VCU ACE develops all training and resources based on evidence-based strategies that have been identified through research to be effective for the treatment, education, and support of individuals with autism in school and community-based settings.

Evidence-based practices (EBP) are those practices that have been researched and are widely accepted and recognized as effective techniques. From the research, there are five practices that form the cornerstone of our instructional process. Applying these practices provides a solid foundation for learning. Each of these practices are all easily individualized, can be used in conjunction with other strategies or interventions, and they are based on the principles of Applied Behavior Analysis.

The Foundational Five include:

• Antecedent Based Intervention
• Visual Supports
• Systematic Instruction
• Reinforcement
• Social Communication Intervention

For more information, review the Foundational 5 Fact Sheet.

Skill Competencies for Professionals and Paraprofessionals in Virginia Supporting Individuals with Autism Across the Lifespan

ACE uses the Skill Competencies for Professionals and Paraprofessionals in Virginia Supporting Individuals with Autism Across the Lifespan, identified and developed by the Virginia Autism Council, to guide all training efforts.

The intended use of this document is to (a) assist service providers in identifying areas of need for professional development; (b) influence the development of coursework and certificate programs in institutes of higher education; (c) provide information to incorporate into existing courses and programs in institutes of higher education; and (d) guide the organization of staff development initiatives and selection of training topics.

The Competencies are designed to guide best-practice in supporting individuals with autism across the Commonwealth of Virginia. They are based on evidence-based strategies that have been identified through research to be effective for the treatment, education, and support of individuals with autism in school and community-based settings. Eight competency areas have been identified, to include both knowledge-based and specialized skills for use in practical settings. The statements address essential competencies at three different skill and experiential levels: Paraprofessional/Direct Service Staff, Professional/Direct Service Staff, Master Professional/Program Developer/Specialist.

The Virginia Autism Council has developed a video presentation to introduce the Skill Competencies along with the 2020 updates and to explain the importance of using them when working with students with ASD.

Duration: 12:57
Transcript

House Bill 325 and Training Standards for Paraprofessionals Assigned to Work with a Teacher Who Has Primary Oversight of Students with Autism Spectrum Disorders

In April 2012, the Virginia General Assembly passed House Bill 325 which requires that by September 2014, paraprofessionals who are assigned to work with a teacher who has primary oversight of students with Autism Spectrum Disorder (ASD) receive training in student behavioral management within 60 days of assignment to such responsibility. Specifically, the bill reads:

Be it enacted by the General Assembly of Virginia:

1. That the Code of Virginia is amended and reenacted by adding a section numbered 22.1-298.3 as follows:

   § 22.1-298.3. Students with autism spectrum disorders; training required of personnel. By September 1, 2014, each school board shall ensure that aides assigned to work with a teacher who has primary oversight of students with autism spectrum disorders receive training in student behavior management within 60 days of assignment to such responsibility. School boards may provide such training to other employees, including transportation employees. The Board of Education shall provide training standards that school divisions may use to fulfill the requirements of this section.

2. That the Board of Education, in consultation with Virginia Commonwealth University, shall develop online training that school divisions may use to fulfill the requirements of § 22.1-298.3 of the Code of Virginia. Such training shall be made available to local school divisions free of charge.

In January 2013, the Virginia Board of Education passed the training standards related to this bill. The document, entitled Training Standards for Paraprofessionals Assigned to Work with a Teacher Who Has Primary Oversight of Students with Autism Spectrum Disorders. These training standards were developed in collaboration with VCU-ACE and feedback was obtained from stakeholders throughout the Commonwealth. Because behavior management is complex, competencies to be demonstrated include those beyond the basic fundamentals of behavior and include principles and strategies to reduce interfering behavior, build positive skills, enhance communication, and deliver individualized instruction.

School divisions may meet these standards through a variety of training methods, including school division-developed training. VCU-ACE provides training that meets these standards through an online course or the online course materials can be used for an in-person or blended learning model within divisions.