2002-2003 Evaluation of KATC Services.txt

File contents

 

KENTUCKY AUTISM TRAINING CENTER 

Weisskopf Center for the Evaluation of Children 

Department of Pediatrics . Department of Teaching and Learning 

University of Louisville 

 

Annual Report of Services and Activities 

2002-2003 

 

 

MISSION STATEMENT 

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. 

 


 

SUMMARY 

 

During the sixth 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 between July 2002 through 
June 2003 is provided below. A more detailed account of services is further 
outlined later in this report. 

 

 

 

 

 

 

 

 


Family Services. 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. In addition, KATC continued with group sessions known as Families 
with Autism, Consultation and Training Sessions (FACTS) which are designed for 
families of newly diagnosed children. These sessions, were attended by 
approximately 30 individuals at three locations across the Commonwealth and 
were delivered in collaboration with regional autism spectrum disorders related 
support groups. 

 

In addition, during this past year, KATC piloted a �Family Workshop Series� 
involving more in-depth full day training sessions in Louisville and Bowling Green 
with a total attendance of approximately 100 individuals. 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. Lastly, during this year, the KATC presented at 7 autism 
related support group meetings addressing regional needs. 

 

School-Based Team Consultations and Technical Assistance Sessions. 
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 �Technical Assistance Profile� which is individually developed for 
each team. During this past year, our three full-time trainers have worked with 23 
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. 

 

Information Dissemination and Training. Specific activities have included 
addressing over 1,000 requests for information through our Amanda L. King 
Resource Library. In addition, the KATC has presented at 32 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 
broadcasted on television as well as video-streamed on the World Wide Web. 
Courses in this program include: Introduction to Autism, Strategies and 
Techniques, Autism, Assistive Technology & Collaboration, and Applied Behavior 
Analysis. 

 

 

 

 

 


Associated Activities. 

 

Development of Policy and Practices through Collaboration. 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. 

 

Services for Adolescents and Adults with Autism. 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 5 family consultations 
to specifically address adolescent and adult issues. With regards to school-based 
team consultations and technical assistance sessions, 4 local educational teams, 
with a total of 48 consultation/training sessions, received technical assistance 
focused on adolescent and adult issues. Specifically the team 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 5 trainings have 
been performed with IHDI with an ongoing commitment to the training of these 
professionals. In addition, other professional groups and organizations have 
sought KATC�s training services with regard to services relating to older 
individuals with autism. Presentations or consultations to organizations such as 
supported employment providers, vocational rehabilitation agencies and 
psychiatric hospitals account for 14 presentations/consultations. Training was 
provided to one 1 private employer regarding natural supports for an employee 


with autism and the KATC has completed a grant application for further support in 
this burgeoning area. 

 

INCIDENCE OF INDIVIDUALS WITH AUTISM 

 

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 (2002), the number increased to 
approximately 1,378 children and youth as shown in Figure 1. 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 5.5 years in Kentucky. In terms of how Kentucky figures compare 
to established incidence rates, there continues to be a discrepancy, using 
incidence rate of 2/500 there are an estimated 4,454 individuals with an autism 
spectrum disorder under the age of 19 in the Commonwealth. Using a higher 
incidence rate as reported by the U.S. Centers for Disease Control and 
Prevention of 3/500 there may be as many as 6,681 individual with an autism 
spectrum disorder (see figure 2). 

 

 Figure 1: Annual KDE �Child Count� 

0200400600800100012001400160019921993199419951996199719981999200020012002
Source: Kentucky Department of Education Homepage 

 

 

 

 

 

 

 

 

 

 


Figure 2: Estimated number of individuals (ages 0-19) 

 with an autism spectrum disorders in Kentucky 

1378445466810100020003000400050006000700080002002 KDE ChildCount 
Estimated Number ofIndividuals with anASD of 0-19 (2/500) 
Estimated Number ofIndividuals with anASD of 0-19 (3/500) 


Incidence rate range acknowledged by the Autism Society of America 

 

2002-2003 SERVICES AND ACTIVITIES 

 

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 LEA�s leaders in educating 
students with autism. In a similar manner, the KATC has begun to develop 
relationships with mental health and other service providers. 

 

Four basic assumptions guided the implementation of KATC�s efforts: 

 

(1) Approach the Task in Phases. In providing services on a statewide basis, 
KATC has sought to begin to build local capacity by establishing a multi-tiered 
training program to disseminate information and technical assistance training. 


 

(2) Keep Stakeholders Involved. Stakeholders should have an active role in 
designing, implementing, and evaluating these efforts. KATC has an advisory 
council composed of parents, professionals, and lay-members that provide 
needed input, along with other individuals and 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. 





Information on specific activities is presented on pages to follow. 

 

FAMILY-BASED TECHNICAL ASSISTANCE 

 

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: 

 

Individual Family Support Sessions 

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. Parents of children who have recently received the diagnosis of autism 
can gain greater insight into autism and the professionals and agencies in their 
community that are available to provide services. During this past year, KATC 
staff members have conducted 7 individual family support sessions. 

 

Referral Service 

KATC has continued to compile a data bank of individuals and public and private 
agencies that are prepared to serve children, youth, and adults with autism. 
Parents and professionals from across the Commonwealth continue to access 
and contribute to this data bank. 

 

�1-800 Number� 

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. 

 

Family Workshop Series 

The goal of the KATC�s Family Workshop Series is to provide families with 
practical strategies that can enhance their child�s participation in family life and 
community activities. During this past year, families that have participated in this 
workshop series delivered in both Louisville and Bowling Green received 
information on the following topics: 

 


� Prompting and Reinforcement 
� Enhancing Opportunities for Communication at Home and in the 
Community 
� Establishing Schedules and Implementing Visual Supports at Home 
� Building Positive Peer Relationships 
� Promoting Collaboration 





The content of these workshops was designed to build upon one another. 
Parents of children with autism spectrum disorders presented in conjunction with 
professionals by sharing strategies and techniques that have worked within their 
homes and communities. Attendees of the Family Workshop Series resided in 
the following counties: 

 

Barren 

Bullit 

Christian 

Edmondson 

Fayette 

Henry 

Jefferson 

Marion 

Oldham 

Todd 

Trigg 

Warren 

Woodford

 

The KATC plans to deliver a similar series in London and Danville in the fall of 2003. 

 

Please find in Figure 3, evaluation data that was collected at the end of each 
session in Louisville and Bowling Green, 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? 

 

Figure 3: 2002-2003 KATC Family Workshop SeriesEvaulation Datan=76012345Understanding ofAutism 
Expectations Use of InformationPresented 
RelevantResourcesTime for Questions 


Overall, 100% of participants indicated the presented information was helpful 
regarding their work with individuals with ASD. 


Participants indicated how information provided would help them in their work with 
individuals with ASD and their families: 

� I will try to use more social stories and visual supports. 
� Better appreciation of incidental learning opportunities 
� I will gradually implement schedules to help my child understand his world 
better. 
� Better understanding of prompting. 
� Help understand and react to difficult situations. 





Participants indicated additional issues they would like to see addressed: 

� Music therapy 
� Legal information 
� Assisitve Technology 
� Adult Issues 
� Medication 


Participants indicated what was most helpful about sessions: 

� Sharing ideas with other families. 
� Learning that other families have similar issues. 
� Ideas about starting a social skills group at my child�s school. 
� Specific examples of visual supports. 
� New strategies to try. 





During this past year at the request of autism related support groups across the 
Commonwealth, KATC staff delivered 7 workshops to the following groups: 

 

Autism Society of Kentuckiana 

Autism Society of Southeastern Kentucky 

Danville Autism Parent Support Group 

Families and Individuals Teaching Hope-Owensboro 

Families for Effective Autism Interventions 

Powell County Autism Support Group Meeting 

 

Addressing regional needs, the topics addressed included: overview of KATC 
services, toileting, adult/adolescent issues and building community supports for 
individuals with autism and their families. 

 

In addition, the Kentucky Autism Training Center provided support groups with 
meeting space within its facilities for the purposes of meetings and workshops. 

To highlight these collaborative efforts, during the past year, the Autism Society of 
Kentuckiana held meetings at the offices of the KATC in addition to a workshop 
featuring Barbara Becker-Cotrill, Ed.D., Director of the West Virginia Autism 
Training Center. In addition, First Steps held a �fire-side chat� for families with 
young children with disabilities at the KATC. The KATC is committed to 
developing on-going and creative relationships with other organizations that 
service individuals with autism spectrum disorders and their families. 


FACTS Sessions 

In response to feedback from families, KATC developed and delivered information 
sessions specifically for families that have recently received a diagnosis, known 
as Families with Autism, Consultation and Training Sessions (FACTS). The 
sessions provided participants with an overview of the criteria used by clinicians 
that make diagnoses on the autism spectrum. In addition, families receive 
information on available resources, interventions and planning for the future. 
These sessions were delivered in conjunction with the Autism Society of 
Kentuckiana, the Autism Society of the Bluegrass and the Eastern Kentucky 
University Autism and Related Disorders Support Group. Approximately 30 
individuals participated in FACT sessions. 

 

Please find the below in Figure 4, evaluation data that was collected at the end of 
each sessions, of approximately 30 attendees, 8 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? 

 

Figure 4: 2002-2003 KATC FACTSEvaulation Datan=8012345Understanding ofAutism 
Expectations Use of InformationPresented 
RelevantResourcesTime for Questions 


 

SCHOOL-BASED TEAM CONSULTATIONS AND TECHNICAL ASSISTANCE 

 

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. Through workshops and make and take sessions, participants have 
gained greater knowledge of autism and learned to develop Individualized 
Educational Plans (IEPs). In subsequent application sessions, KATC worked 
directly with staff and parents in classroom based �practice and feedback� 


coaching sessions. KATC staff members provided technical assistance in the 
following areas: 

 

� Identifying & understanding students with autism. 
o Screening information for early childhood professionals 
o Awareness sessions for school personnel (bus drivers, cafeteria 
workers, and custodians) 
o Peer awareness and training 





� Developing, implementing and evaluating an Individualized Education Plan 



� Integrating fundamental behavioral teaching principles and strategies into 
daily activities and into individual student�s schedules. 
o Promoting generalization of skills across the life domains of home, 
community and school 
o Developing individualized visual and sensory supports 





� Using effective educational, behavioral, and technological supports for 
students with autism to promote communication, social integration, 
academic gains, and participation. 



� Developing transition plans and developing vocational skills 



� Conducting behavioral, functional and ongoing program assessments. 



� Teaming between professionals and parents. 





See Appendix A for more specific examples of school-based training 
activities. 

 

During this past years KATC staff conducted approximately 294 school based 
consultations and technical assistance activities in the following local educational 
agencies: 

 

Anchorage Independent Schools 

Boone County Public Schools 

Bowling Green Independent Schools 

Edmonson County Public Schools 

Garrard County Public Schools 

Hardin County Public Schools 

Harrison County Public Schools 

Jefferson County Public Schools 

Marion County Public Schools 

 Meade County Public Schools 

Monroe County Public Schools 

Nelson County Public Schools 

Pulaski County Public Schools 

Wolfe County Public Schools 

 

As we strive to accomplish our mission to enhance the lives of individuals with ASD 
and their families in our Commonwealth, the KATC has continued to develop 
existing services as means to build local capacity to address the needs. Below is 


summary of the evolution to our current model developed by the KATC with specific 
regards to School-Based Team Consultations and Technical Assistance. 

 

Initially in 1997-1998 a school consultation consisted of a Field Training Coordinator 
(FTC) receiving background information and questions on a designated student with 
autism. The FTC would travel out to the school to observe the student for 
approximately 2 hours then meet with the educational team, including the parents 
and discuss recommendations. The FTC would then write a report highlighting the 
recommendations and send it to the school system. 

 

Based on feedback from participating team members, which included parents, at the 
end of the 1998 school year staff decided to add a half-day follow up visit to the one 
time school visit to answer questions regarding recommendations and provide 
additional technical assistance. 

 

Again based on feedback from participants, in the fall of 1999 the school 
consultation model was expanded to four sessions; this change was implemented in 
order to provide additional follow up to the teams. Favorable anecdotal feedback 
was received from the schools. It was reported that the teachers felt like they 
needed additional support with their students with autism. The four day model 
provided them with much needed support. 

 

Over the past 5 years, we have seen an increased need to provide follow-up visits to 
the educational teams. In the fall of 2002, the KATC again revised our current 
school consultation model to consist of multiple training sessions with the team by 
addressing the individual needs identified by the team. The following is a detailed 
explanation of the current school consultation process. 

 

Step 1 

The LEA team leader contacts the KATC to discuss technical assistance and 
training services. After discussing the school consultation process with the team 
leader, a KATC staff person will send a Technical Assistance Profile (TAP) packet. 
The TAP serves as the in-take form for this service and includes: 

 

General Information on the student 

Requests that the team provide evaluation materials specific to that student (i.e., 
evaluations, IEP, behavior plan, video tape of student). 

Signed parent/guardian consent 

Team members, including the parents are asked to delineate 3 priority areas of need 
for technical assistance and training in the following areas: Communication, Social 
Competence, Academic Performance, Physical Functioning, Sensory Issues, 
Vocational Issues, Daily Living, Challenging Behaviors and Transition. 

 

 

 

 


Step 2 

When all of the requested in-take information is received at the KATC it is reviewed 
and assigned to a FTC based on the three priority areas and the FTC�s area of 
expertise. 

 

The KATC then contacts the school to set up an initial observation date and team 
meeting. The main contact at the school will then ensure that all team members 
receive scheduling information. When scheduling this meeting efforts are made to 
accommodate the schedules of all team members, including parents. 

 

After the initial observation the FTC meets with the entire team, including the parents 
and facilitates consensus on the three priority areas in which to target for technical 
assistance and training. Based on the information obtained during the observation of 
the students and the training needs reported by the team, the FTC then creates a 
Training Agenda. The Training Agenda outlines the team�s priority areas, format in 
which the training will occur (i.e., small group, hands on training), and an 
approximate number of sessions to address the areas agreed upon by the team. 
The Training Agenda is shared with the entire team, via the main contact at the 
school. 

 

After of the Training Agenda items have been addressed, an exit meeting with all of 
the team members is scheduled. At this meeting the priority areas are discussed 
and any questions or comments are addressed. After the final meeting an exit 
report is written by the FTC and sent to the main contact at the school for distribution 
to all team members. KATC can be contacted to schedule follow up sessions if 
necessary. 

 

Another important addition for the 2002-2003 school year was increased emphasis 
placed on evaluation. Quarterly evaluations are now sent out to the main contact at 
the school and to the parents/guardians. We ask that they are filled out and mailed 
back to the KATC. The respondents are not required to give their name. 

 

At the end of the 2002-2003 school year 23 students were receiving school 
consultation services from 14 different districts across Kentucky. There were 
16 students on a waiting list to receive services. 

 

Figure 5 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. 

 

 


Figure 5: Evauation Data 
2002-2003 KATC School-Based Training and Technical 
Assistance 
n=45012345Schedule Time forQuestionsQuestionsAnsweredBehaviorsStrategiesExplanations 


Overall, 98% of participants indicated the presented information was helpful 
regarding their work with individuals with ASD. 

 

 

Participants of these sessions also indicated how the information provided would 
help in their work with individuals with ASD and their families. 

 

� Better understanding of behavior 
� Information to introduce self-monitoring into program 
� Increased confidence to address individual�s needs 
� New ways to implement programs 
� Ways to collect data 





Participants indicated additional issues they would like to see addressed: 

� Emotional support for parents and children 
� Family issues 
� Toilet training 
� Reinforcement 
� Schedules 
� Aspergers Disorder 
� Collaboration 
� Social skills 





Participants indicated what was most helpful about sessions: 

� Strategies to increase communication 
� Video clips 
� Social Stories 
� Dispelled myths 
� Ideas for classroom set-up 
� Questions/answer period (willingness to answer any question) 






STATEWIDE INFORMATION DISSEMINATION AND TRAINING 

 

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: 

 

Amanda L. King Resource Library 

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. 

 

Newsletter 

The KATC disseminates a newsletter to approximately 7,000 family members, 
educators, Family Resources and Youth Services Centers, health departments, 
employment specialists and mental health professional across the Commonwealth. 
The newsletter contains information regarding the services KATC, activities of 
autism related support groups, strategies and information regarding other 
organizations serving individuals with autism spectrum disorders and their families. 
See Appendix B for the Spring 2003 edition of the KATC newsletter. 

 

Web-Sites 

The KATC web site is located at www.kyautism.com. Currently in development, the 
KATC�s Autism Web-based Interactive Network (AWIN), is a web-based instructional 
series comprised of content units and lessons in multiple disciplines. AWIN topics 
include assessment, communication, medical issues, and sensory-based programs. 
The a link to the web site for AWIN is located at www.kyautism.com. This web site 
will also include opportunities for chat room discussions with KATC staff and other 
professionals to address general issues in identifying and educating students with 
autism. 

 

Professional Development Sessions and Events 

KATC staff members have presented parents and professionals information on 
autism spectrum disorders and effective strategies at 32 local, regional, and state 
conferences to approximately 1,500 individuals. The topics for these sessions have 
included promoting early intervention, targeting communication and social skills, 
building academic supports in inclusion settings, and promoting transition and 
employment for adults with autism. Sponsors for these conferences include: 

 

 

 


Autism Spectrum Disorders Advisory Consortium 

Caritas Peace Center � Louisville, KY 

Caveland Educational Support Center 

Central Baptist Church � Corbin, KY 

Easter Seals - Louisville, KY 

Easter Seals � Paducah, KY 

Garrard County Public Schools 

Hardin County Public Schools 

Harrison County Public Schools 

Jefferson County Public Schools 

Kentucky Association for Persons in Supported Employment 

Kentucky Department for the Blind 

Kosair Hospital 

Kentucky Speech-Language-Hearing Association 

Kentucky Division of Mental Health 

Marion County Public Schools 

River Region Cooperative 

Regional Training Center Early Childhood Institute 

State Interagency Council for Services to Children with Emotional Disabilities 

State Advisory Panel for Exceptional Education 

University of Kentucky Adoption Support for Kentucky 

University of Kentucky Interdisciplinary Human Development Institute 

University of Louisville Continuing Medical Education Conference 

Wolfe County Public Schools 

YMCA-Fayette County 

 

Figure 6 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. 

 

 Figure 6: 2002-2003 KATC Workshops and Presentations 
Evaluation Data 
n=248 
0 
1 
2 
3 
4 
5 
Understanding ExpectationsUseof 
InformationPresentedRelevant 
ResourcesTime for 
Questions 



 

Autism Institute 

 

The 2003 Autism Institute was planned to occur in July 2003 and to feature Dr. Amy 
Wetherby and Linda Burkhart discussing the Promotion of Communication, Social 
Skills and Cognitive Development for Children with Autism Spectrum Disorders. The 
institute will be held July 21-24, 2003 and has been designed to bring together the 
expertise of two outstanding professionals in a seamless manner. 

 

The conference began with Dr. Wetherby sharing information on ecologically based 
communication assessments and intervention strategies for young children with 
autism spectrum disorders and will lead into the next presentation by Linda Burkhart. 
During Mrs. Burkhart�s presentation, the focus was on practical strategies for 
motivating and communicating with young children with autism spectrum disorders 
spectrum disorders. After Linda Burkhart�s one and a half day presentation, she lead 
a post-conference afternoon make-and-take session for a limited number of 
participants and provide an opportunity for guided practice in building 
communication and social supports. While attendees were encouraged to participate 
in both speaker sessions, enrollment in individual speaker sessions was permitted. 

 

Autism Institute 2003 was designed for Early Childhood Educators, Special 
Educators, Speech Language Pathologists, Family Members, Psychologists, 
Administrators, Mental Health Professionals and other professionals working with 
children with autism. 

 

Specific information regarding the number of participants, their roles and evaluation 
data will be available in August 2003. 

 

Graduate Courses and Program Offerings 

 

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, 
intervention strategies, and other related topics. Courses include: Autism Strategies 
& Techniques, Applied Behavior Analysis, and Single Subject Research Methods. 

 

 

 

 

 

 

 

 

 

KATC ORGANIZATIONAL STRUCTURE 


KATC Staff 

 

John C. Burke, Ph.D., Director. 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 WCEC/Department of Pediatrics 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. 

 

Katie Carnazzo, M.A., Coordinator. 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. 

 

Kristen Frarey, Program Assistant. Kristen Frarey assists in the coordination of the 
KATC school-based services. Ms. Frarey also arranges KATC�s participation in 
professional development seminars and family-oriented presentations. 

 

Rebecca Grau, M.P.A. Field Training Coordinator. 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. 

 

Shawn Henry, M.Ed., Field Training Coordinator. 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. 

Richard Hudson, M.Ed., M.R.C., Field Training Coordinator. 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 is currently ABD toward his doctorate in Educational and 
Counseling Psychology at the University of Louisville. Having completed his pre-
doctoral internship at Gallaudet University in Washington D.C. he is now completing 
his dissertation work which deals with social barriers of individuals with autism in 
employment. 

 

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. 

 

Kelly Shepperd, M.A., Field Training Coordinator. 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 south western regions of Kentucky were she 
resides. 

 

Carolyn Stevens, Unit Business Manager. Carolyn Stevens is a 15-year employee 
of the University of Louisville whose background is in accounting. She has worked in 
the Controller's Office and Development Office prior to joining KATC as unit business 
manager. 

 

Scott Tomchek, M.S., OTR/L. Scott Tomchek is currently chief of Occupational 
Therapy at the Weisskopf Center for the Evaluation of Children at the University of 
Louisville. He received his Bachelor�s degree in Occupational Therapy from the 
University of Wisconsin, Milwaukee, in 1991 and subsequently received his Master�s 
degree in Occupational Therapy with an emphasis on developmental pediatrics, 
from the State University of New York at Buffalo in 1993. His pediatric experience 
over nine years is noted in inpatient and outpatient pediatrics, neonatal intensive 
care, and formal research. This experience includes extensive involvement in both 
assessment and treatment of behavior in children with autism. At the KATC, Mr. 
Tomchek consults with parents and professionals regarding issues related to 
occupational therapy. Currently, Mr. Tomchek worked .20 FTE for the KATC. 

 

Barbara Trevor, MSSW Barbara Trevor is the Chief Social Worker at the 
Weisskopf Center for the Evaluation of Children where she has been employed for 
fifteen years. She has a Master's degree in Social Work from the University of 
Louisville and a Bachelor's degree from Union College in Barbourville, Kentucky. 
She has over twenty-six years of experience as a social worker in the field of 
developmental disabilities in Kentucky and Indiana. Her interests lie in linking 
families with community resources and assessing family dynamics. At the KATC, 
Ms. Trevor has lead efforts to inform parents of children with autism of resources 
available in the community and how to access the services. Ms. Trevor worked .30 
FTE for the KATC. 

 

Gail Williams, M.D. Dr. Williams is an Assistant Professor of Pediatrics at the 
University of Louisville, Weisskopf Center for the Evaluation of Children. She 
provides neurodevelopment evaluations for children with a variety of developmental 
disabilities and has a particular interest in autism. At the KATC, Dr. Williams 
provides training and input regarding the production of training materials. Currently, 
Dr. Williams worked .10 FTE for the KATC. 

 

Advisory Board 

 

KATC has an advisory council who advises the Director in matters of policy, staffing, 
and operation. The composition of the council consists of parents (50%), 
professionals (40%) and lay members (10%). The advisory council meets formally 
four times during the year and is frequently called upon by the Director for advice in 
an ongoing manner. 


 

In addition, members participate in committee activities to address specific issues or 
projects and report progress to the Board at quarterly meetings. A Board member 
and a KATC staff person co-chair all committees. Currently, members participate in 
the following committees: Early Identification, Resource Center, Nominating and 
Membership, Adult and Community Services, Program Review, Needs 
Assessment/Planning and Legislative Issues and Professional Development. 
Additional committees are established on an as needed basis. 

 

Below is a list of the current members of the Kentucky Autism Training Center 
Advisory Board: 

 

Nancy Boyett Parent Henderson County 

Beth McKenzie Parent Jefferson County 

Laurie Spezzano Parent Oldham County 

Melanie Tyner-Wilson Parent Fayette County 

Nat McKay Parent Oldham County 

Cheryl Dunn Parent Calloway County 

Barbara Lewis Parent Jefferson County 

Marie Allison Parent Fayette County 

Hazel Forsythe Parent Fayette County 

Rita Brockmeyer Parent Madison County 

Sue Daniel Professional Carriage House Consultants 

Bill Swinford Professional Council on Postsecondary Education 

Trisha Bronger Professional Kentucky Department of Education 

Ann Bolly Professional First Steps 

Pam Shirley Professional Psychiatrist, University of Kentucky 

Carol Estees Professional Vocational Rehabilitation/Supported 
Employment 

Peter Tanguay Professional University of Louisville, Bingham Child 

 Guidance Center 

Tom Simmons Professional University of Louisville, Teaching and 
Learning 

Thomas Pinkstaff Layperson 

Vacant Layperson 

 

 

 

 

 

 

 

 

 

 

 


Kentucky Training Center 

2002-2003 Budget 

 

Personnel 

Including the Director, personnel included permanent full-time and part-time 
employees plus temporary employees. Total Field Training Coordinators were 3.4 
FTE positions for FY 2002/2003. Additional core staff included a Leadership 
Development Specialist, Unit Business Manager, one Part-time Student worker, plus 
part-time related Service Trainers including one Occupational Therapist, one Social 
Worker, an M. D. In addition, percentages of WCEC administrative staff were paid 
for during the past year. (Including Fringe Benefits) 

Total $448,700.56 

 

Operating Expenses 

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 $237,318.39 

 

Travel 

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 $13,610.75 

 

Indirect Cost 

Indirect cost (overhead) was paid on only CSPD grant. 

Total $ 4,569.69 

 

 

 Total $704,199.38 


 

 

 

 

 

 

 

 

 

 

 

 


TOTALGENERALKY 
COUNCILINCOMEKDE-
CSPDBUDGET 
LEGISLATED 
POSTSECONDARY 
FUNDSFY02/03FUNDSEDUCATION2/
1/
03 
thru6/
30/
2003TOTALEXPENDEDEXPENDEDEXPENDEDEXPENDEDEXPENDEDSALARIES406,546.84$ 
137,662.80$ 
167,937.04$ 
29,486.40$ 
39,137.48$ 
374,223.72$ 
FRINGE BENEFITS93,982.14$ 
28,476.39$ 
32,987.66$ 
5,326.87$ 
7,685.91$ 
74,476.83$ 
TOTAL 
SAL. 
& 
F.B.
500,528.98$ 
166,139.19$ 
200,924.70$ 
34,813.27$ 
46,823.39$ 
448,700.55$ 
-
$ 
SUPPLIES57,809.78$ 
12,037.93$ 
32,546.24$ 
37,319.33$ 
7,292.53$ 
89,196.03$ 
TRAVEL7,985.81$ 
1,690.09$ 
5,972.00$ 
2,943.44$ 
3,005.22$ 
13,610.75$ 
EQUIPMENT-
$ 
RENT146,859.71$ 
49,374.12$ 
98,748.24$ 
148,122.36$ 
INDIRECT 
COST10,440.00$ 
4,569.69$ 
4,569.69$ 
TOTAL 
OPERATIONS223,095.30$ 
63,102.14$ 
38,518.24$ 
139,011.01$ 
14,867.44$ 
255,498.83$ 
ADJUSTMENT33,464.00$ 
ENCUMBERED 
TOTAL 
757,088.28$ 
229,241.33$ 
239,442.94$ 
173,824.28$ 
61,690.83$ 
704,199.38$ 
KENTUCKY AUTISM 
TRAINING 
CENTER 
FY 
02/03 
EXPENSE 
REPORTAs 
of 
June 
30, 
2003 


Kentucky 
Autism Training Center 
2002-2003 
Annual Report of Services and Activities 
222