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| Delivering Effective Services for Students With Autism in Public and Private Schools: A Model for Building Local Capacity in Rural Areas |
| Tuesday, June 1, 2010 |
| 12:00 PM–1:20 PM |
| 202AB (CC) |
| Area: AUT/TBA; Domain: Service Delivery |
| Chair: H. Todd Eachus (Commonwealth Autism Service) |
| Abstract: According to a 2001 report by the National Research Council, local school districts should offer "on-going and hands-on" professional development opportunities for staff responsible for educating students with autism. Access to this type of staff development is difficult for many school districts to obtain, especially those in rural areas. The first session will address a unique model of private/public partnership for building local capacity to meet the needs of students with autism in rural areas of Virginia. This model “embeds” behavior analysts directly into the service provider’s environment and involves an on-going strategic planning process (i.e., formal needs assessment, action-plan development and staff training in the use of evidence-based practices). The second and third sessions will address different formats (e.g., web-based and classroom) of delivering staff training despite limited resources (e.g., time and staffing). In the final session, a model will be discussed to disseminate behavior analytic coursework and supervision to school staff.
Lord, C., and McGee, J.P. (Eds.). (2001). Educating Children With Autism. Committee on Educational Interventions for Children With Autism (p.8), Division of Behavioral and Social Sciences and Education, National Research Council. Washington DC: National Academy Press. |
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| Partnership for Capacity Development in Schools |
| JESSICA G. PHILIPS (Commonwealth Autism Service), John A. Toscano (Commonwealth Autism Service), Judy Sorrell (Shenandoah Valley Regional Program), Meredith W. Geier (Commonwealth Autism Service) |
| Abstract: According to a 2001 report by the National Research Council, local school districts should offer "ongoing and hands-on" professional development opportunities for staff responsible for educating students with autism. Access to this type of staff development is difficult for many school districts to obtain, especially those in rural areas. The first session will address a unique model of private/public partnership for building local capacity to meet the needs of students with autism in rural areas of Virginia. This model “embeds” behavior analysts directly into the service provider’s environment and involves an on-going strategic planning process (i.e., formal needs assessment, action-plan development and staff training in the use of evidence-based practices). Within this model, members of the educational team also have the opportunity to pursue coursework in behavior analysis through a partnership with a public university. Embedded behavior analysts are able to deliver some of the coursework and provide the on-site supervision to prepare school staff to sit for the certification exam. This model has resulted in 12 behavior analysts embedded across 28 school districts.
Lord, C., and McGee, J.P. (Eds.). (2001). Educating Children With Autism. Committee on Educational Interventions for Children With Autism (p.8), Division of Behavioral and Social Sciences and Education, National Research Council. Washington DC: National Academy Press. |
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| Use of Web-based Modules to Assist in the Delivery of Staff Training in Autism |
| STEVEN PAUL CELMER (Commonwealth Autism Service) |
| Abstract: According to a 2001 National Research Council report, personnel preparation is often inadequate for staff supporting children with autism. School districts including those in rural areas face barriers to delivering staff development opportunities. These barriers include the distribution of the information to everyone that could benefit as well as limits on resources needed to deliver the training (e.g., access to individuals who are skilled to provide this type of training, time etc.) Because information is increasingly distributed via the internet, training experiences have the opportunity to reach all staff and parents without the necessity of extensive travel or disruption of work or family schedules thus increasing quality and quantity of a single training experience. This presentation will discuss the design and use of internet-based learning modules by a behavior analyst embedded within a school district. Data will be presented on the use of this technology to provide training opportunities for school personnel and parents interested in the use of best practices for students with autism. Data will be collected.
Lord, C., and McGee, J.P. (Eds.). (2001). Educating Children With Autism. Committee on Educational Interventions for Children With Autism (p.225), Division of Behavioral and Social Sciences and Education, National Research Council. Washington DC: National Academy Press. |
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| Use of Classroom Zones to Facilitate Staff Training and Use of Limited Resources |
| KATHERINE C. MASINCUP (Commonwealth Autism Services) |
| Abstract: Special educators are becoming increasingly aware of the need to utilize evidence based practices for students with autism regardless of the barriers that are associated with this (e.g, opportunities for staff development outside of the workday, low staffing ratios, etc.). This presentation will address the use of classroom zones to facilitate training opportunities for staff. Each classroom was divided into 3 zones which students would rotate between throughout the day (i.e., independent work, supervised leisure, 1:1 instruction). The ratio of students to staff was 6:3. After receiving didactic training on the evidence based practices to be utilized in a zone, data were collected on staff performance using an integrity checklist. Staff members were required to meet specified criteria for a zone before proceeding to the next training. Data collected demonstrate success with this training model as the majority of staff met criteria for at least one training zone. This model addresses a systematic method of providing staff training on evidence based practices to special educators despite limited resources. |
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| A Model for Disseminating Behavior Analytic Coursework and Supervision to Public and Private Schools |
| CHRISTINE M. BERMAN (Commonwealth Autism Service), H. Nicole Myers (University of Mary Washington), Jessica G. Philips (Commonwealth Autism Service), John A. Toscano (Commonwealth Autism Service) |
| Abstract: Many school districts struggle with the implementation of evidence-based practices for students with autism spectrum disorders (ASDs). A recent study of autism services in the Commonwealth of Virginia indicated that “schools, consistently identified gaps in professional development and access to outside experts as key barriers to their ability to serve students with ASDs”, (JLARC, 2009). This session will address a model for disseminating behavior analytic coursework and supervision in public and private schools across Virginia. Commonwealth Autism Service and The University of Mary Washington developed a 3-course sequence that meets the coursework requirement for a Board Certified Assistant Behavior Analysis (BCaBA) and can be delivered through a variety of formats (e.g., in person, through video conferencing etc.). Supervision hours needed to sit for the certification exam are provided by behavior analysts embedded within the school district. This session will address a comprehensive model to build capacity within schools across the Commonwealth of Virginia.
Joint Legislative Audit and Review Commision. (2009). Assessment of Services for Virginians with Autism Spectrum Disorders (House Document No.8). Commonwealth of Virginia. |
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