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2015 Cadre Boot CampBoot CampPresented byCathy Wyman

Robin MayFranD.Goldfarb,MA,MCHES,CPSP M.A., CCC-SLP Sharon Floyd, M.Ed.

Bootcamp Objectives

NewCadreMemberswill:

ì LearnthegoalsandvisionofCAPTAIN

ì UnderstandtheirrolesandresponsibilitiesasaCadremember(requirementsofCadre)

ì BeabletodefineanddescribeEBPsforAutismandtellotherswheretofindinfoaboutEBPs

ì LearntousetheNPDC-ASD,NSPandotherCAPTAINtoolsandresourcesastheyrelatetotheirCadreRoles

Cadremembers:

• ArenominatedbySELPAs,RegionalCenters,andFamilyResource/FamilyEmpowermentCenters

• Willreceivetrainingthroughourannualsummit

• WillhaveaccesstotheNPDC-ASDandCAPTAINtrainingmaterials

• WillassistwiththestatewidedistributionoftheEBPsbyprovidingsupportandtraininglocally.

Welcome New Cadre Members!

CAPTAIN is a multiagency network developed tosupport the understanding and use of Evidence-Based Practices for individuals affected by AutismSpectrum Disorder across the state.

What is CAPTAIN?

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CAPTAIN Video CAPTAIN Vision

Develop a Statewide Training and

Technical Assistance Network

with a focus on

Evidence-Based Practices

for individuals impacted by ASD

inclusive of stakeholder agencies who will disseminate information at a Local Level

CAPTAIN Goals

Goal 1: Increase knowledge about ASD and EBPs through systematic dissemination of information

Goal 2: Increase implementation and fidelity of EBPs in schools and communities

Goal 3: Increase interagency collaborations to leverage resources and standardize a process for using EBPs

ALL CAPTAIN CADRE MUST

ì Complete “ASD Across the Lifespan” Online Class through Coursera – New Members Only

ì Complete annual CAPTAIN online survey

ì Participate in Annual CAPTAIN Summit

ì Participate in local CAPTAIN collaborative meetings/activities to implement local plans (at least quarterly)

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Additional Regional Center Requirements

ì ProvidetrainingsforyourRegionalCenterstaff,families,and/orproviderson”OverviewofASD,CAPTAINandEBPsforASD”(atleast4peryear)

ì MeetwithyourRCLeadershiptodiscusswaystoincreaseunderstandinganduseofEBPsandImplementationofRegionalPlans

ì ParticipateinquarterlyRegionalCenterASD/BehaviorSpecialistregionalmeetings

ì Participateinsemi-annualRegionalCenterASD/BehaviorSpecialiststatewidemeetingsandreportbacktoClinicalDirectors

Additional Federally and State Funded Parent Support Organization

Cadre Requirements

ì Share information with your support organization staff about CAPTAIN, EBPs for ASD and LTSAE resources so that they may assist with information dissemination (Does not need to be a formal training, but Cadre must commit to sharing with their staff)

ì Act as a LTSAE ”Deputy Ambassador,” which includes assisting with Regional Milestones Brochure development and dissemination to support child find

Additional SELPA Requirements:

ì ProvidetrainingsforyourSELPAon”OverviewofASD,CAPTAINandEBPsforASD”(atleast1peryear)

ì Provide 3 Trainings in Specific EBPs

ì Provide implementation coaching for 3 teachers/programswithin your SELPA using implementation checklists and coaching process OR Train 3 additional coaches on CAPTAIN Model of training and coaching EBPs for ASD

ì Meet with SELPA Leadership to discuss and plan for local implementation of EBPs and Regional Plans

What are Evidence-Based Practices?

Evidence-basedpractices(EBP)forindividualswithASD:

ì Arepracticesforwhichthereisscientifically-basedresearchthatdemonstratesefficacyforchildrenandyouthwithASD

ì Relyontheapplicationofrigorous,systematic,andobjectiveprocedurestoobtainreliableandvalidknowledgeforinterventionandeducationalactivitiesandprogram

ì HavebeenshowntobeeffectivewithchildrenandadultswithASD

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ì Alsoknownasthe Lanterman Act,isa California law,passedin1969,thatgivespeoplewith developmentaldisabilities therighttoservicesandsupportsthatenablethemtoliveamoreindependentandnormallife.

ì TheLanterman ActiscodifiedintheWelfareandInstitutionsCodeandhasbeenamendedseveraltimessinceitspassage,including…

The Lanterman Developmental Disabilities Act

Welfare & Institutions Code 4686.2(b)

EffectiveJuly1,2009…regionalcentersshall:ì (1)OnlypurchaseABAservicesorintensivebehavioral

interventionservicesthatreflectevidence–basedpractices,promotepositivesocialbehaviors,andamelioratebehaviorsthatinterferewithlearningandsocialinteractions…”

Health and Safety Code Section 1374.73

(c)(1)(C)(iii)Providesinterventionplansthatutilizeevidence-basedpractices,withdemonstratedclinical

efficacyintreatingpervasivedevelopmentaldisorderorautism.

Multi-tiered System of Supports (MTSS):A Comprehensive Framework for Implementing CCSS

www.mydigitalchalkboard.org

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Implementing EBPs Aligns With UDL

TheprinciplesofUniversalDesignforLearning(UDL)provideaframeworkforeducatorstouse:

• multiplewaystoteachthecontent

• multiplewaysforstudentstodemonstrateknowledge

• multiplewaystoengageALLlearners

A History of Systematic Reviews of the Literature for Evidence Based Practices (EBPs)

ì 775researchstudiesreviewedbyNationalStandardsProjectfromNationalAutismCenter,Phase1(NSP1)

ì Includedresearchfortheyears:1957-2007

ì In2009,identified11EstablishedTreatments

www.nationalautismcenter.org

A History of Systematic Reviews of the Literature for Evidence Based Practices (EBPs)

ì 175researchstudiesreviewedbyNationalProfessionalDevelopmentCenter(NPDC)

ì Includedresearchfortheyears:1997-2007

ì In2010,identified24EBPs

http://autismpdc.fpg.unc.edu/

A History of Systematic Reviews of the Literature for Evidence Based Practices (EBPs)

ì In2015,14EstablishedInterventionsUnderAge221EstablishedInterventionAge22+

ì 2nd ReviewbyNationalStandardsProject,NationalAutismCenter,Phase2(NSP2)

ì Reviewedstudiespublishedinpeerreviewedjournalsbetween2007andFebruaryof2012ì 351articles(ages0-22)and27articles(ages22+)ì includedstudiesiftheinterventionscouldbe

implementedinorbyschoolsystems,earlyintervention,home,hospital,vocational.and/orcommunity-basedprogramsorinclinicsettings

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ìThe National Standards Project-Phase 2 (NSP2)Overall Findings for Individuals Under Age 22

•14 Established Interventions

•18 Emerging Interventions

•13 Unestablished Interventions

14ESTABLISHEDINTERVENTIONS(forindividualsunderage22)

18EMERGINGINTERVENTIONS

(forindividualsunderage22)

13UNESTABLISHEDINTERVENTIONS(forindividualsunderage22)

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NSP2 ExampleOnly1

Established

* In2014,27EBPs* 2ndreviewbyNPDC(Mar2014)* Included22years,1990-2011

* 29,101possiblestudiesè456studies* RCT,quasi-experimental,singlecasedesign

* Strengthofevidenceforassessment* Basedonnumber,typeofstudiesusingeachEBP

http://autismpdc.fpg.unc.edu/node/21

National Professional Development Center

27 Evidence – Based Practices (2014)Antecedent-basedinterventions

Cognitivebehavioralintervention

Differentialreinforcement

Discretetrialtraining

Exercise

Extinction

Functionalbehaviorassessment

Functionalcommunicationtraining

Modeling

Naturalisticinterventions

Parent-implementedintervention

Peer-mediatedinstruction/intervention

PictureExchangeCommunicationSystemÔ

Pivotalresponsetraining

Prompting

Reinforcement

Responseinterruption/redirection

Scripting

Self-management

Socialnarratives

Socialskillstraining

Structuredplaygroups

Taskanalysis

Technology-aidedintervention/instruction

Timedelay

Videomodeling

Visualsupports

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FACT SHEETS AVAILABLEFOR EACH OF THE 27 EBPs

• Definitionoftheintervention

• Agerangeofparticipants

• Typeofoutcomesithasgenerated

• Citationsforthespecificarticlesthatprovidetheevidencefortheefficacyofthepractice

How to Select EBPs?CAPTAIN Recommends:

ì Use27EBPsfromNPDC

ì Use14EstablishedInterventionsforAges0-22fromNAC

ì Use1EstablishedInterventionforAges22+fromNAC

EBPsareusedtoadvancegoalswhicharetiedtostandards

Ask:Whatisourgoal/objectivetargeting?

ì ConsiderthespecificIEPgoalsandrelatedobjectives

Ask:Whatareouroptions?

ì Lookatthedomainthatthespecificgoalrelatesto

Selecting an EBP27 EBPs Matrix

Available on the CAPTAIN WebsiteEnglish and Spanish!

www.captain.ca.gov

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www.captain.ca.gov www.captain.ca.gov

Next,makeadecisionbasedon:

ì Theskillsbeingtaught

ì Yourprofessionalwisdom

ì Thelearner’slearningstyle

ì Thelearner’stemperament

ì Thelearner’sinterestsandmotivators

ì Supportsalreadyinplace

ì Historyofwhathasandhasn’tworked

Selecting an EBP

Goal:Lucia(age8)willrespondtopeer’squestionsandcommentswitheyecontactandappropriatephrasesorsentences.

Ask:Whatisthegoaltargeting?

ì ExpressiveLanguage,SocialSkills

Ask:Whataretheoptions?

Let’s Practice!

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Goal Attainment Scaling

ì An evidence based tool to measure progress made on a goal or benchmark for:ì An individual ì A group of individuals

ì A data collection tool that allows for progress to summarized and documented

ì Not a substitute for goals (or other objective benchmarks) - it’s a supplement

Monitoring Progress

ì GoalAttainmentScalingassistsinmonitoringprogressoflearningaskillormonitoringthebehaviorofalearner

ì ProgressisgaugedusingtheGASatregularpointsthroughouttheyear

ì Itisimportanttoestablishtheindividual'spresentlevelofperformancetosetgoalstowardsspecific,clear,andobservableoutcomes

ì TheGASisusedtodetermineisthelearnerisbenefitingfromtheuseoftheEBP

Goal Attainment Scaling: GASCurrent Level of Performance (0)

Initial Objective (1)

Secondary Objective (2)

Expected Level of Outcome (3)

Exceeds Expected

Outcome (4)

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Prior to Developing GAS

ì Gather individual’s goals

ì Identify 3 priority goals for each target client or student. Select based on goals that:ì Must be an area of focus for the entire year

ì Must be observable and measurable

ì Must be agreed upon by team

ì Update/collect data on present level of performance

Developing GAS

1. Write the annual goal (expected level of outcome) on GAS form

2. Write the present level of performance of GAS form

3. Determine the benchmarks on GAS form

4. Determine the somewhat more than expected level on GAS form

Development of Scaling

ì 5Pointrangeofperformanceforstudents:ì CurrentLevelofPerformance(0)ì InitialObjective(1)ì SecondaryObjective(2)ì ExpectedLevelofPerformance(3)ì ExceedsExpectedLevelofPerformance(4)

Example: Eric

ì Ericisahighschoolstudentwithautism,fullyincludedinthegeneraleducationcurriculum

ì Eric’sgeneraleducationteachersaresomewhatfrustratedwithEricbecauseheasksanexcessivenumberofoff-topicquestionsduringclass.Thisdisruptstheflowofinstructionandannoyspeersandteachers

ì Questionsinclude:ì Doyoustilllikeme?Yesorno?ì Doyoulikemyshirttoday?ì HaveyouseenthenewepisodeofSiliconValley?

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Eric

ì Erichasanannualgoalthatreads,“ByMay2017,Ericwillaskteachersnomorethan5questions(onorofftopic)duringagivenclassperiodin6periodsovera3dayperiodasmeasuredbyobservationanddatacollection.”

ì DatawascollectedanditwasdeterminedthatEricasksanaverageof41off-topicquestionseveryclassperiod.

Example: John

ì Johnisa52yearoldmanwithautismwhoworksatadayprogramduringthedayandlivesaloneinasupportedlivingcommunity.

ì Athishome,Johnhasrecentlyrefusedtofollowstaffrequestsforhimtochangehisclothes,brushhisteeth,andtakeshowers.Whenstaffasksthisofhim,hewillescalatefromsaying,“no”,throwingitems(cups,books)atstaffuntiltheyleavehisroom.

ì Hishygieneisaffectinghissocialopportunitieswithotherclientsandstaffatthedayprogramarereportinghissmellisnottolerable.

John

ì Currently,Johnisabletoreadatabout2ND gradelevel

ì Johnhasmanyitemsheenjoyssuchassoda,puzzles,snacks,papertowriteletters,andtotalkwithhissisteronthephone.

Your Turn!

ì Select one of these examples

ì In groups or individually, fill out a GAS form (and select or adjust the goal)

ì Share back

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GAS Activity

Ericì Highschoolstudent

ì Fullyincluded

ì Asksanexcessivenumberofoff-topicquestionsduringclass,disruptingtheflowandannoyingpeersandteachers

ì “ByMay2017,Ericwillaskteachersnomorethan5questions(onorofftopic)duringagivenclassperiodin6periodsovera3dayperiodasmeasuredbyobservationanddatacollection.”

ì Baseline:41off-topicquestionseveryclassperiod

Johnì Johnisa52yearoldmanwithautismwho

worksatadayprogramduringthedayandlivesaloneinasupportedlivingcommunity

ì Refusingtoparticipateindailyhygieneroutine

ì Isthrowingitemsatstafftogetthemtoleavehisroom

ì Hishygieneisaffectinghissocialopportunitieswithotherclientsandstaffatthedayprogramarereportinghissmellisnottolerable

ì Baseline:Johnwillparticipateinhisdailyhygieneonceonceaweek

“Is This Extra Work?”

No-ì Goals are already written

Yes, but-ì Adding higher benchmarks is easy and can be fun!ì You can reflect greater growth than can be reasonably

expected in 1 yearì Process often results in more focused teachingì Can help alleviate differences in the views of team membersì Is very valuable as a tool to demonstrate class wide, agency

wide, or specific service wide results

How Should People Learn About the EBPs

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Briefs

NPDC-ASD Brief Packages ForEvidence Based Practices (EBPs)

Brief Package ensures fidelity and consists of:

• Overview of practice• Evidence-base for practice• Steps for implementation

• Implementation Checklist• Data Collection Forms

Evidence-Based Practice Brief

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Autism Focused Intervention Resources and Modules: AFIRM

ì Designedtohelpyoulearnthestep-by-stepprocessofplanningfor,using,andmonitoringEBPswithlearnerswithASDfrombirthto22yearsofage

ì Ineachmodule:ì KeycomponentsofanEBPincludingvariouswaystouseitì Behaviorsandskillsthatcanbeaddressedusingthepracticeì Astep-by-stepprocessforapplyingthepracticeì Downloadableresources

Professional Development Certificate

CertificateTrackì Caseexamples

demonstratingtheuseoftheEBP

ì Multimediapresentation

ì Pre-testrequired

ì Post-assessmentrequired

ì Evaluationrequired

Non-CertificateTrackì Caseexamples

demonstratingtheuseoftheEBP

ì Multimediapresentation

ì Pre-testrequired

ì Post-assessmentoptional

ì Evaluationoptional

afirm.fpg.unc.edu

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YET MORE SELF LEARNING MODULES ON EBPsAutism Internet Modules

www.autisminternetmodules.org

SELF LEARNING MODULES FOR TODDLERS!NPDC-ASD Early Start Websitehttp://asdtoddler.fpg.unc.edu

Another Resource for Older Individuals with ASD

http://csesa.fpg.unc.edu/

ìAutism Internet Moduleswww.autisminternetmodules.org

Onlinelearningmodulesincludesinformationon:

• Evidence-basedpracticesandinterventions

• Recognizingandunderstandingbehaviors

• AssessmentandidentificationofASDs

• Transitiontoadulthoodandemployment

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UsetheseQuickLinksontheCAPTAINwebsitetoaccesstheseEBPresources!

www.captain.ca.gov OtherSummitSessionsWillProvide:1. AdditionalinformationandtrainingtoSELPACadreaboutcoachingandimplementingtrainingusingEvidenceBasedPractices

2. AdditionalinformationtoRegionalCenterCadreaboutInteragencyCollaborationrelatedtoEBPsandhowtodisseminateinformationtoRCstaffandVendors

3. AdditionalinformationtoFamilySupportAgencyCadreabouthowtodisseminateinformationaboutCAPTAINandEBPstoFamilyAgencyStaffandParentsyousupport

4. AdditionalinformationandresourceaboutearlyidentificationusingtheLearntheSignsActEarly(LTSAE)resources

5. AdditionalsupportindevelopingyourRegionalPlans

QUESTIONS?

“Childrenandfamiliescannotbenefitfrom

evidence-basedpracticesthattheydonotexperience.”

-DeanFixsen,NIRN,2006

!

Evidence!!

Based!

!Practices!

http://nirn.fpg.unc.edu/