Collecting Meaningful Outcome Data on Graduates Laura J. Hall San Diego State University Cynthia Pearl University of Central Florida OSEP Project Director’s Conference, August 1-3, 2016

Focus of Presentation Examples of outcome data collected on graduates of two M.A. Degree programs will be described. As you view the presentation keep in mind – What designs and measures are both practical for university programs to implement, and yield data that are of interest to the field?

Graduate Follow-up Methods Surveys Interviews Classroom Observations Permanent Products Evaluating Goals

M.A. Degree/Autism Specialization at San Diego State University (2003-2017) Is a 2 year, face-to-face program of coursework and practicum Embeds a BACB approved course sequence Field trips to conferences and exemplary programs Candidates enter with a preliminary teaching credential or experience Practicum supervisors – mostly our program graduates – take courses in coaching/mentoring

Survey Results - SDSU Response & Retention Rates 12 out of 12 from first cohort – 100% - 100% 44 out of 57 Early Childhood – 77% - 93% 34 out of 36 grads from transition – 89% - 95% 101 grads from 2006-2014 – (N=101) 56% response rate. Of these 95% remain in the field

Survey results – SDSU Evidence-Based Practices Percentages for frequent use of the 24 EBPs from NPDC on ASD (Odom, Cox, & Brock, 2013) 94-100% Prompting; Reinforcement; Visual Supports; Antecedent-based Interventions 84-93% Differential Reinforcement; Naturalistic Intervention; Response Interruption/Redirection; Extinction 74-79% Time Delay; Task Analysis; Functional Communication Training; Functional Behavior Assessment; Video Modeling 60-64% Discrete Trial Training; Parent-Implemented Interventions; PRT; Self-management 47-55% PECS; Social Narratives

Survey – What sustains your practice? Rank the aspects of the program that have contributed to your sustained practices 1) Knowledge about research based strategies used with individuals with ASD 2) Opportunity to practice skills with a coach during practicum 3) Opportunities to participate in field experiences and conferences

72% (N=41) switched positions since graduating Top 4 reasons for changing positions 1) professional development opportunities (35%), 2) promotion (35%), 3) better pay (33%), 4) increased opportunities to implement evidence based practices (29%)

Interview results – SDSU What sustains your practice Interview results – SDSU What sustains your practice? Interview by trained School Psychologists Each time I meet a new family & have to coordinate working with parents & using my skills to implement effective intervention and it is an amazing challenge – it gives me an adrenalin rush! Therese I love seeing the progress in the kids & the impact on families. I give them tools & then get to see the positive effects. Elizabeth I love my job. I feel very supported by my principal and the other special ed staff. I am able to implement many strategies that I learned throughout the program and feel confident in my classroom. Through data collection I can see that my students really are improving and it feels awesome to be a part of this. Kayleigh

Observation results - SDSU Autism Program Environmental Rating Scale designed by the National Professional Development Center on ASD 4 Graduates were trained to implement the full day of observation The APERS is scored using item ratings of 1 to 5 for the domains of: Learning Environment; LE - Structure; Assessment & IEP; Curriculum & Instruction; Social Competence; Communication; Independence; Functional Behavior; Family Involvement; and Teaming