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Evaluating Systems of Support for Students with Autism Spectrum Disorders

Evaluating Systems of Support for Students with Autism Spectrum Disorders. Session at the PBIS “Forum for Change - SW-PBS: Planning for Systems Change” October 11, 2007. Presenters. Glen Dunlap University of South Florida, Reno campus Kathy Gould

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Evaluating Systems of Support for Students with Autism Spectrum Disorders

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  1. Evaluating Systems of Support for Students with Autism Spectrum Disorders Session at the PBIS “Forum for Change - SW-PBS: Planning for Systems Change” October 11, 2007

  2. Presenters • Glen Dunlap • University of South Florida, Reno campus • Kathy Gould • Illinois Autism Training and Technical Assistance Project • Kelly Hyde • Accountability Solutions

  3. Session Plan I. OVERVIEW of TOPIC • Introduction • Purpose, agenda • Quick overview of Autism Spectrum Disorder (ASD) • ASD and Schools: Challenges for Systems • Some Issues for Systems Change • Some Evaluation Issues • EXEMPLAR --- Illinois • DISCUSSION

  4. Some Messages (Preface) • We are looking at a process of systems change…. changing the way we do the business of education. • We are focusing on students with higher levels and intensities of support needs • We are focusing on the group of students identified as ASD ---- but it would be a mistake to consider systems change for students with ASD as separate from larger systems change efforts

  5. Preface - continued • Systems change is desperately needed… e.g., I know of NO school district in the country that is doing a fully adequate job for all students on the spectrum (though some are making admirable progress) • We don’t have well-developed answers; just some issues to consider and some helpful models (e.g., SW-PBS) • But one thing we know is that we can’t make good progress or good decisions without good data systems of evaluation

  6. Autism Spectrum Disorder (ASD) • Definition… (PDD) • Autistic Disorder; Asperger Syndrome; PDD-NOS; Rett Syndrome; etc. • Deficits in social interaction; verbal/nonverbal communication; overly restricted or repetitive behaviors/interests • All children with ASD are different --- tremendous heterogeneity in level of functioning and learning styles

  7. ASD and Special Challenges for Schools • Heterogeneity • Dramatically increased prevalence • High risk of problem behaviors • Presence of massive amounts of information and misinformation regarding effective practices (e.g., via internet) • Tendencies toward litigation

  8. ASD & School Challenges - 2 • Need for specialized services and supports • Structure; precise & highly systematic instructional procedures; technically sophisticated communication and social skills interventions • Essentially all students with ASD require tertiary supports, though this need can be mitigated with effective universal and secondary supports • Need exists across all levels of functioning, all ages, all placements

  9. Some School Considerations • Appropriate, effective services are needed at school level, but few schools can be equipped by themselves to address all challenges presented by all students with ASD • Need for District and State-wide Support • District as likely “unit of analysis” for systems change

  10. Major Issues in Systems Change • From systems change perspective, some key questions include: • (A) What are essential features of schools that are well-prepared to deliver effective educational services for all of the school’s students with ASD? • (B) What are the essential features of districts that are able to provide resources/supports to schools in order that they can deliver effective educational services for all of the school’s students with ASD?

  11. (C) How can a district’s capacity to support its schools regarding services for students with ASD be best evaluated? • How can evaluation procedures facilitate the decision making needed to improve systems? • How can we determine how well a district’s students with ASD are doing (dependent variables)?

  12. Some Possible Features of Effective Districts • Delivery and outcomes of professional development • Availability of ongoing technical assistance (coaching) • Presence of functional data collection system • Student achievement; teacher performance; etc. • Clear policies and administrative commitments (superintendent; school board, etc.) • Availability and efficient deployment of necessary assessment and intervention expertise (PBS; AAC) • Family voice and family involvement • Alignment of ASD services with general education curriculum • Presence of district leadership team that explicitly includes consideration of ASD data and ASD supports

  13. Some Possible Evaluation Concerns • District’s capacity • Presence of critical features • Student achievement • Student engagement with designated curricula • Student social engagement • Access to general education curriculum • LRE • Teacher satisfaction and feelings of competence • Parent satisfaction • Performance of individual schools

  14. An increasing number of states have implemented statewide systems for schools (and other systems) to assist in work with ASD… Some are truly state-wide and broad in scope, some are regional and more focused in services provided. Recently organized nationally as NATTAP For instance: North Carolina Indiana West Virginia Florida Michigan New York Ohio Etc. And… Illinois Some State Systems

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