National Professional Development Center on ASD Lisa Sullivan MIND Institute, UC Davis

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

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

Bridge the Gap Research-based practices Replicable practices in the classroom

State Involvement to Date Cohort 1 Cohort 2 Cohort 3 Cohort 4 CA NM TX MN WI MI IN VA KY ID VT RI

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

Implementation Science and Systems Change Model Programs School Sites and School Districts Regions State Wide Across Systems

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)

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

NPDC Website

Site Descriptions ( ) 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

Outcomes of NPDC Partnerships Data represent the first 28 model sites Overall Program Quality Individual Student Progress Use of Evidence- Based Practice Family Satisfaction

Assessing Program Quality Autism Program Environment Rating Scale (APERS) – Designed to assess quality indicators of programs for students with ASD

APERS Scores (P/E) 14

APERS Scores (M/H) 15

Use of Evidence-Based Practices

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

Individual Student Outcomes 18

Family Program Satisfaction 19 Effect Size.24

NPDC What’s next?

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

State Partners Examples from other states Michigan – START California – CAPTAINS Texas – Using NPDC model statewide New Mexico

Systems Change / Implementation Science Resources

Website Information: 24

Thank You! Families & children School teams State and Local Trainers State Leaders NPDC Team

Contact Info

Questions