National Professional Development Center on Autism Spectrum Disorders

Transcription

1 National Professional Development Center on Autism Spectrum Disorders A multi-university center to promote the use of evidencebased practices for children and adolescents with autism spectrum disorders Cooperative Agreement H 35G U.S. Department of Education, Office of Special Education Programs This project is supported by the U.S. Department of Education, Office of Special Education Programs (OSEP). Opinions expressed herein are those of the authors and do not necessarily represent the position of the U.S. Department of Education.

2 National Professional Development Center on Autism Spectrum Disorders FPG Child Development Institute, University of North Carolina at Chapel Hill Waisman Center, University of Wisconsin- Madison M.I.N.D. Institute, University of California at Davis Medical School

3 Goals of the National Professional Development Center on Autism Spectrum Disorders Promote evidence-based practices (EBP) for individuals with autism spectrum disorders (ASD) and earlier identification of ASD Increase the number of highly qualified personnel serving children with ASD Increase the professional development capacity of states

4 Four Areas of Work Content Development Evidence-Based Practices Professional Development Technical Assistance State Partnerships Evaluation

5 Content Development Identify evidence-based practices Identify/define criteria for evidence base Develop online course Develop modules on evidence-based practices

6 Definition of EBP To be considered an evidence-based practice for individuals with ASD, efficacy must be established through peer-reviewed research in scientific journals using randomized or quasi-experimental design studies. Two high quality experimental or quasi-experimental group design studies, single-subject design studies. Three different investigators or research groups must have conducted five high quality single subject design studies, or combination of evidence. One high quality randomized or quasi-experimental group design study and three high quality single subject design studies conducted by at least three different investigators or research groups (across the group and single subject design studies). Nathan & Gorman (2002) Rogers & Vismara (2007)

7 EBP - Continued High quality randomized or quasi experimental design studies do not have critical design flaws that create confounds to the studies, and design features allow readers/consumers to rule out competing hypotheses for study findings. High quality single subject design studies are characterized by a) the absence of critical design flaws that create confounds and b) the demonstration of experimental control at least three times in each study. Nathan & Gorman (2002) Rogers & Vismara (2007)

8 Identifying EBP

9 Potential EBP Modules Picture Exchange Communication Systems (PECS) Pivotal Response Training (PRT) VOCA (Voice Output Communication Aides) Functional Communication Training (FCT) Response Interruption/ Redirection Peer-Mediated Instruction and Intervention (PMII) Video-Modeling

10 Professional Development Online Course Training Modules Intensive 5 Day Training Institute 2 years of training, technical assistance Model sites Early Intervention/Early Childhood Elementary Middle/High School

11 State Partnerships/ Technical Assistance 12 states over 5 years State Strategic Planning Year 1 Indiana, Wisconsin, New Mexico (2 years of assistance) Year 2 Applications available at:

12 Evaluation Content Professional Development Technical Assistance Outcomes Child Family Practitioner Systems level

13 Proposed Products Project Website Web-based Modules Online Courses Assessment Instruments Autism Spectrum Disorders Program Environment Rating Scale (APERS) Autism Evidence-Based Practice Rating Scale (AEBPS) Fidelity Checklists National Network for Information Dissemination

14 Collaboration with OCALI and NATTAP for Module Development AIM