SPP 12: Early Childhood Transition Training: Data Collection 2011-12 Amy Strauch 210-370-5440
Our Innovative Grant Putting the pieces of transition together Presented by Amy Slama, Amy...
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Our Innovative GrantPutting the pieces of transition together
Presented by Amy Slama, Amy Mazankowski and Sonja Chatfield-Peetz
ESU 7 Transition Team
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Agenda
What do the State Results tell us
How can we address it in our area
Our Grant proposal
What is the AFLS
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Please do tell……
What did the State’s Performance Plan (SPP) and Annual Performance
Report (ARP) tell us?
The following slides are used with permission from Rita Hammit-NDE. This Data was presented at NASES- March 28, 2014
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State’s Performance Plan (SPP) and Annual Performance Report (APR) are based on 20
Part B Indicators, 4 specific to Secondary Transition:
Indicator 1 % of youth who graduate
Indicator 2 % of youth who drop out
Indicator 13 % of youth w/ transition components in the IEP
Indicator 14 % of youth who achieve post-school outcomes
Federal Requirements
4
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2
114
13
Critical Interrelationships for Achieving PSO
(APR and SPP)
Quality IEPs(Indicator 13)
Staying in School
(Indicator 2)
Graduating
(Indicator 1)
Positive Post-school Outcomes
(Indicator 14)
Kohler (NSTTAC), 2007
5
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Post School Outcome Targets
Within One Year of exiting High SchoolTarget A- % enrolled Higher Education (NE -40.9%)
Target B -% enrolled in Higher education or competitively employed (NE-66.2%)
Target C -% Enrolled in Higher education or training program, or competitively employed or in some other employment (NE- 84.6%)
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Definitions
7
• enrolled full- or part-time • community college (2-year program) • college/university (4- or more year program) • 1 complete term
Higher Education
• worked for pay at or above the minimum wage• setting with others who are nondisabled• 20 hours a week• 90 days at any time in the year since leaving high
school• includes military employment
Competitive Employment
• enrolled full- or part-time• education or training program (e.g., adult education,
vocational technical school that is less than a 2-year program)
• 1 complete term
Other Postsecondary Education or Training
• worked for pay or been self-employed• 90 days at any time since leaving high school• includes working in a family business (e.g., farm,
store, fishing, ranching, catering services, etc.)
Other Employment
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District Performance Report
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Trends in Postsecondary Education
% of students previously/currently enrolled or planning on enrolling in Fall term:
For 2013:• 64% enrolled in
community or technical college
• 77% enrolled full time• 32% received assistance
with schoolwork• Main reasons not currently
enrolled:– 15% Too expensive, can’t
afford– 13% Completed– 12% School out of session– 10% Deciding on future
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Trends in Employment
% of students who have ever worked since high school:
For 2013:• 48% working full time (>35
hours)• 67% earning more than
minimum wage• Main reasons never had a
job:– 48% Do not have skills/ability
to work– 16% In education program– 15% Cannot find job– 13% not interested in working
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Trends in Adult Agencies
For 2013: Most utilized agency is
Vocational Rehabilitation (21%)
Main reasons adult agencies not used:
48% Services not needed or not requested
31% Never referred to any agency
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Targets
Target A: Enrolled in higher education within one year of exit Goal: 40.9%
Target B: Enrolled in higher education or competitively employed within one year of exit Goal: 66.2%
Target C: Enrolled in higher education, competitively employed, enrolled in other education, or other employment within one year of exit Goal: 84.6%
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Target Trends
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National and NE State PSO Data
Measure A Measure B Measure C 0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
26.8
56.3
72.5
39.4
65.2
83.6
29.0
57.2
72.5
39.1
63.8
80.5
National FFY 2009 State FFY 2009 (n = 930)National FFY 2010 State FFY 2010 (n = 1085)
Indicator 14 Measure
Perc
ent o
f Res
pond
ents
35.6
63.2
80.7
Data Sources: National aggregates FFY 2009 & 2010, Submitted 2/1/2011 & 2012, respectively; State data reported in the SPP FFY 2009 & APR FFY 2010.
14
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NE Post-School Outcomes for 2010-11 School Year Leavers n = 1004
Higher Ed., (357) 36%
Competitive Em-ployment, (277)
28%
Other Post-secondary Ed
or Training, (44) 4%
Some Other Employment, (131) 13%
Not Engaged, (195) 19%
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NE FFY 2010 APR
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NDE Resources
Federal Information Data http://www.education.ne.gov/sped/data.html
Transition- Technical Assistance http://ndetransition.site.esu9.org/announcements/
District ILCD Website- Portal https://portal.education.ne.gov/site/DesktopDefault.aspx
Re-engaging Out of School Youth with Disabilities http://www.education.ne.gov/sped/reentry.html
Annual Post School Outcome Methodology & Fact Books http://ndetransition.site.esu9.org/ne-post-school-outcomes/
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My Other Brother Daryl
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Applied Behavior Analysis
The science in which systematically applied procedures derived from the principles of behavior are used to improve socially significant behavior
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Applied Behavior Analysis
Is based on: scientific methodologies
proven laws of behavior
research findings
a dynamic process
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A B C
Opportunity presented
Child responds
“What do you want?”Stimulus / Sd
“Ball!”Response / R
Parent hands the ball to childConsequence / Sr+
Response reinforced
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Basic Techniques of ABA
Errorless Learning Reinforcement Pairing Instructional Control Prompting Fading Shaping Chaining
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Assessing Basic Language & Learning
Skills-Revised
ABLLS-R
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ABLLS-R—An Overview
Provides the basis for presenting/teaching functional language and academic skills
Allows documentation and graphing of progress over time
The revisions: more closely follow typical developmental
sequences emphasize the roles of generalization and
imitation in early language learning
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The Assessment of Basic Language and Learning Skills-Revised (ABLLS-R)
Useful in working with children with autism and other developmental disabilities
Authored by James W. Partington Ph. D.
Focuses on the use of B. F. Skinner's analysis of verbal behavior as a guide for language assessment and intervention
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The ABLLS-R
Successful intervention dictates that verbal language: be considered the key feature by all in the child’s
environment be incorporated into all other activities (e.g., self-care,
play, leisure, motor development, and non-verbal behaviors)
include requesting, labeling, and conversational skills training is provided all program staff and family
members involve a large number of daily trials under a variety of
stimulus and motivational conditions uses mixed trials rather than mass trials for a single
skill
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The Assessment of Basic Language & Learning Skills
(ABLLS-R):Assessment
Pinpoints exactly what a child needs Identifies a starting point for the language
intervention program Determines response form (vocal, sign, or
pictures)Curriculum
Guides what we teachTracking
Ensures that the targeted skills are being acquired
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The ABLLS-R Skill Areas
A. Cooperation & Reinforcer Effectiveness
B. Visual Performance
C. Receptive Language
D. ImitationE. Vocal ImitationF. Requests (Mands)
G. Labeling (Tacts)H. IntraverbalsI. Spontaneous
VocalizationsJ. Syntax & GrammarK. Play & LeisureL. Social Interaction M. Group Instruction
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The ABLLS-R Skill Areas
N. Classroom Routines
P. Generalized Responding
Q. ReadingR. MathS. WritingT. Spelling
U. Dressing V. EatingW. GroomingX. ToiletingY. Gross MotorZ. Fine Motor
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Background on Brianna
Videos of progressLetter from Bernice
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An Overview of The Assessment of Functional
Living Skills(The AFLS)
Developed by James W. Partington, Ph.D., BCBA-D
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Parent or Team Questions…
What will my child be like when he’s…
What will happen to my child when I’m…
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The answers depend on what the learner is able to do for
himself!
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Remember the skills…
ABBLS-REarly language skills
Basic requestslabeling common items
Early developmental skillsimitationplay
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Early learning conceptsAcademic conceptsmatching etc
544 skills including self help skills such as dressing eating grooming and toileting
ABBLS-R Normative Data
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So why AFLS.. What are the Benefits?
Take care of themselvesHelp themselvesSelf ConfidenceImprove school placementImprove living optionsDecrease need for support
personnelPersonal freedomPerception of othersSocial opportunity
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When should we start…
When learners are youngLate elementary/middle school
learnersHigh SchoolOlderAs soon as possible
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What holds us back
Let me do it for you… I can do it faster… I don’t have time to…He can’t do it by himself… It’s my job as his parent (Para,
Sister…) I don’t trust him to… CAUTION!!!!!
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Functional Skills
Are needed to surviveAre a cultural expectationWho is doing it if they can’t do it
by themselves.
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The cost associated with care for
Americans with ASD is
*Autism Society estimates based on UK study by Jarbrink K, Knapp M, 2001, London School of Economics: "The economic impact on autism in Britain," 5 (1): 7-22.
$60 billion annually
NE ASD Network 2012 39
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These tools….
These tools are NOT Disability Specific!!!
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AFLS guide warningFunctional skills can involve many dangerous situations including skills demonstrated in
and around parking lots, traffic, moving vehicles, unknown people, stairs, appliances, electricity, tools, public places, restaurants, and various other everyday settings and activities. NEVER put assessment data before safety. ALWAYS, seek the assistance and advice of trusted professionals for support and safety strategies prior to any direct testing of functional skills.
Many of the skills included in the AFLS are necessary for independent living and independent travel in the community. The range of skills in the assessment varies widely. However, it is our assumption that individuals whose skills are being assessed are under the direct supervision by a responsible person who can ensure their safety. Full independence in all areas of a person’s life requires sophisticated problem solving skills, refined generalization strategies to access information, assistance, or support in novel settings, advanced planning repertoires, and many other important skills not covered in the AFLS
When completing the AFLS, directly supervise the person whose skills are being assessed. Do not leave the learner unattended. Do not create dangerous assessment situations. Plan ahead for reasonable contingencies and avoid them. The AFLS should be completed by erring on the side of caution. Use good judgment and “guesstimate” using the best available information to record scores.
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Basic Living Skills
Skill Items
Self- Management 25
Basic Communication 22
Dressing 37
Toileting 41
Grooming 34
Bathing 13
Health, Safety & First Aid 39
Nighttime Routines 14
225 total skills
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Graduated Independence
Each skill and subset are designed to be a little more difficult in the area of independence
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Criteria explanation is Crucial and Key
Don’t just explain, walk them thru it
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Scoring The AFLS is NOT a test!!!!
Score what you already know
Better to score lower than higher
Some skills may not be applicable
Some skills may not be applicable
Score not applicable
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Assessment
Assess those items that learner may be able to do safely
Don’t try to assess skills that are not important to the learner
Or that may put the learner in danger
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Jimmy
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Joey
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Home Skills
Home skills Items
Meals at home 29
Dishes 18
Clothing & Laundry 30
Housekeeping & chores 34
Household Mechanics 35
Leisure 25
Kitchen 37
Cooking 43
251 Total
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Motivation
Incorporate what is liked from other skills into leisure activities, expand.
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Jimmy
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Joey
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Community Participation Skills
Community Participation Skills
Items
Basic Mobility 41
Community Knowledge 32
Shopping 48
Eat in Public 27
Money 15
Phone 29
Time 20
Social Awareness & Manners 47
259 Total
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Jimmy
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Joey
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School Skills
School Skills Items
Classroom Mechanics 18
Routines and Expectations 34
Meals at School 54
Social Skills 35
Technology 39
Common Knowledge 51
Core Academics 51
Applied Academics 55
334 Total
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Future Modules Coming Soon
Vocational Skills Module Independent Living Skills Module
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Our Action Statement to our Participants
Based on the information presented, pick one thing from this
presentation you will take back to your District and implement.
(We then provided mentoring opportunities to get each of them
started on their path)
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References
Teaching Language to Children with Autism or Other Developmental Disabilities, Behavior Analysts, Inc.
The Assessment of Basic Language and Learning Skills - Revised (ABLLS®-R)
WebABLLS is the online assessment, curriculum guide, and skills tracking system that mirrors The ABLLS-R in an electronic format.
James W. Partington, Ph.D., BCBA-D of Partington Behavior Analysts and Michael M. Mueller, Ph.D., BCBA-D of Stimulus present: AFLS®- The Assessment of Functional Living Skills
http://www.partingtonbehavioranalysts.com/