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![— “exceptional characteristics”[as defined on the EDC
report in IEP] must result in identified “adverse
effect”
— Each “adverse effect”[impact on educational
performance] must be addressed through
identification of educational need.
70
Statement of Educational Need:](https://image.slidesharecdn.com/autismadminacademyfinalprint-161103154003/85/Autism-adminacademy-final-print-70-320.jpg)
![— The annual goal represents the full IEP team s
vision of what the student can reasonably be
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support and instruction] over one school term.
71
Measurable Annual Goals:](https://image.slidesharecdn.com/autismadminacademyfinalprint-161103154003/85/Autism-adminacademy-final-print-71-320.jpg)
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Autism adminacademy final print
- 1. ADMINISTRATORS ACADEMY Presented By: Ms.Kathy Gould; Illinois Autism Partnership-Easterseals Mr. Victor Morris; Intervention Development LLC EDUCATING STUDENTS with AUTISM SPECTRUM DISORDERS
- 2. Learning Objectives — Participantswill be able to identify the characteristics associated the autism spectrum disorders. — Participants will understand the different types and levels of assessments used to identify students as having an autism spectrum disorder and in developing instructional programs. — Participants will know current evidence based intervention strategies used to support students with ASD in school settings — . Participants will be able to identify and understand the specific professional development needs of the faculty within their school(s) — Participants will develop an action plan detailing steps necessary to increase their schools capacity to effectively educate students with ASD
- 3. Autism Spectrum Disorders ADVANCEDORGANIZER ü Prevalence ü Diagnosis vs. Assessment ü Evidence Based Practice ü Professional Development
- 4. Autism Spectrum Disorders CurrentPrevalence • 1 in 68 children (CDC, 2012) • Fastest growing DD in the US • 10-17% growth per year • 172% autism increase during 1990 s "Prevalence of Autism Spectrum Disorders — Autism and Developmental Disabilities Monitoring Network, 14 Sites, United States," Centers for Disease Control and Prevention, Surveillance Summaries, March 30, 2012, 1-19
- 5. New Research aboutGender Differences Boys/Girls 4/5-1 to 2-1 ü Girls have different brain structure ü Girls have more internalized behaviors ü Girls have ways to passively avoid task demands ü Girls study and copy peers Missed diagnosis, later diagnosis, improper treatment Frazier, Thomas W., J Am Acad Child Adolesc Psychiatry. 2014 March ; 53(3): 329–340.e3. doi: 10.1016/j.jaac.2013.12.004. Head et al. Molecular Autism 2014, 5:19 Supekar K., Menon V. Molecular Autism 2015
- 6. Current Prevalence Increasein Children with Autism in Illinois 1960 2305 2904 3662 4330 5175 6125 7193 8293 9455 10608 12239 13764 15224 16432 17895 19290 20506 21893 0 5000 10000 15000 20000 25000 1996- 1997 1997- 1998 1998- 1999 1999- 2000 2000- 2001 2001- 2002 2002- 2003 2003- 2004 2004- 2005 2005- 2006 2006- 2007 2007- 2008 2008- 2009 2009- 2010 2010- 2011 2011- 2012 2012- 2013 2013- 2014 2014- 2015 Number of Children in Ilinois Receiving Special Education Category of Autism Ages 3-21 Graph provided by the Illinois Autism Partnership-IAP Source: Illinois State Board of Education IDEA Child Count Data December 1, 2015
- 7. IDEA Partnership Myth of“Medical Diagnosis” “There are no medical tests for diagnosing autism. An accurate diagnosis must be based on observation of the individual’s communication, behavior, and developmental levels.” Autism Society, n.d.
- 8. Why is ASDincreasing? According to the CDC’s Autism and Developmental Disabilities Monitoring (ADDM) Network ü No single explanation - multiple factors at play ü True increase in risk possible
- 9. Why is ASDincreasing? ü Different/IMPROVED Diagnostic Criteria ü Increased Awareness ü True Increase in Prevalence
- 10. What we knowfor sure… More children with ASD are being identified and the impact on individuals, families, schools and communities is significant.
- 11. Assessment of ASD — Assessment vs. Diagnosis — Assessment for Special Education Eligibility — Assessment for Programming
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- 13. DSM IV -TR • PDD • 5 disorders • 3 core domains Restricted/Repetitive Behaviors/ Interests
- 14. 1. Social Communication/Interaction 2. Restricted, RepetitiveBehaviors and Interests including sensory differences DSM 5 • Autism Spectrum Disorder • 1 disorder • 2 domains • Level of Support needed
- 15. DSM 5 Criteriafor ASD Social Communication/Interaction (all 3 needed) 1. Deficits in social-emotional reciprocity 2. Deficits in nonverbal communicative 3. Deficits in developing, maintaining and understanding relationships
- 16. DSM 5 Criteriafor ASD Restricted, repetitive behavior, interests or activities (2 needed) 1. Stereotypical or repetitive motor movements, use of objects or speech 2. Insistence on sameness, routines, ritualized behavior 3. Highly restricted fixed interests 4. Hypo or hyper reactions to sensory or unusual interest in sensory *Current or historical
- 17. Summer2015Easter Seals MetropolitanChicago- Illinois Autism Partnership 17 Severity Level for ASD Social Communication Restricted Interest and Repetitive Behaviors Level 3 Requires very substantial support Minimal social communication Marked interference in daily life Level 2 Requires substantial support Marked deficits with limited initiations and reduced or atypical responses Obvious to casual observer and occur across contexts Level 1 Requires support Without support, some significant deficits in social communication Significant interference in at least one context Level of Support = Level of Severity
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- 22. Summer2015Easter Seals MetropolitanChicago- Illinois Autism Partnership 22 Severity Level for ASD Social Communication Restricted Interest and Repetitive Behaviors Level 3 Requires very substantial support Minimal social communication Marked interference in daily life Level 2 Requires substantial support Marked deficits with limited initiations and reduced or atypical responses Obvious to casual observer and occur across contexts Level 1 Requires support Without support, some significant deficits in social communication Significant interference in at least one context Level of Support = Level of Severity
- 23. DSM 5 • ASDas a Dimension Spectrum • ASD DX/Qualifier/Severity • Example: DX of ASD • with ID and regression (onset before 32 mos./loss of words and social skills); • Social Communication Severity Level 3 • Restricted Repetitive Behavior Severity Level 2
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- 26. Asperger Syndrome • DSMIV • Impairment in social interaction • Repetitive behaviors • No delay in language • No intellectual disability
- 27. Asperger Syndrome • DSM5 • Language impairment not needed for ASD • If have social communication deficits and social behavior deficits • Will be included in ASD DX
- 28. Asperger Syndrome “Individuals witha well-established diagnosis under DSM IV of autistic disorder, Asperger’s or PDD/NOS should be given the diagnosis of autism spectrum disorder” - DSM 5
- 29. Asperger Syndrome If theindividual is already diagnosed, the clinician can diagnose ASD under DSM 5 and keep Asperger under DSM IV
- 30. § DSM 5 vsDSM IV SUMMARY • Communication and social deficits are merged • Actual language delay not as important • Increased emphasis on social behavior • Allows for symptoms later (increased social demands)
- 31. DSM 5 inthe Schools In Illinois schools this is what we need to know: Illinois School Code definition of Autism follows Federal Law definition Special education eligibility vs diagnosis
- 32. Federal Register CFR300.8(c) • Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance. • Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. • Autism does not apply if a child’s educational performance is adversely affected primarily because the child has an emotional disturbance, as defined in paragraph (c)(4) of this section. • A child who manifests the characteristics of autism after age three could be identified as having autism if the criteria in paragraph (c)(1)(i) of this section are satisfied.
- 33. DSM 5 inthe Schools From Illinois School Codes 23 IAC 226.75 IDEA identifies 13 disabilities as the basis for students eligibility for special education and related services. These disabilities (autism, deaf-blindness, deafness, emotional disability, hearing impairment, cognitive disability, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, speech or language impairment, traumatic brain injury, and visual impairment) shall be defined as set forth in 34 CFR 300.8(c). In addition, for the purposes of this Part, autism shall include, but not be limited to, any Autism Spectrum Disorder* that adversely affects a child s educational performance.
- 34. DSM 5 inthe Schools • Current definition under IDEA not based on DSM-IV – aligns more with DSM 5 • Federal Disability Category - Autism • Illinois - Autism Spectrum • No change for now
- 35. DSM 5 inthe Schools • If new Autism Spectrum DX, meets eligibility under Autism Spectrum and affects education: • Autism Spectrum category for special education services • If former Asperger DX, meets eligibility under Autism Spectrum and affects education: • Autism Spectrum category for special education services • For new students with Social Communication DX: • What category best fits? Easter Seals Metropolitan Chicago- Illinois Autism Partnership Summe r 2016
- 36. DSM 5 inthe Schools • In review: • No one needs a reevaluation based on DSM 5 • No one needs to lose eligibility based on DSM 5 • No one needs to be made eligible under a new category based on DSM 5 • No one needs to be re-diagnosed privately due to DSM 5
- 37. Illinois Definition andEligibility § Illinois uses IDEA definition of Autism Autism means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. With one addition: In addition, for the purposes of this Part, “autism” shall include, but not be limited to, any Autism Spectrum Disorder that adversely affects a child’s educational performance. § Illinois has NO single state wide eligibility criteria
- 38. Evaluation Procedures forEligibility — What are your district’s evaluation procedures for autism eligibility? — Does it consider all areas related to disability? — What is included in your district’s determination of effect on educational performance? — Do adjustments need to be made? ÷ What are the steps to making those adjustments?
- 39. Assessment for Eligibilityin ALL Areas Related to Disability • Autism characteristics • Academic achievement • Adaptive behavior • Cognitive • Developmental • Emotional/behavioral • Motor v PLUS a review of evaluations and information provided by the parents of the child.. • Sensory • Speech/language/ communication • Social/relationship • Transition • Vocational • Functional/behavioral From IDEA Partnership
- 40. Adverse Effect onEducational Performance… • Academic performance • Communication functioning • Social functioning • Pragmatic language • Organizational skills • Group work skills • Problem solving skills • Emotional regulation • Hygiene • Behavior • Attention challenges • Daily living skills/ adaptive behavior • Transition IDEA Partnership
- 41. Examples of socialcommunication differences impacting school • Non-verbal or language that is not functional • Lack of facial expressions or gestures • May be echolalic • Difficulty with receptive language for answering questions, following directions, and learning in class • May be very verbal but lack of understanding of pragmatics • Monologues on special topics • Starting and maintaining a conversation
- 42. Examples of socialcommunication differences impacting school • Difficulty integrating important non-verbal communication skills into conversation such as eye-contact and body language • Understanding the non-verbal communication of others • Developing and maintaining relationships appropriate for their developmental level • Very literal or concrete (difficulty with metaphors, jokes, idioms, sarcasm or humor)
- 43. Restrictive/Repetitive Behaviors • Repetitivemotor behaviors • Need for sameness • Routines and rituals • Preoccupation with specific, narrow interests • Over or under interest in sensory input • Anxiety
- 44. Examples of BehaviorsImpacting School • Reduced flexibility, increased dependence on specific memories and routines • Change happens! • Special interests can become all consuming • Sensory overload • Anxiety results in fight or flight
- 45. 10% = Behavior WhatWe See on the Surface ------------------------------------------------------------------------ 90% = Physical, Communication & Function of Behavior Behavior = Communication
- 46. What we seemay not be what we should think…consider this…Behavior We see a specific behavior on the surface Blurting out Resistant to Change First – Consider FOOD AND MEDICAL/HEALTH ISSUES Doesn’t understand social rules Verbal but does not have variety in what he says Anxiety about change in what is expected Sensitive to noise Doesn’t understand perspective of others Hasn’t learned coping mechanisms for anxiety Lesson is presented in format unfamiliar to student What is really happening below the surface are the characteristics that are impacting that student.
- 47. Learners with ASD • Strong visual performance (often) • Learn and follow routines and rules • Sustained attention to special interests • Rote memory • Motor memory
- 48. Learners with ASD • May be slower to process • Sometimes use or attend to only one item or sensory channel at a time • Have difficulty generalizing skills to new situations • Anxious • Easily confused/frustrated if expectations unclear • Difficulty understanding what is important • Have inconsistencies in perceptions and skill use especially when stressed
- 49. Seven Factors inIEPs — IL Public Act 095-0257 passed Jan 08 — ISBE Guidelines published July 08 IEP Teams are required to FULLY CONSIDER Seven Factors in the development of the IEP for students with autism spectrum disorders
- 50. Developing Programs forStudents with ASD Ensuring Comprehensive and Effective Supports are in Place for Students and Faculty within your schools.
- 51. Seven Areas toConsider ü Communication ü Social ü Sensory ü Resistance to change ü Repetitive activities/stereotyped movements ü Positive behavioral interventions/supports ü Other needs BONUS POINTS* Who can tell us where the Documentation for this is located in your IEP system
- 52. Autism Characteristics Checklist — The Characteristics / Support Strategies checklist was developed in 1993 by Mary Graczyk, Nan Negri, PhD. and Michael Schoultz. — The Checklist is a great tool for teams in development of comprehensive support plans and in developing their understanding of the students UNIQUE NEEDS associated with ASD — Selected Characteristics in the left column focus us on targeted/ prioritized supports in the right… — (hard copy for group)
- 53. Sample Implementation North DuPageSpecial Education Cooperative Characteristics of and Support Strategies for Individuals with Autism Mary Graczyk, Nanette Negri, & Michael Shoultz (1993) Cognitive/Learning Style Characteristics Support Strategies 1. Developmental discontinuity a. Strengths 1. Understanding visual information 2. Understanding spatial information 3. Understanding concrete rules and information 4. Motor memory 5. Good rote memory b. Weaknesses 1. Understanding symbols 2. Understanding means-end and cause-effect 3. Understanding time-based information 4. Understanding abstract concepts and abstract information 5. Imitation 6. Ability to generalize 2. Typically learn things as “wholes” 3. Difficulty identifying relevant cues 1. Uses gestures, demonstrate and provide physical prompts, use visual cues. 2. Be organized, help learner organize. 3. Be direct, be clear, be consistent. 4. Keep motor patterns predictable. 5. Reinforce it. 1. Teach symbols very systematically, pair symbols with words, try facilitation. 2. Have very clear beginnings and ends to activities, teach routines. 3. Use visual and auditory cues for time issues, picture schedules, written schedules, have learner involved in setting up and using schedule (have some motor aspect involved). 4. Use concrete, visual cues to illustrate concepts, relate concepts to personal experience. 5. Give time to respond, may need physical cue to begin, imitate the learner (playfully). 6. Use consistent cues, prompts, and consequences; teach in natural environments; teach (systematically) across a variety of places, people, and materials; with new skills, change one dimension of task at a time. Whole task presentation, global chaining, prompt placement, discrete-trial-format for instruction Highlight relevant cues
- 54. Eligibility vs. ProgramPlanning Eligibility Program Planning Purpose Determine eligibility Looks at child as individual; strengths and weaknesses Evaluator Team of experts IEP Team Law Consent required No consent required – Review existing data Scope Child Find – all areas related to disability Areas needed for program planning IDEA Partnership
- 55. Research Based Interventionsfor ASD — National Research Council 2001 — National Standards Project 2008, 2014 — National Professional Development Center on ASD 2009, 2015
- 56. National Professional Development Centeron Autism Spectrum Disorders • Updated findings 2014 • Identified 27 EBP (focused interventions) • Every identified practice is not necessarily appropriate for every learner • Practice is most effective when carefully matched to a learner’s specific needs and characteristics. National Professional Development Center on ASD - 2014 Easter Seals Metropolitan Chicago- Illinois Autism Partnership Summe r 2016
- 57. NPDC EBP 2014 EasterSeals Metropolitan Chicago- Illinois Autism Partnership • Antecedent- Based Intervention • Cognitive Behavior Intervention • Computer Aided Instruction • Differential Reinforcement • Discrete Trial Training • Exercise • Extinction • Functional Behavior Assessment • Functional Communication Training • Modeling • Naturalistic Interventions • Parent Implemented Intervention • Peer Mediated Intervention Summe r 2016
- 58. NPDC EBP 2014(cont.) • Picture Exchange Communication • Pivotal Response Training • Prompting • Response • Interruption/Redirection • Reinforcement • Scripting • Self-Management • Structured Work Systems* • Social Narratives • Social Skills Training • Structured Play Groups • Task Analysis • Time Delay • Video Modeling • Visual Supports
- 59. National Standards Project • National Autism Center • Phase 2 completed April 2015 • Comprehensive treatment packages • 14 Established interventions (age 0-21) • 18 Emerging interventions (age 0-21) • Target skills to increase or behaviors to decrease • National Standards Project, Phase 2 • National Standards Report 2 2015
- 60. NSP2 EBP • BehavioralInterventions • Cognitive Behavioral Intervention Package • Comprehensive Behavior Treatment for Young Children • Language Training (production) • Modeling • Natural Teaching Strategies • Parent Training • Peer Training Package • Pivotal Response Training • Schedules • Scripting • Self-Management • Social Skills Package • Story- Based Intervention
- 61. Similar but notthe Same • Similar criteria for review • Focused Interventions vs. Treatment Packages • NPDC - Individualized interventions with specific implementation steps focused on goals • NSP –Sometimes incorporating multiple focused interventions into treatment “packages” of comprehensive treatment programs • Free Online Autism Internet Modules available in 24 of the 27 EBPs • www.autisminternetmodules.org • IAP Evidence Based Practice Matrix
- 62. Autism Spectrum Disorders: Guideto Evidence-based Practice Missouri Guidelines Autism Initiative Evidence Based Practice Professional Expertise Individual Characteristics Best Available Research Evidence Based Practice
- 63. Evidence-Based Practice Decisions Onesize does not fit all Individual characteristics Skill to be taught Age of learner Environmental demands
- 64. How Do youDecide? • Professionals should know about instructional practices and interventions that have been shown by research to be most effective. • EBP are matched to student’s individual characteristics and skills to be taught
- 65. How Do youDecide? • These research-based practices should then be matched with a student’s unique needs and skills when developing and implementing a student’s Individualized Education Program (IEP). • Use data to record what works so that evidence can emerge over time that offers new insights into teaching and learning for individual student.
- 66. Remember Involve the familyand the individual
- 67. Practice — Review thecase study information and select one or “bring a student to mind” — Decide on a skill you would like to teach or identify a behavior area you would like to address — Select three interventions from the EBP Matrix that would be appropriate to implement and review with your team why you selected those EBP. — Program Planning Map
- 68. 68 Disability Characteristics Adverse Effect{s}on the students ability to benefit from the general curriculum Educational NEEDS ANNUAL Goals and BENCHMARKS
- 69. 69 Special Education Eligibility EXCEPTIONALCHARACTERISTICS Primary Secondary Primary Secondary Cognitive Impairment (A) Speech and/or Language Impairment (I) Orthopedic Impairment (C) Emotional Disturbance (K) Specific Learning Disability (D) Other Health Impairment (L) Visual Impairment (E) Developmentally Delayed (N) Hearing Impairment (F) Autism (O) Deaf-Blind (H) Traumatic Brain Injury (P) Multiple Disability
- 70. — “exceptional characteristics”[asdefined on the EDC report in IEP] must result in identified “adverse effect” — Each “adverse effect”[impact on educational performance] must be addressed through identification of educational need. 70 Statement of Educational Need:
- 71. — The annualgoal represents the full IEP team s vision of what the student can reasonably be expected to accomplish [with specialized support and instruction] over one school term. 71 Measurable Annual Goals:
- 72. The New IEP — 4 goals based on student characteristics Vic to add
- 73. — Annual goalstatements. — Quarterly Benchmarks — Data Collection Procedures ¡ Evaluation criteria / Procedure ¡ Evaluation Schedule 73 Defining Goals:
- 74. — The IEPteam’s judgment of what is reasonable is based on: ¡ the student’s current level of performance. ¡ the student’s “potential for learning”. ¡ the rate of development for what the student should be learning. 74 Measurable Goals {cont..}
- 75. Integration MatrixUNDERLYING BEHAVIORALCHARACTERISTICS OF AUTISM AND INTERVENTION/METHODOLOGY MATRIX Adapted from Underlying Characteristic Checklist by Ruth Aspy, Ph.D. and Barry Grossman, Ph.D. DRAFT 12/04/06 SOCIAL BEHAVIOR DIMINESION METHODS/INTERVENTIONS 1. Has difficulty recognizing the feelings of others (mindblindness) 2. Uses poor eye-contact 3. Has difficulty maintaining personal space, physically intrudes on others 4. Does not seek attention of others 5. Has difficulty imitating actions or works of others 6. Shows little interest or response to praise 7. Has difficulty making or keeping friends 8. Has difficulty joining an activity 9. Chooses or prefers solitary activities 10. Has difficulty understanding others’ nonverbal communication (e.g. facial expressions, body language, and tone of voice, etc.) 11. Appears to be unresponsive to others (e.g. unaware of presence of others; ignores greetings, requests, and own name, etc.) 12. Appears to be in :”own world” 13. Other Assessment Environmental assessment Language pragmatics assess. Functional use of language Problem solving strategies Baseline behavioral data Intervention Social skills groups ABA (stimulus-response- consequence. Intervention methodology that involves cue, prompt, positive reinforcement. Positive reinforcement is defined positive reinforcement of desired behavior in specific instructional interactions. Commonly known also as discrete trial.) Specific Referenced Methods/Materials Social Stories (Carol Gray) Cognitive Picture Rehearsal (June Groden) Integrated Play Therapy (Pamela Wolfberg) Teach Me Language (Sabrina Freeman and Lauerlie Dake) Circle of Friends (Robert Perske) REACTIVE PATTERNS OF BEHAVIOR, INTEREST, AND ACTIVITIES DIMENSION METHODS/INTERVENTIONS 1. Expresses strong need for routine or “sameness” 2. Expresses desire for repetition 3. Uses objects in repetitive, atypical manner (e.g. spins wheels of a toy car, purposely drops objects, etc.) 4. Appears preoccupied with sensory exploration of objects (e.g. mouths, licks, chews, sniffs, holds close to eyes, squeezes, or uses objects to make sounds) 5. Has preference for objects that move 6. Has intense preoccupation with self-absorption or own unique interests Assessment Environmental assessment Functional analysis of behavior Assessment of communication functioning Intervention Visual supports Systematic cueing Relaxation techniques Stress Thermometer Anxiety reduction Task maintenance Self-regulation Specific Referenced Methods/Materials Mindreading: The Interactive Guide to Emotions (Simon Baron-Cohen) Skillstreaming (Dr. Arnold Goldstein and Dr. Ellen McGinnis) Teaching Social Skills to Youth (Boystown Press) Teaching Children with Autism to Mind Read (Patricia Howlen, Simon
- 76. Training Outcomes Relatedto Training Components Training Components Training Outcomes Knowledge of Content Skill Implementation Classroom Application Presentation/ Lecture Plus Demonstration Plus Practice Plus Coaching/ Admin Support Data Feedback Joyce & Showers, 2002 10% 60%60% 30% 20% 0% 0%5% 95% 95% 95% 5%
- 77. Lessons Learned — Howmany people attend conferences or workshops is irrelevant — What happens after the training is what changes behavior and outcomes — If you use all or substantial resources on training, you have nothing left to assist in implementation — You must invest in evaluation and monitoring to determine outcomes of your efforts
- 78. Use Existing ProfessionalDevelopment Resources On-line workshops, courses, resources ü NPDCA 2014 Report http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/ files/imce/documents/2014-EBP-Report.pdf ü NPDCA EBP Briefs http://csesa.fpg.unc.edu/resources/evidence-based-practice- briefs ü NSP 2015 Report ü http://www.nationalautismcenter.org/national-standards- project/phase-2 ü Manual for Schools http://www.nationalautismcenter.org/resources/for- educators
- 79. Use Existing ProfessionalDevelopment Resources - continued ü The ASD Toddler Initiative http://asdtoddler.fpg.unc.edu ü CSESA (resources for High School) http://csesa.fpg.unc.edu/resources/understanding-autism-guide-secondary- school-teachers ü OCALI Transition to Adulthood http://www.ocali.org/center/transitions ü AIM www.AutismInternetModules.org ü Texas https://ci.esc13.net/login ü OCALI http://www.ocali.org/project/ocali_on_demand ü AFIRM http://afirm.fpg.unc.edu/afirm-modules ü Infinitec - 38 Autism modules Members only http://www.myinfinitec.org/online-classroom ü IDEA Partnership ASD Collection http://www.ideapartnership.org/using-tools/learning-together/ collections.html?id=1592:autism-spectrum-disorder-collection- tools&catid=383:autism-spectrum-disorder-asd
- 80. How to SupportStaff — TEAM meetings – 15-20 MIN 2+x/mth ü Identify needs, potential problems early, set up team-based supports, planning and training. ü Share goals, data and utilize supports across staff and environments more consistently. ü Results in shorter IEP meeting, less severe behaviors, parental trust, more support for team members v Team meetings can often be ONE item identified by staff as needed but not often provided in their schools.
- 81. Invest in Coachingand Data Feedback ü Use experienced staff to spread the knowledge ü Provide a system for regular review of implementation ü Arrange time for planning and support ü Measure implementation ü Measure outcomes National Professional Development Center Coaching Manual http://autismpdc.fpg.unc.edu/sites/ autismpdc.fpg.unc.edu/files/imce/documents/ NPDC_CoachingManual.pdf
- 82. Staff Self Assessmentof Expertise Table Activity Time
- 83. Staff Expertise Table Workwith your Colleagues or Individually
- 84. Working with Families — Building Partnerships — Tools for planning — Prioritized goals for in school and beyond the school day — Academic vs. Life Skills Balance
- 85. Professional Development Planning — How much? — How often? — For whom? — What type?
- 86. What’s Your Plan? — Pre-Assessment — Training — Coaching Program — Implementation Support — Progress Monitor
- 87. What’s Next? ü Assess needsof current ASD students and their staff for supports for this year. ü Determine priorities for layered staff professional development and implementation ü Develop Action Plan to provide training and support for students, families and staff addressing: 1. Needs 2. Support 3. Training 4. Team meetings
- 88. Professional Development Plan Usethe Format Provided to Outline your NEXT STEPS 1. Self-Reflection 2. SMART Goals 3. Training - what, who will do it, resources needed 4. Training – who will receive it 5. Feedback and Coaching 6. Measure implementation 7. Assess student outcomes/benefit 8. Communication of results
- 89. Top 10 ThingsEvery Administrator Needs to Know to Create Schools that Support Diverse Learners 10. Students with Disability Characteristics are Students First! 9. Students rely on us to demonstrate that we are all members of one community! 8. Faculty will do what students need when they are supported well ! 7. This is not as difficult as you might think! 6. Supporting Students w/ASD helps your teams support a variety of other student disability sets! 5. The BEST SCHOOLS have the BEST LEADERS ! 4. Fair IS NOT equal! 3. No one knows the true ability of a student (with or w/out ASD), until they surprise us! 2. You can not lose when you do what is best for Students! 1. All Students can and WILL learn what you TEACH!
- 90.