Friday, June 29, 2018

FREE Online Autism Training from the OPI Montana Autism Education Project



The OPI Montana Autism Education Project is offering 55+ hours of online training in Teaching Procedures, Behavior Interventions and Focused Topics to public school staff in Montana who educate students with autism spectrum disorders. A listing and description of the training content can be found here. 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. Independent study plans are limited to 20 hours. 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.  

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

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




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Saturday, August 12, 2017

Handouts for Social Thinking - Missoula August 2017

Handouts:

Day 1  PowerPoint Day 1  Additional Handout

Day 2  PowerPoint
Day 2  Additional Handout
Day 2  Social Behavior Map
Day 2  Action Plan

(NOTE - these links will only be available through August 18th, as per our contract with Social Thinking.)

The presenter (Kari Zweber Palmer) has also provided a link to: https://www.socialthinking.com/handouts  

Under the “Zooming In” days, there is information that can be helpful to read before the conference. It is also where you can find the bibliography.​

Wednesday, August 9, 2017

TEACCH - Fundamentals in Autism

Great Falls – October 23 and 24
Bozeman – October 25 and 26
 
 
The Fundamentals in Autism is a two-day workshop that will provide participants with an overview of the learning styles of individuals with Autism Spectrum Disorder (ASD) and Structured TEACCHing strategies.
 
Structured TEACCHing is based on the understanding of the symptoms and learning styles of individuals with autism and the use of visual supports to provide meaning, promote independence and capitalize on the individual’s strengths. Participants will also learn behavior management strategies using Structured TEACCHing principles. The format of this workshop will include presentations, videos, interactive discussions, and small group activities.
At the completion of the training, participants will be able to:
  • Identify characteristics and learning styles of Autism Spectrum Disorder
  • Develop individualized schedules and work/activity systems
  • Develop meaningful visual structure that promotes independence with educational activities
  • Problem solve behaviors using Structured TEACCHing principles 
This course is designed for educators, paraeducators, psychologists, and speech language pathologists. 


Go here to register.

Attendance is limited to 50 people.


Six OPI renewal units will be available for this training. This training is FREE from the OPI Montana Autism Education Project.


NOTE: This is a different, shorter training than the TEACCH trainings we have previously provided.



 

Tuesday, August 8, 2017

Social Thinking Returns to Montana!!

August 17th and 18th, 2017
9:00 a.m. - 4:00 p.m.
Hilton Garden Inn - Missoula*


Speaker:  Kari Zweber Palmer

August 17th:

ZOOMING IN: Strategies for Concrete Learners (kinder - young adult)

Delve into the needs of our more literal learners who may have diagnoses such as ASD, ADHD, language learning or sensory integration challenges. They are often perplexed by the abstractions of the school curriculum, show marked difficulty in reading social cues, and are often aloof and less organized. Discover how best to teach individuals based on their age and how to enhance learning in the inclusion-based classroom. Explore lessons that translate abstract social concepts into concrete ideas that can help improve social understanding over time.  Audience members love the many video examples and treatment tools! Read more
What You Will Learn
  1. Describe four core characteristics of Challenged and Emerging Social Communicators and explain why these students struggle to learn social and academic concepts in groups and as a result require different social thinking lessons from Nuance Challenged Social Communicators. 
  2. Develop a lesson for an individual with characteristics of an Emerging Social Communicator. The lesson will include visual support(s) and/or worksheets to translate abstract concepts to more concrete ideas. 
  3. Describe at least one additional treatment approach to use in conjunction with Social Thinking for individuals who function as Challenged and Emerging Social Communicators. 
August 18th:

ZOOMING IN: Strategies for Individuals with Subtle but Significant Social Problems (kinder - young adult)

Explore the needs of nuance-challenged social communicators who may have diagnoses such as Asperger's syndrome, ASD, ADHD, or social anxiety. They are often in mainstream education and struggle with the intricacies of social relationships, homework assignments, and working in peer-based groups. Discover effective strategies that encourage nuanced perspective taking and executive functioning while attending to the person's mental health. Take with you nuance-based social learning lessons for use in both treatment plans and in the mainstream classroom.

What You Will Learn

  1. Describe four core characteristics of those considered to be Nuance Challenged Social Communicators and how to consider those characteristics in group planning. 
  2. Describe how to develop strategies for use in school and home settings, differentiating cognitive behavioral treatment from applied behavior analysis. 
  3. Develop lessons or a group of lessons geared toward students with more nuance-based challenges. The lessons will include the creation of worksheets to translate abstract concepts into more concrete ideas. 
  4. Create a social learning activity that can be used in an inclusion-based learning environment to engage all students in the classroom.
OPI renewal units (6), ASHA CMH (5.5) and SWP/MFT/LAC CEUs (6) per day will be available. 


Monday, August 7, 2017

NAA's Be REDy Booklet for First Responders



NAA's Be REDy Booklet for First Responders is a free, downloadable toolkit containing extensive resources to help first responders prevent and respond to wandering incidents in their community. 
This item is provided by NAA at no charge. When you complete the order process, you will receive a link to download the booklet in PDF format. The link will expire in 72 hours.

'Social Camouflage' May Lead To Underdiagnosis Of Autism In Girls

Girls appear to have mastered what some call "social camouflaging," says Amanda Gulsrud, clincial director of the Child and Adult Neurodevelopmental Clinic at University of California, Los Angeles. Gulsrud develops school interventions for children with autism. The interventions are based, in part, on earlier research done by colleagues at UCLA, who did a study looking at how boys and girls with autism interact with their peers on the school playground. The boys clearly stood out as being different, Gulsrud says. They were very isolated from the other boys, who were in a large group playing sports. The boys with autism were the ones "circling the perimeter of the yard, or off by the tree in the back."
Girls with autism, on the other hand, didn't stand out as much, she says. They stuck close enough to the other girls to look as if they were socially connected, but in reality they were not really connecting. "They were not having deep, meaningful conversations or exchanges," Gulsrud says. They were flitting in and out of that social connection.

Friday, August 4, 2017

Transition Tools for Life



A Workbook & Guide for Transitioning Through Life Students & Families of Students with Disabilities 

With 240+ pages it seems to have a lot of resources.