Training Personnel Using Autism online ebp Modules Samuel L. Odom Ann M. Sam Ann W. Cox

Background Increased prevalence of ASD Need to prepare school personnel to implement EBPs

National Professional Development Center on ASD Wong et al. 2014 recently updated Odom et al. (2010) EBP review http://autismpdc.fpg.unc.edu/ho w-do-i-find-out-more-about-ebps Began with pool of 29,150+ articles and reduced to 456 articles 27 EBPs identified

Implications of Findings Practitioners can build “eclectic”/evidence-supported programs to address specific needs of individual with ASD More research is needed to address focused intervention practices for infants and toddlers and the high school population Better child outcomes dependent on translation of EBPs Professional development modules

AFIRM Goals To develop online modules that translate the 27 EBPs for children and youth with ASD into engaging self-learning modules and resources To evaluate the modules for quality, usefulness, and relevance by monitoring access by learners, reviewing evaluation by users, and soliciting feedback on how the information has been applied in classrooms (Fall 2016)

Kemp’s Instructional Design Model Instructional Problems Learner Characteristics Task Analysis Instructional Objectives Content Sequencing Instructional Strategies Designing the Message Instructional Delivery Evaluation Instruments AFIRM Included learner-centered strategies such as engaging examples, activities, and downloadable resources to meet needs of busy professionals Evaluates content knowledge and quality, relevancy, and usefulness of the modules Considered needs of teachers and professionals when deciding design features Related subject content of modules to goals and purpose of project Provides downloadable tools and resources to support application of module content Created a self-paced learning experience that builds upon learner knowledge and experience Identified objectives for each module anchored content decisions Created a module learning sequence that was short and manageable with clear instructions Specified goals for design of online, instructional program with input of stakeholders Kemp’s Instructional Design Model Instructional Design – AFIRM with design model – Kemp’s model selected because addressed adult learners and e-learning platforms Kemp’s Instructional Design Model provided the foundational structure for the AFIRM development process. This model identifies nine learner-centered components that are especially useful for technology-based instructional programs and adult learners.

AFIRM Learning Structure The AFIRM module learning structure consists of four lessons that includes learning basic information about the EBP and planning, using, and monitoring the use of the EBP.

AFIRM Features Case examples Audio clips Video clips Interactive assessments Each module includes engaging case examples that demonstrate the practice in use, multimedia presentation of content with audio and video clips, and interactive assessments that provide feedback based on the user’s responses.

AFIRM Lesson Activities

AFIRM Supplemental Materials Implementation Checklist Step-by-Step Practice Guide Parent’s Guide Tip Sheet for Professionals Data Sheets Evidence-base

AFIRM Professional Development Certificates

An AFIRM “Walk through”

AFIRM User Data Occupation N (10,870) % Administrator 699 6.4% Family member 269 2.5% Early Interventionist 625 5.7% General Education Teacher 518 4.8% Special Education Teacher 2,998 27.6% Health Care Provider 355 3.3% Related Service Provider 1,112 10.2% Paraeducator 849 7.8% Technical Assistant 293 2.7% University Student 1,409 13.0% University Faculty 441 4.1% Other 1,312 12.1%

AFIRM Site Data 71,200+ sessions 742,300+ page views Length of sessions average 00:11:26 74,800+ downloads 7,400+ certificates awarded

AFIRM Data N=7,383 Mean How would you rate the quality of this module? (1 = very low quality, 2= low quality, 3 = good quality, 4 = very good quality) 3.50 How relevant was this module related to your work (as a teacher, interventionists, coach, student, higher education faculty, etc.)? (1=not at all relevant, 2= somewhat relevant, 3 = relevant, 4 = very relevant) 3.53 How useful was this module related to your work (as a teacher, interventionists, coach, student, higher education faculty, etc.)? (1 = not all useful, 2 = somewhat useful, 3=useful, 4= highly useful) 3.48

Questions How does the AFIRM framework and integration of content and learning activities support practitioners’ knowledge and use of EBPs? How can personnel preparation and professional development programs use the AFIRM modules to support the development of effective teachers?