Thumu, MrudhulaNeal, TiffanyDeodhar, AditiPittala, VenkataramanaSwiezy, Naomi2024-04-032024-04-032023-11Thumu, M., Neal, T., Deodhar, A., Pittala, V., & Swiezy, N. (2023, November). Enhancing Functional Communication and Social Engagement for Students with Autism: Distal Impacts of the  HANDS in Autism® Model in Collaborative Community Classroom Sites. HANDS in Autism® Interdisciplinary Training and Resource Center, Department of Psychiatry, Indiana University School of Medicine.https://hdl.handle.net/1805/39723The Collaborative Sites Project brings together diverse educational institutions to promote collective learning and progress, utilizing the HANDS in Autism® Model training curriculum, framework, and process. Focused on enhancing functional communication skills for students with autism spectrum disorder (ASD), the project employs evidence-based interventions to facilitate successful social interactions. Data from three educational settings within a sub-urban Midwest school district – middle school, high school, and vocational school – are analyzed using the Classroom-Wide Data Rating (C-WDR) system developed by the HANDS research team. C-WDR assesses adaptive and maladaptive behaviors through monthly assessments, employing objective time sampling in 10-minute intervals across 10 recordings. A vital measure, the proportion of functional communication, gauges instances where communication serves a purpose. Initial findings offer a comprehensive analysis of functional communication ratios, focusing on students with ASD across varied educational settings. The proportion of functional communication emerges as a key indicator, highlighting purposeful interactions. Positive progress in functional communication skills is evident in high school and middle school settings. These results underscore the HANDS in Autism® Model's efficacy in improving communication skills within these contexts. Limited data availability from vocational settings over one year precludes trend observation, necessitating further analysis for a comprehensive evaluation across all settings. The proportion of functional communication serves as a reliable metric of successful intervention. Continued analyses will provide deeper insights into the model's impact and broader implications, refining our comprehension. This collaborative endeavor envisions an enriched educational landscape, characterized by shared knowledge and collective growth, fostering inclusivity and effectiveness for students with ASD.en-USAttribution-NonCommercial-NoDerivatives 4.0 InternationalAutism Spectrum Disorder (ASD)Functional CommunicationHANDS in Autism® ModelCollaborative Community ClassroomEvidence-Based InterventionsSocial EngagementClassroom-Wide Data Rating (C-WDR)Adaptive and Maladaptive BehaviorsInterdisciplinary TrainingBehavioral AssessmentEducational Outcomes for ASDPoster