Across the next decade, we can expect a 123 % increase in the number of youth with autism transitioning out of school-based services ( IACC, 2017 ). These raises have increased the need for successful, evidence-based programs for adults with autism and increased the demand for the support systems that support transition-aged children and adults. The Interagency Autism Coordinating Committee ( IACC ) has identified as a top priority the understanding of service gaps and barriers. According to the IACC Strategic Plan for autism, many of the difficulties that adults with autism encounter are related to the absence of a well-trained and motivated workforce ( IACC, 2017 ). Insufficient use of evidence-based practices ( EBPs ) is linked to poor pre-service training, supervision in the field, and a sense that the use of EBPs is not expected, supported, and rewarded ( IACC, 2017 ). There is a distinct needed for effective training for their support staff and appropriate treatments for adults with autism.
Translation to the ASD National Professional Development Center
A professional development model was created by the National Professional Development Center for ASD ( NPDC-ASD ) to assist states in boosting the use of EBPs for autism in public school programs ( Cox et al., 2013 ). The model includes provider training on the implementation of EBPs, systematic program evaluation ( Odom et al., 2018 ), and structured evaluation of student progress toward annual goals ( Ruble et al., 2012 ). According to Omod and colleagues, the model and resources are linked to increases in overall program quality, use, and fidelity of EBPs and individual student progress ( Odom et al., 2013 ). The Autism Focused Intervention Resources & Modules ( AFIRM ) are available in the form of interactive online modules with specific instructions for teachers and practitioners to use, plan for, and track each practice ( firm ). fpg. unc. edu ).
The California Autism Professional Training and Information Network ( CAPTAIN, Suhrheinrich et al., 2020 ) is one organization that has used the NPDC-ASD model and resources. In an effort to expand the use of EBPs, CAPTAIN piloted an version of the NPDC-ASD education concept into mature time programs. Adult participants with autism had better access to the program curriculum, met or exceeded their goals, and had less need for individual behavior intervention plans ( Rettinhouse, 2018 ).
In light of the successful outcomes of this captain program, grant money was obtained to modify more resources, increase coaching opportunities, and evaluate the effectiveness of the modified model. Three distinct aims were included in the present research:
Assess corporate and personal characteristics and needs. Aim 1: Which EBPs do the staff and administrators of community treatment centers rate as being effective in meeting adults with autism requirements?
Adapt NPDC-ASD training resources to enhance direct service provider ( DSP) knowledge and use of EBPs for autism. How you team members who work with individuals in group care facilities choose and adapt training resources?
Aim 3: To evaluate the effectiveness of the tools and the adapted model in three developmental disability service providers that assist adults with autism. How efficient is the education system for enhancing EBP staff knowledge? How did the achievement of consumer goals result from employees and company participation?
Assessing Staff and Organizational Wants: Aim 1
A study was distributed to group treatment hospital administrators, Architectures, and parents and caregivers of adults with autism and intellectual disability. A total of 88 people completed the online review, including 13 Architectures, 73 hospital administrators, and 2 families. We inquired about the main needs that adults with autism who reside in class houses face. Behavior was reported as the top need ( n=52, 22.4 % ), followed by adaptive skills ( n=43, 18.5 % ), mental health ( n=36, 15.52 % ), and social skills ( n=31, 13.4 % ). Additionally, we inquired about the EBPs that would be most helpful in addressing these sections of want. Antecedent-Based Interventions were the top EBP reported ( n=26, 19.7 % ), followed by Functional Behavior Assessment ( n=17, 12.9 % ), Reinforcement and Differential Reinforcement ( n=15, 11.4 % ), and Prompting ( n=8, 9.1 % ).
Which EBPs are now being used in ten local region care facilities were evaluated on site. Evidence-based teaching methods were not being used during site assessments to meet existing objectives in nine out of ten facilities, and support was primarily provided in a “do-for” manner, meaning that strong support professionals may assist clients in living freely and not in supporting them in doing so.
Adapt NPDC-ASD Training Resources
Two EBPs were chosen based on the results of the study and page assessments, as well as the level of technical proficiency needed from companies and the usefulness of the techniques, such as prompting and physical support. These two EBPs ‘ units were modified to include information that would interest adults-training team. For instance, the Prompting module’s movie contains both scenarios and older actors. Experts provide video clips that illustrate how they have used visual helps and prompting techniques to help older learners the most. Both modules are hosted on a PlayPosit interactive platform, which enables users to view the movie presentation and online full the activities and material questions. Participants were given comments in response to material questions to promote better learning, and pre/post-tests were included in each demonstration to assess apprentice knowledge gain.
Assess the Adapted Model and Resources ‘ Success.
In three society care facilities, we put the adapted resources and training system into place. Seven users agreed to take part in the project, and seven team members and one parent took part in the training sessions. An original half-day engaging educational training workshop was the focus of the training program. Together with the team and executive, the trainer helped to develop appropriate and acceptable goals for each participating customer, considering their strengths, interests, and background. Each facility was given a start-up kit of materials to prepare physical supports in line with the individualized client objectives. Also, staff took part in weekly digital coaching sessions with the trainer to discuss progress being made in implementing EBPs and the goal. The overall length of the training program was five days, with a follow-up meeting with each group care service administrator.
Due to education, companies were asked about their assurance using Visual Facilitates and Prompting. The majority of participants used both visible support and prompting to assess their trust, which was in the low-moderate range. Additionally, providers completed a pre-post information test for each EBP. Post-test results indicate increases in knowledge for both EBPs, with an average score of 65 % ( 35 % at pre-test ) for Prompting and 76 % ( 65 % at pre-test ) for Visual Supports across all participants. A high level of participation was noted in the trainer’s document for all members.
Each group treatment center was assessed for overall value, including blog structure, organization, and use of physical supports. Findings show that all websites have significantly improved. Post-intervention, officials reported finding Physical Supports, Prompting, and the teaching program to be available, fitting, easy to use, and relevant to their environment.
At the client level, goal progress was monitored using Goal Attainment Scaling ( 0 = original level of performance, 1 = less than expected progress, 2 = expected level of progress, 3 = somewhat more than expected, and 4 = much more than expected, Ruble et al., 2012 ). The majority of client goals targeted self-help/adaptive skills ( 66.7 % ), such as preparing meals, laundry, morning routines, and showering. Social skills ( 16.7 % ), such as staying on topic and engaging in leisure activities ( 16.7 % ), were also targeted. By the end of the training program, all clients but one had reached their expected level of progress, and almost half ( 46.1 % ) had exceeded their expected level of progress.
Number 2. Changes in the Goal Progression for Site 1 Participants
Number 3. Changes to the participant’s target growth at Site 2
Find 4. Changes in the Goal Progression for Site 3 Participants
Discussion
Our findings demonstrate that a short-term extensive training program may have beneficial effects on both staff and customer benefits. Employees also felt more comfortable and proficient in implementing evidence-based techniques, as indicated by our prior- and post-training studies. This kind of training program could have significant effects on workforce retention in a field plagued by staff shortages and high turnover rates because increases in self-efficacy have been shown to increase staff retention ( Yost, 2006 ). The majority of adult customer individuals improved their interpersonal, adaptive, and self-help abilities. These abilities will help them improve their quality of life by enabling both their freedom and civic engagement. Our findings are encouraging, and money will help the intervention be used in larger samples as well as in other types of organizations like time programs, technical programs, and household homes.
A second objective in the development of these specially designed tools for adults within community-based services was to pique people’s attention in EBPs both by community service organizations and by those who fund them. The CAPTAIN website ( www. ) makes the resources created for this project publicly accessible. commander. it. gov). We have more programs to distribute our findings to stakeholders throughout the state, including the agencies who fund child services as well as parents, self-advocates, and those who can help with advocating for high-quality, evidence-based treatment for this people.
Melina Melgarejo, PhD, is Assistant Professor in the Ministries of Special Education and Dual Language &, English Learner Education at San Diego State University and can be reached at mmelgarejo@sdsu.edu. Jessica Suhrheinrich, PhD is Associate Professor in the Department of Special Education at San Diego State University. Mary Rettinhouse, MS, BCaBA, is Autism Clinical Specialist at Alta California Regional Center. Patricia Schetter, MA, BCBA, is Program Coordinator at Placer County Office of Education. Tana Holt, BS, is Research Assistant at San Diego State University.
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