Evaluation of the Connections for Students Service of Eastern Ontario Heather Woltman, Renée Nossal, Nathalie Gougeon, & Dr. Lise Bisnaire 7th Annual CANS Conference Baltimore, Maryland May 15-17 2011 Presentation Overview Service Overview Evaluation Purpose Methods Discussion of Results Knowledge Exchange Service Overview Connections for Students Service goal: to provide coordinated and seamless transitions for children with Autism Spectrum Disorder (ASD) who are discharging from Intensive Behavioural Intervention (IBI) services and transitioning to an Applied Behavioural Analysis (ABA) instructional classroom setting through the publically funded school system. Clinical decision for discharge from IBI Transition team established 0 MONTHS End of transition plan Ongoing support (principal, teacher & parent(s)/caregiver(s) 6 MONTHS 12 MONTHS Child leaves IBI and begins/continues ABA in school (Ontario, MCYS/MEDU, 2010) Transition Teams Classroom Teacher Resource Teacher Therapist Parents/ Caregivers Personalized Service Consultant School Designate Principal What are personalized services? Tailored to needs and strengths Individualized service planning Families as integral partners Child and his/her family Heart of all decisionmaking Child-centred at all system levels Benefits of personalized services? Improved quality of care Enhanced child outcomes Partnerships and Collaboration Common language Child and his/her family (Supported by MCYS and MEDU) Service integration Total Clinical Outcomes Management (TCOM) Child and family needs and strengths are at the heart of service provision, and are considered in all transition activities Child and family characteristics are monitored in order to better manage transition outcomes Ongoing quality assurance is embedded in service planning Competing stakeholder perspectives and objectives are aligned in order to best serve the child and his/her family Standard child and family focused assessments drive decisions at multiple service levels (e.g., family, service, program, agency) CANS-Autism Spectrum Profile (CANS-ASP) Child and adolescent needs Life domain functioning Cognitive functioning Sensory/motor functioning Communication Co-morbidities Maladaptive behaviours Parent/caregiver needs and strengths Child/adolescent strengths Child/adolescent strengths Environmental strengths Evaluation Purpose Evaluation Goal Does the Connections for Students transition process deliver personalized services to a child and his/her family? Objectives 1. What are stakeholder perspectives on how personalized the services are in Connections for Students? 2. What factors support or impede the ability of the transition team to deliver personalized services to children in Connections for Students? 3. How does the use of a process-and outcomes-based assessment tool (CANS-ASP) assist the transition team in planning and carrying out a personalized transition process? 4. What factors support or impede the ability of the transition team to use the CANS-ASP to deliver personalized services to the children of Connections for Students? Methods Approach Participants • Parent(s)/ caregiver(s) (n=50) • Service providers (n=23) • 5 psychologists • 9 therapists • 9 consultants Information sources • File review • Service process adherence to needs and strengths (SPANS) • Semi-structured interviews • Surveys Analysis • Qualitative (Nvivo, thematic content analysis) • Quantitative (SPSS, descriptive statistics) Tools CANS-ASP SPANS File Reviews Ministry Questionnaire Stakeholder Surveys Interview Guides Analysis of Approach File Reviews Large sample Quantity of data School board perspectives Bird’s eye view Time consuming Inter-rater reliability Lack of opportunity to correct errors/ misperceptions Semi-Structured Interviews Electronic/ Written Surveys Buy-in Rapport Probe First person Detailed Compare perspectives Response rate Equal opportunity Speed of response Time consuming Scheduling Participation rate Interpretation of responses Lack of opportunity to correct errors/ misperceptions Less detailed Discussion of Findings Different Perspectives 1.Program implementation 2.Transition teams (formation, members, process, meeting content) 3.Documentation 4.CANS-ASD language in transitions 5.Discussion of child needs, strengths 6.Implementation of measurable transition goals File reviews Service Providers Parents/ Caregivers Comments “Parent involvement is frequent and solicited throughout the Connections process.” “Transition goals […] will be a standing item on the agenda at all Connections meetings.” “Parents are also invited to have the community professionals involved with their child attend the Connections team meetings […].” • School Boards, Ministry-mandated Connections for Students Implementation Reporting Questionnaire Limitations New survey & interview guide Indirect recruitment strategy Relatively new tool (SPANS) Participant rate? Next steps Complete file reviews Continue participation recruitment Complete surveys and interviews Analyze data Knowledge exchange Knowledge Exchange Evaluation Stakeholders Connections for Students program staff Program funders Other regional programs School boards Praed Foundation Autism Intervention Program Parents/Caregivers Provincial advisory team Children in program Knowledge Translation Plan Engage stakeholders throughout evaluation and encourage requests for dissemination of results. Dissemination methods: Technical report 1 page summary document Poster presentation at the 7th Annual CANS Conference Presentation at the Autism Intervention Program of Eastern Ontario Summary Service Overview Evaluation Purpose Methods Discussion of Results Knowledge Exchange Any Questions?