Slide 1

Evidence Based Practices START Coaching for EBP Implementation

Slide 2

What are EBPs all about? All students in public education should have access to scientifically based practices (NCLB, 2001).

Slide 3

What is scientifically based research? You must have reliable evidence that a program or practice works. NCLB requires experimental studies that are similar to the medical model of research used by scientists. These studies require many steps to prove strong evidence of effectiveness. Well designed studies that use random samples of the population Trials must also include a random control group for comparison Valid and reliable outcome measures Data on long-term outcomes Trials in more than one site of implementation

Slide 4

Coaching Outcomes Increase implementation fidelity of EBPs for students with ASD. Establish capacity for efficient and sustainable implementation of Universal Supports and EBPs for students with ASD. Improve / sustain the use of Meeting Mechanics Improve student outcomes: Independence / Socialization Engagement Opportunities in Integrated Environments

Slide 5

Train and Hope React to a problem Select & add a practice Hire an expert to train Wait for a new problem Hope for implementation

Slide 6

Training Outcomes Related to Training Components Training Outcomes Training Components Knowledge of Content Skill Implementation Classroom Application Presentation/ Lecture Plus Demonstration Plus Practice Plus Coaching/ Admin Support Data Feedback 10% 5% 0% 30% 20% 0% 60% 60% 5% 95% 95% 95% Joyce & Showers, 2002

Slide 7

Coaching Positions Building CoachCoach Leader Advantages Knowledge of school Staff relationships Regular access Independent Outside perspective Multiple schools experience Disadvantages Conflicting roles Narrow range of experiences Limited knowledge of school Limited relationships Less frequent access

Slide 8

STARTs COACHING MODEL STRUCTURED yet FLEXIBLE

Slide 9

BUILDING STAFF & STUDENTS Providing supports for effective practices implemented with fidelity Providing feedback and data on implementation efforts District Team BUILDING TEAM ISD/DISTRICT TEAM RCN START Project Adapted from Michigan Implementation Network (MIN) www. cenmi.org/min

Slide 10

Regional Collaborative Networks (RCNs) START/ Autism Education Center at GVSU SMART Lake side OCANSMAC West MAC LEANMACWayne WIN4 Autism CAN4 GCA CMACUPANThumb Kent CAN CRANNAN Great Lakes Intermediate & Local School District Trainer/Coaches Student and Family School Building Coaches & Teams

Slide 11

What IS Coaching? Support to Implementation Staff: (a) prompts that increase successful behavior, and (b) corrections that decrease unsuccessful behavior. Done by someone with credibility and experience with the target skill(s) / practices Done on-site, in real time Coaching intensity is adjusted to need

Slide 12

Slide 13

What is Coaching?

Slide 14

Steps to EBP Implementation Coaching Identify a Building & Coach Leader for the Project Get Administrator Support Notification / Information about the Project Approval for Monthly Team Meetings / Locations w/ Teacher(s) Video release for students in the building

Slide 15

Identify Target Student(s) Complete Student Information Get Parent Permission for Participation

Slide 16

Put Together a Team Identify Team Leader (Building Coach) Identify Team Members Parent(s) Teacher(s) Itinerant Staff Administration Others? Complete Team Information Form

Slide 17

Assign Roles MEETING MECHANICS Problem Identification Problem Specification Brainstorm Cluster/ Prioritize Implementation Variables Assign Responsibilities

Slide 18

Team Members BRIEFLY Review EBPs http://autismpdc.fpg.unc.edu/content/briefs

Slide 19

Slide 20

Team Members BRIEFLY Review EBPs Ohio Center for Autism & Low Incidence Autism Internet Modules (AIM): http://www.autisminternetmodules.org/ http://www.autisminternetmodules.org/

Slide 21

Team Members Complete Hard-Copy of USAPT Building Coach Request USAPT Online login from START Team Members USAPT Team Member Rating Scale Building Coach or Coach Leader Coach Scoring Form NOTE: Person completing Coach Scoring Form should have expertise in the implementation of Universal Supports for Students with ASD.

Slide 22

Schedule and Hold Initial Team Meeting All team members bring hard-copy of completed USAPT to this meeting Meeting Agenda (Use Meeting Agenda formprovided) 1.Basic Info re: EBP Process (for New Team members) 2. Establish Calendar Monthly Meeting Dates Location

Slide 23

Schedule and Hold Initial Team Meeting 3. Complete USAPT Team Summary Report score in USAPT Online Identify 2 Priority Areas: Align with school improvement Align with school-wide PBIS efforts Design implementation plan 4. Assign Team Members to Complete: Schedule Matrix on Target Student(s) Student USAPT Draft (optional) Classroom Practices Checklist Video Examples

Slide 24

The Schedule Matrix (Observation Form) Schedule Expectations & Instructional Outcomes Current Level of Skill (Compared to Peers) Current Supports / Strategies Potential Goals / Strategies Needed All Major Transitions / Subjects, etc. Independence Social Communication Behavioral Academic IEP Goals Independence Social Interaction Communication Behavioral Response Task Initiation; Engagement & Output Visuals FCS Peers Accommodations / Modifications PBIS EBPs Where skills break down!! Where student is not independent!!

Slide 25

Universal Supports Should be in place BEFORE you start with individually focused strategies: Guiding Principles Parent and Family Support Team Process Educational Strategies and Supports Visual and Organizational Supports Functional Communication System Adult Supports Peer Supports Positive Behavioral Interventions and Supports

Slide 26

Develop Areas of Need Collect Baseline Data Based on collected information, develop 3 areas of need per student considering: Independence Engagement Participation Task Initiation / Completion Communication Social Interaction Develop a data collection plan Collect baseline data

Slide 27

Get Baseline Data!

Slide 28

Antecedent-Based Interventions (ABI) Computer-Aided Instruction Differential Reinforcement Discrete Trial Training Extinction Functional Behavior Assessment Functional Communication Training Naturalistic Intervention Parent-Implemented Intervention Peer-Mediated Instruction and Intervention Picture Exchange Communication System (PECS) Pivotal Response Training Prompting Reinforcement Response Interruption/Redirection Self-Management Social Narratives Social Skills Groups Speech Generating Devices/VOCA Structured Work Systems Task Analysis Time Delay Video Modeling Visual Supports Then, select EBP(s) to address areas of need: http://autismpdc.fpg.unc.edu/content/briefs

Slide 29

When choosing EBPs, consider: The implementation environment Family preferences Student characteristics / interests Whether the EBP will promote independence, socialization and engagement Whether the EBP will result in sustained learning / behavior change NOTE: Consider also the appropriate use of prompting / reinforcement. These 2 EBPs will be needed in almost all implementation plans

Slide 30

Combining EBPs EBPs are NOT usually used in isolation Self-management requires reinforcement Video modeling may require prompting FCT requires FBA Professionals should be prepared to understand and implement a combination of EBPs

Slide 31

Intensive Supports Core Curriculum & Instructional Strategies Universal Supports Targeted Universal Supports Establishing Universal Supports: Bottom Up or Top Down

Slide 32

Based on the Baseline Data & Selected EBPs, Use the GAS (Goal Attainment Scaling) to Write and Expand Goals

Slide 33

Writing Measurable Goals / Objectives UTILIZING.Student Will. Under what conditions? At what level / degree (criteria)?

Slide 34

Writing Measurable Goals Formula for Success UTILIZING Using WHAT tool, support, system, etc. will the student learn to perform the skill? Utilizing a visual schedule Using peers / peer to peer support Using a picture choice board When provided a visual prompt Using a visual functional communication system Utilizing a routine checklist When given a check schedule card Using a choice modification strategy Using a self-management checklist

Slide 35

UTILIZINGUsing WHAT tool, support, system, etc. will the student learn to perform the skill? Behavior Get some VERBS in your sentence What competency / skill should change? OBSERVABLE Writing Measurable Goals Formula for Success

Slide 36

BEHAVIOR Independently transition from activity to activity Make a choice Complete the activity independently Follow the classroom routine Complete the worksheet independently Raise hand and wait to be called on Ask for help Initiate interaction with a peer Follow instructions independently Make and engage in a choice Remain in seat / area Answer content-related questions Request a food item Independently put on / take off

Slide 37

UTILIZINGUsing WHAT tool, support, system, etc. will the student learn to perform the skill? Behavior Get some VERBS in your sentence What competency / skill should change? OBSERVABLE Conditions / Criteria Under what conditions and how MUCH / WELL will be considered mastery for the time frame of the IEP (use peers)? Writing Measurable Goals Formula for Success

Slide 38

Condition-- Under what condition should the skill be demonstrated (e.g. time, place, event)? During transition times During a social conversation During class discussions At lunch time (or math, science, etc.) During morning and lunch recess During independent work activities When teacher is giving group instructions During morning arrival routines When preparing to go home

Slide 39

CRITERIA / Mastery 9 out of 10 trials / opportunities 6 items / assignments 75% accuracy Increase by 10% 3 times a day On 9 consecutive attempts For 15 minutes at a time Within 5 minutes 4 times weekly 3 out of 5 days 4 class periods

Slide 40

First: Write in Baseline Second: Write in the measurable yearly goal Finally: Specify goals that exceed performance Third: Write in an Intermediate Goal

Slide 41

Changing Prompt Level Physical prompt (-2) Gestural prompt (-1) Verbal prompt (0) Visual prompt (+1) Independent (+2) Changing Setting One setting in school (-1) Two settings in school (0) 2 school settings plus 1 community setting (+2) Ways to Change Criteria Changing People No adults (-2) Familiar adult (-1) Unfamiliar adult (0) With one peer (+1) Across multiple peers (+2)

Slide 42

GAS Example: Its better to increase independence with lower skill levels than to increase skill levels at lower independence levels. Level of Attainment Goal : Independently follow a visual schedule 5 of 10 days Much less than expected -2 Given a visual check schedule card and the verbal instruction check your schedule, with 5-8 verbal / physical prompts, Ss will select each activity from the visual schedule and transition to the appropriate area for that activity on 5 of 10 days. Somewhat less than expected Given a visual check schedule card and the verbal instruction check your schedule, with no more than 3 verbal / physical prompts, Ss will select each activity from the visual schedule and transition to the appropriate area for that activity on 5 of 10 days. Expected level of outcome 0 Given a visual check schedule card and the verbal instruction check your schedule, with no more than 1 verbal prompts, Ss will select each activity from the visual schedule and transition to the appropriate area for that activity on 5 of 10 days. Somewhat more than expected +1 Given a visual check schedule card and the verbal instruction check your schedule, Ss will independently select each activity from the visual schedule and transition to the appropriate area for that activity on 5 of 10 days. Much more than expected +2 Given a visual check schedule card and the verbal instruction check your schedule, Ss will independently select each activity from the visual schedule and transition to the appropriate area for that activity on 8 of 10 days.

Slide 43

GOALS / GAS / EBP Selection

Slide 44

Slide 45

Self Management System Example

Slide 46

ESTABLISH AN IMPLEMENTATION PLAN Using the EBP Implementation Checklists: Develop a step by step implementation plan Consider training needed for implementation staff Resources needed Communication feedback OTHERS?

Slide 47

Implementation Coaching Video Modeling Visual Supports Self-management Prompting Reinforcement Time Delay Many of the teaching strategies that work with students also work with adults

Slide 48

Determine the Ws of Data Collection: What / How: GAS Monitoring Chart ABC / Scatterplot Frequency / Duration Chart Per opportunities available Where: Classroom Hallways Recess B When Relevant classes Specific days Specific Times (ex. arrival, transition, etc.) Who Teacher(s) Itinerant Staff Paraprofessional Design a Data System for Monitoring Goal Progress

Slide 49

GAS Goal Chart for Monitoring

Slide 50

End of Year USAPT Goal Progress: Report in USAPT online Turn into START: Completed copy of EBP Implementation Checklist Copy of GASsed Goals Monthly Meeting Notes / Data Collection Video documentation of progress