1. MN State Network Meeting State Updates Spring 2017
Tami Childs, Ph.D.
Maci Spica, BCBA
Metro ECSU
State Specialist
MN Low Incidence Project
MN Department of Education

2. 2017 – 2018 MN Autism areas of Focus
AGENDA
Child Count Data
Evidence Based Practice Coaching Project
Autism Navigator
Assessment Guide
Upcoming Events

4. 13.4%
13.2%

5. 6%

6. Autism Navigator and ASD Identification

9. 55.3%

10. How many students already in SPED classified with Developmental Delay were later reclassified as ASD? At what age?

12. EBP Coaching Project using STAR 2016-2017 School Year
Districts:
Minneapolis (2), Bloomington, Buffalo, Inver Grove Heights, Rockford (2)
Evidence Based Practices:
Scaling up Discrete Trial Training, Pivotal Response Training, and Functional Routines
Coaching:
In-classroom coaching on fidelity of implementation
MN Infrastructure:
ASD State Coaches being trained

14. Pre Training Data Takeaways
30.7% of participants report using task analysis and applied behavior analysis techniques to teach functional routines. 35.9% of participants report using curriculum based assessment to guide your instruction of language, functional routines, and/or social/play skills.
Over half of participants consistently report having little to no knowledge about and experience using Discrete Trail Training and Pivotal Response Treatment.
DTT knowledge and experience
64.3% little to no knowledge
71.7& little to no experience
79.4% little to no experience using fidelity check
76.9% little to no experience using data to measure efficacy of intervention.
PRT
84.6% little to no knowledge
79.5% little to no experience
89.8% little to no experience using fidelity check
82.0% little to no experience using data to measure efficacy of intervention.

15. Post Training Data Takeaways
85% (54.3% increase) of participants report using task analysis and applied behavior analysis techniques to teach functional routines. 75% (39.1% increase) of participants report using curriculum based assessment to guide your instruction of language, functional routines, and/or social/play skills.
DTT knowledge and experience
5.0% little to no knowledge
5.0% little to no experience
10.0% little to no experience using fidelity check
5.0% little to no experience using data to measure efficacy of intervention.
PRT
15.0% little to no experience
25.0% little to no experience using fidelity check
20.0% little to no experience using data to measure efficacy of intervention.

16. Responders: B-3 Interventionists and Related Service Members
Do the services you provide change if a student you are working with is showing red flags of ASD (but is not currently identified)?
Responders: B-3 Interventionists and Related Service Members
2016 Survey
2017 Survey
If no, why?
Count
Hard to answer because the services are constantly changing and evolving based on parent priorities, but for the most part it\'s very individualized for each and every session 1
I use strategies to support kids whatever they need support in
Services are based on need and confined by district budget
The intervention is the same, I am more cautious about saying the word autism, but still talk to the parents about the characteristics of asd noted
We are able to provide treatment based on what the child needs, regardless of educational classification of ASD or DD
services are provided based on child\'s need not the label
we identify ASD but if there are red/yellow flags we use same strategies
we provided the services based on the needs of the child, not the educational label
Total 8

17. Descriptive responses
If yes,
Additional visits
Use Autism Navigator Tools and strategies
Closer assessment of social communication
If no,
Services are based on need and confined by district budget
Try to match services based on needs regardless of label
Services are match based on parent priorities

18. Do the services you provide change If a student you are working with has met eligibility for ASD?
2016 Survey
2017 Survey

19. Descriptive responses
If yes,
Frequency and intensity of service increases
More frequency of the use of Autism Navigator tools
More emphasis on measuring fidelity
If no,
Services are child/ family dependent, not eligibility criteria
Not different from seeing red flags

20. Do the services you provide and/or your instructional approach differ when working with a student who has met eligibility for ASD vs a student who has met eligibility for Developmental Delay?
2016 Survey
2017 Survey

21. Descriptive responses
If yes,
The word Autism is referenced more often
Focused on ASD strategies v not as much focus on AE
Instruction is based more on social communication, emotional regulation, and social reciprocity
More services and visits
If no,
Less resources for families
Use same strategies, but not terminology
Services are based on need, not label

22. Autism Navigator: What’s New?
First Words Project
FIRST WORDS®Project is a longitudinal research investigation in the Florida State University Autism Institute in the College of Medicine directed by Dr. Amy Wetherby. Our major goal is to identify early signs of developmental language disorders, autism spectrum disorder, and other communication delays in children from 9 to 24 months of age.
Autism Navigator
Autism Navigator is a unique collection of web-based tools and courses developed to bridge the gap between science and community practice. We have integrated the most current research into a highly interactive web platform with extensive video footage to illustrate effective evidence-based practice.

23. MN Autism Navigator is Recruiting!
This summer MDE will elicit proposals from cooperatives and regionals centers to join the State Personnel Development Grant Goal #2, Autism Navigator Project. Stay tuned for more details…

24. Autism Assessment Guide

25. Upcoming Events

27. Pragmatic Organisation Dynamic Display (PODD) Communication Books

28. Congratulations to our very own Jill Pring!

29. Thank you for your participation & enjoy networking!