Our Innovative GrantPutting the pieces of transition together

Presented by Amy Slama, Amy Mazankowski and Sonja Chatfield-Peetz

ESU 7 Transition Team

Agenda

What do the State Results tell us

How can we address it in our area

Our Grant proposal

What is the AFLS

Please do tell……

What did the State’s Performance Plan (SPP) and Annual Performance

Report (ARP) tell us?

The following slides are used with permission from Rita Hammit-NDE. This Data was presented at NASES- March 28, 2014

State’s Performance Plan (SPP) and Annual Performance Report (APR) are based on 20

Part B Indicators, 4 specific to Secondary Transition:

Indicator 1 % of youth who graduate

Indicator 2 % of youth who drop out

Indicator 13 % of youth w/ transition components in the IEP

Indicator 14 % of youth who achieve post-school outcomes

Federal Requirements

4

2

114

13

Critical Interrelationships for Achieving PSO

(APR and SPP)

Quality IEPs(Indicator 13)

Staying in School

(Indicator 2)

Graduating

(Indicator 1)

Positive Post-school Outcomes

(Indicator 14)

Kohler (NSTTAC), 2007

5

Post School Outcome Targets

Within One Year of exiting High SchoolTarget A- % enrolled Higher Education (NE -40.9%)

Target B -% enrolled in Higher education or competitively employed (NE-66.2%)

Target C -% Enrolled in Higher education or training program, or competitively employed or in some other employment (NE- 84.6%)

Definitions

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• enrolled full- or part-time • community college (2-year program) • college/university (4- or more year program) • 1 complete term

Higher Education

• worked for pay at or above the minimum wage• setting with others who are nondisabled• 20 hours a week• 90 days at any time in the year since leaving high

school• includes military employment

Competitive Employment

• enrolled full- or part-time• education or training program (e.g., adult education,

vocational technical school that is less than a 2-year program)

• 1 complete term

Other Postsecondary Education or Training

• worked for pay or been self-employed• 90 days at any time since leaving high school• includes working in a family business (e.g., farm,

store, fishing, ranching, catering services, etc.)

Other Employment

District Performance Report

Trends in Postsecondary Education

% of students previously/currently enrolled or planning on enrolling in Fall term:

For 2013:• 64% enrolled in

community or technical college

• 77% enrolled full time• 32% received assistance

with schoolwork• Main reasons not currently

enrolled:– 15% Too expensive, can’t

afford– 13% Completed– 12% School out of session– 10% Deciding on future

Trends in Employment

% of students who have ever worked since high school:

For 2013:• 48% working full time (>35

hours)• 67% earning more than

minimum wage• Main reasons never had a

job:– 48% Do not have skills/ability

to work– 16% In education program– 15% Cannot find job– 13% not interested in working

Trends in Adult Agencies

For 2013: Most utilized agency is

Vocational Rehabilitation (21%)

Main reasons adult agencies not used:

48% Services not needed or not requested

31% Never referred to any agency

Targets

Target A: Enrolled in higher education within one year of exit Goal: 40.9%

Target B: Enrolled in higher education or competitively employed within one year of exit Goal: 66.2%

Target C: Enrolled in higher education, competitively employed, enrolled in other education, or other employment within one year of exit Goal: 84.6%

Target Trends

National and NE State PSO Data

Measure A Measure B Measure C 0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

26.8

56.3

72.5

39.4

65.2

83.6

29.0

57.2

72.5

39.1

63.8

80.5

National FFY 2009 State FFY 2009 (n = 930)National FFY 2010 State FFY 2010 (n = 1085)

Indicator 14 Measure

Perc

ent o

f Res

pond

ents

35.6

63.2

80.7

Data Sources: National aggregates FFY 2009 & 2010, Submitted 2/1/2011 & 2012, respectively; State data reported in the SPP FFY 2009 & APR FFY 2010.

14

NE Post-School Outcomes for 2010-11 School Year Leavers n = 1004

Higher Ed., (357) 36%

Competitive Em-ployment, (277)

28%

Other Post-secondary Ed

or Training, (44) 4%

Some Other Employment, (131) 13%

Not Engaged, (195) 19%

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NE FFY 2010 APR

NDE Resources

Federal Information Data http://www.education.ne.gov/sped/data.html

Transition- Technical Assistance http://ndetransition.site.esu9.org/announcements/

District ILCD Website- Portal https://portal.education.ne.gov/site/DesktopDefault.aspx

Re-engaging Out of School Youth with Disabilities http://www.education.ne.gov/sped/reentry.html

Annual Post School Outcome Methodology & Fact Books http://ndetransition.site.esu9.org/ne-post-school-outcomes/

My Other Brother Daryl

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Applied Behavior Analysis

The science in which systematically applied procedures derived from the principles of behavior are used to improve socially significant behavior

19

Applied Behavior Analysis

Is based on: scientific methodologies

proven laws of behavior

research findings

a dynamic process

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A B C

Opportunity presented

Child responds

“What do you want?”Stimulus / Sd

“Ball!”Response / R

Parent hands the ball to childConsequence / Sr+

Response reinforced

21

Basic Techniques of ABA

Errorless Learning Reinforcement Pairing Instructional Control Prompting Fading Shaping Chaining

Assessing Basic Language & Learning

Skills-Revised

ABLLS-R

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ABLLS-R—An Overview

Provides the basis for presenting/teaching functional language and academic skills

Allows documentation and graphing of progress over time

The revisions: more closely follow typical developmental

sequences emphasize the roles of generalization and

imitation in early language learning

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The Assessment of Basic Language and Learning Skills-Revised (ABLLS-R)

Useful in working with children with autism and other developmental disabilities

Authored by James W. Partington Ph. D.

Focuses on the use of B. F. Skinner's analysis of verbal behavior as a guide for language assessment and intervention

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The ABLLS-R

Successful intervention dictates that verbal language: be considered the key feature by all in the child’s

environment be incorporated into all other activities (e.g., self-care,

play, leisure, motor development, and non-verbal behaviors)

include requesting, labeling, and conversational skills training is provided all program staff and family

members involve a large number of daily trials under a variety of

stimulus and motivational conditions uses mixed trials rather than mass trials for a single

skill

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The Assessment of Basic Language & Learning Skills

(ABLLS-R):Assessment

Pinpoints exactly what a child needs Identifies a starting point for the language

intervention program Determines response form (vocal, sign, or

pictures)Curriculum

Guides what we teachTracking

Ensures that the targeted skills are being acquired

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The ABLLS-R Skill Areas

A. Cooperation & Reinforcer Effectiveness

B. Visual Performance

C. Receptive Language

D. ImitationE. Vocal ImitationF. Requests (Mands)

G. Labeling (Tacts)H. IntraverbalsI. Spontaneous

VocalizationsJ. Syntax & GrammarK. Play & LeisureL. Social Interaction M. Group Instruction

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The ABLLS-R Skill Areas

N. Classroom Routines

P. Generalized Responding

Q. ReadingR. MathS. WritingT. Spelling

U. Dressing V. EatingW. GroomingX. ToiletingY. Gross MotorZ. Fine Motor

Background on Brianna

Videos of progressLetter from Bernice

An Overview of The Assessment of Functional

Living Skills(The AFLS)

Developed by James W. Partington, Ph.D., BCBA-D

Parent or Team Questions…

What will my child be like when he’s…

What will happen to my child when I’m…

The answers depend on what the learner is able to do for

himself!

Remember the skills…

ABBLS-REarly language skills

Basic requestslabeling common items

Early developmental skillsimitationplay

Early learning conceptsAcademic conceptsmatching etc

544 skills including self help skills such as dressing eating grooming and toileting

ABBLS-R Normative Data

So why AFLS.. What are the Benefits?

Take care of themselvesHelp themselvesSelf ConfidenceImprove school placementImprove living optionsDecrease need for support

personnelPersonal freedomPerception of othersSocial opportunity

When should we start…

When learners are youngLate elementary/middle school

learnersHigh SchoolOlderAs soon as possible

What holds us back

Let me do it for you… I can do it faster… I don’t have time to…He can’t do it by himself… It’s my job as his parent (Para,

Sister…) I don’t trust him to… CAUTION!!!!!

Functional Skills

Are needed to surviveAre a cultural expectationWho is doing it if they can’t do it

by themselves.

The cost associated with care for

Americans with ASD is

*Autism Society estimates based on UK study by Jarbrink K, Knapp M, 2001, London School of Economics: "The economic impact on autism in Britain," 5 (1): 7-22.

$60 billion annually

NE ASD Network 2012 39

These tools….

These tools are NOT Disability Specific!!!

AFLS guide warningFunctional skills can involve many dangerous situations including skills demonstrated in

and around parking lots, traffic, moving vehicles, unknown people, stairs, appliances, electricity, tools, public places, restaurants, and various other everyday settings and activities. NEVER put assessment data before safety. ALWAYS, seek the assistance and advice of trusted professionals for support and safety strategies prior to any direct testing of functional skills.

Many of the skills included in the AFLS are necessary for independent living and independent travel in the community. The range of skills in the assessment varies widely. However, it is our assumption that individuals whose skills are being assessed are under the direct supervision by a responsible person who can ensure their safety. Full independence in all areas of a person’s life requires sophisticated problem solving skills, refined generalization strategies to access information, assistance, or support in novel settings, advanced planning repertoires, and many other important skills not covered in the AFLS

When completing the AFLS, directly supervise the person whose skills are being assessed. Do not leave the learner unattended. Do not create dangerous assessment situations. Plan ahead for reasonable contingencies and avoid them. The AFLS should be completed by erring on the side of caution. Use good judgment and “guesstimate” using the best available information to record scores.

Basic Living Skills

Skill Items

Self- Management 25

Basic Communication 22

Dressing 37

Toileting 41

Grooming 34

Bathing 13

Health, Safety & First Aid 39

Nighttime Routines 14

225 total skills

Graduated Independence

Each skill and subset are designed to be a little more difficult in the area of independence

Criteria explanation is Crucial and Key

Don’t just explain, walk them thru it

Scoring The AFLS is NOT a test!!!!

Score what you already know

Better to score lower than higher

Some skills may not be applicable

Some skills may not be applicable

Score not applicable

Assessment

Assess those items that learner may be able to do safely

Don’t try to assess skills that are not important to the learner

Or that may put the learner in danger

Jimmy

Joey

Home Skills

Home skills Items

Meals at home 29

Dishes 18

Clothing & Laundry 30

Housekeeping & chores 34

Household Mechanics 35

Leisure 25

Kitchen 37

Cooking 43

251 Total

Motivation

Incorporate what is liked from other skills into leisure activities, expand.

Jimmy

Joey

Community Participation Skills

Community Participation Skills

Items

Basic Mobility 41

Community Knowledge 32

Shopping 48

Eat in Public 27

Money 15

Phone 29

Time 20

Social Awareness & Manners 47

259 Total

Jimmy

Joey

School Skills

School Skills Items

Classroom Mechanics 18

Routines and Expectations 34

Meals at School 54

Social Skills 35

Technology 39

Common Knowledge 51

Core Academics 51

Applied Academics 55

334 Total

Future Modules Coming Soon

Vocational Skills Module Independent Living Skills Module

Our Action Statement to our Participants

Based on the information presented, pick one thing from this

presentation you will take back to your District and implement.

(We then provided mentoring opportunities to get each of them

started on their path)

References

Teaching Language to Children with Autism or Other Developmental Disabilities, Behavior Analysts, Inc.

The Assessment of Basic Language and Learning Skills - Revised (ABLLS®-R)

WebABLLS is the online assessment, curriculum guide, and skills tracking system that mirrors The ABLLS-R in an electronic format.

James W. Partington, Ph.D., BCBA-D of Partington Behavior Analysts and Michael M. Mueller, Ph.D., BCBA-D of Stimulus present: AFLS®- The Assessment of Functional Living Skills

http://www.partingtonbehavioranalysts.com/