Browsing by Subject "School-Based Interventions"

Now showing 1 - 5 of 5
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    Enhancing Functional Outcomes for Students with Autism through Evidence-Based Education Models
    (2023) Shukla, Vaishnavi; Neal, Tiffany; Deodhar, Aditi; Swiezy, Naomi
    This practicum focused on evaluating the impact of the HANDS in Autism® Model across three educational settings through data-driven observation and collaboration. The project centered on the analysis of survey data collected using REDCap and visualized through Excel to assess the implementation fidelity of Evidence-Based Practices (EBPs) and their effect on functional behavior in students with Autism Spectrum Disorder (ASD). The Module-Based Rubric and Classroom-Wide Data Rating (C-WDR) method were used to quantify and track instructional techniques, behavioral outcomes, and staff performance. The practicum outcomes emphasized increased functional communication and reduced problem behavior in students when EBPs were implemented with fidelity. Additionally, the project cultivated skills in data collection, visualization, and collaborative evaluation in real-world educational environments.
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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 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.
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    Quantitative Analysis of Behavioral Trends in Educational Settings for Students with Autism Spectrum Disorder
    (2023-08-04) Chebrolu, Gowthami; Neal, Tiffany; Deodhar, Aditi; Swiezy, Naomi
    This practicum, conducted at HANDS in Autism®, focused on evaluating the impact of the HANDS model on student behavior and instructional team performance across collaborative school sites. The project aimed to assess how evidence-based practices (EBPs) were implemented and how they influenced on-task behavior and targeted skill development in students with Autism Spectrum Disorder (ASD). Data were collected from multiple schools using structured 10-minute interval observations and entered into REDCap and Microsoft Excel. Analyses focused on comparing behavior trends across three educational settings (Warsaw, Lakeview, and Gateway) over the course of a full school year. Findings revealed that Warsaw demonstrated the highest proportion of student on-task behavior and target skill development, suggesting stronger EBP implementation fidelity. The practicum enhanced the intern’s skills in data entry, behavioral coding, visualization, and cross-site analysis while reinforcing the value of using objective behavioral sampling to inform individualized educational support.
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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.