APERS scores: the first semester of the program and one year post graduation for 9 graduates Results Improved overall scores and for all but one of the domain scores Matched t-tests reveal significant differences overall (means - 3.7 to 4.2) and for 6 of the domains: Learning Environment, Learning Environment-Structure, Assessment and IEP Development, Functional Behavior Assessment, Social Competence, Personal Independence, and Transition Planning.

Outcome results – SDSU Video Video samples of graduates using EBPs were scored using the fidelity checklists from the NPDC IRA - 2 school psychologists was a mean - 86% (range = 80 to 100%) Overall fidelity ratings - mean of 89% (range = 83 to 95%)

Goal Attainment Scaling used with a subset of graduates (N=23) the year post graduation GAS is a rating of individual progress on goals (Ruble, McGrew, & Toland, 2011). We used ratings from 0 (baseline) to 4 (exceeds goal). At the end of the year students with ASD, 52% had met or exceeded their GAS goal; 30% made some progress; and 17% made minimal progress.

Outcome results – SDSU Data Sheets & Graphs 100% report that they are collecting data for progress monitoring purposes or supervising the data collection of others on surveys 89% reported collecting data as part of a behavior intervention plan 77% Graph this Data Sample data sheets and graphs were collected

Masters Degree in ESE with Graduate Certificate in ASD University of Central Florida (2004-2020) Two year, majority online program Includes four course Graduate Certificate in ASD meets requirements for State Endorsement in Autism 20 hour field experience observing/working with students with ASD incorporated into each certificate course Seven Mentor Demonstration Classrooms taught by program graduates provide opportunities for field experiences, video demonstrations of EBPs and course presentations. Conference attendance is supported.

Project ASD Graduates Project ASD 1 (2004-2009) (N=49) Competitive Preference Priority 1: Design, field-test, and implement a clear, effective plan for evaluating the knowledge and skills of graduates.

Survey - UCF Web-based survey 6 months post graduation focused on- What are project graduates’ attitudes, interests and confidence levels related to serving students with ASD? Are project graduates successfully employed and retained in the field serving students with disabilities? To what extent are project graduates implementing evidence-based practices taught in program courses? What is the impact of project graduates on educational outcomes for the students with disabilities they serve?

Since completing the program Survey Results Project ASD Graduates Project ASD 2: 67% (31/46) Response Rate Project ASD 3: 87% (46/53) Response Rate Cohort 1 (n=17); Cohort 2 (n=18); Cohort 3 (n=11) Since completing the program >95% serving students with disabilities Majority (approx. 87%) identified as special education teachers Employed in 9 Florida Counties, one out of state Teaching experience ranged from < 1 to > 10 years Serving students from Pre-K through 22 Serving in a variety of education settings

ASD 3 EBP Survey Data (N=46)

Interview - UCF PEER conducted confidential structured phone interviews of approximately 30-40 minutes each. Interview questions focused on: Employment history Job satisfaction Perceived impact of Masters level preparation Future plans Program evaluation