Impacting Students with Autism through All 3 Tiers of PBIS Bob Putnam May Institute National Autism Center Kathy Gould Illinois Autism Training and Technical Assistance Project National PBIS Leadership Forum October 19, 2012 Chicago, Illinois, Ph.D.

Autism Prevalence  Between 2000 to 2008, autism prevalence has grown from 1 in 150 children to 1 in 88 from the year 2000 until (Center for Disease Control, 2012)  Between1998 to 2010, the number of 6 to 21 year old children receiving services for an ASD in public special education programs increased from 54,064 to 370,011.  In 2010, 370,011 children 6 through 21 years of age and 49,251 children 3 through 5 years of age were served under the "autism" classification for special education services.

Increasing Demand for Services  Since many educational staff (particularly general education staff) have limited expertise in this area many of these students receive individualized requests for consultation  Many of these students, given their challenging behavior, are at risk for more intensive and costly services if they don’t receive evidenced based practices implemented with treatment integrity

How Do We Meet the Increasing Demand for Services?  How do we conceptualize a framework for the delivery of evidenced based practices for students with ASD implemented with treatment integrity in an efficient and effective model?

Primary Prevention: School-/Classroom- Wide Systems for All Students with ASD, Staff, & Settings Secondary Prevention: Specialized Standardized Interventions for Students Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ALL SOME FEW

Tier 1 Interventions for ASD  Interventions/services implemented with treatment integrity with progress monitoring.  Evidenced based class wide behavior support plans  Access to evidenced based communication interventions  Access to evidenced based social skills interventions, i.e.; social stories/direct instruction  Access to evidenced based academic skills interventions in place  Have appropriate visual supports in place  Parents of students with ASD have access to group based parent training and knowledge and access to outside resources

Identification of Students at Tier 2 and 3 Levels  Students present with at risk behaviors, i.e.; aggression, property destruction, self-injurious behaviors, that place them at risk of a more restrictive placement.  Students are not making effective progress with Tier 1 interventions as identified by educational staff and/or parents.

Tier 2 and 3 Interventions  Students would require more specialized interventions implemented with treatment integrity with progress monitoring.  comprehensive and more intensive assessments in the areas of problem behavior, social skills, communication skills, functional and academic skills  the development and implementation of individualized behavior support plans  the development and implementation of more intensive evidenced based interventions in the areas of problem behavior, social skills, communication skills, functional and academic skills i.e.; discrete trial interventions, naturalistic teaching interventions.

Tier 2 and 3 Interventions  the development and implementation of individualized home programs  the development and implementation of more intensive progress monitoring systems with support as needed, i.e.; developing IEP goals and objectives, monthly progress meetings

SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making 4 PBS Elements

Evidenced Based Practices  Identify evidenced based practices (National Autism Center, 2009)  Define these practices  Assess the implementation of these practices  Train the practices  Assess treatment integrity

Progress Monitoring Data Systems at Tier 1 Level  Check in Check out  Daily Behavior Report

Systems at the Tier 1 Level  ASD team meets on a regular basis to review referrals and to review:  Treatment integrity data  Classroom behavior practices  Visual support practices  Communication practices  Social skills practices  Progress monitoring data  Check in Check out  Daily Behavior Report

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