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

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

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

4. 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

5. 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)

6. 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.

7. 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.

8. 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.

9. AFIRM Lesson Activities

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

11. AFIRM Professional Development Certificates

12. An AFIRM “Walk through”

13. 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%

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

15. 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

16. 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?