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Professional Learning ASD EBP

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Kia Morton

on 28 October 2014

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Transcript of Professional Learning ASD EBP


Guided Practice
Lesson Intent:
To understand the 4 elements that constitute
effective professional learning for teachers
to implement evidence based practices (EBP).
To know which training methods support each element
of professional learning.
To understand the types of coaching and be aware of the communication skills critical for coaching conversations.

Success Criteria:
I can describe the 4 elements required for effective
professional learning.
I can identify the most appropriate training methods
to deliver each element of professional learning.
I can recognise the different coaching practices.
Theory Demonstration
Uses data about the context to identify the best situations to apply the EBP.
Goal setting

Modeling and role play of EBP
Applying knowledge of the EBP through collaboration eg joint planning
applying and generalizing the practice by contextualizing non core elements of the intervention

Professional Learning
Guided Practice
1. create a culture of learning

2. empower teachers with strong self-efficacy

3. provide ongoing collaborative opportunities that will improve learning for all
Enabling Professional

Presented By:
Kia Morton

Structural Elements required to Facilitate Professional Learning
School Culture - A Learning Culture

The best educators are the........?
Elements of Professional Learning
Theory Demonstration
Guided Practice
Elements for successful coaching
Coaching conversations

It's all about the learner characteristics, attributes and motivation!
Mentor coaching
Modeling /role playing
Joint planning
Implementation checklist, flowcharts, instruction manuals
Professional Learning Community
Discussions - using email and electronic formats
Action planning
Are Focused Interventions that
1. produce specific behavioural and developmental outcomes for a child.
2. Have established efficacy through peer reviewed research.
3. Can be successfully implemented in an educational setting.

Evidence Based Practices
What are the EBPs for Students with ASD?
What is Coaching?
Types of Coaching
There are four types of coaching that can be identified in the educational context. They will be differentiated by the performance of the coach during the pre observation conference, observation and post observation conference. In addition some known coaching models will be categorized according to the type of coaching it represents.
1. Mentor coaching
2. Peer Coaching
3. Reflective Consultation
4. Corporate Sector Coaching
( 2; 14; 8; 24)
Reflective Consultation
Elements of Successful Coaching
Willingness to change
Professional practice
Willingness to Change

Prepared to take risks to alter existing behaviour
Self reflects
Persists to master and maintain skills
Professional Practice

Use effective communication skills.
Use time to improve behaviour to influence learner outcomes.
Stay focused on topic.
How is a coaching conversation different to other types of conversations?
Supporting Topics
School Culture
Structural supports
(Odom, Colett-klingenberg, Rogers & Hatton 2010)
Preparing teachers to educate and support students with ASD is a significant challenge for schools (22). Therefore professional learning is critical if teachers are to become skilled in new practices that meet the needs of their students.

Professional learning occurs when teachers
change or develop a new practice and implement
it in the classroom with high levels of fidelity to improve the outcomes of students (10).

The improvement of student outcomes requires professional learning that delivers training of evidence based practices which are relevant to the needs of the student (16, 4).

Successful Professional Learning is
Embedded in daily practice (10)
Needs based and linked to student learning need (16, 4)
Tailored to meet the specific circumstances or context of the participants (20)
Sustained over a period of time. (20)

Support personnel
Access to resources including texts and online facilities.
Organisational structures such as team formation and distributive leadership processes.
The learner
Has insight into the relevance of the
professional learning for their own work of
improving student outcomes.
Demonstrates life-long learning and self-efficacy through a willingness to change and grow.
Values evidence based practice and research by engaging in professional reading and dialogue.
Shares the school vision
Identifies own learning target and sets goals
Readily uses the time that is available
Actively accesses and seeks support and resources.

Online training
Professional learning Community
Video models
Modeling and role play

Theory of practice or intervention
Manualization of practice
Implementation Checklist
Examples and non examples
Understanding core elements and non core elements
Understanding the indicators that determine the suitability of the intervention

Joint Planning
Online courses
Self paced
Written material
Antecedent-Based Interventions (ABI)
Computer-Aided Instruction
Differential Reinforcement
Discrete Trial Training
Functional Behavior Assessment
Functional Communication Training
Naturalistic Intervention
Parent-Implemented Intervention
Peer-Mediated Instruction and Intervention
Picture Exchange Communication System (PECS)
Pivotal Response Training
Response Interruption/Redirection
Social Narratives
Social Skills Groups
Speech Generating Devices/VOCA
Structured Work Systems
Task Analysis
Time Delay
Video Modeling
Visual Supports

Wong etal (2014)
EBP Training Resources


Develop an observation plan
with details of both the student
and teacher behaviours to be

Make the observation and
record the data.

Reflect on the data against the
observation plan.

Identify strengths and areas for

Evaluate the outcome of the goal.

Review or change the goal to direct further guided practice and feedback.
Mentor coaching
Peer coaching
Self-reflective practice
Audio recording
Video recording

Coaching - corporate sector model
Peer coaching
Facilitated collaboration of shared school vision
Action Planning
Creating Highly Effective Professional Learning.
To create the most effective professional learning all four elements need to be embedded in a cyclic process. The following table presents the cumulative effect as each element is added to the learning process.

Participants who have high readiness measures are 6 times more likely to attain mastery (23).

Elements Knowledge Skill Implementation
of Content in the classroom




6 times more likely to attain mastery
10 %
0 %
5 %
Additional Information
The number of observations required to attain fidelity above 90% ranges between 2 to 10 x 30 minute sessions over a period of 3 to 6 months
The term "coaching" is used in a wide variety of contexts to describe an array of relationships. Coaching relationships can and often do cross over with mentoring, teaching by instruction and counseling. There is no universal practice when it comes to coaching but in the educational context it has a greater focus on the coach having content knowledge and expertise.
Australian Institute of Teaching and School Leadership 2014
Mentor Coaching
Peer Coaching
Corporate Sector Coaching
The mentor coach provides direction but does not evaluate a partners performance (1; 8).

Pre Ob Con - The coach shares knowledge and experience and takes an active role in defining target behaviours and observational methods.

Ob - Follows plan and records data.

Post Ob Con - Interprets data from the observation. Uses questioning and communication skills to empower the partner to reflect on practice. Helps incorporate new practice and provides suggestions for new targets and methods to further improve.

Models - Classroom Checkup, Curee, Instructional Coaching, In-class coaching.
Peer coaching is a reciprocal process. Each member of the pair coaches the other as they co- construct knowledge. The role is non authoritarian ( 24; 1; 11).

Pre Ob Con - The coach serves as a guide introducing questions that allows the partner to select and define a coaching target and data collection method.

Ob - Follows observation plan and records data

Post Ob Con - The coach offers non-judgemental comments and avoids providing suggestions but assists the partner in reflecting on her skills.

Models - Peer coaching (Joyce & Showers), Curee, Co-coaching (Qeli)
Reflective consultation is a coaching variation that may be used by an administrator or supervisor in supporting a mentor or peer coach (24).

Pre Ob Con - Uses questioning and reflective listening to support a partner to develop an action plan.

Ob - May not include an onsite observation.

Post Ob Con - Uses questions and reflective listening to identify what occurred and address the challenges. Direction on methods may be provided by the coach.

Methods - Curee, Co-coaching, Instructional coaching, Corp sector models.
Corporate sector coaches do not need to have knowledge of the subject at hand but should be expert in the art of coaching founded on emotional intelligence (1).

Pre Ob Con - Coach uses questioning and interpersonal interaction to unlock people’s potential to maximize their own performance by raising their awareness and insight into themselves and assisting them to set goals and develop a plan.

Ob - No observations are made.

Post Ob Con - The coach does not provide feedback but through skilled conversation guides the partner to investigate where there maybe blockages that hinder development.

Methods - Growth model (John Whitmore), Hay Group Coaching sector, Boyatzis model Personnel Decisions International (PDI) Development Pipeline.

Trust and Mutual Respect
Topic comfort level
Reciprocity: respecting each others skills
Discuss targets and goals in a confidential manner
Organizational commitment to training is imperative.
Systematic implementation
Coaching Conversations are
Highly Intentional
Focused on the other persons attributes, strengths and challenges
The purpose is to stimulate growth by leading to action (8).
1. Practice Leveling

2. Express positive intent

3. Use the 3 steps of communicative feedback
clarifying questions or statements
value statements or questions
questions or possibility statements
Gross Cheliotes and Reilly (2010)
Leveling establishes:
Acknowledgment of another's claim as valid.
Confirmation of another's competence.
Request for compromise or negotiation.
EG: You seem to be very concerned about this important topic, and rightfully so ( acknowledgement of another’s claims as valid).
I know that you have worked diligently on this issue ( confirmation of another’s competence)
Is there something we can do to address this issue ( request for compromise or negotiation)?
You can positively influence the feeling and thinking of others by paying attention to the words you use.
Close-ended questions and negative language may cause the listener to feel defensive, frustrated, inadequate or dependent. Examples include questions that begin with Did you or Have you.
3 Steps of Feedback
1. Clarifying questions or statements

What responses did you receive....
Which resources were the most useful....
I would like to discuss student engagement in the lesson.
2. Value potential statements

You have really thought deeply about....
Your idea is very exciting beacuse...
The strength of the idea is....
3. Questions or possibility statements

What other considerations are you thinking about?
I wonder what would happen if....?
You have identified several solutions.
Additional Information
This level of training alone does not change teacher's practice but it can increase teacher perceptions and knowledge of EBPs for students with ASD which reduces teacher's anxiety about meeting the student's needs (15).
Teachers who initiate and self select professional learning spend twice as many hours discussing teaching and read educational literature 4 times more hours than teachers who do not initiate professional learning. Suhrheinrich 2011
What can schools do to increase these behaviours with their teachers?
Book clubs
Leaders facilitate
(16; 23; 15; 24; 11)
(6; 24; 11)
(6; 20; 23; 24; 11)
8; 24; 11
Reference List

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The National Professional Development Centre on Autism Spectrum Disorders: http://autismpdc.fpg.unc.edu
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