KENTUCKY: A NEW DIRECTION IN AUTISM

1. KENTUCKY: A NEW DIRECTION IN AUTISM Partnering with National Professional Development Center on Autism Spectrum Disorders

2. FACTS: • Autism is growing at a rate of 10 to 17% per year • Could reach 4,000,000 Americans within the decade • Cost to society for individual with autism across his lifetime - $3.2 million • Lost productivity and adult care – most expensive • Early intervention works! • Kentucky’s schools are feeling the rapid increase • Kentucky has limited resources

3. Background • 2 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 Education • Kentucky Autism Training Center (U of L) • Sp. Ed. Coop consultants who’s emphasis is autism • Higher Eds that currently have autism programs • Parent representative

4. 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

6. 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

7. 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 age • Early identification, intervention, family, • Sustainable outcome based PD and technical assistance • Evaluating/measuring child outcomes (Goal driven)

8. And, • Ultilize state resources to sustain understanding of EBP • Establish model sites that show case evidence based practices • Increase the number of highly qualified personnel serving children with ASD for the purpose of sustainable technical assistance and professional development.

9. Remember: • Each component and product will be duplicated at our Coop level beginning in year 2009 – 2010

10. NPDC on ASD’s products • Content Development • Identified 12 evidence based practices with briefs • 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, • Family involvement/implementation of interventions

11. EBP continued • Social training • Peer mediated instruction/intervention, naturalistic, social narratives, social skills training groups, video self modeling, • Communication training • PECS, VOCA/Speech generating devices

12. Products: Briefs • For each Evidence Based Practice • Supporting article • Checklist • Implementation Procedures • Evaluation Tool

13. Products • Online Introductory Course (2o hour) • Focus: Characteristics, assessment, practices, factors affecting learning, instructional strategies, learning environments, foundation of communication and social interventions, and PBS/reducing interfering behaviors • Family Centered, data driven decision making, interdisciplinary team, inclusion, transition, systems change approach • Ours to have after two years when research to OSEP is complete

14. Products – Intensive Summer Institute • Components: • Increase knowledge of EBP • Identify elements of high quality programs • Build 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

15. Products – Web based Modules • Content • Pre-test/Post test • Contextual information • Step by Step Instructions • Case Examples • Video Examples • Implementation Checklist • Summary of Evidence Base • Resource www.autisminternetmodules.org

16. Products – Technical Assistance • Components: • Develop statewide plan • Develop model sites • Use of Goal Attainment Scaling (GAS) • Develop Community of Practice • Onsite Coaching/mentoring • Development/evaluation of high quality programs • Use of EBP • Progress monitoring of target students

17. Products: Autism Program Evaluation Rating Scale (APERS) • Components: • Learning Environment • Positive Learning Climate • Assessment • Social Competence • Personal Independence/Competence • Promoting Appropriate Behavior • Family Involvement Teaming • Transition Planning

18. Products:Goal Attainment Scaling (GAS) • Components: • Purpose to assess progress of children with ASD made on target goals • IEP/IFSP goals and objectives • 3 target goals are identified • 5 point scale measures progress

19. Form and Develop Model Sites • Signed Agreements • Family satisfaction surveys • 4 sites (preschool, elementary, middle, high) • 3 target students from each site • APERS, GAS • Technical assistance, video taping • Peer coaching model learned and practiced • Evidence Based Practices implemented

20. Key Features: • Systems change perspective • Data drives instructional planning, implementation, continuous progress monitoring • Constant evaluation and satisfaction data collected from school/family/services. • Promotes development of measurable, observable IEP/IFSP goals • Advances early screening and diagnosis of ASD • Promotes early screening and diagnosis of ASD

21. 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 programs • Participants for summer institutes identified • Year 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

22. First Year: 2009-2010 • Identify Regional trainers • NPDS/KATC/COOP’s Complete APERS on Jefferson Co. sites • Trainers complete 20 hour online course by April 30th. • Second year trainers shadow National trainers throughout model site process • Summer Institute- Louisville- June 2009 • Onsite technical assistance periodically from NPDC • Fall 2009 – expansion sites – begin process to identify model sites/ regional trainers provide technical assistance and professional development to Coop districts

23. Fall 2009 • Invite interested districts for model site selection • Determine date and site for regional summer institute • Complete rubric to choose model district • Form regional Interagency Strategic Planning Group and meet to develop action plan • Identify additional district level trainers • NPDC will be involved

24. Winter/Spring 2010 • Coop level model process modeling Jefferson County process • Regional Interagency Planning Group meets to plan Summer Institute • New participants take Online course • APERS – on COOP model sites • Regional Summer Institute

25. Summer/Fall 2010 • Begin with expansion district model sites • Year 3 expansion sites and trainers will shadow and begin their process • Big East Coop identifies a new district for develop • NPDC is still involved

26. What’s in Place with Higher Ed • Higher 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 teams • Members of KY ACT early summit • Purpose: Network for screening, diagnosis, intervention • Pre service development • Connect with additional universities