Idaho Autism Project Orientation Funded by: Idaho State Department of Education
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
Idaho State Department Funded Project Autism Supports Barbara Broyles bbroyles@uidaho.edu Professional Development Robin Greenfield rgreen@uidaho.edu Idaho Training Clearinghouse Cari Murphy carilee@uidaho.edu Assistive Technology Technical Assistance Janice Carson janicec@uidaho.edu
Supporting Students on the Autism Spectrum in Schools Idaho Autism Support Project
A Roadmap for System-based Supports for Students on the Autism Spectrum
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
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 1991 5,415 children ages 6-22 Numbers served in 2008 337, 823 ages 3-22 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD
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
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). 233-251.
Professional Development Coaching Assistance Evaluation
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)
Instruction Student Skills Environment
Autism Program Checklist - APC Assessing Programs
Learning Environment Preventative Behavioral Supports Assessment and IEP Development Curriculum and Instruction Team and Family Involvement Social Competence Personal Independence
Assessing student core deficits Underlying Characteristics Checklist UCC
Assessing Student Progress Goal Attainment Scale 17
Implementation Checklists Assessing Implementation of Evidencebased Practices
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
http://autismpdc.fpg.unc.edu/ http://autismpdc.fpg.unc.edu/
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
Autism Internet Modules http://autisminternetmodules.org
Pre-Test/Post-Test Contextual Information Step-by-Step instructions Case Examples Video Examples Implementation Checklist Summary of Evidence Base Resources
Professional Development Evaluation Coaching Support
http://www.autisminternetmodules.org http://www.ocali.org/project/least_ restrictive_environment_video Autism Internet Modules Least Restrictive Environment Philosophy
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. www.idahocdhd.org/as/home.aspx
27