NPDC Materials Designed to use with Teachers and Teams.

Bridge the Gap

Research-based practices

Replicable practices in the classroom

How do we know which practices are evidence based?

Have no fear, the NPDC is here!

What are EBP?

Focused interventions that: • Produce specific behavioral and

developmental outcomes for a child• Have been demonstrated as effective in

applied research literature• Can be successfully implemented in

educational settings(Odom, Boyd, Hall, & Hume, 2009)

Process Used to Identify EBP

• Identified outcomes related to the core features of autism

• Reviewed literature related to outcomes and the key words autism, ASD, and autism spectrum, limited by age (birth – 21)

• Identified and grouped teaching interventions that addressed these outcomes/domains

• Determined criteria and whether an evidence base supported the practices

NPDC CriteriaTo be considered an evidence-based practice:• Two randomized or quasi-experimental design

studies,

• Five single subject design studies by three different authors, OR

• A combination of evidence such a one group and three single-subject studies

Evidence-Based Practices• Antecedent-based interventions• Computer-aided instruction• Differential reinforcement • Discrete trial training• Extinction• Functional behavior assessment• Functional communication training• Naturalistic interventions• Parent-implemented intervention• Peer-mediated instruction/intervention• Picture Exchange Communication

System

• Pivotal response training• Prompting • Reinforcement• Response interruption/redirection• Self-management• Social narratives• Social skills training groups• Speech generating devices• Structured work systems• Task analysis• Time delay• Video modeling• Visual supports

• What about practices that might not meet criteria?

Question

Answer: Other aspects of the work address these factors…

• EBP Modules: grounded in a framework of “best practice”

• APERS: highlights best practices

• Address function of behaviors emphasizing need to identify motivating reinforcement

Collaboration with OCALI and Partners for Module Developmenthttp://www.autisminternetmodules.org

• Pre-Test/Post-Test• Contextual Information• Step-by-Step Instructions• Case Examples• Video Examples• Implementation Checklist• Summary of Evidence Base• Resources

Web-Based Module Content

Cooperative Agrement H 35G 070004U.S. Department of EducationOffice of Special Education Programs

http://www.autisminternetmodules.org

Lets visit the Autism Internet

Modules website!

• 24 EBP

• Bridge to modules

• All briefs contain: Evidence base Overview Steps for implementation Fidelity implementation checklist

Evidence-Based Practice Briefs

Example: Step-by-Step Directions

Example: Implementation Checklist

Website

http://autismpdc.fpg.unc.edu/

How do we use the materials to support teachers?

Model Sites: Technical Assistance/Coaching

ProcessIndividual Student’s IEP Goals

Goal Attainment Scaling

Selection of EBP

Coaching (TA) to Implement EBP

Program Quality(APERS)

Learner Goals and Present Levels

(IEP)

Learner Strengths, Interests, and History

Teacher Experience and Knowledge

Assessment

Selection and Implementation of

Evidence Based Practices

Implementation

Student Progress (GAS)

Program Quality(APERS)

Outcomes

19

What is the APERS?

Autism Program Environmental Rating Scale

• Piloted within the NPDC• Looks at program qualities: the

foundation upon which we implement EBP

• Used to help decide on a starting point• Results considered in selection of EBP

APERS:

Preschool/Elementary

APERS:

Middle/High School

Classroom Environment Learning Environment

Class Structure/Schedule Learning Environment Structure.Schedule

Positive Classroom Climate Positive Learning Climate

Assessment Assessment

Curriculum and Instruction Curriculum and Instruction

Communication Communication

Staff/Peer Relationships Social Competence

Personal Independence and Competence

Personal Independence and Competence

Functional Behavior (Interfering and Adaptive)

Functional Behavior (Interfering and Adaptive)

Family Involvement Family Involvement

Teaming Teaming

Transition Planning

What is Goal Attainment Scaling?

Description of Goal Attainment Scaling

• Establish a five point range of performances for students: – Much less than expected– Somewhat less than expected– Expected level of outcome– Somewhat more than expected – Much more than expected

Level Of

Attainment

Goal 1:Respond to one word compliance commands

Much less than expected

Needs physical prompting at times and rewards for compliance. Does not respond immediately, needs multiple repetitions of the commands at times.

Somewhat less than expected

In all school settings, L will respond to 4 one-word compliance commands (stop, wait, stay, come) from all school personnel 75%, with tangible rewards and visual cues.

Expected level of outcome

In all school settings, L will respond to 4 one-word compliance commands (stop, wait, stay, come) from all school personnel 100%, with tangible rewards.

Somewhat more than expected

In all school settings, L will comply immediately with one command (stop, wait, stay, come) from all school personnel 100%, with tangible rewards.

Much more than expected

In all school settings, L will comply immediately with one command (stop, wait, stay, come) from all school personnel 100%, without tangible rewards.

GAS Data

Contact Us

• Ellen Franzone, WI Site Coordinator– franzone@waisman.wisc.edu– 608-890-1410

• Kate Szidon, Prof. Development Specialist– szidon@waisman.wisc.edu– 608-262-9445

• Linda Tuchman-Ginsberg, WI Co-Principle Investigator– tuchman@waisman.wisc.edu– 608-263-6467