Arts & Autism in Ohio Research Initiative - VSA Ohio | … Report_Arts and Autism... · 2015-01-28 · A full copy of the report from ... (2014) Measurement Resources Company. Arts

Arts & Autism in Ohio Research Initiative Phase 2 Findings and Recommendations June 2014 Prepared by Erin Hoppe, MA Executive Director VSA Ohio 77 S. High Street, 2nd Floor Columbus, OH 43215 614.241.5325 www.vsao.org

Administered with funding from a National Endowment for the Arts, Arts Learning Grant.

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Table of Contents

Background 2

Implementation 3

Continued Research 4

Arts & Autism in Ohio Advisory Group 12

Data Collection & Resource Development 15

Recommendations for the Ohio Arts Council 21

Conclusions and Next Steps 23

List of Figures

1. Survey Respondents’ Perceived Helpfulness and Likelihood of Participation in Opportunities - Training and Education

6

2. Survey Respondents’ Perceived Helpfulness and Likelihood of Participation in Opportunities - Programming

7

3. Survey Respondents’ Perceived Helpfulness and Likelihood of Participation in Opportunities - Supports and Other Resources

8

4. Cultural Administrators/ Teaching Artists Rank Order for Activities 9

5. Parent/ Professional Service Providers Rank Order for Activities 10

6. OCALI’s Existing Services and Supports Database 16

7. Beta-Web Version of Resource Provider Entry Form, OCALI’s Online Supports and Services Database

18-19

8. Beta-Web Version of Search Function, OCALI’s Online Supports and Services Database

20

Appendix

1. Arts & Autism in Ohio Advisory Group - Description 24

2. Minutes, Arts & Autism in Ohio Advisory Group, May 1, 2014 25

3. Arts & Autism in Ohio Advisory Group – Member Profiles 27

4. Arts & Autism in Ohio Advisory Group - Strategic Planning Session Report 31

5. Arts & Autism in Ohio External Research Report - Measurement Resources Co. 35

Cover art by Nathanael Curtiss (2013), The Place Where Miles Davis Recorded the Birth of Cool.

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Background Phase 1 In the fall of 2012, the Ohio Arts Council (OAC) engaged VSA Ohio (VSAO), the state organization on arts and disability, to help answer the question, “How can the Ohio Arts Council better support access to the arts for students and young people living with Autism Spectrum Disorder (ASD)?” This initial research project was conducted in the first half of 2013 and included three primary components: an online survey, focus groups, and review of the literature. Research included some limitations, but also yielded rich information, themes and ideas which began moving this Initiative forward to support Ohioans. There are innumerable institutions, programs, and individuals who are working to make the arts accessible to people with Autism Spectrum Disorders (ASD). However, no other statewide initiatives or leaders have been identified as pursuing this question of arts-access-autism with similarly broad perspectives and/or goals. Presentations of the research’s initial findings, both formally and informally, have been met with praise and enthusiasm. The OAC has the opportunity to make a strong and lasting impact at this intersection. Recommendations from the Phase 1 Final Report (2013) were classified in two categories, short and longer term action steps, which took into account feasibility, investment, and impact. Phase 2 VSA Ohio prepared and submitted a proposal to the Ohio Arts Council in December 2013 to continue this Initiative’s efforts in a second phase. Efforts for Phase 2 of this research initiative were based on Phase 1 recommendations, as well as conversations between VSAO and OAC staff in the summer and fall of 2014. The goals for these next steps were to provide more data to contextualize efforts, create a body of advocates which can make informed and impactful directives, and compile information for immediate use by Ohioans. The Ohio Arts Council contracted VSA Ohio to pursue the three primary efforts between January 1, 2014 and May 31, 2014, as part of the Arts & Autism in Ohio Initiative, Phase 2.

Continued Research

Development of an Arts & Autism in Ohio Advisory Group

Data Collection & Resource Development Each of these components is addressed in detail on the pages which follow. Report sections begin with a quote from the December 2013 proposal, then outline activities, and detail how VSA Ohio implemented the efforts, conclusions, and next steps. This report concludes with final recommendations to the Ohio Arts Council on strategies it might pursue in the next year and beyond, as it continues to be a leader in cultural accessibility. A list of upcoming action steps VSA Ohio will take with its associates is also included. VSA Ohio and the Ohio Arts Council are long-time partners in shared visions and efforts to increase access to the arts for Ohioans with disabilities. It would be an honor to continue working in tandem, leveraging resources and capacities to effect change locally, regionally, statewide, and even nationally.

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Implementation Upon project approval, VSA Ohio called a meeting with the Ohio Arts Council to discuss Phase 2 efforts. During this meeting, participants discussed the primary components in the Initiative and the role OAC might play in media efforts. VSAO’s Executive Director, Erin Hoppe, met with the following Ohio Arts Council staff: Mary Campbell-Zopf, Deputy Director Chiquita Mullins Lee, Arts Learning Program Coordinator Kim Turner, Grants Office Associate and ADA/504 Coordinator Elizabeth Weinstein, Public Information Officer A Request for Proposals to conduct additional research was reviewed and approved; potential professionals who might be interested in the work were brainstormed. A draft description for an Arts & Autism in Ohio Advisory Group was reviewed, edited, and expanded. Potential candidates for this group were brainstormed, taking into consideration diversities of skills, fields, and geography. Discussion of an Online Directory, particularly its content, was discussed. It was determined that the Ohio Center for Autism and Low Incidence would be approached regarding housing the Directory and that any printed materials and resources should be discussed later in the year, after more findings were available. Finally, the group discussed the role the Ohio Arts Council might play in promoting the efforts of this Initiative. This role was outlined and suggested in VSAO’s initial Phase 2 proposal and emphasized: raising awareness to the media and a statewide audience to direct interested parties to the Initiative; developing a media plan; promoting professional artists with autism who have “made it” and inspiring others to do the same; and ensuring agency outreach includes information about what it does and how it does so in order to help constituents understand and articulate the OAC’s capacity. VSA Ohio is not aware of any Initiative-specific media disseminated by the OAC during this contract’s time frame. The OAC did promote components of the Initiative, including the online survey to its constituency. This component was not essential during Phase 2, but should strongly be considered in the future.

Nathanael C. receives 1st Place for his artwork at the 2014 Accessible Expressions Ohio Opening Ceremony.

Photograph by Jessica Wallace.

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Continued Research

As discussed in the methodology section of the Phase 1 final report, there were limitations to the data collected (e.g. sample size) which make it problematic to draw concrete conclusions about the ways in which the Ohio Arts Council can support these efforts. There is a need to continue gathering information from Ohio constituents about their perceptions, needs, and ideas for how the OAC can better support children and youth with ASD. Specifically, more data should be gathered from individuals with ASD, siblings of those with ASD, the health profession, autism advocacy groups, cultural administrators (with and without exposure to services for people with ASD), and geographic areas beyond the three major urban centers in Ohio. The researchers recommend additional focus groups in rural/suburban areas and another (online) survey with questions refined from the Phase 1 survey, distributed to additional listservs, and open for a longer time to increase response rates.

VSA Ohio will develop a Request for Proposals seeking to engage a professional marketing and research firm to lead a project which reiterates and expands upon the work completed in Phase 1. --- VSA Ohio contracted Measurement Resources Company to conduct additional research and collect data from Ohioans aimed at answering the question, “How best can the Ohio Arts Council help increase access to the arts for young people on the autism spectrum?” A full copy of the report from Measurement Resources Company is the Appendix. Large sections of the report are quoted here for clarity and brevity.

“Feedback was gathered via focus groups and an online survey from over 200 parents with children on the autism spectrum, professionals working in the field with children with autism, cultural administrators, and teaching artists across the state of Ohio. Specific efforts were employed to gather the voice of Ohioans living outside urban centers. More than 95 percent of the research participants agree that the arts are important for young people on the autism spectrum.”1

Online Survey “A 21-question online survey was created to understand respondent’s attitudes regarding the importance and benefits of arts for young people on the autism spectrum. Satisfaction levels with current art opportunities for young people on the autism spectrum was also measured, as well as respondents’ attitudes and likely behavior regarding several previously proposed ideas to help increase access to the arts for this population. The online survey was a tailored experienced based on a respondent’s specific role as it relates to arts and autism (cultural administrator/teaching artist or parent/professional working directly with individuals on the autism spectrum). Participants would receive uniquely worded questions, based on the group they identified with."2

1 Chaney Jones, Sheri & Farnbauch, Christy. (2014) Measurement Resources Company. Arts and Autism in Ohio

Research Initiative, Phase 2 Results and Recommendations. Columbus, Ohio. 2 Ibid.

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The survey was distributed via VSA Ohio’s and the OAC’s listserves and social media outlets, which was subsequently shared by numerous individuals and groups. In addition, the researchers promoted the survey to autism-focused nonprofits and arts organizations in Ohio. The survey was completed by 198 eligible participants.

Focus Groups Twenty five (25) individuals participated in the focus groups, representing a mix of cultural administrators, parents of children with ASD, teaching artists, and other professionals working with people with autism.

“Four 90-minute focus groups were held across the state. Christy Farnbauch of Strategic Links, LLC facilitated the following sessions:

Thursday, May 8, 2014 – Trumpet Behavioral Health, Fairborn, 9:30 a.m. – 11:00 a.m.

Wednesday, May 14, 2014 – Marimor School, Lima, 1:00 p.m. – 2:30 p.m.

Thursday, May 15, 2014 – Passion Works Studio, Athens, 9:30 a.m. – 11:00 a.m.

Monday, June 2, 2014 – Panera Bread Community Room, Columbus, 9:30 a.m. – 11:00 a.m. Participants in the focus groups were identified via word of mouth. Researchers contacted several art and autism-focused organizations in the areas where the focus groups were planned and asked individuals to help spread the word about the focus groups…The goal of each focus group was to have a conversation about the ways the OAC might help improve access to the arts for young people on the autism spectrum.”3 Findings The study conducted by Measurement Resources provides new insights, specifically attitudes regarding effective activities for increasing access to the arts. Limitations to the study include a small sample size for parents with children on the autism spectrum and a high response rate from college-educated individuals, which suggest some sampling bias.

Survey and focus group respondents articulated elements of the arts which can be beneficial to people with autism: community building; demonstrating unique abilities; an activity for engagement and enrichment; improved behavior, learning, and functioning; increased confidence; and sources of fun.

While nearly everyone agreed engagement in the arts is important for young people on the spectrum, only 1 in 5 parents of children with ASD were satisfied with available opportunities. Cultural administrators and arts educators were also dissatisfied with opportunities, but at lower rates than parents. The researcher noted that dissatisfaction was likely due to a lack of awareness of opportunities and perceptions by all sides that professionals are not trained to meet this population’s specific needs.


Research Initiative, Phase 2 Results and Recommendations. Columbus, Ohio.

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Measurement Resources designed their study to collect systemic recommendations for programs and services to increase access to the arts for people on the autism spectrum. Potential strategies were categorized in one of three categories: Training and Education, Programming, and Supports and Other Resources. Respondents were asked to rate items in these categories in terms of their perceived helpfulness and their likelihood of participation. The following charts are reprinted from Measurement Resource’s final report.

FIGURE 1. Survey Respondents’ Perceived Helpfulness and Likelihood of Participation in Opportunities - Training and Education

“The majority of the respondents believe the training and education items listed would be helpful to increase access to the arts for young people on the autism spectrum… Interestingly, activities that were considered helpful did not always yield high likely to participate scores. It should be noted that sometimes a neutral activity towards participation has more to do with the respondents’ inexperience with a particular activity than their dislike for an activity. For these activities with a neutral to negative likelihood score, it may be important to focus on education around the particular activity to encourage people to participate.”4 4 Chaney Jones, Sheri & Farnbauch, Christy. (2014) Measurement Resources Company. Arts and Autism in Ohio


58%

65%

63%

45%

57%

67%

38%

66%

35%

59%

68%

32%

31%

60%

58%

68%

37%

10% 20% 30% 40% 50% 60% 70% 80%

Cross trainings for teaching artists and professionalsin the medical, physiotherapy and special education

fields

Professional development regarding communityoutreach strategies to the autism community

More education regarding the benefits of the arts forpeople on the autism spectrum

A blog or website containing tips and strategies forartists working with inclusive (both students with

and without ASD) classrooms

A resources kit including information on ASD andbest practices for working and engaging with

children on the autism spectrum in a classroom…

Providing a learning experience where teachingartists can observe a trained facilitator teaching a

class with individuals on the autism spectrum

Online webinars on designing appropriate artsexperiences for individuals on the autism spectrum

In-person workshops on designing appropriate artsexperiences for individuals on the autism spectrum

Figure 4. Training and Education

Likely to Participate (Parents) Likely to Participate (Cultural Administrators) Helpful

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FIGURE 2. Survey Respondents’ Perceived Helpfulness and Likelihood of Participation in Opportunities - Programming

“[S]ome programming activities had stronger and more positive scores compared to the training and education activities.”5

78% agreed grants administered to institutions would be helpful

73% agreed grants to develop programming would be helpful

56% agreed creating ASD-friendly days would increase access o 83% of parents were likely to attend ASD-friendly days

Organized conversations were likely to be attended by 60% of cultural administrators, but only 37% of parents



65%

56%

68%

51%

46%

78%

57%

73%

36%

69%

46%

59%

46%

35%

66%

36%

59%

60%

74%

83%

61%

56%

65%

47%

37%

10% 20% 30% 40% 50% 60% 70% 80% 90%

Out-of- school programs that use art as an educationtool for students and young people on the autism…

Creating ASD friendly days at cultural institutions(e.g. less crowds, lights turned up, noises minimized)

Classes and activities that are designed to include aparent or caretaker

Exhibits or performances highlighting artists withautism

Professional artist residency opportunities that givepriority to people on the autism spectrum

Grants to institutions serving individuals on theautism spectrum to offer arts programming to…

Support groups with parents/caregivers and childrenon the autism spectrum that offer engagement in…

Grants to develop arts programs for individuals onthe autism spectrum

Organized conversations regarding autism and thearts

Figure 5. Programming


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FIGURE 3. Survey Respondents’ Perceived Helpfulness and Likelihood of Participation in Opportunities - Supports and Other Resources

Financial support remains an important resource that can help increase access to the arts for young people on the autism spectrum; more than two-thirds stated it would be helpful. Interestingly, transportation assistance – a significant theme in Phase 1 of this research – was deemed helpful by only slightly more than 50% of respondents. “Parents in the focus groups indicated that they are willing to pay something for arts programs. They would be likely to participate in low cost experiences due to the high cost of services they currently pay, but they do not expect programming to be free.”6

Nearly two-thirds of respondents stated an online directory of resources would be helpful. While parents were more likely to use this resource than cultural administrators, “[t]his number is likely low due to the fact that organizations that do not have programming specifically for individuals on the autism spectrum would not indicate they would list their programs.”7 This data reveals important implications for the current online directory being developed, and the need to develop a strong marketing plan which raises awareness of this resource to families and cultural sector.

6Chaney Jones, Sheri & Farnbauch, Christy. (2014) Measurement Resources Company. Arts and Autism in Ohio

Research Initiative, Phase 2 Results and Recommendations. Columbus, Ohio. 7 Ibid.

64%

68%

54%

60%

47%

11%

38%

53%

67%

30%

41%

10% 20% 30% 40% 50% 60% 70% 80%

An online directory listing outside of school arts programsand activities designed for individuals on the autism

spectrum

Financial support for families to participate in artsactivities

Transportation assistance for families to get to art andcultural opportunities

Advocacy aimed at making music therapy an accreditedprofession

Figure 6. Supports and Other Resources


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Measurement Resources developed a strength score and rank order for each activity presented. The score was calculated by multiplying respondents’ helpful score and their likelihood to participate score, and then averaged to yield an overall score. A score higher than 12.5 indicates an activity is likely to increase access. The following charts are adapted from the ones developed by Measurement Resources, displaying those activities which received a strong strength score. The first table displays strength scores among cultural administrators and teaching artists; the second one, parents. FIGURE 4. Cultural Administrators/Teaching Artists Rank Order for Activities

Activity Rank Order Strength Score

Grants to institutions serving individuals on the autism spectrum to offer arts programming to their students

1 14.3

Grants to develop arts programs for individuals on the autism spectrum

2 14.0

More education regarding the benefits of the arts for people on the autism spectrum

3 13.8

In-person workshops on designing appropriate arts experiences for individuals on the autism spectrum

4 13.6

Out-of-school programs that use art as an education tool for students and young people on the autism spectrum 5 13.5

A blog or website containing tips and strategies for artists working with inclusive (both students with and without ASD) classrooms

6 13.3

A resources kit including information on ASD and best practices for working and engaging with children on the autism spectrum in a classroom setting

7 13.2

An online directory listing outside of school arts programs and activities designed for individuals on the autism spectrum

8 13.0

Creating ASD friendly days at cultural institutions (e.g. less crowds, lights turned up, noises minimized)

9 12.8

Professional development regarding community outreach strategies to the autism community

10 12.7

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FIGURE 5. Parent/ Professional Service Providers Rank Order for Activities



1 15.3


2 15.1

Out-of-school programs that use art as an education tool for students and young people on the autism spectrum

3 14.8

Financial support for families to participate in arts activities 4 14.4


5 14.0

Classes and activities that are designed to include a parent or caretaker

6 13.6


7 12.7

Research Conclusions Measurement Resources Company provided the Ohio Arts Council and VSA Ohio with many more voices who spoke to making the arts more accessible for young people on the autism spectrum. Importantly, focus groups reached beyond Ohio’s urban centers and in to more rural and underserved areas. There are limitations to the data, in that most respondents reported high education attainment levels, likely reflecting higher incomes, and an underrepresentation from health field professionals. Their quantified findings continue to shed light on barriers to accessing the arts – real and perceived – and strategies likely to make a positive difference. Further, data results do allows us to focus efforts and make good use of available assets, which are always limited. As the Initiative continues, it will be essential to design outputs and identify outcomes which can be measured for success. The following recommendations were provided by Measurement Resources for decision-makers connected to the Arts & Autism in Ohio Initiative.

1. Increase the capacity and skills of arts professionals to serve young people on the autism spectrum. Teaching artists are interested in more focused training on the benefits of arts experience for young people on the autism spectrum. Providing in-person workshops on creating appropriate arts experiences for this population received a strong ranking. Parents will also need to be educated on the skills and training of the arts professionals to feel a sense of comfort that the experience is the right opportunity for their children.

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2. Encourage partnerships between institutions already serving individuals on the autism spectrum and arts organizations. Both parents and arts professionals agreed that providing incentives and grants for cultural institutions to partner with professional and trained teaching artists to offer arts programming would be helpful in increasing access to the arts.

3. Use ASD-friendly days as a community outreach tool. More than 80 percent of parents agreed that they would participate in ASD (sensory) friendly days at cultural institutions if they were available. Increase the understanding of cultural institutions on how to create these learning opportunities and possibly incentivizing these programs as an outreach to families with children on the autism spectrum.

4. Continue to understand and communicate with the underrepresented populations. Although this study does not specifically ask respondents for their income level, income is typically correlated with education level. Given the high percentage of college-educated respondents, it would be beneficial to understand how to increase access to the arts for children on the autism spectrum in lower-income families. Parents should be engaged around available arts opportunities and the benefits of these experiences for their children.

5. Explore the relationship between the creative economy and young people on the autism spectrum. Focus group participants brought up many stories of individuals with autism who were extremely gifted in the arts. Consider contacting key job-placement programs in Ohio (i.e., Greenleaf Job Training Services in Columbus) that serve people with disabilities, especially autism, to explore ways the creative industries may be highlighted/presented as options for young adults with ASD. New funding streams linked to workforce development may be available to support this work.

6. Investigate the potential “market” of young people on the autism spectrum. Cultural institutions tended to have low to moderate scores in terms of their likelihood to develop programs for young people on the autism spectrum. These scores may be a reflection of uncertainty as to the specific need in their community. With the growing populations of children on the autism spectrum, arts organizations will need data and proof of the potential return on their investments in programming to serve these children and their families. Further research should be conducted to explore the fiscal feasibility for arts and cultural organizations who choose to serve this population in more focused ways.

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Arts & Autism in Ohio Advisory Group It takes a team to support a young person with autism; it will take a team to increase access to the arts for young people with autism.

The researchers recommend creating an Arts & Autism in Ohio Advisory Group which is charged with accomplishing future phases of this work and achieving goals set forth in the OAC’s strategic plan. Ideally, the group will be comprised of diverse individuals (fields, ages, power, etc.) who are linked by the Advisory Group’s mission, and led by an individual with time to devote to the work, knowledge about the fields of art and autism, and sufficient investment/obligation which ensures the work is completed in a timely fashion.

VSA Ohio will work with partners to identify 5 to 10 diverse individuals from across Ohio, who are dedicated to this project’s primary goals and who have an array of resources available to achieve its objectives. This Advisory Group will be convened 3 – 4 times throughout a year, and as needed, to advance the Initiative’s strategic objectives, activities, and promotion. --- Based on input from numerous individuals and organizations, as well as our own contacts in the field, VSA Ohio has so far invited 15 individuals to join the Arts & Autism in Ohio Advisory Committee. Invitations were extended at various times over the last two months and included background information on the Initiative, a one-page description of the Advisory Council, Executive Summary to the Phase 1 Final Report, and notice of the first meeting date. Most of the invitations were met with enthusiasm and readiness to pursue the group’s mission. Others were unable to be reached (yet) or make the time commitment. Upon agreement, Members were provided a copy of the full Phase 1 report and expected to read it in advance of the first meeting. The mission of the Arts and Autism in Ohio Initiative Advisory Group was drafted by VSA Ohio and the Ohio Arts Council, and was positively received by all members. The mission of Arts & Autism in Ohio Advisory Group is to make the arts and arts education more accessible to individuals with Autism Spectrum Disorder. The Arts & Autism in Ohio Advisory Council met for the first time on Thursday, May 1, 2014 at the Ohio Center for Autism and Low Incidence in Columbus, Ohio. Attendees included: Carol Argiro, Director of Development, Helping Hands Center for Special Needs Morten Haugland, CEO & Founder, Haugland Learning Center Amy Hess, Autism Treatment Network, Site Coordinator Toni Johnson, Director of Development and Marketing, Columbus Children's Theatre Vicki McCrone (via telephone), Teaching Artist, Music; Owner, Stella Productions Cassandra McDonald, CEO C.A.S.S.-M.I.N.D., PhD (AbD) Family Studies, Motivational Speaker Christopher Purdy, Executive Producer, WOSU Public Media Deborah Smith Shank Professor & Chair, Arts Administration, Education and Policy, OSU Kim Turner – Ohio Arts Council Representative Erin Hoppe & Morgan Green - VSA Ohio

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This meeting was very enthusiastic and productive; a copy of the minutes from this meeting is in the Appendix. The Members present shared their personal and professional connections to the work and ideas on whom else might be added to the Advisory Group. Future meeting dates were set. Notably, all firmly believed the next meeting should take place sooner rather than later to maintain momentum, opting to meet again before the month ended, rather than wait for mid-summer. The group discussed the importance of finding funding sources for the work to continue. The group reviewed findings from Phase 1 and the status of Phase 2’s current efforts. Specific avenues to pursue in the next phase of this initiative were brainstormed. The list of potential projects quickly became large and in need of organization. It was determined the next meeting should focus on clarifying what the group wants to accomplish, and how to do so. VSA Ohio’s Executive Director contracted Christy Farnbauch, President of Strategic Links, LLC, to lead the Arts & Autism in Ohio Advisory Group through a visioning and strategic planning process. The Advisory Group convened for a second time on May 29th on The Ohio State University’s campus. Mrs. Farnbauch’s expertise, process and style led the group in a dynamic discussion. Advisory Group members received ground rules, recalled personally meaningful experiences with arts and autism, shared their expectations for the Advisory Group, then proceeded through structured brainstorming around potential areas for impact, which were derived from major themes in Phase 1 findings. Themes included 1) Collaborations, 2) Preparation, 3) Professional Development & Training; 4) Sensory-Friendly Experiences; 5) Advocacy; and 6) Research. A full copy of the report submitted by Strategic Links is provided in the Appendix. A vision statement for the Advisory Group was drafted and recommendations for next steps provided. Draft Vision Statement:

The Arts & Autism Task Force is deeply passionate about making the arts and arts education more accessible for people, especially children, who are on the Autism Spectrum. We are committed to helping people with autism connect in and through the arts to improve their quality of life. By identifying resources, creating networking opportunities, and leveraging relationships with arts and cultural leaders and organizations, the Task Force will create ways for developing and showcasing the strengths of people with autism.

Next Steps:

1. Continue to identify and recruit new Task Force members. 2. Task Force members will attend one of Amy Hess’ workshops. 3. Review data collected from Phase 2 of the Arts & Autism Research Project to determine

overlap with Phase 1 results. Identify or refine strategies for a Task Force Strategic Plan. 4. Create an Arts & Autism Facebook Closed Group and track the number of people who join.

Share Phase 2 research, and ideas this Task Force is working on. Post questions. 5. Make group specific to Task Force’s work and include VSAO and OAC logos.

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6. Create a logo for this Task Force. 7. Create a committee structure for the Task Force. 8. Determine ways to measure success and impact. How will the Task Force know when they

are successful? Consider developing a logic model for the Task Force’s work to refine intended outcomes and impact.

9. Further develop theme areas above into goals and objectives of a strategic plan for the Task Force.

This report was shared with the Advisory Group in May for their reflection and comments. The Arts & Autism Advisory Group will meet next on Thursday, September 25, 2014 at the Columbus Children’s Theater. Content will include a thorough review of Phase 2 outputs and outcomes, additional strategic planning, review of funding options, and committee assignments. Profiles of the current Arts & Autism Advisory Group members are provided in the Appendix. The Advisory Group demonstrates strong commitment to this Initiative and moving it forward, already taking action steps to effect change. Efforts will only be enhanced as additional, devoted Members are added, efforts are focused, partnerships leveraged, and funding identified. Artist Henry H. poses with his grandparents with his artwork. “No Place Like Home” won a Youth Award, won People’s Choice, and was sold to a new patron during the Accessible Expressions Ohio 2014 opening ceremony. Photograph by Amy Hess.

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Data Collection & Resource Development VSA Ohio’s Outreach Coordinator will serve as the Research Assistant who will create a database of opportunities/resources for the arts and autism in Ohio. This individual will collect as much information as possible on accessible arts experiences in Ohio, cultural institutions which offer the experiences, statistics about each experience (cost, location, non/inclusive), resources for parents/cultural administrators/educators, and others. Beyond cultural areas, the health system, education system, and autism advocacy world shall be explored as places where opportunities exist.

This information shall be maintained in a newly developed online, searchable database. Based on input from roundtables, the success of such a venture will be in ensuring it gets exposure and backing from autism advocacy and education organizations around the state (ie. Ohio Center for Autism and Low Incidence), as these often serve as the first point of contact for a family with a child on the spectrum and who often are not connected to arts opportunities in their area.

An information technology specialist will be engaged to set up and implement an online database in a user-friendly content management system, which can then be maintained by another trained professional. --- Online Resource Directory The primary effort in this area was to begin building a searchable database of opportunities and resources for the arts and autism in Ohio. Phase 1 research suggested the success of such a venture is ensuring exposure and backing from autism advocacy and education organizations around the state. These institutions typically serve as the first point of contact for a family with a child on the spectrum, including those not strongly connected to the cultural field. VSA Ohio began collecting information on accessible arts opportunities and resources in early 2014. This is done through independent research and increasingly frequent inquiries to the VSAO offices. After fulfilling requests to the greatest extent possible, VSAO archives the inquiries, which will be used to facilitate population and promotion of the online directory. VSA Ohio secured a meeting with the Ohio Center for Autism and Low Incidence (OCALI) in the spring of 2014. VSAO’s Executive Director and Outreach Coordinator, met with the following staff at OCALI:

Shaun Henry, Executive Director Sheila Smith, Assistant Director Hal Hixon, Web Design / Publications Specialist Simon Buehrer, Conference / Events Manager

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As in most meetings VSAO convenes related to this topic, the enthusiasm and support was strong from all parties. OCALI currently weaves some arts-related opportunities into its services, but does not have any formal programming. OCALI’s leadership placed their support firmly behind developing this resource, and offering its services to the project in-kind. It was determined that a directory of accessible arts opportunities should be built into OCALI’s existing resource database: the Services and Supports Database, familyservices.ocali.org/. The database is used by providers in Ohio and across the country to list services. Families use it to find tailored support for everything from dentists who specialize in serving young people with autism to legal services to education resources. Users can search by age range, category, and zip code. FIGURE 6. OCALI’s Existing Services and Supports Database

OCALI also maintains a Calendar of opportunities where arts experiences could be posted. Content can be found by Topic (eg. assessment, autism, customized employment, and transitions) or in Media type (eg. events, links, news, printables, videos, webinars). Fortuitously, staff at OCALI had recognized for some time a need to update display and usability of the current online database. Their submission form is cumbersome and the right amount of data is not necessarily being collected or displayed. VSA Ohio’s request became the spark for a win-win. In order to develop a high-quality resource, VSA Ohio and the OCALI web-development team discussed at length the system’s functionality, accessibility, content, unique situations, and other

http://familyservices.ocali.org/

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trouble shooting. Other online directories were reviewed for inspiration and things to avoid. The Directory’s redesign is certain to enhance opportunity submission, search features, and display. Beta-versions of the Online Submission Form and User-Search Function are currently available (Figures 7 & 8). Due to the scope of this database, a primary challenge has been to design a system that accurately collects, classifies, and displays opportunities. The entire Directory will primarily be managed and moderated by OCALI. The arts opportunities section will be under VSA Ohio’s purview. Once an opportunity is submitted, VSAO will review content for completion and clarity, before approving its display within the appropriate category (event, program, organization, resource). Next steps

Deliverable July August September October +

Continue to redefine functionality details and draft forms

X

Build the final database and administration system

X

Develop publicity plan for Directory’s re-launch

X X

Launch Resource Directory X X

Publicize Resource Directory & Link with Partner Organizations

X

Collect Opportunities for inclusion X X X X

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FIGURE 7. Beta-Web Version of Resource Provider Entry Form, OCALI’s Online Supports and Services Database

*Continues on next page.

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FIGURE 7 - CONTINUED. Beta-Web Version of Resource Provider Entry Form, OCALI’s Online Supports and Services Database

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FIGURE 8. Beta-Web Version of Search Function, OCALI’s Online Supports and Services Database

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Recommendations for the Ohio Arts Council The Ohio Arts Council is time and again a national leader in innovative services, programs, and policy. The Arts & Autism in Ohio Initiative aligns with and advances the OAC’s mission and vision. To VSA Ohio’s knowledge, this Initiative remains the only one of its kind in the nation. The need to make the arts more accessible to young people and individuals on the autism spectrum remains high, with a recently revised incidence rate of 1 in 68 young people.8 New discoveries, press coverage, and advocacy efforts have opened the policy window for improving the way our public sector and private communities meet the needs of this population. The nature of autism, and the teams required to support an individual on the spectrum means that it affects millions more than those with a diagnosis, many of which are constituents of the Ohio Arts Council. In FY15, the Ohio Arts Council will enter a new era, with incoming Executive leadership and the start of another Strategic Plan. While some changes will certainly occur, the OAC’s mission to “fund and support quality arts experiences to strengthen Ohio’s communities culturally, educationally and economically” will continue. As will its vision to “Provide leadership and a voice for the arts to transform people and communities.” The OAC has already demonstrated significant financial and human capital investment in this Initiative. VSA Ohio encourages the OAC to consider its continued support – through funding, a review of policy and services, and media efforts. Phase 2 of the Arts & Autism in Ohio Initiative has positioned the Ohio Arts Council, its partners, and advocates to continue making progress in addressing the question of how to better support students and young people with ASD through the arts. Based on research findings, Initiative activities in 2014, and consideration of capacities, the following recommendations are provided to the Ohio Arts Council. They are strategic, efficient, effective, and viable means of making the arts more accessible to individuals on the autism spectrum. Recommendations are a combination of those provided by Measurement Resources Company, Strategic Links, the Arts & Autism Advisory Group, and VSA Ohio.

1. Assess current grant-making categories and identify ways to promote funding for institutions to develop, promote, and implement programs and services for individuals on the autism spectrum. Grant programs are a significant piece of the Ohio Arts Council’s services, and one of the most valued resources. Research confirms that programs and training required to adequately serve this population require extra funds. Grants might support anything from training staff to hosting a teaching artist residency to scholarships for qualifying families and individuals.

8 Centers for Disease Control and Prevention. Autism Spectrum Disorder Data and Statistics.

http://www.cdc.gov/ncbddd/autism/data.html

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2. Increase the capacity and skills of arts professionals to serve young people on the autism spectrum. Teaching artists are interested in more focused training on the benefits of arts experience for young people on the autism spectrum. Providing in-person workshops and webinar on creating appropriate arts experiences for this population. Like all professionals, those in the cultural sector are always in need of professional development, but are often priced out. The OAC could become a leader in coordinated professional development for cultural administrators and teaching artists in this, and other essential areas.

3. Contribute to a public awareness campaign highlighting the Ohio Arts Council’s mission, purpose, and services, the Arts & Autism in Ohio Initiative, and success stories related to individuals on the spectrum (and with other disabilities) engaging in arts experiences. Today individuals are moved to action and support when they encounter authentic, meaningful stories. Efforts to collect stories within the OAC’s existing Take pART program could be enhanced then translated into additional awareness efforts to the community.

4. Encourage partnerships between institutions already serving individuals on the autism spectrum and arts organizations. Both parents and arts professionals agreed that providing incentives and grants for cultural institutions to partner with professional and trained teaching artists to offer arts programming would be helpful in increasing access to the arts. Potential partners exist at every level; some example include the Opportunities for Ohioans with Disabilities and Ohio Department of Job and Family Services state agencies, Nationwide Children’s Hospital Autism Treatment Network, and CASS Mind Industries.

5. Explore the relationship between the creative economy and young people on the autism spectrum. Focus group participants brought up many stories of individuals with autism who were extremely gifted in the arts. Consider contacting key job-placement programs in Ohio that serve people with disabilities, especially autism, to explore ways the creative industries may be highlighted/presented as options for young adults with ASD. The arts mean jobs. Support for workforce development programs and partnerships can enhance the creative economy and put many to work who may not otherwise. Governor John Kasich signed the Employment First Executive Order in March 2012, indicating his commitment to putting Ohioans to work, regardless of dis/ability.

6. Investigate the potential “market” of young people on the autism spectrum. Cultural institutions tended to have low to moderate scores in terms of their likelihood to develop programs for young people on the autism spectrum. These scores may be a reflection of uncertainty as to the specific need in their community. With the growing populations of children on the autism spectrum, arts organizations will need data and proof of the potential return on their investments in programming to serve these children and their families. Further research should be conducted to explore the fiscal feasibility for arts and cultural organizations who choose to serve this population in more focused ways. The Ohio Arts Council’s partnership with Ohio Citizens for the Arts and Bowling Green State University to quantify economic impact of the creative industries is an excellent model.

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Conclusions & Next Steps VSA Ohio, the Arts & Autism in Ohio Advisory Group, the Ohio Center for Autism and Low Incidence, and many other partners will continue to pursue related services, opportunities, and funding. It is the hope of engaged constituents that the Ohio Arts Council continues to see value in this Initiative and maintain its leading role through policy, practice, and funding. VSA Ohio and its partners have identified the following strategies, action steps and priority areas to pursue in the next six to twelve months.

Finalize and launch Services & Supports Directory with Ohio Center for Autism and Low

Incidence, featuring a new ARTS section. Pursue funding for the Arts & Autism in Ohio Initiative. Develop resources for pertinent parties: website with tips and strategies for teaching artists;

print materials on engaging children on the spectrum in the classroom. Raise Awareness

o Develop a brief one-page description of the Initiative for distribution o Create an online presence for the Arts & Autism in Ohio Initiative through creation of a

dedicated page on www.vsao.org and a Facebook Group. o Publicize new online resource directory with OCALI to program providers and families. o Develop a marketing plan to promote the arts, creative careers for people with autism. o VSA Ohio’s executive director will make a presentation on the Initiative to the VSA

international Affiliate Network in July at their annual meeting in Alexandria, VA. o Measurement Resources Company will make presentations on research findings, as

appropriate. o Use ASD Sensory-Friendly Days as a community outreach tool.

Arts & Autism Advisory Group o Next Meeting: Thursday, September 25, 2014 at Columbus Children’s Theatre. o Continue to identify and recruit new members. o Review data collected from Phase 2 of the Arts & Autism Research Project to determine

overlap with Phase 1 results. Identify or refine strategies for a Strategic Plan. o Create a committee structure to implement refined strategic goals and activities. o Determine ways to measure success and impact. How will the Advisory Group know

when they are successful? Develop a logic model for the Advisory Group’s work to refine intended outcomes and impact.

Professional Development o Advisory Group Members will attend a cultural center training program presented by

Amy Hess of Nationwide Children’s Hospital’s Autism Treatment Network. Outline a Train-the-Trainer program, enhancing capacity to provide best-

practice trainings to cultural institutions statewide. o Amy Hess and Dr. Deb Smith-Shank will partner to begin developing a college-level

course for educators in training which focuses on the needs of young people on the autism spectrum; pilot the course at Ohio State University.

o Promote Teaching Artist and educator trainings through VSA Ohio’s Adaptation, Integration and the Arts program.

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APPENDIX 1 Arts & Autism in Ohio Advisory Group – Description

Arts & Autism in Ohio Advisory Group Description The mission of Arts & Autism in Ohio Advisory Group is to make the arts and arts education more accessible to individuals with Autism Spectrum Disorder. This Group is the result of an initial research project commissioned in 2013 by the Ohio Arts Council and conducted by VSA Ohio, the state organization on arts and disability. The Advisory Group shall be comprised of diverse individuals from across Ohio who share the mission and are dedicated to effecting its implementation through a variety of means. The Advisory Group shall be led by a Chair and convene three to four times annually, and as needed, to achieve the initiative’s strategic objectives, activities, development, and promotion. The Initiative’s objectives are drafted, but the Advisory Group may identify its own goals and areas of interest/need. This is an exciting opportunity to be part of a groundbreaking initiative. To date, no similar research initiative or efforts have been identified anywhere in the country. There are innumerable institutions, programs, and individuals who are working to make the arts accessible to people with autism Spectrum Disorder. However, no other statewide initiatives or leaders are pursuing this question of arts-access-autism with similarly broad perspectives and/or goals. The project has received recognition and attention from national partners such as VSA, The Kennedy Center, and National Endowment for the Arts. Responsibilities Advisory Group members are expected to be active and on-going advocates for the Arts & Autism in Ohio Initiative. Further, this is a working group. Members are charged with producing results through their own efforts and by bringing in others. Advisory Group members are expected to have a working knowledge of the autism and/or cultural fields. Copies of the Arts & Autism in Ohio Initiative Phase 1 Report will be provided to all members, as well as a bibliography of recommended reading. Meeting Schedule, 2014: May 1 4:00pm May 29 5:00pm September 25 4:00pm

All meetings will be held in Columbus. In-person attendance is highly preferred and encouraged, particularly at the first meeting in May. However, as needed, Advisory Group members may participate via Skype or conference call. An amended schedule may be developed during the first meeting to accommodate more participants. For more information, contact Erin Hoppe, Executive Director of VSA Ohio, at [email protected] or 614.241.5325.

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APPENDIX 2 Minutes, Arts & Autism in Ohio Advisory Group, May 1, 2014 Ohio Center for Autism and Low Incidence, Columbus, Ohio Attendees: Carol Argiro, Morten Haugland, Amy Hess, Toni Johnson, Vicki McCrone (via telephone), Cassandra McDonald, Christopher Purdy, Deborah Smith Shank Kim Turner – Ohio Arts Council Representative Erin Hoppe & Morgan Green - VSA Ohio The meeting began at 4:10 pm and everyone present introduced themselves, noting their affiliations and interests in this project. A contact information sheet was circulated for communications among the Advisory Group. A PDF of the Contact Sheet is attached. The Advisory Group was asked to provide brief biographies and headshots to VSA Ohio so that an online web presence can be developed. Send your preferred information to Morgan Green at [email protected], or we will work to pull information from existing profiles which are found online. The Advisory Group discussed building its membership and identifying a Chairperson. The Advisory Group seeks leaders who can provide direction and guidance in achieving the mission of the group. These leaders may come from any professional field, but should have an understanding of the needs of people with autism and those who work with those individuals. The leaders should also exhibit dedication to furthering access to the arts for these populations and have connections to resources such as people and funding which can advance the Group’s mission. Current Members are asked to make contact with potential candidates, and can use the attached 1-pager description of the Advisory Group to facilitate meetings. Recommendations for new members can be officially put forward and approved at future meetings. Erin Hoppe with VSAO is willing to meet with candidates per requests. Future meetings of the Arts & Autism in Ohio Advisory Group are scheduled for: Thursday, May 29th at 5:00pm – likely location Ohio State University, Sullivant Hall Thursday, September 25th at 4:00pm – likely location Columbus Children’s Theatre Erin Hoppe provided a review of the Arts & Autism in Ohio Initiative Phase 1 work completed last year. A review of the full research report is available in electronic and hard copy formats. Findings and recommendations from this research are being implemented in Phase 2. Erin provided an updated on the work currently being conducted in Phase 2 of the Initiative, which are three-fold.

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An Arts & Autism Advisory Group has been assembled with passionate, successful leaders in multiple fields to guide and accomplish the mission/goals set forth in this Initiative.

Additional research is being conducted by Management Resources, Inc. to gather more information from throughout the state on how the Ohio Arts Council can make the arts more accessible to people on the autism spectrum. Three focus groups will be conducted, one each in Fairborn (May 8), Athens (May 15), and Lima (May 17). A second online survey is available for respondents to take. This has been distributed by VSAO/OAC to listservs and via social media. Please continue to distribute the survey among friends, family members, and colleagues that may be appropriate for input. Making connections with other untapped fields (medical, music/music therapy, etc) for survey input is especially important. https://www.surveymonkey.com/s/ArtsAndAutism2014

An Online Database of Accessible Cultural Experiences is being developed in partnership with the Ohio Center for Autism and Low Incidence. The resource will be housed on their website as part of their existing Supports & Services Database. The database is being redesigned by OCALI staff with input from VSAO and collection of accessible program/event opportunities should begin in early summer.

The Arts & Autism Advisory Group brainstormed avenues to pursue in the next phase of this initiative. There is a particular need to define focus areas and strategies. Ideas included:

Make existing resources and cultural institutions more accessible

Connect families, educators, and professionals with training and resources (improved marketing and awareness)

Improve databases (Arts in Ohio and OCALI) for better search functioning,

Potentially splitting efforts into several focus areas: o Professional Development (teachers, teaching artists, cultural institutions) o Marketing and awareness for families o Resources for individuals with Autism (possible panel discussion, skype meetings,

profiles of successful working artists and other professionals with Autism).

Upcoming opportunities for initial arts experiences for families and children with Autism include Family series of lectures (NCH) and Activity day at COSI (arts exploration and potential survey participants)

Bridging gap between families/individuals with autism and successful professionals with autism (artists and more)

Members are asked to continue thinking about particular areas, programs, and services the Initiative can impact. A large portion of the next meeting will be devoted to clarifying what the group wants to accomplish, and how it will do so. The Advisory Group discussed the importance of fundraising to accomplish the goals and services we wish to enact. Members are asked to network with potential donors who already have an interest in Autism and related causes.

https://www.surveymonkey.com/s/ArtsAndAutism2014

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APPENDIX 3 Arts & Autism in Ohio Advisory Group – Member Profiles

Maria D. Angel, Transition & Vocational Coordinator, Columbus City Schools Maria D. Angel is a Transition and Vocational Coordinator for Columbus City Schools. She assists high school students with disabilities and their families with post-secondary planning in the areas of education, employment and independent living. Maria also provides vocational opportunities and support to students with disabilities enrolled in career and technical programming and help coordinate the district's community-based work development programs located at; LifeCare Alliance, Columbus City Schools Food Production Center, Grant Hospital, Riverside Methodist Hospital and Goodwill Columbus. Before current work Maria was a special education teacher for ten years and a specialist in aging developmental disabilities with Goodwill Columbus/SAGE Senior Service. Maria is a Family Advisory Council Member with Nationwide Children’s Hospital Autism Treatment Network and volunteer advocate for Facing Our Risk of Cancer Empowered.

Carol Argiro. Director of Development, Helping Hands Center for Special Needs

Carol Argiro is a seasoned nonprofit administrator with over 19-years of experience in the Columbus community. Currently, Argiro is the Director of Development for Helping Hands Center for Special Needs, a nonprofit organization with a mission to serve the educational and therapeutic needs of children with autism and other developmental disabilities. Prior to joining Helping Hands Center in October of 2012, Argiro served as Managing Director and Director of Community Programs for

Jazz Arts Group of Columbus where she oversaw the build-out, operations and programming for its Jazz Academy as well as managed the internal operations of the organization. Prior to Jazz Arts Group, Argiro spent nearly 10-years at Dublin Arts Council, a multi-arts and education organization in Dublin, Ohio. Argiro attended Ohio University in Athens, OH and received her BS in Communications in 1987.

Dr. Morten Haugland. CEO & Founder, Haugland Learning Center

Dr. Haugland started serving individuals with special needs since immigrating to the US in 1990. After serving the adult population for three years, he started working with young children on the autism spectrum while a student at Northern Michigan University (NMU). He completed his Bachelor Degree in Psychology from NMU in 1994 and received a Masters in Applied Psychology from St. Cloud State University in 1996. Dr. Haugland completed his Ph.D. and a second Masters in ABA and Special Education at The Ohio State University in 2000. Dr. Haugland holds a national

certification as a Board Certified Behavior Analyst (BCBA-D). He is frequently asked to present locally, nationally and even internationally as an expert in behavior analysis. After graduating from OSU, Dr. Morten Haugland served as a full time faculty member in the education department at Otterbein College until 2004. At that time he decided to dedicate all his time to serving families with special needs. He remains a part time lecturer at The Ohio State University and presents at the University of Oslo, Norway. Dr. Morten Haugland and his wife Kristine have operated Haugland Learning Center since July of 2004.

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Amy Hess. Autism Treatment Network, Site Coordinator, Child Development Center, Nationwide Children’s Hospital

Amy Hess has an extensive background in working with people with disabilities. She was employed as the Community Employment Manager with a County Board of Developmental Disabilities and was the Project Manager for the Creative Career Development grant funded by the Ohio Developmental Disabilities Council. In 2007 Amy joined The Ohio State University LEND program as a Family Faculty and was active in teaching the LEND seminar, clinical activities, grant writing, instructing via the Nisonger Online Orientation to IDD and project management. Currently, Amy is the Site Coordinator for the Autism Speaks/Autism Treatment Network (ATN) at Nationwide

Children’s Hospital (NCH) where she is actively engaged in community outreach, clinical quality improvement initiatives, research coordination and family centered care development. Amy is also on the Family Advisory Council at NCH. Amy holds a B.S. in Communications from The Ohio State University and completed a Masters Certificate program in Rehabilitation Administration at DePaul University in Chicago. Amy is also the parent of a really cute, funny, free-spirited child with Autism and his witty and charming older sister. She and her husband are very active in autism projects in the central Ohio area.

Marie Antoinett Johnson. Director of Development and Marketing, Columbus Children's Theatre Marie Antoinett Johnson, better known as “Toni” serves as the Director of Development & Marketing. Before joining CCT, she worked as Director of Marketing & Membership for the Martin Luther King Jr. Performing & Cultural Arts Complex. Previously, Toni has worked in both the non-profit and for-profit sector in Marketing and Sales for Motown Record Company, Rock and Roll Hall of Fame and Museum, and Radio One. Toni currently serves on the Board of Trustees for Living Beyond. She has two daughters, Cierra and Tommi Lee.

Erin J. Hoppe. Representative, VSA Ohio, Executive Director Erin Hoppe is an experienced cultural researcher, administrator, evaluator, and advocate. Erin is currently the Executive Director of VSA Ohio, the state organization on arts and disability. During her 5 year tenure Erin has overseen a 30% growth in annual income, 250% growth in education programming, and implementation of numerous outreach projects including comprehensive organizational rebranding and the ReelAbilities Columbus Disabilities Film Festival. Erin holds a Masters in Cultural Policy & Arts Administration from The Ohio State University (2009) and a Bachelor of Arts in Economics with minor in Art History from the University of California, San

Diego (2003). Prior professional experience includes serving as a program assistant for the Partners in Education program at The Kennedy Center, research assistant at American Institutes for Research, and intern for the National Endowment for the Arts and Smithsonian Institution’s Office of Policy and Analysis. Erin was president of Central Ohio Student Advocates for the Arts, Fellow in the Next Generation of Nonprofit Leaders program, and GCAC’s Emerging Arts Leader award recipient. Erin is passionate about the power of art to facilitate understanding and connections, creating an inclusive society, and exploring Ohio’s metro parks.

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Vicki McCrone. Teaching Artist, Music; Owner, Stella Productions I help early childhood, elementary, and special needs children learn and perform original songs. Through this process, we incorporate Ohio Fine Arts Academic Standards as well as support learning in other disciplines such as science and language arts. Students learn the fundamentals of good singing and get to strum a guitar. They might also learn to "read" from a simple musical score. Those who don't wish to sing can explore the technical side of making and recording music. Other students enjoy the songwriting process, which connects to academic

content standards such as language arts (vocabulary, rhyme), math (rhythm, time signatures), music (song structures, performance practices), and history (cultural events influencing music). My professional work is two-fold. Stella Productions, continues to expand the Little Songs catalog. Also, I serve as Director of Neighborhood Players, a non-profit organization providing arts programs to disadvantaged schools. Our motto is "the most difficult kids become the greatest champions." I have been studying, writing, and performing music since childhood. My mother, a professional singer and voice teacher, was my original inspiration. Other inspiration came from growing up in a musical church and school music program where I sang and played piano in choirs and musicals through college. I am tremendously grateful for these opportunities, particularly at a time when we have fewer and fewer arts programs in our schools. I studied classical piano privately, sang in the Blossom Festival Chorus (Summer Cleveland Orchestra Chorus), and have performed my original songs live, here at home and in Europe. I received a B.S. in Business Administration with minors in Arts Management and International Economics from Miami University of Ohio. After years as an account executive for a Fortune 1000 software company, I transitioned to a full-time career in music.

Cassandra McDonald. CEO C.A.S.S.-M.I.N.D.; C.A.S.S.-M.I.N.D. Academy-Autism Learning Center Educator & Concert Artist; Intervention Strategies; Motivational Speaker, Life Coach

Uniquely gifted, Cassandra McDonald is an international recording, award winning vocal soloist, concert artist, captivating teacher, composer, business owner, pianist, and, most recently, playwright. As a rich mezzo-soprano Cassandra’s music covers a wide spectrum, including Creative Kidsâ€™ Concerts, Operatic Classical Repertoire, Inspirational Spirituals and Hand-Clapping, Heart Pounding Gospel Music. Mrs. McDonald has been a guest conductor throughout the Midwest. She has been the guest soloist with the Southeastern Ohio Symphony on several occasions, including performing her original composition which she also orchestrated, “Let the Peace of God Abide in Me.” Cassandra’s One Woman Show, “The Spiritual: From the Plantation

to Classical Orchestration Our American Heritage,” which debuted at Secrest Auditorium in Zanesville, Ohio, is a riveting look at the history and culture of this authentic American folk medium, and is especially geared towards students. From small classrooms to large assemblies, students become performers during these presentations. She is available for concerts, residencies master teacher workshops, lectures, consultations and training in her new project, The Three ''P's'' of PERFORMING. She is also a Heartland of America and an Ohio Arts fee support artist.

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Christopher Purdy. Executive Producer, WOSU Public Media Host of Music in Mid-Ohio, Musica Sacra, Serenata and the Columbus Symphony Orchestra live broadcasts. Christopher also hosts Classical 101, By Request, every Friday. Christopher Purdy remains a New Englander at heart, with strong ties to Manhattan where he lived for many years. But he has strong Columbus ties: his late father-in-law, Wayne Rittenhouse, was the football coach of Central and Northland High Schools in Columbus. Christopher met his wife, Linda Rittenhouse, while they were both working at a food kitchen in New York City. They married in 1989; their daughter Kerry Megan was born in 1990, and is on the autism spectrum. The family moved to Columbus in 1991. They are still adjusting to the Midwestern lifestyle. His favorite composers are Monteverdi and Bruckner. An accidental encounter with a

beat-up recording of Mozart’s “Don Giovanni” at the age of eight changed Purdy’s direction from law school or the priesthood to one of classical music and public broadcasting. He was so captivated by the cover art, that he took the recording home, popped it on his battery-operated kiddy record player … and his life changed forever. He still has the recording.

Deborah L. Smith-Shank, PhD. Professor & Chair; Arts Administration, Education and Policy, The Ohio State University

Deborah L. Smith-Shank received a Ph.D. from Indiana University and is Professor of Arts Administration, Education and Policy at The Ohio State University. She comes to OSU from Northern Illinois University where she was Head of the Art Education program and taught at all levels for 20 years. Prior to her work at NIU, she taught art K-12. Her research is involved with artifacts of visual culture and social justice examined through semiotic and feminist lenses and has published over 100 journal articles and book chapters, and edited the 2004 book, Semiotics and Visual Culture: Sights, Signs, and Significance. Smith-Shank currently serves as elected Vice President of the International Society for Education Through Art (www.insea.org) and is co-editor and founder of the journal of Visual Culture & Gender, an international, freely

accessed, multimedia juried journal (www.emitto.net/visualculturegender).

Kimberley Turner. Representative, Ohio Arts Council, Grants Associate & Accessibility Coordinator

Kim Turner joined the OAC staff in August 1998 as a program coordinator. In September 1999, she became a grants coordinator in the Grants Office, where she assisted organizations as they completed the application process, and provided technical assistance for the OAC’s OnLine Grants Application system. In August 2005, Ms. Turner became the Southwest Region program coordinator, and shortly thereafter the accessibility coordinator in the Office of Organizational Services and Community Development. In October 2009, Ms.

Turner returned to the Grants Office in her former position of grants coordinator due to agency restructuring. Before coming to the OAC, Ms. Turner worked at the Contemporary American Theatre Company (CATCO), AXIS Center for Public Awareness of People with Disabilities, Columbus Museum of Art, The Singing Buckeyes Barbershop Chorus and Netcare Deaf Services. She received her bachelor’s degree in acting from The Ohio State University in 1991. Ms. Turner enjoys spending time with her husband, Jeff, and her children, Gabriel who is on the Autism Spectrum and Isabella who is typically developing.

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APPENDIX 4 Arts & Autism in Ohio Advisory Group - Strategic Planning Session Report

Arts & Autism Task Force Meeting Report

Thursday, May 29, 2014 5:00 – 6:30 p.m.

Written by: Christy Farnbauch, Strategic Links, LLC

The Arts & Autism Task Force met for the second time on Thursday, May 29, 2014 in the Collaboratory at The Ohio State University. Task Force members in attendance were: Carol Argiro, Amy Hess, Toni Johnson, Vicki McCrone, Cassandra McDonald, Christopher Purdy, Deborah Smith Shank, Erin Hoppe (VSAO representative), and Elizabeth Weinstein (OAC representative). The purpose of the Arts and Autism Task Force is to make the arts and arts education more accessible to individuals with Autism Spectrum Disorder. Task Force members are expected to be active, on going advocates for this work. Ground Rules for the Task Force Meeting:

Listen to Each Other

Suspend Judgment

No Speeches

Spin/Churn Thoughts Into Rich Ideas

Be fully present

Manage electronic devices

State all concerns at the meeting

Have fun and relax To begin, the Task Force was asked to recall a personally meaningful experience when they witnessed a child with autism experiencing the arts. Participants were asked to record details such as: 1) when the experience took place; 2) where the experience took place; 3) who was with them; 4) any sensory memories they could remember; and 5) to sum up the experience with a word, phrase or metaphor. Once captured, Task Force members shared the experience with a partner, and then shared the word, phrase or metaphor aloud with the group by way of an introduction. Words captured included:

Stunned

Amazed

Epiphany

Moved

Hard Work = Success

Lights turned on

Inspired

Shocked – in both good and challenge ways

Overjoyed

Breathtaking

Rewarded

Discerning

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Next, meeting participants were asked about their expectations for the Task Force, and this project. Responses included:

Centralize resources

Make a difference in the autism community through the arts

Identify connections of and between the arts and autism

Identify connections to vestibular benefits of this work

Explore the career or avocational doors that can be opened in the arts and autism

Create networking opportunities

Foster meaningful work in the arts/creative fields

Change perceptions and educate people and organizations

Help parents see the value of their children and their futures

Highlight and showcase strengths of people with autism

Create linkages between services and this population DRAFT Vision Statement for the Task Force: The Arts & Autism Task Force is deeply passionate about making the arts and arts education more accessible for people, especially children, who are on the Autism Spectrum. We are committed to helping people with autism connect in and through the arts to improve their quality of life. By identifying resources, creating networking opportunities, and leveraging relationships with arts and cultural leaders and organizations, the Task Force will create ways for developing and showcasing the strengths of people with autism. Structured Brainstorming: Using an inquiry-based method of facilitation, the Task Force members were asked to respond to the following question as it related to pre-selected themes for discussion. The pre-selected themes were chosen from data presented in Phase 1 of the Arts & Autism Research Project. Each of these topic areas can eventually be refined into goals of a strategic plan for the Task Force. Guiding Question: In what ways can this Task Force assist with making the arts/arts education more accessible for children/people with autism? Themes from Phase 1 Research Report: Collaborations - Among/between organizations (Arts, Education and Health Fields)

Task Force can lay the foundation for broader reach.

Connect with existing organizations that provide trainings and resources for people with autism and their families.

OAC could offer a workshop on ways to welcome families into cultural organizations and their programming.

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Preparation - Ways to prepare participants

Families, children, caregivers o Database and/or toolkit of opportunities and expectations – Currently in process between

VSA Ohio and OCALI o Consider hosting showcase events (Arts & Autism Fairs) of available programming o Consider participating in or planning a Pecha Kecha event on this topic o Present at a TedX event

Arts and cultural organizations o Develop a toolkit of best practices

Teachers o Create an Educator Resource Guide

Professional Development & Training - For teaching artists and those who facilitate artistic content delivery

Amy Hess volunteered to be the Chair of this committee.

Consider a certification program for teaching artists. Explore Lincoln Center’s Teaching Artist Certification Program, and Eric Booth’s Journal as potential resources.

Train people in best practices for working effectively with this population.

Spearhead and/or launch a train-the-trainer model with resources to leave behind with training participants.

Design a course through OSU focused on delivering the arts for people with special needs, specifically autism.

o Deb Smith Shank suggested offering this course through the art education program at OSU. o Pilot the program at OSU first. o Consider offering the program online and/or in webinar form. o Create a kit of media (audio/video) resources – Christopher Purdy can assist with this.

Sensory-friendly Experiences – Ways to create

Consider alternative wording for “sensory-friendly.” For example, “Adapted Programming,” or “Autism-Friendly Programming.” This Task Force can take a lead role in creating a clear definition.

When done well, the setting is adjusted to help people feel welcome and comfortable.

What does it mean for organizations to make these kinds of adaptations?

Task force could spearhead conversations with public places about the environment that gets created for people with autism. Environments should not be too loud, too dark, too light, and too fragrant. The balance is delicate

Define and share clear expectations of social norms for events.

Experience and expectations may vary by discipline (visual arts, theatre, music).

Consider using a tagline – “Adapted for people with autism” or “People with Developmental Disabilities.” Choose language that is inclusive and not offensive.

Develop an icon for universal use. Or, explore what is already being used.

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Advocacy

Micro - Increase outreach and awareness efforts about this Initiative and the OAC’s strategic goals directly to cultural institutions and audiences.

Macro – To legislators, parallel fields, stakeholders and the general public. Messages of “arts and autism,” and “arts for all.”

Explore ways to help students with autism that have a marketable talent find a career/job. Make connections with arts and cultural arts organizations, visual art galleries for selling work, and job training agencies.

Celebrate “artism” – raise awareness and education

Research

Review data from Phase 2 Arts & Autism Report when available.

Consider working with a college/university to quantify the “market” for serving people/families with autism.

Next Steps:

1. Continue to identify and recruit new Task Force members. 2. Task Force members will attend one of Amy Hess’ workshops. 3. Review data collected from Phase 2 of the Arts & Autism Research Project to determine overlap

with Phase 1 results. Identify or refine strategies for a Task Force Strategic Plan. 4. Create an Arts & Autism Facebook Closed Group and track the number of people who join.

Share Phase 2 research, and ideas this Task Force is working on. Post questions. 10. Make group specific to Task Force’s work and include VSAO and OAC logos. 11. Create a logo for this Task Force. 12. Create a committee structure for the Task Force. 13. Determine ways to measure success and impact. How will the Task Force know when they are

successful? Consider developing a logic model for the Task Force’s work to refine intended outcomes and impact.

14. Further develop theme areas above into goals and objectives of a strategic plan for the Task Force.

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APPENDIX 5 Arts & Autism in Ohio External Research Report – Measurement Resources Co.

Insight and recommendations focused

on how The Ohio Arts Council can best help increase access to the arts for young people on the autism spectrum.

ARTS AND AUTISM IN OHIO RESEARCH INITIATIVE Phase 2 Results and Recommendations June 12, 2014

“The act of making art calmed and centered my

son (on the autism spectrum), gave him focus,

gave him a way to voice his thoughts, and to use

language. Art became the way he organized and

communicated. Twenty years later, it still is.” –

Research Participant

Research Conducted By: Sheri Chaney Jones, Measurement Resources Company Christy Farnbauch, Strategic Links, LLC. With Support From:

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ARTS AND AUTISM

Executive Summary Deepening the learnings from the Arts & Autism Phase 1 research study which highlighted the limited arts opportunities for young people on the autism spectrum, The Ohio Arts Council commissioned a study to examine the question, “How best can the Ohio Arts Council help increase access to the arts for young people on the autism spectrum? Feedback was gathered via focus groups and an online survey from over 200 parents with children on the autism spectrum, professionals working in the field with children with autism, cultural administrators, and teaching artists across the state of Ohio. Specific efforts were employed to gather the voice of Ohioans living outside urban centers. More than 95 percent of the research participants agree that the arts are important for young people on the autism spectrum. Art was reported to increase self-confidence, functioning, and communication for children on the autism spectrum. Parents viewed art as a valuable tool to enrich their children’s learning and an opportunity for leisure and fun. The study revealed a gap in Ohio regarding the attitudes towards the benefits and importance of the arts for young people on the autism spectrum and the availability of opportunities for these young people to engage in arts experiences. Less than 13 percent of parents and 21 percent of cultural administrators and teaching artists are currently satisfied with the arts opportunities in their community designed to meet the needs of young people on the autism spectrum. The less than positive satisfaction results from parents unaware of opportunities in their communities and administrators stating that they do not have the capabilities to offer these programs. A benefit of this study is that it provides a rank order of the likely activities that will help lessen this gap. Study participants were asked to rate how helpful they believed a variety of activities previously identified as options to increase access to arts for young people on the autism spectrum. In addition, participants were asked how likely they were to participate in that activity if it was available

QUICK FACTS

95% 95% of Ohioans believe that art is

important or very important for young

people on the autism spectrum.

1 in 5 Less than one in five parents with young

people on the autism spectrum are

satisfied with the opportunities.

83% 83% of parents with children on the

autism spectrum are likely to attend an

ASD-friendly day at a cultural institution.

2 in 3 Two in three arts professionals are likely

to attend training on how to better serve

children on the autism spectrum.

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to them. The two ratings were combined to calculate a strength score for each activity. Interestingly, what was deemed as beneficial to parents was not always deemed as one of the top beneficial activities by cultural administrators. For example, creating ASD friendly days at arts institutions was one of the highly ranked activity among parents, but ranked 9th out of 21 activities by cultural administrators. Both groups agreed that encouraging partnerships between institutions already serving young people with autism and arts organizations is a beneficial activity. Parents in focus groups stressed the importance of proper training for teaching artists working with their children. Cultural administrators discussed how they were not properly trained to meet the needs of this population. Teaching artists are most interested in more training around the benefits of the arts for young people on the autism spectrum and in-person workshops on how to develop appropriate arts experiences for this population. The report concludes with recommendations based on this research for moving forward to increase access to the arts for young people on the autism spectrum.

Introduction Children with autism are becoming more prevalent in our society. In March 2014 the Centers for Disease Control reported9 that about 1 in 68 children has been identified with autism spectrum disorder (ASD). The rate is almost 5 times more common among boys (1 in 42) than among girls (1 in 189). ASD is reported to occur in all racial, ethnic, and socioeconomic groups. The Ohio Arts Council (OAC) and VSA Ohio (VSAO) are exploring ways the arts might help young people on the autism spectrum. In 2013, OAC and VSAO conducted the Arts & Autism in Ohio Initiative Phase 110 research that highlighted that arts experiences are limited for individuals on the autism spectrum. Reasons for this include: 1) lack of professional skills and knowledge of teaching artist to work effectively with these populations; and 2) lack of parental awareness of specific programs designed to serve kids on the autism spectrum. Barriers to access such as transportation, finances and geography also were found to be meaningful factors. A recommendation from the Phase 1 report was to continue research and explore specific activities that are likely to increase access to the arts with people on the autism spectrum. This report contains the results of the Arts & Autism in Ohio Initiative Phase 2 research, which

specifically explores the question “How can the Ohio Arts Council improve access to the arts for

young people on the autism spectrum?”

9 Centers for Disease Control and Prevention. Autism Spectrum Disorder Data and Statistics.

http://www.cdc.gov/ncbddd/autism/data.html 10

Hoppe, Erin; Boettcher, Jessie. (2014) VSA Ohio. Arts and Autism Initiative Phase 1 Research and Findings, Ohio Arts Council, Columbus, Ohio.

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Method

Two research methods were used to uncover ways the Ohio Arts Council can best increase access

to the arts for young people on the autism spectrum. Both a statewide open online survey and

four focus groups across the state of Ohio were conducted. Both methods were developed in

collaboration with Measurement Resources Company, VSAO, and OAC. The goal of the research

methods was to build upon the findings from Arts & Autism in Ohio Initiative Phase 1. For

example, the online survey questions were developed by taking open-ended responses from Phase

1 of this initiative and turning them into quantitative rating items.

Online Survey

A 21-question online survey was created to understand respondent’s attitudes regarding the importance and benefits of arts for young people on the autism spectrum. Satisfaction levels with current art opportunities for young people on the autism spectrum was also measured, as well as respondents’ attitudes and likely behavior regarding several previously proposed ideas to help increase access to the arts for this population. The online survey was a tailored experienced based on a respondent’s specific role as it relates to arts and autism (cultural administrator/teaching artist or parent/professional working directly with individuals on the autism spectrum). Participants would receive uniquely worded questions, based on the group they identified with. For example, if someone indicated they were a parent they were asked “How likely would your child participate in an art class designed specifically for young people on the autism spectrum?” A cultural administrator would receive a question on the same activity, but worded slightly different – “How likely are you to offer an art class designed specifically for young people on the autism spectrum?” If someone identified with both categories they received both set of questions. The survey responses relied on a snowball convenience sample. This means that researchers relied on different professionals in a variety of networks to encourage others in their networks to participate. The survey link was distributed via VSAO’s and OAC’s listserves. In addition, the researchers contacted several autism-focused nonprofits and arts organizations throughout the state of Ohio asking them to participate and share the survey link with their peers.

Focus Groups Four 90-minute focus groups were held across the state. Christy Farnbauch of Strategic Links, LLC facilitated the following sessions.

Thursday, May 8, 2014 – Trumpet Behavioral Health, Fairborn, Ohio from 9:30 a.m. – 11:00 a.m.

Wednesday, May 14, 2014 – Marimor School, Lima, Ohio from 1:00 p.m. – 2:30 p.m.

Thursday, May 15, 2014 – Passion Works Studio, Athens, Ohio from 9:30 a.m. – 11:00 a.m.

Monday, June 2, 2014 – Panera Bread Community Room, Columbus, Ohio from 9:30 a.m. – 11:00 a.m.

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Participation in the focus groups was obtained via word of mouth. Researchers contacted several art and autism-focused organizations in the areas where the focus groups were planned and asked individuals to help spread the word about the focus groups. Participants were offered $20.00 for their time. The goal of each focus group was to have a conversation about the ways the OAC might help improve access to the arts for young people on the autism spectrum. The facilitator began each focus group with an overview of the work of the OAC and VSAO. Participants were told that this was Phase 2 of the Arts and Autism in Ohio Research Project. The following ground rules were established at the beginning of each focus group:

Interested in your honest feedback

Individual names will not be listed in the report. Comments will be shared in aggregate.

Please be candid and respectful of others.

Don’t interrupt – One person speaks at a time

No speeches

Participants

Survey Participants Two hundred and three (203) individuals provided responses to the survey. Five survey respondents did not live or work in Ohio so they were screened out and not asked any further questions, leaving 198 eligible participants. Participants represented a variety of professions and ways they may interact with individuals on the autism spectrum. The majority of participants identified themselves as Arts or Cultural Administrator (40%) and Arts Educator (31%). Approximately a quarter of the respondents identified themselves as a family member of a person on the autism spectrum. Table 1 lists the complete breakdown of responses. A large majority of the respondents indicated they knew a person on the autism spectrum (86%); 14% of respondents did not personally know an individual on the autism spectrum.

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Table 1. Breakdown of survey respondents’ self-identification

All areas of the state were represented with the majority of the respondents interacting with individuals with autism in Central Ohio (35%) and Northeast Ohio (21.7%). Figure 1 displays the breakdown for the various regions of the state. Additionally, there was a mix of survey respondents in terms of the types of communities they provided care or services to individuals on the autism spectrum. Similar to the population breakdown, 41 percent indicated providing care or services in urban (?) areas, 36 percent indicated suburban, and 15 percent represented other rural areas of the state. Nine percent provided another response and often cited small town or all regions. Survey respondents were more educated than the general population. More than half (55.8%) of the respondents indicated they had a post graduate degree and another third (35%) indicated having a college degree. Less than 2% reported having a high school diploma as their highest educational attainment. All respondents had completed high school.

Focus Group Participants Twenty-five (25) individuals participated in the four focus groups. Focus groups held in Lima, Dayton, and Athens contained a mixture of cultural administrators, teaching artists, parents of young people on the autism spectrum, and professionals working with individuals on the autism spectrum. The Columbus focus group was added to collect more responses from parents with

How do you identify yourself?

Answer Options Response Percent

Response Count

Arts/Cultural Administrator 40.1% 57

Arts Educator 30.9% 44

Family member of person on the autism spectrum 26.6% 37

Advocate 22.5% 32

Other (please specify) 21.1% 30

Teaching Artist 14.8% 21

Education Administrator 13.4% 19

Special Educator 9.9% 14

General Educator 6.3% 9

Disability Service Provider 6.3% 9

Individual on the autism spectrum 2.1% 3

Music Therapist 1.4% 2

Medical Professional 1.4% 2

answered question 142

skipped question 61

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young people on the autism spectrum. This group only consisted of parents. The following is a breakdown of the roles that participants’ best identified.

4 cultural administrators

7 teaching artists with or without experience

working with young people on the autism spectrum

10 parents with young people on the autism

spectrum

4 behavioral health or medical professionals

working directly with young people on the autism

spectrum.

Study Limitations The results of this study provide new insights into the attitudes and beliefs of arts professionals and individuals who provide care and services for young people on the autism spectrum. Specifically, the results focus on attitudes regarding effective activities for helping increase access to the arts for young people on the autism spectrum. These results should be used to guide conversation regarding further activities. Although efforts are made to increase and separate the voice of parents with young people of the autism spectrum, the results are largely a reflection of arts professionals and educators. The sample size for parents with children on the autism spectrum is relatively low and provides potentially weak reliability (meaning that the same results would be found if a different sample of parents were surveyed). Several parents who completed the survey or participated in the focus groups also identified themselves as a cultural administrator or teaching artist. In addition, responses were generated from mainly college educated individuals. This suggested that there was some sampling biases and the responses may not reflect those of all Ohioans, especially parents of young people with autism.

Benefits of Arts for Young People with Autism

As displayed in figure 2, survey respondents believed that the arts were very important or important for young people on the autism spectrum. No respondents indicated that arts were unimportant or not at all important for this population. Cultural administrators and arts educators had slightly stronger attitudes on the importance of arts for individuals on the autism spectrum compared to parents and providers. However, both group reported very positive attitudes on the importance of the arts for this population.

Figure 1. Location of survey respondents

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Focus group participants were asked to address if they believed the arts have the potential to benefit young people with autism and to expand on why or why not they believed this. Overwhelmingly, all participants believed that the arts do or have the potential to benefit this population. Participants typically indicated that the arts helped young people on the autism spectrum to: 1) develop community; 2) demonstrate their unique and sometimes hidden abilities; 3) act as a good activity for engagement and enrichment; 4) improve behavior, learning, and functioning; 5) increase confidence; and 6) provide fun. The following contains specific comments from the focus groups which highlight the identified themes. Community Building

Creates community and social adaptability

Way for peers to give each other positive attention. Participants encourage each other to keep going and achieve through the arts. This is often rare with autism. Students will express more, as they see/feel success.

Demonstrate Abilities

The Arts can provide some structure and control in the environment, with openness to diverge within their own abilities.

Artists/people with autism are often very detailed and their work is deep and multi-dimensional.

3.39% 4.65%

33.90% 26.74%

62.71% 68.60%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

Parents/ Providers of Children with ASD Cultural Administrators/ Arts Educators

Figure 2. The Importance of Arts for Young People with Autism

Unsure Important Very Important

My son can now comfortably get on stage. Music is something that he is not ashamed of. It has transformed him. They told him he would never read, but now his interest

in reading is perked because he reads about musicians.

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Engagement/ Enrichment

The arts give students with autism new ways to participate.

Parents often see arts activities as “enrichment.” Participants indicated that they would love to spend more time reinforcing the learning that takes place at home. Research demonstrates that up to 71% of learning can be lost without support and reinforcement at home. Might be a place for family activities.

Improved Functioning

The arts improve behavior.

The arts improve communication skills.

Improves auditory and speaking skills.

Improves memory.

Improves health in general. Increases Self Confidence

Build self-confidence.

Builds a sense of accomplishment – kids are bombarded with language about what they can’t do. Being in an environment where people are looking for and expecting them to succeed.

Fun/ Leisure

Fun – amidst learning, therapy, doctor appointments, children and adults alike, children and families just need to have fun sometimes.

There is freedom within a structure of making art that is more freeing and less regimented than daily life. Allow students to tap into “play.”

Access to age appropriate leisure activities. Families don’t go out to eat much. Students with autism often don’t play sports.

Satisfaction with Arts Experience As displayed in figure 3, both parents and providers with students on the autism spectrum and cultural administrators and arts educators were neutral to dissatisfied regarding the arts experiences that were available outside of school for young people with autism spectrum disorder. Overall, cultural administrators’ and arts educators’ satisfaction levels were higher than parents and providers.

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When asked to explain their satisfaction rating, parents who responded with a dissatisfied or neutral answer did so because they are unaware of art opportunities in their community for young people on the autism spectrum. A lack of specific opportunities for young people on the autism spectrum or the belief that teaching artists do not have the appropriate skills and knowledge to serve this specific population were cited as reasons of dissatisfaction by cultural administrators and teaching artists. The individuals who reported being satisfied with arts opportunities were typically artists who were currently working in a program that is specifically designed for students on the autism spectrum.

Ways OAC Can Increase Access to the Arts for Young People with Autism

The online survey and the focus groups were designed to collect systemic recommendations regarding programs and services that would help increase access to the arts for young people. The online survey listed several activities that were recommended in Phase 1 of this research initiative and asked participants to rate how helpful they thought these activities would be for increasing access to the arts for young people with autism. Activities were then re-worded depending on if it was a cultural administrator/teaching artist or parent completing the survey and respondents were asked how likely they would be to participate in the particular activity if it was available. Activities fell into one of three categories: training/education, programming, and other supports. Several activities revolved around training for teaching artists to better prepare them for working with individuals on the autism spectrum. A variety of training formats were tested including in-person workshops, webinars, toolkits, and open discussions. Other items were related to programming supported by cultural institutions. Activities included: 1) creating ASD-friendly days; 2) designing classes specifically for individuals on the autism spectrum;

7.27% 3.61%

36.36% 28.92%

43.64%

45.78%

9.09% 14.46%

3.64% 7.23%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Parents/ Providers Cultural Administrators/ Arts Educators

Figure 3. Satisfaction with Arts Opportunities for Young People on the Autism Spectrum

Very Satisfied

Satisfied

Unsure

Dissatisfied

Very Dissatisfied

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3) supporting a residency for individuals on the autism spectrum; or 4) partnering with other groups that work directly with individuals on the autism spectrum. The third category included financial support or other resources for either families or cultural institutions. Activities included: 1) providing financial incentives for families to participate in classes; 2) providing transportation for families; 3) developing grants for cultural institutions to develop programs targeted to this population; and 4) providing grants to groups working directly with young people on the autism spectrum.

Training and Education The majority of the respondents believe the training and education items listed would be helpful to increase access to the arts for young people on the autism spectrum. Figure 4 highlights the percentage of respondents who agreed each particular training education was helpful and the percentage of respondents who said they were likely to participate in that activity. Interestingly, activities that were considered helpful did not always yield high likely to participate scores. When using this information, it is important to consider both the attitudes towards helpfulness as well as individuals’ likelihood to participate. It should be noted that sometimes a neutral activity towards participation has more to do with the respondents’ inexperience with a particular activity than their dislike for an activity. For these activities with a neutral to negative likelihood score, it may be important to focus on education around the particular activity to encourage people to participate. Nearly 70 percent of the respondents believed that providing a learning experience where teaching artists can observe a trained professional working with a young person on the autism spectrum and professional development regarding outreach to the community focused on autism would be helpful to increase access to the arts. Whereas, less than half the respondents believed that an online webinar or a blog that provides resources for working with young people on the autism spectrum would be helpful.

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In general, fewer teaching artists and cultural administrators were less likely to participate in the training activities than the number who believed a certain activity was helpful. For example, although 58 percent of art professionals agreed that cross training for teaching artists and professionals in the medical, physiotherapy, and special education fields would be helpful, only 35 percent indicated they would be likely to participate. The majority of teaching artists (68%) agreed that they would attend an in-person workshop on designing appropriate arts experiences for individuals on the autism spectrum. As well, art professionals reported interest in receiving more education on the benefits of art for individuals on the autism spectrum. Less than half of the respondents agreed they would use a toolkit, blog, or attend cross training with professionals in the medical or professional field as ways to increase access to the arts for young people on autism spectrum. Although teaching artists and administrators indicated they would be likely to seek more education on the benefits of the arts for individuals on the autism spectrum, only 37 percent of parents agreed that they were likely to participate in more education.

58%

65%

63%

45%

57%

67%

38%

66%

35%

59%

68%

32%

31%

60%

58%

68%

37%

10% 20% 30% 40% 50% 60% 70% 80%

Cross trainings for teaching artists and professionals in themedical, physiotherapy and special education fields

Professional development regarding community outreachstrategies to the autism community

More education regarding the benefits of the arts forpeople on the autism spectrum

A blog or website containing tips and strategies for artistsworking with inclusive (both students with and without

ASD) classrooms

A resources kit including information on ASD and bestpractices for working and engaging with children on the

autism spectrum in a classroom setting

Providing a learning experience where teaching artists canobserve a trained facilitator teaching a class with

individuals on the autism spectrum

Online webinars on designing appropriate arts experiencesfor individuals on the autism spectrum

In-person workshops on designing appropriate artsexperiences for individuals on the autism spectrum

Figure 4. Training and Education


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Focus group participants indicated a need for training and preparation for all involved – teaching artists, families, children, and staff of arts and cultural institutions – when serving young people with autism in and through the arts.

Programming

As displayed in figure 5, some programming activities had stronger and more positive scores compared to the training and education activities. For example, 78 percent of respondents agreed that grants administered to institutions serving individuals on the autism spectrum to offer arts programs would be helpful and 73 percent of respondents agreed that grants to develop programs for young people on the autism spectrum would be helpful. Less than half of the respondents believe that organized conversations regarding autism and the arts, and professional residency activities for individuals on the autism spectrum would be helpful for increasing access. Interestingly, only 56 percent of the total respondents believed that creating ASD-friendly days would likely increase access to the arts, even though 83 percent of parents indicated that they were likely to attend these events. The relatively moderate helpful score is most likely influenced by the fact that less than half (46%) of cultural administrators indicated a likeliness to create such an experience.

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Supports and Other Resources

The majority of respondents agreed that providing financial support would help increase access to the arts. Furthermore, parents were likely to use these supports if they were available. Only 11 percent of cultural institutions reported a likeliness to provide these financial supports. According to this study, transportation is less of an issue for families, as only 30 percent said they were likely to use transportation assistance to get to arts and cultural institutions. Parents in the focus groups indicated that they are willing to pay something for arts programs. They would be likely to participate in low cost experiences due to the high cost of services they currently pay, but they do not expect programming to be free.

65%

56%

68%

51%

46%

78%

57%

73%

36%

69%

46%

59%

46%

35%

66%

36%

59%

60%

74%

83%

61%

56%

65%

47%

37%

10% 20% 30% 40% 50% 60% 70% 80% 90%

Out-of- school programs that use art as an education tool forstudents and young people on the autism spectrum

Creating ASD friendly days at cultural institutions (e.g. lesscrowds, lights turned up, noises minimized)

Classes and activities that are designed to include a parent orcaretaker

Exhibits or performances highlighting artists with autism

Professional artist residency opportunities that give priority topeople on the autism spectrum

Grants to institutions serving individuals on the autism spectrumto offer arts programming to their students

Support groups with parents/caregivers and children on theautism spectrum that offer engagement in the arts

Grants to develop arts programs for individuals on the autismspectrum

Organized conversations regarding autism and the arts

Figure 5. Programming


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Focus group participants also stressed the importance of partnerships between existing, trusted partners. Parents of young people on the autism spectrum expressed frustration with agencies that seem to duplicate what another is already doing. Parents indicated that churches are critical partners in services. Parents also indicated that there is a real need to partner with job training programs that serve older children (HS grads) to help older children who are talented in the arts understand what the market is for working in the creative industries (graphic designers, web designers, arts administrators, etc.).

The majority of parents (79%) said they were likely to put their child in an inclusive class (serving both children with autism and typical peers) with a teaching artist that was trained to work with individuals on the autism spectrum. Slightly less, but still a majority (61%), of parents said they were likely to enroll their child in an exclusive arts class for children on the autism spectrum. Given that only 41 percent of cultural administrators indicated that they were likely to create exclusive arts experiences for children on the autism spectrum, it may be a better use of resources to focus on providing well-trained teaching artists for inclusive arts classes. Arts and cultural administrators will have to demonstrate to their boards of directors that there is a “market” for providing programming that is exclusively for children on the autism spectrum. This research does not predict the market implications of serving this targeted population.

As shown in figure 6, an online directory listing outside of school arts programs designed for young people on the autism spectrum was reported helpful by 64 percent of the respondents. More than half of the parents indicated they would be likely to use this type of service, but less than half of the cultural institutions indicated they would list their programs in a directory. This number is likely low due to the fact that organizations that do not have programming specifically for individuals on the autism spectrum would not indicate they would list their programs.

64%

68%

54%

60%

47%

11%

38%

53%

67%

30%

41%

10% 20% 30% 40% 50% 60% 70% 80%

An online directory listing outside of school artsprograms and activities designed for individuals on

the autism spectrum

Financial support for families to participate in artsactivities

Transportation assistance for families to get to artand cultural opportunities

Advocacy aimed at making music therapy anaccredited profession

Figure 6. Supports and Other Resources


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Putting It Together

A strength score and rank order was created for each activity present. This information is important to help the OAC and others prioritize which activities would be most helpful and beneficial for increased access to the arts for young people on the autism spectrum. The strength score is calculated by multiplying a respondent’s helpful score and their likelihood score for each activity. All respondents’ strength scores were averaged to yield the overall activity strength score. Average strength scores were rank ordered in terms of strongest support to weakest support of an activity in the community. A score higher than 12.5 indicates that this activity is likely to increase access to the arts for young people on the autism spectrum and people would likely participate in this program. A score between 12.5 and 9 indicates moderate support for an activity. Any activity with a score lower than 9 has a very low strength as something that is helpful and as something people would likely engage. As shown in table 2, cultural administrators’ and teaching artists’ responses indicated that the most successful activities for increasing access to the arts for young people on the autism spectrum are grants to institutions serving individuals on the autism spectrum for offering arts programs to their students and grants to develop arts programs for individuals on the autism spectrum. Education regarding the benefits of the arts for people on the autism spectrum as well as workshops on designing appropriate arts experiences for individuals on the autism spectrum also received strong scores. Table 2. Cultural Administrators/ Teaching Artists Rank Order for Activities



1 14.3


2 14.0


3 13.8

In-person workshops on designing appropriate arts experiences for individuals on the autism spectrum

4 13.6


5 13.5

A blog or website containing tips and strategies for artists working with inclusive (both students with and without ASD) classrooms

6 13.3

A resources kit including information on ASD and best practices for working and engaging with children on the autism spectrum in a classroom setting

7 13.2

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Activity Rank Order Strength Score An online directory listing outside of school arts programs and activities designed for individuals on the autism spectrum

8 13.0


9 12.8

Professional development regarding community outreach strategies to the autism community

10 12.7

Cross trainings for teaching artists and professionals in the medical, physiotherapy and special education fields

11 12.0

Organized conversations regarding autism and the arts 12 11.8

Online webinars on designing appropriate arts experiences for individuals on the autism spectrum

13 11.6

Advocacy aimed at making music therapy an accredited profession

14 11.3


15 11.2

Exhibits or performances highlighting artists with autism 16 11.2

Support groups with parents/caregivers and children on the autism spectrum that offer engagement in the arts

17 10.8

Professional artist residency opportunities that give priority to people on the autism spectrum

18 10.0

Providing a learning experience where teaching artists can observe a trained facilitator teaching a class with individuals on the autism spectrum

19 10.0

Financial support for families to participate in arts activities

20 9.8

Transportation assistance for families to get to art and cultural opportunities

21 8.0

Table 3 presents the strength scores for each activity based on the responses from parents and professionals working with young people on the autism spectrum. Grants to institutions serving individuals on the autism spectrum to offer arts programming for their students was the only activity that was found in both the parents’ and cultural administrators/ teaching artists’ top three activities. Parents’ scores also indicated that ASD-friendly days at cultural institutes and out-of-school programs that use the arts as an educational tool for students would be helpful. Interestingly, more education on the benefits of the arts for young people on the autism spectrum was ranked 11 out of 13 by the parent scores, yet it received a top 3 ranking from professionals. This might be because parents have already seen firsthand the benefit that arts have on their children.

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Table 3. Parent/ Professional Service Providers Rank Order for Activities



1 15.3


2 15.1


3 14.8

Financial support for families to participate in arts activities

4 14.4


5 14.0


6 13.6


7 12.7

Support groups with parents/caregivers and children on the autism spectrum that offer engagement in the arts

8 12.4

Exhibits or performances highlighting artists with autism 9 12.3

Advocacy aimed at making music therapy an accredited profession

10 11.8


11 11.5

Transportation assistance for families to get to art and cultural opportunities

12 10.1

Organized conversations regarding autism and the arts 13 9.7

Recommendations and Conclusion The results of this study are no more than numbers on a page until decision-makers digest and take action on the data. These findings have the power to inform decisions that can not only increase access to the arts to an underserved population, but also enrich and improve the lives of young people on the autism spectrum. Based on the data from Phase 1 of this initiative, the survey results, and the focus group insights, the researchers provide the following six recommendations for decision-makers to consider.

1. Increase the capacity and skills of arts professionals to serve young people on the autism

spectrum. Teaching artists are interested in more focused training on the benefits of arts

experience for young people on the autism spectrum. Providing in-person workshops on

creating appropriate arts experiences for this population received a strong ranking.

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Parents will also need to be educated on the skills and training of the arts professionals to

feel a sense of comfort that the experience is the right opportunity for their children.

2. Encourage partnerships between institutions already serving individuals on the autism

spectrum and arts organizations. Both parents and arts professionals agreed that

providing incentives and grants for cultural institutions to partner with professional and

trained teaching artists to offer arts programming would be helpful in increasing access to

the arts.

3. Use ASD-friendly days as a community outreach tool. More than 80 percent of parents

agreed that they would participate in ASD-friendly days at cultural institutions if they were

available. Increase the understanding of cultural institutions on how to create these

learning opportunities and possibly incentivizing these programs as an outreach to families

with children on the autism spectrum.

4. Continue to understand and communicate with the underrepresented populations.

Although this study does not specifically ask respondents for their income level, income is

typically correlated with education level. Given the high percentage of college-educated

respondents, it would be beneficial to understand how to increase access to the arts for

children on the autism spectrum in lower-income families. Parents should be engaged

around available arts opportunities and the benefits of these experiences for their children.

5. Explore the relationship between the creative economy and young people on the autism

spectrum. Focus group participants brought up many stories of individuals with autism

who were extremely gifted in the arts. Consider contacting key job-placement programs in

Ohio (i.e., Greenleaf Job Training Services in Columbus) that serve people with disabilities,

especially autism, to explore ways the creative industries may be highlighted/presented as

options for young adults with ASD. New funding streams linked to workforce development

may be available to support this work.

6. Investigate the potential “market” of young people on the autism spectrum. Cultural

institutions tended to have low to moderate scores in terms of their likelihood to develop

programs for young people on the autism spectrum. These scores may be a reflection of

uncertainty as to the specific need in their community. With the growing populations of

children on the autism spectrum, arts organizations will need data and proof of the

potential return on their investments in programming to serve these children and their

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families. Further research should be conducted to explore the fiscal feasibility for arts and

cultural organizations who choose to serve this population in more focused ways.

As with any system change initiatives, efforts should be made to continue to monitor and examine data as to the success and weakness of implementation efforts. With careful data-driven planning and monitoring, Ohio could become a model for other states on bridging the gap between arts and autism.

Documents

Arts & Autism in Ohio Research Initiative - VSA Ohio | … Report_Arts and Autism... · 2015-01-28 · A full copy of the report from ... (2014) Measurement Resources Company. Arts