Regional ASD Cadre Training January, 2010. National Statistics: ◦ 1 out of 150 children in US may be diagnosed ASD (National CDC) ◦ Autism is growing.

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

NPDC - Project Web site…

www.fpg.unc.edu

www.fpg.unc.edu/~autismpdc

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.