Oregon Program Autism Training Sites and Supports

Winter 2016 Newsletter
 Classroom Highlights:
Monroe Middle School in Eugene Oregon
This winter's classroom highlight is Monroe Middle School.  Monroe MS was the first middle school program to participate in the OrPATS project and began in the fall of 2005.  Classroom teacher Jim Sullivan has lead the classroom team through the years by providing instruction to students using ABA strategies.  Student programming and instruction is focused on individual student strengths and, as appropriate, staff use routine based instruction to allow for generalization of skills.  Many students require 1:1 or small group instruction, using the strategies of Discrete Trial in order to acquire needed skills that can then be used during daily routines.  The team uses the data collected during Discrete Trial and Functional Routines to help guide instruction and to show student progress.  Over the years, the team has been very creative in coming up with ways to safely simulate routines in order for students to practice skills and work toward independence.  The "Crossing the Street" routine simulation created at Monroe MS is currently used in the OrPATS Workshop for secondary staff. This has been a great model for the creation of other classroom simulation activities that are being used across the state. Staff use a variety of visual supports including visual schedules, visual picture prompts and have  been exploring ideas for the use of video modeling and how that can help supplement the current classroom instruction.  Sharing information and training other colleagues has always been a huge focus for Jim and his team.  The team has worked closely with district, regional, OrPATS and university staff to provide in-class training to help share their knowledge.  They have hosted visitors from within district, across the state and even as far away as China! Jim has served as a supervising teacher to many student teachers and has had the honor of teaching a graduate level class at Pacific University on curriculum and methods for students with moderate to severe disabilities as well as being a guest lecturer in graduate level special education courses at the University of Oregon, Pacific University and Portland State University.  Jim would like to thank the following people for their support to him and his classroom over the years. OrPATS Staff: Joel Arick, John Gill, Terra Hoffman, Darby Lasley & Shasta Quigley; Eugene School District Staff: Cheryl Linder, Tom Schramm, Toby Rickard & Jen Annett; Lane ESD Staff: Sue Mathisen & Tamara Duvall; University of Oregon Staff: Wendy Machalicek
Research Report
Focus on Video Modeling
Video modeling is considered an Evidence Based-Practice by the National Professional Development Center on Autism Spectrum Disorders (Wong et al., 2015), and has been shown to be effective for toddlers to young adults, with a range of outcomes, including academic, social, communication, vocational and play skills. This intervention involves using video recordings to provide a visual model of a targeted skill to a learner, and providing opportunities to perform the target behavior. It can be used in conjunction with prompting and reinforcement strategies to teach a range of skills and routines. In recent years researchers have examined the use of video modeling to improve functioning in the areas of vocational skills. In a 2010 study (Allen, Wallace, Greene, Bowen, and Burke), researchers demonstrated the ability to successfully use video modeling to teach a unique and specific vocational skill set (wearing a costume and performing rehearsed actions in a retail setting) to 3 students with ASD, which led to generalized performance of the skills.
Teachers considering this intervention should consider whether students possess prerequisite skills such as some basic imitation skills and ability to attend to video. In addition, some research (Plavnick, MacFarland, & Ferreri, 2015) indicates outcomes may be better when teaching tasks that are functionally reinforcing to students (such as gaining access to preferred items or activities). To get started, select student(s) and clearly define the specific behaviors to teach (be sure families are informed!). Use a task analysis/ list of specific steps and collect baseline data to use for goal-setting and progress monitoring. After appropriate videos are selected or created, provide students with ample opportunity to view the videos and practice the skills, taking periodic data to help inform instruction. Remember to program for generalization!
More information about video modeling and related research can be found here: Video Modeling Fact Sheet.
Allen, K. D., Wallace, D. P., Renes, D., Bowen, S. L., & Burke, R. V. (2010). Use of Video Modeling to teach vocational skills to adolescents and young adults with autism spectrum disorders. Education and Treatment of Children, 33(3), 339 - 349
  National Professional Development Center on ASD. (2010), Video Modeling Implementation Checklist, (Retrieved from Video Modeling Fact Sheet.
Plavnick, J. B. (2013). Video modeling (VM) fact sheet. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, The National Professional Development Center on Autism Spectrum Disorders.
Plavnick, J., MacFarland, M., Ferreri, S.J. (2015). Variability in the Effectiveness of a Video Modeling Intervention Package for Children With Autism. Journal of Positive Behavior Interventions,17(2), 105 -115
Wynkoop, K. (2016), Watch This! A Guide to Implementing Video Modeling in the Classroom, Intervention in School and Clinic 2016, 51(3) 178 -18

New Autism Specialist Training
Next Workshop: March 14 - 15, 2016

The OrPATS Project, in collaboration with the Oregon Regional Programs and the Oregon Department of Education, will be offering training for new Autism Specialists or Consultants this school year.  The first training focused on autism characteristics and the Oregon eligibility procedures. The second training will focus on evidence-based practices for students with autism, effective consultation methods, positive behavior supports and transition planning.  The training is open to any Regional or District Autism Specialist/Consultant.
To register for the workshop go to the OrPATS website and download the registration form.

OrPATS Webinars Available
Check the OrPATS website to view upcoming training for the 2015-2016 school year.

Participants who attend a workshop
offered by OrPATS will receive a link to a follow-up Webinar. Look for an e-mail with login information after attending an OrPATS workshop.
Oregon ASD Program
Self-Assessment and Action Plan 
The ASD Program Self-Assessment is currently available to assist school districts determine their training and support needs. The Self-Assessment can be conducted on a classroom, program, school district or regional program. To access the Self-Assessment go to sa.orpats.org. At this site the user can review a webinar on how to give the Self-Assessment, download a pdf of the Self-Assessment, request a login to the On-line version of the Self-Assessment and access the On-line Self-Assessment. The ODE, in cooperation with the Oregon Autism Commission, has put a process in place to provide a continuous cycle of updates to the Self-Assessment document based on the latest research. OrPATS is helping to facilitate this review process. To implement this process an ASD Advisory Group was formed and will appoint a writing team, request input from the field and make the final approval on any changes to the Assessment. The members of the ASD Advisory Group are: Lisa Darnold (ODE), Joel Arick (OrPATS), Lisa McConachie (CRP), Mickey Pardew (WOU), Laura Anderson (NWRESD), Robert Nickel (OHSU), Sharon Lohse (SPED Administrator), Cathy Jensen (NWRESD), Pat Sublette (Autism Commission) and Dave Krug (Parent).
Reimbursement Requests
Remember to submit your substitute reimbursement request for an OrPATS workshop or training site visit. A are a limited amount of funds available on a first come first serve basis.  
Please Download:
OrPATS Staff
Shelby Frantz
Brenda Hancock
Darby Lasley
Shasta Quigley
Karen Shepherd
Jenny Workman
Jennie Willis

Director Joel Arick
Contact Us
Have a question?
Need more information?

Contact us at information@orpats.org



The Oregon Program Autism Training Sites and Supports (OrPATS) project brings evidence-based practices to Oregon schools throughout the state. More than 40 training sites have been established in Oregon public schools in each region of the state and across all grade levels.