- About the Center
- Evidence-Based Practices
- Early Identification of ASD Module
- Manual of Procedures (MOP)
- Additional Resources
- News and Events
- Working With States
- MOP Phase II: Initial Site Work
Consent forms to participate in the Center’s work are developed by each NPDC university site in accordance with their Institutional Review Board (IRB) procedures.
To comply with procedures regarding human subjects protection (IRB)
Once IRB approved, NPDC staff contacts team members and family members to obtain consent for their participation in the project.
Types of releases include audio/visual releases,releases for professionals to participate, releases for students to participate, and assents for students over age 11.
Prior to taking the Online Course, autism training team members complete a brief inventory regarding their use and knowledge of the 24 EBPs.
To identify interests and needs prior to the Summer Institute
Data collected online prior to beginning the online course
Professional development begins for all model sites and technical assistance personnel with the completion of an online course entitled Foundations of Autism Spectrum Disorders. The eight sessions of the course cover content on characteristics of ASD, screening and assessment of ASD, factors affecting learning and development, and promoting positive and reducing interfering behaviors among others.
To ensure a basic level of understanding of ASD prior to the Summer Institute
Registration was managed at UNC
A minimum of three target students are selected from each site.
To select target students who will be recipients of EBP interventions and outcome measures
Model site teams selected students with ASD and obtain consent
Overall program quality is measured using the Autism Program Environmental Rating Scale (APERS). Increasing quality of instruction in a classroom, a major goal of the NPDC project, assumes there is a procedure for evaluating quality of instruction. However, there were no such procedures available when the NPDC began. An instrument developed for this purpose, the Autism Program Environment Rating Scale (APERS), measures features of programs that reflect program quality, such as program structure, social climate, team functioning, communication, and family involvement.
To obtain baseline data about program characteristics; to identify relative strengths and areas for growth; opportunity to train state leaders in use of the APERS
Please refer to APERS materials.