Transcript Slide 1

National Secondary Transition
Technical Assistance Center
2011 A Space Odyssey: I’m Sorry Dave, I
Can’t Do That!
David W. Test
University of North Carolina at Charlotte
2011 Indiana Statewide Transition Forum, Indianapolis, IN,
August 4, 2011
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What’s an NSTTAC?
National Secondary Transition
Technical Assistance Center
The TA&D Center for secondary transition
funded by USDOE , OSEP (1/1/06-12/31/11)
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NSTTAC’s Goals are to:
Assist State Education Agencies with collecting and
using SPP Indicator 13 data (mostly UNC Charlotte)
Generate knowledge that provides an evidence based
foundation for secondary transition practices
(UNC Charlotte)
Build capacity of states and local educational
agencies to implement effective secondary transition
services (Paula Kohler, Western Michigan University)
Disseminate information to state personnel,
practitioners, researchers, parents, and students
regarding effective secondary transition services
(Larry Kortering, Appalachian State University)
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Generate Knowledge:
Literature Review
Purpose: To determine the evidencebase for secondary transition practices
and make research recommendations
Primary audiences: State and local
secondary transition personnel and
researchers
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Today’s Topics
• Overview NSTTAC’s EBPs and how they
can be used in schools
• Overview NSTTAC’s EB Predictors and
how they can be used in schools
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What’s an Evidence-based Practice?
– Terms are not at all consistent.
– All combinations have been used:
A
B
C
Evidence
Based
Practice(s)
Research
Validated
Treatment
Scientifically
Empirically
Program
Supported
Intervention
– As a speaker and listener, remember:
• Usage is NOT CONSISTENT across the field of
education
– We cannot assume anything from the term alone
– We must attend to the procedures, not the label
(Detrich, Spencer, & Slocum, 2009)
Broad Definitions
(Helsel, Hitchcock, Miller, Malinow, & Murray, 2006; Twyman, 2008)
EvidenceBased
Practices
ResearchBased Practices
Promising
Practices
Unestablished
Practices
• Are based on rigorous research designs
• Have demonstrated a record of success for
improving student outcomes
• Have undergone systematic review process using
quality indicators to evaluate level of evidence
• Are based on rigorous research designs
• Have demonstrated a record of success for
improving student outcomes
• Are based on research
• Have demonstrated limited success
• Have used a ‘weak’ research design
• Are not based on research
• Have no data to support effectiveness
• Based on anecdotal evidence and/or professional
judgment
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Quality Indicators for Studies that used
Single Subject Research Designs
Participants
Described sufficiently
Selection described sufficiently
Setting described sufficiently
Baseline
Phase provided evidence of pattern,
prior to intervention
Described with replicable precision
Dependent variable (DV)
Described with replicable precision
Quantifiable Measurement described
to replicable precision
Measurement occurred repeatedly
Interobserver agreement data
reported
Validity
Three demonstrations of experimental
effect
Design controlled threats to internal
validity
Effects replicated, indicate external
validity
Social Validity: DV socially important,
magnitude of change in DV is
socially important, IV is cost
effective/practical, IV is
implemented over time, typical
contexts /typical agents
Independent variable (IV)
Described with replicable precision
Systematically manipulated
Procedural fidelity described
Content validity defined
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NSTTAC’s Levels of Evidence
Levels of Evidence of
Causal Inference
Single Subject Designs




Moderate


5 high quality studies; High quality = meets all QIs
3 independent research teams
Must demonstrate a functional relationship
No contradictory evidence from a study reflecting strong
evidence
3 acceptable studies; Acceptable = meets all QIs except 2,
11, & at least one of 17-20
1-2 independent research teams
Must demonstrate a functional relationship
Potential
(needs additional
research)



2 high or acceptable studies
2 independent research teams
Must demonstrate a functional relationship
Strong

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What We Have Done
• Reviewed experimental research to identify
evidence-based practices in secondary transition
• Identified 63 evidence-based practices
• Developed over 75 Research to Practice Lesson
Plan Starters
Taxonomy
Category
Evidence-Based
Practices
Research to Practice
Lesson Plan Starters
Student Focused
Planning
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9
Student
Development
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Family
Involvement
1
0
Program
Structure
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9
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Student Focused-Planning
Teaching Student Knowledge of Transition Planning Using
Whose Future Is It Anyway?
Teaching Student Participation in the IEP Meeting:
• Using Check and Connect
• Using Computer Assisted Instruction
• Using the Self-Advocacy Strategy
• Using the Self-Directed IEP
• Using Published Curricula
Student Development
Teaching Academic Skills
• Using Mnemonics
• Using Peer Assisted
Instruction
• Using Self-Management
Instruction
• Using Technology
• Using Visual Displays
Teaching Functional Life Skills
• Using Backward Chaining
• Using Constant Time Delay
• Using Forward Chaining
• Using Progressive Time
Delay
• Using Self-Monitoring
Instruction
• Using a System of Least to
Most Prompts
• Using a System of Most to
Least Prompts
• Using Total Task Chaining
Student Development
Teaching Banking Skills
• Using Community Based
Instruction
• Using Constant Time
Delay
• Using Simulations
Teaching Community
Integration Skills Using
Community Based
Instruction
Teaching Food Preparation
and Cooking Skills
• Using Computer
Assisted Instruction
• Using Constant Time
Delay
• Using Response
Prompting
• Using Video Modeling
• Using a System of Least
to Most Prompts
Student Development
Teaching Grocery Shopping Skills
• Using Computer Assisted
Instruction
• Using Community Based
Instruction
• Using Response Prompting
• Using a System of Least to
Most Prompts
Teaching Home Maintenance Skills
• Using Response Prompting
• Using Video Modeling
Teaching Laundry Tasks Using
Response Prompting
Teaching Leisure Skills
• Using Response Prompting
• Using Constant Time Delay
Teaching Safety Skills
• Using Community Based
Instruction
• Using Progressive Time Delay
• Using a System of Least to Most
Prompts
Student Development (more)
Teaching Counting Money
Using the One More Than
Strategy
Teaching Finance Skills Using
an Extension of Career
Planning Services after
Graduation
Teaching Purchasing Skills
• Using Community
Based Instruction
• Using the One More
Than Strategy
• Using Progressive Time
Delay
• Using Response
Prompting
• Using Simulations
• Using a System of Least
to Most Prompts
Student Development
Teaching Self Determination
Using Whose Future Is It
Anyway?
Teaching Goal Attainment
Using the Self Determined
Learning Model of
Instruction
Teaching Social Skills
• Using Response Prompting
• Using Self-Management
Instruction
• Using Simulations
Teaching Communication Skills
• Using Community Based
Instruction
• Using a System of Least to
Most Prompts
Student Development (last one!)
Teaching Employment Skills
• Using Community Based
Instruction
• Using Response
Prompting
Teaching Job Specific Skills
• Using Computer Assisted
Instruction
• Using Constant Time
Delay
• Using Self-Management
Instruction
• Using a System of Least to
Most Prompts
Teaching Completing a Job
Application Using
Mnemonics
Family Involvement
Teaching Parent Involvement in the Transition Process Using
Training Modules
Program Structures
Using Check and Connect to
Promote:
• Student Participation in
the IEP Meeting
Using an Extension of Career
Planning Services after
Graduation to Promote:
• Increased Finance Skills
Using Community Based
Instruction to Teach:
• Banking Skills
• Grocery Shopping Skills
• Community Integration
Skills
• Purchasing Skills
• Safety Skills
• Communication Skills
• Employment Skills
Here is Another Way: With the IV first
Student Development
Using Backward Chaining to
Teach Functional Life Skills
Using Computer Assisted
Instruction to Teach:
• Food Preparation and
Cooking Skills
• Grocery Shopping Skills
• Job Specific Skills
Using Technology to Teach
Academic Skills
Using Community Based
Instruction to Teach:
• Banking Skills
• Grocery Shopping Skills
• Community Integration
Skills
• Purchasing Skills
• Safety Skills
• Communication Skills
• Employment Skills
Practice Descriptions
• What is the evidence base?
• With who was it implemented?
• What is the practice?
• How has it been implemented?
• Where has it been implemented?
• How does this practice relate to Indicator 13?
• How does this practice relate to Common Core
Standards?
• Where is the best place to find out how to do this
practice?
• Full references
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Using the Self-Advocacy Strategy to
Teach Student Involvement in the IEP
What is the evidence base?
• A moderate level of evidence based on three
acceptable quality group studies and three
acceptable quality single subject studies
With whom was it implemented?
• Emotional and behavioral disorders (2 studies,
n=5)
• Intellectual disabilities (1 study, n=1)
• Learning disabilities (5 studies, n=32)…
• Ages ranged from 12-18
• Males (n=29), females (n=13)
• Ethnicity
– African American (n=9)
– American Indian (n=1)
– Hispanic (n=4)
– White (n=28)
What is the practice?
The Self-Advocacy Strategy is a motivation and
self-determination strategy designed to
prepare students to participate…The strategy
consists of 5 steps which are taught over a
series of….using the mnemonic “I PLAN” to
help cue students…
I = Inventory…
P = Provide your inventory…
L = Listen and Respond involves…
A= Ask questions focuses…
N = Name your goals…
How has the practice been implemented?
• SAS in combination with modeling and
simulation has been used to teach
identifying IEP goals…increase verbal
contributions…improve ratings of student
participation (VanReusen & Bos, 1994)
• SAS in combination with computer assisted
instruction and simulation has been used to
increase student participation in IEP
meetings (Hammer, 2004)…
Where has it been implemented?
• High school – various locations (2 studies)
• Resource classroom (1 study)
• Self-contained classroom (1 study)
• School library (1 study)
Where is the best place to find how to do
this practice?
• 2 links to research to practice lesson plan
starters
How does this practice relate to Indicator 13?
• Checklist item #3: Teaching student
participation in the IEP meeting may relfect
results of transition assessment information
• Checklist item #4: Participating in the IEP
meeting may be a transition services
designated in an IEP that will enable the
student to meet his or her postsecondary
goals
• Checklist item #7: Student participation in the
IEP meeting would require student invitation
to the IEP meeting
How does this practice relate to Common Core
Standards?
• Presentation of Knowledge & Ideas (Anchor
Standards for Language)
– Adapt speech to a variety of contexts and
communicative tasks, demonstrating command of
formal English when indicated or appropriate
• Comprehension and Collaboration (Anchor
Standards for Speaking and Listening)
– Prepare for and participate effectively in a range
of conversations and collaborations with diverse
partners, building on others’ ideas and expressing
their own clearly and persuasively
References used to establish this evidence base:
• Full references for Hammer, 2004; Lancaster
et al., 2002; Test & Neale, 2004; VanReusen
& Bos, 1994; VanReusen et al., 1989
Additional References:
To order the curriculum – VanReusen, A. K.,
Bos, C., & Schumaker, J. B. (1994) SelfAdvocacy Strategy for education and
transition planning. Lawrence, KS: Edge
Enterprises. url
Research to Practice Lesson Plan
Starters
•
•
•
•
•
•
Objective
Setting/Materials
Content Taught
Teaching Procedures
Evaluation
Reference on which the lesson plan
starter is based
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How Does This Apply at the
Student Level?
• Provides teachers information about
secondary transition evidence-based
practices for teaching students with
disabilities
• Can be used to:
• Support IEP goals and objectives
• Support student skill development
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Examples of Postsecondary Goals
Education/Training: (The fall) after high school,
Jodi will attend the (Customer Service
Representative course offered through the
Pathways to Employment program at Central
Piedmont) Community College.
Employment: (Within three months) after
graduation, Jodi will be competitively
employed, (working 20 or more hours, in a in
the retail industry with time limited supports of
a job coach).
Jodi’s postsecondary goals
(continued)
Independent Living: Jodi will assume
responsibility for a share of living expenses
by saving money earned at work and
following a budget set by Jodi and her
parents.
Jodi’s Annual Goal
Postsecondary Employment Goal: After
graduation, Jodi will be competitively
employed, working 20 or more hours, in a
in the retail industry with time limited
supports of a job coach.
Annual IEP Goal: Given 3 retail job
shadowing experiences, Jodi will identify
her likes and dislikes of retail employment
options by completing a job site interest
survey and verbally describing her
preferences by April 1, 2011.
What You Will Find at
www.nsttac.org for Jodi?
1.
2.
3.
4.
5.
“Using Community Based Instruction to Teach
Employment Skills” is an evidence-based practice so you
will find a Practice Description
“Using Constant Time Delay to Teach Banking Skills”
“Using Response Prompting to Teach Safety Skills”
“Using Peer Assisted Instruction to Teach Academic
Skills”
In the Practice Description, you will find a link to a
Lesson Plan Starters
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Other Lists of EBPs
National Dropout Prevention Center for Students
with Disabilities
http://www.ndpcsd.org/knowledge/research_syntheses.php
– Interventions for Prevention Dropout
• Cognitive behavioral Interventions
•
Whatever it Takes: How Twelve Communities
Are Reconnecting Out-of -School Youth
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Other Lists of EBPs
• National Autism Center
(www.nationalautismcenter.org)
•
•
•
•
•
•
•
•
•
•
•
Antecedent Package
Behavioral Package
Comprehensive Behavioral Treatment
Joint Attention Intervention
Modeling
Naturalistic Teaching Strategies
Peer Training Package
Pivotal Response Treatment
Schedules
Self-management
Story-based Intervention Package
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Other Lists of EBPs
• National Professional Development Center on
Autism Spectrum Disorders
(http://autismpdc.fpg.unc.edu/)
• Partner with the Autism Internet Modules
(AIM), sample practices include:
•Antecedent-Based Interventions (ABI)
•Computer-Aided Instruction
•Differential Reinforcement
•Discrete Trial Training
•Extinction
•Functional Behavior Assessment
•Functional Communication Training
•Naturalistic Intervention
•Parent-Implemented Interventions
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The Missing Link
PostSchool
Outcomes
Practices
Lesson Plans
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Postschool
Outcomes
Employment
Education
Independent
Living
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In-School Predictors by Post-School Outcome Area
Education
Employment
•Career Awareness
X
X
•Occupational Courses
X
X
•Paid Employment/Work Experience
X
X
•Vocational Education
X
X
Predictors/Outcomes
•Community Experiences
X
•Exit Exam Requirements/High
School Diploma Status
•Program of Study
X
X
X
•Work Study
•Inclusion in General Education
Independent
Living
X
X
X
X
In-School Predictors by Post-School Outcome Area
Education
Employment
•Self-Advocacy/Self-Determination
X
X
•Self-Care/Independent Living
X
X
•Social Skills
X
X
•Interagency Collaboration
X
X
Predictors/Outcomes
Independent
Living
X
X
•Parental Involvement
•Student Support
X
X
•Transition Program
X
X
X
How Does This Apply at the
Student Level?
• Provides teachers information about
secondary transition evidence-based
practices for teaching students with
disabilities
• Can be used to:
– Support IEP goals and objectives
– Support student skill development
– May be appropriate transition services
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Jodi’s Transition Services
•Reading/ decoding instruction
•Instruction related to social skills in school and
work settings
•Mock interviews with an employment specialist at
a community based instruction site
•After school paid work experience at Target
•Volunteer position at Habitat for Humanity Thrift
Store
•Completing a career skill assessment
•Completing an adaptive behavior scale
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How does this apply at the
school or system level?
•
Provides practitioners information about
secondary transition program characteristics that
have been empirically linked to improved postschool success for students with disabilities
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The NSTTAC Predictor
Implementation Self-Assessment
• intended to provide a framework
– determine degree to which implementing practices
likely to lead to positive post‐school outcomes
• consider the descriptions and possible
examples
• use the Degree of Implementation and the
Evidence of Implementation Scales to guide
decisions regarding program strengths and
priorities for change
Predictor Implementation School/ District Self-Assessment
The checklist below is intended to provide schools, districts, or other stakeholders in secondary transition with a framework for determining the degree to
which their program is implementing practices which are likely to lead to more positive post-school outcomes for students with disabilities. The predictor
categories listed have been extracted from high quality correlational research including students with disabilities. See
http://www.nsttac.org/ebp/PredictorResources.aspx for more information on the process by which these predictors were identified.
A team should consider the descriptions of predictor categories and possible examples below, as well as the Degree of Implementation and the Evidence of
Implementation scales to guide decisions regarding program strengths and priorities for change. To ask questions or contribute comments on this or other
NSTTAC tools, please contact NSTTAC, [email protected].
Degree of Implementation Scale
Evidence of Implementation Scale
1 = Not implemented
2 = Implemented sporadically
3 = Implemented by many OR focus of training or funding
4 = School or district-wide, consistent practice
Predictor
Category
Career
Awareness
Student
Development
Program
Structures
Description
1.
Students in the School to Work Transition
Program who exited school with high job search
skills were more likely to be engaged in postschool employment (Benz et al., 1997)
2.
Students in the School to Work Transition
Program who exited school with high career
awareness skills were more likely to be engaged
in post-school employment or education (Benz et
al., 1997)
1 = No evidence
2 = Limited evidence (e.g., copies of curricula, copies of
training materials, in some IEPs)
3 = Some evidence (e.g., referenced in school or district
procedures and policies, documented in IEPs)
4 = Consistent evidence of implementation and impact
Possible Examples
Degree of
Evidence of
Implementation
Implementation
Specific career
awareness skills gained
by students with
disabilities while in high
school;
Specific career
awareness strategy,
curriculum, or program
delivered and includes
students with disabilities
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The NSTTAC Predictor
Implementation Self-Assessment
• Uses the EB Predictors to provide a framework
for determining the degree to which a school,
or school system, is implementing activities
that will have the best chance of improving
post-school outcomes for their students
The “Super” Table
• Includes predictors of in-school and post-school
success
• For students with disabilities, students without
disabilities, at-risk students, and students with
mental health issues
• www.nsttac.org (under “What’s New”)
Predictors of In-School Success
Predictor
Description
1. Freshman Course
Performance2

2. Taking Algebra
2
Early

3. On-Track (i.e., at
least five full-year
course credits; no
more than one F in
one semester in a
core course during
the first year of
high school) 2
4. School
2
Attendance


5. School Leadership3 
6. Instructional
Quality3, 2


Students with
Disabilities
Students
w/out
Disabilities
Students who had higher course
performance during the first year of high
school were more likely to complete high
2
school
Taking algebra in the first year of high
school rather than later is a strong predictor
2
of students being on track to graduate
Students who are on-track are more than
3.5 times more likely than students who are
off track to graduate from high school in 4
years2
X
X
(Allensworth &
Easton, 2005) 2
X
X
(Allensworth &
Easton, 2005) 2
X
X
(Allensworth &
Easton, 2005) 2
Students who had higher rates of school
attendance during the first year of high
school are morel likely to complete high
school2
School leadership was a significant predictor
of academic achievement in 8th grade based
on teacher responses3
Instructional quality was a significant
predictor of academic achievement in 8 th
grade based on student and teacher
th
responses; in 11 grade based on parent,
student, and teacher responses3
Teacher expertise was the largest factor that
explained the gap between African
American and Caucasian student
achievement2
X
X
(Allensworth &
Easton, 2005;
2
2007)
X
X
(Taylor, West, &
3
Smith, 2006)
X
Students atrisk
Students
with Mental
Health
Issues
References
(Taylor, West, &
Smith, 2006) 3
X
(Ferguson,
1991) 2
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Choosing
Secondary Transition Interventions
Interventions to improve post-school outcomes
 Predictors of post-school success
 www.nsttac.org
Interventions to increase student transition skills
 Evidenced-based practices, lesson plan library
 www.nsttac.org
Interventions for academic skills for secondary SWD
 www.psocenter.org & www.nsttac.org
Diagnostic, targeted, and school-wide dropout
prevention strategies
 www.ndpc-sd.org
 www.betterhighschools.org
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Additional Resources
www.nsttac.org
• Transition Assessment Toolkit
• Transition Assessment Presenter Guides
• National Map – search “transition
assessment”
• Indicator 13 Training Materials
www.transitioncoalition.org
• online modules
• Presentations – students with severe
disabilities
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Contact Us
David Test, [email protected]
Catherine Fowler, [email protected]
www.nsttac.org
704-687-8606
704-687-6327(TTY)
704-687-2916 (fax)
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