Evaluating Systems of Support for
Students with Autism Spectrum
Disorders
Session at the PBIS “Forum
for Change - SW-PBS:
Planning for Systems
Change”
October 11, 2007
Presenters
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Glen Dunlap
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Kathy Gould
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University of South Florida, Reno campus
Illinois Autism Training and Technical Assistance
Project
Kelly Hyde
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Accountability Solutions
Session Plan
I. OVERVIEW of TOPIC
Introduction
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II.
III.
Purpose, agenda
Quick overview of Autism Spectrum Disorder (ASD)
ASD and Schools: Challenges for Systems
Some Issues for Systems Change
Some Evaluation Issues
EXEMPLAR --- Illinois
DISCUSSION
Some Messages (Preface)
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We are looking at a process of systems change….
changing the way we do the business of education.
We are focusing on students with higher levels and
intensities of support needs
We are focusing on the group of students identified
as ASD ---- but it would be a mistake to consider
systems change for students with ASD as separate
from larger systems change efforts
Preface - continued
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Systems change is desperately needed… e.g., I
know of NO school district in the country that is
doing a fully adequate job for all students on the
spectrum (though some are making admirable
progress)
We don’t have well-developed answers; just some
issues to consider and some helpful models (e.g.,
SW-PBS)
But one thing we know is that we can’t make good
progress or good decisions without good data
systems of evaluation
Autism Spectrum Disorder (ASD)
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Definition… (PDD)
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Autistic Disorder; Asperger Syndrome; PDD-NOS;
Rett Syndrome; etc.
Deficits in social interaction; verbal/nonverbal
communication; overly restricted or repetitive
behaviors/interests
All children with ASD are different --tremendous heterogeneity in level of
functioning and learning styles
ASD and Special Challenges for
Schools
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Heterogeneity
Dramatically increased prevalence
High risk of problem behaviors
Presence of massive amounts of information
and misinformation regarding effective
practices (e.g., via internet)
Tendencies toward litigation
ASD & School Challenges - 2
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Need for specialized services and supports
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Structure; precise & highly systematic instructional
procedures; technically sophisticated communication and
social skills interventions
Essentially all students with ASD require tertiary
supports, though this need can be mitigated with
effective universal and secondary supports
Need exists across all levels of functioning, all ages,
all placements
Some School Considerations
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Appropriate, effective services are needed at
school level, but few schools can be
equipped by themselves to address all
challenges presented by all students with
ASD
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Need for District and State-wide Support
District as likely “unit of analysis” for systems
change
Major Issues in Systems Change
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From systems change perspective, some key
questions include:
(A) What are essential features of schools that are
well-prepared to deliver effective educational
services for all of the school’s students with ASD?
(B) What are the essential features of districts that
are able to provide resources/supports to schools in
order that they can deliver effective educational
services for all of the school’s students with ASD?
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(C) How can a district’s capacity to support
its schools regarding services for students
with ASD be best evaluated?
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How can evaluation procedures facilitate the
decision making needed to improve systems?
How can we determine how well a district’s
students with ASD are doing (dependent
variables)?
Some Possible Features of Effective
Districts
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Delivery and outcomes of professional development
Availability of ongoing technical assistance (coaching)
Presence of functional data collection system
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Student achievement; teacher performance; etc.
Clear policies and administrative commitments (superintendent;
school board, etc.)
Availability and efficient deployment of necessary assessment
and intervention expertise (PBS; AAC)
Family voice and family involvement
Alignment of ASD services with general education curriculum
Presence of district leadership team that explicitly includes
consideration of ASD data and ASD supports
Some Possible Evaluation Concerns
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District’s capacity
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Presence of critical features
Student achievement
Student engagement with designated curricula
Student social engagement
Access to general education curriculum
LRE
Teacher satisfaction and feelings of competence
Parent satisfaction
Performance of individual schools
Some State Systems
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An increasing number of
states have implemented
statewide systems for
schools (and other systems)
to assist in work with ASD…
Some are truly state-wide
and broad in scope, some
are regional and more
focused in services
provided.
Recently organized
nationally as NATTAP
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For instance:
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North Carolina
Indiana
West Virginia
Florida
Michigan
New York
Ohio
Etc.
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And…
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Illinois