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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. 


You can register for the training HERE. 

* 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.




Monday, December 7, 2020

Wearing compression garments may improve behavior, posture of some individuals with ASD

Full-body compression garments may significantly improve the posture and behavior of some individuals with autism spectrum disorders (ASD), according to a new study. Vincent Guinchat and colleagues note that compression garments are already used for individuals with joint hypermobility, including those with Ehlers-Danlos syndrome—a syndrome sometimes associated with autism.

In this study, the researchers explored whether the garments would also benefit individuals with ASD, severe behavior problems, and severe proprioceptive dysfunction (SPD). Proprioception involves the understanding of where the body is in space, and abnormalities seen in SPD include hypotonia, hypertonia, abnormal posture, poor balance, and motor control, and stereotyped behaviors such as spinning.

Read more her a the Autism Research Institute. 

Time for a Change: Case Study Illustrating a Complex Child Who Has Plateaued in AT Use

This case study features a child who has significant visual and cognitive impairments as well as significant sensory needs. This webinar will explore how her team successfully moved her from perseverative switch activations to functional switch use for communication.

Dec 15, 2020 11:00 AM in Central Time (US and Canada)

Register here with ABLENET. 


MEC Presents! A webinar December 10th!

When it comes to parenting students with learning differences, every family's experience is unique. And that reality has never been more true than it is now due to the coronavirus pandemic.  Parents must  juggle remote learning on top of already full plates. Join us on December 10th as we discuss Special Education issues and remote learning, in-class learning, Covid 19 and have a Q & A. We will have a tip sheet and other resources for individuals attending the webinar.


Register here. 

Sensory overload: Teaching children with autism to take medication

 Whether they don’t like the taste of liquid, are afraid of or unable to swallow pills successfully, or fear injections, some children struggle to successfully take their medications.

For parents of children diagnosed with autism spectrum disorder (ASD), making sure they’re taking medication that keeps them healthy can be an especially difficult task. This guide will explain why children with autism reject medication and specific tips to make taking medicine as easy as possible.

Read more here at The Checkup. 

We examined the research evidence on 111 autism early intervention approaches. Here’s what we found.

We organised the dizzying range of interventions out there into nine categories. Categorising them this way can help parents, clinicians and policy makers find a common language.

The nine categories are:

  1. behavioural interventions (such as Early Intensive Behavioural Intervention)
  2. developmental interventions (such as Paediatric Autism Communication Therapy) 
  3. naturalistic developmental and behavioural interventions (such as Early Start Denver Model)
  4. sensory-based interventions (such as Ayres Sensory Integration®, or sensory “diets”)
  5. technology-based interventions (such as apps or gaming-style interventions);
  6. animal-assisted interventions 
  7. cognitive behaviour therapy 
  8. Treatment and Education of Autistic and related Communication-handicapped Children (the TEACCH program) and
  9. other interventions that do not fit in these categories.

A National Guideline for the Assessment and Diagnosis of Autism Spectrum Disorder in Australia

 Developed and published by Autism CRC with the financial support of the National Disability Insurance Agency (NDIA), the Guideline aims to create greater consistency in diagnostic practices across the country to ensure individuals on the autism spectrum and their families can receive the optimal clinical care.

The Guideline also emphasises the importance of listening to individuals and their families about the impact of the behaviours on family life.
The community has been requesting a national and consistent guideline for autism assessment and diagnosis for many years, and we are pleased to release a guideline that responds to this need. The guideline recommendations were approved by Australia’s National Health and Medical Research Council.

 

Register to access the National Guideline

 

Sunday, December 6, 2020

Echolalia Autism: Why Does My Child Repeat Me?

 Many children on the autism spectrum use echolalia (repeating other people’s words and sentences) as a way of responding to direction, as well as expressing their wants and needs.Echolalia may be confusing for parents and neurotypical people but it need not be distressing.

Modeling language for echolalic children

  • Model language that will still be true and appropriate if echoed. “Time for the bathroom” works to direct him and works if he says it to you, but “Do you need to use the bathroom?” is confusing when Caleb later echoes it as an answer to express his need
  • Model short phrases at first, even if your child can echo long sentences, and match the words to what he/she is experiencing. He/She needs the simplicity to connect the meaning with the words even though his/her memory allows him/her to say longer phrases and sentences
  • Read more here at Autism Parenting Magazine.