Search and Find
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Developing and Evaluating Educational Programs for Students with Autism
of: Caroline I. Magyar
Springer-Verlag, 2010
ISBN: 9781441963031 , 313 Pages
Format: PDF, Read online
Copy protection: DRM
Part I: Overview of Autism Spectrum Disorders, Intervention Research, and Considerations in Developing an ASD Program
28
Chapter 1: Autism Spectrum Disorders in Children and Youth
29
Chapter 1: Autism Spectrum Disorders in Children and YouthThe Autism Spectrum
29
Chapter 1: Autism Spectrum Disorders in Children and YouthThe Autism SpectrumWhat Causes Autism?
30
Chapter 1: Autism Spectrum Disorders in Children and YouthThe Autism SpectrumWhat Causes Autism?Characteristics of ASD
31
Chapter 1: Autism Spectrum Disorders in Children and YouthThe Autism SpectrumWhat Causes Autism?Characteristics of ASDCore Fea.
32
Social InteractionSocial Interaction
32
CommunicationCommunication
34
Stereotyped, Repetitive, and Ritualistic Behaviors and InterestsStereotyped, Repetitive, and Ritualistic Behaviors and Interes.
35
Stereotyped, Repetitive, and Ritualistic Behaviors and InterestsStereotyped, Repetitive, and Ritualistic Behaviors and Interes.
36
Cognitive and Neurocognitive ImpairmentsCognitive and Neurocognitive Impairments
36
Mental Health, Behavior Disorders, and Adaptive SkillsMental Health, Behavior Disorders, and Adaptive Skills
38
Seizures, Sleep and Feeding DifficultiesSeizures, Sleep and Feeding Difficulties
39
Seizures, Sleep and Feeding DifficultiesSeizures, Sleep and Feeding DifficultiesImplications for Developing ASD Programs
40
References
41
Chapter 2: Educational Programming for Students with Autism Spectrum Disorders: A Review of the Literature and a Program Devel
44
Chapter 2: Educational Programming for Students with Autism Spectrum Disorders: A Review of the Literature and a Program Devel.
44
Chapter 2: Educational Programming for Students with Autism Spectrum Disorders: A Review of the Literature and a Program Devel.
45
Comprehensive Treatment ProgramsComprehensive Treatment Programs
46
Specific Intervention MethodsSpecific Intervention Methods
48
Specific Intervention MethodsSpecific Intervention MethodsSummary of the Evidence Base in ASD Intervention
56
Specific Intervention MethodsSpecific Intervention MethodsSummary of the Evidence Base in ASD InterventionEvaluating the Evide.
57
Specific Intervention MethodsSpecific Intervention MethodsSummary of the Evidence Base in ASD InterventionEvaluating the Evide.
59
Specific Intervention MethodsSpecific Intervention MethodsSummary of the Evidence Base in ASD InterventionEvaluating the Evide.
61
Description of the ProtocolDescription of the Protocol
61
Objective 1: ASD Program Model: Appropriate Educational and Behavioral Support for Students with ASDObjective 1: ASD Program M.
62
Objective 2: Improve Student AchievementObjective 2: Improve Student Achievement
62
Objective 2: Improve Student AchievementObjective 2: Improve Student AchievementASD Program Model: Components Described
63
ASD Program Evaluation ProtocolASD Program Evaluation Protocol
63
ASD Classroom Development SystemASD Classroom Development System
63
ASD Staff Training ModelASD Staff Training Model
63
ASD Student Support Team: Collaborative Planning and Problem SolvingASD Student Support Team: Collaborative Planning and Probl.
64
ASD Family-School Collaborative ModelASD Family-School Collaborative Model
64
ASD Family-School Collaborative ModelASD Family-School Collaborative ModelConsiderations in Applying the ASD Program Developme.
64
References
65
Chapter 3: Program Evaluation in Special Education: A Framework for the ASD Program Evaluation Protocol
68
Chapter 3: Program Evaluation in Special Education: A Framework for the ASD Program Evaluation ProtocolOverview of Program Eva.
68
Chapter 3: Program Evaluation in Special Education: A Framework for the ASD Program Evaluation ProtocolOverview of Program Eva.
69
Chapter 3: Program Evaluation in Special Education: A Framework for the ASD Program Evaluation ProtocolOverview of Program Eva.
71
Chapter 3: Program Evaluation in Special Education: A Framework for the ASD Program Evaluation ProtocolOverview of Program Eva.
71
Chapter 3: Program Evaluation in Special Education: A Framework for the ASD Program Evaluation ProtocolOverview of Program Eva.
72
Chapter 3: Program Evaluation in Special Education: A Framework for the ASD Program Evaluation ProtocolOverview of Program Eva.
73
Chapter 3: Program Evaluation in Special Education: A Framework for the ASD Program Evaluation ProtocolOverview of Program Eva.
73
Chapter 3: Program Evaluation in Special Education: A Framework for the ASD Program Evaluation ProtocolOverview of Program Eva.
74
ObservationObservation
74
InterviewsInterviews
74
InterviewsInterviewsQuantitative Methods
74
InterviewsInterviewsQuantitative MethodsCriteria and Standards for Program Components
75
InterviewsInterviewsQuantitative MethodsCriteria and Standards for Program ComponentsData Collection Plan
75
InterviewsInterviewsQuantitative MethodsCriteria and Standards for Program ComponentsData Collection PlanData Analysis Plan
77
InterviewsInterviewsQuantitative MethodsCriteria and Standards for Program ComponentsData Collection PlanData Analysis PlanRep.
77
InterviewsInterviewsQuantitative MethodsCriteria and Standards for Program ComponentsData Collection PlanData Analysis PlanRep.
78
InterviewsInterviewsQuantitative MethodsCriteria and Standards for Program ComponentsData Collection PlanData Analysis PlanRep.
79
References
79
Part II: The ASD Program Development and Evaluation Protocol
80
Chapter 4: Conducting the Needs Assessment
81
Chapter 4: Conducting the Needs AssessmentASD Program Evaluation Protocol: The Needs Assessment
81
Methods DescribedMethods Described
82
Measures DescribedMeasures Described
83
District/Special Education Program InfrastructureDistrict/Special Education Program Infrastructure
83
Program QualityProgram Quality
87
Classroom Instructional QualityClassroom Instructional Quality
87
Personnel PerformancePersonnel Performance
89
Social Validity and SatisfactionSocial Validity and Satisfaction
90
InterviewsInterviews
91
Student CharacteristicsStudent Characteristics
92
Student CharacteristicsStudent CharacteristicsConducting the Needs Assessment
92
Pre-assessment PhasePre-assessment Phase
92
Identify the Evaluation TeamIdentify the Evaluation Team
92
Identifying Sources of DataIdentifying Sources of Data
93
Assessment PhaseAssessment Phase
94
Collecting the DataCollecting the Data
94
Data Analysis PhaseData Analysis Phase
97
Levels of AnalysisLevels of Analysis
97
Individual Measure Level: Benchmark CriteriaIndividual Measure Level: Benchmark Criteria
99
Comparative AnalysisComparative Analysis
101
Student Learner CharacteristicsStudent Learner Characteristics
101
Report and Disseminate FindingsReport and Disseminate Findings
102
Post Assessment Phase: Action PlanningPost Assessment Phase: Action Planning
102
Appendix4.1
104
ASD Program Survey Tool
104
Appendix4.2
109
APQI Algorithm
109
APQI Algorithm
110
Appendix4.3
111
APQI Algorithm
111
Academic Engagement Recording Form
112
Appendix4.4
112
Personnel Performance Scale-3rd Revision
112
Personnel Performance Scale Rating Form
113
Personnel Performance Observation Recording Sheet
115
Appendix4.5
115
Personnel Satisfaction Questionnaire
115
Appendix4.6
116
Parent/Caregiver Satisfaction Questionnaire
116
Appendix4.7
117
Stakeholder Interview
117
Appendix4.8
118
Student Needs Assessment Worksheet
118
Coding Key
119
Appendix4.9
119
Worksheet to Determine Educational Behavioural Support Needs
119
Appendix4.10
120
Needs Assessment Planning Checklist
120
References
121
Chapter 5: ASD Program Development Action Planning
122
Action Planning for the ASD Program
122
Step 1: Establish an ASD Program Team
123
Collaborative Planning and Problem Solving
125
Step 2: Develop a Vision Statement
126
Step 3: Setting Goals and Identifying Activities
127
Setting Goals
127
Identifying Activities
128
Administrative
128
Programmatic
129
Personnel Preparation
130
Implementing the Action Plan
131
Evaluating the ASD Program Development Initiative
132
Developing the ASD Program
132
References
133
Chapter 6: ASD Staff Training Model
134
Chapter 6: ASD Staff Training ModelAutism Spectrum Disorders Staff Training Model
134
Chapter 6: ASD Staff Training ModelAutism Spectrum Disorders Staff Training ModelTraining Curriculum
136
ContentContent
136
Training Format and MethodsTraining Format and Methods
139
Foundations TrainingFoundations Training
139
In-ServicesIn-Services
139
Train-the-TrainerTrain-the-Trainer
140
Technical ManualTechnical Manual
142
Evaluation of Personnel PerformanceEvaluation of Personnel Performance
142
Evaluation of Personnel PerformanceEvaluation of Personnel PerformanceDeveloping an ASD Staff Training Model
143
Considerations in Establishing a Supportive InfrastructureConsiderations in Establishing a Supportive Infrastructure
143
Fiscal ResourcesFiscal Resources
144
Personnel ResourcesPersonnel Resources
145
Policy and Procedures for Staff TrainingPolicy and Procedures for Staff Training
145
Considerations in Developing a Staff Training CurriculumConsiderations in Developing a Staff Training Curriculum
146
Identifying ContentIdentifying Content
146
Selecting Format and MethodsSelecting Format and Methods
147
Selecting Performance EvaluationSelecting Performance Evaluation
148
Selecting Performance EvaluationSelecting Performance EvaluationFinal Considerations in Maintaining the ASD Training Model
148
Selecting Performance EvaluationSelecting Performance EvaluationFinal Considerations in Maintaining the ASD Training ModelSamp.
149
Appendix6.1 Sample In-Service
150
Teaching Students with Autism Using Direct Instruction
150
In-Service Learning Objectives
150
Why Use Direct Instruction?
150
What Is Direct Instruction?
150
Organizing Instructional Time
150
Designing Instruction
151
Designing Instruction: Direct Instruction
151
Choosing Instructional Formats
151
Choosing Instructional Formats
151
Review
152
Group Activity
152
References
152
Chapter 7: ASD Classroom Development System: Designing an ASD Classroom
153
Chapter 7: ASD Classroom Development System: Designing an ASD ClassroomElements of the Learning ContextElements of the Learnin.
154
Environmental Supports: Structuring the Learning ContextEnvironmental Supports: Structuring the Learning Context
154
Physical Space: Designing a Floor PlanPhysical Space: Designing a Floor Plan
154
SchedulesSchedules
155
Visual SupportsVisual Supports
156
Positive Behavior SupportsPositive Behavior Supports
157
Curriculum and Instruction ElementCurriculum and Instruction Element
161
Functional AcademicsFunctional Academics
163
Functional CommunicationFunctional Communication
164
Social CommunicationSocial Communication
165
Procedural Element: Personnel PracticesProcedural Element: Personnel Practices
166
Interdisciplinary Collaborative TeamInterdisciplinary Collaborative Team
166
Team Meetings: Collaborative Planning and Problem SolvingTeam Meetings: Collaborative Planning and Problem Solving
168
Personnel Preparation: Staff TrainingPersonnel Preparation: Staff Training
168
Personnel Preparation: Staff TrainingPersonnel Preparation: Staff TrainingDeveloping the ASD Classroom
169
Classroom Development ProcedureClassroom Development Procedure
169
Classroom Assessment and Development Action PlanClassroom Assessment and Development Action Plan
169
Classroom Development: Stage ModelClassroom Development: Stage Model
170
Classroom Development: Stage ModelClassroom Development: Stage ModelConsiderations in Developing an ASD Classroom
173
Appendix 7.1 ASD Classroom Design Checklist
175
Appendix 7.2 Classroom Development Action Planning Tool
176
References
177
Chapter 8: Student Evaluation
180
Chapter 8: Student EvaluationPurpose of Psychoeducational Assessment in the ASD Classroom Model
180
Chapter 8: Student EvaluationPurpose of Psychoeducational Assessment in the ASD Classroom ModelStudent Evaluation Protocol
181
Chapter 8: Student EvaluationPurpose of Psychoeducational Assessment in the ASD Classroom ModelStudent Evaluation ProtocolAsse.
182
Norm-Referenced AssessmentNorm-Referenced Assessment
182
Criterion-Referenced TestingCriterion-Referenced Testing
182
Curriculum-Based AssessmentCurriculum-Based Assessment
184
Functional Behavior AssessmentFunctional Behavior Assessment
185
Functional Behavior AssessmentFunctional Behavior AssessmentInterview
186
Functional Behavior AssessmentFunctional Behavior AssessmentInterviewObservation
186
Functional Behavior AssessmentFunctional Behavior AssessmentInterviewObservationLinking Student Evaluation Data to Program Pla.
187
Functional Behavior AssessmentFunctional Behavior AssessmentInterviewObservationLinking Student Evaluation Data to Program Pla.
187
Functional Behavior AssessmentFunctional Behavior AssessmentInterviewObservationLinking Student Evaluation Data to Program Pla.
188
Functional Behavior AssessmentFunctional Behavior AssessmentInterviewObservationLinking Student Evaluation Data to Program Pla.
188
Functional Behavior AssessmentFunctional Behavior AssessmentInterviewObservationLinking Student Evaluation Data to Program Pla.
189
Functional Behavior AssessmentFunctional Behavior AssessmentInterviewObservationLinking Student Evaluation Data to Program Pla.
190
Functional Behavior AssessmentFunctional Behavior AssessmentInterviewObservationLinking Student Evaluation Data to Program Pla.
192
Functional Behavior AssessmentFunctional Behavior AssessmentInterviewObservationLinking Student Evaluation Data to Program Pla.
192
Functional Behavior AssessmentFunctional Behavior AssessmentInterviewObservationLinking Student Evaluation Data to Program Pla.
193
Functional Behavior AssessmentFunctional Behavior AssessmentInterviewObservationLinking Student Evaluation Data to Program Pla.
194
Functional Behavior AssessmentFunctional Behavior AssessmentInterviewObservationLinking Student Evaluation Data to Program Pla.
195
Functional Behavior AssessmentFunctional Behavior AssessmentInterviewObservationLinking Student Evaluation Data to Program Pla.
196
References
198
Chapter 9: ASD Student Support Teams: Collaborative Teaming and Problem Solving
202
Chapter 9: ASD Student Support Teams: Collaborative Teaming and Problem SolvingASD Student Support Team Structure Described
202
ASD Classroom TeamASD Classroom Team
203
ASD Inclusion TeamASD Inclusion Team
203
ASD School TeamASD School Team
204
ASD School TeamASD School TeamRoles and Responsibilities of Team Members
204
AdministratorAdministrator
204
Special Education TeacherSpecial Education Teacher
206
Speech-Language PathologistSpeech-Language Pathologist
206
Other Related Service PersonnelOther Related Service Personnel
207
General Education Classroom TeacherGeneral Education Classroom Teacher
207
ParaprofessionalParaprofessional
207
ParentParent
208
ASD ConsultantASD Consultant
208
ASD ConsultantASD ConsultantTeam Meetings
208
Team MeetingTeam Meeting
208
Teacher MeetingTeacher Meeting
209
Parent-Team MeetingParent-Team Meeting
209
Administrator MeetingAdministrator Meeting
210
Consultant MeetingConsultant Meeting
210
Consultant MeetingConsultant MeetingFormat of Team Meetings
211
Consultant MeetingConsultant MeetingFormat of Team MeetingsCollaborative Team Process
211
Collaborative PlanningCollaborative Planning
212
Collaborative Problem SolvingCollaborative Problem Solving
213
Communication ProcedureCommunication Procedure
214
Consultation and TrainingConsultation and Training
215
Consultation and TrainingConsultation and TrainingConsiderations in Establishing an ASD Interdisciplinary Student Support Team
215
References
216
Chapter 10: The ASD Family-School Collaborative Model
218
Chapter 10: The ASD Family-School Collaborative ModelDescription of the ASD Family-School Collaborative Model
218
Chapter 10: The ASD Family-School Collaborative ModelDescription of the ASD Family-School Collaborative ModelComponents of the.
219
Parent Education In-ServicesParent Education In-Services
219
General Parent Education In-ServicesGeneral Parent Education In-Services
220
Specific Parent Education In-ServicesSpecific Parent Education In-Services
220
Parent-Team MeetingsParent-Team Meetings
222
Home-School CommunicationHome-School Communication
223
Home ConsultationHome Consultation
223
Community Information and ReferralCommunity Information and Referral
224
Community Information and ReferralCommunity Information and ReferralEvaluation of the ASD Family-School Collaborative Model
224
Community Information and ReferralCommunity Information and ReferralEvaluation of the ASD Family-School Collaborative ModelCon.
225
Community Information and ReferralCommunity Information and ReferralEvaluation of the ASD Family-School Collaborative ModelCon.
226
School Level SupportSchool Level Support
226
Targeted LevelTargeted Level
227
Individual LevelIndividual Level
227
Individual LevelIndividual LevelConsiderations in Maintaining an Effective Family-School Collaboration
228
References
228
Chapter 11: The ASD Program Evaluation Protocol for Continuous Program Improvement
230
Chapter 11: The ASD Program Evaluation Protocol for Continuous Program ImprovementPurpose of Continuous Program Evaluation
230
Chapter 11: The ASD Program Evaluation Protocol for Continuous Program ImprovementPurpose of Continuous Program EvaluationASD .
231
Chapter 11: The ASD Program Evaluation Protocol for Continuous Program ImprovementPurpose of Continuous Program EvaluationASD .
231
Assessment of ASD Program Quality: School and Classroom LevelAssessment of ASD Program Quality: School and Classroom Level
235
Assessment of Personnel PerformanceAssessment of Personnel Performance
236
Assessment of the Interdisciplinary Collaborative TeamAssessment of the Interdisciplinary Collaborative Team
236
Assessment of Student Instructional Needs, Progress Monitoring and OutcomeAssessment of Student Instructional Needs, Progress .
237
Assessment of Social ValidityAssessment of Social Validity
238
Assessment of ASD Program Model ImplementationAssessment of ASD Program Model Implementation
238
Assessment of ASD Program Model ImplementationAssessment of ASD Program Model ImplementationData Collection and Decision Making
239
Data CollectionData Collection
239
Data Analysis and Decision MakingData Analysis and Decision Making
240
ASD Program LevelASD Program Level
241
Program QualityProgram Quality
241
Program QualityProgram QualityInstructional Context and Personnel Practices
242
Social ValiditySocial Validity
242
Student PerformanceStudent Performance
243
ASD Classroom/Inclusion Model LevelASD Classroom/Inclusion Model Level
244
Social Validity and AcceptabilitySocial Validity and Acceptability
245
StudentStudent
245
Individual Personnel LevelIndividual Personnel Level
246
Individual Personnel LevelIndividual Personnel LevelApplying Data to Inform Program Activities
246
Appendix11.1
248
Problem Solving Checklist
248
Scoring Key
249
Domain/Performance Indicators
249
1. Problem Identification 0 1 2
249
2. Intervention Development 0 1 2
249
3. Intervention Implementation and Evaluation 0 1 2
249
Total Problem Solving Score
250
Appendix11.2
250
Service Model Integrity Rating System
250
Rating System
250
Descriptor Score Log Score Equivalent
250
Score Interpretation
251
ASD Program Components and Ratings
251
References
252
Part III: Applications of the ASD Program Development and Evaluation Protocol: A Selection of Case Examples
253
Chapter 12: Case Example: Inclusion Program Development
254
Chapter 12: Case Example: Inclusion Program DevelopmentASD Program Development: ASD Inclusion Model
254
Chapter 12: Case Example: Inclusion Program DevelopmentASD Program Development: ASD Inclusion ModelCase Description
255
The School DistrictThe School District
255
Technical AssistanceTechnical Assistance
255
The ASD Inclusion TeamThe ASD Inclusion Team
255
The StudentsThe Students
256
The StudentsThe StudentsOutcomes of Needs Assessment and ASD Program Development Action Plan
256
Action Planning and Program DevelopmentAction Planning and Program Development
257
Action Planning and Program DevelopmentAction Planning and Program DevelopmentProgram Evaluation Data
259
Program Level DataProgram Level Data
260
Personnel Performance DataPersonnel Performance Data
260
Student Outcome DataStudent Outcome Data
261
Satisfaction and Acceptability DataSatisfaction and Acceptability Data
262
Satisfaction and Acceptability DataSatisfaction and Acceptability DataSummary and Discussion
263
References
264
Chapter 13: Case Example: Redesigning a Specialized School
265
Chapter 13: Case Example: Redesigning a Specialized SchoolASD Program Development: School Redesign
265
Chapter 13: Case Example: Redesigning a Specialized SchoolASD Program Development: School RedesignCase Description: The School.
266
The School ProgramThe School Program
266
The School ProgramThe School ProgramNeeds Assessment
266
Program Level FindingsProgram Level Findings
267
Personnel PerformancePersonnel Performance
268
Student CharacteristicsStudent Characteristics
268
Parent-School CommunicationParent-School Communication
269
Instructional ContextInstructional Context
269
Instructional ContextInstructional ContextASD Program Development Action Plan
270
Instructional ContextInstructional ContextASD Program Development Action PlanYear 1 Objectives and Activities: Establishing an.
273
Defining the ASD Program Model: Establishing School ReadinessDefining the ASD Program Model: Establishing School Readiness
273
Building Programmatic InfrastructureBuilding Programmatic Infrastructure
274
Defining a Continuum of ClassroomsDefining a Continuum of Classrooms
274
Establishing an ASD Model Classroom at Tier 1: ElementaryEstablishing an ASD Model Classroom at Tier 1: Elementary
275
Revising Student Admission ProceduresRevising Student Admission Procedures
276
Redesigning the Clinical DepartmentRedesigning the Clinical Department
276
Identifying the Staff Training ModelIdentifying the Staff Training Model
277
Program Evaluation: Planning for Year 2Program Evaluation: Planning for Year 2
277
Program Evaluation: Planning for Year 2Program Evaluation: Planning for Year 2Year 2 Program Development Activities
278
Expanding the Classroom ContinuumExpanding the Classroom Continuum
279
Developing the Student Curriculum and Performance Data SystemDeveloping the Student Curriculum and Performance Data System
279
Developing the ASD Staff Training ModelDeveloping the ASD Staff Training Model
280
Developing a Program Evaluation ProtocolDeveloping a Program Evaluation Protocol
281
Program Evaluation: Planning for Year 3Program Evaluation: Planning for Year 3
281
Program Evaluation: Planning for Year 3Program Evaluation: Planning for Year 3Year 3 Program Development Activities
281
Developing Student Curriculums and Performance Data SystemDeveloping Student Curriculums and Performance Data System
282
Developing the Staff Training ModelDeveloping the Staff Training Model
282
Expanding the Classroom ContinuumExpanding the Classroom Continuum
283
Expanding the Classroom ContinuumExpanding the Classroom ContinuumProgram Evaluation: Summative Data Review and Planning for S.
283
Program Level OutcomesProgram Level Outcomes
283
Personnel PerformancePersonnel Performance
284
Satisfaction and AcceptabilitySatisfaction and Acceptability
286
Student OutcomesStudent Outcomes
286
Cost-BenefitCost-Benefit
287
Cost-BenefitCost-BenefitDiscussion
288
Chapter 14: Building Regional Capacity: Select Case Examples
290
Chapter 14: Building Regional Capacity: Select Case ExamplesDetermining Community Need
290
Chapter 14: Building Regional Capacity: Select Case ExamplesDetermining Community NeedEstablishing Community Infrastructure
291
Community Education InfrastructureCommunity Education Infrastructure
293
Technical Assistance InfrastructureTechnical Assistance Infrastructure
293
Technical Assistance InfrastructureTechnical Assistance InfrastructureDescription of Select Case Examples and Replications of .
294
Technical Assistance InfrastructureTechnical Assistance InfrastructureDescription of Select Case Examples and Replications of .
295
Case Example 1: Developing a Continuum of Self-Contained ClassroomsCase Example 1: Developing a Continuum of Self-Contained Cl.
295
Case Example 2: Developing an ASD Inclusion ContinuumCase Example 2: Developing an ASD Inclusion Continuum
297
Case Example 3: Developing an ASD Inclusion ProgramCase Example 3: Developing an ASD Inclusion Program
301
Case Example 3: Developing an ASD Inclusion ProgramCase Example 3: Developing an ASD Inclusion ProgramDiscussion
304
References
306
Index
307
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