Identification Instruction of Evidence-Based Practices for Use with Transition Age Youth

1. Identification & Instruction of Evidence-Based Practices for Use with Transition Age Youth

3. Evidence-Based Practices

4. Evidence-Based Practices and Current Federal Initiatives The NCLB act defines Evidence-Based Practice (EBP) as �the use of practices, interventions, and treatments which have been proven, through data based research, to be effective in improving outcomes for individuals when the practice is implemented with fidelity.� No Child Left Behind Act of 2001, Public Law 107-110 Let�s begin with the WHY and then move to the WHAT and then HOW of evidence-based practice. First, the WHY � did you know that there are currently at least 10 current legislative actions happening in Washington? I like to tell undergraduates in education that when we discuss IDEA and NCLB, we aren�t talking history! Some of the other legislation that is being worked on includes: (more info on Autism Society website). Global Autism Assistance Act: H.R. 1878 Autism Awareness House Concurrent Resolution: H.C.R. 96 April as National Autism Awareness Month Resolution: H.R. 349 Full Funding of the Lifespan Respite Care Act of 2006 (P.L. 109-442) The Autism Treatment Acceleration Act (ATAA): S. 819 H.R. 2413 The Affordable Health Choices Act Medicare for All Act: H.R. 676 Empowered at Home Power Act of 2009: S. 434 Achieving a Better Life Experiance Act (ABLE): S. 493 H.R. 1205 Let�s begin with the WHY and then move to the WHAT and then HOW of evidence-based practice. First, the WHY � did you know that there are currently at least 10 current legislative actions happening in Washington? I like to tell undergraduates in education that when we discuss IDEA and NCLB, we aren�t talking history! Some of the other legislation that is being worked on includes: (more info on Autism Society website). Global Autism Assistance Act: H.R. 1878 Autism Awareness House Concurrent Resolution: H.C.R. 96 April as National Autism Awareness Month Resolution: H.R. 349 Full Funding of the Lifespan Respite Care Act of 2006 (P.L. 109-442) The Autism Treatment Acceleration Act (ATAA): S. 819 H.R. 2413 The Affordable Health Choices Act Medicare for All Act: H.R. 676 Empowered at Home Power Act of 2009: S. 434 Achieving a Better Life Experiance Act (ABLE): S. 493 H.R. 1205

5. Evidence-Based Practices & Current Federal Initiatives IDEA aligns with NCLB in its use of terminology related to evidence-based practice, i.e., �scientifically based research� (� 300.35) and emphasizes its importance in sections on educational placements (� 300.116) as well as personnel development (� 300.207), and related funding. Individuals with Disabilities Education Improvement Act of 2004, Public Law 108-446 The IDEA uses similar wording regarding educational placements, personnel development and funding.The IDEA uses similar wording regarding educational placements, personnel development and funding.

6. Combating Autism Act Signed into law by President Bush as PL 109-416 on Dec. 19, 2006 Goals Include: Improve Autism-Related Research Increase awareness about autism and related disorders Reduce barriers to screening and early diagnosis of autism Promote evidence-based early intervention In December of 2006, then president Bush signed the Combating Autism Act. This act sought to: improve ASD research, increase awareness, reduce barriers to screening and diagnosis and promote EBP in early IV. And yet, even as legislation calls for the use of EBP, there exists a dirth of information regarding what EBP are, that is � how they are defined and what they are . . .In December of 2006, then president Bush signed the Combating Autism Act. This act sought to: improve ASD research, increase awareness, reduce barriers to screening and diagnosis and promote EBP in early IV. And yet, even as legislation calls for the use of EBP, there exists a dirth of information regarding what EBP are, that is � how they are defined and what they are . . .

7. Bridging the Gap Furthermore, there is a huge gap between what is demonstrated to be effective in research, and how to implement it effectively in educational settings.Furthermore, there is a huge gap between what is demonstrated to be effective in research, and how to implement it effectively in educational settings.

8. First popped up in the 70�s in the field of medicine, specifically healthcare. Research based treatment or EBP. It didn�t take long for the jargon to jump fields and it began to be talked about in social services. . . Ultimately findings its way into education and across the ocean to the US. There has been little progress within the WWC in identifying EBP for children and youth with ASD, primarily b/c the WWC, to date, has not accepted single subject or single case research as an acceptable form of empirical evidence. . . First popped up in the 70�s in the field of medicine, specifically healthcare. Research based treatment or EBP. It didn�t take long for the jargon to jump fields and it began to be talked about in social services. . . Ultimately findings its way into education and across the ocean to the US. There has been little progress within the WWC in identifying EBP for children and youth with ASD, primarily b/c the WWC, to date, has not accepted single subject or single case research as an acceptable form of empirical evidence. . .

9. In the Field of Autism. . . Practical guidelines for early screening and diagnosis (American Academy of Pediatrics) General recommendations for educational practice (Committee on Educational Interventions for Children with Autism, 2001) If you had any remaining hope that I might be a linear thinker/speaker � I am about to dash it, as I am going to pause the discussion of the evolution of EBP in the field of ASD to tell you more about the National Prof Development Center on ASD. I promise, though, to return to this line of thinking and go a bit deeper in the consideration of what makes an EBP and EBP.If you had any remaining hope that I might be a linear thinker/speaker � I am about to dash it, as I am going to pause the discussion of the evolution of EBP in the field of ASD to tell you more about the National Prof Development Center on ASD. I promise, though, to return to this line of thinking and go a bit deeper in the consideration of what makes an EBP and EBP.

10. National Professional Development Center on Autism Spectrum Disorders A multi-university center to promote use of evidence-based practice for children and adolescents with autism spectrum disorders

12. Four Areas of Work Content Development Evidence-Based Practices Professional Development Technical Assistance State Partnerships Evaluation

13. Content Development Identify/define criteria for evidence base Identify evidence-based practices Develop online course Develop modules on evidence-based practices

14. Evidence-Based Practices Focused interventions vs CTMs (Odom, Boyd, Hall & Hume, 2009) Must be demonstrated as effective in applied research Must be identified and accessible for successful adoption and implementation in educational settings Now � to return to a consideration of EBP What does it mean when we say a practice is evidence-based? First, let�s establish that we are talking about focused interventions (i.e., a small unit) rather than comprehensive treatment models (e.g., TEACCH, LEAP, the Denver Model) Second and most important � the practice must be demonstrated: NOT A SHOT IN THE DARK OR BEST GUESS AN EFFICIENT USE OF TIME AND RESOURCES DEFENSIBLE AND ACCOUNTABLE Third, must be identified (i.e., via research) and accessible To that end, let�s go into the process that the NPDC used to identify and make accessible - EBPNow � to return to a consideration of EBP What does it mean when we say a practice is evidence-based? First, let�s establish that we are talking about focused interventions (i.e., a small unit) rather than comprehensive treatment models (e.g., TEACCH, LEAP, the Denver Model) Second and most important � the practice must be demonstrated: NOT A SHOT IN THE DARK OR BEST GUESS AN EFFICIENT USE OF TIME AND RESOURCES DEFENSIBLE AND ACCOUNTABLE Third, must be identified (i.e., via research) and accessible To that end, let�s go into the process that the NPDC used to identify and make accessible - EBP

15. Identifying Evidence-Based Practices Identification of domains of relevance to ASD Literature reviews within domains (keywords including autism, asd, autism spectrum) and limited to ages birth to 21 Identification of teaching practices or strategies Establishing that an evidence-base exists for specific strategies

16. Criteria for EBP to Qualify Two randomized or quasi-experimental design studies, Five single-subject design studies, or Combination of evidence (1 G, 3 SS). Nathan & Gorman (2002) Rogers & Vismara (2007)

19. Practices That May Be Helpful in Supporting Young Adults on the Spectrum

20. Practices That May Be Helpful in Supporting Young Adults on the Spectrum

21. Practices That May Be Helpful in Supporting Young Adults on the Spectrum

22. Practices That May Be Helpful in Supporting Young Adults on the Spectrum

26. Accessing EBP for Teaching

27. Moving from IEP goalsto implement EBP

28. Step 1: Goal Writing Always write goals and objectives that are Functional Measurable Have your data collection system in mind!

29. Step 2: Consider your options

30. Step 3: Put the �I� in IEP Your professional judgment Learning style Temperament Interests and motivators Supports already in place What has and hasn�t worked

31. Step 4: Select EBP

32. Step 5: Use NPDC materialsto support your use of the EBP

33. Case Study 1: James High School Freshman Autism Included most of his day Computers and video games Academically on target Would like an initial work experience in computer field Completing task with deadline

34. Step 1: Goal Writing

35. Step 1: Goal Writing Goal: Given a data input task and a deadline, James will accurately complete the task in 5/5 opportunities across 1 term of data collection. Goal: Given a job schedule, James will arrive on time, report to supervisor, and complete assigned job tasks in 5/5 opportunities across 1 term of data collection.

36. Step 2: Consider your options

37. Step 3: Put the �I� in IEP Loves computer related tasks Can be an independent worker Does not always ask for help when he needs it Has difficulty in large-group setting

38. Step 4: Select EBP

39. Step 5: Use NPDC materialsto support your use of the EBP Discussion of using brief within context of a team with coachingDiscussion of using brief within context of a team with coaching

40. Case Study 2: Beth 8th grade student Autism Spends 3 periods of day in Academic support classroom Loves cooking Enjoys socializing with peers Difficulty following directions/receiving corrections

41. Step 1: Goal Writing

42. Step 1: Goal Writing Goal: Given instruction in basic work skills, Beth will identify appropriate and inappropriate work behaviors with 80% accuracy. Goal: During a structured cafeteria job, Beth will respond to corrections from her supervisor with no more than one incident of arguing per instructional period .

43. Step 2: Consider your options

44. Step 3: Put the �I� in IEP Loves watching movies Has group of highly preferred peers Motivated to work in cafeteria with staff Has a �job skills� class available at school

45. Step 4: Select EBP

46. Step 5: Use NPDC materialsto support your use of the EBP http://www.autisminternetmodules.org/

47. Case Study 3: Siera Sophomore Functional skills program at her neighborhood high school Verbalizations, signs, and gestures to communicate Interests include horses and beanie babies

48. Step 1: Goal Writing

49. Step 1: Goal Writing

50. Step 2: Consider your options

51. Step 3: Put the �I� in IEP Used a SGD in middle school Little follow through in HS Bowling! Highly motivated by certain peers

52. Step 4: Select EBP(s)

53. Step 5: Use NPDC materialsto support your use of the EBP

54. Evidence-Based Practices So, to go back to our original question, �What�s the big deal?� the big deal is this. . . Evidence-based practice is not just another educational fad or bit of jargon. When clearly defined, identified, and supported, EBP are useful tools for those of us who support individuals on the spectrum. EBP can light the way to more effective and efficacious teaching. . . AND CAN ASSIST PARENTS, HIGH SCHOOL PROFESSIONALS, AND ADULT SERVICE PROVDERS IN SUPPORTING LEARNERS WITH AUTISM ON THE PATH TO A SUCCESSFUL ADULTHOOD. So, to go back to our original question, �What�s the big deal?� the big deal is this. . . Evidence-based practice is not just another educational fad or bit of jargon. When clearly defined, identified, and supported, EBP are useful tools for those of us who support individuals on the spectrum. EBP can light the way to more effective and efficacious teaching. . . AND CAN ASSIST PARENTS, HIGH SCHOOL PROFESSIONALS, AND ADULT SERVICE PROVDERS IN SUPPORTING LEARNERS WITH AUTISM ON THE PATH TO A SUCCESSFUL ADULTHOOD.

56. THANK YOU!