2004-2005 Evaluation of KATC Services.txt

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College of Education and Human Development � Department of Teaching and Learning 

University of Louisville 

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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. 


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1 
2 
2 
3 
4 

Family Services 

4 
School-Based Services 

4 
Information Dissemination 

4 
Collaborative Efforts 

5 
Adolescents and Adults 

5 
Community Employment 

6 

7 

Individual Family Meeting 

8 
Kentucky Autism Services and Supports Directory 

8 
1-800 Number 

9 
Family Workshop Series 

9 
Support Group Talks 

10 
Family Focused Positive Behavior Supports 

11 

School-Based Technical Assistance 

12-15 
Comprehensive Autism Planning System 

15-16 

Resource Center 

17 
Newsletter 

17 
Web-Site 

17 
AWIN 

17 
Professional Development Sessions 

18-19 
20-23 
24-29 
29 
30-31 
32 

Family Focused Positive Behavior Supports-Case Study 1-11 
Comprehensive Autism Planning System-Case Study 

12-22 
School-Based Technical Assistance-Case Study 

23-27 


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

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

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

As part of the national search for a director, interviews involved people from 
multiple UofL departments, state agencies, and parent support groups. In 
August of 1997, Dr. John C. Burke, of Johns Hopkins University was hired to serve 
as the Director. During the initial year of operation, the Center had .70 FTE 
Trainers. Following the initial year, and with additional funding being made 
available, additional trainers and other staff have been added. Currently, as of 
June 2005, KATC has 3.4 FTE trainers, a senior leadership specialist, one program 
assistant, and a part-time UBM. 

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

In July of 2004, the College of Education and Human Development (CEHD) at 
the University of Louisville assumed the administrative responsibility of the 
Kentucky Autism Training Center. It is anticipated that the KATC under the CEHD 
will flourish through collaborative relationships and creative partnerships towards 
the mission of providing professional development, training and information 
dissemination to families and professionals across the Commonwealth. 

1 
11


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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. 

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1. 
Approaching the Task in Phases. In providing services on statewide basis, 
KATC has sought to build local capacity by establishing a mulit-tiered 
training program to disseminate information and technical assistance 
training. 
2. 
Keep Stakeholders Involved. Stakeholders should have an active role in 
designing, implementing and evaluation of these efforts. KATC has an 
Advisory Board comprised of parents, professionals and lay-members that 
provided needed input, along with other agencies. 
3. 
Initiatives Should be Coordinated. Action strategies should be coordinated 
with other outside related initiatives, whenever possible. KATC works in 
conjunction with other individuals and organizations that are involved in 
similar activities. 
4. 
Strive to Benefit More Children. Long-term success should benefit not only 
children with autism, but also all children with special needs and the entire 
school environment. 
2 



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

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

Parents-Individuals that are parents of an individual with autism spectrum disorders. 

Professionals-Individuals with professional experience and knowledge in regards 
to autism spectrum disorders. 

University of Louisville partners: 

� 
Department of Pediatrics, University of Louisville 
� 
Bingham Child Guidance Center, University of Louisville 
� 
College of Education and Human Development, University of Louisville 
Council on Postsecondary Education 
Layperson-Individuals active in the community, not currently serving in a 
professional role. 

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Marie Allison Parent Carol Estes Professional-Vocational 
Rita Brockmeyer Parent, Vice-chair of Rehabilitation/Support-

KATC Advisory Board ed Employment 
Cheryl Dunn Parent Joseph Hersh Professional-University of 
Hazel Forsythe Parent Louisville, Department of 
Barbara Lewis Parent Pediatrics 
Nat McKay Parent, Chairperson of Peter Tanguay Professional-University of 

KATC Advisory Board Louisville, Department of 
Laurie Spezzano Parent Psychiatry 
Melanie Tyner-Wilson Parent Linda Linville Professional-Council on 
Ann Bolly Professional-First Steps Postsecondary Education 
Trisha Bronger Professional-Department Tom Simmons Professional-University of 

of Education Louisville, Department of 
Sue Daniel Professional-Carriage Teaching and Learning 

House Consultants Jon McGee Layperson 

Thomas Pinkstaff Layperson 

3 



SSUUMMMMAARRYY SSUUMMMMAARRYY 
During the eighth year of operation, the Kentucky Autism Training Center 
(KATC) has continued to follow its legislative mandate by providing intensive 
school-based team training and technical assistance to local teams of 
professionals and parents, implementing family based technical assistance, and 
offering state-wide introductory and advanced training activities covering 
autism awareness through the development of specialized intervention 
programs. The Center has placed emphasis on providing information and 
training on intervention strategies that are supported by research as being 
effective with individuals with autism spectrum disorders. A brief summary of 
major KATC activities July 2004 through June 2005 is provided below. A more 
detailed account of services is further outlined in this report. 

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.. KATC has provided training and technical assistance to 
families across the Commonwealth by continuing to offer opportunities for 
families to individually meet with KATC professionals to have general questions 
addressed. During this past year, KATC met with 30 families. 

In addition, KATC delivered a �Family Workshop Series� involving more in-depth 
full day training sessions in Ashland and Owensboro with a total attendance of 
approximately one hundred individuals at the ten sessions. During the series of 
five sessions, participants received information from teams of parents and 
professionals who offered practical strategies and �informal� advice from a 
parent�s perspective. To address regional needs this year, the KATC presented 
at 14 family support group meetings. Lastly, this past year, KATC Field Training 
Coordinators have piloted the use of the Family-Focused Behavior Supports 
Model (FFPBS) with two teams in Kentucky. 

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.. KATC has 
modified the process in which these are conducted in order to increase our 
effectiveness for promoting systemic change. In general, the current process 
involves a KATC trainer working with a team of professionals and parents to help 
them reach consensus on target areas of need and for them as a team to 
develop and implement a training agenda which is individually developed for 
each team. During this past year, our trainers have worked with 34 teams each 
consisting of educational personnel such as special and regular educators, 
related service providers such as speech/language and occupational 
therapists, teaching assistants, psychologists, as well as parents. 

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.. Specific activities have included 
addressing over one thousand requests for information through our Amanda L. 
King Resource Library. In addition, the KATC has presented at 28 events and 
professional development sessions across our Commonwealth. From an 
advanced training perspective, The KATC has worked in conjunction with the 
University of Louisville Department Of Teaching and Learning to develop and 
implement a Distance Education Masters Program in Special Education with a 
concentration in Autism, Technology, and Collaboration. Courses were video-
streamed on the World Wide Web. Courses in this program include: 

4 



Introduction to Autism, Strategies and Techniques, Autism, Assistive Technology 
& Collaboration, Single Subject Research Design Methods, and Applied 
Behavior Analysis. 

Associated Activities 

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.. 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. 

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.. The Kentucky Autism Training 
Center continues to support the efforts of agencies and families to promote 
employment, independent living and age appropriate functioning for 
adolescents and adults with autism. Toward these goals the center hired a full-
time staff member in December of 2002 whose areas of expertise include 
school-to-work transition, adolescent and adult issues of disability, vocational 
and secondary school training, supported employment and independent living. 
While the KATC does not have a direct funding source to provide adult services, 
every effort is made to develop collaborative relationships with organizations 
that provide services to adults. The following summary outlines activities during 
this past year that addressed the needs of adolescents and adults with autism 
and their families. 

During this past year KATC staff members have delivered nine family 
consultations to specifically address adolescent and adult issues. With regards 
to school-based team consultations and technical assistance KATC staff worked 
with nine local educational teams; these teams received technical assistance 
focused on adolescent and adult issues. Specifically the teams received 
training pertained to; social inclusion in middle/high school, issues of puberty 
and sexuality, pre-vocational and vocational curriculum development, 
functional and independent living skill development and management of 
severe behavioral issues in older students. 

The KATC has partnered with the Interdisciplinary Human Development Institute 
(IHDI) at University of Kentucky to provide an autism component for the training 
of job coaches and vocational professionals. To date a total of two trainings 
have been performed with IHDI with an ongoing commitment to the training of 
these professionals. 

In addition, the KATC presented specifically on the unique needs of young 
adults to the Bowling Green business community and Grayson County Schools. 

5 



6 
CCoommmmuunniittyy EEmmppllooyymmeenntt 
The Kentucky Autism Training Center strives toward national leadership with regard 
to support of community based employment for persons with autism spectrum 
disorders (ASD). In particular, the KATC seeks to address disparities between the 
valuable human capital that individuals with ASD present but that their impaired 
social skills often prevent them from realizing in the workplace. Based upon a 
review of the research literature, it appears that the inherent deficits that are a 
hallmark of autism and Asperger�s diagnosis may result in difficulties integrating 
into the workplace and subsequent unemployment and underemployment. 
Through collaboration and consultation with community and supported 
employment organizations the KATC endeavors to facilitate the inclusion of social 
skills training into job placement models for individuals with ASD that may prove an 
efficacious means of integrating these individuals into the workplace. 
Toward the goals of including individuals with autism in paid, community-based 
employment, the KATC pursued and was subsequently awarded additional funding 
from the Organization for Autism Research following a national research 
competition. These funds were used to study opportunities for individuals with 
autism to become socially integrated into the workplace by providing brief training 
to employers and coworkers of individuals with autism related to the specifics of 
autism as a diagnosis. The goal of the study was to determine if data reflected an 
increase in the subject�s scores on attitude and interaction scales from baseline 
measurement. Thirty-eight coworkers of individuals with autism participated in this 
study, representing ten Kentucky employers who hired persons with autism. The 
Kentucky Autism Training Center provided training to these employers as a means 
of increasing awareness and understanding of coworkers toward employees with 
autism. Though the statistical results of this study are forthcoming, it is clear that 
numerous employers and workers in the commonwealth have directly benefited 
from the opportunity to gain a better understanding of their employees and 
coworkers with autism. Many more individuals in Kentucky and across the nation 
may benefit from the information gained from this research. 
The Organization for Autism Research has requested a second research 
proposal for a two-year funded study of the efficacy of outpatient, work-based 
social skills counseling groups on the social integration of individuals with ASD in 
the workplace. This continued empirical research will serve to not only help 
individuals with autism in the commonwealth to become better integrated into 
their places of work, but will serve individuals across the nation through 
dissemination of this research through scholarly journals, presentations and on-
line information sharing. Figure 1 is a presentation of Kentuckians directly 
impacted by activities associated with the Organization for Autism. 
FFiigguurree 11:: KKeennttuucckkiiaannss DDiirreeccttllyy 
IImmppaacctteedd bbyy OOAARR GGrraanntt 
6 
CCoommmmuunniittyy EEmmppllooyymmeenntt 
The Kentucky Autism Training Center strives toward national leadership with regard 
to support of community based employment for persons with autism spectrum 
disorders (ASD). In particular, the KATC seeks to address disparities between the 
valuable human capital that individuals with ASD present but that their impaired 
social skills often prevent them from realizing in the workplace. Based upon a 
review of the research literature, it appears that the inherent deficits that are a 
hallmark of autism and Asperger�s diagnosis may result in difficulties integrating 
into the workplace and subsequent unemployment and underemployment. 
Through collaboration and consultation with community and supported 
employment organizations the KATC endeavors to facilitate the inclusion of social 
skills training into job placement models for individuals with ASD that may prove an 
efficacious means of integrating these individuals into the workplace. 
Toward the goals of including individuals with autism in paid, community-based 
employment, the KATC pursued and was subsequently awarded additional funding 
from the Organization for Autism Research following a national research 
competition. These funds were used to study opportunities for individuals with 
autism to become socially integrated into the workplace by providing brief training 
to employers and coworkers of individuals with autism related to the specifics of 
autism as a diagnosis. The goal of the study was to determine if data reflected an 
increase in the subject�s scores on attitude and interaction scales from baseline 
measurement. Thirty-eight coworkers of individuals with autism participated in this 
study, representing ten Kentucky employers who hired persons with autism. The 
Kentucky Autism Training Center provided training to these employers as a means 
of increasing awareness and understanding of coworkers toward employees with 
autism. Though the statistical results of this study are forthcoming, it is clear that 
numerous employers and workers in the commonwealth have directly benefited 
from the opportunity to gain a better understanding of their employees and 
coworkers with autism. Many more individuals in Kentucky and across the nation 
may benefit from the information gained from this research. 
The Organization for Autism Research has requested a second research 
proposal for a two-year funded study of the efficacy of outpatient, work-based 
social skills counseling groups on the social integration of individuals with ASD in 
the workplace. This continued empirical research will serve to not only help 
individuals with autism in the commonwealth to become better integrated into 
their places of work, but will serve individuals across the nation through 
dissemination of this research through scholarly journals, presentations and on-
line information sharing. Figure 1 is a presentation of Kentuckians directly 
impacted by activities associated with the Organization for Autism. 
FFiigguurree 11:: KKeennttuucckkiiaannss DDiirreeccttllyy 
IImmppaacctteedd bbyy OOAARR GGrraanntt 

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In December of each year, the Kentucky Department of Education (KDE) 
counts the number of children under each diagnostic category. In 1997 when 
KATC began, there were approximately 562 children and youth identified in 
Kentucky as having autism. In the last KDE December count 1,783 (2004), the 
number increased to approximately 1,566 children and youth as shown in Figure 

2. Based on information obtained from professionals and parents, it became 
apparent that emphasis needed to be placed on assisting health care 
providers in identifying children with autism at a younger age. While autism can 
be diagnosed during the first 18 to 24 months of life, the average age of a child 
diagnosed with autism is approximately five and half years of age in Kentucky. 
In terms of how Kentucky figures compare to established incidence rates, there 
continues to be a discrepancy, using incidence rate of 1/250 there are an 
estimated 4,454 individuals with an autism spectrum disorder under the age of 
nineteen in the Commonwealth. (See Figure3). 
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44 


Source: Kentucky Department of Education Homepage 

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Incidence rate range acknowledged by the Autism Society of America 

7 



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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. 

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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: 

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KATC staff members have provided parents, along with other family members 
and key individuals, opportunities to meet with a KATC staff member to receive 
information, and to address general questions and concerns in a confidential 
manner. Currently, the KATC does not charge families for this service. 

During this past year, KATC staff members have conducted 35 individual family 
support sessions in the following counties: 

Barren County Hart County Oldham County 
Bullitt County Henry County Pike County 
Campbell County Jefferson County Spencer County 
Fayette County Madison County Warren County 
Franklin County Meade County Washington County 

Nelson County 

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To assist families across the Commonwealth of Kentucky, the Kentucky Autism 
Training Center in collaboration with public and private agencies, organizations, 
and support groups has initiated the development of a service directory of 
agencies or providers who serve individuals with autism. This directory was 
disseminated to attendees of the KATC�s conference in June of 2005, sent to 
autism spectrum disorders related support groups, available on the KATC�s website 
and sent upon request. Printing of the first edition of this document was 
funded in part by Opportunities for Family Leadership with the Department of 
Mental Health and Mental Retardation. 

8 



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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. 

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The goal of the KATC�s Family Workshop Series was to provide families with practical 
strategies that can enhance their child�s participation in family life and community 
activities. During this past year, families and professionals that participated in this 
workshop series delivered in both Owensboro and Ashland monthly sessions were 
conducted May 2004 through October 2004. Participants received information on 
the following topics: screening & diagnosis of autism spectrum disorders, advocacy 
& educational rights, dietary issues, social skills, toileting, and communication. 

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

Boyd County Hancock County Rowan County 
Christian County Henderson County Union County 
Daviess County McCracken County Webster County 
Greenup County Muhelenburg County 

Please find in Figure 4, evaluation data that was collected at the end of each session in, of approximately 
100 attendees, 76 evaluations were collected. The evaluations are comprised of 5 Likert scale 
questions, as well as several open-ended questions. Sample questions are as follows: How will the 
information you gained at the presentation impact your work with individuals who have autism? What 
are some issues in autism you would like to see addressed in future presentations, workshop? What did 
you find most helpful about the presentation? 

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


9 



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Autism Society of Kentuckiana Sensory Learning Disorder Support Group 
Barren River Autism Support Group Deaf & Disabilities Ministry Community Fair at 
Carriage House Preschool Southeast Christian Church 
Franklin County Parent Resource Center Powell County Area Support Group 
Hardin County Parent Workshop 

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Behavior Social Skills 
Daytime Toilet Training for Children with Social Stories and Social Skills 

Autism and Other PDD's Structuring Social Opportunities Across 
Setting up a "Lunch Bunch" � Elementary Settings - Elementary through High School 

through High School Transition for Elementary Aged Students 
Sibling Panel Visual Supports in the Home 

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The Kentucky Autism Training Center (KATC) traveled to Marshall University for 
training in Family Focus Positive Behavior Supports (FFPBS). As a part of the 
training, KATC agreed to follow the FFPBS model with two individuals. Two 
teams were identified, one in central Kentucky and one in eastern Kentucky. 
As a part of the initial process, each target student was observed and baseline 
data were gathered. 

Each family met with the trainers and completed a Family Frames. The Family 
Frames is a process in which the family identifies family history, circle of support, 
family schedule, family health issues, family choices/child-centered choices, 
adaptive and challenging behaviors (both positive and negative), fears and 
concerns, family stressors, stress related strategies that work and do not work as 
well as themes throughout the Frames. It utilizes group graphics such as chart 
paper or overheads to enable groups to gather information about persons in 
his/her family and planning for a more positive future. Person-centered 
planning shares an explicit or implied commitment to seeking five essential 
goals, outcomes, or valued accomplishments in the individual�s life. The five 
goals are: being present and participating in community life, gaining and 
satisfying relationships, expressing and making choices, having opportunities to 
fulfill respected roles and to live with dignity and continuing to develop 
personal competencies. 

The next step is Planning Alternative Tomorrows with Hope (PATH). In this step, 
the family invites everyone with a vested interest in the focus-person�s future: 
educators, therapists, family and extended family members, psychologists, 
school administrators, community service providers, employers, etc. This process 
takes 2.5-3 hours and begins with the Dream of the individual. The team 
discusses where the individual is now, what team members need to be enrolled 
and then the team moves backwards from the dream to the present. Based 

10 



upon where the individual is currently and where his/her dream is, what steps 
need to occur in 6 months, 3 months, 1 month as well as first steps in the process. 

The PATH is followed by four lectures and monthly team meetings with follow-up 
for 3-9 months. Lecture topics include: Gathering Information-functional 
assessment, developing a hypothesis, building a support plan-data based 
decision making and pulling it together. 

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This team consisted of the teacher, 2 teacher assistants, mother and 
grandmother. Training occurred on four half day sessions during the school 
year, with team meetings after each training session. Goals addressed through 
FFPBS, included: Community Access, Toilet Training, Dressing and 
Independence. Additional training was provided during a regional toileting 
workshop. Supports created include additional visual supports for promoting 
independence. 
. 
According to teacher report, the individual is now completely toilet trained 
during school hours, verbal skills are increasing and specific behavior problems 
have decreased. 

The PATH generated by this team is available in the appendix of this document. 

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This team consisted of several educators, family members as well as 
occupational and speech therapists. After completing the Family Frames and 
the PATH with the team in central Kentucky, the lectures were scheduled 
through the local board of education and opened to others in the area who 
wished to gain more information on autism. The lectures were held in a central 
location, and more than 40 people attended the 2 day workshop. Follow-up 
was provided throughout the school year with regular meetings. Supports 
added included a visual monitoring system, a peer buddy, and modified work. 

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Staff members at KATC use the FFPBS model to assist with family support sessions 
and many of the components are also used in the school-based consultation. 
After using the PATH with school based teams, one teacher stated, �
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11 



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Staff members of the Kentucky Autism Training Center work directly with teams of 
professionals and parents to facilitate the development, implementation, and 
evaluation of educational and community-based programs for children and youth 
with autism. KATC staff deliver individual training sessions to fit the needs of each 
team, training formats include: workshops, make & take sessions, individualized 
instruction, direct demonstration and web based instruction. As team members, 
the KATC encourages families to participate in all training activities. 

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Staff members at KATC use the FFPBS model to assist with family support sessions 
and many of the components are also used in the school-based consultation. 
After using the PATH with school based teams, one teacher stated, �Using the 
PATH has given me a better idea of what I should do with the student based on 

where they would like to be.� 

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� 
Screening information for early childhood 
professionals 
� 
Diagnostic tools 
� 
Awareness sessions for school personnel (bus 
drivers, cafeteria workers, and custodians) 
� 
Peer awareness and training 
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� 
Natural Language Boards: Targeting 
Receptive& Expressive Communication 
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Visual-Based Communication Systems 
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Visual Supports in the Home 
� 
Developing Natural Language Boards to 
Promote Communication 
� 
Using Interactive Language Boards to Extend 
Communication Exchanges and to Promote 
Receptive and Expressive Language Skills in 
Children with Autism Spectrum Disorders 
� 
Promoting Receptive and Expressive Language: 
Using Single and Multi-Pictured Based Supports 
� 
Using Visual Strategies to Support Children with 
Autism 
� 
Examining Picture Based Communication 
Systems for Students with Autism 
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� 
The ABC�s of Behavior 
� 
ABA and Behavioral Interventions 
� 
Introduction to Applied Behavioral Analysis 
� 
Conducting Functional Behavioral Analysis 
� 
Addressing Challenging Behaviors 
� 
Positive Behavioral Supports 
� 
Decreasing Behavior Problems: Practical 
Guidelines for Educators and Parents 
� 
Developing and Implementing Appropriate 
Behavior Plans 
� 
Developing and Evaluating Effective Behavior 
Support Plans 
� 
Data Collection Made Easy 
� 
Data Based Decision Making: Evaluation Change 
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� 
Social Stories, Social Skills 
� 
Structuring Social Opportunities across Settings Elementary 
through High 
� 
Setting up a �Lunch Bunch� - Elementary 
through High 
� 
Social Skills across a Lifespan 
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Daytime Toilet Training for Children with Autism 
and Other PDD�s 
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Supported Employment 
� 
Promoting Independence using Self-Monitoring 
� 
Autism and Employment Issues 
� 
Working with Individuals with Autism Spectrum 
Disorders 
� 
Person Centered Planning 
� 
Working Together: Autism Awareness on the Job 
� 
Using a Collaborative Volunteer Model to 
Promote Inclusion in Community Recreational 
Activities 
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Autism In Young Adults 
� 
Adolescent Behavior & Concerns 
� 
Adolescent Issues: Realistic Expectations 
� 
Sexuality 
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� 
Autism Evaluation for Eligibility, Instructional 
Planning and Continuing Assessment 
� 
Comprehensive Autism Planning System (CAPS): 
A Process Approach to Planning and Implementing 
Instruction for Individuals with ASD�s 
� 
Strategies for Including Students with Autism 
Spectrum Disorders into the Regular Education 
Classroom 
� 
Transition for Elementary Aged Students 
� 
Teaching Strategies for Parents and Teachers 
across Settings 
� 
Strategies and Techniques for Working with 
Individuals with Autism 
12 



� 
Incorporating Individualized Structure to 
Promote Successful Classroom Transitions 
� 
Initial Steps in Developing a Comprehensive 
Student Program: Schedules, Objectives & 
Targeting Independence and Involvement as 
Pivotal Behaviors 
� 
Structuring the Classroom for Success and 
Independence 
� 
Simple Strategies for Pre-school and Childcare 
Professionals 
� 
Communication & Play for Pre-school and 
Childcare Professionals 
� 
Working with Students with High-Functioning 
Autism in the Regular Education Classroom 
� 
Using Technology to Enhance Learning 
� 
Creating an Environment to Promote Learning 
� 
Motivation and Autism 
� 
Conducting Informal Assessments to Develop 
Data Based Programs 
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Understanding Aspergers Syndrome 
� 
Overview of Aspergers, Behavior and Teaching 
Strategies for Children with Aspergers 
� 
Asperger�s Syndrome: Program Planning and 
Interventions 
� 
An Autism and Asperger�s Overview: 
Characteristics, Behaviors and Overview of 
Treatment Options 
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Overview of Autism Characteristics and 
Therapy options 
� 
What is Autism? Communication and Social 
Supports 
� 
Overview of Autism: Resources for Families and 
Professionals 
� 
Autism: An overview of Characteristics, 
Behavior and Inclusion 
� 
Understanding the Behaviors of Autism 
� 
Overview and Characteristics of Autism in 
Preschool and Elementary School Students 
� 
Early Identification of Autism and Subsequent 
Resources for Physicians 
� 
Early Identification of Children with Autism 
Spectrum Disorders 
� 
Understanding and Approaching Children with 
Autism 
� 
Understanding Autism for Pre-school and Child 
Care Professionals 
� 
Understanding Autism for Law Enforcement 
and other First Responders 
� 
Autism Awareness for the Secondary School 
Counselor 
� 
An Autism and Asperger�s Overview: 
Characteristics, Behaviors and Overview of 
Treatment Options 
� 
Promoting the Early Identification of Autism 
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.. 

During this past years KATC staff conducted approximately 116 school based 
consultations and technical assistance activities in the following local 

educational agencies: 

Anchorage Independent 
Bardstown Independent 
Bell County 
Breckenridge County 
Boone County 
Bowling Green Independent 

Franklin County 
Hardin County 
Henry County 
Jefferson County 
Laurel County 
Meade County 
Nelson County 

Pike County 
Pikeville Independent 
Pulaski County 
Russell County 
Taylor County 
Warren County 

Quarterly evaluations are sent out to the team leader at the school as well as 
the parents/guardians of each educational team. We ask that they be filled 
out and mailed back to the KATC. The respondents are not required to give 
their names. During the 2003-2004 school year the evaluations forms were 
adapted to gain additional information in regards to the technical assistance 
and training. W
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Specific questions were asked in regards to priority training areas delineated by 
the team. A sample question could be �to what degree did the consultation 
prepares you to implement the social skills strategies?� or �to what degree did 
the implementation of the new strategies impact the students acquisition of 
social skills?� Data from the 2004-2005 school year is represented in Figure 5. 

13 



Figure 6 presents participant feedback from team members that participated in School-Based Team 
Training and Technical Assistance Activities. Team members include: educators, administrators, related 
services providers and family members. Utilizing a five point scale, participants were asked to provide 
feedback regarding training activity, with �5� representing highest satisfaction and �1� indicated 
participant�s complete dissatisfaction with the activity. During the 2004-2005 school year the most 
frequent areas of training and technical assistance were behavior management, social skills and 
communication. Other areas include training pertaining to vocational skills, strategies to increase time on 
task, independent activity transitions, acquisition of academic skills and prompting classroom participation. 


73% felt that they understood the student better after 
the school consultation process. 

14 



During the 2004-2005 school year, sixty-two evaluations were mailed to team 
members, of these 22 evaluations were completed and returned to the KATC; 
the return rate for this specific evaluation was 35%. 

At the end of the 2004-2005 school year 34 students were receiving school 
consultation services from thirteen different districts across Kentucky. 
There were 5 students on a waiting list to receive services. 

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During this past year, the Kentucky Autism Training Center has worked closely 
with the Complex Needs Consultants within four Special Educational 
Cooperatives to demonstrate an approach that assists local teams in planning 
and implementing educational programs for students with ASD. The goal is to 
foster long-range systemic change in the development of educational planning 
for students with autism. This approach is highly consistent with Kentucky 
Department of Education Professional Development Standards and strives to 
build local capacity. 

Developed by the KATC, the Comprehensive Autism Planning System (CAPS) 
provides teams with a framework for developing a comprehensive program for 
individuals with autism spectrum disorder (ASD). The areas covered in this 
process approach are: short-term individual goals, specially designed 
instruction, data collection, instructional materials, social skills, sensory supports 
and generalization of goals. The CAPS will outline the essential components 
and describe the active participation required by all team members in 
developing a complete program for individuals with autism through systematic 
and thorough planning. 

The Comprehensive Autism Planning System (CAPS) process is designed to be 
used with an educational team which may consist of parents, general educators, 
special educators, paraprofessionals, speech language pathologists, occupational 
therapists, physical therapists, administrators, psychologists, consultants, 
siblings, and others who are stakeholders in the individual�s education. 

Objectives: 

� Individualized team process planning 
� Consistency of programming across time and setting 
� Share information with all interested parties 
� Putting what works together in a systematic and flexible manner 
� Organization of program with many methodologies 
� Builds on what already exists in the individual�s program 
� Promoting Inclusion Opportunities 
� Integration of Core Curriculum 
� Facilitates targeted professional development 
� Facilitates transition at the end of school year 
15 



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16 



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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: 

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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. 
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The KATC disseminates a newsletter electronically to thousands of families and 
professionals. In the Commonwealth, the KATC newsletter is sent to the KATC 
Listserv, family organizations, Autism Spectrum Disorders Advisory Consortium, 
Educators & Education Organizations, Early Childhood Professionals, Professional 
Organizations, Family Resources & Youth Services Centers, mental health 
professionals and supported employment providers across the Commonwealth. 
The newsletter contains information regarding the services of KATC, activities of 
autism related support groups, strategies and information regarding other 
organizations serving individuals with autism spectrum disorders and their 
families across the Commonwealth. Over this past year, efforts were made to 
focus each edition on a specific topic, such as art and health. Individuals and 
organizations are welcome to request a print version of the newsletter. 

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

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During this past year, the KATC along with the Kentucky Department of 
Education implemented the Autism Web-Based Interactive Network (AWIN). 
AWIN consists of multimedia modules on a diverse range of topics with a goal of 
providing information and training for professionals and parents. These modules 
contain information based on the literature and often use multi-media 
examples showing the application of a strategy. Along with many modules are 
online assessments as well as suggested applications for the participants to do 
with their local team and supervisor. 

To help develop the modules, KATC worked in conjunction with the KDE 
Regional Complex Needs Consultants (CNC) and the Directors of the Special 
Education Cooperatives. Through a series of meetings, an organizational chart 

17 



of proposed modules was constructed that includes modules at the 
introductory level for the new teacher (Tier 1), the intermediate level (Tier 2), 
and at the more advance level for trainers of trainers (Tier 3). The content of the 
modules at each Tier was decided upon based on input from the CNCs, 
teachers and others in the field, as well as parents of students with ASD. As the 
development of these modules continue, it is expected that more units will be 
developed at each level across many content areas including: instruction and 
academics, social and communication skill development, inclusion, play and 
recreational skills, behavioral issues, sensory characteristics, family and 
collaboration, home issues, and transition and employment. 

Aside from developing the AWIN modules, a collaborative relationship has been 
initiated with the University of Kansas and Dr. Brenda Smith Myles. Through a 
project supported by a U.S. Department of Education Grant H324M000047, Dr. 
Myles has built the Interactive Collaborative Autism Network (ICAN) which 
consists of over 50 (primarily text based) units on a wide range of topics. The 
goal is for us to utilize the text unit and jointly construct new multimedia 
modules. In addition, it is our goal to combine our two sites (AWIN and ICAN) to 
form a new site known as Autism Internet Modules (AIM) which will eventually 
offer modules in multiple languages. 

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KATC staff members have presented parents and professionals information on 
autism spectrum disorders and effective strategies at 26 local, regional, and 
state conferences to approximately 1,200 individuals at the following 
organizations: 

Boone County Schools 

Bluegrass Residential and Support Services 
Brodhead Elementary - Rockcastle County 

Schools 
Calloway County - Regional Training Center 
Exceptional Children�s Conference 
EKU Student Workshop on Autism 
Frazier Rehab Institute 
Friends School, Inc. 
Grayson County Middle School 
Interdisciplinary Human Development Institute 
Jefferson County Schools Head Start 
Kelly Autism Program 

Kentucky Department of Education Parent 
Professional Conference 

Kentucky Head Start Association 

McCracken County Schools 

National Council on Exceptional Children 
Conference 

Northkey Community Care 

State Interagency Council for Children�s 
Mental Health Service SIAC Choices and 
Changes Conference 

Vocational Rehabilitation 

Washington Counity Elementary 

Wilderness Trail Special Education Cooperative 

18 



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Adolescent Behavior & Concerns 

Autism Awareness 

Autism In Young Adults 

Autism in Young Children & Therapeutic 
Approaches 

Awareness Talk to 4th graders and staff 

Behavior 

Creating an Environment to Promote Learning 
for Young Children with Autism: 
Developing Behavior, Sensory and Visual 
Supports. 

Autism Evaluation for Eligibility, Instructional 
Planning and Continuing Assessment 

Comprehensive Autism Planning System 
(CAPS): A Process Approach to Planning 
and Implementing Instruction for Individuals 
with ASD's 

Daytime Toilet Training for Children with Autism 
and Other PDD's 

Developing Natural Language Beards to 
Promote Communication 

Motivation/Behavior & Social Skills 

Natural Language Boards: Targeting 
Receptive& Expressive Communication 

Overview of Autism Characteristics and 
Therapy Options 

PECS "like" Communication Systems 

Strategies for Including Students with Autism 
Spectrum Disorders into the Regular 
Education Classroom: 

Supported Employment 

Toilet Training Children with ASD's 

Understanding Students with Asperger's 
Syndrome: Visual Supports 

What is Autism? Communication and Social 
Supports 

Figure 8 represents feedback from workshop participants regarding material presented. Utilizing a five 
point scale, participants were asked to provide feedback regarding training activity, with �5� representing 
highest satisfaction and �1� indicated participants complete dissatisfaction with the activity. 


19 



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44 

The Kentucky Autism Training Center hosted its 5th annual Autism Institute in the 
form of three regional sessions in Louisville, Lexington and Covington. The first 
session, Aspergers� Diagnosis Through Intervention, took place June 28-June 30 
at the Galt House Hotel in Louisville. The KATC hosted a panel of Professional 
and Family Members and also Dr. Peter Tanguay on Day One. Day 2 and Day 3 
brought Dr. Brenda Smith Myles and Steven Shore to discuss Asperger�s 
Syndrome across the Lifespan: Practical Strategies for Parents and Professional 
Approximately 266 participants attended these sessions from 36 counties across 
Kentucky and 30 organizations from Kentucky and surrounding states. 

In July, of 2004 the next two sessions welcomed Linda Burkhart as she presented 
to 271 participants at Tate�s Creek High School in Lexington and 177 
participants at the Northern Kentucky Convention Center in Covington. The 
session in Covington was co-sponsored by the Ohio Department of Education. 

During the presentation, the focus was on practical strategies for motivating 
and communication with young children with autism spectrum disorders. After 
Ms. Burkhart�s one and a half day presentation at each location, she led a 
post-conference make-and-take session for 90 participants and provided an 
opportunity for guided practice in building communication and social supports. 

At the Lexington site, attendees at the session represented 63 counties and 20 
organizations across Kentucky and at the Covington site, attendees 
represented 20 counties and 14 organizations across Kentucky. In addition, 16 
counties and 22 organizations in Ohio were represented at the Covington 
session. 

Below is a breakdown organizations and school districts that were represented 
at the Lexington site: 

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The Adanta Group Expressive Arts Therapy Center 
Big Sandy Area Headstart First Steps 
Bluegrass First Steps District Home of the Innocents 
Bright Pathways, LLC Kentucky School for the Blind 
Caritas Peace Center Kentucky Valley Educational COOP 
Central Baptist Hospital Lifeskills 
Cerebral Palsy Kids Center Pediatric Occupational Therapy 
Community Early Childhood Council Seven Counties Services 
Comprend Inc. Swigert & Associates 
Eastern Kentucky University Western Baptist Hospital 
Ephraim McDowell Regional Medical Center University of Kentucky 

20 



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Allen County 
Anderson County 
Ashland Independent 
Barren County 
Bowling Green Independent 
Boyd County 
Boyle County 
Bourbon County 
Bowling Green Independent 
Breckinridge County 
Bullitt County 
Boyle County 
Calloway County 
Carter County 
Christian County 
Clay County 
Daviess County 
East Bernstadt Independent 
Estill County 
Fayette County 
Franklin County 

Grant County 
Greater Clark County, IN 
Green County 
Hardin County 
Harlan County 
Harrison County 
Hart County 
Henry County 
Hopkins County 
Jefferson County 
Jessamine County 
Johnson County 
Kenton County 
Knott County 
LaRue County 
Laurel County 
Letcher County 
Lewis County 
Mason County 
Mercer County 
Middlesboro Independent 

McCracken County 
Muhlenburg County 
Nicholas County 
Paducah Independent 
Perry County 
Pike County 
Powell County 
Raceland Worthington 
Independent 
Rockcastle County 
Rowan County 
Scott County 
Spencer County 
Taylor County 
Washington County 
Washington County 
Warren County 
Wayne County 
Williamstown Independent 
Woodford County 

Figure 9 represents feedback from workshop participants regarding material presented. Utilizing a five 
point scale, participants were asked to provide feedback regarding training activity, with �5� representing 
highest satisfaction and �1� indicated participants complete dissatisfaction with the activity. 


21 



Below is a breakdown of organizations and school districts that were 
represented at the Covington site: 

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Autism Spectrum Disorders Network 

Auglaize County Educational Services Center 

Caveland Educational Support Center 

Central Kentucky Educational COOP 

Central Ohio SERRC 

Cincinnati Center for Autism 

Comprehend 

Comprehend Inc. 

Delaware ESC 

Eastern Local Schools 

Fairfield County Board of MR/DD, OH 

Fairfield County ESC 

First Steps 

Hazard Community and Technical College 

Hopewell SERRC 

KCEOC Head Start 

Licking County Educational Services Center 

Lifeline Home Health 

MCESC Educational Assessment Team 

MEO SERRC 

Mercer County Educational Services Center 

Miami Valley SERRC 

Muskingum Valley Educational Service Center 

NCO SERRC 

Newport Independent 

Northern Kentucky COOP 

NorthKey Community Care 

Ohio Department of Education 

ORCLISH, OH 

Pilasco Ross SERRC/Scioto 

Redwood Rehabilitation Center 

River Region COOP 

SEO SERRC 

Starlight Center 

Upper Cumberland Special Educational COOP 

WCD SERRC, OH 

WE JOY SING 

Western KY Educational COOP 

Blanchester Local Schools 
Boone County 
Bourbon County 
Campbell County 
Cardington OH 
Covington Independent 
Delaware City Schools 
Eastern Local/Brown County Ohio 
Fleming County 
Glasgow Independent 
Greater Clark County Schools, IN 
Hamilton County 
Heath City Schools, OH 
Jefferson County 
Kenton County 
Lakota School District,OH 
Leslie County 

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Logan County 
Ludlow Independent 
Martin County 
New Richmond, OH 
Newport Independent 
Norwood City Schools,OH 
Oldham County 
Olentangy Local Schools,OH 
Princeton County Schools, OH 
Russel Independent 
Southwestern City Schools, OH 
Walton Verona Independent Schools 
Williamstown Independent 
Winton Woods City Schools 
Worthington County Schools 
Worthington Schools,OH. 
Wyoming City Schools 

22 



23 
Figure 10 represents feedback from workshop participants regarding material presented. Utilizing a five 
point scale, participants were asked to provide feedback regarding training activity, with �5� representing 
highest satisfaction and �1� indicated participants complete dissatisfaction with the activity. 
23 
Figure 10 represents feedback from workshop participants regarding material presented. Utilizing a five 
point scale, participants were asked to provide feedback regarding training activity, with �5� representing 
highest satisfaction and �1� indicated participants complete dissatisfaction with the activity. 

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55 

�Putting the pieces together through collaboration� is a constant theme at the 
Kentucky Autism Training Center (KATC) and a mantra that is highlighted at the 
Autism Institute each year. During our sixth annual conference we had the 
good fortune to collaborate with the Ohio Center for Autism and Low 
Incidence (OCALI). Due to this collaborative effort we were able to offer 
participants a three day event with thirty-four different presentations that 
offered both quantity and quality. 

The conference presentations were generally categorized into four areas of 
focus: Parents and Family Members of Individuals with Autism, Individuals with 
Complex Needs, Asperser�s Syndrome, and Adolescence and Adults with 
Autism Spectrum Disorder (ASD). With this focus in mind, we invited 
internationally recognized speakers, Brenda Smith Myles, Ph.D., Peter Gerhardt, 
Ed. D., and Julie Donnelly, Ph.D. to support us in meeting the needs of 
individuals with ASD in the state. A further area of partnership was in planning 
and presentations by the Regional Special Education Cooperatives and their 
Complex Needs Consultants: Cheryl Dunn and Marsha Harper (West Kentucky), 
Kathy Meredith (Big East), Deb Myers (Green River), Terri Sinn (Ohio Valley), and 
Therese Vali (River Region). 

Due to these collaborative efforts, between June 15th and 17th, over 850 
participants attended Autism Institute 2006. We had a variety of participants 
from every region in Kentucky, six different states, and Japan. A breakdown of 
participants is listed below in Figure 11. 

AAuuttiissmm IInnssttiittuuttee 22000055 AAtttteennddeeeess 
Professionals and 
Educators 
67% 
Family Members 
16% Para-Professionals 
and Instructional 
Assistants 
16% 
Full Time Students 
1% 
Professionals/Educators 384 
Family Members 91 
Para Professionals/ Instructional Assistants 89 
Full Time Students 4 
Special Session Early Childhood/Daycare 248 
Special Session Law Enforcement & First Responders 35 
Special Session Volunteer Model 14 
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24 



It was our great privilege to honor Peter Tanguay, M.D., F.A.C.P., during our 
Keynote luncheon. Margaret Tanguay accepted the award on behalf of Dr. 
Tanguay. Dr. Tanguay is the Spafford Ackerly Endowed Professor of Child and 
Adolescent Psychiatry in the Department of Psychiatry and Behavioral Sciences, 
School of Medicine, University of Louisville. His research has focused on autism 
and Asperger�s Disorder. It is based upon an understanding of social 
communication and incorporates interviews designed to assess core deficits in 
the condition. One goal of the work has been to develop practical ways in 
which teachers and clinicians can become expert in the diagnosis, 
understanding, and treatment of persons within the autism spectrum. 
Dr. Tanguay�s recent publications include an invited ten year review of 
Pervasive Developmental Disorder in the Journal of the American Academy of 
Child and Adolescent Psychiatry. Currently he is Associate editor of the Child 
PRITE � the Psychiatric Resident-in-Training Examination. He was an expert 
consultant on the film Rain Man which starred Dustin Hoffman. 


Margaret Tanguay (accepted award on behalf her husband) and Nat McKay 
(Chairperson of the KATC Advisory Board) at the keynote lunch 

Dr. Burke, Kristen Frarey and Shawn Henry address attendees 
at the opening ceremony 


25 



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Anderson County 
Barren County 
Barren County 
Bell County 
Boone County 
Bourbon County 
Bourbon County 
Boyd County 
Boyle County 
Bracken County 
Breathitt County 
Breckinridge County 
Bullitt County 
Calloway County 
Campbell County 
Carter County 
Christian County 
Clark County, IN 
Clinton County 
Cuyahoga County, OH 
Davidson County, TN 
Daviess County 
Delware Coubty, OH 
Estill County 
Fairfield County, CT 
Fayette County 
Fayette County, OH 
Floyd County 
Franklin County 

Franklin County, OH 
Garrard County 
Grant County 
Graves County 
Grayson County 
Hardin County 
Harrison County 
Harlan County 
Hart County 
Hazard County 
Henry County 
Hopkins County 
Jackson County, IN 
Jefferson County 
Jessamine County 
Johnson County 
Kenton County 
Knott County 
Knox County 
Lake County, OH 
Laurel County 
Lawrence County 
Lee County 
Lincoln County 
Logan County 
Madison County 
Marion County 
Marshall County 
Meade County 

Mercer County 
Metcalfe County 
Montgomery County 
Morgan County 
Calloway County 
Nicholas County 
Nelson County 
Ohio County 
Oldham County 
Pendleton County 
Perry County 
Pike County 
Pulaski County 
Robertson County 
Rockcastle County 
Rowan County 
Russell County 
Scott County 
Shelby County 
Spencer County 
Trimble County 
Union County 
Warren County 
Washington County 
Williamson County, TN 
Webster County, TN 
Whitley County 
Woodford County 

In addition to guests from the counties listed, the KATC was proud to host 
individuals from Japan representing several disability organizations. 

Towards promoting the community awareness of autism spectrum disorders, 
during Autism Institute 2005 the KATC hosted 3 special sessions on June 17th. 
The topics of three special session were: 

� 
Promoting Autism Awareness for Law Enforcement Professionals and Other 
First Responders. 
� 
Developing Volunteer Community Based Recreational Programs for 
Individuals with Autism. 
� 
Simple Strategies for Daycare Workers and Early Childhood Professionals. 
These sessions were offered available to community members at no charge. 
Attendance at these sessions exceeded the number originally anticipated. 
Below is a breakdown of attendance regarding the special sessions. 

26 



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Barren County 
Boone County 
Bourbon County 
Boyle County 
Bracken County 
Breckenridge County 
Bullitt County 
Butler County 
Calloway County 
Carlise County 
Casey County 
Daviess County 
Edmonson Couny 
Fayette County 
Fleming County 
Franklin County 
Graves County 

Grayson County 
Hardin County 
Harlan County 
Harrison County 
Hart County 
Henry County 
Hopkins County 
Jackson County 
Jefferson Count 
Johnson County 
Kenton County 
Knox County 
LaRue County 
Laurel County 
Lee County 
Liberty County 
Lincoln County 

Madison County 
McCracken County 
Meade County 
Metcalfe County 
Muhlenburg County 
Nelson County 
Nicholas County 
Oldham County 
Pulaski County 
Robertson County 
Rowan County 
Russell County 
Shelby County 
Spencer County 
Union County 
Warren County 

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Boone County 
Bullitt County 
Fayette County 
Green County 

Hardin County 
Jefferson County 
Madison County 
Marshall County 
McCracken County 

Nelson County 
Oldham County 
Taylor County 
Woodford County 

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Barren County Jefferson County Spencer County 
Bullitt County Montgomery County 

Figure 12 (next page) represents a summation of session evaluations from Autism Institute 2005. Figure 6 
represents feedback from participants regarding material presented. Utilizing a five point scale, 
participants were asked to provide feedback regarding training activity, with �5� representing highest 
satisfaction and �1� indicated participants complete dissatisfaction with the activity. 

27 



F
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05 
5

FeedbackfromAutismInstitute2005PPrreesseennttaattiioonnTTiittlleeSSppeeaakkeerr((ss))MMeeeettEExxppeeccttaattiioonnssIInnccrreeaasseeUUnnddeerrssttaannddiinnggAAppppllyyIInnffoorrmmaattiioonnIImmppaaccttWWoorrkkIitialStepsinDevelopingaComprehensiveStudentProgramShawnHenry,M.Ed.
KellyShepperd,M.A.4.24.14.24.1HowtodevelopsocialskillsforindividualswithAsperger'sSyndromeMyrabethBundy,
Ph.D.44.34.14.1ABABeyondDiscreteTrials:TheApplicationofABAforOlderLearnerswithASDPeterGerhardt,Ed.D.
3.83.83.73.8MedicalIssuesConcerningParentsGailWilliams,M.D.4.24.443.8StructuringtheClassroomforSuccessandIndependenceKathyMeredith,M.A.
4.44.64.34.4SexualityandSociallyAppropriateBehaviorPeterGerhardt,Ed.D.
4.34.14.14.2DailySchedulesandMini-
Schedules:WorkingtowardIndependenceKellyShepperd,M.A.
4.24.344.1VerbalBehaviorStrategiesIntegratedintotheClassroomTereseVali,M.A.
DebMyers,M.A.3.84.24.54.4AnUnderstandingofAsperger'sSyndromefortheLBDTeacherBrendaSmithMyles,
Ph.D.4.84.84.84.8SocialSkillsandTransitionProgrammingforCompetentAdulthoodforLearnerswithAutismPeterGerhardt,Ed.D.
4.54.64.54.5TheResourcefulParentJulieDonnelly,Ph.D.4.54.44.44.3PromotingReceptiveandExpressiveLanguage:UsingSingleandMulti-picturedBasedSupportsJohnBurke,Ph.D.
KellyShepperd,M.A.4.64.64.54.5TheCycleofTantrums,RageandMeltdownsBrendaSmithMyles,
Ph.D.4.74.64.64.7ToiletTrainingJohnBurke,Ph.D.
KellyShepperd,M.A.4.64.64.54.4AnalysisandInterventionofProblematicBehaviorinWorkplaceorCommunityPeterGerhardtEd.D.
4.64.44.44.5BehaviorandSocialSkillStrategiesintheHomeJulieDonnelly,Ph.D.
4.84.84.64.7AnOverviewoftheDIRtmModel:
AComprehensiveApproachtoReversingtheCoreDeficitsofASDAnnPilewskie,M.A.
3.73.93.73.7PracticalStrategiestoTeachtheHiddenCurriculumtoyourStudentsBrendaSmithMyles,
Ph.D.4.74.74.64.6HowtoDevelopandImplementaSensoryDietforStudentswithASDBrendaSmithMyles,
Ph.D.4.74.94.84.9SpecialNeedsTrustsBryanBorellis,J.D.4.244.34.3UnderstandingAutismforPreschoolandChildcareProfessionalsCherylDunn,M.A.
4.64.54.64.4UnderstandingAutismforLawEnforcementandOtherFirstRespondersJohnBurke,Ph.D.
4.54.44.6N/ASimpleStrategiesforPreschoolandChildcareProfessionalsTeriSinn,M.A.
3.94.14.34DecreasingBehaviorProblems:
WhatCausestheseProblems?
PracticalGuidelinesforEducators&ParentsRichardHudson,
Ph.D.
4.74.74.44.5SupportsforStudentswithAsperger'sSyndromeinMiddleandHighSchoolBrendaSmithMyles,
Ph.D.4.64.84.84.8Communication&PlayStrategiesforPreschool&ChildcareProfessionalsBrendaMcMillan,
CCC-SLPShawnHenry,M.Ed.43.944MultisystemsApproachtoInterventionforPre-schoolChildrenwithAutismAnnPilewskie,M.A.
3.73.93.73.7
28 



Towards our mission to enhance supports for persons with autism spectrum 
disorders by providing information and technical assistance, the KATC hosted a 
Provider Expo at Autism Institute 2005. The purpose of the Provider Expo was to 
provide a networking opportunity for families and professions. Providers and 
support organizations from across the Commonwealth were invited to 
participate. Below is a list of participating organizations at the Provider Expo: 

Autism Society of Kentuckiana 

Building Bridges 

Camp KYSOC 

Cardinal Hill Health System 

Cardinal Hill of Northern KY 
Carriage House Educational Services and 

Preschool 
Center for Accessible Living 
CHRC/Easter Seals of Louisville 
Exceptional Equitation 
Families for Effective Autism Treatment 
Family Works 
Great Plains 
Harmony Habitat 
Journeys: Music for Life 
Kentucky Autism Training Center 

Kentuckiana Children�s Center 

Kid Power 

KY-Spin 

Luci Center 
Parent Outreach/Council on Mental 

Retardation 
Partners in Speech Pathology 
Professional Evaluation and Developmental 

Services 
Protection and Advocacy-State of Kentucky 
Rockcastle Hospital and Repertory Care 

Center 
Sheltered Risks Inc. and Kamp Kessa 
Systematic Treatment of Autism & Related 

Disorders 
TLC Supported Living Services 

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

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

These courses taught during this year include: 

� Introduction to Autism 
� Autism Strategies & Techniques 
� Applied Behavior Analysis. 
� Single Subject Research Methods 
29 



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.. The Kentucky Autism Training Center is directed 
by Dr. John C. Burke who oversees all aspects of the operation of the Center 
under the direct administration of the College of Education and Human 
Development at the University of Louisville. Prior to coming to UofL in August of 
1997, Dr. Burke served as faculty at Johns Hopkins University as well as a 
Program Director at the Center for Technology in Education (JHU). Dr. Burke 
earned degrees and credentials in Psychology, Education, Speech 
Communication, and Speech and Hearing Sciences from the University of 
California, Santa Barbara. He also received a Post-Doctoral Fellowship from the 
Department of Pediatrics, The Johns Hopkins University School of Medicine and 
the Department of Behavioral Psychology the Kennedy Krieger Institute. 

Dr. Burke has been extensively involved in several major research and training 
projects pertaining to autism funded by various government agencies (e.g., U.S. 
Department of Education, National Institute of Mental Health). He has taught 
several courses pertaining to understanding and educating students with autism 
and implementing effective technology-based behavioral and instructional 
supports. He has worked with Local and State Educational Agencies in 
planning, implementing, and evaluating major collaborative training programs 
pertaining to preparing teams of professionals and parents to work with 
students with autism and other pervasive developmental disorders. Dr. Burke 
has extensively published in several major journals and has presented at 
regional, national, and international conferences on such topics as strategies 
for facilitating communication and social skills, application of technology with 
children with autism and team-based training with parents and professionals. 

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.. 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. 

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.. 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. 

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.. Kristen Frarey joined the staff in 2001 to assist 
in the coordination of KATC's school-based services and professional 
development seminars for organizations and family groups across Kentucky. 
She coordinates requests for training and consultative services offered by the 

30 



KATC and coordinates the billing for these services. She also serves as a Co-
Chair for the KATC's annual Autism Institute held each summer. 


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.. 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. 

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.. 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. 

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.. Richard Hudson worked as a 
Rehabilitation Counselor for the Kentucky Department of Vocational 
Rehabilitation for seven years, serving a diverse population of persons with 
severe disabilities. Holding a Master�s of Education in Psychology from the 
University of Louisville and a Master�s of Rehabilitation Counseling from the 
University of Kentucky. Richard received his doctorate in Educational and 
Counseling Psychology at the University of Louisville. At the KATC, Mr. Hudson 
serves as a resource for teachers, families, comprehensive care personnel, 
supported employment providers, school-to-work transition providers and 
rehabilitation counselors of persons with autism attempting to achieve 
community based employment. 

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.. Kelly Shepperd graduated 
from Western Kentucky University with a Master�s degree in exceptional child 
education and holds certification in three areas: K-4 Elementary Education, K 12 
Trainable Education and Director of Special Education. She has worked with 
individuals with autism and other disabilities for eleven years. Prior to her arrival 
at the KATC, she served as a special education teacher for nine years, three of 
which were in the secondary setting and 6 of which were in the elementary 
setting. For the last 5 years of her career in the public school setting, she 
primarily taught elementary students with autism, implementing a variety of 
programs in both regular education and special education settings. In 1999, in 
an effort to support and educate parents and families with children with autism, 
she and a colleague started the Barren River Area Autism Support Group. 

In her current position at the KATC Ms. Shepperd primarily provides training and 
technical assistance to families the southwestern region of Kentucky were she 
resides. 

31 



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Staff include: director, 3 field training coordinators, 1 leadership 
development specialist, 1 program assistant, 1 part time coordinator, and 
1 part-time unit business manager. 

Total $433,843.00 

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Items such as procurement card expenses (including such purchases as office 
supplies, small equipment, instructional supplies, and registrations), postage, 
copiers/maintenance, telephone/communications expenses, 
duplicating/printing, temporary help, honorariums, building rent, 
stockroom/office supplies, and vehicle rent are included in operating expenses. 

Total $240,915.00 

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Travel expenses include mileage, overnight accommodations, and in some 
instances meals of KATC employees who travel throughout the state to train 
and to attend some conferences. 

Total $19,501.00 

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

Total $13,422.00 
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32 



KENTUCKY 
AUTISM 
TRAINING 
CENTER 
FY 
04/
05 
EXPENSE 
REPORT 
TOTAL 
GENERAL 
KY 
COUNCIL 
INCOME 
KDE-
CSPD 
BUDGET 
LEGISLATED 
POSTSECONDARY 
FUNDS 
OAR 
FY03/
04 
FUNDS 
EDUCATION 
EXPENDED 
EXPENDED 
EXPENDED 
EXPENDED 
EXPENDED 
TOTAL 
EXPENDED 
SALARIES 
311,771.00 
145,484 
73,980 
30,456 
76,445 
17,141 
343,506 
FRINGE 
BENEFITS 
75,100.00 
31,768 
15,467 
20,749 
17,716 
4,637 
90,337 
TOTAL 
SAL. 
& 
F.
B. 
386,871.00 
177,252 
89,447 
51,205 
94,161 
21,778 
433,843 
OPERATING 
EXPENSES 
196,403.00 
16,492 
9,720 
49,416 
41,097 
2,388 
-
119,113 
TRAVEL 
20,525.00 
18,976 
525 
19,501 
EQUIPMENT 
-
-
-
RENT 
121,802 
-
121,802 
INDIRECT 
COST 
15,140.00 
11,031 
2,391 
13,422 
TOTAL 
OPERATIONS 
232,068.00 
16,492 
131,522 
49,416 
71,104 
5,304 
273,838 
REVENUE 
140,710.00 
TOTAL 
759,649.00 
193,744 
220,969 
100,621 
165,265 
27,082 
707,681 


33 



APPENDIX 
Family Focused Positive Behavior Supports-Case Study 
Comprehensive Autism Planning System-Case Study 
School-Based Technical Assistance-Case Study 
APPENDIX 
Family Focused Positive Behavior Supports-Case Study 
Comprehensive Autism Planning System-Case Study 
School-Based Technical Assistance-Case Study 

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Family Focused Positive Behavior Support 

APPEND 
X 



QuietMusicComputers?
PPiiaannooJOBVVaaccaattiioonn--BBeeaacchh
1 



GOALS 
POSITIVE and 
POSSIBLE 
6 Month Goals 
CommunityOPS 
Karate 
ChallengerProgram 
KinderMusicMusicLessons 
YMCA 
Consistent Supervision 
Trained Individual 
RespondingProperly 
�NO� 
Household Safety 
Cords, Climbing, Roads, 
Boundaries, Fire 
Self Care 
Skills 
�Toilet Trained 
�More 
Independent 
With Dressing 
BetterCommunication 
Activities With 
Typically Developed 
Peers 
Opportunitiesfor 
SocialStories-
Mall 
Lot�sof 
Likes! 
APPENDIX 


2 



APPEND 
X


KKiimm��AATTCC��PPCCPPWWeenneeeeddSScchhooooll::
AAmmyyMMss..MMaalloonneeMMss..JJaacckkiieeMMss..RRiicceeDDrr..CCaappeehhaarrttKKAATTCC((KKeennttuucckkyyAAuuttiissmmTTrraaiinniinnggCCeenntteerr))
Better Communication 
with School System 
Awareness & Knowledge to 
Improve Safety & 
Environment 
Family 
School 
Respite 
Team Meetings 
(Consistency 
Across Settings) 
3 



4 
APPENDIX 
Appendix 4 
Schedule Meeting to Determine 
Data Collection Procedures 
Send Mom List of YMCA Programs 
- John 
Talk to SLP to get Information 
about Communication Evaluation 
Exchange E-mail addresses with 
team 
Mom will find out information about 
computer program (Internet Searches?) 
KATC � Toilet Training Data Collection 
Beginning 
Meeting and Discussion Scheduled 
At 1 Month Meeting : Have list of Programs at 
YMCA (John) 
Scheduled Communication assessment with 
SLP 
Collecting FBA Data Program In Place 
6 Weeks � 
Analyzed FBA Developed Strategies

APPEND 
X 



5 



Appendi 



APPENDIX 


HistoryStudent born in North Carolina 
6 -8 months old family moved to West Virginia 
On track for first 2.5 years, developed some speech but then 
lost it hearing within normal range 
2 weeks past due date, had to be induced, heart rate 
Dropped, Not Breathing at birth, low APGAR, taken to 
NICU 
Grew fine, above standard on height and weight Abnormal head growth 
Moved to KY -close to Grandmother, Mom went back to work at wal-mart 
Father with kids while Mom worked 
Student diagnosed with developmental delay by 
Putnam Co. Schools, starts speech therapy, starts 
pre-school at Catlettsburg Elementary 
Dec. 2000 Eastern Ky Student Diagnosed with Autism by Dr., 
Paternal grandparents are resistant to this diagnosis 
Sister has difficulty with student special needs, 
Mom helps her to understand 
HistoryStudent got upset whenever he saw Grandmother at school 
(Grandmother worked at Eastern Ky Student�s schools. 
Student started Speech & OT at Kings Daughters 
2000-2001 School Year Student starts at Ponderosa Elementary 
In the pre-school program (has Ups and Downs) 
2001-2002 School Year Student returns to Ponderosa but is placed in 
An Autism classroom, first part of year is difficult because aids are 
Changed, when Ms. Amy returned things got better 
Father goes back to Wal-Mart and Mom takes job 
At Headstart 
6 



APPEND 
X 



7 



Family Schedule 
Weekday 

5:20 am wake up 
6:05 am fix Student�s lunch and get him 
up and dressed, Choc. Milk and meds 
6:20 am Get Sister up 
6:30 am Student on bus, Father to work 
7:15 am Sister to school 
7:30 am Mom to work 
3:30 pm Sister finishes school day 
3:45 pm Mom finishes work day 
4:00 pm Mom home starts dinner 
5:30 pm Dinner 
6:00 pm Homework 
6:20 pm Baths 
6:45 pm TV Time 
7:00 pm meds 
8:00 pm bedtime 
Weekend 

6:00 am wake up 
6:15 am breakfast, choc milk, meds 
7:30 am Bath 
10:00 am Grocery 
12:00 pm Home (Free Time) 
5:30 pm Dinner 
6:30 pm Baths 
7:00 pm meds 
8:00 pm bedtime 
APPENDIX 


Choices 
Eastern Ky Student Family 
Likes McDonalds, KFC 
Meal Choices 
Not to wear shoes at school or 
Home 
Waking time on weekends 
Some Mealtimes 
Free time at home -computer 
games 
-movies 
Sometimes chooses where 
Family goes 
Meals 
Student�s clothes 
Places we go 
Bedtime 
Family Trips -whether 
to take student or 
leave him with 
Grandmother 

8 



APPEND 
X 



9 



Family Stressors 
Who Rating 

I feel stressed when� 

Mom 

4 

Mom 

4 

Mom 

4 

Mom 

3 

APPENDIX 


When we are in public and student starts screaming. 

Potty training student 

Student is upset and I don�t know why 

I see a bill from the hospitals 

Stress Related 

Strategies 
Work Does Not Work 
Thinking about you can do to 
control the situation 
Crying 
Get out of the situation 
Calling Michelle (reaching out 
to supports) 
Pigging out 
Shopping 
Mom 
Crying 
Trying to calm student or 
settle him down 
Keeping it to myself (not 
looking for support) 

10 



Appendi

APPEND 
X


Themes 
Positive attitude, student is usually happy 
Mom is not shy about helping student 
Student has a devoted/committed family 
Student can communicate his wants/needs 
Independent, self-starter, resourceful 
Toileting is an issue 
Family is NOT at a crisis point 
Student has made progress 
Student has a strong school program 

Future Plans 

Home 

Work 

Adding on more space 

No moving or job changes 
Student living as independently 

Fewer hours 

as possible 

May choose to stay at home 
Student having a job one 

day 

School 

Community 

Mom increasing her knowledge 
base 

Maintain Church program 

Get program at YMCA 
until graduation 

Keep Ms. Amy with student 

Sister taking violin 
Getting Adam through college 

Increase knowledge base 
Put things in place to help student 
gain needed skills 
Increase communication skills 
student 
Maintain stability and consistency 
11 



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The Kentucky Autism Training Center is currently working with a team at 
Morningside Elementary in the Elizabethtown Independent School District. The 
team was identified by Therese Vali of the River Region Cooperative as a part 
of the Comprehensive System of Personnel Development. As a part of the 
process, the team, along with personnel from the Cooperative and the 
Kentucky Autism Training Center identified the following areas as priorities: 
Challenging Behaviors/transitions, Fostering independence and enhancing 
communication skills. Although the CAPS system is used for one student�s team, 
it is designed to build capacity within the local district. 

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The KATC was fortunate not only because the school district provided 
administrative support but also because the entire team, administration, 
speech-language therapist, occupational therapist, regular educator, special 
educator, instructional assistants, regional special education cooperative 
personnel, as well as family members attended and participated in the training 
sessions. To begin the process, the team, including the child�s mother, 
participated in a two day initial training process where the Comprehensive 
Autism Planning System (CAPS) process began. During the process, the team 
received training in Structuring the Environment, Developing Social-
Communication Systems, Developing Sensory Supports, and Data Collection 
Systems. The team began by simply �walking through� the child�s day to 
identify supports that were needed. As a support was identified, it was added 
to the CAPS for later implementation. The entire CAPS was not completed, but 
the team will continue the process when school starts in August 2005. 

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AAP
PPS 
SS 
At the beginning of the consultation, the target student was working with a 
Velcro stationary visual schedule, however, he was verbally and physically 
prompted to check his schedule each time the activity changed and then 
prompted to begin the activity. In order to decrease prompt dependency and 
foster independence, the team adapted his schedule to a single sheet that 
could travel with him from place to place within the classroom. By doing so, 
the level of prompting to check his schedule decreased from 76% physical 
prompting to 100% independent use of schedule as depicted by the graph 
below. 

APPENDIX 


12 



APPEND 
X 
Visual Schedule Prompting Level 
0 
20 
40 
60 
80 
100 
120 
Independent 
Verbal 
Gestural 
Physical 
Prompting Level 
PercentagePretraining 
Post training 
APPEND 
X 
Visual Schedule Prompting Level 
0 
20 
40 
60 
80 
100 
120 
Independent 
Verbal 
Gestural 
Physical 
Prompting Level 
PercentagePretraining 
Post training 
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In addition to changing the schedule, the team implemented a visual 
reinforcement monitoring system (VRMS). After completing a reinforcer 
assessment, it was determined that the character Boots, from Dora the Explorer, 
was highly reinforcing to the target student. Implementation of the system 
follows: 

1. 
A digital picture of the desired item was taken, laminated and cut into a 
three piece puzzle. 
2. 
As the student completed a portion of a teacher directed task, the first part 
of the puzzle was given along with specific praise, � Good job, you did X 
number of math problems you get your first puzzle piece, only two more and 
you get Boots.� 
3. 
This process is completed until the whole puzzle is given at which time, the 
adult says, �Great work, you can play with Boots� 
4. 
A timer is set for 5 minutes and the student is allowed to play with the toy. 
5. 
When the time runs out, the student gives Boots back and returns to work. 
6. 
The process repeats as needed. 
The VRMS follows: 

13 



APPENDIX 
APPENDIX 
After the initial training dates, the team participated in follow-up hands on 
training and make-n-take sessions. Supports added during the make-n-take 
sessions included: The VRMS, choice boards, a folder system for the regular 
education class, and a sensory diet. 

14 



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During this time, the target student�s mother created visual communication 
supports for home using Mayer Johnson�s Boardmaker. This allowed the family 
to implement supports at home thus enabling generalization. The family was 
very appreciative of the training and very happy to receive training on 
implementing visual supports at home. The following pictures were used at 
home to help clarify computer time. 

APPEND 
X 



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During the annual ARC meeting, Mrs. Brown, the special education teacher, 
explained how much she appreciated KATC�s involvement with her team. She 
stated, �_________ has made so much progress, and I know it is because of the 
changes KATC helped us make.� The team looks forward to completing the 
CAPS process in the fall as there are many supports that the team would like to 
add but due to time constraints were unable to. 

15 



APPENDIX 
APPENDIX 
Local School-Based Team: From the left. Mrs. Daphne Whithers, instructional 
assistant, Mrs. Carole Brown, special education teacher and Mrs. Diane White, 
instructional assistant 

16 



APPENDIX


Comprehensive 
Autism 
Planning 
System 
(CAPS) 

MORNINGSIDE 
ELEMENTARY 
SCHOOL 
Please 
note 
that 
this 
is 
a 
work 
in 
progress. 
Items 
in 
italics 
or 
indicated 
with 
an 
* 
were 
added 
as 
a 
part 
of 
CAPS 
implementation. 


Time 
Activity 
Targeted 
skill 
short-term 
objective 
Specially 
Designed 
Instruction 
Data 
collection 
forms 
Communication 
/ 
Social 
Skills 
Sensory 
Strategies 
Instructional 
Materials 
Generalization 
Plan 
-
Vis. 
Schedule 
* 
-
Routinely 
7:50 
Ms. 
S 
Puts 
bookbag 
away. 
-
Independent 
-
Vocational 
skills 
rotate 
personnel 
-
Give 
folder 
to 
* 
-
takes 
folder 
to 
Visual 
Schedule 
Data 
Sheet 
Football 
Mouth 
guard 
to 
chew* 
Sensory 
Vest* 
pile 
* 
-
Chooses 
activity 
off 
shelf 
and 
completes 
7:55 
Complete 
morning 
activity 
sheet. 
-
Transition 
Independently: 
1. 
Following 
Directions 
paper 
-
Stop 
sign 
over 
computer* 
-
Vis. 
Schedule 
* 
-
Choice 
Board 
* 
Visual 
Schedule 
Data 
Sheet 
Football 
Mouth 
guard 
to 
chew* 
Sensory 
Vest* 
Morning 
Activity 
Sheet 
-Systematic 
Prompting 
-Reinforcer 
Puzzle* 

17 



APPENDIX


-
Vis. 
Schedule 
* 
-Give 
flag 
to 
8:00 
Announcements. 
Pledge 
1. 
Listen 
to 
Announcements 
2. 
Stand 
for 
pledge 
independently 
peer 
who 
will 
be 
holding 
flag* 
-
Scripting 
-Social 
Rules 
card 
for 
Pledge 
-
Using 
pointer 
to 
guide 
Pledge 
-Visual 
Schedule 
Data 
Sheet 
-
Communication 
Data 
Sheet 
-�It�s 
your 
turn, 
_
� 
-
Social 
Rules 
card 
for 
Pledge 
Football 
Mouth 
guard 
to 
chew* 
Sensory 
Vest* 
8:10 
Ms. 
B�s 
room 
( 
if 
coat, 
hang 
up)
. 
Check 
schedule. 
-
Transition 
independently 
-
Vis. 
Schedule 
-Add 
hang 
up 
coat 
to 
schedule* 
Visual 
Schedule 
Data 
Sheet 
Football 
Mouth 
guard 
to 
chew* 
Sensory 
Vest* 
-
Vis. 
Schedule 
-Task 
analysis 
(
T. 
A.
) 
for 
8:108:
20 
Breakfast 
in 
room 
-
Sit 
breakfast 
steps 
-
Preparing 
for 
breakfast 
-
Add 
job 
-Reinforcer 
(
gym 
picture) 
added 
to 
end 
of 
the 
T.
A. 
Communication 
data 
sheet 
-Script 
for 
�
__
__
are 
you 
finished?
� 
-
Football 
Mouth 
guard 
to 
chew* 
Pressure 
Vest* 
Box 
to 
get 
inside 
* 
-
Scripting 

18 



APPENDIX 


8:208:
40 
Gym 
-
Walk 
laps 
� 
exercise 
Vis. 
Schedule 
-Digital 
pictures 
of 
gym 
activities(cards 
on 
ring 
or 
pictorial 
representation 
of 
each 
activity 
placed 
on 
wall) 
-Self-monitoring 
system 
for 
-Visual 
Schedule 
Data 
Sheet 
-
Self 
Monitoring 
for 
laps 
*-
Sensory 
break 
1. 
Mats* 
2. 
Closed 
in 
space, 
bean 
bag 
chair, 
inner 
tube, 
box, 
therapy 
ball, 
proprioceptive 
input 
3. 
running/walking 
laps 
-Reinforcer 
added 
to 
go 
up 
bleachers 
Systematically 
try 
various 
items 
Football 
Mouth 
guard 
to 
chew* 
8:408:
45 
Music 
-
Imitation 
skills 
Vis. 
Schedule 
Check 
schedule 
and 
starts 
music 
-Eventually 
add 
pictures 
of 
songs 
for 
students 
to 
choose 
songs. 
-
Scripting 
-Visual 
Schedule 
Data 
Sheet 
-
Communication 
data 
Sheet 
-Scripting 
for 
�
who 
wants 
_
___
__
� 
*
May 
need 
a 
sensory 
break 
-Sensory 
choice 
board 
1. 
Participate 
in 
8:459:
00 
Calendar 
entire 
activity 
independently 
2. 
Answering 
questions 
3. 
Sit 
independently 
Vis. 
Schedule 
Prompt 
�
What�s 
next 
or 
Check 
Schedule� 
-
Visual 
Schedule 
Data 
Sheet 
Pressure 
Vest* 

19 



APPENDIX


9:00 
(MTH) 
Speech 
1. 
Language 
development 
2. 
Reading 
3. 
Concept 
Development 
4. 
Phonics 
5. 
Sentence 
Structure 
6. 
Functional 
Sentences 
Categories 
Verb 
(ing) 
Associations 
Adj. 
Phrases 
Prep. 
Visual 
Schedule 
Data 
Sheet 
9:30 
Mrs. 
Schubeler-
Centers 
(Coll. 
Speech) 
-
Blocks 
-Doll 
Houses, 
Barns 
-Manipulatives 
-Puzzles 
-
Housekeeping 
1. 
Pairing 
vocabulary 
in 
classroom 
with 
verbalizations 
2. 
Socializing 
with 
peers 
-
Vis. 
Schedule 
-
Visual 
Schedule 
Data 
Sheet 
10:00 
Computer 
1. 
Staying 
at 
one 
computer 
2. 
Reading/
Math 
3. 
Choosing 
program 
Add 
Choice 
board 
for 
computer 
program 
Visual 
Schedule 
Data 
Sheet 
10:15 
Bathroom 
Break 
-
Use 
the 
toilet 
Visual 
Task 
analysis 
* 
Visual 
Schedule 
Data 
Sheet 
Toileting 
Data 
Sheet 
10:20 
Basic 
Concepts 
Large 
Group 
activity 
-
Participation 
in 
class 
Visual 
Schedule 
Data 
Sheet 

20 



APPENDIX


10:30 
Math 
1. 
Number 
identification 
to 
20 
2. 
Counting 
objects 
3 
to 
10 
Visual 
Reinforcer 
System 
(
puzzle)
* 
Visual 
Schedule 
Data 
Sheet 
10:45 
Spelling 
1. 
Writing 
words 
Visual 
Reinforcer 
System 
(
puzzle)
* 
Visual 
Schedule 
Data 
Sheet 
11:00 
Reading 
(Balanced 
with 
Literacy) 
or 
Spanish 
1. 
Read 
in 
his 
environment 
(functional 
signs) 
2. 
Reading 
comprehension 
(answering 
questions) 
Visual 
Reinforcer 
System 
(
puzzle)
* 
Visual 
Schedule 
Data 
Sheet 
11:30 
Lunch 
1. 
Speaking 
to 
others 
2. 
Stay 
in 
seat 
-Visual 
Schedule 
Data 
Sheet 
-
Communication 
Data 
sheet 
Picture 
ring 
of 
food 
12:00 
Music/
Physical 
Act. 
-
Imitate 
movements 
in 
music/physical 
activities 
Visual 
Reinforcer 
System 
(
puzzle)
* 
Visual 
Schedule 
Data 
Sheet 
12:15 
Calendar 
(Whole 
Group) 
-
Complete 
calendar 
sheet 
independently 
Visual 
Reinforcer 
System 
(
puzzle)
* 
Visual 
Schedule 
Data 
Sheet 
12:30 
Folder 
Work 
(Ind.
) 
1. 
Day 
of 
Week 
2. 
Name 
3. 
Shapes 
4. 
Handwriting 
-
Independently 
complete 
worksheets 
Visual 
Reinforcer 
System 
(
puzzle)
* 
Visual 
Schedule 
Data 
Sheet 

21 



APPENDIX


1:00 
Bathroom 
Break 
-
Use 
toilet 
Visual 
task 
analysis* 
-Visual 
Schedule 
Data 
Sheet 
-Toileting 
Data 
Sheet 
1:15 
Computer 
1. Staying 
at 
one 
computer 
2. 
Reading/
Math 
3. 
Choosing 
program 
Choice 
board 
Visual 
Schedule 
Data 
Sheet 
1:30 
Theme 
Time 
1. 
Participate 
in 
activity 
2. 
Answer 
questions-
Visual 
Schedule 
Data 
Sheet 
2:00 
1. 
Snack 
1. 
Make 
a 
choice 
2. 
Clean-up 
after 
snack 
-Key 
ring 
for 
snack 
-Task 
Analysis 
Visual 
Schedule 
Data 
Sheet 
Key 
ring 
for 
snack 
2. 
Centers 
(Teacch 
Tasks) 
-
Complete 
task 
he 
has 
been 
given 
Visual 
Schedule 
Data 
Sheet 
2:15 
Home 
-
Preparing 
himself 
for 
home 
1. 
get 
backpack 
2. 
pack 
3. 
Put 
on 
coat 
-Self-monitoring 
checklist* 
-
Visual 
Schedule 
Data 
Sheet 

22 



S
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C
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APPEND 
X


The Binet School for Brent Parker during the 2004/2005 school year. KATC 
conducted an observation and team meeting at Binet on Dec. 13th, 2004. Per 
school report and naturalistic observation it is noted that Brent engages in 
severe behaviors e.g., kicking, biting, scratching, that result in frequent use of 
Safe Crisis Management (SCM) techniques. Based on the meeting it was 
decided that the team required training in the areas of visual 
supports/schedules, structuring the environment and behavioral training. 
Additionally, a Functional Behavioral Analysis (FBA) was conducted as part of 
this consultation and a newly hired assistant was provided autism specific 
training. 

Hands-on training with the target student and members of the educational 
team were conducted across multiple school environments, 10 hands-on 
trainings were provided on January, 4th, 24th, February, 2nd, 14th, 24th, March 1st, 8th, 
14th, 22nd and 29th. Three small team trainings were provided to the local 
educational team and family members on January 12th, February 2nd and 9th. 

B
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Brent Parker is a 6-year-old student placed in an MMD classroom at Binet 
School. Brent is functionally non-verbal, though he does use some words and 
echolalia. It is noted that Brent engages in severe behaviors that include 
kicking, spitting, scratching, hitting and biting. These behaviors appear to be 
connected to times/incidences in which Brent is attempting to avoid a 
demand/request from staff or during transitions. It is further noted that Brent 
was initially placed in secluded time-out room when these behaviors occurred 
but school staff began to suspect that he was engaging in the behaviors as a 
way to gain the time-out. 

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Due to the behavioral nature of the presenting problems a detailed Functional 
Behavioral Analysis was conducted for Brent. Data was collected over several 
weeks and across multiple school environments and compiled from a 
combination of observational and school collected data. Behaviors 
observed/noted during the data collection period included biting, scratching, 
kicking, spitting and hitting. The results of the FBA suggest that Brent�s behaviors 
arise predominantly from seeking to escape/avoid demand/requests and 
during unstructured times or time of transition. Based on the data it appears 
that approximately 93% of the noted behaviors are attempts to escape or 
otherwise avoid task demands from teachers or other staff, i.e., a teacher 
makes a demand of Brent, �get off the computer, it is time for math,� and Brent 
responds with kicking, biting or spitting. It is noted that the times in which the 
behaviors were most severe were those in which high task demands were 
made e.g., during speech therapy. Approximately 90% of these behaviors also 
involved transitions from either one environment to another or one activity to 
another. 

23 



KATC staff took numerous digital photographs of the student engaging in his 
daily activities across school environments and used these photographs toward 
the creation of visual schedules, a mini-schedule, a choice board and other 


visual supports. These visuals were assembled as part of a make-and-take 
small-group training session on visual schedules and supports. Hands-on training 
days were utilized to assist Binet staff, particularly an additional instructional 
assistant hired during the consult, to utilize these materials toward providing a 
structured and predictable schedule for Brent. 


Picture from Visual Schedule denoting 
a series of tasks to be performed 
during morning work time, this is a 
mini-schedule 

Each task in the mini-schedule has an 
individual picture to provide the 
student with concrete representations 

of what is expected and when the 
task is done. 

APPENDIX 


24 



APPEND 
X 
APPEND 
X 
The final item in the mini-schedule is of 
the reinforcer for completing the task. 
This allows the student to know what 
they are working toward and that a 
preferred item or activity is awaiting 
them. 


The student engages in the task 
from the mini-schedule with 
minimal prompting. The goal is 
for the student to use the 
schedule independently. 

25 



The student engages in his 
preferred activity (reinforcer) 
following successful 
completion of the previous 
tasks in the mini-schedule. 
This is the student�s reward 
for engaging in targeted 
behaviors (task completion). 

Brent�s schedule was examined and adjusted to pair non-preferred tasks 
between two or more preferred activities to capitalize on behavioral 
momentum. Timers were strongly encouraged to demonstrate to the student 
the passage of time during non-preferred activities and the availability of 
upcoming preferred activities or choices. 


Example of a visual timer to 
allow the student to monitor 
the time he has to enjoy his 
reward before returning to his 
schedule to begin the next 
task. 


APPENDIX 


26 



Data from school behavioral logs from 63 days were reviewed for dates from 
11/04/04 to 3/28/05 (see attached graph). The first 21 days of data represents 
the time just prior KATC�s involvement and serves as the baseline data. School 
Data from school behavioral logs from 63 days were reviewed for dates from 
11/04/04 to 3/28/05 (see attached graph). The first 21 days of data represents 
the time just prior KATC�s involvement and serves as the baseline data. School 
APPEND 
X


behavioral logs did not record the actual behaviors but rather recorded the 
number of times a student was placed in a Safe Crisis Management (SCM) 
hold. Because SCM is used as a last resort when behaviors continue despite 
less invasive attempts at behavioral management e.g., verbal redirects etc., it is 
considered reasonable to equate SCM with the existence of significant 
behaviors. During this time period there were an average of 19 SCMs used 
daily. The second time segment represents the 21 days during which KATC staff 
attempted to implement visual schedules, mini-schedules and other visual and 
behavioral supports. There were an average of 11 SCM�s used per day during 
this time period. The final time segment includes the use of visual supports and 
schedules as well as the inclusion of an additional teacher�s assistant in the 
classroom who was provided individualized training on autism and the use of 
visual schedules. During these final 18 days of data collection 
there were an average of 3 SCM�s used daily. This suggests that there was 
approximately an 80% drop in the use of Safe Crisis Management with this 
student during this time period as compared with baseline data. 

Data for Decreased use of S
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tt (SCM) for Student with 
Behavioral Issues 

Pre-Visual Schedules + 
Intervention Schedules Assistant 
Data Implemented Trained 

01020304050602004200420042004200420052005200520052005200520052005SCM
27