Kentucky VISION: Building Statewide Capacity for ASD…

1. Kentucky VISION: Building Statewide Capacity for ASD… Regional ASD Cadre Training January, 2010

2. Activity 1: “Gifts and Hooks” • Individually brainstorm the gifts that you bring to the cadre Write on post it note and post on T-Chart provided • Individually brainstorm what hooks you need to stay motivated/energized/committed to be here? Write on post it note and post on T-Chart provided

3. Autism Spectrum Disorders (ASD) • National Statistics: • 1 out of 150 children in US may be diagnosed ASD (National CDC) • Autism is growing at rate of 10-17% per year (USDOE) • At this rate autism could reach 4,000,000 Americans in the next decade (USDOE) • In Kentucky: • More than 2,300 school-aged children are identified • Educators are asking for help with ASD to meet the increasing needs of their students • Families are seeking help to educate their children

4. Data based on Child Count - 2008 • Kentucky • Ages 3-21= 3143 • Caveland • Ages 3-21= 248

5. Child Count Data & Trends

6. Autism Spectrum Disorders • Now recognized to include a wider range of cognitive abilities • Includes Asperger’s Syndrome, which may include students who are gifted in certain areas • May include students who score “Distinguished”on standardized tests in Math or other areas • Includes students who still have significant sensory differences and social competence deficits

7. The Problem • ASD without Education School Failure • Anxiety / Excessive Stressfor Kids with ASD • Impacton Families, Schools, & Society • Risk Poor Adult Outcomes • $ Cost = 3.2 million / per adultif not employed (Harvard Study projections) Compromised - Life, Liberty and the Pursuit of Happiness… FOR ALL OF US!!!!!!!!!!!!!!!!!!!!!!!!!

8. KDE – A Statewide View • ASD School Distress Calls Top Our List • Teachers • Principals • Counselors • Superintendents • Parent Distress Calls – Multiple/Weekly • Formal Hearings/ Complaints to KDE • Child Psychiatrists & Mental Health Clinicians are calling us too…

9. Problem Examples: 1. Students with ASD who are suspended for lack of social skills and related behavior that causes peers and teachers to become angry 2. Students with ASD who are placed in EBD classrooms with inappropriate consequences for “intentional” behavior (without recognition that their behaviors are ASD related) 3. Students with ASD who become extremely stressed staying up all night for weeks working on homework they cannot finish, due to overload issues that teachers do not understand

10. …Problem Examples 4. Students with ASD who are ‘charged with’ or ‘arrested for’ school safety violations (e.g., involving on-line harrassment because they do not understand the social rules and want to join peers) 5. Students with ASD who cannot take the test fast enough to finish, though they outscore peers - and who are thus suspected of trying to go home and cheat/look up answers, etc. 6. Students with ASD who do not understand middle schoolers’ language(when they “diss” each other all the time), and who become so depressed they try to commit suicide

11. …Problem Examples 7. Communication - Many students with ASD have significant communication difficulties and may be nonverbal or nearly nonverbal. • These communication difficulties make participation in typical learning activities challenging. • Students with ASD knows more and capable of more than can communicate. • Learning activities need to be adapted in a way that students with ASD can appreciate & fosters independence.

12. …Problem Examples 8. Least Dangerous Assumption (LDA) & Presumed Competence (A. Donnellan, 1984) • Educational decisions ought to be based upon the assumption, that if incorrect, will have the least dangerous effect on the likelihood that the students will be able to functionally independently as adults. • The LDA is to presume competence. • The LDA is to design educational programs & provide supports based on that presumption.

13. Avoid Learned Helplessness • Plan for success • Avoid putting them in situations in which they cannot meet our expectations • Avoid criticizing them • Increases motivation • Increased likelihood they will listen • Decreases likelihood of developing “learned helplessness”

14. The 60/40 Rule To increase motivation and competence… • Give them work they can achieve rather than unsolvable work RULE: Give them 60% work they can achieve before giving them 40% that is more difficult

15. Anticipating Frustration as Part of Learning • Teach them to expect frustration as part of learning rather than a sign of failure REMEMBER: We must praise their continued efforts rather than simply praising their current ability!

16. Activity #2: Problem Examples • in small group brainstorm any additional problems examples identified in your district. • Be prepared to share out.

17. In Schools… WE CARE ABOUT THESE CHILDREN AND YOUTH BUT… MANY OF US DON’T KNOW WHAT TO DO TO HELP THEM!!!!!!!!

18. And sometimes, when we don’t know… We FEARthe unknown and … WE ARE AFRAID!

19. It is normal to AVOID… • What we fear • What we do not know In Kentucky, we have to change this – these are our children!

20. Activity #3 Case Studies • Pull the student profile from your notebook that matches the note card found on the table (i.e. Lisa, Jason, Bradley) • As a group, review the profile and discuss the student’s strengths and needs as identified by the information provided. • Complete the ISSI to identify strengths of the student • Prioritize the top 3 domains and top 3 needs from those domains for your student using the Case profile handout • Determine 3 strategies you might recommend which will make the biggest impact for the student Content prepared and organized by the Kentucky Autism Training Center

21. Autism Training Partnership

23. The State Partners

24. KY - ASD State Team • Kentucky Department of Education • Education/ Special Education Cooperatives • Directors of Special Education • Kentucky Autism Training Center (KATC) • Families • Institutes of Higher Education (IHEs) – (Uof L, IHDI @ UK, EKU, WKU, Murray) • First Steps • Early Childhood Regional Training Centers • Vocational Rehabilitation • Kentucky Council on Developmental Disabilities • KY Department of Mental Health

25. Kentucky ASD State Team:Initial Vision Statement • Positive Outcomes for Children and Youth with ASD in Kentucky… • Early Identification and Intervention • Effective Educational Programs in Schools and School Districts Our initial focus for change: Educational System

26. ASD Vision for Education… 1. Educators understand the Full ASD Spectrum: • Autism • Aspergers • Full range of ASD skills and cognitive abilities (low to high) 2. Schools provide evidence-based practices to students with ASD

27. …ASD Vision 3. School Districts have the • Awareness • Training • Resources • Technical Assistance (TA), and • Support ! whichthey need to provide appropriate educational programs for every student with ASD.

28. Education Mission Statement: 1. Build capacity of school districts • Schools • teachers and • administrators to work effectively with students with ASD • to meet their educational needs (and 504 Plan/ IEP goals) • to improve educational outcomes • to improve adult outcomes.

29. …Education Mission Statement 2. Build statewide training/technical assistance support system for school districts/schools (for the following critical areas of focus): • Needsof All ASD Spectrum Students (including HFA/Aspergers) • Challenging Behavior / Social Skills • Pragmatic Language/ Social Communication • Working with Parents of Students with ASD • Successful Transitions for Students with ASD • Skills and Career Plan for Transition to Adulthood

30. This important goal is prerequisite to the mission… Increase the number of highly qualified educational personnel (teachers & practitioners) who are competent in implementing evidence-based practices for students with ASD.

31. The National Professional Development Center (NPDC) on Autism Spectrum Disorders Hatton, D.D., & Odom, S. L. (November 198 2008). The National Professional Development Center on ASD. Columbus, OH: 2008 NATTAP Conference. Cooperative Agreement H 35G 070004 U.S. Department of Education, Office of Special Education Programs

32. State Involvement • 2009Kentucky was selected as one of three states in the first round of competitive state grant applications to work with the National PD Center on ASD…

33. National Professional Development Center (NPDC) on Autism Spectrum Disorders: • FPG Child Development Institute, University of North Carolina at Chapel Hill • FPG : Sam Odom, Deborah Hatton, Jim Bodfish • Division TEACCH and Neurodevelopmental Disorders Research Center • Center for Development and Learning • Waisman Center, University of Wisconsin at Madison • Len Abbeduto and Linda Tuchman-Ginsberg • M.I.N.D. Institute, University of California at Davis Medical School • Sally Rogers, Sally Ozonoff, John Brown, Peter Mundy

34. NPDC Grant… 1. Evidence-Based Practices (EBPs) 2. Translate ASD Research into Practice for schools 3. Scale up with effective PD & TA for Statewide Capacity Building 4. Establish Model classroom sites

35. Goals of the Center… 1. Evidence Based Practices (EBP) Through the use of evidence-based practices, promote optimal development, learning, and achievement for … • infants, • preschoolers, • elementary, and • secondary students with ASD, and • Provide support for their families through use of evidence-based practices (EBP)

36. Why Evidence-Based Practices?

37. NPDC definition of Evidence-Based Practices (EBPs) To be considered an evidence-based practice for individuals with ASD, a practice must be supported by research studies published in peer-reviewed scientific journals that use: • Randomized or quasi-experimental design studies. Two high quality experimental or quasi-experimental group design studies • Single-subject design studies.Three different investigators or research groups must have conducted five high quality single subject design studies • Combination of evidence. One high quality randomized or quasi-experimental group design study and three high quality single subject design studies conducted by at least three different investigators or research groups, across the group and single subject design studies.

38. …Goals of the Center • Increase Statewide Capacity to implement evidence-based practices in: A. Early identification & intervention B. Education of school-aged children and youth

39. What can NPDC provide? Professional Development Technical Assistance Evaluation Content Development

40. …Goals of the Center • Increase the nationwide number of Highly Qualified Personnel serving children with ASD through state… • technical assistance & • professional development which is sustainable…

41. Model Sites– Showcasing Evidence-Based Practices Early intervention & preschool, elementary, and middle / high school levels • Administrative support required for this pilot project • Experienced practitioners/teachers who are willing to: • Let visitors observe in their classroom • Implement evidence-based practices • Collect data on outcomes • Complete professional development activities (including summer institute and an online introductory course on ASD) • Work as members of training teams • Talk to your regional special education cooperative

42. In Schools… New teachers would have a model classroom or program to visit and observe ASD students Universitieswould have practicum sites for placement of students in model ASD programs and replicas in every region

43. The NPDC will help Kentucky establish model sites demonstrating evidence-based practices for ASD… e.g., Strategies include: • Behavioral intervention strategies • Functional communication training • Independent work systems • Naturalistic interventions • Parent training • Peer-mediated instruction • Positive behavioral support • Video modeling • Visual supports

44. Activity #4 Think, Pair, Share • In small group, discuss which strategies you are currently implementing in your district • Be prepared to share out

45. NPDC - Project Web site… www.fpg.unc.edu www.fpg.unc.edu/~autismpdc

46. State Regional School Districts Schools & Classrooms Students & Families

47. Pre-service Training Professional Development • University Programs & ASD Coursework • University Practicum in school settings Inservice Training KDE Regional Special Education Co-ops & Cadre Training KATC District PD Days - Inservice Training National Experts

48. KATC: KENTUCKY AUTISM TRAINING CENTER

49. KATC Resources… • KATC Website • KATC Newsletter • Kentucky Family Guide to ASD • Amanda L. King Resource Library • Kentucky Autism Services & Supports Directory • Kentucky Autism LISTSERV • Parent Network Support

50. Regional Level ASD Activities Education Cooperatives/Special Education Coops • Regional ASD Leadership Team (Core Team) • Planning Regional ASD Capacity-Building Initiative • Leading Training in Region and Regional ASD Cadre • Regional ASD Problem-Solving Team • Includes ASD Core Leadership Team plus auxiliary members needed to staff a multi-disciplinary team that solves student cases • Regional ASD Cadre • Members consist of key persons from each district in the region, selected to first receive training in Evidence-based practices, etc, and subsequently to lead future ASD capacity-building initiatives in their own districts