Developing and Evaluating Educational Programs for Students with Autism

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1 Developing and Evaluating Educational Programs for Students with Autism

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3 Caroline I. Magyar Developing and Evaluating Educational Programs for Students with Autism

4 Caroline I. Magyar Department of Pediatrics School of Medicine and Dentistry University of Rochester 601 Elmwood Ave, Box 671 Rochester, NY USA ISBN e-isbn DOI / Springer New York Dordrecht Heidelberg London # Springer Science+Business Media, LLC 2011 All rights reserved. This work may not be translated or copied in whole or in part without the written permission of the publisher (Springer Science+Business Media, LLC, 233 Spring Street, New York, NY 10013, USA), except for brief excerpts in connection with reviews or scholarly analysis. Use in connection with any form of information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed is forbidden. The use in this publication of trade names, trademarks, service marks, and similar terms, even if they are not identified as such, is not to be taken as an expression of opinion as to whether or not they are subject to proprietary rights. While the advice and information in this book are believed to be true and accurate at the date of going to press, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein Printed on acid-free paper Springer is part of Springer ScienceþBusiness Media (

5 This book is dedicated to Vincent Pandolfi, Ph.D. A man who never fails to inspire me to achieve my personal goals and dreams, and who always accepts me for who I am and for what I do. I am glad you are my life partner.

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7 Preface In recent years, there has been a dramatic increase in the number of children diagnosed with an autism spectrum disorder (ASD; Centers for Disease Control, 2009; Kogan et al., 2009). Many of these children are being classified as Autistic (U.S. Department of Education, 2005) and attending their neighborhood schools. However, this increase and the clinical complexity of ASD presents a rather unique challenge to many school districts in terms of their ability to identify and design appropriate educational programs and to identify and use evidence-based methods and practices that lead to improvements in student achievement; both of which are necessary to meet federal education mandates (IDEA, 2004; NCLB, 2001). To address this challenge an increasing number of books and other materials on educational methods and program models for students with ASD have been developed. Yet, few resources are based firmly in the literature on effective practices in education and ASD intervention. Even fewer still provide schools with a systematic approach that will allow them to evaluate their program development needs and to create a continuum of program options that can meet the varied needs of their students with ASD. This book attempts to fill this gap by describing a program development protocol, entitled the Autism Spectrum Disorders Program Development and Evaluation Protocol (Magyar, 2006). This protocol includes a description of an ASD Program Model and its components, derived from the literature on effective educational and ASD methods and practices; and describes the program development procedure derived from the author s field-work for applying the Model that enables a district to develop an ASD program that is specific to their particular needs. The ASD Program Development and Evaluation Protocol is applicable to program development activities across the grade span. The book provides descriptive information on research-based strategies and practices and includes tools and forms to assist the reader with his/her program development and evaluation activities. The book is designed for a broad readership including school administrators and professional staff. It is organized into three parts. Part I provides the reader with information on autism spectrum disorders, program models and methods of intervention for students with ASD, and reviews methods of program evaluation in vii

8 viii Preface education. Part II provides a detailed description of the various components of the ASD Program Development and Evaluation Protocol. It is organized in a manner that guides the reader through the program development and evaluation process. Part III provides case examples to illustrate application of the protocol in the field. It is the author s hope that readers will benefit from the information and resources contained within this book and that it will increase their understanding of how to approach the daunting task of developing and evaluating educational programs for students with ASD. References American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed. Text Revision). Washington, DC: Author. Centers for Disease Control. (2009). Retrieved January 28, 2010 from ncbddd/autism/index.html. Individuals with Disabilities Education Improvement Act of 2004, 20, U.S.C. } 1400 et seq. Kogan, M. D., Blumberg, S. J., Schieve, L. A., Boyle, C. A., Perrin, J. M., et al. (2009). Prevalence of parent-reported diagnosis of autism spectrum disorder among children in the US, Pediatrics, on-line DOI: /peds Magyar, C. I. (2006). ASD program development and evaluation protocol. Unpublished technical manual. Rocheter, NY: University of Rochester. No Child Left Behind Act of 2001, 20 U.S.C. } 6301 et seq. U.S. Department of Education. (2005). IDEA Part B child count. Retrieved October 28, 2009 from Volkmar, F. R., Paul, R., Klin, A., & Cohen, D. (Eds.) (2005). Handbook of Autism and Pervasive Developmental Disorders: Third Ed. Hoboken, N.J.: John Wiley & Sons, Inc.

9 Introduction The book is divided into three parts. Part I is comprised of three chapters that review the literature deemed relevant by the author to developing and maintaining effective ASD educational programs. Chapter 1 provides information on the characteristics of the Autism Spectrum Disorders (ASD). This information is needed to increase understanding of the unique and related features of the autism spectrum and the specific issues and considerations in educational program planning and implementation. Chapter 2 provides a brief review of the ASD intervention and treatment literature and identifies components that comprise the ASD Program Model, which is then described fully in Part II. Information is provided on the current evidence-base for effective ASD interventions, identifies the gaps that still exist in our knowledge of effective methods and practices, and provides considerations for evaluating new and emerging information on ASD intervention and treatment. Chapter 3 provides a review of program evaluation practices in education. Program evaluation is essential to successful program development and maintenance. This is particularly so for ASD programming because the neurodevelopmental nature of the disorder and the current gaps in knowledge about effective practice requires continuous evaluation of student need and program components to guide decisions about appropriate and effective educational programs and services. Part II describes the components of the ASD Program Development and Evaluation Protocol to develop an ASD program. This part is comprised of eight chapters, each focusing on a component of the protocol and the procedures used for an ASD program development initiative. Chapter 4 provides a description of the Needs Assessment protocol. Needs assessment is the necessary first step in any program development initiative. Data obtained on student need and school program infrastructure identifies gaps in program areas and informs ASD program development planning decisions. Chapter 5 focuses on program planning and provides the reader with a description of the ASD Program Development Action Planning System. Readers are guided through the elements and process for developing their own action plan. Chapter 6 describes the ASD Staff Training Model that was used in the author s program development work. An important component of ix

10 x Introduction this model is the use of a train-the-trainer model with case study approach, which was applied to assist administrators in developing and evaluating ASD programs and to train professional staff in evidence-based practices and developing their capacity to train other staff in applying these practices in ASD education. The chapter provides information on the content and format of the staff training model and provides readers with considerations in developing program infrastructure to support staff development in ASD. Chapter 7 describes the ASD Classroom Development System that specifies the steps to establishing and maintaining a classroom that supports students with ASD. In the ASD Program Development and Evaluation Protocol, a model ASD classroom is used to train school administrators on developing school infrastructure to support the development and application of all ASD Program Model components, based on their specific ASD Program Development Action Plan, and used to train classroom teams on effective practices in ASD education. This case study approach creates the mechanism for translating research into practice. Moreover, in larger program development initiatives, the model classroom is replicated to assist in developing a continuum of program placement options and building capacity across grades, schools, and personnel practices. Chapter 8 presents the student evaluation protocol that is applied in the ASD Classroom Model. Student evaluation is used to gather data on student learning characteristics, for monitoring student progress and evaluating outcomes, and for identifying and solving student learning and behavior difficulties. The chapter reviews the various methods and measures that were used in the ASD Classroom Model and provides the reader with information on how assessment data inform decisions about educational and behavioral interventions and supports. Chapter 9 describes the collaborative student support team and problem-solving model used in the ASD Classroom Model. The chapter provides information on team composition, roles and responsibilities of each team member, team meeting structure and the collaborative team process. A problem-solving process forms the foundation of the collaborative team and is essential to identifying and solving student learning and behavioral difficulties. Chapter 10 describes the Family-School Collaborative Model applied in the ASD Classroom Model. Family-school collaborations are an integral part of student education. Parents play an important role in educational decisions for their child and in supporting their child s learning. Research shows that when parents are involved in this process, student achievement is improved. The chapter provides information on the components of the model and provides the reader with some considerations in developing and maintaining the model within their school program. Chapter 11 describes the ASD Program Evaluation Protocol. Readers are provided with information on the methods and measures used for continuous assessment of their ASD program and how to analyze the data in a systematic way to inform program planning activities and to problem solve program development difficulties.

11 Introduction xi Part III provides the reader with several case examples and illustrates the applicability of the ASD Program Development and Evaluation Protocol to program development projects that had different goals and scope of programmatic change. Chapter 12 describes how the protocol was applied to assist one school in developing inclusive programming for four elementary students with ASD. Chapter 13 describes how the protocol was applied to assist a school to redesign its program model to an evidence-based program model for students with ASD and related disorders. Chapter 14 describes how community need contributed to the development of the ASD Program Development and Evaluation Protocol and allowed the author and her colleagues to apply the protocol to build regional capacity and a range of ASD programs. It is hoped that readers will find the information contained in this book useful in their ASD program development activities. While the information contained in some of the chapters can be applied very specifically to develop one specific component (e.g., the Student Support Team: Collaborative Team & Problem Solving), the book is designed to be read and used in its entirety. The information and structure of the book represents the program development and evaluation process that the author used to assist school districts in creating ASD educational programs that were based in research but translated and applied to meet their specific program development objectives and to fit their unique school contexts. This process, standardized by the author, is designed to be used flexibly and to encourage the reader to use program evaluation data to guide program planning and problem-solving decision making. This process enabled the author to assist school personnel to avoid the cookie cutter approach that so often characterizes ASD interventions that are described in the literature. Instead, the process focuses on program development initiatives and corresponding activities that are data driven and address the unique and specific needs of a school and its students. The alignment of ASD program model with student need is essential to providing an appropriate educational experience for the student and for affecting student achievement, and for sustaining the ASD program overtime.

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13 Acknowledgments I would like to acknowledge the following people for their hard work associated with the ASD Program Development and Evaluation Protocol: all the school personnel, the families and the children who participated in the various program development initiatives, and faculty at the University of Rochester including Christine Burns, Linda Matons, Tristram Smith, Daniel Mruzek, Dennis Mozingo, David McAdam, Deborah Napolitano, Christine Peterson, and former faculty, Karin Theurer-Kaufman, Leigh Ann Wheat, Kimberly Sloper, and Tasha Geiger. Without their involvement in various aspects of the ASD Protocol, this book would not have happened. xiii

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15 About the Author Caroline I. Magyar, Ph.D., is an Associate Professor of Pediatrics at the Strong Center for Developmental Disabilities, Neurodevelopmental and Behavioral Pediatrics Division, Department of Pediatrics, and Director of the Rochester Regional Center for Autism Spectrum Disorders, University of Rochester School of Medicine and Dentistry, Rochester, NY. Dr. Magyar holds a Ph.D. in Clinical/ School Psychology from Hofstra University and an M.A. in Applied Behavioral Technology from Adelphi University. Dr. Magyar s work focuses on the assessment and treatment of autism spectrum disorders, and the development and evaluation of educational program models for public and private schools. She is the recipient of numerous private, state, and federal grants in the areas of personnel preparation, community education, research, and service; and has written several chapters and papers on the assessment and treatment of autism spectrum and developmental disabilities. xv

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17 Contents Part I Overview of Autism Spectrum Disorders, Intervention Research, and Considerations in Developing an ASD Program 1 Autism Spectrum Disorders in Children and Youth... 3 The Autism Spectrum... 3 What Causes Autism?... 4 Characteristics of ASD... 5 Core Features... 6 Social Interaction... 6 Communication... 8 Stereotyped, Repetitive, and Ritualistic Behaviors and Interests... 9 Associated and Related Features Cognitive and Neurocognitive Impairments Mental Health, Behavior Disorders, and Adaptive Skills Seizures, Sleep and Feeding Difficulties Implications for Developing ASD Programs References Educational Programming for Students with Autism Spectrum Disorders: A Review of the Literature and a Program Development Protocol Factors Affecting Educational Programming for Students with ASD A Brief Review of the ASD Intervention Literature Comprehensive Treatment Programs Specific Intervention Methods Summary of the Evidence Base in ASD Intervention Evaluating the Evidence of Effective Practice in ASD Intervention Tip Box Elements of Effective Practice in ASD Intervention xvii

18 xviii Contents The ASD Program Development and Evaluation Protocol Description of the Protocol Objective 1: ASD Program Model: Appropriate Educational and Behavioral Support for Students with ASD Objective 2: Improve Student Achievement ASD Program Model: Components Described ASD Program Evaluation Protocol ASD Classroom Development System ASD Staff Training Model ASD Student Support Team: Collaborative Planning and Problem Solving ASD Family-School Collaborative Model Considerations in Applying the ASD Program Development and Evaluation Protocol References Program Evaluation in Special Education: A Framework for the ASD Program Evaluation Protocol Overview of Program Evaluation Planning a Program Evaluation Purpose of the Evaluation Describe the Program Components and Context Model of Evaluation Stakeholder Groups Evaluation Methods Qualitative Methods Observation Interviews Quantitative Methods Criteria and Standards for Program Components Data Collection Plan Data Analysis Plan Report & Disseminate Findings Action Planning The Role of Program Evaluation in Developing/Improving Educational Programs for Students with ASD References Part II The ASD Program Development and Evaluation Protocol 4 Conducting the Needs Assessment ASD Program Evaluation Protocol: The Needs Assessment Methods Described Measures Described... 59

19 Contents xix District/Special Education Program Infrastructure Program Quality Classroom Instructional Quality Personnel Performance Social Validity and Satisfaction Interviews Student Characteristics Conducting the Needs Assessment Pre-assessment Phase Assessment Phase Data Analysis Phase Report and Disseminate Findings Post Assessment Phase: Action Planning Appendix Appendix Appendix Appendix Appendix Appendix Appendix Appendix Appendix Appendix References ASD Program Development Action Planning Action Planning for the ASD Program Step 1: Establish an ASD Program Team Step 2: Develop a Vision Statement Step 3: Setting Goals & Identifying Activities Implementing the Action Plan Evaluating the ASD Program Development Initiative Developing the ASD Program References ASD Staff Training Model Autism Spectrum Disorders Staff Training Model Training Curriculum Content Training Format and Methods Foundations Training In-Services Train-the-Trainer Technical Manual Evaluation of Personnel Performance

20 xx Contents Developing an ASD Staff Training Model Considerations in Establishing a Supportive Infrastructure Fiscal Resources Personnel Resources Policy and Procedures for Staff Training Considerations in Developing a Staff Training Curriculum Identifying Content Selecting Format and Methods Selecting Performance Evaluation Final Considerations in Maintaining the ASD Training Model Sample In-Service Appendix References ASD Classroom Development System: Designing an ASD Classroom Elements of the Learning Context Environmental Supports: Structuring the Learning Context Curriculum and Instruction Element Procedural Element: Personnel Practices Developing the ASD Classroom Classroom Development Procedure Considerations in Developing an ASD Classroom Appendix Appendix References Student Evaluation Purpose of Psychoeducational Assessment in the ASD Classroom Model Student Evaluation Protocol Assessment Methods Norm-Referenced Assessment Criterion-Referenced Testing Curriculum-Based Assessment Functional Behavior Assessment Interview Observation Linking Student Evaluation Data to Program Planning Describing Student Learning Characteristics Autism Symptoms Developmental and Cognitive Ability Social Communication

21 Contents xxi Prosocial and Adaptive Behavior Academic and Learning Difficulties Emotional and Behavioral Disorders Evaluating the Instructional Context Monitoring Student Progress and Evaluating Outcomes Problem-Solving Student Learning and Behavior Problems Considerations in the Assessment of Students with ASD References ASD Student Support Teams: Collaborative Teaming and Problem Solving ASD Student Support Team Structure Described ASD Classroom Team ASD Inclusion Team ASD School Team Roles and Responsibilities of Team Members Administrator Special Education Teacher Speech-Language Pathologist Other Related Service Personnel General Education Classroom Teacher Paraprofessional Parent ASD Consultant Team Meetings Team Meeting Teacher Meeting Parent-Team Meeting Administrator Meeting Consultant Meeting Format of Team Meetings Collaborative Team Process Collaborative Planning Collaborative Problem Solving Communication Procedure Consultation and Training Considerations in Establishing an ASD Interdisciplinary Student Support Team References The ASD Family School Collaborative Model Description of the ASD Family School Collaborative Model Components of the ASD Family School Collaborative Model

22 xxii Contents Parent Education In-Services Parent-Team Meetings Home School Communication Home Consultation Community Information and Referral Evaluation of the ASD Family School Collaborative Model Considerations in Developing an Effective Family School Partnership Considerations in Applying the ASD Family School Collaborative Model School Level Support Targeted Level Individual Level Considerations in Maintaining an Effective Family School Collaboration References The ASD Program Evaluation Protocol for Continuous Program Improvement Purpose of Continuous Program Evaluation ASD Program Evaluation Protocol Overview of Methods and Measures Assessment of ASD Program Quality: School and Classroom Level Assessment of Personnel Performance Assessment of the Interdisciplinary Collaborative Team Assessment of Student Instructional Needs, Progress Monitoring and Outcome Assessment of Social Validity Assessment of ASD Program Model Implementation Data Collection and Decision Making Data Collection Data Analysis and Decision Making ASD Program Level Instructional Context and Personnel Practices Social Validity Student Performance ASD Classroom/Inclusion Model Level Social Validity and Acceptability Student Individual Personnel Level Applying Data to Inform Program Activities Appendix Appendix References

23 Contents xxiii Part III Applications of the ASD Program Development and Evaluation Protocol: A Selection of Case Examples 12 Case Example: Inclusion Program Development ASD Program Development: ASD Inclusion Model Case Description The School District Technical Assistance The ASD Inclusion Team The Students Outcomes of Needs Assessment and ASD Program Development Action Plan Action Planning and Program Development Program Evaluation Data Program Level Data Personnel Performance Data Student Outcome Data Satisfaction and Acceptability Data Summary and Discussion References Case Example: Redesigning a Specialized School ASD Program Development: School Redesign Case Description: The School Program The School Program Needs Assessment Program Level Findings Personnel Performance Student Characteristics Parent-School Communication Instructional Context ASD Program Development Action Plan Year 1 Objectives and Activities: Establishing an ASD Program Model Defining the ASD Program Model: Establishing School Readiness Building Programmatic Infrastructure Program Evaluation: Planning for Year Year 2 Program Development Activities Expanding the Classroom Continuum Developing the Student Curriculum and Performance Data System Developing the ASD Staff Training Model

24 xxiv Contents Developing a Program Evaluation Protocol Program Evaluation: Planning for Year Year 3 Program Development Activities Developing Student Curriculums and Performance Data System Developing the Staff Training Model Expanding the Classroom Continuum Program Evaluation: Summative Data Review and Planning for Sustainability Program Level Outcomes Personnel Performance Satisfaction and Acceptability Student Outcomes Cost-Benefit Discussion Building Regional Capacity: Select Case Examples Determining Community Need Establishing Community Infrastructure Community Education Infrastructure Technical Assistance Infrastructure Description of Select Case Examples and Replications of the ASD Program Model Developing and Applying the ASD Program Development & Evaluation Protocol Case Example 1: Developing a Continuum of Self-Contained Classrooms Case Example 2: Developing an ASD Inclusion Continuum Case Example 3: Developing an ASD Inclusion Program Discussion References Index

25 Contributors Caroline I. Magyar, PhD Associate Professor of Pediatrics Director, Rochester Regional Center for Autism Strong Center for Developmental Disabilities Neurodevelopmental and Behavioral Pediatrics Department of Pediatrics School of Medicine & Dentistry University of Rochester Rochester, NY, USA Vincent Pandolfi, PhD Assistant Professor School Psychology Department Rochester Institute of Technology Rochester, NY, USA

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