1. Partnering with National Professional Development Center on Autism Spectrum Disorders

2. FACTS: Autism is growing at a rate of 10 to 17% per year Could reach 4,000,000 Americans within the decade Cost to society for individual with autism across his lifetime - $3.2 million Lost productivity and adult care – most expensive Early intervention works! Kentucky’s schools are feeling the rapid increase Kentucky has limited resources

3. Background 2 years ago, Larry Taylor, KDE, and a few other key players, saw a need to develop statewide capacity for meeting the needs of students with ASD. Kentucky’s State Autism Team was formed. Kentucky Department of Education Kentucky Autism Training Center (U of L) Sp. Ed. Coop consultants who’s emphasis is autism Higher Eds that currently have autism programs Parent representative

4. In the beginning…… The mission of the State Autism Team To investigate other states who have some type of system set up Design a vision flow chart of how to connect all interested parties in Kentucky Brain storm key players and how to make our districts self sufficient in serving students with autism

6. National Professional Development Center on ASD (OSEP) Who they are….. A multi university center to promote use of evidence based practice for children and adolescents with autism spectrum disorders FPG Child Development Institute, UNC Sam Odom, Deborah Hatton, Jim Bodfish Waisman Center, University of Wisconsin Len Abbeduto and Linda Tuchman-Ginsberg M.I.N.D Institute, University of California Sally Rogers, Sally Ozonoff, John Brown, Peter Mundy

7. Their mission…… To provide resources, professional development, and technical assistance that will increase the number of highly qualified personnel serving children and youth with ASD. 0 – 22 yrs of age Early identification, intervention, family, Sustainable outcome based PD and technical assistance Evaluating/measuring child outcomes (Goal driven)

8. And, Ultilize state resources to sustain understanding of EBP Establish model sites that show case evidence based practices Increase the number of highly qualified personnel serving children with ASD for the purpose of sustainable technical assistance and professional development.

9. Remember: Each component and product will be duplicated at our Coop level beginning in year 2009 – 2010

10. NPDC on ASD’s products I. Content Development Identified 12 evidence based practices with briefs 1. Behavioral/Instructional Strategies Reinforcement, extinction, response interruption, redirection, differential reinforcement, stimulus control, environmental, self management, pivotal response training, naturalistic interventions, video self modeling, visual supports, naturalistic prompting, task analysis, time delay, discrete trial, visual supports, computer aided instruction, 2. Family involvement/implementation of interventions

11. EBP continued 3. Social training Peer mediated instruction/intervention, naturalistic, social narratives, social skills training groups, video self modeling, 4. Communication training PECS, VOCA/Speech generating devices

12. Products: Briefs For each Evidence Based Practice 1. Supporting article 2. Checklist 3. Implementation Procedures 4. Evaluation Tool

13. Products II. Online Introductory Course (2o hour) I. Focus: Characteristics, assessment, practices, factors affecting learning, instructional strategies, learning environments, foundation of communication and social interventions, and PBS/reducing interfering behaviors II. Family Centered, data driven decision making, interdisciplinary team, inclusion, transition, systems change approach III. Ours to have after two years when research to OSEP is complete

14. Products – Intensive Summer Institute Components:  Increase knowledge of EBP  Identify elements of high quality programs  Build networking, collaboration, and skills of members of state autism training team, including model site personnel.  Develop plans for model sites, technical assistance, and for dissemination across state

15. Products – Web based Modules Content  Pre-test/Post test  Contextual information  Step by Step Instructions  Case Examples  Video Examples  Implementation Checklist  Summary of Evidence Base  Resource www.autisminternetmodules.org

16. Products – Technical Assistance Components:  Develop statewide plan  Develop model sites  Use of Goal Attainment Scaling (GAS)  Develop Community of Practice  Onsite Coaching/mentoring Development/evaluation of high quality programs Use of EBP Progress monitoring of target students

17. Products: Autism Program Evaluation Rating Scale (APERS) Components:  Learning Environment  Positive Learning Climate  Assessment  Social Competence  Personal Independence/Competence  Promoting Appropriate Behavior  Family Involvement Teaming  Transition Planning

18. Products: Goal Attainment Scaling (GAS) Components:  Purpose to assess progress of children with ASD made on target goals  IEP/IFSP goals and objectives  3 target goals are identified  5 point scale measures progress

19. Form and Develop Model Sites Signed Agreements Family satisfaction surveys 4 sites (preschool, elementary, middle, high) 3 target students from each site APERS, GAS Technical assistance, video taping Peer coaching model learned and practiced Evidence Based Practices implemented

20. Key Features: Systems change perspective Data drives instructional planning, implementation, continuous progress monitoring Constant evaluation and satisfaction data collected from school/family/services. Promotes development of measurable, observable IEP/IFSP goals Advances early screening and diagnosis of ASD Promotes early screening and diagnosis of ASD

21. How it looks for Kentucky… Preparation year: 2008-2009  Key planning groups formed:  State Autism Team  KY ACT Early Summit  Interagency Strategic Planning Group (ISPG)  First Model Site Identified: Jefferson County  Pre school, elementary, middle and high school programs  Participants for summer institutes identified  Year two Expansion model sites identified  Big East Educational Coop, Fayette County, Western Coop  KDE has requested each coop identify 3 regional trainers for summer institute

22. First Year: 2009-2010 Identify Regional trainers NPDS/KATC/COOP’s Complete APERS on Jefferson Co. sites Trainers complete 20 hour online course by April 30 th. Second year trainers shadow National trainers throughout model site process Summer Institute- Louisville- June 2009 Onsite technical assistance periodically from NPDC Fall 2009 – expansion sites – begin process to identify model sites/ regional trainers provide technical assistance and professional development to Coop districts

23. Fall 2009 Invite interested districts for model site selection Determine date and site for regional summer institute Complete rubric to choose model district Form regional Interagency Strategic Planning Group and meet to develop action plan Identify additional district level trainers NPDC will be involved

24. Winter/Spring 2010 Coop level model process modeling Jefferson County process  Regional Interagency Planning Group meets to plan Summer Institute  New participants take Online course  APERS – on COOP model sites  Regional Summer Institute

25. Summer/Fall 2010 Begin with expansion district model sites Year 3 expansion sites and trainers will shadow and begin their process Big East Coop identifies a new district for develop NPDC is still involved

26. What’s in Place with Higher Ed Higher Ed Component 4 Universities with autism certificates of some form Each model site has been assigned a University Eastern Kentucky – Myra Beth Bundy Training, practicum students to collect data Members of State Training and Planning teams Members of KY ACT early summit Purpose: Network for screening, diagnosis, intervention Pre service development Connect with additional universities