The Benefits of Multi-Level Assessment to Prioritize & Improve Quality of Life for Clients & Their Families
Learning objectives:
- Participants will list at least one (micro/meta/macro) set of goals for three points across the lifespan.
- Participants will describe at least three instances of component slicing that lead to changed priorities with an early intervention client’s family system.
- Participants will list several conditions that change/influence the priorities one has over the course of a life span.
Time order agenda:
5 min: Overview of selecting goals
5 min: Multi-level system of assessment
25 min: Applying the system to professional life and the lives of clients’ families
20 min: Applying the system to personal life
5 min: Discuss re-aligning the system based on changing priorities
Increasing Flexibility and Problem Solving in Young Students with ASD
Learning objectives:
- Attendees will identify at least 2 factors contributing to difficulty with flexibility and problem solving in individuals with ASD.
- Attendees will describe the importance of problem solving and flexibility in future learning for students with ASD.
- Attendees will list a minimum of two ways in which intervention can be used to promote problem solving for individuals with ASD.
- Attendees will list at least two ways in which flexibility can be addressed in an individual with ASD.
Time order agenda:
20 min Discussion of skills and interventions related to problem solving
10 min Behavioral research related to problem-solving
20 min Discussion of skills and interventions related to flexibility
10 min Behavioral research related to flexibility and behavioral variability
Addressing Challenging Behaviors in Young Children with Autism
Learning Objectives:
- Attendees will define the underlying factors contributing to challenging behavior in young children with autism, including communication deficits, and social-emotional challenges.
- Attendees will describe the impact of challenging behaviors on the child’s development, social interactions, and overall well-being, and the potential barriers to learning and participation in everyday activities.
- Attendees will identify evidence-based teaching strategies that effectively address and manage challenging behaviors in young children with autism, considering individualized approaches based on the child’s unique strengths and needs.
- Attendees will list practical tools and techniques to promote positive behavior change, through early assessment and intervention techniques.
Time-order agenda:
15 min – Underlying factors contributing to challenging behaviors in young children with autism
10 min- Functional behavioral assessment of challenging behaviors
10 min- The importance of preference assessments
20 min- Evidence-based teaching strategies and individualized interventions
5 min- Q & A
Developing a Comprehensive Approach to Early Verbal Communication Skills
Learning Objectives:
- Attendees will define nonverbal communication and receptive language skills in typically developing (TD) infants.
- Attendees will describe teaching strategies to increase acquisition of nonverbal communication and receptive language skills in infants with autism.
- Attendees will identify the relationship between nonverbal communication skills and the development of expressive language.
- Attendees will describe a comprehensive approach to develop early verbal communication skills and expressive language using augmentative/alternative communication (AAC) systems.
Time Order Agenda:
10 Minutes- Early nonverbal communication and receptive language skills
20 Minutes- Teaching strategies to increase acquisition of nonverbal communication skills
10 Minutes- Relationship between nonverbal communication and expressive language
15 Minutes- Developing early verbal communication and augmentative/alternative communication
(AAC) skills
5 Minutes – Q & A
