Mobile Autism Assessment Unit
Faculty and staff from the A.J. Drexel Autism Institute are working on the development of a mobile assessment unit that will bring the Clinical Core into the communities. The mobile unit will be used to help with research projects but can also be used in initiatives designed to increase autism spectrum disorder awareness. To design our first mobile assessment unit, the Autism Institute partnered with the Drexel University Westphal College of Media Arts & Design to host a student design competition. Click here to read more about the student design competition or click below to browse the innovative designs the students produced and presented. We hope to have the first Mobile Unit in the field by June 2013. Please check back often or contact us for more information or updates on progress.
Team One's Design [PDF]
Team Two's Design [PDF]
Team Three's Design [PDF]
Team Four's Design [PDF]
Millville School District Consultation
Project Director: James Connell
The goal of this project is to bring evidence-based, academic and behavioral interventions to general education and special education classrooms using a systems-approach. Using the academic response-to-intervention framework, all K-5 students are screened to determine which students are not responding to the core curriculum, and thus, at-risk for academic failure. At-risk students are then exposed to intensive interventions using a tiered approach. The behavioral response-to-intervention framework uses a similar systems approach called positive behavioral interventions and support (PBIS). In addition to the clinical practice, there are ongoing academic and behavioral research initiatives conceptualized within a scientist/practitioner model, and intended to refine the implementation of both systems.
Elwyn Early Intervention Consultation
Project Director: James Connell
Dr. Connell leads a team of educational consultants to bring evidence-based practices to area EI centers. This project involves identifying evidence-based programs for early intervention and working with the provider to ensure that students in the area EI centers have access to high quality interventions that are implemented with fidelity and have strong curricular alignment between the EI curriculum and K – 2 content standards.
Graduate Education Programs
The mission of these two programs is to develop highly specialized consultants who are capable of sophisticated assessment and subsequent intervention development in mental health and behavioral health community settings in the area, and across the country.
Master’s in Applied Behavior Analysis and Certificate program (Drexel School of Education)
Dr. Connell is currently developing the next generation applied behavior analysis master’s-level training programs with an emphasis on ASD and environmental and individual supports across the life-span. The program will meet the Behavior Analysis Certification Board’s 2015 certification requirements and includes content in Ethics and community-based consultation. Successful graduates of this program will be qualified for a wide-range of career opportunities. For example, there is an overwhelming need for highly skilled and knowledgeable behavioral specialists in mental and behavioral health provider agencies. Drexel ABA graduates will work well in multidisciplinary teams, and work collaboratively to develop and disseminate behavioral in mental health community settings.
School Psychology Post-Baccalaureate Programs
A School Psychology Education Specialist (EdS) program is also planned for 2014 and will encapsulate the applied behavior analysis master’s program. The assessment, consultation and intervention clinical and research opportunities will contribute to the development, evaluation and dissemination evidence-based interventions, including systems level interventions (eg., response-to-intervention and school-wide positive behavioral interventions and supports). This scientist/practitioner school psychology program will emphasize instructional and behavioral support in general and special education environments, and will extend beyond the halls of traditional public school settings to include community-based programs that serve children from birth to 21.