strategies ......................................................................................................................... 8
Applied Behavior Analysis (ABA) for Language Development ..................................................................................... 9
3-D to 2-D Matching Images to Support Generalization ................................................................................................ 9
Comprehensive Structured Curriculum with Integrated Parent Training ................................................................... 10
Evidence Based Practices (EBP) Recommended by the NPDC ................................................................................... 11
Research Based Design of Language Builder and ARIS ....................................................................................................... 13
References ..................................................................................................................................................................................... 14
List of Tables
Table 1: Recent research based on Language Builder Picture Cards ......................................................................... 6
Table 2: Materials included in the Language Builder Academic Readiness Intervention System (ARIS) kit ....... 7
Table 3: Evidence Based Research Practices for Language Development for children with autism based
on the NPDC recommendations ........................................................................................................................................ 11
Table 4. ARIS research foundation .................................................................................................................................... 13
3
Responding Lessons
DATA SHEET
Giving Up Reinforcers LESSON NUMBER LESSON TITLE Comm
DATA SHEET unica
tion-B
STUDENT’S NAME
DATA ased
Instructions for Data Collection
DATE
LESSO SH EE Lesson
Phrase: What phrase or command did you use
12
N NUMB T s
to request student response?
Setting: In what setting did the lesson take place ER
(classroom, floor, chair, etc.)?
Activity: What type of activity was the student
engaged in when you asked them to respond? LESSO
DATE
Distance: 9 Student
3 N TIT
STUDENT’S NAME
How far were you from the student when you
asked them to respond? LE
Distraction: What level of distraction was there Instructio
in the environment (scale of 0-3)?
Position: Using clock as reference, what was ns or
Response to Behavior your position in relation to the student? Stimulus STUD
Any Negative Behavior Provided ENT’S
6 Desired NAM
Response : E
Date: Instructor: Prompt Codes
Notes :
Target
M Modeling R Reinforcer Enticement Words
Reinforcer Used: or Utte
rances
PL Physical Light 2P Help from a 2nd Person to Prac DATE
tice:
Command Used: PH Physical Heavy
2 3 4 5 Circle + (correct), - (incorrect), NR (no response),
Trial 1 or P (prompted) and fill in Prompt Code.
Date: Typical
Phrase:
Activity: Setting
Time to Instructor:
Setting: Notes: forCommun
Comply Distance:
Time Started: Finished: Distraction: Each ication:
Position: time
Trial 1 2
informati you practice
3 4 5 6 on whic this com
Response to Behavior 7 8 9 h will
Any Negative Behavior +
—
+ + + + + +
10
be usef munication
Response — — — — —
+ + + ul to othe activity,
Instructor:
NR NR NR NR NR
— — — — Date: r instr record
Date: P NR NR NR uctors note
P P P P P P P
NR NR practicin s on succ
Prompt Code P P g this ess
Time: commun of commun
Reinforcer Used: ication icati
Time to Respond activity on, behavior,
Settin
g:
with the pronunci
Command Used: Duration of Eye Contact* student. ation,
prompting
, or any
3 4 5 Date: other
Trial 1 2 Phrase: Instru
Instructor: Activity: ctor:
Setting: Notes:
Time Started: Distance:
Time to Finished: Distraction:
Position:
Comply Trial 1 2 3 4 5 6 7 8 9
+ + + +
10
— — + + +
Response — — — + + + Date:
Any Negative Behavior Response to Behavior
NR NR NR NR
— — — — —
P NR NR NR
P P P NR NR NR
P P P Time:
P P P
Date: Instructor: Prompt Code
Time to Respond Settin
g:
Reinforcer Used:
Duration of Eye Contact*
Command Used: Instru
Date: ctor:
Phrase:
Instructor: Activity:
Setting: Notes:
2 3 4 5 Distance:
Trial 1 Time Started: Finished: Distraction:
Position:
Trial 1 2
Time to 3 4 5 6
+
7 8 9 10
Comply + + + + Date:
— — — + + +
Response — — — —
+ +
NR NR NR — — —
NR NR NR
P P P NR NR NR
P P NR Time:
Any Negative Behavior Response to Behavior P P P P P
Prompt Code
Settin
Date: Instructor: Time to Respond g:
Duration of Eye Contact*
Reinforcer Used:
*Record Duration of Eye Contact for Lesson Instru
6 only. ctor:
Command Used: Language Builder® ARIS™ v1 © 2019 Stages
Publishing, Inc.
www.stageslearning.com | PO Box 460, Vista,
CA 92085 | tel 888-501-8880 | fax 888-735-7791
2 3 4 5
Trial 1
Langu
age Builde
Time to r ® ARIS™
Comply v1 ©
2019
Stage
s Publis
hing,
Inc.
CA 92085 | tel 888-501-8880 | fax 888-735-7791
www.stageslearning.com | PO Box 460, Vista,
Publishing, Inc.
Language Builder ARIS™ v1 © 2019 Stages
®
www.stag
eslea
rning
.com
| PO Box
460, Vista,
CA 9208
5 | tel
888-5
01-88
80 | fax
888-7
35-77
91
Introduction
The Academic Readiness Intervention System (ARIS™) is + Applied Behavior Analysis (ABA) practices for
a new comprehensive early autism education curriculum language development
based on the Language Builder® Picture Cards created
over twenty years ago by STAGES® Learning and widely + 3-D to 2-D matching to provide multiple exemplars
used in classrooms and therapeutic settings. to support generalization of early language learning
ARIS combines the research-based Language Builder + Comprehensive structured curriculum to provide
Picture Card sets with 202 detailed lesson plans, scope and teachers and specialists with support to reduce their
sequence with structured sequence guide, over 1200 photo workload and allow them to focus on the student
flashcards, 64 realistic wooden and plastic figurines, 50 learning experience
wooden blocks with structure cards and an iPad app, data
+ Integrated parent-communication component to
keeping sheets, home communication sheets, reproducible
give parents support to help children generalize
activity sheets, behavior management forms, and pre- and
skills learned with their therapist or teacher
post- assessments, for the most complete early autism
education curriculum available today. + 20 Evidence Based Practices (EBPs) recommended
by the National Professional Development Center
ARIS was designed to adhere to current research-based
on Autism Spectrum Disorder for language skill
best practices for teaching language and social skills to
development for children with autism
children with autism. These include:
+ Lessons in a Scope and Sequence following a
+ Photograph-based treatment approach to provide
standards-based learning progression correlating
a high degree of iconicity and support mnemonic
to the Common Core State Standards, Head Start
strategies most accessible to children with autism
Framework, ABLLS-R and VB-MAPP
4
Overview: Language Builder® Academic Readiness
Intervention System (ARIS™)
The Academic Readiness Intervention System (ARIS) The Language Builder® Picture Card Sets
is a comprehensive early autism education curriculum
The Language Builder Picture Card sets from STAGES®
developed by STAGES® Learning and based on the
Learning are the most widely used photo language
Language Builder Picture Cards that have been a staple in
tools for teaching key language concepts to preschool
autism, ABA and special needs programs and classrooms
age children; and children and adults with autism,
for more than 20 years.
developmental delay, or speech/language delay. Created
Based on the principles of ABA therapy, and adapted over twenty years ago by a UCLA trained Behavioral
for the classroom, ARIS combines the research-based Consultant who worked with pioneer researcher Dr. O.
Language Builder Picture Card sets with lesson plans, Ivar Lovaas at the Lovaas Institute, the Language Builder
scope and sequence with structured sequence guide, Picture Cards are based on established principles of ABA
photo flashcards, realistic wooden and plastic figurines, research for comprehensive language instruction. The
data keeping sheets, home communication sheets, Language Builder Series has become a staple in home and
reproducible activity sheets, behavior management forms, school programs across the world.
and pre- and post- assessments.
Numerous research studies have confirmed the
effectiveness of the Language Builder Picture Cards
in the classroom and in therapeutic settings (See, for
example: Lorah & Karnes 2016; Salvador et al., 2016; Sual
& Spaho 2014; Rodríguez et al., 2013; Martin, 2013; Coon
& Caio, 2012; Murphy, 2006; Chavez-Brown & Ross 2005;
Foxx et al., 2004.)
5
Table 1: Recent research based on Language Builder Picture Cards.
Researchers Year Study
Evaluating the language builder™ application in the acquisition of listener responding in
Karnes, A., & Lorah, E.R. 2016
young children with autism. Journal of Developmental and Physical Disabilities, 28, 255-265.
Salvador, M., Marsh, A.S., Development of an ABA autism intervention delivered by a humanoid robot. Lecture Notes
2016
Gutierrez, A., & Mahoor, M.H. in Computer Science, 9979, 551-560.
Rodríguez, C.D., Cumming, T., Using iPads with students with disabilities: Lessons learned from students, teachers, and
2014
& Strnadová, I. parents. Intervention in School and Clinic, 49(4), 244-250.
Using assistive technologies in autism care centers to support children develop
Saul, A., & Spaho, E. 2014 communication and language skills. A case study: Albania. Academic Journal of
Interdisciplinary Studies, 3(1), 203-212.
Causin K.G., Albert, K.M.,
The role of joint control in teaching listener responding to children with autism and other
Carbone, V.J., & Sweeney- 2013
developmental disabilities. Research in Autism Spectrum Disorders, 7(9), 997-1011.
Kerwin, E.J.
Emotional Acuity in Children With and Without Autism Spectrum Disorder. UC Berkeley:
Martin, Katrina Lucia. 2013
Education. Dissertation.
The role of increased exposure to transfer-of-stimulus control procedures on the
Coon, J.T., & Caio M.F. 2012 acquisition of intraverbal behavior. California State University, Sacramento Journal of Applied
Behavior Analysis, 45(4), 657-666.
The Comparative Effects of Simple and Complex Instructional Language on the
Murphy, C.M. 2006 Acquisition and Generalization of Receptive Language Tasks by Children with Autism.
Ohio State University. Dissertation.
Chavez-Brown, M., Scott, J., & Antecedent selection: Comparing simplified and typical verbal antecedents for children
2005
Ross, D.E. with autism. Journal of Behavioral Education, 14(3), 153-165.
Foxx, R.M., Schreck, K.A.,
Replacing the echolalia of children with autism with functional use of verbal labeling.
Garito, J., Smith, A., & 2004
Journal of Developmental and Physical Disabilities, 16(4), 307-320.
Weisenberger, S.
Researchers in the field of autism and language skill categorization and similarities, color cards, shape cards,
development choose to use the Language Builder Picture and authentic photographic images to depict realistic
Cards because they are designed specifically for ABA pictures of objects in order to provide a high degree of
treatment for children with autism and other language iconicity (i.e. the similarity between an image and the
delays and can provide a consistent treatment tool to actual object it represents). This high degree of iconicity
assist researchers in fine-tuning recommended therapeutic is important in teaching language skills to children with
practices. The collection of cards provides identical autism (Deloache & Burns, 1994; Callahan, 2000; Hartley &
cards to teach pre-language matching, cards to teach Allen, 2015).
6
The Academic Readiness Intervention Table 2: Materials included in the Language
System (ARIS) Builder Academic Readiness Intervention
System (ARIS) kit:
ARIS combines the research-based Language Builder
Picture Card sets with 202 detailed lesson plans,
scope and sequence with structured sequence guide, Materials Included
over 1200 photo flashcards, 64 realistic wooden and
plastic figurines, 50 wooden blocks with structure • Lesson plans with
cards and an iPad app, data keeping sheets, home • Reproducible
differentiation
communication sheets, reproducible activity activity sheets
suggestions
sheets, behavior management forms, and pre- and
post- assessments for the most complete early • Photo stimulus • Parent communication
autism education curriculum available today. With materials aids
development starting in 2016, this comprehensive
curriculum is designed using Evidence Based Practices
• Detailed
(EBPs) recommended by the National Professional • 3D manipulatives
implementation guide
Development Center on Autism Spectrum Disorder.
ARIS provides a comprehensive and structured complete • Blocks • Record keeping
curriculum to support special education teachers in their
important work by greatly reducing the time they need • Unlimited virtual
to spend pulling together appropriate curricula, lesson • Behavior management
support via email,
plans, assessments, parent support resources, and lesson system
phone and text
materials to support their teaching. The Language Builder
Picture Cards are designed specifically to support ABA
• Optional Professional
therapeutic strategies and the materials provided in
Development:
the set provide the teacher or specialist with everything • iPad app to support
on-site training for
needed to carry out and track each lesson for every the segment on blocks
implementation of
student. Likewise, 3-D objects correlated with the cards and fine motor
Language Builder:
provide essential support for generalizing language skills
ARIS
for students with autism and other developmental delays.
ARIS can be used in an autism-only classroom or an ARIS is specifically designed to meet the needs of students
inclusion setting that includes children on the lower with moderate to severe Autism Spectrum Disorders (ASD).
end of the spectrum. It is designed for special education However, the curriculum is appropriate for students with
teachers, homeschooling parents, Board Certified Behavior a range of developmental or cognitive disabilities. The
Analysts (BCBAs), or Speech Language Pathologists (SLPs) lessons in ARIS follow a logical progression that covers
doing pull-out or classroom based intervention for children language, pre-academic, motor, social and self help skills
with autism or related disorders or delays. that are critical to the academic and personal development
of all students. The lessons
in the ARIS curriculum are
best suited to students from
preschool through elementary
school, but some may be
appropriate for older students
with more severe impairments.
7
Research Foundation a high degree of iconicity, the similarity between an image
and the actual object it represents. This high degree
of iconicity is important in teaching language skills to
Photograph-Based Treatment Strategies children with autism (Deloache & Burns, 1994; Callahan,
2000; Hartley, Allen & Cain, 2015). A recent study verified
Difficulty with language acquisition is a common the findings of earlier researchers by demonstrating that
characteristic among children who have autism (Klin children with autism and young, typically developing
et al., 2002). It is estimated who at least 80% of children children can contextualize pictures and use them to
with autism who are younger than 5-years-old are non- adaptively guide their behavior and learning (Hartley &
verbal when they enter special education classes (Bondy Allen, 2014). The researchers found that an important
& Frost, 1994) and 30% are minimally verbal at 9-years factor in this learning was a high degree of pictorial
of age (Anderson et al., 2007). iconicity. Research has also shown that by presenting
Researchers have demonstrated that using photograph- multiple exemplars (such as a picture card and showing
based treatment strategies are effective in helping students the image on an iPad), increased the rate at
minimally verbal children with autism learn language which children with autism were able to generalize the
skills (Flippin et al., 2010). Researchers have also connection between an image and the actual object
confirmed what many parents of children with autism depicted in the image (Hartley, Allen & Cain, 2015).
already inferred: children with autism are strong visual The ability to generalize from a picture to a real object, or a
learners and process information differently from their stand-in for the real object such as a toy car, is directly tied
typically developing peers. Accordingly, image-based to the iconicity of the picture or object. In a 2008 study,
methods such as the Picture Exchange Communication different groups of children were taught the name of a
System (PECS) and the STAGES® Learning Language novel object using pictures of the object. One group was
Builder Cards and Apps are commonly used in ABA shown an actual photograph of the object, and the other
therapy and in special education classrooms. Pictures group was shown a cartoon drawing of the object. When
“are one of the most widely available and effective of all tested on their ability to attach the name they had learned
the teaching material genres” for teaching language skills from the pictures to the real object, the children who
(Chang et al., 2005, p. 147). viewed the real photograph were better able to extend the
Extensive research from the past two decades indicates label to the real object (Ganae, Pickard & DeLoache, 2008).
that teaching children using real photographic images Researchers for the past twenty years have continued
is more effective than using drawings or cartoons. to verify that using clear visually realistic photographic
Photographs depicting realistic pictures of objects provide images is crucial for teaching children with autism as
8
well as other children with learning disabilities which autism (DeMyer et al.,1981). In 1996, researchers
impact language development (Hodgson, 1995; Hodgson, reviewed 251 studies on ABA and autism and validated
1997; Roberson, 1977; Roberson et al., 1992). As early the effectiveness of these therapies (Matson et al.,
as 1998, the National Association for the Education of 1996). The researchers concluded in their review that,
Young Children stated that using realistic photos and since 1980, ABA treatment has become increasingly
pictures was important and should be integrated into every sophisticated and beneficial.
early childhood program which strives to meet national
standards of quality (NAEYC, 1998). Using line drawings, Early Intensive Behavioral Intervention (EIBI) is a subset of
cartoons, or animations has proven less effective. Hodgdon ABA therapy that uses a group of strategies to help children
(1995, pg 20) concludes that: “The effectiveness of visual with autism learn. A chief component of EIBI is discrete
supports comes, in large part, because the tools offer a non- trial training (DTT). DTT is a method of teaching in highly
transient message that accommodates for the processing structured and simplified steps. Instead of teaching an entire
time necessary for many students [with autism].” skill at once, the skill is broken down and “built-up” using
discrete trials that teach each step one at a time (Anderson
In addition, realistic photographs support children with & Romancyzk, 1999; Smith, 2001). When done correctly and
autism by assisting them in accessing mnemonics. devoting significant amounts of time to these discrete trials,
Mnemonics are mental tools that help people remember EIBI using DTT has proven extremely effective.
new information by storing new information with already
known information, such as connecting the letter “B” EIBI is carried out in a one-on-one environment with a
to the word “Banana.” For a child with autism, using specialist or teacher working directly on specific skills
visual cues, such as clear photographs on plain white and skill levels of the individual learner. It is the most
cards, provides strong visual cues to help them develop studied form of ABA and is based on operant learning
mnemonic devices and learn new words. Playing to focused on the development of language, self-help, and
the visual learning strength of children with autism social skills (Sturmey & Fitzer, 2007). Parent participation
can facilitate language learning and greatly improve a in therapy is essential and helps children generalize skills
child’s ability to understand and communicate, allowing learned with their therapist or teacher (Lovaas, 2003).
the child to be more independent and successful in In 2010, a meta-analytic study of the effectiveness of
developing life skills. Visual communication tools comprehensive ABA-based early intervention programs
including objects, photographs, and digital photographs for children with autism concluded that based on 11
provide necessary supports for improving language skills studies with 344 children with autism, the experimental
for children with autism. group of children that received EIBI as compared to
control groups outperformed the control group on IQ,
non-verbal IQ, expressive and receptive language and
Applied Behavior Analysis (ABA) for adaptive behavior. They concluded that their findings
Language Development strongly indicated support for the effectiveness of ABA/
EIBI therapy (Peters-Scheffer et al., 2010).
Hundreds of research studies have confirmed that
Applied Behavior Analysis (ABA) is the most effective
and comprehensive approach for improving the lives of 3-D to 2-D Matching Images to
children with autism (Matson et al., 1996; Matson & Smith, Support Generalization
2008). Today, more than 25 states have passed laws
mandating insurance coverage for ABA therapy because Teaching early language skills to children with autism
it is viewed as having the most promising treatment often begins with having children match identical
outcomes for children with autism. objects. Before a child can learn that the picture of an
object actually represents a real item (picture-object
Research on ABA started in the 1960s with pioneer correspondence), the child may need to start learning by
researchers Ivar Lovaas, Charles Ferster, Montrose Wolf matching actual physical objects. It is often necessary
and others. In 1981, an extensive review of the research to start by matching 3-D objects such as cups or toy cars
on ABA summarized a decade of research and confirmed and later transition to matching identical images on cards
the effectiveness of ABA treatment therapies for treating (Blumberg & Hurley, 2007).
9
Teaching daily living skills to children with autism often A comprehensive and easy to use curriculum helps
depends on using activity schedules and sequencing support special needs teachers and makes their jobs
charts. These tools are effective only at the point at which easier to manage. The turnover rate for special education
children have mastered the prerequisite skills of matching teachers is an ongoing problem for schools. Twelve
a 2-D image to a 3-D object (Haas, 2011). Until a child has percent of special education teachers leave the profession
the capacity to understand that a 2-D image, such as a each year, twice the rate of other teachers (NCPS, 2015)
picture of a toothbrush, represents an actual object, being When teachers leave, it is challenging to maintain high
able to prompt a child to engage in brushing their teeth quality consistent programs for students with disabilities.
cannot be accomplished using an activity schedule or
card. Some children will eventually be able to move from Stress related to an overwhelming workload and
seeing an actual toothbrush, to recognizing a card that “frustrations with workload manageability” are key
has a photographic image of a toothbrush, to recognizing predictors of special education teachers leaving the
the word “toothbrush.” Other children with more severe field (Brownell et al., 1997; Billingsley, 2004). In a survey
language delays will only be able to respond to 3-D conducted by the Council for Exceptional Children
prompts (Baynham, 2007). (Warren, 2001), interviews with special education
teachers suggested that their primary concern is with
In a study using different types of photographs, symbols, the curriculum. The Council found that a primary task
and objects to teach language skills to 40 non-verbal for these teachers was to modify existing curricula so
subjects with autism, the real objects proved to be that students with disabilities can experience success in
much more readily recognized than any of the other school. Many new teachers said they felt overwhelmed at
representations of objects (Mirenda & Locke, 1989). the beginning of the school year when reviewing district
Typically developing infants and children under the age curriculum guides and scope and sequence charts. They
of three also learn from viewing 3-D objects and often said they felt “overwhelmed and somewhat frustrated with
cannot process a 2-D picture of an object until a later all this information given to them so early and so quickly.”
age. Researchers testing 5-month-old infants found that Some of the teachers reported that they felt they had a
these infants could not understand 2-D images, but when good understanding of the curriculum and how to adapt it,
presenting with the same content in 3-D representations, but that they had no materials with which to implement a
infants were able to understand the objects. The curriculum adapted for their students (Warren, 2001).
researchers found that by examining 3-D objects children
naturally learn about objects in their world and that being For special needs teachers and their students with autism,
able to examine a 3-D object provides additional sensory having a clearly organized and structured research-based
information rather than just viewing a 2-D image on a card curriculum is essential. Students with autism greatly
(Mash & Boornstein, 2012). benefit from an environment that is predictable, organized
and well structured (Panerai et al., 2009). Consistency
is important for the education of any student, but for
Comprehensive Structured Curriculum with students with disabilities, consistency provides a safe
Integrated Parent Training and predictable environment to reduce anxiety and
behavior problems so that learning can occur. Instituting
ARIS curriculum is built upon a comprehensive Scope and
a well-organized curriculum also provides for an effective
Sequence (SAS) which lets teachers know which lessons
environment for teacher training and evaluation (Darling-
to introduce and in which order. Many special needs
Hammond, 2012).
teachers, by necessity, must adapt a general education
curriculum to serve the needs of their students, though Parent training is a key component of a well-organized
these needs differ greatly from the needs of typically curriculum for special needs teachers working with
developing students (Warren, 2001). Special education children with autism. Parent training has been shown
teachers often have to understand curriculum in multiple to be essential for promoting generalization and
grades because of the diverse skill levels of their students. maintenance of skills for children with autism (Ingersoll
In some cases, due to a shortage of time, special & Dvortcsak, 2006). The research on incorporating parent
education teachers use Individualized Education Plans involvement in curriculum and therapy for children
(IEPs) to create an instructional approach for a student, with autism has been well documented in the research
though an IEP is not meant to be a full curriculum. literature over the past few decades (Lovaas et al., 1973;
10
Koegel et al., 1996; Mahoney et al., 1999). However, Table 3: Evidence Based Research Practices for
many public school programs do not incorporate parent language development for children with autism
training into the special education curriculum. Research based on the NPDC recommendations
tells us that a key barrier to providing effective parent
training includes parent education models that can be
easily implemented in special education classrooms as Practice Description
part of a curriculum plan (Ingersoll & Dvortcsak, 2006).
Antecedent-based interventions can
be used to decrease an identified
Evidence Based Practices (EBP) Recommended Antecedent-based
interfering behavior and increase
Intervention (ABI)
by the NPDC engagement by modifying the
environment.
Evidence Based Practices (EBP) are interventions that
have been proven to be effective and are based on solid Differential
scientific research. From 2007 to 2014, the National Differential reinforcement of other
Reinforcement
behaviors means that reinforcement
Professional Development Center on Autism Spectrum of Alternative,
is provided for desired behaviors,
Disorder developed a rigorous set of criteria to identify 27 Incompatible, or
while inappropriate behaviors are
EBPs that have been proven effective for the treatment of Other Behavior
ignored.
(DRA/I/O)
autism. An intervention qualified as an EBP if it met one of
the following criteria:
Discrete trial training consists of an
+ Based on at least two randomized or quasi- adult using adult-directed, massed
Discrete Trial
trial instruction, reinforcers, and clear
experimental design studies Training (DTT)
contingencies and repetition to teach
a new skill or behavior.
+ High quality, single subject designs carried out
by different research groups with a minimum
of 20 participants Extinction involves withdrawing or
terminating the positive reinforcer
Extinction (EXT)
+ A combination of either a randomized or quasi- that maintains an inappropriate
interfering behavior.
experimental group design study and a minimum
of three single subject design studies carried out
by different researchers. A functional behavior assessment
Functional can be used when the intensity,
The NPDC has created online training modules to Behavior duration, or type of interfering
Assessment (FBA) behavior creates safety concerns or
provide step-by-step instructions on using EBPs. These
impacts a child’s development.
are available online for free at the Autism Focused
Intervention Resources and Modules (AFIRM) site.1
Functional communication training
Of the 27 EBPs recommended, 20 are directly applicable (FCT) emerged from the literature on
functional behavioral assessment
to developing language skills in children with autism as Functional
(FBA) as a systematic practice to
shown in Table 3. Communication
replace inappropriate behavior or
Training (FCT)
subtle communicative acts with
more appropriate and effective
communicative behaviors or skills.
By using modeling (MD), the learner
Modeling (MD) with ASD can acquire and generalize
new skills/behaviors.
1 See: http://afirm.fpg.unc.edu
11
Practice Description Practice Description
Naturalistic intervention is a Structured play groups (SPG) involve
collection of practices including small-group activities characterized
Naturalistic environmental arrangement, by their occurrences in a defined
Intervention (NI) interaction techniques, and area and with a defined activity;
strategies based on applied behavior the specific selection of typically
Structured Play
analysis principles. developing peers to be in the group;
Group
and a clear delineation of theme and
roles by adult leading, prompting,
Parent-implemented Intervention
or scaffolding as needed to support
entails parents directly using
Parent- students’ performance related to the
individualized intervention practices
Implemented goals of the activity.
with their child to increase
Intervention (PII)
positive learning opportunities and
acquisition of important skills. By using task analysis (TA) to teach
a learner individual steps, the learner
Task Anaysis can become more independent using
Pivotal Response Training (PRT) is
the more complex target skill or
a method of systematically applying
behavior.
the scientific principles of applied
behavior analysis (ABA) to teach
learners with autism spectrum Technology- Aided Instruction and
Pivotal Response disorders (ASD). PRT was developed Technology-Aided Innovation (TAII) involves instruction
Training (PRT) to create a more efficient and Instruction and or interventions in which technology
effective intervention by enhancing Intervention is the central feature supporting the
four pivotal learning variables: acquisition of a goal for the learner.
motivation, responding to multiple
cues, self-management, and self-
Time delay (TD) can be used to
initiations.
Time Delay increase academic, communication,
social, motor, and play skills.
Prompting is an effective
practice to increase success and
Prompting (P) By using visual supports (VS), the
generalizability of target skills or
Visual Support learner with ASD might be able to
behaviors for learners with ASD.
(VS) process information easier and more
quickly.
Reinforcement describes the
Reinforcement relationship between learner
(R+) behavior and a consequence that
follows the behavior.
Response interruption/redirection
(RIR) is an evidence-based practice
Response
used to decrease interfering
Interruption/
behaviors, predominantly those that
Redirection (RIR)
are repetitive, stereotypical, and/or
self-injurious.
Scripting is a visual or auditory cue
Scripting that supports learners to initiate or
sustain communication with others.
SST refers to any adult-directed
Social Skills
instruction in which social skills are
Training (SST)
targeted for improvement.
12
Research Based Design of Language Builder and ARIS
The Language Builder Picture Cards and the new ARIS complete curriculum set have been designed to reflect research
based best practices to support teachers and specialists in helping children with autism develop language and social
skills in order to foster independence and success.
ARIS uses ABA treatment strategies and provides educators, SLPs and BCBAs with everything they need to walk into an
instructional setting and focus on the learning needs of their students. By developing an inclusive curriculum that is built
on twenty Evidence Based Practices recommended by the National Professional Development Center on Autism Spectrum
Disorder, teachers, therapists and their students will experience positive outcomes in skill development.
Table 4. ARIS research foundation
Strategy Research Foundation ARIS
Extensive research from the past two decades indicates that teaching children using real
Photograph-Based
Treatment
photographic images is more effective than using drawings or cartoons. (See e.g.: Chang et
al., 2005, Flippin et al., 2010).
✔
Applied Behavior
Extensive literature reviews of hundreds of research studies have confirmed the
Analysis (ABA)
for Language
Development
effectiveness of ABA treatment for helping children with autism develop language and social
skills. (See, e.g., DeMyer, et al 1981; Matson and Smith 2008).
✔
3-D to 2-D Matching Before a child with autism can learn that the picture of an object actually represents a real item
to Support
Generalization
(picture-object correspondence) the child may need to start the learning process by matching
3-D objects to 2-D images on cards. (See, e.g., Blumberg & Hurley 2007; Haas 2011).
✔
Comprehensive For special needs teachers, a comprehensive and structured research-based curriculum is
Structured essential for learning to be successful. (See, e.g., Warren 2001; Panerai et al., 2009)
Curriculum with
Integrated Parent Parent training needs to be incorporated into the curriculum for promoting generalization and
✔
Training maintenance of skills for children with autism (Ingersoll & Dvortcsak 2006).
EBP are interventions that have been proven to be effective and are based on solid
20 Evidence Based scientific research. From 2007 to 2014, the National Professional Development Center
Practices (EBP) on Autism Spectrum Disorder developed a rigorous set of criteria to identify 27 EBPs
that have been proven effective for the treatment of autism; 20 of these apply directly to
✔
language development.
13
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For more information go to www.stageslearning.com/ARIS,
call us at 888-501-8880, or email at aris@stageslearning.com
TM
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www.stageslearning.com
PO Box 460, Vista, CA 92085 | tel 888-501-8880 | fax 888-735-7791