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Wednesday, June 30, 2021

FREE Online Autism Training from the OPI Montana Autism Education Project

The OPI Montana Autism Education Project is offering 40+ hours of online training in Teaching Procedures for students with autism/cognitive delay, Applied Behavior Analysis and a variety of Focused Topics. These online trainings are available to public school staff in Montana. A listing and description of the training content can be found here.

New groups start the beginning and middle of each month and you will be sent information at that time on how to begin your training. You have 90 days to complete the training. 


OPI renewal units are not available* for this training. The training can be taken for ASHA CEUs. 



* The training content provider now allows learners to fast-forward through videos to reach quizzes. Because there is no longer a specific amount of time that must be spent in each course, we can no longer offer OPI renewal units for this training.


IMPORTANT INFORMATION ABOUT TAKING THE TRAINING FOR ASHA CEUs

ASHA members and/or MT state licensed SLPs are qualified to earn ASHA CEUs. Independent study plans are limited to 20 hours. ASHA requires that Independent Study activities are approved 30 days prior to the start of the learning activity. It works best to get the ASHA approval BEFORE registering for the courses.  


Participants fill out the form and send it to the Montana MSHA rep. Contact Doug Doty at ddoty@mt.gov for information on whom to send it to. You can find the Independent Study form here.  


Tuesday, June 29, 2021

Resources for Helping Students Wear Face Masks/Coverings and Other Information



Learning to Wear A Mask

I Can Wear A Mask - A Social Story

Wearing A Mask - A Social Story + Video Story

How to Wear My Mask - A Social Story

How Can I Teach My Son to Cooperate with Wearing a Face Mask? - includes sample teaching steps

How To Get More Comfortable Wearing A Mask - Video

Tips for Caregivers: How to Make Mask-wearing Easier - Video

Wearing A Mask and Communication - Tips for Desensitization, Tolerating a Mask, Tips for Communication and How to Make a Mask with Clear Panels

Teaching Your Child to Wear a Mask - -Tips and Guidelines

Wearing A Mask Toolkit - Tips


Being in Public Places

Seeing People Wearing Masks - A Social Story

Social Distancing - A Social Story

We Wear Masks - A Social Story explaining why people are wearing masks

Tips for Supplementing Communication When Wearing A Face Mask

We Wear Masks - A Social Story

Wearing a Mask to School - A Social Story


Other Information

A Parents Perspective: Navigating Face Coverings - Article with good tips.

Getting Tested for COVID-19 - A Social Story

Getting an Oral Test for COVID-19 - Two Social Stories

Getting a Saliva Test for COVID-19 - Two Social Stories: clinic and drive-through

Getting a Nasal Test for COVID-19 - Two Social Stories: clinic and drive-through

Handwashing - Visual Steps Poster

Wash Your Hands - Visual Steps Poster

Teaching Handwashing - Video

Keeping Friends Safe - A Social Story

10 Face Masks People with Chronic Illness Recommend - Article

Riding the Bus Will be Different - Social Story

Navigating a Socially Distanced Classroom for Students with Autism - archived webinar


When a special education student wears a face mask or face shield solely to prevent the spread of COVID-19, that is not considered an aversive treatment procedure (ARM 10.16.3346(4)(e) Aversive Treatment Procedures.​) 

The determination of medical necessity as included on page 118, question 18, of the Montana Special Education Guidance document is not necessary when state or local governments require individuals to wear face masks or coverings to prevent the spread of COVID-19.




Friday, October 23, 2020

A Guide to Interacting with Police for Individuals with Intellectual/Developmental Disabilities

 The University of Cincinnati UCEDD has developed a new brochure on: A Guide to Interacting with Police for Individuals with Intellectual/Developmental Disabilities. 

People with intellectual, cognitive or developmental disabilities get involved as both victims and suspects/offenders with law enforcement and with the criminal justice system. The police are ready to help in many different ways to help us feel safe.

View the guide here, https://www.ucucedd.org/wp-content/uploads/2020/09/PWD-and-the-police-FA-WEB.pdf

Thursday, October 22, 2020

Virtual Social Thinking Trainings Available

We have a limited number of scholarships for Montana public school educators to attend online Social Thinking Trainings. (A description of the Social Thinking trainings can be found here.)

These trainings will be available on the following dates, from 10:00 a.m. to 1:30 p.m.

Thursday, November 5: Teaching Thoughts, Theories and The Group Plan

Friday, November 6: Teaching Thinking with Eyes, Body in the Group and Whole Body Listening

Thursday, November 12: Assessing Peer-Based Collaboration and Play to Provide Specific Treatment Pathways

Friday, November 13: Advancing Social Learning with Five Concepts to Promote Executive Functions

Tuesday, December 1, 2020: Individualizing Social Emotional Learning and Treatment Decision Making

Wednesday, December 2, 2020: Teaching Different Developmental Ages - Who Needs What When?


Things you must know before you request a scholarship: 

OPI renewal units will be provided after verification from Social Thinking that you have completed the training.  

We have established a separate registration process from the Social Thinking online process. If you register for a training and pay Social Thinking, we cannot reimburse you. 

If you have any questions, please email Doug Doty at ddoty@mt.gov. 

You can request a scholarship here. We will provide notice within a few days whether you have been accepted to attend a training. 


Tuesday, October 13, 2020

Virtual PECS Level 1 Trainings Available from the OPI Montana Autism Education Project

 Hi,

 

We have a limited number of scholarships for Montana public school educators to attend online PECS Level 1 Trainings. (A description of the PECS Level 1 training can be found here.)

 

These trainings will be available on the following dates, from 9:00 a.m. to 4:30 p.m.

October 22-23

November 4-5

November 9-10

December 3-4

December 10-11

 

Things you must know before you request a scholarship: 

 

This training is only available to those who have not taken a PECS Level 1 training before.

 

We will request confirmation from your building principal or special education director that you have been given two days of release time to attend the training. That confirmation is required before we send your registration to PECS.

 

You must complete both days of the training. OPI renewal units will be provided after verification from PECS that you have completed the training. PECS will inform you if ASHA CEUs are available.

 

A hardcopy PECS manual will be sent to you for the training. (Those attending on October 23/24 will be sent virtual materials, with a hardcopy manual to follow.)

 

We have established a separate registration process from PECS online process. If you register and pay PECS, we cannot reimburse you.

 

If you have any questions, please email Doug Doty at ddoty@mt.gov. Direct replies to this newsletter email address are not collected nor forwarded.

 

You can request a scholarship here. We will provide notice as soon as possible to those who have been accepted to attend a training.

Thursday, October 1, 2020

Archived Webinar - Talking About the Birds and the Bees in ASD

 In this webinar, Eileen Crehan, Ph.D. discusses autism and sex ed. This webinar is 60 minutes long.

View the webinar here. 

Live Webinar on October 29: Better School Behavior: How to Design and Implement a Positive and Effective Behavior Plan

 Is your child disruptive in the classroom — virtual or physical? As an educator, do you correct or punish the same student repeatedly? Too often parents and educators are burned out and frustrated by a student’s interfering behaviors, which can cause school exclusion and reduced social and academic opportunities.

Better behavior doesn’t always happen quickly or easily, but a comprehensive Positive Behavior Support Plan (PBSP) provides the starting point for constructive behavior change. The PBSP outlines a pathway toward understanding and changing a student’s interfering behavior(s) using research-based strategies and tactics. An individualized plan focuses on prevention, skill-building, and redesigning the environment — not the student.

In this webinar, you will learn:

  • What a PBSP entails and how it fits within a child’s IEP
  • The components of a comprehensive PBSP
  • How to collect data about your child to include in the the plan
  • How behavior plans align with other goals within your child’s IEP (and what to do if they don’t)
  • Common misconceptions and issues about Positive Behavior Support Plan development and implementation

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Live Webinar on October 20: The Middle School Survival Guide for Students with ADHD and Executive Function Deficits

 Life in middle school is hard for all students, but especially for those with ADHD. Developmentally, adolescents are searching for independence — focusing more on their peer relationships and often pushing parents away. In addition, academic and social expectations change dramatically in middle school: Students must meet the demands of multiple teachers, maintain focus during longer days, and manage more homework and projects. These challenges often exceed the developmental capacity of the ADHD brain’s executive functions.

Have hope! The first key to middle school success is understanding how ADHD brain development lags behind many of teens’ challenges. The second key is problem-solving from the perspective of the ADHD brain’s needs. We do this by identifying and externally supporting the weaker and slower-developing executive function skills of the ADHD middle-schooler.

In this webinar, you will learn: 

  • How the brain’s executive function development connects to expectations for independent homework and seat-work
  • How parents can support the development of their child’s executive functions
  • How to teach your child to develop time awareness and use external tools to get things done
  • How to use a school planner to develop the life skill of future thinking

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