January 26 9:00 a.m. to 3:30 p.m.
This is a one-day review of the Autism Diagnostic Observation Scale complete with scoring practice and practical question review. This training is available only for Montana public school educators who have previously completed a two-day ADOS administration training.
Six OPI renewal units are available for this training.
March 1, 2023 CANCELLED DUE TO A LACK OF REGISTRATIONS.
We are working with Natalie to re-schedule this virtual training in June when school is not in session.
"You can tell she knows about the subject matter."
"This is one of the best trainings I have attended!"
"This is was eye opening & very informative with examples that are actually helpful!"
"I feel more comfortable working with my students. I also appreciate the resources that she recommended!"
With up to 80% of individuals with disabilities reportedly becoming the victims of sexual/physical abuse or crimes by the time they reach adulthood, the topics of hygiene, puberty, and sexual development are imperative to safety. Unfortunately, these topics are often overlooked. Strategies for teaching hygiene, puberty, and sexual development with an emphasis on safety will be discussed.
*Learners will be able to articulate the importance of hygiene related to socialization and strategies to help teach and maintain good hygiene and related behaviors in their students with disabilities.
*Learners will be able to articulate the challenges that their students with disabilities may face in puberty as compared to typically-developing students.
*Learners will be able to articulate the significance of sexual development in their students with disabilities as well as strategies for teaching sexual development to these students.
*Learners will be able to articulate the importance of teaching hygiene, puberty, and sexual development as it relates to personal safety. They will be able to implement strategies to maintain the personal safety of their students.
*Learners will be able to identify strategies for working with parents of their students with disabilities that promote the best interest of the student through open conversations and collaboration.
Six OPI renewal units will be available for this training. The training will not be recorded.
About the Presenter: Natalie T. Montfort, PhD - Natalie earned her Bachelor of Science Degree in Psychology from the University of Houston and her Master of Arts Degree and a Doctor of Philosophy Degree in Clinical Psychology from Fielding Graduate University. She has worked with children and young adults with ASD since 2002 and has training in Cognitive Behavioral Therapy (with children, adolescents, and adults), Trauma-Focused Cognitive Behavioral Therapy, Relationship Development Intervention, Social Thinking, behavior modification (including Applied Behavior Analysis), and educational assessment.
Billings February 27/28, 2023 8:30 a.m. to 4:30 p.m.
(Registration for this training has closed.)
Discover what is new in the world of awesome apps, adaptations and accessories.
This is our highest-rated training ever! Quotes from previous attendees: "Great visuals, videos and hands-on!" "I loved how practical this was." "It was an awesome workshop. I absolutely loved it. Therese has a great sense of humor and is fun to listen to!"
Twelve OPI renewal units are available for this training. Attendance is limited to 50 people. Attendees must bring an iPad for which they have the ability to add apps or other software.
Day 1
The awesome iPad and it’s many features to support students with disabilities
Resources for finding appropriate apps for specific functional limitations
There is an app for that—feature mapping and finding appropriate apps
Create access solutions for the iPad for vision impairments—tactile overlays
Build a multi-use iPad holder
Creating and using a scan and read station for the iPad for students with print disabilities
Creating access solutions for physical impairments
And . . . on the first day of the boot camp you will be making seven different iPAD supporting devices to take home. The seven devices that they would be making include: a multi-use iPad Holder; an Adapted Stylus; a Tactile Overlay for iPADs for Blind; a multi-use vertical iPAD holder for Low Vision; an iPAD Flipper for the Deaf; an iPAD enhancer for Hard of Hearing; and an iPAD Scan and read station for learning disabilities and print disabilities.
Day 2
101 Uses for the iPad camera to support students with disabilities
Explore 10 ways to Interact with the iPad without ever touching the device – using voice, geo fencing, switch access
Creating access solutions for students with communication impairments
Apps and executive function impairments
Apps and adaptations for deaf and hard of hearing
Apps for self-regulation and relaxation
iPad access when using a wheelchair, table, floor, car or bed to accommodate for physical limitations
Therese Willkomm, PhD, ATP, is currently the director of the New Hampshire statewide assistive technology program with the Institute on Disability and a clinical associate professor at the University of New Hampshire. She has been engaged in providing and managing assistive technology services for over 28 years in the areas of home, school, and worksite modifications for persons with disabilities. She is known nationally and internationally as “The MacGyver of Assistive Technology.” She has invented over 600 different Assistive Technology solutions including 50 different iPad solutions.
December 5, 2022 Registration has closed.
March 29, 2023 Registration has closed.
Thousands of “low-cost high touch” solutions can be made in five minutes or less to support students with disabilities in achieving educational success. This one-day workshop will discuss and demonstrate over 100 different solutions that can be made for reading, writing, communicating, sensory and self-regulation, and life skills and transition. Explore over 50 different tools, materials, and techniques for quick solution creations.
You can register here. Attendance is limited to 50 people. Six OPI renewal units will be provided for this training.
Therese Willkomm, PhD, ATP, is currently the director of the New Hampshire statewide assistive technology program with the Institute on Disability and a clinical associate professor at the University of New Hampshire. She has been engaged in providing and managing assistive technology services for over 28 years in the areas of home, school, and worksite modifications for persons with disabilities. She is known nationally and internationally as “The MacGyver of Assistive Technology.” She has invented over 600 different Assistive Technology solutions including 50 different iPad solutions.
What would you most like to see schools do differently?
Putting hands-on classes back. They fell away starting in the 1990s with more academic testing. That would include shop (with instruction in trades like metalwork, woodwork or auto mechanics), cooking, sewing, music, art and theatre (which needs set design and lighting). I’m a big believer in exposure: kids need to try different things and find out what they’re good at.
November 2 2:30 – 4:00 p.m.
This training will review the use of aversive treatment procedures in public schools, which is governed by ARM 10.16.3346. This is training on the rule and not on how to write aversive treatment plans.
The training will discuss the following requirements of the rule:
1. The requirements for conducting a Functional Behavior Assessment (FBA) and positive behavior interventions before aversive procedures can be implemented;
2. When physical restraint is/is not an aversive treatment procedure;
3. The definitions of isolation time-out and what is/is not isolation time-out;
4. Prohibited procedures;
5. The requirements of a behavior intervention plan using aversive treatment procedures;
6. Parental consent for the use of aversive treatment procedures; and
7. Requirements for notifying parents when aversive treatment procedures are used.
You can register for the training here.
Billings December 12-13, 2022 9:00 a.m. to 4:00 p.m.
This comprehensive two-day workshop provides participants with detailed examples and practice activities on how to implement the evidence-based practices.
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.
Twelve OPI renewal units are available for this training. Training attendance is limited to 35 people.
You can find more information and register for the training here.
(It is recommended that attendees have an Accent device or the Empower software to participate in this training. They may download the Accent emulation software on a Windows computer using this link: https://www.prentrom.com/prc-advantage/empower-demo)
January 11, 2023 8:30 a.m. to 11:00 a.m. Moving Forward with Accent
(It is recommended that attendees have an Accent device or the Empower software to participate in this training. They may download the Accent emulation software on a Windows computer using this link: https://www.prentrom.com/prc-advantage/empower-demo)
January 18, 2023 8:30 a.m. to 11:00 a.m. Moving Forward with iOS
(It is recommended that attendees have an iPad with the LAMP Words for Life software in-hand to participate in this training. Please make sure prior to the training that you have your app and iOS on the latest update if possible.)
Three OPI renewal units are available for this training.
Registration for these trainings has closed.
April 21, 2023 8:30 a.m. to 2:30 p.m.
January 12, 2023 8:30 a.m. to 2:30 p.m.
LAMP (Language Acquisition through Motor Planning) is an augmentative alternative communication (AAC) approach designed to give a method of independently and spontaneously expressing themselves through a speech generating device.
This course will cover the components of LAMP: readiness to learn, engaging the learner through joint engagement, and learning language through a unique and consistent motor plan paired with an auditory signal and a natural consequence. Discussion will include how this approach addresses the core language deficits of autism, device features that are beneficial to teaching language, and how to use those features to implement LAMP components. Videos will be used to illustrate the treatment components. (LAMP web page)
Five OPI renewal units and .5 ASHA CEUs are available for this training.
Great Falls November 29, 2022 8:30 a.m. to 4:30 p.m.
You will learn how to teach critical communication skills that lead to greater independence in the home, work, school and community settings. We review nine specific skills: requesting reinforcers, requesting help, requesting a break, indicating yes and no, waiting, following directions, schedule-following and transitioning. Through lecture, demonstrations, video and participatory activities, you will acquire specific teaching strategies that are relevant for anyone who has limited communication skills, regardless of their communicative modality (e.g., Picture Exchange Communication System [PECS], signing, device use, speech). (course description)
Attendance is limited to 40 people. Seven OPI renewal units are available for this training.
You can find more information and register here.
Billings November 8-9 (registration closed)
Bozeman January 10-11 CANCELLED DUE TO ONLY TWO REGISTRATIONS
Individuals who are nonverbal or have limited speech need a communication system they can start using right now. PECS provides an immediately useful method for requesting things, actions and people, in a way that requires and promotes social interaction. Using the principles of applied behavior analysis, PECS starts by teaching spontaneous requesting and as quickly as possible, moves on to responding to questions as well as commenting about things in the environment.
Fourteen OPI renewal units are available for this training. Attendance is limited to 40 people.
You MUST have a PECS manual at the training. You can borrow one within your district or cooperative or you can purchase a PECS manual here.
October 20-21, 2022 9:00 a.m. – 3:00 p.m. Registration is closed.
December 1-2, 2022 9:00 a.m. to 3:00 p.m. Registration is closed.
This comprehensive two-day workshop provides participants with detailed examples and practice activities on how to implement the evidence-based practices.
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.
The virtual training will not be recorded and attendance is required on both training days. Attendance is limited to 35 people.
Ten OPI renewal units are available for this training.
October 27 11:00 a.m. to 12:30 p.m. MST
Behavioral Skills Training (BST) is an evidence-based strategy that can be applied to teach a variety of skills. BST includes four primary steps including Instruction, Modeling, Rehearsal and Feedback. This webinar will review some of the interesting applications of BST including literature related to the application of Augmentative and Alternative Communication (AAC). Considerations for SLPs to incorporate BST within their sessions will be explored with specific examples provided. We will also include recommendations for increasing the effectiveness of feedback – one of the key components of the BST model.
Two OPI renewal units and 0.15 ASHA CEUs will be provided for this training.
Registration for this training has closed.
We have suspended enrollment in the virtual PECS Level 2 training at this time as we look at using our remaining 2022-23 contract funds to provide Challenging Behavior training in June, 2023.
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. As you acquire teaching strategies on expanding vocabulary and syntax combined with new ideas for materials, we will discuss how to increase communication opportunities for your learner. Throughout the training, you will be provided with presenter demonstrations, video examples and opportunities to role-play.
We have a limited number of scholarships for an online PECS Level 2 training on February 23/24, 2023 which start at 7:00 a.m. MST.
14 OPI renewal units are available.
We have suspended enrollment in the virtual PECS Level 1 trainings at this time as we look at using our remaining 2022-23 contract funds to provide Challenging Behavior training in June, 2023.
Individuals who are nonverbal or have limited speech need a communication system they can start using right now. The Picture Exchange Communication System (PECS) provides an immediately useful method for requesting things, actions and people, in a way that requires and promotes social interaction. Using the principles of applied behavior analysis, PECS starts by teaching spontaneous requesting and as quickly as possible, moves on to responding to questions as well as commenting about things in the environment.
Things to Know:
These trainings are only available to public school staff and contracted speech-language providers.
You must complete both days of the training. Trainings are from 8:00 a.m. to 4:00 p.m. in the designated time zone.
OPI renewal units (14) will be provided after verification from PECS that you have completed the training.
A hardcopy PECS manual will be sent to you for the training. Training registration will close ~14 days before each training to allow for mail delivery of the PECS manual.
If you have any questions, please email Doug Doty at ddoty@mt.gov.
ADOS-2 Initial Training (in-person training)
What is the ADOS (Autism Diagnostic Observation Schedule)?
The Autism Diagnostic Observation Schedule-Second Edition (ADOS-2) is a standardized assessment tool that helps providers identify autism spectrum disorder in children and adults. The ADOS involves a semi-structured play or interview session determined by the age and communication level of the individual. (Read more here.)
Missoula – September 26 and 27 FairBridge Inn and Suites
Billings – September 29 and 30 Billings Hotel and Convention Center
9:00 a.m. to 4:00 p.m. each day. Attendance is limited to 50 participants. 14 OPI renewal units will be provided.
Registration for this training has closed.
September 15 2:00 p.m. - 4:00 p.m.
October 21 10:30 a.m. – 12:30 p.m. (Same content each day.)
This training will include:
1. Why and how the OPI created a new educational autism criteria in 2019;
2. A review of the OPI autism characteristics; including examples for specific characteristics by gender, age and use/non-use of spoken language.
3. Time for questions and answers.
Two OPI renewal units are available for this training.
You can register for the training here.
The OPI Montana Autism Education Project (MAEP) provides public schools with free autism and/or behavior consultations for any students who are qualified under the IDEA. OPI part-time consultants include Board Certified Behavior Analysts, Speech-Language Pathologists and experienced special educators.
Virtually all people with autism have problems with spoken language.1 This is true even for those people who have no speech delays or difficulty with pronunciation. That's because spoken language involves more than the use of words; we vary our pitch, loudness, tempo, and rhythm in our speech in order to convey different meanings. These changes are called "prosody," and people with autism often find prosody difficult to hear, understand, or reproduce.
Read more here at VeryWellHealth.
Registration is open for the Fall social interaction session which begins the week of September 19th. Classes offer fun, socially enriched activities that give your child or teen an opportunity to practice navigating the social world within a small group setting.
For detailed information about classes offered, dates, and times visit cuesclub.org [cuesclub.org]
The YETI Social Learning Program is accepting applications for the 22-23 school year. This program is designed for children with autism and related disorders.
In the 2021-2022 school year, the OPI Montana Autism Education Project (MAEP) provided:
42 different trainings and with repeated trainings, a total of 63 trainings.
These trainings were attended by 1,350 Montana educators, parents and others who have an interest in autism and behavior management. They completed 6,372 hours of training.
The trainings were mostly virtual trainings, with four in-person trainings in March and June in Billings, Bozeman and Great Falls. We will continue to evaluate all trainings as to whether attendees think the training is/would be better in-person or virtually.
Staff from 117 different school districts attended trainings offered by the MAEP. Additional attendees were from the Job Corps, private schools, Part C providers, the Department of Child and Family Services. Head Start, both Montana Bureau of Indian Education schools, parents, and students from the University of Montana School Psychology and Communication Sciences Disorders programs.
Attendees by Position:
30% - Special Education Teachers
29% - Speech-Language Providers
10% - School Psychologists
9% - General Education Teachers
4% - Paraeducators
14% - Other (Parents, University Students, Special Education Directors, School Administrators, School Counselors, OPI staff, Part C Providers, etc.)
Training Evaluation:
We do post-training evaluations and obtained the following average scores:
"Would you suggest this training to others?" 4.7 / 5 (range 4.4 - 4.9)
Also asked:
(The initial gain of 1.2 is a one-decimal rounded average.)
Friday, September 16th 8:30am-3:30pm
Presenter: Jessica Minahan
Learn a systematic approach for deciphering causes and patterns of difficult behaviors and how to match them with proven strategies for getting students back on track to learn.
The Behavior Code reveals a systematic approach for deciphering causes and patterns of difficult behaviors and how to match them with proven strategies for getting students back on track so they can learn effectively.
The Behavior Code provides the conceptual background for breaking the code of the four most challenging students in the classroom: students with anxiety-related, oppositional, withdrawn and sexualized behaviors. The book provides, in a user-friendly format, a different kind of behavior intervention plan — we call it the FAIR plan — that outlines effective interventions for students demonstrating these challenging behaviors.
Date: October 27 & 28
Presenter: Doug Doty
Blended Learning; 8:30-3:30 In person @ PVSS in Glendive or Online
October 27th- Autism 101 & Prompting and Reinforcement
October 28th- Writing IEP Goals and Data Collection for Skill Acquisition
Join us on Friday, July 29th at 9AM to 11:30AM (MST) for a training on prompting, stimulus control, and error correction procedures via a live Webinar with Andy Bondy, PhD for $49. See the following link to register!
Click here to find links to upcoming live ADDitude webinars with experts on all aspects of attention deficit hyperactivity disorder (ADHD or ADD) and related conditions, plus our complete archive of free webinar recordings and slide presentations.
ABA Graduate Certificate [und.edu] - Be in demand nationally with an online graduate certificate in Applied Behavior Analysis. This program is designed to prepare professionals to improve specific behaviors such as social skills, communication, reading, academics, as well as adaptive learning skills. In this online program, candidates will learn to create and implement effective, evidence-based interventions based on applied behavior analysis. They will be trained with skills to help in parent training, substance abuse treatment, dementia management, brain injury rehabilitation, occupational safety intervention, teaching safety skills, as well as working with individuals with disabilities, such as autism. *These graduate credits may be applied to a master’s degree in the ABA program at UND. Contact Joanna Ryan, ABA Graduate Director for more information: joanna.ryan@und.edu
ASD Undergraduate Certificate [und.edu] - This part-time, flexible online ASD UG Certificate is designed for parents, grandparents, general educators, administrators, office professionals, paraprofessionals and others who work with individuals with ASD. This 100% online undergraduate certificate program will help candidates to better understand individuals with ASD and how to support them in day-to-day activities. In this program students will gain the skills and tools needed to effectively address the many and varied challenges individuals with ASD face. Contact Carol Johnson for more information: carol.a.johnson.2@und.edu
ASD Graduate Certificate [und.edu] - This 100% online graduate certificate program will prepare candidates to work in home-based settings; schools, hospitals, state and private institutions; or other human service agencies. You'll learn the latest methods, research and training associated with ASD. *These graduate credits may be applied to a master’s degree in the special education program at UND. Contact Carol Johnson for more information: carol.a.johnson.2@und.edu
So if the 2020 Child Count data had a big surprise, the 2021 Child Count data doesn't seem to have any *big* surprises. We may still be seeing some effects of Covid, in that the year-to-year percentage change in the number of students with autism was lower than what is generally was prior to Covid. (Click on a picture to open it in a new window.)
Here is some more data:
Out of all the students identified under the IDEA, students with autism are about 10% of the total child count.
Here are graphs of the number of students with autism by school year:
In 2019, the Developmental Delay criteria expanded from students aged 3-5 to students 3-8. So we wondered, did that expansion of the DD criteria to include ages 6-8 have an effect on the number of 6-8 year-old students with autism, who, if they hadn't met the autism criteria before age 6, might have continued in or been identified as having a developmental delay rather than autism?
Probably not much? Although the 6-8 year-old DD numbers increased by 82% in three years, the number of students aged 6-8 with autism showed an increase of 3% in the same three years, as the number of IDEA students aged 6-8 increased by 6%. Keep in mind that the age 6-8 autism numbers are fairly small so that a 1% increase or decrease would be only 4 kids.
Data Nerd sidebar - We now have 898 students aged 6-8 with developmental delay. So I am wondering - are these 900 kids aged 6-8 who had DD as their first identification? Or has there been a corresponding decrease in SLI, CD or other categories if those 6-8 year-olds continued as DD instead of being moved to another category or exiting special education? (I will be looking at that data.)
If you look at the second table, third line in this post and remove the 2020-2021 covid year, the increase in the number of special ed students isn't unlike previous years. So where did the 6-8 year-old DD kids come from?
The age distribution of students with autism remains essentially the same as in previous years. 2020 2018 2017
Male/Female ratio shows a small change (1% = 20 students.)
Autism distribution by race remains fairly constant. (We will share additional American Indian data in the future - scroll down here for past data.)
