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1. http://www.youtube.com/watch?v=RTEPx0B2HgA

2. Evidenced Based Practices for Children and Youth with ASD

3. 14,760 1,208

4. National Professional Development Center onAutism Spectrum Disorders A multi-university center to promote the use of evidence-based practices for children and adolescents with ASD

5. NPDC Sites FPG Child Development Institute, University of North Carolina at Chapel Hill; PI: Sam Odom and Ann Cox Waisman Center, University of Wisconsin- Madison PIs: Len Abbeduto and Linda Tuchman-Ginsberg M.I.N.D. Institute, University of California at Davis; PI: Sally J. Rogers www.fpg.unc.edu/~autismPDC

6. Goals of the NPDC Promote optimal learning for preschoolers, elementary and secondary students with ASD and support for their families through use of evidence-based practices (EBP) Increase state capacity to implement EBPs in early identification, intervention, and education Increase the number of highly qualified personnel serving children with ASD through sustainable technical assistance and professional development

7. NPDC and State Involvement 5 year project: total number of states: 12 Work with each state for 2 years Year 1 : master content and process, working with NPDC staff Year 2 : begin training additional state personnel with NPDC staff support Years 3+ : state continues activities Cohort 1 Cohort 2 Cohort 3

8. Who Is Involved? State Interagency Planning Group NPDC team School Site Teams Training teams for school sites Families Children Admin School com

9. What Does NPDC Provide? Professional Development Technical Assistance Evaluation EPB Content Development

10. Content Development Goal: to translate information about evidence-based practices from research into practical resources for service providers

11. Define criteria for “evidence” Identify evidence-based practices in lit Define how to do them Content Development

12. Web-based Module Contents Pre-Test/Post-Test Contextual Information Step by Step Instructions Case Examples Video Examples Implementation Check List Evidence-Base Resources

13. Collaboration with OCALI and NATTAP for Module Development AIM http://autisminternetmodules.org/index.php

14. Content Development Products • Project Website • Assessment Instruments • Autism Program Environment Rating Scale (APERS) • Autism Evidence-Based Practices Self Inventory • Fidelity Implementation Checklists (BRIEFS) • Web-based Modules: How to do each EBP • Online Course Autism 101

15. What Does NPDC Provide? Professional Development Technical Assistance Evaluation EPB Content Development

16. Professional Development Goals: Provide training to state professional development providers Provide training activities to practitioners in participating states Support school sites that model evidence-based practices

17. Professional Development • To those on the model site teams, local training teams, and state training team: • Online introductory course on ASD • All materials: APERS, GAS, EBP training modules, BRIEFS • Intensive Summer Training • TA support for model sites and local training teams • 2 years of training, technical assistance

18. Professional Development Intensive Summer Institute 1. Increase knowledge of EBP 2. Identify elements of high quality programs 3. Build networking, collaboration and skills of members of state autism training team 4. Develop plans for model sites and for dissemination across state

19. National Professional Development Center on ASD Professional Development Technical Assistance Evaluation Content Development

20. NPDC Collaborationwith State Partners Goals: Develop outreach program Provide ongoing site-based training Establish a network of professional development sites, trainees, and national consultants

21. NPDC Collaborationwith State Partners • Begins with Support for Strategic Planning Activities • State Interagency Planning Group stakeholders • NPDC Staff • Liaison person • Provides Support to Local Training Teams • Provides Year 1 Training • Provides consultation and TA during Year 1 -2 • Supports the team during Year 2 Training • Team takes over training Year 3 and after • Provides Support to Model Site personnel • Provides Year 1 Training • Provides consultation/TA during Years 1-2 • Supports them with Year 2 Training • Team takes over Year 3 and after

22. What Does NPDC Provide? Professional Development Technical Assistance Evaluation EPB Content Development

23. Evaluation: Goals:Assist trainees in establishing a system for implementing EBP Collect follow-up data on use of evidence-based practices, practitioner skills, and child and family outcomes

24. Evaluation • Content • Professional Development • Technical Assistance • Outcomes • Child • Family • Practitioner • Systems

25. Who has GAS?

27. Goal Attainment Scaling Summarizing progress on IEP objectives

28. Acknowledgements • Dr. Sam Odom, PI of the NPDC, Frank Porter Graham Center, UNC - Chapel Hill

29. Problem • Child MC – age 4 years – has 9 IEP goals in 5 developmental domains that involve 4 benchmarks each. • End of year IEP meeting – mother asks, “Overall, how much progress did he make on his plan this year?” • How can the classroom teacher easily summarize?

30. Problem • School District has added additional funds to support all 36 students in inclusive education in High Point middle school in some general ed classes. • At end of year, asks Resource Teacher for summary of progress of these 36 children so that they can compare progress of included children to progress of center based children at the other middle school in district. • How can the Resource Teacher easily summarize progress of the 36 students?

31. An answer? Goal Attainment Scaling

32. Goal Attainment Scaling (GAS) What is it? A method for measuring amount of progress made on a goal, objective, or benchmark. Content free Allows progress to be easily summarized across multiple goals or students Not a substitute for objective measurement or progress – it’s a supplement

33. Description of GAS Care provider establishes goals/benchmarks/ objectives that are measured on a continuum. After getting his work, James will independently complete all 15 steps on the bicycle brake assembly task 90% of the time when working in the bike shop. At start of each class, Sasha will turn in her completed homework assignment in biology class on time 85% of days in a one month period. Julia will use 10 different words spontaneously during free play activity with typical peers.

34. Goal Attainment Scaling Much more than expected = +2 More than expected = +1 Expected outcome = 0 Less than expected = -1 Much less than expected = -2 Baseline level

35. How to Develop a GAS Select learning objective. Identify the current – baseline - level of performance. Identify the expected level at end of teaching period. Generate the additional outcome points on the scale. Examine progress using the GAS when you evaluate learning according to your benchmarks on a regularly designated schedule (monthly, bimonthly). Summarize the child’s or group’s overall progress at the end of the year by averaging the final GAS score.

36. GAS Data for NPDC target students 2009 Individual goals of approx 30 students

37. Use this form for the activity

38. Activity: Shaping the behavior of those we love Use the form in your packet Identify a behavior you would like to see increase – write a measurable objective for this for six months from now – BE REALISTIC! Write the current baseline level of this behavior Describe a much better than expected outcome(+2) Identify a much worse than expected outcome (-2) Identify the midpoints

39. Sharing

40. Student Goal Attainment Scaling Form Example

41. Is this extra work? • NO – • benchmarks are already written • assessments will occur as already planned • Additional benchmarks can carry over into next year • ? • YES BUT– • Adding higher benchmarks is easy! Just increase the criterion – 85% vs 95%, 2 times an hour vs. 4 times an hour, doing with a peer vs with 3 peers, doing X in snacktime vs. in snacktime and circle. • generating the above goal points allows you to reflect more growth • Process may result in more focused teaching • ?

42. Break and small group activity • Identify one crucial IEP goal/objective for one target student • Go through the GAS process as a group • Write it out on the form • Think about how this will influence your teaching with that student

43. Evidence-Based Practices: What’s the fuss all about?

44. As a consumer - Your doctor suggests surgery to you as the first approach for a non-lie threatening chronic condition. What is your response? Your first grade daughter Marci has been struggling with reading. She doesn’t yet reliably associate letters with sounds. The teacher wants to use a sight word approach due to Marci’s excellent memory. What is your response?

45. Evidence Based Practices What does it mean? It’s been tested and found to be effective Why does it matter? It’s the law It’s the most efficient way to teach Most efficient way to learn Better chance of success

46. Evidence Based Practices (EBP) If there is no evidence, does it mean the practice is ineffective? If the child progresses, isn’t that evidence of effectiveness? What are the risks of using practices that are not evidence based?

47. NPDC Definition of EBP The teaching practice has been tested and found to be effective in: (1)Two randomized or other well-controlled (quasi-experimental design) studies. AND/ OR (2) Five single-subject design studies conducted by at least three different researchers

49. What has to be considered when applying an EBP? Fidelity! Medicine Condition Patient Drug/procedure Dosage How administered Measure of efficacy When to change approaches Education/intervention Content/behavior Student Teaching approach How much time daily Specific procedures Data collection and examination When to change approaches

50. Efficacy vs. Effectiveness Efficacy is the systematic evaluation of whether a treatment works Effectiveness is the extent to which the treatment works in natural settings – “real world” applications Clinical utility is the applicability, feasibility, acceptability, and usefulness of the intervention in a specific setting