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Accreditation System for Training & Trainers in ASD: a work in progress. Anna Robinson robinson@autism-in-scotland.org.uk Charlene Tait charlene.tait@strath.ac.uk. Background to Project. Funded for 2 years by Scottish Government: Why SSA & NCAS? National training framework

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accreditation system for training trainers in asd a work in progress

Accreditation System for Training & Trainers in ASD: a work in progress

Anna Robinson

robinson@autism-in-scotland.org.uk

Charlene Tait

charlene.tait@strath.ac.uk

background to project
Background to Project
  • Funded for 2 years by Scottish Government: Why SSA & NCAS?
  • National training framework
  • Development of ASD awards - PDA in SVQ framework
  • Range of training on offer delivered by a range of providers
slide5

Phases of the Project

  • Phase 1: Consultation & development of standards
  • Phase 2: Pilot groups “test out” standards
  • Phase 3: Translation of the levels; rework standards, indicators & evidence
  • Phase 4: Development of portfolio pathways & CPD; ATAS “goes live”
why accreditation our hypothesis
Why Accreditation? Our Hypothesis

Proposal stage:

  • Security – for purchasers, providers, consumers
  • The potential impact on individuals with ASD-in terms of improved standards in service delivery
  • “Standardisation” – in terms of quality
  • Contributes to a common body of knowledge across a range of practitioners involved with people with ASD
  • Complimentary to and supportive of other forms of regulation
key strands
Key Strands
  • Accreditation of training providers – courses, materials etc
  • Accreditation of trainers
  • Accreditation of training/CPD portfolios
pre consultation thinking
Pre-consultation thinking

Perceived Issues:

  • Cost
  • Process
  • Content
  • Independence - accrediting body
the consultation process
The Consultation Process
  • Why Consultation?
  • 6 consultation events – 88 participants
  • Consultation by invitation
  • On line consultation questionnaire
  • Feedback informing development of accreditation system
focused consultation
Focused Consultation

Key areas investigated:

  • Need for accreditation
  • Process of accreditation – rigour
  • What should be evaluated? – components
  • How should training be evaluated?
consultation event
Consultation Event

Methods:

  • Presentation – baseline of information
  • Small group discussion – scribe
  • Tasks related to key areas
consultation outcomes
Consultation Outcomes

Explored the findings:

  • Feedback reviewed
  • Key themes identified
  • “Rogue” issues emerged
consultation themes
Consultation Themes
  • Perspectives
  • Quality assurance & Positive impact (12)
  • Costs (11)
  • Independent & who’s accrediting? (8)
  • Duplication (5)
  • Parent professional difference (2)
  • Professionalism / exclusivity (2) / Why specialism (1)
slide14

Consultation Themes

The System:

content

  • system’s remit (7)
  • ethical practice (4)
  • robust (3)
  • Training levels (3)

structure

  • ongoing (reaccreditation) process (10)
  • Direct observation & assessment (9)
  • Trainers profile level (4)
  • A “merging” system (2)
  • Registration (2)
slide15

Consultation Themes

The System:

other issues

  • Visual branding (2) / Quality assurance (3)
  • intrinsic motivators (3)
  • Possible support process (3)
  • who’s monitoring & Lead role? (6)
consultation themes16
Consultation Themes

The Standards

  • Supporting evidence (11)
  • Trainers credentials & profile level (10)
  • Theory to practice (7)
  • Accessibility (5)
  • ASD specialism (4)
  • Practice guidelines (3) / Training resource transferability
  • Multi-agency / collaborative (1)
rogue issues
“Rogue Issues”
  • higher management commitment
  • Why bother? Assessment of charities
  • Geographical reach
additional thoughts
Additional thoughts
  • Experiential involvement of people with an ASD & ethical practice (6)
slide20

Training Providers

Training Purchasers

post consultation thinking
Post-consultation thinking
  • Training & service user community receptive to the concept
  • Confirmation of issues and concerns- consistency of feedback across all 5 groups
  • Additional areas for final system identified
  • Initial components of project design affirmed
  • Standards easily identified- specific indicators more challenging
next steps
Next Steps
  • Pilot groups testing model
  • Development of all key strands
  • Research efficacy / impact of accredited training to test initial hypothesis
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