Wednesday June 23, 2010 EBPs in General Education

1. Wednesday June 23, 2010 EBPs in General Education

2. EBPs in General Education Making EBPs work in a Public School Setting

3. START and NPDC • START • team concept • ABC format • new IEP process • POC & USAPT • NPDC • 24 EBPs • GAS • APERS

4. Building a Strong Foundation Follow the new IEP Process using a team format that incorporates the START modules Establish G&O/GAS to meet student needs unique to their Autism focusing on behaviors that interfere with following the general education curriculum within the general education setting Use EBPs as a method to obtain student goals – change the EBP used as needed based on student behavior/performance

5. 24 EBPs 1. Prompting 2. Reinforcement 3. Task analysis and chaining 4. Time delay 5. Computer-aided instruction 6. Discrete trial training (DTT) 7. Naturalistic interventions 8. Parent-implemented interventions 9. Peer-mediated instruction/intervention (PMII) 10. Picture exchange communication system (PECS) 11. Pivotal response training (PRT) 12. Functional behavior assessment (FBA) 13. Stimulus control 14. Response interruption/redirection 15. Functional communication training (FCT) 16. Extinction 17. Differential reinforcement (DRA/I/O/L) 18. Self-management 19. Social narratives 20. Social skills training groups 21. Speech generating devices (SGD)/VOCA 22. Structured work systems 23. Video modeling 24. Visual supports

6. EBPs for G&O/GAS Example G&O/GAS EBP EBPs are used to find the best way to obtain the G&O or GAS

7. Jig Saw/Team Approach Instead of being overwhelmed in learning all 24 EBPs, try the team approach! You will really learn (be the expert) 4-6 EBPs You will have basic information about the other 18-20 EBPs You will know who to go to for questions about the EBPs you are not the expert on You will have a better chance of using the EBPs each week Divide and Conquer!

9. STCS Jigsaw Explained JIGSAW STRATEGY: Jigsaw is a cooperative learning strategy that enables each team member a “home” group to specialize in one aspect of EBP’s. After mastering the material, return to the “home” group and teach the material to the group members. Just as in a jigsaw puzzle, each piece--each part--is essential for the completion and full understanding of the final product. That is what makes the Jigsaw instructional strategy so effective. Monthly team meetings take place in three hour segments with 20 minute presentations for each EBP. The team then spends 20 minutes at the end to up the session by creating an action plan regarding the material presented.

10. Team Support for EBPsJigsaw Strategy • As a team, rank which EBPs would be of interest to the individuals on the team (ex: augmentative communication for speech therapist) • Divide up the EBPs so each team member has an equal number of EBPs to learn (6 team members, so each needed to learn 4 EBPs). • Use START grant money to pay for ½ day subs to meet once a month. • Assign which EBPs would be discussed each month by the team members in the meeting (see STCS jigsaw example). • Team members read NPDC briefs and supporting materials ahead of time and bring a 1-2 page summary (cheat sheet) about the EBP. • At the monthly meetings the team members each take 20-30 minutes to discuss their EBP and provide examples as well as answer questions about the EBP discussed. • Team members leave the monthly meeting knowing the discussed EBPs and who to go to for future questions/support to implement that EBP.

11. STCS Jigsaw Example December 9, 2009 January 13, 2009

12. STCS Jigsaw Example Continued . . . February 10, 2009 March 10, 2009

13. EBP Cheat Sheet Example • EBP: Speech Generated Devices (SGD) • Speech generating devices (SGD) are electronic devices that are portable in nature and can produce either synthetic or digital speech for the user. SGD may be used with graphic symbols as well as with alphabet keys. • Step 1. Identifying and Setting Up the Device • Select an appropriate device: consider how the information is displayed, the learner’s present and potential abilities (i.e. attention span, experience with symbols, ability to establish joint attention), portability of the device, available training and technical assistance and the funding source. • Give the student the device with only a few symbols and/or buttons with things on them and the rest blank. • Introduce the idea that the symbol, not the button has meaning. This cause/ effect and meaning. May want to pair a desired symbol and an undesired symbol and give them what they ask for. • Step 2. Introducing Direct Support Persons to the Device • It is suggested to have 1-2 key team members who are go to people. Someone who isn’t afraid to program and become familiar with the device and can call the tech support people when needed. • Step 3. Identifying Environments Where the Device Will Initially be Used • Introduce it during familiar routines that allow for frequent communication attempts like circle time, snack, lunch, free play, etc. • Steps continue to explain EBP as detailed in brief on cd . . . http://depts.washington.edu/augcomm

14. Book & Disks/Jumpdrive STCS compiled the EBP cheat sheets and examples into a book and electronic version for other districts to use.

15. Questions & Answers