Meggin Funk, M.S.Ed., CCC-SLP, BCBA and Ashley Meyer, M.Ed., BCBA Participants will gain an understanding of 11 procedural proactive strategies. This webinar will help participants identify the degree to which each strategy is currently being utilized in your setting / with your student(s) and evelop a plan for how to increase appropriate behavior and decrease problematic behavior through the consistent use of these strategies.
Meggin Funk, M.S.Ed., CCC-SLP and Ashley Meyer, M.Ed., BCBA With the national average of students spending over 1,000 hours each school year with their teachers, it is crucial that we understand the importance of positive interactions. A Review of Educational Research analysis of 46 studies found that strong teacher-student relationships were associated in both the short- and long-term with improvements on practically every measure schools care about: higher student academic engagement, attendance, grades, fewer disruptive behaviors and suspensions, and lower school dropout rates (Education Week, 2019).
Susan K. Lewis Stokes, M.A., CCC-SLP A primary goal when teaching students with ASD is to increase independent functioning and decrease dependence on adults. However, this can be quite challenging in school-based settings where the educational climate often fosters adult support. This webinar will address providing guidance and instruction to educational professionals/adults to maximize independent functioning skills for students with ASD. A unique educational planning guide will be shared, designed to assist teams in identifying contexts and situations that require adult support, necessitating the need for instruction and development of independent skills.
Ruth Aspy, Ph.D. There are more males than females with ASD; however, the imbalance may be exaggerated. The description of ASD, and consequently the tools used to identify ASD, are based on what ASD looks like in males. As a result, females with ASD are often not referred or are misidentified – they fall through the cracks. Unidentified/misidentified, and poorly served, their path is a difficult one. One disorder may cascade into others, such as anxiety and depression. This presentation will provide strategies and solutions for better identifying and serving females with ASD.
Chloe Rothschild with Kelly Mahler, MS, OTR/L This webinar will focus on interoception (the 8th sense) and autism spectrum disorders. Interoception helps you to understand and feel what's going on inside your body. Those who struggle with the interoception may have trouble knowing when they feel hungry, full, hot, cold or thirsty. Having trouble with this sense can also make self‐regulation a challenge. In this webinar Kelly Mahler MS,OTR/L, will interview Chloe Rothschild about her personal experiences living with interoceptive differences.
Kristin Hanson-Hofmann, Ed.S This webinar will review topics to be considered by leaders of programs educating students who have an Autism Spectrum Disability. Participants will gain a deeper understanding of the components of the Colorado Department of Education’s Autism Quality Indicators; family Involvement, transition and behavior supports(at all ages).
Kari Dunn Buron, MS Social cognition involves social awareness, emotional awareness, relationship building, self management and emotional regulation. Social cognition is a developmental issue and can impact a person’s confidence and competence in almost all social situations. This presentation will highlight the use of a highly systemized scale to teach skills in these four areas.

Susan Hepburn, PhD

This webinar will focus on the unique challenges when conducting evaluations for serious emotional disability (SED) and Autism Spectrum Disorder (ASD). Specific aspects of the evaluation process can help to inform whether SED or ASD is most appropriate for a student. Research from educational and clinical sources can provide helpful clues about which behaviors are more likely to correspond with each category. 

Mary Schlieder Ed.D. Through a Circle of Friends program, typically developing peers are taught important information about classmates with social challenges, and are invited and encouraged to befriend them. These peer ‪mentors are provided education and awareness, strategies for connecting and supporting others who may be different, and given opportunities to socially interact on a regular basis. This presentation will discuss the specifics of implementing a circle of friends program. The webinar will include information on how to set up your group, how to address peer awareness and training about autism, teaching social skills, and developing relevant CoF lesson plans.
Mary Schlieder, Ed.D. This webinar will explore the evidence-base for Circle of Friends. Participants will learn circle of friends implementation basics and compare different CoF models.
Rhonda Danner, MS Ed, and Alissa Mullett, MA, CCC‐SLP This webinar will help participants understand the triad of characteristics present in Autism Spectrum Disorder, how these characteristics may affect students in the school setting, and the basic strategies used to develop communication, social, and behavioral skill sets in students with Autism Spectrum Disorder.

Deb Rauner, MS Ed.

This webinar will focus on teaching and generalizing verbal behavior skills in the natural environment. Easy to use strategies to help students connect their verbal behavior skills to activities in the natural environment will be shared. Generalization of skills in the natural environment leads to more independence and successful participation in a variety of activities.

Deb Rauner, MS Ed. This webinar will introduce participants to The AFLS Assessment and Curriculum Guides as an extension to a verbal behavior program. Participants will gain the knowledge and tools to track a learner’s functional living skills and plan an individual intervention program to increase independence.
Melinda Henson, MS Ed, BCBA, Toileting successfully is a skill that has a significant and long-term impact on an individual’s quality of life outcome. By actively teaching toileting skills, we can have an immediate impact on levels of independence at home and school; increase opportunities for social & group acceptance; widen options for work and school that may not otherwise be possible; and decrease frustration and the risk of abuse as they become adults. Interventions presented will focus on how to identify and implement the most appropriate toilet training strategy for your child/student.

Erik Carter, PhD

Participants will describe the importance of involving peers in efforts to expand social relationships and learning,  identify how peer support and peer network interventions can benefit students with and without disabilities, and will learn practical strategies for recruiting students, developing effective intervention plans, orienting students to their roles, and supporting them as they work together.

Ruth Aspy, PhD Describe the goals to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique need and prepare them for further education, employment, and independent living.
Ruth Aspy, PhD The Law and Eligibility: Overview -Legal Foundations: Special Education & the Law -Autism Spectrum Disorder Defined -Tiers of Eligibility for Services ‐ Educational Need -Debacles – Breaking the Law -Eligibility Vs. Diagnosis -“High Cognition”‐ Gifted and the Law -Girls with ASD and the Law -Primacy and the Law.
Laura Anthony, PhD This webinar will review the final components of how to teach EF skills; and a review of how we know that Unstuck and On Target works. The presenter will review additional resources, – and the new online parent training program – What’s next for Unstuck.
Laura Anthony, PhD
This webinar will cover: How to tell if it’s a behavior is because of a can’t or a won’t, and How to explicitly teach EF skills, including how to make accommodations, use visual supports and techniques from the new edition of Unstuck and On Target.
Jessica Broderick M.S.Ed., CCC-SLP/L, ATP & Ashley Meyer M.Ed., BCBA This webinar will provide an overview of how to select student skills appropriate for errorless teaching. It will also describe and illustrate the 4 steps in the errorless teaching procedure.
Annette Wragge M.Ed, BCBA This webinar will focus on individuals with ASD who have average to above average cognition and verbal skills. Participants will gain information on supports for individuals with ASD to increase meaningful participation and success in a variety of settings.
Lynn Kern Koegel Ph.D. During this webinar the learner will be introduced the use of motivational procedures to teach academic skills. The learner will be provided a review of research studies that demonstrate the effectiveness of motivational procedures for teaching academics and will introduced to strategies the include motivational components to teach academic skills for a variety of learners.
Robert and Lynn Koegel, Stanford University School of Medicine During this webinar the learner will be introduced to a brief history of ABA and early autism treatments. The learner will be introduced to the background and development of pivotal response treatment and to the core PRT components of family involvement, treatment in the natural environment and treatment on pivotal areas.
Aarti Nair, Ph.D. By the end of this webinar, participants will be familiar with strategies to address teasing, strategies to address physical bullying, cyberbullying and minimize rumors and gossip.
Aarti Nair, Ph.D. This webinar will provide an overview of the social deficits and consequences of peer rejection in autism spectrum disorder, and a discsussion of the limitations of existing social skills programs. The webinar will discuss effective methods of social skills instruction and provide an overview of the PEERS® curriculum and research findings.
Cara Woundy, M.S., OTR/L, M.Ed., CAGS and Megan Hoffey This webinar provides critical information on the differences between females and males with ASD. The presenters will discuss why females are difficult to identify and explain the importance of early identification. The presentation will explore interventions specific to females with ASD.
Presented by: Torri Smith Tejral MS, BCBA, LIMHP This training will focus on evidenced based interventions to address difficulties that lead to bedtime battles. The session will cover the behaviors that prevent everyone from getting a good night’s sleep. Strategies to improve bedtime routines, falling asleep and staying in bed will be discussed along with how to implement reinforcement effectively.
Presented by: Amy Gaumer Erickson, Ph.D. Pattie Noonan, Ph.D. This webinar will provide an overview of the College and Career Competency Framework. It will provide information on how to get started exploring outcomes and instructional strategies to teach and provide opportunities for students to practice specific competencies.
Presented by: Torri Smith Tejral MS, BCBA, LIMHP Getting out the door difficult? Struggling to manage mealtime? Come learn about evidenced based strategies to support these difficult times. Interventions presented will focus on how to facilitate a behavior change. The session will cover strategies to structure for success and how reinforcement can support a long-lasting change in behavior.
Presented by: Kelley Key After viewing this webinar participants will: Have knowledge about what core vocabulary is and how to explain it to others; Be able to utilize a variety of ways to provide core vocabulary for functional communication; Have ideas and activities to use with students immediately to support communication.

Presented by: Robert Schramm, MA, BCBA

This presentation will focus on Step 7 of the Steps to Earning Instructional Control Series. This presentation  will discuss: Extinction during the Escape condition, Negative vs. Positive Punishment, Mini-Consequences, Determine least restrictive environment related to Instructional Control, Looking at data, and Benefits and problems associated with escape extinction.

Presented by Robert Schramm, MA, BCBA

Learning how to teach ”The 7 Steps to Earning Instructional Control.   Steps 1-6 will be discussed during this webinar.  This presentation will give information on how to organize your teaching environment so that you can earn cooperation and motivated participation from your client/student without the need for physically manipulating the child through escape extinction. 

Presented by: Robert Schramm, MA, BCBA 

Earning instructional control is the most important aspect of any intervention or
learning relationship. Instructional control is what motivates the learner to listen to you, to
develop new skills through instruction, and to do what you ask of them. Essentially,
instructional control is about developing a positive working relationship.

Presented by: Sharon Krupa-Sirotek, Ph.D. You will gain knowledge and self awareness in areas of Self-Care. You will be challenged to honestly assess your behaviors that increase or detract from Self Care. You will acquire strategies to improve your Self Care. You will commit to increasing behaviors of Self Care.

Presented by Stacey Martin MA, BCBA, LBA

This presentation will provide an overview of the areas assessed on the VB-MAPP including a brief overview of the verbal operants.  It will review the components of the VB-MAPP manual and test protocol, including a review of scoring procedures.  The presentation will review the types of assessment methods used on the VB-MAPP and helpful steps to take before administering the VB-MAPP. Finally, participants will learn how to interpret results and use them for program development.

Presented by: Teresa Schultz, MA, CCC-SLP The 1st webinar in this series will provide an overview of the Assessment of Basic Language and Learning Skills – Revised (ABLLS-R) protocol. The overview will include the steps to administer and score this tool.
Presented by: Deb Rauner M. Ed The 2nd webinar will focus on using the information from the ABLLS-R to create a verbal behavior program. This information will review the Behavior Language Assessment tool and its use in getting a verbal behavior program started prior to the complete administration of the ABLLS-R.

Presented by: Judy Endow, MSW LCSW and Cara Woundy, M.S., OTR

This webinar will provide information on how sensory differences may impact an autistic person throughout their lifetime. Judy will share how often sensory solutions for an indivdual can be considered problematic behaviors instead of recognizing that the individual is problem solving and figuring our their differences.

Presented by: Cara Woundy, M.Ed, CAGS, OTR/L and Jamie Lewis, M.S. OTR/L

This webinar will provide an overview of sensory systems and how differences manifest. Participants will learn common terminology, which will allow them to understand and discuss sensory differences when working with students, teachers, administrators and parents. Sensory supports and strategies within the school and home environments will also be highlighted.

Presented by: Teri McGill, M.Ed., BCBA and Cara Woundy, M.S.,OTR/L,

This webinar will focus on the unique characteristics of young children with Autism Spectrum Disorder (ASD). This webinar will discuss some of the early red flags of an Autism Spectrum Disorder in very young children, and how the areas of communication, social and behavior are impacted. Information will be shared on simple strategies for young children with Autism and what steps families and caregivers can take if they suspect an Autism Spectrum Disorder.

By Sonja Chatfield-Peetz, MS. Ed.

This presentation will provide an opportunity for participants to earn what Future Planning is and how can it be used.  The presenter will review common characteristics of Future Planning Mapping and Future Planning frames and the specifcis on how to complete a map. Information on facilitation tips to complete a map and the limitations of Futures Planning will also be discussed.  

Presented by Peter Gerhardt, Ed.D.

This webinar will provide information on the importance of and strategies to teach Sexual Education. Topics that will be covered include the importance of teaching the Hidden Curriculum regarding sexuality to adolescents and young adults with ASD, examples of hidden curriculum as it relates to dating and sexuality and strategies for teaching the hidden curriculum of sex.

Presented by Peter Gerhardt, Ed.D.

This webinar  will provide information on the following:  Priorities of Instruction in transition programming (work/social/navigation skills), and Strategies for teaching 4 basic transition skills: Direct Instruction Video Modeling, Naturalistic Strategies and Support, and Generalization, Self‐monitoring.

Presented by Peter Gerhardt, Ed.D.

This webinar will focus on real‐life skills for independence including the following topics: the ability for individuals to assess themselves on strengths, skills and the needs associated with their disabilities. Awareness of the accommodations they might need.  Knowledge of their rights to these accommodations and  the advocacy skills necessary to express their needs across multiple environments.

Presnted by: Janine Kesterson Ph.D, BCBA-D, NCSP, LBA This webinar will provide information on a team based approach to asessment and picky eaters. The presentation will review evidence based procedures to help with restricted food preference or textures.
Presented by: Melinda Henson, M.Ed., BCBA This presentation will cover the following: estimated prevalence of feeding problems in children with ASD, different examples of feeding & eating challenges, ethical considerations treating feeding issues in school settings and behavioral assessment factors to emphasize or adapt for children with autism.

By: Susanna Johnston, Claudia Schulte & Jeanne Smay

 This presentation will focus on making Connections that will assist students to transition successfully into the workforce and life after school.  The presentation will identify the critical skills necessary for transitioning into the world of work.  Presenters will also discuss potential barriers and identify strategies to be successful in the workplace as well as steps for successful career planning/retention. 

Presented by: Michelle Grayson-Feldman, M.S. Ed.

This presentation will discuss how to proivde Sex Education training and prevent Sex Abuse in indivduals with autism and other developmental disabilites.   This webinar will cover how reducing the amount of touch, talk, and trust with our students can actually increase their safety in relationships.

 Making Math Meaningful for Students with an Autism Spectrum Disorder, strategies for making math topics meaningful for students.

Task Analysis for Math Topics, including strategies for identifying valid learning objectives, breaking them into small parts, and then using task analysis as an assessment tool.

The second webinar will provide a framework for developing quality literacy instruction for individuals with ASD. We will define what it means to balance holistic and explicit instruction, and briefly describe literacy approaches for individuals emerging, developing, and using conventional literacy skills. While this session does not provide detailed instructional practices, participants will gain a framework for quality literacy instruction applicable to their individual learners, and link this to the reading profiles previously discussed. 

This two-part webinar series is designed as an introduction into reading comprehension for individuals with autism spectrum Disorder (ASD).

In the first webinar, participants will learn about the cognitive profiles common in autism and the influence of these on reading comprehension. Participants will also learn about the reading comprehension process, and the intersection of reading and cognition in ASD. 

Providing evidence-based educational programming for students on the Autism Spectrum relies on a careful selection of focused approaches that have been shown to promote the acquisition of specific skills or the reduction of behaviors that are interfering with learning and social engagement in the classroom. Based upon current systematic reviews, nearly three-dozen approaches are considered effective at promoting such positive outcomes.

Providing evidence-based educational programming for students on the Autism Spectrum relies on a careful selection of focused approaches that have been shown to promote the acquisition of specific skills or the reduction of behaviors that are interfering with learning and social engagement in the classroom. Based upon current systematic reviews, nearly three-dozen approaches are considered effective at promoting such positive outcomes.

This presentation will provide an overview of strategies for moving structured play into the natural environment using a variety of visual supports. This presentation will provide informaiton on how to structure common play items to increase purposeful play and how to incorporate peers and friendship skills into structured play opportunities. 

This webinar is the third in a series of four webinars for early childhood educators. Today we will focus on teaching beginning object base play and then how to teach students to build more complex play schemes.. 

This webinar is the second in a series of four for early childhood educators. Today we will focus on preparing ourselves for purposeful play. We will begin to explore the important role adults can take in helping children with developmental delays learn to interact, communicate and play. You will be introduced to strategies that facilitate interaction during those times when playing, communicating and socializing is the goal. 

This webinar is the first in a series of four for early childhood educators. Today we will focus on joint engagement and joint attention. You will be introduced to applicable strategies to facilitate these developmental milestones in your classroom. 

This webinar presentation will discuss how to identify several types of visual supports to use with secondary students with ASD.   Specific supports to enhance the areas of Social skills, Communication, and Behavior will be covered.  

Visual supports are an evidence-based practice that, if used correctly, promote independence by providing meaning and predictability for individuals with ASD.

During this presentation, we will discuss the steps for developing and implementing visual supports for all students. The examples provided will show how these visual supports might look at the middle and high school level. 

In this webinar, participants will be introduced to how to choose appropriate routines to use Task Analysis. We will discuss how prompts and cues can develop or hinder independence and methods to teach the skills we want to teach. 

This presentation will provide additional information about Catatonia.  Catatonia is a treatable condition that can be identified based on symptoms. Deterioration in psychomotor functioning and an increase in unresponsiveness are red flags for catatonia in ASD.Both medical and psychological interventions are recommended for individuals with ASD and catatonia. 

This webinar will provide information on how Catatonia is associated with ASD.  It will review the characteristics of catatonia and the overlap with autism spectrum disorders.  The presenters will provide an overview of the complex history of catatonia. Issues around Catatonia such as it can be can be life threatening, and requires its own treatment, will be covered.  

This presentation will focus on the use of visual structure of tasks in order to capitalize on the visual strengths of the learners. The three components of visual structure will be presented: visual instructions, visual organization, and visual clarity.

This presentation will focus on the relationship between work systems and routines, the importance of teaching routines to help make the environment more meaningful, and support the development of strategies as a foundation for independence in all students. 

Visual Schedules and Work Systems are the next two steps in learning about the Elements of Structured Teaching. Each of these elements has key skills associated with them for the student to master, and a specific means for teachers to assess and individualize them for their students.

Physical Structure is the first step in learning about the Elements of Structured Teaching. It is the foundation upon which all of the other components are added. The Overall Classroom Schedule is developed once the Physical Structure of the space is in place. This schedule contains information critical to the organization, management, and flow of the program.

This presentation will discuss the culture of autism and the TEACCH (Treatment and Education of Autistic and related Communication Handicapped Children) approach to instruction, which was developed by Eric Schopler in the late 1970s.

Presented By: Deb Rauner and Rhonda Ayres

This presentation will provide information on how to use verbal behavior strategies to teach a variety of skills, in a variety of settings.  Curriculum programs such as the ABLLS-R, VB-MAPP and AFLS will be examined as resources for identifying skills to teach.

Presented By: Rhonda Ayres & Deb Rauner

This presentation will help participants nderstand and define verbal behavior.  The presenters will review the behavioral teaching components of reinforcement, pairing, discrete trial teaching, use of prompts and prompt fading, and error correction procedures.  

 

Presented by: Cara Woudy M.Ed., CAGS

  1. The participants will determine the needs of their students by utilizing the appropriate social skills assessment tools.

  2. The participants will be able to describe strengths and needs of students with emerging social communication skills.

  3. The participants will be able to explain the impact that social skills have on student access to relationships, education, different environments and quality of life.

Presented by: Jamie Lewis, MS OTR/L Nebraska

Social skills instruction should be a critical part of EACH and EVERY day for students with ASD. The curriculum and activities have to be planned and implemented with as much consideration, if not more than math, literacy and every other area.

Participants will:

  • Learn the definition of bullying        
  • Gain information on the social-ecological model of bullying
  • Be introduced to a variety of resources for dealing with bullying
  • Understand the current research findings on bullying and students with ASD

Presented by: Anna Huynh 

The purpose of this webinar is to expand our thinking and introduce proactive approaches to serving children and families from poverty in a way that builds connections in and out of school.