Idaho Autism Project Orientation. Funded by: Idaho State Department of Education

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1 Idaho Autism Project Orientation Funded by: Idaho State Department of Education

2 Project Director Project Coordinator Boise State University Faculty Autism Coach Autism Coach Autism Coach Julie Fodor Barbara Broyles Patricia Hampshire Judi Hall John Carter Renee Miner

3 Idaho State Department Funded Project Autism Supports Barbara Broyles Professional Development Robin Greenfield Idaho Training Clearinghouse Cari Murphy Assistive Technology Technical Assistance Janice Carson

4 Supporting Students on the Autism Spectrum in Schools Idaho Autism Support Project

5 A Roadmap for System-based Supports for Students on the Autism Spectrum

6 Increase the capacity of Idaho schools and districts to implement and sustain implementation of Evidence-based Practices for children and youth on the Autism Spectrum

7 Prevalence rates increased from 2/10,000 in 1992 to 1/88 in 2012 (CDC, ADDM) Dramatic increase in numbers of children with ASD in public schools (IDEA Data) Numbers served in ,415 children ages 6-22 Numbers served in , 823 ages 3-22 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD

8 Rapidly increasing numbers of children identified as having ASD Emerging base of evidence about effective practices Responsibility of public school system to provide a free and appropriate public education Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD

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10 Exploration Installation Initial Implementation Full Implementation (Sustainability) Odom, S. L., Cox, A. W., & Brock, M. E. (2013) Implementation science, professional development, and autism spectrum disorders. Exceptional Children, 79(2)

11 Professional Development Coaching Assistance Evaluation

12 Program (Environment) Assessment Program Goals Program Evaluation Student Assessment Student Goals Student Progress Monitoring Team Assessment Team Goals (roles and responsibilities) Team Process Indicators Implementation Checklists Instructional Strategies (EBPs)

13 Instruction Student Skills Environment

14 Autism Program Checklist - APC Assessing Programs

15 Learning Environment Preventative Behavioral Supports Assessment and IEP Development Curriculum and Instruction Team and Family Involvement Social Competence Personal Independence

16 Assessing student core deficits Underlying Characteristics Checklist UCC

17 Assessing Student Progress Goal Attainment Scale 17

18 Implementation Checklists Assessing Implementation of Evidencebased Practices

19 Leadership team is established Action planning Autism Internet Modules Idaho Training Clearinghouse Foundations Modules (NPDC) Team directed learning experiences Goal Attainment Scale work plan Coaching and technical assistance to support quality and evidence-based practice use

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21 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 skills training groups Speech generating devices Structured work systems Task analysis Time delay Video Modeling Visual Supports

22 Autism Internet Modules

23 Pre-Test/Post-Test Contextual Information Step-by-Step instructions Case Examples Video Examples Implementation Checklist Summary of Evidence Base Resources

24 Professional Development Evaluation Coaching Support

25 restrictive_environment_video Autism Internet Modules Least Restrictive Environment Philosophy

26 Goals: 1. Assist in the development of an assessment based plan of program improvement. 2. Help Teams establish simple and effective process of monitoring student progress and program effectiveness. 3. Provide technical assistance and training on evidence-based practices to support specific program outcomes.

27 27

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