Home Instruction for Parents of Preschool Youngsters
Program Collaboration to
Serve Children with ASD
Dr. Karen Berkman
Brenda Brinson
Dr. Mary Lindsey
Shanica Meadows
Home Instruction for Parents of Preschool Youngsters
PRESENTATION OBJECTIVES
•
•
•
•
•
Insight into Autism
Show how the HIPPY model was applied
Share how the project was developed
View video clips on parent perspectives
Discuss research findings and success
stories
• Questions and Answers
Project Question?
Can children diagnosed
with autism spectrum
disorder benefit from
the HIPPY program?
Home Instruction for Parents of Preschool Youngsters
Essential Features of the HIPPY Model
Model Enhancements for
HIPPY/CARD Collaboration
+
• HIPPY Curriculum
Supplement for
Youngsters Needing
Additional Communication
Support
Model Enhancements for
HIPPY/CARD Collaboration
+
• Autism Director
• Community Partners
(referrals)
• Specialized
Training/Strategies for
Home Visitors and Autism
Consultants
• Conduct Monthly Staff
Meetings
Model Enhancements for
HIPPY/CARD Collaboration
+
• Home Visitor and Autism
Consultants conduct visit
together
• Role play strategies
• Discuss parent tips sheet
Model Enhancements for
HIPPY/CARD Collaboration
+
• Increase time for home
visit
• Create visual supports for
group meetings
• Interactive Group
Model Enhancements for
HIPPY/CARD Collaboration
Ongoing Evaluation
+
Child Outcomes
Parent Outcomes
Performance Database
Review/Revision
Project Development
WHY
COLLABORATE
Project Development
 CARD approached HIPPY about the idea of
serving children with ASD utilizing the HIPPY
curriculum
 The Children’s Board of Hillsborough County
funded a comprehensive project that included a
pilot CARD/HIPPY collaboration to serve children
with disabilities
 A three year cycle was completed and currently
tracking child outcomes
Children with ASD
• Demonstrate difficulty in social
communication
• Display repetitive and restricted interests
and behavior
• May have sensory hyper or hyposensitivity
• May have challenging behavior
• May have higher level skills but challenged
by simple tasks
Home Instruction for Parents of Preschool Youngsters
Project Participants
• Children diagnosed with autism spectrum
disorder by a licensed medical or clinical
professional
• 16+ children between 3-4 years old living
in Hillsborough County
• Families willing to devote 15 minutes per
day to complete HIPPY program activities
Developed Strategies
• Visual Supports for responses (picture
responses, picture schedule, first-then)
• Reinforcement strategies
• Timer
• Social experience story
• Hand over hand assistance with fading
STAFF TRAINING
• TRAINING:
– CARD trained all HIPPY home visitors on
overview of ASD, engagement and behavioral
strategies, and data collection
– HIPPY trained CARD Staff on the HIPPY
model
• CARD and HIPPY partnered on home
visits to teach families strategies to give
children easier access to the HIPPY
curriculum
Implement Strategies
Tip Sheet
• Create parameters for
activities (#, time)
• Get attention and
provide simple
requests…wait
• State what you want,
not what you don’t
• Provide opportunities
to make positive
choices
• Lessen
prompting…have a
plan
• Have high
expectations…adjust
as needed
Child's Name:
HIPPY Curriculum:
HIPPY Home Visitor:
Week:
Parent's Name:
Expected Week:
CARD Consultant:
Dates:
Was Your
How long did Which strategies suggest by the Home Visitor or
Child
If any, what difficulties did you have
it take to
CARD Consultant were used?
Activity
Cooperative?
with this activity?
complete the Other than these strategies, write in what you did
task?
to engage your child to participate?
√ OR X
□ Picture Schedule □ Timer □ Rewards □
First/Then Board
1
▫
□ Hand Over Hand Assistance □ Social
Experience □ ASD Add On
2
3
4
5
□ Rewards
▫
□ Picture Schedule □ Timer
First/Then Board
□ Hand Over Hand Assistance
Experience □ ASD Add On
□ Rewards
▫
□ Picture Schedule □ Timer
First/Then Board
□ Hand Over Hand Assistance
Experience □ ASD Add On
□ Rewards
▫
□ Picture Schedule □ Timer
First/Then Board
□ Hand Over Hand Assistance
Experience □ ASD Add On
□ Rewards
▫
□ Picture Schedule □ Timer
First/Then Board
□ Hand Over Hand Assistance
Experience □ ASD Add On
□
□ Social
□
□ Social
□
□ Social
□ Social
□
Enhancement for Communication Support
The HIPPY Curriculum
Supplement
For Youngsters Needing
Additional Communication Support
Weeks
Year 1
1-10
Year 1: Week 1
Activity 1: Literacy
Page 2 ● What to Do 1
Point to what you think this book is about from
the picture.
HIPPY Pages 2-5
clown
storm
dog
Year 1: Week 2
Activity 3: Science
HIPPY Pages 7-10
Page 7 ● What to Do 2
On your head I see your hair, your ears, and your
face. Look at your hair. Point to some things that
describe your hair. (Accept your child’s responses
and offer some of your own.)
long
short
braided
straight
curly
blonde
brown
red
black
HIPPY Curriculum Supplement
© Center for Autism & Related Disabilities at USF
15
Assess/Evaluate Children’s
Progress
• Pre-post data on HIPPY Skills Test
• Pre-post data on Get Ready 2 Read Test
• Pre-post data on Bracken
Results and Findings
The HIPPY Skills Test is a locally developed
tool that tests mastery of the HIPPY curriculum
each program year.
Results are based on a total of 6 children who
completed pre and post tests in 2013-2014 and
5 children who completed pre and post tests in
2014-2015.
Results and Findings
HIPPY SKILLS TEST 2013-2014
Six children improved their HIPPY SKILLS TEST from pre to post in 2013-2014. All
six children scores improved from pre to post.
HIPPY SKILLS TEST -2013-2014
8
8
7
7
6
5
5
Pre
4
Post
3
3
2
2
2
1
1
1
0
0
0
0
0
1
2
3
4
5
6
Results and Findings
HIPPY SKILLS TEST 2014-2015
Five children in 2014-2015 had pre and post HIPPY Skills Test scores.
Three showed no change and two improved.
HIPPY SKILLS Test -2014-2015
10
10
9
8
7
7
Pre
6
5
Post
5
4
3
2
2
1
0
0
0
0
0
0
1
2
3
4
5
0
Our Stories, Our Successes
I am Ashley – Age 4 and I was
diagnosed with moderate autism after
I began HIPPY one year ago.
Because of HIPPY I am now talking
and I enjoy story time and answering
questions about the story.
HIPPY Skills Test
Pre-test = 0
Post test = 6
Our Stories, Our Successes
I am Carmen – age 4. I have high functioning
autism. I was diagnosed last year through my
participation in HIPPY 3. My speech has
improved a lot and I can now say my name
and age. I’ve learned how to jump and I love
the color red.
HIPPY Skills Test
Pre-test = 0
Post test = 1
Results and Findings
The Get Ready To Read is a national
screening tool to determine a child’s prereading skills.
Results are based on children enrolled in the
Year 2 and Year 3 curricula. A total of 4
children completed pre and post tests in 20132014 and 5 children completed pre and post
tests in 2014-2015.
Results and Findings
GET READY TO READ 2013-2014
Four children had pre and post Get Ready to Read scores for 2013-2014.
All children scores improved from pre to post.
24
25
Get Ready to Read Pre and Post 2013-2014
20
20
16
15
Get Ready to Read Pre
11
Get Ready to Read Post
10
7
4
5
0
0
0
1
2
3
4
Results and Findings
GET READY TO READ 2014-2015
Five children had pre and post Get Ready to Read scores for 2014-2015.
All children scores improved from pre to post in 2014-2015
except one whose scores were unchanged.
Get Ready to Read Pre and Post 2014-2015
25
23
23
20
17
16
Pre
16
Post
15
10
8
8
7
5
4
5
0
0
1
2
3
4
5
6
8
Our Stories, Our Successes
I am Jossie – age 6. I have high functioning
autism. I can read and am in a regular first
grade class.
HIPPY SKILLS TEST
Pre-test = 0
Post test = 5
GR2R
Pre-test = 83
Post test = 105
BRACKEN
Pre-test/Post test
11/14
4/15
Colors = 10/10
Letters = 15/15
Numbers = 15/18
Size = 4/11
Shapes = 16/16
Results and Findings
The Bracken School Readiness
Assessment is a quick screen concept
knowledge of young children. It is administered
as a statewide assessment for Florida HIPPY
programs.
Results are based on children 9 children who
completed pre and post tests in 2014-2015.
Results and Findings
BRACKEN SCHOOL READINESS ASSESSMENT
Eight of the nine children with pre and post total Bracken Scores
improved from pre to post. The greatest improvement from pre to post
was 41 points.
PRE and POST Bracken Scores For Children with Autism Spectrum Disorder
80
74
68
70
70
67
60
60
55
Bracken Scores
50
39
40
38
Pre Bracken
33
Post Bracken
32
30
21
20
11
10
6
3
0 0
2
0
0
1
2
3
4
5
6
7
8
Children with Autism Spectrum Disorder
9
Results and Findings
As a group children with autism improved by 74% from pre to post.
This improvement was 33% more than the improvement seen by the
entire group of HIPPY children in Florida as a whole which improved
by 41% from pre to post.
Children
Pre Bracken
Mean Test Score
Post Bracken
Mean Test
Score
Change
% Increase
Children with
23.44
Autism Spectrum
Disorder
40.88
17.44
74%
All HIPPY
Children
53.57
15.46
41%
38.11
Our Stories, Our Successes
My name is Deshaun – I was diagnosed with
moderate autism while enrolled in HIPPY. When I
started HIPPY I did not talk or play with others. Now I
love to talk, laugh and give hugs!
2015 HIPPY
graduate!
BRACKEN (Y2)
Hippy Skills Test (Y1)
Pre-test = 0
Post test = 2
Color = 0/1
Letters = 0/4
Numbers = 0/0
Size = 0/4
Shapes = 0/2
GR2R
Pre-test = 56
Post test = 63
Pre-test/Post test
Our Stories, Our Successes
Hi my name is Reece – I have moderate autism. I
have sensory challenges but I love to read. My mom
was so amazed when I did the sensory activity that
she took a picture and posted it on Facebook!
BRACKEN
Start Date: 2/2015
HIPPY SKILLS TEST
Pre-test = 4
Post Test = 7
Pre-test/post test
3/15
1/16
Colors = 10/10
Letters = 15/15
Numbers = 17/18
Size = 11/8
Shapes = 15/16
Lessons Learned
• Parents are overwhelmed and frustrated therefore attrition is
high
• May need to provide additional strategies to help parents
engage their child with the curriculum
• HIPPY alone is not enough, programs need specialized
consultation and case management to engage families with ASD
• Focus on the strengths and positive abilities not the negatives or
deficits
• Access to the curriculum need to be individualized
• Positive performance outcomes are related to structured
parent/child engagement
• Have high expectations and give hope to families that things will
improve
• Increased documentation and tracking for home visitors
Questions?
For more information contact:
Mary Lindsey, Ph.D.
State Director, Florida HIPPY
T&TA Center
813-974-4858
[email protected]
Brenda Brinson
Program Manager, Hillsborough HIPPY
813-974-4909
[email protected]
Karen Berkman, Ph.D.
Executive Director, CARD USF
813-974-4033
[email protected]
Shanica Meadows
Lead Home Visitor, Hillsborough HIPPY
813-420-4782
[email protected]