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RPATS: Regional Program Autism Training Site Project (2003-present)

RPATS: Regional Program Autism Training Site Project (2003-present). A collaboration between the Oregon Department of Education, Regional Programs, School Districts and Portland State University. Task Force Recommendations July 2000 (SB 765).

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RPATS: Regional Program Autism Training Site Project (2003-present)

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  1. RPATS:Regional Program Autism Training Site Project(2003-present) A collaboration between the Oregon Department of Education, Regional Programs, School Districts and Portland State University

  2. Task Force RecommendationsJuly 2000 (SB 765) • Task force recommended that the state establish an Autism Development Center • Legislative Task Force recommended multiple training centers in 8 statewide regions • Sites to provide a “model” demonstration program, training opportunities, and resources • Based on the literature and Oregon Outcome Study Results, use of a curriculum emphasizing behavioral methods of instruction

  3. STAFF: Joel Arick, Ph.D. John Gill, M.S. Helen Young, M.S. CONTRIBUTORS Lauren Loos, M.S. Dave Krug, Ph.D. RPATS STAFF AND CONTRIBUTORS Middle School Pilot Sites (Social Skills Component Staff): Phyllis Coyne, Marilyn Gense, Tamara Haas, Kimberly Raines-Schmeltzer, Annette Skowron-Gooch, Tera Hoffman (FACTER Training). Parent Training Pilot Project: Brooke Ingersoll & Anna Dvortckak ODE STAFF: Jay Gense & Nancy Latini

  4. What is the RPATS Project? • PSU & ODE are providing comprehensive workshops and extensive on-site “hands-on” training in research based instructional strategies to training site staff and autism specialists • Centers will model appropriate curriculum content using behavioral methods and provide training on these research based practices • Regional Program Autism Specialists will provide hands-on training to other educators in their region at the training sites

  5. Training Project Components • Discrete Trial Training • Pivotal Response Training • Curriculum for teaching communication, social, and academic skills • Functional Routines Training • Behavioral principles, strategies, and planning • Classroom environment and activities training • Scheduling staff and students • Parent training (piloting in two sites) • Social & Organizational Skills (piloting in Middle School) • FACTER (aligned with CLRAS, piloting in Middle Sch.)

  6. RPATS Project Goals Completed: 2003-2005 • Increased statewide capacity • Developed 20 new Regional Training Centers • EI/ECSE Training Centers • Elementary Training Centers • Piloted 2 Middle School Training Centers • Developed a Regional Autism Specialist Training Cadre equipped to extend state provided training and follow-up to a broader audience within each region • Conducted on-going evaluation of RPATS Model • Student pre-post progress data - RPATS sites reviewed • Participant interviews - Training evaluations • Parent surveys

  7. Establishing an RPATS Site:The Training Sequence conducted by PSU All staff program training • 2-3 days of workshop focusing on methods, curriculum and behavior • 1-2 days of program set-up and practice • 5-7 days of hands-on training at the site (over the course of 3-5 months) Training of trainers and initial use of the RPATS site • 2 days of training at the RPATS site (1st teacher to be trained) • 2 days of training at a new site - the “to be trained” teacher’s site Autism Specialists Role • Participated in all training and assisted PSU staff • Lead role during “trainer of trainers” phase along with PSU staff

  8. RPATS SITES AND STATUS(2003-2005) hyperlinks\Site status summary 03-05.doc • 11 EI/ECSE Sites • 7 Elementary Sites • 2 Pilot Middle School Sites • See Map

  9. RPATS VIDEO(DRAFT VERSION)

  10. Curriculum Needs of Students with ASD • EI/ECSE and elementary curriculum provided by RPATS using • DT/PRT/FR and other behavioral strategies to teach communication, social skills, academic skills, functional routines and/or; • Typical special education academic instruction, and/or; • General education instruction is appropriate for most* of the students with autism up to 10-12 years of age • Middle School curriculum provided by RPATS using • FACTER curriculum (routines aligned with CLRAS) and/or; • DT/PRT/FR and other behavioral strategies to teach communication, social skills, academic skills and/or; • Typical special education academic instruction; is appropriate for approximately 75%* of students with autism in middle school • Middle School curriculum provided by RPATS using • Organizational skills curriculum for organizing general education school work and/or; • Typical special education academic instruction and/or; • General education instruction is appropriate for approximately 25%* of students with autism in middle school • Middle School curriculum provided by RPATS using • Social skills curriculum for help in succeeding in the general education setting (e.g. relations with peers), being piloted by regional programs is appropriate for approximately 15-25%* of students with autism in middle school (this curriculum is for students with Asperger Disorder with capability to use complex language) *Note: These data are an estimates of curriculum needs based on research studies (Rapin, 1999, Arick, Young, et. al. 2003) and the findings of the RPATS staff.

  11. Project Evaluation • Student outcome data pre/post -Curriculum based assessment -Standardized assessment -Parent survey of child progress • Survey Data -Administrator -Autism Specialist -Teacher • RPATS Program Standards data pre/post -Teacher -Autism Specialist -Instructional Assistants Nancy Latini Meeting Evaluation Data.ppt

  12. RPATS GOALS for 2005-2007 • Maintain the existing 20 RPATS sites • Develop 15 new training sites over the two years (e.g., 3 EI/ECSE, 6 Elementary, 6 Middle School sites) • Train at least one Regional Program Autism Specialist to serve as the “trainer of others” for each new training site • Expand the middle school sites (up to 1 per region) and evaluate model • Expand the parent training pilot project to the EI/ECSE sites (up to 8 sites in the two years) and evaluate model • Continue to evaluate student progress and review data for factors that may improve implementation

  13. EI/ECSE & Elementary I one EI, one Elementary II one Elementary III one EI, one Elementary IV one EI, one Elementary V one EI, two Elementary VI one EI, one Elementary VII one Elementary VIII one EI, one Elementary Middle School Sites I one Middle II one Middle III one Middle IV one Middle V one Middle VI one Middle VII one Middle VIII one Middle Regional Training Needs:Possible new sites based on data from Administrator Surveys & Observations

  14. Identified Needs of the RPATS Program • Need release and travel funds • RPATS is new and some districts unaware of opportunity • Some districts not currently accessing Regional Program autism services • No appropriate training site within their area • Need more autism specialists to be able to “train others” • Need parent training/communication component

  15. Plans for 2005-2007 to Improve the RPATS Program • ODE/PSU will develop and produce brochure about RPATS • ODE will coordinate the promotion of the RPATS training sites with the Regional Program Coordinators • 3. ODE will provide some funds for staff release time to local school districts to attend training at RPATS sites (funding will be available through the Regional Coordinators). • PSU/ODE will establish 15 additional RPATS sites throughout the state and will train additional Regional Program Autism Specialists as “trainers” as part of the RPATS training process. • PSU/ODE will establish a parent training component to the EI/ECSE RPATS program and pilot a parent training component for Elementary programs

  16. HOW TO OBTAIN RPATS • TRAINING FOR YOUR STAFF? • School districts can access RPATS training by contacting their Regional Program Autism Coordinator.

  17. RPATS Training Process(For Staff Wanting Training) • Attend workshops in behavioral methods, including DT, PRT, and Routines • Receive training and practice at the RPATS training site from regional autism specialist and RPATS teacher • RPATS staff will assist with student/classroom program set-up • RPATS staff will provide follow-up support to trainees at their school site

  18. RPATS FUTURE VISION • AUTISM DISSEMINATION/DEVELOPMENT CENTER (with stable funding) • REGIONAL TRAINING SITES: • AVAILABLE FOR EVERY AGE LEVEL (EI/ECSE/ELEM/MID/HS) • AVAILABLE TO ALL GEOGRAPHICAL LOCATIONS NEEDED • Hands-on Training provided at Training Sites • Follow-up Support provided at your local site • REGIONAL PROGRAM AUTISM SPECIALISTS TRAINED AS “TRAINERS” • TRAINING SITES AND RELEASE TIME AVAILABLE FOR LEA STAFF WHO NEED TO LEARN TO WORK WITH CHILDREN WITH AUTISM • ALL CHILDREN WITH AUTISM IN OREGON RECEIVE AN APPROPRIATE PROGRAM

  19. Contact Information • PSU RPATS PROJECT WEBSITE: - www.autismstudy.pdx.edu PSU Contact: Joel Arick - arickj@pdx.edu ODE Contact: Jay Gense - jay.gense@state.or.us

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