The Clinical Core creates workshops and coaching opportunities that cater to the individual needs of each agency. Presentations can vary in length, ranging from one hour to full-day workshops. Individual learning objectives will be developed based on the specific needs of each agency. To customize the workshops, we recommend on-site staff meetings and classroom observations in order to gain a better understanding of the target goals of each agency workshop. We also recommend follow-up observations to assess the effects of the training, and provide future training and/or coaching support. Contact Bridget Sweeney-Blakely (firstname.lastname@example.org, 215.571.3444) for more information.
Typical presentation formats will include didactic presentation, which can also include small or large group activities where participants will be able to create usable resources. For example, our “make it, take it” workshops provide opportunities for agency staff to create token boards, visual and individual schedules, positive behavior support plans, and functional behavior assessments. Click on the headings below for specific services in each category.
Autism Spectrum Disorder (ASD) is considered a neurodevelopment disorder characterized by social and communicative impairments as well as stereotypic and restricted behaviors. These symptoms present in varying degrees of impairment and strength. Additionally, the disorder can be associated with Intellectual Disability, motor coordination impairment, executive functioning deficits, and co-morbid diagnoses such as anxiety disorders and ADHD. In addition to areas of impairment, ASD can also be associated with particular strengths in areas such as technology, art, music, math and other areas that may reflect an individual’s restricted interests. The 2008 Centers for Disease Control data indicate that 1 in 68 children are diagnosed with autism. Currently, it is estimated that over 3 million US citizens have the disorder with a rise in the prevalence of 10 to 17 percent in recent years. Applied Behavior Analysis is considered best practice for interventions for those with an ASD. Our group provides a wide range of resources in autism intervention with a particular focus on coaching and consultation to community providers that enables and facilitates intervention adoption and adaptation to meet provider and individual needs.
Positive Behavior Interventions and Supports (PBIS) is a system that relies on proactivity of the school staff instead of reactivity to specific behaviors. Numerous research studies and anecdotal experiences have proven the positive impact that PBIS has on the site environment by encouraging positive behaviors.
Response to Intervention (RTI) is an evidence-based, proactive approach to supporting at-risk students through high quality intervention and instruction before a special education referral is considered. Within this framework, students are identified by schools as “at risk” for academic challenges and an appropriate evidence-based intervention is provided to address specific skill deficits. The student’s response to the intervention is closely monitored so that the intensity, frequency, and nature of the interventions can be adjusted when necessary. This process can then be used to gather information about how a student learns, which can prove to be vitally useful data when school teams are considering special education eligibility. In addition, as stated in the legislation, this evidence based process can be used as the actual determination for special education eligibility. RtI is a multi-tiered, data-based decision-making approach that integrates assessment and intervention and ultimately results in maximizing student achievement by providing students with instruction at their individual level.
The Consultation Wing of the Clinical Services Core in the A.J. Drexel Autism Institute is an interdisciplinary team with a mission of supporting the implementation of evidence-based interventions and services by schools, community organizations and others through the use of training and coaching. The Consultation Services team, supports the mission of the A.J. Drexel Autism Institute as the first research organization dedicated to a public health approach, by seeking to prevent problem behaviors while addressing individual or system-level challenges. By working directly with interdisciplinary teams in need of support, the Consultation Services Team is able to educate in such areas as challenging behavior, evidence-based assessment, using technology to support intervention implementation and fidelity, and supporting individuals with autism spectrum disorders. In addition, the Consultation Services team will work collaboratively with team members of an institution to support independent implementation of evidence-based interventions with fidelity. After working with the Consultation Services team, consultees will become more knowledgeable and capable to support their clients and students by providing the best possible environment to meet the needs of the clients and students as well as their own institution goals.