2012 National PBIS Leadership Forum October 19, 2012 Rosemont, Il Impacting Students with Autism through all 3 Tiers of PBIS With Bob Putnam, The May Institute Kathy Gould Project Director www.illinoisautismproject.org gouldkl@comcast.net Autism 101 Characteristics Triad Emotional Vulnerability Motor Differences Cognitive Differences Sensory Differences Repetitive Activities Continuum of PBIS Tertiary Prevention: Specialized Individualized Systems Secondary Prevention: Specialized Group Systems 5% 15% PBIS EBP for students with ASD Tier 3 Tertiary Interventions Highly individualized Tier 2 Secondary Interventions Some individualization, group Evidence Based Practices for students with ASD National Standards Project 2009 www.nationalautismcenter.org Primary Prevention: School-/Classroom- Wide Systems All Students, Staff, & Settings 100% 100% Tier 1 Primary All settings, all students National Professional Development Center for Autism Spectrum Disorders 2008 autismpdc.fpg.unc.edu/content/evidence-basedpractice 80% OSEP Center of Positive Behavior Supports www.pbis.org Evidence Based Practices Matrix Universal EBP for ASD Structured Learning Environment Environmental Modifications Communication and Social Skill Development and Support Behavior Skill Development and Support Parents Secondary EBP for ASD ALL Universal plus Individualized CI-CO Simple p FBAs Social Skills Groups Self-Management Parent-Mediated Instruction 1
Tertiary EBP for ASD ALL Universal and Secondary plus: Highly Individualized Instruction and Plans FBAs, BIP, WRAP Increase in Children with Autism in Illinois number of chi ldren 20000 18000 16000 14000 12000 10000 8000 6000 4000 2000 Number of Children in Ilinois Receiving Special Education under the Category of Autism Ages 3-21 1960 2305 2904 3662 4330 5175 6125 7193 8293 9455 10608 12239 13764 17895 15224 16432 Parents Source: Illinois State Board of Education IDEA Child Count Data December 1, 2011 Graph provided by the IATTAP 0 1996-1997- 1998-1999- 2000-2001- 2002-2003- 2004-2005- 2006-2007- 2008-2009- 2010-1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 school year 2011-2012 Lessons Learned How to increase implementation with no new $$$ If no new or limited budget, have to use resources differently What IATTAP is Doing to increase implementation with no new $$$ Foundation training on best practices, much delivered distally Embed universal training with other district and school-wide staff development (PBIS, RTI, LRE) Follow with Practicum demonstration and guided practice Followed by coaching, classroom observation, progress monitoring, data feedback Guide district support and site level Internal Coaches to take over Social Competence and Academic Achievement What is Illinois Doing? Staff Behavior OUTCOMES Practices Decision Making Practices - comprehensive professional development (distal and embedded) leaves resources for coaching model for state, districts, schools Data - decision-making tools to measure progress and assess fidelity Student Behavior www.pbis.org/school/what_is_swpbs.aspx Systems - structures developed to support implementation 2
Students with ASD What should be in the Universal Package? Communication Supports Visual Supports PECS Functional Communication Training Speech generating devices PARENTS Social Supports Behavior Supports Visual Supports Self-Management Social Narratives Peer mediated PARENTS Visual Supports Prompting Reinforcement Time Delay Naturalistic Interventions Structured work systems PARENTS Behavior How do you Decide? Non-examples of Good Decision Rules: Pick a package and go with it Professional Expertise Do what feels right This is what we have staff trained in It s our program for students with ASD Individual Characteristics Evidence Based Practice Best Available Research Parents are asking for this Autism Spectrum Disorders: Guide to Evidence-based Practice Missouri Guidelines Autism Initiative 3
Evidence- Based Practice Decisions One size does not fit all How Do you Decide? Examples of Good Decision Rules: Knowledge about instructional practices and interventions shown by research to be most effective. Individual characteristics Age of learner Match EBP to student s individual characteristics and skills to be taught. Skill to be taught Environmental Demands Research-based practices matched with a student s unique needs and skills when developing a student s Individualized Education Program (IEP). Use data to record what works so that evidence can emerge over time that offers new insights into teaching and learning for individual student. Decision Making Classroom Observation Checklist Self-assessment EIS Survey Interview Walk Through Phases of Implementation Classroom Observation Feedback Form Given to participants after training Used to assess implementation of training critical components at classroom level Action plan for higher implementation Observation Form Self-Assessment Survey District School-wide Non-classroom Classroom Individual Survey results are summarized and used for : annual action planning, internal decision making, assessment of change over time, awareness building of staff, and team validation Self Assessment Survey 4
Interview Walkthrough (IIW) Determine if critical features are in place for students with ASD by observing and interviewing Evaluate overall on-going implementation Assist in action planning and design and revision of programming and supports for schools and their students with ASD Interview Walkthrough Phases of Implementation (PoI) Rubric Provides an itemized rubric to guide action planning Assess over-all implementation ti progress based on documentation Assist in evaluation of progress in implementation and sustainability of programming and supports for students with ASD Phases of Implementation Staff Behavior Exploration Gain commitment and administrative approval for implementation Select team members for training i Select an Internal Coach and appoint an administrator liaison Arrange for staff to participate in coaching meetings and summits during the school year Installation Lessons Learned Arrange for representation on District Leadership Team Convening monthly team meetings with IATTAP External Coach Allocating funds to support the initiative for a minimum of three years Get Administrative (district level) commitment upfront Provide team member recommendations and Coach job description Provide coaches training Implementation over time (3-5 years) 5
Implementation Build upon three tier systems already in place District Leadership Team has an agenda item at their meetings on a quarterly basis to discuss ASD data with the purpose of developing, monitoring, and revising an action plan to facilitate the education of students with ASD in general education. District Leadership Team discusses at least annually the data results of for the purpose of increasing the effectiveness of the district s supports and services for students with ASD to participate in general education. Benefits of the Layered Implementation Process Increase in numbers of people in a district with foundation training 3-5 year enhancement of the week-long practicum monthly support and capacity building coaches training and development assistance with program assessment, data-based decision-making, planning, implementation Why Should a District do this instead of Conferences and Workshops? Increase the skills of ALL staff who work with ALL students Improve staff collaboration Increase implementation of evidence based practices Improve the outcomes of students with ASD and other disabilities Improve overall school and district outcomes with all students Outcomes Attendance What When 1. Whether training is being implemented 2. Whether implementation is effective 3. Whether effective implementation is having a positive impact/desired outcomes FY 11 Illinois Outcomes Highlights 77% of the teams that attended the practicum participated in post-practicum activities, making a commitment toward installation and implementation. Self-Assessment of Implementation over Time Continued Increase in all Areas 71% of the teams working with IATTAP postpracticum have identified Internal Coaches that work along with IATTAP to help build capacity of the district and school. 93% of the new and continuing teams working with IATTAP completed at least one self-assessment tool for action planning during 2011. 6
2011- Education Placement - Illinois Students with Autism compared to other disabilities FY 2011: 2011- Education Placement IATTAP Schools and State Average: Students with Primary Diagnosis of ASD Students Percent 100.0 90.0 80.0 70.0 60.0 50.0 40.0 30.0 20.0 10.0 0.0 Autism as Primary Disability Code Illinois Average (N=14723) Autism as Primary Disability Code IATTAP Schools (N=182 Students) IATTAP EIS Top 25% Fidelity Schools (N=39 students) 41.7% 32.4% 56.4% 20.6% 21.3% 20.6% 32% 31.3% 25.6% 15% 6.7% 5.1% Indicator National5a FACTs Code 2 Indicator 5b Indicator National 5c 5a 5c 31.3% 10.7% 5a general education classroom 80% or more 5b special education class 60% or more FACTS Code 2 21-59% special education 5c separate placements **** BIG Take Home **** Implementation does not happen after one in-service or one year Commitment, change and intensity over time Work together - embed ASD EBP with PBIS and other district level initiatives 7