Browsing by Subject "Behavioral Interventions"

Now showing 1 - 4 of 4
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    Evaluating Evidence-Based Educational Practices for Students with Autism Spectrum Disorder in School Settings
    (2022-12-09) Ayyam, Vamshi Krishna; Neal, Tiffany; Swiezy, Naomi
    Autism Spectrum Disorder (ASD) requires the implementation of structured, evidence-based practices (EBPs) to support student success in school environments. This practicum at HANDS in Autism® focused on evaluating the presence and fidelity of core EBP components within classrooms using the School WORK™ framework. The five essential domains—Program Design, Assessment, Environmental Control, Teaching, and Behavior Intervention- served as the foundation for data collection and analysis. Data were entered from various classroom-based measures into Excel and REDCap, harmonized using R programming, and prepared for outcome-based analysis. The practicum provided hands-on experience in literature review, healthcare data entry, data harmonization, and behavioral data analysis, strengthening both technical and professional skills. Results from this effort support the use of structured assessment tools in guiding school teams to identify strengths and gaps, and in driving targeted interventions for students with ASD.
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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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    Evaluating Functional Communication Improvements in Autism Support Classrooms Using Evidence-Based Practices
    (2023-08-02) Thumu, Mrudhula; Neal, Tiffany; Deodhar, Aditi; Swiezy, Naomi
    This practicum, completed at HANDS in Autism®, focused on evaluating the implementation and impact of evidence-based practices (EBPs) in collaborative school sites supporting students with Autism Spectrum Disorder (ASD). The project involved working with educational teams to administer interventions aimed at improving functional communication and reducing problem behaviors. Using the Classroom-Wide Data Rating (C-WDR) system, behavior trends were monitored through structured observations, with data collected monthly and analyzed in REDCap, Excel, and OneDrive. Findings revealed improvements in functional communication over the 2021–2022 academic year and indicated that fidelity of EBP implementation correlated with student engagement and behavioral outcomes. The practicum provided opportunities for direct collaboration with school personnel, hands-on data collection, and insight into individualized intervention planning, contributing to broader goals of inclusive education and improved behavioral health for students with ASD.
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    Evaluating Implementation Fidelity of Evidence-Based Practices in Autism Spectrum Disorder Educational Programs Using the School WORK Framework
    (2013) Swiezy, Naomi; Neal, Tiffany; Fletcher, Anne; Stevenson, Megan; Ashby, Iryna
    Autism Spectrum Disorder (ASD) is the fastest-growing developmental disability in the United States, with a rising demand for implementation of evidence-based practices (EBPs) in school settings. Despite the identification of EBPs, consistent and systematic implementation remains a significant challenge due to limited training capacity, inconsistent fidelity, and a lack of tools for measuring real-world application. To address this gap, the HANDS in Autism® Interdisciplinary Training and Resource Center developed the School WORK© framework—a structured observational tool designed to evaluate the fidelity of EBP implementation across five core domains: classroom environment, assessment, curriculum planning, behavioral intervention, and teaching strategies. This poster presents data from district and classroom applications of the tool across Indiana, demonstrating the measure's utility in identifying strengths and areas for targeted professional development. Findings indicate that the School WORK© tool not only detects meaningful change in classroom practices over time but also informs sustainable training and systems-level transformation in autism educational programming.