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Statewide Autism Resources and Training (START)

Statewide Autism Resources and Training (START). Evidence Based Practice (EBP) RCN Priority: Implementation Process. RCN EBP Priority. Extension of work with NPDC Goal to increase use of specific EBPs with all students with ASD

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Statewide Autism Resources and Training (START)

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  1. Statewide Autism Resources and Training (START) Evidence Based Practice (EBP) RCN Priority: Implementation Process

  2. RCN EBP Priority • Extension of work with NPDC • Goal to increase use of specific EBPs with all students with ASD • If each multi-county RCN implemented an EBP with one student with ASD AND single- county RCN implemented an EBP in at least 2 districts, that would be 63 students and increased capacity throughout Michigan

  3. First… RCN chooses 2 EBP areas to study and implement

  4. NPDC – Evidence Based Practices • Antecedent-Based Interventions (ABI) • Computer-Aided Instruction • Differential Reinforcement • Discrete Trial Training • Extinction • Functional Behavior Assessment • Functional Communication Training • Naturalistic Intervention • Parent-Implemented Interventions • Peer-Mediated Instruction and Intervention • Picture Exchange Communication System (PECS) • Pivotal Response Training • Prompting • Reinforcement • Response Interruption/Redirection • Self-Management • Social Narratives • Social Skills Groups • Speech Generating Devices/VOCA • Structured Work Systems • Task Analysis • Time Delay • Video Modeling • Visual Supports

  5. Next… Implement the EBP and collect data

  6. Maybe a few more steps…

  7. 1 Recommended Process • Identify a team to work on implementing the EBP with a student • Learn the EBP and the literature supporting the EBP

  8. 2 Recommended Process • Identify an appropriate student for the EBP based on IEP • Get permission from parents for any work that will extend beyond typical school activities (e.g. video, peer to peer program)

  9. 3 Recommended Process • Review the practice steps and fidelity checklist to implement the EBP with a student and develop an individualized student plan • Collect data at baseline and during implementation of the EBP • Video implementation of EBP (with permission)

  10. ID the EBP Recommended Process Review the Brief & Steps Identify a student based on IEP Goals Develop the teaching plan; inform and train others Identify a data system to measure student progress Collect baseline data on the target behavior(s) Implement the plan and data collection system

  11. Using EBPs Together • Few practices are ever really used in isolation. • Prompting and reinforcement are used in almost all of the other practices. • Task analysis is used prior to teaching skills through video modeling, visual supports, discrete trial teaching, etc. • Self-management may be taught through visual supports

  12. Using EBPs Together • A functional behavior assessment is used prior to functional communication training • A speech generating device may be used by a learner in the context of a peer-mediated intervention. • PECS might be taught as a Parent Implemented Intervention

  13. Final Product • Create a PP of the process and/or a manual • PP template provided

  14. RCN Spring Leadership Meeting Showcase • Share highlights • Presentation or Poster • Materials, guides, video • Next steps

  15. Template for your EBP Process

  16. Evidence Based Practice: insert name here • Review practice brief from NPDC • Overview • Steps

  17. Evidence Based Practice: insert name here • Match EBP to student IEP Goal Discuss how the EBP was identified as the right intervention for the student’s IEP goal. Discuss any other EBPs/interventions that were used in conjunction with the EBP and why.

  18. Evidence Based Practice: insert name here • Explain the process: • How would you describe your plan to implement the EBP with the student • How did you train staff to use the EBP • What was needed to implement the plan (teaching student, materials needed, revisions to program) • What successes and challenges did you encounter with the implementation of the EBP • How did you measure baseline and progress

  19. Evidence Based Practice: insert name here • Show video of EBP in action (if you have permission)

  20. Evidence Based Practice: insert name here • Review data from baseline through implementation

  21. Useful Websites • START website – www.gvsu.edu/autismcenter • National Professional Development Center on ASD – http://autismpdc.fpg.unc.edu/ • Autism Internet Modules (AIM) website – http://www.autisminternetmodules.org/

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