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Idaho Autism Supports Project Promoting the
Effective Use of Evidence-Based
Practices for Autism Spectrum
Disorders in Idaho Classrooms
Adapted with permission from Odom & Cox (2009). Promoting the Use of
Evidence-Based Practices for Preschool Children with ASD
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
Need for Professional Development Related to ASD Pushed By
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
Adapted with permission from Odom & Cox (2009). Promoting the Use of
Evidence-Based Practices for Preschool Children with ASD
4
Need for Professional Development Related to ASD
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 6-22Numbers served in 2008
337, 823 ages 3-22Adapted with permission from Odom & Cox (2009). Promoting the Use of
Evidence-Based Practices for Preschool Children with ASD
5
Growing Agreement on Evidence-Based Practices
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
movementAdapted with permission from Odom & Cox (2009). Promoting the Use of
Evidence-Based Practices for Preschool Children with ASD
6
Challenge of Promoting Use of Evidence-Based Practice by Teachers
Lack of ASD specific training for many teachers
Difficulty introducing innovation into public school system
Support and sustainability of innovations
Adapted with permission from Odom & Cox (2009). Promoting the Use of
Evidence-Based Practices for Preschool Children with ASD
7
Goals of the ASD Support Project
Professional Developme
nt
Evaluation
Technical Assistanc
e
Adapted with permission from Odom & Cox (2009). Promoting the Use of
Evidence-Based Practices for Preschool Children with ASD
8
Project Goals:Professional Development
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
Adapted with permission from Odom & Cox (2009). Promoting the Use of
Evidence-Based Practices for Preschool Children with ASD
9
Project Goals:Professional Development
Provide professional development about evidence-based practices (EBP)CDHD-developed training modulesDevelop and deliver new
supplemental training modules as needed
Website
Adapted with permission from Odom & Cox (2009). Promoting the Use of
Evidence-Based Practices for Preschool Children with ASD
10
Project Activities:Professional Development
Provide training to state professional development providers
Provide training activities to practitioners
Establish training sites that model evidence-based practices
Adapted with permission from Odom & Cox (2009). Promoting the Use of
Evidence-Based Practices for Preschool Children with ASD
11
Project Goals:Technical Assistance
Provide ongoing technical assistance to sites and providers to:Attain fidelity in a variety of EBPSustain EBP at a high level of
fidelity over time through ongoing professional development, support, and monitoring
Adapted with permission from Odom & Cox (2009). Promoting the Use of
Evidence-Based Practices for Preschool Children with ASD
12
Project Activities:Technical Assistance
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
Adapted with permission from Odom & Cox (2009). Promoting the Use of
Evidence-Based Practices for Preschool Children with ASD
13
Project Goal:Evaluation
Evaluate Project activitiesProgram outcomesChild outcomesFamily outcomes
Adapted with permission from Odom & Cox (2009). Promoting the Use of
Evidence-Based Practices for Preschool Children with ASD
14
Project Activities:Evaluation
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
Adapted with permission from Odom & Cox (2009). Promoting the Use of
Evidence-Based Practices for Preschool Children with ASD
15
Accomplishing Project Goals
Use of high-quality content developed by NPDC on ASD and others
Adapted with permission from Odom & Cox (2009). Promoting the Use of
Evidence-Based Practices for Preschool Children with ASD
16
Professional DevelopmentIntensive Summer Institute
1. Increase knowledge of EBP2. Indentify elements of high-quality
programs3. 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 Developme
nt
Evaluation
Technical Assistanc
e
Adapted with permission from Odom & Cox (2009). Promoting the Use of
Evidence-Based Practices for Preschool Children with ASD
17
Professional DevelopmentNPDC on ASD: Foundations of Autism Spectrum Disorders Online Course
Eight sessions Pre- and post-test for each session PowerPoint and narrative formats Accessed online using Blackboard
platform
Adapted with permission from Odom & Cox (2009). Promoting the Use of
Evidence-Based Practices for Preschool Children with ASD
Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD
18
19
Foundations of Autism Spectrum Disorders Online Course Content
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
Adapted with permission from Odom & Cox (2009). Promoting the Use of
Evidence-Based Practices for Preschool Children with ASD
20
Foundations of Autism Spectrum Disorders
Online Course Content Factors affecting
learning and development
Instructional strategies and learning environments
Foundations of communication and social interventions
Promoting positive behavior and reducing interfering behaviors
Adapted with permission from Odom & Cox (2009). Promoting the Use of
Evidence-Based Practices for Preschool Children with ASD
21
Professional Development
Evidence-Based Practices
Professional Developme
nt
Evaluation
Technical Assistanc
e
Adapted with permission from Odom & Cox (2009). Promoting the Use of
Evidence-Based Practices for Preschool Children with ASD
22
What are EBP?
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)
Adapted with permission from Odom & Cox (2009). Promoting the Use of
Evidence-Based Practices for Preschool Children with ASD
23
Sources of Evidence-Based Practices (EBP)
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
Adapted with permission from Odom & Cox (2009). Promoting the Use of
Evidence-Based Practices for Preschool Children with ASD
24
Process for Identifying EBP
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
Adapted with permission from Odom & Cox (2009). Promoting the Use of
Evidence-Based Practices for Preschool Children with ASD
25
NPDC on ASD Criteria
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.
Adapted with permission from Odom & Cox (2009). Promoting the Use of
Evidence-Based Practices for Preschool Children with ASD
26
Evidence-Based Practices 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
Adapted with permission from Odom & Cox (2009). Promoting the Use of
Evidence-Based Practices for Preschool Children with ASD
27
Practices by Age and DomainAcademics & Cognition Behavior Communi-
cation Play Social Transition
Evidence-Based Practices EC
EL
MH
EC
EL
MH
EC
EL
MH
EC
EL
MH
EC
EL
MH
EC
EL
MH
1. Computer Assisted Instruction2. Differential Reinforcement3. Discrete Trial Training4. Extinction5. Functional Behavioral Assessment6. Functional Communication Training7. Naturalistic Interventions8. Parent Implemented Interventions
9. Peer Mediated Instruction/Intervention10. Picture Exchange Com. System11. Pivotal Response Training12. Prompting13. Reinforcement14. Response Interruption & Redirection15. Self-Management16. Social Narratives17. Social Skills Groups18. Speech Generating Devices (VOCA)19. Stimulus Control 20. Structured Work Systems21. Task analysis 22. Time delay23. Video Modeling24. Visual Supports
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Basis for EBP Definition and Criteria
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.
Adapted with permission from Odom & Cox (2009). Promoting the Use of
Evidence-Based Practices for Preschool Children with ASD
29
Professional Development NPDC Evidence-Based Practice Briefs
All briefs contain:Evidence base supporting the
effectiveness of the practiceOverview describing the practiceSteps for implementationFidelity implementation checklist
Adapted with permission from Odom & Cox (2009). Promoting the Use of
Evidence-Based Practices for Preschool Children with ASD
30
Professional DevelopmentAutism Internet Modules (AIM) Web-
Based Module Content
Pre-Test/Post-Test Contextual Information Step-by-Step instructions Case Examples Video Examples Implementation Checklist Summary of Evidence Base Resources
Adapted with permission from Odom & Cox (2009). Promoting the Use of
Evidence-Based Practices for Preschool Children with ASD
Adapted with permission from Odom & Cox (2009). Promoting the Use of Evidence-Based Practices for Preschool Children with ASD
31
32
Technical Assistance
1. Assistance in development of site action plan
2. Onsite and distance training on EBP3. Participation in ongoing state community
of practice4. Onsite coaching/Mentoring
Development/evaluation of high-quality programs
Use of EBP Progress monitoring of target students
Professional Developme
nt
Evaluation
Technical Assistanc
e
Adapted with permission from Odom & Cox (2009). Promoting the Use of
Evidence-Based Practices for Preschool Children with ASD
33
Coaching
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
Adapted with permission from Odom & Cox (2009). Promoting the Use of
Evidence-Based Practices for Preschool Children with ASD
34
Coaching - Promising Practice
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
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 Content Skill Implementation Classroom Application
Presentation/Lecture 10% 5% 0%
Plus Demonstration in Training
30% 20% 0%
Plus Practice in Training 60% 60% 5%
Plus Coaching/Admin Support Data Feedback
95% 95% 95%
Joyce & Showers, 2002
36
Three Types of Coaching
Mentor Peer Reflective Consultation
Adapted with permission from Odom & Cox (2009). Promoting the Use of
Evidence-Based Practices for Preschool Children with ASD
37
Mentor Coaching
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)
Adapted with permission from Odom & Cox (2009). Promoting the Use of
Evidence-Based Practices for Preschool Children with ASD
38
Peer Coaching
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
Adapted with permission from Odom & Cox (2009). Promoting the Use of
Evidence-Based Practices for Preschool Children with ASD
39
Reflective Consultation
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
Adapted with permission from Odom & Cox (2009). Promoting the Use of
Evidence-Based Practices for Preschool Children with ASD
40
Coaching Process
Pre-observation conference Observation Post-observation conference
Adapted with permission from Odom & Cox (2009). Promoting the Use of
Evidence-Based Practices for Preschool Children with ASD
41
Evaluation Autism Program Environment Rating
Scale (APERS) Evidence-Based Practices Inventory Fidelity Implementation Checklists Goal Attainment Scaling Family Program Questionnaire
Professional Developme
nt
Evaluation
Technical Assistanc
e
Adapted with permission from Odom & Cox (2009). Promoting the Use of
Evidence-Based Practices for Preschool Children with ASD
42
Assessment to Evaluate Program Quality
Autism Program Environment RatingScale (APERS) Observational tool used to evaluate
programs that serve children and youth with ASD
Two versions developed APERS-Preschool/Elementary APERS-Middle/High School
Adapted with permission from Odom & Cox (2009). Promoting the Use of
Evidence-Based Practices for Preschool Children with ASD
43
Rationale for APERS
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
Adapted with permission from Odom & Cox (2009). Promoting the Use of
Evidence-Based Practices for Preschool Children with ASD
44
General QualityIndicators
EBP
Adapted with permission from Odom & Cox (2009). Promoting the Use of
Evidence-Based Practices for Preschool Children with ASD
45
Example
General QualityIndicators
Structure/Schedule Positive Learning
Climate Assessment
EBP
Visual Supports Peer-mediated
Intervention Discrete Trial
Training
Adapted with permission from Odom & Cox (2009). Promoting the Use of
Evidence-Based Practices for Preschool Children with ASD
46
EvalutionAutism Program Environment Rating Scale (APERS)
Learning Environment Positive Learning Climate Assessment Social Competence Personal Independence/Competence Promoting Appropriate Behavior Family Involvement Teaming Transition Planning
Adapted with permission from Odom & Cox (2009). Promoting the Use of
Evidence-Based Practices for Preschool Children with ASD
47
Adapted with permission from Odom & Cox (2009). Promoting the Use of
Evidence-Based Practices for Preschool Children with ASD
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
EvaluationGoal Attainment Scale
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
Adapted with permission from Odom & Cox (2009). Promoting the Use of
Evidence-Based Practices for Preschool Children with ASD
49
EvaluationFidelity Implementation Checklists
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
Adapted with permission from Odom & Cox (2009). Promoting the Use of
Evidence-Based Practices for Preschool Children with ASD
50
Chronology of ModelYear 1
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
Adapted with permission from Odom & Cox (2009). Promoting the Use of
Evidence-Based Practices for Preschool Children with ASD
51
Chronology of Model Year 2
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
Adapted with permission from Odom & Cox (2009). Promoting the Use of
Evidence-Based Practices for Preschool Children with ASD
52
Technical Assistance
1. Development of state strategic plan2. Development of model sites3. Use of goal attainment scaling4. Development of community of practice5. Onsite coaching/Mentoring
Development/evaluation of high-quality programs
Use of EBP Progress monitoring of target students
Professional Developme
nt
Evaluation
Technical Assistanc
e
Adapted with permission from Odom & Cox (2009). Promoting the Use of
Evidence-Based Practices for Preschool Children with ASD
