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Autism Distance Education Parent Training (ADEPT)

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Autism Distance Education Parent Training (ADEPT) Presented By: Patricia Schetter, MA, BCBA Coordinator of ASD Education Initiates CEDD at the MIND Institute – PowerPoint PPT presentation

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Title: Autism Distance Education Parent Training (ADEPT)


1
Autism Distance Education Parent Training (ADEPT)
  • Presented By
  • Patricia Schetter, MA, BCBA
  • Coordinator of ASD Education Initiates
  • CEDD at the MIND Institute

2
Goals of this Training
  • Describe the rationale for developing web based
    parent training modules
  • Describe the process used to develop ADEPT
    modules
  • Provide an overview of Module 1 Strategies for
    Teaching Functional Skills
  • Demonstrate use of ADEPT as part of LEA parent
    training

3
Partners
  • C.E.D.D. at the MIND Institute
  • Autism and Behavior Training Associates(ABTA)
  • UC Davis Extension
  • ALTA California Regional Center
  • Folsom Cordova Unified School District
  • F.E.A.T and Sac AS IS
  • Rowell Family Empowerment Center
  • Fiesta Educativa
  • Funding By State Council on Developmental
    Disabilities

4
Recognized Need for Parent Training Resources
  • Autism impacts 1 in 110 children (CDC, 2009)
  • Waiting lists for parent training groups
  • Difficult for families who live in rural or
    remote areas
  • Hard to find bilingual and bicultural
    opportunities for parent training
  • Extended family and caregivers require training

5
Parent Training is an Evidence Based Practice
  • According to NPDC-ASD (2010) Parent-implemented
    interventions meet the
  • Evidence Based Practice
  • criteria for children with ASD

6
With what ages is parent-implemented intervention
effective?
  • Within the evidence-base, studies included
    learners as young as 2 and as old as 9 years of
    age.

7
What target behaviors or skills are appropriate
for parent-implemented intervention?
  • Communication social communication skills,
    conversation skills, spontaneous language, use of
    augmentative and alternative communication, joint
    attention, and interaction in play.
  • Adaptive Skills and Behavior compliance,
    reduction of aggression, increased eating and
    self care, and reduction of disruptive behaviors.

8
Questions We Considered
  • Can effective parent training be conducted using
    technology?
  • Is there a desire by parents to access training
    in this way?
  • What content do parents need most?

9
Development Initial Survey
  • Based on assessed needs of parents
  • Info on content and delivery collected through
    web based parent survey (2007)
  • Over 500 families from Northern and Central CA
    responded

10
Greatest Needs
  • Behavior
  • Skills Teaching/Adaptive Skills
  • Functional Communication
  • Navigating the Service Systems
  • Play and Social Skills

11
Preferred Delivery Format
  • Many continue to prefer face to face for group
    support format
  • Many prefer to access through technology due to
    time, convenience, child care issues, travel,
    language or learning needs
  • Many cited need to share information with others
    who partake in caring for their child

12
Two Modules Developed -Piloted as Face to Face
Courses
  • Teaching Adaptive Skills using Applied Behavior
    Analysis Strategies
  • Positive Behavior Support for Families

13
Concepts Taught Skills Teaching
  • Targeting appropriate skills
  • Structuring the environment for success
  • Task Analysis and breaking down skills
  • Shaping
  • Prompting and prompt fading
  • Using positive reinforcement
  • Providing error correction
  • Addressing resistance
  • Generalization of skills

14
Concepts Taught Positive Behavior
  • Antecedent/trigger analysis
  • Prevention planning and restructuring routines
  • Determining the function of a behavior
  • Teaching replacement behaviors and skills
  • Using common sense response strategies
  • Rewarding appropriate behavior

15
Pilots - Delivery Method
  • Offered 4 cohorts as face to face group training
    with 10 families in each group
  • Videotaped training sessions and home visits to
    provide visual support to the online modules
  • Collected data on parent responses and feedback

16
Pilots - Instructors
  • Co-taught by parents experienced in using
    techniques with their children on the autism
    spectrum AND professionals with training and
    expertise in behavior analysis and teaching
    children with ASD
  • Model of best practice to provide theory and
    practical application

17
Outcomes and Feedback
  • Growth in both confidence and application as
    measured using self evaluation tools and
    behavioral vignettes
  • Parents felt the curriculum was user friendly and
    effective

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22
Next Steps
  • Developed module on Skills Teaching into online
    format
  • Translated into Spanish by Bilingual and
    Bicultural Board Certified behavior Analyst
    (BCBA)
  • Conducted a test group in Northern CA and took
    feedback to modify content and format
  • Received consultation from primary consumers and
    family members regarding content, format and
    accessibility

23
Now Available
  • On CEDD website www.ucdmc.ucdavis.edu/ddcenter/
  • On CD distributed to Regional Centers, SELPAs
    and Family Resource Centers from Frenso to Oregon
    Border

24
ADEPT?Autism Distance Education Parent
Training Main Menu?Please use your mouse to click
on a selection below to begin. Module 1
Strategies for Teaching Functional Skills ADEPT
Interface Overview Module 1 Introduction Lesson
1 The ABCs of Skills Teaching Lesson 2
Understanding Reinforcement Lesson 3 Using
Reinforcement Effectively Lesson 4 Planning and
Preparation Lesson 5 Creating a Task
Analysis Lesson 6 Prerequisite Skills Lesson 7
Prompting and Chaining (Part 1) Lesson 8
Prompting and Chaining (Part 2) Lesson 9 Setting
the Stage for Learning Lesson 10 Dealing with
Errors Helpful Forms and Checklists?Accessibility
(508) Notes?Glossary of Key Terms
25
Each Lesson Contains
  • Overview of what will be learned
  • Multimedia presentation of materials and concepts
  • Video demonstrations
  • Interactive activities to support learning
  • A glossary of terms
  • Printable guided notes
  • A QUIZ or self assessment of knowledge
  • Assessment and planning forms to accompany hands
    on assignments

26
Lets Do A Lesson.
  • http//www.ucdmc.ucdavis.edu/ddcenter/

27
Using ADEPT to Facilitate Site Based Parent
Training
  • Use modules as part of group meetings and
    trainings
  • Using ADEPT along with telemedicine for
    individual consultation with a BCBA or Autism
    Specialist

28
Questions
  • Patty Schetter, MA, BCBA
  • Coordinator of ASD Education Initiatives
  • CEDD at the MIND Institute
  • at 916-826-1915
  • pschetter_at_autismandbehavior.com
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