1. Staff Development ED 571: School and Home-Based Programs for Children with Autism

2. School-Based Program

3. Players Instructional aides Teachers Staff Trainer Related service providers Director & Supervisor Supervisors Consultant Administrators Secretarial Medical Financial/Business Others?

4. Credentials What are the qualifications of the: aides teachers staff trainers consultant

5. Hiring What is the interview process? Who should the candidate interview with? Administrative AND clinical

6. Hiring (cont) Interview Face to face where did they hear about the position Interest in position long & short term goals Describe program AND requirements Minimally ONE year commitment Have candidate work with child Model, have candidate imitate, provide feedback, have candidate implement feedback

7. Staff Training Workshops/lecture Hands-on

8. Staff training ~ Workshops/Lectures Monthly Workshop Various topics of ABA Teaching procedures (activity schedules, discrete trial, incidental) reinforcement, prompting, generalization Pre-service: 3-4 days prior to beginning of school year autism, basic principles of ABA & professionalism Staff development days 3-4 days per year (no students)

9. Staff Training~ Hands-on Training Observation Paired with staff trainer Model, have staff imitate, provide feedback, have staff implement feedback Alternate independence with training Use of video?

10. Other training opportunities Provide training to a new staff member Attend conferences Present at conferences other?

11. Program Make-up Allocation of staff across school program Allocation of individualized programs across instructors

12. Allocation of Staff Across School Program How do you allocate your teachers across program? Skills Career Move around program so can gain experience with multiple skill and age levels How do you allocate your instructors across program? Skills Career Move around program so can gain experience with multiple skill and age levels

13. Allocation of Individualized Programs Across Instructors Teachers teach all foundational learning skills Contingency management On-task behavior Reinforcement system Easier programs for newer staff members E.g., gross/fine motor, matching Same programs across students Other?

14. Supervision What is the hierarchy? E.g., Director  Consultant  Teacher  Instructor Related service providers?

15. Supervision (cont) Director Consultant Be sure the role of Director and role of Consultant is well delineated Teachers In terms of teachers supervising instructional staff, check union rules for a public school Consultant & director should always empower the teachers with the instructional staff and parents How else can you increase accountability?

16. Communication among the Staff Classroom communication Ongoing hands-on training Effective for teacher to spend whole day with one child and train all staff members -this ensure consistency Brief after-school meeting about that student Weekly classroom meetings Systems in place to: alert teacher when student is not making progress and observation/training is needed alert teacher when student needs new sets

17. Communication among the Staff Teacher collaboration Grade level teachers should collaborate minimally weekly Biggest asset in a program are your colleagues!!!!!

18. Communication among the Staff Program communication Weekly grade-level meetings with director Problem solving Ensure consistency across program Why is consistency important???? Weekly management meetings Consultant, trainers, director

19. Documentation For all meetings, notes should be taken and stored for future reference E.g., when consultant provides recommendations to a teacher, an e- mail is sent to all other consultants, teacher, and director

20. Evaluating Staff Who evaluates teachers, instructional aides, consultant?

21. Evaluating Staff (cont) Annual evaluations of all staff members contract contingent on successful evaluation Ongoing brief evaluations of all staff Ongoing data notebook evaluations External programmatic review

22. Ongoing brief staff evaluation In one session, collect data on: On-task Opportunities to respond Contingency management Incidental teaching

23. Annual staff evaluation Professionalism On-Task Opportunities to respond Behavior-descriptive praise Teaching new skills Incidental teaching Programming generalization Teaching social competence Relationship building Decreasing problem behavior Understanding intervention technology Maintaining the physical environment Assessing personal appearance

24. Ongoing data notebook evaluation Sufficient data collection Progress Generalization probes IOA Explanatory statements Consent Accurate graphing techniques Neat and professional Can administrator do this?

25. Annual Notebook evaluation Number of programs reviewed Number of individualized programs Percentage of individualized programs Number of programs rated effective Percentage of programs rated effective Number of programs rated appropriate Percentage of programs rated appropriate Percentage of programs with current consent Percentage of programs with some/any interobserver agreement

26. External Programmatic Evaluation Objective professional evaluates program by evaluating data notebooks Who does this evaluate?

27. Retention How do you keep morale high and retain your staff? Preps/lunch Daily hours Teacher support Appropriate resources Professionalism Open communication

28. Home-Based Program

29. Players Instructional aides Teachers Staff Trainer Consultant Financial/Business Others?

30. Recruitment Where do you get the instructors from? How about the teachers?

31. Credentials What are the qualifications of the: aides teachers staff trainers consultant

32. Hiring What is the interview process? Who should the candidate interview with? Parent & consultant

33. Hiring Interview Face to face where did they hear about the position Interest in position long & short term goals Describe program AND requirements Minimally ONE year commitment 10 hours per week with child 2 hrs per day 5 days per week No more than 4 staff members with child Have candidate work with child Model, have candidate imitate, provide feedback, have candidate implement feedback

34. Staff Training Workshops/lecture Hands-on

35. Staff training Workshops/Lectures Monthly Workshop Various topics of ABA Teaching procedures (activity schedules, discrete trial, incidental) reinforcement, prompting, generalization

36. Staff Training Hands-on Training Observation of skilled staff member Paired with staff trainer Model, have staff imitate, provide feedback, have staff implement feedback Alternate independence with training Consultant/trainer needs to train with each staff member minimally weekly Use of video?

37. Other training opportunities Provide training to a new staff member Attend conferences Present at conferences other?

38. Program Make-up Allocation of staff across home program Allocation of individualized programs across instructors

39. Allocation of Staff Across Program How do you allocate your instructors across home program? Skills Career

40. Allocation of Individualized Programs Across Instructors Consultant/trainer teaches all foundational learning skills Contingency management On-task behavior Reinforcement system Easier programs for newer staff members Other?

41. Supervision What is the hierarchy? E.g., Consultant  Trainer  Instructor Parents? Related service providers?

42. Communication among the Staff Home program communication Ongoing hands-on training Effective for trainer to see all staff members minimally weekly to ensure consistency

43. Communication among the Staff Frequently Overlap sessions to allow for collaboration Necessity of team meetings???

44. Documentation For all training, notes should be taken and stored for future reference E.g., when consultant provides recommendations to a staff member, an e-mail is sent to staff member and consultant Communication book among staff members?

45. Evaluating Staff Who evaluates instructional staff? consultant?

46. Evaluating Staff (cont) Annual staff evaluation Ongoing brief evaluations of all staff Ongoing data notebook evaluation External programmatic review??

47. Ongoing brief staff evaluation In one session, collect data on: On-task Opportunities to respond Contingency management Incidental teaching

48. Annual staff evaluation Professionalism On-Task Opportunities to respond Behavior-descriptive praise Teaching new skills Incidental teaching Programming generalization Teaching social competence Relationship building Decreasing problem behavior Understanding intervention technology Maintaining the physical environment Assessing personal appearance

49. Ongoing data notebook evaluation Sufficient data collection Progress Generalization probes IOA Explanatory statements Consent Accurate graphing techniques Neat and professional Can parent do this?

50. Annual Notebook evaluation Number of programs reviewed Number of individualized programs Percentage of individualized programs Number of programs rated effective Percentage of programs rated effective Number of programs rated appropriate Percentage of programs rated appropriate Percentage of programs with current consent Percentage of programs with some/any interobserver agreement

51. External Programmatic Evaluation Objective professional evaluates program by evaluating data notebooks Many times, home programs wind up in due process –there will be an expert witness, as well as a judge evaluating the data notebook

52. Retention How do you keep morale high and retain your staff? Different in home program because staff member works alone Overlap sessions trainer support Appropriate resources Professionalism Open communication