1. 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

2. 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?

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

4. 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

5. 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 – (N=101) 56% response rate. Of these 95% remain in the field

6. 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

7. 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

8. 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%)

9. 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

10. 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