Autism Admin Academy at Illinois Council for Exceptional Children convention 2016. Presented by: Kathy Gould & Victor Morris

1. ADMINISTRATORS ACADEMY
Presented By:
Ms. Kathy Gould; Illinois Autism
Partnership-Easterseals
Mr. Victor Morris; Intervention
Development LLC
EDUCATING STUDENTS with
AUTISM SPECTRUM
DISORDERS

2. Learning Objectives
— Participants will be able to identify the characteristics associated
the autism spectrum disorders.
— Participants will understand the different types and levels of
assessments used to identify students as having an autism
spectrum disorder and in developing instructional programs.
— Participants will know current evidence based intervention
strategies used to support students with ASD in school settings
— . Participants will be able to identify and understand the specific
professional development needs of the faculty within their
school(s)
— Participants will develop an action plan detailing steps necessary
to increase their schools capacity to effectively educate students
with ASD

3. Autism Spectrum Disorders
ADVANCED ORGANIZER
ü Prevalence
ü Diagnosis vs. Assessment
ü Evidence Based Practice
ü Professional Development

4. Autism Spectrum Disorders
Current Prevalence
• 1 in 68 children (CDC, 2012)
• Fastest growing DD in the US
• 10-17% growth per year
• 172% autism increase during 1990 s
"Prevalence of Autism Spectrum Disorders —
Autism and Developmental Disabilities
Monitoring Network, 14 Sites, United States,"
Centers for Disease Control and Prevention,
Surveillance Summaries, March 30, 2012, 1-19

5. New Research about Gender Differences
Boys/Girls 4/5-1 to 2-1
ü Girls have different brain structure
ü Girls have more internalized behaviors
ü Girls have ways to passively avoid task demands
ü Girls study and copy peers
Missed diagnosis, later diagnosis, improper treatment
Frazier, Thomas W., J Am Acad Child Adolesc Psychiatry. 2014 March ; 53(3): 329–340.e3. doi:
10.1016/j.jaac.2013.12.004.
Head et al. Molecular Autism 2014, 5:19
Supekar K., Menon V. Molecular Autism 2015

6. Current Prevalence Increase in
Children with Autism in Illinois
1960 2305
2904
3662
4330
5175
6125
7193
8293
9455
10608
12239
13764
15224
16432
17895
19290
20506
21893
0
5000
10000
15000
20000
25000
1996-
1997
1997-
1998
1998-
1999
1999-
2000
2000-
2001
2001-
2002
2002-
2003
2003-
2004
2004-
2005
2005-
2006
2006-
2007
2007-
2008
2008-
2009
2009-
2010
2010-
2011
2011-
2012
2012-
2013
2013-
2014
2014-
2015
Number of Children in Ilinois Receiving Special Education
Category of Autism Ages 3-21
Graph provided by the Illinois Autism Partnership-IAP
Source: Illinois State Board of Education IDEA Child Count Data December 1, 2015

7. IDEA Partnership
Myth of “Medical Diagnosis”
“There are no medical tests for diagnosing
autism.
An accurate diagnosis must be based on
observation of the individual’s communication,
behavior, and developmental levels.”
Autism Society, n.d.

8. Why is ASD increasing?
According to the CDC’s
Autism and Developmental Disabilities
Monitoring (ADDM) Network
ü No single explanation - multiple
factors at play
ü True increase in risk possible

9. Why is ASD increasing?
ü Different/IMPROVED
Diagnostic Criteria
ü Increased Awareness
ü True Increase in Prevalence

10. What we know for sure…
More children with ASD are being identified
and the impact on individuals, families, schools
and communities is significant.

11. Assessment of ASD
— Assessment vs. Diagnosis
— Assessment for Special Education Eligibility
— Assessment for Programming

12. Autism Spectrum Disorder
Diagnostic Criteria

13. DSM IV -TR
• PDD
• 5 disorders
• 3 core domains
Restricted/Repetitive Behaviors/
Interests

14. 1. Social Communication/Interaction
2. Restricted, Repetitive Behaviors and
Interests
including sensory differences
DSM 5
• Autism Spectrum Disorder
• 1 disorder
• 2 domains
• Level of Support needed

15. DSM 5 Criteria for ASD
Social Communication/Interaction (all 3
needed)
1. Deficits in social-emotional reciprocity
2. Deficits in nonverbal communicative
3. Deficits in developing, maintaining and
understanding relationships

16. DSM 5 Criteria for ASD
Restricted, repetitive behavior, interests or activities
(2 needed)
1. Stereotypical or repetitive motor movements, use
of objects or speech
2. Insistence on sameness, routines, ritualized
behavior
3. Highly restricted fixed interests
4. Hypo or hyper reactions to sensory or unusual
interest in sensory
*Current or historical

17. Summer2015Easter Seals Metropolitan Chicago- Illinois Autism
Partnership
17
Severity Level
for ASD
Social
Communication
Restricted Interest
and Repetitive
Behaviors
Level 3
Requires very
substantial
support
Minimal social
communication
Marked interference in
daily life
Level 2
Requires
substantial
support
Marked deficits with
limited initiations and
reduced or atypical
responses
Obvious to casual
observer and occur
across contexts
Level 1
Requires support
Without support,
some significant
deficits in social
communication
Significant interference
in at least one context
Level of Support = Level of Severity

18. LEVEL 3

19. LEVEL
2

20. LEVEL
1

21. Level Characteristics
Activity

22. Summer2015Easter Seals Metropolitan Chicago- Illinois Autism
Partnership
22
Severity Level
for ASD
Social
Communication
Restricted Interest
and Repetitive
Behaviors
Level 3
Requires very
substantial
support
Minimal social
communication
Marked interference in
daily life
Level 2
Requires
substantial
support
Marked deficits with
limited initiations and
reduced or atypical
responses
Obvious to casual
observer and occur
across contexts
Level 1
Requires support
Without support,
some significant
deficits in social
communication
Significant interference
in at least one context
Level of Support = Level of Severity

23. DSM 5
• ASD as a Dimension Spectrum
• ASD DX/Qualifier/Severity
• Example: DX of ASD
• with ID and regression (onset before 32
mos./loss of words and social skills);
• Social Communication Severity Level 3
• Restricted Repetitive Behavior Severity
Level 2

24. DSM 5
Neurodevelopmental Disorders
Intellectual
Disabilities
Communication
Disorders
AutismSpectrum
Disorder
OtherNeuro-
developmental
Disorders
SpecificLearning
Disorder
MotorDisorders
Attention-Deficit/
Hyperactivity
Disorder

25. DSM 5
Communication Disorders
Social
Communicati
onDisorder
Language
Disorder
Speech
Disorder

26. Asperger Syndrome
• DSM IV
• Impairment in social interaction
• Repetitive behaviors
• No delay in language
• No intellectual disability

27. Asperger Syndrome
• DSM 5
• Language impairment not
needed for ASD
• If have social communication
deficits and social behavior
deficits
• Will be included in ASD DX

28. Asperger Syndrome
“Individuals with a well-established
diagnosis under DSM IV of autistic
disorder, Asperger’s or PDD/NOS should
be given the diagnosis of autism
spectrum disorder”
- DSM 5

29. Asperger Syndrome
If the individual is already
diagnosed, the clinician can
diagnose ASD under DSM 5
and keep Asperger under
DSM IV

30. § DSM 5 vs DSM IV SUMMARY
• Communication and social deficits
are merged
• Actual language delay not as
important
• Increased emphasis on social
behavior
• Allows for symptoms later
(increased social demands)

31. DSM 5 in the Schools
In Illinois schools this is what we
need to know:
Illinois School Code
definition of Autism
follows Federal
Law definition
Special education
eligibility vs diagnosis

32. Federal Register CFR 300.8(c)
• Autism means a developmental disability significantly affecting
verbal and nonverbal communication and social interaction,
generally evident before age three, that adversely affects a
child’s educational performance.
• Other characteristics often associated with autism are
engagement in repetitive activities and stereotyped movements,
resistance to environmental change or change in daily routines,
and unusual responses to sensory experiences.
• Autism does not apply if a child’s educational performance is
adversely affected primarily because the child has an emotional
disturbance, as defined in paragraph (c)(4) of this section.
• A child who manifests the characteristics of autism after age
three could be identified as having autism if the criteria in
paragraph (c)(1)(i) of this section are satisfied.

33. DSM 5 in the Schools
From Illinois School Codes 23 IAC 226.75
IDEA identifies 13 disabilities as the basis for students
eligibility for special education and related services. These
disabilities (autism, deaf-blindness, deafness, emotional
disability, hearing impairment, cognitive disability,
multiple disabilities, orthopedic impairment, other health
impairment, specific learning disability, speech or language
impairment, traumatic brain injury, and visual
impairment) shall be defined as set forth in 34 CFR
300.8(c). In addition, for the purposes of this Part,
autism shall include, but not be limited to, any
Autism Spectrum Disorder* that adversely affects
a child s educational performance.

34. DSM 5 in the Schools
• Current definition under IDEA not
based on DSM-IV – aligns more with
DSM 5
• Federal Disability Category - Autism
• Illinois - Autism Spectrum
• No change for now

35. DSM 5 in the Schools
• If new Autism Spectrum DX, meets eligibility
under Autism Spectrum and affects education:
• Autism Spectrum category for special education
services
• If former Asperger DX, meets eligibility under
Autism Spectrum and affects education:
• Autism Spectrum category for special education
services
• For new students with Social Communication DX:
• What category best fits?
Easter Seals Metropolitan Chicago- Illinois Autism
Partnership
Summe
r 2016

36. DSM 5 in the Schools
• In review:
• No one needs a reevaluation based on DSM 5
• No one needs to lose eligibility based on
DSM 5
• No one needs to be made eligible under a
new category based on DSM 5
• No one needs to be re-diagnosed privately
due to DSM 5

37. Illinois Definition and Eligibility
§ Illinois uses IDEA definition of Autism
Autism means a developmental disability significantly affecting verbal and
nonverbal communication and social interaction, generally evident before
age three, that adversely affects a child’s educational performance. Other
characteristics often associated with autism are engagement in repetitive
activities and stereotyped movements, resistance to environmental change
or change in daily routines, and unusual responses to sensory experiences.
With one addition:
In addition, for the purposes of this Part, “autism” shall include, but not
be limited to, any Autism Spectrum Disorder that adversely affects a
child’s educational performance.
§ Illinois has NO single state wide eligibility criteria

38. Evaluation Procedures for Eligibility
— What are your district’s evaluation procedures
for autism eligibility?
— Does it consider all areas related to disability?
— What is included in your district’s
determination of effect on educational
performance?
— Do adjustments need to be made?
÷ What are the steps to making those adjustments?

39. Assessment for Eligibility in ALL
Areas Related to Disability
• Autism characteristics
• Academic achievement
• Adaptive behavior
• Cognitive
• Developmental
• Emotional/behavioral
• Motor
v PLUS a review of evaluations and information provided by the
parents of the child..
• Sensory
• Speech/language/
communication
• Social/relationship
• Transition
• Vocational
• Functional/behavioral
From IDEA Partnership

40. Adverse Effect on Educational
Performance…
• Academic
performance
• Communication
functioning
• Social functioning
• Pragmatic language
• Organizational skills
• Group work skills
• Problem solving skills
• Emotional regulation
• Hygiene
• Behavior
• Attention challenges
• Daily living skills/
adaptive behavior
• Transition
IDEA Partnership

41. Examples of social communication
differences impacting school
• Non-verbal or language that is not functional
• Lack of facial expressions or gestures
• May be echolalic
• Difficulty with receptive language for answering
questions, following directions, and learning in class
• May be very verbal but lack of understanding of
pragmatics
• Monologues on special topics
• Starting and maintaining a conversation

42. Examples of social communication
differences impacting school
• Difficulty integrating important non-verbal
communication skills into conversation such as
eye-contact and body language
• Understanding the non-verbal communication
of others
• Developing and maintaining relationships
appropriate for their developmental level
• Very literal or concrete (difficulty with
metaphors, jokes, idioms, sarcasm or humor)

43. Restrictive/Repetitive Behaviors
• Repetitive motor behaviors
• Need for sameness
• Routines and rituals
• Preoccupation with specific, narrow interests
• Over or under interest in sensory input
• Anxiety

44. Examples of Behaviors Impacting School
• Reduced flexibility, increased dependence on
specific memories and routines
• Change happens!
• Special interests can become all consuming
• Sensory overload
• Anxiety results in fight or flight

45. 10% = Behavior
What We See on the Surface
------------------------------------------------------------------------
90% = Physical, Communication
& Function of Behavior
Behavior = Communication

46. What we see may not be what
we should think…consider this…Behavior
We see a specific
behavior on the
surface
Blurting out
Resistant to Change
First – Consider FOOD AND MEDICAL/HEALTH ISSUES
Doesn’t understand social rules
Verbal but does not have variety in what he says
Anxiety about change in what is expected
Sensitive to noise
Doesn’t understand perspective of others
Hasn’t learned coping mechanisms for anxiety
Lesson is presented in format unfamiliar to student
What is really
happening below the
surface are the
characteristics that are
impacting that student.

47. Learners with ASD
• Strong visual performance (often)
• Learn and follow routines and
rules
• Sustained attention to special
interests
• Rote memory
• Motor memory

48. Learners with ASD
• May be slower to process
• Sometimes use or attend to only one item or
sensory channel at a time
• Have difficulty generalizing skills to new
situations
• Anxious
• Easily confused/frustrated if expectations
unclear
• Difficulty understanding what is important
• Have inconsistencies in perceptions and skill use
especially when stressed

49. Seven Factors in IEPs
— IL Public Act 095-0257 passed Jan 08
— ISBE Guidelines published July 08
IEP Teams are required to FULLY
CONSIDER Seven Factors in the
development of the IEP for students with
autism spectrum disorders

50. Developing Programs for Students with
ASD
Ensuring Comprehensive and Effective Supports
are in Place for Students and Faculty within your
schools.

51. Seven Areas to Consider
ü Communication
ü Social
ü Sensory
ü Resistance to change
ü Repetitive activities/stereotyped movements
ü Positive behavioral interventions/supports
ü Other needs
BONUS POINTS*
Who can tell us where the Documentation for this is
located in your IEP system

52. Autism Characteristics Checklist
— The Characteristics / Support Strategies checklist was
developed in 1993 by Mary Graczyk, Nan Negri, PhD. and
Michael Schoultz.
— The Checklist is a great tool for teams in development of
comprehensive support plans and in developing their
understanding of the students UNIQUE NEEDS associated
with ASD
— Selected Characteristics in the left column focus us on
targeted/ prioritized supports in the right…
— (hard copy for group)

53. Sample Implementation
North DuPage Special Education Cooperative
Characteristics of and Support Strategies
for Individuals with Autism
Mary Graczyk, Nanette Negri, & Michael Shoultz (1993)
Cognitive/Learning Style
Characteristics Support Strategies
1. Developmental discontinuity
a. Strengths
1. Understanding visual information
2. Understanding spatial information
3. Understanding concrete rules and
information
4. Motor memory
5. Good rote memory
b. Weaknesses
1. Understanding symbols
2. Understanding means-end and
cause-effect
3. Understanding time-based information
4. Understanding abstract concepts
and abstract information
5. Imitation
6. Ability to generalize
2. Typically learn things as “wholes”
3. Difficulty identifying relevant cues
1. Uses gestures, demonstrate and provide physical prompts, use visual cues.
2. Be organized, help learner organize.
3. Be direct, be clear, be consistent.
4. Keep motor patterns predictable.
5. Reinforce it.
1. Teach symbols very systematically, pair symbols with words, try facilitation.
2. Have very clear beginnings and ends to activities, teach routines.
3. Use visual and auditory cues for time issues, picture schedules, written
schedules, have learner involved in setting up and using schedule (have some
motor aspect involved).
4. Use concrete, visual cues to illustrate concepts, relate concepts to personal
experience.
5. Give time to respond, may need physical cue to begin, imitate the learner
(playfully).
6. Use consistent cues, prompts, and consequences; teach in natural
environments; teach (systematically) across a variety of places, people, and
materials; with new skills, change one dimension of task at a time.
Whole task presentation, global chaining, prompt placement, discrete-trial-format
for instruction
Highlight relevant cues

54. Eligibility vs. Program Planning
Eligibility Program Planning
Purpose Determine
eligibility
Looks at child as
individual; strengths and
weaknesses
Evaluator Team of experts IEP Team
Law Consent required No consent required –
Review existing data
Scope Child Find – all
areas related to
disability
Areas needed for program
planning
IDEA Partnership

55. Research Based Interventions for ASD
— National Research Council 2001
— National Standards Project 2008, 2014
— National Professional Development Center on ASD
2009, 2015

56. National Professional Development
Center on Autism Spectrum Disorders
• Updated findings 2014
• Identified 27 EBP (focused interventions)
• Every identified practice is not necessarily
appropriate for every learner
• Practice is most effective when carefully matched
to a learner’s specific needs and characteristics.
National Professional Development Center on ASD -
2014
Easter Seals Metropolitan Chicago- Illinois Autism
Partnership
Summe
r 2016

57. NPDC EBP 2014
Easter Seals Metropolitan Chicago- Illinois Autism
Partnership
• Antecedent- Based
Intervention
• Cognitive Behavior
Intervention
• Computer Aided
Instruction
• Differential
Reinforcement
• Discrete Trial Training
• Exercise
• Extinction
• Functional Behavior
Assessment
• Functional
Communication
Training
• Modeling
• Naturalistic
Interventions
• Parent Implemented
Intervention
• Peer Mediated
Intervention
Summe
r 2016

58. NPDC EBP 2014 (cont.)
• Picture Exchange
Communication
• Pivotal Response
Training
• Prompting
• Response
• Interruption/Redirection
• Reinforcement
• Scripting
• Self-Management
• Structured Work
Systems*
• Social Narratives
• Social Skills Training
• Structured Play Groups
• Task Analysis
• Time Delay
• Video Modeling
• Visual Supports

59. National Standards Project
• National Autism Center
• Phase 2 completed April 2015
• Comprehensive treatment packages
• 14 Established interventions (age 0-21)
• 18 Emerging interventions (age 0-21)
• Target skills to increase or behaviors to
decrease
• National Standards Project, Phase 2
• National Standards Report 2 2015

60. NSP2 EBP
• Behavioral Interventions
• Cognitive Behavioral
Intervention Package
• Comprehensive Behavior
Treatment for Young
Children
• Language Training
(production)
• Modeling
• Natural Teaching
Strategies
• Parent Training
• Peer Training Package
• Pivotal Response Training
• Schedules
• Scripting
• Self-Management
• Social Skills Package
• Story- Based Intervention

61. Similar but not the Same
• Similar criteria for review
• Focused Interventions vs. Treatment Packages
• NPDC - Individualized interventions with specific
implementation steps focused on goals
• NSP –Sometimes incorporating multiple focused
interventions into treatment “packages” of
comprehensive treatment programs
• Free Online Autism Internet Modules available in 24
of the 27 EBPs
• www.autisminternetmodules.org
• IAP Evidence Based Practice Matrix

62. Autism Spectrum Disorders:
Guide to Evidence-based Practice
Missouri Guidelines Autism Initiative
Evidence Based Practice
Professional
Expertise
Individual
Characteristics
Best
Available
Research
Evidence
Based
Practice

63. Evidence-Based Practice Decisions
One size does not fit all
Individual
characteristics
Skill to be
taught
Age of
learner
Environmental
demands

64. How Do you Decide?
• Professionals should know about instructional
practices and interventions that have been shown by
research to be most effective.
• EBP are matched to student’s individual
characteristics and skills to be taught

65. How Do you Decide?
• These research-based practices should then be
matched with a student’s unique needs and skills
when developing and implementing a student’s
Individualized Education Program (IEP).
• Use data to record what works so that evidence
can emerge over time that offers new insights into
teaching and learning for individual student.

66. Remember
Involve the family and the individual

67. Practice
— Review the case study information and select one or
“bring a student to mind”
— Decide on a skill you would like to teach or identify a
behavior area you would like to address
— Select three interventions from the EBP Matrix that
would be appropriate to implement and review with
your team why you selected those EBP.
— Program Planning Map

68. 68
Disability Characteristics
Adverse Effect{s} on the students ability to
benefit from the general curriculum
Educational NEEDS
ANNUAL Goals
and
BENCHMARKS

69. 69
Special Education Eligibility
EXCEPTIONAL CHARACTERISTICS
Primary Secondary Primary Secondary
Cognitive Impairment (A) Speech and/or Language Impairment (I)
Orthopedic Impairment (C) Emotional Disturbance (K)
Specific Learning Disability (D) Other Health Impairment (L)
Visual Impairment (E) Developmentally Delayed (N)
Hearing Impairment (F) Autism (O)
Deaf-Blind (H) Traumatic Brain Injury (P)
Multiple Disability

70. — “exceptional characteristics”[as defined on the EDC
report in IEP] must result in identified “adverse
effect”
— Each “adverse effect”[impact on educational
performance] must be addressed through
identification of educational need.
70
Statement of Educational Need:

71. — The annual goal represents the full IEP team s
vision of what the student can reasonably be
expected to accomplish [with specialized
support and instruction] over one school term.
71
Measurable Annual Goals:

72. The New IEP
— 4 goals based on student characteristics Vic to add

73. — Annual goal statements.
— Quarterly Benchmarks
— Data Collection Procedures
¡ Evaluation criteria / Procedure
¡ Evaluation Schedule
73
Defining Goals:

74. — The IEP team’s judgment of what is reasonable is
based on:
¡ the student’s current level of performance.
¡ the student’s “potential for learning”.
¡ the rate of development for what the student should be
learning.
74
Measurable Goals {cont..}

75. Integration MatrixUNDERLYING BEHAVIORAL CHARACTERISTICS OF AUTISM AND INTERVENTION/METHODOLOGY MATRIX
Adapted from Underlying Characteristic Checklist by Ruth Aspy, Ph.D. and Barry Grossman, Ph.D.
DRAFT 12/04/06
SOCIAL BEHAVIOR DIMINESION METHODS/INTERVENTIONS
1. Has difficulty recognizing the feelings of others
(mindblindness)
2. Uses poor eye-contact
3. Has difficulty maintaining personal space,
physically intrudes on others
4. Does not seek attention of others
5. Has difficulty imitating actions or works of
others
6. Shows little interest or response to praise
7. Has difficulty making or keeping friends
8. Has difficulty joining an activity
9. Chooses or prefers solitary activities
10. Has difficulty understanding others’ nonverbal
communication (e.g. facial expressions, body
language, and tone of voice, etc.)
11. Appears to be unresponsive to others (e.g.
unaware of presence of others; ignores
greetings, requests, and own name, etc.)
12. Appears to be in :”own world”
13. Other
Assessment
Environmental assessment
Language pragmatics assess.
Functional use of language
Problem solving strategies
Baseline behavioral data
Intervention
Social skills groups
ABA (stimulus-response-
consequence.
Intervention methodology that
involves cue, prompt, positive
reinforcement. Positive
reinforcement is defined
positive reinforcement of
desired behavior in specific
instructional interactions.
Commonly known also as
discrete trial.)
Specific Referenced
Methods/Materials
Social Stories (Carol Gray)
Cognitive Picture Rehearsal
(June Groden)
Integrated Play Therapy
(Pamela Wolfberg)
Teach Me Language (Sabrina
Freeman and Lauerlie Dake)
Circle of Friends (Robert
Perske)
REACTIVE PATTERNS OF BEHAVIOR,
INTEREST, AND ACTIVITIES DIMENSION
METHODS/INTERVENTIONS
1. Expresses strong need for routine or
“sameness”
2. Expresses desire for repetition
3. Uses objects in repetitive, atypical manner (e.g.
spins wheels of a toy car, purposely drops
objects, etc.)
4. Appears preoccupied with sensory exploration
of objects (e.g. mouths, licks, chews, sniffs,
holds close to eyes, squeezes, or uses objects to
make sounds)
5. Has preference for objects that move
6. Has intense preoccupation with self-absorption
or own unique interests
Assessment
Environmental assessment
Functional analysis of
behavior
Assessment of
communication functioning
Intervention
Visual supports
Systematic cueing
Relaxation techniques
Stress Thermometer
Anxiety reduction
Task maintenance
Self-regulation
Specific Referenced
Methods/Materials
Mindreading: The Interactive
Guide to Emotions (Simon
Baron-Cohen)
Skillstreaming (Dr. Arnold
Goldstein and Dr. Ellen
McGinnis)
Teaching Social Skills to
Youth (Boystown Press)
Teaching Children with
Autism to Mind Read
(Patricia Howlen, Simon

76. Training Outcomes Related to Training Components
Training
Components Training Outcomes
Knowledge of
Content
Skill
Implementation
Classroom
Application
Presentation/
Lecture
Plus
Demonstration
Plus
Practice
Plus Coaching/
Admin Support
Data Feedback
Joyce & Showers, 2002
10%
60%60%
30% 20% 0%
0%5%
95% 95% 95%
5%

77. Lessons Learned
— How many people attend conferences or workshops is
irrelevant
— What happens after the training is what changes behavior
and outcomes
— If you use all or substantial resources on training, you have
nothing left to assist in implementation
— You must invest in evaluation and monitoring to determine
outcomes of your efforts

78. Use Existing Professional Development
Resources
On-line workshops, courses, resources
ü NPDCA 2014 Report
http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/
files/imce/documents/2014-EBP-Report.pdf
ü NPDCA EBP Briefs
http://csesa.fpg.unc.edu/resources/evidence-based-practice-
briefs
ü NSP 2015 Report
ü http://www.nationalautismcenter.org/national-standards-
project/phase-2
ü Manual for Schools
http://www.nationalautismcenter.org/resources/for-
educators

79. Use Existing Professional Development
Resources - continued
ü The ASD Toddler Initiative http://asdtoddler.fpg.unc.edu
ü CSESA (resources for High School)
http://csesa.fpg.unc.edu/resources/understanding-autism-guide-secondary-
school-teachers
ü OCALI Transition to Adulthood http://www.ocali.org/center/transitions
ü AIM www.AutismInternetModules.org
ü Texas https://ci.esc13.net/login
ü OCALI http://www.ocali.org/project/ocali_on_demand
ü AFIRM http://afirm.fpg.unc.edu/afirm-modules
ü Infinitec - 38 Autism modules Members only
http://www.myinfinitec.org/online-classroom
ü IDEA Partnership ASD Collection
http://www.ideapartnership.org/using-tools/learning-together/
collections.html?id=1592:autism-spectrum-disorder-collection-
tools&catid=383:autism-spectrum-disorder-asd

80. How to Support Staff
— TEAM meetings – 15-20 MIN 2+x/mth
ü Identify needs, potential problems early, set up
team-based supports, planning and training.
ü Share goals, data and utilize supports across staff
and environments more consistently.
ü Results in shorter IEP meeting, less severe
behaviors, parental trust, more support for team
members
v Team meetings can often be ONE item identified by
staff as needed but not often provided in their
schools.

81. Invest in Coaching and Data Feedback
ü Use experienced staff to spread the knowledge
ü Provide a system for regular review of implementation
ü Arrange time for planning and support
ü Measure implementation
ü Measure outcomes
National Professional Development Center Coaching
Manual http://autismpdc.fpg.unc.edu/sites/
autismpdc.fpg.unc.edu/files/imce/documents/
NPDC_CoachingManual.pdf

82. Staff Self Assessment of Expertise
Table Activity Time

83. Staff Expertise Table
Work with your Colleagues
or Individually

84. Working with Families
— Building Partnerships
— Tools for planning
— Prioritized goals for in school and beyond the school
day
— Academic vs. Life Skills Balance

85. Professional Development Planning
— How much?
— How often?
— For whom?
— What type?

86. What’s Your Plan?
— Pre-Assessment
— Training
— Coaching Program
— Implementation Support
— Progress Monitor

87. What’s Next?
ü Assess needs of current ASD students and their staff
for supports for this year.
ü Determine priorities for layered staff professional
development and implementation
ü Develop Action Plan to provide training and support
for students, families and staff addressing:
1. Needs
2. Support
3. Training
4. Team meetings

88. Professional Development Plan
Use the Format Provided to Outline your NEXT STEPS
1. Self-Reflection
2. SMART Goals
3. Training - what, who will do it, resources needed
4. Training – who will receive it
5. Feedback and Coaching
6. Measure implementation
7. Assess student outcomes/benefit
8. Communication of results

89. Top 10 Things Every Administrator Needs to Know to Create
Schools that Support Diverse Learners
10. Students with Disability Characteristics are Students First!
9. Students rely on us to demonstrate that we are all members of one
community!
8. Faculty will do what students need when they are supported well !
7. This is not as difficult as you might think!
6. Supporting Students w/ASD helps your teams support a variety of
other student disability sets!
5. The BEST SCHOOLS have the BEST LEADERS !
4. Fair IS NOT equal!
3. No one knows the true ability of a student (with or w/out ASD),
until they surprise us!
2. You can not lose when you do what is best for Students!
1. All Students can and WILL learn what you TEACH!

90. Evaluations and Good-Byes