National Professional Development Center on...

National Professional Development

Center on ASD

2013 Inclusion Conference

1

Suzanne Kucharczyk, EdD Ann Cox, PhD

How Attention to Autism Program

Quality Can Effect All Young Children in

Included Settings

Our Plan

• What is Program Quality

• Why is it important

• How is Program Quality related to EBPs

• How we assess Program Quality in inclusive settings

• How we use findings

• What have been the findings in inclusive settings

• What does it look like - Case Studies

Program Quality -Your Experience

• Consider a Classroom/Program you are involved with

• Use the APERS Self-Assessment handout to check off

• Strengths

• Opportunities for change


Center on ASD


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What is Program Quality and How is it Related to

Evidence Based Practices?

Program Quality Indicators and

Evidence-Based Practices (EBP)

Program Quality

• Contextual features of the program that represent best practices

• Program quality as the house in which practices are employed

Program Quality Indicators and

Evidence-Based Practices (EBP)

EBP

• Evidence-based practices as specific tools for specific

skills

• EBP as the furniture or appliances

designed for specific functions


Center on ASD


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Evidence-Based Practices

Antecedent-Based Interventions (ABI)

Computer-Aided InstructionDifferential Reinforcement

Discrete Trial TrainingExtinction

Functional Behavior AssessmentFunctional Communication

TrainingNaturalistic Intervention

Parent-Implemented InterventionsPeer-Mediated Instruction and

InterventionPicture Exchange Communication

System (PECS)

Pivotal Response TrainingPrompting

ReinforcementResponse Interruption/Redirection

Self-ManagementSocial Narratives

Social Skills GroupsSpeech Generating Devices/VOCA

Structured Work SystemsTask Analysis

Time DelayVideo Modeling

Visual Supports

2013 Review Coming in JUNE

Autism Program Environment

Rating Scale (APERS)

Designed to assess

quality indicators of programs for children and youth with ASD

How We Use the APERS


Center on ASD


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Features of APERS

• Two APERS formats: PE; MHS; I/T under development

• Organized by domains and subdomains

• Applicable in self-contained and inclusive

programs

• Scored on a five-point scale with behavioral

anchors at three points

• Results can be summarized by scores or graphs

Learning Environment

Interdisciplinary

Teaming

Program Ecology

Structure & Schedule

Positive Learning Climate

Curriculum & Instruction

Communication

Social Competence

Personal Independence

Functional Behavior

Assessment & IEP

Family

Participation

Program

Quality

Learner

Outcomes

Transition (MHS only)

How We Assess Program Quality Using the APERS


Center on ASD


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Consensus

APERS Process

Interviews

Record Review Observations

Scoring

Debrief / ReportSelf - Assessment

Observations

• For inclusive programs with more than one class, observe two students for three hours each

• Focus on taking notes on all content areas but not scoring

• Find unobtrusive opportunities to scan entire classroom and some non-classroom activities (lunch, recess, gym, music, etc.) as well as watch

specific interactions

• Limit interaction with classroom staff and students

Interviews• Interview:

� A parent of a child with autism

� Teacher (usually special education)

� Team member (usually general education teacher in inclusive settings)

• Logistics:

� Approximately 30-50 min/interview

� Interview parties separately

� Work within the interview protocol to ask open-ended questions—avoid leading or forcing yes/no answers


Center on ASD


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Review of Records

• Student Individualized Education Plans are reviewed for indicators such as:

� Measurable, observable goals

� Goals address deficit areas of autism

� Assessment data is used to develop goals

Self-Assessment

• Completing the self-assessment

� provides valuable information for reflection and the professional development process

� Takes 30 minutes to a few hours, depending on

practitioner’s level of reflection

Scoring Process

• Scores based on

� the entire observation – not isolated interactions and occurrences

� information gleaned from interviews and

record reviews

� consensus scoring for inclusive settings


Center on ASD


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APERS Report

• Brief explanation of the instrument

• Summary of program

strengths

19

• Summary of areas for growth

in program

• Specific feedback and suggestions

20

APERS Report

21

• APERS Profile

• Self-Assessment Profile

• Comparing helps plan your

approach with coaching

APERS Report


Center on ASD


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NPDC Findings for Inclusive Settings

Where was APERS used?

Cohort 1

Cohort 2

Cohort 3

Cohort 4

CA

NM

TX

MN

WI

MI

IN

VAKY

ID

VT

RI

Pre and Post Total Scores from P/EL APERS in Inclusive Settings


Center on ASD


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Pre and Post Domain ScoresP/EL APERS in Inclusive Settings

What Does It Look Like &How Do We Use Findings

Preview Item 25 (PE)

APERS Practice Videos


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Center on ASD


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Score Item 25 (PE)

Preview Items 39, 40 (PE)


Score Items 39, 40 (PE)


Preview Items 39-I and 43-I (PE)


Center on ASD


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Coaching & Consultation

• Purpose: to provide focused, direct feedback

• Process example:

� Collaboratively develop goals from report

� Define plan for change/coaching

� Define timeline for change/coaching

Professional Development

• Purpose: to expand understanding of quality programs for students who have ASD

• Process example:

� Share APERS content

� Broad self-evaluation

� Incorporate peer/mentor coaching


Center on ASD


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APERS Findings -Direct Support Inclusive Practices

• Peer – to – Peer communication support

• Informal interactions

• Formal school peer networks

APERS Findings - Indirect Support of Inclusive Practices

• APERS values:

� Positive teacher/student interactions

� Child engagement throughout school day

� Positive school/family communication

� Thoughtful, data based decision making

o Curriculum

o Instruction

A Focus on Program Quality Impacts all Students


Center on ASD


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Classroom Structure & Predictability

• Greater organization and child-owned spaces

• Clearer messages to all children

� Ex. Use of visual schedules, use of transition cues, predictable environments

• Consistency across classroom staff

Instruction• Attention to assessing child’s learning needs and

support

• Use of data to inform instruction

� Ex: Data helped uncover learned helplessness

• Focus on supporting positive interactions between children through direct instruction

• Structure of instruction child-focused

� Ex: opportunities for breaks, length of instruction appropriate to maintain engagement

Importance of Program Quality

• Foundation for EBP

• Focus on planful, intentional, child-

centered instruction

• Consistency across

classroom staff


Center on ASD


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Resources

• NPDC on ASD

� http://autismpdc.fpg.unc.edu/

• Autism Internet Modules

� http://www.autisminternetmodules.org/mod_list.php

• ASD Toddler Initiative

� http://asdtoddler.fpg.unc.edu/

Overviews of Practices

44

Step-by-Step Directions

• Detailed instructions for

implementing each practice

• Match up with companion

implementation checklists

45


Center on ASD


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Implementation Checklists

46

2/3/10

2

2

2

NA

Administering the APERS

• Introductory Training on the APERS

• Administration in classroom with experienced APERS Trainer

� Observations

� Interviews

� Record Reviews

� Scoring

� Debriefing with teacher

� Debriefing with APERS Trainer

• Administration of APERS at your site with distance coaching from APERS Trainer

APERS Training Opportunities

• Fall 2013 Training

� Learn to use the APERS to assess program environments and to provide feedback to school programs

� 3 ½ days includes

o Introductory training

o Use of APERS with a coach on a school site

o Distance coaching on use of APERS at your site

� Contact us if you are interested in learning more


Center on ASD


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Contacts

• Dr. Ann Cox

� FPG Child Development Institute

� [email protected]

• Dr. Suzanne Kucharczyk

� FPG Child Development Institute

� [email protected]

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