Browsing by Subject "Evidence-Based Practices (EBPs)"

Now showing 1 - 4 of 4
  • Thumbnail Image
    Item
    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.
  • Thumbnail Image
    Item
    HANDS in Autism Interdisciplinary Training and Resource Center
    (2024-11) Neal, Tiffany; Bhimineni, Akhil; Pendem, Saisrujan; Swiezy, Naomi
    This presentation highlights the systemic and scalable impact of the HANDS in Autism® Model in building responsive, evidence-based, and culturally attuned supports for individuals with developmental disabilities. Drawing from implementation data, stakeholder feedback, and user engagement analytics, the session showcases HANDS’ modular and adaptable framework, which successfully integrates horizontal and vertical training approaches across diverse school and clinical settings. Key outcomes demonstrate improved knowledge, application, and implementation of evidence-based practices (EBPs), reinforced by high participant satisfaction and adoption rates. The model’s flexibility allows for on-demand training, culturally responsive adaptations, and community-based support through mechanisms like the ECHO series and Practical Pointers resources. Ongoing outreach and site engagement data further affirm the model’s broad penetration and sustained value across Indiana and beyond. The session reinforces the HANDS model as a replicable and transformative approach for systemic change in autism and developmental disability care.
  • Thumbnail Image
    Item
    HANDS Model: A comprehensive, culturally responsive treatment model for improved educational infrastructure among vulnerable populations
    (2024-11) Neal, Tiffany; Gadipudi, Sravan Kumar; Devarapalli, Baby Amulya; Swiezy, Naomi
    This presentation highlights the HANDS in Autism® model as a comprehensive, scalable, and culturally responsive framework for building sustainable educational and clinical infrastructures for individuals with Autism Spectrum Disorder (ASD) and other developmental disabilities globally. Grounded in evidence-based practices (EBPs), the model leverages implementation science and reciprocal innovation to support capacity building in diverse and underserved contexts. The session showcases the integration of hands-on training, data-driven decision-making, and ongoing coaching, all structured to support fidelity and sustainability. Data from collaborative site implementations and pre/post User Rating Profile (URP) analyses demonstrate improvements in teacher motivation, understanding, and practical application of EBPs. The model’s success across Indiana and its global relevance underscore its potential for replication in low-resource environments through flexible modules, eLearning platforms, and community engagement strategies. The presentation emphasizes the urgency of shifting developmental disabilities from the margins to the mainstream through inclusive, interdisciplinary, and equitable practices.
  • Thumbnail Image
    Item
    Quantitative Variation in the Understanding of ASD within School Personnel between the U.S. & Singapore
    (2023-09) Nazarloo, Shawn; Neal, Tiffany; Deodhar, Aditi; Sweizy, Naomi