Evidence Based Practices START Coaching for EBP
Implementation
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What are EBPs all about? All students in public education
should have access to scientifically based practices (NCLB,
2001).
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What is scientifically based research? You must have reliable
evidence that a program or practice works. NCLB requires
experimental studies that are similar to the medical model of
research used by scientists. These studies require many steps to
prove strong evidence of effectiveness. Well designed studies that
use random samples of the population Trials must also include a
random control group for comparison Valid and reliable outcome
measures Data on long-term outcomes Trials in more than one site of
implementation
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Coaching Outcomes Increase implementation fidelity of EBPs for
students with ASD. Establish capacity for efficient and sustainable
implementation of Universal Supports and EBPs for students with
ASD. Improve / sustain the use of Meeting Mechanics Improve student
outcomes: Independence / Socialization Engagement Opportunities in
Integrated Environments
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Train and Hope React to a problem Select & add a practice
Hire an expert to train Wait for a new problem Hope for
implementation
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Training Outcomes Related to Training Components Training
Outcomes Training Components Knowledge of Content Skill
Implementation Classroom Application Presentation/ Lecture Plus
Demonstration Plus Practice Plus Coaching/ Admin Support Data
Feedback 10% 5% 0% 30% 20% 0% 60% 60% 5% 95% 95% 95% Joyce &
Showers, 2002
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Coaching Positions Building CoachCoach Leader Advantages
Knowledge of school Staff relationships Regular access Independent
Outside perspective Multiple schools experience Disadvantages
Conflicting roles Narrow range of experiences Limited knowledge of
school Limited relationships Less frequent access
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STARTs COACHING MODEL STRUCTURED yet FLEXIBLE
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BUILDING STAFF & STUDENTS Providing supports for effective
practices implemented with fidelity Providing feedback and data on
implementation efforts District Team BUILDING TEAM ISD/DISTRICT
TEAM RCN START Project Adapted from Michigan Implementation Network
(MIN) www. cenmi.org/min
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Regional Collaborative Networks (RCNs) START/ Autism Education
Center at GVSU SMART Lake side OCANSMAC West MAC LEANMACWayne WIN4
Autism CAN4 GCA CMACUPANThumb Kent CAN CRANNAN Great Lakes
Intermediate & Local School District Trainer/Coaches Student
and Family School Building Coaches & Teams
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What IS Coaching? Support to Implementation Staff: (a) prompts
that increase successful behavior, and (b) corrections that
decrease unsuccessful behavior. Done by someone with credibility
and experience with the target skill(s) / practices Done on-site,
in real time Coaching intensity is adjusted to need
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What is Coaching?
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Steps to EBP Implementation Coaching Identify a Building &
Coach Leader for the Project Get Administrator Support Notification
/ Information about the Project Approval for Monthly Team Meetings
/ Locations w/ Teacher(s) Video release for students in the
building
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Identify Target Student(s) Complete Student Information Get
Parent Permission for Participation
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Put Together a Team Identify Team Leader (Building Coach)
Identify Team Members Parent(s) Teacher(s) Itinerant Staff
Administration Others? Complete Team Information Form
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Assign Roles MEETING MECHANICS Problem Identification Problem
Specification Brainstorm Cluster/ Prioritize Implementation
Variables Assign Responsibilities
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Team Members BRIEFLY Review EBPs
http://autismpdc.fpg.unc.edu/content/briefs
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Team Members BRIEFLY Review EBPs Ohio Center for Autism &
Low Incidence Autism Internet Modules (AIM):
http://www.autisminternetmodules.org/
http://www.autisminternetmodules.org/
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Team Members Complete Hard-Copy of USAPT Building Coach Request
USAPT Online login from START Team Members USAPT Team Member Rating
Scale Building Coach or Coach Leader Coach Scoring Form NOTE:
Person completing Coach Scoring Form should have expertise in the
implementation of Universal Supports for Students with ASD.
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Schedule and Hold Initial Team Meeting All team members bring
hard-copy of completed USAPT to this meeting Meeting Agenda (Use
Meeting Agenda formprovided) 1.Basic Info re: EBP Process (for New
Team members) 2. Establish Calendar Monthly Meeting Dates
Location
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Schedule and Hold Initial Team Meeting 3. Complete USAPT Team
Summary Report score in USAPT Online Identify 2 Priority Areas:
Align with school improvement Align with school-wide PBIS efforts
Design implementation plan 4. Assign Team Members to Complete:
Schedule Matrix on Target Student(s) Student USAPT Draft (optional)
Classroom Practices Checklist Video Examples
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The Schedule Matrix (Observation Form) Schedule Expectations
& Instructional Outcomes Current Level of Skill (Compared to
Peers) Current Supports / Strategies Potential Goals / Strategies
Needed All Major Transitions / Subjects, etc. Independence Social
Communication Behavioral Academic IEP Goals Independence Social
Interaction Communication Behavioral Response Task Initiation;
Engagement & Output Visuals FCS Peers Accommodations /
Modifications PBIS EBPs Where skills break down!! Where student is
not independent!!
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Universal Supports Should be in place BEFORE you start with
individually focused strategies: Guiding Principles Parent and
Family Support Team Process Educational Strategies and Supports
Visual and Organizational Supports Functional Communication System
Adult Supports Peer Supports Positive Behavioral Interventions and
Supports
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Develop Areas of Need Collect Baseline Data Based on collected
information, develop 3 areas of need per student considering:
Independence Engagement Participation Task Initiation / Completion
Communication Social Interaction Develop a data collection plan
Collect baseline data
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Get Baseline Data!
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Antecedent-Based Interventions (ABI) Computer-Aided Instruction
Differential Reinforcement Discrete Trial Training Extinction
Functional Behavior Assessment Functional Communication Training
Naturalistic Intervention Parent-Implemented Intervention
Peer-Mediated Instruction and Intervention Picture Exchange
Communication System (PECS) Pivotal Response Training Prompting
Reinforcement Response Interruption/Redirection Self-Management
Social Narratives Social Skills Groups Speech Generating
Devices/VOCA Structured Work Systems Task Analysis Time Delay Video
Modeling Visual Supports Then, select EBP(s) to address areas of
need: http://autismpdc.fpg.unc.edu/content/briefs
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When choosing EBPs, consider: The implementation environment
Family preferences Student characteristics / interests Whether the
EBP will promote independence, socialization and engagement Whether
the EBP will result in sustained learning / behavior change NOTE:
Consider also the appropriate use of prompting / reinforcement.
These 2 EBPs will be needed in almost all implementation plans
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Combining EBPs EBPs are NOT usually used in isolation
Self-management requires reinforcement Video modeling may require
prompting FCT requires FBA Professionals should be prepared to
understand and implement a combination of EBPs
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Intensive Supports Core Curriculum & Instructional
Strategies Universal Supports Targeted Universal Supports
Establishing Universal Supports: Bottom Up or Top Down
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Based on the Baseline Data & Selected EBPs, Use the GAS
(Goal Attainment Scaling) to Write and Expand Goals
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Writing Measurable Goals / Objectives UTILIZING.Student Will.
Under what conditions? At what level / degree (criteria)?
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Writing Measurable Goals Formula for Success UTILIZING Using
WHAT tool, support, system, etc. will the student learn to perform
the skill? Utilizing a visual schedule Using peers / peer to peer
support Using a picture choice board When provided a visual prompt
Using a visual functional communication system Utilizing a routine
checklist When given a check schedule card Using a choice
modification strategy Using a self-management checklist
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UTILIZINGUsing WHAT tool, support, system, etc. will the
student learn to perform the skill? Behavior Get some VERBS in your
sentence What competency / skill should change? OBSERVABLE Writing
Measurable Goals Formula for Success
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BEHAVIOR Independently transition from activity to activity
Make a choice Complete the activity independently Follow the
classroom routine Complete the worksheet independently Raise hand
and wait to be called on Ask for help Initiate interaction with a
peer Follow instructions independently Make and engage in a choice
Remain in seat / area Answer content-related questions Request a
food item Independently put on / take off
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UTILIZINGUsing WHAT tool, support, system, etc. will the
student learn to perform the skill? Behavior Get some VERBS in your
sentence What competency / skill should change? OBSERVABLE
Conditions / Criteria Under what conditions and how MUCH / WELL
will be considered mastery for the time frame of the IEP (use
peers)? Writing Measurable Goals Formula for Success
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Condition-- Under what condition should the skill be
demonstrated (e.g. time, place, event)? During transition times
During a social conversation During class discussions At lunch time
(or math, science, etc.) During morning and lunch recess During
independent work activities When teacher is giving group
instructions During morning arrival routines When preparing to go
home
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CRITERIA / Mastery 9 out of 10 trials / opportunities 6 items /
assignments 75% accuracy Increase by 10% 3 times a day On 9
consecutive attempts For 15 minutes at a time Within 5 minutes 4
times weekly 3 out of 5 days 4 class periods
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First: Write in Baseline Second: Write in the measurable yearly
goal Finally: Specify goals that exceed performance Third: Write in
an Intermediate Goal
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Changing Prompt Level Physical prompt (-2) Gestural prompt (-1)
Verbal prompt (0) Visual prompt (+1) Independent (+2) Changing
Setting One setting in school (-1) Two settings in school (0) 2
school settings plus 1 community setting (+2) Ways to Change
Criteria Changing People No adults (-2) Familiar adult (-1)
Unfamiliar adult (0) With one peer (+1) Across multiple peers
(+2)
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GAS Example: Its better to increase independence with lower
skill levels than to increase skill levels at lower independence
levels. Level of Attainment Goal : Independently follow a visual
schedule 5 of 10 days Much less than expected -2 Given a visual
check schedule card and the verbal instruction check your schedule,
with 5-8 verbal / physical prompts, Ss will select each activity
from the visual schedule and transition to the appropriate area for
that activity on 5 of 10 days. Somewhat less than expected Given a
visual check schedule card and the verbal instruction check your
schedule, with no more than 3 verbal / physical prompts, Ss will
select each activity from the visual schedule and transition to the
appropriate area for that activity on 5 of 10 days. Expected level
of outcome 0 Given a visual check schedule card and the verbal
instruction check your schedule, with no more than 1 verbal
prompts, Ss will select each activity from the visual schedule and
transition to the appropriate area for that activity on 5 of 10
days. Somewhat more than expected +1 Given a visual check schedule
card and the verbal instruction check your schedule, Ss will
independently select each activity from the visual schedule and
transition to the appropriate area for that activity on 5 of 10
days. Much more than expected +2 Given a visual check schedule card
and the verbal instruction check your schedule, Ss will
independently select each activity from the visual schedule and
transition to the appropriate area for that activity on 8 of 10
days.
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GOALS / GAS / EBP Selection
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Self Management System Example
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ESTABLISH AN IMPLEMENTATION PLAN Using the EBP Implementation
Checklists: Develop a step by step implementation plan Consider
training needed for implementation staff Resources needed
Communication feedback OTHERS?
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Implementation Coaching Video Modeling Visual Supports
Self-management Prompting Reinforcement Time Delay Many of the
teaching strategies that work with students also work with
adults
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Determine the Ws of Data Collection: What / How: GAS Monitoring
Chart ABC / Scatterplot Frequency / Duration Chart Per
opportunities available Where: Classroom Hallways Recess B When
Relevant classes Specific days Specific Times (ex. arrival,
transition, etc.) Who Teacher(s) Itinerant Staff Paraprofessional
Design a Data System for Monitoring Goal Progress
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GAS Goal Chart for Monitoring
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End of Year USAPT Goal Progress: Report in USAPT online Turn
into START: Completed copy of EBP Implementation Checklist Copy of
GASsed Goals Monthly Meeting Notes / Data Collection Video
documentation of progress