Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

1. Building Your Future Intensive Training Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

2. Today’s Itinerary • Morning: • Orientation to the START Project and BYF Intensive Training • Foundations in ASD • Afternoon: • Meeting Mechanics

5. Purpose of START START serves as a coordinating and supporting entity for regional sites across the state of Michigan to increase access to local resources, training and support for students with autism spectrum disorder.

6. START Primary Components

7. Team-based Intensive Training

8. Making Professional Development EffectiveLang & Fox (2003) • Traditional professional development (training without follow up to support implementation) yields a 5-10% implementation of strategies success rate. • With follow up, that number can rise to 75-90%

9. START Intensive Training Goals • Acquire content knowledge • Apply content knowledge • Develop teaming and collaborating skills • Develop systems to assure implementation

10. Systems Change • Big change only happens when we change whole systems

11. Systems Change Common principles/practices for supporting students with ASD • Positive behavioral interventions & supports • Integration of students and peer supports • Team approach for planning, development, and implementation • Training and coaching to support implementation • Assessment and planning for program improvement • Networking and sharing across districts and counties

12. Big Ideas Families as Active Team Members Evidence-Based Practices Independence & Socialization Use the ASD to the Student’s Advantage Data-Based Decision-Making Proactive / Frontload Accountability Team Process and Problem Solving LRE/Natural Environments Peers as Critical Natural Supports Universal Supports

13. Goals for Individuals with ASD • Socialization Skills • Independent Skills • Employment

14. START Primary Components

15. Student and Family School Building Coaches & Teams Intermediate & Local School District Trainer/Coaches NAN UPAN CAN4 GCA CMAC CRAN Thumb Kent CAN SMART West MAC Lake side LEAN Great Lakes MAC OCAN Wayne SMAC WIN4 Autism Regional Collaborative Networks (RCNs) START/ Autism Education Center at GVSU

17. START Primary Components

18. Annual START Conference, Leadership Meetings, Summer Institute • START Website http://www.gvsu.edu/autismcenter/transition-312.htm • Products and Materials developed by START partners (i.e. RCN)

19. START Conference 2014April 29, 2014 @ Lansing Lexington KEYNOTE: Evidence-based intervention in transition and adulthood Peter Gerhardt, Ph.D.

20. START Primary Components

22. Resources for Evidence-Based Practices for Students with ASD • NPDC: (http://autismpdc.fpg.unc.edu/) • OCALI: AIM (Autism Internet Modules) (http://www.autisminternetmodules.org) • National Autism Center: National Standards Project (http://www.nationalautismcenter.org) Evidence-Based

24. Why Demand Use of Effective Practices • Improved Student Outcome • Legally Defensible • Efficient use of Time and Money

25. The Future A START Partner for Life!? We are committed to supporting our training sites for the duration of our grant funding through Regional Collaborative Networks and Coaches with a goal of improving outcomes for all students with ASD.

26. START Building Your Future: Secondary Transition Intensive Training

29. Post-Secondary Outcomes • Access to Higher Education • Employment • Independent Living • Social Opportunities

30. National Data: Housing • 2008 Easter Seals study showed more than 80% of adults with ASD ages 19-30 live at home with their parents • Majority of adult children with ASD are living with aging parents Adults 19-30 with Autism • With parents or guardian 81% • Independently, with spouse or partner 3% • With other family member/spouse/partner 0% • Supported residence for individuals with special needs 14% • Other 2% Adults 19-30 with Asperger • With parents or guardian 71% • Independently, with spouse or partner 9% • With other family member/spouse/partner 5% • Supported residence for individuals with special needs 7% • Other 7% Easter Seals, 2008

32. Employment Outcomes Despite the passage of the Americans with Disabilities Act, the Supreme Court decision in the Olmstead v. L. C. (1999) case withits emphasis on full community integration for individuals with significant disabilities, the majority of individuals with significant disabilities currently are not working in competitive employment. Paul Wehman, W. Grant Revell, and Valerie Brooke (2003). Has It Become the "First Choice" Yet? Journal of Disability Policy Studies, 14(3), 163-173.

34. Michigan Response • Michigan ASD State Plan • http://www.asdplan.cenmi.org/ • Autism Insurance in Michigan • http://www.michigan.gov/autism • http://autismallianceofmichigan.org/news-info/autism-legislation/ (Autism Alliance of Michigan)

35. START’s Response

36. Purpose of the BYF IT • Increase Knowledge of ASD & Implementation of Effective Transition Practices • Increase Collaborative Teaming Practices • Improve Transition Outcomes for Individuals with ASD: • Access to Higher Education • Employment • Independent Living • Community Involvement

37. Training Curriculum • Orientation and Foundations • Meeting Mechanics and Guiding Principles • Looking at ASD Differently / Adults • “Stop It” and Other Behavioral Strategies • Asperger • Natural Supports • Discovery & IEP • Systems Change

38. Getting STARTed: Today’s Trip • Daily Schedule: • 8:30am - 3:30pm • Lunch provided • AM & PM Breaks • Materials: • Module Materials • Tool Kit (Review) • Activities: • Content & Discovery Process activities with each module • Action plan development • One meeting per team outside of START training

39. Snow Days START Training is canceled if… “insert decision here” • Phone Tree Plan: “insert decision here” • Make sure to get home / cell #s

40. Getting STARTed • Table Folders • Important Information • Save the Dates • Sub team lists / email addresses • Sub-Team Email List Update • Sign in each session • Notify START continuity staff with changes • CEUs

41. Improving the JourneyTraining Expectations Activity • Wait for Team Time to Talk • Write notes if needed • Cell Phones on Silent • CONTRIBUTE • Everyone has a contribution to make • OTHERS: • Sub-Team Expectations • Large Group Expectations

42. Foundations in Autism Spectrum Disorders

43. ASD 101 / FoundationsWhat do you know coming in? • Novice • Intermediate • Advanced

44. Changing Rate of ASD

45. Foundations of ASD Autism identified in 1943 by Leo Kanner Asperger Syndrome identifed in 1944 by Hans Asperger

46. Autism’s First Child In 1943, Donald Triplett of Forest, Mississippi became the first person to be diagnosed with ASD. His parents chose not only to accept him as he was, but created a hometown environment of love and friendship that refused to allow others to misinterpret or misrepresent him or his “oddity.”  The Atlantic Monthly

47. DSM-IV Definition of Autism(MI definition) Impairment in Socialization Impairment in Communication Restricted & Repetitive Behavior

48. Triad of ASD

49. DSM-V Proposed Change Restricted & Repetitive Behavior Impairment in Social-Communication