1. 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 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.

2. 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%)

3. 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.

4. 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

5. 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.

6. 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.

7. 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?

8. 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

9. ASD 3 EBP Survey Data (N=46)

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