1. Using Evidence Based Practices Effectively in The Classroom National Professional Development Model Classrooms San Angelo, Texas June 2012

2. Assess Plan TrainImplement Collect Data

3. Assessment Select tool Determine Strengths and Needs Submit report to team Team creates plan for classroom Assess

4. Some Options APERS Autism Rubric APDAR QuILT

5. Autism Program Environment Rating Scale Learning Environments Structure and Schedule Positive Learning Climate Curriculum and Instruction Communication Social Competence Personal Independence Functional Behavior Assessment and IEP Transition (MHS only) Interdisciplinary Teaming Family Participation Observation & Interview Paper format Any arrangement 3-6 hours Five point rubric Tied to EBP at National Professional Development Center on Autism MHS APERS March 2011.pdf

6. Autism Rubric Individual Evaluation Development of the IEP Implementation of Instructional Methods and Activities Instructional Environment Review and Monitoring of Progress and Outcomes Staff Development Linda.davidson@esc20.,net $50. 4 point rubric Cite documentation used to make decision If using, must buy, but providing a sample ESC 20 Autism_Quality Indicators Rubric.doc

7. Autism Program Development and Review Protocol Functional and Developmentally Appropriate Activities Learning Environments Schedules, Transitions and Routines Student Planning and Organizational Skills Motivation Evidence Based Practices Functional Communication Skills Personal Independence and Competence Positive Behavior Support Play and Leisure and Social Skills Sensory Motor Program Evaluation for ASD Forms 4 point rubric Program SUmmary Grid.doc

8. QuILT IEP Planning Instructional Design Environmental Supports Behavioral Supports Professional Dispositions Created collaboratively with district and university personnel Four Point Scale Tied to Student Outcomes Free Format will be changed QuILT2011.doc Quality Indicators for Life Skills Teachers

9. Plan Collaborative Teaming including parents Determine areas of focus based on the assessment Determine possible EBPs that address those areas of focus Evaluate skills of family Evaluate skills of educators Decide on set of interventions Create plan Plan

10. For students eligible under §89.1040(c)(1) of this title (relating to Eligibility Criteria), the strategies described in paragraphs (1)-(11) of this subsection shall be considered, based on peer-reviewed, research-based educational programming practices to the extent practicable and, when needed, addressed in the IEP TAC89.1055 Commissioner’s Rule Related to Autism TAC 89.1055(e) Content of the Individualized Education Program (IEP)

11. Evidence Based Practices NPDC NAS TARGET ASAT CMC EBP

12. Research Based

13. Value of Research The Health Resources Commission Office for Oregon Health Policy and Research, 2008

14. Research Issues Parents prefer certain interventions not willing to risk placement in a control group. Individuality in symptom presentation – control group Replication studies in schools rather than clinic or university setting Focus on behavior because it is easier to count and therefore publish Forced publishing causes reduced quality

15. NPDC http://autismpdc.fpg.unc.edu/ 24 created up to 5 years ago Strict criteria for including Overview Steps, checklists some data sheets Replicated in 12 states from ECI to secondary schools Replicated in different sized schools Being updated

16. National Autism Center Established Emerging Unestablished

17. Antecedent Package Behavioral Package Comprehensive Behavioral Treatment for Young Children Joint Attention Interventions Modeling Naturalistic Teaching Strategies Peer Training Package Pivotal Response Treatment Schedules Self-Management Story Based Intervention Package Established

18. Emerging Augmentative and Alternative Communication Device Cognitive Behavioral Intervention Package Developmental Relationship- Based Treatment Exercise Exposure Package Imitation-Based Interaction Initiation Training Language Training- Production Language Training Production and Understanding Massage/Touch Therapy Multi-Component Package Music Therapy Peer Mediated Instructional Arrangement Picture Exchange Communication Systems Reductive Package Scripting Sign Instruction Social Communication Intervention Social Skills package Structured teaching Technology based treatment Theory of Mind Training

19. Academic Interventions Auditory Integration Training Facilitated Communication Gluten/Casein Free Diet Sensory Integrative Package Un-established

20. Tools Hyperlink to blank and completed form for TARGET Hyperlink to blank and completed form for TARGET ARD_DecisionMaking_Tool_Sample.xls

21. TARGET www.txautism.net www.txautism.net Assessments Interventions Eligibility vs Diagnosis

22. ASAT Narrow focus primarily behavioral, but has video My concern about behavioral interventions is that it does not support language and communication development as naturally occurring events

23. Train Immediate Locate Expertise NPDC AIM Modules TARGET Coaching/ Mentorship Train

24. Resources On Line courses from Texas http://www.txautism.net/training.html AIM Modules from OCAL I http://www.autisminternetmodules.org/ New Mexico http://cdd.unm.edu/swan/autism_course/modu les/character/index.htm http://cdd.unm.edu/swan/autism_course/modu les/character/index.htm Illinois http://autism.pbisillinois.org/training.htm Virginia http://www.autismtrainingva.org/index.php?mod=r esourcetree&id=129 http://www.autismtrainingva.org/index.php?mod=r esourcetree&id=129 Utah http://www.updc.org/autism/ MIND Institute http://www.ucdmc.ucdavis.edu/mindinstitute/even ts/dls/ http://www.ucdmc.ucdavis.edu/mindinstitute/even ts/dls/ Autism Speaks http://autismspeaks.player.abacast.com/asdvideogl ossary-0.1/autismspeaks/login http://autismspeaks.player.abacast.com/asdvideogl ossary-0.1/autismspeaks/login

25. Long Term Locate expertise Create coach/mentor relationship Establish process Calendar – Plan 5 years Train

26. Implement NPDC EBP Checklists for Intervention Fidelity Feedback from coach/mentor for Implementer Fidelity Goal Attainment Scaling Student Progress Implement

27. Resources Ziggurat Vermont CAPS.docx NPDC Child IEP Consistency Fidelity

28. Collect Data Goal Attainment Scaling Evidence Based Practices Checklists Coaching/Mentor Feedback IEP Data on a regular basis and use the data to determine next steps Collect Data

29. Cycle Through Again Assess Data Collected Amend Plan as Needed Train Stakeholders as Needed Implement Changes Collect Data