1. 2011 A Space Odyssey: I’m Sorry Dave, I Can’t Do That! David W. Test University of North Carolina at Charlotte 2011 Indiana Statewide Transition Forum, Indianapolis, IN, August 4, 2011 1 National Secondary Transition Technical Assistance Center

2. 2 What’s an NSTTAC? National Secondary Transition Technical Assistance Center The TA&D Center for secondary transition funded by USDOE, OSEP (1/1/06-12/31/11)

3. 3 NSTTAC’s Goals are to: Assist State Education Agencies with collecting and using SPP Indicator 13 data (mostly UNC Charlotte) Generate knowledge that provides an evidence based foundation for secondary transition practices (UNC Charlotte) Build capacity of states and local educational agencies to implement effective secondary transition services (Paula Kohler, Western Michigan University) Disseminate information to state personnel, practitioners, researchers, parents, and students regarding effective secondary transition services (Larry Kortering, Appalachian State University)

4. 4 Purpose: To determine the evidence- base for secondary transition practices and make research recommendations Primary audiences: State and local secondary transition personnel and researchers Generate Knowledge: Literature Review

5. 5 Today’s Topics Overview NSTTAC’s EBPs and how they can be used in schools Overview NSTTAC’s EB Predictors and how they can be used in schools

6. What’s an Evidence-based Practice? – Terms are not at all consistent. – All combinations have been used: – As a speaker and listener, remember: Usage is NOT CONSISTENT across the field of education – We cannot assume anything from the term alone – We must attend to the procedures, not the label ABC EvidenceBasedPractice(s) ResearchValidatedTreatment ScientificallyProgram EmpiricallySupportedIntervention (Detrich, Spencer, & Slocum, 2009)

7. 7 Are based on rigorous research designs Have demonstrated a record of success for improving student outcomes Have undergone systematic review process using quality indicators to evaluate level of evidence Evidence- Based Practices Are based on rigorous research designs Have demonstrated a record of success for improving student outcomes Research- Based Practices Are based on research Have demonstrated limited success Have used a ‘weak’ research design Promising Practices Are not based on research Have no data to support effectiveness Based on anecdotal evidence and/or professional judgment Unestablished Practices (Helsel, Hitchcock, Miller, Malinow, & Murray, 2006; Twyman, 2008) Broad Definitions

8. 8 Quality Indicators for Studies that used Single Subject Research Designs Participants Described sufficiently Selection described sufficiently Setting described sufficiently Dependent variable (DV) Described with replicable precision Quantifiable Measurement described to replicable precision Measurement occurred repeatedly Interobserver agreement data reported Independent variable (IV) Described with replicable precision Systematically manipulated Procedural fidelity described Content validity defined Baseline Phase provided evidence of pattern, prior to intervention Described with replicable precision Validity Three demonstrations of experimental effect Design controlled threats to internal validity Effects replicated, indicate external validity Social Validity: DV socially important, magnitude of change in DV is socially important, IV is cost effective/practical, IV is implemented over time, typical contexts /typical agents

10. 10 NSTTAC’s Levels of Evidence Levels of Evidence of Causal Inference Single Subject Designs Strong  5 high quality studies; High quality = meets all QIs  3 independent research teams  Must demonstrate a functional relationship  No contradictory evidence from a study reflecting strong evidence Moderate  3 acceptable studies; Acceptable = meets all QIs except 2, 11, & at least one of 17-20  1-2 independent research teams  Must demonstrate a functional relationship Potential (needs additional research)  2 high or acceptable studies  2 independent research teams  Must demonstrate a functional relationship

11. 11 What We Have Done Reviewed experimental research to identify evidence-based practices in secondary transition Identified 63 evidence-based practices Developed over 75 Research to Practice Lesson Plan Starters

12. Student Focused-Planning Teaching Student Knowledge of Transition Planning Using Whose Future Is It Anyway? Teaching Student Participation in the IEP Meeting: Using Check and Connect Using Computer Assisted Instruction Using the Self-Advocacy Strategy Using the Self-Directed IEP Using Published Curricula

13. Student Development Teaching Academic Skills Using Mnemonics Using Peer Assisted Instruction Using Self-Management Instruction Using Technology Using Visual Displays Teaching Functional Life Skills Using Backward Chaining Using Constant Time Delay Using Forward Chaining Using Progressive Time Delay Using Self-Monitoring Instruction Using a System of Least to Most Prompts Using a System of Most to Least Prompts Using Total Task Chaining

14. Student Development Teaching Banking Skills Using Community Based Instruction Using Constant Time Delay Using Simulations Teaching Community Integration Skills Using Community Based Instruction Teaching Food Preparation and Cooking Skills Using Computer Assisted Instruction Using Constant Time Delay Using Response Prompting Using Video Modeling Using a System of Least to Most Prompts

15. Student Development Teaching Grocery Shopping Skills Using Computer Assisted Instruction Using Community Based Instruction Using Response Prompting Using a System of Least to Most Prompts Teaching Home Maintenance Skills Using Response Prompting Using Video Modeling Teaching Laundry Tasks Using Response Prompting Teaching Leisure Skills Using Response Prompting Using Constant Time Delay Teaching Safety Skills Using Community Based Instruction Using Progressive Time Delay Using a System of Least to Most Prompts

16. Student Development (more) Teaching Counting Money Using the One More Than Strategy Teaching Finance Skills Using an Extension of Career Planning Services after Graduation Teaching Purchasing Skills Using Community Based Instruction Using the One More Than Strategy Using Progressive Time Delay Using Response Prompting Using Simulations Using a System of Least to Most Prompts

17. Student Development Teaching Self Determination Using Whose Future Is It Anyway? Teaching Goal Attainment Using the Self Determined Learning Model of Instruction Teaching Social Skills Using Response Prompting Using Self-Management Instruction Using Simulations Teaching Communication Skills Using Community Based Instruction Using a System of Least to Most Prompts

18. Student Development (last one!) Teaching Employment Skills Using Community Based Instruction Using Response Prompting Teaching Job Specific Skills Using Computer Assisted Instruction Using Constant Time Delay Using Self-Management Instruction Using a System of Least to Most Prompts Teaching Completing a Job Application Using Mnemonics

19. Family Involvement Teaching Parent Involvement in the Transition Process Using Training Modules

20. Program Structures Using Check and Connect to Promote: Student Participation in the IEP Meeting Using an Extension of Career Planning Services after Graduation to Promote: Increased Finance Skills Using Community Based Instruction to Teach: Banking Skills Grocery Shopping Skills Community Integration Skills Purchasing Skills Safety Skills Communication Skills Employment Skills

21. Here is Another Way: With the IV first Student Development Using Backward Chaining to Teach Functional Life Skills Using Computer Assisted Instruction to Teach: Food Preparation and Cooking Skills Grocery Shopping Skills Job Specific Skills Using Technology to Teach Academic Skills Using Community Based Instruction to Teach: Banking Skills Grocery Shopping Skills Community Integration Skills Purchasing Skills Safety Skills Communication Skills Employment Skills

22. 22 Practice Descriptions What is the evidence base? With who was it implemented? What is the practice? How has it been implemented? Where has it been implemented? How does this practice relate to Indicator 13? How does this practice relate to Common Core Standards? Where is the best place to find out how to do this practice? Full references

23. Using the Self-Advocacy Strategy to Teach Student Involvement in the IEP What is the evidence base? A moderate level of evidence based on three acceptable quality group studies and three acceptable quality single subject studies With whom was it implemented? Emotional and behavioral disorders (2 studies, n=5) Intellectual disabilities (1 study, n=1) Learning disabilities (5 studies, n=32)…

24. Ages ranged from 12-18 Males (n=29), females (n=13) Ethnicity – African American (n=9) – American Indian (n=1) – Hispanic (n=4) – White (n=28)

25. What is the practice? The Self-Advocacy Strategy is a motivation and self-determination strategy designed to prepare students to participate…The strategy consists of 5 steps which are taught over a series of….using the mnemonic “I PLAN” to help cue students… I = Inventory… P = Provide your inventory… L = Listen and Respond involves… A= Ask questions focuses… N = Name your goals…

26. How has the practice been implemented? SAS in combination with modeling and simulation has been used to teach identifying IEP goals…increase verbal contributions…improve ratings of student participation (VanReusen & Bos, 1994) SAS in combination with computer assisted instruction and simulation has been used to increase student participation in IEP meetings (Hammer, 2004)…

27. Where has it been implemented? High school – various locations (2 studies) Resource classroom (1 study) Self-contained classroom (1 study) School library (1 study) Where is the best place to find how to do this practice? 2 links to research to practice lesson plan starters

28. How does this practice relate to Indicator 13? Checklist item #3: Teaching student participation in the IEP meeting may relfect results of transition assessment information Checklist item #4: Participating in the IEP meeting may be a transition services designated in an IEP that will enable the student to meet his or her postsecondary goals Checklist item #7: Student participation in the IEP meeting would require student invitation to the IEP meeting

29. How does this practice relate to Common Core Standards? Presentation of Knowledge & Ideas (Anchor Standards for Language) – Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate Comprehension and Collaboration (Anchor Standards for Speaking and Listening) – Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively

30. References used to establish this evidence base: Full references for Hammer, 2004; Lancaster et al., 2002; Test & Neale, 2004; VanReusen & Bos, 1994; VanReusen et al., 1989 Additional References: To order the curriculum – VanReusen, A. K., Bos, C., & Schumaker, J. B. (1994) Self- Advocacy Strategy for education and transition planning. Lawrence, KS: Edge Enterprises. url

31. 31 Research to Practice Lesson Plan Starters Objective Setting/Materials Content Taught Teaching Procedures Evaluation Reference on which the lesson plan starter is based

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40. 40 How Does This Apply at the Student Level? Provides teachers information about secondary transition evidence-based practices for teaching students with disabilities Can be used to: Support IEP goals and objectives Support student skill development

41. Examples of Postsecondary Goals Education/Training: (The fall) after high school, Jodi will attend the (Customer Service Representative course offered through the Pathways to Employment program at Central Piedmont) Community College. Employment: (Within three months) after graduation, Jodi will be competitively employed, (working 20 or more hours, in a in the retail industry with time limited supports of a job coach).

42. Jodi’s postsecondary goals (continued) Independent Living: Jodi will assume responsibility for a share of living expenses by saving money earned at work and following a budget set by Jodi and her parents.

43. Jodi’s Annual Goal Postsecondary Employment Goal: After graduation, Jodi will be competitively employed, working 20 or more hours, in a in the retail industry with time limited supports of a job coach. Annual IEP Goal: Given 3 retail job shadowing experiences, Jodi will identify her likes and dislikes of retail employment options by completing a job site interest survey and verbally describing her preferences by April 1, 2011.

44. 44 What You Will Find at www.nsttac.org for Jodi? www.nsttac.org 1.“Using Community Based Instruction to Teach Employment Skills” is an evidence-based practice so you will find a Practice Description 2.“Using Constant Time Delay to Teach Banking Skills” 3.“Using Response Prompting to Teach Safety Skills” 4.“Using Peer Assisted Instruction to Teach Academic Skills” 5.In the Practice Description, you will find a link to a Lesson Plan Starters

45. Other Lists of EBPs National Dropout Prevention Center for Students with Disabilities http://www.ndpc- sd.org/knowledge/research_syntheses.php – Interventions for Prevention Dropout Cognitive behavioral Interventions Whatever it Takes: How Twelve Communities Are Reconnecting Out-of -School Youth 45

46. 46 National Autism Center (www.nationalautismcenter.org)www.nationalautismcenter.org Antecedent Package Behavioral Package Comprehensive Behavioral Treatment Joint Attention Intervention Modeling Naturalistic Teaching Strategies Peer Training Package Pivotal Response Treatment Schedules Self-management Story-based Intervention Package Other Lists of EBPs

47. 47 National Professional Development Center on Autism Spectrum Disorders (http://autismpdc.fpg.unc.edu/)http://autismpdc.fpg.unc.edu/ Partner with the Autism Internet Modules (AIM), sample practices include: Antecedent-Based Interventions (ABI) Computer-Aided Instruction Differential Reinforcement Discrete Trial Training Extinction Functional Behavior Assessment Functional Communication Training Naturalistic Intervention Parent-Implemented Interventions Other Lists of EBPs

48. 48 The Missing Link Post- School Outcomes Lesson Plans Practices

49. 49 Post- school Outcomes EmploymentEducation Independent Living

50. Predictors/Outcomes EducationEmploymentIndependent Living Career Awareness XX Occupational Courses XX Paid Employment/Work Experience XXX Vocational Education XX Work Study X Community Experiences X Exit Exam Requirements/High School Diploma Status X Inclusion in General Education XXX Program of Study X In-School Predictors by Post-School Outcome Area

51. Predictors/Outcomes EducationEmploymentIndependent Living Self-Advocacy/Self-Determination XX Self-Care/Independent Living XXX Social Skills XX Interagency Collaboration XX Parental Involvement X Student Support XXX Transition Program XX In-School Predictors by Post-School Outcome Area

52. 52 How Does This Apply at the Student Level? Provides teachers information about secondary transition evidence-based practices for teaching students with disabilities Can be used to: – Support IEP goals and objectives – Support student skill development – May be appropriate transition services

53. Jodi’s Transition Services 53 Reading/ decoding instruction Instruction related to social skills in school and work settings Mock interviews with an employment specialist at a community based instruction site After school paid work experience at Target Volunteer position at Habitat for Humanity Thrift Store Completing a career skill assessment Completing an adaptive behavior scale

54. 54 How does this apply at the school or system level? Provides practitioners information about secondary transition program characteristics that have been empirically linked to improved post- school success for students with disabilities

55. The NSTTAC Predictor Implementation Self-Assessment intended to provide a framework – determine degree to which implementing practices likely to lead to positive post ‐ school outcomes consider the descriptions and possible examples use the Degree of Implementation and the Evidence of Implementation Scales to guide decisions regarding program strengths and priorities for change

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57. The NSTTAC Predictor Implementation Self-Assessment Uses the EB Predictors to provide a framework for determining the degree to which a school, or school system, is implementing activities that will have the best chance of improving post-school outcomes for their students

58. The “Super” Table Includes predictors of in-school and post-school success For students with disabilities, students without disabilities, at-risk students, and students with mental health issues www.nsttac.org (under “What’s New”) www.nsttac.org

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62. 62 Choosing Secondary Transition Interventions Interventions to improve post-school outcomes Predictors of post-school success www.nsttac.org Interventions to increase student transition skills Evidenced-based practices, lesson plan library www.nsttac.org Interventions for academic skills for secondary SWD www.psocenter.org & www.nsttac.org www.psocenter.orgwww.nsttac.org Diagnostic, targeted, and school-wide dropout prevention strategies www.ndpc-sd.org www.betterhighschools.org

63. 63 Additional Resources www.nsttac.org Transition Assessment Toolkit Transition Assessment Presenter Guides National Map – search “transition assessment” Indicator 13 Training Materials www.transitioncoalition.org online modules Presentations – students with severe disabilities

64. 64 David Test, dwtest@uncc.edu Catherine Fowler, chfowler@uncc.edu David Test, dwtest@uncc.edu Catherine Fowler, chfowler@uncc.edu Contact Us www.nsttac.org 704-687-8606 704-687-6327(TTY) 704-687-2916 (fax) www.nsttac.org 704-687-8606 704-687-6327(TTY) 704-687-2916 (fax)