Presented by Dr. Mitzi Ritzman Ph.D., CCC-SLP & panel of young adults with autism.
Presenters: Abby Pfister M.Ed., BCBA,
Jennifer Quaranta M.A., BCBA
At the end of the session participants will be able to:
Describe the components of the PEAK relational training system; Identify the 4 PEAK Modules; Be familiar with the PEAK Assessment materials and basic steps to get started; Describe how the PEAK relational training system can be used as a stand-alone curriculum or in conjunction with existing intensive teaching/verbal behavior programs.
Presented by: MEGAN MILLER, PHD, BCBA-D
This webinar covers: Best Practices in Assessment for Early learners: This session focuses on some
of the key aspects of developmental research that we should be familiar with when
conducting assessments in Early Intervention settings. This session will also include
resources relating to assessment and intervention for early learners ages 3-5.
Following the webinar, click here and take a short survey to recieve a certificate of attendance.
Presented by MEGAN MILLER, PHD, BCBA-D
Application of the Assessment Process: In this session, we will apply the content from session 1. Video examples will be used to explore how to complete the general assessment process with different learner profiles.
Following the webinar, click here and take a short survey to recieve a certificate of attendance.
Presented by: MEGAN MILLER, PHD, BCBA-D
The Assessment Process: In this session, we will discuss a general framework
for conducting assessments regardless of the materials being used. This session
introduces the concept of “core assessments” and how to apply this with different
learner profiles. The content of this session is applicable to any setting or assessment
materials.
Following the webinar, click here and take a short survey to recieve a certificate of attendance.
Presented by Kaye Otten, PhD, BCBA
This webinar series will provide an overview of the following Core Components:
• Function Based Thinking Concepts and Guiding Principles
• Prioritizing Safety
• Procedures and Routines
• Scheduling for Active Engagement
• Prevention Strategies
• Instructional Strategies
• Reinforcement Strategies
• Responding to Challenging Behavior
• Avoiding Power Struggles
• Progress Monitoring
• Least Restrictive Environment Plan
• Developing an Effective Team
Presented by: Susan Hepburn, PhD, Colorado State University
This presentation will cover the following: There is substantial research to draw from regarding early signs of ASD, particularly in boys. Some of the behavioral markers of ASD that we are trained to look for in young children may not be apparent in young girls who later receive a diagnosis of ASD. We need to consider a broader set of markers when evaluating a young girl for possible ASD.
Presented by: Kerry Mataya, MSEd
Critical mass, a term discussed in Excelling with Autism: Obtaining Critical Mass Using Deliberate
Practice, explains the formula needed to achieve spontaneous generalization. This webinar will
provide a variety of ways and strategies to achieve spontaneous generalization in the areas of
conversation, problem solving, and emotional understanding.
Presented: Beth Clavenna-Deane, Ph.D.
Despite decades of transition efforts fostering career opportunities for students with
disabilities, there continues to be barriers to obtaining integrated employment as adults.
This webinar will provide tools for professionals working with students with disabilities to
improve access for them to integrated employment in high school to bolster attainment of
competitive employment after high school.
Presented by Jacquelyn Fede, PhD.
Autistic Self‐Advocate, and developmental psychologist, Dr. Jacquelyn Fede will provide a
brief overview of what masking is, what it can look like, why it is done and its implications
for the mental health of autistic people. Tips for minimizing masking will be provided.
After watching the webinar click here to answer a few questions and receive a certificate of attendance.
Presented by: Annette Wragge M.Ed., BCBA and Teri McGill M.Ed., BCBA
Presented by: Meggin Funk, M.S.Ed., CCC-SLP, BCBA & Ashley Bauer, M.Ed., BCBA, LBA
This training will help participants to identify why students use challenging behavior.
Participants will understand the role they play in the behavior and learn ways to improve
student behavior through accurate and consistent use of evidence-based practices.
Presented by: Mary Schlieder Ed.D.
This webinar will provide an overview of the PEERS for Adults: Social Skills Training. Particpants will be able to identify social skills deficits among adults; recognize the importance of improving and developing friendships, limitations of existing interventions and research, and an overview of how to get started with the PEERS curriculum for adults.
After watching the webinar click here to answer a few questions and receive a certificate of attendance.
Presented by: Mary Schlieder Ed.D.
This webinar will provide an overview of the PEERS Social Skills program for Adolescents.
It will include information to help participants understand the following: How to recognize the importance of improving friendships; Consider limitations of existing social skills interventions; Explore research findings related to social skills instruction; and Learn how to implement the PEERS social skill curriculum for adolescents.
Presented by: Teresa Cardon, PhD., CCC-SLP, BCBA-D
After attending this webinar participants will:
1. Identify theories of language development from varying perspectives
2. Identify and discuss collaboration bias and strategies for effective interprofessional practice
Presented by Laura Anthony, Ph.D.
This webinar willl explore the topic of: How to teach EF skills and accommodate EF weaknesses in online teaching.
Participants will understand the extra EF challenges in online learning.
Participants will problem-solve around how to make a tool for fun into a tool for online learning.
Participants will be able to make some small changes in virtual teaching to get better effects.
Presented by: Linda Aldridge, Ph.D.
This webinar will cover the following information related to understanding trauma informed practices.
- Develop plans of support based upon understanding of setting conditions that explain behavior;
- Develop plans of support based upon understanding of factors specific to a particular child/youth, factors that explain behavior; and
- Utilize new understandings to update functional behavioral assessment practices.
Presented by: Sean Smith, PhD.
This webinar will discuss the topic of reopening schools and designing effective instruction for all student. The presenter will discuss the following topics:
What do we Know & How do we Apply
Supports for Educators & Parents/Families
Tips, Strategies, & Solutions
Presented by: Mary Ellen Hodge
The purpose of this presentation is to share strategies for teaching in a Virtual Environment and to model instructional strategies that can be utilized to implement a Verbal Behavior Program in a virtual environment using an errorless teaching procedure and reinforcement strategies. We will learn strategies on how to implement Natural Environment teaching with Caregivers, including Mand, Basic Skills, and for the Verbal Operants.
Presented by Brenda Smith Myles Ph.D.
This webinar includes tips for families and individuals during Covid-19. Gain great ideas and strategies on how to incorporate the following in the daily routine: structure, schedules, activities, mindfulness and patience, sleep routines and more.
To receive a certificate of attendance, click here and answer the study questions for this webinar.
Presented by: Susan Hepburn, PhD
The goal of this webinar is to present a case study that illustrates some of the challenges and outcomes of differential identification.
The Learner will analyze a case study AND
Presented by Teri McGill M.Ed., BCBA
Presented by Amy Rhone and Teresa Coonts Nebraska Department of Education
Presented by Lindsey Nebeker
This webinar will focus on how we can identify effective approaches for those involved in the person’s everyday life (family members, educators, coworkers, etc.) and effective approaches for the person to apply to their own self-care.
Transdisciplinary Practice for Navigating Communication-Verbal Behavior Wednesday, February 19, 2020
Kelly Tousley, MA ECSE RBT and Jodi LeGray, ClinScD, CCC-SLP
Presented by: Marc Ellison, Ed.D., Raven Witzigreuter, & Terri Swanson, Ph.D.
Participants of this webinar will learn the following: The differences in expectations of students in high school vs. post-secondary education programs. The types of supports post-secondary students with ASD may benefit from and information about the Marshall University's college program for students with ASD.
Bryn Harris, Ph.D., Associate Professor, University of Colorado Denver
Presented by Meggin Funk, M.S. Ed., BCBA and Ashley Meyer, M.Ed., BCBA
This webinar will provide an overview of why Manding is a vital skills. It will help participants understand how to utilize student motiviation and how to determine individualized goals for manding. This presentation will describe how to use errorless teaching and error correction with mands.
Presented by Meggin Funk MS.ED., CCC-SLP, BCBA and Ashley Meyer, M.Ed., BCBA
Presented by: Teri McGill, M.Ed., BCBA, Beth Klootwyk, Ed.S., NCSP, BCBA, Amber Wicherski, MA
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.
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.
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.
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 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: 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.
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: Supporting Students with Autism in Math - Part 2 Wednesday, October 12, 2016
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.
After viewing the webinar you can click here to complete a short survey and receive a certificate of attendance.
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 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: Sarah Ward, M.S., CCC/SLP Speech and Language Pathologist
Presented by: Sarah Ward, M.S., CCC/SLP Speech and Language Pathologist
Presentation Summary
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The participants will determine the needs of their students by utilizing the appropriate social skills assessment tools.
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The participants will be able to describe strengths and needs of students with emerging social communication skills.
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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
To receive a certificate of attendance click here to answer a few questions about the webinar.
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.
Presented by Mary Woodworth, Ed.S & Kate Loving M.Ed., BCBA
Amy Bixler Coffin, MS and Jan Rogers, MS, OTR/L, ATP