Wednesday, June 7, 2017

FREE Online Autism Training from the OPI Montana Autism Education Project



The OPI Montana Autism Education Project is offering 35 hours of online training in Teaching Procedures (24 hours) and Behavior Interventions (11 hours) to public school staff in Montana who educate students with autism spectrum disorders. A listing and description of the training content is attached to this message. The training can be taken for OPI renewal units and ASHA CEUs.



You can find more information and register for the online training here. New groups start the middle of each month and you will be sent information then. 

These are some of the results of our post-training survey:







IMPORTANT INFORMATION IF YOU ARE TAKING THE TRAINING FOR ASHA CEUs:

Information for Speech-Language Providers

ASHA members and/or MT state licensed SLPs are qualified to earn ASHA CEUs for completing the online Relias Learning curriculum. In 2011, a MT licensed SLP completed the ATS training as an "Independent Study" course and earned ASHA CEUs.

ASHA requires that Independent Study activities are approved 30 days prior to the start of the learning activity.

Independent Study forms should be dated at least 30 days prior to the date of the first certificate for completing a module. Below is a link for the ASHA Independent-study form. Participants fill out the form and send it to Valeria Schmauch. Independent study plans are limited to 20 hours.

The link below will take you directly to the Independent Study form:

http://www.asha.org/ce/self-direct/isteps/

Valeria Schmauch, MSHA CEA    msha.vs.cea2014@gmail.com


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Tuesday, November 29, 2016

Autistic Toddlers May Miss Significance of Eye Contact

“They’re looking less at the eyes not because of an aversion to making eye contact, but because they don’t appear to understand the social significance of eye contact.”
The researchers studied eye gaze responses in young children with autism at the time of their initial diagnosis in order to have clearer evidence about the initial underlying reasons for reduced eye contact.
Some adults and older children with autism have reported feeling anxious in response to eye contact. “Our results aren’t meant to contradict these personal experiences,” emphasized Jones.
“For children with autism, social signals can be confusing. And as children grow up to be adults, those signals can become even more challenging to understand. This research highlights the opportunity to target the right underlying concerns as early as possible.”

Webinar - Anxiety and Autism: What You Need To Know

We are increasingly recognizing the high rates of comorbidity between autism and anxiety. This presentation will review the ways in which anxiety may manifest in a person with autism, how those might look different from what we typically think of as anxiety, and tips for helping people with autism deal with anxiety. 

Register for the webinar here on the Johnson Center web site. 

Webinar - Ask the Nutritionist - Live Q&A

December 7, 2016

Ever had a question wanted to ask a nutritionist? Here's your chance - ARI's Nutrition Director Kelly Barnhill will be taking participant's questions live online. 

Kelly Barnhill, MBA, CN, CCN, is the Director of the Nutrition Clinic at The Johnson Center for Child Health and Development. She is a Certified Clinical Nutritionist, with over a decade of experience working with nutrition in children with autism and related disorders. At the Johnson Center she directs a team of dieticians and nutritionists that has served more than 3,000 children through this practice. 


Register here on the Autism Research Institute web site. 

Flu Vaccine During Pregnancy Not Linked To Autism

Question  Is there an association between maternal influenza infection and vaccination and autism risk?
Findings  In a cohort study of 196 929 children, of whom 3103 had austism spectrum disorder, maternal influenza infection during pregnancy was not associated with increased autism risk. There was a suggestion of increased risk of autism spectrum disorders among children whose mothers received an influenza vaccination during their first trimester, but the association was statistically insignificant after adjusting for multiple comparisons, indicating that the finding could be due to chance.

Beyond Compliance: Writing Quality Transition Plans - Tuesday, Jan 17, 2017


WhereWingate Missoula MT, 5252 Airway Blvd, Missoula, MT 59808, USA 

Dr Tessie Rose Bailey
Registration 8:30 to 9am Session 9am to 4 pm Lunch on your own
Participants are encouraged to bring a transition IEP that they have written.
Did you know that a compliant transition plan doesn’t guarantee it is meaningful plan, but a meaningful transition plan guarantees compliance? Quality transition plans—those that are both compliant and meaningful—are essential for promoting seamless and effective transitions from school to post-school living for students with disabilities. 

This interactive session will: • Review the state and federal requirements, including Indicator 13, related to writing transition plans for students with disabilities. • Highlight transition assessment strategies that support the development of quality transition plans. • Present strategies for increasing the efficiency and effectiveness of writing transition plans. • Provide opportunities for evaluating and writing transition plans using learned strategies.
The session is relevant for educators responsible for supporting the development and writing of transitions plans. Participants are encouraged to bring samples of their own transition plans for activities.