2012 - 2013 Annual Report of Activities logo and mission statement 2012 –2013 Annual ReportofActivitiesThemission of theKentucky Autism TrainingCenter(KATC) istostrengthen ourstate'ssystems of support forpersons affectedbyautism by bridgingresearch to practice and by providing training andresources to families and professionals. KATCiscommitted toimproving the qualityof life forthoseaffected byASD. KATC address and phone number KentuckyAutismTrainingCenter CollegeofEducationand HumanDevelopmentUniversityof Louisville AutismCenter atKosair Charities1405 EBurnettSt-­-Louisville,KY40217 http://louisville.edu/education/kyautismtraining/ 2 TableofContents 2012-­-2013 KATC SummaryofActivities-­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-4INFORMATION DISSEMINATION -­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­----­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-4TRAINING -­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­----­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-4COACHING AND SUPPORT 5-­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-­- Mission-­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-6 History6-­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­----­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­- AdvisoryBoard-­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-­--­--­--­--­--­--­--­--­--­--­--­-6 KATCStrategicFocus-­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­----­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-­--­--­--­--­--­--­-7KATCRoles -­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­----­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-7KATCBeliefs 7 -­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­----­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-KATCStrategic Goals 8 -­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­----­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-­--­--­--­--­--­--­--­-Strategies to Guide the Work of the KATC -­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­----­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-8 INFORMATIONDISSEMINATION-­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­----­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-10Website -­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­----­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-10Newsletter -­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­----­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-10Webinars -­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­----­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-10Youtube 13 -­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­----­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-Autism Internet Modules (AIM) 13 -­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­----­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­- Facebook -­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­----­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-13 Twitter -­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­----­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-13 Amanda L.King Resource Library 13 -­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­----­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-Kentucky Autism Service and Supports Directory 13 -­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­----­--­--­--­--­--­--­--­--­--­-KYAUTISM LISTSERV 13 -­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­----­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-­--­--­--­--­--­-Promoting Early Identification -­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­----­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-14 STATEWIDETRAINING FORFAMILIES ANDPROFESSIONALS-­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-15Network of Early Childhood Professionals -­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­----­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-15Kentucky Training of Trainers (TOT) -­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­----­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-15Regional Workshops -­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­----­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-­--­--­--­--­--­--­-16Guest Lecture: Mark L. Sundberg, Ph.D., BCBA-­-D -­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­----­--­--­--­--­--­--­--­--­--­--­--­-17Identifying Language Intervention Priorities for Children with Language Delays -­--­--­--­--­--­--­--­--­--­--­--­-17University of Louisville Special Education Conference: Innovative Research to Practical Application -­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­----­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-18Autism Case Training (ACT): ADevelopmental-­-Behavioral Pediatrics Curriculum -­--­--­--­--­--­--­--­--­--­-21Workshops for Families and Professionals 22-­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­- COACHING ANDSUPPORT-­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-27ASD Partnership Training Sites -­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­----­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-27Autism Cadre -­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­----­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-31KATC Family Network: Families Supporting Families -­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­----­--­--­--­--­--­-38 KATCStaff-­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­----­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-40 KATC 2012–2013Expenditures-­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­--­-41 KY Autism Training Center logo Letterfrom theDirector July 30,2013Dear Friends:SincetheestablishmentoftheKATCin1996, thenumberofindividualswithautismspectrumdisordershasrisenfrom34,547to49,311. TheneedforintegratedandsystemisupportsandservicesinallregionsofourCommonwealth hasneverbeengreater.Iam proudtopresenttoyouthiscopyoftheKentuckyAutismTrainingCenter’s (KATC) 2012-­-2013 AnnualReport,oursixteenthyearofservicetotheautismcommunityofKentucky.Thisreportrepresentsasummaryofourworkintheareasofinformationdissemination,training, coaching andvariousothersupports. Eachsectionprovides anoverviewoftheservicesandasupportprovidedineachareaandinformationregardingourcollaborative partners.Inadditiontoworkdetailedinthisreportitisimportanttonotethehundredsofhoursourstaff spendproviding resourcesandsupportsviatelephone calls,committeemeetingscommunityawareness events,andresource fairs. Establishingandmaintaining positivrelationshipswithfamiliesandprofessionalsforthebettermentofindividualswithautismisimportantwork–butchallenging toqualify. OnbehalfoftheKATCAdvisoryBoardandtheKATCstaffof4.5folks, Iwouldliketothankyouforsupport.Pleasefeelfreetocontactmewithanyfeedbackorsuggestions. Sincerely, R.Larry Taylor,ExecutiveDirector,KentuckyAutismTrainingCenter ThemissionoftheKentuckyAutismTrainingCenter(KATC)istostrengthenourstate'ssystemsofsupportforpersonsaffectedbyautismbybridgingresearchtopracticeandbyprovidingtrainingandresourcetofamiliesandprofessionals.KATCiscommittedtoimprovingthequalityoflifeforthoseaffectedbyASD. 2012-­-2013 KATC SummaryofActivities INFORMATIONDISSEMINATIONWebsite25,798visits (.9%)NewsletterElectronic. Quarterly. 6,278Subscribers(.7%)Webinars 27webinars. 486attendees (.62%)YouTubeChannel11,467views, 62Subscribers (.412%)AutismInternet Modules(AIM) 2,242Kentucky users (.22%)Facebook2,224“likes”(.27%)Twitter142followers (.373%)Amanda L.King ResourceLibraryUniquecollection. Statewide distributionKentucky AutismServiceand SupportsDirectory403ProviderslistedKYAUTISMLISTSERV348members. Statewideinformationandresourcesharing.Promoting EarlyIdentification AffiliationwithCenters forDisease Controland Prevention’s(CDC) NationalCenter onBirthDefectsandDevelopmentalDisabilities(NCBDDD), publicawarenesscampaign“Learn theSigns.ActEarly.”Facebookpage. website, public service announcements.Printmaterials.StatewideDistribution.Collaboration withmyriadofchildandfamilyserviceprograms. TRAININGNetworkofEarly Childhood Professionals Specializedtraininginscreening,diagnosisandintervention.Developedtobuildsystemiandregional supports. CollaborationwithUniversity ofLouisvilleAutismCenter, FirstSteps,Kentucky Department ofEducationand Cabinet forHealth and FamilyServices.Goalto increaseearly access to servicesand supportsthatare evidencesbased. Kentucky Training ofTrainers (TOTS) Trainer ofTrainer Model. Regionally-­-based. Overviewofautism,familystress,collaboration,resourcesandtransition.3locations.Four1.5trainingmodules.46participantsfrom15counties.Regional Workshops2topics.3locations&1online.31attendeesfrom15counties. GuestLecture:MarkL.Sundberg, Ph.D.,BCBA-­-DIdentifying Language InterventionPrioritiesforChildrenwithLanguage Delays International expert. 2-­-day workshop. Focused ontheuse oftheVerbalBehavior MilestonesAssessmentandPlacementProgram(VB-­-MAPP). Participantslearnedtousetheresults ofthe VB-­-MAPP assessmenttodetermineanindividualchild’simmediateintervention priorities. CollaborationwiththeCentralKentuckySpecialEducationCooperative.126participants from42schooldistricts.University ofLouisvilleSpecialEducationConference: Innovative ResearchtoPractical Application 2-­-day training. 15speakers. 19sessions. Collaborationwith theCollegeofEducationandHumanDevelopment’sDepartmentofSpecialEducation.128attendeesfrom33counties. AutismCaseTraining (ACT):ADevelopmental-­-Behavioral PediatricsCurriculum 3locations. Designed to educate healthcare providersonidentifying,diagnosing, and managingautismspectrumdisordersthroughreallifescenarios.EndorsedbytheAmericanAcademyofPediatricsandthe SocietyofDevelopmentalandBehavioralPediatrics.DevelopedinPartnershipwithHealth ResourcesandServicesAdministrationMaterialandChild Health Bureau.Collaborationwith theUniversityofLouisvilleAutismCenterandEasternKentuckyUniversity. 47attendees represented fromthefollowing 18counties. WorkshopsforFamiliesand Professionals70trainingeventsacrosstheCommonwealth forandprofessionals.(e.g.famil familiesgroups,schools,services,professional&communityorganizations, childcare centers) COACHING ANDSUPPORTASDPartnership Training Sites Inpartnership withKentucky DepartmentofEducation,3special educational cooperatives, 6schooldistrict, 10schools. Directcoaching to professionals atthe regional, districtand schoollevelinproblemsolvingprocesstopromotetheuseofevidence-­-basedpractices. Directimpactonstudentoutcomesinall10partnerschools. AutismCadre InpartnershipwithKentuckyDepartmentofEducation.9specialeducationalcooperatives, 164schooldistricts (95%ofschooldistricts participate).681members.Capacity-­-building initiative. KATCFamilyNetwork:FamiliesSupporting Families Incollaboration withTheCouncil onDevelopmental Disabilities(CDD). Networking offamiliesacrosstheCommonwealth tocollaborate,empower,anddeveloprelationshipswithothers throughout Kentucky. 16familymembersparticipatedfrom10counties. Mission ThemissionoftheKentuckyAutismTrainingCenter (KATC) istostrengthenourstate'ssystemsofsupportforpersonsaffectedbyautismbybridgingresearchtopracticeandbyprovidingtrainingandresourcetofamiliesandprofessionals.KATCiscommitted toimprovingthequalityoflifeforthoseaffectedbyASD. History TheKATCisauniversity-­-based programwithalegislativemandate, 13KAR2:080.StateAutismTraininCenter,toenhanceoutcomesforallKentuckianswithASD.KATCstrivesto“bridgetheresearchtopractice gap”byleveraging resources, building sustainable collaborative relationships, and“scaling-­-up” theuseofevidence-­-basedpracticesin allregionsofKentucky. In1996, theKentuckyGeneralAssemblyestablishedtheKentuckyAutismTrainingCenter toserveasastatewideresourceforfamiliesandeducators.KATCishousedattheUniversityofLouisville’sCollege ofEducationandHuman Development.Forovertenyearsthe KATChas supportedindividualswithautismspectrumdisorder(ASD)byprovidinghands-­-on trainingforeducatorsintheclassroom,hostinworkshopsforfamilies,andconductingprofessionaldevelopmentsessions. KATChasworkedtowardits goals to strengththenetwork oftechnical assistanceandprofessional development, leverage resources, enhancesupports andbuildcollaborative relationships. AdvisoryBoard TheKATChasanAdvisoryBoardthatadvisestheDirectorinmattersofpolicy,staffing,andoperation.BoardmembersarecommittedtothegrowthoftheKentuckyAutismTrainingCenter asitstrivestowardsitsmissiontoenhancesupportsforpersonswithautismbyprovidinginformation,trainingandtechnicalassistancetofamiliesandserviceproviders acrossKentucky.Thecompositionoftheboardconsistsofparents(50%),professionals(40%)andlaymembers(10%)fromacrosstheCommonwealth, asoutlinedinKRS164.9811(2).Boardmembersareactivelyinvolvedinthedevelopmentofcollaborative relationships. MembersalsoprovideinputandexpertiseinthedevelopmentimplementationandevaluationofservicesprovidedbytheKATC. UnlessrestrictedbytheiremploymentmemberswillassisttheKATCtoprocurefunding,inadditiontostategeneralfunds, toaccomplishitsmission. Current AdvisoryBoardMembers Diane Cowne,Parent, OldhamCounty RhondaHedges, Professional, Principal, Jefferson County Schools Linda Linville,Professional, SeniorFellow, CouncilonPostsecondary Education NormaThomas,Parent,Vice Co-­-Chair, Jefferson County MikeArmstrong, Professional, Superintendent, Lawrence County TerrSrinivasan, Parent, MasonCounty Paula Goff,Professional, StateCoordinator, Part C Johnny Collett,Professional, Director,DivisionofLearningServices Office ofNext-­-Generation Learners KentuckyDepartmentofEducation Robert Pennington,Professional, AssistantProfessor,Special Education,College ofEducationandHuman Development KellieD. Scott, Professional, ProgramEvaluatorOfficeofVocationalRehabilitation Ex-­-Officio BoardMembers LindaCollins,Parent, LetcherCounty NatMcKay, Parent, OldhamCounty Laurie Spezzano,Parent, OldhamCounty Dr.Peter Tanguay,Professional, OldhamCounty R.Larry Taylor, Professional, ExecutiveDirector,KentuckyAutismTrainingCenter GwennaPennell, Parent, LetcherCounty KATCStrategicFocus KATCRoles • Informthesystemsofsupportforeducation,earlychildhood,mentalhealth,and employment • Buildregional capacity • Facilitate network • Empowerfamiliestoaccesstheresources • Developofdocuments,videos,andotherevidence-­-based information • Developevidence-­-based modelsandpracticesforfamilies,teachers,andschools • Collaborate withtheKentuckyDepartmentofEducationtodeveloptrainingandtechnical assistanceforschoolsandschool district KATCBeliefs • AllpeoplewithASDhavevalue,cancontributeandareunique. • AllpeoplewithASDandtheirfamiliesdeserveaccesstoseamless systemsofmultidisciplinarsupportacross the lifespan. • Communities needtobepreparedtoembraceallindividualswithautism. • Support andservices shouldbeperson-­-centered. • Earlydiagnosis,followedbyearlyintervention,canimproveoutcomes. • Professionals needsupportand resourcesinorderto sustain evidence-­-based practicesandmasternewskills. • Fidelity ofevidence-­-based practiceisthebasisofeffectiveservicedeliveryacrosscommunities. • Comprehensive planninganddatabaseddecisionsareessentialforcontinuousimprovementoftheprocessesandoutcomesofourwork. • AttractingprofessionalstothefieldofASDisimportanttothesustainabilityofservices. • Changing politicalandsocialenvironmentswillcontinuetodemandflexibilityandcreativity. • WhenweeducateindividualswithASD,weaimforpersonalindependenceandsocial responsibility. KATCStrategicGoals Goal1:KATCwillcreate,grow,and maintainrelationships withservicesystemsand providersthatserveindividuals withASDand their families • UsetechnologytopromoteKATC, distributeinformationalmaterials,andcommunicatewithfamiliesandprofessionals. • IncreasecommunicationwitheducationalleadersinKentuckyandreportfindingtodiverseaudiences. • Developrelationship withearlyinterventionsservicesystemstopromoteearlyidentificationdiagnostics and the use ofappropriate &evidencepractices. • Developrelationshipwithmentalhealthservicesystemandproviderstopromotetheuseofappropriate&evidence practices. • Developrelationshipwithadultservicesystemandproviderstopromotetheuseofappropriate&evidencepractices. • Developrelationshipswithestablishedfamilygroupsanddisseminateinformationto "underserved" populations. Goal2:KATC will developmaterialsand supportsconsistent withevidence-­-based practicesforfamilies,educators,and serviceproviders • Utilizetechnologytodisseminateinformationtofamiliesandprofessionals. • Developresources,planningprocessesandcommunicationmechanismsforeducators. • Providebasicinformationaboutresources,supports,servicesandevidence-­-basedpracticestofamiliesandprofessionals. • Provideworkexperience forintern(s) inanofficesetting. • Providereligionscommunitieswithbasicinformationaboutbuildingsupportiveenvironmentsforfamiliesaffectedbyautismandempowersupportgoupstodeveloprelationshipswithreligioucommunities. Goal3:KATCwillprovidedirecttraining consistent withevidence-­-based practicestofamilies, educators,and serviceprovidersacrossthecommonwealth ofKentucky • Provideweb-­-basedcontent regarding evidence-­-basedpractice. • Provideinformationregardingevidencebasedpractices,datacollection,coachingandprograplanningforeducators, early interventionists,professionalssupportingadultsandfamilmembers. • Strategiestoimplementstrategicplan • Purposefullyintegrateindividualsandfamiliesintonetwork,program,andresourceplanning. • Useavariety oftechnology-­-based deliveryandcommunication systemstoconnectwithfamiliesandprofessionals. StrategiestoGuidetheWorkoftheKATC • Purposefullyintegrateindividualsandfamiliesintonetwork,program,andresourceplanning. • Useavariety oftechnology-­-based deliveryandcommunication systemstoconnectwithfamiliesandprofessionals. • Promotethedevelopmentofseamlesssystemsofindividualandfamilysupportinearly intervention,mentalhealth,education,andemployment. • Extendtheregionalcapacitydevelopmentapproachtoearlyintervention, mentalhealth,andemployment. • TargetgeneralandspecialeducatorsandadministratorswithinformationandresourcesaboutASD.SupportallschoolprofessionalsintheireffortstoprovidestudentswithASDaccesstoallschoolenvironmentsandthegeneraleducationcurriculu. • Establish andconduct collaborative activities with University partners INFORMATION DISSEMINATION Website DuringthispastyeartheKATCcontinuedeffortstoofferaninformativeanduser-­-friendly website. Based onaGoogleanalyticsreportranonJune29,2012*belowisasummationofwebsitevisitation:UniqueVisits: 16,265(.30%)TotalVisits: 25,798(.9%)TotalPage views: 67,127(-­-9%)AveragevisitDuration:2.45minutes(-­-23%)NewVisitors: 57.25%(.2%)Averagenumberofpagespervisit:2.6(-­-17%) Newsletter ThisyearKATC's newsletterdiscussedtopicssuchasaugmentativealternativecommunication,assistivetechnologyandbasiccareissuessuch assleep, feedingandtoilettraining. Thenewsletter also disseminatedinformationabouttrainingopportunitiesprovidedbyKATCandautismeducationprogramsofferedthroughoutthestate.Thenewslettersubscriberemaildatabasehasgrownfrom5,843subscribers inJune 2012to 6,278subscribers inJune 2013. Webinars ThisyearKATCofferedwebinartrainingsthatfocusedonbothfamilyandprofessionaldevelopmenneeds.KATCwasabletoprovidewebbasedtrainingaboutbasiccareandsafetytoassist individual’s transitioning intoadulthoodthroughacollaborativepartnership withtheLouisvilleChapteroftheRedCross andKosairChildren's Hospital BridgestotheFutureprogram.Inaddition,KATCofferedtwoprofessionaldevelopmentseriesthat focusedonaugmentativealternativecommunication,assistivetechnologyandearlychildhooddevelopmentandautisminthepreschoolclassroom.TheprofessionadevelopmentwebinartrainingswerealsoapprovedforcontinuingeducationcreditthroughtheAmericanSpeechandHearing Association,KYCabinet forFamilyandChildren andstateeducationleadershipcredits.TheKATCofferedatotalof27livewebinarsthatthatwereattendedby486participants. Figure1: 2012-­-2013 KATCWebinars Date Topic Speaker 7/10/2012 EngagingConversations-­-Team Building between FamiliesandProfessionalsPartoneBrendaMullins 7/11/2012 PositiveReinforcementHeidiCooley-­-Cook,KATC Field Trainer 7/17/2012 EngagingConversations–TeamBuildingBetweenFamiliesandProfessionalstoSupportPlanningforYoungChildrenPart2BrendaMullins 7/27/2012 AccessingDisabilityServicesatPost-­-secondaryInstitutions inKYDiandre Glover Thomas, KATC Program Coordinator 8/30/2012TechniquestoExpandFoodVarietyforChildrenwithASDJocelynWarren,Weisskopf Center10/2/2012KYPLANS:BehaviorBasicsLaura Ferguson,KATC Field Trainer10/23/2012 MaintainingYourIndependenceDuringaDisasterLydia Hignite,LouisvilleRed Cross10/24/2012 FunctionalCommunityBehaviorLaura Ferguson,KATC Field Trainer11/7/2012Peer-­-MediatedInstructionandInterventionintheClassroom HeidiCooley-­-CookHeidiCooley-­-Cook,KATC Field Trainer11/21/2012SocialMedia and OnlineCommunitiesforFamilySupportGroupsDiandreGlover-­-Thomas,KATCProgramCoordinator12/5/2012Targeting SocialSkillsacrosstheSchoolDay:Lunch Bunch &BeyondJulieStewart,KATCFieldTrainer12/14/2012KYPLANS:TransitiontoAdulthoodHeidiCooley-­-Cook,KATC Field Trainer12/19/2012StartinganEffectiveSocialSkillsGroupLaura Ferguson,KATC Field Trainer1/15/2013FindinganAdultHealthCareProvider,TalkingwithHealthCareProvidersErikaG.Janes,RN,KosairChildren’sHospital1/18/2013BridgestotheFutureTransitionalCareProgram:SocialServicesKanethaDorsey,MSSW CSW,CCSHCN2/21/2013AugmentativeAlternativeCommunication(AAC)ProfessionalDevelopmentWebinarSeries: AACOptionsandApplicationsKarenCoulter,WeisskopfCenter3/5/2013 Bridgestothe Future:RelationshipsandSex webinar.Collaborative partnershipwithNortonChildren’sHospitalBridgestotheFutureTransitionalCareProgram CaroleBoudreau,NursePractioner 3/7/2013 Bridgesto the Future: Nutrition.CollaborativepartnershipwithNorton Children’s HospitalBridges to the Future Transitional Care Program Sara Chandler,Dietician,KosairChildren’sHospital3/28/2013AACProfessionalDevelopmentWebinar Series: Assistive Technology101KarenCoulter,WeisskopfCenter4/25/2013AACProfessionalDevelopmentWebinar Series: AACthe APPle of my iDeviceKarenCoulter,WeisskopfCenter5/16/2013Autism Awareness Laura Ferguson,KATC Field Trainer5/23/2013Environmental Arrangement for Individualswith ASD Laura Ferguson,KATCFieldTrainer5/30/2013Understanding BehaviorStrategiesfor Individuals withASD Laura Ferguson,KATC Field Trainer6/3/2013 Bridgesto the Future: Medication Management. Collaborativepartnership with Norton Children’s HospitalBridges tothe Future TransitionalCare Program PaigeWolf,PharmacyAssistant6/13/2013Autism and Early Childhood ProfessionalDevelopmentWebinar Series: Early Childhood Development &Autism JulieStewart,KATCFieldTrainer6/20/2013Autism and Early Childhood Professional Development Webinar Series: Environmental &Instructional Supports for Students'with Autism in the PreschoolClassroom JulieStewart,KATCFieldTrainer6/26/2013Bridgesto the Future: Your New Rightsand Responsibilities.Collaborative partnership with Norton Children’s Hospital Bridges to the Future Transitional Care Program ErikaJanes,RNKosairChildrensHospital6/27/2013Autism and Early Childhood ProfessionalDevelopmentWebinar Series: Systematic Instruction in the PreschoolClassroom JulieStewart,KATCFieldTrainer Feedbackfromwebinar attendees: Thepresenterdidagreatjobandwas veryinformative. Excellentpresentationofthedifferencebetween schoolandcollege.Presentedinaverylaymanorientation. Welldone! Ithoughtthiswas anexcellentpresentation.Thespeakerwas knowledgeable andpresentedinaninterestingmanneraddingmuchofherpersonalexperiences. Ireallyenjoyedthiswebinar andlookforward tothenexttwo! Greatinformation.Iamaparentofachildwith autismandIthoughttheinformationwas allveryaccurateandwell presented. Verygoodinformation.Likebeingabletoprintoffpresentationandthenaddnotesofwhat speakerpointsout. Thishasbeensoinformativeandbeneficial! Thankssomuch! Youtube KATC’s recordedwebinarsarearchivedonlineonyoutube.com.Currently, fifty-­-six webinars are archived.KATC’s Youtubechannelhas62subscribersandhashad11,467videoviewsand53,20minutesofKATC’s trainingvideoshavebeen viewed. AutismInternetModules(AIM) DevelopedbytheOhioCenter forAutismandLowIncidenceinpartnershipwith theAutismSocietyofAmerica,theNebraskaAutismSpectrumDisordersNetwork,theNationalProfessionalDevelopmenCenter onAutismSpectrumDisordersandToronto'sGenevaCentre forAutism,thisseriesofonlinelearningmodulesincludesinformationonassessmentandidentificationofASDs,recognizingandunderstanding behaviorsandcharacteristics, transition toadulthood, employment, andnumerousevidence-­-basedpracticesandinterventions. TheKATCsupportedthedevelopmentofAIMandisanidentifiedasapartner.Currently thereare2,242registeredAIMusersinKentucky. Facebook KATCutilizesFacebooktocommunicatewith theautismcommunityinKentuckytoshareresourcesandadvertiseKATCtrainings.AsofJuly2,2013theKATChas2,224“likes”. Twitter KATCjoinedTwitterinJune2012.AsofJune30thwehave142followers. AmandaL.KingResourceLibrary TheAmanda L.KingResourceLibraryisacollectionofmaterialsontopicssuchasASD,disabilityeducation,transition,parenting,andchilddevelopment.ThesematerialsareavailableforcheckoutatnocosttofamiliesandprofessionalsacrossthecommonwealthofKentucky. Library houses alarge collectionofresourcesonautism,specialeducation,andvocationalinformation.ThiscollectionisavailabletoallcitizensofKentucky. KentuckyAutismServiceandSupportsDirectory ThegoaloftheKATC’s Autism ServiceandSupportsDirectoryistoincreaseinformationaboutcommunityresourcesavailabletoindividualswithautismandtheirfamilies.Userscansearchbyagecounty, service,andregion.Current403providersarelisted onthe directory. KYAUTISM LISTSERV TheKYAUTISMListservishostedbytheKentuckyAutismTrainingCenter. ThepurposeoftheKATClistservistoshareinformation,services,resources,andtrainingopportunitiesinapositiveandrespectfulway.Currently 348individuals are subscribedtothelistserv. Promoting Early Identification APartnershipwithUniversityofLouisvilleAutismCenter, FirstSteps,KentuckyDepartmentofEducationandCabinet forHealth andFamilyServices, KentuckyDepartmentofEducation,Human DevelopmenInstituteattheUniversityofKentucky,andmanyothers...KentuckyparticipatedintheActEarlyRegionIVA SummitinJanuaryof2009. TheteamcompletedthemajorityoftheactivitiesdelineatedintheLogicModeltopromotetheuseof“LearntheSigns.ActEarly(LTSAE)materialsinKentucky(e.g.surveytofamilies&physicians,outreachtoprofessional&familorganizations, statewide pressrelease).Kentuckyteamincluded:KATC, FirstSteps(PartC), KentuckDepartmentofEducation,Human DevelopmentInstitute,UniversityofKentucky(KYUCEDD), DepartmentofBehavioralHealth, Developmental andIntellectual Disabilities, KentuckyCouncil on DevelopmentalDisabilities, Psychology Department-­-Eastern KentuckyUniversityandrepresentation fromAutismRelatedSupportGroups.InOctober2011,thedatasystemforFirstSteps,PublicHealth anditsserviceproviders,theTechnologyassistedObservationandTeamingSupportSystem( TOTS),reported8childrenwithautismspectrum disordersinthesystem.WhileundoubtedlyanumberofyoungchildrenwithASDinKentuckyarereceivingservicesunderamoregenericlabel(e.g.,developmentaldelay),thesedatastillpointtoclearunder-­-identification, andmostimportantly,asignificantlackofearly intervention foryoungchildren withASDinourstate.AsJune2013TOTSreported 32childrenwithautismspectrumdisordersinthesystem.Towardsthegoalofpromotingearlyidentificationofyoungchildren,theKentuckyActEarly Teamwasawardeda$15,000grantlast yearfromCenters forDisease Controland Prevention -­-NationalCenter onBirthDefectsandDevelopmentalDisabilitiesandtheAssociationofUniversityCenters onDisability towards the followinggoals. Goal1:Develop LTSAEprint materials (e.g.“Go Outand Play!”Kit, Milestones Checklist/Sharing Concerns withPhysician,Campaign Poster/Flyer,PhysicianResourceSheetandSpecializedInformationforChild Care Centers)Objective:Integratematerialsintoprograms andsupportsthatserveparentsofyoungchildren(PartBPartC, Child Care ResourceandReferralProgram,Healthcare Providers,ParentTraining&InformationProject,EarlyChildhood MentalHealth Program,PublicHealth, Help MeGrow, 40+AutismRelatedSupport Groups)Outcomes:Improvedaccesstoinformationthatisresearchbased;DevelopmentofKentuckyspecifimaterialsandtobe“housed”ontheKentuckyActEarlyWebsitehttps://louisville.edu/education/kyautismtraining/actearly Goal2:Develop LTSAEPSA Objectives:StatewidecommunicationofLTSAEmessagethroughtheuseofpublicserviceannouncementsOutcomes:Initialstepinframingstatewideconversationregardingtheneedsofindividuals withASD Goal3:Develop web-­-based content tosupportLTSAEinKentuckyObjectives:Targetedcommunicationwithfamiliesandprofessionalswhowork withyoung children withASDandtheirfamiliesOutcomes:Webinarstobehousedon theKentuckyActEarlyWebsite(e.g.,OverviewofLTAECampaign, resources,engagementmodules, questions toask yourpediatrician, basicstrategiesforfamilieswithyoungchildren)Health careprofessionalscandirectfamiliestowardsservicestomitigatethelagtimebetweentheidentificationofdevelopmentalconcernsandtheprocuementofinterventionservices.TOTSdata,PartB&PartCdatawillserveaslongtermindicators. STATEWIDETRAINING FORFAMILIES ANDPROFESSIONALSNetworkofEarlyChildhoodProfessionalsPartnershipwith theUniversityofLouisvilleAutismCenter,FirstSteps,KentuckyDepartmentofEducationandCabinetforHealthandFamilyServices Leveragingtheresources,relationshipsandmomentumofthepartnershipwiththeNationalProfessionalDevelopmentCenter forASD,effortshavebeguntoestablishanetworkofearlychildhoodprofessionals.EarlyChildhood ASDStateTeambringstogetherleadershipfromtheASDStateTeamandmembersfromtheActEarlyteam.Membershipincludes:KentuckyDepartmentofEducation(Headstart, PreschoolsandEarlyChildhood RegionalTrainingCenters), Commission forChildren withSpecialHealthcare Needs,andEarly ChildhoodMentalHealth Specialists. ThisinitiativeisleadbyFirst StepsandtheUniversity ofLouisvilleAutismCenter atKosairCharities. Goalsofinitiativeareto: 1. Conductscreenings inmultiplesettingsandreferfamiliestoappropriateservicesandresources 2. “Movebeyonddevelopmentaldisabilitylabelandtowardsspecializedintervention” 3. Provideappropriate evidence-­-basedinterventionstochildren asyoungaspossible 4. Create tools,practicesandnetworksthatimproveachild’stransitionfromdiverseservicesystemsTowards these goals, three 2-­-day trainingshavebeen offeredaddressing thefollowing topics: • OverviewofLearntheSignsActEarlyCampaign andAutismPolicyIssuesattheNationalLevel(InvitedspeakersfromNationalCenter onBirthDefectsandDevelopmentalDisabilitiesandtheAssociationofUniversity Centers onDisability) • Screeningtoolsandsharingdevelopmentalconcernswithfamilies(Invitedspeakers) • Diagnostic tools and practices (Invited speakers) • Coaching (InvitedspeakersNationalProfessionalDevelopmentCenter forASD) • Overview ofevidence-­-basedpracticesforyoung childrenKentucky TrainingofTrainers(TOT)TheKYTOTsinitiativebeganinAppalachiawiththeEasternKentuckyTrainingofTrainers,movedtoWesternKentuckyforthesecondyear,andculminatedin2013withtheCentral KentuckyTrainingofTrainers. ThegoalofTOTs was to increase capacity inthe various regionsoftheCommonwealth. Theparticipantsalsodevelopedanetworkamongstthemselvestofurtherbuildanetworkofsupportandknowledgewithintheircommunities.TOTsprovidesaseriesoffour1.5hourtrainingmodules.Theseweredeliveredin pairswiththesecondportionoftheseriestobecompletedseveralmonthsaftertheinitialpair.Thiswillprovideparticipantsatotalof12hoursofautismspecifictraining.UponcompletioofTOTs, the participants were charged with sharing this information formallybypresentingthecontenttoothersintheircommunitiesandinformallybyraisingawarenessastheopportunityarises.Topicinclude: 1.Autism101:Overviewofthediagnosis,redflagsforautism,andtheimportanceofearlintervention 2.Handling StressandIncreasingCoping Skills:Identifiescommonstressorsfacedbyfamiliesstrategiestoincreasecopingskillstorelievesomefeelingsofstress. 3.ItTakesaVillage: PromotingCollaboration AmongFamilies,EducatorsandRelatedServicesProfessionals 4.TransitioningtoAdulthood:Planningforthefuture,outliningatimelinetoassistparentsandprovidersastheyhelpindividualswithASDnavigatethroughkeytransitionalperiods.Oncethetrainingwascompleted, allparticipantswerethenconsidered“trainers”andcompletedactionplanstocontinueproviding these trainingstoothersthatwouldbenefit. Professionalsthatparticipatedincluded:Teachers,FirstStepWorkers,Community MentalHealth Providers,IMPACT workers,ParentsDayCare Employees,EarlyChildhood Professionals,UniversityEmployees,UniversityStudentsandmore. 46participants represented thefollowing counties: Adair,Barren,Campbell, Fayette,Franklin,Grant,Greenup,Jefferson,Jessamine,Kenton,Lewis,MarionPendleton, Taylor andWolfe Utilizing afivepointLikertscale, participants were asked to providefeedbackregardingthetraining activity, with“5” representing highest satisfaction and“1” indicating participant’scomplete dissatisfaction with the activity. Figure2: Summary of KYTraining ofTrainers (TOTS)Evaluationn=41 TOTS Sites Attendees Met Expectations Helped Understanding ASD Impact work with individuals with ASD Will share information with family and professionals Will be able to apply strategies learned 5/8/2013 Campbellsville 154.8 4.8 4.7 4.8 4.8 5/20/2013 Louisville 24.5 4.5 4.5 4.5 4.5 6/5/2013 Lexington 134.5 4.5 4.2 4.3 4.3 6/11/2013 Williamstown 164.6 4.4 4.4 4.6 4.3 FeedbackfromKYTOTSParticipants: Presenterwas respectful,professional,andveryapproachable.Shedidagreatjobandhandledallquestions verywell. HavingalldocumentsandthePowerPoint onCDwas superhelpfulandareallygreatresource! Everything(was informative)-­-Ionlyknewbasicinformation RegionalWorkshops Supporting Autism24/7 • DesignasupportivehomeenvironmentforindividualsontheAutismSpectrum. • DevelopstrategiesforgoingintothecommunitywithindividualsontheAutismSpectrum. • Understand functions ofbehavior andhowto develop strategies based onspecificfunctions. Navigating theBehavioraland SocialWorldofIndividuals withAutism • Understand areasofthesocialworldthataredifficultforindividualswithautism. • Developstrategies to increase socialinteractions with peers and adults • Understand the functions ofbehavior andhowto develop strategies based onthose specififunctions. 37Attendees came from the following 1counties: Barren, Clark, Fayette, Green, Hardin, Henderson, Hopkins, Jessamine, McCreary, Morgan, Pike, Pulaski, Trigg, Warren and Wayne Utilizing afive point Likert scale, participants were asked to provide feedback regarding training activity, with “5” representing highest satisfaction and “1” indicating participant’scomplete dissatisfaction with the activity. Figure3: Regional WorkshopsEvaluationDatan=28 Regional Attendees Achieved Motivated Will apply Contributed Materials Workshop learning to learn knowledge to and Sites objectives more about autism and/or skills gained professional / personal growth. resources were helpful. Autism 24/7 November 2012 JennyWileyState Park 11NodataNodata Nodata Nodata Nodata Autism 24/7 December2012 Dale Hollow State Park 104.8 54.7 4.7 4.8 Online Training 44.7 4.8 4.8 4.7 4.8 Navigating the Social and Behavioral World ofIndividuals withAutism April 2013 Buckhorn Lake State Park 124.8 4.8 4.7 4.8 4.7 FeedbackonFalland Spring Regional Workshops: Class was very helpful and interesting. As parent it helped me to bemore aware and get more info to help me doabetter job in helping my child (son) One of the best workshops Ihave attended. Kept my attention throughout. GuestLecture:MarkL.Sundberg,Ph.D.,BCBA-­-DIdentifyingLanguage Intervention Priorities forChildren with LanguageDelays November12-­-13, 2012Lexington,KY HostedinCollaborationwith theCentralKentuckySpecialEducationCooperative Thistwo-­-day workshopcoveredthebasicelementsoftheappliedbehavioranalysis/verbalbehaviorapproachtolanguageassessmentandinterventionforchildrenwithautismorother types ofdevelopmentaldisabilities.Thefirstday thefocusedwill beon how touseabehavioral analysisof languagetoassessthelanguageskillsofachildwithlanguagedelays, aswell asthepotential barrierstohisacquisition oflanguage. An assessmenttoolcalledTheVerbal BehaviorMilestonesAssessmentandPlacementProgram(VB-­-MAPP) waspresented. Participantslearnedhowto usethe results ofthe VB-­-MAPPassessmenttodetermineanindividualchild’simmediateinterventionpriorities.During thesecondday the focus wasondevelopinganindividualizedinterventionprogram.Additionaltopicsdiscussedoverthe courseofthe workshop includedhowtosetupaclassroomforchildrenwithautism,datacollection,behaviorproblems,augmentative communication,inclusion,andpeerinteraction. TargetAudience:Thoseworkingwithchildrenwithautismordevelopmentaldelays—BehaviorAnalysts,ParentTrainers,SpecialEducators,SchoolPsychologists,Psychologists,SpeechPathologistsDirectInterventionists, SocialWorkers,FamilyMembersandotherprofessionals. Learning Objectives . DefineandexemplifythebasicelementsofSkinner’sanalysisofverbalbehavior . DescribethefivecomponentsoftheVB-­-MAPP . Usethe VB-­-MAPP toidentifyintervention priorities forchildren with autism . Explainhowtoteachanearlymandrepertoire,aswellashowtodevelop,listener,tact,andintraverbalskills . Describehowtosetupaschoolorhome-­-based verbalbehaviorinterventionprogramforachildwithautism 126attendees camefromthefollowing 42schooldistricts: Adair, Allen, AnchorageIndependent, Anderson, Boone, Bourbon, Boyd, Boyle, Bracken, Bullitt, Campbell, Carter, Clark, Fayette, Fleming, Floyd, Franklin, Grant, Hancock, Hardin, Jackson, Jefferson, Jessamine,Kenton, Lee, Lewis, Logan, Madison, Marion, Meade, Mercer, Metcalfe, Montgomery, Nelson, Perry,Pulaski, Robertson, Russell, Shelby, Warren, Webster, andWoodfordParticipants completed anarrative evaluation as ameans of providing feedback regarding the training University ofLouisvilleSpecialEducationConference:InnovativeResearchtoPracticalApplication June18&19,2013attheUniversityofLouisville,ShelbyCampus. HostedinCollaborationwith theCollegeofEducationandHumanDevelopment’sDepartmentofSpecialEducation Thisconferencewasdesignedtoprovideeducators,serviceproviders,studentsandfamiliesfromacrosstheCommonwealth withthelatestresearch-­-basedtoolsforsupporting studentswithdisabilitiesacrossthelifespan.15speakers, 19sessions 128attendees representedthefollowing 33counties: Barren,Bell,Boone,Boyd,Breathitt,Breckenridge,Caldwell, Christian, Fayette,Fleming,Floyd,FranklinHardin, Harrison,Henry,Hopkins,Jefferson, Johnson, Laurel, Madison,Magoffin,Metcalfe,Nelson,OhioOldham,Owen,Rowan,Scott,Shelby,Spencer, Trigg, Warren andWoodford Utilizing afivepointLikertscale, participants were asked to providefeedbackregardingtraining activity, with“5” representing highestsatisfactionand“1”indicatingparticipant’scompletdissatisfaction with the activity. Figure4: University ofLouisvilleSpecialEducationConference: Innovative ResearchtoPracticalApplication Evaluation Data Speaker Session #of Evaluations Content Delivery Attendee Participation Meet Expectations Kathleen Lane Comprehensive,Integrated, Three-­-Tiered(CI3T)ModelsofPrevention:TheImportanceofSystematicBehaviorScreeningsKeynote Kathleen Lane UsingTeacher-­-DirectedStrategiestoPreventProblemBehaviorsfromOccurring:RefiningAcademicInstructionandUsingPositiveBehaviorSupport354.9 4.9 4.4 Yes –97%No–3% Ginevra Courtade and Amy LingoUsingliterature-­-based MathematicsLessonswith Studentswith ModerateIntellectualDisabilities334.58 4.67 3.8 Yes –93%No–6%Blank –1%Terry Scott School-­-WideSystemsofPositiveBehaviorInterventionsandSupport: DevelopingStaffBuy-­-InandConsistentPrevention254.56 4.76 3.4 Yes –96%No–0%Blank –4Kathleen Lane BuildingTier2andTier3InterventionGrids:Wheredowebegin?114.27 4.54 3.3 Yes –91%No–9% Terry Scott RecommendationsforInstructionalPracticein KentuckyClassrooms: Analysisofover4500ClassroomObservations244.33 4.38 3.6 Yes –88%No–4%Blank –8% JustinCooperPromoting SuccessfulTransitionstoCollegeforStudentswithDisabilities184.6 4.5 3.7 Yes-­-100% JulieStewartand JillCookWhenPlayIsn’tEnough,MeetingInstructionalNeedsof StudentswithASDintheEarlyChildhoodClassroom 174.76 4.71 3.7 Yes –100% TrishaGallagher Collegeand CareerReady:Usinghighschooladvisorytoteachsocialskills tostudents withAspergerSyndrome214.52 4.57 4.0 Yes –95%No–5% Erik Carter Promoting Rigor,Relevance,andRelationships:WhatWeKnowAboutHelpingYouthwithAutismtoFlourishDuringand AfterHigh SchoolKeynote Erik Carter Evidence-­-BasedPeerSupport184.7 4.6 3.6 Yes –94% Strategies:PromotingInclusion, Learning,andRelationshipsNo–6%TimLandrumEvidence-­-based practiceforstudentswithemotionalandbehavioraldisorders(EBD)304.84.83.9Yes–100% RobPromoting Communicative194.94.94.3Yes–100%Pennington CompetencyinChildrenwithAutismSpectrumDisordersand IntellectualDisabilitiesErikCarterConnectingTransition-­-AgeYouthwithAutismtoMeaningfulWorkandCommunityExperiences194.684.683.8Yes–95%No–5%ToddWhitneyEffectiveStrategiesforStudentsStruggling inMathematics74.8654.7Yes–100% JustinCooperandRobPenningtonFunctionalCommunicationTrainingforReducingChallengingBehaviors334.84.764.1Yes–94%N/A–3%Blank–3% ChrisSweigartAntecedentInstructionalStrategiestoPrevent ChallengingBehaviorintheClassroom144.294.53.4Yes–93%No–7% Laura Ferguson DebraMyersUsingDifferentialReinforcementintheClassroom184.34.33.5Yes–100% RobTeaching Written Expression to264.94.884.5Yes–100%PenningtonStudentswithAutism SpectrumDisordersandIntellectualDisabilities AutismCaseTraining(ACT): ADevelopmental-­-Behavioral Pediatrics Curriculum April12,20013atKosairCharities,Louisville, Dr.ScottTomchek, DepartmentofPedatrics,UniversityofLouisville(13Attendees)July 19,2013atBarrenRiverLake StateResort Park, Dr.ScottTomchekandDr. DavidLohr, DepartmenofPediatrics, University ofLouisville(13Attendees) July 20,2013atEastern Kentucky University, Dr.MyraBeth Bundy,DepartmentofPsychology, Eastern KentuckyUniversity(21Attendees) HostedinCollaborationwith theUniversityofLouisvilleAutismCenterandEasternKentuckyUniversity The"AutismCase Training(ACT): ADevelopmental-­-Behavioral PediatricsCurriculum" isdesignedtoeducatehealthcareprovidersonfundamentalcomponentsofindentifying diagnosing,andmanaginautismspectrumdisordersthroughreallifescenarios.EndorsedbytheAmericanAcademyofPediatricsandtheSocietyofDevelopmental andBehavioral Pediatrics. Developedin Partnership withHealthResourcesandServicesAdministrationMaterialandChild Health Bureau. Targetaudience: Physicians, Nurses and Nurse Practitioners 47attendeesrepresentedthefollowing 18counties: Allen, Daviess,Fayette,Fleming,Floyd,Hancock, Jefferson, Knox,Madison,McCracken, Montgomery, Oldham,Perry,Pulaski,Russell,Rockcastle,Scott,andWarren FeedbackfromAttendees: Ilearnedagreatdealthatididnotknowbeforeregardingrecognizing earlywarning signs,makingadiagnosis,andtreatmentmodelsregardingautism. Iwork with childreninasocialwork typeofpositionsoithelpedmebeabetteradvocateformyfamilies. Incurrentpracticewe didnothavemanyresourcesforautism orit'searlywarningsigns sothisseminargavethosetome. Useofastandardscreeningtoolforallproviderswill hopefullyensurethatfamilieswill bereferredtoappropriateresourcesearly. Iwill nowbeabletotalkaboutautismandfeelconfidentinmyknowledge insteadofhesitanttodiscussthetopic. Workshops forFamiliesandProfessionals Cooley-­-Cook, H.A. (August2012).“ASDintheClassroom -­-School-­-Wide Training”,withKendraSmithWehr, Crestwood ElementarySchool,Crestwood,KY. Cooley-­-Cook, H.A. (September2012).“SocialSkills-­-ASDCadre” withMaryComer, DebbieWilliams,and CarlaJordan,Ohio Valley EducationCooperative,Shelbyville,KY. Cooley-­-Cook, H.A. (September2012).“ASDintheClassroom -­-Training forPara-­-Professionals fromMeadeCounty”, BrandenburgPrimarySchool,Brandenburg,KY.Cooley-­-Cook.H.A. (October2012).“EnvironmentalArrangement-­-ASDCadre”withLisaZabonickNorthern KentuckyCooperativeforEducational Services, ColdSpring, KY. Cooley-­-Cook, H.A. (October2012).“Siblings-­-Family SupportGroupTraining”, BuffaloTrace Support Group,Maysville, KY.Cooley-­-Cook, H.A. (October2012).“AspergerSyndromeintheClassroom”, withLisaZabonick,ScottHigh School,TaylorMill,KY. Cooley-­-Cook, H.A. (October2012).“AspergerSyndromeintheClassroom”, withLisaZabonick,DixieHeights High School,FortMitchell,KY.Cooley-­-Cook, H.A. (October2012).“AspergerSyndromeintheClassroom”, withLisaZabonick,SimonKenton HighSchool, Independence,KY. Cooley-­-Cook, H.A. (October2012).“UnderstandingAutism”,ResourceParentFallEnrichmentConference -­-Foster Care Parents,Louisville,KY.Cooley-­-Cook, H.A. (November2012).“EnvironmentalArrangement-­-OVECASDCadre”, withCarla Jordan, MaryComer, DebbieWilliams,Shelbyville,KY. Cooley-­-Cook, H.A. (November2012).“OverviewofKATCandTrainingSites”,Hardin County SupporGroup,Cecilia, KY.Cooley-­-Cook, H.A. (January2013).“SocialSkillsII-­-OVECASDCadre”, withCarla Jordan, MaryComer, Debbie Williams,Shelbyville,KY. Cooley-­-Cook, H.A. (June2013).“AddressingChallenging BehaviorintheHome”, EastKYAutismAwarenessGroup,Prestonsburg,KY.Cooley-­-Cook, H.A. (June2013).“TeachingSkillsintheHome”, EastKYAutismAwarenessGroup,Prestonsburg, KY.Cooley-­-Cook, H.A. “EncouragingLanguageDevelopmentintheHome”, EastKYAutismAwarenessGroupJune 2013,Prestonsburg, KY. Ferguson,L.(June,2013).“DifferentialReinforcementintheClassroom” withDebraMyers. SpeciaEducation Conference, Louisville, KY. Ferguson,L.(April2013).“UnderstandingAutismandIntroductiontoStrategies”LouisvilleSeminaryLouisville,KY. Ferguson,L.L.(April2013).“EvidenceBasedPracticesforIndividualswith Autism”SevenCounties, Louisville,KY.Ferguson,L.L.(April2013).“BehaviorBasics”Hindman ElementaryFamilyNight,Hindman, KY.Ferguson,L.L.(April2013).“AutismandEvidencedBasedPractices”Morehead College ConferenceCenter,Morehead, KY. Ferguson,L.L.(April2013).“BehaviorStrategiesforstudentswithAutism”KVECcadre,Prestonsburg,KY. Ferguson,L.L.(March2013).“ImplementingEvidenceBasedPracticesintheHome”Pulaski County SchoolsFamilyNight,Somerset,KY.Ferguson, L.L.(March2013).“EmbeddingSocialskills,videomodeling,andsupports”GRRECCadre, Leitchfield,KY. Ferguson,L.L.(February2013).“Career optionsintheareaofAutism”,BellarmineUniversity,LouisvilleKY.Ferguson,L.L.(February 2013).“Introduction toAutismandresources”FosterCare Training,LouisvilleKY. Ferguson,L.L.(January2013).“Embeddingsocialskillsandvideomodeling”GRRECCadre, BowlinGreen,KY. Ferguson,LL.(January 2013).“Instructingindividuals with autism”Central Hardin High SchoolElizabethtown, KY. Ferguson,L.L.(January2013).“PeerMediatedInstruction”BigEastCadre, Ashland,KY. Ferguson,L.L.(December2012).“Instructingindividualswithautism”PikeCounty Schools Pikeville, KY. Ferguson,L.L.(December2012).“UnderstandingAutismandworkingwithIndividualswithAutism”Elizabethtown professional group, Elizabethtown, KY.Ferguson,L.L.(November2012).“SocialSkillsPart II“KVECCadre, Hazard, KY.Ferguson,L.L.(November 2012).“ThePowerofMotivationintheclassroom”Council forExceptionaChildrenconference,Louisville,KY. Ferguson,L.L.(November2012).“EmbeddingsocialskillsandPeermediatedinstruction”BigEastCadre, Ashland,KY.Ferguson,L.L.(October 2012).“EnvironmentalArrangementandStrategies”KVECcadre,Leburn,KYand SESCcadre, Somerset,KY. Ferguson,L.L.(October2012).“Careers inAutism”BellarmineUniversity,Louisville,KY. Ferguson,L.L.(September2012).“Developingaprogram” EarlyInterventionist,Louisville, KY. Ferguson,L.L.(September2012).“Understandingthebarriersassessment intheVB MAPP”EarlInterventionist, Louisville, KY.Ferguson,L.L.(September2012).“AutismandStrategies”Central Hardin High School, Elizabethtown, KY.Ferguson,L.L.(September2012).“Asperger’sandinterventions”SevenCounties, Louisville,KY.Ferguson,L.L.(September2012).“Autismcharacteristicsandinterventions”SevenCounties, LouisvilleKY. Ferguson,L.L.(August2012).“AutismandInterventions”FlemingCounty Schools,Fleming,KY. Ferguson,L.L.(June2013).“ModelSiteSummerInstitute”Elizabethtown,KY. Pennington,R.(November,2012).Teachingwritingtostudentswithautism spectrum disorders.KentuckyCouncilforExceptionalChildren Conference,Louisville, KY.Pennington,R.(August,2012).“Greatexpectations!Building bettercommunicationbetween schoolsandfamilies.UnionCounty SchoolsParentTraining,UnionCounty, KYPennington,R.(August,2012).Preparingeffectiveeducationalprogramsforchildrenwithautism.UnionCounty Schools OpeningDay,UnionCounty,KYPennington,R.(August,2012).Headfirst: EarlyandIntensiveInterventionforChildren withASD”InfantToddler Conference,Lexington, KY.Pennington,R.(June,2012).Buildingsuccessfulsummercampsforkidswith ASD.Hope Center forGrowth SummerCamp, Louisville,KY. Pennington,R.(September,2012).Familiesandschools:Buildingcommunicative competenceforChildrenwithASD.WesternKentuckyParentsasPartnersPresentation.Paducah,KY.Pennington,R.(February,2012).Whywait:Autismdiagnosis.InvitedRoundTablePresentation,SquarOne, Louisville, KY. Pennington, R.(January,2012). Athleteswithautism.AnnualStateConference forSpecialOlympicsLexington,KY.Stewart,J.E.(June2013).“WhenPlayIsn’tEnough:MeetingInstructionalNeedsofStudentswithAutism SpectrumDisordersintheEarlyChildhood Classroom”, KentuckyEarlyChildhoodStateInstitute(2sessions),Crown Plaza, Louisville, KY. Stewart,J.E.(April2013).“ExploringChallenging BehaviorsandInterventions”,WendellFostercampuforDevelopmentalDisabilities,Owensboro,KY. Stewart,J.E.(April2013). “ExploringCommunication andInstruction”,WendellFosterCampus forDevelopmentalDisabilities,Owensboro,KY.Stewart,J.E.(April2013).“Puberty:StrategiestoPromoteSuccess”,BowlingGreenAreaFamilySupporGroup,Bowling Green,KY. Stewart, J.E.(April2013).“IntroductiontoAutismSpectrumDisorders&Evidence-­-basedPractices”, PerryCounty Schools, Hazard,KY.Stewart,J.E.(March2013).“SupportingStudentswithAutismSpectrumDisordersinGeneralEducation Classrooms”, withJill Towne-­-Cook, Consultant Campbell County Schools,Campbell County High School,Alexandria,KY. Stewart,J.E.(March2013).“Coping withStress”,LondonAreaFamilySupportGroup,GarlandCenter, London, KY.Stewart, J.E. (February 2013).“SocialSkills:Part II”, withLaura Ferguson, Southeastern Educational Cooperative ASDCadre (FormerUpperCumberland), London,KY. Stewart,J.E.(November2012).“ReviewofSelectEvidence-­-based PracticesforStudentswithAutismSpectrumDisorders”,withRondaWilliams,Occupational Therapist Owensboro Independent Schools,KentuckyAnnualCouncil onExceptionalChildren Conference (KY-­-CEC),GaltHouse,Louisville,KY. Stewart,J.E.(November2012).“Tips,Strategies,&GuidanceforProvidingEffectiveInstructionforPreschool Students’withAutismSpectrumDisorders”,KentuckyAnnualCouncil onExceptionaChildrenConference (KY-­-CEC),GaltHouse,Louisville, KY. Stewart,J.E.(October2012).“EnvironmentalArrangement”,withSpecialEducationCooperative StaffSoutheastern EducationalCooperative ASDCadre, London,KY.Stewart,J.E.(August2012).“IntroductiontoAutismSpectrumDisordersandEvidence-­-basedPractices”, withLauraFerguson,FlemingCounty PublicSchools,Flemingsburg,KY. Stewart, J.E. (July 2012).“Introduction toAutismSpectrumDisordersandEvidence-­-basedPractices”, OwensboroIndependent Schools, Owensboro, KY.Stewart,J.E.(November2012).“ReviewofSelectEvidence-­-based PracticesforStudentswithAutism SpectrumDisorders”,withRondaWilliams, OccupationalTherapistOwensboroIndependenSchools,KentuckyAnnualCouncil onExceptionalChildren Conference (KY-­-CEC),GaltHouse,Louisville,KY. Stewart,J.E.(November2012).“Tips,Strategies,&GuidanceforProvidingEffectiveInstructionforPreschoolStudents’withAutismSpectrumDisorders”,KentuckyAnnualCouncil onExceptionaChildrenConference (KY-­-CEC),GaltHouse,Louisville, KY. Stewart,J.E.(October2012).“EnvironmentalArrangement”,withSpecialEducationCooperative StaffSoutheasternEducationalCooperative ASDCadre, London,KY. Stewart,J.E.(August2012).“IntroductiontoAutismSpectrumDisordersandEvidence-­-basedPractices”, withLauraFerguson,FlemingCounty PublicSchools,Flemingsburg,KY.Stewart, J.E. (July 2012).FormerUpperCumberland &WildernessTraceRegionTrainingSiteInitiative3DaySummerInstitute, withKATCStaff,Somerset,KY. Stewart,J.E.(July2012).“IntroductiontoAutismSpectrumDisordersandEvidence-­-basedPractices”, OwensboroIndependentSchools, Owensboro, KY. COACHING ANDSUPPORT BuildingStatewideCapacity forEducatorstoImproveOutcomesforLearnerswithASD:PartnershiwithKentuckyDepartmentofEducation,SpecialEducationCooperatives andLocalSchoolDistricts ASDPartnershipTrainingSites KATCworksincollaborationwiththeKentuckyDepartmentofEducation’s(KDE) nineSpeciaEducational Cooperativesatalllevelsofoperation;cooperativeshavethecapacitytocreate andsustain changeatthe locallevel, suchcollaboration isessentialtodevelopandsustainanetwork ofprofessional development,training,andcoachingtoeducators.Buildinguponthisrelationship,KATCinitiatedacollaborative workgroup in2008to develop aproposalandwas subsequently awarded apartnership withtheNationalProfessionalDevelopmentCenter onAutismSpectrumDisorders.TheNationalProfessionalDevelopmentCenter onAutismSpectrumDisorders(NPDCAonASD), fundedby the U.S.DepartmentofEducation,OfficeofSpecialEducationProgramsisamulti-­-university programthatbegaonJuly 1,2007.Thecenter islocated atthree universities: TheUniversity ofNorth Carolina, the University ofWisconsin, andthe University ofCalifornia.NPDConASDprovidedprofessional development andtechnicalassistancetohelpKentuckypromotimplementationofevidence-­-basedpracticesforearlyidentification, intervention andeducation forchildrenandyouthwithASD.Thesepracticesshouldproducethebestpossibleoutcomesforfamilies and studentswithASD,spanningtheagerangefrominfancytoearlyadulthood(21years).Inaddition,thecenterhelpedKentuckyestablishaproblemsolvingprocesstodevelopmodelsitesdemonstratinevidence-­-based practicesforASDandinevaluating andmeasuringchild,family,practitionerandsystemleveloutcomes. ThepurposesoftheprojectthatbeganinKentuckyinJanuary2009wereto: • Increasethenumberofhighlyqualifiedpersonnel(particularlyteachersandpractitioners servingchildrenandyouthwithASDinKentucky • Establishasustainablesystemofprofessionaldevelopmentinevidence-­-based practicesinASD • Providetechnicalassistance supportforearly childhood practitioners, educationalleaders, teachersandschool-­-basedpersonnel • Establish training site where pre-­-service and in-­-service professionals can observe the implementationofevidence-­-basedpractices Evidence-­-Based Practices:TheFoundation Whilemanyinterventionsforautismexist,onlysomehavebeenshowntobeeffective through scientific research.Interventions thatresearchers have shownto be effective are called evidence-­-basedpractices. Several groups havesoughttoidentifyevidence-­-based practicesforautismtreatment(NationaProfessionalDevelopment Center onAutism-­-NPDConASD, NationalAutismCenter-­-NAC), ThegroupsfindingsoverlapsignificantlyandtheKATCdrawsoninterventionsidentifiedacrossorganizations.Onegroup, theNPDConASD, usesrigorouscriteriatodeterminewhetherapracticeisevidence-­-based. Currently,the Center has identified 24evidence-­-basedpractices. Pleasenotethat everyidentifiedpracticeisnotnecessarilyappropriateforeverylearner.Practicesaremosteffectivewhencarefullmatchedtoalearner’sspecificneedsandcharacteristics. Todate,theNPDConASDhasidentified24practicesthatmeettheabovecriteriaforevidence-­-based practicesforchildrenandyouthwithautismspectrumdisorders.Theycontinuetoreviewtheliterature forpracticesthatmeettheir definition.Thepractices are: Antecedent-­-Based Interventions(ABI) Computer-­-Aided Instruction DifferentialReinforcement Discrete TrialTraining Extinction FunctionalBehaviorAssessment FunctionalCommunication Training Naturalistic Intervention Parent-­-Implemented Interventions Peer-­-MediatedInstruction andIntervention PictureExchangeCommunication System(PECS) PivotalResponseTraining Prompting Reinforcement ResponseInterruption/Redirection Self-­-Management SocialNarratives SocialSkillsGroups SpeechGenerating Devices/VOCA StructuredWorkSystems TaskAnalysis TimeDelay VideoModeling VisualSupports TheNPDConASDisintheprocessofdevelopingonlinemodulesforeachofthe24identifiedevidence basedpractices.ThesemodulesareavailableontheAutismInternetModules(AIM)website. Leveragingthe NPDConASDresourcesandpositivemomentumofthepartnership, theKATCandKDErefined the problem-­-solving process. Table 1:ASDPartnershipTrainingSiteProgramoutlinestheKATCeffortstocollaboratewithSpecialEducationCooperatives toimplementtheproblemsolvingprocesacrosstheCommonwealth. Figure5: ASDPartnership Training Sites Year 1: Year 2: 2009-­-2010 2010-­-2011 Direct support from Coaching from the the NPDC NPDC with CKSEC Year 3: 2011-­-2012 KATCSupport Jefferson Central Kentucky County Special Education Cooperative Big East Educational Cooperative West Kentucky Educational Cooperative Ohio Valley Educational Cooperative Caveland Educational Support Center Kentucky Valley Educational Cooperative Year 4: 2012-­-2013 KATCSupport1 Southeast/Southcentral Educational Cooperative Green River Regional Educational Cooperative Northern Kentucky Cooperative for Educational Services Figure6: Overview ofTrainingSiteProcess: Flow chart to show process of training sites from start to finish ToolsdevelopedbytheKATCtofacilitatetechnical assistance processfortraining sites. 1) K-­-COT (Kentucky ClassroomObservationTool) ThistoolwascreatedbytheKATCpriortothe2011-­-2012 schoolyear and updated in2012-­-2013 to includetheassessmentofgeneraleducationsettings.Thetoolisusedtogatherprograminformationduring the firstsite visitthrough directobservation, recordreview, and interview. Thechecklistwillbe completed byKATCstaffanddiscussedwithteamsatthebeginningandendoftheschoolyear. Theinformationgatheredwillhelptrainingsiteteamstocollectivelydetermineprogramgoalstotargeduring the year. 2) K-­-COT/S (Kentucky ClassroomObservationTool Self-­-Assessment) Thisversionofthe K-­-COT iscompletedbytheschoolteamduringthesummertrainingandwillreflecttheirperspectiveoftheirstrengthsandchallenges.ThiscompletedtoolwillbeusedinconnectionwiththecompletedK-­-COT to determine programgoalsandguideprofessionalgrowththroughouttheyear. 1Formerly know as Northern Kentucky Cooperative for Educational Services, River Region Cooperative, Wilderness Trail Special Education Cooperative and Upper Cumberland Special Education Cooperative 3) TA Contact Form(Technical Assistance Contact Form) Atthecompletionofeachvisit,districtlevelandKATCtechnicalassistanceproviderswillcompletethisformasasummaryoftheirvisit.Thisformwilldocumentinformationregardingprogresstowardsmeetingclassroomgoalsandstudentgoalsandnextsteps. Figure7: 2011-­-2012 KATCSupporttoSchoolsImplementing ASDPartnership Training Sites Educational Cooperative Schools County Greater River Region Educational Cooperative Central Hardin High Hardin Heartland Preschool Hardin Newton Parrish Elementary Daviess Brandenburg Primary Meade Southeast/Southcentral Educational Cooperative Northern Elementary Pulaski Northern Middle Pulaski Pulaski High Pulaski Madison Central High Madison Berea Elementary Madison Northern Kentucky Educational Cooperative John W. Riley Elementary Campbell Priorthestartoftheschoolyear,teamsparticipating intheproblem-­-solving processparticipatedinaspecialized3-­-day SummerInstitute ineachcooperativeregiontoorient theteamstotheprocessand evidence-­-based practices. Samplgoals: Giventheverbaldirective,pictureandproximitypromptstotransitionEwill travelto1class(backandforth) independently with 100% accuracy across 3sessions. Given an array of 5word cards, Cwill select the correct word when adult vocally identifies the word with 100% accuracy across 3consecutive sessions asmeasured byprobe data sheets. Upon arrival at school, Twill put her backpack away in her cubby with 2or fewer verbal or physical prompts 80% of the time, as measured by staff in weekly frequency counts. Given a2-­-digit addition problem without regrouping, Ewill receptively identify bytouching orgrabbing the correct answer to 3problems in anarray of4with 100% accuracy across 3sessions. AutismCadre Inspring of2009 theKentuckyDepartmentofEducation(KDE)andtheKentuckyAutismTrainingCenter (KATC) partneredtoestablishastatewideautismcadreofapproximately750memberstoforwardthefollowing goals: • Provideongoingtraining to districtlevelstaff onevidence-­-based practicesforstudentswithASDsothatthey could provide training atthe districtlevel. • Establishnetworksofsupportbetweenprofessionalsfromdifferentdistrictsandspecia education cooperative regions. • Establishlocalproblemsolving teamsatthedistrictlevelacrossKentucky. Partnership Kentuckyisdividedinto9specialeducationcooperativeregions.Complexneedsconsultantsprovidetechnicalassistanceineachregion.KATCworks with thecomplexneedsconsultantstodrivetheASDcadre; theconsultantsalreadymetseveraltimesayeartodriveotherstateinitiatives(e.g.,alternativeassessment, newteachertraining).Atthedistrictlevel,representativesfrom95%oflocaldistrictswere identifiedbythedirectorofspecialeducationbasedonanapplicationprocessdevelopedbyKDE.Participantswere selectedbasedontheirabilitytotranslatecadretrainingmaterialbacktothelocaldistrict.Cadremembersrepresentamyriadofroleswithin aschooldistrict:SpeechLanguage Pathologists,OccupationalTherapists, GeneralEducationTeachers,SpecialEducationTeachers,DirectorsofSpecialEducations,EarlyChildhoodDiagnosticians,Psychologists,AutismSpecialists,Consultants,andPre-­-schoolTeachers. Process KATCdevelopsquarterlytrainingmaterialstobegiventothespecialeducationco-­-op consultants. Consultants were grouped into super clusters,containingthree to four co-­-op regions.Superclustersmettoclarifycontent andshareresourcesfortraining;in some instancesconsultantsprovidedcrosscooperativetrainings.KATCattendedthesemeetingsin-­-person orviaSkypetoclarifytrainingmaterialsuponrequest.Afterreviewofthematerialsthecooperativeconsultantsdelivereda6-­-hour training to the district level professionals. Participantsreceived4trainingseachyearforatotal of24hoursofprofessionaldevelopment. Content KATCdevelopedquarterlytrainingmaterials(e.g.PowerPoint,groupactivities,videoexamples).Topicincluded:AppliedBehavior Analysis,Generalization,Communication. Complex needsconsultantswereabletoaddsupplementarymaterialsbutwereaskednottochangetheKATCslidestomaintaintheintegrityofthetrainingmaterals. SessionContent Module1ProjectOverview,ASDcharacteristicsModule2FunctionalBehaviorAssessmentandPreferenceAssessmentModule3Behavioral InterventionModule4SystematicInstruction1Module5SystematicInstruction2Module6Communication Instruction1Module7Communication Instruction2Module8AspergerSyndrome,IntrotoProblemSolvingModule9SocialSkills SessionContent Module10EnvironmentalArrangementModule11SocialSkillsPart IIModule12Coaching andProblemSolving FeedbackfromCadreMembers Theknowledge, expertise,andpositiveattitudefromtrainersonASDstrategiesandinterventionsaresouseful. TheWKSECstaffwas excellentinmodelingproblemsolvingstrategies,especiallyforstudentcommunicationtrainingandteachingofreplacement behaviors. ThematerialsandtrainingshelpmebetterservetheautismpopulationinmyclassroomIamsoimpressedwith theknowledge ofthetrainers!Ihavelearnedsomuch! DistrictHighlights Severaldistrictshavereportedthatcadremembershave conducted trainings atthe local districtlevel. DistrictshavereporteddevelopinglocalproblemsolvingteamsandusingcadrememberstoaddressdistrictchallengesassociatedwithmeetingthenedsofstudentswithASD.Superintendents report that theytrainingtheyoncehadtosecurefromoutsidethedistricthasbeenreplacedbytheirowndistrictpersonnel. Figure8ASDCadreMembershipsbySpecialEducationCooperativeand SchoolDistrict SpecialEducationCooperatives: CentralKentucky EducationalCooperative(CKEC)GreenRiverRegionalEducationalCooperative(GRREC)JeffersonCounty ExceptionalChild EducationServices(JCPS)KentuckyEducationalDevelopmentCorporation(KEDC)KentuckyValleyEducational Cooperative (KVEC)Northern Kentucky Cooperative forEducational Services(NKECS)OhioValley Educational Cooperative(OVEC)Southeast/Southcentral EducationCooperative(SESC)West KentuckyEducational Cooperative (WKEC) Coop District Number of Cadre Members by District CKEC Anderson County 4CKEC Bardstown Independent 7CKEC Bourbon County 5CKEC Boyle County 8CKEC Burgin Independent 1CKEC Clark County 6CKEC DanvilleIndependent 5CKEC Fayette County 5CKEC Frankfort Independent 3CKEC Harrison County 5CKEC Jessamine County 5CKEC Marion County6CKEC MercerCounty 5CKEC MontgomeryCounty 4CKEC Nelson County 7CKEC NicholasCounty 1CKEC Paris Independent6CKEC Powell County 5CKEC Scott County 6CKEC WashingtonCounty5CKEC Woodford County6Totals 105Coop District Number of Cadre Members by District GRREC Adair County 8GRREC Allen County5GRREC Barren County 9GRREC Bowling Green Independent5GRREC Breckinridge County7GRREC ButlerCounty 3GRREC Campbellsville Independent4 GRREC Caverna Independent3GRREC Clinton County 3GRREC CloverportIndependent 1GRREC Cumberland County 2GRREC Daviess County 4GRREC Edmonson County3GRREC Elizabethtown Independent 5GRREC Glasgow Independent4GRREC Grayson County3GRREC Green County 2GRREC Hancock County 4GRREC Hardin County 8GRREC Hart County 3GRREC LaRue County2GRREC Logan County 5GRREC McLeanCounty 3GRREC Meade County3GRREC MetcalfeCounty5GRREC Monroe County1GRREC Ohio County 2GRREC Owensboro Independent4GRREC RussellCounty 2GRREC Russellville Independent 4GRREC Simpson County 5GRREC TaylorCounty 5GRREC Todd County 2GRREC WarrenCounty 4GRREC WestPointIndependent1Totals 134Coop District Number of Cadre Members by District JCPS Jefferson County 41Coop District Number of Cadre Members by District KEDC Ashland Independent 6KEDC Augusta Independent3KEDC Bath County 3KEDC Boyd County 7KEDC Bracken County2KEDC Carter County8KEDC Elliott County 3KEDC Fairview Independent 2KEDC Fleming County 4KEDC Greenup County2KEDC Johnson County 4KEDC Lawrence County3KEDC Lewis County 3KEDC MartinCounty 3 KEDC Mason County6KEDC MenifeeCounty 2KEDC Morgan County3KEDC Paintsville Independent2KEDC Raceland Independent 3KEDC Robertson County KEDC Rowan County 6KEDC RussellIndependent 3Totals 78Coop District Number of Cadre Members by District KVEC Breathitt County 3KVEC Floyd County 4KVEC Hazard Independent 2KVEC Jackson Independent 2KVEC Jenkins Independent 1KVEC Knott County 3KVEC Lee County 2KVEC Leslie Coutny 2KVEC LetcherCounty 6KVEC Magoffin County6KVEC OwsleyCounty 3KVEC PerryCounty 2KVEC Pike County 1KVEC Pikeville Independent 2KVEC Wolfe County2Totals 41Coop District Number of Cadre Members by District NKECS Beechwood Independent 1NKECS Bellvue Independent 1NKECS BooneCounty 3NKECS CampbellCounty4NKECS Covington Independent1NKECS Dayton Independent 1NKECS Erlanger Independent 3NKECS Fort Thomas Independent 1NKECS Kenton County 6NKECS Ludlow Independent 1NKECS Newport Independent4NKECS Pendleton County 1NKECS Silver Grove Independent1NKECS Southgate Independent 1NKECS Walton-­-Verona Independent 5NKECS WilliamstownIndependent3Totals 37 Coop District Number of Cadre Members by District OVECAnchorage Independent1OVECBullitt County 5OVECCarrollCounty 5OVECEminence Independent 1OVECFranklin County 9OVECGallatin County3OVECGrant County4OVECHenryCounty 4OVECOldham County 3OVECOwen County4OVECShelby County 3OVECSpencerCounty 2OVECTrimble County 3Totals 47Coop District Number of Cadre Members by District SESCBarbourville Independent SESCBell County 4SESCBerea Independent1SESCCasey County 4SESCClayCounty 13SESCCorbin Independent 5SESCEastBernstadt Independent SESCEstillCounty 1SESCGarrard County SESCHarlan County SESCHarlan Independent SESCJackson County 2SESCKnox County 9SESCLaurelCounty 6SESCLincoln Coutny 1SESCMadison County7SESCMcCrearyCounty5SESCMiddlesboro Independent5SESCMonticelloIndependent 3SESCPineville Independent 6SESCPulaski County7SESCRockcastleCounty 4SESCScience HillIndependentSESCSomersetIndependent 5SESCWayne County2SESCWhitley County12SESCWilliamsburgIndependentTotals 102 Coop District Number of Cadre Members by District WKEC Ballard County 3WKEC CaldwellCounty 2WKEC Calloway County 4WKEC CarlisleCounty 5WKEC Christian County 6WKEC Crittenden County2WKEC Dawson SpringsIndependent 3WKEC Fulton County 2WKEC Fulton Independent4WKEC Graves County 4WKEC Henderson County 6WKEC Hickman County 2WKEC HopkinsCounty 5WKEC Livingston County 8WKEC Lyon County 3WKEC MarshallCounty 4WKEC Mayfield Independent5WKEC McCrackenCounty 8WKEC MuhlenbergCounty 5WKEC Murray Independent4WKEC Paducah Independent 2WKEC Trigg County5WKEC Union County2WKEC WebsterCounty2Totals 96 KATCFamilyNetwork:FamiliesSupportingFamilies KentuckyAutismTrainingCenter (KATC) isdevelopingtheKATCFamilyNetwork: FamiliesSupportinFamiliesthrough apartnershipwith TheCouncilonDevelopmentalDisabilities(CDD).ThepurposeoftheKATCFamilyNetworkistodevelopanetworkoffamilymembersaffectedbyASDwhowill reach, collaborate, empower,anddeveloprelationshipswithothersthroughout Kentucky. InMay,familiescametogetherforanintensetwo-­-day leadershipdevelopmentprogramdeliveredbystafffromCDD. ThetraininghasbeenadaptedfromCDD’s LEADprogram(Leadership,Education, &AdvocacDevelopment).Training addressed: • SpecialEducationLaw 101 • SkillsforEffectiveParentAdvocacy • Understanding the IEP • DevelopingParentLeadership • Collaborative Communication • ConflictResolution 16familymemberscamefromthefollowing 10counties: Boone,Christian, Fayette,Jefferson,Knox,Lawrence,Mason,Oldham,PulaskiandWarrenResponsibilitiesofFamilyLeadersmayincludethefollowing:providedirectsupporttofamilies,mentorotherfamilies,deliverpresentationsandnetworkwithfamiliesaswellaspolicymakers,andtocollaborate with other disability groupsthroughoutthe state. Figure9ProcessofBecoming aFamilyLeader Flow chart to show the process of becoming a family leader Intensive2-­-DaTraining EnrichmenSessionsandfollow-­-udiscussion Mentoring New FamilyLeaders Graduation Ceremony pinned a family leader Graduation Ceremony “pinnedaFamilLeader” Self study and personal enrichment Self-­-studyanPersonalEnrichment Flow chart to show the process of becoming a family leader Flow chart to show the process of becoming a Family Leader Supporting Families Supporting families Networking at the state regional and local level Networking atthestate, regional andlocal level KATC Staff R.Larry Taylor, M.Ed.,ExecutiveDirectorRebeccaGrau,M.P.A.,AssistantDirector,AdministratorDiandreG.Thomas,M.A.,ProgramCoordinator LauraFerguson,M.Ed.,BCBA, FieldTrainingCoordinator HeidiCooley-­-Cook, FamilyFieldTrainingCoordinator Vacant,(2)Field TrainingCoordinator KATC 2012-13 Expenditures Chart 41 KATC 2012 –2013 Expenditures EXPENSES General Funds Revenue Gift Discretionary CPE KDE CDC YTD TOTAL Salary $103,315.37 $0.00 $0.00 $0.00 $36,147.14 $161,827.58 $2,379.54 $303,669.63 Benefits $35,937.77 $0.00 $0.00 $0.00 $11,794.52 $55,492.73 $678.06 $103,903.08 Operating Expenses $61,680.14 $71,500.61 $16,441.57 $2,305.34 $14,936.65 $3,595.27 $14,974.82 $185,434.40 Travel $2,571.17 $7,666.99 $0.00 $1,423.51 $11,132.16 $27,564.35 $0.00 $50,358.18 F&A $0.00 $0.00 $0.00 $0.00 $0.00 $19,819.99 $0.00 $19,819.99 TOTAL EXPENSES $203,504.45 $79,167.60 $16,441.57 $3,728.85 $74,010.47 $268,299.92 $18,032.42 $663,185.28