MonTECH: Managing Transitions from One Activity to Another Throughout the School Day

Do you have students who struggle with transitions between activities and environments? In this session, we explore tools and strategies to establish routines and decrease transition-related frustration and behaviors.

Learning Objectives:

Participants will be able to recognize behaviors that indicate transition challenges, identify three low-tech options to promote smoother transitions between activities, and determine three ways to support a student during a difficult transition.

Michelle Allen, ATP, is the Assistive Technology Professional for MonTECH. MonTECH is Montana's free assistive-technology resource and training center. Michelle has extensive experience working with equipment from low-tech to high-tech and strongly believes students can achieve their full potential with the right tools. She has worked closely with students with a wide range of diagnoses, learning disabilities, and behavioral needs to identify tools and strategies that support success.

Liz Kuehn, PTA, is the Eastern Clinic Coordinator for MonTECH's satellite location in Billings. Before coming to MonTECH, she worked for seven years as a physical therapist assistant for Billings Public Schools, where she discovered a love for adaptive equipment and assistive technology. She has a bachelor’s degree in disability studies and is currently pursuing a master’s degree in assistive technology studies and human services.

Liz' experience is an excellent complement to Michelle's; together they offer well-rounded perspective and extensive knowledge of tools and strategies to help you and your students.

• 2 OPI Renewal Units are offered for this training
• May 14, 2025 2:30-4:00
• Register for this virtual training here

Please complete the 25/26 School Year MAEP training needs survey

 

25/26 MAEP Training Needs Survey

AAC & Proloquo2Go: How to Design a Better Implementation!

What is “best practice” for use of AAC with a student? Attendees will walk away from this presentation with renewed or new knowledge to confidently help individuals who rely on AAC. This presentation will provide the attendees with the “ins and outs” of the iOS app, “Proloquo2Go” from www.assistiveware.com.

Attendees will learn to navigate the app and discover new features. They will practice programming the app in a way that is salient to the user and support persons. This presentation offers a review case studies and a chance to talk about your specific student’s needs. Julie will share her teaching strategies with you to create interactions with AAC/Proloquo2Go are enjoyable for your student, the family, you, and your staff.

Julie Doerner is a nationally certified and state licensed Speech Language Pathologist (SLP). Julie currently works for the Confederated Salish & Kootenai Tribes (CSKT) Tribal Health Services of the Flathead Reservation. She serves all ages of patients across the Reservation, but works primarily with Native American children attending Head Start preschool centers. Julie has worked in the public schools, private practice, in the rehab setting, and most recently worked at the University of Montana. At UM, Julie worked for the state assistive technology (AT) program, MonTECH, and the School of Speech, Language, Hearing, and Occupational Sciences. Her work focused on Augmentative Alternative Communication. Julie has been working with the Proloquo2Go app since 2012. When she isn’t working, Julie is riding her horses, training her mini-donkeys, and traveling.

May 13, 2025 8:30-4:00 Cottonwood Inn & Suites, Glasgow.

May 14, 2025 8:30-4:00 Sleep Inn & Suites, Miles City

7 OPI renewal units are offered for this training.

Register here for AAC & Proloquo2Go: How to Design a Better Implementation!

Online Training for OPI Renewal Units: OCALI Autism Introduction and Foundations of Evidence-Based Strategies

The following trainings are available: 

An Introduction to Autism Characteristics and Simple Strategies from OCALI.

This introductory module presents information about unique characteristics of autism spectrum disorder (ASD), including social-communication, restricted interests and patterns of behavior, sensory, cognition and information processing, and emotional regulation. Five simple strategies are introduced that may be used anytime, anywhere with young children, students, and adults with ASD. (Note this course is a pre-requisite to take the longer courses.)

Learning Objectives:

• Provide an understanding of the spectrum of skills that characterize autism spectrum disorder, or ASD.
• Dispel common misconceptions about ASD.
• Provide simple strategies that may be helpful for individuals with ASD.

Estimated Time to Complete Module: 90 minutes

Foundations of Evidence-Based Strategies - Toddler and Preschool Age

Early childhood is an important time to help young children with ASD to develop critical language and learning skills. With video examples in homes and preschool classrooms, this course will introduce you to evidence-based strategies that can be used in natural environments during typical routines and activities of toddlers and preschoolers. This course takes approximately 10.5 hours to complete. Prerequisite: Many Faces of Autism  Find more information here. 

Foundations of Evidence-Based Strategies - School Age 

During the elementary and middle school years, school-aged individuals with ASD are developing skills in many areas that will impact their futures. This course presents evidence-based strategies in action in home, school and community environments. This course takes approximately 10.5 hours to complete. Prerequisite: Many Faces of Autism     Find more information here. 

Foundations of Evidence-Based Strategies - Transition Age 

Adolescents and young adults with ASD need many critical skills as they prepare for transitioning from high school into their own, unique adult lives. This course will show you how to use evidence-based strategies to support individuals who are transition-aged and young adults through video examples at home, school, work, and in the community. This course takes approximately 10.5 hours to complete. Prerequisite: Many Faces of Autism     Find more information here. 

You can find more information and register for the OCALI training here. 

If you wish to receive OPI renewal units for completing the above trainings, you must register here. We will then tell you what information from OCALI training needs to be provided when you have completed a course to receive your OPI renewal units. 

OSEP has released a new OSEP Fast Facts: Children Identified with Autism

OSEP has released a new OSEP Fast Facts:  Children Identified with Autism [sites.ed.gov], which takes a updated look at our data on children whose primary disability is autism.  We revised and updated our very first (and one of our most popular) OSEP Fast Facts [sites.ed.gov].  

Highlights from 2024 OSEP Fast Fact: Children Identified with Autism [sites.ed.gov]

• In SY 2022-23, the percentage of students with disabilities identified with autism is 12.81%.  States report a range from 5.76% to 17.28% of students with disabilities identified with autism.
• In SY 2021-22, Students with disabilities identified with autism were less likely to be subject to a disciplinary removal than all students with disabilities.  
• In SY 2022-23, States/entities and LEAs were more like to identify males with autism than females when compared to all students with disabilities.
• In SY 2021-22, students identified with autism, ages 14-21, exiting school were less likely to drop out and more likely to receive a certificate than all students with disabilities.  
• In SY 2022-23, States/entities and LEAs are more likely to identify Asian students with autism when compared to all students with disabilities.
• In SY 2022-23, students identified with autism were less likely to be served inside the regular class 80% or more of the day than all students with disabilities. 

MYTHS AND FACTS SURROUNDING ASSISTIVE TECHNOLOGY DEVICES AND SERVICES

 

January 2024, from the Department of Education

read it here. 

Understanding and Supporting Twice-Exceptional (2e) Kids

 This episode of “A World of Difference: Embracing Neurodiversity” introduces a twice-exceptional teen podcaster who shows the world why “exceptional” should be underlined. Experts unravel the confusion surrounding twice-exceptionality. And “Difference Maker” John “Jack” Horner reveals how his success with science helped him bury his struggles with undiagnosed dyslexia.

You can view the 26 minute video here. 

Sensory Profile and Plan for Supporting

 

You can view the document here. 

A Guide for Transition to Adulthood

Updated in 2021, OAR’s Life Journey Through Autism: A Guide for Transition to Adulthood (2nd ed.) provides an overview of the transition to adulthood process. Packed with evidence-based tips, resource recommendations, informational handouts, and activities, the guide includes information about how to:

Initiate the transition planning process and engage your child, their family and friends, the school’s professional staff, and representatives from adult service systems as members of your child’s transition team.

Prepare for the changes in available supports and legal protections that accompany the transition to adulthood.

Center the transition plan around the interests and strengths of your child.

Equip your child with the self-determination skills they need to advocate for themselves, problem-solve, set goals, and develop a plan for their own future.

Prepare your child to navigate higher education, employment, independent living, and other relevant aspects of adulthood.

A Guide for Transition to Adulthood is available as an interactive, fillable PDF download and as a physical guidebook with detachable activities. 

You can find more information and download or order (free) the guide here. 

Archived Video Presentation - My College Life: Students with Intellectual Disability Share Their Lived Experiences

 My College Life: Students with Intellectual Disability Share Their Lived Experiences

Students with intellectual disability are increasingly identifying college as a goal, but far too few have actually had the option. It’s been nearly 20 years since the first inclusive college programs began and still, just 2% of school-age students with intellectual disability are attending college. It’s time to change that! The “Think Higher. Think College.” Public Awareness campaign was created to educate and inform families, students, teachers, school administrators, transition and vocational rehabilitation professionals, and higher education faculty and staff about what’s possible for students with intellectual disability. Join this AUCD (Association of University Centers on Disabilities) webinar to hear from a panel of college students about their experiences; watch the “Think Higher. Think College.” Campaign video; and get access to new resources for students, families, and educators, plus campaign tools to spread the word about college access for students with intellectual disability

You can view the archived webinar here.