745654 TCXXXX10.1177/0040059917745654<sc>Council for Exceptional Children</sc><sc>TEACHING Exceptional Children</sc>research-article2017

Online Tools to Support the Delivery

of Evidence-Based Practices for

Students With ASDAnn M. Sam, Suzanne Kucharczyk, and Victoria Waters

TEA

CH

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Exc

epti

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Chi

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Vol

. 50

, N

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. 14

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Autism Spectrum Disorders

142 CounCil for ExCEptional ChildrEn

Ms. Crouch was a first-year special education teacher at Douglas High School. With support from school administrators and the special education team, Ms. Crouch expanded the work-based learning opportunities for students with more intense support needs, including students with autism spectrum disorder (ASD). The changes in instructional settings and focus were especially challenging for one student, Mateo, who began to exhibit new and challenging behaviors that were more likely to limit his future success in work settings.

Mr. Welling, an elementary-level special educator, has co-taught in an inclusive classroom for 4 years. Soon after the first day of school, Mr. Welling connected with the individualized education program (IEP) team of his new student, Lauren. The IEP team included the second-grade general education teacher, the speech language pathologist (SLP), and Lauren’s parents. Although Lauren had become much more independent with her use of a speech-generated device with adults, she communicated very little with peers. Each team member expressed a desire to increase Lauren’s engagement with peers in order to develop her social and communication skills.

Educators, like Ms. Crouch and Mr. Welling, continually encounter new challenges that require different tools or ways to utilize current tools in novel ways. Common challenges when working with students with ASD may include addressing interfering behavior, developing communication systems, increasing social opportunities for students, and addressing academic needs. The emergence of online learning modules, however, can provide the support that teachers, who work in a variety of settings, need to implement evidence-based practices (EBPs).

EBPs

The field of special education is continually expanding and honing what is known about the needs of students with ASD and effective

practices that lead to positive outcomes with this population (Cook & Cook, 2011). The Individuals With Disabilities Education Act (IDEA; 2006) and the Every Student Succeeds Act (ESSA; 2015) have mandated that programs provided in public schools be based on EBPs. However, identifying EBPs and using these practices can be a challenge for teachers, related service providers, and school staff. Beyond the challenge of finding the time to conduct their own research into EBPs, non-evidence-based interventions are promoted in conference settings, through popular media, on webpages, and in books (Travers, 2017). In addition to being exposed to unreliable sources, educators can struggle with finding reliable sources that are supported by research and are easy to understand. Once these practices are identified, implementing these practices with fidelity (i.e., as intended) is difficult to do in schools without specific support and resources (Cook & Odom, 2013). Yet, implementing EBPs is essential for students with ASD, who require specifically focused interventions in order to acquire new skills and behaviors.

EPBs are focused interventions that (a) produce specific behavioral outcomes for a student (e.g., greeting a peer, completing work task, raising hand), (b) are known to be effective based on research conducted in applied settings (e.g., schools, homes), and (c) can be implemented in schools (Odom, Collet-Klingenberg, Rogers, & Hatton, 2010). Two groups, the National Professional Development Center on ASD (NPDC; Wong et al., 2015) and the National Standards Project (NSP; 2015), followed a systematic review process to determine focused interventions that met criteria for EBPs (e.g., high-quality single-case design or randomized control trial methodology, conducted by different researchers). Both groups identified many of the same EBPs that reflected peer-based interventions, naturalistic teaching interventions, parent-implemented interventions, behavioral interventions, and self-management (for comparison

of identified practices from NPDC and NSP, see NPDC, 2017). Given the overlap of practices identified, this article will focus on specific EBPs identified by NPDC. NPDC identified 27 EBPs for children ages zero to 22 years based on a total of 456 high-quality research articles (Wong et al., 2015). EBPs identified included prompting, time delay, peer-mediated instruction and intervention, and social narratives. Educators invested in student progress and positive outcomes would do well to invest their professional learning time and effort on these EBPs.

Support for Implementation of EBPs

Ms. Crouch and her team of three paraprofessionals felt increasingly challenged to effectively address Mateo’s new behaviors. They, and the rest of the IEP team, met to brainstorm ways to intervene and turn things around for their struggling student. Feeling overwhelmed with where to start, Ms. Crouch suggested to team members that they examine NPDC’s list of EBPs. Although each team member was familiar with some EBPs, team members found that their knowledge was limited to their own prior experience. In fact, all team members felt that they had exhausted their individual toolboxes. In an after-school strategy meeting, the school psychologist noted that although the team felt like it had “thrown the kitchen sink” at the challenge, the team had not completed a functional behavior assessment (FBA). The team agreed that an FBA should be the next step and looked to Ms. Crouch to lead implementation. Although she had conducted a mock FBA during her master’s program, Ms. Crouch felt nervous about leading the effort. Ms. Crouch felt she needed concrete information on how to plan for, use, and monitor this practice with her student. Ms. Crouch was unsure where to turn for more information and guidance.

Meanwhile, Lauren’s family scheduled an IEP meeting a couple weeks after the start of school. Mr.

TEACHING ExCEptional ChildrEn | January/fEbruary 2018 143

Welling and the SLP needed ideas for potential EBPs to present to the team to address building Lauren’s social and communication skills in the second-grade classroom. Mr. Welling looked online for information about interventions focusing on social communication for students with ASD. He identified a number of online learning modules that described EBPs and presented information on how to implement these EBPs across settings (e.g., school, community, and home).

Dissemination of information on how to conduct EBPs is a recognized priority (Cook & Odom, 2013; Klingner, Boardman, & McMaster, 2013). When EBPs are used as intended, students are more likely to meet identified goals and outcomes. Similar to Ms. Crouch, educators may feel they have tried everything they can think of to address an interfering behavior—or, as with Mr. Welling, educators might struggle with supporting communication or social skills of students with ASD. EBPs provide a mechanism to address the needs of students that current approaches are failing to meet. Further, through effective dissemination of how to implement EBPs, teachers can be better prepared to recognize when practices they encounter are not based on research and can better advocate for practices that are, without misusing student time, opportunity to learn, and other resources (Travers, 2017).

Although there are multiple avenues by which educators can receive information on EBPs, teachers report low levels of confidence (Brock, Huber, Carter, Juarez, & Warren, 2014) and implementation (Hendricks, 2011; Hess, Morrier, Heflin, & Ivey, 2008; Morrier, Hess, & Heflin, 2011). Unfortunately, preservice teacher candidates receive little preparation on how to use EBPs with children with ASD (Morrier et al., 2011). Once they begin their careers, most systematic knowledge dissemination for teachers and paraprofessionals occurs in didactic training (McLeskey, 2011; Walker & Smith, 2015) without the benefit of coaching, which is important to mastery of application (Cornett &

Knight, 2009; Kretlow & Bartholomew, 2010). Under these conditions, teachers may modify implementation practices (Stahmer, Collings, & Palinkas, 2005) to the extent that the EBP is no longer implemented with fidelity (Stahmer et al., 2015). Implementation of practices with fidelity means that the essential components are accurately and completely followed, leading to greater chance of effectiveness to meet educational goals (Kretlow & Blatz, 2011).

For educational professionals and parents seeking to better understand how to use EBPs and to maintain effectiveness, online learning modules provide tools to get started, problem-solve, and reassess implementation. Online tools help educators and parents to accurately implement practices that have been identified through research to be effective.

Online Tools and EBPs for ASD

In order to learn about new EBPs, educators and families have different options: (a) learn about the practice on their own; (b) receive didactic, general training on the practice; and (c) receive individualized, application-focused coaching on the practice. For many individuals, coaching is an unrealistic option given funding limitations, time constraints, or the amount of resources required to provide this support. Also, teachers—personnel ultimately

responsible for the implementation of many EBPs—may not be receiving sufficient preservice training on implementation of EBPs (Morrier et al., 2011), and stand-alone professional development trainings have proven limited in effectiveness without follow-up implementation supports such as coaching (Kretlow & Bartholomew, 2010). Yet, online

learning resources offer a cost-effective means of support for practitioners and school professionals to learn about practices on their own or as teams (Barrio & Hollingshead, 2017; Da Fonte & Capizzi, 2015).

Self-paced online modules offer a platform to support dissemination of knowledge from research to practice. Table 1 provides an overview of websites that specifically provide online modules to support the implementation of EBPs for students with ASD. The majority of websites provide information developed for educators (e.g., AFIRM, START Project); however, other websites address the unique needs of families or technical assistance providers. Most of the modules are accessible for free, providing a mechanism for practitioners and families to access information on EBPs. Professional certificates are offered for two websites (e.g., AFIRM for free, AIM for a fee).

To further help practitioners and families select online learning modules, Table 2 highlights specific, NPDC-identified EBPs addressed by each website. One website, AFIRM, presents information on all 27 EBPs identified by the NPDC review of literature (Wong et al., 2015).

Most of these websites include detailed implementation strategies for practices with students with ASD and supplemental materials. Across the websites, these materials include

alignment of content with Council for Exceptional Children standards, the evidence-base for the practice, step-by-step guides for implementing the EBP, video and photo examples, planning worksheets, data forms, fidelity forms, and informational handouts for families and practitioners. Planning guides, data forms, and fidelity checklists can help guide

Self-paced online modules offer a platform to support dissemination of knowledge from research to practice.

144 CounCil for ExCEptional ChildrEn

Tab

le 1

. O

nlin

e R

eso

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es

for

Evi

de

nce

-Bas

ed

Pra

ctic

e M

od

ule

s

Pro

gram

or

orga

niz

atio

nW

ebsi

te

Nu

mbe

r of

EB

P

mod

ule

sT

arge

t au

dien

cea

Tar

get

lear

ner

w

ith

ASD

a

Supp

lem

enta

l m

ater

ials

av

aila

ble

Cos

tC

erti

fica

te o

r cr

edit

s of

fere

d

ASD

Tod

dler

Ini

tiat

ive

http

://a

sdto

ddle

r.fp

g.un

c.ed

u/6

Fam

ilies

and

pr

acti

tion

ers

Tod

dler

sY

esFr

ee

AD

EPT

bht

tp:/

/med

ia.m

indi

nsti

tute

.or

g/ed

ucat

ion/

AD

EPT

/M

odul

e1M

enu.

htm

l

1Fa

mili

esC

hild

ren

Yes

Free

AFI

RM

http

://a

firm

.fpg

.unc

.edu

/27

Educ

ator

s0-

22 y

ears

of

age

Yes

Free

Cer

tifi

cate

of

com

plet

ion

AIM

http

://w

ww

.au

tism

inte

rnet

mod

ules

.org

/24

Fam

ilies

and

pr

acti

tion

ers

All

ages

Yes

Free

Gra

duat

e cr

edit

wit

h a

fee;

pro

fess

iona

l de

velo

pmen

t ce

rtif

icat

e w

ith

a fe

e

Cad

re T

rain

ing

Mod

ules

http

://g

uru.

loui

svill

e.ed

u/m

oodl

e/lo

gin/

inde

x.ph

p2

Tec

hnic

al a

ssis

tant

pr

ovid

ers

Yes

Free

Cen

ter

on S

econ

dary

Ed

ucat

ion

for

Stud

ents

w

ith

Aut

ism

Spe

ctru

m

Dis

orde

rs

http

://c

sesa

.fpg

.unc

.edu

/hig

h-sc

hool

-cas

e-st

udie

s6

Educ

ator

sH

igh

scho

ol a

geY

esFr

ee

Lear

ning

AB

A!

(Ser

na

et a

l., 2

015)

http

s://

ww

w.u

disc

over

ing.

org/

prod

ucts

/lea

rnin

g-ab

a3

Para

prof

essi

onal

sC

hild

ren

$129

for

3-

mon

th

acce

ss

Cer

tifi

cate

of

com

plet

ion

STA

RT

Pro

ject

http

s://

ww

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edu/

auti

smce

nter

/sel

f-m

anag

emen

t-m

odul

e-22

0.ht

m

1EI

and

K–1

2 ed

ucat

ors

Earl

y ch

ildho

od

and

scho

ol

age

Yes

Free

Not

e. A

BA

= a

pplie

d be

havi

oral

ana

lysi

s; A

DEP

T =

Aut

ism

Dis

tanc

e Ed

ucat

ion

Pare

nt T

rain

ing;

AFI

RM

= A

utis

m F

ocus

ed I

nter

vent

ion

Res

ourc

es a

nd M

odul

es; A

IM =

Aut

ism

In

tern

et M

odul

es;

ASD

= a

utis

m s

pect

rum

dis

orde

r; E

BP

= e

vide

nce-

base

d pr

acti

ce; EI

= e

arly

inte

rven

tion

; ST

AR

T =

Sta

tew

ide

Aut

ism

Res

ourc

es a

nd T

rain

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a Tar

get

audi

ence

and

tar

get

lear

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wit

h A

SD a

re a

s id

enti

fied

by

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onlin

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less

ons

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hree

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rent

EB

Ps.

TEACHING ExCEptional ChildrEn | January/fEbruary 2018 145

Tab

le 2

. T

ype

s o

f E

vid

en

ce-B

ase

d P

ract

ice

Mo

du

les

Off

ere

d b

y O

nlin

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eso

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EB

PA

SD T

oddl

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Init

iati

veA

DE

PT

AFI

RM

AIM

aC

adre

Tra

inin

g M

odu

les

CSE

SALe

arn

ingA

BA

! (S

ern

a et

al.

, 201

5)ST

AR

T

Pro

ject

Ant

eced

ent-

base

d in

terv

enti

ons

++

Cog

niti

ve b

ehav

iora

l int

erve

ntio

n+

Diffe

rent

ial r

einf

orce

men

t+

+a

Dis

cret

e tr

ial t

rain

ing

++

+

Exer

cise

+

Exti

nction

++

Func

tion

al b

ehav

iora

l ass

essm

ent

++

++

Func

tion

al c

omm

unic

atio

n tr

aini

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+

Mod

elin

g+

Nat

ural

isti

c in

terv

enti

on+

++

Pare

nt-i

mpl

emen

ted

inte

rven

tion

s+

+

Peer

-med

iate

d in

stru

ctio

n an

d in

terv

enti

on+

+

Pict

ure

Exch

ange

Com

mun

icat

ion

Syst

em+

+

Pivo

tal r

espo

nse

trai

ning

++

+

Prom

ptin

g+

++

++

+

Rei

nfor

cem

ent

++

++

++

Res

pons

e in

terr

upti

on/r

edir

ecti

on+

+

Scri

ptin

g+

Self-m

anag

emen

t+

++

+

Soci

al n

arra

tive

s+

+

Soci

al s

kills

tra

inin

g+

++

Stru

ctur

ed p

lay

grou

p+

+a

Tas

k an

alys

is+

++

Tec

hnol

ogy-

aide

d in

stru

ctio

n an

d in

terv

enti

on+

+a

Tim

e de

lay

++

+

Vid

eo m

odel

ing

++

++

Vis

ual s

uppo

rt+

++

Not

e. T

he li

st o

f ev

iden

ce-b

ased

pra

ctic

es is

Won

g et

al.

(201

5, p

p. 1

959–

1960

). P

lus

sign

(+

) de

note

s an

evi

denc

e-ba

sed

prac

tice

mod

ule

offe

red

by a

n on

line

reso

urce

. A

BA

=

appl

ied

beha

vior

al a

naly

sis;

AD

EPT

= A

utis

m D

ista

nce

Educ

atio

n Pa

rent

Tra

inin

g; A

FIR

M =

Aut

ism

Foc

used

Int

erve

ntio

n R

esou

rces

and

Mod

ules

; A

IM =

Aut

ism

Int

erne

t M

odul

es;

ASD

= a

utis

m s

pect

rum

dis

orde

r; C

SESA

= C

ente

r on

Sec

onda

ry E

duca

tion

for

Stu

dent

s w

ith

Aut

ism

Spe

ctru

m D

isor

ders

; EB

P =

evi

denc

e-ba

sed

prac

tice

; ST

AR

T =

Sta

tew

ide

Aut

ism

Res

ourc

es a

nd T

rain

ing.

a Thr

ee E

BP

mod

ules

fro

m A

IM h

ave

diff

eren

t na

mes

for

the

EB

Ps.

146 CounCil for ExCEptional ChildrEn

implementation of a new practice, especially when this practice is new to the education team. Table 3 provides a list of available supplemental materials by corresponding websites.

Step-by-Step Process for Using Online Tools

Knowing where to find relevant resources for implementation of EBPs is typically the first hurdle; however, deep understanding of the practice and strong implementation require structured engagement. To support use of online tools, we delineate three steps that will assist practitioners to plan for, use, and monitor progress related to the implementation of EBPs. Although online learning modules can and have been used by schools to supplement comprehensive professional development, (Kucharczyk et al., 2012), including didactic group training and coaching, the description that follows is intended to support practitioners and families seeking to

independently use such online tools. Self-directed learning, whether as

individuals or groups (e.g., IEP team members), has the benefit of flexibility (e.g., learning time is not restricted to allocated professional development time) and immediacy (e.g., to solve new challenges).

Self-directed learning is the natural process that adults embark on for various professional and personal reasons to gain new information and skills (Merriam, Caffarella, & Baumgartner, 2007). Costa and Kallick (2004) described criteria for effective self-directed learning, including seeking feedback from appropriate sources for improved performance, establishing and reflecting on learning goals, and making checklists of key

implementation steps or competencies throughout the learning process. These

criteria are adapted and integrated into Figure 1. Consistent with some of the supplemental resources embedded in the online learning modules listed in Table 1, this implementation checklist supports users through three steps: plan, use, and monitor. In using this tool, practitioners keep track of the implementation, take note of when steps are completed, and reflect on their work in order to inform future use of EBPs.

Step 1: Plan. Effective implementation of self-directed learning begins with self-assessment and goal setting. Practitioners will bring different levels of background knowledge related to

Table 3. Supplemental Materials From Online Evidence-Based Practice Modules

Supplemental material

ASD Toddler

Initiative ADEPT AFIRM AIMa

Cadre Training Modules CSESA

LearningABA! (Serna et al.,

2015)START Project

CEC professional standards

+ +a

Summary of the EBP + +a +

Evidence base for the EBP

+ + +a

Step-by-step guide for the EBP

+ +

Planning worksheets + + + +

Data forms + + + +

Fidelity checklists + + +

Information sheet for families

+ +

Information sheet for practitioners

+

Note. Plus sign (+) denotes a downloadable supplemental material. ABA = applied behavioral analysis; ADEPT = Autism Distance Education Parent Training; AFIRM = Autism Focused Intervention Resources and Modules; AIM = Autism Internet Modules; ASD = autism spectrum disorder; CEC = Council for Exceptional Children; CSESA = Center on Secondary Education for Students with Autism Spectrum Disorders; EBP = evidence-based practice; START = Statewide Autism Resources and Training.aThree supplemental materials for AIM are available within the content of the module and can be printed but are not downloadable.

Effective implementation of self-directed learning begins with self-assessment and goal setting.

TEACHING ExCEptional ChildrEn | January/fEbruary 2018 147

specific EBPs, and this knowledge will affect the utility of a learning module. For example, a teacher may have in-depth knowledge and use of foundational practices, such as prompting and reinforcement, but might need to learn to know how to apply this knowledge in the use of the Picture Exchange Communication System (PECS; Bondy & Frost, 2001). In contrast, the paraprofessional who works with the teacher may have emerging knowledge of the foundational behavioral principles important for PECS implementation. Learning more about these principles

can help the paraprofessional understand why each feature of the system is necessary and important. These professionals might assess (Step 1.1) their knowledge by reviewing the step-by-step resource for the selected practice.

Assessing self-knowledge will inform development of learning goals (Step 1.2) and use of the selected modules. By creating goals for learning, practitioners (a) clarify the form of knowledge they are expecting to achieve (e.g., awareness, application, analysis), (b) consider the most effective process to meet the

goal (e.g., review a complete module in one sitting, break up the module over time), and (c) identify the form of progress monitoring (e.g., print out certificates of completion, check off when each step of module has been applied to fidelity). After goal development, individual learners or teams or groups should create contracts for learning (Step 1.3), detailed agreements that describe expected activities and timelines. Such contracts might be formal (e.g., team plan for execution, part of a mentoring agreement) or informal (e.g., three special educators across a

Figure 1. EBP implementation checklist

Participant(s):

Selected EBP:

Reason(s) for learning:

Check if completed

with fidelityDate

completedReflection/adaptation

Step 1: Plan

1.1 Assess your own knowledge

1.2 Set goals for learning

1.3 Create learning contract with self and/or others

1.4 Gather necessary tools and resources

Step 2: Use

2.1 Complete lessons as appropriate based on assessed level of knowledge

2.2 Create and use tools for self-management of learning

2.3 Apply learning often

2.4 Identify when content is not clear and seek learning support

2.5 Seek and create ongoing motivation

2.6 Model learning process for others

Step 3: Monitor

3.1 Report on progress

3.2 Seek feedback

3.3 Assess fidelity of implementation

Notes:

148 CounCil for ExCEptional ChildrEn

district’s elementary schools check in on each other once a week). Contracts should include the steps to be taken, a timeline for completion, expectations of knowledge of and use of EBPs, and what supports will be necessary to enhance success. Figure 2 provides a template for a contract. Once a plan is constructed, all necessary tools or resources for completion should be gathered (Step 1.4). Tools or resources might be access to technology (e.g., laptops, tablets) that efficiently streams online videos; printers for downloaded resources, including implementation checklists; and the time to complete learning modules.

As a first-year teacher, Ms. Crouch had not implemented an FBA with her students. Worried she would forget a crucial step, Ms. Crouch wanted a resource that would lead her through the FBA process. She selected an online module that had a step-by-step guide, planning forms, examples of implementation, and data forms. Ms. Crouch discussed with her team of paraprofessionals and other IEP team members their roles in learning about the FBA process. She created a document with team members’ names and the timeline for completing steps for learning about FBA. She worked with the administrative team to find 20 minutes a day for each paraprofessional to access

the online modules. Other IEP team members were asked to find time within the school schedule. Team members met for 10 minutes after school for a week to discuss what they learned, what resources to gather, and how to plan for implementation. Ms. Crouch made notes of what the team learned, how they decided to implement the plan for Mateo, and what resources they needed, such as a Google Doc to which everyone had access. This Google Doc became an evolving learning contract.

Mr. Welling and the SLP, in the meantime, discussed potential EBPs appropriate for social skill development. Mr. Welling had experience using speech-generated

Figure 2. EBP learning contract template for establishing steps and timeline

Team Members:

Selected EBP:

Goal(s) for Learning:

Steps/Activities (Plan, Use, Monitor)Date to be completed

Resources/supports needed Progress notes

Summary notes:

TEACHING ExCEptional ChildrEn | January/fEbruary 2018 149

devices with students. The SLP had experience with speech-generating devices and social skills instruction. After reviewing possible EBPs, Mr. Welling and the SLP decided that using peer-mediated instruction and intervention would help bridge the gap between Lauren’s developing communication and her social skill use with peers. They created a timeline for reviewing materials from the online learning modules specific to peer-mediated instruction and intervention with the goal of presenting the information and developing a plan at the upcoming IEP meeting.

Step 2: Use. Once practitioners have assessed their knowledge, developed goals, negotiated plans for completion of modules, and gathered tools to support success, they are ready to embark on using the EBP. The six steps listed in Figure 1 can help guide professionals through this process, beginning with the step of completing the selected module (Step 2.1). For some of the websites, such as AFIRM and AIM, the module components scaffold knowledge, beginning with awareness through the research basis for the practice and moving through planning, using, and monitoring. Although some experienced practitioners with advanced knowledge of an EBP may benefit from simply downloading implementation checklists or other support tools, other practitioners—such as novice teachers, paraprofessionals (Brock & Carter, 2015), and general educators (Kucharczyk et al., 2015), with less background knowledge—would benefit from a sequential progression through each phase of the learning module.

Practitioners are cautioned not to assume knowledge based on their experience, as even advanced users of EBPs can fall into habits of ineffective implementation over time. As much as possible, a sequential progression through all the steps of an EBP module is recommended. Tools for self-management can support professionals’ learning as they move through lessons (Step 2.2). Through effective self-management of learning, educational

professionals ensure that time is allocated effectively to (a) create opportunities to take into consideration past experience (e.g., why a previous version of a visual support might have been ineffective due to poor planning); (b) gather information through reading, watching videos, applying knowledge to case studies, and practicing aspects of modules; and (c) reinforce learning and application efforts (e.g., literal and figurative pats on the back). Just as self-management strategies work for youth and adolescents with ASD (Brock, 2013; Kern, Marder, Boyajian, Elliot, & McElhattan, 1997), self-management strategies help professionals stay aware of their learning through persistent monitoring of application of learning. As practitioners move through module lessons, the module resources (e.g., step-by-step practice guides, implementation checklists, tip sheets) can be helpful tools to keep track of learning. For example, practitioners can check off steps of EBP knowledge acquisition on a step-by-step practice guide. In order to be prepared for effective learning, online module users should review the content and tools available for each module.

After exploring module content, individuals, pairs, and practitioner teams should seek opportunities to apply their learning to students with ASD across settings (Step 2.3). By applying this learning, knowledge of the EBP is intertwined with “the doing” of the practice and situated in the learner’s context (Merriam & Bierema, 2014). Often, the planning steps across modules can be applied immediately. For example, an IEP team concerned about a student’s behavior might complete the FBA individually and then come together to begin the planning process. As the plan emerges, the team may return to the module for clarification and identification of tools to use specific to its application. In order to prepare for effective application, practitioners can note opportunities for application to particular students and settings as they progress through a learning module. Such notes will help in integrating of

new knowledge by consistently focusing on application and will prepare the professional for discussions of application.

Frequent application allows the professional to identify challenges, return to modules to understand why implementation is not working as expected, and to problem-solve. Confusing steps should be highlighted for deeper analysis and discussion with fellow team members, mentors, or coaches (Step 2.4). Self-directed learning does not mean learning in isolation (Merriam & Bierema, 2014). Seeking assistance from subject matter experts or peers implementing EBPs is essential to minimize errors in learning and application for professionals and their students—an integral component of the prompting EBP. Another important EBP for students and practitioners alike is reinforcement. Reinforcement should be planned to ensure learning is a pleasant and motivating experience (Step 2.5). Individual educators and teams can plan to conduct preference assessments (e.g., discuss when and how often to note progress with reinforcers) and provide themselves and each other social (e.g., encouraging emails and texts) and tangible (e.g., a special coffee drink at completion of a section) reinforcers. Ultimately, collecting data on student progress based on effective implementation likely serves as an excellent reinforcer in itself. As their own comfort with new knowledge builds, professionals should consider opportunities to model learning (Step 2.6) with other professionals (e.g., families, paraprofessionals, related service providers) using strategies such as sharing resources, identifying key aspects of modules (e.g., case study, video) that apply to a specific child, and modeling their application of learning.

Ms. Crouch downloaded the planning form from the FBA online module. She and the team used the form alongside the step-by-step guide as they began to implement the practice with their student. Ms. Crouch modified the data forms from AFIRM for use with

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Mateo and shared these with relevant team members who would be collecting data. She modeled how to collect data with her paraprofessionals across settings. When a team member was confused about implementation, the team revisited the learning module to find clarification.

Although Mr. Welling and the SLP had informally guided peers in their support of students with ASD in inclusive classrooms, they were cautious about assuming they were proficient with the practice. They reviewed elements of the module and planned for use of the practice with Lauren. They met with the general education teacher and Lauren’s parents to review the plan and consider how Lauren’s family might help her generalize these skills in their home and in the community. The team returned to the module when questions came up about the complexity of encouraging Lauren to use her speech-generated device with peers and teaching peers how to respond and initiate. They decided that Lauren’s second-grade teacher would identify four children to participate in a microteaching session with Mr. Welling at the beginning of each school day for a week to discuss ways to initiate and respond with Lauren. They included Lauren in some of these sessions when beginning the practice. Lauren’s teacher watched videos of these sessions. Lauren’s teacher, the SLP, and Mr. Welling took turns reinforcing peers and Lauren in the classroom, prompting them when opportunities arose, or creating opportunities.

Step 3: Monitor. Important to effective implementation, and thus positive outcomes for students, is the fidelity of application of the EBP given the context and child-specific variables accompanied by clear data (Harn, Parisi, & Stoolmiller, 2013). Reporting on progress (Step 3.1) is a crucial accountability step, which can take the form of an informal email, shared data sheet on cloud service, or check-off on the module’s implementation checklist. Although practitioners can track progress through the modules, they should also seek feedback on

implementation (Step 3.2). Both the AFIRM and AIM modules provide resources meant to elicit feedback. For example, practitioners can ask more experienced team members, mentors, or coaches to observe their use of EBPs using implementation checklists so that both the professional seeking feedback and the observer are clear on expected behaviors. Another approach to seeking feedback is to self-analyze a video of implementation (Baecher, Kung, Jewkes, & Rosalia, 2013; Fukkink & Tavecchio, 2010). For example, teachers can video-record themselves conducting a peer-mediated instruction and intervention and afterward analyze EBP implementation using a checklist or step-by-step directions. The purpose of an implementation checklist is to gather data on fidelity of implementation (Step 3.3). Fidelity data can be gathered across team implementers or across observations of a single practitioner. The final using phase supports educators appropriately applying the practice.

Ms. Crouch used the implementation checklist available on the FBA online module to analyze the team’s fidelity in implementing the FBA. She marked off the FBA steps completed as described in the module and made adjustments as needed to ensure the team was on the same page. For example, while analyzing the checklist, she realized that the team had not tested its developed hypothesis statement for the function of the behavior. She worked

with the team to test the hypothesis before considering strategies for addressing the identified interfering behavior. By following the checklist and monitoring the team, Ms. Crouch

ensured fidelity of implementation for the EBP, as proven effective in applied research, and thus increased the likelihood that Mateo’s behavior would be addressed.

At their school, Mr. Welling, the SLP, and general education teacher observed one another implementing the use of peer-mediated instruction and intervention based on their plan. At a debrief meeting, they reviewed the plan they developed and the weeklong data on the implementation checklist. They used this information to discuss how implementation could be modified or adapted to increase the likelihood of success for developing Lauren’s social and communication skills in the classroom.

Considerations and Conclusions

A few considerations should be taken into account when planning for self-directed learning of EBP modules or supporting others’ learning. Not all practitioners may be ready to engage in self-directed learning to the same level (Brookfield, 1984). Administrators and coaches should be prepared to offer varying degrees of support. Some practitioners might be prepared to manage their own learning based on a negotiated learning plan, whereas others may need more support in identifying time to complete modules and opportunities to practice and assess implementation. Some practitioners may have more personal resources (e.g., time, printing resources) to complete modules on their own; others may not have such

flexibility. Administrators need to identify specific strategies to support practitioners who have less flexibility. For example, a school district could pay paraprofessionals to complete modules

Supporting self-directed learning requires administrators, educators, and team members to individualize learning for themselves and others to ensure success for professionals, parents, and ultimately, students with ASD.

TEACHING ExCEptional ChildrEn | January/fEbruary 2018 151

during time outside of their contract hours, or administrators could incorporate time for EBP modules completion during scheduled professional development time and follow up in professional learning committees across general and special educators. Supporting self-directed learning requires administrators, educators, and team members to individualize learning for themselves and others to ensure success for professionals, parents, and ultimately, students with ASD.

Online learning modules offer professionals and parents tools to become aware of EBPs, how to apply these practices with students with ASD, and how to do so with the fidelity needed to ensure the most effective implementation. For individual professionals, parents, and groups of team members making decisions about where to start, learning new practices can be an overwhelming process. Aligned with many of these online learning modules, we have identified three steps to support professionals and parents in this process. By attending to how to plan, use, and monitor, professionals can prepare themselves to use EBPs effectively and confidently.

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Ann M. Sam, Research Scientist, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill; Suzanne Kucharczyk, Assistant Professor of Special Education, Curriculum and Instruction, University of Arkansas, Fayetteville; Victoria Waters, Research Assistant, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill.

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TEACHING Exceptional Children, Vol. 50, No. 3, pp. 141–152. Copyright 2017 The Author(s).

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