Connections Resource Guide Seamless Transitions for Students with Autism Spectrum Disorder

Transcription

1 Connections Resource Guide Seamless Transitions for Students with Autism Spectrum Disorder A Collaborative Initiative between the Ministry of Education and the Ministry of Children and Youth Services A Journey of a Thousand Miles must begin with a Single Step. ~ Lao Tzu. Each student is unique. All students can achieve. Our commitment is to each student.

2 Table of Contents Overview of Connections..3 Transition Team Members...4 Roles and Responsibilities...6 Connections Process Guidelines..9 Difference between Intensive Behaviour Intervention and Applied Behaviour Analysis...10 Glossary. 12 References 13 Hastings and Prince Edward District School Board Page 2 of 13

3 OVERVIEW Connections for Students Supporting Seamless Transitions from the Autism Intervention Program to School Connections for Students is a collaborative initiative between the Ministry of Children and Youth Services (MCYS) and Ministry of Education (MEDU). This initiative supports the smooth transition of students with Autism Spectrum Disorder (ASD) from MCYS funded Intensive Behaviour Intervention (IBI) delivered through regional Autism Intervention Programs (AIP) to publicly funded school boards in Ontario. Connections will improve on the current support for students with ASD transitioning from IBI services to Applied Behaviour Analysis (ABA) instructional methods within the classroom. The goal is for every student transitioning from IBI into and through school to have a seamless transition plan. Each transition plan will represent a prepared student, a prepared family, a prepared educator and a prepared environment. Connections will enhance and build on existing transition processes through the establishment of multidisciplinary teams and increased collaboration with parents, AIP providers and school boards/school teams. Parents may consent to the Connections initiative, but are not obligated. It is important to note that if parents or guardians do give consent to initiate, the school is obligated to participate in Connections. All school boards are expected to be actively engaged in Connections by spring The Ministry does not provide funding to address the organization of meetings, therefore clarification of those involved in each meeting, will need to be determined at the beginning to avoid any misunderstandings of roles, responsibilities and expectations. Connections is available to all children and youth being discharged from IBI whether it be through our local service provider (Pathways for Children and Youth) or through a private provider. Hastings and Prince Edward District School Board Page 3 of 13

4 Transition Team Members Members that must be on the transition team; Principal or designate (chair) Pathways School Support ASD Consultant (to be assigned by Pathways upon initiation of Connections) Parent/Guardian Classroom Teacher HPEDSB ABA Coordinator HPEDSB Special Education Coordinator Additional Team members may be supplemented by: ISRT Educational Assistant(s) Professionals that may have information to support transition (i.e. Speech Language Pathologists, Occupational Therapists, Physio Therapists) Hastings and Prince Edward District School Board Page 4 of 13

5 Getting Started: Transition Team Members Participants Name Contact Information Principal and/or Vice- Principal Parent/Guardian Classroom Teacher ABA Coordinator Special Education Coordinator ASD SSP Consultant (Pathways) Educational Assistant ISRT (In-school resource teacher) Other Sara Thomas ext 2207 Hastings and Prince Edward District School Board Page 5 of 13

6 Transition Team Roles and Responsibilities Participant Role on Transition Team Responsibilities School Principal or Designate Classroom Teacher Parent or Guardian School Support Program ASD Consultant Transition Team Lead Establish and lead the multidisciplinary transition team Work with parent/guardian to identify any relevant professionals and community partners who should also be invited to participate on the team (for all or some meetings) Manage any issues arising with team members Ensure that copies of all transition information (communication logs and meeting templates) are sent home for parent/guardian records Facilitate the organization of the monthly meetings and provide a copy of all notes from the meetings Responsible for the development and implementation of the transition plan and IEP Ensure that a behaviour and safety plan is developed (if appropriate) and shared with all staff (not just staff on transition team) Transition Team Member Provide input into the development of the transition plan and IEP Implement components of the transition plan related to classroom instruction Provide feedback to the transition team on the student s progress and any issues arising during the transition Monitor student s progress at key transition points in Transition Team Member Advocate for their child order to provide appropriate supports Identify any relevant professionals/community agencies involved with their child who should be invited to participate and provide input to the transition team Participate on the team and provide input to the development of both the transition plan and the IEP Provide feedback to the transition team on their child s progress and any issues arising through the transition Transition Team Member Provide support to transition teams Be a key resource and point of contact for school staff about the student s strengths and needs and for issues related to the child s transition from the AIP to school Provide in-class observations, modeling and coaching for teachers and educational assistants as needed Enhance educators knowledge and skills in the principles of ABA as appropriate Work with AIP prior to discharge Observe student in IBI prior to discharge Hastings and Prince Edward District School Board Page 6 of 13

7 Transition Team Roles and Responsibilities Participant Role on Transition Team Responsibilities Complete Communication Log and submit to transition team upon observation or working session with school team to ensure transparency and consistency among members Special Education Coordinator (HPEDSB) Transition Team Member Support school team through process Work collaboratively with school team and SSP Consultant Provide input and support to the transition team Ensure that all actions are transparent and shared with parent/guardian (i.e. communication logs and transition meeting notes go home on a timely basis) Provide assistance with completing transition plan to be input into IEP in compliance with PPM 140 ABA Student Support Coordinator (HPEDSB) Transition Team Member Initial contact with AIP regarding discharge date Send forms to school for parents to consent to initiation of Connections Facilitate enhanced collaboration between service providers and schools Observes student in IBI prior to discharge Reviews the assessment tools from AIP (ABLLS, Progress Reviews, Psychological Assessment) Forward agenda to transition team for input at least one day prior to Connections meeting Provide support to transition teams Be a key resource and point of contact for school staff about the student s strengths and needs and for issues related to the child s transition from the AIP to school Provide in-class observations, modeling and coaching for teachers and educational assistants as needed Enhance educators knowledge and skills in the principles of ABA as appropriate Provide and or/coordinate ASD training and resources at the school and board level Complete Communication Log and submit to transition team upon observation or working session with school team to ensure transparency and consistency among members Monitor and report on the implementation of Seamless Transitions to the Ministry of Education Additional Members Potential Transition Team member (at all or some meetings) Provide additional information as appropriate to inform the transition plan and IEP Hastings and Prince Edward District School Board Page 7 of 13

8 Connections Process Guideline Timeline Action Who is Involved Approximately 6 months prior Clinical Review occurs at AIP identifying potential discharge AIP and Parents to discharge; student still in IBI AIP gets consent from parent to engage in Connections (please note that parents do not have to engage in Connections) Parent notified of discharge; parents give consent to AIP to contact school board with likely discharge date Pathways Children and Youth notifies School Board of discharge When discharge is confirmed with AIP School board contacts school to inform Principal of discharge date Request forms are completed and sent to Pathways Children and Youth If parents initiate Connections, school board ABA Coordinator will provide information package to School Team AIP, ABA Coordinator, School Team 6 months prior to discharge 3-4 months prior to discharge 2-3 months prior to school entry Partnership with AIP and School team (if student is already attending school) Sharing of AIP assessments (ABLLS, Progress Reviews) with board ABA Coordinator SSP Consultant and AIP work closely to begin the transfer of information SSP Consultant observes student in IBI School team may observe student in IBI sessions Ensure IEP transition plan includes Connections Transition SSP Consultant visits school team Board staff identifies PD, resources and additional considerations for successful transition Connections Team meets to formalize working transition plan Develop behaviour and/or safety plan (as needed) Specific PD and resources developed, delivered or in place SSP Consultant, Special Education Coordinator and ABA Coordinator consult with school team AIP, SSP Consultant, ABA Coordinator Transition Team SSP Consultant, ABA Coordinator, Special Education Coordinator Hastings and Prince Edward District School Board Page 8 of 13

9 Connections Process Guideline Timeline Action Who is Involved fade out plan (service hours reduction) 1 month prior to school entry in IBI to prepare for full time school Most recent ABLLS or VB-MAPPS is reviewed DISCHARGED from IBI and ATTENDING SCHOOL SSP Consultant and ABA Coordinator support the team in understanding assessments used 6 months after entry to school Connections Team provides support as needed Working transition plan is evaluated on a monthly basis 6 calendar month Transition Team meetings SSP Consultant, ABA Coordinator provide observation, coaching, modeling, consultation on the working transition plan Transition Team Hastings and Prince Edward District School Board Page 9 of 13

10 Difference between Intensive Behaviour Intervention and Applied Behaviour Analysis Intensive Behavioural Intervention (IBI) is a clinically supervised, intensive, comprehensive and individualized treatment program developed for children and youth with severe autism. IBI is based on the scientific principles of the broader field of Applied Behaviour Analysis (ABA). The goal of IBI is to increase the child s rate of learning and prepare him/her for participation in educational programs and other community activities. ABA is NOT a treatment program. It is an approach used in educational settings or the community to improve learning, teach skills and maximize a child s ability to develop meaningful relationships. ABA has been proven to be beneficial for many populations and age groups. What Is it Who provides it? Who receives it? Where is it provided? Applied Behaviour Analysis (ABA) Broad field of study Studies changes in behaviour Delivered in various formats Utilizes methods to increase and decrease target behaviours Behaviour defined in observable and measurable terms in order to asses change over time Uses teaching strategies that are familiar and common in classrooms With coaching it can be provided by: Parents Educators Students Community service providers Effective across populations Students in special or regular education Beneficial for all Teaching techniques using principles of ABA can be used anywhere home, classroom, group home, sheltered workshops and community Intensive Behaviour Intervention (IBI) 1:1 intervention based on the principles of ABA Delivered intensively (20-40 hours per week under clinical supervision) Targets a range of developmental areas Focus on learning readiness skills Intended to change a child s trajectory and advance development Trained instructor therapists Parents with supervision from trained professionals Requires clinical supervision Children with autism at the severe end of the spectrum Specialized centre or at home or community setting Hastings and Prince Edward District School Board Page 10 of 13

11 IBI SERVICES THROUGH THE AIP IBI/ABA TRANSITION TO SCHOOL ONGOING SUPPORT IN THE SCHOOL SETTING AIP staff will support children s transitions to school by: Initiating transition process with the school board Identifying skills needed to support successful school entry Develop profile of the child s strengths and needs Transfer responsibility for the transition and knowledge of the child from AIP staff to the ASD consultant once transition team is formed Transition Team initiated approximately 6 months prior to discharge from IBI to develop and individualized plan and provide support for at least 6 months following discharge. Members include: Principal Parent/guardian SSP Consultant (Pathways) Teacher Special Education Coordinator ABA Coordinator Team may include: ISRT EA(s) Other professionals (OT, SLP, PT) Ongoing support (after 6 months). Principal, parent/guardian, teacher will continue to work together. Principal must ensure that relevant board personnel and community personnel who have previously worked and/or are currently working with the student with ASD are invited to provide input. Hastings and Prince Edward District School Board Page 11 of 13

12 Glossary ABA ABLLS VB-MAPP AIP ASD CS DFO DSO IBI IT IEP ISP PPM 140 SSP Applied Behaviour Analysis Assessment of Basic Language and Learning Skills Verbal Behavior Milestones Assessment and Placement Program Autism Intervention Program Autism Spectrum Disorder Clinical Supervisor Direct Funding Option Direct Service Option Intensive Behaviour Intervention Instructor Therapist Individual Education Plan Individual Service Plan Policy and Program Memorandum 140 (Ministry of Education) School Support Program (Pathways) Hastings and Prince Edward District School Board Page 12 of 13

13 References Policy/Program Memorandum No Incorporating Methods of Applied Behaviour Analysis (ABA) Into Programs For Students With Autism Spectrum Disorders (ASD), May 17, Supporting Seamless Transitions from the Autism Intervention Program to School, February 17, Supporting Children and Youth with Autism Spectrum Disorders (ASD): Provincial Implementation of the Connections for Students Model, March 29, Hastings and Prince Edward District School Board Page 13 of 13