Joel Arick & Helen Young 1

Transcription

1 Regional Program Autism Training Sites (RPATS): Developing a Comprehensive Service Delivery System for Children with Autism Spectrum Disorders Portland State University Presenters Joel Arick, Ph.D., arickj@pdx.edu Helen Young, Ed.D., youngh@pdx.edu 1- Helen Young - PSU RPATS Model Site Project: Regional Program Autism Training Sites A collaboration between the Oregon Department of Education, Regional Programs, School Districts and Portland State University 2- Helen Young - PSU RPATS Developers, Trainers & Collaborators PSU Joel Arick John Gill Helen Young Misten Antholz Ruth Falco Dave Krug Lauren Loos Community Members Karen Sheperd Mari Martinen Phyllis Coyne Kimberly Raines-Schmeltzer Annette Skowron-Gooch Anna Dvortckak k Jennifer Rowan Mickey Pardew Marilyn Gense ODE Nancy Latini Steve Woodcock RPATS Participants (e.g., administrators, teachers, autism specialists, paraprofessionals, & related services) 3- Helen Young - PSU Joel Arick & Helen Young 1

2 What is the RPATS Project? PSU staff provide comprehensive workshops and extensive on-site hands-on training in research based instructional strategies to training site staff and autism specialists Regional training i sites model appropriate curriculum content using behavioral methods and provide a location for training in research based instructional practices Regional Autism Specialists serve as trainers of others and provide workshops and hands-on training to other educators in their region at the training sites 4- Helen Young - PSU History of RPATS: (Regional Program Autism Training Sites) Task Force Recommendations July 2000 (SB 765) Task force recommends that the state establish an Autism Development Center (external to the ODE) Legislative Task Force recommends multiple l training i 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 research-based methods of instruction considered a key element 5- Helen Young - PSU History of RPATS: PSU Faculty Involvement Autism Education Project ( ) 1987) Autism Research and Training Grants (1985- present) Faculty developed Autism assessments (1980, 1992, 2008) Autism Outcome Study published (2003) Faculty developed STAR and FACTER curriculum for children with autism (2004) RPATS statewide autism training (2003- present) 6- Helen Young - PSU Joel Arick & Helen Young 2

3 ASD=Autism Spectrum Disorder Exhibits impairments in communication Exhibits impairments in social interaction Exhibits restricted, repetitive patterns of behavior and/or interests Exhibits unusual responses to sensory experiences Difficulties with change of routine, schedule 7- Helen Young - PSU Critical Life Long Goals To tolerate people and value interactions To communicate intentionally and effectively To organize information and learn meanings/purposes To tolerate change and accept new experiences To be independent of constant verbal directions To self- monitor and manage stress 8- Helen Young - PSU Curriculum for EI/ECSE and Elementary Level RPATS Sites Learning to communicate, understand language and social skills is the focus. Generalizing skills within functional routines at home and school is important. The STAR Autism Program (Strategies t for Teaching based-on Autism Research, Arick, et.al 2004) is used in the RPATS sites to teach skills. This program uses the strategies of DT/PRT/FR to teach in the six curriculum areas. Parent involvement is important. A parent training component is being implemented at the sites. 9- Helen Young - PSU Joel Arick & Helen Young 3

4 Research Indicates that Education For Young Children Should: Provide 1:1 intensive instruction in: Expressive language Receptive language Spontaneous Communication Pre-academics Play skills/social Interaction and Pre-Teach Functional routines THEN Generalize the skills taught into the child s school day and at home 10 - Helen Young - PSU Research Also Says that Effective Instructional Strategies to Teach this Content are the Applied Behavioral Analysis Strategies of: Discrete Trial Training Pivotal Response Training Functional Routines These practices meet NCLB criteria for research-based methods (Simpson, R., 2005) 11 - Helen Young - PSU Curriculum for: Middle and High School Students Social Skill Development is a priority, especially for students with high functioning autism and Asperger Disorder. Adjusting the Image Curriculum. Used to teach social skills at the middle school RPATS sites. Independence is also key School and Community Routines become more of a focus with some students Continue to use ABA strategies to teach specific skills needed for independence on routines Generalize skills within routines FACTER Program (Arick, Nave, Hoffman, 2004). Used to teach independence on routines Helen Young - PSU Joel Arick & Helen Young 4

5 RPATS Parent Training: Information Component Parent training component for parents of children in EI/ECSE (Implementing in all 8 regions: 05-07) 07) Evening parent workshop series On-site parent 1:1 coaching Focus on facilitating communication and generalization of skills using PRT techniques Parent Modules component for parents of all children (Piloting 05-07) 07) How To packets Parent information sessions to show how to use packets 13 - Helen Young - PSU Establishing an RPATS Site: The Training Sequence conducted by PSU All staff program training 2-3 days of workshops 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 (1 st 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 Takes on the role as a trainer of others Helen Young - PSU 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 (autism specialist and teacher) will assist with student/classroom program set-up RPATS staff (autism specialist) will provide follow-up support to trainees at their school site 15 - Helen Young - PSU Joel Arick & Helen Young 5

6 RPATS Project Goals Completed: Increased statewide capacity Developed 31 Regional Training Centers EI/ECSE Training Centers Elementary Training Centers Middle School Pilot Sites 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 post progress data - RPATS sites reviewed Participant surveys & interviews - Training evaluations Parent surveys 16 - Helen Young - PSU RPATS GOALS for Maintain the existing RPATS sites Develop new training sites over the next year Train at least one autism specialist to serve as the trainer of others for each new training i site Expand the middle school sites Expand the EI/ECSE Parent Coaching pilot project Pilot a Parent Partnership component for elementary sites Continue to evaluate student progress and review data for factors that may improve implementation 17 - Helen Young - PSU Regional Autism Training Sites 18 - Helen Young - PSU Joel Arick & Helen Young 6

7 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 Funding to maintain the existing RPATS sites and to expand RPATS sites AUTISM SPECIALISTS TRAINED AS TRAINERS TRAINING SITES AND RELEASE TIME AVAILABLE FOR LEA STAFF WHO NEED TO LEARN TO WORK WITH CHILDREN WITH AUTISM PARENT INFORMATION/TRAINING AT EVERY SCHOOL DISTRICT ALL CHILDREN WITH AUTISM IN OREGON RECEIVE AN APPROPRIATE PROGRAM Funding to ensure appropriate hours of instruction is obtained (e.g. EI/ECSE especially needs additional funds to provide more hours of instruction) Helen Young - PSU HOW TO OBTAIN RPATS TRAINING FOR YOUR STAFF? School districts can access RPATS training by contacting their Regional Autism Coordinator. See the RPATS Brochure or the following website for contact information Helen Young - PSU RPATS VIDEO (If time permits) 21 - Helen Young - PSU Joel Arick & Helen Young 7

8 Why is it Important that RPATS Sites use Research-Based Practices? Child will learn more effectively Federal Government requires the use of research-based practices Parents Expect It 22 - Helen Young - PSU Federal Government: No Child Left Behind Act (NCLB) (2001) One of the major components of NCLB is accountability in the use of educational practices/curriculum It requires highly qualified teachers to use scientifically based research to guide their decisions about which interventions and practices to implement (Collins & Salzberg, 2005; Turnball, 2005; US Department of Education, 2003; Yell, Drasgow, & Lowrey, 2005). NCLB includes more than 100 references to scientifically-based research (Feuer, Towne, & Shavelson as cited in Browder & Cooper-Duffy, 2003) 23 - Helen Young - PSU Federal Government: Reauthorization of IDEA (2004) Individuals with Disabilities Improvement Act of 2004 (IDEA) aligns IDEA closely to the No Child Left Behind Act to ensure equity, accountability and excellence (Turnball, 2003; USDE, 2004). Service providers are accountable for the outcomes of education and are required to be highly trained and use scientifically based curriculum and practices (Turnball, 2003) Helen Young - PSU Joel Arick & Helen Young 8

9 What Makes a Practice, Curriculum, or Intervention Evidence-based? 25 - Helen Young - PSU Guidelines Published by U.S. Department of Education Identifying and Implementing Educational Practice Supported by Rigorous Evidence: A User Friendly Guide Federal Rigorous Evidence.pdf Helen Young - PSU USDE Evidence Standards Meets Strong Evidence of Effectiveness Standards Experimental randomized controlled trials (True experimental group studies) that are carefully designed Meets Possible Evidence of Effectiveness Standards Quasi-experimental studies that have comparison groups Does NOT Meet Evidence of Effectiveness Standards Studies that provide insufficient evidence of causal validity (e.g., descriptive, correlational, causal- comparative, single subject experimental) 27 - Helen Young - PSU Joel Arick & Helen Young 9

10 Types of Research Studies Descriptive Correlational Causal-ComparativeComparative Single Subject Experimental Quasi Experimental Experimental randomized controlled trial Research Methods2.doc 28 - Helen Young - PSU Randomized Controlled Trials *gold standard Comparison of 2 groups. Individuals are randomly assigned to an intervention group or to a control group to measure the effects of the intervention. Random assignment enables a researcher to evaluate whether the intervention itself, as opposed to other factors, causes the observed outcomes. Random assignment ensures, to a high degree of confidence, that there are no systematic differences between the groups in any characteristics (have equal chance to be assigned to either group) Helen Young - PSU Very Few Randomized Group Controlled Studies have been conducted Those that have been conducted often have problems with quality/quantity 30 - Helen Young - PSU Joel Arick & Helen Young 10

11 Why is it difficult to conduct Group Experimental Research with children with autism? A group of children who receive eligibility for autism can be impacted differently Children with autism are a heterogeneous group with unique characteristics who may respond differently to intervention treatments (National Research Council, 2001) 31 - Helen Young - PSU So since there are very few group experimental studies published in the literature. HOW DO WE DETERMINE WHICH PRACTICES TO USE?????? 32 - Helen Young - PSU Federal Government Still Wants Group Randomized Controlled Studies to be used for proof of effectiveness, and is actively funding these types of studies, BUT right now there are few if any of these around, so prominent researchers in the autism field suggest using these 3 guidelines: 1. Study on Intervention must be published in a Peer Reviewed Journal 2. Consensus within the autism research community that there have been a critical mass of studies that point towards effectiveness (these are people who write articles and serve on editorial boards) 3. Intervention has been replicated across investigators, settings, and participants and published in Peer Reviewed Journals (Gersten, et al., 2005; Horner, et al., 2005; Odom, et al., 2005; Simpson, 2005; Stanovich & Stanovich, 2003) 33 - Helen Young - PSU Joel Arick & Helen Young 11

12 What is a Peer Reviewed Journal Article? Written by scholars or researchers for specialists or students in particular fields of study Must be evaluated and approved by a panel of experts before they can be published Usually more in-depth in their coverage of a topic and cite sources used (footnotes, references lists, etc.) Articles in magazines or newspapers are mainly written by reporters for a general audience 34 - Helen Young - PSU Recommended Program Components Individualized strengths and weaknesses of child should be considered Intensive services of at least hours a week Low student/teacher ratios - 2 children with autism per adult Instruction includes repeated, planned teaching opportunities On-going program evaluation and assessments of individual children's progress, and adjustments made if necessary Curriculum designed d to address deficits it in communication, language, and social interactions Behavioral instructional techniques Staff should be highly trained in teaching children with autism Ongoing interactions with typically developing children Family involvement is Necessary National Research Council National Research Council.doc National Research Council.doc website: Helen Young - PSU Establishing Partnerships Between Educators and Parents of Children with Autism To Improve the Outcomes for Children with Autism Collaborators: Helen Young (PSU), Mickey Pardew (WESD), Jennifer Rowan, Salem-Keizer SD 36 - Helen Young - PSU Joel Arick & Helen Young 12

13 Why is this Program being Developed? Empirically supported programs for children should include a parent component, including parent training (Division TEACCH, 2003; Hurth, Shaw, Izeman, Whaley, & Rogers, 1999; National Research Council, 2001). Educators need to learn researched-based d information and skills that will enable them to be trainers, coaches, and technical assistants for parents (Scheuermann, Webber, Boutout, Goodwin, 2003). Well-informed parents and educators are key to forming partnerships that will improve the outcomes of children with autism Helen Young - PSU Importance of Partnering with Parents Parents know their child best, spend most of their time with him or her, and are a life-long long and highly influential resource for their children (Dunlap & Fox 1999; Iovannone, Dunlap, Huber & Kincaid, 2003). Parents instincts are often overlooked or discredited and only later are recognized as accurate (Hutton & Caron, 2005). Some parents know more about autism than educators (learn from each other) 38 - Helen Young - PSU Laws Require Partnership Individuals with Disabilities Education Improvement Act (2004) mandates a partnership. No Child Left Behind (2002) requires programs use scientifically-based information. Extensive body of research has shown family involvement is key to effective programming (Iovannone, Dunlap, Huber, & Kincaid 2003, National Research Council, 2001) Helen Young - PSU Joel Arick & Helen Young 13

14 Research Based Recommendations: Knowledge, Skills, and Supports Parents Need to Effectively Partner with Educators to Improve Outcome for their children with autism 40 - Helen Young - PSU Research Based Recommendations Knowledge, Skills & Supports Parents Need Understanding the nature of autism and how it influences their child s learning patterns and behavior (National Research Council, 2001, Prizant, Wetherby, Rubin, & Laurent, 2003). Familiarity with special education law and regulations (National Research Council, 2001). Understanding their child s diagnosis, how their child s needs will continue over a lifetime, and why their child s education must be designed for a chronic disability (National Research Council, 2001; Trepagnier, 1999) Helen Young - PSU Research Based Recommendations Knowledge, Skills & Supports Parents Need Developing appropriate and realistic expectations, with achievable goals for their child s development and family life life (Hurth, Shaw, Izeman, Whaley, & Rogers, 1999; Prizant, Wetherby, Rubin, & Laurent, 2003). How to find needed and available services and be an advocate for their child (Hutton & Caron, 2005; Hurth, Shaw, Izeman, Whaley, & Rogers, 1999; National Research Council, 2001; Trepagnier, 1999). Scientifically based information about treatments and interventions (National Research Council, 2001; Trepagnier, 1999) Helen Young - PSU Joel Arick & Helen Young 14

15 Research Based Recommendations Knowledge, Skills & Supports Parents Need Teaching strategies to help their child acquire new behaviors such as adaptive and daily living skills (Carothers & Taylor, 2004; Dunlap & Fox, 1999; National Research Council, 2001) Techniques for reducing problem behaviors such as positive behavior support and interventions (Buschbacher, Fox, & Clarke, 2004; Dunlap & Fox, 1999; National Research Council, 2001). Coping with emotional stress from having a child with a significant developmental disorder and dealing with emotions and grief (National Research Council, 2001; Prizant, Wetherby, Rubin, & Laurent, 2003; Trepagnier, 1999) Helen Young - PSU Research Based Recommendations Knowledge, Skills & Supports Parents Need How to find mental health support services if needed (National Research Council, 2001). How siblings are affected (National Research Council, 2001; Freeman & Cronin, 2002; Hutton & Caron, 2005). How to improve communication with educators (Arick, Young, Falco, Krug, Gense, 2003; Freeman & Cronin, 2002; National Research Council, 2001). Need to be well-informed on all issues regarding autism, so they can be advocates for their children (National Research Council, 2001) Helen Young - PSU Research Based Recommendations: Knowledge, Skills, and Supports Educators Need to Effectively Partner with Parents to Improve Outcomes for Children with Autism 45 - Helen Young - PSU Joel Arick & Helen Young 15

16 Research Based Recommendations Knowledge, Skills & Supports Educators Need (National Research Council, 2001) Familiarity with theory and research concerning best practices for children with autism Understand the range of autism spectrum disorders Familiarity with special education law and regulations Techniques for reducing problem behaviors such as positive behavior support and interventions 46 - Helen Young - PSU Research Based Recommendations Knowledge, Skills & Supports Educators Need (National Research Council, 2001) Scientifically-based information about the methods of: Applied behavioral analysis (e.g. DT, PRT) Assistive technology Socialization Communication Inclusion Adaptation of the environment Language interventions Assessment Effective use of data collection systems 47 - Helen Young - PSU Research Based Recommendations Knowledge, Skills & Supports Educators Need (National Research Council, 2001) Know how to help children generalize and maintain skills they learn Need to be provided with multiple exposures and opportunities to practice research-based instructional techniques Need to be given ongoing consultation and hands-on opportunities to observe and practice skills working with children with autism Need to be well-informed on all issues regarding autism, so they can be resources for parents 48 - Helen Young - PSU Joel Arick & Helen Young 16

17 It is very important that. educators understand what skills, knowledge, and supports parents must have and. parents understand what knowledge, skills, and supports teachers must have so. they can learn from each other and work together to improve the outcomes of children with 49 - Helen autism Young - PSU Modules in Parent Partnership Program 1. Importance of Forming Partnerships and the Knowledge, Skills, and Supports Needed to Form Partnerships 2. Causes and Incidence of Autism 3. Characteristics, Diagnosis, and Educational Needs of Children with Autism 4. Special Education Laws and Regulations Related to Autism 50 - Helen Young - PSU Modules in Parent Partnership Program 5. Scientifically Based Information about Treatments and Other Factors 6. Strategies for Managing Behavior 7. Strategies for Teaching Communication Skills 8. Strategies for Teaching Independence & Self-care 51 - Helen Young - PSU Joel Arick & Helen Young 17

18 Modules in Parent Partnership Program 9. Strategies for Teaching Play & Leisure Skills 10. Using Visual Strategies 11. Developing an Understanding of Families 12. Strategies for Increasing Communication Between Parents & Educators 52 - Helen Young - PSU Distribution/Evaluation of Materials School Year Modules/Packets will be piloted in RPATS sites teachers & autism specialist will be asked to critique & give feedback PSU graduate students will use and evaluate program/packets for their master s s project Parents will give feedback Contact Helen Young for information on how to access materials: youngh@pdx.edu 53 - Helen Young - PSU References Browder, D. & Cooper-Duffy, K. (2003). Evidence-based practices for students with severe disabilities and requirement for accountability in No Child Left Behind. The Journal of Special Education, 37(3), Buschbacher, P., Fox, L., & Clarke, S. (2004). Recapturing desired family routines: A parent-professional professional behavioral collaboration. Research & Practice for Persons with Severe Disabilities, 29(1), Carothers, D.E. & Taylor, R.L. (2004). How teachers and parents can work together to teach daily living skills to children with autism. Focus on Autism and Other Developmental Disabilities, 19(2), Collins, S. & Salzberg, C. (2005). Scientifically based research and students with severe disabilities: Where do educators find evidence-based practices? Rural Special Education Quarterly, 24(1), Division TEACCH, Autism Society of North Carolina. Structured teaching. Retrieved November 2, 2005, from Dunlap, G. & Fox, L. (1999) Supporting families of young children with autism. Infants and Young Children, 12 (2), Helen Young - PSU Joel Arick & Helen Young 18

19 References Freeman, B.J. & Cronin, P. (2002) Diagnosing autism spectrum disorder in young children: An update. Infants & Young Children, 14(3), Gersten, R., Fuchs, L., Compton, D., Coyne, M., Greenwood, C., & Innocenti, M. (2005). Quality indicators for group experimental and quasi- experimental research in special education. Council for Exceptional Children, 71(2), Horner, R.H., Carr, E.G., Halle, J., McGee, G., Odom, S., Wolery, M. (2005). The use of single-subject subject research to identify evidence-based d practice in special education. Council for Exceptional Children, 71(2), Hurth, J., Shaw, E., Izeman, S., Whaley, K. & Rogers, S. (1999). Areas of agreement about effective practices among programs serving young children with autism spectrum disorders. Infants & Young Children, 12 (2), Hutton, A.M. & Caron, S.L. (2005). Experiences of families with children with autism in rural New England. Focus on Autism and Other Developmental Disabilities, 20(3), Helen Young - PSU References Iovannone, R., Dunlap, G., Huber, H., Kincaid, D. (2003). Effective educational practices for students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18 (3), National Research Council. (2001). Educating children with autism.. Committee on Educational Interventions for Children with Autism, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press. Odom,S.L.,Brantlinger,E.,Gersten,R.,Horner,R.Thompson,B.,&Harris,K. B., Harris, (2005). Research in special education: Scientific methods and evidence- based practices. Council for Exceptional Children, 71(2), Prizant, B.M., Wetherby, A.M., Rubin, E., & Laurent, A.C. (2003). The SCERTS Model: A transactional, family-centered approach to enhancing communication and socioemotional abilities of children with autism spectrum disorder. Infants and Young Children, 16(4), Scheuermann, B., Webber, J., Boutot, E.A., & Goodwin, M. (2003). Problems with personnel preparation in autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18(3), Helen Young - PSU References Simpson, R.L. (1995). Individualized educational programs for students with autism: Including parents in the process. Focus on Autistic Behaviors, 10(4), Simpson, R.L. (2005). Evidence-based practices and student with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 20(3), Spann, S, Kohler, F., & Soenksen, D. (2003). Examining parents involvement in and perceptions of special education services: An interview i with families in a parent support group.. Focus on Autism and Other Developmental Disabilities. 18(4), Stanovich, P.J., & Stanovich, K.E. (2003). Using research and reason in education: How teachers can use scientifically based research to make curricular & instructional decisions. National Institute for Literacy, Trepagnier, C. (1999). Families with autism. Infants and Young Children, 12(2), Helen Young - PSU Joel Arick & Helen Young 19

20 References Turnball, H.R. (2005). Individuals with disabilities education act reauthorization: Accountability and personal responsibility. Remedial and Special Education, 26(6), U.S. Department of Education, Institute of Education Sciences. (2003). Identifying and implementing educational practices supported by rigorous evidence: A user friendly guide. Yell, M.L., Drasgow, E., & Lowrey, K.A. (2005). No Child Left Behind and students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 20(3), Yell, M.L., Drasgow, E., & Lowrey, K.A. (2005). No Child Left Behind and students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 20(3), Zirkel, P. A. (2002). The autism case law: Administrative and judicial rulings. Focus on Autism and other Developmental Disabilities, 17(2), Helen Young - PSU Joel Arick & Helen Young 20