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Wednesday, May 22, 2019

Webinar - Promoting Progress for the Emergent Symbolic Learner

This session will discuss the transition from pre-symbolic to emerging symbolic communication and describe interventions designed to promote the learner’s continued progress at this stage of expressive communication development.

View the webinar here at the Idaho Training Clearinghouse.

Webinar - Expanding the Communicative Competence of the Pre-Symbolic Learner

The second session will discuss the difference between intentional and intentionally communicative behaviors in learners at the pre-symbolic levels of communication. Students will be presented with a variety of examples of learners at various pre-symbolic stages and intervention strategies to further their communicative abilities.

View the webinar here at the Idaho Training Clearinghouse. 

Webinar - Recognizing the Communication Abilities of Learners with Significant Disabilities

This first session focuses on assessing levels of communication for learners at the non-symbolic or early symbolic level of communication. The Communication Matrix is used to review the assessment process and how to target levels for instruction and programming.

View the webinar here at the Idaho Training Clearinghouse. 

Archived Webinars - Autism Spectrum Disorder (ASD): Neurology, Behavior, and Interventions

Presenter: Brenda Smith Myles, Ph.D.

Description: This three part webinar series will address issues that relate to opportunities for creating a high quality of life for students at various levels of autism spectrum disorder. Session one will provide a review of the neurology of ASD. Session two will focus on the meltdowns experienced by over 50% of people on the spectrum and include a discussion of self-regulation and sensory issues. The final session will describe evidence-based interventions that create psychologically safe environments for learning. 


Webinar 1

Webinar 2 

Webinar 3 

From the Idaho Training Clearinghouse

Tuesday, May 21, 2019

Montana Autism Education Project News –May 2019


Upcoming Trainings:

 
JUNE

Improving Executive Skills to Promote School Success

Billings     June 3-4, 2019

Executive skills are sometimes called “the hidden curriculum.” They are skills such as task initiation, sustained attention, working memory, planning, organization, and goal-directed persistence that are absolutely critical to school success, yet curriculum standards seldom if ever explicitly reference these skills. This training will go in-depth on the topic of executive skills, how skill deficits impact our students, and how to develop interventions designed to improve upon specific executive skills. 

Dr. Peg Dawson has written numerous books on the topic of executive skills, including Smart but Scattered, Smart but Scattered Teens, and Executive Skills in Children and Adolescents. 


          NOTE: All OPI registration scholarships for this conference have been filled.

 
AUGUST (and beyond!)
AAC Conference

Missoula   Mon, August 5, 2019

Come hear national speaker and Speech Language Pathologist, Gail Van Tatenhove, talk about complex communication needs and strategies.


(NOTE: All OPI registration scholarships for this conference have been filled.)

iPad Boot Camp: Awesome New iPad Apps, Adaptations, and Accessories

NOTE - THIS TRAINING IS WAITING APPROVAL FROM THE STATE SUPERINTENDENT.

 Great Falls        August 8/9, 2019
This two-day course will discuss and demonstrate the top 50 apps to support students who experience various functional limitations; 20 new accessories and adaptations; new accessibility features of the latest IOS operating system; 101 ways to use video to support physical, sensory, communication and intellectual disabilities; what is new in accessibility features; hands-on fabrication of a key guard for an iPad – for communication access; hands-on fabrication of an adaptive stylus for the iPad using Instamorph, PVC, Microfiber Mesh, and Universal Cuff; hands-on fabrication of a tactile graphic overlay for vision impairments using Remo 1, foamies and transparency film; hands-on fabrication of a multi-use iPad holder for hand free access; hands-on fabrication of a vertical iPad holder; creating switch access receipt to work with a drone and web based interfaces such as YouTube and PBS Kids.org; hands-on exploration of new switch interfaces for the iPad; new iPad adaptations to support users who experience physical, sensory, or communication impairments; overview of new amazing apps for vision, hearing, communication, learning and intellectual impairments; app feature mapping – how to select an appropriate app; apps and adaptations for students who experience limitation in reading and writing; apps for reminding, finding and prompting for individuals who experience executive function impairments.


Positive Practices in Behavior Support

Missoula   August 13, 14, & 15, 2019

Nonaversive Behavioral Support and Basic Principles of Positive Programming - August 13 (Tuesday)

This day will provide an overview of a person-centered, multi-element model and describe positive programming and environmental change strategies for providing positive behavior supports to people with challenging behavior. We also investigate reinforcement and motivational strategies to promote rapid behavior change.

Comprehensive Functional Assessment and Advanced Support Strategies - August 14 (Wednesday)

Building on Day 1, this day will provide in-depth training in behavioral assessment, functional analysis of behavior and additional support strategies. You will learn how to determine the function of behavior by following the structure reported in the Behavior Assessment Guide. Also, you will learn to develop positive support plans based on the behavioral assessment and use some unique and advanced positive support strategies to change behavior, such as altering motivation, altering the antecedents and teaching that the challenging behavior may be OK at certain times.

Emergency Management and Reactive Strategies Within a Positive Practices Framework - August 15 (Thursday)

When punishment is no longer used to manage behavior, people ask: "What do we do when the behavior occurs?" What do we do in a crisis?" This day will provide an overview of emergency management and reactive strategies that when used as part of a complete support plan will reduce or eliminate the use of restraints or restrictive practices. This program does NOT teach "physical management or restraint strategies" but does teach strategies such as antecedent control, instructional control, active listening, stimulus change, counter-intuitive strategies, to name a few. You will also learn some strategies to recognize and meet the emotional needs of staff.


 

AAC & Proloquo2Go: How to Program for a Better Implementation and Outcome!
 
Glendive - August 19, 2019

Billings - August 20, 2019

Bozeman - September 23, 2019

Havre - October 7, 2019

Great Falls -   October 8, 2019

What is “best practice” for use of AAC with a student? Attendees will receive information to confidently help individuals who rely on AAC. This session will provide attendees with the opportunity to learn the “ins and outs” of the iOS app, “Proloquo2Go” from www.assistiveware.com. Participants will learn to navigate the app, discover new features and practice programming the app.
 
The group will review case studies and talk about specific student’s needs. Julie will share teaching strategies so that interactions with AAC/Proloquo2Go are enjoyable for the student, the family,  instructor, and staff. 

 

2019 PECS Level I and Level II Trainings


NOTE - THIS TRAINING IS WAITING APPROVAL FROM THE STATE SUPERINTENDENT.  

August 19/20         Kalispell - Level 1

Sept. 30/Oct. 1       Billings – Level 1

October 2/3            Billings – Level 2*

October 7/8            Sidney – Level 1

October 28/29       Great Falls – Level 1

October 30/31       Missoula – Level 1

The Picture Exchange Communication System (PECS) is used to rapidly teach communication skills to those with limited functional speech.  Training in PECS begins by teaching a spontaneous request and goes on to teach additional communicative functions such as responding to questions and commenting.  Participants will learn how to implement the six phases of PECS, plus attributes, through presenter demonstrations, video examples and role-play opportunities. 

PECS Level 1 Training:

This intensive two-day training is designed to teach participants the theory behind the Picture Exchange Communication System (PECS) and the protocols for how to appropriately implement the six phases of PECS.

PECS Level 2 Training: *Prerequisite: PECS Level 1 Training

This two-day training focuses on creating lessons and activities to promote communication throughout the day. Beginning with a review of the Pyramid Approach to Education as it relates to PECS, we guide you in refining your PECS implementation and discuss current challenges you have experienced within the six phases.

Find more information and register here.

STAR Autism Training 2019/2020


NOTE - THIS TRAINING IS WAITING APPROVAL FROM THE STATE SUPERINTENDENT.

Missoula: October 7-8
Billings: November 4-5
Bozeman: November 6-7
Great Falls: March 2-3


This comprehensive two-day workshop provides participants with detailed examples and practice activities on how to implement the evidence-based practices identified in the National Standards Report (2009). The STAR Program is used to provide examples. Appropriate content connected to the common core curriculum is presented and detailed information on the three evidenced-based instructional methods of discrete trial training, pivotal response training and teaching through functional routines are shared.

Participants will learn how to implement these strategies through structured lesson plans and a curriculum scope and sequence. The workshop will include extensive data collection systems and participants will learn to collect and use data for instructional decision making.

 
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.


 

Montana Autism Education Project Recent Blog Posts of Interest

How to 'Hug' a Kid With Autism


Sesame Street is showing us how to better support kids on the spectrum. They’ve released a few new short videos featuring Julia, the show’s first character with autism.

Watch the video here at Lifehacker.


In the video above, Julia and her neurotypical big brother Samuel teach Abby a new kind of hug, as Julia doesn’t like big hugs. Some people with autism have a strong sensitivity to touch, so hugging can overwhelm them. 

Children who outgrow autism label end up with other diagnoses


Nearly all children who lose their autism diagnosis have other conditions, such as anxiety and language and behavioral disorders, a new study suggests. Many also require support at school.

About 9 percent of children diagnosed with autism later don’t meet criteria for the condition. Parent reports and some medical records have suggested that these children often still have other issues, such as language problems and attention difficulties.


Autism Data Visualization Tool - CDC


There are several ways to estimate the number of children with ASD. This estimate is referred to as prevalence, a scientific term that describes the number of people with a disease or condition among a defined group (or ‘population’). Prevalence is typically shown as a percent (e.g., 0.1%) or a proportion (e.g., 1 in 1,000).


  

The Autism-Friendly Guide to Periods


Written by autistic author Robyn Steward, this is a detailed guide for young people aged 9 to 16 on the basics of menstruation. Created in consultation with young people, an online survey and a group of medical professionals, this is a book that teaches all people about periods, which can be a scary and overwhelming issue.
Promoting the fact that everyone either has periods or knows someone who does, the book reduces the anxiety girls face in asking for help. It offers direct advice on what periods look and feel like and how to manage hygiene and pain. It also breaks up information using flaps and step-by-step photos of how to change pads and tampons, it discusses alternatives to tampons and pads, and gives information about possible sensory issues for people with autism.

Upcoming and Archived Webinars

Using Reinforcement in the Autism Classroom

Thursday, June 27

One of the often misused and misunderstood tools that teachers can use is reinforcement. Reinforcement is a critical component of changing a student’s behavior in the classroom.  This will give participants a better understanding of reinforcement, strategies to implement and use reinforcement in the classroom, and specific ideas about what to use for reinforcement. The presentation will be of interest to preK-12 teachers, school and district leaders, therapists, and specialists. There will be time for questions at the end of the presentation.

Register here with edWeb.net
 
 
Suma Jacob, Christine Conelea discuss repetitive behaviors in autism

 

Research Update: Studies Investigate Nutritional Support for ASD


Jun 5, 2019

Join Nutritionist Kelly Barnhill to learn research updates about nutrient intake and dietary status in ASD patients.


Register here with the Autism Research Institute.
 
 
Functional Behavior Assessment: Principles for Success

May 29
In this webinar, you’ll learn:

● What an FBA is and why is it needed

● Basic principles of behavior and how they relate to the four functions of behavior

● The steps in the FBA process—utilizing indirect and direct assessment measures to analyze antecedents and consequences to determine function

● How to apply data gathered in the FBA process to develop the Behavior Intervention Plan (BIP)

Register here.

 

Deciphering Camouflaging in Autism


Jun 6, 2019

In this Spectrum Roundtable, experts discuss research investigating why some autistic women mask, or 'camouflage,' their autism features.

There will be an audience Q&A session at the end of the discussion.

Register here with Spectrum.


 
Other items

The OPI Division of Special Education has a new blog that shows special education training opportunities from the OPI and the CSPD regions. You can also subscribe to our new Special Education Trainings mailing list on this page.

 
Consultation Visits



Extended School Year is a great time for a consultation visit!! Staff from the Montana Autism Education Project are available to provide on-site trainings, classroom-level consultations or consultations on individual students. These services are available for no charge. Please contact Doug Doty at ddoty@mt.gov if you are interested in scheduling a consultation visit.

 
OPI Has Behavioral Consultants
 
The Office of Public Instruction (OPI) wishes to announce the availability of Behavioral Consultants for districts needing help in developing functional behavioral assessments (FBA) and behavioral intervention plans (BIP) for individual special education students. If you are in need of a consultant, please contact Doug Doty at ddoty@mt.gov.

Thank you for subscribing to this mailing list. If you know others who might wish to receive this or other OPI newsletters they can subscribe here.

Doug

Doug Doty, Statewide Coordinator

OPI Montana Autism Education Project

ddoty@mt.gov 459-5303

Webinar - Using Reinforcement in the Autism Classroom

Thursday, June 27, 2019 @ 1:00 pm - 2:00 pm EDT

 One of the often misused and misunderstood tools that teachers can use is reinforcement. Reinforcement is a critical component of changing a student’s behavior in the classroom.
This edWebinar will give participants a better understanding of reinforcement, strategies to implement and use reinforcement in the classroom, and specific ideas about what to use for reinforcement. The presentation will be of interest to preK-12 teachers, school and district leaders, therapists, and specialists. There will be time for questions at the end of the presentation.

Register here with edWeb.net

Webinar: Suma Jacob, Christine Conelea discuss repetitive behaviors in autism

17 July 2019, 3 p.m. EDT

Register here with Spectrum.

Webinar - Research Insights: Understanding Social Development in ASD

Wed, Jun 26, 2019 11:00 AM - 12:00 PM MDT

Register here with the Autism Research Institute.

Webinar: Research Update: Studies Investigate Nutritional Support for ASD

Wed, Jun 5, 2019 11:00 AM - 12:00 PM MDT

Join Nutritionist Kelly Barnhill to learn research updates about nutrient intake and dietary status in ASD patients.

Register here with the Autism Research Institute.

Webinar - Functional Behavior Assessment: Principles for Success

May 29, 2019 4:00 PM in Eastern Time (US and Canada)


In this webinar, you’ll learn:

● What an FBA is and why is it needed

● Basic principles of behavior and how they relate to the four functions of behavior

● The steps in the FBA process—utilizing indirect and direct assessment measures to analyze antecedents and consequences to determine function

● How to apply data gathered in the FBA process to develop the Behavior Intervention Plan (BIP)


A Certificate of Attendance will be awarded to those who attend the live webinar. Can’t attend? Just register and we’ll send a link to the recorded event.

Duration: 1 hour
 

Webinar - Deciphering Camouflaging in Autism

Jun 6, 2019 12:00 PM in Eastern Time (US and Canada)

In this Spectrum Roundtable, experts discuss research investigating why some autistic women mask, or 'camouflage,' their autism features.

There will be an audience Q&A session at the end of the discussion.


Register here with Spectrum.

STAR Autism Training 2019/2020

NOTE - THIS TRAINING IS WAITING APPROVAL FROM THE STATE SUPERINTENDENT.

Missoula: October 7-8Billings: November 4-5

Bozeman: November 6-7

Great Falls: March 2-3


This comprehensive two-day workshop provides participants with detailed examples and practice activities on how to implement the evidence-based practices identified in the National Standards Report (2009). The STAR Program is used to provide examples. Appropriate content connected to the common core curriculum is presented and detailed information on the three evidenced-based instructional methods of discrete trial training, pivotal response training and teaching through functional routines are shared.

Participants will learn how to implement these strategies through structured lesson plans and a curriculum scope and sequence. The workshop will include extensive data collection systems and participants will learn to collect and use data for instructional decision making.


Read more and register here.
 
 

2019 PECS Level I and Level II Trainings

NOTE - THIS TRAINING IS WAITING APPROVAL FROM THE STATE SUPERINTENDENT.

 
August 19/20         Kalispell - Level 1
Sept. 30/Oct. 1       Billings – Level 1
October 2/3            Billings – Level 2*
October 7/8            Sidney – Level 1
October 28/29       Great Falls – Level 1
October 30/31       Missoula – Level 1

The Picture Exchange Communication System (PECS) is used to rapidly teach communication skills to those with limited functional speech.  Training in PECS begins by teaching a spontaneous request and goes on to teach additional communicative functions such as responding to questions and commenting.  Participants will learn how to implement the six phases of PECS, plus attributes, through presenter demonstrations, video examples and role-play opportunities. 

PECS Level 1 Training:

This intensive two-day training is designed to teach participants the theory behind the Picture Exchange Communication System (PECS) and the protocols for how to appropriately implement the six phases of PECS.

PECS Level 2 Training: Prerequisite: PECS Level 1 Training

This two-day training focuses on creating lessons and activities to promote communication throughout the day. Beginning with a review of the Pyramid Approach to Education as it relates to PECS, we guide you in refining your PECS implementation and discuss current challenges you have experienced within the six phases.


Find more information and register here.

iPad Boot Camp: Awesome New iPad Apps, Adaptations, and Accessories

NOTE - THIS TRAINING IS WAITING APPROVAL FROM THE STATE SUPERINTENDENT.
 
 
Great Falls
August 8/9, 2019
8:30 a.m. to 4:30 p.m.
 
This two-day course will discuss and demonstrate the top 50 apps to support students who experience various functional limitations; 20 new accessories and adaptations; new accessibility features of the latest IOS operating system; 101 ways to use video to support physical, sensory, communication and intellectual disabilities; what is new in accessibility features; hands-on fabrication of a key guard for an iPad – for communication access; hands-on fabrication of an adaptive stylus for the iPad using Instamorph, PVC, Microfiber Mesh, and Universal Cuff; hands-on fabrication of a tactile graphic overlay for vision impairments using Remo 1, foamies and transparency film; hands-on fabrication of a multi-use iPad holder for hand free access; hands-on fabrication of a vertical iPad holder; creating switch access receipt to work with a drone and web based interfaces such as YouTube and PBS Kids.org; hands-on exploration of new switch interfaces for the iPad; new iPad adaptations to support users who experience physical, sensory, or communication impairments; overview of new amazing apps for vision, hearing, communication, learning and intellectual impairments; app feature mapping – how to select an appropriate app; apps and adaptations for students who experience limitation in reading and writing; apps for reminding, finding and prompting for individuals who experience executive function impairments.
 
 
 
 

Tuesday, May 7, 2019

AAC & Proloquo2Go: How to Program for a Better Implementation and Outcome!

Glendive - August 19, 2019
Billings - August 20, 2019
Bozeman - September 23, 2019
Havre - October 7, 2019
Great Falls -   October 8, 2019

8:30 a.m. to 4:30 p.m. each day
What is “best practice” for use of AAC with a student? Attendees will receive information to confidently help individuals who rely on AAC. This session will provide attendees with the opportunity to learn the “ins and outs” of the iOS app, “Proloquo2Go” from www.assistiveware.com. Participants will learn to navigate the app, discover new features and practice programming the app. The group will review case studies and talk about specific student’s needs. Julie will share teaching strategies so that interactions with AAC/Proloquo2Go are enjoyable for the student, the family,  instructor, and staff.

Julie A. Doerner, M.S. CCC-SLP has been a nationally certified and state licensed Speech Language Pathologist (SLP) for 16 years and she currently works for the Confederated Salish & Kootenai Tribes of the Flathead Reservation Tribal Health. Julie has worked as an SLP in public schools, private practice, rehab settings, and most recently at the University of Montana where she worked for the state assistive technology program, MonTECH, and the Department of Speech, Language, and Hearing Sciences. In that position her focus was on Augmentative Alternative Communication. Julie has been working with the Proloquo2Go app since 2012.

This training is FREE from the OPI Montana Autism Education Project. Six OPI renewal units will be available for this training. ASHA CEUs will not be available.

Register here.

Sunday, May 5, 2019

July Workshops in Spokane

July 16, 2019 – ABA: The Basics (Spokane)
July 17, 2019 – Addressing Challenging Behaviors: Introduction (Spokane)
July 18, 2019 – Addressing Challenging Behaviors: Beyond the Basics (Spokane)
July 19, 2019 – Teaching Executive Functioning and Emotion Regulation (Spokane)


Find more information and register here. 

Gaps in Current Autism Research: The Thoughts of the Autism Research Editorial Board and Associate Editors

Anthony Bailey, University of British Columbia
Despite a welcome recent shift, a very small proportion of autism spectrum disorder (ASD) research focuses on the needs of affected adults, despite these individuals constituting the bulk of the ASD population and incurring over 90% of ASD related costs. The significance of this research gap is amplified by the relative lack of services for adults with ASD, which is particularly marked for those with intellectual abilities within the typical range.
Ralph‐Axel Mueller, Dept. of Psychology, San Diego State University
After decades of research activity, the neuroimaging community has yet to generate a clear picture of critical brain features in autism spectrum disorder (ASD). An underlying challenge is that the field needs to take heed of its own insights.
Andrew Whitehouse, Telethon Kids Institute, University of Western Australia
Despite an improvement over the past 5 years, there remains a substantial dearth of rigorous clinical trials of existing and new interventions. 


Tech firm’s ‘Superpower Glass’ for autism not so super, experts say

A California-based healthcare company is poised to market its ‘Superpower Glass,’ high-tech eyeglasses that use software intended to improve autistic children’s social skills.
The company, Cognoa, announced in February that the U.S. Food and Drug Administration had granted the therapy ‘breakthrough status,’ meaning it can move quickly through the agency’s approval process. And an open-label clinical trial published in March suggests that the technology temporarily improved the social skills of a group of 40 autistic children1.
But some experts, including several who declined to speak on the record, say the trial was poorly designed and the effects small and temporary.
According to parent reports, autistic children who used the glasses improved more on a social-skills portion of the Vineland Adaptive Behavior Scales than did controls. But there was no significant difference between the two groups on another test of social skills, and on two emotion-recognition tests. And six weeks after the treatment ended, the children’s social improvements on the Vineland had disappeared.
“It’s hard to know how much to make of it,” says James Rehg, professor of interactive computing at the Georgia Institute of Technology in Atlanta. “It doesn’t look like at this point it was a slam dunk.”
Rehg says he would have more faith in the treatment if the effects had lasted or if the children had shown improvement on the other tests.
One reason the results are weak may be that the treatment targets the wrong problem, some experts say: Autistic children may not have trouble recognizing emotions.

Diagnostic tests don’t miss girls with autism, study suggests

Boys and girls with autism get virtually identical scores on three commonly used diagnostic tests, suggesting that sex doesn’t affect the scores. With 10,000 autistic children, including nearly 1,500 girls, the unpublished study is the largest of its kind. But some experts are unconvinced, saying the study’s design does not account for girls who go undiagnosed.

The findings are limited, however, because the researchers included only girls already diagnosed with autism, says Kristin Sohl, associate professor of pediatrics at the University of Missouri in Columbia. Tests such as the ADOS miss many girls with the condition, she says, and the new work does not account for this population.
The bigger question, Sohl says, is why diagnostic tests may not spot girls with autism in the first place.
“What is it about those girls that is allowing them to not score [as autistic] on this excellent test?” she says. “It tells me there are probably some adaptations that need to be made to the scoring or how we interpret those scores in the context of gender.”
Bishop acknowledges this possibility but says the team would have seen bigger differences between boys and girls if the tests were inherently biased.
“If we were missing [girls] because they were systematically scoring lower than the boys, we would expect to see larger effects here,” she says.

Repetitive behaviors ease with age in most autistic children

Restricted and repetitive behaviors decrease significantly in about 75 percent of autistic children from age 3 to 11, according to a study that tracked more than 400 children. The study is the longest yet to analyze this core autism trait.

Read more here. 

U.S. autism prevalence in black children based on few families

The survey, called the National Survey of Children’s Health, asks parents to respond to questions about the health of the children in their household.
The survey tends to report a higher prevalence of autism than estimates that rely on expert review of health records. The prevalence of autism based on the latter method is 1.69 percent for 2014, according to the Centers for Disease Control and Prevention.
The 2016 survey found that 2.5 percent of children in the U.S. had autism at the time of the survey. The survey also offered a breakdown by race: 2.79 percent in black children and 2.57 percent in white children. The estimate for black children is based on responses from just 80 families, however.
The number of black families in the 2017 survey is even smaller.
For this survey, the researchers looked at the data for children who had ever had an autism diagnosis, not just those who had it at the time of the response. The survey reported a prevalence of 2.86 percent in white children and 2.63 in black children. In this case, the figure for black children is based on survey data from only 38 families with an autistic child.

Sunday, April 28, 2019

Archived Webinar - Innovative Technology for Individuals with Autism

Individuals with autism benefit significantly from leaps and changes in technologies. Please join Christian Karter, M.A., Educational Technology Specialist at Monarch Center for Autism to learn about the latest in technologies and apps that are being deployed to help further their education and lives. In this edWebinar, Christian will also discuss emerging technologies that are coming to the market in the next few years.
This edWebinar will be of interest to preK-12 teachers, school and district leaders, therapists, and specialists. There will be time to get your questions answered after Christian’s presentation.
About the Presenter

Christian Karter, M.A. is the educational technology specialist at Monarch Center for Autism, a division of Bellefaire JCB, in Shaker Heights, Ohio. He holds a master’s degree in community counseling and a bachelor’s degree in psychology, both from John Carroll University. He has worked at Monarch Center for Autism for 12 years as an associate teacher in the classroom and in his present role. His chief responsibilities include iPad deployment, Monarch’s PAIRS data system management, and introduction of new technologies into the classrooms.