2003-2004 Evaluation of KATC Services.txt

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KENTUCKY AUTISM TRAINING CENTER 

COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT 

DEPARTMENT OF TEACHING AND LEARNING 

UNIVERSITY OF LOUISVILLE 

 

ANNUAL REPORT OF 

SERVICES AND ACTIVITIES 

2003-2004 

 

 

 

 

 

 

 

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. 

 

 

 

 

 

 

 


 

 

 

 
R 


 

 
HISTORY OF THE 
KENTUCKY AUTISM 


The idea of a Kentucky Autism Training Center (KATC) came when parents realized the 
need for an autism resource center in Kentucky. The parents began to research other 
centers around the country and spoke with State Representative Robert Heleringer at a 
legislative breakfast for the Kentucky Disabilities Coalition in January of 1996. 

Rep. Heleringer was interested in the idea of an Autism Center in Kentucky and had the 
Legislative Research Commission examine similar bills adopted by other states. 
Information was given to Rep. Heleringer by parents. On January 9, 1996, Rep. 
Heleringer introduced a bill to the Health and Welfare Committee. Rep. Tom Burch, the 
Committee Chair, co-sponsored the bill. 

In February 1996, the bill was passed by the House of Representatives and went to the 
Senate, where it was approved in April 1996. After the adoption of the bill, an advisory 
council was appointed that included parents, professionals in the field of autism, and 
other citizens of the Commonwealth. The Child Evaluation Center/Department of 
Pediatrics applied and was awarded the responsibilities of administering the autism 
center under Dr. Lonnie Sears, who served as interim director. In addition, to the Child 
Evaluation Center/Department of Pediatrics, both the Bingham Child Guidance Center 
and the Department of Special Education were internal partners regarding the formation 
of the Kentucky Autism Center. 

As part of the national search for a director, interviews involved people from multiple 
UofL departments, state agencies, and parent support groups. In August of 1997, Dr. 
John C. Burke, of Johns Hopkins University was hired to serve as the Director. During 
the initial year of operation, the Center had .70 FTE Trainers. Following the initial year, 
and with additional funding being made available, additional trainers and other staff 
have been added. Currently, as of April 2004, KATC has 3.4 FTE trainers, a senior 
leadership specialist, one program, assistant, and a part-time UBM. 

During 2002-2003, the Board elected a Chair and expanded on the KATC guidelines 
that currently include responsibilities for all members. These responsibilities include 
actively serving on sub-committees pertaining to specific areas of the Center�s activities. 
To assist with the oversight of the working subcommittees, an executive committee was 
formed which includes the chairs of the subcommittees, the Chair and Vice-Chair of the 
KATC Advisory Board and the KATC Director. 

In July of 2004, the College of Education and Human Development (CEHD) at the 
University of Louisville assumed the administrative responsibility of the Kentucky Autism 


Training Center. It anticipated that the KATC under the CEHD will flourish through 
collaborative relationships and creative partnerships towards the mission of providing 
professional development, training and information dissemination to families and 
professionals across the Commonwealth. 

THE PURPOSE OF THE KATC 

Based on a statewide needs assessment and collaboration of our advisory board, the 
KATC provides school-based consultations, family technical assistance, and training 
activities for promoting the early identification of autism in young children. The Center 
focuses on forming partnerships with other agencies to help in preparing direct service 
providers to work with individuals with autism. The Center places emphasis on 
providing information and training on intervention strategies that are supported by 
research as being effective with individuals with autism. In addition, the Center places 
emphasis on building performance-based program evaluation efforts at all levels of 
operation. 

KATC staff members work with families and agencies to develop individualized 
treatment plans, including conducting individual centered training activities. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Text Box: Four basic assumptions guided the implementation of KATC�s efforts:
(1) UApproach the Task in Phases.U 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) UKeep Stakeholders Involved.U 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) UInitiatives Should be Coordinated.U 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) UStrive to Benefit More Children.U Long-term success should benefit not only children with autism, but also all children with special needs and the entire school environment. 

SUMMARY 

 

During the seventh year of operation, the Kentucky Autism Training Center (KATC) has 
continued to follow its legislative mandate by providing intensive school-based team 
training and technical assistance to local teams of professionals and parents, 
implementing family based technical assistance, and offering state-wide introductory 
and advanced training activities covering autism awareness through the development of 
specialized intervention programs. The Center has placed emphasis on providing 
information and training on intervention strategies that are supported by research as 
being effective with individuals with autism spectrum disorders. A brief summary of 
major KATC activities July 2003 through June 2004 is provided below. A more detailed 
account of services is further outlined 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. During this past 
year, KATC met with 10 families. 

 

In addition, KATC delivered a �Family Workshop Series� involving more in-depth full day 
training sessions in London and Danville with a total attendance of approximately one 
hundred individuals at the ten sessions. During the series of five sessions, participants 
received information from teams of parents and professionals who offered practical 
strategies and �informal� advice from a parent�s perspective. To address regional needs 
this year, the KATC presented at 13 autism related support group meetings addressing 
regional needs. Lastly, during the summer of 2003 KATC staff received specialized 
training in the implementation of the Family Focus Positive Behavior Support (FFPBS) 
model. As a part of the training process, KATC agreed to implement FFPBS with two 
families in Kentucky. During this past year, KATC Field Training Coordinators have 
participated in eight activities associated with the piloting the FFPBS Model. 

 

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 31 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 one thousand requests for information through our Amanda L. King Resource 
Library. In addition, the KATC has presented at 25 events and professional 
development sessions across our Commonwealth. From an advanced training 
perspective, The KATC has worked in conjunction with the University of Louisville 


Department of Teaching and Learning to develop and implement a Distance Education 
Masters Program in Special Education with a concentration in Autism, Technology, and 
Collaboration. Courses were video-streamed on the World Wide Web. Courses in this 
program include: 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 three family consultations to 
specifically address adolescent and adult issues. With regards to school-based team 
consultations and technical assistance sessions, six local educational teams, with a 
total of sixty-nine consultation/training sessions, received technical assistance focused 
on adolescent and adult issues. Specifically the teams received training pertained to; 
social inclusion in middle/high school, issues of puberty and sexuality, pre-vocational 
and vocational curriculum development, functional and independent living skill 
development and management of severe behavioral issues in older students. 

 

 


 

The KATC has partnered with the 
Interdisciplinary Human Development 
Institute (IHDI) at University of Kentucky 
to provide an autism component for the 
training of job coaches and vocational 
professionals. 

To date a total of five 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. Eight 
presentations or consultations to 
organizations such as local educational 
agencies, professional organizations, 
and psychiatric hospitals were provided 
over the last year. Training was 
provided to one private employer 
regarding natural supports for an 
employee with autism.

 

Community Employment 

 

The Kentucky Autism Training Center is committed to the goal of quality community-
based employment for persons with autism spectrum disorders (ASD). Through our 
current work toward employment related goals of individuals with autism it has become 
clear that an important component required for success is the support and 
understanding of employers and co-workers of individuals with ASD and the building of 
natural supports. The process of planning and providing assistance and services can 
only come to its ultimate fruition with the support and understanding of both the 
employers for whom the individuals with autism works and the co-workers along side of 
whom they work. 

 

Towards this goal of quality employment, the KATC has pursued and was awarded 
additional funding in this area. The KATC received funding from the Organization for 
Autism Research (OAR) to study how to improve opportunities for individuals with 
autism to become socially integrated into the workplace by providing brief training to 
employers and co-workers of individuals with autism related to the specifics of autism as 
a diagnosis. The goal of the study will be determine if data reflects an increase in the 
subject�s scores on attitude and interaction scales from baseline measurement. Of 
further inquiry will be whether the measured level of severity is contributory to any 
statistically significant changes in subjects� attitude or interaction scores using a 
repeated measures analysis of variance design involving two groups with random 
assignment. If the training is found to be effective, the intervention model will be 
disseminated using print and electronic media and professional development training 
activities 


 

This study is believed relevant based upon a review of the literature that suggests that 
while natural supports are increasingly utilized in supported employment settings, many 
individuals with severe disabilities, such as autism, may be at a disadvantage for the 
development of natural supports due to issues of impaired social communication and 
behavior. If brief training specific to autism is related to increased scores on attitude 
and interaction scales, then the inclusion of such training into job placement for 
individuals with autism may prove an efficacious means of developing natural supports. 
Activities associated with this study will begin in the summer of 2004. 

 

Adults in Residential Settings 

 

The Kentucky Autism Training Center (KATC) bid for, and subsequently received, an 
open contract with the Commonwealth of Kentucky/Central State Hospital (CSH). This 
contract was for initial staff development and training for specific personnel in the areas 
of structured environments for individuals with autism and positive behavioral support 
for individuals with autism. Specifically, the Kentucky Autism Training Center provided 
set of core staff training in the following specific areas: 

 

� Staff training in basic behavioral principles including; Antecedent-Behavior-
Consequence, Paired Association and Schedules of Reinforcement. 



� Training on the use of A-B-C data collection forms on targeted behaviors and 
charting of behaviors over time to detect trends and patterns. 



� Training on the conceptualization of data into hypothesized function of behavior, 
the concretization of target behavioral goals and delineation of steps to reach 
goals in operationalized language with time frames. 



� Training of staff in the determination and incorporation of preferred 
activities/environments and positive behavioral supports per motivational 
assessments. 



� Demonstration of continued data collection and conceptualization to 
amend/improve behavioral plan based on increase/decrease in targeted 
behaviors. 





KATC activities specific to this training contract included: data collection, hands-on 
demonstration of intervention strategy and the creation of visual supports. During the 
duration of this contact, KATC staff delivered 48 training activities specific to this project. 

 

 

 

 

 

 


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 (2003), the number increased to approximately 1,566 
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 five and half years of age in Kentucky. 
In terms of how Kentucky figures compare to established incidence rates, there 
continues to be a discrepancy, using incidence rate of 1/250 there are an estimated 
4,454 individuals with an autism spectrum disorder under the age of nineteen in the 
Commonwealth. (See figure 2). 

 

Figure 1: Annual KDE �Child Count� 

020040060080010001200140016001800199219931994199519961997199819992000200120022003
Source: Kentucky Department of Education Homepage 

 

Figure 2: Estimated number of individuals (ages 0-19) with an Autism Spectrum 
Disorders in Kentucky 

158644540100020003000400050002003 KDE Child Count Estimated Number of Individualswith an ASD of 0-19 (1/250) 


Incidence rate range acknowledged by the Autism Society of America 

 

 


2003-2004 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 
leaders in educating students with autism. In a similar manner, the KATC has begun to 
develop relationships with mental health and other service providers. 

 

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 10 
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 was to provide families with practical 
strategies that can enhance their child�s participation in family life and community 


activities. During this past year, families and professionals that participated in this 
workshop series delivered in both Danville and London received information on the 
following topics: behavior, sensory & visual supports enhancing communication, toilet 
training transition and advocacy. Sessions were delivered between the months of August 
through December of 2003. 

 

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

 

Boyle 

Casey 

Clay 

Fayette 

Floyd 

Garrard 

Jackson 

Jefferson 

Jessamine 

Knox 

Laurel 

Lincoln 

Madison 

Marion 

Mercer 

Pulaski 

Scott 

Whitley

 

Please find in Figure 3, evaluation data that was collected at the end of each session in 
Danville and London, of approximately 100 attendees, 72 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 32003 KATC Family Workshop SeriesLondon and Danville Evaulation Datan=72012345Understanding ofAutism 
Expectations Use of InformationPresented 
RelevantResourcesTime for Questions 


Overall, 96% of participants indicated the presented information as 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: 

� Have more patience through understanding their unique personalities. 
� I have a better understanding of the social/emotional aspects of individuals with 
autism, as they grow older. 
� Will help me improve my skills in increasing language 
� It has given me a new strategy to use at home with my son which I hope will 
have a positive influence. 





Participants indicated what was most helpful about sessions: 

� Being able to talk about my situation and hearing about others. 
� The combination of a professional and a parent, this is a fantastic team 
approach. 
� Developing a systematic approach according to individual differences. 
� Seeing autism in a different light, viewing them as individuals. 
� The presentation demonstrated how important visual cues are to children on the 
autism spectrum. 
� The presentation has given me more tools, ideas, and resources to draw from. 





Participants indicated additional issues they would like to see addressed: 

� Medications 
� Behavior plans 
� IEP Development 
� Sensory Issues 
� Social Skills 





During this past year at the request of autism related support groups across the 
Commonwealth, KATC staff delivered 13 workshops to the following groups: 

 

Advocates for Autism Awareness in partnership with the Central Kentucky Special 
Education Cooperative 

 

Cardinal Hill Northern Kentucky hosted in partnership with the ASD Network of Northern 
Kentucky and TASK of Northern Kentucky 

 

Families and Individuals Teaching Hope and River Valley Behavioral Health 

 

Franklin County Parent Resource Center 

 

Binet School Annual Information Fair 

 

Marion County Parent Resource Center 

 

Powell County Autism Support Group 

 

Southeast Christian Church Disabilities Ministry (Louisville, KY) 


 

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

 

Family Focus Positive Behavior Support 

 

In August 2003, staff from the Kentucky Autism Training Center visited the West Virginia 
Autism Training Center to receive training in Family Focus Positive Behavior Support 
(FFPBS). As a part of the training process, KATC agreed to implement FFPBS with two 
families in Kentucky. 

 

FFPBS is a process based on the philosophy of positive behavior support that 
incorporates both family and person-centered strategies. There are two phases in the 
process. Phase I includes family-centered planning and assessment. Family-centered 
planning, also called Frames or Family Profile are a graphic representation of important 
information gathered about the family which will help guide the focus person�s positive 
behavior support plan. The Frames give valuable information about family history, 
important people in the family�s life, important places, family schedule, adaptive and 
challenging behaviors, fears, choices, stress-related strategies and future�s planning. 
Phase II includes several activates which lead to the development of a positive behavior 
support plan for the focus person. This phase includes a PATH (Planning Alternative 
Tomorrows with Hope), which is a graphic representation of a positive and possible 
future for the focus person. Also included in Phase II are a series of lecture 
presentations for all team members related to best practices in the field of autism, team 
meetings, hands on training and development of the behavior support plan. 

 

Currently, the KATC has identified two focus families and has completed Phase I with 
each family and is in the process of Phase II. A PATH has been completed for one 
focus family, and dates have been set for the lecture series. Dates are in the process of 
being set for the second focus family. KATC plans to open the lecture series to anyone 
in the area who would like to gather more information about autism. During this past 
year, KATC Field Training Coordinators have participated in eight activities associated 
with the piloting the FFPBS Model. 

 

 

 

 

 

 

 

 

 

 


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. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Text Box: 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. 

During this past years KATC staff conducted approximately 173 school based 
consultations and technical assistance activities in the following local educational 
agencies: 

 

Anchorage Independent Schools 

Bardstown Independent Schools 

Bowling Green Independent Schools 

Franklin County Schools 

Grayson County Schools 

Hardin County Schools 

Jefferson County Schools 

Knox County Schools 

Meade County Schools 

Nelson County Schools 

Oldham County Schools 

Pulaski County Schools 

Russell County Schools

 

For improved program accountability we increased our emphasis on evaluation at the 
beginning of the 2002-2003 school year. Quarterly evaluations are sent out to the main 
contact at the school and to the parents/guardians of each educational team. We ask 
that they be filled out and mailed back to the KATC. The respondents are not required 
to give their name. At the beginning of the 2003-2004 school year the evaluations 
forms were adapted to gain additional information in regards the technical assistance 
and training. Specific questions were asked in regards to priority areas delineated by 
the team. Questions pertained to how the consultation prepared the staff to implement 
the skill and how the new strategy impacted the student�s acquisition of that skill. Data 
from the 2003-2004 school year can be found below in Figure 4. 

 

Figure 4To What Degree Did the Consultation Prepare you to 
Implement the Strategy?
To What Degree did the Implementation of the New Strategies 
Impact the Student's Acquisition?
n = 21* Does Not Include 4th Quarter Data012345CommunicationBehaviorManagementSocial SkillsActivityTransitionsOtherPrepared Team to ImplementSkill Acquisition by Student 

 

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 52003-2004 School Consultation Evaluation Data 
n = 21012345ScheduledTime for QuestionsGain Information onAutismMeet EducationalNeedsOverall, 70% of participants indicated the presented information was helpful regarding 
their work with individuals with ASD. 

 

Participants of the school consultations indicated what they felt most helpful 
about the process: 

� Provided support to the staff members and offered many strategies. 
� The consultant was very teacher and parent friendly. 
� Hands on observation and small group discussions. 
� Ways to collect data 





Participants indication how the consultation affected their educational planning 
and work with the student with autism: 

� We had meetings with everyone involved in the student�s education to make sure 
we all were doing the same thing. 
� It helped me design lessons that helped the student�s classroom behavior. 
� The educational plan is more structured, more consistent, and more deliberant 
than with other students. 
� I have higher expectations of the student now. 





At the end of the 2003-2004 school year 34 students were receiving school 
consultation services from thirteen different districts across Kentucky. There 
were 14 students on a waiting list to receive services. 

 

 

 

 

 

 


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 electronically to thousands of families and 
professionals. In the Commonwealth, the KATC newsletter is sent to the KATC 
Listserv, family organizations, Educators & Education Organizations, Early Childhood 
Professionals, Professional Organizations, Family Resources & Youth Services 
Centers, 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 across the Commonwealth. Individuals and 
organizations are welcome to request a print version of the newsletter. 

 

Web-Site 

The KATC web site is located at www.kyautism.com. During this past year, the KATC 
web-site has been updated to included additional resources specific to Kentucky and 
other autism related information. 

 

AWIN 

The KATC is working towards closing the research to practice gap in understanding and 
educating individuals with autism spectrum disorders by continuing to provide and 
further expand web-based lessons pertaining to general knowledge as well as specific 
best practices strategies. Examples of different active web pages are presented below. 

 

 


 

 

 

 

 

 

 

 

 

 


Professional Development Sessions and Events 

KATC staff members have presented parents and professionals information on autism 
spectrum disorders and effective strategies at 25 local, regional, and state conferences 
to approximately 1,150 individuals. The topics for these sessions included: 
understanding autism spectrum disorders, unique characteristics, promoting early 
intervention, toileting, 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: 

 

Association for Person in Supported Employment 


Danville Independent Schools 


Eastern Kentucky University Student Workshop 


Frazier Rehab Speech Therapists 


Green River Regional Educational Cooperative 


Interdisciplinary Human Development Institute 


Kentucky Annual Infant Toddler Conference 


Kentucky Association for Psychology in the Schools 


Kentucky Coalition for Nurse Practioners/Nurse Midwives Annual Conference 


Kentucky Department of Insurance 


Louisville Diversified Services 


Parent/Professional Conference Sponsored by the Upper Cumberland Special 
Education Cooperative 

 

Pikeville College of Osteopathic Medicine 


State Interagency Council for Children's Mental Health Services 


University of Louisville, College of Education and Human Development, Department of 
Teaching and Learning (Graduate Courses) 

 

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 
2003-2004 Presentations Evalaution Datan = 185012345UnderstandAutismMeetExpectationsUse InformationReleventResourcesQuestions 


Overall, 72% of participants indicated the presented information was helpful regarding 
their work with individuals with ASD. 

 

How will the information you gained impact your work with individuals with 
autism? 

� Help me to further understand interactions with folks with autism. 
� I have a better approach to communicating with individuals with autism. 
� I know now that I have �tools� to use for my student�s with autism. 
� I have a much better idea of how to create and use social stories and peer 
buddies. 





What are some issues that you would like addressed in future presentations? 

� How to deal with major behavioral problems. 
� Strategies to enhance inclusion in the schools. 
� How extended family members and friends can make a difference. 
� Medical interventions. 
� Assessment and interventions of non-verbal students with autism. 


 

 

 

 

 

 

 

 

 

 

 

 





 

 

 

 

 

 

 

 

 

 

 

 




Text Box: International Efforts
�The Use Of Distance Education Technologies For Disseminating Information and Training In Kentucky�. United Nations World Summit on the Information Society (WSIS): Global Forum on Disability in the Information Society. Geneva, Switzerland
�Advancing the Lives of People with Autism�. Invited presentation at the International Seminar on Information and Communication Technology (ICT) for People with Cognitive and Intellectual Disabilities in the Information Society. Sponsored by The National Horse Racing Welfare Foundation and Japanese Society for Rehabilitation of Persons with Disabilities. Tokyo, Japan. 
�Promoting Independence Understanding and Collaboration: What we do at The Kentucky Autism Training Center�. Invited seminar for Japanese regional rehabilitation and educational specialists. Sponsored by the Japanese Government. Tokyo, Japan. 

Autism Institutes 2003 

 

The 2003 Autism Institute featured Dr. Amy Wetherby and Linda Burkhart discussing 
the Promotion of Communication, Social Skills and Cognitive Development for Children 
with Autism Spectrum Disorders. The institute was held July 21-24, 2003 and has been 
designed to bring together the expertise of two outstanding professionals in a seamless 
manner. The Kentucky Department of Education in part funded this event. 

 

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 led a post-conference 
afternoon make-and-take session for a limited number of participants and provided 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. 

 

 

Attendees of the conference resided in the following counties in Kentucky: 

 

Allen 

Barren 

Breathitt 

Bullitt 

Calloway 

Casey 

Christian 

Daviess 

Fayette 

Floyd 

Franklin 

Garrard 

Graves 

Green 

Hardin 

Henderson 

Henry 

Jackson 

Jefferson 

Jessamine 

Kenton 

Knox 

Lancaster 

Lincoln 

Madison 

Marion 

Meade 

Metcalf 

Montgomery 

Muhlenburg 

Oldham 

Perry 

Rockcastle 

Russell 

Scott 

Shelby 

Simpson 

Spencer 

Taylor 

Todd 

Warren 

Washington 

Whitley 

Wolfe 

 


Please find in Figure 7, evaluation data that was collected at the end of both the 
Wetherby and Burkhart sessions, of the approximately 460 attendees, 267 evaluations 
were collected. 

Figure 7Autism Institute 2003Wetherby and Burkhart Sessions Evaluation Datan = 267012345Meet ExpectationApply InformationImpact Work 


 

The third in the 2003 Autism Institute Strategies Series focused on the changing needs 
of teachers, professionals and parents as individuals with autism age and begin the 
process of transitioning from school to work and community environments. This institute 
was designed to address the wide range of educational and service delivery needs of 
older individuals with autism spectrum disorders while providing parents and 
professionals with practical information about funding sources for these services. The 
institute began with Judy Marco's discussion, on October 7th, of alternate portfolio 
development for middle and secondary school students with autism that focuses on 
inclusion into vocational and community settings. Marilyn and Joe Henn, a husband and 
wife team, followed this presentation on October 8th with a very specific discussion of 
funding the unique combination of services that were vital in helping their daughter, 
Nancy, to achieve employment and independent living. Marilyn and Joe Henn closed 
the conference with a presentation about futures and financial/legal planning for 
individuals with autism. 

 

Attendees of the conference resided in the following counties in Kentucky: 

 

Barren 

Bell 

Bergin 

Boyd 

Breckinridge 

Calloway 

Campbell 

Carroll 

Casey 

Christian 

 

 

Edmonson 

Fayette 

Franklin 

Fulton 

Hardin 

Harlan 

McCreary 

Mercer 

Ohio 

 

 

Oldham 

Perry 

Shelby 

Spencer 

Taylor 

Woodford 

 

 


 

Please find in Figure 8, evaluation data that was collected at the end of both the 
Wetherby and Burkhart sessions, of the approximately 80 attendees, 92 evaluations 
were collected. 

 

Figure 8Autism Institute 2003Henns and Marco Evaulation Data 
n=92012345Meet ExpectationsApply InformationImpact Work 


Autism Institute Strategy Series 2004 

Asperger�s: Diagnosis Through Intervention 

 

This two-day event hosted by the Kentucky Autism Training Center was held June 28th-
30, 2004 in Louisville and was a funded in part by the Kentucky Department of 
Education. 

 

On the morning of the June 28th the KATC hosted a panel discussion with the theme, 
�Beginning with the End in Mind.� During this panel discussion, participants gained 
knowledge in multiple discussed factors that influence success during this transition 
period. The panel was comprised of individuals with Asperger�s Syndrome, parents and 
professionals. 

 

Peter Tanguay, M.D., F.A.C.P. discussed, Autism and Asperger�s Disorder: Concepts, 
Diagnosis and Treatment on the afternoon of the 28th. The goal of this interactive 
session was to provide participants with a detailed understanding of the nature and core 
deficits of autism as a disorder of social communication 

 

Please find in Figure 9, evaluation data that were collected at the end of the day on the 
28th, of the 266, 117 evaluations were collected. 

 

 

 

 


Figure 9Autism Institute 2004Dr. Peter Tanguay and Asperger's Paneln = 117012345Meet ExpectationsIncrease UnderstandingApply InformationImpact Work 

 

On June 29th and 30th, Brenda Smith Myles, Ph.D. and Stephen Shore presented on 

Asperger�s Syndrome Across the Lifespan: Practical Strategies for Parents and 
Professionals. The focus of this workshop was to provide participants with an 
understanding of Asperger�s Syndrome and related interventions. Specifically, the 
addressed during the session were the characteristics of Asperger�s Syndrome, topics 
including sensory, behavioral, and social issues. Participants also received information 
regarding academic and environmental modifications that are effective in general and 
special education. 

 

Please find in Figure 10, evaluation data that was collected at the end of the day on the 
30th, of the 266, 44 evaluations were collected. 

Figure 10Autism Institute 2004Smith Myles & Shoren = 44012345Meet ExpectationsIncrease UnderstandingApply InformationImpact Work 

 

 

 

 

 

 

 


Attendees of the conference resided in the following counties in Kentucky: 

 

Barren 

Boone 

Bourbon 

Boyle 

Breckinridge 

Bullitt 

Elliott 

Fayette 

Floyd 

Franklin 

Grayson 

Hardin 

Hopkins 

Jefferson 

Jessamine 

Kenton 

Lyon 

Madison 

Marion 

Marshall 

McCracken 

Meade 

Mercer 

Monroe 

Montgomery 

Oldham 

Perry 

Pulaski 

Rockcastle 

Rowan 

Russell 

Simpson 

Spencer 

Trigg 

Trimble 

Warren

 

 


Graduate Courses and Program Offerings at the University of Louisville in the 
Area of Autism 

 

Based on the need for knowledge and education in the areas of Autism and Assistive 
Technology in Kentucky and at the national level, the Distance Education Programs in 
Special Education has created a new delivery system utilizing distance education 
technology. Students seeking a Master's Degree in the area of special education with a 
concentration in Autism or Assistive Technology have the opportunity to participate in 
courses during the Fall, Spring, and Summer delivered via the Internet. In addition, 
students will have access to interactive distance education library support systems and 
will computer technology such as e-mail, chat rooms, and the Internet to communicate 
with the professor and complete course assignments. 

 

In conjunction with the Department of Teaching and Learning/Distance Education at the 
University of Louisville�s College of Education and Human Development, Dr. John Burke 
and senior staff have offered multiple graduate courses on autism. 

 

These courses taught during this year include: 

� Introduction to Autism 
� Autism Strategies & Techniques 
� Applied Behavior Analysis. 



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. 

 

Theresa Ellis, Unit Business Manager. Theresa Ellis has worked for University of 
Louisville for approximately 5 years. She oversees the financials of several grants in the 
Department of Teaching & Learning, Special Education. She has been brought to the 
Kentucky Autism Training Center to oversee the financials of grants as well as the 
general budget. 

 

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. Leadership Development Specialist. 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 southwestern region of Kentucky were she resides. 


 KATC Advisory Board 

 

The KATC has an Advisory Board that advises the Director in matters of policy, staffing, 
and operation. Board members are committed to the growth of the Kentucky Autism 
spectrum disorders Training Center as it strives towards its mission to enhance 
supports for persons with autism by providing information, training and technical 
assistance to families and service providers across Kentucky. Board members are 
actively involved in the development of collaborative relationships. Members also 
provide input and expertise in the development, implementation and evaluation of 
services provided by the KATC. Unless restricted by their employment, members will 
assist the KATC to procure funding, in addition to state general funds, to accomplish its 
mission to provide information, training and technical assistance. 

 

The composition of the board consists of parents (50%), professionals (40%) and lay 
members (10%) from across the Commonwealth, as outlined in KRS 164.9811(2). 
Members have further defined the outlined membership categories as follows: 

 

Parents 

Individuals that are parents of an individual with an autism spectrum disorder. 

 

Professionals 

Positions University of Louisville partners: 

� Department of Pediatrics, University of Louisville 
� Bingham Child Guidance Center, University of Louisville 
� College of Education and Human Development, University of Louisville 





Council on Postsecondary Education 

 

Individuals with professional experience and knowledge specific to autism spectrum 
disorders. 

 

Layperson 

Individuals active in the community, not currently serving in a professional role. 

 

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. 

 

 

 

 

 

 


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

 

Laurie Spezzano Parent 

Melanie Tyner-Wilson Parent 

Nat McKay Parent, Chairperson of KATC Advisory Board 

Cheryl Dunn Parent 

Barbara Lewis Parent 

Marie Allison Parent 

Rita Brockmeyer Parent, Vice-chair of KATC Advisory Board 

Hazel Forsythe Parent 

Joseph Hersh Professional-University of Louisville, Department of Pediatrics 

Peter Tanguay Professional-University of Louisville, Department of Psychiatry 

Sue Daniel Professional-Carriage House Consultants 

Linda Linville Professional-Council on Postsecondary Education 

Trisha Bronger Professional-Department of Education 

Carol Estes Professional-Vocational Rehabilitation/Supported Employment 

Tom Simmons Professional-University of Louisville, Department of Teaching 
and Learning 

Ann Bolly Professional-First Steps 

Thomas Pinkstaff Layperson 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


Kentucky Training Center 

2003-2004 Budget 

 

Personnel 

Including the Director, personnel included permanent full-time and part-time employees. 
Total Field Training Coordinators were 3.4 FTE positions for FY 2003/2004. Additional 
core staff included a Leadership Development Specialist, part-time Unit Business 
Manager and Program Assistant (Including Fringe Benefits) 

 

Total $441,387.24 

 

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 $225,987.02 

 

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 $13,674.19 

 

Indirect Cost 

Indirect cost (overhead) was paid on only CSPD and CSH grants. 

 

Total $14,710.99 

 

 Total $695,759.44 

 


 

 

 

KENTUCKY AUTISM TRAINING CENTER FY 03/04 EXPENSE REPORT 

As of June 30, 2004 

 

 

TOTAL

GENERAL

KY COUNCIL

INCOME

KDE-CSPD

CENTRAL

 

 

BUDGET

 
LEGISLATED 


POSTSECONDARY 

FUNDS

STATE

 

 

FY03/04 

FUNDS 

EDUCATION

2/1/03-6/30/04 

 

 

 

7/1/2003 - 
6/30/2004 

 

 

 

 

TOTAL

 

 

 

EXPENDED 

EXPENDED 

EXPENDED

EXPENDED

EXPENDED

 EXPENDED

 

 

 

 

SALARIES 

 364,927.00 


 

 
82,908 

 
145,774 

 
20,793 

 
102,134 

 
10,003 

 
361,612 

FRINGE BENEFITS 

 
98,924.34 


 

 
20,364 

 
31,049 

 
4,202 


 
21,677 

 
2,483 

 
79,775 

TOTAL SAL. 
& F.B. 

 463,851.34 


 

 
103,272 

 
176,823 

 
24,996 

 
123,811 

 
12,486 

 
441,387 

 

 

 

 

 

 

 

 

 
- 

OPERATING EXPENSES 


 135,891.76 


 

 
15,044 

 
8,983 

 
38,919 

 
35,977 

 
1,365 

 
100,287 


TRAVEL 

 
14,000.00 


 

 

 

 

 
13,674 

 

 
13,674 

EQUIPMENT 

 
4,700.00 

 

 

 

 

 
3,898 


 

 
3,898 

RENT 

 

 

 

 
30,450 

 
91,351 

 

 

 
121,802 

 

INDIRECT COST 

 
17,474.00 


 

 

 

 

 
13,462 

 
1,249 

 
14,711 

 

TOTAL OPERATIONS 

 172,065.76 


 

 
15,044 

 
39,433 

 
130,270 

 
67,012 

 
2,614 

 
254,373 


 

REVENUE 

 132,031.00 


 

 

 

 

 

 

 

 

 


 

 

 

 

 

 

 


TOTAL 

 767,948.10 


 

 118,315 

 
216,256 

 155,266 


 190,822 


 15,100 

 695,760