Autism Professional Development Topics

Get Started. It's Free
or sign up with your email address
Rocket clouds
Autism Professional Development Topics by Mind Map: Autism Professional Development Topics

1. Autism Foundations

1.1. Applied Behavior Analysis (specific approaches distributed throughout sub-sections)

1.1.1. Early Intensive Behavioral Intervention (EIBI)

1.1.1.1. UCLA/Lovaas Model

1.1.1.2. Princeton Model

1.1.1.3. Rutgers Model

1.2. Introduction to Autism

1.2.1. DSM-V Critera

1.2.2. Oregon Educational Criteria

1.2.2.1. Social Interaction

1.2.2.2. Communication

1.2.2.3. Patterns of Behavior

1.2.2.4. Unusual Sensory Responses

1.3. Understanding Evidence-Based Practices

1.4. Characteristics of Adults Supporting Individuals with ASD

1.4.1. OCALI Self-Check Tool

1.5. Classroom and Program Setup and Design

1.6. Autism Models and Comprehensive Curriculum

1.6.1. Models of Intervention

1.6.1.1. Behavioral

1.6.1.1.1. "Strategies for Teaching Autism Based on Research" (STAR)

1.6.1.2. Developmental

1.6.1.2.1. UNC TEACCH

1.6.1.3. "Early Start Denver Model"

1.6.1.4. Social Behavior

1.6.1.4.1. "Social Communication/ Emotional Regulation" (SCERTS)

1.6.1.4.2. RDI

1.6.1.4.3. Floortime/DIR

1.6.2. "Functional Assessment and Curriculum for Teaching Everyday Routines" (FACTER)

1.6.3. "Links™ Curriculum: Assessment and Instruction for Independence"

2. Evaluation and Eligibility

2.1. Oregon Evaluation Requirements

2.1.1. Communication Assessment via SLP

2.1.2. Standardized ASD Rating Scale

2.1.2.1. Research-Supported Instruments

2.1.2.1.1. ADOS-2

2.1.2.1.2. ASIEP-3

2.1.2.1.3. CARS-2

2.1.2.2. Other Instruments (May vary in psychometric quality)

2.1.2.2.1. SRS

2.1.2.2.2. SCQ

2.1.2.2.3. CCC-2

2.1.2.2.4. ASRS

2.1.2.2.5. GARS-2

2.1.2.3. Scientifically Unsupported

2.1.2.3.1. ASDS

2.1.2.3.2. GADS

2.1.3. Direct Interaction

2.1.4. Developmental Profile/Parent Interview

2.1.4.1. ADI-R

2.1.5. Impact of Disability

2.1.5.1. Summative Academic Tests

2.1.5.2. Cognitive Tests

2.1.5.3. Adaptive Tests

2.1.5.4. Behavior Rating Scales

2.1.5.5. Executive Function (BRIEF)

2.1.6. Medical Statement

2.1.7. Observations

2.1.7.1. Specific Data Collection Methods

2.1.8. Report Writing/Team Process

2.2. Differentiation of ASD from Other Conditions

2.3. Medical versus Educational

2.3.1. DSM-V

2.3.2. Oregon Eligibility via IDEA

2.4. Typical Development versus ASD

3. Program Planning

3.1. Ziggurat Model

3.2. CAPS Comprehensive Autism Planning System

3.3. Person-Centered Planning

3.4. District-Level Capacity Building

3.5. IEP Development (e.g., standards-based)

4. Visual Supports, Structure, and Environment

4.1. TEACCH Structured Teaching

4.2. Routines

4.3. Engineering the Environment

4.4. Adapting Curriculum

4.5. Assistive Technology

4.5.1. Low Tech

4.5.2. Mid Tech

4.5.3. High Tech

4.6. "Home Base"

4.7. Visual Supports (Words, Pictures, Objects)

4.7.1. Schedules

4.7.1.1. Visual Directions/Task Steps

4.7.1.2. Day Schedule

4.7.1.3. Week/Month Schedules

4.7.2. Arrangement of Environment

4.7.3. Maps

4.7.4. Labels

4.7.5. Organization Systems

4.7.6. Timelines

4.7.7. Scripts and Script Fading

4.8. Classroom Design (physical layout)

5. Communication and Language

5.1. Functional Communication

5.1.1. Picture Exchange Communication System (PECS)

5.1.2. Functional Communication Training

5.1.3. Augmentative and Alternative Communication (AAC)

5.1.3.1. Speech Generating Devices/VOCA

5.2. Pivotal Response Training

5.3. Naturalistic Intervention

5.4. Discrete Trial

5.5. Time Delay

5.6. Language Intervention

5.6.1. "Teach Me Language"

5.7. Verbal Behavior (ABA)

6. Social Competence

6.1. Social Narratives

6.1.1. "Social Stories"

6.2. Curriculum

6.2.1. "Adjusting the Image"

6.2.2. Social Thinking - Michelle Winner

6.2.2.1. Think Social!

6.2.2.2. "Superflex"

6.2.2.3. "You are a Social Detective"

6.2.3. "Building Social Relationships"

6.3. Social Cognitive/Cognitive Behavioral Therapy (CBT)

6.3.1. "The CAT Kit"

6.4. Video Modeling

6.4.1. "Model Me Kids"

6.5. Social Skills Groups

6.6. Emotional Regulation / Self-Awareness

6.6.1. "Incredible 5-Point Scale"

6.6.2. "Zones of Regulation" (also under sensory)

6.7. Peer Based

6.7.1. Peer Mediated Intervention (PMI)

6.7.1.1. "Integrated Play Groups"

6.7.1.2. Peer Networks

6.7.1.3. Buddy Skills Package

6.7.1.4. "Circle of Friends"

6.7.1.5. Peer Initiation Training

6.7.1.6. Peer Mediated Social Interactions

6.7.2. Peer Helper/Buddy

7. Academic "Core Curriculum"

7.1. Early Literacy/Pre-Literacy

7.2. Reading & Literacy

7.2.1. "Story Grammar Marker"

7.2.2. "Edmark"

7.2.3. "Sunshine Literacy Small Group Activities"

7.3. Writing

7.3.1. Fine Motor

7.3.1.1. "Handwriting Without Tears"

7.3.1.2. "Sensible Pencil"

7.3.2. Keyboarding

7.3.3. Writing Process

7.3.3.1. Graphic Organizers/Semantic Maps

7.3.3.2. "Step Up to Writing"

7.3.4. Assistive Technology

7.3.4.1. "Pixwriter"

7.3.4.2. SOLO/"Draft Builder"

7.3.4.3. "Dragon Speaking"/Speech-to-Text

7.4. Mathmatics

7.4.1. "Touch Math"

7.5. Common Core State Standards (CCSS)

8. Sensory & Motor

8.1. Sensory-Motor Groups

8.2. Sensory Diet

8.2.1. Vestibular and Proprioceptive Activities

8.2.2. Deep Pressure

8.3. Calming Routines

8.4. Brushing Protocol

8.5. Curriculum

8.5.1. "How Does Your Engine Run?"

8.5.2. Zones of Regulation

8.5.3. "S'Cool Moves"

8.5.4. "STICKIDS" Software

9. Organization & Executive Function

9.1. Time Management

9.1.1. Timeline Worksheets/Assignment Breakdown

9.1.2. Electronic Timers and Reminders

9.1.3. Adapted Planners and Calendars

9.1.4. Accessing and Using Technology (Smart Phones, Tablets)

9.2. Binder-Based Systems

9.3. "To Do" and "Finished" Folders

9.4. Written/Visual Task Lists

9.5. Backpack, Locker Adult Support

9.6. Home/School Communication Systems

9.7. Homework Support (Tracking, Completing, Turning-In)

9.7.1. "Supporting Successful Completion of Homework"

9.8. Curriculum and Books

9.8.1. "Strategies for Organization" M. Winner

10. Adult Transition

10.1. Adaptive / Life Skills

10.1.1. Transportation

10.1.2. Relationships and Levels of Intimacy

10.1.2.1. "A 5 is Against The Law"

10.1.2.2. Sexuality

10.1.3. Hygiene and Self-Care

10.1.4. Money

10.1.5. Safety

10.2. Self-Advocacy

10.3. Vocation Skills and Supports

10.4. Enterprises/Project-Based Learning (coffee cart, school store)

10.5. Social Supports

10.6. Specific Resources

10.6.1. CRP Transition Toolkit

10.7. Community Particiption

11. ABA and Related Behavioral Methods

11.1. Reinforcement

11.2. Task Analysis

11.3. Discrete Trial

11.4. Functional Behavior Analysis

11.4.1. Behavior Support Plan

11.4.2. Safety/Crisis Planning

11.5. Positive Behavior Support (including SWPBiS)

11.5.1. Universally Designed PBS to Support Students with ASD

11.6. Functional Communication Training

11.7. Response Interruption/Redirection

11.8. Differential Reinforcement

11.8.1. DRO R+ of Other Behaviors

11.8.2. DRI/DRA R+ of Incompatible/Alternate Behaviors

11.8.3. DRL/H R+ of Lower/Higher Rates of Behavior

11.9. Extinction

12. Computer & Tablet Based Instruction

12.1. iPads and Apps

12.1.1. OCALI "A Spectrum of Apps"

12.2. PC/Mac Software

12.2.1. Balanced Literacy

12.3. Websites

12.3.1. Starfall

13. Disability Awareness

13.1. "Sixth Sense"

13.2. ASD Simulation Activity

13.3. Classroom Presentations

13.3.1. Guest Speaker

13.3.2. Student with ASD Speaks or Shows a Video

13.4. Bullying Prevention

13.4.1. OCALI Anti-Bullying Resources

14. General Education and Inclusion Strategies

14.1. Universal Design for Learning

14.2. Differentiating Instruction

14.3. Tips and Strategies for General Education Teachers

14.4. Accommodations & Modifications

15. Parent and Family Support

15.1. The Evaluation and Eligibility Process

15.1.1. Medical versus Educational

15.2. Community Resources and Support

15.2.1. Developmental Disabilities

15.2.2. Counseling and Psychological Services / Mental Health

15.2.3. Clinical Evaluation

15.2.4. Parent Support Networks

15.2.5. Insurance and Accessing Private Therapy

15.2.6. Police Disability Registration

15.2.7. First Responders

15.3. Parent/Caregiver Training

15.3.1. Use of Visual Supports

15.3.2. Establishing Routines

15.3.3. Teaching Adaptive Skills/Daily Living

15.3.4. Naturalistic Teaching

15.3.5. Systematic use of Reinforcement

15.3.6. Specific Programs

15.3.6.1. "Hanen Model"

15.3.6.2. "Teaching Social Communication to Children With Autism: A Manual for Parents"

15.3.6.3. Relationship Development Intervention (RDI) (Limited/No Research)

15.3.6.4. "Floortime"Developmental Individual-difference Relationship-based model (DIR) (Limited/No Research)

16. Training Para-Educators

16.1. Building Independence

16.1.1. "Avoiding the Velco Effect"

16.2. Understanding ASD

16.3. Levels of Prompts and Fading

16.4. Roles and Collaboration

16.5. Sensory Issues and Needs

16.6. Behavioral Approaches

16.7. Visual Supports

16.8. Social and Communication Supports

16.9. Para-Training Resouces

16.9.1. Para-Training Powerpoint

17. This semantic web was developed to assist the autism program in selecting and prioritizing training topics. It is a draft in development. We will be adding links to resources, curricula, and self-paced training materials so that this also becomes a useful tool for accessing information. Feedback welcomed. - Brad

17.1. Directions: Click the +/- symbols to explode and collapse branches

18. Coaching and Capacity Building

18.1. OCALI District Autism Training Model

18.2. NPDC ASD Coaching Manual