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NPDC Materials Designed to use with Teachers and Teams.

NPDC Materials Designed to use with Teachers and Teams. APERS. GAS. Modules. Briefs. Bridge the Gap. Research-based practices. Replicable practices in the classroom. How do we know which practices are evidence based?. Have no fear, the NPDC is here!. What are EBP?.

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NPDC Materials Designed to use with Teachers and Teams.

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  1. NPDC Materials Designed to use with Teachers and Teams. APERS GAS Modules Briefs

  2. Bridge the Gap Research-based practices Replicable practices in the classroom

  3. How do we know which practices are evidence based? Have no fear, the NPDC is here!

  4. What are EBP? Focused interventions that: • Produce specific behavioral and developmental outcomes for a child • Have been demonstrated as effective in applied research literature • Can be successfully implemented in educational settings (Odom, Boyd, Hall, & Hume, 2009)

  5. ProcessUsed to Identify EBP • Identified outcomes related to the core features of autism • Reviewed literature related to outcomes and the key words autism, ASD, and autism spectrum, limited by age (birth – 21) • Identified and grouped teaching interventions that addressed these outcomes/domains • Determined criteria and whether an evidence base supported the practices

  6. NPDC Criteria To be considered an evidence-based practice: • Two randomized or quasi-experimental design studies, • Five single subject design studies by three different authors, OR • A combination of evidence such a one group and three single-subject studies

  7. Evidence-Based Practices • Antecedent-based interventions • Computer-aided instruction • Differential reinforcement • Discrete trial training • Extinction • Functional behavior assessment • Functional communication training • Naturalistic interventions • Parent-implemented intervention • Peer-mediated instruction/intervention • Picture Exchange Communication System • Pivotal response training • Prompting • Reinforcement • Response interruption/redirection • Self-management • Social narratives • Social skills training groups • Speech generating devices • Structured work systems • Task analysis • Time delay • Video modeling • Visual supports

  8. What about practices that might not meet criteria? Question

  9. Answer: Other aspects of the work address these factors… EBP Modules: grounded in a framework of “best practice” APERS: highlights best practices Address function of behaviors emphasizing need to identify motivating reinforcement

  10. Collaboration with OCALI and Partners for Module Developmenthttp://www.autisminternetmodules.org

  11. Pre-Test/Post-Test Contextual Information Step-by-Step Instructions Case Examples Video Examples Implementation Checklist Summary of Evidence Base Resources Web-Based Module Content Cooperative Agrement H 35G 070004 U.S. Department of Education Office of Special Education Programs

  12. Lets visit the Autism Internet Modules website! http://www.autisminternetmodules.org

  13. Evidence-Based Practice Briefs • 24 EBP • Bridge to modules • All briefs contain: • Evidence base • Overview • Steps for implementation • Fidelity implementation checklist

  14. Example: Step-by-Step Directions

  15. Example: Implementation Checklist

  16. Website http://autismpdc.fpg.unc.edu/

  17. How do we use the materials to support teachers?

  18. Model Sites: Technical Assistance/Coaching Process Individual Student’s IEP Goals Goal Attainment Scaling Selection of EBP Coaching (TA) to Implement EBP

  19. Assessment Outcomes  Implementation Program Quality (APERS) Program Quality (APERS) Learner Goals and Present Levels (IEP) Selection and Implementation of Evidence Based Practices Student Progress (GAS) Learner Strengths, Interests, and History Teacher Experience and Knowledge

  20. What is the APERS?

  21. Autism Program Environmental Rating Scale • Piloted within the NPDC • Looks at program qualities: the foundation upon which we implement EBP • Used to help decide on a starting point • Results considered in selection of EBP

  22. What is Goal Attainment Scaling?

  23. Description ofGoal Attainment Scaling Establish a five point range of performances for students: Much less than expected Somewhat less than expected Expected level of outcome Somewhat more than expected Much more than expected

  24. GAS Data

  25. Contact Us Ellen Franzone, WI Site Coordinator franzone@waisman.wisc.edu 608-890-1410 Kate Szidon, Prof. Development Specialist szidon@waisman.wisc.edu 608-262-9445 Linda Tuchman-Ginsberg, WI Co-Principle Investigator tuchman@waisman.wisc.edu 608-263-6467

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