K KKE EEN NNT TTU UUC CCK KKY YY A AAU UUT TTI IIS SSM MM T TTR RRA AAI IIN NNI IIN NNG GG C CCE EEN NNT TTE EER RR College of Education and Human Development • Department of Teaching and Learning University of Louisville A AAAAN NNNNN NNNNU UUUUA AAAAL LLLL R RRRRE EEEEP PPPPO OOOOR RRRRT TTTT O OOOOF FFFF S SSSSE EEEER RRRRV VVVVI IIIIC CCCCE EEEES SSSS A AAAAN NNNND DDDD A AAAAC CCCCT TTTTI IIIIV VVVVI IIIIT TTTTI IIIIE EEEES SSSS 2 22220 00000 00004 4444– ––––2 22220 00000 00005 5555 The mission of the Kentucky Autism Training Center is to enhance supports for persons with autism by providing information and technical assistance to families and service providers across Kentucky. T TTA AAB BBL LLE EE O OOF FF C CCO OON NNT TTE EEN NNT TTS SS H HHi iis sst tto oor rry yy P PPu uur rrp ppo oos sse ee o oof ff t tth hhe ee K KKA AAT TTC CC B BBa aas ssi iic cc A AAs sss ssu uum mmp ppt tti iio oon nns ss K KKA AAT TTC CC A AAd ddv vvi iis sso oor rry yy B BBo ooa aar rrd dd S SSu uum mmm mma aar rry yy o oof ff 2 220 000 004 44- --2 220 000 005 55 S SSe eer rrv vvi iic cce ees ss I IIn nnc cci iid dde een nnc cce ee R RRa aat tte ees ss F FFa aam mmi iil lly yy S SSe eer rrv vvi iic cce ees ss S SSc cch hho ooo ool ll- --B BBa aas sse eed dd S SSe eer rrv vvi iic cce ees ss S SSt tta aat tte ee- --W WWi iid dde ee I IIn nnf ffo oor rrm mma aat tti iio oon nn D DDi iis sss sse eem mmi iin nna aat tti iio oon nn a aan nnd dd T TTr rra aai iin nni iin nng gg A AAu uut tti iis ssm mm I IIn nns sst tti iit ttu uut tte ee 2 220 000 004 44 A AAu uut tti iis ssm mm I IIn nns sst tti iit ttu uut tte ee 2 220 000 005 55 G GGr rra aad ddu uua aat tte ee C CCo oou uur rrs sse ee K KKA AAT TTC CC S SSt tta aaf fff ff K KKA AAT TTC CC B BBu uud ddg gge eet tt A AAp ppp ppe een nnd ddi iix xx P PPa aag gge ee N NNu uum mmb bbe eer rr 1 2 2 3 4 Family Services 4 School-Based Services 4 Information Dissemination 4 Collaborative Efforts 5 Adolescents and Adults 5 Community Employment 6 7 Individual Family Meeting 8 Kentucky Autism Services and Supports Directory 8 1-800 Number 9 Family Workshop Series 9 Support Group Talks 10 Family Focused Positive Behavior Supports 11 School-Based Technical Assistance 12-15 Comprehensive Autism Planning System 15-16 Resource Center 17 Newsletter 17 Web-Site 17 AWIN 17 Professional Development Sessions 18-19 20-23 24-29 29 30-31 32 Family Focused Positive Behavior Supports-Case Study 1-11 Comprehensive Autism Planning System-Case Study 12-22 School-Based Technical Assistance-Case Study 23-27 H HHI IIS SST TTO OOR RRY YY O OOF FF T TTH HHE EE K KKE EEN NNT TTU UUC CCK KKY YY A AAU UUT TTI IIS SSM MM T TTR RRA AAI IIN NNI IIN NNG GG C CCE EEN NNT TTE EER RR The idea of a Kentucky Autism Training Center (KATC) came when parents realized the need for an autism resource center in Kentucky. The parents began to research other centers around the country and spoke with State Representative Robert Heleringer at a legislative breakfast for the Kentucky Disabilities Coalition in January of 1996. Rep. Heleringer was interested in the idea of an Autism Center in Kentucky and had the Legislative Research Commission examine similar bills adopted by other states. Information was given to Rep. Heleringer by parents. On January 9, 1996, Rep. Heleringer introduced a bill to the Health and Welfare Committee. Rep. Tom Burch, the Committee Chair, co-sponsored the bill. In February 1996, the bill was passed by the House of Representatives and went to the Senate, where it was approved in April 1996. After the adoption of the bill, an advisory council was appointed that included parents, professionals in the field of autism, and other citizens of the Commonwealth. The Child Evaluation Center/Department of Pediatrics applied and was awarded the responsibilities of administering the autism center under Dr. Lonnie Sears, who served as interim director. In addition to the Child Evaluation Center/Department of Pediatrics, both the Bingham Child Guidance Center and the Department of Special Education were internal partners regarding the formation of the Kentucky Autism Training Center. As part of the national search for a director, interviews involved people from multiple UofL departments, state agencies, and parent support groups. In August of 1997, Dr. John C. Burke, of Johns Hopkins University was hired to serve as the Director. During the initial year of operation, the Center had .70 FTE Trainers. Following the initial year, and with additional funding being made available, additional trainers and other staff have been added. Currently, as of June 2005, KATC has 3.4 FTE trainers, a senior leadership specialist, one program assistant, and a part-time UBM. During 2002-2003, the Board elected a Chair and expanded on the KATC guidelines that currently include responsibilities for all members. These responsibilities include actively serving on sub-committees pertaining to specific areas of the Center’s activities. To assist with the oversight of the working subcommittees, an executive committee was formed which includes the chairs of the subcommittees, the Chair and Vice-Chair of the KATC Advisory Board and the KATC Director. In July of 2004, the College of Education and Human Development (CEHD) at the University of Louisville assumed the administrative responsibility of the Kentucky Autism Training Center. It is anticipated that the KATC under the CEHD will flourish through collaborative relationships and creative partnerships towards the mission of providing professional development, training and information dissemination to families and professionals across the Commonwealth. 1 11 T TTTTH HHE EE P PPU UUR RRP PPO OOS SSE EE O OOF FF T TTH HHE EE K KKA AAT TTC CC Based on a statewide needs assessment and collaboration of our advisory board, the KATC provides school-based consultations, family technical assistance, and training activities for promoting the early identification of autism in young children. The Center focuses on forming partnerships with other agencies to help in preparing direct service providers to work with individuals with autism. The Center places emphasis on providing information and training on intervention strategies that are supported by research as being effective with individuals with autism. In addition, the Center places emphasis on building performance-based program evaluation efforts at all levels of operation. KATC staff members work with families and agencies to develop individualized treatment plans, including conducting individual centered training activities. F FFo oou uur rr b bba aas ssi iic cc a aas sss ssu uum mmp ppt tti iio oon nns ss g ggu uui iid dde eed dd t tth hhe ee i iim mmp ppl lle eem mme een nnt tta aat tti iio oon nn o oof ff K KKA AAT TTC CC’ ’’s ss e eef fff ffo oor rrt tts ss: :: 1. Approaching the Task in Phases. In providing services on statewide basis, KATC has sought to build local capacity by establishing a mulit-tiered training program to disseminate information and technical assistance training. 2. Keep Stakeholders Involved. Stakeholders should have an active role in designing, implementing and evaluation of these efforts. KATC has an Advisory Board comprised of parents, professionals and lay-members that provided needed input, along with other agencies. 3. Initiatives Should be Coordinated. Action strategies should be coordinated with other outside related initiatives, whenever possible. KATC works in conjunction with other individuals and organizations that are involved in similar activities. 4. Strive to Benefit More Children. Long-term success should benefit not only children with autism, but also all children with special needs and the entire school environment. 2 K KKA AAT TTC CC A AAD DDV VVI IIS SSO OOR RRY YY B BBO OOA AAR RRD DD The KATC has an Advisory Board that advises the Director in matters of policy, staffing, and operation. Board members are committed to the growth of the Kentucky Autism Training Center as it strives towards its mission to enhance supports for persons with autism by providing information, training and technical assistance to families and service providers across Kentucky. Board members are actively involved in the development of collaborative relationships. Members also provide input and expertise in the development, implementation and evaluation of services provided by the KATC. Unless restricted by their employment, members will assist the KATC to procure funding, in addition to state general funds, to accomplish its mission to provide information, training and technical assistance. The composition of the board consists of parents (50%), professionals (40%) and lay members (10%) from across the Commonwealth, as outlined in KRS 164.9811(2). Members have further defined the outlined membership categories as follows: Parents-Individuals that are parents of an individual with autism spectrum disorders. Professionals-Individuals with professional experience and knowledge in regards to autism spectrum disorders. University of Louisville partners: • Department of Pediatrics, University of Louisville • Bingham Child Guidance Center, University of Louisville • College of Education and Human Development, University of Louisville Council on Postsecondary Education Layperson-Individuals active in the community, not currently serving in a professional role. B BBe eel llo oow ww i iis ss a aa l lli iis sst tt o oof ff t tth hhe ee c ccu uur rrr rre een nnt tt m mme eem mmb bbe eer rrs ss o oof ff t tth hhe ee K KKe een nnt ttu uuc cck kky yy A AAu uut tti iis ssm mm T TTr rra aai iin nni iin nng gg C CCe een nnt tte eer rr A AAd ddv vvi iis sso oor rry yy B BBo ooa aar rrd dd: :: Marie Allison Parent Carol Estes Professional-Vocational Rita Brockmeyer Parent, Vice-chair of Rehabilitation/Support- KATC Advisory Board ed Employment Cheryl Dunn Parent Joseph Hersh Professional-University of Hazel Forsythe Parent Louisville, Department of Barbara Lewis Parent Pediatrics Nat McKay Parent, Chairperson of Peter Tanguay Professional-University of KATC Advisory Board Louisville, Department of Laurie Spezzano Parent Psychiatry Melanie Tyner-Wilson Parent Linda Linville Professional-Council on Ann Bolly Professional-First Steps Postsecondary Education Trisha Bronger Professional-Department Tom Simmons Professional-University of of Education Louisville, Department of Sue Daniel Professional-Carriage Teaching and Learning House Consultants Jon McGee Layperson Thomas Pinkstaff Layperson 3 SSUUMMMMAARRYY SSUUMMMMAARRYY During the eighth year of operation, the Kentucky Autism Training Center (KATC) has continued to follow its legislative mandate by providing intensive school-based team training and technical assistance to local teams of professionals and parents, implementing family based technical assistance, and offering state-wide introductory and advanced training activities covering autism awareness through the development of specialized intervention programs. The Center has placed emphasis on providing information and training on intervention strategies that are supported by research as being effective with individuals with autism spectrum disorders. A brief summary of major KATC activities July 2004 through June 2005 is provided below. A more detailed account of services is further outlined in this report. F FFa aam mmi iil lly yy S SSe eer rrv vvi iic cce ees ss. .. KATC has provided training and technical assistance to families across the Commonwealth by continuing to offer opportunities for families to individually meet with KATC professionals to have general questions addressed. During this past year, KATC met with 30 families. In addition, KATC delivered a “Family Workshop Series” involving more in-depth full day training sessions in Ashland and Owensboro with a total attendance of approximately one hundred individuals at the ten sessions. During the series of five sessions, participants received information from teams of parents and professionals who offered practical strategies and “informal” advice from a parent’s perspective. To address regional needs this year, the KATC presented at 14 family support group meetings. Lastly, this past year, KATC Field Training Coordinators have piloted the use of the Family-Focused Behavior Supports Model (FFPBS) with two teams in Kentucky. S SSc cch hho ooo ool ll- --B BBa aas sse eed dd T TTe eea aam mm C CCo oon nns ssu uul llt tta aat tti iio oon nns ss a aan nnd dd T TTe eec cch hhn nni iic cca aal ll A AAs sss ssi iis sst tta aan nnc cce ee S SSe ees sss ssi iio oon nns ss. .. KATC has modified the process in which these are conducted in order to increase our effectiveness for promoting systemic change. In general, the current process involves a KATC trainer working with a team of professionals and parents to help them reach consensus on target areas of need and for them as a team to develop and implement a training agenda which is individually developed for each team. During this past year, our trainers have worked with 34 teams each consisting of educational personnel such as special and regular educators, related service providers such as speech/language and occupational therapists, teaching assistants, psychologists, as well as parents. I IIn nnf ffo oor rrm mma aat tti iio oon nn D DDi iis sss sse eem mmi iin nna aat tti iio oon nn a aan nnd dd T TTr rra aai iin nni iin nng gg. .. Specific activities have included addressing over one thousand requests for information through our Amanda L. King Resource Library. In addition, the KATC has presented at 28 events and professional development sessions across our Commonwealth. From an advanced training perspective, The KATC has worked in conjunction with the University of Louisville Department Of Teaching and Learning to develop and implement a Distance Education Masters Program in Special Education with a concentration in Autism, Technology, and Collaboration. Courses were video- streamed on the World Wide Web. Courses in this program include: 4 Introduction to Autism, Strategies and Techniques, Autism, Assistive Technology & Collaboration, Single Subject Research Design Methods, and Applied Behavior Analysis. Associated Activities D DDe eev vve eel llo oop ppm mme een nnt tt o oof ff P PPo ool lli iic ccy yy a aan nnd dd P PPr rra aac cct tti iic cce ees ss t tth hhr rro oou uug ggh hh C CCo ool lll lla aab bbo oor rra aat tti iio oon nn. .. During the past year, KATC staff members have continued to expand our collaborative efforts with local and state public and private agencies as well as offering consultation to state leaders as they strive to meet the growing needs seen in the area of autism. For example, KATC participated in the Autism Spectrum Disorder’s Advisory Consortium (ASDAC). The ASDAC Consortium was an initiative from the State Inter-Agency Council for Children’s Mental Health Services. Through such meetings and advisory sessions, KATC has assisted the Commonwealth of Kentucky in developing effective policy for promoting local, regional and statewide systemic change. S SSe eer rrv vvi iic cce ees ss f ffo oor rr A AAd ddo ool lle ees ssc cce een nnt tts ss a aan nnd dd A AAd ddu uul llt tts ss w wwi iit tth hh A AAu uut tti iis ssm mm. .. The Kentucky Autism Training Center continues to support the efforts of agencies and families to promote employment, independent living and age appropriate functioning for adolescents and adults with autism. Toward these goals the center hired a full- time staff member in December of 2002 whose areas of expertise include school-to-work transition, adolescent and adult issues of disability, vocational and secondary school training, supported employment and independent living. While the KATC does not have a direct funding source to provide adult services, every effort is made to develop collaborative relationships with organizations that provide services to adults. The following summary outlines activities during this past year that addressed the needs of adolescents and adults with autism and their families. During this past year KATC staff members have delivered nine family consultations to specifically address adolescent and adult issues. With regards to school-based team consultations and technical assistance KATC staff worked with nine local educational teams; these teams received technical assistance focused on adolescent and adult issues. Specifically the teams received training pertained to; social inclusion in middle/high school, issues of puberty and sexuality, pre-vocational and vocational curriculum development, functional and independent living skill development and management of severe behavioral issues in older students. The KATC has partnered with the Interdisciplinary Human Development Institute (IHDI) at University of Kentucky to provide an autism component for the training of job coaches and vocational professionals. To date a total of two trainings have been performed with IHDI with an ongoing commitment to the training of these professionals. In addition, the KATC presented specifically on the unique needs of young adults to the Bowling Green business community and Grayson County Schools. 5 6 CCoommmmuunniittyy EEmmppllooyymmeenntt The Kentucky Autism Training Center strives toward national leadership with regard to support of community based employment for persons with autism spectrum disorders (ASD). In particular, the KATC seeks to address disparities between the valuable human capital that individuals with ASD present but that their impaired social skills often prevent them from realizing in the workplace. Based upon a review of the research literature, it appears that the inherent deficits that are a hallmark of autism and Asperger’s diagnosis may result in difficulties integrating into the workplace and subsequent unemployment and underemployment. Through collaboration and consultation with community and supported employment organizations the KATC endeavors to facilitate the inclusion of social skills training into job placement models for individuals with ASD that may prove an efficacious means of integrating these individuals into the workplace. Toward the goals of including individuals with autism in paid, community-based employment, the KATC pursued and was subsequently awarded additional funding from the Organization for Autism Research following a national research competition. These funds were used to study opportunities for individuals with autism to become socially integrated into the workplace by providing brief training to employers and coworkers of individuals with autism related to the specifics of autism as a diagnosis. The goal of the study was to determine if data reflected an increase in the subject’s scores on attitude and interaction scales from baseline measurement. Thirty-eight coworkers of individuals with autism participated in this study, representing ten Kentucky employers who hired persons with autism. The Kentucky Autism Training Center provided training to these employers as a means of increasing awareness and understanding of coworkers toward employees with autism. Though the statistical results of this study are forthcoming, it is clear that numerous employers and workers in the commonwealth have directly benefited from the opportunity to gain a better understanding of their employees and coworkers with autism. Many more individuals in Kentucky and across the nation may benefit from the information gained from this research. The Organization for Autism Research has requested a second research proposal for a two-year funded study of the efficacy of outpatient, work-based social skills counseling groups on the social integration of individuals with ASD in the workplace. This continued empirical research will serve to not only help individuals with autism in the commonwealth to become better integrated into their places of work, but will serve individuals across the nation through dissemination of this research through scholarly journals, presentations and on- line information sharing. Figure 1 is a presentation of Kentuckians directly impacted by activities associated with the Organization for Autism. FFiigguurree 11:: KKeennttuucckkiiaannss DDiirreeccttllyy IImmppaacctteedd bbyy OOAARR GGrraanntt 6 CCoommmmuunniittyy EEmmppllooyymmeenntt The Kentucky Autism Training Center strives toward national leadership with regard to support of community based employment for persons with autism spectrum disorders (ASD). In particular, the KATC seeks to address disparities between the valuable human capital that individuals with ASD present but that their impaired social skills often prevent them from realizing in the workplace. Based upon a review of the research literature, it appears that the inherent deficits that are a hallmark of autism and Asperger’s diagnosis may result in difficulties integrating into the workplace and subsequent unemployment and underemployment. Through collaboration and consultation with community and supported employment organizations the KATC endeavors to facilitate the inclusion of social skills training into job placement models for individuals with ASD that may prove an efficacious means of integrating these individuals into the workplace. Toward the goals of including individuals with autism in paid, community-based employment, the KATC pursued and was subsequently awarded additional funding from the Organization for Autism Research following a national research competition. These funds were used to study opportunities for individuals with autism to become socially integrated into the workplace by providing brief training to employers and coworkers of individuals with autism related to the specifics of autism as a diagnosis. The goal of the study was to determine if data reflected an increase in the subject’s scores on attitude and interaction scales from baseline measurement. Thirty-eight coworkers of individuals with autism participated in this study, representing ten Kentucky employers who hired persons with autism. The Kentucky Autism Training Center provided training to these employers as a means of increasing awareness and understanding of coworkers toward employees with autism. Though the statistical results of this study are forthcoming, it is clear that numerous employers and workers in the commonwealth have directly benefited from the opportunity to gain a better understanding of their employees and coworkers with autism. Many more individuals in Kentucky and across the nation may benefit from the information gained from this research. The Organization for Autism Research has requested a second research proposal for a two-year funded study of the efficacy of outpatient, work-based social skills counseling groups on the social integration of individuals with ASD in the workplace. This continued empirical research will serve to not only help individuals with autism in the commonwealth to become better integrated into their places of work, but will serve individuals across the nation through dissemination of this research through scholarly journals, presentations and on- line information sharing. Figure 1 is a presentation of Kentuckians directly impacted by activities associated with the Organization for Autism. FFiigguurree 11:: KKeennttuucckkiiaannss DDiirreeccttllyy IImmppaacctteedd bbyy OOAARR GGrraanntt I IIN NNC CCI IID DDE EEN NNC CCE EE O OOF FF I IIN NND DDI IIV VVI IID DDU UUA AAL LLS SS W WWI IIT TTH HH A AAU UUT TTI IIS SSM MM In December of each year, the Kentucky Department of Education (KDE) counts the number of children under each diagnostic category. In 1997 when KATC began, there were approximately 562 children and youth identified in Kentucky as having autism. In the last KDE December count 1,783 (2004), the number increased to approximately 1,566 children and youth as shown in Figure 2. Based on information obtained from professionals and parents, it became apparent that emphasis needed to be placed on assisting health care providers in identifying children with autism at a younger age. While autism can be diagnosed during the first 18 to 24 months of life, the average age of a child diagnosed with autism is approximately five and half years of age in Kentucky. In terms of how Kentucky figures compare to established incidence rates, there continues to be a discrepancy, using incidence rate of 1/250 there are an estimated 4,454 individuals with an autism spectrum disorder under the age of nineteen in the Commonwealth. (See Figure3). K KKe een nnt ttu uuc cck kky yy D DDe eep ppa aar rrt ttm mme een nnt tt o oof ff E EEd ddu uuc cca aat tti iio oon nn C CCh hhi iil lld dd C CCo oou uun nnt tt o oof ff S SSt ttu uud dde een nnt tts ss w wwi iit tth hh A AAu uut tti iis ssm mm 1 119 999 992 22- --2 220 000 004 44 Source: Kentucky Department of Education Homepage E EEs sst tti iim mma aat tte eed dd n nnu uum mmb bbe eer rr o oof ff i iin nnd ddi iiv vvi iid ddu uua aal lls ss ( ((a aag gge ees ss 0 00- --1 119 99) )) w wwi iit tth hh a aan nn A AAu uut tti iis ssm mm S SSp ppe eec cct ttr rru uum mm D DDi iis sso oor rrd dde eer rr i iin nn K KKe een nnt ttu uuc cck kky yy Incidence rate range acknowledged by the Autism Society of America 7 2 22220 000 004 44- --2 220 000 005 55 S SSE EER RRV VVI IIC CCE EES SS A AAN NND DD A AAC CCT TTI IIV VVI IIT TTI IIE EES SS During the past year of operation, the Kentucky Autism Training Center has continued to provide, in collaboration other agencies and parent organizations, individual workshops and school-based consultations for the goal of providing technical assistance to public school personnel and health care providers. The KATC brings knowledge in effective teaching strategies to teachers, administrators, and parents, and have continued to build long-term relationships to build local capacity to develop a plan for furthering their Local Educational Agencies’ (LEA) efforts in establishing them as the leaders in educating students with autism. In a similar manner, the KATC has begun to develop relationships with mental health and other service providers. F FFa aam mmi iil lly yy- --B BBa aas sse eed dd T TTe eec cch hhn nni iic cca aal ll A AAs sss ssi iis sst tta aan nnc cce ee KATC staff members have provided Family Based Technical Assistance to families of children, youth, and adults with autism. As part of all KATC activities, emphasis is placed on preparing parents to become active members of their children’s local educational and planning teams. Parents can directly access and utilize KATC through the following services: I IIn nnd ddi iiv vvi iid ddu uua aal ll F FFa aam mmi iil lly yy S SSu uup ppp ppo oor rrt tt S SSe ees sss ssi iio oon nns ss KATC staff members have provided parents, along with other family members and key individuals, opportunities to meet with a KATC staff member to receive information, and to address general questions and concerns in a confidential manner. Currently, the KATC does not charge families for this service. During this past year, KATC staff members have conducted 35 individual family support sessions in the following counties: Barren County Hart County Oldham County Bullitt County Henry County Pike County Campbell County Jefferson County Spencer County Fayette County Madison County Warren County Franklin County Meade County Washington County Nelson County K KKe een nnt ttu uuc cck kky yy A AAu uut tti iis ssm mm S SSe eer rrv vvi iic cce ees ss a aan nnd dd S SSu uup ppp ppo oor rrt tts ss D DDi iir rre eec cct tto oor rry yy To assist families across the Commonwealth of Kentucky, the Kentucky Autism Training Center in collaboration with public and private agencies, organizations, and support groups has initiated the development of a service directory of agencies or providers who serve individuals with autism. This directory was disseminated to attendees of the KATC’s conference in June of 2005, sent to autism spectrum disorders related support groups, available on the KATC’s website and sent upon request. Printing of the first edition of this document was funded in part by Opportunities for Family Leadership with the Department of Mental Health and Mental Retardation. 8 “ ““1 11- --8 880 000 00 N NNu uum mmb bbe eer rr” ”” KATC may be accessed toll free by calling 1-800-334-8635 and requesting extension 852-4631. Parents have used this line to contact the KATC staff and to ask general questions or to procure information. The use of this number has assisted KATC to ensure that all parents within Kentucky have equal access to our services. F FFa aam mmi iil lly yy W WWo oor rrk kks ssh hho oop pp S SSe eer rri iie ees ss The goal of the KATC’s Family Workshop Series was to provide families with practical strategies that can enhance their child’s participation in family life and community activities. During this past year, families and professionals that participated in this workshop series delivered in both Owensboro and Ashland monthly sessions were conducted May 2004 through October 2004. Participants received information on the following topics: screening & diagnosis of autism spectrum disorders, advocacy & educational rights, dietary issues, social skills, toileting, and communication. The content of these workshops were designed to build upon one another. Parents of children with autism spectrum disorders and professionals presented information by sharing strategies and techniques that have worked within their homes and communities. Attendees of the Family Workshop Series resided in the following counties in Kentucky: Boyd County Hancock County Rowan County Christian County Henderson County Union County Daviess County McCracken County Webster County Greenup County Muhelenburg County Please find in Figure 4, evaluation data that was collected at the end of each session in, of approximately 100 attendees, 76 evaluations were collected. The evaluations are comprised of 5 Likert scale questions, as well as several open-ended questions. Sample questions are as follows: How will the information you gained at the presentation impact your work with individuals who have autism? What are some issues in autism you would like to see addressed in future presentations, workshop? What did you find most helpful about the presentation? Overall, 98% of participants indicated the presented information as helpful regarding their work with individuals with ASD. 9 D DDu uur rri iin nng gg t tth hhi iis ss p ppa aas sst tt y yye eea aar rr a aat tt t tth hhe ee r rre eeq qqu uue ees sst tt o oof ff s ssu uup ppp ppo oor rrt tt g ggr rro oou uup pps ss a aac ccr rro oos sss ss t tth hhe ee C CCo oom mmm mmo oon nnw wwe eea aal llt tth hh, ,, K KKA AAT TTC CC s sst tta aaf fff ff d dde eel lli iiv vve eer rre eed dd 1 114 44 w wwo oor rrk kks ssh hho oop pps ss t tto oo t tth hhe ee f ffo ool lll llo oow wwi iin nng gg g ggr rro oou uup pps ss: :: Autism Society of Kentuckiana Sensory Learning Disorder Support Group Barren River Autism Support Group Deaf & Disabilities Ministry Community Fair at Carriage House Preschool Southeast Christian Church Franklin County Parent Resource Center Powell County Area Support Group Hardin County Parent Workshop A AAd ddd ddr rre ees sss ssi iin nng gg r rre eeg ggi iio oon nna aal ll n nne eee eed dds ss, ,, t tth hhe ee t tto oop ppi iic ccs ss a aad ddd ddr rre ees sss sse eed dd i iin nnc ccl llu uud dde eed dd: :: Behavior Social Skills Daytime Toilet Training for Children with Social Stories and Social Skills Autism and Other PDD's Structuring Social Opportunities Across Setting up a "Lunch Bunch" — Elementary Settings - Elementary through High School through High School Transition for Elementary Aged Students Sibling Panel Visual Supports in the Home F FFa aam mmi iil lly yy F FFo ooc ccu uus ss P PPo oos ssi iit tti iiv vve ee B BBe eeh hha aav vvi iio oor rr S SSu uup ppp ppo oor rrt tt The Kentucky Autism Training Center (KATC) traveled to Marshall University for training in Family Focus Positive Behavior Supports (FFPBS). As a part of the training, KATC agreed to follow the FFPBS model with two individuals. Two teams were identified, one in central Kentucky and one in eastern Kentucky. As a part of the initial process, each target student was observed and baseline data were gathered. Each family met with the trainers and completed a Family Frames. The Family Frames is a process in which the family identifies family history, circle of support, family schedule, family health issues, family choices/child-centered choices, adaptive and challenging behaviors (both positive and negative), fears and concerns, family stressors, stress related strategies that work and do not work as well as themes throughout the Frames. It utilizes group graphics such as chart paper or overheads to enable groups to gather information about persons in his/her family and planning for a more positive future. Person-centered planning shares an explicit or implied commitment to seeking five essential goals, outcomes, or valued accomplishments in the individual’s life. The five goals are: being present and participating in community life, gaining and satisfying relationships, expressing and making choices, having opportunities to fulfill respected roles and to live with dignity and continuing to develop personal competencies. The next step is Planning Alternative Tomorrows with Hope (PATH). In this step, the family invites everyone with a vested interest in the focus-person’s future: educators, therapists, family and extended family members, psychologists, school administrators, community service providers, employers, etc. This process takes 2.5-3 hours and begins with the Dream of the individual. The team discusses where the individual is now, what team members need to be enrolled and then the team moves backwards from the dream to the present. Based 10 upon where the individual is currently and where his/her dream is, what steps need to occur in 6 months, 3 months, 1 month as well as first steps in the process. The PATH is followed by four lectures and monthly team meetings with follow-up for 3-9 months. Lecture topics include: Gathering Information-functional assessment, developing a hypothesis, building a support plan-data based decision making and pulling it together. T TTe eea aam mm 1 11 E EEa aas sst tte eer rrn nn K KKe een nnt ttu uuc cck kky yy This team consisted of the teacher, 2 teacher assistants, mother and grandmother. Training occurred on four half day sessions during the school year, with team meetings after each training session. Goals addressed through FFPBS, included: Community Access, Toilet Training, Dressing and Independence. Additional training was provided during a regional toileting workshop. Supports created include additional visual supports for promoting independence. . According to teacher report, the individual is now completely toilet trained during school hours, verbal skills are increasing and specific behavior problems have decreased. The PATH generated by this team is available in the appendix of this document. T TTe eea aam mm 2 22 C CCe een nnt ttr rra aal ll K KKe een nnt ttu uuc cck kky yy This team consisted of several educators, family members as well as occupational and speech therapists. After completing the Family Frames and the PATH with the team in central Kentucky, the lectures were scheduled through the local board of education and opened to others in the area who wished to gain more information on autism. The lectures were held in a central location, and more than 40 people attended the 2 day workshop. Follow-up was provided throughout the school year with regular meetings. Supports added included a visual monitoring system, a peer buddy, and modified work. A AAd ddd ddi iit tti iio oon nna aal ll U UUs sse ee o oof ff F FFF FFP PPB BBS SS M MMo ood dde eel ll Staff members at KATC use the FFPBS model to assist with family support sessions and many of the components are also used in the school-based consultation. After using the PATH with school based teams, one teacher stated, “ ““U UUs ssi iin nng gg t tth hhe ee P PPA AAT TTH HH h hha aas ss g ggi iiv vve een nn m mme ee a aa b bbe eet ttt tte eer rr i iid dde eea aa o oof ff w wwh hha aat tt I II s ssh hho oou uul lld dd d ddo oo w wwi iit tth hh t tth hhe ee s sst ttu uud dde een nnt tt b bba aas sse eed dd o oon nn w wwh hhe eer rre ee t tth hhe eey yy w wwo oou uul lld dd l lli iik kke ee t tto oo b bbe ee. ..” ”” 11 S SSSSC CCH HHO OOO OOL LL- --B BBA AAS SSE EED DD T TTE EEA AAM MM C CCO OON NNS SSU UUL LLT TTA AAT TTI IIO OON NNS SS A AAN NND DD T TTE EEC CCH HHN NNI IIC CCA AAL LL A AAS SSS SSI IIS SST TTA AAN NNC CCE EE Staff members of the Kentucky Autism Training Center work directly with teams of professionals and parents to facilitate the development, implementation, and evaluation of educational and community-based programs for children and youth with autism. KATC staff deliver individual training sessions to fit the needs of each team, training formats include: workshops, make & take sessions, individualized instruction, direct demonstration and web based instruction. As team members, the KATC encourages families to participate in all training activities. K KKA AAT TTC CC s sst tta aaf fff ff m mme eem mmb bbe eer rrs ss p ppr rro oov vvi iid dde eed dd t tte eec cch hhn nni iic cca aal ll a aas sss ssi iis sst tta aan nnc cce ee i iin nn t tth hhe ee f ffo ool lll llo oow wwi iin nng gg a aar rre eea aas ss: :: Staff members at KATC use the FFPBS model to assist with family support sessions and many of the components are also used in the school-based consultation. After using the PATH with school based teams, one teacher stated, “Using the PATH has given me a better idea of what I should do with the student based on where they would like to be.” I IId dde een nnt tti iif ffy yyi iin nng gg a aan nnd dd u uun nnd dde eer rrs sst tta aan nnd ddi iin nng gg s sst ttu uud dde een nnt tts ss w wwi iit tth hh a aau uut tti iis ssm mm • Screening information for early childhood professionals • Diagnostic tools • Awareness sessions for school personnel (bus drivers, cafeteria workers, and custodians) • Peer awareness and training C CCo oom mmm mmu uun nni iic cca aat tti iio oon nn • Natural Language Boards: Targeting Receptive& Expressive Communication • Visual-Based Communication Systems • Visual Supports in the Home • Developing Natural Language Boards to Promote Communication • Using Interactive Language Boards to Extend Communication Exchanges and to Promote Receptive and Expressive Language Skills in Children with Autism Spectrum Disorders • Promoting Receptive and Expressive Language: Using Single and Multi-Pictured Based Supports • Using Visual Strategies to Support Children with Autism • Examining Picture Based Communication Systems for Students with Autism B BBe eeh hha aav vvi iio oor rr • The ABC’s of Behavior • ABA and Behavioral Interventions • Introduction to Applied Behavioral Analysis • Conducting Functional Behavioral Analysis • Addressing Challenging Behaviors • Positive Behavioral Supports • Decreasing Behavior Problems: Practical Guidelines for Educators and Parents • Developing and Implementing Appropriate Behavior Plans • Developing and Evaluating Effective Behavior Support Plans • Data Collection Made Easy • Data Based Decision Making: Evaluation Change S SSo ooc cci iia aal ll • Social Stories, Social Skills • Structuring Social Opportunities across Settings Elementary through High • Setting up a “Lunch Bunch” - Elementary through High • Social Skills across a Lifespan V VVo ooc cca aat tti iio oon nna aal ll/ //S SSe eel llf ff H HHe eel llp pp • Daytime Toilet Training for Children with Autism and Other PDD’s • Supported Employment • Promoting Independence using Self-Monitoring • Autism and Employment Issues • Working with Individuals with Autism Spectrum Disorders • Person Centered Planning • Working Together: Autism Awareness on the Job • Using a Collaborative Volunteer Model to Promote Inclusion in Community Recreational Activities A AAd ddo ool lle ees ssc cce een nnt tt/ //A AAd ddu uul llt tt • Autism In Young Adults • Adolescent Behavior & Concerns • Adolescent Issues: Realistic Expectations • Sexuality E EEd ddu uuc cca aat tti iio oon nna aal ll a aan nnd dd S SSk kki iil lll ll D DDe eev vve eel llo oop ppm mme een nnt tt • Autism Evaluation for Eligibility, Instructional Planning and Continuing Assessment • Comprehensive Autism Planning System (CAPS): A Process Approach to Planning and Implementing Instruction for Individuals with ASD’s • Strategies for Including Students with Autism Spectrum Disorders into the Regular Education Classroom • Transition for Elementary Aged Students • Teaching Strategies for Parents and Teachers across Settings • Strategies and Techniques for Working with Individuals with Autism 12 • Incorporating Individualized Structure to Promote Successful Classroom Transitions • Initial Steps in Developing a Comprehensive Student Program: Schedules, Objectives & Targeting Independence and Involvement as Pivotal Behaviors • Structuring the Classroom for Success and Independence • Simple Strategies for Pre-school and Childcare Professionals • Communication & Play for Pre-school and Childcare Professionals • Working with Students with High-Functioning Autism in the Regular Education Classroom • Using Technology to Enhance Learning • Creating an Environment to Promote Learning • Motivation and Autism • Conducting Informal Assessments to Develop Data Based Programs A AAs ssp ppe eer rrg gge eer rrs ss S SSy yyn nnd ddr rro oom mme ee • Understanding Aspergers Syndrome • Overview of Aspergers, Behavior and Teaching Strategies for Children with Aspergers • Asperger’s Syndrome: Program Planning and Interventions • An Autism and Asperger’s Overview: Characteristics, Behaviors and Overview of Treatment Options A AAu uut tti iis ssm mm A AAw wwa aar rre een nne ees sss ss • Overview of Autism Characteristics and Therapy options • What is Autism? Communication and Social Supports • Overview of Autism: Resources for Families and Professionals • Autism: An overview of Characteristics, Behavior and Inclusion • Understanding the Behaviors of Autism • Overview and Characteristics of Autism in Preschool and Elementary School Students • Early Identification of Autism and Subsequent Resources for Physicians • Early Identification of Children with Autism Spectrum Disorders • Understanding and Approaching Children with Autism • Understanding Autism for Pre-school and Child Care Professionals • Understanding Autism for Law Enforcement and other First Responders • Autism Awareness for the Secondary School Counselor • An Autism and Asperger’s Overview: Characteristics, Behaviors and Overview of Treatment Options • Promoting the Early Identification of Autism U UUn nnd dde eer rrs sst tta aan nnd ddi iin nng gg S SSe een nns sso oor rry yy I IIs sss ssu uue ees ss a aan nnd dd B BBu uui iil lld ddi iin nng gg S SSe een nns sso oor rry yy S SSu uup ppp ppo oor rrt tts ss T TTe eea aam mmi iin nng gg b bbe eet ttw wwe eee een nn p ppr rro oof ffe ees sss ssi iio oon nna aal lls ss a aan nnd dd p ppa aar rre een nnt tts ss. .. During this past years KATC staff conducted approximately 116 school based consultations and technical assistance activities in the following local educational agencies: Anchorage Independent Bardstown Independent Bell County Breckenridge County Boone County Bowling Green Independent Franklin County Hardin County Henry County Jefferson County Laurel County Meade County Nelson County Pike County Pikeville Independent Pulaski County Russell County Taylor County Warren County Quarterly evaluations are sent out to the team leader at the school as well as the parents/guardians of each educational team. We ask that they be filled out and mailed back to the KATC. The respondents are not required to give their names. During the 2003-2004 school year the evaluations forms were adapted to gain additional information in regards to the technical assistance and training. W WWe ee a aar rre ee s sst ttr rri iiv vvi iin nng gg t tto oo c cco oon nns sst tta aan nnt ttl lly yy e eev vvo ool llv vve ee a aan nnd dd i iim mmp ppr rro oov vve ee u uup ppo oon nn t tth hhe ee s ssc cch hho ooo ool ll c cco oon nns ssu uul llt tta aat tti iio oon nn m mmo ood dde eel ll a aan nnd dd a aar rre ee e eea aag gge eer rr t tto oo i iin nnc cco oor rrp ppo oor rra aat tte ee s ssu uug ggg gge ees sst tti iio oon nns ss f ffr rro oom mm t tte eea aam mm m mme eem mmb bbe eer rrs ss ( ((i iin nnc ccl llu uud ddi iin nng gg p ppa aar rre een nnt tts ss i iin nn t tth hhe ee e eev vvo ool llu uut tti iio oon nn o oof ff o oou uur rr s ssc cch hho ooo ool ll- --b bba aas sse eed dd s sse eer rrv vvi iic cce ees ss. .. Specific questions were asked in regards to priority training areas delineated by the team. A sample question could be “to what degree did the consultation prepares you to implement the social skills strategies?” or “to what degree did the implementation of the new strategies impact the students acquisition of social skills?” Data from the 2004-2005 school year is represented in Figure 5. 13 Figure 6 presents participant feedback from team members that participated in School-Based Team Training and Technical Assistance Activities. Team members include: educators, administrators, related services providers and family members. Utilizing a five point scale, participants were asked to provide feedback regarding training activity, with “5” representing highest satisfaction and “1” indicated participant’s complete dissatisfaction with the activity. During the 2004-2005 school year the most frequent areas of training and technical assistance were behavior management, social skills and communication. Other areas include training pertaining to vocational skills, strategies to increase time on task, independent activity transitions, acquisition of academic skills and prompting classroom participation. 73% felt that they understood the student better after the school consultation process. 14 During the 2004-2005 school year, sixty-two evaluations were mailed to team members, of these 22 evaluations were completed and returned to the KATC; the return rate for this specific evaluation was 35%. At the end of the 2004-2005 school year 34 students were receiving school consultation services from thirteen different districts across Kentucky. There were 5 students on a waiting list to receive services. P PPl lle eea aas sse ee r rre eef ffe eer rr t tto oo t tth hhe ee s ssc cch hho ooo ool ll c cco oon nns ssu uul llt tta aat tti iio oon nn c cca aas sse ee s sst ttu uud ddy yy i iin nn t tth hhe ee a aap ppp ppe een nnd ddi iix xx o oof ff t tth hhi iis ss d ddo ooc ccu uum mme een nnt tt. .. C CCo oom mmp ppr rre eeh hhe een nns ssi iiv vve ee A AAu uut tti iis ssm mm P PPl lla aan nnn nni iin nng gg S SSy yys sst tte eem mm During this past year, the Kentucky Autism Training Center has worked closely with the Complex Needs Consultants within four Special Educational Cooperatives to demonstrate an approach that assists local teams in planning and implementing educational programs for students with ASD. The goal is to foster long-range systemic change in the development of educational planning for students with autism. This approach is highly consistent with Kentucky Department of Education Professional Development Standards and strives to build local capacity. Developed by the KATC, the Comprehensive Autism Planning System (CAPS) provides teams with a framework for developing a comprehensive program for individuals with autism spectrum disorder (ASD). The areas covered in this process approach are: short-term individual goals, specially designed instruction, data collection, instructional materials, social skills, sensory supports and generalization of goals. The CAPS will outline the essential components and describe the active participation required by all team members in developing a complete program for individuals with autism through systematic and thorough planning. The Comprehensive Autism Planning System (CAPS) process is designed to be used with an educational team which may consist of parents, general educators, special educators, paraprofessionals, speech language pathologists, occupational therapists, physical therapists, administrators, psychologists, consultants, siblings, and others who are stakeholders in the individual’s education. Objectives: • Individualized team process planning • Consistency of programming across time and setting • Share information with all interested parties • Putting what works together in a systematic and flexible manner • Organization of program with many methodologies • Builds on what already exists in the individual’s program • Promoting Inclusion Opportunities • Integration of Core Curriculum • Facilitates targeted professional development • Facilitates transition at the end of school year 15 F Fi ig gu ur rre ee 7 77 i iis ss a aan nn e eex xxa aam mmp ppl lle ee o oof ff t tth hhe ee C CCA AAP PPS SS g ggr rri iid dd. .. Figu ComprehensiveAutismPlanningSystem(CAPS) GeneralizationPlanSensoryStrategiesSocialSkills/ CommunicationInstructionalMaterialsDatacollectionSpeciallyDesignedInstructionTargetedskillshort-termobjectiveActivityTime P PPl lle eea aas sse ee r rre eef ffe eer rr t tto oo t tth hhe ee a aap ppp ppe een nnd ddi iix xx f ffo oor rr a aa c cca aas sse ee s sst ttu uud ddy yy o oof ff t tth hhe ee i iim mmp ppl lle eem mme een nnt tta aat tti iio oon nn o oof ff t tth hhe ee C CCo oom mmp ppr rre eeh hhe een nns ssi iiv vve ee A AAu uut tti iis ssm mm P PPl lla aan nnn nni iin nng gg S SSy yys sst tte eem mm. .. 16 S SST TTA AAT TTE EEW WWI IID DDE EE I IIN NNF FFO OOR RRM MMA AAT TTI IIO OON NN D DDI IIS SSS SSE EEM MMI IIN NNA AAT TTI IIO OON NN A AAN NND DD T TTR RRA AAI IIN NNI IIN NNG GG KATC staff members worked to establish statewide supports and training activities for professionals and parents involved in promoting gains for individuals with autism by offering the following resources and services: A AAm mma aan nnd dda aa L LL. .. K KKi iin nng gg R RRe ees sso oou uur rrc cce ee L LLi iib bbr rra aar rry yy KATC assumed a lead role in Kentucky as a resource of print, electronic, and video covering the life span of individuals with autism. In addition, the Amanda L. King Resource Library has become a preview site for several major software companies. During this past year, the KATC addressed approximately 1,000 requests for information from parents and professionals across Kentucky. Patrons of the Amanda L. King Resource Library may access print material through mailed requests. Families and professionals contact the KATC in order to obtain information regarding the availability of services, information on “best practices”, support groups, up-coming training activities and vendors. N NNe eew wws ssl lle eet ttt tte eer rr The KATC disseminates a newsletter electronically to thousands of families and professionals. In the Commonwealth, the KATC newsletter is sent to the KATC Listserv, family organizations, Autism Spectrum Disorders Advisory Consortium, Educators & Education Organizations, Early Childhood Professionals, Professional Organizations, Family Resources & Youth Services Centers, mental health professionals and supported employment providers across the Commonwealth. The newsletter contains information regarding the services of KATC, activities of autism related support groups, strategies and information regarding other organizations serving individuals with autism spectrum disorders and their families across the Commonwealth. Over this past year, efforts were made to focus each edition on a specific topic, such as art and health. Individuals and organizations are welcome to request a print version of the newsletter. W WWe eeb bb- --S SSi iit tte ee The KATC web site is located at www.kyautism.com. During this past year, the KATC web-site has been updated to include additional resources specific to Kentucky and other autism related information. A AA. ..W WW. ..I II. ..N NN. .. During this past year, the KATC along with the Kentucky Department of Education implemented the Autism Web-Based Interactive Network (AWIN). AWIN consists of multimedia modules on a diverse range of topics with a goal of providing information and training for professionals and parents. These modules contain information based on the literature and often use multi-media examples showing the application of a strategy. Along with many modules are online assessments as well as suggested applications for the participants to do with their local team and supervisor. To help develop the modules, KATC worked in conjunction with the KDE Regional Complex Needs Consultants (CNC) and the Directors of the Special Education Cooperatives. Through a series of meetings, an organizational chart 17 of proposed modules was constructed that includes modules at the introductory level for the new teacher (Tier 1), the intermediate level (Tier 2), and at the more advance level for trainers of trainers (Tier 3). The content of the modules at each Tier was decided upon based on input from the CNCs, teachers and others in the field, as well as parents of students with ASD. As the development of these modules continue, it is expected that more units will be developed at each level across many content areas including: instruction and academics, social and communication skill development, inclusion, play and recreational skills, behavioral issues, sensory characteristics, family and collaboration, home issues, and transition and employment. Aside from developing the AWIN modules, a collaborative relationship has been initiated with the University of Kansas and Dr. Brenda Smith Myles. Through a project supported by a U.S. Department of Education Grant H324M000047, Dr. Myles has built the Interactive Collaborative Autism Network (ICAN) which consists of over 50 (primarily text based) units on a wide range of topics. The goal is for us to utilize the text unit and jointly construct new multimedia modules. In addition, it is our goal to combine our two sites (AWIN and ICAN) to form a new site known as Autism Internet Modules (AIM) which will eventually offer modules in multiple languages. P PPr rro oof ffe ees sss ssi iio oon nna aal ll D DDe eev vve eel llo oop ppm mme een nnt tt S SSe ees sss ssi iio oon nns ss a aan nnd dd E EEv vve een nnt tts ss KATC staff members have presented parents and professionals information on autism spectrum disorders and effective strategies at 26 local, regional, and state conferences to approximately 1,200 individuals at the following organizations: Boone County Schools Bluegrass Residential and Support Services Brodhead Elementary - Rockcastle County Schools Calloway County - Regional Training Center Exceptional Children’s Conference EKU Student Workshop on Autism Frazier Rehab Institute Friends School, Inc. Grayson County Middle School Interdisciplinary Human Development Institute Jefferson County Schools Head Start Kelly Autism Program Kentucky Department of Education Parent Professional Conference Kentucky Head Start Association McCracken County Schools National Council on Exceptional Children Conference Northkey Community Care State Interagency Council for Children’s Mental Health Service SIAC Choices and Changes Conference Vocational Rehabilitation Washington Counity Elementary Wilderness Trail Special Education Cooperative 18 T TTo oop ppi iic ccs ss Adolescent Behavior & Concerns Autism Awareness Autism In Young Adults Autism in Young Children & Therapeutic Approaches Awareness Talk to 4th graders and staff Behavior Creating an Environment to Promote Learning for Young Children with Autism: Developing Behavior, Sensory and Visual Supports. Autism Evaluation for Eligibility, Instructional Planning and Continuing Assessment Comprehensive Autism Planning System (CAPS): A Process Approach to Planning and Implementing Instruction for Individuals with ASD's Daytime Toilet Training for Children with Autism and Other PDD's Developing Natural Language Beards to Promote Communication Motivation/Behavior & Social Skills Natural Language Boards: Targeting Receptive& Expressive Communication Overview of Autism Characteristics and Therapy Options PECS "like" Communication Systems Strategies for Including Students with Autism Spectrum Disorders into the Regular Education Classroom: Supported Employment Toilet Training Children with ASD's Understanding Students with Asperger's Syndrome: Visual Supports What is Autism? Communication and Social Supports Figure 8 represents feedback from workshop participants regarding material presented. Utilizing a five point scale, participants were asked to provide feedback regarding training activity, with “5” representing highest satisfaction and “1” indicated participants complete dissatisfaction with the activity. 19 A AAAAU UUT TTI IIS SSM MM I IIN NNS SST TTI IIT TTU UUT TTE EE 2 220 000 004 44 The Kentucky Autism Training Center hosted its 5th annual Autism Institute in the form of three regional sessions in Louisville, Lexington and Covington. The first session, Aspergers’ Diagnosis Through Intervention, took place June 28-June 30 at the Galt House Hotel in Louisville. The KATC hosted a panel of Professional and Family Members and also Dr. Peter Tanguay on Day One. Day 2 and Day 3 brought Dr. Brenda Smith Myles and Steven Shore to discuss Asperger’s Syndrome across the Lifespan: Practical Strategies for Parents and Professional Approximately 266 participants attended these sessions from 36 counties across Kentucky and 30 organizations from Kentucky and surrounding states. In July, of 2004 the next two sessions welcomed Linda Burkhart as she presented to 271 participants at Tate’s Creek High School in Lexington and 177 participants at the Northern Kentucky Convention Center in Covington. The session in Covington was co-sponsored by the Ohio Department of Education. During the presentation, the focus was on practical strategies for motivating and communication with young children with autism spectrum disorders. After Ms. Burkhart’s one and a half day presentation at each location, she led a post-conference make-and-take session for 90 participants and provided an opportunity for guided practice in building communication and social supports. At the Lexington site, attendees at the session represented 63 counties and 20 organizations across Kentucky and at the Covington site, attendees represented 20 counties and 14 organizations across Kentucky. In addition, 16 counties and 22 organizations in Ohio were represented at the Covington session. Below is a breakdown organizations and school districts that were represented at the Lexington site: O OOr rrg gga aan nni iiz zza aat tti iio oon nn The Adanta Group Expressive Arts Therapy Center Big Sandy Area Headstart First Steps Bluegrass First Steps District Home of the Innocents Bright Pathways, LLC Kentucky School for the Blind Caritas Peace Center Kentucky Valley Educational COOP Central Baptist Hospital Lifeskills Cerebral Palsy Kids Center Pediatric Occupational Therapy Community Early Childhood Council Seven Counties Services Comprend Inc. Swigert & Associates Eastern Kentucky University Western Baptist Hospital Ephraim McDowell Regional Medical Center University of Kentucky 20 S SSc cch hho ooo ool ll D DDi iis sst ttr rri iic cct tt/ //C CCo oou uun nnt tty yy Allen County Anderson County Ashland Independent Barren County Bowling Green Independent Boyd County Boyle County Bourbon County Bowling Green Independent Breckinridge County Bullitt County Boyle County Calloway County Carter County Christian County Clay County Daviess County East Bernstadt Independent Estill County Fayette County Franklin County Grant County Greater Clark County, IN Green County Hardin County Harlan County Harrison County Hart County Henry County Hopkins County Jefferson County Jessamine County Johnson County Kenton County Knott County LaRue County Laurel County Letcher County Lewis County Mason County Mercer County Middlesboro Independent McCracken County Muhlenburg County Nicholas County Paducah Independent Perry County Pike County Powell County Raceland Worthington Independent Rockcastle County Rowan County Scott County Spencer County Taylor County Washington County Washington County Warren County Wayne County Williamstown Independent Woodford County Figure 9 represents feedback from workshop participants regarding material presented. Utilizing a five point scale, participants were asked to provide feedback regarding training activity, with “5” representing highest satisfaction and “1” indicated participants complete dissatisfaction with the activity. 21 Below is a breakdown of organizations and school districts that were represented at the Covington site: O OOr rrg gga aan nni iiz zza aat tti iio oon nn Autism Spectrum Disorders Network Auglaize County Educational Services Center Caveland Educational Support Center Central Kentucky Educational COOP Central Ohio SERRC Cincinnati Center for Autism Comprehend Comprehend Inc. Delaware ESC Eastern Local Schools Fairfield County Board of MR/DD, OH Fairfield County ESC First Steps Hazard Community and Technical College Hopewell SERRC KCEOC Head Start Licking County Educational Services Center Lifeline Home Health MCESC Educational Assessment Team MEO SERRC Mercer County Educational Services Center Miami Valley SERRC Muskingum Valley Educational Service Center NCO SERRC Newport Independent Northern Kentucky COOP NorthKey Community Care Ohio Department of Education ORCLISH, OH Pilasco Ross SERRC/Scioto Redwood Rehabilitation Center River Region COOP SEO SERRC Starlight Center Upper Cumberland Special Educational COOP WCD SERRC, OH WE JOY SING Western KY Educational COOP Blanchester Local Schools Boone County Bourbon County Campbell County Cardington OH Covington Independent Delaware City Schools Eastern Local/Brown County Ohio Fleming County Glasgow Independent Greater Clark County Schools, IN Hamilton County Heath City Schools, OH Jefferson County Kenton County Lakota School District,OH Leslie County S SSc cch hho ooo ool ll D DDi iis sst ttr rri iic cct tt/ //C CCo oou uun nnt tty yy Logan County Ludlow Independent Martin County New Richmond, OH Newport Independent Norwood City Schools,OH Oldham County Olentangy Local Schools,OH Princeton County Schools, OH Russel Independent Southwestern City Schools, OH Walton Verona Independent Schools Williamstown Independent Winton Woods City Schools Worthington County Schools Worthington Schools,OH. Wyoming City Schools 22 23 Figure 10 represents feedback from workshop participants regarding material presented. Utilizing a five point scale, participants were asked to provide feedback regarding training activity, with “5” representing highest satisfaction and “1” indicated participants complete dissatisfaction with the activity. 23 Figure 10 represents feedback from workshop participants regarding material presented. Utilizing a five point scale, participants were asked to provide feedback regarding training activity, with “5” representing highest satisfaction and “1” indicated participants complete dissatisfaction with the activity. A AAAAU UUT TTI IIS SSM MM I IIN NNS SST TTI IIT TTU UUT TTE EE 2 220 000 005 55 “Putting the pieces together through collaboration” is a constant theme at the Kentucky Autism Training Center (KATC) and a mantra that is highlighted at the Autism Institute each year. During our sixth annual conference we had the good fortune to collaborate with the Ohio Center for Autism and Low Incidence (OCALI). Due to this collaborative effort we were able to offer participants a three day event with thirty-four different presentations that offered both quantity and quality. The conference presentations were generally categorized into four areas of focus: Parents and Family Members of Individuals with Autism, Individuals with Complex Needs, Asperser’s Syndrome, and Adolescence and Adults with Autism Spectrum Disorder (ASD). With this focus in mind, we invited internationally recognized speakers, Brenda Smith Myles, Ph.D., Peter Gerhardt, Ed. D., and Julie Donnelly, Ph.D. to support us in meeting the needs of individuals with ASD in the state. A further area of partnership was in planning and presentations by the Regional Special Education Cooperatives and their Complex Needs Consultants: Cheryl Dunn and Marsha Harper (West Kentucky), Kathy Meredith (Big East), Deb Myers (Green River), Terri Sinn (Ohio Valley), and Therese Vali (River Region). Due to these collaborative efforts, between June 15th and 17th, over 850 participants attended Autism Institute 2006. We had a variety of participants from every region in Kentucky, six different states, and Japan. A breakdown of participants is listed below in Figure 11. AAuuttiissmm IInnssttiittuuttee 22000055 AAtttteennddeeeess Professionals and Educators 67% Family Members 16% Para-Professionals and Instructional Assistants 16% Full Time Students 1% Professionals/Educators 384 Family Members 91 Para Professionals/ Instructional Assistants 89 Full Time Students 4 Special Session Early Childhood/Daycare 248 Special Session Law Enforcement & First Responders 35 Special Session Volunteer Model 14 T TT o oo t tt a aa l ll A AA t tt t tt e ee n nn d dd e ee e ee s ss 8 88 6 66 5 55 24 It was our great privilege to honor Peter Tanguay, M.D., F.A.C.P., during our Keynote luncheon. Margaret Tanguay accepted the award on behalf of Dr. Tanguay. Dr. Tanguay is the Spafford Ackerly Endowed Professor of Child and Adolescent Psychiatry in the Department of Psychiatry and Behavioral Sciences, School of Medicine, University of Louisville. His research has focused on autism and Asperger’s Disorder. It is based upon an understanding of social communication and incorporates interviews designed to assess core deficits in the condition. One goal of the work has been to develop practical ways in which teachers and clinicians can become expert in the diagnosis, understanding, and treatment of persons within the autism spectrum. Dr. Tanguay’s recent publications include an invited ten year review of Pervasive Developmental Disorder in the Journal of the American Academy of Child and Adolescent Psychiatry. Currently he is Associate editor of the Child PRITE – the Psychiatric Resident-in-Training Examination. He was an expert consultant on the film Rain Man which starred Dustin Hoffman. Margaret Tanguay (accepted award on behalf her husband) and Nat McKay (Chairperson of the KATC Advisory Board) at the keynote lunch Dr. Burke, Kristen Frarey and Shawn Henry address attendees at the opening ceremony 25 A AAt ttt tte een nnd dde eee ees ss a aat tt A AAu uut tti iis ssm mm I IIn nns sst tti iit ttu uut tte ee 2 220 000 005 55 r rre eep ppr rre ees sse een nnt tte eed dd t tth hhe ee f ffo ool lll llo oow wwi iin nng gg c cco oou uun nnt tti iie ees ss: :: Anderson County Barren County Barren County Bell County Boone County Bourbon County Bourbon County Boyd County Boyle County Bracken County Breathitt County Breckinridge County Bullitt County Calloway County Campbell County Carter County Christian County Clark County, IN Clinton County Cuyahoga County, OH Davidson County, TN Daviess County Delware Coubty, OH Estill County Fairfield County, CT Fayette County Fayette County, OH Floyd County Franklin County Franklin County, OH Garrard County Grant County Graves County Grayson County Hardin County Harrison County Harlan County Hart County Hazard County Henry County Hopkins County Jackson County, IN Jefferson County Jessamine County Johnson County Kenton County Knott County Knox County Lake County, OH Laurel County Lawrence County Lee County Lincoln County Logan County Madison County Marion County Marshall County Meade County Mercer County Metcalfe County Montgomery County Morgan County Calloway County Nicholas County Nelson County Ohio County Oldham County Pendleton County Perry County Pike County Pulaski County Robertson County Rockcastle County Rowan County Russell County Scott County Shelby County Spencer County Trimble County Union County Warren County Washington County Williamson County, TN Webster County, TN Whitley County Woodford County In addition to guests from the counties listed, the KATC was proud to host individuals from Japan representing several disability organizations. Towards promoting the community awareness of autism spectrum disorders, during Autism Institute 2005 the KATC hosted 3 special sessions on June 17th. The topics of three special session were: • Promoting Autism Awareness for Law Enforcement Professionals and Other First Responders. • Developing Volunteer Community Based Recreational Programs for Individuals with Autism. • Simple Strategies for Daycare Workers and Early Childhood Professionals. These sessions were offered available to community members at no charge. Attendance at these sessions exceeded the number originally anticipated. Below is a breakdown of attendance regarding the special sessions. 26 E EEa aar rrl lly yy C CCh hhi iil lld ddh hho ooo ood dd S SSp ppe eec cci iia aal ll S SSe ees sss ssi iio oon nn a aat ttt tte een nnd dde eee ees ss w wwe eer rre ee f ffr rro oom mm t tth hhe ee f ffo ool lll llo oow wwi iin nng gg c cco oou uun nnt tti iie ees ss: :: Barren County Boone County Bourbon County Boyle County Bracken County Breckenridge County Bullitt County Butler County Calloway County Carlise County Casey County Daviess County Edmonson Couny Fayette County Fleming County Franklin County Graves County Grayson County Hardin County Harlan County Harrison County Hart County Henry County Hopkins County Jackson County Jefferson Count Johnson County Kenton County Knox County LaRue County Laurel County Lee County Liberty County Lincoln County Madison County McCracken County Meade County Metcalfe County Muhlenburg County Nelson County Nicholas County Oldham County Pulaski County Robertson County Rowan County Russell County Shelby County Spencer County Union County Warren County L LLa aaw ww E EEn nnf ffo oor rrc cce eem mme een nnt tt S SSp ppe eec cci iia aal ll S SSe ees sss ssi iio oon nn f ffr rro oom mm t tth hhe ee f ffo ool lll llo oow wwi iin nng gg c cco oou uun nnt tti iie ees ss i iin nn K KKY YY: :: Boone County Bullitt County Fayette County Green County Hardin County Jefferson County Madison County Marshall County McCracken County Nelson County Oldham County Taylor County Woodford County V VVo ool llu uun nnt tte eee eer rr M MMo ood dde eel ll S SSp ppe eec cci iia aal ll S SSe ees sss ssi iio oon nn f ffr rro oom mm t tth hhe ee f ffo ool lll llo oow wwi iin nng gg c cco oou uun nnt tti iie ees ss i iin nn K KKY YY: :: Barren County Jefferson County Spencer County Bullitt County Montgomery County Figure 12 (next page) represents a summation of session evaluations from Autism Institute 2005. Figure 6 represents feedback from participants regarding material presented. Utilizing a five point scale, participants were asked to provide feedback regarding training activity, with “5” representing highest satisfaction and “1” indicated participants complete dissatisfaction with the activity. 27 F FFi iig ggu uur rre ee: ::1 112 22P PPa aar rrt tti iic cci iip ppa aan nnt ttF Fe ee ed db ba ac ck kf fr ro om mA Au ut ti is sm mI In ns st ti it tu ut te e2 20 00 05 5 FeedbackfromAutismInstitute2005PPrreesseennttaattiioonnTTiittlleeSSppeeaakkeerr((ss))MMeeeettEExxppeeccttaattiioonnssIInnccrreeaasseeUUnnddeerrssttaannddiinnggAAppppllyyIInnffoorrmmaattiioonnIImmppaaccttWWoorrkkIitialStepsinDevelopingaComprehensiveStudentProgramShawnHenry,M.Ed. KellyShepperd,M.A.4.24.14.24.1HowtodevelopsocialskillsforindividualswithAsperger'sSyndromeMyrabethBundy, Ph.D.44.34.14.1ABABeyondDiscreteTrials:TheApplicationofABAforOlderLearnerswithASDPeterGerhardt,Ed.D. 3.83.83.73.8MedicalIssuesConcerningParentsGailWilliams,M.D.4.24.443.8StructuringtheClassroomforSuccessandIndependenceKathyMeredith,M.A. 4.44.64.34.4SexualityandSociallyAppropriateBehaviorPeterGerhardt,Ed.D. 4.34.14.14.2DailySchedulesandMini- Schedules:WorkingtowardIndependenceKellyShepperd,M.A. 4.24.344.1VerbalBehaviorStrategiesIntegratedintotheClassroomTereseVali,M.A. DebMyers,M.A.3.84.24.54.4AnUnderstandingofAsperger'sSyndromefortheLBDTeacherBrendaSmithMyles, Ph.D.4.84.84.84.8SocialSkillsandTransitionProgrammingforCompetentAdulthoodforLearnerswithAutismPeterGerhardt,Ed.D. 4.54.64.54.5TheResourcefulParentJulieDonnelly,Ph.D.4.54.44.44.3PromotingReceptiveandExpressiveLanguage:UsingSingleandMulti-picturedBasedSupportsJohnBurke,Ph.D. KellyShepperd,M.A.4.64.64.54.5TheCycleofTantrums,RageandMeltdownsBrendaSmithMyles, Ph.D.4.74.64.64.7ToiletTrainingJohnBurke,Ph.D. KellyShepperd,M.A.4.64.64.54.4AnalysisandInterventionofProblematicBehaviorinWorkplaceorCommunityPeterGerhardtEd.D. 4.64.44.44.5BehaviorandSocialSkillStrategiesintheHomeJulieDonnelly,Ph.D. 4.84.84.64.7AnOverviewoftheDIRtmModel: AComprehensiveApproachtoReversingtheCoreDeficitsofASDAnnPilewskie,M.A. 3.73.93.73.7PracticalStrategiestoTeachtheHiddenCurriculumtoyourStudentsBrendaSmithMyles, Ph.D.4.74.74.64.6HowtoDevelopandImplementaSensoryDietforStudentswithASDBrendaSmithMyles, Ph.D.4.74.94.84.9SpecialNeedsTrustsBryanBorellis,J.D.4.244.34.3UnderstandingAutismforPreschoolandChildcareProfessionalsCherylDunn,M.A. 4.64.54.64.4UnderstandingAutismforLawEnforcementandOtherFirstRespondersJohnBurke,Ph.D. 4.54.44.6N/ASimpleStrategiesforPreschoolandChildcareProfessionalsTeriSinn,M.A. 3.94.14.34DecreasingBehaviorProblems: WhatCausestheseProblems? PracticalGuidelinesforEducators&ParentsRichardHudson, Ph.D. 4.74.74.44.5SupportsforStudentswithAsperger'sSyndromeinMiddleandHighSchoolBrendaSmithMyles, Ph.D.4.64.84.84.8Communication&PlayStrategiesforPreschool&ChildcareProfessionalsBrendaMcMillan, CCC-SLPShawnHenry,M.Ed.43.944MultisystemsApproachtoInterventionforPre-schoolChildrenwithAutismAnnPilewskie,M.A. 3.73.93.73.7 28 Towards our mission to enhance supports for persons with autism spectrum disorders by providing information and technical assistance, the KATC hosted a Provider Expo at Autism Institute 2005. The purpose of the Provider Expo was to provide a networking opportunity for families and professions. Providers and support organizations from across the Commonwealth were invited to participate. Below is a list of participating organizations at the Provider Expo: Autism Society of Kentuckiana Building Bridges Camp KYSOC Cardinal Hill Health System Cardinal Hill of Northern KY Carriage House Educational Services and Preschool Center for Accessible Living CHRC/Easter Seals of Louisville Exceptional Equitation Families for Effective Autism Treatment Family Works Great Plains Harmony Habitat Journeys: Music for Life Kentucky Autism Training Center Kentuckiana Children’s Center Kid Power KY-Spin Luci Center Parent Outreach/Council on Mental Retardation Partners in Speech Pathology Professional Evaluation and Developmental Services Protection and Advocacy-State of Kentucky Rockcastle Hospital and Repertory Care Center Sheltered Risks Inc. and Kamp Kessa Systematic Treatment of Autism & Related Disorders TLC Supported Living Services G GGR RRA AAD DDU UUA AAT TTE EE C CCO OOU UUR RRS SSE EES SS A AAN NND DD P PPR RRO OOG GGR RRA AAM MM O OOF FFF FFE EER RRI IIN NNG GGS SS A AAT TT T TTH HHE EE U UUN NNI IIV VVE EER RRS SSI IIT TTY YY O OOF FF L LLO OOU UUI IIS SSV VVI IIL LLL LLE EE I IIN NN T TTH HHE EE A AAR RRE EEA AA O OOF FF A AAU UUT TTI IIS SSM MM Based on the need for knowledge and education in the areas of Autism and Assistive Technology in Kentucky and at the national level, the Distance Education Programs in Special Education has created a new delivery system utilizing distance education technology. Students seeking a Master's Degree in the area of special education with a concentration in Autism or Assistive Technology have the opportunity to participate in courses during the Fall, Spring, and Summer delivered via the Internet. In addition, students will have access to interactive distance education library support systems and with computer technology such as e-mail, chat rooms, and the Internet to communicate with the professor and complete course assignments. In conjunction with the Department of Teaching and Learning/Distance Education at the University of Louisville’s College of Education and Human Development, Dr. John Burke and senior staff have offered multiple graduate courses on autism. These courses taught during this year include: • Introduction to Autism • Autism Strategies & Techniques • Applied Behavior Analysis. • Single Subject Research Methods 29 K KKKKA AAT TTC CC S SSt tta aaf fff ff J JJo ooh hhn nn C CC. .. B BBu uur rrk kke ee, ,, P PPh hh. ..D DD. .., ,, D DDi iir rre eec cct tto oor rr. .. The Kentucky Autism Training Center is directed by Dr. John C. Burke who oversees all aspects of the operation of the Center under the direct administration of the College of Education and Human Development at the University of Louisville. Prior to coming to UofL in August of 1997, Dr. Burke served as faculty at Johns Hopkins University as well as a Program Director at the Center for Technology in Education (JHU). Dr. Burke earned degrees and credentials in Psychology, Education, Speech Communication, and Speech and Hearing Sciences from the University of California, Santa Barbara. He also received a Post-Doctoral Fellowship from the Department of Pediatrics, The Johns Hopkins University School of Medicine and the Department of Behavioral Psychology the Kennedy Krieger Institute. Dr. Burke has been extensively involved in several major research and training projects pertaining to autism funded by various government agencies (e.g., U.S. Department of Education, National Institute of Mental Health). He has taught several courses pertaining to understanding and educating students with autism and implementing effective technology-based behavioral and instructional supports. He has worked with Local and State Educational Agencies in planning, implementing, and evaluating major collaborative training programs pertaining to preparing teams of professionals and parents to work with students with autism and other pervasive developmental disorders. Dr. Burke has extensively published in several major journals and has presented at regional, national, and international conferences on such topics as strategies for facilitating communication and social skills, application of technology with children with autism and team-based training with parents and professionals. K KKa aat tti iie ee C CCa aar rrn nna aaz zzz zzo oo, ,, M MM. ..A AA. .., ,, C CCo ooo oor rrd ddi iin nna aat tto oor rr. .. Katie Carnazzo graduated from the University of Kansas with a Masters degree in Human Development and Behavior Analysis. She has worked with children with autism for approximately 9 years in various roles. At Juniper Gardens Children’s Project, Ms. Carnazzo designed and implemented programs, which promoted successful integration of children with autism into regular, age-appropriate classrooms. She trained teachers to use such programs as peer tutoring, cooperative learning groups, social skills groups, and social networks. In her current role at the KATC, Ms. Carnazzo coordinates the KATC’s school-based technical assistance activities. Currently, Ms. Carnazzo works .40 FTE for the KATC. T TTh hhe eer rre ees ssa aa E EEl lll lli iis ss, ,, U UUn nni iit tt B BBu uus ssi iin nne ees sss ss M MMa aan nna aag gge eer rr. .. Theresa Ellis has worked for University of Louisville for approximately 5 years. She oversees the financials of several grants in the Department of Teaching & Learning, Special Education. She has been brought to the Kentucky Autism Training Center to oversee the financials of grants as well as the general budget. K KKr rri iis sst tte een nn F FFr rra aar rre eey yy, ,, P PPr rro oog ggr rra aam mm A AAs sss ssi iis sst tta aan nnt tt. .. Kristen Frarey joined the staff in 2001 to assist in the coordination of KATC's school-based services and professional development seminars for organizations and family groups across Kentucky. She coordinates requests for training and consultative services offered by the 30 KATC and coordinates the billing for these services. She also serves as a Co- Chair for the KATC's annual Autism Institute held each summer. R RRe eeb bbe eec ccc cca aa G GGr rra aau uu, ,, M MM. ..P PP. ..A AA. .., ,, P PPr rro oog ggr rra aam mm C CCo ooo oor rrd ddi iin nna aat tto oor rr. .. Rebecca Grau graduated with a Masters degree in Public Administration at the University of Louisville. Ms. Grau coordinates many of the Center’s administrative responsibilities and is working to increase collaboration among parents and professionals to develop an efficacious system of care for individuals with autism and their families across the Commonwealth. S SSh hha aaw wwn nn H HHe een nnr rry yy, ,, M MM. ..E EEd dd. .., ,, F FFi iie eel lld dd T TTr rra aai iin nni iin nng gg C CCo ooo oor rrd ddi iin nna aat tto oor rr. .. Shawn Henry graduated from the University of Kentucky with a Bachelor’s degree in Special Education in the area of Moderate to Severe Disabilities and Elementary Education. He holds a Master’s degree in Special Education with a concentration in autism, augmentative communication, collaboration, learning and behavior disorders from the University of Louisville. He has worked with children and adults with autism for ten years. Prior to his arrival at the KATC, Mr. Henry served as an elementary special education teacher, primarily teaching students with autism. In his current position at the KATC, Mr. Henry coordinates the KATC’s annual institute and provides training and technical assistance to families and professionals across the Commonwealth. R RRi iic cch hha aar rrd dd H HHu uud dds sso oon nn, ,, P PPh hh. ..D DD. .., ,, F FFi iie eel lld dd T TTr rra aai iin nni iin nng gg C CCo ooo oor rrd ddi iin nna aat tto oor rr. .. Richard Hudson worked as a Rehabilitation Counselor for the Kentucky Department of Vocational Rehabilitation for seven years, serving a diverse population of persons with severe disabilities. Holding a Master’s of Education in Psychology from the University of Louisville and a Master’s of Rehabilitation Counseling from the University of Kentucky. Richard received his doctorate in Educational and Counseling Psychology at the University of Louisville. At the KATC, Mr. Hudson serves as a resource for teachers, families, comprehensive care personnel, supported employment providers, school-to-work transition providers and rehabilitation counselors of persons with autism attempting to achieve community based employment. K KKe eel lll lly yy S SSh hhe eep ppp ppe eer rrd dd, ,, M MM. ..A AA. .., ,, F FFi iie eel lld dd T TTr rra aai iin nni iin nng gg C CCo ooo oor rrd ddi iin nna aat tto oor rr. .. Kelly Shepperd graduated from Western Kentucky University with a Master’s degree in exceptional child education and holds certification in three areas: K-4 Elementary Education, K 12 Trainable Education and Director of Special Education. She has worked with individuals with autism and other disabilities for eleven years. Prior to her arrival at the KATC, she served as a special education teacher for nine years, three of which were in the secondary setting and 6 of which were in the elementary setting. For the last 5 years of her career in the public school setting, she primarily taught elementary students with autism, implementing a variety of programs in both regular education and special education settings. In 1999, in an effort to support and educate parents and families with children with autism, she and a colleague started the Barren River Area Autism Support Group. In her current position at the KATC Ms. Shepperd primarily provides training and technical assistance to families the southwestern region of Kentucky were she resides. 31 K KKE EEN NNT TTU UUC CCK KKY YY A AAU UUT TTI IIS SSM MM T TTR RRA AAI IIN NNI IIN NNG GG C CCE EEN NNT TTE EER RR 2 220 000 004 44- --2 220 000 005 55 B BBU UUD DDG GGE EET TT E EEX XXP PPE EEN NND DDI IIT TTU UUR RRE EES SS P PPe eer rrs sso oon nnn nne eel ll Staff include: director, 3 field training coordinators, 1 leadership development specialist, 1 program assistant, 1 part time coordinator, and 1 part-time unit business manager. Total $433,843.00 O OOp ppe eer rra aat tti iin nng gg E EEx xxp ppe een nns sse ees ss Items such as procurement card expenses (including such purchases as office supplies, small equipment, instructional supplies, and registrations), postage, copiers/maintenance, telephone/communications expenses, duplicating/printing, temporary help, honorariums, building rent, stockroom/office supplies, and vehicle rent are included in operating expenses. Total $240,915.00 T TTr rra aav vve eel ll Travel expenses include mileage, overnight accommodations, and in some instances meals of KATC employees who travel throughout the state to train and to attend some conferences. Total $19,501.00 I IIn nnd ddi iir rre eec cct tt C CCo oos sst tt Indirect cost (overhead) was paid on only CSPD and OAR grants. Total $13,422.00 . T TT o oo t tt a aa l ll $ $$ 7 77 0 00 7 77 , ,, 6 66 8 88 1 11 . .. 0 00 0 00 32 KENTUCKY AUTISM TRAINING CENTER FY 04/ 05 EXPENSE REPORT TOTAL GENERAL KY COUNCIL INCOME KDE- CSPD BUDGET LEGISLATED POSTSECONDARY FUNDS OAR FY03/ 04 FUNDS EDUCATION EXPENDED EXPENDED EXPENDED EXPENDED EXPENDED TOTAL EXPENDED SALARIES 311,771.00 145,484 73,980 30,456 76,445 17,141 343,506 FRINGE BENEFITS 75,100.00 31,768 15,467 20,749 17,716 4,637 90,337 TOTAL SAL. & F. B. 386,871.00 177,252 89,447 51,205 94,161 21,778 433,843 OPERATING EXPENSES 196,403.00 16,492 9,720 49,416 41,097 2,388 - 119,113 TRAVEL 20,525.00 18,976 525 19,501 EQUIPMENT - - - RENT 121,802 - 121,802 INDIRECT COST 15,140.00 11,031 2,391 13,422 TOTAL OPERATIONS 232,068.00 16,492 131,522 49,416 71,104 5,304 273,838 REVENUE 140,710.00 TOTAL 759,649.00 193,744 220,969 100,621 165,265 27,082 707,681 33 APPENDIX Family Focused Positive Behavior Supports-Case Study Comprehensive Autism Planning System-Case Study School-Based Technical Assistance-Case Study APPENDIX Family Focused Positive Behavior Supports-Case Study Comprehensive Autism Planning System-Case Study School-Based Technical Assistance-Case Study F FFA AAM MMI IIL LLY YY F FFO OOC CCU UUS SSE EED DD P PPO OOS SSI IIT TTI IIV VVE EE B BBE EEH HHA AAV VVI IIO OOR RR S SSU UUP PPP PPO OOR RRT TT Family Focused Positive Behavior Support APPEND X QuietMusicComputers? PPiiaannooJOBVVaaccaattiioonn--BBeeaacchh 1 GOALS POSITIVE and POSSIBLE 6 Month Goals CommunityOPS Karate ChallengerProgram KinderMusicMusicLessons YMCA Consistent Supervision Trained Individual RespondingProperly “NO” Household Safety Cords, Climbing, Roads, Boundaries, Fire Self Care Skills ¾Toilet Trained ¾More Independent With Dressing BetterCommunication Activities With Typically Developed Peers Opportunitiesfor SocialStories- Mall Lot’sof Likes! APPENDIX 2 APPEND X KKiimm––AATTCC––PPCCPPWWeenneeeeddSScchhooooll:: AAmmyyMMss..MMaalloonneeMMss..JJaacckkiieeMMss..RRiicceeDDrr..CCaappeehhaarrttKKAATTCC((KKeennttuucckkyyAAuuttiissmmTTrraaiinniinnggCCeenntteerr)) Better Communication with School System Awareness & Knowledge to Improve Safety & Environment Family School Respite Team Meetings (Consistency Across Settings) 3 4 APPENDIX Appendix 4 Schedule Meeting to Determine Data Collection Procedures Send Mom List of YMCA Programs - John Talk to SLP to get Information about Communication Evaluation Exchange E-mail addresses with team Mom will find out information about computer program (Internet Searches?) KATC – Toilet Training Data Collection Beginning Meeting and Discussion Scheduled At 1 Month Meeting : Have list of Programs at YMCA (John) Scheduled Communication assessment with SLP Collecting FBA Data Program In Place 6 Weeks – Analyzed FBA Developed Strategies APPEND X 5 Appendi APPENDIX HistoryStudent born in North Carolina 6 -8 months old family moved to West Virginia On track for first 2.5 years, developed some speech but then lost it hearing within normal range 2 weeks past due date, had to be induced, heart rate Dropped, Not Breathing at birth, low APGAR, taken to NICU Grew fine, above standard on height and weight Abnormal head growth Moved to KY -close to Grandmother, Mom went back to work at wal-mart Father with kids while Mom worked Student diagnosed with developmental delay by Putnam Co. Schools, starts speech therapy, starts pre-school at Catlettsburg Elementary Dec. 2000 Eastern Ky Student Diagnosed with Autism by Dr., Paternal grandparents are resistant to this diagnosis Sister has difficulty with student special needs, Mom helps her to understand HistoryStudent got upset whenever he saw Grandmother at school (Grandmother worked at Eastern Ky Student’s schools. Student started Speech & OT at Kings Daughters 2000-2001 School Year Student starts at Ponderosa Elementary In the pre-school program (has Ups and Downs) 2001-2002 School Year Student returns to Ponderosa but is placed in An Autism classroom, first part of year is difficult because aids are Changed, when Ms. Amy returned things got better Father goes back to Wal-Mart and Mom takes job At Headstart 6 APPEND X 7 Family Schedule Weekday 5:20 am wake up 6:05 am fix Student’s lunch and get him up and dressed, Choc. Milk and meds 6:20 am Get Sister up 6:30 am Student on bus, Father to work 7:15 am Sister to school 7:30 am Mom to work 3:30 pm Sister finishes school day 3:45 pm Mom finishes work day 4:00 pm Mom home starts dinner 5:30 pm Dinner 6:00 pm Homework 6:20 pm Baths 6:45 pm TV Time 7:00 pm meds 8:00 pm bedtime Weekend 6:00 am wake up 6:15 am breakfast, choc milk, meds 7:30 am Bath 10:00 am Grocery 12:00 pm Home (Free Time) 5:30 pm Dinner 6:30 pm Baths 7:00 pm meds 8:00 pm bedtime APPENDIX Choices Eastern Ky Student Family Likes McDonalds, KFC Meal Choices Not to wear shoes at school or Home Waking time on weekends Some Mealtimes Free time at home -computer games -movies Sometimes chooses where Family goes Meals Student’s clothes Places we go Bedtime Family Trips -whether to take student or leave him with Grandmother 8 APPEND X 9 Family Stressors Who Rating I feel stressed when… Mom 4 Mom 4 Mom 4 Mom 3 APPENDIX When we are in public and student starts screaming. Potty training student Student is upset and I don’t know why I see a bill from the hospitals Stress Related Strategies Work Does Not Work Thinking about you can do to control the situation Crying Get out of the situation Calling Michelle (reaching out to supports) Pigging out Shopping Mom Crying Trying to calm student or settle him down Keeping it to myself (not looking for support) 10 Appendi APPEND X Themes Positive attitude, student is usually happy Mom is not shy about helping student Student has a devoted/committed family Student can communicate his wants/needs Independent, self-starter, resourceful Toileting is an issue Family is NOT at a crisis point Student has made progress Student has a strong school program Future Plans Home Work Adding on more space No moving or job changes Student living as independently Fewer hours as possible May choose to stay at home Student having a job one day School Community Mom increasing her knowledge base Maintain Church program Get program at YMCA until graduation Keep Ms. Amy with student Sister taking violin Getting Adam through college Increase knowledge base Put things in place to help student gain needed skills Increase communication skills student Maintain stability and consistency 11 C CCO OOM MMP PPR RRE EEH HHE EEN NNS SSI IIV VVE EE A AAU UUT TTI IIS SSM MM P PPL LLA AAN NNN NNI IIN NNG GG S SSY YYS SST TTE EEM MM C CCA AAS SSE EE S SST TTU UUD DDY YY The Kentucky Autism Training Center is currently working with a team at Morningside Elementary in the Elizabethtown Independent School District. The team was identified by Therese Vali of the River Region Cooperative as a part of the Comprehensive System of Personnel Development. As a part of the process, the team, along with personnel from the Cooperative and the Kentucky Autism Training Center identified the following areas as priorities: Challenging Behaviors/transitions, Fostering independence and enhancing communication skills. Although the CAPS system is used for one student’s team, it is designed to build capacity within the local district. T TTh hhe ee T TTe eea aam mm A AAp ppp ppr rro ooa aac cch hh The KATC was fortunate not only because the school district provided administrative support but also because the entire team, administration, speech-language therapist, occupational therapist, regular educator, special educator, instructional assistants, regional special education cooperative personnel, as well as family members attended and participated in the training sessions. To begin the process, the team, including the child’s mother, participated in a two day initial training process where the Comprehensive Autism Planning System (CAPS) process began. During the process, the team received training in Structuring the Environment, Developing Social- Communication Systems, Developing Sensory Supports, and Data Collection Systems. The team began by simply “walking through” the child’s day to identify supports that were needed. As a support was identified, it was added to the CAPS for later implementation. The entire CAPS was not completed, but the team will continue the process when school starts in August 2005. I IIm mmp ppl lle eem mme een nnt tta aat tti iio oon nn o oof ff C CCA AAP PPS SS At the beginning of the consultation, the target student was working with a Velcro stationary visual schedule, however, he was verbally and physically prompted to check his schedule each time the activity changed and then prompted to begin the activity. In order to decrease prompt dependency and foster independence, the team adapted his schedule to a single sheet that could travel with him from place to place within the classroom. By doing so, the level of prompting to check his schedule decreased from 76% physical prompting to 100% independent use of schedule as depicted by the graph below. APPENDIX 12 APPEND X Visual Schedule Prompting Level 0 20 40 60 80 100 120 Independent Verbal Gestural Physical Prompting Level PercentagePretraining Post training APPEND X Visual Schedule Prompting Level 0 20 40 60 80 100 120 Independent Verbal Gestural Physical Prompting Level PercentagePretraining Post training S SSa aam mmp ppl lle ee S SSu uup ppp ppo oor rrt tts ss In addition to changing the schedule, the team implemented a visual reinforcement monitoring system (VRMS). After completing a reinforcer assessment, it was determined that the character Boots, from Dora the Explorer, was highly reinforcing to the target student. Implementation of the system follows: 1. A digital picture of the desired item was taken, laminated and cut into a three piece puzzle. 2. As the student completed a portion of a teacher directed task, the first part of the puzzle was given along with specific praise, “ Good job, you did X number of math problems you get your first puzzle piece, only two more and you get Boots.” 3. This process is completed until the whole puzzle is given at which time, the adult says, “Great work, you can play with Boots” 4. A timer is set for 5 minutes and the student is allowed to play with the toy. 5. When the time runs out, the student gives Boots back and returns to work. 6. The process repeats as needed. The VRMS follows: 13 APPENDIX APPENDIX After the initial training dates, the team participated in follow-up hands on training and make-n-take sessions. Supports added during the make-n-take sessions included: The VRMS, choice boards, a folder system for the regular education class, and a sensory diet. 14 H HHHHo oom mme ee I IIm mmp ppl lle eem mme een nnt tta aat tti iio oon nn During this time, the target student’s mother created visual communication supports for home using Mayer Johnson’s Boardmaker. This allowed the family to implement supports at home thus enabling generalization. The family was very appreciative of the training and very happy to receive training on implementing visual supports at home. The following pictures were used at home to help clarify computer time. APPEND X S SSu uum mmm mma aar rry yy During the annual ARC meeting, Mrs. Brown, the special education teacher, explained how much she appreciated KATC’s involvement with her team. She stated, “_________ has made so much progress, and I know it is because of the changes KATC helped us make.” The team looks forward to completing the CAPS process in the fall as there are many supports that the team would like to add but due to time constraints were unable to. 15 APPENDIX APPENDIX Local School-Based Team: From the left. Mrs. Daphne Whithers, instructional assistant, Mrs. Carole Brown, special education teacher and Mrs. Diane White, instructional assistant 16 APPENDIX Comprehensive Autism Planning System (CAPS) MORNINGSIDE ELEMENTARY SCHOOL Please note that this is a work in progress. Items in italics or indicated with an * were added as a part of CAPS implementation. Time Activity Targeted skill short-term objective Specially Designed Instruction Data collection forms Communication / Social Skills Sensory Strategies Instructional Materials Generalization Plan - Vis. Schedule * - Routinely 7:50 Ms. S Puts bookbag away. - Independent - Vocational skills rotate personnel - Give folder to * - takes folder to Visual Schedule Data Sheet Football Mouth guard to chew* Sensory Vest* pile * - Chooses activity off shelf and completes 7:55 Complete morning activity sheet. - Transition Independently: 1. Following Directions paper - Stop sign over computer* - Vis. Schedule * - Choice Board * Visual Schedule Data Sheet Football Mouth guard to chew* Sensory Vest* Morning Activity Sheet -Systematic Prompting -Reinforcer Puzzle* 17 APPENDIX - Vis. Schedule * -Give flag to 8:00 Announcements. Pledge 1. Listen to Announcements 2. Stand for pledge independently peer who will be holding flag* - Scripting -Social Rules card for Pledge - Using pointer to guide Pledge -Visual Schedule Data Sheet - Communication Data Sheet -“It’s your turn, _ ” - Social Rules card for Pledge Football Mouth guard to chew* Sensory Vest* 8:10 Ms. B’s room ( if coat, hang up) . Check schedule. - Transition independently - Vis. Schedule -Add hang up coat to schedule* Visual Schedule Data Sheet Football Mouth guard to chew* Sensory Vest* - Vis. Schedule -Task analysis ( T. A. ) for 8:108: 20 Breakfast in room - Sit breakfast steps - Preparing for breakfast - Add job -Reinforcer ( gym picture) added to end of the T. A. Communication data sheet -Script for ” __ __ are you finished? ” - Football Mouth guard to chew* Pressure Vest* Box to get inside * - Scripting 18 APPENDIX 8:208: 40 Gym - Walk laps – exercise Vis. Schedule -Digital pictures of gym activities(cards on ring or pictorial representation of each activity placed on wall) -Self-monitoring system for -Visual Schedule Data Sheet - Self Monitoring for laps *- Sensory break 1. Mats* 2. Closed in space, bean bag chair, inner tube, box, therapy ball, proprioceptive input 3. running/walking laps -Reinforcer added to go up bleachers Systematically try various items Football Mouth guard to chew* 8:408: 45 Music - Imitation skills Vis. Schedule Check schedule and starts music -Eventually add pictures of songs for students to choose songs. - Scripting -Visual Schedule Data Sheet - Communication data Sheet -Scripting for “ who wants _ ___ __ ” * May need a sensory break -Sensory choice board 1. Participate in 8:459: 00 Calendar entire activity independently 2. Answering questions 3. Sit independently Vis. Schedule Prompt “ What’s next or Check Schedule” - Visual Schedule Data Sheet Pressure Vest* 19 APPENDIX 9:00 (MTH) Speech 1. Language development 2. Reading 3. Concept Development 4. Phonics 5. Sentence Structure 6. Functional Sentences Categories Verb (ing) Associations Adj. Phrases Prep. Visual Schedule Data Sheet 9:30 Mrs. Schubeler- Centers (Coll. Speech) - Blocks -Doll Houses, Barns -Manipulatives -Puzzles - Housekeeping 1. Pairing vocabulary in classroom with verbalizations 2. Socializing with peers - Vis. Schedule - Visual Schedule Data Sheet 10:00 Computer 1. Staying at one computer 2. Reading/ Math 3. Choosing program Add Choice board for computer program Visual Schedule Data Sheet 10:15 Bathroom Break - Use the toilet Visual Task analysis * Visual Schedule Data Sheet Toileting Data Sheet 10:20 Basic Concepts Large Group activity - Participation in class Visual Schedule Data Sheet 20 APPENDIX 10:30 Math 1. Number identification to 20 2. Counting objects 3 to 10 Visual Reinforcer System ( puzzle) * Visual Schedule Data Sheet 10:45 Spelling 1. Writing words Visual Reinforcer System ( puzzle) * Visual Schedule Data Sheet 11:00 Reading (Balanced with Literacy) or Spanish 1. Read in his environment (functional signs) 2. Reading comprehension (answering questions) Visual Reinforcer System ( puzzle) * Visual Schedule Data Sheet 11:30 Lunch 1. Speaking to others 2. Stay in seat -Visual Schedule Data Sheet - Communication Data sheet Picture ring of food 12:00 Music/ Physical Act. - Imitate movements in music/physical activities Visual Reinforcer System ( puzzle) * Visual Schedule Data Sheet 12:15 Calendar (Whole Group) - Complete calendar sheet independently Visual Reinforcer System ( puzzle) * Visual Schedule Data Sheet 12:30 Folder Work (Ind. ) 1. Day of Week 2. Name 3. Shapes 4. Handwriting - Independently complete worksheets Visual Reinforcer System ( puzzle) * Visual Schedule Data Sheet 21 APPENDIX 1:00 Bathroom Break - Use toilet Visual task analysis* -Visual Schedule Data Sheet -Toileting Data Sheet 1:15 Computer 1. Staying at one computer 2. Reading/ Math 3. Choosing program Choice board Visual Schedule Data Sheet 1:30 Theme Time 1. Participate in activity 2. Answer questions- Visual Schedule Data Sheet 2:00 1. Snack 1. Make a choice 2. Clean-up after snack -Key ring for snack -Task Analysis Visual Schedule Data Sheet Key ring for snack 2. Centers (Teacch Tasks) - Complete task he has been given Visual Schedule Data Sheet 2:15 Home - Preparing himself for home 1. get backpack 2. pack 3. Put on coat -Self-monitoring checklist* - Visual Schedule Data Sheet 22 S SSC CCH HHO OOO OOL LL- --B BBA AAS SSE EED DD T TTE EEC CCH HHN NNI IIC CCA AAL LL A AAS SSS SSI IIS SST TTA AAN NNC CCE EE C CCA AAS SSE EE S SST TTU UUD DDY YY APPEND X The Binet School for Brent Parker during the 2004/2005 school year. KATC conducted an observation and team meeting at Binet on Dec. 13th, 2004. Per school report and naturalistic observation it is noted that Brent engages in severe behaviors e.g., kicking, biting, scratching, that result in frequent use of Safe Crisis Management (SCM) techniques. Based on the meeting it was decided that the team required training in the areas of visual supports/schedules, structuring the environment and behavioral training. Additionally, a Functional Behavioral Analysis (FBA) was conducted as part of this consultation and a newly hired assistant was provided autism specific training. Hands-on training with the target student and members of the educational team were conducted across multiple school environments, 10 hands-on trainings were provided on January, 4th, 24th, February, 2nd, 14th, 24th, March 1st, 8th, 14th, 22nd and 29th. Three small team trainings were provided to the local educational team and family members on January 12th, February 2nd and 9th. B BBa aac cck kkg ggr rro oou uun nnd dd Brent Parker is a 6-year-old student placed in an MMD classroom at Binet School. Brent is functionally non-verbal, though he does use some words and echolalia. It is noted that Brent engages in severe behaviors that include kicking, spitting, scratching, hitting and biting. These behaviors appear to be connected to times/incidences in which Brent is attempting to avoid a demand/request from staff or during transitions. It is further noted that Brent was initially placed in secluded time-out room when these behaviors occurred but school staff began to suspect that he was engaging in the behaviors as a way to gain the time-out. I IIn nnt tte eer rrv vve een nnt tti iio oon nns ss Due to the behavioral nature of the presenting problems a detailed Functional Behavioral Analysis was conducted for Brent. Data was collected over several weeks and across multiple school environments and compiled from a combination of observational and school collected data. Behaviors observed/noted during the data collection period included biting, scratching, kicking, spitting and hitting. The results of the FBA suggest that Brent’s behaviors arise predominantly from seeking to escape/avoid demand/requests and during unstructured times or time of transition. Based on the data it appears that approximately 93% of the noted behaviors are attempts to escape or otherwise avoid task demands from teachers or other staff, i.e., a teacher makes a demand of Brent, “get off the computer, it is time for math,” and Brent responds with kicking, biting or spitting. It is noted that the times in which the behaviors were most severe were those in which high task demands were made e.g., during speech therapy. Approximately 90% of these behaviors also involved transitions from either one environment to another or one activity to another. 23 KATC staff took numerous digital photographs of the student engaging in his daily activities across school environments and used these photographs toward the creation of visual schedules, a mini-schedule, a choice board and other visual supports. These visuals were assembled as part of a make-and-take small-group training session on visual schedules and supports. Hands-on training days were utilized to assist Binet staff, particularly an additional instructional assistant hired during the consult, to utilize these materials toward providing a structured and predictable schedule for Brent. Picture from Visual Schedule denoting a series of tasks to be performed during morning work time, this is a mini-schedule Each task in the mini-schedule has an individual picture to provide the student with concrete representations of what is expected and when the task is done. APPENDIX 24 APPEND X APPEND X The final item in the mini-schedule is of the reinforcer for completing the task. This allows the student to know what they are working toward and that a preferred item or activity is awaiting them. The student engages in the task from the mini-schedule with minimal prompting. The goal is for the student to use the schedule independently. 25 The student engages in his preferred activity (reinforcer) following successful completion of the previous tasks in the mini-schedule. This is the student’s reward for engaging in targeted behaviors (task completion). Brent’s schedule was examined and adjusted to pair non-preferred tasks between two or more preferred activities to capitalize on behavioral momentum. Timers were strongly encouraged to demonstrate to the student the passage of time during non-preferred activities and the availability of upcoming preferred activities or choices. Example of a visual timer to allow the student to monitor the time he has to enjoy his reward before returning to his schedule to begin the next task. APPENDIX 26 Data from school behavioral logs from 63 days were reviewed for dates from 11/04/04 to 3/28/05 (see attached graph). The first 21 days of data represents the time just prior KATC’s involvement and serves as the baseline data. School Data from school behavioral logs from 63 days were reviewed for dates from 11/04/04 to 3/28/05 (see attached graph). The first 21 days of data represents the time just prior KATC’s involvement and serves as the baseline data. School APPEND X behavioral logs did not record the actual behaviors but rather recorded the number of times a student was placed in a Safe Crisis Management (SCM) hold. Because SCM is used as a last resort when behaviors continue despite less invasive attempts at behavioral management e.g., verbal redirects etc., it is considered reasonable to equate SCM with the existence of significant behaviors. During this time period there were an average of 19 SCMs used daily. The second time segment represents the 21 days during which KATC staff attempted to implement visual schedules, mini-schedules and other visual and behavioral supports. There were an average of 11 SCM’s used per day during this time period. The final time segment includes the use of visual supports and schedules as well as the inclusion of an additional teacher’s assistant in the classroom who was provided individualized training on autism and the use of visual schedules. During these final 18 days of data collection there were an average of 3 SCM’s used daily. This suggests that there was approximately an 80% drop in the use of Safe Crisis Management with this student during this time period as compared with baseline data. Data for Decreased use of S SSa aaf ffe ee C CCr rri iis ssi iis ss M MMa aan nna aag gge eem mme een nnt tt (SCM) for Student with Behavioral Issues Pre-Visual Schedules + Intervention Schedules Assistant Data Implemented Trained 01020304050602004200420042004200420052005200520052005200520052005SCM 27