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STOP IT and Other Behavioral Strategies for Post-Secondary Transition Students with ASD The Principles of PBIS Presenter: Kelly Dunlap, Psy.S.; School Psychologist PBIS Consultant; Autism Education and Intervention Specialist

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INTRODUCTIONS

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Making Training More Effective NO SIDE BARS WRITE NOTES Cell Phones on SILENT Leave room if you have to answer Training Expectations

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Learning Accountability NOVICE INTERMEDIATE ADVANCED

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Strategies that dont work..

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PBIS Purpose / Topics Purpose Bridge information to systems to support IMPLEMENTATION Understand the learning and behavior interplay Prepare for DISCOVERY Topics: Foundations in PBIS for Students with ASD The Universal Supports for Students with ASD Function-Based Decision-Making Responding Effectively OR Houston. We have a Crisis! Preparation for DISCOVERY & the IEP

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What is PBIS? 5 CONCEPTS 5 MINUTES

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What is Positive Behavior Support NOT NEW Founded in the science of Applied Behavioral Analysis / Learning Theory Packaged Curriculum or Scripted Intervention (Cookbook) FRAMEWORK for Making Decisions (www.PBIS.org)www.PBIS.org Specific Strategy Schoolwide PBIS Implementation Guide, MDE 2010

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The BEST of Interventions will not be Effective in ALL Situations.

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Primary Components of PBIS PREVENT Challenging Behaviors (proactive) Creating Supportive Environments TEACH new skills (educational) TEAM (Collaborative) Problem-Solving Approach Use a variety of perspectives Increase implementation / accountability (Horner Study) PBIS Applying Positive Behavioral Support and Functional Behavioral Assessment in Schools, OSEP Center on PBIS (2000); Horner, R.H. (2000); Janney, R. & Snell, M.E. (2000); Sugai, et. al. (2000); Positive Behavior Support for ALL Michigan Students (MDE, 2000)

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Collaborative Team Approach

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Primary Components of PBIS PREVENT Challenging Behaviors (proactive) Creating Supportive Environments TEACH new skills (educational) TEAM (Collaborative) Problem-Solving Approach Use a variety of perspectives Increase implementation / accountability (Horner Study) DATA-BASED Decision Making Use of Functional Behavioral Assessment Using data to guide decision-making PBIS Applying Positive Behavioral Support and Functional Behavioral Assessment in Schools, OSEP Center on PBIS (2000); Horner, R.H. (2000); Janney, R. & Snell, M.E. (2000); Sugai, et. al. (2000); Positive Behavior Support for ALL Michigan Students (MDE, 2000)

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Data Analysis?

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Thinking PBIS SUMMARY Old ThinkingNew Thinking View the Student as the Problem View SYSTEMS / SETTINGS & SKILL DEFICIENCIES as the problem Fix the Student CHANGE the Environment (FRONTLOAD) TEACH Skills Emphasize REDUCING Behavior Emphasize INCREASING SKILLS Rely on Negative Consequences Focus on Positive Approaches Focused on quick fix designed by an expert. Focused on sustained results using a TEAM approach Adapted from Positive Behavior Support for ALL Michigan Students (MDE, 2000)

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PBIS Implementation Supports

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Opinions; Opinions; Opinions!!!

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Guiding Principle NO OPINIONS ALL DECISIONS INFORMED BY. THE LAW THE RESEARCH THE DATA

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Evidence-Based Practices Practices that have empirical support Practices that show effectiveness through documented improved outcomes (DATA) NOT: I think this works pretty dang good I like (or dont like) this strategy This is what I use (or dont use) in my classroom Ive seen this work OR I heard this works

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What are the EBPs for Students with ASD?

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EBP Resources http://autismpdc.fpg.unc.edu/content/briefs Ohio Center for Autism & Low Incidence Autism Internet Modules (AIM): http://www.ocali.org/http://www.ocali.org/

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Effective Practices Professional Judgment Informed by: EBPs Characteristics of the Child and their ASD Characteristics of the Implementation Environment Progress Data

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PBIS: Framework for Selecting & Implementing Evidence-Based Practices PBIS PECSPrompting Functional Communication Training Antecedent- Based Interventions Differential Reinforcement Self- Management

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EBPs in Post-Secondary Transition Level of Evidence of Causal Inference National Secondary Transition Technical Assistance Center (NSTTAC) Strong N / A Moderate 2 a priori (planned, hypothesis stated) studies with consistent significant correlations between predictor and outcome Can include exploratory studies only when paired with a priori significant correlations Must include effect size calculations or the data to calculate effect size Potential 1 a priori (planned, hypothesis stated) study Two or more exploratory (no specific hypothesis) studies with significant correlations between predictor and outcome NEEDS MORE RESEARCH

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Predictors / OutcomesEducationEmploymentIndep. Living Career Awareness P (Potential)P--------------- Community Experience ---------------P Exit Exam Requirements / High School Diploma Status ---------------P Inclusion in General Education M (Moderate)MM Interagency Collaboration PP--------------- Occupational Courses PP--------------- Paid Employment / Work Experience MMP Parental Involvement ---------------P Program of Study ---------------P Self Advocacy / Self Determination PP--------------- Self Care / Independent Living PPM Social Skills PP--------------- Student Support PPP Transition Program MP--------------- Vocational Education MM--------------- Work Study ---------------M

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EBPs in Post-Secondary Transition Predictors of Employment ACCESS TO GENERAL EDUCATION: Students who took academic courses in regular education placements were more likely to be engaged in post-school education, employment, and independent living (Blackorby et al., 1993) Students who took more hours of academic and occupational courses and spent more time in regular education were more likely to be engaged in post-school employment (Heal & Rusch, 1995) Students who were integrated into a regular school setting (as opposed to special schooling for persons with a disability) for most of their schooling were more likely to be engaged in post-school employment. (Leonard et al., 1999) Students who had the highest degree of integration with age-appropriate peers were more likely to engage in post-school employment. (White & Weiner, 2004) Paid Employment / Work Experience Vocational Education Work Study

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