npdc materials designed to use with teachers and teams
DESCRIPTION
NPDC Materials Designed to use with Teachers and Teams. APERS. GAS. Modules. Briefs. Bridge the Gap. Research-based practices. Replicable practices in the classroom. How do we know which practices are evidence based?. Have no fear, the NPDC is here!. What are EBP?. - PowerPoint PPT PresentationTRANSCRIPT
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NPDC Materials Designed to use with Teachers and Teams.
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Bridge the Gap
Research-based practices
Replicable practices in the classroom
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How do we know which practices are evidence based?
Have no fear, the NPDC is here!
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What are EBP?
Focused interventions that: • Produce specific behavioral and
developmental outcomes for a child• Have been demonstrated as effective in
applied research literature• Can be successfully implemented in
educational settings(Odom, Boyd, Hall, & Hume, 2009)
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Process Used to Identify EBP
• Identified outcomes related to the core features of autism
• Reviewed literature related to outcomes and the key words autism, ASD, and autism spectrum, limited by age (birth – 21)
• Identified and grouped teaching interventions that addressed these outcomes/domains
• Determined criteria and whether an evidence base supported the practices
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NPDC CriteriaTo be considered an evidence-based practice:• Two randomized or quasi-experimental design
studies,
• Five single subject design studies by three different authors, OR
• A combination of evidence such a one group and three single-subject studies
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Evidence-Based Practices• Antecedent-based interventions• Computer-aided instruction• Differential reinforcement • Discrete trial training• Extinction• Functional behavior assessment• Functional communication training• Naturalistic interventions• Parent-implemented intervention• Peer-mediated instruction/intervention• Picture Exchange Communication
System
• Pivotal response training• Prompting • Reinforcement• Response interruption/redirection• Self-management• Social narratives• Social skills training groups• Speech generating devices• Structured work systems• Task analysis• Time delay• Video modeling• Visual supports
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• What about practices that might not meet criteria?
Question
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Answer: Other aspects of the work address these factors…
• EBP Modules: grounded in a framework of “best practice”
• APERS: highlights best practices
• Address function of behaviors emphasizing need to identify motivating reinforcement
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Collaboration with OCALI and Partners for Module Developmenthttp://www.autisminternetmodules.org
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• Pre-Test/Post-Test• Contextual Information• Step-by-Step Instructions• Case Examples• Video Examples• Implementation Checklist• Summary of Evidence Base• Resources
Web-Based Module Content
Cooperative Agrement H 35G 070004U.S. Department of EducationOffice of Special Education Programs
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http://www.autisminternetmodules.org
Lets visit the Autism Internet
Modules website!
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• 24 EBP
• Bridge to modules
• All briefs contain: Evidence base Overview Steps for implementation Fidelity implementation checklist
Evidence-Based Practice Briefs
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Example: Step-by-Step Directions
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Example: Implementation Checklist
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Website
http://autismpdc.fpg.unc.edu/
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How do we use the materials to support teachers?
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Model Sites: Technical Assistance/Coaching
ProcessIndividual Student’s IEP Goals
Goal Attainment Scaling
Selection of EBP
Coaching (TA) to Implement EBP
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Program Quality(APERS)
Learner Goals and Present Levels
(IEP)
Learner Strengths, Interests, and History
Teacher Experience and Knowledge
Assessment
Selection and Implementation of
Evidence Based Practices
Implementation
Student Progress (GAS)
Program Quality(APERS)
Outcomes
19
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What is the APERS?
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Autism Program Environmental Rating Scale
• Piloted within the NPDC• Looks at program qualities: the
foundation upon which we implement EBP
• Used to help decide on a starting point• Results considered in selection of EBP
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APERS:
Preschool/Elementary
APERS:
Middle/High School
Classroom Environment Learning Environment
Class Structure/Schedule Learning Environment Structure.Schedule
Positive Classroom Climate Positive Learning Climate
Assessment Assessment
Curriculum and Instruction Curriculum and Instruction
Communication Communication
Staff/Peer Relationships Social Competence
Personal Independence and Competence
Personal Independence and Competence
Functional Behavior (Interfering and Adaptive)
Functional Behavior (Interfering and Adaptive)
Family Involvement Family Involvement
Teaming Teaming
Transition Planning
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What is Goal Attainment Scaling?
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Description of Goal Attainment Scaling
• Establish a five point range of performances for students: – Much less than expected– Somewhat less than expected– Expected level of outcome– Somewhat more than expected – Much more than expected
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Level Of
Attainment
Goal 1:Respond to one word compliance commands
Much less than expected
Needs physical prompting at times and rewards for compliance. Does not respond immediately, needs multiple repetitions of the commands at times.
Somewhat less than expected
In all school settings, L will respond to 4 one-word compliance commands (stop, wait, stay, come) from all school personnel 75%, with tangible rewards and visual cues.
Expected level of outcome
In all school settings, L will respond to 4 one-word compliance commands (stop, wait, stay, come) from all school personnel 100%, with tangible rewards.
Somewhat more than expected
In all school settings, L will comply immediately with one command (stop, wait, stay, come) from all school personnel 100%, with tangible rewards.
Much more than expected
In all school settings, L will comply immediately with one command (stop, wait, stay, come) from all school personnel 100%, without tangible rewards.
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GAS Data
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Contact Us
• Ellen Franzone, WI Site Coordinator– [email protected]– 608-890-1410
• Kate Szidon, Prof. Development Specialist– [email protected]– 608-262-9445
• Linda Tuchman-Ginsberg, WI Co-Principle Investigator– [email protected]– 608-263-6467