Regional ASD Cadre Training January, 2010. National Statistics: ◦ 1 out of 150 children in US may be diagnosed ASD (National CDC) ◦ Autism is growing.
Post on 01-Apr-2015
213 Views
Preview:
Transcript
Kentucky VISION:
Building Statewide Capacity for ASD…
Regional ASD Cadre TrainingJanuary, 2010
National Statistics:◦ 1 out of 150 children in US may be diagnosed ASD
(National CDC)◦ Autism is growing at rate of 10-17% per year (USDOE)◦ At this rate autism could reach 4,000,000 Americans in
the next decade (USDOE)
• In Kentucky:◦ More than 2,300 school-aged children are identified ◦ Educators are asking for help with ASD to meet the
increasing needs of their students◦ Families are seeking help to educate their children
Autism Spectrum Disorders (ASD)
Now recognized to include a wider range of cognitive abilities
Includes Asperger’s Syndrome, which may include students who are gifted in certain areas
May include students who score “Distinguished” on standardized tests in Math or other areas
Includes students who still have significant sensory differences and social competence deficits
Autism Spectrum Disorders
ASD without Education School Failure
Anxiety / Excessive Stress for Kids with ASD
Impact on Families, Schools, & Society Risk Poor Adult Outcomes $ Cost = 3.2 million / per adult if not
employed (Harvard Study projections)
Compromised - Life, Liberty and the Pursuit of Happiness…
FOR ALL OF US!!!!!!!!!!!!!!!!!!!!!!!!!
The Problem
ASD School Distress Calls Top Our List Teachers Principals Counselors Superintendents
Parent Distress Calls – Multiple/Weekly
Formal Hearings/ Complaints to KDE
Child Psychiatrists & Mental Health Clinicians are calling us too…
KDE – A Statewide View
1. Students with ASD who are suspended for lack of social skills and related behavior that causes peers and teachers to become angry
2. Students with ASD who are placed in EBD classrooms with inappropriate consequences for “intentional” behavior (without recognition that their behaviors are ASD related)
3. Students with ASD who become extremely stressed staying up all night for weeks working on homework they cannot finish, due to overload issues that teachers do not understand
Problem Examples:
4. Students with ASD who are ‘charged with’ or ‘arrested for’ school safety violations (e.g., involving on-line harrassment because they do not understand the social rules and want to join peers)
5. Students with ASD who cannot take the test fast enough to finish, though they outscore peers - and who are thus suspected of trying to go home and cheat/look up answers, etc.
6. Students with ASD who do not understand middle schoolers’ language (when they “diss” each other all the time), and who become so depressed they try to commit suicide
…Problem Examples
In Schools…WE CARE ABOUT
THESE CHILDREN AND YOUTH
BUT…MANY OF US DON’T KNOW WHAT TO DO
TO HELP THEM!!!!!!!!
And sometimes, when we don’t know…
We FEAR the unknown and …
WE ARE
AFRAID!
It is normal to AVOID…What we fearWhat we do not know
In Kentucky, we have to change this – these are our children!
Student A
Kathy
Student B
Lori
Student C
Mandy
Autism Training
Partnership
National Professional Development Center on ASD
State & Regional ASD Teams
District ASD Teams
All School Staff
Students & Families with ASD
The State Partners
KATC Parents Special Ed Coops RTC First Steps IHE’s KDE KCDD
KY - ASD State Team Kentucky Department of Education
◦ Education/ Special Education Cooperatives◦ Directors of Special Education
Kentucky Autism Training Center (KATC)
Families Institutes of Higher Education (IHEs) –
(Uof L, IHDI @ UK, EKU, WKU, Murray)
First Steps Early Childhood Regional Training
Centers Vocational Rehabilitation Kentucky Council on Developmental
Disabilities KY Department of Mental Health
Kentucky ASD State Team: Initial Vision Statement
Positive Outcomes for Children and Youth with ASD in Kentucky…
1. Early Identification and Intervention2. Effective Educational Programs in
Schools and School Districts
Our initial focus for change:
Educational System
ASD Vision for Education…
1. Educators understand the Full ASD Spectrum:AutismAspergersFull range of ASD skills and cognitive abilities (low to high)
2. Schools provide evidence-based practices to students with ASD
…ASD Vision
3. School Districts have the AwarenessTraining ResourcesTechnical Assistance (TA), and Support !
which they need to provide appropriate educational programs for every student with ASD.
Education Mission Statement:
1. Build capacity of school districtsSchoolsteachers and administrators
to work effectively with students with ASD
to meet their educational needs (and 504 Plan/ IEP goals)to improve educational outcomesto improve adult outcomes.
…Education Mission Statement
2. Build statewide training/technical assistance support system for school districts/schools (for the following critical areas of focus):
Needs of All ASD Spectrum Students (including HFA/Aspergers)
Challenging Behavior / Social Skills Pragmatic Language/ Social Communication Working with Parents of Students with ASD Successful Transitions for Students with ASD Skills and Career Plan for Transition to
Adulthood
This important goal is prerequisite to the mission…
Increase the number of highly qualified educational
personnel (teachers & practitioners)
who are competent in implementing evidence-based practices for
students with ASD.
The National Professional Development Center (NPDC) on Autism Spectrum Disorders
Hatton, D.D., & Odom, S. L. (November 198 2008). The National Professional Development Center on ASD. Columbus, OH: 2008 NATTAP Conference.
Cooperative Agreement H 35G 070004U.S. Department of Education, Office of Special Education Programs
2009Kentucky was selected as one of three states in the first round of competitive state grant applications
to work with the National PD Center on ASD…
State Involvement
National Professional Development Center (NPDC) on Autism Spectrum Disorders:
FPG Child Development Institute, University of North Carolina at Chapel Hill◦ FPG : Sam Odom, Deborah Hatton, Jim Bodfish◦ Division TEACCH and Neurodevelopmental Disorders Research
Center◦ Center for Development and Learning
Waisman Center, University of Wisconsin at Madison◦ Len Abbeduto and Linda Tuchman-Ginsberg
M.I.N.D. Institute, University of California at Davis Medical School
◦Sally Rogers, Sally Ozonoff, John Brown, Peter Mundy
1. Evidence-Based Practices (EBPs)
2. Translate ASD Research into Practice for schools
3. Scale up with effective PD & TA for Statewide Capacity Building
4. Establish Model classroom sites
NPDC Grant…
Goals of the Center…
1. Evidence Based Practices (EBP)
Through the use of evidence-based practices,
promote optimal development, learning, and achievement for …
◦ infants, ◦ preschoolers, ◦ elementary, and ◦ secondary students with ASD, and
Provide support for their families through use of evidence-based practices (EBP)
Why Evidence-Based Practices?
NPDC definition of Evidence-Based Practices (EBPs)
To be considered an evidence-based practice for individuals with ASD, a practice must be supported by research studies published in peer-reviewed scientific journals that use:
Randomized or quasi-experimental design studies. Two high quality experimental or quasi-experimental group design studies
Single-subject design studies. Three different investigators or research groups must have conducted five high quality single subject design studies
Combination of evidence. One high quality randomized or quasi-experimental group design study and three high quality single subject design studies conducted by at least three different investigators or research groups, across the group and single subject design studies.
…Goals of the Center
2. Increase Statewide Capacity
to implement evidence-based practices in:
A. Early identification & intervention
B. Education of school-aged children and youth
What can NPDC provide?
Content
Development
Technical Assistance Evaluation
Professional Development
…Goals of the Center
3. Increase the nationwide number of Highly Qualified Personnel serving children with ASD through state…
◦ technical assistance &◦ professional development
which is sustainable…
Model Sites – Showcasing Evidence-Based Practices
Early intervention & preschool, elementary, and middle / high school levels
Administrative support required for this pilot projectExperienced practitioners/teachers who are willing to:
◦ Let visitors observe in their classroom ◦Implement evidence-based practices◦ Collect data on outcomes◦ Complete professional development activities (including summer institute and an online introductory course on ASD)◦ Work as members of training teams
Talk to your regional special education cooperative
In Schools… New teachers would have a model classroom or program to visit and observe ASD students
Universities would have practicum sites for placement of students in model ASD programs and replicas in every
region
The NPDC will help Kentucky establish model sites demonstrating evidence-based practices for ASD…
e.g., Strategies include: Behavioral intervention strategies Functional communication training Independent work systems Naturalistic interventions Parent training Peer-mediated instruction Positive behavioral support Video modeling Visual supports
State
Regional
School Districts
Schools & Classrooms
Students & Families
Professional Development
Inservice Training
KDE
Regional Special Education Co-ops & Cadre Training
KATC
District PD Days - Inservice Training
National Experts
Pre-service Training
University Programs & ASD Coursework
University Practicum in school settings
KATC:
KENTUCKY AUTISM
TRAINING CENTER
KATC Resources…
KATC Website KATC Newsletter Kentucky Family Guide to ASD
Amanda L. King Resource Library
Kentucky Autism Services & Supports Directory
Kentucky Autism LISTSERV Parent Network Support
Education Cooperatives/Special Education Coops
Regional ASD Leadership Team (Core Team)◦ Planning Regional ASD Capacity-Building Initiative◦ Leading Training in Region and Regional ASD Cadre
Regional ASD Problem-Solving Team◦ Includes ASD Core Leadership Team plus auxiliary members needed
to staff a multi-disciplinary team that solves student cases
Regional ASD Cadre◦ Members consist of key persons from each district in the region,
selected to first receive training in Evidence-based practices, etc, and subsequently to lead future ASD capacity-building initiatives in their own districts
Regional Level ASD Activities
Regional ASD Cadres…Goal: Expand number of persons skilled at providing training and TA for district level school staff:
Adopt a consistent standard ASD curricula of essential basic information delivered monthy (think trainer role)
Train evidence-based interventions for ASD Develop visuals / videos of effective practices Include process skill development for cadre:
ASD Problem-Solving & Data Collection Skills Coaching and Consultation Skills Training and Leadership Skills
Regional ASD Needs Assessment
Be Thinking About…
Content knowledge needed? Process skills needed? Who needs what level of
specificity?◦ Cadre members◦ District teachers and administrators
Different people and role needs? Look at regional and local data Specialized training needs?
1.Monthly Cadre Meetings – Year 1: Jan – May 2010 (1 day/month)= Jan-Feb-March-May’10 (we will skip April/testing)
2. Monthly Cadre Meetings – Year 2: (Sept – May 2010-’11). These may
be every month or every other month (e.g., Sept, Nov, Jan, Mar, May) next school year.
4. Complete ASD online course regarding ASD foundations. 5. Develop proficiency in the 24 evidence-based practices (EBPs).
6. Model/implement the 24 EBPs with fidelity (using the EBP checklists) with a student w/ASD in your district (can do in consultation with a teacher)
7. Learn, study & practice the uniform ASD problem-solving process we will develop.
ASD Cadre Member Expectations
District ASD Leader Roles
1. ASD Initiative /Project Awareness: Review/Share project info with district leadership (Superintendent, district leaders, principals, and other key leaders/partners).
2. Conduct or broker ASD “Awareness” trainings in the district regarding key ASD characteristics/strategies – (targeting all school faculty, special education teachers, preschool and early childhood personnel, etc.)
3. Consult with teachers in district regarding students with ASD/ needs and issues.
4. Communicate availability of state & regional ASD trainings on evidence-based practices to your district & ASD team members.
ASD Cadre - Roles in District…
District ASD Leader Role
5. Create ASD problem-solving team.
6. Lead district ASD team in implementing the ASD problem-solving process by 2011-2012.
7. Work with district to meet needs of students with
ASD.
8. Bring complex student cases/data to regional ASD problem-solving team (confidentially).
…ASD Cadre - Roles in District
Work with Regional ASD Leadership Team in Special Education Cooperative
Director of Special Education
District ASD Cadre member(s) /Consultant/ Coach
District ASD Leadership Team (Core Team)◦ Lead ASD capacity-building initiative in district
District ASD Problem-Solving Team ◦ Core ASD Team members plus auxiliary members needed to
staff effective multi-disciplinary problem-solving team for student cases and intervention planning in district schools
District Level ASD Structure
Future District Vision…1. Develop ASD Leadership Teams in Districts
District ASD Teams will be able to provide problem-solving and consultation support for teachers and
administrators with ASD student cases in district
District ASD Teams also conduct needs assessments and assist in planning related PD for local
teachers and administrators
Future District Vision…2. Develop ASD Problem-Solving Teams in Districts
Start with District ASD Problem-Solving Team which takes ASD student cases (eventually may have some school level teams)
ASD Cadre members learn the process from observing Regional ASD Problem-Solving Team
(regional team will operate as a model for process skills, and can be used when local team cannot solve a case and wants help from next level – ASD Regional Problem-Solving Team)
Regional & Local ASD Training
ASD Awareness Information for Superintendents/ Administrators
Effective Basic Foundational Practices for Classroom Teachers
Train Content & Process (application)◦Effective research-based practices◦Model Processes
– problem analysis - data- based decision making- intervention planning
District Leaders & Administrator Awareness ◦ Superintendent◦ Director of Special Education ◦ Director of Instruction◦ School Principals
All School Faculty & Staff need ASD awareness training at some point in project!
(over next three years)
Awareness of ASD: Characteristics & Key Strategies
Early Childhood System - Also Needs ASD Awareness!
Early Childhood Special Education Preschool Program Directors
Early Childhood Professionals Early Childhood Mental Health
Specialists First Steps Providers Healthy Start Staff HANDS Workers Day Care Workers
KY - FIRST STEPS
System for 0 - 3 year olds Early Detection of ASD - Capacity
needed Referral for Early Screening and
Identification of ASD? 7 First Steps Regional TA Centers
◦Regional TA Teams at Universities 15 Regional Points of Entry
◦Regional Trainers Training for the First Steps System
Personnel & Providers is planned!
Students and Families…
Need all of us to work
together!
We Know the COMPLEXITY…& Reality
of Systems ChangeStatewide Efforts
Professional DevelopmentSustainability
We know it won’t be easy…
But for ASD… The Time is NOW!
We have NeedOpportunityPassion Momentum
… A “Perfect Storm” is on the KY
horizon!
Welcome to the
Kentucky State ASD Initiative!
THE END.
top related