Partnering with National Professional Development Center on Autism Spectrum Disorders.
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Transcript of Partnering with National Professional Development Center on Autism Spectrum Disorders.
![Page 1: Partnering with National Professional Development Center on Autism Spectrum Disorders.](https://reader038.fdocuments.net/reader038/viewer/2022110206/56649ce05503460f949a9fc1/html5/thumbnails/1.jpg)
Partnering with National Professional Development Center on
Autism Spectrum Disorders
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FACTS:Autism is growing at a rate of 10 to 17% per yearCould reach 4,000,000 Americans within the
decadeCost to society for individual with autism across
his lifetime - $3.2 millionLost productivity and adult care – most expensiveEarly intervention works!Kentucky’s schools are feeling the rapid increaseKentucky has limited resources
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Background2 years ago, Larry Taylor, KDE, and a few other
key players, saw a need to develop statewide capacity for meeting the needs of students with ASD.
Kentucky’s State Autism Team was formed.Kentucky Department of EducationKentucky Autism Training Center (U of L)Sp. Ed. Coop consultants who’s emphasis is
autismHigher Eds that currently have autism programsParent representative
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In the beginning……The mission of the State Autism Team
To investigate other states who have some type of system set up
Design a vision flow chart of how to connect all interested parties in Kentucky
Brain storm key players and how to make our districts self sufficient in serving students with autism
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National Professional Development Center on ASD (OSEP)Who they are…..
A multi university center to promote use of evidence based practice for children and adolescents with autism spectrum disorders FPG Child Development Institute, UNC
Sam Odom, Deborah Hatton, Jim Bodfish Waisman Center, University of Wisconsin
Len Abbeduto and Linda Tuchman-Ginsberg M.I.N.D Institute, University of California
Sally Rogers, Sally Ozonoff, John Brown, Peter Mundy
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Their mission……To provide resources, professional
development, and technical assistance that will increase the number of highly qualified personnel serving children and youth with ASD.0 – 22 yrs of ageEarly identification, intervention, family,Sustainable outcome based PD and technical
assistanceEvaluating/measuring child outcomes (Goal
driven)
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And,Ultilize state resources to sustain
understanding of EBPEstablish model sites that show case
evidence based practicesIncrease the number of highly qualified
personnel serving children with ASD for the purpose of sustainable technical assistance and professional development.
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Remember:Each component and product will be
duplicated at our Coop level beginning in year 2009 – 2010
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NPDC on ASD’s productsI. Content Development
Identified 12 evidence based practices with briefs
1.Behavioral/Instructional Strategies Reinforcement, extinction, response interruption,
redirection, differential reinforcement, stimulus control, environmental, self management, pivotal response training, naturalistic interventions, video self modeling, visual supports, naturalistic
prompting, task analysis, time delay, discrete trial, visual supports, computer aided instruction,
2.Family involvement/implementation of interventions
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EBP continued3. Social training
• Peer mediated instruction/intervention, naturalistic, social narratives, social skills training groups, video self modeling,
4. Communication training• PECS, VOCA/Speech generating devices
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Products: BriefsFor each Evidence Based Practice
1. Supporting article2. Checklist3. Implementation Procedures4. Evaluation Tool
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Products II. Online Introductory Course (2o hour)
I. Focus: Characteristics, assessment, practices, factors affecting learning, instructional strategies, learning environments, foundation of communication and social interventions, and PBS/reducing interfering behaviors
II. Family Centered, data driven decision making, interdisciplinary team, inclusion, transition, systems change approach
III. Ours to have after two years when research to OSEP is complete
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Products – Intensive Summer InstituteComponents:
Increase knowledge of EBP Identify elements of high quality programsBuild networking, collaboration, and skills of
members of state autism training team, including model site personnel.
Develop plans for model sites, technical assistance, and for dissemination across state
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Products – Web based ModulesContent
Pre-test/Post testContextual informationStep by Step InstructionsCase ExamplesVideo Examples Implementation ChecklistSummary of Evidence BaseResourcewww.autisminternetmodules.org
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Products – Technical AssistanceComponents:
Develop statewide planDevelop model sitesUse of Goal Attainment Scaling (GAS)Develop Community of PracticeOnsite Coaching/mentoring
Development/evaluation of high quality programs Use of EBP Progress monitoring of target students
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Products: Autism Program Evaluation Rating Scale (APERS)Components:
Learning EnvironmentPositive Learning ClimateAssessmentSocial CompetencePersonal Independence/CompetencePromoting Appropriate BehaviorFamily Involvement Teaming Transition Planning
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Products:Goal Attainment Scaling (GAS)Components:
Purpose to assess progress of children with ASD made on target goals
IEP/IFSP goals and objectives3 target goals are identified5 point scale measures progress
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Form and Develop Model SitesSigned AgreementsFamily satisfaction surveys4 sites (preschool, elementary, middle, high)3 target students from each siteAPERS, GASTechnical assistance, video tapingPeer coaching model learned and practicedEvidence Based Practices implemented
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Key Features:Systems change perspectiveData drives instructional planning,
implementation, continuous progress monitoringConstant evaluation and satisfaction data
collected from school/family/services.Promotes development of measurable, observable
IEP/IFSP goalsAdvances early screening and diagnosis of ASDPromotes early screening and diagnosis of ASD
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How it looks for Kentucky…Preparation year: 2008-2009
Key planning groups formed: State Autism Team KY ACT Early Summit Interagency Strategic Planning Group (ISPG)
First Model Site Identified: Jefferson County Pre school, elementary, middle and high school
programsParticipants for summer institutes identifiedYear two Expansion model sites identified
Big East Educational Coop, Fayette County, Western Coop
KDE has requested each coop identify 3 regional trainers for summer institute
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First Year: 2009-2010Identify Regional trainersNPDS/KATC/COOP’s Complete APERS on Jefferson
Co. sitesTrainers complete 20 hour online course by April 30th.Second year trainers shadow National trainers
throughout model site processSummer Institute- Louisville- June 2009Onsite technical assistance periodically from NPDCFall 2009 – expansion sites – begin process to identify
model sites/ regional trainers provide technical assistance and professional development to Coop districts
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Fall 2009Invite interested districts for model site
selectionDetermine date and site for regional summer
instituteComplete rubric to choose model districtForm regional Interagency Strategic
Planning Group and meet to develop action plan
Identify additional district level trainersNPDC will be involved
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Winter/Spring 2010Coop level model process modeling Jefferson
County processRegional Interagency Planning Group meets to
plan Summer InstituteNew participants take Online courseAPERS – on COOP model sitesRegional Summer Institute
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Summer/Fall 2010Begin with expansion district model sitesYear 3 expansion sites and trainers will
shadow and begin their processBig East Coop identifies a new district for
developNPDC is still involved
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What’s in Place with Higher EdHigher Ed Component
4 Universities with autism certificates of some form
Each model site has been assigned a University Eastern Kentucky – Myra Beth Bundy
Training, practicum students to collect data
Members of State Training and Planning teamsMembers of KY ACT early summit
Purpose: Network for screening, diagnosis, interventionPre service development Connect with additional universities