WE'VE MOVED!!

 Please check out the new Montana Autism Education Project website for more information.

FIRST ANNUAL MOUNTAIN WEST NEURODIVERSITY CONFERENCE

 Click here to receive more information and conference updates.

MonTECH: Managing Transitions from One Activity to Another Throughout the School Day

Do you have students who struggle with transitions between activities and environments? In this session, we explore tools and strategies to establish routines and decrease transition-related frustration and behaviors.

Learning Objectives:

Participants will be able to recognize behaviors that indicate transition challenges, identify three low-tech options to promote smoother transitions between activities, and determine three ways to support a student during a difficult transition.

Michelle Allen, ATP, is the Assistive Technology Professional for MonTECH. MonTECH is Montana's free assistive-technology resource and training center. Michelle has extensive experience working with equipment from low-tech to high-tech and strongly believes students can achieve their full potential with the right tools. She has worked closely with students with a wide range of diagnoses, learning disabilities, and behavioral needs to identify tools and strategies that support success.

Liz Kuehn, PTA, is the Eastern Clinic Coordinator for MonTECH's satellite location in Billings. Before coming to MonTECH, she worked for seven years as a physical therapist assistant for Billings Public Schools, where she discovered a love for adaptive equipment and assistive technology. She has a bachelor’s degree in disability studies and is currently pursuing a master’s degree in assistive technology studies and human services.

Liz' experience is an excellent complement to Michelle's; together they offer well-rounded perspective and extensive knowledge of tools and strategies to help you and your students.

• 2 OPI Renewal Units are offered for this training
• May 14, 2025 2:30-4:00
• Register for this virtual training here

Please complete the 25/26 School Year MAEP training needs survey

 

25/26 MAEP Training Needs Survey

AAC & Proloquo2Go: How to Design a Better Implementation!

What is “best practice” for use of AAC with a student? Attendees will walk away from this presentation with renewed or new knowledge to confidently help individuals who rely on AAC. This presentation will provide the attendees with the “ins and outs” of the iOS app, “Proloquo2Go” from www.assistiveware.com.

Attendees will learn to navigate the app and discover new features. They will practice programming the app in a way that is salient to the user and support persons. This presentation offers a review case studies and a chance to talk about your specific student’s needs. Julie will share her teaching strategies with you to create interactions with AAC/Proloquo2Go are enjoyable for your student, the family, you, and your staff.

Julie Doerner is a nationally certified and state licensed Speech Language Pathologist (SLP). Julie currently works for the Confederated Salish & Kootenai Tribes (CSKT) Tribal Health Services of the Flathead Reservation. She serves all ages of patients across the Reservation, but works primarily with Native American children attending Head Start preschool centers. Julie has worked in the public schools, private practice, in the rehab setting, and most recently worked at the University of Montana. At UM, Julie worked for the state assistive technology (AT) program, MonTECH, and the School of Speech, Language, Hearing, and Occupational Sciences. Her work focused on Augmentative Alternative Communication. Julie has been working with the Proloquo2Go app since 2012. When she isn’t working, Julie is riding her horses, training her mini-donkeys, and traveling.

May 13, 2025 8:30-4:00 Cottonwood Inn & Suites, Glasgow.

May 14, 2025 8:30-4:00 Sleep Inn & Suites, Miles City

7 OPI renewal units are offered for this training.

Register here for AAC & Proloquo2Go: How to Design a Better Implementation!

Online Training for OPI Renewal Units: OCALI Autism Introduction and Foundations of Evidence-Based Strategies

The following trainings are available: 

An Introduction to Autism Characteristics and Simple Strategies from OCALI.

This introductory module presents information about unique characteristics of autism spectrum disorder (ASD), including social-communication, restricted interests and patterns of behavior, sensory, cognition and information processing, and emotional regulation. Five simple strategies are introduced that may be used anytime, anywhere with young children, students, and adults with ASD. (Note this course is a pre-requisite to take the longer courses.)

Learning Objectives:

• Provide an understanding of the spectrum of skills that characterize autism spectrum disorder, or ASD.
• Dispel common misconceptions about ASD.
• Provide simple strategies that may be helpful for individuals with ASD.

Estimated Time to Complete Module: 90 minutes

Foundations of Evidence-Based Strategies - Toddler and Preschool Age

Early childhood is an important time to help young children with ASD to develop critical language and learning skills. With video examples in homes and preschool classrooms, this course will introduce you to evidence-based strategies that can be used in natural environments during typical routines and activities of toddlers and preschoolers. This course takes approximately 10.5 hours to complete. Prerequisite: Many Faces of Autism  Find more information here. 

Foundations of Evidence-Based Strategies - School Age 

During the elementary and middle school years, school-aged individuals with ASD are developing skills in many areas that will impact their futures. This course presents evidence-based strategies in action in home, school and community environments. This course takes approximately 10.5 hours to complete. Prerequisite: Many Faces of Autism     Find more information here. 

Foundations of Evidence-Based Strategies - Transition Age 

Adolescents and young adults with ASD need many critical skills as they prepare for transitioning from high school into their own, unique adult lives. This course will show you how to use evidence-based strategies to support individuals who are transition-aged and young adults through video examples at home, school, work, and in the community. This course takes approximately 10.5 hours to complete. Prerequisite: Many Faces of Autism     Find more information here. 

You can find more information and register for the OCALI training here. 

If you wish to receive OPI renewal units for completing the above trainings, you must register here. We will then tell you what information from OCALI training needs to be provided when you have completed a course to receive your OPI renewal units. 

OSEP has released a new OSEP Fast Facts: Children Identified with Autism

OSEP has released a new OSEP Fast Facts:  Children Identified with Autism [sites.ed.gov], which takes a updated look at our data on children whose primary disability is autism.  We revised and updated our very first (and one of our most popular) OSEP Fast Facts [sites.ed.gov].  

Highlights from 2024 OSEP Fast Fact: Children Identified with Autism [sites.ed.gov]

• In SY 2022-23, the percentage of students with disabilities identified with autism is 12.81%.  States report a range from 5.76% to 17.28% of students with disabilities identified with autism.
• In SY 2021-22, Students with disabilities identified with autism were less likely to be subject to a disciplinary removal than all students with disabilities.  
• In SY 2022-23, States/entities and LEAs were more like to identify males with autism than females when compared to all students with disabilities.
• In SY 2021-22, students identified with autism, ages 14-21, exiting school were less likely to drop out and more likely to receive a certificate than all students with disabilities.  
• In SY 2022-23, States/entities and LEAs are more likely to identify Asian students with autism when compared to all students with disabilities.
• In SY 2022-23, students identified with autism were less likely to be served inside the regular class 80% or more of the day than all students with disabilities. 

MYTHS AND FACTS SURROUNDING ASSISTIVE TECHNOLOGY DEVICES AND SERVICES

 

January 2024, from the Department of Education

read it here. 

Understanding and Supporting Twice-Exceptional (2e) Kids

 This episode of “A World of Difference: Embracing Neurodiversity” introduces a twice-exceptional teen podcaster who shows the world why “exceptional” should be underlined. Experts unravel the confusion surrounding twice-exceptionality. And “Difference Maker” John “Jack” Horner reveals how his success with science helped him bury his struggles with undiagnosed dyslexia.

You can view the 26 minute video here. 

Sensory Profile and Plan for Supporting

 

You can view the document here. 

A Guide for Transition to Adulthood

Updated in 2021, OAR’s Life Journey Through Autism: A Guide for Transition to Adulthood (2nd ed.) provides an overview of the transition to adulthood process. Packed with evidence-based tips, resource recommendations, informational handouts, and activities, the guide includes information about how to:

Initiate the transition planning process and engage your child, their family and friends, the school’s professional staff, and representatives from adult service systems as members of your child’s transition team.

Prepare for the changes in available supports and legal protections that accompany the transition to adulthood.

Center the transition plan around the interests and strengths of your child.

Equip your child with the self-determination skills they need to advocate for themselves, problem-solve, set goals, and develop a plan for their own future.

Prepare your child to navigate higher education, employment, independent living, and other relevant aspects of adulthood.

A Guide for Transition to Adulthood is available as an interactive, fillable PDF download and as a physical guidebook with detachable activities. 

You can find more information and download or order (free) the guide here. 

Archived Video Presentation - My College Life: Students with Intellectual Disability Share Their Lived Experiences

 My College Life: Students with Intellectual Disability Share Their Lived Experiences

Students with intellectual disability are increasingly identifying college as a goal, but far too few have actually had the option. It’s been nearly 20 years since the first inclusive college programs began and still, just 2% of school-age students with intellectual disability are attending college. It’s time to change that! The “Think Higher. Think College.” Public Awareness campaign was created to educate and inform families, students, teachers, school administrators, transition and vocational rehabilitation professionals, and higher education faculty and staff about what’s possible for students with intellectual disability. Join this AUCD (Association of University Centers on Disabilities) webinar to hear from a panel of college students about their experiences; watch the “Think Higher. Think College.” Campaign video; and get access to new resources for students, families, and educators, plus campaign tools to spread the word about college access for students with intellectual disability

You can view the archived webinar here. 

2022 Child Count Data on Montana Students with Autism

(You can click on any graph or table to open it in a larger view.)

Number of students with autism by school year: 

Distribution by age

Year to Year Percentage Change

Of all of the IDEA-identified students, students with autism are now 10% of the total child count.

Male to Female follows the national distribution of four males for every one female. 

Distribution by Race

Students identified with both autism and emotional disturbance

Suggested iPad Apps for Math?

 We asked, here are some of the replies: 

"We are using a program called Dreambox to support our students.  It challenges kids in the 'why it works' in math in a video game format while encouraging them to use their creative problem-solving skills, not just memorized algorithms.  Students request more Dreambox time!

From an educator's viewpoint, each "game" is aligned to standards and data is constantly being recorded.  The program differentiates for each student and alerts teacher when a student needs extra support. (It is not a complete math curriculum.) Of course, it does cost."

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I have used a few apps to assist my two students who fall under the disabilities of CD and other impairments.  They enjoyed these few apps the most.  

1. Spashlearn

2. BrainPop Jr.

3. Prodigy

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I really like using IXL. It does require a subscription, but it's interactive and identifies the students strengths and weaknesses and then individualizes a program and plan. It tracks their skills mastered and time spent on each skill. 

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I personally use the two following apps/sites in my classroom and kiddos can log in and work from home as well.  My middle schoolers enjoy them!!  

https://www.mobymax.com [mobymax.com]

https://www.prodigygame.com/main-en/ [prodigygame.com]

Also, please check out the following list recommendations with blurbs on each…. 

https://www.prodigygame.com/main-en/blog/best-math-apps-for-kids/#Elephant [prodigygame.com]

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I know a lot of my students love Prodigy. It is very game based! I know there's a lot of apps out there, however, a lot are drill and kill of math facts. I use the program iReady which students seem to enjoy. 

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I have found some success with Splashlearn as you can do it online or through an app. You can assign specific tasks or follow a learning plan made from the assessment that the kiddos do. 

Prodigy is also good if you have kids that like more of an adventure type game. It is also based on ability and modifies as it goes. 

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I like Todo Math on the ipad. Another good resource is Tang math. This is not an app, but a website. 

https://tangmath.com/games [tangmath.com]

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I utlize Khan Academy and Mobymax. Both are great tools and also provide measurable data.

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I use Education.com [education.com] for supplemental games. They also have lesson plans and worksheets, but the games are really well done.  The subscription is about $27 for the year and completely worth it.  Additionally, it is not only math, but all subjects, so they could use other games as rewards possibly too. 

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I would first try Moose math as it allows you to pick the subject to be given.  Quick math is also a lower level math learner app.  When he is rewarded he could try monster math, prodigy math or fun math  all of these are .com and IPAD apps.  If his district has access to ST Math I would suggest  he access it at home also in order to continue progress when not in school.    Finally maybe a set of touch math cards for subtraction and addition?  He then would be able to manipulate the subtraction or addition.

My students enjoy Moose Math! It allows them to complete levels where they add and subtract to make smoothies, match the amount of dots on an animals shell, look at dots and find the numeral that matches, sequence numbers 1-10, and sort objects! 

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Splashmath or abcya have great games for math and reading.

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IXL is math, reading, and language arts and it goes from pre k all the way up to grade 12.

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WHAT ARE BREAK CARDS AND HOW DO I USE THEM?

 A quick guide to using break cards.

A previous example of break cards used with the Zones of Regulation.  

Making A.T. Solutions in Minutes to Achieve Educational Success – A Hands-on Virtual AT Maker Workshop

June 20, 2023   8:30 AM – 4:00 P.M.  Via Zoom

Seven OPI renewal units are available for this training. 

Description:  Become a rapid problem solver using everyday tools and materials for creating assistive technology solutions in minutes.

  

This virtual hands-on workshop embraces the “ABLE” principles for creating rapid A.T solutions in schools that are adjustable, portable, collapsible, repositionable, reusable, expandable, and multi-use.  Everyone can be a creative problem solver. 

Explore a variety of methods, materials, and resources for creating A.T. solutions in five minutes or less. Learn the 3Ms of Making, Mounting and Modifying.  Assistive technology has a very high failure rate, and therefore, creating rapid solutions or modifications to solutions are needed to achieve educational success for students with disabilities.  Learn about the 85% of assistive technology in schools that doesn’t involve a computer. 

 

Participants will receive a kit of materials in the mail, one week prior to the workshop that will be using during the training for hands-on making of 10 different multi use devices that can be used to accommodate for a variety of functional limitations and specific learning activities in the classroom.  In addition, each person will receive a copy of Dr. Willkomm’s Assistive Technology Solutions in Minutes - Book III – “Make Stuff and Love People” that can be used for ongoing AT device making and modifications for students with disabilities. This is the most comprehensive assistive technology maker’s/solutions book available with over 1,500 images and QR codes to 500 how-to videos and resources for rapid solution creations. 

PLEASE NOTE: This workshop is limited to only 25 people and requires the mailing of hands-on materials. Therefore, specific cancellation and No Show policies are in effect that could affect your participation in future trainings from the Autism Project. 

Cancellations: You are welcome to cancel at any time. If you cancel after June 2^nd that will mean that your training slot is unavailable to anyone else and you will be responsible for sending to the OPI the hands-on training materials that have been mailed to you. 

No Shows:  If you do not cancel and do not attend, 1. you will be unable to receive a MAEP scholarship to the 2024 MCEC conference, the MonTECH August Institute and other conferences/trainings we may offer scholarships to or any training which requires us to pay a non-refundable fee per person; and 2. You will be automatically wait-listed for any 2023-2024 trainings that have a limited attendance. 

Register here. 

 

BIO Paragraph:  Dr. Therese Willkomm, PhD, is currently the Director of New Hampshire’s State Assistive Technology Program with the Institute on Disability at the University of New Hampshire (UNH)  Dr. Willkomm is also a clinical associate professor emeritus in the Department of Occupational Therapy.  She developed, coordinated and taught the assistive technology courses for the Graduate Certificate Program in Assistive Technology for 23 years. She is known nationally and internationally for her innovative strategies for creating solutions in minutes.  She has designed and fabricated over two thousand different solutions for individuals with disabilities. She has presented her work in 42 states, ten foreign countries and three U.S. Territories and has authored over 22 publications including her recent book Assistive Technology Solutions in Minutes Book 3: - “Make Stuff and Love People”.

Executive Functioning: Skills That Make a Big Difference for Children (virtual training from Western Montana CSPD)

With Stephanie Lester

Jan. 23-24 &  February 6th, 2023 

virtual 4pm to 6:30 pm

Effectively guiding children is a BIG part of every educator’s day! The principles of guidance will be presented along with practical classroom management strategies that create and sustain a positive classroom environment. The functions of behavior, strategies, and action steps to addressing inappropriate behaviors will be shared. Real life scenarios will be discussed, and practical applications shared. (7.5 OPI Renewal Units)

Register here with Western Montana CSPD.

Autism: See the Potential

This video, which features the incredible Michael McCreary, is a wonderful introduction to autism spectrum disorder. The video was created to support customer service professionals when they provide services or support to people with ASD; however the positive response from the general public has been overwhelming. This video is so accessible and entertaining, it offers something for everyone.

View the video here. 

Autistic scholar Temple Grandin: ‘The education system is screening out visual thinkers’

 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.

Read more here at The Guardian. 

How Speech Patterns in Autism Can Affect Communication

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.