1. Evidence Based Practices START Coaching for EBP Implementation

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

3. 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

4. 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

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

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

7. Coaching Positions Building CoachCoach 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

8. START’s COACHING MODEL STRUCTURED yet FLEXIBLE

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

10. Regional Collaborative Networks (RCNs) START/ Autism Education Center at GVSU SMART Lake side OCANSMAC West MAC LEANMACWayne WIN4 Autism CAN4 GCA CMACUPANThumb Kent CAN CRANNAN Great Lakes Intermediate & Local School District Trainer/Coaches Student and Family School Building Coaches & Teams

11. 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

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

13. What is Coaching?

14. 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

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

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

17. Assign Roles MEETING MECHANICS Problem Identification Problem Specification Brainstorm Cluster/ Prioritize Implementation Variables Assign Responsibilities

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

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

21. 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.

22. 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) 1.Basic Info re: EBP Process (for New Team members) 2. Establish Calendar Monthly Meeting Dates Location

23. 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

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

25. 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

26. 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

27. Get Baseline Data!

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

29. 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

30. 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

31. Intensive Supports Core Curriculum & Instructional Strategies Universal Supports Targeted Universal Supports Establishing Universal Supports: Bottom Up or Top Down

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

33. Writing Measurable Goals / Objectives UTILIZING….Student Will…. Under what conditions? At what level / degree (criteria)?

34. 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

35. 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 Writing Measurable Goals Formula for Success

36. 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

37. 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)? Writing Measurable Goals Formula for Success

38. 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

39. 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

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

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

42. 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 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 0 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.

43. Self Management System Example

44. 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?

45. 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

46. 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 Design a Data System for Monitoring Goal Progress