GLEAN START Coaches Newsletter
February 2020
Collaborating with ABA Providers to Help Support Student Outcomes
As more students with ASD qualify for ABA services from outside agencies, school based teams are recognizing the need to establish collaborative relationships with service providers. Creating partnerships allow both school teams and service providers the chance to work towards common goals, create consistency across settings, utilize common language and problem solve together.
It is important to understand the scope of responsibility of school teams vs. ABA service providers. The Michigan Autism Council has created a fantastic resource to break down responsibilities and processes regarding school based services that function under the laws outlined in the Michigan Administrative Rules for Special Education (MARSE) compared to those of both private and public insurance. This document outlines roles for evaluation, intervention and then ways to collaborate. Some ways to collaborate include:
- Have current release of information on file for both agencies
- Attend training for evidence based practices as a team to discuss how to apply the practice to the student
- Provide opportunities to observe and/or model implementation of systems in both settings
- Participate in regular team meetings together
- Work collaboratively to develop and implement systems across environments
- Share and analyze data
It is very important that the entire team (school and ABA provider) understand special education law in regards to Free and Appropriate Public Education (FAPE) and that ABA services should supplement but not supplant a child's public education and IEP (i.e. not leaving school for ABA services). Our ultimate goal is to support a student in making progress and helping find ways that families and students can benefit from both services. Michigan Association of Administrators of Special Education (MAASE) have provided a guidance document to school districts that provides a Q&A around understanding IFSPs, IEPs and autism insurance benefits.
As we discussed in our January 2020 newsletter, school teams already utilize many evidence based practices (EBP) that fall under the ABA umbrella. Understanding the EBPs and having data that supports the implementation and fidelity of these systems and supports assists in reaching outcomes for students with ASD.
Coaches Corner
Try before you buy!
Label Makers
Weighted hat
Headphones
Conference information and registration:
https://www.gvsu.edu/autismcenter/start-conference-167.htm
SOCIAL EMOTIONAL ENGAGEMENT: THE “FUEL FOR LEARNING” IN THE CLASSROOM
Emily Rubin, MS, CCC-SLP, Director, Communication Crossroads, Inc.
TOWARD MEANINGFUL OUTCOMES FROM KIND PROCESSES ADDRESSING PROBLEM BEHAVIOR OF PERSONS WITH AUTISM
Gregory P. Hanley, Ph.D., BCBA-D, CEO, FTF Behavioral Consulting
Please follow this link to the GISD Professional Learning Catalog for more information and registration for START training in Genesee County. Please consider sharing this information with colleagues and administrators.
Meeting Mechanics
February 28, 2020 (1/2 day morning session)
Transitional planning for the next year
February 28, 2020 (1/2 day afternoon session)
Early Childhood Foundations for Learning and Behavior Support
March 10, 2020
Literacy and Students with Autism Spectrum Disorder
April 22, 2020
GISD Teacher Consultants & Coach Leaders
Teacher Consultant, ASD:
Laura Henry - lhenry@geneseeisd.org
Alex Keesling - akeesling@geneseeisd.orgBarb Olszewski - bolszews@geneseeisd.org
Angie Grindel, Consultant for Behavior Support - agrindel@geneseeisd.org
Kelli Pierscinski, TC for students with Disabilities - kpierscinski@geneseeisd.org
GISD's Regional Collaborative Network (RCN) has partnered with Livingston ESA to strengthen our resources and collaborate to bring your MORE amazing things from START. We are GLEAN (Genesee-Livingston Educational Autism Network).