Parents of Children with ASD…
• Are well informed
• Self-determined
• Represent 11-12% of due process cases
“If my child graduates from high school and he cannot read, it would be against the law to discriminate against him.
However, if he graduates and is not able to live or work next to other people without hurting or scaring them, society will not tolerate him.
As a result, he will most likely lose his freedom to move about his community independently, impacting his long-term quality of life.”- Quote from “a very wise parent” in Using the 5-Point Scale and Anxiety Curve Poster by K. Dunn Buron and M. Curtis (2008) AAPC
The Purpose of Special Education (IDEA)
… all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique need and prepare them for further education, employment, and independent living.
§300.1 (emphasis added)
Summary of SPP Indicators from Parts B and C
• Graduation• Dropout rate• Statewide assessment• Suspension/expulsion• LRE placement• Preschool skills
– Social emotional, appropriate behavior
• Parent involvement• Disproportionate
representation
• Child find• Part C to B transition• Secondary transition with
IEP goals• Post school outcomes
– Competitive employment, school
• Monitoring, complaints, hearings
• Written complaints• Due process, hearings,
mediations
Core Needs of Students with ASD
• Early identification• Accurate assessment• Social competence• Regulation
– Emotions, behavior, sensory
• Communication supports• Structure/modifications• Adaptive behavior skills
• Reinforcement• Direct and intensive
instruction• Protection from
bullies• Executive function
The Secret of School Success
• “… one of several findings in the growing body of research on “self-regulation” -- people’s ability to stop, think, make a plan and control their impulses. … it turns out that these are really the same skills you need to do well in school” and potentially in life.”
Professor Megan McClelland
Oregon State University
USA Today, Sept 2, 2009. http://blogs.usatoday.com/oped/2009/09/column-the-secret-of-school-success.html
Research Shows That …
• “Individuals with soft skills, including good social skills, sociability, good work habits, punctuality, conscientiousness and those who participated in extra curricular activities are more likely to make more money, be employed, and attain high levels of education than those with good grades and high standardized test scores.”
University of Illinois at Urbana-Champaign (2009, March 26). Social Skills, Extracurricular Activities In High School Pay Off Later In Life.
Evidence-Based Practices (EBP)
• What are EBP?
• What criteria are used to define them?– How were these criteria identified?– Have they stood the tests of time?
• Given the diversity of students with ASD, EBP may be those who are effective for a particular child
Training Outcomes Related to Training Components
Training Components Training Outcomes
Knowledge of Content
Skill Implementation
ClassroomApplication
Presentation/ Lecture
PlusDemonstration
Plus Practice
Plus Coaching/ Admin SupportData Feedback
10% 5%
30% 20%
60% 60%
95% 95%
Joyce & Showers, 2002
Training Outcomes Related to Training Components
Training Components Training Outcomes
Knowledge of Content
Skill Implementation
ClassroomApplication
Presentation/ Lecture
PlusDemonstration
Plus Practice
Plus Coaching/ Admin SupportData Feedback
10% 5%
30% 20%
60% 60%
95% 95%
Joyce & Showers, 2002
0%
0%
5%
95%
Critical to ASD -- Beneficial to All
• Individuals with ASD are each unique and have myriad challenges– Research has shown that what is critical
for children with ASD benefits all children:• Interventions/strategies• Collaboration• Teaming/Co-planning
Your commitment to ASD is why we are here
Thank you!
Kathy Gould, Lee Grossman, Shawn Henry, Sherry Moyer, Brenda Myles,
Sam Odom, Lee Stickle