A New Frontier: Changing how Virginia Supports Educators Serving Students with Autism
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Transcript of A New Frontier: Changing how Virginia Supports Educators Serving Students with Autism
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A New Frontier: A New Frontier: Changing how Virginia Changing how Virginia
Supports Educators Supports Educators Serving Students with Serving Students with
AutismAutism Samantha Hollins, Virginia Department of EducationDawn Hendricks, Virginia Commonwealth University
Carol Schall, Virginia Commonwealth University
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Issues, Trends and Issues, Trends and Future Directions for Future Directions for Students with Autism Students with Autism
in Virginia’s Public in Virginia’s Public SchoolsSchools
Samantha Marsh HollinsSamantha Marsh HollinsVirginia Department of Virginia Department of
EducationEducation2
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RoadmapRoadmap
•What is ASD?•Hot Topics • How do we work with it in schools?
• How does this affect policy?
• What is happening right now that can influence what we are doing?
• What are we doing to support public schools in Virginia?
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Continuum of Autism-Related Disorders
Autism Spectrum DisordersDSM-V, 2012
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Autism ContinuumAutism ContinuumHeterogeneityHeterogeneity
Measured IQSevere Gifted
Social Interaction
Aloof PassiveActive but
Odd
CommunicationNon-verbal Verbal
SensoryHyposensitive Hypersensitive
Adapted from Dalrymple, Porco, & Chung
Motor SkillsUncoordinated CoordinatedFine motor
Gross motor
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Qualitative Impairment in Social InteractionQualitative Impairment in Social Interaction
At least 2 of these broad characteristics must be present
• Marked impairment in the use of multiple nonverbal behaviors
• Failure to develop age-appropriate peer relationships
• Lack of spontaneous seeking to share interests and achievements with others
• Lack of social or emotional reciprocity
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At least 1 of these broad characteristics must be present• Delay in, or lack of, spoken language
development
• In verbal children, marked impairment in conversational skills
• Stereotyped and repetitive use of language
• Lack of spontaneous age-appropriate make believe or social imitative play
Qualitative Impairment in CommunicationQualitative Impairment in Communication
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Restricted, Repetitive, and Stereotyped Restricted, Repetitive, and Stereotyped Patterns Patterns
of Behaviorof BehaviorAt least 1 of these broad characteristics
must be present• Preoccupation with at least one restricted pattern
of interest to an abnormal degree
• Inflexible adherence to non-functional routines or rituals
• Stereotyped and repetitive motor mannerisms
• Preoccupation with parts of objects
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Rising Wave:Rising Wave:Exponential IncreasesExponential Increases
13,137
11,705
10,094
9,136
7,854
6,749
5,674
4,7513,966
3,3502,702
2,226
0
2000
4000
6000
8000
10000
12000
14000
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011
356% Increase from 2000 to 2011
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162, 327 Students with Disabilities
Source: VDOE Spec EdDec 1, 2011 Child Count
2011 Child Count by Primary Disability Label
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Population TrendsPopulation Trends
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Population TrendsPopulation Trends
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HOTTOPIC
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Interventions for Interventions for Children with ASD Children with ASD
Richard L. Simpson: Evidence-Based Practices and Students with Autism Spectrum Disorders
Focus on Autism and Other Developmental DisabilitiesVolume 20, Number 3, Fall 2005
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Scientifically Based Scientifically Based Practices Practices
Skill Based Cognitive
Applied Behavior Analysis
Learning Experiences: An Alternative Program for
Preschoolers and ParentsDiscrete Trial Teaching
Pivotal Response Training
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Promising PracticePromising PracticeInterpersonal Relationships Skill Based Cognitive
Physiological, Biological,
Neurological
Play-oriented strategies
Picture Exchange Communication
System
Cognitive behavioral
modification
Sensory integration
Incidental Teaching Cognitive learning strategies
Structured Teaching Social stories
Augmentative alternative
communicationSocial decision
making strategies Assistive technology
Joint action routines16
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Limited Supporting Information for Limited Supporting Information for PracticePractice
Interpersonal relationship Skill-based Cognitive
Physiological, Biological,
NeurologicalOther
Gentle Teaching Van Dijk
Curricular approach
Cognitive ScriptsScotopic
Sensitivity Syndrome
Music therapy
Option Method Fast ForWord CartooningAuditory
Integration Training
Art therapy
Floor Time Power Cards Megavitamin Therapy
Pet/Animal Therapy Feingold Diet
Relationship development intervention
Herb, mineral and other
supplements17
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Not Recommended Not Recommended Interpersonal Relationship Skill based
Holding Therapy Facilitated Communication
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HOTTOPIC
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LegislationLegislation• Paraprofessional Training in Behavior Management (HB
325)• Assistive Technology Follows the Student Legislation (HB
382)• Tax Credit to Nonprofit Bill (HB 321)• Health Insurance Regulations
• BCBA and BCaBA certification
• PBS Facilitators
• General Assembly Session upcoming…
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HOTTOPIC
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Proposed New DSM-VProposed New DSM-V
• Elimination of PDD NOS• Elimination of Rett’s• Elimination of Aspergers Disorder• Expected out in May, 2013
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Proposed DSM-V CriteriaProposed DSM-V Criteria
Must meet criteria 1, 2, and 3:interactions,
• 1. Clinically significant, persistent deficits in social communication and as manifest by all of the following:
• a. Marked deficits in nonverbal and verbal communication used for social interaction:
• b. Lack of social reciprocity;
• c. Failure to develop and maintain peer relationships appropriate to developmental level
• 2. Restricted, repetitive patterns of behavior, interests, and activities, as manifested by at least TWO of the following:
• a. Stereotyped motor or verbal behaviors, or unusual sensory behaviors
• b. Excessive adherence to routines and ritualized patterns of behavior
• c. Restricted, fixated interests
• 3. Symptoms must be present in early childhood (but may not become fully manifest until social demands exceed limited capacities)
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HOTTOPIC
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Presenting Issues in Virginia
• Research: 1 in every 88 children are diagnosed with an ASD• Still under diagnosing and age of diagnosis still lags behind the
national average
• Autism became the 4th largest primary disability category on the Dec 1, 2010 child count
• Surpassed Emotional Disturbance
• No longer a low-incidence disability
• Complaints, Due Process, Mediation: • Complaints: 40% involved children with Autism
• Mediation Sessions: 10% involved children with Autism
• Due Process Hearing Requests: 90% involved children with Autism
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Presenting Issues in Virginia
• Joint Legislative Audit and Review Commission• JLARC is the oversight agency of the Virginia General
Assembly, established to evaluate the operations and performance of State agencies and programs.
• General Assembly commissioned a review of the statewide service delivery system for children and adults with ASD
• 21 recommendations in the report that directly or indirectly involved VDOE
• 5 out of the 21 JLARC recommendations are directed at VDOE
• Recommendation 11 - Improve service delivery and build local capacity
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What was VDOE’s Vision and Response?
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What is the Vision?• Virginia will be a national leader in effectively preparing
students with ASD to acquire the knowledge and skills necessary to achieve positive post school outcomes
• College ready
• Career ready
• Ability to self advocate
• Actively engaged and responsible citizens of their communities
• Independent to the maximum extent possible
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Our Building Blocks• Build a strong coalition of stakeholders• Make significant resource investments • Leverage relationships with Virginia Colleges and
Universities • Embrace identified weaknesses as “opportunities”• Focus on research and evidence based practices • Embedded approach to technical assistance and
professional development• Harness the power of distance education and online
tools
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Virginia Department of Education ASD Guidance Documents
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VDOE Strategy• Develop a PREMIER technical
assistance, professional development and educational research center for ASD in the Commonwealth of Virginia
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ResourcesResources
Virginia Department of Education Autism Resources
www.doe.virginia.gov/special_ed/disabilities/autism
Virginia Commonwealth University Autism Center for Excellence (VCU ACE)
www.vcuautismcenter.org
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Scaling Up: Professional Scaling Up: Professional Development for Educators Development for Educators Who Serve Students with Who Serve Students with Autism Spectrum DisorderAutism Spectrum Disorder
Dr. Dawn Hendricks, Dr. Dawn Hendricks, Director of TrainingDirector of Training
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How does the VCU ACE Increase Knowledge, Skills and Abilities in Evidence Based Practices in ASD
for the Wide Range of Professional and Paraprofessional Educational
staff in Public Schools?
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TrainingTraining
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Training
On what do we train?
How do we move beyond
training?
Who do we train?
How much training?
Where do we train?
How do we train?
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Training Training
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Anyone Who Lives with…Anyone Who Lives with…Works with… SupportsWorks with… Supports
• Special Educators• General Educators• Related Service Personnel• Paraprofessionals• Administrators• Psychologists• Family Members and Friends• Medical Professionals• Early Intervention Service Providers• Adult Service Providers
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University / College University / College Coursework Coursework
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Certificate Programs in ASDCertificate Programs in ASDAverett University Danville
Old Dominion University NorfolkSTATE
George Mason University Fairfax
*Radford University Radford
James Madison University HarrisonburgSTATE
*Rappahannock Community CollegeGlenns and Warsaw
Longwood UniversityFarmville
Regent University Virginia BeachSTATE
Lynchburg CollegeLynchburg
*University of Mary Washington FredericksburgSTATE
Mary Baldwin University Staunton
Virginia Commonwealth University RichmondSTATE
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Applied Behavior Analysis Applied Behavior Analysis ConsortiumConsortium
• 4 Universities• GMU• ODU• VCU • Lynchburg
• Begin Fall 2012• Provide coursework and supervision in the form
of practicum courses • Tuition assistance not available
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Applied Behavior Analysis Applied Behavior Analysis ConsortiumConsortium
• Year 1• 30 students• Program ran by GMU• ODU, VCU and Lynchburg provide sites
• Year 2• ODU, VCU and Lynchburg operate with GMU as a unified
consortium• Annual cohort
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Not-for-CreditNot-for-Credit
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Online CoursesOnline Courses
• Foundations of ASD• Module One: Overview of Autism Spectrum Disorder
and the Primary Characteristics• Module Two: Secondary characteristics, Learning
Styles and Autism across the Lifespan
• Strategies for Supporting Positive Behaviors in Students with ASD
• Module One: Functional Assessment• Module Two: Behavior Intervention Planning
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Paraprofessionals in Autism Paraprofessionals in Autism Resource and Advancement Project Resource and Advancement Project
(PARAPro)(PARAPro)• Enhance the knowledge of paraprofessionals
related to the characteristics and learning needs of students with autism spectrum disorder
• Build skills related to implementing teacher directed instruction and behavioral support strategies
• Assist local educational agencies in providing teachers and administrators with guidance on the supervisory relationship with paraprofessionals
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Paraprofessionals Paraprofessionals
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Paraprofessionals in Autism Paraprofessionals in Autism Resource and Advancement Project Resource and Advancement Project
(PARAPro)(PARAPro)
Online course and live training:
Autism Spectrum Disorders for Paraprofessionals: Providing Effective Instruction and Support
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Paraprofessionals Trained Paraprofessionals Trained April May June July August September
138 153 154 402 300 200 enrolled
120 live training
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WebcastsWebcastsNational and State ExpertsNational and State Experts
• Autism: An Evolving DiagnosisDate: 9/11/2012 Presenter(s): Maria Urbano
• A Successful Employment Experience for Individuals with Asperger’s Syndrome: What it Takes
Date: 10/9/2012 Presenter(s): Tamara Eastman, Peter Skirbunt, Ph.D.
• Introduction to the Hidden Curriculum – Part 1Date: 11/13/2012 Presenter(s): Brenda Smith Myles, Ph.D.
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Resources Resources
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Eligibility
FamilyEvidence
Based Practices
Adulthood
Diagnosis
Technology
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Providing Technical Assistance and
Building Local Capacity in School Divisions
Carol Schall, Ph.D., Director of Technical Assistance, Virginia Commonwealth University Autism Center for Excellence
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If you do what you have always If you do what you have always donedone
You will get what you have always gotten
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What have we done …What have we done …• One shot consultation• Train and hope• Short term consultation• Send away to private school• More adults• More money• Multiple consultants• More Training
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13,137 + Students with
ASD1,000 More Every Year!
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Training Outcomes Related to Training Components
Training OutcomesTraining Components
Knowledge of Content
Skill Implementation
ClassroomApplication
Presentation/ Lecture
10% 5% 0%
PlusDemonstration
30% 20% 0%
Plus Practice
60% 60% 5%
Plus Coaching/ Admin SupportData Feedback
95% 95% 95%
Joyce & Showers, 2002
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Our modelOur model
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School Divisions # of Students Identified with ASD
Arlington County 362Botetourt County 45Greensville County 24Hampton 256Newport News 285Henrico County 598Northern Neck Regional
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Richmond City 202Wise County 35TOTALS 1856
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Top Down and Bottom UpTop Down and Bottom Up
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Administrative SupportAdministrative Support
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Practice and CoachingPractice and Coaching
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Data and FeedbackData and Feedback
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Aggregate Results of Aggregate Results of SurveySurvey
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What Have We Learned?What Have We Learned?
• Survey of Staff
• Response from among the 11 divisions represented in the 8 projects
• n = 1071
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Two Surveys:Two Surveys:Administrators and Direct Administrators and Direct
Service ProvidersService Providers
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Does the time spent on activities meet the Does the time spent on activities meet the needs of students with ASD?needs of students with ASD?
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What activities are most important when What activities are most important when working with students with ASD?working with students with ASD?
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FindingsFindings• Administrators
• Most involved in special education, inclusion, behavior management
• Schools most successful at providing special education, speech/language, inclusion
• Most important to students with ASD, special education, inclusion, behavior management
• Gap• Behavior Management
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FindingsFindings
• Direct Services• Spend most time on reading, math, play/leisure, independence,
and inclusion
• Needs more time on language/communication, independence, social skills, behavior management
• Identified most successful for the most respondents: reading, social skills, communication
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FindingsFindings• Identified most important for students with ASD by most
respondents: behavior management, social skills, language/communication, independence, daily living
• Gap• Behavior management, independence, daily living
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From Planning to From Planning to ImplementationImplementation
• Convene an Autism Services Improvement Team (ASIT) in each division
• In collaboration with ASIT members, assess current status in division
• Develop Autism Services Improvement Plan (SIP)
• Implement strategies detailed in SIP• Evaluate outcomes based on SIP
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Service Improvement PlanService Improvement Plan• Vision• Mission• Beliefs• Goals• Milestones• Phases• Tasks• Measurement
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Sample Goals from Service Sample Goals from Service Improvement PlanImprovement Plan
• Identify a scope and sequence and effective methods for teaching social skills to develop social competence in three secondary schools (one per year) within the division.
• Maximize access to the instructional day by effectively utilizing supports and differentiated instruction
• Increase consistent implementation of evidence-based practices (EBPs) by all APS staff.
• The average age of ASD identification will be reduced from 6 years old to 3.5 years old.
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Goal 1- Initial Milestones and TasksSchool Division will have effective transitional
procedures to support all students with ASD from the time of identification through exit from Exceptional
Educational services.• Phase 1:• A transition criteria will be used at transition meetings at
transition IEP meetings from Part C to preschool, preschool to elementary school, elementary to middle, middle to high, and high to post-secondary activities
• Tasks:• Develop concrete transition criteria from Part C, to preschool
• Develop concrete transition criteria from preschool to elementary
• Develop concrete transition criteria to and from more restrictive to less restrictive environments
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MeasurementMeasurement
• Review data from survey: what is keeping kids with ASD from being included in less restrictive environments
• Review meetings with parents and professionals to address what criteria is needed for a specific classes
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CoachingCoaching
• Training in identified skill or practice• Pre-coaching conference• Observation with coaching• Post coaching conference• Fidelity checklist for practice or skill• Fidelity checklist for coaching session
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What about the other What about the other divisions?divisions?
• Communities of Learning in Autism• One in each region (some regions share)• Collaboration with T/TAC and other regional
efforts• First Annual, (we hope) CoLA Summer
Institute, June 20 – 22, 2012
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Comprehensive Statewide Comprehensive Statewide Systems ChangeSystems Change
• Vision• Training• Embedded Technical Assistance• Spread beyond Intervention Sites
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