1. Idaho Autism Supports Project Promoting the Effective Use of Evidence-Based Practices for Autism Spectrum Disorders in Idaho Classrooms 1 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD

2. 2 Odom, S. & Cox, A (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with Autism Spectrum Disorders. Presentation at the 2009 OSEP National Early Childhood Conference. Arlington. VA. December 7, 2009. National Professional Development Center on Autism Spectrum Disorders, FPG Child Development Institute, The University of North Carolina at Chapel Hill. Promoting Evidence-Based Practices for Preschool Children with ASD

3.  Rapidly increasing numbers of children identified as having ASD  Emerging base of evidence about effective practices  Responsibility of public school system to provide a free and appropriate public education 3 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD

4.  Prevalence rates increased from 2/10,000 in 1992 to 1/110 in 2010 (CDC)  Dramatic increase in numbers of children with ASD in public schools (IDEA Data)  Numbers served in 1991  5415 children ages 6-22  Numbers served in 2008  337, 823 ages 3-22 4 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD

5.  National Academy of Sciences Committee  National Standards Project  National Professional Development Center in Autism Spectrum Disorders (NPDC on ASD)  Range of reviews and syntheses  Evidence-based education movement 5 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD

6.  Lack of ASD specific training for many teachers  Difficulty introducing innovation into public school system  Support and sustainability of innovations 6 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD

7. Professional Development Evaluation Technical Assistance 7 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD

8.  Provide professional development about evidence-based practices (EBP)  National Professional Development Center on Autism Spectrum Disorders (NPDC on ASD) Evidence Based Practices (EBP)  Autism Internet Modules (AIM)  Webinars, webinar series 8 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD

9.  Provide professional development about evidence-based practices (EBP)  CDHD-developed training modules  Develop and deliver new supplemental training modules as needed  Website 9 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD

10.  Provide training to state professional development providers  Provide training activities to practitioners  Establish training sites that model evidence-based practices 10 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD

11.  Provide ongoing technical assistance to sites and providers to:  Attain fidelity in a variety of EBP  Sustain EBP at a high level of fidelity over time through ongoing professional development, support, and monitoring 11 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD

12.  Develop ongoing outreach program  Provide ongoing site-based training  Provide ongoing site-based coaching  Establish a network of professional development sites, trainees, and state coaches/mentors 12 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD

13.  Evaluate Project activities  Program outcomes  Child outcomes  Family outcomes 13 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD

14.  Assist trainees in establishing a system for implementing EBP  Collect follow-up data on use of evidence-based practices, practitioner skills, and child and family outcomes 14 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD

15. Use of high-quality content developed by NPDC on ASD and others 15 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD

16. 1. Increase knowledge of EBP 2. Indentify elements of high-quality programs 3. Build networking, collaboration, and skills of members of state autism training team, including model site personnel 4. Develop plans for model sites, technical assistance, and for dissemination across state Professional Development Evaluation Technical Assistance 16 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD

17.  Eight sessions  Pre- and post-test for each session  PowerPoint and narrative formats  Accessed online using Blackboard platform 17 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD

18. 18 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD

19.  Understanding PDD/ASD  Characteristics of individuals with ASD  Assessment for ASD  Guiding principles for ASD  Family Centered practices  Use of evidence-based practices  Interdisciplinary teaming  Data-driven decision making  Inclusion  Providing access  Transition planning  Systems change approach 19 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD

20.  Factors affecting learning and development  Instructional strategies and learning environments  Foundations of communication and social interventions  Promoting positive behavior and reducing interfering behaviors 20 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD

21. Evidence-Based Practices Professional Development Evaluation Technical Assistance 21 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD

22. Focused interventions that:  Produce specific behavioral and developmental outcomes for a child  Have been demonstrated as effective in applied research literature  Can be successfully implemented in educational settings (Odom, Boyd, Hall, and Hume, 2009) 22 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD

23.  NPDC on ASD intended to use National Standards Project (NSP) literature review as basis for selecting EBP  NPDC developed criteria for EBP because NSP report was delayed  High degree of consistency across findings 23 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD

24.  Established criteria for selection of research studies  Establishing criteria for the level of evidence needed for a practice to be considered evidence-based  Conducted a thorough literature review  Selected practiced that had sufficient evidence base and practical utility 24 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD

25. To be considered an evidence-based practice:  Two randomized or quasi-experimental design studies  Five single subject design studies by three different authors, OR  A combination of evidence such as one group and three single subject studies. 25 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD

26.  Antecedent-based interventions  Computer-aided instruction  Differential reinforcement  Discrete trial training  Extinction  Functional behavior assessment  Functional communication training  Naturalistic interventions  Parent-implemented intervention  Peer-mediated instruction/intervention  Picture Exchange Communication System  Pivotal response training  Prompting  Reinforcement  Response interruption/redirection  Self-management  Social skills training groups  Speech generating devices  Structured work systems  Task analysis  Time delay  Video Modeling  Visual Supports 26 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD

27. Academics & Cognition Behavior Communi- cation PlaySocialTransition Evidence-Based Practices ECEC ELEL MHMH ECEC ELEL MHMH ECEC ELEL MHMH ECEC ELEL MHMH ECEC ELEL MHMH ECEC ELEL MHMH 1. Computer Assisted Instruction 2. Differential Reinforcement 3. Discrete Trial Training 4. Extinction 5. Functional Behavioral Assessment 6. Functional Communication Training 7. Naturalistic Interventions 8. Parent Implemented Interventions 9. Peer Mediated Instruction/Intervention 10. Picture Exchange Com. System 11. Pivotal Response Training 12. Prompting 13. Reinforcement 14. Response Interruption & Redirection 15. Self-Management 16. Social Narratives 17. Social Skills Groups 18. Speech Generating Devices (VOCA) 19. Stimulus Control 20. Structured Work Systems 21. Task analysis 22. Time delay 23. Video Modeling 24. Visual Supports 27

28. Horner, R., Carr, E., Halle, J., Mcgee, G., Odom, S., & Wolery, M. (2005) The use of single subject research to identify evidence-based practice in special education. Exceptional Children, 71, m165-180 Nathan, P. & Gorman, J. M. (2002) A guide to treatments that work. NY: Oxford University Press. Odom, S.L., Brantlinger, E., Gersten, R., Horner, R. D., Thompson, B., Harris, K. (2004) Quality indicators for research in special education and guidelines for evidence based practices: Executive summary. Arlington, VA: Council for Exceptional Children Division for Research. Rogers, D. J., & Vismara, L. A. (2008) Evidence based comprehensive treatments for early autism, Journal of Child Clinical Psychology, 37(1), 8- 18. 28 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD

29.  All briefs contain:  Evidence base supporting the effectiveness of the practice  Overview describing the practice  Steps for implementation  Fidelity implementation checklist 29 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD

30.  Pre-Test/Post-Test  Contextual Information  Step-by-Step instructions  Case Examples  Video Examples  Implementation Checklist  Summary of Evidence Base  Resources 30 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD

31. 31 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD

32. 1. Assistance in development of site action plan 2. Onsite and distance training on EBP 3. Participation in ongoing state community of practice 4. Onsite coaching/Mentoring  Development/evaluation of high-quality programs  Use of EBP  Progress monitoring of target students Professional Development Evaluation Technical Assistance 32 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD

33.  Form of embedded sustained professional development used to:  Refine existing skills and/or acquire new teaching skills in EBP  Coaching is a vehicle to develop:  An ongoing, confidential relationship that encourages recognition of individual expertise and professional growth 33 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD

34. Coaching leads to…  Improvement in instructional capacity – increasing teachers’ ability to apply what they have learned to their work with students  Improvement in the instructional culture of the school  A focus on content which encourages the use of data to inform practice  The Annenberg Institute for School Reform, 2004 34 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD

35. Training Outcomes Related to Training Components Training Components Training Outcomes Knowledge of ContentSkill ImplementationClassroom Application Presentation/Lecture10%5%0% Plus Demonstration in Training 30%20%0% Plus Practice in Training60% 5% Plus Coaching/Admin Support Data Feedback 95% Joyce & Showers, 2002 35

36.  Mentor  Peer  Reflective Consultation 36 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD

37.  Coach shares knowledge, expertise and guidance with the inviting professional (IP)  Coach provides direction in  Defining the target behaviors  Targeting evidence-based practice for IP  Identifying data collection method  Interpreting performance of the inviting professional (IP) 37 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD

38.  Each member coaches the other  Inviting partner role  Selects and defines coaching target and data collection  Coach role  Is non-authoritarian  Guides IP to identifying coaching targets  Offers nonjudgmental comments  Promotes reflection in the IP 38 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD

39.  Variation of coaching relationship  Administrator/supervision supports mentor/peer coach  Provide opportunity for coach to reflect upon their own practice  Utilize questioning and reflective listening in order to develop an action plan to improve coaching practices  Model for relationship between NPDC and TA 39 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD

40.  Pre-observation conference  Observation  Post-observation conference 40 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD

41.  Autism Program Environment Rating Scale (APERS)  Evidence-Based Practices Inventory  Fidelity Implementation Checklists  Goal Attainment Scaling  Family Program Questionnaire Professional Development Evaluation Technical Assistance 41 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD

42. Autism Program Environment Rating Scale (APERS)  Observational tool used to evaluate programs that serve children and youth with ASD  Two versions developed  APERS-Preschool/Elementary  APERS-Middle/High School 42 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD

43. Program Quality  Contextual features of the program that represents best practices  Program quality as the house in which practices are employed EBP  EBP as specific tools for specific skills  EBP as the furniture or appliances designed for specific functions 43 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD

44. General Quality Indicators EBP 44 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD

45. General Quality Indicators  Structure/Schedule  Positive Learning Climate  Assessment EBP  Visual Supports  Peer-mediated Intervention  Discrete Trial Training 45 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD

46.  Learning Environment  Positive Learning Climate  Assessment  Social Competence  Personal Independence/Competence  Promoting Appropriate Behavior  Family Involvement  Teaming  Transition Planning 46 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD

47. 47 Interdisciplinary Teaming Classroom Environment Structure & Schedule Classroom Climate Curriculum & Instruction Communication Social Relationships Independence Functional Behavior Assessment Family Participation Program Ecology Program Quality Learner Outcomes

48.  Process for measuring attainment of child’s IFSP or IEP goals  State coaches/TA providers, site practitioners, parents, identify 3 priority goals for each of 3 target students  Attainment of goals is recorded at pre-and post-test 48 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD

49.  Individualized for each EBP  Developed as part of online modules and EBP briefs  Used to measure how well practitioners implement practices  Collected at pre-and post-test on those EBP by state coaches/TA providers and practitioners identified for each student 49 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD

50.  Site application  Online course (spring)  Intensive summer institute  Strategic planning with team members  Spring and fall data collection with coaches and teams  TA in local context-ongoing across year  Community of professionals network  Spring data collection 50 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD

51.  District identifies second site for professional development  Participants complete online course (spring)  Summer institute  Strategic planning with teachers  Fall data collection in classrooms  TA in local context across the year  Community of teachers/peer coaching  Spring data collection and evaluation 51 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD

52. 1. Development of state strategic plan 2. Development of model sites 3. Use of goal attainment scaling 4. Development of community of practice 5. Onsite coaching/Mentoring  Development/evaluation of high-quality programs  Use of EBP  Progress monitoring of target students Professional Development Evaluation Technical Assistance 52 Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD