Sunday, March 27, 2016

Webinar Archive from The ARC

June 2014 - “Autism Spectrum Disorders: An Overview in Spanish” A presentation provided by Yuliana Diaz from The Autism Society of America and Marisol Ramos of Vision for Equality. 

May 2014 - “Removing Access Barriers for Autistic College Students – Peer Mentor Model” A presentation provided by Sara Gardner of the Autism Spectrum Navigators Program at Bellevue College. 

May 28, 2013 – “Service Implications of the DSM-5 for People with Autism” A presentation provided by Ari Ne’eman of the Autistic Self Advocacy Network. 

April 2, 2013 – “Preparing for Fires and Other Emergencies” A presentation provided by Lisa Braxton of the National Fire Protection Association and Chris Lacy of Autism ALERT, Inc. 

November 13, 2012 – “We Are No Longer Silent: A Heart-To-Heart Conversation on ASDs and Sexual Abuse” A presentation provided by Lindsey Nebeker. 

April 5, 2012 – “Autism 101” A presentation from Amy Goodman, Co-Director of Autism NOW. 

April 3, 2012 – “Autism Awareness vs. Autism Acceptance: How Self-Advocate Groups are Challenging the Tragedy Model of Disability” A presentation provided by Andee Joyce of the Autistic Self Advocacy Network.

March 20, 2012 – “Thinking Person’s Guide to Autism: A Very Necessary Book” A presentation from editors Shannon Des Roches Rosa, Jennifer Myers and Carol Greenburg. 

December 13, 2011 –”Girls and Women on the Autism Spectrum” A presentation about the unique qualities, challenges, and strengths of girls and women on the spectrum provided Carol Greenburg of the Autism Women’s Network. 

November 22, 2011 –”Autism and the Environment” A presentation provided by Donna Ferullo from The Autism Society of America. 

November 8, 2011 – “Navigating College: Advice for Autistic Students from Autistic Adults.” A presentation from The Autistic Self Advocacy Network. 

August 9, 2011 – Autism NOW Sibling Panel. A Discussion with Siblings of people with autism or other developmental disabilities about their experiences and hopes. 

You can scroll down on this page to see the webinars. 

Review: ‘Jane Wants a Boyfriend’ Looks at Autism Through a Sister’s Eyes

Polished and often clever, William C. Sullivan’s “Jane Wants a Boyfriend” examines autism in the context of sisterly ties and intimate relationships. It’s a gold mine for emotional sparks, and in its title character, “Jane” offers the kind of role (see “Rain Man”) that is catnip to actors.
Jane (Louisa Krause) is a 20-something assistant costume designer for the theater, obsessed with movies and living in Queens with her parents, who are moving to rural New Jersey. She also has autism, which is a constant concern for her protective older sister, Bianca (the “Buffy the Vampire Slayer” alumna Eliza Dushku), a bartender and an actress in a production of “A Midsummer Night’s Dream.”
Now Bianca is moving in with her boyfriend, Rob (Amir Arison), in Brooklyn, and her parents want Jane to live with Bianca and Rob, despite Jane’s growing assertions of autonomy (and emerging libido). When Jack (Gabriel Ebert) — a bar regular of Bianca’s and a ne’er-do-well with relationships — takes a shining to Jane, Bianca’s cautionary instincts kick in.

Watch the trailer here. 
Read more here. 

The Sad Controversy Over a Misleading Autism Test

The test is based on Kliman’s research, which has focused in part on “tiny structures in the placenta called trophoblastic inclusions … [which] form when cells divide too quickly and cause the placenta to fold in on itself, instead of bulging outward as it normally does.” In one of these studies, placentas from siblings of children with autism had more of these folds than placentas from a control group. In the other, aforementioned one, “Kliman found that 39 percent of 13 preserved placentas from children with autism had the inclusions compared with 13 percent of 61 placentas from controls.”
All of which makes it look like there’s some sort of important correlation between these folds and autism. Except: In other research, including some of Kliman’s own, the folds have been associated with other conditions. Their presence or absence, in other words, might not tell us very much about the odds a kid will develop ASD, and at the moment there are fairly solid reasons to believe it doesn’t. Moreover, there have been zeropublished trials actually correlating the results of this specific test with future ASD diagnoses.

A Way of Describing Autism (using rocks)

You can view the video here. This is a good way to help peers and general educators understand more about autism.

Thursday, March 24, 2016

Webinar - I want to be treated like a girlfriend again...and other thoughts of long ago.

How autism impacts marriages through the grief cycle, and strategies to rebound. 

Let's face it, autism takes a toll on our marriages. But it is not the death sentence we have falsely been led to believe. This presentation will discuss how the six cycles of grief impact marriages, and how to come through the bad days with a stronger union. 

The topics discussed in this presentation are not commonly covered in autism conferences. It is recommended for parents, both married and single. It is also recommended for individuals who are seeking a different perspective on how to overcome the toll autism has placed on their marriage and relationships. Traditional counselors are not equipped to address the unique issues that arise after a child has been diagnosed. The strategies discussed in this presentation will be sure to put a smile on the face of all who attend as they find the tools to “balance” after the diagnosis.

Tuesday, March 22, 2016

Limited Funding for Students With Significant Needs

 The Office of Public Instruction is making available limited funding for the costs of students with significant needs served by the public schools. The approval of the funding on each application is specific to the request and justification for that request. 
The following link provides an overview of the program, definition of eligible districts and eligible
students, allowable costs, definition of Priority I and Priority IA and Priority II, 2016 Application and Budget forms:
If you have questions, please contact Dale Kimmet, Division of Special Education, 406-444-0742, or e-mail at  

Raising a tween who has autism

Now I am a mother of a 12-year-old girl who is on the autism spectrum. She is what some might call high-functioning: She is verbal, can read and write and is starting to progress in many areas. But she also has many challenges to overcome.
Next year she will begin middle school. I cringe thinking about what that will be like for her. And it made me wonder how kids with autism can navigate the strange, new world the tween years. Here are some key things to think about, based on my maternal experience.
Making friends
Having autism can make it more challenging to establish friendships. I’ve seen my daughter struggle for years, but she understands the value of relationships. She wants to have friends—she just doesn’t always know how to go about it, and that breaks my heart.

People on the autism spectrum live an average of 18 fewer years than everyone else

Researchers looking into mortality trends and autism have made a troubling discovery: People on the autism spectrum are dying young — some 12 to 30 years earlier than might otherwise be expected.
The analysis, conducted by Sweden's Karolinska Institute and published in the British Journal of Psychiatry, found that the leading cause of premature death in autistic adults isn't due to diseases, such as heart ailments or cancer, that are the main killers in the general population. It's suicide.

Webinar - Work-Based Learning in Rural Communities

Date: Thursday, April 14, 2016
Time: 10:30 AM - 12:00 PM
Cost:  Free
Registration URL:

Session Description:
Matching students with work experiences in rural communities may be a rewarding experience for not only the student, but the community, too. In this webinar, learn techniques for employment matching and community engagement in our rural Montana communities. Materials and worksheets will be provided.

Webinar - Assistive Technology for All

During this webinar, the presenters will describe assistive technology (AT), both high- and low-tech, to help young adults with disabilities succeed at school and at work. Ideas for funding will also be shared. 

There will be time allotted for audience members to ask questions of the presenters.

  • Theresa Baldry, Project Coordinator, Montana Pre-Employment Transition Services Technical Assistance Center Team
  • Isaac Baldry, Consumer Advisory Council Member, Rural Institute for Inclusive Communities 
  • Julie Doerner, Clinical Coordinator, Montana Assistive Technology Program, Rural Institute for Inclusive Communities 

Tuesday, April 12, 2016
1:00 PM - 2:30 PM MDT
Register Today!
Reserve your webinar seat now at:

If you are unable to attend on the scheduled date or if registration closes because the session is full, the webinar will be recorded and archived to the Transition and Employment Projects website.

Friday, March 18, 2016

An Experimental Autism Treatment Cost Me My Marriage

They say, be careful what you wish for. The intervention succeeded beyond my wildest dreams — and it turned my life upside down. After one of my first T.M.S. sessions, in 2008, I thought nothing had happened. But when I got home and closed my eyes, I felt as if I were on a ship at sea. And there were dreams — so real they felt like hallucinations. It sounds like a fairy tale, but the next morning when I went to work, everything was different. Emotions came at me from all directions, so fast that I didn’t have a moment to process them.
Before the T.M.S., I had fantasized that the emotional cues I was missing in my autism would bring me closer to people. The reality was very different. The signals I now picked up about what my fellow humans were feeling overwhelmed me. They seemed scared, alarmed, worried and even greedy. The beauty I envisioned was nowhere to be found.
Seeing emotion didn’t make my life happy. It scared me, as the fear I felt in others took hold in me, too. As exciting as my new sensory ability was, it cost me customers at work, when I felt them looking at me with contempt. It spoiled friendships when I saw teasing in a different and nastier light. It even ruined memories when I realized that people I remembered as funny were really making fun of me.
And the hardest thing: It cost me a marriage.
Read more here.

Thursday, March 17, 2016

Webinar - Understand the "Why" Behind Using Visual Supports and How to Use Them Correctly

Wednesday, March 30th
Register Now!

Join Laurie Sperry, PhD, BCBA-D, MSC Forensic Psychology/Criminology for a free webinar to learn why visual supports matter and how to use them correctly. 

Visual supports help the person with ASD make sense of their environment, understand what is being asked of them, and complete tasks more successfully and independently. 

During this exciting new webinar, Laurie will give real-world examples ranging from early childhood to adulthood that address academic, communication, and social goals, plus daily living activities. 

Educators will quickly learn how-to:

  1. The "why" behind using visual supports and how to use them correctly 
  2. Tips you can implement immediately to promote engagement 
  3. Proven ideas for reducing anxiety and challenging behaviors

Webinar - Making It Happen: The Ticket To Financial Freedom

On March 23, 2016, at 3 p.m. EDT, our team of disability benefits experts will present the following national Work Incentive Seminar Event (WISE) webinar:

Goal Setting, Work Incentives and Financial Independence

WISE webinars are a great first step for people who have a disability and are ready and able to benefit from the social and financial rewards of employment. As a service provider, we ask that you please download and post this flyer ( or forward this invitation to others who might be interested in helping spread the word about this event.

During our March 23 webinar, participants will learn about Social Security programs, including how Ticket to Work and other work incentives can help them reach their financial goals. Presenters will share tips, tools and resources that can help attendees:
  • Gain basic financial knowledge, such as budgeting and expense tracking;
  • Understand tax benefits that may apply to them; and
  • Learn about asset building.
Register online today at or call 1-866-968-7842 (V) or 1-866-833-2967 (TTY). 

Stomach Troubles Not Linked to Autism, Study Finds

Children with autism are not at higher risk for certain digestive system problems than those without the neurodevelopmental disorder, a small study suggests.
The researchers focused on gastrointestinal disorders that previous studies suggested might be linked to autism. These include intestinal inflammation; deficiency of the digestive enzyme lactase, associated with lactose intolerance; and increased intestinal permeability, often called "leaky gut."
The results showed that the children with autism were no more likely to have these conditions than typically developing kids.
The research was published recently in the Journal of Pediatric Gastroenterology and Nutrition.
"The results of this study suggest that common gastrointestinal problems occur in children with autism and should be evaluated," Dr. Timothy Buie, MassGeneral Hospital for Children, Boston, and colleagues wrote in a journal news release.
"There is no evidence to support that gastrointestinal disorders cause autism," they added.

A Brief History of Autism Research

The past six months saw the release of two bestselling books about autism: Steve Silberman’s “Neurotribes,” and John Donvan and Caren Zucker’s “In a Different Key.”
Both books chronicle the oftentimes dark history of autism while expressing hope for a better future for people with the condition. They focus on the good work of people — strong-willed parents and devoted advocates — who transformed a once-shameful diagnosis into a widely accepted condition. But they also highlight several missteps by scientists that derailed research and the lives of many people on the spectrum.
This history offers lessons for today’s scientists, ranging from the importance of purging presumptions about autism to the acute need for services that help people, especially adults, with the condition.

Montana Youth in Transition (MYT) Soft Skills Train the Trainer Sessions!

Register now for the Montana Youth in Transition (MYT) Soft Skills Train the Trainer Sessions! For youth who are new to the job market, understanding soft skills is a difficult but important step in their growth. To support these students and young adults, and the professionals who serve them, the Montana Youth in Transition Project has developed a youth-oriented soft skills curriculum. The course includes free access to the MYT Soft Skills Curriculum (including updates), with a variety of activities and exercises proven to engage and motivate youth and young adults to enter the world of work, with a focus on effective communication and personal decision making. This training is appropriate for anyone supporting youth in preparing to be or who are currently employed. The MYT Soft Skills Curriculum also demonstrates techniques for teaching students with a wide variety of learning styles and abilities.
All sessions will be held from 9:30 AM until 2:30 PM.
April 1: Great Falls - RSVP by Monday, March 28 at 5:00 PM.
April 19: Libby - RSVP by Tuesday, April 12 at 5:00 PM.
April 21: Polson - RSVP by Friday, April 15 at 5:00 PM.
The registration fee is $30 per person, payable to "NCILS/MYTransitions". To register for this session, please email with "Insert Name of City Soft Skills Training" in the subject line. In your message, include the names of individuals attending the session and the name of their employer. Please include information about how payment will be made and if your agency will need to be invoiced. For more information, please email or call 406-442-2576. 4 CEU credits (OPI) and 4 SWP/MFT/LAC credits will be available.

Temple Grandin On Her Search Engine | Blank on Blank | PBS Digital Studios

As part of our special series, The Experimenters--where we uncover interviews with the icons of science, technology, and innovation…-- we found this interview in the holdings of Colorado State University, where Temple teaches. In this conversation, Temple’s at her best, explaining for the rest of us what it’s really like to have an autistic brain and how Einstein’s not the only genius who could have been dismissed for being different.

Watch the video here. 

Suggested by a presenter - GoNoodle

We help kids channel their physical and emotional energy for good.

GoNoodle's short desk-side physical activities help teachers manage their classroom and improve student performance.

See more here. 

Archived Webinar - Recognize, Respond, Report: Preventing and Addressing Bullying of Students with Special Needs

Thursday, March 31, 2016 @ 3:00 pm - 4:00 pm EDT

The prevalence of bullying in schools is roughly one in four students and can occur twice as often for students with special needs.
Bullying was once a silent epidemic which was endured by millions of children on a daily basis. Today, bullying in schools is being recognized as a public safety issue. Due to their vulnerability, students with disabilities require written goals and direct instruction for addressing a bullying incident. For example, students must be taught assertive body language that can minimize and de-escalate a potential bullying situation. In this webinar, Dr. Lori Ernsperger will provide up-to-date research and specific evidence-based interventions in order for all school professionals to create a safe educational environment and follow the legal requirements set out by the federal government on bullying and disability-based harassment. This live, interactive event will provide immediate and effective interventions to prevent bullying that can be implemented across grade levels and settings.
Topics that will be covered include:

  • Recognize the prevalence rate of bullying for students with special needs
  • Recognize the long term impact of bullying
  • Respond with school-wide interventions
  • Emphasize bystander education programs
  • Teach all staff to intervene to bullying incidents
  • Teach appropriate social communication skills
  • Review Federal and State laws for identifying and reporting disability-based harassment

This webinar will be useful for both general and special education teachers who work with children with special needs. In addition, school administrators and special education supervisors who provide staff training will benefit from the presentation. Join us to learn how to empower school personnel to prevent bullying of students with disabilities and ultimately minimize the harm.

Wednesday, March 16, 2016

Webinar - Taking The IEP Into The Classroom

Tue, Sep 20, 2016
  • Time:03:00 PM CDT
  • Duration:45 minutes

  • This 45-minute webinar is beginning level for new teachers who have students on modified programs and particularly those working for the first time with students (K-12) with severe multiple disabilities.  We will take a look at different ways to thread IEP objectives into classroom, school-based and community activities.  This webinar will also help to prioritize and simplify some of the key roles of the classroom teacher which can enhance meaningful participation for students on modified programs.  Theme planning and parallel participation will also be addressed as planning tools to maximize learning and participation for all students. This webinar will help teachers and teaching assistants take their students' IEP objectives into the classroom.

    Register here.

    Archived Webinars - Delivering Effective Paraeducator Support to Students with Disabilities: A Delicate Dance

    The Paraeducator Series will offer three webinars designed to increase the knowledge and skills of paraeducators in supporting students with disabilities in diverse settings. Combined, the focus of the webinars is to prepare paraeducators to provide optimal support that assists student’s learning success while facilitating self-dependence. This series should be appealing to teachers who guide and supervise paraeducators routinely as well as district special education trainers in their design and delivery of professional development.
    Part 1
    This webinar session will identify the steps and strategies – based on best-practices research – on how the paraeducator support has to be carefully choreographed to be not too intrusive while improving the educational outcomes of students with disabilities. With the aid of classroom scenarios and student-specific vignettes involving both general education and special education settings, participants will learn how to achieve a balance between providing personalized support to maximize learning opportunities for students while encouraging the growth of independence. 

    Part 2
    This webinar session will address the essentials of a winning teacher-paraeducator team to support students with disabilities. Besides gaining greater clarity about teacher-paraeducator role differentiation, participants will learn steps and processes to achieve collaboration, communication and conflict resolution skills for learner success.





    I have not idea why all the white space is above.
    Part 3
    With the aid of classroom scenarios and student-specific vignettes involving both general education and special education settings, this webinar session will illustrate how to use the Three Ps” approach guided by the Positive Behavior Intervention and Support (PBIS) model to eliminate or reduce problem behaviors. Participants will learn how to use Preventive Strategies (P1), provide Personalized Supports (P2) and deliver Positive Strokes (P3).  

    View the archived webinars here at ABLENET.


    Webinar - Personalized Behavior Supports for Preschool Children with Autism Spectrum Disorders

          Date: Wed, Apr 20, 2016
  • Time:11:00 AM CDT
  • Duration:45 minutes
  • This webinar session will focus on addressing the behavioral challenges that young children with Autism Spectrum Disorders (ASD) may exhibit. Using child and situation-specific case scenarios, the session will demonstrate how to structure the environment to decrease the probability of problem behaviors occurring and to offer creative adaptations to increase engagement and participation in activities and routines. Both early childhood educators and families of children with ASD will gain helpful strategies to  cope with  a number of behavioral issues.

    Register here.

    Webinar - Wearable Technology as AT

    Date: Tue, Apr 12, 2016
  • Time:02:00 PM CDT
  • Duration:1 hour
  • The latest trend in technology is wearable technology. From fitness trackers to the Apple Watch to the Internet of Things, this market is poised to explode. With these devices comes new opportunity to meet the needs of individuals with disabilities. Learn how these devices can assist with organization, independence, communication and so much more.

    Register here.

    Webinar - Technology Beyond the Classroom: Tools for Transition

    Date:Tue, Mar 22, 2016
  • Time:02:00 PM CDT
  • Duration:1 hour
  • This webinar will focus on providing supports to transition age individuals with disabilities via mobile devices to increase independence in the areas of employment, community living and post-secondary education.

    Using the built-in apps available on all mobile devices, along with specific supports to increase the functionality, individuals can build a customized transition toolkit.

    Autism rates among preschoolers signal gaps in detection

    The rate of autism among 4-year-olds is lower than that among 8-year-olds, suggesting that many children go undiagnosed until they start school. New data from the U.S. Centers for Disease Control and Prevention (CDC) put the prevalence of autism among these younger children at 1 in 751.

    Read more here.

    Lifespan Resources - Association for Science in Autism Treatment

    Individuals with autism have a myriad of needs that need to be addressed across the lifespan, as autism is typically a lifelong developmental disability. This page serves as a comprehensive resource for families and providers of adolescents and adults with autism. A commitment to science, as well as the need to remain a savvy and informed consumer, is paramount when choosing treatments. Unfortunately, the autism community is challenged by a lack of funding for adult programs and limited human resources of professionals with adult expertise, so taking the initiative to learn about transition planning is an important step to ensure optimal success and continued growth. You will find resources on this page pertaining to increasing independence, teaching safety skills, preparing for employment, facilitating community participation, and much more.

    Read more here.

    Science in Autism Treatment.

    You can read the Winter 2016 issue here Of particular interest is the Caveat Lector section. .

    Tips for Successful Haircuts

    Haircuts can sometimes be difficult for people with autism. The challenges can range from sensory issues to anxiety about what will happen during the haircutting process. Autism Speaks has partnered with Snip-its and Melmark New England to develop a haircutting training guide to provide information to families and stylists as to how to make the haircutting experience more positive for children with autism.
    The haircutting training guide provides additional information for stylists about autism and what stylists can do to make the process more successful. There is also information for families and caregivers about how to prepare for a haircut, and a visual schedule that can be downloaded and used to help the child to understand the steps involved in getting a haircut. Information about home haircare is also included.
    A video was created that shows the haircutting process. Stylists will be provided with tips about how to make the haircutting experience more successful. Families and caregivers may want to view the video with their child with autism, so that the child is more familiar with the process, which may result in less anxiety about haircuts.


    Webinar - Utilizing Students' Interests to Teach Social Skills

    This presentation describes how to identify and utilize a students' interests to help them learn social skills in a natural environment. Doing activities and sharing information that interests your student provides opportunities for spontaneous and successful social interaction in an environment where the student is ready to learn and where you can be a meaningful and successful social coach.

    Presented by Amanda Tami, LPC, BCBA
    Behavioral Services Manager at The Johnson Center for Child Health & Development

    Aspergers traits in Sheldon Cooper

    I have been waiting for someone to do this.

    Friday, March 11, 2016

    The enemy within

    The possibility that autism is caused by a maternal immune system gone awry is no longer a fringe idea — but proposals to identify or fix these glitches are still controversial.

    Read more here.

    Autism Parents Still Buying Into Bleach Cure From Self-Described Space Alien God

    Parents who are trying MMS to “cure” autism find their way to MMS-specific Facebook groups, where they post what their children are experiencing with the “treatment” and horrifying images of what MMS peddlers claim are parasites but what really is probably bowel lining. Kerri Rivera, a repeat speaker at the premier autism quackery conference AutismOne and dedicated promoter of this concoction as an autism cure, appears to advise one parent on a Facebook page that MMS can be used in a child as young as age 10 months.

    Read more here. 

    Thursday, March 10, 2016

    The Loving Push - Book

    In a new book by autism's most famous spokesperson, Temple Grandin gives credit to her mother for nudging her outside her comfort zone, and she urges today's parents to do the same for their children.
    "The Loving Push," co-written with psychologist Debra Moore, makes a convincing case that, more than other children, those on the spectrum need to be prodded to reach their potential.

    "It can be tough to move our spectrum kids forward, because the autistic brain is usually very sensitive to change and novelty. Routines, rituals, and sameness are the preferred status quo," the authors write. "Even introducing what to you seems to be a minor change can trigger major resistance or meltdowns. Sometimes it just doesn't seem worth the fight. But we're here to tell you that your child depends on you pushing them.

    Monday, March 7, 2016

    March 22nd Webinar: My Voice, My Choice, My Future

    March 22nd Webinar: My Voice, My Choice, My Future
    This webinar will offer information that schools, service providers and families don't typically receive about guardianship. In addition, it will explore alternatives that can allow families to remain respectfully involved in their children's lives as they transition into adulthood. Supported decision-making, self-determination, and the importance of civic participation through activities such as voting will also be addressed.

    There will be time allotted for audience members to ask questions of the presenters.

    • Theresa Baldry, PLUK (Parents, Let's Unite for Kids)
    • Isaac Baldry, Rural Institute Consumer Advisory Council Member
    • Beth Brenneman, Disability Rights Montana Staff Attorney
    Tuesday, March 22, 2016
    1:00 PM - 2:30 PM MDT
    Register Today!
    Reserve your webinar seat now at:

    If you are unable to attend on the scheduled date or if registration closes because the session is full, the webinar will be recorded and archived to the Transition and Employment Projects website.
    After registering you will receive a confirmation email containing information about joining the webinar.

    One hour of Montana Office of Public Instruction renewal credit is available and may be requested at registration. (You MUST register and attend the full training to receive OPI credit.) We are unable to offer other kinds of attendance verification at this time.

    The University of Montana provides reasonable accommodations to individuals with disabilities who request and require them. Please contact Kim Brown for information. If you will be using a screen reader for this presentation, please notify Kim by Friday, March 18th.

    Sunday, March 6, 2016

    Some good reminders from our Autism Consultant Ron Marks

    Verbal Behavior - Billings

    June 16 and 17, 2016

    Attendance is limited to 75. 

    You can register for the workshop here.  

    Abstract:  The Verbal Behavior approach is a specialized type of Applied Behavior Analysis which focuses on the acquisition of functional language skills beginning with the Mand (request) and leading to complex Intraverbal repertoires.  It relies on a distinct set of knowledge and skills including discriminative stimuli, prompt hierarchies,  precision timing  and schedules of reinforcement, and error correction procedures. This two-day workshop will provide hands-on training in the knowledge and skills necessary to conduct effective verbal behavior programs.

    Day 1:  Verbal Behavior – what it is, what it isn’t. Verbal Behavior vocabulary:  Mands, Tacts, Intraverbals and ‘frames’ like Stimulus Equivalence. Tools like the VB-MAPP and ABLLS-R for young learners, as well as the “essentials for Living” (functional language) for older students. 

    Day 2: How-to-conduct a Verbal Behavior program for a variety of students at various levels of development.  Hands-on training all day.  Review.

    Participants will be able to:
    •   Identify key components of Applied Behavior Analysis
    •   Determine the functions of behavior
    •   Recognize the four conditions of a Functional Behavior Analysis
    •   Define Verbal Behavior based on B.F. Skinner's work
    •   Understand the Verbal Operants of Verbal Behavior
    •   Demonstrate the transfer procedures between Verbal Operants
    •   Develop strategies of 1:1 and small group teaching procedures
    •   Choose assessment procedures based on student needs
    •   Select data collection methods based on student needs
    •   Develop a Verbal Behavior based learning program for students based on assessment and data