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Suzanne Perry, M.Ed., NBCT Director Early Childhood Special Education
Arizona Department of Education
Amy Curtiss Florence Unified School District #1
Describe state challenges for supporting educators working with students with autism and other developmental disabilities
Describe a state and school district collaboration to bring evidence-based practices to schools in Arizona.
Get feedback from participants about strategies for furthering educator capacity.
Arizona is a huge state with currently more than 10,000 children with autism with IEP’s.
Incidence is now:
Challenge #1
1:68 acc.
to CDC
Growing at a rate of 9% per year Challenge #2
“If you’ve met one person with autism, you’ve met one person with autism,”-- Dr. Stephen Shore, person with autism and
Professor at Adelphi University
Challenge #3
https://www.youtube.com/watch?v=YtvP5A5OHpU
“Although it is highly probable that both general and special educators will encounter students with ASD in their classrooms, consistent with the findings from the state analysis above and of the National Research Council [NRC] (2001), most teacher graduates receive minimal to no preparation in evidence-based practices for students diagnosed with ASD.”
-Morrier, Hess, & Heflin, 2011 Challenge #4
http://dilbert.com/strip/1997-12-21
Training was not resulting in
changes to practice
Challenge #5
SY 2012-13
Schools that reported students with Autism
8902 took the AIMS test
4210 passed
Average 48% pass rate
Challenge #6
Building Sustainable Systems of Support Within Local School Districts What:
Focus on positive outcomes for:
o Students, Staff and Parents
Why:
Research guides us:
o Effective practices for students
o Effective staff development
How:
Empower school districts:
o Implementation and training sites throughout the state/district
o Practical solutions for teachers
o District level coaches for sustainability
9
Research Guides Practice National Professional Development Center on ASD and National Standards Report
10
http://autismpdc.fpg.unc.edu/ www.nationalautismcenter.org
Principles of ABA Task Analysis Discrete Trial Training Reinforcement Systems Peer Mediated Instruction Schedules Visual Supports Aug Communication Self-Management Modeling/Imitation Pivotal Response Training
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Evidence-Based Practices
http://www.azed.gov/special-education/files/2014/12/matrix-updated-7-2015-1024x793.jpg
Research on Professional Development
13
Content Focus Active Learning Coaching
• To achieve fidelity of implementation of behaviorally based curricula, it requires a
system-wide response at the local level via in-service training that provides for on-going support (National Autism Center, 2009).
• Research has documented that when teachers are engaged in active learning (observation, practice and collaboration with professionals) they are more likely to improve their practice (Lieberman, 1996; Louks-Horsley, Hewson, Love, & Stiles, 1998).
• The best staff training includes demonstration, coaching and follow-up training. Bolton & Mayer (2008)
14
Teachers Need Tools Comprehensive Curricula for
students with ASD Visual Supports Progress Monitoring IEP Goals Training for General Educators Self-Assessment on Quality Program Indicators
Fidelity of Implementation Checklists
Lesson Plans
Technology
Guides to the Common Core
Transition Planning Across Grade Levels
Post-secondary
Challenges identified
Evidence Based Practices identified
How do we get
educators to use
EBP’s (for students
with autism and other
Developmental
Disabilities)
effectively?
Implementation is defined as a specified set of activities designed to put into practice an activity or program of known dimensions.
Implementation Science National Implementation Research Network
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2012-2014 • Provide training and curriculum materials to 27 early childhood teams
throughout the state in evidence-based practices for students with ASD. 2014-2015 • Expand project to include elementary teams. • Address program specific needs to assist in implementation of curriculum. • Assist teams when transitioning students from preschool to school age. 2015-2017 • Additional preschool and elementary implementation teams • Scale up the project to the secondary level • Establish training sites for preschool, elementary and secondary levels
EBP’s: Discrete Trial Training, Pivotal Response Training, Functional Routines, Reinforcement (ABA) all included in the Autism Grant Training Coaching: 10 coaching visits per district/year Leadership: Director/Principal included in all trainings, supported to look for implementation Environment: Key members of team are included in training, includes instructional resources, coaching, modeling and hands on support Data: Daily instructional data collected aligned to standards (both State and TSG, now)
Arizona Autism Project
Arizona Autism Project State and District Collaboration
2012-Preschool Implementation Site 2014-Expanded to Elementary Level 2015-Expanded Preschool/Elem Training Site Middle/High School 2016-Expanded to Middle/High School Training Site
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1. Comprehensive Workshop (3 days) a. Knowledge:
a. ASD b. Evidence-based strategies c. Behavioral Principles
b. Strategies a. DT, PRT, Functional Routines, PBIS
c. Programming for individual student needs and team planning for implementation
2. Materials for Implementation a. Fidelity of implementation b. Consistency between staff
3. On site program implementation and hands-on training a. 4 days per preschool team and 4 days per elementary team b. 1 day workshop/collaboration meeting at end of year.
4. Development of training sites and coaches
Applied Behavior Analysis Package of treatments that include
discrete trial teaching,
incidental teaching,
errorless learning,
behavioral momentum,
and shaping
Video of ABA
http://starautismsupport.com/video/star-program-instructional-strategies
Research into Practice: Curriculum Tools
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Preschool/Elementary STAR Program
Middle School/High School
Professional Development Workshops
Teacher Tools Including Curricula and Classroom Visual Supports
In Class Coaching
Building Capacity through Training Sites and District Level Coaches
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Build Capacity Training Site Development Process
Two Day STAR Workshop
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Coaching
Classroom Coaching Setting up Visuals and Environmental Supports Student Schedules
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Preschool Training Site Preschool Implementation Sites Elementary Implementation Sites Middle/High School Implementation Sites Middle/High School Training Sites
• Consistency between classrooms and preschool to kindergarten: Students have acquired skills at a faster rate than previously
• Increased independence, communication and social skills. Additionally: Parent Training has provided consistency across school and home environments Lead preschool teacher is a “coach” and supports new teachers
Contact: Suzanne Perry
Director, Early Childhood Special Education
Amy Curtiss
Florence Unified School District #1
