Using Evidence Based Practices
Effectively in The Classroom
National Professional Development
Model Classrooms
San Angelo, Texas
June 2012
Assess
Collect
Data
Implement
Plan
Train
Assessment
Select tool
Determine Strengths
and Needs
Submit report to
team
Assess
Team creates plan for
classroom
Some
Options
APERS
Autism Rubric
APDAR
QuILT
Autism Program Environment
Rating Scale
Observation & Interview
Paper format
Any arrangement
3-6 hours
Five point rubric
Tied to EBP at National
Professional Development
Center on Autism
MHS APERS March 2011.pdf
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Learning Environments
Structure and Schedule
Positive Learning Climate
Curriculum and Instruction
Communication
Social Competence
Personal Independence
Functional Behavior
Assessment and IEP
Transition (MHS only)
Interdisciplinary Teaming
Family Participation
Autism Rubric
Linda.davidson@esc20.,net
$50.
4 point rubric
Cite documentation used to
make decision
If using, must buy, but
providing a sample
ESC 20 Autism_Quality Indicators Rubric.doc
• Individual Evaluation
• Development of the IEP
• Implementation of
Instructional Methods and
Activities
• Instructional Environment
• Review and Monitoring of
Progress and Outcomes
• Staff Development
Autism Program
Development and Review
Protocol
Program Evaluation
for ASD
Forms
4 point rubric
Program SUmmary Grid.doc
•
Functional and Developmentally
Appropriate Activities
• Learning Environments
• Schedules, Transitions and Routines
• Student Planning and Organizational
Skills
• Motivation
• Evidence Based Practices
• Functional Communication Skills
• Personal Independence and
Competence
• Positive Behavior Support
• Play and Leisure and Social Skills
• Sensory Motor
• IEP Planning
• Instructional
Design
• Environmental
Supports
• Behavioral Supports
• Professional Dispositions
Quality Indicators for Life Skills Teachers
Created collaboratively with
district and university
personnel
Four Point Scale
Tied to Student Outcomes
Free
Format will be changed
QuILT2011.doc
QuILT
Plan
Collaborative Teaming
including parents
Determine areas of focus
based on the assessment
Determine possible EBPs that
address those areas of focus
Evaluate skills of family
Evaluate skills of educators
Decide on set of interventions
Create plan
Plan
For students eligible under §89.1040(c)(1) of this title
(relating to Eligibility Criteria), the strategies described
in paragraphs (1)-(11) of this subsection shall be
considered, based on peer-reviewed, research-based
educational programming practices to the extent
practicable and, when needed, addressed in the IEP
TAC89.1055 Commissioner’s Rule Related to Autism TAC 89.1055(e) Content of the Individualized Education Program (IEP)
Evidence Based Practices
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NPDC
NAS
TARGET
ASAT
CMC
Professional
Knowledge
EBP
Research/Best
Practices
Family or
Individual
Preferences
Research Based
Value of Research
Randomized
Control Trials
Cohort Studies
Case Studies, Series, Reports,
Ideas and Opinions
The Health Resources Commission Office for Oregon Health Policy and Research, 2008
Research Issues
• Parents prefer certain interventions not willing
to risk placement in a control group.
• Individuality in symptom presentation –
control group
• Replication studies in schools rather than
clinic or university setting
• Focus on behavior because it is easier to count
and therefore publish
• Forced publishing causes reduced quality
NPDC
http://autismpdc.fpg.unc.edu/
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24 created up to 5 years ago
Strict criteria for including
Overview
Steps, checklists some data sheets
Replicated in 12 states from ECI to secondary
schools
• Replicated in different sized schools
• Being updated
National
Autism
Center
Established
Emerging
Unestablished
Established
Antecedent Package
Behavioral Package
Comprehensive Behavioral Treatment for Young
Children
Joint Attention Interventions
Modeling
Naturalistic Teaching Strategies
Peer Training Package
Pivotal Response Treatment
Schedules
Self-Management
Story Based Intervention Package
Emerging
• Augmentative and Alternative
Communication Device
• Cognitive Behavioral Intervention
Package
• Developmental RelationshipBased Treatment
• Exercise
• Exposure Package
• Imitation-Based Interaction
• Initiation Training
• Language Training- Production
• Language Training Production and
Understanding
• Massage/Touch Therapy
• Multi-Component Package
• Music Therapy
• Peer Mediated Instructional
Arrangement
• Picture Exchange Communication
Systems
• Reductive Package
• Scripting
• Sign Instruction
• Social Communication
Intervention
• Social Skills package
• Structured teaching
• Technology based treatment
• Theory of Mind Training
Un-established
Academic Interventions
Auditory Integration Training
Facilitated Communication
Gluten/Casein Free Diet
Sensory Integrative Package
Tools
• Hyperlink to blank and completed form for
TARGET
• ARD_DecisionMaking_Tool_Sample.xls
TARGET
www.txautism.net
• Assessments
• Interventions
• Eligibility vs Diagnosis
ASAT
• Narrow focus primarily behavioral, but has
video
• My concern about behavioral interventions is
that it does not support language and
communication development as naturally
occurring events
Train Immediate
Locate Expertise
NPDC
AIM Modules
TARGET
Coaching/ Mentorship
Train
Resources
• On Line courses from Texas
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http://www.txautism.net/training.html
• AIM Modules from OCALI
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http://www.autisminternetmodules.org/
• New Mexico
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http://cdd.unm.edu/swan/autism_course/modu
les/character/index.htm
• Illinois
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http://autism.pbisillinois.org/training.htm
• Virginia
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http://www.autismtrainingva.org/index.php?mod=r
esourcetree&id=129
• Utah
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http://www.updc.org/autism/
• MIND Institute
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http://www.ucdmc.ucdavis.edu/mindinstitute/even
ts/dls/
• Autism Speaks
•
http://autismspeaks.player.abacast.com/asdvideogl
ossary-0.1/autismspeaks/login
Train
Long Term
Locate expertise
Create
coach/mentor
relationship
Establish process
Calendar – Plan
5 years
Im
Implement
NPDC EBP
Checklists for
Intervention
Fidelity
Feedback from
coach/mentor for
Implementer
Fidelity
Goal Attainment
Scaling
Student Progress
Resources
Child
Ziggurat
Vermont
IEP
CAPS.docx
Consistency
Fidelity
NPDC
Goal Attainment
Scaling
Collect
Data
Evidence Based
Practices
Checklists
Coaching/Mentor
Feedback
IEP Data on a
regular basis and
use the data to
determine next
steps
Collect
Data
Cycle Through Again
Assess
Assess Data Collected
Collect
Data
Plan
Amend Plan as Needed
Train Stakeholders as Needed
Implement Changes
Collect Data
Implement
Train