START Coaching for EBP Implementation Evidence Based Practices

What are EBPs all about? All students in public education should have access to scientifically based practices (NCLB, 2001).

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

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

“Train and Hope” React to a problem Select & add a practice Wait for a new problem Hire an expert to train Hope for implementation

Training Outcomes Related to Training Components Knowledge of Content Skill Implementation Classroom Application Presentation/ Lecture Plus Demonstration Practice Plus Coaching/ Admin Support Data Feedback 10% 5% 0% 30% 20% 0% 60% 60% 5% 95% 95% 95% Joyce & Showers, 2002

Coaching Positions Building Coach Coach 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

START’s COACHING MODEL STRUCTURED yet FLEXIBLE

Feedback Loops Support Loops START Project Providing feedback and data on implementation efforts RCN District Team ISD/DISTRICT TEAM BUILDING TEAM Support Loops Providing supports for effective practices implemented with fidelity BUILDING STAFF & STUDENTS Adapted from Michigan Implementation Network (MIN) www. cenmi.org/min

School Building Coaches & Teams Student and Family School Building Coaches & Teams Intermediate & Local School District Trainer/Coaches NAN UPAN CAN4 GCA CMAC CRAN Thumb Kent CAN SMART West MAC Lake side LEAN Great Lakes MAC OCAN Wayne SMAC WIN4 Autism Regional Collaborative Networks (RCNs) START/ Autism Education Center at GVSU

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

What is Coaching? Set of responsibilities, actions, activities …..not person Bridge between training & implementation ……not administrative accountability Positive & supportive resource & facilitation ….not nagging

What is Coaching?

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

Identify Target Student(s) Complete Student Information Get Parent Permission for Participation

Put Together a Team Identify Team Leader (Building Coach) Identify Team Members Parent(s) Teacher(s) Itinerant Staff Administration Others? Complete Team Information Form

Assign Roles MEETING MECHANICS Responsibilities Problem Identification SECTION 4-B EBS PROCESS FBA Slide Summary Effective Behavior Support Process Section 4 Time Estimate: Entire section: Full Day Section 4-B Time Estimate: 2-3 hours This Slide: Review the Meeting Mechanics Process TRANSITION slide Key Concepts Meeting Mechanics is a problem solving process we are going to use to complete the ASSESS, PLAN, and IMPLEMENT sections of the Effective Behavior Support process. The ASSESSMENT section will include PROBLEM IDENTIFICATION and PROBLEM SPECIFICATION sections of Meeting Mechanics. Training Activities Materials Needed Implementation Variables Problem Specification Brainstorm Cluster/ Prioritize

Team Members BRIEFLY Review EBPs http://autismpdc.fpg.unc.edu/content/briefs

Team Members BRIEFLY Review EBPs Ohio Center for Autism & Low Incidence Autism Internet Modules (AIM): http://www.autisminternetmodules.org/ Key Concepts

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.

Schedule and Hold Initial Team Meeting All team members bring hard-copy of completed USAPT to this meeting Meeting Agenda (Use Meeting Agenda form—provided) Basic Info re: EBP Process (for New Team members) 2. Establish Calendar Monthly Meeting Dates Location

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/MTSS 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

The Schedule Matrix (Observation Form) 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 Social Interaction Behavioral Response Task Initiation; Engagement & Output Visuals FCS Peers Accommodations / Modifications PBIS EBPs Where skills break down!! Where student is not independent!!

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

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

Get Baseline Data!

Then, select EBP(s) to address areas of need: 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 http://autismpdc.fpg.unc.edu/content/briefs

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

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

Establishing Universal Supports: & Instructional Strategies Positive Behavior Interventions and Supports for Students with ASD Module Training Guide; AY 2010-11 Establishing Universal Supports: Bottom Up or Top Down Intensive Supports Targeted Universal Supports Key Concepts: Review the 3-tiered model of PBIS. Discuss how the model represents levels of intervention not type of students. Discuss how the core PBIS strategies should impact the largest number of students in order to reduce the number of students in tiers 2 and 3. Because of the resources needed to support students at tiers 2 and 3. Considerations: Application: Universal Supports Core Curriculum & Instructional Strategies Autism Education Center; Grand Valley State University ©2010 All Rights Reserved

Based on the Baseline Data & Selected EBPs, Use the GAS (Goal Attainment Scaling) to Write and Expand Goals

Writing Measurable Goals / Objectives UTILIZING…. Student Will…. Under what conditions? At what level / degree (criteria)? Key Concepts: The easiest way to think about goal writing is in ABC. Every goal has to identify the conditions under which the goals is to be worked on and mastered, the actual observable behavior to change, and the criteria by which mastery is defined. The next few slides will provide examples for participants. Considerations: Application:

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 Key Concepts: Review the examples and allow participants time for discussion. This section allows participants to gain an understanding of writing observable and measurable goals but the real learning will occur during guided practice and actual practice. Considerations: Application:

Writing Measurable Goals Formula for Success UTILIZING—Using 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 Key Concepts: Review the examples and allow participants time for discussion. This section allows participants to gain an understanding of writing observable and measurable goals but the real learning will occur during guided practice and actual practice. Considerations: Application:

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 Key Concepts: Review the examples and allow participants time for discussion. This section allows participants to gain an understanding of writing observable and measurable goals but the real learning will occur during guided practice and actual practice. Considerations: Application: These behaviors are important to build skills for transition into adult activities – all relate to the 3 deficit areas: Social, communication, behavior.

Writing Measurable Goals Formula for Success UTILIZING—Using 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)? Key Concepts: Review the examples and allow participants time for discussion. This section allows participants to gain an understanding of writing observable and measurable goals but the real learning will occur during guided practice and actual practice. Considerations: Application:

Writing Measurable Goals Formula for Success 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 Key Concepts: Review the examples and allow participants time for discussion. This section allows participants to gain an understanding of writing observable and measurable goals but the real learning will occur during guided practice and actual practice. Considerations: Application:

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 Key Concepts: Review the examples and allow participants time for discussion. This section allows participants to gain an understanding of writing observable and measurable goals but the real learning will occur during guided practice and actual practice. Considerations: Application:

GAS Levels First: Write in Baseline Third: Write in an Intermediate Goal Second: Write in the measurable yearly goal Finally: Specify goals that exceed performance

Ways to Change Criteria 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) Changing People No adults (-2) Familiar adult (-1) Unfamiliar adult (0) With one peer (+1) Across multiple peers (+2)

GAS Example: It’s 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 -1 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 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. Key Concepts: Example of a “gassed” goal. Considerations: Application:

Self Management System Example

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?

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

Design a Data System for Monitoring Goal Progress Determine the W’s 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