Research to Practice:Research to Practice:Professional Development Professional Development

in Autism (PDA) Centerin Autism (PDA) Center

The 2005 OSEP National Early Childhood ConferenceThe 2005 OSEP National Early Childhood ConferenceWashington, DCWashington, DC

December 12, 2005December 12, 2005

Carol Quirk, Ed.D., DirectorCarol Quirk, Ed.D., DirectorBarb Gruber, Ph.D., Project ManagerBarb Gruber, Ph.D., Project Manager

MARYLAND COALITION FOR INCLUSIVE EDUCATION, Inc.MARYLAND COALITION FOR INCLUSIVE EDUCATION, Inc.

““The successful implementation The successful implementation of IDEA is perhaps most critically of IDEA is perhaps most critically dependent on the quality of the dependent on the quality of the people who implement the people who implement the principles contained in the law - principles contained in the law - teachers, para-educators, related teachers, para-educators, related service providers and service providers and administrators, in cooperation administrators, in cooperation with the parents and students.”with the parents and students.”

Dr. Robert PasternackDr. Robert PasternackMarch 21, 2002March 21, 2002

Testimony before the U.S. Senate Committee Testimony before the U.S. Senate Committee on Health, Education, Labor and Pensionson Health, Education, Labor and Pensions

The Need for the PDA CenterThe Need for the PDA Center

The number of students with autism is The number of students with autism is increasing dramaticallyincreasing dramatically

Many models of service delivery yield Many models of service delivery yield trivial outcomes trivial outcomes (Rogers, 1999)(Rogers, 1999)

The technology and skills necessary to The technology and skills necessary to implement sound programming are not implement sound programming are not widespread widespread (Dawson & Osterling, 1997; NRC, 2001)(Dawson & Osterling, 1997; NRC, 2001)

GOALGOAL

To build the capacity of To build the capacity of professionals so that every student professionals so that every student with ASD can access high-quality, with ASD can access high-quality, evidence-based educational services evidence-based educational services in his or her local school districtin his or her local school district

CHALLENGESCHALLENGES

The science related to effective practices is The science related to effective practices is expanding rapidly, not always accessible, and expanding rapidly, not always accessible, and often at odds with practices in general education.often at odds with practices in general education.

While the numbers of children identified with While the numbers of children identified with ASD are increasing, the numbers of highly skilled ASD are increasing, the numbers of highly skilled personnel are not (NRC, 2001).personnel are not (NRC, 2001).

Some of the instructional strategies that are Some of the instructional strategies that are effective with children with ASD are relatively effective with children with ASD are relatively complex and demand sufficient practice to complex and demand sufficient practice to achieve fluency.achieve fluency.

University of University of WashingtonWashington

University of Colorado University of Colorado at Denverat Denver

University of KansasUniversity of Kansas University of South University of South

FloridaFlorida Oakstone Academy Oakstone Academy

(Columbus, Ohio)(Columbus, Ohio) Maryland Coalition for Maryland Coalition for

Inclusive Education, Inclusive Education, Inc.Inc.

PARTNERSPARTNERS

GUIDING PRINCIPLESGUIDING PRINCIPLES

1.1. Children with ASD are children first and have Children with ASD are children first and have the same basic needs as typically developing the same basic needs as typically developing children.children.

2.2. There is no single right way to educate a child There is no single right way to educate a child with ASD; children are individuals and child with ASD; children are individuals and child and family characteristics must be considered and family characteristics must be considered in intervention planning.in intervention planning.

3.3. Knowledge is power. One of the most effective Knowledge is power. One of the most effective techniques for empowering families is to techniques for empowering families is to provide them with accurate information and provide them with accurate information and education about ASD and intervention.education about ASD and intervention.

GUIDING PRINCIPLESGUIDING PRINCIPLES

44.. All interventions for children with ASD must be All interventions for children with ASD must be built on evidence-based practices and must built on evidence-based practices and must include ongoing data collection and evaluation.include ongoing data collection and evaluation.

5.5. Effective interventions for students with ASD must Effective interventions for students with ASD must be comprehensive and of sufficient intensity to be comprehensive and of sufficient intensity to yield educationally meaningful outcomes.yield educationally meaningful outcomes.

6.6. Training of personnel to work with children with Training of personnel to work with children with ASD is best conducted in ecologically and socially ASD is best conducted in ecologically and socially valid settings, utilizing aspects of adult learning, valid settings, utilizing aspects of adult learning, and providing ongoing follow-up and consultation.and providing ongoing follow-up and consultation.

GUIDING PRINCIPLESGUIDING PRINCIPLES7.7. Comprehensive training must include teams who Comprehensive training must include teams who

participate in role-specific and transdisciplinary participate in role-specific and transdisciplinary training.training.

8.8. Training must be individualized to every team, Training must be individualized to every team, building on their strengths, addressing their needs, building on their strengths, addressing their needs, and helping them address unique circumstances.and helping them address unique circumstances.

9.9. Effective dissemination must include different types Effective dissemination must include different types of activities, formats, and materials to meet the of activities, formats, and materials to meet the needs of different consumers.needs of different consumers.

10.10. Just as intervention strategies for children with ASD Just as intervention strategies for children with ASD need to be evidence based, so do all training and need to be evidence based, so do all training and dissemination efforts associated with this Center.dissemination efforts associated with this Center.

ACTIVITIES & PRODUCTSACTIVITIES & PRODUCTS

Training for Training for educational teams educational teams and parents that is and parents that is

experientialexperiential site-basedsite-based on-goingon-going

Reviews of the Reviews of the literature literature

Web-site Web-site

Capacity-building Capacity-building activities activities (conferences, (conferences, institutes. leadership institutes. leadership workshop)workshop)

Training products for Training products for disseminationdissemination

A diverse and active A diverse and active national advisory national advisory boardboard

Guiding Principles for Guiding Principles for Site-based TeamsSite-based Teams

1.1. Site based training can be conducted at model Site based training can be conducted at model demonstration sites or at the participant's own program. demonstration sites or at the participant's own program. Training must be done in the context where the Training must be done in the context where the knowledge and skills being taught can be applied.knowledge and skills being taught can be applied.

2.2. The purpose of site-based training is to enable The purpose of site-based training is to enable participants to gain deep understanding and to begin to participants to gain deep understanding and to begin to develop proficiency in targeted skills and knowledge. develop proficiency in targeted skills and knowledge.

3.3. Site-based training involves trainers and teams of Site-based training involves trainers and teams of trainees who work collaboratively to meet the needs of trainees who work collaboratively to meet the needs of students with autism and their familiesstudents with autism and their families

4.4. Site-based training can take different forms and utilize Site-based training can take different forms and utilize different types of training activities. different types of training activities.

Process for Site-based TeamsProcess for Site-based Teams

Step 1:Step 1: Center matches applicant with Training Site Center matches applicant with Training Site

Step 2:Step 2: Trainees complete on-line class: Basics of Trainees complete on-line class: Basics of ASD ASD

Step 3:Step 3: Center staff meet with trainees at their site Center staff meet with trainees at their site

Step 4:Step 4: Trainees complete a 3 to 5-day training: Trainees complete a 3 to 5-day training:

““short term Internship” short term Internship”

Step 5:Step 5: Center staff complete on-site follow-up visits Center staff complete on-site follow-up visits

Step 6:Step 6: Phone and internet follow-up Phone and internet follow-up

Program Assessment of Program Assessment of Quality IndicatorsQuality Indicators

Collaborative TeamingCollaborative Teaming

Classroom StructureClassroom Structure

MembershipMembership

Classroom EnvironmentClassroom Environment

Instructional ClimateInstructional Climate

Curriculum and InstructionCurriculum and Instruction

Social/Peer RelationshipsSocial/Peer Relationships

Challenging BehaviorChallenging Behavior

Family InvolvementFamily Involvement

Building a Positive Instructional ClimateBuilding a Positive Instructional Climate

Case StudiesCase Studies

Children’s Therapy Center Children’s Therapy Center Kent, WashingtonKent, Washington

University of WashingtonUniversity of WashingtonBonnie McBride, Ph.D.Bonnie McBride, Ph.D.

Susan Sandall, Ph.D.Susan Sandall, Ph.D.

Ilene Schwartz, Ph.D. Ilene Schwartz, Ph.D.

Participant and Site DescriptionParticipant and Site Description

Birth to Three Developmental CenterBirth to Three Developmental Center

8 member team (P.T., O.T., SLP, 8 member team (P.T., O.T., SLP, educator).educator).

Children with ASD received 2 therapy Children with ASD received 2 therapy sessions weekly with specialist (no play sessions weekly with specialist (no play group).group).

Co-treatment model (OT & SLP).Co-treatment model (OT & SLP).

Information GatheringInformation Gathering

Pre-training site visitPre-training site visit Self assessmentSelf assessment Site assessment by PDA staffSite assessment by PDA staff Staff action planStaff action plan

Post-training site visitPost-training site visit Site assessment by PDA staffSite assessment by PDA staff Revise action planRevise action plan

Presenting IssuesPresenting Issues

Significant increase in the number of Significant increase in the number of children under 3 on the autistic children under 3 on the autistic spectrumspectrum

Strategies they were currently using Strategies they were currently using didn’t seem effectivedidn’t seem effective

Parent request for more hours of serviceParent request for more hours of service

Challenging behavior during therapy Challenging behavior during therapy sessionsession

Target Training Outcomes Target Training Outcomes of Short-term Internshipof Short-term Internship

Effective instructional strategies Effective instructional strategies

Identify critical skill or behaviors to Identify critical skill or behaviors to teachteach

Increase opportunities for learningIncrease opportunities for learning

Coordination of adults involved in Coordination of adults involved in child’s programchild’s program

Outcomes of PDA TrainingOutcomes of PDA Training

Dramatic increase in child progressDramatic increase in child progress Quote: “Quote: “Before I just spent my whole session chasing B around Before I just spent my whole session chasing B around

the room. I couldn’t even get started.”the room. I couldn’t even get started.”

Decrease in challenging behaviorsDecrease in challenging behaviors Quote: Quote: “The picture schedule really decreased the screaming he “The picture schedule really decreased the screaming he

was doing.”was doing.”

Higher degree of consistency across Higher degree of consistency across professionalsprofessionals Quote: “ The program notebook and lesson plans really made it Quote: “ The program notebook and lesson plans really made it

possible for all of us to know what to do with M. We all used possible for all of us to know what to do with M. We all used the same programs at first.”the same programs at first.”

More opportunities for social interactionMore opportunities for social interaction Children were included in play group from the beginningChildren were included in play group from the beginning

Evaluation of TrainingEvaluation of Training

Occupational Occupational TherapistTherapist

“ “ Getting to Getting to work with work with someone and an someone and an actual kid made actual kid made it is so much it is so much easier to learn easier to learn what to do.”what to do.”

Speech TherapistSpeech Therapist

“ “ The training The training really helped me really helped me figure out what figure out what to do with kids to do with kids with autism and with autism and it is so much it is so much more fun to work more fun to work with them.”with them.”

South Dakota and South Dakota and The Little Town That CouldThe Little Town That Could

University of Colorado University of Colorado

at Denverat Denver

Laurie Sperry, Ph.D.Laurie Sperry, Ph.D.

DemographicsDemographics

District Type:District Type: RuralRural Age group:Age group: Preschool and Preschool and

ElementaryElementary 6 Participants: 6 Participants:

1 Special Educator 1 Special Educator 1 Early Childhood Special Educator1 Early Childhood Special Educator 1 Occupational Therapist1 Occupational Therapist 2 Physical Therapists (1 administrative) 2 Physical Therapists (1 administrative) 1 Speech and Language Pathologist1 Speech and Language Pathologist

Purpose of ParticipationPurpose of Participation

More integrated servicesMore integrated services

Work more collaboratively with the local Work more collaboratively with the local school district.school district.

The team desired to:The team desired to:

““Support the mission of their hospital by Support the mission of their hospital by creating a center of excellence in creating a center of excellence in collaboration with the public schools through collaboration with the public schools through the provision of exemplary services for the provision of exemplary services for children with autism and related disorders children with autism and related disorders and their families.”and their families.”

Pre Training ServicesPre Training Services

The school district contracts out to the The school district contracts out to the local hospital for the provision of related local hospital for the provision of related services in most cases.services in most cases.

Prior to training, related services Prior to training, related services (speech, OT, PT) were provided either as (speech, OT, PT) were provided either as a pull-out model or provided at the local a pull-out model or provided at the local hospital.hospital.

Special Education services are provided Special Education services are provided in self contained classroom settingsin self contained classroom settings

Pre site Assessment- ClassroomPre site Assessment- Classroom

Post Site Assessment/ClassroomPost Site Assessment/Classroom

Pre Site AssessmentPre Site AssessmentRelated ServicesRelated Services

Extreme Extreme Makeover!!!!!Makeover!!!!!

Post site AssessmentPost site AssessmentRelated ServicesRelated Services

Post Site AssessmentPost Site AssessmentRelated ServicesRelated Services

Specific AccomplishmentsSpecific Accomplishments

Partnered with Parks and Rec Department to Partnered with Parks and Rec Department to create an inclusive swim teamcreate an inclusive swim team

Collaborated with a local daycare to help Collaborated with a local daycare to help structure their setting and incorporate social structure their setting and incorporate social skills curriculum for children with ASD and their skills curriculum for children with ASD and their peers.peers.

Began working with families Began working with families in their homesin their homes to to assist with the implementation of strategies used assist with the implementation of strategies used at school.at school.

Trained classroom used as model site for Trained classroom used as model site for observation by other schools in the districtobservation by other schools in the district

Future GoalsFuture Goals

Continue to partner with Parks and Rec to create Continue to partner with Parks and Rec to create inclusive cooking, art and dance classes.inclusive cooking, art and dance classes.

Provide Mommy/Daddy and Me classes for Provide Mommy/Daddy and Me classes for families with children who are newly diagnosedfamilies with children who are newly diagnosed

Develop trained classroom into a model Develop trained classroom into a model practicum sitepracticum site

Explore partnerships with other related services Explore partnerships with other related services agencies to provide additional resources for agencies to provide additional resources for familiesfamilies

Diamond Elementary Diamond Elementary SchoolSchool

Maryland Coalition for Inclusive Education, Inc.Maryland Coalition for Inclusive Education, Inc.Amy Kuhns-BartlinskiAmy Kuhns-BartlinskiBarb Gruber, Ph.D.Barb Gruber, Ph.D.Carol Quirk, Ed.D.Carol Quirk, Ed.D.

Why ask for help?Why ask for help?

There were 3 students with autism who were There were 3 students with autism who were placed in general education classes (1placed in general education classes (1stst, 2, 2ndnd, , and 5and 5thth grade) grade)

Staff were unsure of strategies, concerned Staff were unsure of strategies, concerned about behavior, resistant to “including,” and about behavior, resistant to “including,” and had low expectationshad low expectations

Parent of the1Parent of the1stst grade student (Justin) grade student (Justin) recognized the problems and knew if the recognized the problems and knew if the school didn’t get assistance and training, her school didn’t get assistance and training, her child would very likely be removed.child would very likely be removed.

Justin comes to school:Justin comes to school:

NEEDS IN RECORD:NEEDS IN RECORD: Need prompts for all Need prompts for all

responsesresponses Difficulty with rules and Difficulty with rules and

directionsdirections Does not initiate any Does not initiate any

social interactionssocial interactions Stereotypic manipulation Stereotypic manipulation

of objectsof objects InattentiveInattentive Needs reminders about Needs reminders about

social distance and social distance and touchingtouching

Cries and inappropriately Cries and inappropriately touches studentstouches students

GOALS ON IEPGOALS ON IEP Answer “wh” questionsAnswer “wh” questions Take turnsTake turns Develop cafeteria skillsDevelop cafeteria skills Use scissors to cut Use scissors to cut

simple shapessimple shapes Develop independent Develop independent

dressing skillsdressing skills Use the toilet Use the toilet Write simple numbersWrite simple numbers Follow 2- and 3- step Follow 2- and 3- step

directions (decrease directions (decrease prompts)prompts)

Meet Justin: initial planningMeet Justin: initial planning Good sense of humorGood sense of humor Polite and well manneredPolite and well mannered Loves dogsLoves dogs Jessica is his best friendJessica is his best friend Aware of others’ needsAware of others’ needs Doesn’t like schedule changesDoesn’t like schedule changes Loves computerLoves computer Very patrioticVery patriotic Friendly, but doesn’t initiate Friendly, but doesn’t initiate

(needs to know how to (needs to know how to communicate)communicate)

Loves classroom globe (a lot)Loves classroom globe (a lot) Low muscle tone, fatigues easilyLow muscle tone, fatigues easily Not independent for ageNot independent for age Tantrums when he needs to stop Tantrums when he needs to stop

an activity that he likesan activity that he likes Self-care concernsSelf-care concerns Easily distractedEasily distracted

School NeedsSchool Needs

1. Collaborative teaming:1. Collaborative teaming: Regular meetingsRegular meetings System for problem-solvingSystem for problem-solving Team leader role (who does what)Team leader role (who does what) Consistent implementation across Consistent implementation across

educatorseducators

School NeedsSchool Needs

2. Classroom structure:2. Classroom structure: Daily scheduleDaily schedule Student prepared for transitionsStudent prepared for transitions Para-educator promotes independence Para-educator promotes independence

and fades supportand fades support All roles definedAll roles defined

School NeedsSchool Needs

Social/peer relationships:Social/peer relationships: Plan daily opportunities for interactionPlan daily opportunities for interaction Positive feedback to promote Positive feedback to promote

maintenance of interactionsmaintenance of interactions Encourage and don’t interfere with Encourage and don’t interfere with

interactionsinteractions Facilitate by suggestions of how to Facilitate by suggestions of how to

interactinteract

The TeamThe Team

Carol Lange, PrincipalCarol Lange, Principal Sheila Shea, Special Education Resource Sheila Shea, Special Education Resource

TeacherTeacher Michele Vilenti, ParentMichele Vilenti, Parent Shandra Smalls, Speech PathologistShandra Smalls, Speech Pathologist Sheryl Winans, Occupational TherapistSheryl Winans, Occupational Therapist Charlene Rivlan, 2Charlene Rivlan, 2ndnd Grade Teacher Grade Teacher Lisa Brown, ParaprofessionalLisa Brown, Paraprofessional Amy Kuhns Bartlinski, MCIE FacilitatorAmy Kuhns Bartlinski, MCIE Facilitator

Team PrioritiesTeam Priorities

The team was interested in The team was interested in promoting Justin’s independence promoting Justin’s independence

and participation in general and participation in general education as well as improving his education as well as improving his toileting skills and his social skills.toileting skills and his social skills.

TrainingTraining

3- day training3- day training Coaching on site to establish the Coaching on site to establish the

team, set up collaborative practices, team, set up collaborative practices, and provide on site technical and provide on site technical assistance re: implementationassistance re: implementation

1-day follow up training on strategies1-day follow up training on strategies Follow-up through email, phone, and Follow-up through email, phone, and

22ndnd year visit year visit

What happened?What happened?Using the strategies that they learned through the Using the strategies that they learned through the

trainings and the meetings they were able to:trainings and the meetings they were able to: fadefade the toileting the toileting promptsprompts which had been added which had been added use a direct instructionuse a direct instruction approach and approach and social social

storiesstories to increase social skills in general and to increase social skills in general and specifically conversation at lunch and on the specifically conversation at lunch and on the playgroundplayground

conduct an conduct an ability awarenessability awareness day that allowed all day that allowed all the students to have a better understanding of the the students to have a better understanding of the student and of autism in generalstudent and of autism in general

use use technologytechnology to create an interactive homework to create an interactive homework site for mathsite for math

use use demonstrations and manipulativesdemonstrations and manipulatives to teach to teach more complex skillsmore complex skills

A Sample of Justin’s Goals now:A Sample of Justin’s Goals now:

Use and request own accommodationsUse and request own accommodations

Indicate the need for a breakIndicate the need for a break

Use the assignment book to keep track of Use the assignment book to keep track of homeworkhomework

When anxious, participate in appropriate When anxious, participate in appropriate discussion about behavior and alternative choices discussion about behavior and alternative choices to maketo make

Preview age-appropriate text and make Preview age-appropriate text and make predictionspredictions

Estimate and measure length with a rulerEstimate and measure length with a ruler

With a passage of 100 words at the 3With a passage of 100 words at the 3rdrd grade level, grade level, decode (phonetics, vowels)decode (phonetics, vowels)

What else has happened What else has happened for Justin:for Justin:

He has been invited to his first sleepoverHe has been invited to his first sleepover He gave a speech to the school about his He gave a speech to the school about his

disabilitydisability He had become a Boy ScoutHe had become a Boy Scout Sits independently (needed a wedge Sits independently (needed a wedge

before) and uses the toilet independentlybefore) and uses the toilet independently His assistant is distantHis assistant is distant He is a “regular” kid who gets supportsHe is a “regular” kid who gets supports He is learning the regular curriculumHe is learning the regular curriculum

What else has happened What else has happened in the schoolin the school

Visual supports are used school-wideVisual supports are used school-wide IEP goals are more curriculum-based than IEP goals are more curriculum-based than

deficit-baseddeficit-based Collaborative planning teams have become a Collaborative planning teams have become a

way of problem-solving (rather than referring way of problem-solving (rather than referring a student out)a student out)

Teachers roles have become clear and Teachers roles have become clear and mutually supportivemutually supportive

Parent involvement has become valuedParent involvement has become valued

Quality IndicatorsQuality Indicators

Collaborative TeamingCollaborative Teaming Classroom StructureClassroom Structure MembershipMembership Classroom EnvironmentClassroom Environment Positive Instructional ClimatePositive Instructional Climate Curriculum and InstructionCurriculum and Instruction Social/Peer RelationshipsSocial/Peer Relationships Positive Behavior SupportsPositive Behavior Supports Family InvolvementFamily Involvement

Quality IndicatorsQuality Indicators

Which one do you do best?Which one do you do best?

What is missing? What

would help?

Other Capacity-Building ActivitiesOther Capacity-Building Activities

Summer InstitutesSummer Institutes Leadership InstituteLeadership Institute Coordination with Training & Technical Coordination with Training & Technical

Assistance SystemsAssistance Systems Expert Consultation and Referral BankExpert Consultation and Referral Bank Research Briefs and Consumer GuidesResearch Briefs and Consumer Guides Other Dissemination ActivitiesOther Dissemination Activities

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