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Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices

Feb 23, 2016

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Building Your Future Intensive Training. Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices . Today’s Itinerary. Morning: Orientation to the START Project and BYF Intensive Training Foundations in ASD Afternoon: Meeting Mechanics. Purpose of START. - PowerPoint PPT Presentation

Creating GAS Goals

Orientation & Foundations in Autism Spectrum Disorders (ASD) & Effective Practices Building Your Future Intensive Training

1Todays ItineraryMorning: Orientation to the START Project and BYF Intensive TrainingFoundations in ASD

Afternoon:Meeting Mechanics

Purpose of STARTSTART serves as a coordinating and supporting entity for regional sites across the state of Michigan to increase access to local resources, training and support for students with autism spectrum disorder.

5START Primary Components

Team-based Intensive TrainingMost of the professional development provided by START occurs through team-based intensive training. This is multiple days of training with the same group of people and is offered at 3 levels: Early childhood, K-12, and secondary transition. This approach increases the implementation of effective practices. 7Making Professional Development EffectiveLang & Fox (2003)

Traditional professional development (training without follow up to support implementation) yields a 5-10% implementation of strategies success rate.

With follow up, that number can rise to 75-90%

8START Intensive Training Goals Acquire content knowledge

Apply content knowledge

Develop teaming and collaborating skills

Develop systems to assure implementation

9Systems ChangeBig change only happens when we change whole systems

10We may have to change how we function, how we think, what we learned or how we implementSystems ChangeCommon principles/practices for supporting students with ASDPositive behavioral interventions & supports

Integration of students and peer supports

Team approach for planning, development, and implementation

Training and coaching to support implementation

Assessment and planning for program improvement

Networking and sharing across districts and counties

11Key goals/ingredients of project for each of our sites.Big Ideas

LRE/Natural EnvironmentsIndependence & SocializationData-Based Decision-MakingEvidence-Based PracticesUse the ASD to the Students AdvantageFamilies as Active Team MembersPeers as Critical Natural SupportsUniversal SupportsTeam Process and Problem SolvingProactive / FrontloadAccountability12Goals for Individuals with ASDSocialization Skills

Independent Skills

Employment13Section 8Looking at ASD DifferentlySlide SummaryLooking at ASD DifferentlySection 8 Time Estimate: 1 1/2 hours

Content SlideKey ConceptsTwo primary goals for students with ASDSocialization SkillsIndependent FunctioningBoth are critical to the development of goals, programs and services. If the skill is not going to lead the student toward the development of socialization skill development or independent functioning then the skill may not be relevantTraining ActivitiesNoneMaterials NeededNoneSTART Primary Components

Regional Collaborative Networks (RCNs)START/ Autism Education Center at GVSU SMARTLake sideOCANSMACWest MACLEANMACWayneWIN4AutismCAN4GCACMACUPANThumbKentCANCRANNANGreat Lakes

Intermediate & Local School District Trainer/CoachesStudent and FamilySchool Building Coaches & Teams

16START Primary Components

Annual START Conference, Leadership Meetings, Summer Institute

START Website http://www.gvsu.edu/autismcenter/transition-312.htm

Products and Materials developed by START partners (i.e. RCN)

Annually, we have many opportunities for communicating information statewide such as our state conference. We also meet twice a year with all regional leaders to address critical issues such as coaching and transition. 18START Conference 2014April 29, 2014 @ Lansing LexingtonKEYNOTE:Evidence-based intervention in transition and adulthood

Peter Gerhardt, Ph.D.

START Primary Components

21Resources for Evidence-Based Practices for Students with ASDNPDC: (http://autismpdc.fpg.unc.edu/)

OCALI: AIM (Autism Internet Modules) (http://www.autisminternetmodules.org)

National Autism Center: National Standards Project (http://www.nationalautismcenter.org)

Evidence-Based22

Why Demand Use of Effective Practices Improved Student Outcome

Legally Defensible

Efficient use of Time and Money

24The FutureA START Partner for Life!?

We are committed to supporting our training sites for the duration of our grant funding through Regional Collaborative Networks and Coaches with a goal of improving outcomes for all students with ASD.

25START Building Your Future:

Secondary Transition Intensive Training

Post-Secondary OutcomesAccess to Higher Education

Employment

Independent Living

Social Opportunities

29So here they are: These are the outcomes that families are looking for for their children with ASD and what the departments of education indicate are the primary outcomes for all students.

But what do we mean by Competitive Employment? As we (START) began to have discussions about employment, we found ourselves needing to define this phrase, especially when varying agencies defined it differently.National Data: Housing2008 Easter Seals study showed more than 80% of adults with ASD ages 19-30 live at home with their parents

Majority of adult children with ASD are living with aging parents Adults 19-30 with AutismWith parents or guardian 81%Independently, with spouse or partner 3%With other family member/spouse/partner 0%Supported residence for individuals with special needs 14%Other 2%

Adults 19-30 with AspergerWith parents or guardian 71%Independently, with spouse or partner 9%With other family member/spouse/partner 5%Supported residence for individuals with special needs 7%Other 7%

Easter Seals, 2008

Employment OutcomesDespite the passage of the Americans with Disabilities Act, the Supreme Court decision in the Olmstead v. L. C. (1999) case with its emphasis on full community integration for individuals with significant disabilities, the majority of individuals with significant disabilities currently are not working in competitive employment.

Paul Wehman, W. Grant Revell, and Valerie Brooke (2003). Has It Become the "First Choice" Yet? Journal of Disability Policy Studies, 14(3), 163-173.

Michigan ResponseMichigan ASD State Planhttp://www.asdplan.cenmi.org/

Autism Insurance in Michiganhttp://www.michigan.gov/autism http://autismallianceofmichigan.org/news-info/autism-legislation/ (Autism Alliance of Michigan)

STARTs ResponsePurpose of the BYF ITIncrease Knowledge of ASD & Implementation of Effective Transition Practices

Increase Collaborative Teaming Practices

Improve Transition Outcomes for Individuals with ASD:Access to Higher EducationEmploymentIndependent LivingCommunity Involvement

Training CurriculumOrientation and FoundationsMeeting Mechanics and Guiding PrinciplesLooking at ASD Differently / AdultsStop It and Other Behavioral StrategiesAspergerNatural SupportsDiscovery & IEPSystems Change

Getting STARTed: Todays TripDaily Schedule:8:30am - 3:30pmLunch providedAM & PM Breaks

Materials:Module MaterialsTool Kit (Review)

Activities:Content & Discovery Process activities with each moduleAction plan developmentOne meeting per team outside of START training

38Snow DaysSTART Training is canceled if insert decision here

Phone Tree Plan:insert decision here

Make sure to get home / cell #s

39Getting STARTedTable FoldersImportant InformationSave the DatesSub team lists / email addresses

Sub-Team Email List UpdateSign in each sessionNotify START continuity staff with changes

CEUs

40Improving the JourneyTraining Expectations ActivityWait for Team Time to TalkWrite notes if needed

Cell Phones on Silent

CONTRIBUTEEveryone has a contribution to make

OTHERS:Sub-Team ExpectationsLarge Group Expectations

Key Concepts:It is important to establish training norms / guiding principles.Have participants general their own needs relative to training.

Considerations:Some participants, despite the development of expectations / guiding principles, will have difficulty following them.

Identify positive nags in the audience who can assist with prompt to the expectations when participants are having a difficult time.

Application: Have participants general their own principles. This will help with implementation and accountability.

Foundations in Autism Spectrum Disorders

ASD 101 / FoundationsWhat do you know coming in?Novice

Intermediate

Advanced

Changing Rate of ASD19942012DSM IVCDC4-5 in 10,000(1 in 2,000)1 in 8844Foundations of ASDAutism identified in 1943 by Leo Kanner

Asperger Syndrome identifed in 1944 by Hans Asperger

45Autisms First ChildThe Atlantic Monthly

In 1943, Donald Triplett of Forest, Mississippi became the first person to be diagnosed with ASD. His parents chose not only to accept him as he was, but created a hometown environment of love and friendship that refused to allow others to misinterpret or misrepresent him or his oddity.DSM-IV Definition of Autism(MI definition)Restricted & Repetitive BehaviorImpairment in SocializationImpairment in Communication47

Triad of ASDDSM-V Proposed ChangeImpairment in Social-CommunicationRestricted & Repetitive Behavior

49

50ASD is a neurbiological disorder that impacts:ProcessingAttention and shiftingBasic social behaviorsInteraction with the environment LearningLord, 2010Socialization Skills and Development

52Social CharacteristicsLimited appropriate use of nonverbal behaviors in social situations (e.g., eye gaze,