National Professional Development Center on ASD Lisa Sullivan
MIND Institute, UC Davis
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National Professional Development Center on ASD Where we began
and where we are now The future of the Center Your work in Idaho
and other states
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Goals of NPDC Promote effective use of evidence-based practices
(EBP) to support optimal student and family outcomes Develop
successful teams of implementers through sustainable technical
assistance and professional development Translate research into
practice
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Bridge the Gap Research-based practices Replicable practices in
the classroom
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State Involvement to Date Cohort 1 Cohort 2 Cohort 3 Cohort 4
CA NM TX MN WI MI IN VA KY ID VT RI
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Systems Approach State leadership involvement Establish
infrastructure and resources for change Recruit teams Local and
state coaches School sites & families Start with targeted
change Support sustainability
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Implementation Science and Systems Change Model Programs School
Sites and School Districts Regions State Wide Across Systems
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Promoting Real Change Implementation Science Research Change
happens at different levels Change takes time and requires
organizational shifts and reflection Sustainability must be built
in to process National Implementation Research Network, Fixsen
& Blase (2007)
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Summary of Activities Introductory Online Course Intensive
Summer Training Introduction to EBP, Measurement Tools and Protocol
Prioritize student goals Monthly Coaching and Consultation Team
meetings Data collection, assessment, feedback Monitoring progress
and modifying plans
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NPDC Website http://autismpdc.fpg.unc.edu/
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Site Descriptions (2007- 2012) 12 states; 61 model/expansion
sites 10 preschools 27 elementary schools 13 middle schools 11 high
schools Breakdown by type of program 51% are self-contained
programs 49% are inclusive programs
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Outcomes of NPDC Partnerships Data represent the first 28 model
sites Overall Program Quality Individual Student Progress Use of
Evidence- Based Practice Family Satisfaction
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Assessing Program Quality Autism Program Environment Rating
Scale (APERS) Designed to assess quality indicators of programs for
students with ASD
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APERS Scores (P/E) 14
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APERS Scores (M/H) 15
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Use of Evidence-Based Practices
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Description of Scaling Consists of a five point range of
performances for students: -2 Much less than expected (present
level) -1 Somewhat less than expected 0 Expected level of outcome
(annual goal) +1 Somewhat more than expected +2 Much more than
expected
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Individual Student Outcomes 18
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Family Program Satisfaction 19 Effect Size.24
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NPDC Whats next?
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NPDC Updates Qualitative Study Manual of Procedures (MOP)
Coaching Manual Creating additional videos for modules(?) Piloting
early intervention materials thanks to Autism Speaks grant Updating
List of EBP based on recent research / literature review
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State Partners Examples from other states Michigan START
California CAPTAINS Texas Using NPDC model statewide New
Mexico
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Systems Change / Implementation Science Resources
http://sisep.fpg.unc.edu/resourcessisep.fpg.unc.edu/resources
