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Autism Effectiveness Academy

Autism Effectiveness Academy . Dawn S. Jones University of Wisconsin Oshkosh. Welcome:. Brian Anderson , Director of Special Education & My Evaluator Polly Van den Boogaard , High School Special Education Coordinator Matt Mineau , East High School Principal

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Autism Effectiveness Academy

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  1. Autism Effectiveness Academy Dawn S. Jones University of Wisconsin Oshkosh

  2. Welcome: Brian Anderson, Director of Special Education & My Evaluator Polly Van den Boogaard, High School Special Education Coordinator Matt Mineau, East High School Principal Justin Heitl, East High School Assoc. Principal James Huggins, North High School Principal Patrick Lee, North High School Assoc. Principal

  3. Dawn Jones, OTR Representing the East AEA Team • Kathleen Loppnow, Autism Teacher • Brynn Gouldmans, Autism Teacher • Lori Adams, SLP • Joan Helbing, AASD Autism consultant

  4. Autism Effectiveness Academy • AEA is a 3 year program • Year 1: Work together with coach to learn Evidence-based practice for students with Autism • Year 2: Continued work toward fidelity • Year 3: Share with our district

  5. Purpose Today: Present the East Team’s next step of the AEA

  6. Learning VS. Using • Class room application • Presentation: 0% • Plus demo: 0% • Plus practice in training: 5% • Plus coaching, admin. support and feedback 95%

  7. Format of our proposed training is based on Implementation Science • Meeting at East for initial training 3 hours: observe, share, make and take, coach and group work • SharePoint area for continued sharing • Quarterly meetings on late start days

  8. Agenda for the meeting at East • Welcome North and tour Autism classrooms • Background of our team efforts to this point • Why Evidence Based Practice • Visuals, Boundaries and Schedules • Make and take • Plans for follow-up • Participant packet with resources and samples

  9. The tour will include noting Visual Boarders

  10. Visual Cues

  11. Visuals for Jobs

  12. The wonders of electrical tape

  13. Background: • We have worked together for 1 year with our coach and classes with CESA Wide group of 80 educators • Emphasis on Evidence-based Practice-IDEA & NCLB • Evidence-Based Practice needs to be done to Fidelity

  14. **Access to Evidence-based practices ** • http://www.autisminternetmodules.org • http://autismpdc.fpg.unc.edu/ • List of current and future video modules and Visual Brief are both in participant folder

  15. Start with visuals Neurology of Autism Large impact Increase independence

  16. Visual Borders:

  17. Schedule Sample

  18. Schedule Sample

  19. Communication Board

  20. Visual Cues

  21. Visuals for work tasks

  22. Next steps • SharePoint – continue to share ideas • Quarterly meet during our late start as an East and North Autism group • 1. Tech Support: Boardmaker share, electronic schedules • 2. Data collection • 3. Paraprofessional education and issues • 4. Goals for the following years and plan of action

  23. Make and Take: Now we will work together to make and schedule for one of your students There are several examples in participants folders

  24. Tools available this afternoon • Laminator • Boardmaker Studio • Clip Boards • Pencil cases • Color printer • Velcro • Lots of Examples!!

  25. Sources: • Odom, S. L., Collet-Klingenberg, L., Rogers, S. J., & Hatton, B. D. (2010). Evidence –based • practices in interventions for children and youth with autism spectrum disorders. • Preventing School Failure, 54(4), 275-282. • Callahan, K., Henson, R. K., & Cowan, A. K. (2008). Social validation of evidence-based • practices in autism by parents, teachers, and administrators. Journal of Autism And • Developmental Disorders, 38(4), 678-692. doi: 10.1007/s10803-007-0434-9 • Simpson, R. L., Mundschenk, N. A., & Heflin, L. J. (2011). Issues, policies, and • recommendations for improving education of learners with autism spectrum disorders. • Journal of Disability Policy Studies, (22), 3-16. doi: 10.1177/104420731039850 • Odem, S. L., Cox, A. W., & Brock, M. E. (2013). Implementation science, professional development, and autism spectrum disorders. Council for Exceptional Children, 79(2), 233-251. • Rioux, M. H. (2010). A time for universal right to education back to basics. British journal of • sociology of education, 31(5), 621-642. • http://www.autisminternetmodules.org • http://autismpdc.fpg.unc.edu/

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