Friday, July 10, 2020

FREE Online Autism Training from the OPI Montana Autism Education Project

The OPI Montana Autism Education Project is offering online training in Teaching Procedures, Behavior Interventions and Focused Topics to public school staff in Montana who educate students with autism spectrum disorders. The training provides 77 courses and up to 109 OPI renewal units.

A listing and description of the training content can be found here. The training can be taken for OPI renewal units, ASHA CEUs and SWP/MFT CEUs. 

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

You can register for the online training here.


ASHA members and/or MT state licensed SLPs are qualified to earn ASHA CEUs for completing the online Relias Learning curriculum. 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 for information on whom to send it to. The link below will take you directly to the Independent Study form:

Monday, June 10, 2019

COnference - Montana Association for Behavior Analysis

September 12-13, 2019


Teaching Intraverbal Behavior
Many children with autism acquire mand and tact repertoires but fail to develop intraverbal responding.  Failure to acquire intraverbal behavior leads to difficulties in academic, social and over all communication. In the past few years the behavior analytic literature has included reports of methods to teach the intraverbal. The purpose of this workshop is to present the current research on teaching  intraverbal responding which extends Skinner’s 1957, analysis of this verbal operant.  A sequence for teaching intraverbal responding from simple to complex will be offered with many video illustrations of teaching methods within applied settings.
The Role of Joint Control in Teaching Complex Listener Responding to Children with Autism and Other Disabilities
Skinner’s (1957) analysis of language has much to offer clinicians interested in teaching verbal behavior to persons with autism.  Much of the research in this area has emphasized the teaching of speaker behavior with less work dedicated to a thorough analysis of the contingencies operating on the behavior of the listener. Possibly due to this lack of attention cognitive explanations of comprehension, understanding and word recognition have persisted. A special form of multiple control called joint stimulus control may provide an alternative and cogent behavioral analysis of complex listener and other  behavior. The purpose of this presentation is to provide an overview of the conceptual analysis of joint control and the basic and applied research that has followed.  Video demonstrations of the teaching of joint control with participants from a recently published study and additional clinical applications will be presented to illustrate the implementation of joint control procedures in applied settings.

The Struggles of a Teenage Girl With a Late Autism Diagnosis

Until very recently, autism has been viewed as a male disorder. Statistics have shown that boys diagnosed with autism spectrum disorder outnumber girls at a rate of 4:1. However, Maria Szalavitz provides three good reasons to question these figures, in her 2016 article in Scientific American, “Autism – It’s Different in Girls.”
First, the foundational research on autism had been conducted on boys, meaning that the criteria on which an autism diagnosis is made are based on the presenting characteristics of boys. Second, girls have been less likely to be given an autism diagnosis unless they exhibit more extreme behaviors than boys and have an intellectual disability. Third, autistic girls are different from autistic boys in significant ways which have led to them being overlooked.
Recent research has found that girls on the autism spectrum make more effort to learn and mimic social rules, go to greater lengths to camouflage their social differences, have a stronger desire to connect, and are less likely to exhibit repetitive behavior and obsessive interests. Girls like Nikki very easily fly under the ASD radar. Many are misdiagnosed, diagnosed at later ages or as adults, or never diagnosed at all.

The Story Collider presents: Stories from Spectrum

The Story Collider partnered with Spectrum for a storytelling event about experiences with autism. 

View the videos here at Spectrum. 

Archived Webinar - Camouflaging in autism

You can view the archived webinar here. 

Wednesday, June 5, 2019

Ealy Childhood Assessments

This document from PA Department of Education is useful in comparing a variety of early childhood (0-8) assessment tools by different purposes and functions of assessment.

Tuesday, June 4, 2019

Glendive Training July 2019

The following trainings will be at the Holiday Inn Express in Glendive:

July 24 –Tips and Tricks for Easy Data Collection and Analysis      8:30 a.m. – 3:30 p.m.

Why do we write so much? Why do we make notes that no one will read again? Why do we use so much paper? Why don’t we spend more time analyzing data we recorded so we make timely decisions on progress? This workshop will answer these questions and show you easy ways to instantly analyze data!

July 25 –FBA Booster           8:30 a.m. to 3:30 p.m.

This workshop is designed to remind school IEP team professionals about necessary steps in this evidence-based practice. The development of specific targeted positive behavior intervention plans and evaluation of intervention effectiveness within those plans is of major concern as well as safety and crisis planning.

July 26 - Latest Research and Best Practices in Autism Spectrum Disorders      
8:30 a.m. – 12:00 p.m.

What is going on in the world of autism? What’s the latest information on evidence-based practice, prevalence, medical treatment, and services? What legal and ethical issues have arisen in school-based practices that we should know about and prevent?

Tuesday, May 28, 2019

10 Ways To Help Your Child on the Autism Spectrum Prepare for Periods

1.Period education often gets entangled with sex education, but it doesn’t have to

Children need to learn to keep their privates private. It would be short-sighted not to acknowledge that once a person starts having periods they could get pregnant. This is especially important because of the potential for unwanted pregnancy, especially in the case of abuse. That’s why teaching young people their private parts are private is so important. Please see the NSPCC PANTS resources for a good starting point on how you could approach this topic.

2. Work with a young woman’s strengths

If the person you support likes collecting facts, have them build a spreadsheet or a Talley with a list of symptoms experienced throughout the menstrual cycle so they can see how it changes over time. Be clear that you shouldn’t go asking other people for this kind of information, and they need to choose with whom they want to share this information.

Read more here at Autism Parenting magazine.

Monday, May 27, 2019

Having smart father raises child’s risk of autism

Children whose fathers are highly intelligent are at a 32 percent higher risk of autism than those whose fathers are of average intelligence, according to research published 23 April in the Journal of the American Academy of Child & Adolescent Psychiatry1.
The work supports observations that date back to the 1940s, when Leo Kannerand Hans Asperger noted in separate reports that the fathers of children with autism tended to be highly intelligent and in several cases worked in technical fields. A 2012 study also showed that children from regions in the Netherlands where high-tech jobs are prevalent are more likely to have autism than those who live in other regions.

MouseTrial: fun exercises for kids ...for vocabulary, concentration, cooperation and literacy

See more here.