Partnering with National Professional Development Center on

Autism Spectrum Disorders

FACTS:Autism is growing at a rate of 10 to 17% per yearCould reach 4,000,000 Americans within the

decadeCost to society for individual with autism across his

lifetime - $3.2 millionLost productivity and adult care – most expensiveEarly intervention works!Kentucky’s schools are feeling the rapid increaseKentucky has limited resources

Background2 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 EducationKentucky Autism Training Center (U of L)Sp. Ed. Coop consultants who’s emphasis is autismHigher Eds that currently have autism programsParent representative

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

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

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 ageEarly identification, intervention, family,Sustainable outcome based PD and technical

assistanceEvaluating/measuring child outcomes (Goal

driven)

And,Ultilize state resources to sustain

understanding of EBPEstablish model sites that show case

evidence based practicesIncrease the number of highly qualified

personnel serving children with ASD for the purpose of sustainable technical assistance and professional development.

Remember:Each component and product will be

duplicated at our Coop level beginning in year 2009 – 2010

NPDC on ASD’s productsI. Content Development

Identified 12 evidence based practices with briefs1.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

EBP continued3. Social training

• Peer mediated instruction/intervention, naturalistic, social narratives, social skills training groups, video self modeling,

4. Communication training• PECS, VOCA/Speech generating devices

Products: BriefsFor each Evidence Based Practice

1. Supporting article2. Checklist3. Implementation Procedures4. Evaluation Tool

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

Products – Intensive Summer InstituteComponents:

Increase knowledge of EBP Identify elements of high quality programsBuild 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

Products – Web based ModulesContent

Pre-test/Post testContextual informationStep by Step InstructionsCase ExamplesVideo Examples Implementation ChecklistSummary of Evidence BaseResourcewww.autisminternetmodules.org

Products – Technical AssistanceComponents:

Develop statewide planDevelop model sitesUse of Goal Attainment Scaling (GAS)Develop Community of PracticeOnsite Coaching/mentoring

Development/evaluation of high quality programs Use of EBP Progress monitoring of target students

Products: Autism Program Evaluation Rating Scale (APERS)Components:

Learning EnvironmentPositive Learning ClimateAssessmentSocial CompetencePersonal Independence/CompetencePromoting Appropriate BehaviorFamily Involvement Teaming Transition Planning

Products:Goal Attainment Scaling (GAS)Components:

Purpose to assess progress of children with ASD made on target goals

IEP/IFSP goals and objectives3 target goals are identified5 point scale measures progress

Form and Develop Model SitesSigned AgreementsFamily satisfaction surveys4 sites (preschool, elementary, middle, high)3 target students from each siteAPERS, GASTechnical assistance, video tapingPeer coaching model learned and practicedEvidence Based Practices implemented

Key Features:Systems change perspectiveData drives instructional planning,

implementation, continuous progress monitoringConstant evaluation and satisfaction data

collected from school/family/services.Promotes development of measurable, observable

IEP/IFSP goalsAdvances early screening and diagnosis of ASDPromotes early screening and diagnosis of ASD

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 identifiedYear 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

First Year: 2009-2010Identify Regional trainersNPDS/KATC/COOP’s Complete APERS on Jefferson

Co. sitesTrainers complete 20 hour online course by April 30th.Second year trainers shadow National trainers

throughout model site processSummer Institute- Louisville- June 2009Onsite technical assistance periodically from NPDCFall 2009 – expansion sites – begin process to identify

model sites/ regional trainers provide technical assistance and professional development to Coop districts

Fall 2009Invite interested districts for model site

selectionDetermine date and site for regional summer

instituteComplete rubric to choose model districtForm regional Interagency Strategic Planning

Group and meet to develop action planIdentify additional district level trainersNPDC will be involved

Winter/Spring 2010Coop level model process modeling Jefferson

County processRegional Interagency Planning Group meets to

plan Summer InstituteNew participants take Online courseAPERS – on COOP model sitesRegional Summer Institute

Summer/Fall 2010Begin with expansion district model sitesYear 3 expansion sites and trainers will

shadow and begin their processBig East Coop identifies a new district for

developNPDC is still involved

What’s in Place with Higher EdHigher Ed Component

4 Universities with autism certificates of some formEach model site has been assigned a University

Eastern Kentucky – Myra Beth Bundy Training, practicum students to collect data

Members of State Training and Planning teamsMembers of KY ACT early summit

Purpose: Network for screening, diagnosis, interventionPre service development Connect with additional universities