Running head: STRUCTURAL ADVOCACY PROJECT

Assignment: Structural Advocacy Project

Name: Kate Morden
Instructor: Heather Sago
Course: Integrative Seminar III FLPL 158
Due date: Sunday, April 10th, 2016

Running head: STRUCTURAL ADVOCACY PROJECT

Revised Proposal
Project Summary
Advocacy involves partaking in any form of action that includes doing for, doing
with, or encouraging individuals to do for themselves. Speaking up, standing up
and/or alongside others (ally-ship) for a specific cause whether this is fighting for
the rights of others, or to help an individual have their voice heard, get their
wants/needs met, receive support, adjustments and accommodations, etc. are all
examples of forms of advocacy.
In the weeks through four to seven, I was able to observe many forms of
advocacy. Reflecting upon these forms of advocacy, the themes that were most
evident were subjects regarding communication, freedom and independence,
belonging, support and protection of young people.
Out of these forms of advocacy, I have chosen to advocate for a child who has
been diagnosed with Autism Spectrum Disorder (ASD), who will be referred to as
MR. MR is five years old and is currently in Senior Kindergarten at Prince of Wales
Public School. MR is a smart, kind, sensitive and empathetic individual. At times, she
struggles with behaving and communicating appropriately, and experiences specific
difficulties with transitions, patience, sharing, and communication. She is also
hypersensitive to external stimuli, such as noise, touch, etc. To complicate these
matters further, she is non-verbal. Presently, she has been assigned an Educational
Assistant for 1:1 support, but there is fear that this support will be withdrawn next

Running head: STRUCTURAL ADVOCACY PROJECT

year. The staff and myself have been monitoring the behaviour of MR to provide
evidence of her needs in order that 1:1 support can continue to be available to her.
Additionally, I plan to advocate for this child to ensure that her needs are being
met in regards to the PPM 140 legislation. The PPM 140, which stands for
Policy/Program Memorandum, is a document created by the Ministry of Education,
also named Incorporating Methods of Applied Behaviour Analysis (ABA) into
Programs for Students with Autism Spectrum Disorder (ASD) (Pearce, 2008).
PPM 140 Legislation
The purpose of the PPM 140 legislation is so that school boards, lawfully,
acknowledge the importance and implementation of ABA to support students with
ASD, and/or other exceptionalities (Ontario Ministry of Education, 2016). The policy
that this memorandum establishes is a framework that underlines how to incorporate
this method into practice, specifically in educational settings (Ontario Ministry of
Education, 2016). The overall intent of this document is to assist in working
relationships between parents, schools, and the community (Ontario Ministry of
Education, 2016). This teamwork is imperative for students with ASD, as well as
those in direct contact with these individuals, as it helps support and encourages a
positive learning environment for both parties (Ontario Ministry of Education, 2016).
To further explain ABA, its approach consists of scientific principles of learning
and behaviour in an attempt to reinforce positive behaviour and reduce negative
behaviour (Ontario Ministry of Education, 2016). With this specific approach, the
behaviours that need to be changed are identified and recorded (Ontario Ministry of
Education, 2016). Analyzed, are the antecedents of the undesirable behaviour(s), as

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well as the success and/or failure of used reinforcers; for example, what may be
sustaining the undesirable behaviour(s) and what may be diminishing them, including
the helpful adaptive behaviours (Ontario Ministry of Education, 2016).
Under the PPM 140 legislation and throughout the implementation of ABA,
educators are required to measure the students progress by documenting the observed
data on a consistent basis (Ontario Ministry of Education, 2016). They then must use
this data to critically analyze and evaluate the effectiveness of the program, and
make changes where and when necessary, in order to ensure the students success
(Ontario Ministry of Education, 2016).
Benefits of Applied Behaviour Analysis
Implementing the approach of ABA can effectively support students diagnosed
with ASD, in many ways (Ontario Ministry of Education, 2016). For instance, it can
assist a student in: the development of positive behaviours, such as the improvement
in the ability to focus and socially interact with others; the learning of new skills,
including those such as comprehensive, language, social, motor and academic; and
the transferring of these learned positive behaviours and new skills to other settings
(Ontario Ministry of Education, 2016). ABA can also be an asset to the learning
environment because it can limit the triggers that a student with ASD may experience.
Support of Proposal
As demonstrated above, there are many benefits of using ABA with individuals
who have ASD, supported by empirical research. Thus, this evidenced-based research
further supports my Structural Advocacy Proposal to advocate for MR to ensure
that her needs are being met in regards to the PPM 140 legislation, and thus, receives

Running head: STRUCTURAL ADVOCACY PROJECT

all the required supports available to her. Through the acknowledgement of this
legislation, and of the importance and implementation of ABA, my plan is to ensure
that MR receives ABA, as it has been demonstrated to be effective in developing
positive behaviours and learning new skills, and in reducing negative behaviour. This
can only help MR with the challenges she encounters on a daily basis regarding
behaviour and communication. Additionally, 1:1 support, such as an Educational
Assistant or Child and Youth Care Practitioner, would allow MR to receive consistent
care, support and encouragement surrounding her challenges with behaviour and
communication, which would ensure the continuity of ABA and thus, improve her
success within the program.
Secondly, and evidently, the form of advocacy I am partaking in throughout this
Structural Advocacy Proposal is doing for, rather than doing with, or encouraging
individuals to do for themselves. Though this is a lower form of advocacy, it is the
most appropriate method, given the circumstances of this specific situation; for
example, MR is five years old and experiences difficulty in communicating with
others, as she is diagnosed with ASD and is non-verbal. To further support the form of
advocacy I have chosen (doing for), in the article, Vulnerable citizens: The
oppression of children in care, written by Kim Snow (2009), it states the following:
It is recognized around the world that childrens vulnerability and dependency
status require that they be provided special rights to safeguard their well-being
and ensure their healthy participation in society (United Nations [UN],
1989/1991). The complicating factor with children is that, because the evolution
of their ability to assert their rights is gradual, society must ensure that they be

Running head: STRUCTURAL ADVOCACY PROJECT

safeguarded and consider their best interests (Boulding, 1979). At periods in the
childs development, he/she literally has no ability to speak out, and so others
must be in a decision-making role and therefore speak for the child or allow the
child to speak through them (Woodhouse, 1993).
Desired Outcomes
The desired outcome of this Structural Advocacy Proposal would be that this
child, MR, who has been diagnosed with ASD, presently and continually receives all
the required and available supports to meet her needs. In an attempt to ensure that this
occurs, it is imperative that staff within the school, who may interact with this child or
other children with ASD, are aware of and are following the guidelines of the PPM
140 legislation. Thus, the additional desired outcome is to increase awareness within
the school about the PPM 140 legislation, including the acknowledgement of the
importance and implementation of ABA. By increasing understanding and knowledge
of this legislation, staff will be better equipped to advocate for students needs,
specifically MRs needs; thus, leading to the achievement of both desired outcomes.
Intervention/Measurement Tool
The intervention I plan on implementing at my current placement is a
questionnaire. The plan is to distribute this questionnaire (shown below), or facilitate
a discussion surrounding the PPM 140 legislation and use of ABA, with staff
members who work with and have direct contact with this child or other children with
ASD. This questionnaire will help me determine the level of awareness within the
school about the PPM 140 legislation, including ABA. The questions that will be
asked are as follows:

Running head: STRUCTURAL ADVOCACY PROJECT

1) Are you aware of the PPM 140 legislation?

2) Do you utilize the Applied Behaviour Analysis (ABA) theories mentioned in the
PPM 140 legislation? If so, how/how often?
3) Do you find that the Applied Behaviour Analysis (ABA) methods are effective
within the classroom/school and for children with Autism Spectrum Disorder (ASD)?
4) What resources are you currently using to meet the needs of this child?
5) Can you describe how you facilitate transitions for this child?
6) What is the most effective approach in dealing with difficult behaviours?
7) Do you see a need for improvement within the classroom and/or school?
The measurement tool I will use to evaluate the effectiveness of this
intervention/questionnaire, including the overall Structural Advocacy Proposal, is to
then distribute another questionnaire, or facilitate another discussion, with staff
members who work with and have direct contact with this child or other children with
ASD. This questionnaire will help me determine whether or not I was able to reach
my desired outcome to increase awareness within the school about the PPM 140
legislation, including the acknowledgement of the importance and implementation of
ABA. The questions that will be asked are as follows:
As a result of the questionnaire and our discussion about the PPM 140 legislation,
including the use of ABA:
1) Did you learn anything new?
2) Do you plan on applying this new learning to practice?
2) Do you feel more prepared to advocate for students needs, especially those with
ASD or other exceptionalities?

Running head: STRUCTURAL ADVOCACY PROJECT

By obtaining feedback from staff, I will ascertain whether MRs needs are being
met, or whether there is room for improvement, including whether staff are aware of
and following the guidelines of the PPM 140 legislation. In addition, in partnership
with staff, I will further observe and document MRs behaviour and specific needs to
ensure MRs success, and that she receives the support she requires, both presently
and continually in the future.
Outline
Firstly, I hope to attain permission from appropriate staff members to view the
childs IEP to see if the guidelines of the PPM 140 legislation are being met. Also, I
will continue to observe the procedures in the classroom, as well as written
documentations, to see if ABA is being utilized. Both questionnaires will be
distributed to appropriate staff members who work with and have direct contact with
MR, and when feedback is received, it will be documented to: 1) determine the level
of awareness within the school about the PPM 140 legislation, including ABA, and 2)
determine whether or not I was able to reach my desired outcome to increase
awareness within the school about the PPM 140 legislation, including the
acknowledgement of the importance and implementation of ABA.
Conclusion
As mentioned previously, the proposed project will allow staff to reflect on their
practice, and gain better knowledge and understanding of the PPM 140 legislation
and use of ABA, to ensure that they are aware of and are following the guidelines
regarding such. Perhaps, if there is a lack of awareness regarding these topics, or if it
is not in use, the plan would be to bring it back to the forefront, while highlighting the

Running head: STRUCTURAL ADVOCACY PROJECT

importance of doing so. Doing so can only benefit the child (MR) with ASD,
including children with other exceptionalities. The purpose of this Structural
Advocacy Proposal will also prepare staff to advocate for MRs needs; thus, ensuring
that MR is receiving the support that she needs and has a legal right to receive.
Implementation of Structural Advocacy Project
Measurement Tool Used
Originally, the measurement tool I planned on using was my first questionnaire
(as shown above in the Intervention/Measurement Tool section of my Proposal).
However, upon receiving feedback from my faculty for Integrative Seminar III, it was
brought to my attention that what I was measuring would not allow me to achieve my
desired outcome on its own. Thus, I decided to change/treat this measurement tool as
my intervention and add an additional measurement tool (also shown above in the
Intervention/Measurement Tool section of my Proposal) that would be more effective
in measuring and achieving my desired outcome. To implement both of these tools
and in order to achieve success with my Structural Advocacy Project, I also had to
make revisions to my desired outcomes, which are highlighted in yellow (shown
above in the Desired Outcomes section of my Proposal).
Summary of Outcomes and Evaluations
Out of the staff within the school that I was able to implement my intervention
and measurement tool with, individuals were unaware of the PPM 140 legislation
and thus, had difficulty answering some of the questions in the first questionnaire,
specifically the first three. This led to further discussion between staff and I regarding
such, and research was also initiated by 2/4 individuals to further their knowledge and

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understanding of the PPM 140 legislation and ABA, in an attempt to complete the
questionnaire to the best of their abilities.
As a result, when carrying out my measurement tool (the second questionnaire),
individuals learned something new, planned to apply this new learning to practice,
and felt more prepared to advocate for students needs, especially those with ASD or
other exceptionalities. individuals, on the other had, was well aware of the PPM
140 legislation and ABA, and thus, stated they did not learn something new, were
already applying these theories to practice, and for the most part, felt equipped to
advocate for students needs, especially those with ASD or other exceptionalities.
The questionnaires did, however, cause each individual to reflect on the theme of
advocacy and the importance of ensuring support of students with ASD, for example,
MR, by following the guidelines of the PPM 140 legislation and implementing the
use of ABA in practice.
From the first questionnaire, I was also able to obtain information regarding
staffs utilization of ABA (for those who use it), resources used to meet the needs of
children with ASD, opinions on the most effective approach in dealing with difficult
behaviours, and whether or not they see a need for improvement within the classroom
and/or school. Below are some responses:
Utilization of ABA
- Students behaviour is tracked on a daily basis
- Students behaviour is recorded in sections appropriate with their daily routine
- In regards to literacy and math, what is expected is modeled, then assisted (hand
over hand, touch counting, etc.), while slowly decreasing the amount of assisting,

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until the task can be successfully completed by themselves

- Using visual cues for changing activities or locations, and for safe spaces when a
challenging behaviour has occurred
- Prompting as a means to deal with challenging behaviours (i.e. when not wanting a
specific activity, screaming and throwing items occurred, in which case this worker
prompted with I dont want I want, as communicating is often challenging)
- Thumbs up with a smile or a good job for positive reinforcement
Resources Used
- Structured routine
- Alternative work space
- Visual cues
- Touch or a squeeze
- Special equipment, such as head phones, circle cushion, etc.
Most Effective Approach
- Redirection in the moment
- Moving to a safe space
- Visual cues/Boardmaker pictures (stop, wait, no, activity, locations, break, etc.)
Need for Improvement
- Training/workshops in ABA
- Larger emphasis on how effective this approach can be when used accordingly
Personal Critique of Workshop
Firstly, I felt extremely anxious about this assignment. I wasnt sure I entirely
understood it, neither was I sure of what/who I wanted to advocate for. When I did

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know, I feared implementing my workshop; perhaps this was due to a lack of

confidence in my own skills and abilities to speak up about an issue, and the fear of
failure or not being good enough. Additionally, after receiving feedback regarding my
Proposal, I felt stuck on how to change my approach to increase its effectiveness.
However, once I completed the necessary revisions, the workshop went smoother.
Reflecting back upon my desired outcomes, which were: 1) to ensure that MR
presently and continually receives all required and available supports to meet her
needs, and 2) to increase awareness within the school about the PPM 140 legislation,
including the acknowledgement of the importance and implementation of ABA, I
believe I was somewhat effective in achieving these.
By obtaining feedback from two individuals who work with and have direct
contact with MR, it is evident that, presently, she is, in fact, receiving the required
supports available to her. Furthermore, observed documentation of MRs behaviour
continues to occur on a daily basis, which is a requirement for educators to complete
under the PPM 140 legislation and throughout implementation of ABA, and will also
help in advocating for the continuity of 1:1 support. Thus, both of these aspects led to
the achievement of my first desired outcome. In addition, as demonstrated by the
outcomes of the implementation of my intervention and measurement tool, I was able
to educate individuals within the school about the PPM l40 legislation and ABA;
thus, this led to the achievement of my second desired outcome.
Although I, essentially, achieved my desired outcomes, I believe I could have
been more successful in achieving them. I could have achieved further success by
passionately advocating for MR to continue to receive 1:1 support next year (in Grade

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1), as it is believed that the support she has now will not be available to her then.
Perhaps then I should have focused on ensuring that she continues to receive this
support, rather than ensuring that she is presently receiving the support shes required.
Though both are important, there is a stronger need for support in the future.
However, due to circumstances out of my control, such as policies, procedures and a
lack of funding, this would have been extremely difficult for me to accomplish. The
best I can do, at this moment and in a short period of time as a placement student, is
to assist in the observation and documentation of MRs behaviour, which provides
evidence for the continual need of 1:1 support.
Secondly, my approach to increase awareness within the school about the PPM
140 legislation and ABA could have been more effective. For example, when
implementing my intervention and measurement tool, I was only able to do so with
four individuals. I would have been more successful in increasing awareness about
this topic if I had used a larger audience. Due to this, I cannot state that I effectively
achieved my second desired outcome, as I only increased the awareness of a few
individuals, rather than increasing awareness within the school. In addition, I could
have used a more effective intervention to increase awareness, such as completing a
presentation, or creating a handout, poster or bulletin board within the school.
Perhaps this would have been more appealing to my audience as opposed to
distributing two questionnaires, which, essentially, involved work on their part.
However, due to limited time, stress and poor time-management, this would have
been challenging and overwhelming for me to accomplish.

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Daily and Structural Advocacy in CYC Scope of Practice

Advocacy is extremely important in the field of CYC; in fact, it is a core
component of the work that we do. This is because the majority of the population we
work with children, youth and families in desperate need of love, care and support
are often vulnerable and at-risk. Thus, it is our responsibility to advocate for the
rights and needs of the clients we work with.
As stated in the beginning of this paper, advocacy involves partaking in any form
of action (for a specific cause) that includes doing for, doing with, or encouraging
individuals to do for themselves. Essentially, our ultimate goal is to teach clients to
do for themselves.
Additionally, the main purpose of advocacy is to empower others and elevate the
voice of others (Office of the Provincial Advocate for Children and Youth, 2008).
The clients we work with often experience difficulty in trying to get their voices
heard due to a variety of reasons, such as unfortunate circumstances,
personal/professional reasons, oppression, vulnerability, and lack of power and
control. Therefore, part of our job involves being the voice for others. Furthermore,
our job is to also: empower clients; assist in helping clients to find and use their own
voice; and help clients to find the strength and power that exists within themselves, as
well as realize their own, true, ultimate potential.
In the article, The magic beanstalk: Youth empowerment and the United Nations
Convention on the Rights of the Child, written by James Anglin (2009), it states that
every interaction we have with a child is an opportunity for advocacy.
Throughout our practice, we are presented with many opportunities such as these and

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it is our job to seize them by taking action in order to achieve justice, empower young
people and their families, and create change in all levels of advocacy.
As demonstrated above, advocating for others is a significant role and
responsibility of becoming a CYC practitioner; thus, it is imperative that we assist in
promoting change, advocacy and ally-ship throughout our current and future practice.
As CYC students and practitioners, we need to continue to learn about and apply
advocacy to our practice, so that we can become true and powerful advocates, be a
strong support for others, and create positive change within the world, as well as in
the lives of the children, youth and families that we work with.

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References
Anglin, J. (2009). The magic beanstalk: Youth empowerment and the United Nations
Convention on the Rights of the Child. Relational Child and Youth Care
Practice, 122.
Office of the Provincial Advocate for Children and Youth. (2008). What is Child
Advocacy? Retrieved from: http://provincialadvocate.on.ca/main/en/what/
Ontario Ministry of Education. (2016). Policy/Program Memorandum No. 140.
Ontario Ministry of Education. Retrieved from:
https://www.edu.gov.on.ca/extra/eng/ppm/140.html
Pearce, L. (2008). Ministry of Education initiatives: And what they mean for you. A
publication of Autism Ontario, 5(1), 5-6.
Snow, K. (2009). Vulnerable citizens: The oppression of children in care. Relational
Child and Youth Care Practice, 130.