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Leadership Education in Neurodevelopmental and related Disabilities (LEND) Program
The Division of Developmental and Behavioral Pediatrics
Cincinnati Children's Hospital Medical Center
The University of Cincinnati University Center for Excellence in Developmental Disabilities
Background and History
Autism spectrum disorder (ASD) is a neurobiological disorder of development
that causes differences in the way an individual’s brain processes information.
ASD may impact the way in which an individual uses language, communicates
with others, and manages oneself in the social world. Often, individuals with ASD
have behaviors that are repetitive, non-functional, or restricted in nature. As
professionals who work with individuals with ASD, we are accountable for
building capacity in our community to increase knowledge about autism and to
help teachers and Early Childhood Care Providers (ECCPs) in the community to
demonstrate competence in delivering interventions in general education
classrooms and childcare settings.
Project Aim
MCH Leadership Competencies
To provide training for Early Childhood Care Providers (ECCPs) on
Applied Behavior Analysis (ABA) principles within the EIBI autism
classroom, including basic instruction in ABA, behavior management
and reduction, treatment strategies (speech therapy (ST), occupational
therapy (OT), and pre-academic interventions), and skill acquisition
MCH Knowledge Base
Developing Others Through Teaching and Mentoring
Interdisciplinary Team Building
Working with Communities and Systems
Reactions and Quotes from Participants
One participant liked the “focus on practical understanding and skill
“In the early childhood field there is little to none that is given to use in preparing
to have a classroom where there could be an autism diagnosis. The information
was so helpful and more classes need to be provided for early childhood
Problem Statement
 Increase knowledge of providers in the area on ASDs
 Demonstrate competence in delivering interventions in
early childhood settings
 Facilitate greater collaboration with community providers
What is the effectiveness of a brief, immersion ABA-focused teacher
training for day care providers/teachers who work with children with ASD?
Discussion of Results
 Future trainings should incorporate measures competency levels across
learned skills and subjective improvement of confidence levels (i.e., selfefficacy)
Train the Trainer
Participant Training
 LEND trainees in School Psychology, Occupational Therapy & Speech Therapy
learned material in first semester LEND to be presented to ECCPs during
second semester LEND
 Trainees reviewed the literature, interviewed resident experts in ASD to
determine appropriate and evidence-based interventions utilized in the field,
and observed and participated in Early Intensive Behavioral Intervention
(EIBI) classroom activities.
Needs Assessment
 Interviewed parents of children in the EIBI classroom and learned
about the strengths and weaknesses related to service provision in
the Cincinnati area
 Interviewed Director of Regional Autism Advocacy Council and
learned about potential agencies in Cincinnati for which positive
connections could be made
Phase I: Knowledge Building
 Topics taught: ASD diagnostic criteria, reinforcement and punishment,
types of intervention (ABA, OT, Speech, pre-academic interventions),
functions of behavior, common interventions for challenging behavior
Five of six participants completed the training. All three LEND trainees
completed the learning and teaching portions.
 Utilizing LEND trainees to train participants allowed the trainees to develop
skills in leadership, teaching and mentoring, and interdisciplinary team work
Pre/Post Test Results
Participants’ knowledge as measured by increases in pre and post-test
scores ranged from 4% to 35%.
 Difficulty contacting and maintaining contact with some policy partners
Phase II: Skill Building
 Skills addressed: Identifying interventions for problem behavior,
conducting discrete trials using positive reinforcement, developing
task analyses, identifying ways to expand a child’s play skills in a
classroom or playground setting
 Participants from Children’s Home of Cincinnati were unable to practice skills
with EIBI students due to badging issues
 Scheduling conflicts prevented some participants from attending all sessions
 Individuals who did not participate in-person were unable to receive
credentialing credit based on current practices in the state of Ohio, which
limits the potential for future knowledge building via video/internet
Phase III: Classroom Participation
 Skills practiced: Demonstrating appropriate prompting levels needed,
describing three ways consistency across settings facilitates success for
children with ASD, continuing to conduct discrete trials with use of
effective positive reinforcement with a child with autism
Next Steps
 Evaluate the current program and data to determine which areas need more
focus and training
 Consider options for expanding the program to reach more area ECCPs in the
 Ohio’s Step-up to Quality credentialing was obtained prior to recruiting
participants (11 hours of credit)
 Teachers from Children for Children’s, a day care and educational setting
serving children of CCHMC employees
 Mental health care providers from Children’s Home of Cincinnati
LEND trainees’ results on measure of knowledge before the information
was provided (first semester) and after they taught information to
Participants and LEND
trainees gather for a
picture upon
completion of the
An EIBI student participating in an interactive
story time.
 Participants unanimously requested more time and more classes to learn skills
and participate in the EIBI classroom
First, we would like to thank the families of the EIBI students for allowing us to
work with and learn from their children. We would also like to thank our
community partners: Kay Brown of the Regional Autism Advisory Council,
Children’s for Children, and Children’s Home of Cincinnati. Lastly, we would like
to thank the EIBI staff for accommodating and assisting in training the

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