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| Families for Effective Autism Treatment (FEAT) of Washington's Center Based Programs for Individuals with ASD |
| Tuesday, May 26, 2009 |
| 9:00 AM–10:20 AM |
| North 127 |
| Area: AUT/EDC; Domain: Service Delivery |
| Chair: Kristin N. Schirmer-Foley (Organization for Research and Learning & FEAT of Washington) |
| Discussant: Kristin N. Schirmer-Foley (Organization for Research and Learning & FEAT of Washington) |
| Abstract: Since 1996, FEAT of Washington has been helping families with loved ones
with autism find resources, get educated on effective treatment, and network with other families who are on the same journey. FEAT fosters the essential elements to support, guide, and respond to the needs of families and professionals in the community. Through the years, FEAT has expanded into an organization that not only helps families through resource referrals, but also through prudent investments in high-quality, evidence based,
and replicable programs. This symposium will provide information regarding two of FEAT of Washington’s Center Based Programs; Rising Star Academy an inclusive preschool program, and Transitions for Teens an adolescent and young adult program. Both programs will present outcomes data as well as social validity data that align with FEAT of Washington’s mission statement: Feat of Washington provides families with hope and guidance to help their children with autism reach their full potential. |
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| Rising Star Academy: A Successful Inclusive Preschool Program for All Students |
| KRISTIN N. SCHIRMER-FOLEY (Organization for Research and Learning & FEAT of Washington), Elizabeth B Snyder (FEAT of Washington), Brandi Michelle Allred (FEAT of Washington) |
| Abstract: Why send a typically developing child to an inclusive preschool that specializes in Autism Spectrum Disorder? Rising Star Academy is an inclusive preschool program for children on the Autism Spectrum and their typically developing peers. This data based paper will discuss the annual progress made by all children, both with and without Autism Spectrum Disorder and will show that meaningful growth occurred across both groups of students. Data collected includes micro, meta and macro examples from multiple students who attend Rising Star Academy. Micro and meta data samples will include Fluency Based Instruction data, Precision Teaching data and Direct Instruction data. In addition, macro data was collected on pre and posttest scores in the areas of language development, social skills, independent skills, general development and classroom adaptive behaviors. Student objectives were highly individualized and meaningful growth occurred on individual objectives as well as on pre and post assessments for all children: those with ASD and those without. |
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| Transition Programming for Adolescents with Autism |
| SARA J. PAHL (FEAT of WA), Jamie Rose Feddock (FEAT of WA), Andrew M. Syvertsen (FEAT of Washington) |
| Abstract: Transitions for Teens (TFT) is a clinical intervention program that that seeks to significantly improve adolescents and young adults self-determination, independence, and quality of life provided by high-quality behavior analytic services delivered through individual and comprehensive programs that increase their social competence and build skills necessary to access and navigate their world while also respecting individual preference and rights. Skills targeted for clients enrolled in the Transitions for Teens program are individualized, yet fall within the repertoire areas of; navigation, socialization, self-advocacy, self-management, communication, production, safety, health, and leisure.
This paper will focus on providing (1) A brief overview and history of the program (2) Examples of outcomes data will include; Macro, Meta, and Micro level assessment data, as well as social validity collected across families and community members. (3) We will also include a brief overview of staff structure, staff training procedures, as well as enhancements made to the program this year. |
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| Does Community-Based Instruction Impact Community Members, If so, What Impact have We Made? |
| SARA J. PAHL (FEAT of Washington), Andrew M. Syvertsen (FEAT of Washington), Michael Fabrizio (Families for Effective Autism Treatment (FEAT) of Washington), Jamie Rose Feddock (FEAT of WA) |
| Abstract: Transitions for Teens (TFT) is a clinical intervention program that that seeks to significantly improve adolescents and young adults self-determination, independence, and quality of life provided by high-quality behavior analytic services delivered through individual and comprehensive programs that increase their social competence and build skills necessary to access and navigate their world while also respecting individual preference and rights. Specifically, TFT targets skills within the area of navigation, socialization, self-advocacy, self-management, communication, production, safety, health, and leisure. Community-Based Instruction is the primary instructional arrangement used within TFT. All clients’ objectives are targeted and taught in the community daily, which means staff and clients are interacting with community members daily. With this level of exposure, it is important to assess the impact the program has on the larger community, as well as the impact the community has on the program.
This paper will focus on providing (1) Interview and observational data collected on community members interactions with clients, as well as describing the impact our program has had on individual community members. (2) Data based decisions used to inform Community-Based staff training procedures in regards to teaching, intervening, and assessing clients in the community, as well as shaping community members behaviors. |
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