Browsing by Subject "Applied Behavior Analysis (ABA)"

Now showing 1 - 4 of 4
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    Enhancing evidence-based practices in educational settings serving students with autism spectrum disorder: A collaborative study of the HANDS in Autism® Model in community classroom settings.
    (2023-11) Pittala, Venkataramana; Neal, Tiffany; Deodhar, Aditi; Thumu, Mrudhula; Swiezy, Naomi
    The collaborative initiative between HANDS in Autism® and school districts focuses on elevating evidence-based practices (EBPs) in educational settings supporting students with autism spectrum disorder (ASD). Training within sites is informed by the HANDS in Autism® Model, a comprehensive module-based training curriculum, framework, and process covering areas such as Environmental Control, Assessment, Goal Setting, Teaching, and Generalization. Module advancement hinges on demonstrating mastery of prior content. This project aims to successively enhance educational team members' application and understanding of evidence-based practices (EBPs) and refine precision of EBP implementation. Ongoing data is collected via Module-Based Rubrics (MBRs), appraising EBP implementation through observed behaviors aligned with each module. A Likert-style rating is used for scoring with a range from 0 (Not Present) to 4 (Fully Present). Preliminary subsample results indicate, that in the initial academic year, a rural Midwest-based middle school location displayed the highest average scores whereas a comparable high school setting consistently demonstrated superior strategy implementation across modules over the 3-year period when contrasted with other educational settings. Furthermore, in subsequent years, both settings surpassed a comparison group (i.e., a rural elementary school) across modules. The project showcases the potential for effective EBP implementation over years using the systematic approach hallmark to the HANDS in Autism® Model. Future plans encompass integration of data analysis to compare school years and sites for comprehensive insights on the influence of implementation on student outcomes. Subsequent steps involve validating trends to inform individual approaches to maximize implementation outcomes based on site characteristics.
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    Evaluating Evidence-Based Practice Implementation in Autism Spectrum Disorder Support Classrooms Using The HANDS Model.
    (2023-08) Pittala, Venkataramana R.; Neal, Tiffany; Deodhar, Aditi; Swiezy, Naomi
    This practicum, conducted at HANDS in Autism®, focused on evaluating the fidelity of evidence-based practice (EBP) implementation across collaborative school sites using the HANDS Module-Based Rubric. The rubric is part of the School WORK™ framework and provides structured feedback on key instructional domains including environment setup, assessment, goal setting, teaching strategies, and behavioral interventions. Data were collected from multiple Indiana schools across several academic years and analyzed using REDCap and Microsoft Excel. Visual comparisons across sites and years revealed that Warsaw showed the highest fidelity of implementation, especially during the 2018–2019 school year. Tasks included data collection, visualization, and longitudinal analysis to identify trends and gaps in training outcomes. This practicum enhanced the student’s skills in data management, educational outcome tracking, and collaborative systems evaluation, while contributing to sustainable teacher training efforts for students with Autism Spectrum Disorder (ASD).
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    Sexual Victimization Risk in Individuals with Autism Spectrum Disorder: Exploring the Role of Sex Education and School-Based Practices
    (2018) Madison, Noah; Swiezy, Naomi; Neal, Tiffany
    Individuals with Autism Spectrum Disorder (ASD) face a significantly increased risk of sexual victimization compared to the general population. Existing research attributes this disparity in part to inadequate or absent sex education, especially for students with disabilities. This study, driven by stakeholder concerns within the Indiana Interagency Autism Coordinating Council (IIACC), sought to examine whether students with ASD in Indiana are receiving sex education content equivalent to that of their general education peers. Using an online survey distributed through the HANDS in Autism® Interdisciplinary Training and Resource Center, 47 stakeholders—including caregivers, teachers, and school administrators—provided data on curriculum use, content delivery, and adaptation of materials for students with ASD. Results indicated that over half of the respondents reported no access to sex education for individuals with ASD. Among those who did, content was inconsistently adapted, often relying on limited or informal resources. Respondents emphasized the importance of educator training, inclusive curricula, and home-school collaboration. These findings underscore the urgent need to establish standardized, adapted sex education curricula and training for educators to reduce risk and promote autonomy and safety for individuals with ASD.
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    Training Educators in Autism Spectrum Disorder Support: A Study on Signs, Strategy Application, and Prompting Needs
    (2013-08) Flemister, Diadra; Neal, Tiffany; Swiezy, Naomi
    Autism Spectrum Disorder (ASD) affects approximately 1 in 50 children in the United States, with prevalence continuing to rise. Despite longstanding mandates for the use of evidence-based practices (EBPs) in educational settings, there remains a gap between research and implementation in classroom environments for students with ASD. The HANDS in Autism® Summer Training program is designed to bridge this gap by providing hands-on, interactive professional development for school personnel. This study examined follow-up evaluations completed 30 days post-training to assess the extent to which educators applied, improved, or needed additional prompting for key instructional and behavioral strategies introduced during the training. Findings indicated high rates of strategy application and improvement, particularly in visual structure and behavior management, while data-related practices (e.g., collection and analysis) were more likely to require further support. These results suggest that the HANDS model offers a promising framework for translating EBPs into classroom practice, though further study is needed to assess long-term retention and outcomes across staff roles.