PowerPoint Presentation
5/19/2021
Promoting Evidence-Based Practices in Programs for Children and Youth with Autism
Samuel L. Odom, Ph.D. and Ann W. Sam, Ph.D.
Frank Porter Graham Child Development Institute
University of North Carolina at Chapel Hill
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Acknowledgements
Participating Students, Families, and School Professionals
The Efficacy Student for Elementary Learners with Autism
Spectrum Disorder (TESELA)
• Grant #R324A150047 from the Institute of Education Sciences,
U.S. Department of Education National Professional Development Center on ASD (NPDC)
Autism Focused Intervention Resources and Modules (AFIRM)
Supporting paraprofessional-Teachers use of Evidence-based
practices with Learners with Autism Research (STELAR) grant
• Grant #R324A170028 from the Institute of Education Sciences,
U.S. Department of Education FPG colleagues
Disclosure
Drs. Sam Odom and Ann Sam are among the authors of the Autism Program Environment Rating Scale, which will
be published by Brookes Publishing Co. They have received modest honoraria for final development of the
instrument, but royalties from the APERS will be donated to the National Clearinghouse for Autism Research and Practice.
What Does it Take to Move Evidence-Based Practice into Use in Classrooms
- Strengthen the quality of the program
- Specify and scale student goals
- Select, implement, and assess progress of intervention (EBPs)
- Coaching process
NPDC MODEL
What are the elements of high quality educational programs for children with ASD?
Autism Program Environment Rating Scale: What is it?
▪ Two versions: PE and MHS
▪ APERS-PE: 62 items across 10 domains/subdomains
▪ APERS-MH: 69 Items across 11 domains/subdomains
▪ Item Format: 5 point Likert Scale
▪ Yields information that identifies program strengths and areas in need of improvement; measure of change in program quality
APERS Sample Item
| 1 | 3 | 5 | ||
|---|---|---|---|---|
| 26°,= | □Team members consistently over-prompt students during instruction. | |||
| □Team members consistently under-prompt or use no prompts during instruction. | ||||
| □When team members use prompts only one form is used with students (e.g., physical, verbal, gestural). | □When needed, key team member uses a clear prompting hierarchy during instruction. | |||
| □When needed, key team member uses a variety of prompts during instruction to meet individual student needs. | □When needed, team members use a clear prompting hierarchy during instruction. | |||
| □When needed, team members use a variety of prompts to meet individual student needs. | Classroom Instruction |
- When team members use prompts only one form is used with students (e.g., physical, verbal, gestural).
- When needed, key team member uses a variety of prompts during instruction to meet individual student needs (e.g., physical, verbal, gestural).
Autism Program Environment Rating Scale
Debrief Report
APERS Profile in Report
How Do We Use the Results?
- Share the results as a profile of the school program with A-team.
- Discuss and identify recommendations for improvement.
- Identify resources/training for improvement.
- Provide technical assistance and coaching to team and teachers.
Evidence-based Practices
Selecting and Using EBPs
From IEP to EBP
Goal Attainment Scale
| PRESENT LEVEL OF PERFORMANCE (BASELINE) | 0 | Level of current performance for the target behavior. Based on data and includes prompting strategies, settings, persons, materials, etc. |
|---|---|---|
| INITIAL OBJECTIVE | 1 | Determine initial objective based on the present level of performance and the annual goal. |
| SECONDARY OBJECTIVE | 2 | Determine secondary objective based on initial objective and annual goal. |
| ANNUAL GOAL | 3 | Based on the present level of performance, develop a measurable and observable annual goal(includes antecedent, behavior,and criteria). |
| EXCEEDS ANNUAL GOAL | 4 | Determine exceeds annual goal based on annual goal. |
NPDC Initial Start Up Timeline
- Training Academy (before school starts)
- GAS training – ½ day (first 4 weeks of school)
- APERS – TESELA staff (first 6 weeks of school)
- School/Student Planning Workshop – ½ day (first 8 weeks of school)
NPDC Study Timeline
- Assess Program Quality APERS
- Identify Goals and Scale GAS
- Fall, Winter, Spring
What Are EBPs?
Focused interventions that:
▪ Produce specific behavioral and developmental outcomes for a child
▪ Can be successfully implemented in educational settings
EBPs: Basic Applied Behavior Analysis Practices
- Reinforcement
- Time Delay
- Modeling
- Functional Behavior Assessment
- Task Analysis
EBPs: Applied Behavior Analysis--Assessment
- Functional Behavior Assessment
- Task Analysis
- Discrete Trial Training
- Direct Instruction
EBPs: Positive Behavior Intervention and Supports
- Redirection
- Communication Training
- Functional Communication Training
EBPs: Natural Environments
- Parent-implemented Interventions
- Project ImPACT
- Stepping Stones (Triple P)
EBPs: Social and Communication
EBPs: Visually Based
- Visual Supports
- Video Modeling
EBPs: Cognitive-Based
- Cognitive Behavior Intervention
Exercise and EBPs:
Movement Modality
Music-mediated Specific intervention
Sensory Integration
Ayres Sensory Integration®
Process for Choosing and Using the EBP
The EBP Process
- Select and Plan for EBP
- Implement with Fidelity
- Assess Progress
When Selecting EBP Consider:
| Outcomes related to | Studies(n) |
|---|---|
| Social Skills needed to interact with others | 165 |
| Communication Ability to express wants, needs, choices, feelings, or ideas | 182 |
| Challenging/Interfering Behaviors Decreasing or eliminating behaviors that interfere with the individual's ability to learn | 158 |
| Joint Attention Behaviors needed for sharing interests and/or experiences | 39 |
| Play Use of toys or leisure materials | 77 |
| Cognitive Performance on measures of intelligence, executive function, problem solving, information processing, reasoning, theory of mind, memory, creativity, or attention | 15 |
| School Readiness Skills Performance during a task that is not directly related to task content | 67 |
| Pre-Academic/Academic Performance on tasks typically taught and used in school settings | 58 |
| Motor Movement or motion, including both fine and gross motor skills, or related to sensory system/sensory functioning | 18 |
| Adaptive/Self-Help Independent living skills and personal care skills | 55 |
| Vocational Employment or employment preparation or relate to technical skills required for a specific job | 12 |
| Mental Health Emotional well-being | 1 |
The NPDC Coaching Process
Coaching should…
✓ Support YOUR ability to apply knowledge to skills
✓ Focus on content that encourages YOUR use of data to inform practice (The Annenberg Institute for School Reform, 2004)
✓ Use adult learning principles by respecting YOUR professionalism, role, and ability to make decisions
Components of the Coaching Process
Pre-observation Conference
Select coaching target, observation plan, and data collection plan
Post-observation Observation/Action Conference
Collect data for meaningful discussion and discuss ways to change behavior, planning; Provide plan for ongoing modeling and support.
Implementing EBPs
Where do I turn?
Now what?
Next steps?
How do I know what to do?
Autism Focused Intervention Resources & Modules - AFIRM
▪ E-learning modules for EBPs
–http://afirm.fpg.unc.edu/
▪ Planning, using, monitoring EBPs
–General education teachers
–Related service personnel
AFIRM Certificates
Now offering CEU credits & Type-II CEs!
A U T I S M F O C U S E D I N T E R V E N T I O N M O D U L E S & R E S O U R C E S
• Evidence-base
• Parent’s guide
• Implementation checklist
• Step-by-step practice guide
• Tip sheet for professionals
• Data sheets
• Step-by-step practice guide
Observation
| Observation | 1 | 2 | 3 | 4 | |
|---|---|---|---|---|---|
| Observer's initials | |||||
| Step 1: Planning | |||||
| Have you... | 1.1. Identify the target skill and behavior at either a discrete or casual level | ||||
| 1.2. Select prompting procedures to use | |||||
| 1.3. Identify the task or tool directives | |||||
| 1.4. Identify the instructional steps for instructional prompting procedure | |||||
| 1.5. Identify the learning objectives for instructional prompting procedure | |||||
| 1.6. Identify the learning activities and items to be used for instructional prompting | |||||
| 1.7. Identify the learning outcomes of instructional prompting | |||||
| Collected baseline data through direct observation? | |||||
| AFIRM | 1.1. Collect data on target behaviors | ||||
| 1.2. Determine next step based on target progress |
AFIRM for Paraprofessionals
Home Companion Guide
Use the Companion Guide for Families to assist with using reinforcement in your home.
What is Reinforcement?
A type of reinforcement system in which a child receives a token on a reward each time they use the target skill or behavior. When an earner receives a token, the child earns a reward that they really like (e.g., time of play, a favorite show, time with Legos). Tokens can be anything – checks, markers, cards, blacks.
Introduction to ASD
https://afirm.fpg.unc.edu/introduction-asd
COVID Specific Resources
https://afirm.fpg.unc.edu/supporting-individuals-autism-through-uncertain-times
7 Support Strategies for COVID
- Support understanding
- Offer opportunities for expression
- Prioritize coping and calming skills
- Maintain routines
- Foster connections (from a distance)
- Build new routines
- Be aware of changing behaviors