14 th Annual UCSF Developmental Disabilities Update NO PRESENTER DISCLOSURES CAPTAIN: [California Autism Professional Training And Information Network] Patty Schetter, M.A., BCBA Evidence Coordinator, ASD Education Initiative CEDD at the MIND Institute Based Practices CAPTAIN Patty Schetter, M.A., BCBA Coordinator, ASD Education Initiative CEDD at the MIND Institute Robin May, LCSW, Ed.M ASD Clinical Specialist, ALTA California Regional Center Robin May, LCSW, Ed.M CAPTAIN ASD Clinical Specialist, ALTA California Regional Center Ann England, M.A., CCC-SLP-L Ann England, M.A., CCC-SLP-L Assistant Director, Diagnostic Center, Northern California, CDE Assistant Director, Diagnostic Center, North, CDE CAPTAIN Friday, March 6, 2015 8:00 a.m. – 8:45 a.m. Evidence-Based Practices for ASD: Scaling Up and Dissemination Across California About Us: Patricia Schetter, MA, BCBA, Project Coordinator, CEDD @ MIND Robin May, LCSW, Ed.M., ASD Clinical Specialist, ALTA CA Regional Ctr. Ann England, MA, CCC-SLP-L, Assistant Director, Diagnostic Center, CDE Evidence Based Practices 1
CAPTAIN Video Evidence Based Basis for Our Work Practices Evidence Evidence Based Based Practices Practices WWW.CAPTAIN.CA.GOV 2007 Scale Up: Layers of Impact in CA CAPTAIN Vision Evidence Based Practices School Sites • Develop a Training and Technical Assistance Involved in Network for practitioners with a focus on EBPs NPDC Project for individuals impacted by ASD inclusive of agencies who will disseminate information at a Demo local level Programs • Trainer of Trainers From: – SELPAs – Regional Centers – Family Resource Centers; Family Empowerment Centers; SELPAs and Statewide Parent Information Centers and Other Parent/Family Agencies Regional Centers Across Systems Involved in NPDC – UCEDD (Higher Education) CAPTAINS 8 2
Year One 2013-14 Plan and Timeline for Full Implementation CAPTAIN Cadre Members = 2010-2011 2011-2012 2012-2013 2013-2014 312 Yr 1 Demo Sites Yr 1-2 Yr 1-2 Yr 1 Demo Sites Sustain Demo Sites Demo Sites Yr 2 Demo Sites PS/EL Sustain Sustain • SELPAs (Schools): 248 MS/HS Yr 2 School Sites Yr 1 School Sites Yr 1 – 2 School Sites And Districts And Districts And Districts • Regional Centers: 38 Support Support Support New Implementers New Implementers New Implementers e n c e E v i d B a s e d t i c e s P a r c • FRCs/FECs: 13 Yr 1 SELPAs Yr 2 SELPAs Yr 1 - 2 SELPAs Support other LEAS Support other LEAs Support other LEAs in Region in Region in Region • UCEDDs: 6 Establish Statewide Implement TA Network CAPTAIN (CAPTAIN) • Diagnostic Centers: 7 Year Two 2014-2015 100% Evidence Based CAPTAIN Cadre Members = Practices SELPA CAPTAIN Cadre 90% Year 1 Goals 378* Exceeded N = 116 80% (Note: 89 are new nominees for 2014-2015!) Met 70% •SELPAs (Schools): 306 Not Met 60% •Regional Centers: 44 50% Evidence Based 40% Practices •FRCs/FECs: 17 30% 20% •UCEDDs 5 10% •Diagnostic Centers: 6 0% Goal 1: ASD Training Goal 2: EBP Training Goal 3: Coaching 3
100% 4 FRC CAPTAIN Cadre Goals Regional Center CAPTAIN Cadre Goals Year 1 Year 1 90% Exceeded N = 4 N = 18 80% Met 3 Exceeded 70% Not Met Met 60% Not Met 2 50% 40% 30% 1 20% 10% 0 Goal 1: Inform Staff Goal 2: Partner 0% Goal 1: Staff Training Goal 2: Vendor Training How many results do you think you would Evidence Evidence Based Based Practices Practices get if you did a search for : CAPTAIN Leadership Team “ASD TREATMENT”? 4
National Professional Development Center on ASD (NPDC) In 2008 the NPDC conducted an extensive Results 8,010,000 for “ “ “ ASD TREATMENT ” “ ” ” ” !!!!! review of the autism intervention literature published between 1997 and 2007 and (February 11, 2015) identified 24 practices that met criteria for evidence-based practices for children and youth with ASD National Professional Development Center on ASD (NPDC) In 2014 the NPDC released findings of another extensive review of studies from 1990-2011 for ages birth to age 22 and March identified 27 practices that meet the 2014 criteria for evidence-based practices for children and youth with ASD captain.ca.gov http://autismpdc.fpg.unc.edu 5
www.captain.ca.gov www.captain.ca.gov 27 EBPs Matrix EBP Definition (NPDC) Available on the CAPTAIN Website NPDC definition of an EBP: “ Focused intervention practices that have substantial evidence for effectiveness in promoting positive outcomes for learners with ASD” www.captain.ca.gov 6
NPDC Criteria for EBP National Professional Development Center-ASD NPDC http://autismpdc.fpg.unc.edu To be considered an EBP for individuals with ASD, Brief Packages For efficacy must be established through peer-reviewed Evidence Based Practices (EBPs) research in scientific journals using: Brief Package Ensures Fidelity and Consists of: – At least two high quality experimental or quasi-experimental group design • Overview of practice articles conducted by at least two different researchers or research groups OR • Evidence-base for practice – At least five high quality single case design articles conducted by at least • Steps for implementation three different researchers or research groups having a total of at least 20 participants across studies • Implementation Checklist OR • Data Collection Forms – A combination of at least one high quality experimental or quasi- experimental group design article and at least three high quality single case design articles conducted by at least two different research groups http://autismpdc.fpg.unc.edu/ 7
NPDC EBP BRIEF CHECKLIST EXAMPLE (Video Modeling) Autism Internet Modules Fact Sheet [self-learning modules] www.autisminternetmodules.org NPDC 2014 Report Video Modeling 8
National Standards Report National Standards Report (NSP) Released 9-09 www.nationalautismcenter.org • Primary Goal: provide information about which treatments have been shown to be effective for individuals with ASD “This report provides comprehensive information about the level of scientific •Cross disciplinary group of experts over several years evidence that exists in support of the many educational and behavioral treatments •Project findings based on 775 published research studies in peer reviewed scientific journals (1957-2007) currently available for individuals with Autism about interventions for individuals below 22 years of age Spectrum Disorders (ASD) under age 22” Note: Literature from 2007-2012 → is being reviewed! • New updated “Phase 2 report soon to be released” • Based on research conducted in the field from 2007 to 2012 • Will provide an update to the previously published summary of empirical treatment literature (2009) • Will include studies evaluating treatments for adults (22+) www.nationalautismcenter.org 9
11 Established Treatments- The National Standards Project (NSP) What Does That Mean? • “Several well-controlled studies have shown the intervention to Overall Findings produce beneficial effects •11 Established Treatments • There is sufficient evidence to confidently state that each of these treatments produces beneficial effects •22 Emerging Treatments • The quality, quantity, and consistency of outcomes indicate that these treatments work with individuals on the autism spectrum • Despite the fact that these Established Treatments have been •5 Unestablished Treatments shown to be effective in studies, we know that they will not be effective for all individuals with ASD” 11 Established Treatments www.captain.ca.gov 1. Antecedent Package 2. Behavioral Package 3. Comprehensive Behavioral Treatment for Young Children 4. Joint Attention Intervention 5. Modeling 6. Naturalistic Teaching Strategies 7. Peer Training Package 8. Pivotal Response Treatment 9. Schedules 10.Self-management 11.Story-based Intervention Package 10
Implementation of EBPs Within “Behavioral Health Treatment” • Who is the patient (dx, age)? • What are the presenting issues? • Does the patient need Comprehensive Treatment or Targeted Treatment for a specific issue? Defining Features of CBTYC Two Categories of Treatment CalABA (2011) Guidelines for ABA Services, NAC, 2009 • Intense service delivery using ABA strategies (25 – 40 hrs/wk) • Comprehensive Behavior Treatments for Young Children (CBTYC) • For diagnosed children up to age 9 – Intensive Early Intervention • Measurement to assess the effectiveness of the program – Early Intensive Behavioral Treatment (EIBT) • Services in various settings including natural contexts • Focused/Targeted Behavioral Interventions using • Rich child-to-therapist ratio (usually 1:1, 1:2) ABA procedures and strategies for specific skills or behaviors • Duration of treatment is usually 2 – 4 years – Functional Behavior Assessment and Behavior Intervention • Targeting the defining symptoms of ASD using ABA strategies Plans for aggression, self injury, etc. – Adaptive Skill Training: toilet training, feeding interventions, • Written guidance through manualized curriculum functional communication training, parent training 11
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