Transcript Connecting to Higher Education for Training and Technical

A New Frontier: Changing how
Virginia Supports Educators
Serving Students with Autism
Samantha Hollins, Virginia Department of Education
Dawn Hendricks, Virginia Commonwealth University
Carol Schall, Virginia Commonwealth University
1
Issues, Trends and Future
Directions for Students with
Autism in Virginia’s Public
Schools
Samantha Marsh Hollins
Virginia Department of Education
2
Roadmap
• What is ASD?
• Hot Topics 
• How do we work with it in schools?
• How does this affect policy?
• What is happening right now that can influence
what we are doing?
• What are we doing to support public schools in
Virginia?
3
Autism Spectrum Disorders
DSM-V, 2012
Continuum of
Autism-Related Disorders
Autism Continuum
Heterogeneity
Severe
Gifted
Measured IQ
Social
Interaction
Aloof
Passive
Non-verbal
Communication
Motor Skills
Sensory
Fine motor Uncoordinated
Active but
Odd
Verbal
Coordinated
Gross motor
Hyposensitive
Adapted from Dalrymple, Porco, & Chung
Hypersensitive
Qualitative Impairment in Social Interaction
At least 2 of these broad characteristics must
be present
• Marked impairment in the use of multiple nonverbal
behaviors
• Failure to develop age-appropriate peer relationships
• Lack of spontaneous seeking to share interests and
achievements with others
• Lack of social or emotional reciprocity
Qualitative Impairment in Communication
At least 1 of these broad characteristics
must be present
• Delay in, or lack of, spoken language development
• In verbal children, marked impairment in
conversational skills
• Stereotyped and repetitive use of language
• Lack of spontaneous age-appropriate make believe
or social imitative play
Restricted, Repetitive, and Stereotyped Patterns
of Behavior
At least 1 of these broad characteristics must be
present
• Preoccupation with at least one restricted pattern of
interest to an abnormal degree
• Inflexible adherence to non-functional routines or rituals
• Stereotyped and repetitive motor mannerisms
• Preoccupation with parts of objects
Rising Wave:
Exponential Increases
14000
13,137
356% Increase from 2000 to 2011
12000
11,705
10,094
10000
9,136
7,854
8000
6,749
6000
5,674
4,751
3,966
4000
3,350
2,702
2,226
2000
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
0
2011 Child Count by Primary Disability Label
162, 327 Students with Disabilities
Source: VDOE Spec Ed
Dec 1, 2011 Child Count
Population Trends
Population Trends
HOT
TOPIC
Interventions for Children
with ASD
Richard L. Simpson: Evidence-Based Practices and Students with Autism Spectrum
Disorders
Focus on Autism and Other Developmental Disabilities
Volume 20, Number 3, Fall 2005
14
Scientifically Based
Practices
Skill Based
Cognitive
Applied Behavior Analysis
Discrete Trial Teaching
Learning Experiences: An
Alternative Program for
Preschoolers and Parents
Pivotal Response Training
15
Promising Practice
Interpersonal
Relationships
Play-oriented
strategies
Skill Based
Cognitive
Picture Exchange
Communication
System
Cognitive behavioral
modification
Incidental Teaching
Cognitive learning
strategies
Structured Teaching
Social stories
Physiological,
Biological,
Neurological
Sensory integration
Augmentative
alternative
communication
Social decision
making strategies
Assistive technology
Joint action routines
16
Limited Supporting Information for
Practice
Interpersonal
relationship
Skill-based
Cognitive
Physiological,
Biological,
Neurological
Gentle Teaching
Van Dijk Curricular
approach
Cognitive Scripts
Scotopic Sensitivity
Syndrome
Option Method
Fast ForWord
Cartooning
Auditory Integration
Training
Power Cards
Megavitamin
Therapy
Floor Time
Other
Music therapy
Art therapy
Pet/Animal Therapy
Feingold Diet
Relationship
development
intervention
Herb, mineral and
other supplements
17
Not Recommended
Interpersonal Relationship
Skill based
Holding Therapy
Facilitated Communication
18
HOT
TOPIC
Legislation
• Paraprofessional Training in Behavior Management
(HB 325)
• Assistive Technology Follows the Student Legislation
(HB 382)
• Tax Credit to Nonprofit Bill (HB 321)
• Health Insurance Regulations
•
BCBA and BCaBA certification
•
PBS Facilitators
• General Assembly Session upcoming…
HOT
TOPIC
Proposed New DSM-V
• Elimination of PDD NOS
• Elimination of Rett’s
• Elimination of Aspergers Disorder
• Expected out in May, 2013
Proposed DSM-V Criteria
Must meet criteria 1, 2, and 3:interactions,
•
1. Clinically significant, persistent deficits in social communication and as
manifest by all of the following:
•
a. Marked deficits in nonverbal and verbal communication used for social
interaction:
•
b. Lack of social reciprocity;
•
c. Failure to develop and maintain peer relationships appropriate to developmental
level
•
•
2. Restricted, repetitive patterns of behavior, interests, and activities, as manifested
by at least TWO of the following:
•
a. Stereotyped motor or verbal behaviors, or unusual sensory behaviors
•
b. Excessive adherence to routines and ritualized patterns of behavior
•
c. Restricted, fixated interests
3. Symptoms must be present in early childhood (but may not become fully manifest
until social demands exceed limited capacities)
HOT
TOPIC
Presenting Issues in Virginia
• Research: 1 in every 88 children are diagnosed with an ASD
•
Still under diagnosing and age of diagnosis still lags behind the
national average
• Autism became the 4th largest primary disability category on the
Dec 1, 2010 child count
•
Surpassed Emotional Disturbance
•
No longer a low-incidence disability
• Complaints, Due Process, Mediation:
•
Complaints: 40% involved children with Autism
•
Mediation Sessions: 10% involved children with Autism
•
Due Process Hearing Requests: 90% involved children with Autism
26
Presenting Issues in Virginia
• Joint Legislative Audit and Review Commission
• JLARC is the oversight agency of the Virginia General
Assembly, established to evaluate the operations and
performance of State agencies and programs.
• General Assembly commissioned a review of the statewide
service delivery system for children and adults with ASD
• 21 recommendations in the report that directly or indirectly
involved VDOE
• 5 out of the 21 JLARC recommendations are directed at
VDOE
• Recommendation 11 - Improve service delivery and build
local capacity
27
What was VDOE’s Vision and
Response?
28
What is the Vision?
• Virginia will be a national leader in effectively preparing students
with ASD to acquire the knowledge and skills necessary to achieve
positive post school outcomes
• College ready
• Career ready
• Ability to self advocate
• Actively engaged and responsible citizens of their communities
• Independent to the maximum extent possible
Our Building Blocks
• Build a strong coalition of stakeholders
• Make significant resource investments
• Leverage relationships with Virginia Colleges and Universities
• Embrace identified weaknesses as “opportunities”
• Focus on research and evidence based practices
• Embedded approach to technical assistance and professional
development
• Harness the power of distance education and online tools
30
Virginia Department of Education ASD
Guidance Documents
31
VDOE Strategy
• Develop a PREMIER technical
assistance, professional development
and educational research center for
ASD in the Commonwealth of Virginia
32
Resources
Virginia Department of Education Autism Resources
www.doe.virginia.gov/special_ed/disabilities/autism
Virginia Commonwealth University Autism Center for
Excellence (VCU ACE)
www.vcuautismcenter.org
Scaling Up: Professional
Development for Educators
Who Serve Students with
Autism Spectrum Disorder
Dr. Dawn Hendricks, Director
of Training
34
How does the VCU ACE Increase
Knowledge, Skills and Abilities in
Evidence Based Practices in ASD for the
Wide Range of Professional and
Paraprofessional Educational staff in
Public Schools?
35
Training
36
Who do
we
train?
Where
do we
train?
How much
training?
How do we
train?
On what
do we
train?
How do we
move beyond
training?
Training
37
Training
For-credit
Not-forcredit
Anyone Who Lives
with…Works with… Supports
•
•
•
•
•
•
•
•
•
•
Special Educators
General Educators
Related Service Personnel
Paraprofessionals
Administrators
Psychologists
Family Members and Friends
Medical Professionals
Early Intervention Service Providers
Adult Service Providers
39
University / College
Coursework
University / College
Coursework
for Credit
Coursework in
Applied Behavior
Analysis
Coursework in
Autism Spectrum
Disorders
Certificate Programs in ASD
Averett University
Danville
Old Dominion University
Norfolk
STATE
George Mason University
Fairfax
*Radford University
Radford
James Madison University
Harrisonburg
STATE
*Rappahannock Community
College
Glenns and Warsaw
Longwood University
Farmville
Regent University
Virginia Beach
STATE
Lynchburg College
Lynchburg
*University of Mary Washington
Fredericksburg
STATE
Mary Baldwin University
Staunton
Virginia Commonwealth
University
Richmond
STATE
Applied Behavior Analysis
Consortium
• 4 Universities
•
•
•
•
GMU
ODU
VCU
Lynchburg
• Begin Fall 2012
• Provide coursework and supervision in the form of
practicum courses
• Tuition assistance not available
Applied Behavior Analysis
Consortium
• Year 1
•
•
•
30 students
Program ran by GMU
ODU, VCU and Lynchburg provide sites
• Year 2
•
•
ODU, VCU and Lynchburg operate with GMU as a unified consortium
Annual cohort
Not-for-Credit
Live
Training
Resources
Webcasts
Online Seminars
Online Instructional
Courses
44
Online Courses
• Foundations of ASD
• Module One: Overview of Autism Spectrum Disorder and the
Primary Characteristics
• Module Two: Secondary characteristics, Learning Styles and
Autism across the Lifespan
• Strategies for Supporting Positive Behaviors
in Students with ASD
• Module One: Functional Assessment
• Module Two: Behavior Intervention Planning
Paraprofessionals in Autism Resource
and Advancement Project (PARAPro)
• Enhance the knowledge of paraprofessionals related to
the characteristics and learning needs of students with
autism spectrum disorder
• Build skills related to implementing teacher directed
instruction and behavioral support strategies
• Assist local educational agencies in providing teachers
and administrators with guidance on the supervisory
relationship with paraprofessionals
Paraprofessionals
VDOE Training
Standards
Division
Teachers
Paraprofessionals
47
Paraprofessionals in Autism Resource
and Advancement Project (PARAPro)
Online course and live training:
Autism Spectrum Disorders for
Paraprofessionals: Providing Effective
Instruction and Support
Paraprofessionals Trained
April
May
June
July
August
September
138
153
154
402
300
200 enrolled
120 live training
49
Webcasts
National and State Experts
• Autism: An Evolving Diagnosis
Date: 9/11/2012
Presenter(s): Maria Urbano
• A Successful Employment Experience for Individuals with
Asperger’s Syndrome: What it Takes
Date: 10/9/2012
Presenter(s): Tamara Eastman, Peter Skirbunt, Ph.D.
• Introduction to the Hidden Curriculum – Part 1
Date: 11/13/2012
Presenter(s): Brenda Smith Myles, Ph.D.
Resources
Diagnosis
Eligibility
Adulthood
Evidence Based
Practices
Family
Technology
51
Providing Technical
Assistance and Building
Local Capacity in School
Divisions
Carol Schall, Ph.D., Director of Technical
Assistance, Virginia Commonwealth
University Autism Center for Excellence
52
If you do what you have always done
You will get what you have always gotten
What have we done …
• One shot consultation
• Train and hope
• Short term consultation
• Send away to private school
• More adults
• More money
• Multiple consultants
• More Training
One Student
One Teacher
Implements
Train
Consult
Train
One Student
One Student
13,137 +
Students with
ASD
1,000 More
Every Year!
One Student
One Teacher
Implements
One Student
One Teacher
Implements
One Student
One Teacher
Implements
One Teacher
One Student
ImplementsTrain
Consult
Train
Train
Consult
Train
Teacher
One StudentOne
Implements
One Student
One
Teacher
One
Student
Train
Consult
Train
Train
Consult
T
Implements
One Teacher
Train
Consult
Train
Implements
One Student
One Teacher
One Teacher
Train
Consult Implements
Train
Implements
One Student Train
One Student
Train
Consult
One Teacher
Implements
One Train
Student
Consult
One Student
Train
Consult
Train
One Student
One Teacher
One Teacher
Implements
Implements
One Consult
Student
Train
Train
One
Teacher
One Teacher
Implements
Implements
One Teacher
Implements Consult
Train
Train
Train
Consult
One Teacher
One
Student
Implements
One
Student
Train
Consult
Train
One Student
Train
Consult
Train
Train One Teacher
Consult
Implements
Train
Consult
Train
Consult
Train One Teacher
Implements
Train
Train
Consult
One Student
Train
One Teacher
Implements
One Teacher
Implements
Train
Train
Train
Consult
Consult
Train
Training Outcomes Related to Training Components
Training Outcomes
Training
Components
Knowledge of
Content
Skill
Implementation
Classroom
Application
Presentation/
Lecture
10%
5%
0%
Plus
Demonstration
30%
20%
0%
Plus
Practice
60%
60%
5%
Plus Coaching/
Admin Support
Data Feedback
95%
95%
95%
Joyce & Showers, 2002
Our model
Presentation
Demonstration
Practice
Coaching
Administrative Support
Data and Feedback
School Divisions
# of Students Identified with ASD
Arlington County
362
Botetourt County
45
Greensville County
24
Hampton
256
Newport News
285
Henrico County
598
Northern Neck Regional
Richmond City
Wise County
TOTALS
49
202
35
1856
Top Down and Bottom Up
Improve
Classroom and
School Practice
Increase
Administrative
Support
Administrative Support
Teacher
Mentors
Principals
Directors
Improved Division
Wide Services
Practice and Coaching
Provide
Embedded TA
Facilitate
Team
Assess
Division ASD
Programs
Develop
Autism
Services
Improvement
Plan
Develop
Transition Plan
Data and Feedback
Division Wide
Survey, Interviews
School Wide
Observations Interviews MERC Tool Based on Goals
Practice Specific
APERS MERC Tool Based on Goals
On-Going Measurement Goals on Service
Improvement Plan
Aggregate Results of Survey
What Have We Learned?
• Survey of Staff
• Response from among the 11
divisions represented in the 8
projects
• n = 1071
Two Surveys:
Administrators and Direct
Service Providers
Does the time spent on activities meet the needs
of students with ASD?
What activities are most important when working
with students with ASD?
Findings
• Administrators
•
Most involved in special education, inclusion, behavior management
•
Schools most successful at providing special education, speech/language,
inclusion
•
Most important to students with ASD, special education, inclusion, behavior
management
• Gap
•
Behavior Management
Findings
• Direct Services
•
Spend most time on reading, math, play/leisure, independence, and
inclusion
•
Needs more time on language/communication, independence, social skills,
behavior management
•
Identified most successful for the most respondents: reading, social skills,
communication
Findings
•
Identified most important for students with ASD by most respondents:
behavior management, social skills, language/communication,
independence, daily living
• Gap
•
Behavior management, independence, daily living
ACE Coaching Embedment
Year One
Year Two
Year Three
ACE Coaching
EBP
School Division
Coaching EBP
School Division
Coaching EBP
School
Division
Coach
Shadows
Three
Classrooms
in ES, MS,
HS
Three New
Classrooms
in ES, MS,
HS
ACE
Shadows
72
ACE
Completes
Fidelity
Checks
3 New
Classrooms
in ES, MS,
HS
From Planning to
Implementation
• Convene an Autism Services Improvement Team
(ASIT) in each division
• In collaboration with ASIT members, assess current
status in division
• Develop Autism Services Improvement Plan (SIP)
• Implement strategies detailed in SIP
• Evaluate outcomes based on SIP
73
Service Improvement Plan
• Vision
• Mission
• Beliefs
• Goals
• Milestones
• Phases
• Tasks
• Measurement
74
Sample Goals from Service
Improvement Plan
• Identify a scope and sequence and effective methods for
teaching social skills to develop social competence in three
secondary schools (one per year) within the division.
• Maximize access to the instructional day by effectively
utilizing supports and differentiated instruction
• Increase consistent implementation of evidence-based
practices (EBPs)
by all APS staff.
• The average age of ASD identification will be reduced from
6 years old to 3.5 years old.
75
Goal 1- Initial Milestones and Tasks
School Division will have effective transitional procedures to
support all students with ASD from the time of identification
through exit from Exceptional Educational services.
• Phase 1:
• A transition criteria will be used at transition meetings at transition
IEP meetings from Part C to preschool, preschool to elementary
school, elementary to middle, middle to high, and high to postsecondary activities
• Tasks:
• Develop concrete transition criteria from Part C, to preschool
• Develop concrete transition criteria from preschool to elementary
• Develop concrete transition criteria to and from more restrictive to
less restrictive environments
76
Measurement
• Review data from survey: what is keeping kids with
ASD from being included in less restrictive
environments
• Review meetings with parents and professionals to
address what criteria is needed for a specific classes
77
Coaching
• Training in identified skill or practice
• Pre-coaching conference
• Observation with coaching
• Post coaching conference
• Fidelity checklist for practice or skill
• Fidelity checklist for coaching session
78
What about the other
divisions?
• Communities of Learning in Autism
• One in each region (some regions share)
• Collaboration with T/TAC and other regional efforts
• First Annual, (we hope) CoLA Summer Institute,
June 20 – 22, 2012
79
Comprehensive Statewide
Systems Change
• Vision
• Training
• Embedded Technical Assistance
• Spread beyond Intervention Sites
80