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.
Monday, December 7, 2020
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)
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.
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.
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.
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.
Sunday, December 6, 2020
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
Monday, November 30, 2020
Monday, November 23, 2020
As a parent, I thought choosing an ABA organization was similar to choosing a pediatrician or a dentist: they are board-certified, so they must know what they are doing. Surprisingly, because the field of ABA is new (unlike the general medical profession, which has been around for more than 25,000 years), just because someone is board certified in ABA does not necessarily mean he/she is a seasoned clinician.
Thursday, November 19, 2020
Autism with intellectual disability is less heritable than autism alone, according to a new study of how the conditions run in extended families.
The teacher can give students an in-between step to make the transition more palatable. Go from recess, to two minutes of coloring, to the spelling quiz. The intermediary step gives that non-compliant student behavioral momentum. He’s already sitting down, quiet, with pen in hand, so the jump to spelling isn’t as jarring.
Monday, November 16, 2020
We have scheduled the online ADOS Booster training for December 4th, from 9:00 a.m. to 3:30 p.m.* This is a one day review of the ADOS 2 training complete with scoring practice and practical question review. The training is available only for Montana public school educators who have previously completed a two-day ADOS administration training.
You can register for the training here. The registration includes an opportunity to ask questions before the training and to choose which ADOS modules the training should focus on. Please have your ADOS manual with you during the training. We will send links for the log-in and materials prior to the training.
* Includes a one-hour lunch break.
What Do Previous Attendees Say After Taking an ADOS Training and Conducting the ADOS?
Do you have any additional comments or suggestions?
I am a core member of our ADOS evaluation team. This training is essential for my job. I need to fine-tune my skills, and learn about subtleties of the assessment as well as updates and changes.
Loved to watch other administer the ADOS. I think looking at how someone scores the ADOS is very helpful providing strategies for scoring and documenting what you see and hear.
I am so glad that I did it. I should attend every time you offer it, because the ADOS is so complex.
Saturday, November 14, 2020
March 10, 11 and 12. 2021
(Doug Note - I attend this conference every year and it is awesome!)
Selected sessions are below, you can see the full conference schedule and register here.
DAY ONE: WEDNESDAY- MARCH 10, 2021
Practical Applications of the SCERTS Model to Create Classroom and Individual Supports and Enhance Emotional and Energy Regulation by Amy Laurent, PhD, OTR/L and Jacquelyn Fede, PhD
Achieve Success with Defiant, Emotional, and Disengaged Students by MaryAnn Brittingham, MS, Family and Child Counseling
Using the Power of Play to Create Calm, Grounded, and Engaged Learners by Janine Halloran, MA, LMHC
Every Move Counts, Clicks and Chats: A Sensory-Based Approach to Communication and Assistive Technology – part 1 by Jane Korsten, MA
The Challenge of Challenging Behaviors! Understanding and Effectively Addressing the Behavioral Challenges of Students with Autism Spectrum Disorder by Susan K. Lewis Stokes, MA, CCC-SLP
DAY TWO: THURSDAY- MARCH 11, 2021
It’s All About Independent Functioning! Practical Strategies that Foster Independence for Students with ASD by Susan K. Lewis Stokes, MA, CCC-SLP
Interventions for Executive Function Difficulties: Changing the Brain to Change Behavior by George McCloskey, PhD
Trauma Responsive Functional Behavior Assessment and Behavior Intervention Planning – part 1by Lynne DeSousa, MS, School Psychologist
Every Move Counts, Clicks and Chats: A Sensory-Based Approach to Communication and Assistive Technology - part 2 by Jane Korsten, MA
Embedding SEL in Daily Instruction to Improve Student Engagement and Academic Success - part 2 by Mike Anderson, MS
Teaching Social Skills Remotely by Rebecca Moyes, MEd
DAY THREE: FRIDAY- MARCH 12, 2021
Integrated Technology Tools to Support Dyslexia and Other Language-Based Learning Disabilities by Sharon Plante, MA
The Neuropsychology of Emotional Disorders: A Framework for Effective Interventions by Steven Feifer, DEd, ABSNP
Trauma Responsive Functional Behavior Assessment and Behavior Intervention Planning - part 2by Lynne DeSousa, MS, School Psychologist
Grading Smarter, Not Harder: Building an Assessment Strategy to Empower Struggling Learners by Myron Dueck, MEd
“Yes, and...” Using Improv to Promote Academic and Social-Emotional Success for Students With (and Without) Disabilities by Jim Ansaldo, PhD Ed
Fostering Equity in Special Education by William White, EdS
Opening the Doors to Students with Moderate to Significant Cognitive or Developmental Delays by Kathy Morris, MEd
Registration at https://rehabseminars.org [rehabseminars.org]
Tuesday, November 3, 2020
A July 2020 study in the journal Autism Research found that mothers with eating disorders and a child with autism showed more autistic traits than mothers without an eating disorder, leading researchers to suggest that overlap between disordered eating and autism could contribute to underdiagnosis of autism in females.
The Special Education Community of Practice meets the first Thursday of each month from 3:30 to 4:30PM. Each session has a 10 to 20 presentation op a topic followed by a discussion around the topic. Topics are:
November 5, 2020- Assessment- Yvonne Field
December 3, 2020- Preschool Transition - Danni McCarthy
January 7, 2021- Twice-Exceptional- Allyson Chance
February 4, 2021- Best Practices with Parents- Chris McCrea
March 4, 2021- HS Transition- Marla Swanby and Sara Bailey
April 1, 2021-Data Collection-TBD
May 6, 2021-Inclusive Programming-TBD
June 3, 2021- TBD
To access the meeting:
Join Zoom Meeting https://mt-gov.zoom.us/j/9682233568 [msubillings.us5.list-manage.com]
Meeting ID: 968 223 3568
Dial by Telephone +1 646 558 8656 or +1 406 444 9999 Meeting ID: 968 223 3568 Find your local number:https://mt-gov.zoom.us/u/aBmTr9FgS [msubillings.us5.list-manage.com]
Join by SIP firstname.lastname@example.org
Join by H.323 (Polycom) 18.104.22.168##9682233568
Join by Skype for Business https://mt-gov.zoom.us/skype/9682233568 [msubillings.us5.list-manage.com]
For more information contact Jennifer Nettleton at Jennifer.Nettleton@mt.gov or call 406-444-5848.
Monday, November 2, 2020
Register below for this free expert webinar to learn why ADHD is different for women on Tuesday, December 15 at 1 pm ET.Sign up and you will receive the free webinar replay link after 12/15 as well!
Women’s presentation of ADHD symptoms contributes to the diagnostic confusion that still leaves many women overlooked or misdiagnosed. The perfect storm of internalized symptoms, hormonal fluctuations, and societal expectations yields a distinct set of stressors. Emotional dysregulation also renders women more reactive than proactive. Trapped beneath the weight of stigma, self-doubt, and shame, they lose confidence in their judgment since it often betrays them.
The good news it that experts today are creating holistic treatment plans tailored to women’s needs. Reframing strategies offer women the opportunity to see themselves through a lens of validation and acceptance, to impose self-protective boundaries, and to question obligations. Rather than being silenced by shame, women are learning to trust their own voices.
In this webinar, based on the most up-to-date research on women and ADHD, you will learn:
- How diagnostic challenges can limit accurate identification and treatment of ADHD in women
- Five gender-specific factors that affect the impact of ADHD
- How unpredictable executive functions thwart the ability to conform to society’s expectations
- How fluctuating hormone levels impact ADHD symptoms
- Five factors that increase the risk for negative outcomes with ADHD
- How co-existing conditions complicate the ADHD experience and treatment
- How treatment offers hope with evidence-based strategies that teach self-acceptance, self-respect, and self-compassion
Live Webinar on November 24: ADHD Anger, Tantrums, and Mood Shifts: Effective Treatments for Emotional Dysregulation
Register below for this free expert webinar to learn effective treatments for emotional dysregulation on Tuesday, November 24 at 1 pm ET.
In this webinar, you will learn about:
- The causes of emotional dysregulation and why it is an integral part of ADHD
- The most effective psychosocial treatments for children with ADHD
- The most effective psychosocial treatments for adults with ADHD
- The interplay of ADHD medication and emotional dysregulation
- Lifestyle changes and habits to manage concerns about anger and emotionality
- Other conditions that should be considered if tantrums or anger are the main challenges
Webinar - Why Are You So Sensitive? Understand How Sensory Processing Sensitivity Affects the ADHD Brain
Register below for this free expert webinar to learn how sensory processing sensitivity affects the ADHD brain on Wednesday, November 18 at 1 pm ET.Sign up and you will receive the free webinar replay link after 11/18 as well!
The overlap with ADHD is clear: The inability to control emotions, being more easily overwhelmed and overstimulated than neurotypicals, and struggling with low self-esteem are all symptoms of being a HSP.
In this webinar you will learn:
- The symptoms of SPS and how it affects the brain
- How ADHD behavior of ruminating and overthinking situations and life events can contribute to SPS
- How to manage SPS alongside ADHD
Wednesday, October 28, 2020
How many hours a week of intervention do young children with autism need? A new study suggests that the precise number may not be all that consequential.
A study by the University of California Davis MIND Institute was recently published in the journal Genome Medicine. They discovered that cord blood of newborn babies had a distinct DNA methylation signature or the addition of a methyl group (CH3) to the genome. Furthermore, the signature was traced in genes and DNA regions associated with early fetal neurodevelopment.
Professor Janine La Salle said that ASD has a specific DNA methylation signature "in cord blood with specific regions consistently differentially methylated. During the study, they also identified six epigenetic signatures that determine why ASD is more prevalent in males than females.
Strictly speaking, self-injury is not a symptom of autism. However, certain symptoms, situations, and comorbidities related to ASD can lead some people with autism to engage in self-injurious behavior. Treating underlying disorders and helping the individual to learn additional communication and coping skills can enable them to avoid self-injury and minimize the long-term effects of this behavior.
Rapid growth and inadequate standards in the ‘applied behavior analysis’ industry may put vulnerable children in the hands of poorly prepared technicians.
Tuesday, October 27, 2020
The ECHO Autism for Rural Healthcare Providers will offer healthcare providers best practice strategies and support for working with patients with Autism Spectrum Disorder. The network is being operated by the Utah Regional Leadership Education in Neurodevelopmental Disabilities (URLEND) and the Wyoming Institute for Disabilities (WIND).
Friday, October 23, 2020
The University of Cincinnati UCEDD has developed a new brochure on: A Guide to Interacting with Police for Individuals with Intellectual/Developmental Disabilities.
People with intellectual, cognitive or developmental disabilities get involved as both victims and suspects/offenders with law enforcement and with the criminal justice system. The police are ready to help in many different ways to help us feel safe.
View the guide here, https://www.ucucedd.org/wp-content/uploads/2020/09/PWD-and-the-police-FA-WEB.pdf
Thursday, October 22, 2020
ALL SCHOLARSHIPS HAVE BEEN GIVEN OUT. THANK YOU FOR YOUR INTEREST.
We have a limited number of scholarships for Montana public school educators to attend online Social Thinking Trainings. (A description of the Social Thinking trainings can be found here.)
These trainings will be available on the following dates, from 10:00 a.m. to 1:30 p.m.
Thursday, November 5: Teaching Thoughts, Theories and The Group Plan
Friday, November 6: Teaching Thinking with Eyes, Body in the Group and Whole Body Listening
Thursday, November 12: Assessing Peer-Based Collaboration and Play to Provide Specific Treatment Pathways
Friday, November 13: Advancing Social Learning with Five Concepts to Promote Executive Functions
Tuesday, December 1, 2020: Individualizing Social Emotional Learning and Treatment Decision Making
Wednesday, December 2, 2020: Teaching Different Developmental Ages - Who Needs What When?
Things you must know before you request a scholarship:
OPI renewal units will be provided after verification from Social Thinking that you have completed the training.
We have established a separate registration process from the Social Thinking online process. If you register for a training and pay Social Thinking, we cannot reimburse you.
If you have any questions, please email Doug Doty at email@example.com.
We will provide notice within a few days whether you have been accepted to attend a training.
Monday, October 19, 2020
Tuesday, October 13, 2020
PLEASE NOTE - WE HAVE USED ALL OF OUR SCHOLARSHIP MONIES.
IF YOU WANT BE NOTIFIED IF MORE SCHOLARSHIPS BECOME AVAILABLE IN 2021, PLEASE SIGN UP FOR OUR NEWSLETTER HERE.
We have a limited number of scholarships for Montana public school educators to attend online PECS Level 1 Trainings. (A description of the PECS Level 1 training can be found here.)
These trainings will be available on the following dates, from 9:00 a.m. to 4:30 p.m.
Things you must know before you request a scholarship:
This training is only available to those who have not taken a PECS Level 1 training before.
We will request confirmation from your building principal or special education director that you have been given two days of release time to attend the training. That confirmation is required before we send your registration to PECS.
You must complete both days of the training. OPI renewal units will be provided after verification from PECS that you have completed the training. PECS will inform you if ASHA CEUs are available.
A hardcopy PECS manual will be sent to you for the training. (Those attending on October 23/24 will be sent virtual materials, with a hardcopy manual to follow.)
We have established a separate registration process from PECS online process. If you register and pay PECS, we cannot reimburse you.
If you have any questions, please email Doug Doty at firstname.lastname@example.org.
We will provide notice as soon as possible to those who have been accepted to attend a training.
Thursday, October 1, 2020
Live Webinar on October 29: Better School Behavior: How to Design and Implement a Positive and Effective Behavior Plan
Is your child disruptive in the classroom — virtual or physical? As an educator, do you correct or punish the same student repeatedly? Too often parents and educators are burned out and frustrated by a student’s interfering behaviors, which can cause school exclusion and reduced social and academic opportunities.
Live Webinar on October 20: The Middle School Survival Guide for Students with ADHD and Executive Function Deficits
Life in middle school is hard for all students, but especially for those with ADHD. Developmentally, adolescents are searching for independence — focusing more on their peer relationships and often pushing parents away. In addition, academic and social expectations change dramatically in middle school: Students must meet the demands of multiple teachers, maintain focus during longer days, and manage more homework and projects. These challenges often exceed the developmental capacity of the ADHD brain’s executive functions.
Have hope! The first key to middle school success is understanding how ADHD brain development lags behind many of teens’ challenges. The second key is problem-solving from the perspective of the ADHD brain’s needs. We do this by identifying and externally supporting the weaker and slower-developing executive function skills of the ADHD middle-schooler.
In this webinar, you will learn:
- How the brain’s executive function development connects to expectations for independent homework and seat-work
- How parents can support the development of their child’s executive functions
- How to teach your child to develop time awareness and use external tools to get things done
- How to use a school planner to develop the life skill of future thinking
Confronting Challenges as a Pandemic Technology Moderator: Strategies for Engaging Students with Disabilities in Virtual Learning and the Use of Netiquette - A Free Webinar
The Montana Transition Resources Project and the Montana Deaf-Blind Project are pleased to welcome Dr. Mary Jo Krile for this free learning opportunity. Montana Office of Public Instruction (OPI) renewal unit credit is available.
Monday, September 14, 2020
View the webinar here at Spectrum.
Research demonstrates the effectiveness of Family-Centered Transition Planning in increasing student and parent expectations for adult life, student career decision-making, and student participation in employment and post-secondary education. Learn the latest sustainable processes for implementing a Family-Centered Transition Planning model for youth and young adults with autism spectrum disorders.
View the webinar here at the Autism Research Institute.
Social Capital and Autism in Young Adulthood: Applying Social Network Methods to Measure the Social Capital of Autistic Young Adults
What was the purpose of this study?
But this is not necessarily a reflection of people with these or similar conditions’ sexualities. Most have the same sexual needs and relationship capabilities as neurotypical individuals. People with autism and similar disorders may just struggle with forming and maintaining relationships without early, ongoing, and tailed education on, and support in exploring these topics.
Read more here at Vice.