NPDC Materials Designed to use with Teachers and Teams.

Bridge the Gap Research-based practices Replicable practices in the classroom

How do we know which practices are evidence based? Have no fear, the NPDC is here!

What are EBP? Focused interventions that: Produce specific behavioral and developmental outcomes for a child Have been demonstrated as effective in applied research literature Can be successfully implemented in educational settings (Odom, Boyd, Hall, & Hume, 2009)

Process Used to Identify EBP Identified outcomes related to the core features of autism Reviewed literature related to outcomes and the key words autism, ASD, and autism spectrum, limited by age (birth – 21) Identified and grouped teaching interventions that addressed these outcomes/domains Determined criteria and whether an evidence base supported the practices

NPDC Criteria To be considered an evidence-based practice: Two randomized or quasi-experimental design studies, Five single subject design studies by three different authors, OR A combination of evidence such a one group and three single-subject studies

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 narratives Social skills training groups Speech generating devices Structured work systems Task analysis Time delay Video modeling Visual supports

What about practices that might not meet criteria? Question

Answer: Other aspects of the work address these factors… EBP Modules: grounded in a framework of “best practice” APERS: highlights best practices Address function of behaviors emphasizing need to identify motivating reinforcement

Collaboration with OCALI and Partners for Module Development

Pre-Test/Post-Test Contextual Information Step-by-Step Instructions Case Examples Video Examples Implementation Checklist Summary of Evidence Base Resources Web-Based Module Content Cooperative Agrement H 35G U.S. Department of Education Office of Special Education Programs

Lets visit the Autism Internet Modules website!

24 EBP Bridge to modules All briefs contain:  Evidence base  Overview  Steps for implementation  Fidelity implementation checklist Evidence-Based Practice Briefs

Example: Step-by-Step Directions

Example: Implementation Checklist

Website

How do we use the materials to support teachers?

Model Sites: Technical Assistance/Coaching Process Individual Student’s IEP Goals Goal Attainment Scaling Selection of EBP Coaching (TA) to Implement EBP

Program Quality (APERS) Learner Goals and Present Levels (IEP) Learner Strengths, Interests, and History Teacher Experience and Knowledge Assessment Selection and Implementation of Evidence Based Practices  Implementation Student Progress (GAS) Program Quality (APERS)  Outcomes 19

What is the APERS?

Autism Program Environmental Rating Scale Piloted within the NPDC Looks at program qualities: the foundation upon which we implement EBP Used to help decide on a starting point Results considered in selection of EBP

APERS: Preschool/Elementary APERS: Middle/High School Classroom EnvironmentLearning Environment Class Structure/ScheduleLearning Environment Structure.Schedule Positive Classroom ClimatePositive Learning Climate Assessment Curriculum and Instruction Communication Staff/Peer RelationshipsSocial Competence Personal Independence and Competence Functional Behavior (Interfering and Adaptive) Family Involvement Teaming Transition Planning

What is Goal Attainment Scaling?

Description of Goal Attainment Scaling Establish a five point range of performances for students: – Much less than expected – Somewhat less than expected – Expected level of outcome – Somewhat more than expected – Much more than expected

Level Of Attainment Goal 1: Respond to one word compliance commands Much less than expected Needs physical prompting at times and rewards for compliance. Does not respond immediately, needs multiple repetitions of the commands at times. Somewhat less than expected In all school settings, L will respond to 4 one-word compliance commands (stop, wait, stay, come) from all school personnel 75%, with tangible rewards and visual cues. Expected level of outcome In all school settings, L will respond to 4 one-word compliance commands (stop, wait, stay, come) from all school personnel 100%, with tangible rewards. Somewhat more than expected In all school settings, L will comply immediately with one command (stop, wait, stay, come) from all school personnel 100%, with tangible rewards. Much more than expected In all school settings, L will comply immediately with one command (stop, wait, stay, come) from all school personnel 100%, without tangible rewards.

GAS Data

Contact Us Ellen Franzone, WI Site Coordinator – – Kate Szidon, Prof. Development Specialist – – Linda Tuchman-Ginsberg, WI Co-Principle Investigator – –