Autism Professional Development Topics

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Autism Professional Development Topics by Mind Map: Autism Professional Development Topics

1. Visual Supports, Structure, and Environment

1.1. TEACCH Structured Teaching

1.2. Routines

1.3. Engineering the Environment

1.4. Adapting Curriculum

1.5. Assistive Technology

1.5.1. Low Tech

1.5.2. Mid Tech

1.5.3. High Tech

1.6. "Home Base"

1.7. Visual Supports (Words, Pictures, Objects)

1.7.1. Schedules Visual Directions/Task Steps Day Schedule Week/Month Schedules

1.7.2. Arrangement of Environment

1.7.3. Maps

1.7.4. Labels

1.7.5. Organization Systems

1.7.6. Timelines

1.7.7. Scripts and Script Fading

1.8. Classroom Design (physical layout)

2. Communication and Language

2.1. Functional Communication

2.1.1. Picture Exchange Communication System (PECS)

2.1.2. Functional Communication Training

2.1.3. Augmentative and Alternative Communication (AAC) Speech Generating Devices/VOCA

2.2. Pivotal Response Training

2.3. Naturalistic Intervention

2.4. Discrete Trial

2.5. Time Delay

2.6. Language Intervention

2.6.1. "Teach Me Language"

2.7. Verbal Behavior (ABA)

3. Social Competence

3.1. Social Narratives

3.1.1. "Social Stories"

3.2. Curriculum

3.2.1. "Adjusting the Image"

3.2.2. Social Thinking - Michelle Winner Think Social! "Superflex" "You are a Social Detective"

3.2.3. "Building Social Relationships"

3.3. Social Cognitive/Cognitive Behavioral Therapy (CBT)

3.3.1. "The CAT Kit"

3.4. Video Modeling

3.4.1. "Model Me Kids"

3.5. Social Skills Groups

3.6. Emotional Regulation / Self-Awareness

3.6.1. "Incredible 5-Point Scale"

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

3.7. Peer Based

3.7.1. Peer Mediated Intervention (PMI) "Integrated Play Groups" Peer Networks Buddy Skills Package "Circle of Friends" Peer Initiation Training Peer Mediated Social Interactions

3.7.2. Peer Helper/Buddy

4. Academic "Core Curriculum"

4.1. Early Literacy/Pre-Literacy

4.2. Reading & Literacy

4.2.1. "Story Grammar Marker"

4.2.2. "Edmark"

4.2.3. "Sunshine Literacy Small Group Activities"

4.3. Writing

4.3.1. Fine Motor "Handwriting Without Tears" "Sensible Pencil"

4.3.2. Keyboarding

4.3.3. Writing Process Graphic Organizers/Semantic Maps "Step Up to Writing"

4.3.4. Assistive Technology "Pixwriter" SOLO/"Draft Builder" "Dragon Speaking"/Speech-to-Text

4.4. Mathmatics

4.4.1. "Touch Math"

4.5. Common Core State Standards (CCSS)

5. Sensory & Motor

5.1. Sensory-Motor Groups

5.2. Sensory Diet

5.2.1. Vestibular and Proprioceptive Activities

5.2.2. Deep Pressure

5.3. Calming Routines

5.4. Brushing Protocol

5.5. Curriculum

5.5.1. "How Does Your Engine Run?"

5.5.2. Zones of Regulation

5.5.3. "S'Cool Moves"

5.5.4. "STICKIDS" Software

6. Organization & Executive Function

6.1. Time Management

6.1.1. Timeline Worksheets/Assignment Breakdown

6.1.2. Electronic Timers and Reminders

6.1.3. Adapted Planners and Calendars

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

6.2. Binder-Based Systems

6.3. "To Do" and "Finished" Folders

6.4. Written/Visual Task Lists

6.5. Backpack, Locker Adult Support

6.6. Home/School Communication Systems

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

6.7.1. "Supporting Successful Completion of Homework"

6.8. Curriculum and Books

6.8.1. "Strategies for Organization" M. Winner

7. ABA and Related Behavioral Methods

7.1. Reinforcement

7.2. Task Analysis

7.3. Discrete Trial

7.4. Functional Behavior Analysis

7.4.1. Behavior Support Plan

7.4.2. Safety/Crisis Planning

7.5. Positive Behavior Support (including SWPBiS)

7.5.1. Universally Designed PBS to Support Students with ASD

7.6. Functional Communication Training

7.7. Response Interruption/Redirection

7.8. Differential Reinforcement

7.8.1. DRO R+ of Other Behaviors

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

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

7.9. Extinction

8. Computer & Tablet Based Instruction

8.1. iPads and Apps

8.1.1. OCALI "A Spectrum of Apps"

8.2. PC/Mac Software

8.2.1. Balanced Literacy

8.3. Websites

8.3.1. Starfall

9. 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

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

10. Autism Foundations

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

10.1.1. Early Intensive Behavioral Intervention (EIBI) UCLA/Lovaas Model Princeton Model Rutgers Model

10.2. Introduction to Autism

10.2.1. DSM-V Critera

10.2.2. Oregon Educational Criteria Social Interaction Communication Patterns of Behavior Unusual Sensory Responses

10.3. Understanding Evidence-Based Practices

10.4. Characteristics of Adults Supporting Individuals with ASD

10.4.1. OCALI Self-Check Tool

10.5. Classroom and Program Setup and Design

10.6. Autism Models and Comprehensive Curriculum

10.6.1. Models of Intervention Behavioral "Strategies for Teaching Autism Based on Research" (STAR) Developmental UNC TEACCH "Early Start Denver Model" Social Behavior "Social Communication/ Emotional Regulation" (SCERTS) RDI Floortime/DIR

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

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

11. Evaluation and Eligibility

11.1. Oregon Evaluation Requirements

11.1.1. Communication Assessment via SLP

11.1.2. Standardized ASD Rating Scale Research-Supported Instruments ADOS-2 ASIEP-3 CARS-2 Other Instruments (May vary in psychometric quality) SRS SCQ CCC-2 ASRS GARS-2 Scientifically Unsupported ASDS GADS

11.1.3. Direct Interaction

11.1.4. Developmental Profile/Parent Interview ADI-R

11.1.5. Impact of Disability Summative Academic Tests Cognitive Tests Adaptive Tests Behavior Rating Scales Executive Function (BRIEF)

11.1.6. Medical Statement

11.1.7. Observations Specific Data Collection Methods

11.1.8. Report Writing/Team Process

11.2. Differentiation of ASD from Other Conditions

11.3. Medical versus Educational

11.3.1. DSM-V

11.3.2. Oregon Eligibility via IDEA

11.4. Typical Development versus ASD

12. Program Planning

12.1. Ziggurat Model

12.2. CAPS Comprehensive Autism Planning System

12.3. Person-Centered Planning

12.4. District-Level Capacity Building

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

13. Adult Transition

13.1. Adaptive / Life Skills

13.1.1. Transportation

13.1.2. Relationships and Levels of Intimacy "A 5 is Against The Law" Sexuality

13.1.3. Hygiene and Self-Care

13.1.4. Money

13.1.5. Safety

13.2. Self-Advocacy

13.3. Vocation Skills and Supports

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

13.5. Social Supports

13.6. Specific Resources

13.6.1. CRP Transition Toolkit

13.7. Community Particiption

14. Disability Awareness

14.1. "Sixth Sense"

14.2. ASD Simulation Activity

14.3. Classroom Presentations

14.3.1. Guest Speaker

14.3.2. Student with ASD Speaks or Shows a Video

14.4. Bullying Prevention

14.4.1. OCALI Anti-Bullying Resources

15. General Education and Inclusion Strategies

15.1. Universal Design for Learning

15.2. Differentiating Instruction

15.3. Tips and Strategies for General Education Teachers

15.4. Accommodations & Modifications

16. Parent and Family Support

16.1. The Evaluation and Eligibility Process

16.1.1. Medical versus Educational

16.2. Community Resources and Support

16.2.1. Developmental Disabilities

16.2.2. Counseling and Psychological Services / Mental Health

16.2.3. Clinical Evaluation

16.2.4. Parent Support Networks

16.2.5. Insurance and Accessing Private Therapy

16.2.6. Police Disability Registration

16.2.7. First Responders

16.3. Parent/Caregiver Training

16.3.1. Use of Visual Supports

16.3.2. Establishing Routines

16.3.3. Teaching Adaptive Skills/Daily Living

16.3.4. Naturalistic Teaching

16.3.5. Systematic use of Reinforcement

16.3.6. Specific Programs "Hanen Model" "Teaching Social Communication to Children With Autism: A Manual for Parents" Relationship Development Intervention (RDI) (Limited/No Research) "Floortime"Developmental Individual-difference Relationship-based model (DIR) (Limited/No Research)

17. Training Para-Educators

17.1. Building Independence

17.1.1. "Avoiding the Velco Effect"

17.2. Understanding ASD

17.3. Levels of Prompts and Fading

17.4. Roles and Collaboration

17.5. Sensory Issues and Needs

17.6. Behavioral Approaches

17.7. Visual Supports

17.8. Social and Communication Supports

17.9. Para-Training Resouces

17.9.1. Para-Training Powerpoint

18. Coaching and Capacity Building

18.1. OCALI District Autism Training Model

18.2. NPDC ASD Coaching Manual