1. START Coaching for EBP Implementation
Evidence Based Practices

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
Wait for a new problem
Hire an expert to train
Hope for implementation

6. 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% % %
30% % %
60% % %
95% % %
Joyce & Showers, 2002

7. 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

8. START’s COACHING MODEL
STRUCTURED
yet
FLEXIBLE

9. 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

10. 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

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
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

18. Team Members BRIEFLY Review EBPs

20. Team Members BRIEFLY Review EBPs
Ohio Center for Autism & Low Incidence
Autism Internet Modules (AIM):
Key Concepts

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)
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)
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!!

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. 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

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. Establishing Universal Supports: & Instructional Strategies
Positive Behavior Interventions and Supports for Students with ASD
Module Training Guide; AY
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

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)?
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:

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
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:

35. 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:

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
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.

37. 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:

38. 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:

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
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:

40. 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

41. 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)

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 -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:

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. 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