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Friday, December 22, 2017

Why autism remains hidden in Africa

Many African children with autism are hidden away at home — sometimes tied up, almost always undiagnosed. Efforts to bring the condition into the open are only just beginning.

The biggest differences are who gets diagnosed and when. Children with autism in Africa tend to be diagnosed around age 8, about four years later, on average, than their American counterparts. More than half of African children with autism are also diagnosed with intellectual disability, compared with about one-third of American children on the spectrum. This suggests that only the most severely affected children are being picked up: Those who are diagnosed often speak few or no words and require substantial help with everyday tasks such as eating or going to the bathroom. By contrast, in the United States, the largest diagnostic increases over the past few decades have been on the milder end of the spectrum.

Read more here at Spectrum.

Living On The Autism Spectrum: Women Talk About Their Diagnoses As Adults

When we hear the words “autism diagnosis” it’s common to imagine a young child or adolescent.
But what about those who receive their diagnoses at a later stage of life -- in the midst of successful careers or long, happy marriages?

This hour, we meet two women who were diagnosed with autism spectrum disorder as adults.

Listen here.

Thursday, December 21, 2017

Upcoming Webinars

RECENT ADVANCES IN THE FUNCTIONAL ASSESSMENT AND TREATMENT OF DESTRUCTIVE BEHAVIOR


January 18, 2018 | 01:00 PM – 04:00 PM EST


In this workshop, Dr. Fisher will show how Functional Analysis methods have increased our understanding of how environmental antecedents and consequences affect destructive behavior; facilitated the development of novel and effective treatments, and produced simpler and more efficient interventions.  Next, he will show how descriptive data can be used to develop alternative functional analyses for idiosyncratic functions of destructive behavior displayed by individuals with autism.  Finally, he will focus on recent research on establishing-operation manipulations that can be used to prevent extinction bursts when treatment is initiated; stimulus-control procedures that can be used to promote the rapid transfer of treatment effects to novel therapists, contexts, and caregivers; and the use of behavioral momentum theory to prevent resurgence of problem when caregivers do not implement treatment procedures with high procedural integrity.

TREATMENTS FOR YOUNG CHILDREN WITH AUTISM: CONTINGENCIES THAT IMPACT TREATMENT CHOICE AND OUTCOME

January 18, 2018 | 09:30 AM – 11:30 AM EST

($50) FIND MORE INFORMATION HERE. 


Deciding which treatment to provide to children with autism is among the most important decisions made by parents, clinicians, funders, and public policy makers. Multiple studies have now compared intensive behavior analytic intervention for young children with autism to the most widely available alternative:  eclectic treatment. Intensive, comprehensive behavior analytic treatment consistently produces better outcomes than the eclectic model on standardized measures of intellectual functioning, language, and adaptive skills, (e.g., Sparkman, Cohen, Green, & Stanislaw, 2005; Howard, Stanislaw, Green, Sparkman, & Cohen, 2014). However, the eclectic model is arguably the most widely utilized treatment approach.  Possible reasons as to why the eclectic model is widely utilized are discussed along with ways to address barriers to the adoption of effective treatment.






Tuesday, December 19, 2017

How To: Teach Students to Change Behaviors Through Self-Monitoring

Self-monitoring takes advantage of a behavioral principle: the simple acts of measuring one's target behavior and comparing it to an external standard or goal can result in lasting improvements to that behavior. Self-monitoring is sometimes described as having 'reactive' effects (Kazdin, 1989), because students who measure and pay close attention to selected behaviors often react to this monitoring information by changing those target behaviors in the desired direction.
 
In classroom settings, self-monitoring offers several advantages. Self-monitoring requires that the student be an active participant in the intervention, with responsibility for measuring and evaluating his or her behaviors. Also, in order to accurately self-evaluate behaviors, the student must first learn the teacher's behavioral expectations. That ability of a child or youth to understand and internalize the behavioral expectations of others is a milestone in the development of social skills. Finally, student self-monitoring data is typically economical to collect, even in a busy classroom, and can often be used to document the success of a behavioral intervention.
 
There are many possible variations to student self-monitoring programs.  In order to be most effective, however, self-monitoring programs will usually include the following 7 steps:

Read more here.

Monday, December 18, 2017

Para Supervision Training

Para Supervision Training         unnamed
                          With                                            
                Barb Stimson
      February 22 - Wingate Missoula

This course provides the professional educator with core knowledge and skills to work effectively in teams composed both of professionals and paraeducators. Specifically, participants will refine their knowledge of the characteristics of paraeducators in education, the distinction between professional and paraeducator roles and responsibilities, liability and ethical issues.  This session is a continuation  of  Session I in August of 2017...but participants need not have gone to session I to benefit from this training.  Sessions will be continued at the Summer Institute in June.


If you have queestions about this workshop please contact:
406-847-2236

ADOS-2 REFRESHER TRAINING

                                                 WITH
                          LAUREN SWINEFORD - PHD CCC SLP
                                      FEBRUARY 15,2018
                                    Hampton Inn Kalispell
     
THIS IS A ONE DAY REVIEW OF THE ADOS 2 TRAINING COMPLETE
WITH SCORING PRACTICE AND PRACTICAL QUESTION REVIEW
PARTICIPANTS ARE ENCOURAGED TO SUBMIT QUESTIONS TO DR  SWINEFORD IN ADVANCE FOR DISCUSSION. PARTICIPANTS ARE REQUIRED TO BRING THEIR ADOS MANUALS FOR REFERENCE IN SCORING PRACTICE


              REGISTER HERE . . . LIMITED TO 30 PARTICIPANTS

Please contact Western Montana CSPD with any questions about this workshop.

Cass Rocco
406-847-2236

Tuesday, December 12, 2017

Road Map to Prevent, Teach, and Respond to Behaviors in the Classroom

Billings


October 4: PK-3rd Grade LINK
October 5: Grades 4-8 LINK


A thorough presentation of positive behavioral interventions in a variety of environments will be presented to workshop attendees. Discussion will center around types of behaviors; task avoidance, escape motivated, attention seeking, behaviors that produce sensory consequences, and the role motivation plays in behavioral success in many settings-school, home, and community. Children with autism and behavioral concerns will be thoroughly discussed. The audience will be able to apply the information presented through videos, activities, and examples of how to set up positive plans for the children in a variety of environmental settings immediately in their respective situations. The training will also contain discussions about setting limits that work and the application of positive interventions. We will examine the common pitfalls that sabotage behavioral intervention plans and what to avoid when wanting to make significant behavioral changes. Discussions of how to implement 504 accommodations in a regular education setting, how to conduct a Functional Behavioral Assessment, write a Positive Behavioral Plan and use an Antecedent/Behavior/Consequence chart will be presented to the conference attendees. A brief discussion of how to draft positive behavioral goals for IEP’s or IFSP’s will also be presented. 
 
Dates:
October 4, PK-3rd Grade
October 5, Grades 4-8
Time:
8:30AM to 3:30PM
Location:
MSUB College of Education, Room 122
Cost:
FREE

6 OPI Renewal Units per workshop

Information:
Flyer LINK
Registration LINKS:
October 4
October 5

Death to the Behavior Chart! 3 Reasons to Resist the Lure of Punishments and Rewards

Imagine this: You’re sitting in a faculty meeting, bored and tired. As your principal talks, gesturing at PowerPoint slides, your mind starts to wander. You furtively pull out your phone and check Facebook, just for a minute.
Suddenly your principal’s voice rings out. All heads turn to look at you as she barks your name. "Mr. Minkel! We do not check our phones during faculty meetings! Go change your color."
You stand up, your face flushed with heat and shame, and trudge to the front of the room to change the green square by your name to a yellow "Warning." Walking back to your seat, past the gauntlet of other teachers, you try to avoid their gaze.
You jam your phone back into your pocket, where it stays for the rest of the meeting. Still, you find it hard to concentrate on whatever your principal is talking about. It feels like everyone in the room is looking at you, whispering and snickering about what just happened.
By the time the meeting ends, your principal has probably forgotten all about the incident. But when you go to bed that night, you’re still thinking about it. The next morning at school, your principal is exceedingly nice to you, but you feel awkward around her and try to avoid her in the halls.

Why Give Up the Behavior Chart?


Friday, December 8, 2017

Job Opening - Assistive Technology (AT) Specialist for MonTECH


The Assistive Technology (AT) Specialist for MonTECH within the Rural Institute for Inclusive Communities will work closely with the Program Director to serve people who need Assistive Technology (AT). The primary responsibilities are to provide demonstrations, trainings, assessments, and support for people with disabilities who need AT. This position requires the individual to be able to work with a full spectrum of ages and disabilities. This person will advocate for AT services and supports that enable individuals to participate fully in a range of home, community, work, or education settings. The person needs to be motivated to provide services based on best practices, communicate with service providers and AT consumers, and be able to multi-task and prioritize competing demands. This position requires the individual be able to collaborate with the University of Montana, school districts, health care facilities, and other stakeholders.

Required Skills


·         Proficient use of assistive technology as they relate to self-care, independent living, computer access, mobility, communication, cognitive functioning, vision, and hearing

·         Ability to show consumers how to use assistive technology in home, community, school, and for employment

·         Knowledge of AT assessment and evaluation processes

·         Ability to collaborate with professionals from other disciplines and agencies

·         Ability to take technical information and explain it to others in non-technical terms

·         Ability to perform public relation functions, deliver AT trainings, and conduct outreach services

·         Strong organization, communication, and writing skills

·         Ability to travel

Required Experience


§  Certified Occupational Therapy Assistant (COTA) considered if the candidate has experience with assistive technology, OR

§  Assistive Technology Professional (ATP) with work experience, OR

§  Bachelor’s Degree in a related field, such as Social Work, Communication Sciences, or other, would be considered if the candidate has experience with assistive technology.

§  Licensed Occupational Therapist (OT) or Speech Language Pathologist (SLP) encouraged to apply.
 
Send cover letter and resume to anna-margaret.goldman@mso.umt.edu
 

About MonTECH at Rural Institute and the University of Montana


The University of Montana Rural Institute serves as a resource in education, research, and service as it relates to the needs of rural people in Montana with disabilities, including their families and those who serve and support them.
The Rural Institute is one of a national network of University Centers for Excellence in Developmental Disabilities (UCEDD), funded by the Administration on Intellectual Developmental Disabilities (AIDD).

The University of Montana is an Equal Opportunity/Affirmative Action employer committed to diversity as a core value. We support equal access and welcome applications from individuals of all backgrounds, experiences, abilities and perspectives. This position is eligible for veterans' and disabilities preference in accordance with Montana State Law.

Position Details


Position Title:                    Assistive Technology Specialist
Department:                      MonTECH at Rural Institute
Closing Date:                    Priority deadline- December 15th
Work Schedule:                0.8- 1.0 FTE
Location:                            MonTECH at Rural Institute located in Missoula, MT
Salary:                                Salary range depends on experience but the range will be $20.00 to $27.00 an hour.

Current employee’s rate of pay for this position will be determined by the staff compensation plan, and may be different from the posted salary. For questions and details regarding the staff compensation plan, email the Compensation Department.

Probationary Period:        Six months minimum

Benefits Include:               Insurance package, mandatory retirement plan, partial tuition waiver, and professional development/wellness program.


Send cover letter and resume to anna-margaret.goldman@mso.umt.edu

Tuesday, December 5, 2017

A Guide for Grandparents


You can download the guide here.

Missoula Adult Asperger Support Group Meetings

Please note Spring Break 3/29 4:30 to 6.  Meetings are held at the University of Montana in the University Center.
 
 
Date
Start
End
Building
Room
 
12/21/2017 Thu
4:30 PM
6:00 PM
2nd/Conf Rm 215
 
12/28/2017 Thu
4:30 PM
6:00 PM
2nd/Conf Rm 215
 
1/4/2018 Thu
4:30 PM
6:00 PM
2nd/Conf Rm 215
 
1/11/2018 Thu
4:30 PM
6:00 PM
2nd/Conf Rm 224
 
1/18/2018 Thu
6:00 PM
7:30 PM
2nd/Conf Rm 215
 
1/25/2018 Thu
6:00 PM
7:30 PM
2nd/Conf Rm 215
 
2/1/2018 Thu
6:00 PM
7:30 PM
2nd/Conf Rm 215
 
2/8/2018 Thu
6:00 PM
7:30 PM
2nd/Conf Rm 215
 
2/15/2018 Thu
6:00 PM
7:30 PM
2nd/Conf Rm 215
 
2/22/2018 Thu
6:00 PM
7:30 PM
2nd/Conf Rm 215
 
3/1/2018 Thu
6:00 PM
7:30 PM
2nd/Conf Rm 215
 
3/8/2018 Thu
6:00 PM
7:30 PM
2nd/Conf Rm 215
 
3/15/2018 Thu
6:00 PM
7:30 PM
2nd/Conf Rm 215
 
3/22/2018 Thu
6:00 PM
7:30 PM
2nd/Conf Rm 215
 
3/29/2018 Thu
4:30 PM
6:00 PM
2nd/Conf Rm 215
 
4/5/2018 Thu
6:00 PM
7:30 PM
2nd/Conf Rm 215
 
4/12/2018 Thu
6:00 PM
7:30 PM
2nd/Conf Rm 215
 
4/19/2018 Thu
6:00 PM
7:30 PM
2nd/Conf Rm 215
 
4/26/2018 Thu
6:00 PM
7:30 PM
2nd/Conf Rm 215
 
5/3/2018 Thu
6:00 PM
7:30 PM
2nd/Conf Rm 215
 
5/10/2018 Thu
6:00 PM
7:30 PM
2nd/Conf Rm 215