autism distance education parent training (adept)
DESCRIPTION
Autism Distance Education Parent Training (ADEPT). Presented By: Patricia Schetter, MA, BCBA Coordinator of ASD Education Initiates CEDD at the MIND Institute. Goals of this Training. Describe the rationale for developing web based parent training modules - PowerPoint PPT PresentationTRANSCRIPT
Autism Distance Education Parent Training (ADEPT)Presented By: Patricia Schetter, MA, BCBACoordinator of ASD Education InitiatesCEDD at the MIND Institute
Goals of this Training
Describe the rationale for developing web based parent training modules
Describe the process used to develop ADEPT modules
Provide an overview of Module 1: Strategies for Teaching Functional Skills
Demonstrate use of ADEPT as part of LEA parent training
Partners C.E.D.D. at the MIND Institute Autism and Behavior Training Associates(ABTA) UC Davis Extension ALTA California Regional Center Folsom Cordova Unified School District F.E.A.T and Sac AS IS Rowell Family Empowerment Center Fiesta EducativaFunding By: State Council on Developmental
Disabilities
Recognized Need for Parent Training Resources Autism impacts 1 in 110 children (CDC, 2009) Waiting lists for parent training groups Difficult for families who live in rural or remote
areas Hard to find bilingual and bicultural opportunities
for parent training Extended family and caregivers require training
Parent Training is an Evidence Based Practice
According to NPDC-ASD (2010) Parent-implemented interventions
meet theEvidence Based Practice
criteria for children with ASD
With what ages is parent-implemented intervention effective?
Within the evidence-base, studies included learners as young as 2 and as old as 9 years of age.
What target behaviors or skills are appropriate for parent-implemented intervention?
Communication: social communication skills, conversation skills, spontaneous language, use of augmentative and alternative communication, joint attention, and interaction in play.
Adaptive Skills and Behavior: compliance, reduction of aggression, increased eating and self care, and reduction of disruptive behaviors.
Questions We Considered
Can effective parent training be conducted using technology?
Is there a desire by parents to access training in this way?
What content do parents need most?
Development – Initial Survey Based on assessed needs of parents
Info on content and delivery collected through web based parent survey (2007)
Over 500 families from Northern and Central CA responded
Greatest Needs:
Behavior Skills Teaching/Adaptive Skills Functional Communication Navigating the Service Systems Play and Social Skills
Many continue to prefer face to face for group support format
Many prefer to access through technology due to time, convenience, child care issues, travel, language or learning needs
Many cited need to share information with others who partake in caring for their child
Preferred Delivery Format
Two Modules Developed -Piloted as Face to Face Courses
Teaching Adaptive Skills using Applied Behavior Analysis Strategies
Positive Behavior Support for Families
Concepts Taught: Skills Teaching
Targeting appropriate skills
Structuring the environment for success
Task Analysis and breaking down skills
Shaping Prompting and prompt
fading Using positive
reinforcement
Providing error correction Addressing resistance Generalization of skills
Concepts Taught: Positive Behavior
Antecedent/trigger analysis
Prevention planning and restructuring routines
Determining the function of a behavior
Teaching replacement behaviors and skills
Using common sense response strategies
Rewarding appropriate behavior
Pilots - Delivery Method
Offered 4 cohorts as face to face group training with 10 families in each group
Videotaped training sessions and home visits to provide visual support to the online modules
Collected data on parent responses and feedback
Pilots - Instructors
Co-taught by parents experienced in using techniques with their children on the autism spectrum AND professionals with training and expertise in behavior analysis and teaching children with ASD
Model of best practice to provide theory and practical application
Outcomes and Feedback
Growth in both confidence and application as measured using self evaluation tools and behavioral vignettes
Parents felt the curriculum was user friendly and effective
Overall Growth In Application Scores Skills Teaching
89%97%
0%
20%
40%
60%
80%
100%
120%
Pre Post
Te
st
Sc
ore
s
Overall Growth in Confidence Skills Teaching
28%
79%
0%
20%
40%
60%
80%
100%
Pre Post
% C
ha
ng
e in
C
on
fid
en
ce
Overall Growth in Application Positive Behavior Supports
80%94%
0%
20%
40%
60%
80%
100%
Pre Post
Test
Sco
res
Overall Growth In Confidence Positive Behavior Supports
50%
73%
0%
20%
40%
60%
80%
100%
Pre Post
% C
han
ge
in
Co
nfi
den
ce
Next Steps: Developed module on Skills Teaching into
online format Translated into Spanish by Bilingual and
Bicultural Board Certified behavior Analyst (BCBA)
Conducted a test group in Northern CA and took feedback to modify content and format
Received consultation from primary consumers and family members regarding content, format and accessibility
Now Available
On CEDD website www.ucdmc.ucdavis.edu/ddcenter/
On CD – distributed to Regional Centers, SELPAs and Family Resource Centers from Frenso to Oregon Border
ADEPTAutism Distance Education Parent TrainingMain MenuPlease use your mouse to click on a selection below to begin.Module 1: Strategies for Teaching Functional SkillsADEPT Interface OverviewModule 1 IntroductionLesson 1: The ABCs of Skills TeachingLesson 2: Understanding ReinforcementLesson 3: Using Reinforcement EffectivelyLesson 4: Planning and PreparationLesson 5: Creating a Task AnalysisLesson 6: Prerequisite SkillsLesson 7: Prompting and Chaining (Part 1)Lesson 8: Prompting and Chaining (Part 2)Lesson 9: Setting the Stage for LearningLesson 10: Dealing with Errors
Helpful Forms and ChecklistsAccessibility (508) NotesGlossary of Key Terms
Each Lesson Contains: Overview of what will be learned Multimedia presentation of materials and concepts Video demonstrations Interactive activities to support learning A glossary of terms Printable guided notes A QUIZ or self assessment of knowledge Assessment and planning forms to accompany
hands on assignments
Let’s Do A Lesson….
http://www.ucdmc.ucdavis.edu/ddcenter/
Using ADEPT to Facilitate Site Based Parent Training Use modules as part of group meetings and
trainings
Using ADEPT along with telemedicine for individual consultation with a BCBA or Autism Specialist
Questions
Patty Schetter, MA, BCBA
Coordinator of ASD Education Initiatives
CEDD at the MIND Institute
at 916-826-1915