Autism Spectrum Disorder

Professional Development Manual Home | Special Event Offerings | 2024-25 Learning Opportunities

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A-1 Assistive Technology to Support Individuals with Autism Spectrum Disorders

Presenters

• Michelle Austin, M.A., CCC/SLP Speech-Language Pathologist/Assistive Technology Specialist
• Laura Lavery, M.A., Education Specialist/Assistive Technology Specialist

Intended Audience

Special and General Education Teachers, Speech-Language Pathologists (SLPs), School Psychologists, Parents, Adapted Physical Education Specialists, Special Education Administrators, Program Specialists, and Paraprofessionals

Time

3 hours

Format

Virtual

Summary

Students diagnosed with an autism spectrum disorder process visual information easier than auditory information. Research has shown that use of Assistive Technology (AT) can support individuals with autism spectrum disorders. Assistive Technology is defined as: "Any item, piece of equipment, or product system acquired commercially off-the-shelf, modified, or customized that is used to increase, maintain, or improve functional capabilities of individuals with disabilities." When addressing AT needs, the assessment process includes a feature match to student needs. Assistive Technology enables students with autism spectrum disorders to process information through their stronger learning modality. This training will discuss a variety of Assistive Technology tools that can support individuals with an autism spectrum disorder.

Participants will be able to

• Identify student characteristics/needs that can be addressed through Assistive Technology.
• List assistive technology tools to support students with an autism spectrum disorder.
• organize AT into core areas to support every aspect of daily living in order to improve the functional capabilities of individuals with autism.

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A-2 Autism Spectrum Disorders from A to Z: Assessment to Zany Conversation

Presenter

• Michelle Austin, M.A., CCC/SLP Speech-Language Pathologist/Assistive Technology Specialist

Intended Audience

Educators and Families

Time

2 or 3 hours

Format

Virtual

Summary

The differing abilities of individuals with autism spectrum disorders can be both a delight and a source of frustration for families and educators. Issues and interventions will be discussed, as well as some of the current trends in both science and advocacy regarding this unique disorder. Some very interesting case studies will be presented and some surprising outcomes! Be prepared to learn, laugh, and listen to what some individuals with autism would like us to know.

Participants will be able to

• Recognize the positive characteristics of many individuals on the spectrum which may lead to a better understanding of this interesting group.
• Understand current trends in the world of autism spectrum disorders.
• Gain an overview of some evidence-based practices and resources that may support families and schools.
• Use technology to support the essential elements of literacy including reading, writing, speaking, and language skills.

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A-3 Treatment Ideas for the Speech-Language Pathologist (SLP) Working with the Student Diagnosed with Autism Spectrum Disorders…Building a Road Map for Successful Communication

Presenter

• Michelle Austin, M.A., CCC/SLP Speech-Language Pathologist/Assistive Technology Specialist

Intended Audience

Speech-Language Pathologists (SLPs), SLP Assistants, and Administrators

Time

6 hours

Format

Virtual

Summary

Speech-Language Pathologists (SLPs) play an integral role in supporting students with autism spectrum disorder (ASD) from assessment to intervention. The SLP's role in supporting students with ASD to develop communication skills varies from implementation of Augmentative and Alternative Communication (AAC) strategies to teaching diverse pragmatic skills. SLP service delivery models may include direct therapy, consultation, and the collaborative/consultation model. Participants will be introduced to evidence-based practices (EBPs) and therapy ideas for all aspects of verbal and non-verbal communication.

Participants will be able to

• Define the role of the SLP in an ASD assessment.
• Recognize the characteristics associated with ASD.
• Review qualifying criterion for an ASD diagnosis (DSM 5, federal/state education code descriptions).
• Discuss and analyze other disorders that may be diagnosed as ASD.
• Identify and discuss various formal and informal assessment measures.
• Discuss evidence-based practices for support communication development for verbal and non-verbal student.

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A-4 Individuals with Autism Spectrum Disorder: Social Intimacy and Social Skills

Presenters

• Michelle Austin, M.A., CCC/SLP Speech-Language Pathologist/Assistive Technology Specialist
• Laura Lavery, M.A., Education Specialist/Assistive Technology Specialist

Intended Audience

Special Education Teachers, Speech-Language Pathologists (SLPs), School Psychologists, Parents, Special Education Administrators, Program Specialists, and Paraprofessionals

Time

3 hours

Format

Virtual

Summary

Individuals growing up with autism spectrum disorder (ASD) have the same human needs for intimacy and relationships as anyone. Intimacy is the sharing of emotional, cognitive, and physical aspects of oneself with those of another. This process is often thought of in terms of normal development; however, individuals with ASD and other developmental delays also go through sexual stages as they physically mature. This concept can be difficult to accept for some families or care providers. Often their tendency is to view individuals with ASD and/or developmental disabilities as not having the same emotional and physical needs. Therefore, they are viewed as not understanding or wanting mature relationships. For individuals with ASD, the inability to read the thoughts, feelings, or expressed sensations of one's partner can lead to miscommunication, emotionally or physically painful experiences, and/or shame and guilt. Individuals with ASD are at a disadvantage unless social skills and navigation of social situations are explicitly taught. There are several options for types of relationships, typically to include living single, cohabitating with one or several others, and living in a marriage/partnership. For individuals with ASD, evidence-based practices can be utilized to address their specific social and intimacy needs. In addition, individuals with ASD may require additional external supports (e.g., activities based on shared interests, highly structured or scripted social activities, and small groups or dyads); communication supports (e.g., alternative modes of communication, explicit communication, and instruction in interpreting and using social cues); and self-initiated strategies for handling social anxiety.

Participants will be able to

• Identify the characteristics of autism spectrum disorder which impact the development of social intimacy and social skills.
• Discuss evidence-based practices that can be utilized to address specific social and intimacy needs.
• Explore additional external supports (e.g., activities based on shared interests, highly structured or scripted social activities, and small groups or dyads); communication supports (e.g., alternative modes of communication, explicit communication, and instruction in interpreting and using social cues); and self-initiated strategies for handling social anxiety.

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A-5 Autism Spectrum Disorders (ASD): Strategies for Supporting Students with ASD, Attention, and Social Anxiety Needs

Presenter

• Tamar Bedoyan, M.A., Education Specialist

Intended Audience

Special and General Education Teachers, Speech-Language Pathologists (SLPs), School Psychologists, Parents, General and Special Education Administrators, Program Specialists, and Paraprofessionals

Time

1 to 2 hours

Format

Virtual or in person. This training can be adapted or customized to meet individual district/group needs and desired outcomes.

Summary

This training is aimed at supporting students who exhibit social anxieties in educational settings, whether they have autism or any related diagnoses, from a place of compassion and care. The sharing of strategies and supports facilitates the development of communities geared toward supporting ALL students. A bevy of relevant tools, supports, mindset shifts, and fresh perspectives will be presented to support students and reinvigorate those who work with them to achieve their greatest potential. This training will include opportunities for sharing to remind one another of our mutual purpose.

Participants will

• Receive a review of autism including the most recent research and statistics on diagnosis and prevalence. This review will cover characteristics, strengths, signs of onset, and target skills critical for maximizing potential in all arenas of life.
• Consider and understand student learning and behavior with regard to present levels of abilities, difficulties of social anxiety, attention, or autism.
• Explore the possible strategies and supports including explicit instruction, cognitive behavior intervention, evidence-based practices, environmental design, visual supports, and mindfulness.

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A-6 Autism Spectrum Disorders: Combining Evidence-Based Practices to Optimize Learning

Presenter

• Tamar Bedoyan, M.A., Education Specialist

Intended Audience

Special and General Education Teachers, Speech-Language Pathologists (SLPs), School Psychologists, Parents, General and Special Education Administrators, Program Specialists, Paraprofessionals, School Nurses, and Behavior Support Personnel

Time

1 to 2.5 hours

Format

Virtual or in person. This training can be adapted or customized to meet individual district/group needs and desired outcomes.

Summary

Evidence-Based Practices (EBPs) for autism are the gold standard for working with students with autism and related diagnoses for a reason – the results, the progress, and the relief! Often, we believe we have tried everything and that's when and why we need to recalibrate before we see regression. This training will guide participants in prioritizing EBPs to maximize learning and minimize interfering behaviors. This training will include opportunities for sharing to remind one another of our mutual purpose. By building our skills, we build the communities of support for the students we serve every day.

Participants will

• Receive a review of autism including the most recent research and statistics on diagnosis and prevalence. This review will cover characteristics, strengths, signs of onset, and target skills critical for maximizing potential in all arenas of life.
• Learn about three EBPs for autism, the overlap in the implementation, and strategies for prioritizing and selecting EBPs.
• Explore the possible strategies and supports including explicit instruction, cognitive behavior intervention, evidence-based practices, environmental design, visual supports, and naturalistic interventions.

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A-7 Antecedent-Based Interventions: Stay Ready So That You Don't Have to Get Ready (New!)

Presenter

• Tamar Bedoyan, M.A., Education Specialist

Intended Audience

Special and General Education Teachers, Speech-Language Pathologists (SLPs), School Psychologists, Parents, General and Special Education Administrators, Program Specialists, Paraprofessionals, School Nurses, and Behavior Support Personnel

Time

2.5 to 3.5 hours

Format

Virtual or in person

Summary

Antecedent-based interventions (ABIs) are a transformative approach in the field of behavioral therapy, particularly within the context of Autism Spectrum Disorders (ASD). These strategies involve modifying environmental factors to prevent challenging behaviors before they occur. For instance, by altering the routine or enriching the environment with preferred stimuli, ABIs can significantly reduce the occurrence of disruptive behaviors. Training in ABIs equips educators with a toolkit of strategies like offering choices, changing instructional methods, and using pre-activity warnings to improve engagement and reduce stress for individuals with ASD. The evidence supporting ABIs is robust, with numerous studies validating their effectiveness in promoting positive behavior changes in multiple domains. We will explore the evidence-based practice brief on ABIs that outlines how to implement these strategies in a step-by-step process, ensuring you're not just "winging it." So, if you're looking to train in the art of ABIs, you're essentially signing up to be a behavior management ninja, equipped with the power of prevention!

Participants will

• Acquire knowledge on the benefits of ABIs for students and staff.
• Explore the tools and resources, especially the AFIRM platform, to implement the evidence-based practice of antecedent-based interventions.
• Develop plans for integrating an ABI for a specific student or class.

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A-8 The Spectrum of Learning: Evidence-Based Practices for Autism (Custom EBP Training) (New!)

Presenter

• Tamar Bedoyan, M.A., Education Specialist

Intended Audience

Special and General Education Teachers, Speech-Language Pathologists (SLPs), School Psychologists, Parents, General and Special Education Administrators, Program Specialists, Paraprofessionals, School Nurses, and Behavior Support Personnel

Time

2.5 to 3.5 hours

Format

Virtual or in person

Summary

Evidence-based practices (EBPs) for students with autism are a treasure trove of strategies backed by a bevy of research and extensive literature reviews. The Autism Focused Intervention Resources and Modules (AFIRM) platform covers the 28 EBPs identified by the National Clearinghouse on Autism Evidence and Practice (NCAEP) to be most effective for students with autism. AFIRM's EBP modules are designed to help you learn the step-by-step planning process for using and monitoring an EBP with learners with autism from birth to 22 years of age. Training in these EBPs equips educators, parents, and practitioners with the tools to foster an inclusive and supportive learning environment, ensuring that each student can reach their full potential.

Districts must select ONE EBP from the following options when making their request:

• Antecedent-Based Intervention (ABI)
• Behavioral Momentum Intervention (BMI)
• Behavior Supports for Toddlers
• Cognitive Behavioral Intervention (CBI)
• Differential Reinforcement (DR)
• Direct Instruction (DI)
• Discrete Trial Training (DTT)
• Naturalistic Intervention (NI)
• Naturalistic Interventions in the Child Care Setting for Toddlers
• Parent-Implemented Intervention (PII)
• Parent Implemented Interventions in the Home Setting for Toddlers
• Peer-Mediated Instruction and Intervention (PMII)
• Prompting (PP)
• Prompting for Toddlers
• Reinforcement (R+)
• Reinforcement for Toddlers
• Response Interruption/Redirection (RIR)
• Self-Management (SM)
• Task Analysis (TA)
• Visual Supports (VS)

Participants will

• Acquire knowledge on the uses and benefits of the selected evidence-based practice for ASD.
• Explore the tools and resources, especially the AFIRM platform, to implement the evidence-based practice.
• Develop plans for integrating the selected EBP for a specific student or class.