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Evidence Based Practices

START Coaching for EBP Implementation. Evidence Based Practices. Why a Coaching Model?. Too many students (low vs. high incidence) Can’t adequately meet the needs / use #’s as a reason Can’t do anything effectively Always in crisis / no time for proactive strategies

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Evidence Based Practices

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  1. START Coaching for EBP Implementation Evidence Based Practices

  2. Why a Coaching Model? • Too many students (low vs. high incidence) • Can’t adequately meet the needs / use #’s as a reason • Can’t do anything effectively • Always in crisis / no time for proactive strategies • No time for collaboration to improve services IN the classroom / build capacity

  3. Why a Coaching Model? • Improve Capacity for ALL Staff to Educate Students with ASD • Improve resource allocation / efficiency • Move from Crisis to Frontloading

  4. Multi-Tiered Systems of Support (MTSS) For Students with ASD Intensive Supports Targeted Universal Supports Level of individualization Universal Supports Core Curriculum & Instructional Strategies

  5. Purpose / Benefits of Using the Checklist • Develop a system for Coaching • Build capacity to effectively educate students with ASD • Increase knowledge and implementation of Universal Supports and Evidence-Based Practices • Improve skills in identifying meaningful goals • Improve skills in writing measurable goals • Improve and sustain the use of Meeting Mechanics • Improve capacity to collect and use data to guide intervention decisions • Improve outcomes for students with ASD Inuksuk

  6. The EBP Coaching Checklist Step 1: Identify the District / Building, Coach Leader(s) and Building Coach for the Project

  7. Coach Leaders vs. Building Coaches • In multiple buildings • Tends to be Ancillary Staff: • School Psychologist • School Social Worker • Speech and Language Therapist • ASD Teacher Consultants • Occupational Therapist • Primarily assigned to one building • Tends to be: • Special Education Teacher • General Education Teacher • Building Speech and Language Therapist • School Counselor • Principal

  8. Coaching Positions

  9. Adapted from Michigan Implementation Network (MIN) www. cenmi.org/min START Project RCN Coaching Coordination District Team ISD / DISTRICT TEAM Coach Leaders BUILDING TEAM Building Coach(es) CLASSROOMS & STUDENTS

  10. Requirements to become a Coach Leader • Currently employed by a public school system in Michigan (or school support agency). • Professional (credentialed by MDE or other school-related credentialing agency) with at least THREE years of experience working with students with ASD. • Possess strong knowledge of Autism Spectrum Disorder and the core concepts in the START module areas (e.g. knowledge grounded in “effective practice” research). • Attend a minimum of 10 hours of training in START content, preferably by START Staff Trainers. • Training MUST include Meeting Mechanics and USAPT

  11. Requirements to become a Building Coach • Currently employed by a public school system in Michigan (or school support agency). • Professional (credentialed by MDE or other school-related credentialing agency). • Work regularly (3 days/wk+) in the building assigned as a building coach. • Attend 10 hours of training in START content provided by START staff and/or EPLI Approved Trainers.

  12. COACH RESPONSIBILITIES • Meet AT LEAST monthly with building team • Follow up on action items • Provide Implementation Support • Model Meeting Mechanics • Support the Team!!!

  13. Coaching Skills

  14. The EBP Coaching Checklist Step 1: Identify the District / Building, Coach Leader(s) and Building Coach for the Project Step 2: Obtain Administrator Support

  15. PRIORITIES TO ADDRESS • Team Time • Video / Pics • Participation

  16. Administrator Introduction Letter Dear Administrator, In an effort to continue to improve services for students with ASD in our region, your building has the opportunity to participate in the START Evidence-Based Practice (EBP) Coaching Project. This project includes identifying a building coach (a trained individual who works primarily in your building (e.g. general or special education teacher, counselor, administrator, itinerant staff, etc.)) and a coach leader (a trained itinerant staff who already supports your building in their itinerant capacity) who will assist in completing the project. The building coach selected for your building is (NAME) and the coach leader assigned to your building is (NAME). The project is outlined in a coaching checklist and the purpose is to increase implementation fidelity of EBPs for students with ASD learned in START Intensive Training (IT) and other local, regional, and state trainings in which staff have participated. The general expectations of the project include: • Developing or utilizing an already existing building team to follow the checklist • Attending monthly team meetings focused on a target student • Assessing current level of Universal Supports in the target student’s classroom • Collecting baseline and ongoing data on the target student • Developing and writing measurable goals and monitoring progress • Selecting EBPs to assist target student in reaching the goals • Taking and reviewing video clips of the target student’s progress and EBP implementation Although EBPs for students with ASD are being promoted, these EBPs have been shown effective for students with other learning needs as well. Therefore, your participation should ultimately improve capacity for staff to educate students with a variety of learning needs and as a result align with your overall school improvement plan. If you would like more information, you can contact the building coach or coach leader assigned to your building. Thank you for your participation and support.

  17. The EBP Coaching Checklist Step 1: Identify the District / Building, Coach Leader(s) and Building Coach for the Project Step 2: Obtain Administrator Support Step 3: Identify Target Student

  18. Identify Target Student(s) Complete Student Information Get Parent Permission for Participation

  19. The EBP Coaching Checklist Step 1: Identify Building / Coach Leader for the Project Step 2: Obtain Administrator Support Step 3: Identify Target Student Step 4: Assemble team; Assign Roles

  20. Assemble a Team • Identify Team Leader (Building Coach) • Identify Team Members • Parent(s) • Teacher(s) • Building Coach • Coach Leader • Itinerant Staff • Administration • Others? NOTE: CONSIDER PRE-EXISTING TEAMS (EX. Student Assistance Team) • Complete Team Information Form

  21. Roles / Responsibilities • Facilitator / Run the Board • Note-Taker • Time Keeper • OTHER?

  22. Collaborative Team Approach

  23. MEETING MECHANICS Assign Responsibilities Problem Identification Implementation Variables Problem Specification Brainstorm Cluster/ Prioritize

  24. ACTION PLAN • WHO • DOES WHAT • BY WHEN

  25. The EBP Coaching Checklist Step 1: Identify Building / Coach Leader for the Project Step 2: Obtain Administrator Support Step 3: Identify Target Student Step 4: Assemble team; Assign Roles Step 5: Team members review EBPs (NPDC & OCALI)

  26. Team Members Review EBPs http://autismpdc.fpg.unc.edu/content/briefs

  27. Team Members Review EBPs Ohio Center for Autism & Low Incidence Autism Internet Modules (AIM): http://www.autisminternetmodules.org/

  28. Association for Science in Autism Treatment http://www.asatonline.org/treatment/treatments_desc

  29. The EBP Coaching Checklist Step 1: Identify Building / Coach Leader for the Project Step 2: Obtain Administrator Support Step 3: Identify Target Student Step 4: Assemble team; Assign Roles Step 5: Team members briefly review EBPs (NPDC & OCALI) Step 6: Hold initial team meeting

  30. Agenda for initial meeting • Use meeting agenda form to keep meeting notes • Provide basic information about the EBP implementation process • Establish a calendar for the year including monthly dates and locations (use calendar) • Establish data collection plan

  31. The EBP Coaching Checklist Step 1: Identify Building / Coach Leader for the Project Step 2: Obtain Administrator Support Step 3: Identify Target Student Step 4: Assemble team; Assign Roles Step 5: Team members briefly review EBPs (NPDC & OCALI) Step 6: Hold initial team meeting Step 7: Collect baseline data

  32. Assign Team Members to Complete: • Schedule Matrix on Target Student(s) • Baseline Data • Classroom Practices Checklist AND / OR • Student Assessment Tool

  33. The Schedule Matrix

  34. Baseline Data - At least 3 observations

  35. Data Collection Tips • Just the FACTS - be careful of the human tendencies to give credit. • Adjust the time increments if needed to be more reflective of the facts. • Be observant of variables impacting the data (use the Schedule Matrix)

  36. Baseline Data - At least 3 observations • Select a daily routine to observe (e.g. arrival, getting / putting away materials, lunch, dismissal, etc.) • Task-analyze the routine (i.e. indicate the steps necessary for completing the routine) and list in the column in one of the charts below (e.g. Arrival: get off the bus, come into the school, go to the locker, get materials needed for 1st class, go to class). • Observe the routine and for each step indicate the number and type of prompts (code listed at the bottom of the page) needed for the student to complete each step of the routine. • Complete for at least 3 different routines.

  37. Baseline Data - At least 3 observations

  38. Baseline Data - At least 3 days

  39. Baseline Data - At least 3 days

  40. Every Team Member should have the OPPORTUNITY to observe at least once!!! • Each team member observes once in all areas OR • Social worker observes Independence; Speech Therapist observe the Communication / Social Interaction; Psychologist and Teachers observe Engagement….. OR • Action Plan

  41. Classroom Practices Checklist & Student Assessment Tools http://www.gvsu.edu/autismcenter/coaching-checklist-58.htm

  42. Data Analysis?

  43. Developing Your Coaching Structure / Model EBP Coaching Checklist, CONT Step 8: Establish Areas of Need

  44. Review Collected Information • Develop 3 areas of need • Engagement • Task Initiation • Task Participation • Task Completion • Independence • Social Interaction • Communication • Academic Output • Behavior

  45. Developing Your Coaching Structure / Model EBP Coaching Checklist, CONT Step 8: Establish Areas of Need Step 9: Select EBPs to Address Areas of Need

  46. Select EBP(s) to Target Areas of Need • Antecedent-Based Interventions (ABI) • Computer-Aided Instruction • Differential Reinforcement • Discrete Trial Training • Extinction • Functional Behavior Assessment • Functional Communication Training • Naturalistic Intervention • Parent-Implemented Intervention • Peer-Mediated Instruction and Intervention • Picture Exchange Communication System (PECS) • Pivotal Response Training • Prompting • Reinforcement • Response Interruption/Redirection • Self-Management • Social Narratives • Social Skills Groups • Speech Generating Devices/VOCA • Structured Work Systems • Task Analysis • Time Delay • Video Modeling • Visual Supports http://autismpdc.fpg.unc.edu/content/briefs

  47. When you are choosing EBPs: • Think about the context / Environment: Contextual Fit • Think about the student’s Interests / Strengths / Needs • Think about family preferences / input • Think about the future: Independence / Socialization

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