Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.

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35th Annual Convention; Phoenix, AZ; 2009

Event Details


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Symposium #247
Ontario’s School Support Program: A service model for training educators supporting students with ASD
Sunday, May 24, 2009
1:30 PM–2:50 PM
North 121 BC
Area: EDC/AUT; Domain: Service Delivery
Chair: Bonnie De Paul (Erinoak Kids)
Abstract: The government of Ontario has made a commitment to enhance the knowledge and skills of educators of students with ASD with respect to applied behaviour analysis and use of evidence based practices in publicly-funded school systems. This symposium will provide an outline of this commitment and the service components of the School Support Program-Autism Spectrum Disorders available for school staff, in both regular and special education. We will present the service delivery models used by the regional service providers in operationalizing and implementing the program mandate across the province of Ontario. We will also present a model of evolution of this province-wide initiative over the past 4 years and elaborate on current projects being implemented in classrooms and school boards to develop the knowledge and skills of educators with respect to classroom applications. Finally, the symposium will highlight important “lessons learned” in terms of shaping effective service delivery to school boards. Methods of program evaluation and outcome data will be included throughout.
 
The evolution of a provincially funded program to support students with ASD
SCOTT BARK (Kinark Child and Family Services)
Abstract: Over the past 4-years the government of Ontario has made a commitment to enhance the knowledge and skills of educators of students with an ASD with respect to ABA and evidence based practices in publicly-funded school systems. This commitment resulted in the creation of the School Support Program-Autism Spectrum Disorders. This presentation will provide a brief outline of the key service components of the School Support Program-Autism Spectrum Disorders available for school board staff, in both regular education and special education. These services include: consultation, training, planning and resource development/distribution. A brief description of the Ontario Educational System, a history of the School Support Program and the role of the ASD consultants who provide the services will be shared. The outcome measures as set out by the province will also be outlined. The presentation will conclude with an historical overview of the how the SSP services were shaped from a model of “massed training” at its inception, to increasingly individualized learner focused training and consultation.
 
Many keys for a single lock: Meeting the needs of educators across diverse school boards
CATHERINE CHABOT (ErinoakKids)
Abstract: The province of Ontario spans 415,000 square miles, roughly the size of Texas and California combined. This large geographical area includes major urban centres, rural and some remote communities. In order to service the needs of this diverse area, the School Support Program-Autism Spectrum Disorders is delivered through 9 regional service providers. This presentation will outline the various service delivery models and approaches used by these agencies in operationalizing and implementing the program mandate. A description of the various tools and resources that have been developed and used to meet the wide-ranging needs of educators across diverse school boards will be provided. In addition we will present our model of how these nine regional programs collaborate provincially to ensure procedural integrity and staffing, common messaging, sharing resources through the use of provincial committees, planning and websites. Methods of program evaluation and outcome data will be included along with considerations for future outcome measures.
 
From theory to practice: Effective means of training educators in ABA
SUE JOHNSON (Thames Valley Children's Centre), Sheila G. Case (Thames Valley Childrens Centre)
Abstract: From the beginning of the program, it was believed that a strong collaborative partnership with the school boards was a critical component in order for the School Support Program-Autism Spectrum Disorders to be successful. In other words, our program needed to pair its services with reinforcement. As the partnerships have grown the emphasis has shifted from general training activities to prioritizing the application of ABA in the classroom. This presentation will discuss this evolution and will elaborate on current projects being implemented in classrooms and school boards to develop the knowledge and skills of educators with respect to classroom applications of ABA in supporting students with an Autism Spectrum Disorder. Applications of evidence based and best practice research into adult learning, coaching, and training models will be highlighted in terms of various school based initiatives used not only to enhance educators knowledge of ABA for students with ASD, but also in promoting its successful application, generalization, and maintenance.
 
Lesson learned: Working towards more effective service delivery models to support educators
GERALD R. BERNICKY (Surrey Place Centre)
Abstract: With four years of experience delivering supports and services to educators, the School Support Programs have collectively experienced many successes as well as a few bumps in the road along the way. This presentation will highlight important “lessons learned” in terms of shaping effective service delivery to school boards in a province as geographically wide and diverse as Ontario. Included among these are: overcoming initial resistance to external service providers; teaching ABA concepts in language and practices accessible to educators with minimal ABA experience, and breaking down the barriers between imparting knowledge to ensuring effective practice. From these “lessons learned”, the foundation for a more responsive and collaborative partnership and service delivery has been established and can be used to guide similar service initiatives. This foundation makes it feasible to put a more meaningful data burden on educators, particularly in terms of student outcomes. This discussion will highlight ideas for having school staff collect such data in a method that is conducive to the typical school and classroom environment.
 

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