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Leadership Project

Leadership Project. Karen Moreno ABA Training for Student Success July 17, 2014. Easter Seals of Southern California. Easter Seals has been helping individuals with disabilities and special needs, and their families, live better lives for nearly 100 years.

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Leadership Project

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  1. Leadership Project Karen Moreno ABA Training for Student Success July 17, 2014

  2. Easter Seals of Southern California • Easter Seals has been helping individuals with disabilities and special needs, and their families, live better lives for nearly 100 years. • From child development centers to physical rehabilitation and job training for people with disabilities. • Primary Easter Seals services include: • Medical Rehabilitation • Employment & Training • Children's Services • Adult & Senior Services • Camping & Recreation

  3. Easter Seals of Southern California- Autism Department • Easter Seals currently has a combination of services specifically targeting individuals with the diagnosis of ASD as well as other services that include individuals with ASD among their service recipients. • Autism Department Serves: • Young Children (0-Preschool) • School Age Children and Youth • Service for Adults

  4. MISSION • Leadership Project • My mission is to develop young individuals with disabilities to activate and develop creative minds, a sense of understanding and compassion for others, and create courage to act on their beliefs. • ESSC • Easter Seals Southern California provides innovative services for children and adults with disabilities and their families so they may actively participate in the community with the freedom to choose how they live, learn, work and play. CPSEL 4, 5

  5. VISION • Leadership Project • My vision is to developfuture adults with disabilities to use their spiritual, moral, intellectual, social, emotional, and physical characteristics in their personal and professional life with the support of their parental/guardian guidance. • ESSC • Children with disabilities will have access to the most appropriate educational and recreational opportunities. • Adults with disabilities will have access to services that support their choices for independent living. • Families of children and adults with disabilities will have access to services that support them in ensuring the well being of their families. • Community members will have opportunities to interact with and learn about people with disabilities. CPSEL 1,4,5

  6. Compelling Need • Parent’s Understanding of Implementation • Generalization of Concepts/Strategies • Staff Effectiveness • Staff Turn Around CPSEL 1,2,3,5

  7. Inquiry Question • How will ABA parent training on behavior management impact student ability to apply socially significant skills in their everyday life? CPSEL 4,5

  8. PAR TEAM • 8 Program Managers • Karen Moreno, M.A. Ed. • Amber Mark, M.A. Ed. • Ajamu Frasier, M.S. • Carly Polection, M.S. • Crystal Bodell, M.S. • Sabrina Ramirez, M.S. • OlumideEdemodu, M.S., BCBA • Terra Simms, M.S.S.W. • Region Clinical Supervisor • Paul Hunter, M.A., ED.S., BCBA • Jenny Fineman, M.A., BCBA • Region Training Representative • Alysia Henderson

  9. Research • Parent Training has been employed to alter negative parent-child interactions and reduce child behavior problems. (Dvortcsak, B. I., 2006). • Been useful in reducing children’s observed aggressive and antisocial behaviors and increasing parental competence and positive parent-child relationships. (Dvortcsak, B. I., 2006). • The behavioral treatment group also displayed fewer aberrant behaviors and social problems at follow-up. (McIntyre, L. L., 2008). • Parent training has been shown to be a very effective method for promoting generalization and maintenance of skills in children with autism. (McIntyre, L. L., 2008). • Barriers to the provision of parent training include the need for parent education models that can be easily implemented in ECSE programs and the need for preparation of special educators in parent education strategies. (SveinEikeseth, T. S., 2008).

  10. Timeline • October 2013-December 2013: • Prep Time • Meetings with Program Managers/Clinical Supervisor • January 2014-June 2014: • Implementation • Staff Monthly Trainings • Parent Training (home sessions) • Program Managers/Clinical Supervisor Meetings CPSEL 1,2,3,4,5

  11. Mixed Methodology

  12. Qualitative Data Results

  13. Quantitative Data Results

  14. Quantitative Data Results

  15. Conclusion about Data

  16. Conclusion about Data • BI Attendance • Pre and Post Test • Compliance Training- 6 Phases • North LA Region- Parent Training

  17. Challenges • Staff and Parents • Consistency of Implementation • Motivation to Implement outside of session (Generalization) • Availability for Training • Clinical Supervisor • Support • Availability • Materials • Change of Supervisor CPSEL 1,4,5

  18. Next Steps • Continue Staff and Parent Training • Develop more curriculum based on need of staff and/or parent • Consistency with training/implementation CPSEL 1, 2, 3,4,5

  19. Leadership VS. Management

  20. Personal Transformation • Communication • Leadership • Team Work • Patience • Dedication • Action

  21. References • Dvortcsak, B. I. (2006). Including Parent Training in the Early Childhood Special Education Curriculum for Children With Autism Spectrum Disorders . Journal of Positive Behavior Interventions, 79-87. • McIntyre, L. L. (2008). Parent Training for Young Children with Developmental Disabilities: Randomized Controlled Trial. NIHPA, 1-5. • SveinEikeseth, T. S. (2008). Outcome for Children with Autism who Began Intensive Behavioral Treatment Between Ages 4 and 7: A Comparison Controlled Study . U.S. National Library of Medicine, 23-27.

  22. The End

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