Browsing by Subject "Special Education"

Now showing 1 - 10 of 20
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    Analyzing Autism Spectrum Disorder Behaviors Through Evidence-Based Educational Models in School Support Settings
    (2022-05) Boligorla, Srinivasulu; Neal, Tiffany; Deodhar, Aditi; Swiezy, Naomi
    Autism Spectrum Disorder (ASD) often presents with challenging behaviors that require structured, evidence-based educational strategies. This practicum focused on implementing and evaluating the HANDS in Autism® model across three collaborative school sites (Warsaw, Lakeview, and Gateway) to monitor and improve the use of evidence-based practices (EBPs) for managing problem behaviors among students with ASD. Data were collected using REDCap, cleaned and analyzed in R and Excel, and visualized to compare the proportion of students exhibiting problem behaviors across schools and visits. Results suggested variation in behavioral trends across school sites, with Warsaw showing higher proportions of students demonstrating problem behaviors during observed visits. The findings support the value of systematic monitoring and data-driven implementation of EBPs in improving behavioral outcomes and reducing the use of exclusionary discipline in autism support classrooms.
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    Assessing Behavioral Outcomes in Youth with Autism Following Evidence-Based Interventions
    (2022-12) Navudu, Sai Pooja; Neal, Tiffany; Deodhar, Aditi; Swiezy, Naomi
    This practicum, completed at HANDS in Autism® in collaboration with the Indiana NeuroDiagnostic Institute (NDI), focused on evaluating the behavioral outcomes of individuals with Autism Spectrum Disorder (ASD) receiving psychiatric services. The project involved systematic data collection from the Cerner patient portal, followed by data harmonization in Microsoft Excel and coding using REDCap. Psychiatric and behavioral factors were coded to identify patterns and changes in behavior across treatment episodes. The goal was to assess the effectiveness of autism-related services and interventions provided within the inpatient setting. Results from this exploratory analysis will inform potential modifications to HANDS training modules and curricula to better align with client needs and improve long-term care outcomes for individuals with ASD. The practicum also provided practical training in data analysis, coding, and interpretation of real-world clinical data.
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    Assessing Regional and Stakeholder Needs for Autism Spectrum Disorder Services in Indiana
    (2015-08) Philo , Sarah E.; Neal, Tiffany; Swiezy, Naomi
    Autism Spectrum Disorder (ASD) is the most prevalent developmental disorder in the United States, with increasing demand for services across regions. Despite this rise in prevalence, access to timely, evidence-based, and affordable services remains inconsistent, particularly across rural areas. This study aimed to assess the perceived needs, barriers, and service gaps among key stakeholders across Indiana. A statewide Needs Assessment Survey, led by the HANDS in Autism® Interdisciplinary Training and Resource Center (2014–2015), collected responses from caregivers, educators, medical providers, community-based professionals, and individuals with ASD. Findings highlighted a lack of service providers, especially in rural communities, and inadequate funding as the top barriers. While each stakeholder group identified distinct priorities, the data revealed many shared challenges and goals. Results will be used to inform policy recommendations, support the development of the Indiana State Autism Plan, and guide future programming through the Indiana Interagency Autism Coordinating Council (IIACC). These findings underscore the need for cross-sector collaboration and regional customization in autism service planning.
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    Assessing Trends in Autism Service Utilization, Program Outcomes, and Consumer Feedback Over Time
    (2022-12) Bokka, Sri Harshita; Neal, Tiffany; Swiezy, Naomi
    This practicum, conducted at the HANDS in Autism® Interdisciplinary Training and Resource Center, focused on evaluating the long-term effectiveness and reach of HANDS programming for individuals with Autism Spectrum Disorder (ASD). The project included reviewing historical reports, collecting and analyzing REDCap data, and generating visualizations to assess trends in consumer satisfaction, training participation, and service impact across diverse patient populations. Using Microsoft Excel and REDCap, data were cleaned, categorized, and evaluated to identify patterns based on demographics such as age, sex, race, and time. Key findings revealed increased participation, high consumer satisfaction, and contributions to earlier identification and better support outcomes for individuals with ASD. The practicum provided experience in data wrangling, visualization, and outcome-based evaluation, and highlighted the importance of continued program monitoring for sustainable growth and reduced resource waste.
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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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    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 Classroom-Level Outcomes of Evidence-Based Training for Teachers of Students with Autism Spectrum Disorder
    (2014-08) Kyazike, Sharifah; Neal, Tiffany; Swiezy, Naomi
    Autism Spectrum Disorder (ASD) is one of the fastest-growing developmental disabilities in the United States, requiring specialized educational approaches tailored to diverse student needs. The HANDS in Autism® Interdisciplinary Training and Resource Center developed the School WORK™ framework to assess the fidelity of evidence-based practice (EBP) implementation in classroom settings. This study analyzed post-training data across five Indiana schools to evaluate how teacher performance varied by duration of HANDS training, years of teaching experience, and school setting (rural vs. urban). Performance was measured across five core domains: classroom environment, assessment, program planning, behavioral intervention, and teaching. Results indicated that longer training duration and greater teaching experience were generally associated with improved performance. However, other contextual factors such as school resources, student needs, and teacher readiness also influenced implementation outcomes. These findings support the importance of ongoing, structured professional development and fidelity monitoring to enhance the delivery of autism-specific educational strategies in schools.
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    Evaluating Core Services Satisfaction to Enhance Autism and Community Health Programs.
    (2023) Challagundla, Divya; Neal, Tiffany; Gottipati, Mounika; Swiezy, Naomi
    This project focused on evaluating user satisfaction and the impact of HANDS in Autism® Core Services as part of its role within the Indiana Clinical and Translational Sciences Institute (CTSI). Tasks included cleaning and organizing survey response data, conducting descriptive analyses, and developing visualizations to inform the annual report and strategic planning efforts. Data were collected via REDCap and analyzed using Excel, Power BI, and Tableau to assess service satisfaction across various programs, including IPP, IIACC, and NDI. The analysis revealed consistently high satisfaction rates across five years and helped identify areas for workflow optimization and programmatic growth. Findings contributed to the CTSI annual report and will guide future data-driven decision-making to improve service accessibility and effectiveness for individuals with Autism Spectrum Disorder (ASD) and related conditions.
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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 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.