training early childhood care providers in the principles...
TRANSCRIPT
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Stephanie Weber, PsyD The Kelly O’Leary Center for Autism Spectrum Disorders
Division of Developmental and Behavioral Pediatrics
Leadership Education in Neurodevelopmental and related Disabilities
(LEND) Program
Cincinnati Children’s Hospital Medical Center
May 2013
Training Early Childhood Care
Providers in the Principles and
Skills of Applied Behavior
Analysis
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Aims
1) Discuss rationale and development of this
community-based training
2) Outline the steps taken for implementation
3) Review evaluation of pilot program
4) Discuss future directions of program
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Project Aims
To provide training for Early Childhood Care
Providers on Applied Behavior Analysis (ABA)
principles within the Early Intensive Behavioral
Intervention (EIBI) autism classroom – Basic instruction in ABA, behavior management & reduction,
and skill acquisition techniques
To evaluate the program and consider expanding it
to reach more area providers
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Ohio
17.8% of children have a special health care need
compared to 15.1% nationally (483, 467)
MCHB Core Outcome #5: CSHCN who can easily
access community based services
0-5 years old
59.8% (65.9% Nationwide)
Childhealthdata.org
Development
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Development
LEND program
– Learn the Signs. Act Early.
The Kelly O’Leary Center (TKOC)
– Early Intensive Behavioral Intervention (EIBI)
classroom
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Implementation:
Building Community Capacity
Increase knowledge of providers in the area of
Autism Spectrum Disorders (ASDs)
Build provider skills to demonstrate competence
in delivering interventions in early childhood
settings
Facilitate greater collaboration with community
providers
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University of Wisconsin Extension (2010)
Development: Program Development Model
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Situation
Priorities
Needs
Providers to have more
knowledge/skills on ASDs
Assets
LEND Training program
offers leadership training
for building community
partnerships
Stakeholder engagement
Agencies seek out TKOC
for trainings
Development
LEND Goals &
MCH Competencies
Cincinnati’s autism
climate
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Development
Trainees &
Staff
Time
Community
Partners
LEND
Training and
Research
INPUTS
SITUATION: Providers in childhood care centers need more in-depth training and experience
with children with special needs, especially disabilities such as autism spectrum disorders
Trainees & Staff:
LEND & Behavior
Assistants in EIBI
Time: 60 hours; 2 hours/week
Community Partnerships: Regional Autism Advisory
Council
LEND Training & Research:
Established section of LEND
Training
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Proposed research project to LEND
– Refined with Directors
– Established target population
Project accepted
– Identified appropriate LEND trainees/disciplines
Recruitment initiated
– Step Up to Quality credentialing obtained
– Area childcare centers contacted
Development
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Trainees &
Staff
Time
Community
Partners
Assess
LEND
Trainee
knowledge
Design
evidence-
based
program
LEND
Training and
Research
INPUTS OUTPUTS
SITUATION: Providers in childhood care centers need more in-depth training and experience
with children with special needs, especially disabilities such as autism spectrum disorders
Implementation
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Semester One
– Recruited LEND Trainees
– Trained on ABA/EI approaches
– Developed curriculum
Semester Two
– Implemented curriculum with participants from area
childcare agencies through team teaching
Implementation
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Activities for Trainees
Literature Search
– EI literature (play, social skills, language building)
Needs assessment
– Evaluate what materials/resources were needed
Interview of families and experts
– EIBI parents
– The Kelly O’Leary Center providers
– Director of Regional Autism Advisory Council
(RAAC)
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Activities for Trainees
Developed/Refined Pre- and Post-program measures
Developed curriculum
3 Modules
Evaluated program
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Activities for Trainees
Classroom Participation
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Activities for Trainees
Conduct Training
– Six 2-hour sessions
Module I: Knowledge Building
Module II: Skill Building
Module III: Classroom participation
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Trainees &
Staff
Time
Community
Partners
Assess
LEND
Trainee
knowledge
Design &
deliver
evidence-
based
program
LEND
Training and
Research
INPUTS OUTPUTS
Assess
community
provider
knowledge
and skills
LEND
Trainees
&
Child Care
Providers
(Ages 2-8)
SITUATION: Providers in childhood care centers need more in-depth training and experience
with children with special needs, especially disabilities such as autism spectrum disorders
Implementation
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Knowledge Building
Pre-test:
32 items
Session 1:
1) Overview of ASDs
2) Overview of Reinforcement & Punishment
Implementation
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Knowledge Building
Session 2:
1) Functions of Behavior
2) Speech & Occupational Therapy Interventions
Session 3:
1) Academic Interventions
2) Behavioral Interventions
Implementation
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Skill Building
Positive Behavior Support Planning
Skill Acquisition programs
Discrete Trial Training
Task Analyses
Implementation
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Classroom Participation
Skill Acquisition programs
Discrete Trial Training
Task Analyses
Implementation
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Trainees &
Staff
Time
Community
Partners
Assess
LEND
Trainee
knowledge
Design &
deliver
evidence-
based
program
Participants
increase
knowledge of
child
development
Participants
gain
confidence
Participants
use
evidence-
based
approaches
in childcare
settings
Improved
child
behaviors
LEND
Training and
Research
INPUTS OUTPUTS OUTCOMES
Participants
gain skills for
working with
children with
ASDs
Participants
identify
appropriate
actions to
take
LEND
Trainees
&
Child Care
Providers
(Ages 2-8)
Reduced
stress &
increased
identification
LEND
Trainees gain
skills in
teaching/MCH
Competencies
SITUATION: Providers in childhood care centers need more in-depth training and experience
with children with special needs, especially disabilities such as autism spectrum disorders
Evaluation
Assess
community
provider
knowledge
and skills
Expansion of
inclusion of
children with
ASDs
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Participation
5 of 6 participants completed program
Evaluation
4 of 5 attended all 6
sessions as planned;
1 participant completed a
missed session during
other clinic hours
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Evaluation: Community Participants
71.8
46.8
40.6 43.7
71.8 75
62.5
75
62.5
78
0
10
20
30
40
50
60
70
80
90
100
Participant 1 Participant 2 Participant 3 Participant 4 Participant 5
Pretest
Posttest
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Evaluation: LEND Trainees
50
97
63
83
100
90
0
10
20
30
40
50
60
70
80
90
100
Trainee 1 Trainee 2 Trainee 3
Pretest
Posttest
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Participant remarks
One participant liked the “focus on practical
understanding and skill development.”
Another said, “In the early childhood field there is
little to none that is given to use in preparing to have
a classroom where there could be an autism
diagnosis. The information was so helpful and more
classes need to be provided for early childhood
educators.”
Evaluation
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Barriers
– Badge Process
– LEND Trainee time frame
Evaluation
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Autism Speaks grant submission
LEND project 2013-2014
Next Steps
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Recruitment
Implementation
Evaluation
Follow Up
Future Directions
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Taylor-Powell, E., Steele, S., & Douglah, M. (2010). Planning a program evaluation. Retrieved April
2013 from University of Wisconsin-Extension-Cooperative Extension, Program Development
and Evaluation Unit Web site: http://www.uwex.edu/ces/pdande/evaluation/evaldocs.html.
References