circa talk dec 5 2018 v

12/13/18

Karen D. Bopp, PhD (2018) - CIRCA 1

The CIRCA Training Initiative: Building Provincial Capacity in Autism

Spectrum and Related Disorders

Karen D. Bopp, PhD, RSLPDirector of Provincial Outreach -CIRCA

December 5, 2018

Building Provincial Capacity Together

Aboriginal Infant

Development Program

Aboriginal

Supported Child Development

Autism Kamloops

Autism Support Network

CIRCA Goals:Building

Provincial Capacity Together

PROJECT PURPOSE:�To develop new and coordinate existing autism/DD-

related resources and training opportunities on best practices to improve service capacity for existing service providers across disciplines as identified through the 2016/17 cross-ministry autism program services and supports review

1. Develop a coordinated and comprehensive strategic plan for ongoing training and resources

2. Establish a network of interdisciplinary, post-secondary and baccalaureate programs

3. Develop a series of free, online professional development modules and resources

4. Ensure resources are adapted for and accessible for families and caregivers

5. Evaluate the impact of these initiatives

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� Identifying needs through a co-design process�What to target?

�What already exists?�Stakeholder engagement meeting�Setting priorities

�Adult Learning�Face to Face and Online Learning

Considerations


Identifying Need: A Co-Design Process�45 separate interviews and counting…�Over 250 stakeholders

� families; � self-advocates; � caregivers; � service providers; � community service personnel; �government organizations;�educators; �professors; �First Nations organizations; �physicians; � school district leaders; �diagnosticians; �mental health clinicians; �etc.


• Lower Mainland; • Prince Rupert; • Sicamous; • Kamloops; • Kelowna; • Kootenays;• Fort St.John• Prince George;

Plus, meetings with members of provincial organizations (e.g., BCACDI; CYSN Consultants; BC public Post Secondary Human Service Articulation Meeting)

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Disciplines To Target





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Topics Recommended

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�Cross-jurisdictional review of existing on-line resources in BC; Canada; and Key International sites


Cross-Jurisdictional

Scan

24 pages!!



Scan

39 pages!!

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Scan

72 pages!!


What Currently Exists?


Stakeholder Engagement

Meeting

Examined the Summary of

Stakeholder Interviews

Had Small Group Discussion

Recommended Big Picture Priorities

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Questions for Discussion

1. Do we focus on developing new training resources for a few specific target populations? If so who and what topics?

2. Do we focus on developing new training resources for specific topic areas and adapt them for all disciplines? If so, what topics?

3. Do we focus on organizing existing resources so that they are more easily accessible for specific target disciplines? If so, how and for whom?

4. Is there a combination of the above?


Some Context

�This is not just about which discipline(s) or topic(s) got the most “votes”

� It is about examining the service capacity gaps in BC as they relate to the needs of children and families across the province and ensuring that we are creating as many resources as we can in the most effective and efficient manner

Not as Simple as “First Past The Post”


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Priorities

PRIORITIES SET BY COMMUNITY STAKEHOLDERS:

Existing Resources will be Examined and Coordinated; Gaps will be Identified; and New Resources and

Training Opportunities will be Developed for the Service Fields of:

1. Medical Professionals (Physicians; Pediatricians; Nurses; Nurses on Reserve; Dentists; Dental Hygienists)

2. Childcare Service Providers (Early Childhood Educators; AIDP/IDP/ASCD/SCD; and Public and Private Childcare Providers)

3. Employment-Related Professionals (Human

Resource Workers, Employers, Co-Workers; Work BC)

Topic Areas to be Covered Per

Service Field Priority

MEDICAL/ DENTALTopics will span and be adapted for all age ranges

1. Understanding and awareness of the range in presentation of ASD and knowledge of the BC services and supports available across the age ranges

2. Best practice strategies for:� Screening and diagnosis� Treatment components across the age ranges �Co-occurring health and mental health conditions

across the lifespan�Understanding behaviours

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CHILDCARETopics will span and be adapted for early

years to school entry1. Understanding and awareness of the

range in presentation of ASD and knowledge of the BC services and supports available

2. Best practice strategies for:�Supporting inclusion in the childcare

setting�Promoting communication, motor

and adaptive skills�Understanding behaviours



EMPLOYMENTTopics will span and be adapted for late middle

school to adulthood1. Understanding and awareness of the range in

presentation of ASD and knowledge of BC services and support available

2. Best practice strategies for:�Transition to adulthood�Hiring Practices�Supports in workplace settings and post

secondary institutions�Supporting co-workers�Understanding behaviours


�Examining best practices in training that leads to behaviour change�Online versus Face to Face

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Online versus Face to Face

(F2F) Learning:

What do we know?

Living in an Online World:

Will on-line learning overtake face-to face learning?

�Perhaps – no. Instead, it can enhance and expand the learning experience

�For example, we still have malls – we still have office towers

�The on-line world has not replaced the need for face to face interactions

(https://www.prezentt.com/online-learning-vs-face-face-training/)


Adult Learning

Dunst and Trivette (2012)

�Meta-analysis with the goal to identify what are the adult learning methods and practices that matter most in explaining the changes and improvements in a learner’s:�Knowledge;

�Skills;�Attitudes; and

�Self-efficacy beliefs

Dunst, C. J., & Trivette, C. M. (2012). Moderators of the effectiveness of adult learning method practices. Journal of Social Sciences, 8(2), 143–148.

Maximizing Adult Learning

Dunst & Trivette (2012)Dunst (2015)

Found that Six Practices in Training/Professional Development led to Behavior Change

1. Introduction: Present the material/Sharing Information –written or oral

2. Illustration: Practice the material - Demonstration or role-play

3. Application: Real-life application/ problem solve/ active practice

4. Evaluation: Access to on-going Support from Specialists/ Instructor feedback/ self-assessment

5. Reflection: Review performance/ Guided self-reflection

6. Mastery: Standards-based self-assessment

Moderators to learning included a small number of learners and training in a work setting for more than 20 hrs on multiple occasions

Dunst, C. J., & Trivette, C. M. (2012). Moderators of the effectiveness of adult learning method practices. Journal of Social Sciences, 8(2), 143–148.Dunst, C. J. (2015). Improving the design and implementation of in-service professional development in early childhood intervention. Infants and Young Children, 28(3), 210–219.

https://www.prezentt.com/online-learning-vs-face-face-training/

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Dunst (2015)

�Dunst (2015) examined two reviews of professional development literature in early childhood education

�Found concerning results on the status of in-service professional development

�Many studies did not include the 6 key features necessary effectiveness

�Only a few studies included job-embedded authentic practitioner learning, practitioner reflection, coaching or mentoring during in-service training

Dunst, C. J. (2015). Improving the design and implementation of in-service professional development in early childhood intervention. Infants and Young Children, 28(3), 210–219.


Professional Development: Maximizing Behaviour Change

�Lectures, presentations, written materials, etc. are effective in enhancing targeted knowledge or “surface learning” (remember and understand) (Lu and Lemonade, 2013; Parsons et al, 2012)

�But, are ineffective in enhancing targeted skills that result in behaviour change and job performance

�Parsons et al (2012) also provided a six-step guide for evidence-based staff training that aims to improve skill acquisition and change in job performance

Lu, F. & Lemonade, M. (2013). A comparison of online versus face-to-face teaching delivery in statistics instruction for undergraduate health science students. Advances in Health Science Education, 18(5)Parsons, M.B., Rollyson, J.H. & Reid, D.H. (2012). Evidence based staff training: A guide for practitioners. Behavior Analysis in Practice, 5(2), 2-11


&Behaviour

Change

Parsons et al. (2012) Protocol Very similar to Dunst et al. (2012) & Dunst (2015)1. Describe the Target Skill2. Provide a succinct written description

of the target skill3. Demonstrate the target skill by the

Trainer (Modeling and Role-Play)4. Practice: Trainee practices target skill

(Role-Play/ Rehearsal)5. Feedback: Trainer provides

performance feedback during practice6. Repeat Steps 4 and 5 until mastery

Parsons, M.B., Rollyson, J.H. & Reid, D.H. (2012). Evidence based staff training: A guide for practitioners. Behavior Analysis in Practice, 5(2), 2-11

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(F2F) Learning:

What do we know?

Reference: https://ep.jhu.edu/faculty/learning-roadmap-for-new-online-instructors/comparing-face-to-face-and-online-teaching

Let’s Compare


(F2F) Learning:

What do we know?

Issue Face to Face On-Line

Cost Pay for:• Venue• Trainer• Employee Time• Food• Travel• Participant registration

Pay for:• Initial investment costs of Development• Hosting on a Server• Maintenance• Updating• Participant registrationLess expensive (Herman & Banister, 2007)

Accessibility/ Flexibility

• Training only for those in attendance

• Travel Barriers• No technology requirements• Same geographical location

• Convenient: Training for those to take when ready and willing

• 24/7 Access at work or at home• Access to technology may be a barrier


(F2F) Learning:

What do we know?


Engagement: Interaction and Networking Opportunities

• Instructor transfers knowledge• In-person networking and

interaction at single point in time• Access to immediate feedback

and mentor• Ability to exchange ideas and ask

questions• Dominant individuals may take

over the bulk of the discussions• Can establish a Community of

Practice Component to be used after completion of training

• Instructor helps the learner to construct knowledge

• Isolated experience• No immediate access to feedback and

mentor• Less intimidating and may encourage

interaction (Ya Ni, 2013)• Networking and interaction opportunities

can be available through an on-line Community of Practice/ Discussion Board/ Other Social Media

• Game element: it is easier to insert game elements into online learning. Gamification ensures better engagement and knowledge retention in learners.

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Online versus

Face to Face

(F2F) Learning:

What do we

know?


Trainee Characteristics

• Scheduled into your day

• Much easier to keep an attendee’s

attention

• Easier for the trainer to see if

someone is drifting off or falling

behind

• Suitable for a young audience just

starting out

• Participant often lives close by• Better for academically lower

performers (Lu & Lemonade, 2013)

• Requires more self-motivation and

time management skills

• Requires skills in technology

• Participants are often working

professionals and can be globally

dispersed

• Better for academically higher

performers (Lu & Lemonade, 2013)

Content • Specific to that time and place

• Potential to be inconsistent between

one training group to the next/ across

trainees

• Content can be updated

• All trainees will receive access to the

same, consistent content


(F2F) Learning:

What do we know?


Credentialing • Can have professional regulatory bodies validate and endorse the course content and quality for the single presentation

• Effective with a large body of material

• Can have professional regulatory bodies validate and endorse the course content and quality

Synchronicity • Mostly synchronous interaction, content presented as lectures, hands-on, pencil-and-paper assessments, content can be planned session-by-session

• Mostly asynchronous interaction, discussion forums, various means of content presentation, alternative assessments content must be planned out in advance of development


(F2F) Learning:

What do we know?

What Works with Online Learning?� Herman and Banister (2007) examined the redesign of a course

(The Curriculum) for in-service teachers for online delivery

� What worked?� Clearly articulated expectations and instructions decreased

student anxiety and increased students’ sense of self-efficacy

� Establishing routines of study resulted in students developing self-regulatory practices

� Timely Feedback improved student outcomes (supported by: Borah, 2013)

� High quality course materials� Small group structure resulted in productive discussions and

supported the development of community

� Saved Money: Cost dropped from $280.53/student in F2F to $103.60/student when moved to a complete online model.

Herman, T., & Banister, S. (2007). Face-to-face versus online coursework: A comparison of costs and learning outcomes. Contemporary Issues in Technology and Teacher Education, 7(4), 318-326.

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Online versus

Face to Face

(F2F) Learning:

What do we

know?

Callister and Love (2016) examined the impact of

F2F versus online for skills-based learning in a

masters level marketing and negotiating course

�RESULTS:

�Students in the F2F class negotiated higher

outcomes than those in the online class

�No differences in grades on final exams

�Cognitive were equal, but the social outcomes

were not

�Online students may be missing the relationship

development that can result in collective

creativity

Callister, R.R. & Love, M.S. (2016). A comparison of learning outcomes in skills-based courses: Online versus face-to-face formats. Decision Sciences Journal of Innovative Education 14(2), p. 243-256

Key Elements

to Consider in

Online

Professionals

Development

Online is effective for introductory/ declarative /surface learning (Callister & Love, 2016), but if teaching a skill or

procedural knowledge must do more

Online may not preclude teaching higher level skills, it just may

be more “difficult” (Lu & lemonade, 2013)

Key Elements to Consider:

� A clear and concise/succinct description of the skill(s) or

procedure(s) with clearly articulated expectations and learning

objectives

� Include high quality course materials

� Deliberate integration of the two modalities.

� Can’t just take traditional F2F teaching and put it online

� Carefully plan for the integration of the content and

technology

� Embed interactive elements to accommodate learning styles

(e.g., digital video mini-lectures; animated presentations;

voiceover in a format similar to a f2f lecture; interactive,

multimedia activities that provide immediate feedback; time to

repeat and revisit, etc.)

Bartley, S. J., & Golek, J. H. (2004). Evaluating the Cost

Effectiveness of Online and Face-to-Face Instruction.

Educational Technology & Society, 7 (4), 167-175.

Key Elements to Consider in

Online Professionals Development

�Actively plan for social/ interactive learning (e.g., consider online venue(s) for small group discussions)

�Provide opportunities for:�Role play�Practice in realistic/ real life situations (e.g.,

simulations)�Problem solving�Self-reflection

� Include a mechanism for timely feedback and evaluation

�Provide access to ongoing support from mentors/specialists

�Provide access to quick and accurate technical support services

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Now that we Have Set the Priorities�Examine the development of separate working

groups or advisory panels for each priority

�Groups will examine the details of the priority and provide advice/make recommendations regarding the specifics of the resources that will be developed

�Also begin to examine and engage in partnerships with organizations that have special interests or expertise in the area of priority

circa talk dec 5 2018 v

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