Suzanne Kucharczyk & Sam Odom - CSESA
Suzanne Kucharczyk & Sam OdomAutism Society of America2013
CSESA Overview The CenterResearchLeadershipSupplemental StudiesYear One Focus GroupsStudy ImplicationsWider Implications
Center Purpose“To conduct a program of research to develop &evaluate a comprehensive, school-basedintervention program for secondary students withASD. The ultimate objective of the Center is toimprove the cognitive, communicative, academic,social, behavioral, functional, or transition outcomesof secondary students with ASD.”
CSESA RESEARCH
CSESA pendence& BehaviorSCI-HSocialTransitioningTogetherIEP, WBLE,Mapping, etc.Transition &FamiliesCSESA FoundationsOnline CourseAPERSGASTrainingCoaching
CSESA Foundations -What is it?Professional development process to supportuse of high school interventions and EBPs– originally developed by NPDC over 5 years focus birth-22 years of age tested in 72 school programs 12 states Iterative process with revisions along the way– Adapted for CSESA
Model Diagram
AALCSR-liteAcademicPeerMediatedPRISMIndependence& BehaviorSCI-HSocialTransitioningTogetherIEP, WBLE,Mapping, etc.Transition &FamiliesCSESA FoundationsOnline CourseAPERSGASTrainingCoaching
HIGH SCHOOLSTUDENTS WITHASD1. Collaborative Strategic Reading–Lite(CSR-Lite)-improves expository text readingthrough strategy instruction and peercollaborationBelow grade levelreaders (may takegeneral ormodified stateassessments)Goal isimprovement ofreadingexpository textat student’sinstructionallevel2. Alternative Achievement Literacy (AAL)-provides access to and comprehension oftext through adaptations, modifications, andtechnologyVery low/nonreaders (may takealternateassessment)Goal isimprovement oflisteningcomprehension forpassages of text
Collaborative Strategic Reading–Lite:A multicomponent reading comprehension strategywith a cooperative learning component– Target Population: High school students with ASD who a) are accessingprimarily academic content across the school day; b) read on a least asecond grade level; and c) have an IQ in the low average to above averagerange (80 and above)– Target Outcomes/Skills: Improved reading comprehension of informationaltext– Adaptations: Peer-pairing, visual cueing, prompting– Materials: learning logs, checklists, text at instructional reading level– Implementation: 30 minutes sessions/2 to 3 x per week plus a 30- minutetutorial for target students once a week
Alternative Achievement Literacy:A multicomponent comprehension strategy usinglistening, technology, and entry level reading skills– Target Population: High school students with ASD who: a) are nonreaders orentry level readers, b) who focus on alternate achievement of grade-levelcontent, and c) who may have a concurrent intellectual disability– Target Outcomes/Skills: Improved understanding of narrative or informationaltext– Adaptations: Read-aloud using technology or person support, text summary atreduced reading level (optional), systematic instruction in locating answer intext, sight word learning– Materials: Text summary (hardcopy) or website, response boards (pictures orwords), data sheet– Implementation: 30 minute sessions of training in answering questions relatedto text summary or website
AALCSR-liteAcademicPeerMediatedPRISMIndependence& BehaviorSCI-HSocialTransitioningTogetherIEP, WBLE,Mapping, etc.Transition &FamiliesCSESA FoundationsOnline CourseAPERSGASTrainingCoaching
What is PRISM?PRISM is a process that supports school staff inselecting goals and interventions to support optimaloutcomes for our students. PRISM helps schoolteams ensure that goals are aligned with transitionplans and link directly to postsecondary success“These students finish college and then go and sit on thecouch ”- parent of an adolescent with ASD
PRISM: Personal Responsibility, Independence,and tionInterventionSelectionIntervention &ImplementationInterferingBehaviors Behavioral EmotionalFunctionalBehaviorAssessment Align with IEP &Transition Plan EBP linkingdocument Use EBPs Progressmonitoring usingGAS-OR-FBA-liteOngoing CoachingTeam Meeting SelfmanagementSecondarySchoolChecklistTeam Meeting Personalresponsibility &independence CommunityengagementTeam Development“Pro-social”Behaviors
What is PRISM? Target Population: All students with ASD whowould benefit from support in increasingindependence Target Outcomes/Skills: Improvement inPRISM behaviors as measured by VABS, SIS
PRISM: Personal Responsibility, Independence,and tionInterventionSelectionIntervention &ImplementationInterferingBehaviors Behavioral EmotionalFunctionalBehaviorAssessment Align with IEP &Transition Plan EBP linkingdocument Use EBPs Progressmonitoring usingGAS-OR-FBA-liteOngoing CoachingTeam Meeting SelfmanagementSecondarySchoolChecklistTeam Meeting Personalresponsibility &independence CommunityengagementTeam Development“Pro-social”Behaviors
The PRISM ProcessWhy a checklist?– Help teams consider skills in areas they may not beactively teaching– Think about student in a number of locations– Gather multiple perspectives– Prioritize goals
Secondary School Success Checklist
Key for Step 1: Skill Evaluation(left column)0 This is NOT like my student. My student is not/rarely able todemonstrate this skill with the supports Iprovide to the group1 This is sort of like my student. My student is able to demonstrate thisskill regularly with additional supports(e.g. individual attention, visualinformation, additional reminders,adjusted assignment) AND/OR My student is able to demonstrate thisskill sporadically with the supports Iprovide to the group.2 This is very much like my student . My student is able to demonstrate thisskill regularly with the supports Iprovide to the groupN/O I have not observed this skill area formy studentN/A This skill area is not applicable to mystudentKey for Step 2: Priority Ranking(middle column)0 Not a concern Though the skill is not demonstratedconsistently and or independently, it is not aconcern or priority in this environment1 Minor concern Demonstrating this skill consistently and/orindependently would be helpful in thisenvironment2 Major concern Demonstrating this skill consistently and/ormore independently is a requirement in thisenvironment.
Secondary School Success ChecklistPRISM BEHAVIORS: Personal Responsibility and Independence: Organization, Planning,Problem-solving, Personal presentation Community Engagement: Conversation, Other communication,Recognizing emotions, Cooperation, Understanding School/communityculture, Self-Management: Self-regulation of emotion & behavior, Flexibility, Selfmonitoring
PRISM: Personal Responsibility, Independence,and tionInterventionSelectionIntervention &ImplementationInterferingBehaviors Behavioral EmotionalFunctionalBehaviorAssessment Align with IEP &Transition Plan EBP linkingdocument Use EBPs Progressmonitoring usingGAS-OR-FBA-liteOngoing CoachingTeam Meeting SelfmanagementSecondarySchoolChecklistTeam Meeting Personalresponsibility &independence CommunityengagementTeam Development“Pro-social”Behaviors
The PRISM ProcessPhaseSteps1.Plan InterventionMeet toa. Review Checklist findings, Priority skills,and 3 Goalsb. Scale priority goalsc. Consider Student’s Strengths andPreferencesd. Review Previous Interventionse. Select Intervention2.Implement InterventionMeet toa. Plan implementationb. Review team support needsc. Gather necessary resourcesInterventions link to CSESA Foundations (NPDC) EvidenceBased Practices
PRISM: Personal Responsibility, Independence,and tionInterventionSelectionIntervention &ImplementationInterferingBehaviors Behavioral EmotionalFunctionalBehaviorAssessment Align with IEP &Transition Plan EBP linkingdocument Use EBPs Progressmonitoring usingGAS-OR-FBA-liteOngoing CoachingTeam Meeting SelfmanagementSecondarySchoolChecklistTeam Meeting Personalresponsibility &independence CommunityengagementTeam Development“Pro-social”Behaviors
Peer and Social Component1. Peer Social Networks2. Social Competency Intervention – High School
AALCSR-liteAcademicPeerMediatedPRISMIndependence& BehaviorSCI-HSocialTransitioningTogetherIEP, WBLE,Mapping, etc.Transition &FamiliesCSESA FoundationsOnline CourseAPERSGASTrainingCoaching
Peer and Social Component: Variation 1:Peer Networks (TN)What: Groups of 3-6 students (including 1 student w/ASD) meeting weekly duringlunch or advisory to engage in a shared activity and practice social skills withfacilitation from a school staffWho: 6 students with ASD, 15 peers, 4 facilitatorsGoals: Social interactions, initiations, social skills, friendships, and social contactsMaterials/training: Facilitator manual, group orientation, ongoing coaching
Peer and Social Component: Variation 2:Peer Support Arrangements (CA)What: One or more peers providing social and academic support to a student with ASD inan inclusive classroom with ongoing facilitation from a school staffWho: 2 students with ASD, 4 peers, 5 facilitatorsGoals: Social initiations, classroom etiquette and academic participation, generalizingsocialization with other peers, expanding conversation topicsMaterials/training: Facilitator manual, group orientation, peer support plan, ongoingcoaching
Peer and Social Component: Variation 2:Peer Support Arrangements (CA)Early Findings Immediate increase in social exchanges between peer supports and target studentsfollowing initial orientation and ongoing trainings; however, interactions during coreacademic/lecture-based instruction was limited Peer supports reported social initiations made by target students beyond inclusivegeneral education classrooms Target students with ASD invited to several peer support meetings and enthusiasticparticipation observed High school staff facilitators responded eagerly to strategies that were outlined in thecurriculum, but general education was minimal
Social Competence Intervention-HighSchool (SCI-H) (Stichter and group)What: 27 sessions of group-based social skills instruction (SCI-H);weekly lunch meetings with 2-4 peers and 1-2 students with ASDWho: 4 students with ASD (3 accessing standard curriculum), 7 peers,1 facilitator, 1 SCI instructorGoals: Facial expressions and body language, conversation skills,perspective taking, emotions, problem solving, and increasing socialinteractions and contactsMaterials/training: SCI manual and training, SCI coaching, facilitatormanual, group orientation
AALCSR-liteAcademicPeerMediatedPRISMIndependence& BehaviorSCI-HSocialTransitioningTogetherIEP, WBLE,Mapping, etc.Transition &FamiliesCSESA FoundationsOnline CourseAPERSGASTrainingCoaching
CSESATransition & FamiliesParent support & educationCommunity/School mappingTransition planningStudent involvement in IEPCareer developmentCSESA Foundations(building teams at the school, assessing program quality, training & coaching)
Description of ComponentTarget Population: All high school students with ASDTarget Outcomes/Skills: School staff can create Community and School Resource Maps School staff can write more I-13 compliant IEPs based on qualitytransition planning Students who actively participate in IEP meetings Students who are prepared for college and/or career via worbased learning experiences Families who have knowledge about CSESA and the transitionprocess and feel engaged and empoweredMaterials & Training: Written and electronic procedures and formsImplementation: By teachers, assistants, transition specialists, agency reps,
Transition & Family FrameworkAssessmentEquipping StudentStrengths and NeedsPRISM assessmentsPost-school goalsSelf-determination andIEP InvolvementTransitionPlanning MeetingRoad Map-Work Based Learning Experiences-Other CSESA components (NPDC,Literacy, social, PRISM)Summary of Performance PortfolioCoachingFamily (Transitioning Together)School and Community Mapping
Community Mapping: It Takes A Village Used for Transition Planning, Transitioning Together sessions, Work-based learning experiences,PRISM Information about Transportation, Special Education, Recreation, Planning for Adulthood, Training& Advocacy, Respite, Health Care Coverage, Health Department, Assistance, etc.
School MappingBenefits of SchoolMapping Effectively categorizesand utilizes schoolresources Used for Transition Planning TransitioningTogether Sessions Social Component PRISM Work-basedLearningExperiencesMain OfficeHealth SuiteCase ManagerResources inSchools to AssistStudents lendar/Schedule
Transition Planning Conducting transition assessment toDevelop post-school goals Post-School Goal Questions Transition Service Questions Courses of Study Annual IEP Questions Interagency Involvement Questions Planning/ writing IEPs that meet I-13(legal) requirements
Student Directed Meeting Resources Self Directed IEP Self-Advocacy Strategy Whose Future is it Anyways?
Work Based Learning ExperiencesStudents will participate in at least two per year
Family SupportTransitioning TogetherProgram Components 2 individual family“joining sessions” 8 multi-family weeklygroup sessions 8 sessions for teens(activities/curricula areflexible)Program Goals Provide education andsupport for parents Emphasize positivity andproblem solving Share relevant resourcesand referrals based onresults of school andcommunity mapping
Transitioning Together Topics Autism in adulthoodTransition planningFamily TopicsProblem-solvingRisks to adultindependence Communityinvolvement Legal issues Risks to parentalhealth and well-being
CSESA Study & Timeline2014-2015Year 32015-2016Year 12013-2014Year 2Year 42016-2017Year 5Development &piloting of individualmodel components(6 sites)Piloting of severalcomponents incombination(6 sites)Randomized controltrial (RCT) of fullmodel at 30 sitesacross the country(Cohort 1)Continueimplementation at30 Cohort 1 sites;enroll 30 more sites(Cohort 2)Continueimplementation at30 Cohort 2 sites,follow-up data atCohort 1 sites15 treatment,15 control(Cohort 1)30 treatment,30 control(Cohorts 1 & 2)15 treatment,15 control(Cohort 2)2012-20136 schools2 componentsat each10 studentsper school12 students per schoolEach cohort is followed for 2 years
Year 1: Design Experiment Pilots Key Questions and Considerations
Study DesignYear 2Years 3-5 Purpose: examine feasibility ofCSESA intervention and makeadditional revisions Method: Contrasting FeaturesDesign Intervention: CSESAFoundations 2 components Participants: Purpose: examine the efficacyof the CSESA intervention inhigh school settings Method: Randomized controltrial Intervention: CSESAFoundations 4 components Participants:– 6 schools– 10 students per school– 8-16 school staff per school– 60 schools (30 tx/30 control)– 12 students per school– 8-16 school staff per school
CSESAYear One Focus Groups
Purpose of Focus Groups Multiple Stakeholder Perspectives on:– Experiences of students with ASD in high school– Experiences educating and supporting studentswith ASD– Feedback on CSESA Components
DemographicsFocus Groups 28Participants 153Conducted across 5 sites in NC, TN, WI, TXYear One Focus GroupStakeholderNumber of GroupsAdministrator5Educator10Parent9Community Member/Service Provider3Youth with ASD1
Families & IndividualsSchool PersonnelOtherParent/Caregiver(n 47)Adolescent/Young Adult(n 6)EducatorAdministrator(n 46)(n 30)Service Provider,Community Member(n 20522Male25722Female451383622 180300019-25-150226-404222101341-553501412656 80483Race & EthnicityGenderAge in yearsStakeholders who have children with ASD (n 58)Child Age Range: 10 to 29 yearsMean 17.61
Format 6-8 participants per group Group based on predominant role (e.g.,individual with ASD, parent, educator, admin) Presentation– CSESA model– Component– Questions / Discussions Trained facilitator, note taker, support staff Audio-taped (some video-taped)
Focus Group Questions What is missing? Students all along the autism spectrum? Already being implemented with students in yourschools? What’s working? What is not? Why not implemented? What stands in the way? Implementation challenges to prepare for? How align implementation with otherinterventions? Resources, supports, and information needed?
Resulting inData, Data,Data
Focus Group Team
Research Questions①How are the needs of adolescents with AutismSpectrum Disorder (ASD) currently being addressed insecondary schools?②What particular considerations and challenges arise(or are anticipated) when implementing interventionsfor adolescents with ASDs?③What professional development, resources, andsupports are needed to address the needs ofadolescents with ASDs well?
DataAnalysisProcessIn Progress
Research Questions① How are the needs of adolescents with Autism SpectrumDisorder (ASD) currently being addressed in secondaryschools?② What particular considerations and challenges arise (or areanticipated) when implementing interventions foradolescents with ASDs?③ What professional development, resources, and supportsare needed to address the needs of adolescents with ASDswell?
1. Needs of adolescents with ASDwere often not addressed at allin secondary schoolsParent: “I think they work so hard to wash their hands of it andpass it on. They hope that something magically appears that theycan take credit for as a success”Parent: “Everybody in the school knows who he is, and he neverwent to a school dance, he has never gone to a school game orsporting event, unless he was trying to participate. I think that itwas a real loss. A real loss to the school community. He has a lotof value – even though he is not valued at this point.”
1. Intervention efforts taken toaddress the needs of adolescentswith ASD were often ineffective, notprioritized, or inconsistentlyimplemented across schools, withinschools, and across the spectrumParent: I have a beautiful IEP for my son, but it’s not implemented. Andpart of it is because the teachers don’t have time, and they have saidthat in the meeting. They have other students, and the continualexpectations to explain that yes, he is on the spectrum, but every kid onthe spectrum is different. I know the report was due today but I needyou to give him another week. I do see this as just one more thing forthe teachers to look at and (say), “’yeah right’.”
1. Intervention efforts thatdid occur were mostfrequently delivered viaformal programs,accommodations, andindividualizedinterventions (includingIEPs).Parent: “Our school had a separate orientation for special needs;exceptional children’s department did their own orientation. Ithought it was pretty good, I mean, he got his locker combinationearly which was important, so he didn’t have to he learned whereeverything was.”
2. The variability of autism andthose with autism presentschallengesCommunity/Service provider: “I think you might have a harder timeconvincing kids with Aspergers that they have social deficits that theyare willing to work on versus kids who might be a little bit moreaware of where their deficits are.”Parent: “My child who’s 20 and essentially nonverbal I didn’t see himin a lot of what we are talking about here there are a whole lot ofparts that are just above what many kids can do and so especially inthe second segment don’t see my child don’t see my child and Ithink other parents might respond the same way.
2. Feasibility is limited by capacity ofschool staff, resources, and theperceived relevance of the interventionCommunity/Service
1. Collaborative Strategic Reading–Lite (CSR-Lite) -improves expository text reading through strategy instruction and peer collaboration Below grade level readers (may take general or modified state assessments) Goal is improvement of reading expository text at student’s instructional level 2. Alternative Achievement Literacy (AAL)
1. Collaborative Strategic Reading–Lite (CSR-Lite) -improves expository text reading through strategy instruction and peer collaboration Below grade level readers (may take general or modified state assessments) Goal is improvement of reading expository text at student’s instructional level 2. Alternative Achievement Literacy (AAL)
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Case Study. Guidance and Coaching on . Evidence-based Practices for Infants and Toddlers with ASD. Suzanne Kucharczyk Evelyn Shaw. Linda Tuchman-Ginsberg. Developed in partnership with. Dathan Rush, Associate Director & M’Lisa Shelden, Director. Family, Infant and Preschool Program (FIPP) Center for the Advancement Study of Excellence (CARE)
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