- 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 IV
Individual learner performance is measured using goal attainment scaling (GAS). As used by the NPDC, goal attainment scaling (GAS) is a system for assessing the amount of progress that learners with ASD make on select goals over an academic year.
to identify discrete priority outcomes for targeted students for the purposes of program planning, identification of target EBP, and progress monitoring
Three goals per target student
Identifying and selecting the most appropriate evidence-based practices for the learning goals of an individual learner is an important step in the instructional process. This decision is based on a number of factors including the evidence-based practices available, consideration of the individual learner, and preferences of the team of professionals who will be implementing the practices.
To select EBP that will be targeted across the year
Using information from: IEP goals/GAS, APERS, EBP Checklist
Team decides on 2-3 EBP that will be the focus of their work across the academic year
Several different types of baseline data are collected in early fall of the year of the partnership and/or the spring and summer prior to the partnership year. Because data collection procedures are more complicated for administration of the APERS and Goal Attainment Scaling, these timelines are addressed under each of these sections and not here.
To identify the level of implementation of EBP in classrooms and parents' satisfaction prior to beginning work
Target student EBP checklist (how many EBP being used at the start of the academic year);
Baseline implementation checklists (degree of fidelity of targeted EBP);
Family demographic survey (for each target student);
Family program questionnaire (degree of satisfaction with aspects of their child’s programming).