Session Summary: EBPs for Students with ASD – Why, What, and How – Dr. Kucharczyk
Knowing how to implement evidence-based practices for children and youth with ASD can be challenging. Educators are asking themselves: How do I know which strategy is evidence-based? How do I know if I’m using it right? What do families need to know about EBPs? What resources are out there and how do I know that they will help me? In this session, participants will identify professional development needs related to the implementation of EBPs, link these to appropriate resources, and develop an action plan for learning and using chosen interventions. By the end of the sessions, participants will:
- Make the case for using evidence-based practices with families, other educators, and administrators.
- Evaluate online resources for helpfulness in the use of evidence-based practices
- Identify their own and/or others’ learning needs related to evidence-based practices
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Session Summary: Social Skills Instruction for Students with ASD – Dr. Troughton
Students with ASD commonly have difficulties understanding social cues within their environment. Additionally, some students with ASD are unsure of how to respond to those social cues. The purpose of this session will be to explore the use of social skills instruction with students with ASD, evidence-based practices to improve their ability to understand social cues within their environment, and using social skills instruction to teach students how to respond to those cues.
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Session Summary: Implementing Evidence-Based Practices: Fill Your Toolbox and Remove Barriers – Dr. Kucharczyk
Evidence-based practices are those strategies found to be consistently effective in helping children and youth with ASD learn and meet their goals. While our knowledge about what EBPs work has become clearer, applying these well and consistently in the contexts of schools and families can be challenging.
During this session participants will:
- explore why implementing EBPs can be challenging,
- identify their own context specific barriers and opportunities,
- examine various tools for implementation and learning how to use EBPs
- Create an action plan for implementing identified EBP(s)
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Session Summary: The Evidence-Based Practice-Classroom Observation Tool (EBCOT): Improving Your Services for Students – Dr. Lowrey
The purpose of this session is to present an accessible, standardized benchmark assessment (i.e., the Evidence-Based Practice-Classroom Observation Tool (EBP-COT) to support administrators, school leaders, and educators in the collaborative implementation of evidence-based practices for students with autism spectrum disorder (ASD). The EBP COT has been validated as a reliable tool that represents the foundational classroom practices necessary for students with ASD. In this session, we will explore those foundational classroom practices, discuss the formative and summative uses of this assessment tool, and discuss resources to enhance those areas participants may identify as a critical need. Administrators, lead teachers, and early career teachers found such a tool important and necessary. Opportunities for additional coaching research participation will be offered.
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Session Summary: Implementing Social-Emotional Learning in the Classroom – Dr. Taylor
Universal screening represents the use of a brief measure to identify students at risk for future academic and behavioral problems (Jenkins, Hudson, & Johnson, 2007). There are two ways in which schools can use universal screening data within their schools: for program evaluation and for student identification. In this presentation, I will examine both options for using universal screening for social, emotional, and behavioral risk and discuss how schools can use these data within their current PBIS model to support improved academic and behavioral outcomes.
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