Training Resources

Weblinks

Training Resources

IDEA Teacher Training and Resources – SEIT

Applied Verbal Behavior (ABA) workshops and training featuring small-group instruction for putting theory into action. Every course is led by experienced and knowledgeable practitioners of ABA-VB working full time as consultants to school districts. They will engage you and coach you how to work with a student on pairing with reinforcement, manding, tacting, etc. as outlined in the Assessment of Basic Language and Learning Skills tool, known as the ABLLS-R. A slew of courses that cover the entire autism spectrum is offered and can be applies to children across a range of ages, and aimed at a variety of professional and family audiences. Workshops are offered regularly in New York and New Jersey. For folks who can’t attend in person, we offer some training through downloads and video.

Articles and reports

Identifying Children with Autism Spectrum Disorder
This Web-based brochure from the New York State Department Vocational and Educational Services for Individuals with Disabilities (VESID) provides information to physicians, primary health care providers and parents on identifying autism spectrum disorder (ASD) in toddlers. The brochure also includes diagnostic considerations and contact information for developmental support resources at the state and local levels as well as resources from the New York State Education Department.

Autism Q&A with early detection expert Nancy Wiseman
This online Q&A from Scholastic's Parent & Child magazine features answers to submitted questions on autism from parent advocate and autism expert Nancy D. Wiseman. The two-part series features information about early detection of autism in children and intervention efforts. Wiseman founded and serves as president of First Signs, a national nonprofit organization that educates parents and professionals about the early warning signs of autism and related disorders.

Autism: Benefits of Speech-Language Pathology Services

This American Speech-Language Hearing Association (ASHA) Web page has information on the effectiveness of speech and language treatments for autism. The Web page features information on how speech language pathologists (SLPs) work with individuals with autism and includes links to extensive documentation on the role of the SLP in treatment. The page also links to research abstracts on autism, Asperger's syndrome and pervasive developmental disorders in toddlers.

ASHA Treatment Efficacy Summary

This article outlines the effectiveness of treating individuals with autism using speech-language pathology services to improve communication. According to the article, two-thirds of preschoolers with ASD showed gains of one or more levels on the Spoken Language Production Functional Communication Measure (FCM) following speech-language pathology intervention. The article includes other information on functional gains made by individuals with ASDs after speech-language treatments.

Principles for Speech-Language Pathologists in Diagnosis, Assessment and Treatment of Autism Spectrum Disorders Across the Life Span This document by ASHA outlines the role of the speech-language pathologist in screening, diagnosing and enhancing social communication development and quality of life for children, adolescents and adults with ASDs. It summarizes current knowledge derived from empirical research on core characteristics and challenges of ASD. Further, this document provides detail on the social communication needs of individuals with ASD, the critical role of the family, tools and strategies for screening, diagnosis and assessment for program planning and characteristics of empirically supported intervention approaches. The report also addresses service delivery models and preparation needed by speech-language pathologists to work effectively with this population.

Treating Kids with Autism

This article, which appeared in the December 2008 issue of PT Magazine and now hosted on the American Physical Therapy Association Web site, explains why physical therapists (PTs) are important members of multidisciplinary teams helping children with ASDs. The article provides an in-depth look at how PTs, working with teams of occupational therapists (OTs), SLPs, child psychologists and neurodevelopmental pediatricians, play a crucial role in early intervention techniques by helping children with ASDs develop the motor skills necessary for better social interaction and health.

American Occupational Therapy Association Fact Sheet

This American Occupational Therapy Association (AOTA) fact sheet explains the role of occupational therapy in helping children with autism perform daily living activities such as feeding, dressing and dealing with safety and mobility issues. The fact sheet also explains how OTs can help individuals with autism participate in education, work and leisure activities. It also answers general questions on where to find qualified OTs and payment methods for treatment.

Help Students with Autism Achieve Greater Success in Academic Performance and Social Participation

This AOTA brochure outlines classroom best practices to help students with autism participate and progress in school curriculums. It includes tips for educators on easing transitions, monitoring sensory needs, addressing mental health needs and helping students to develop peer relationships. The brochure encourages educators to look to OT practitioners for more information on working with individuals with autism.

Autism Spectrum Disorders: Primer for Parents and Educators

This primer from the National Association of School Psychologists includes basic facts on ASDs and describes effective components of early intervention programs. It provides an overview of effective intervention strategies such as applied behavior analysis, interventions for communication, socialization and self-direction, environmental supports and interventions for engagement. It also touches briefly on medication and behavior management.

Play Modifications for Children with Disabilities

This article recommends a number of adaptations that educators can use to help children with disabilities take part in play activities. Authored by Susan R. Sandall, assistant professor at the University of Washington in Seattle and evaluation coordinator for the University's Developmentally Appropriate Treatment for Autism (DATA) project, the article includes a chart identifying eight categories of curriculum modifications that teachers can directly apply in the classroom and examples of their application. These modification categories include environmental support, materials adaptation, simplifying activities, using child preferences, special equipment, adult support, encouraging peer support and invisible support (arranging naturally occurring events within activities to increase the chances of success.) This article appears in Beyond the Journal, the Web-based journal of the National Association for the Education of Young Children.

Using Social Stories to Ease Children's Transitions

This article describes the use of “social story” methods to ease the transition of preschoolers into new school experiences. According to the authors, social stories—teacher-made books written for children on topics relevant to that individual—can provide assistance for toddlers and preschool-age children who need help in the transition process. The authors note the effectiveness in using social stories for children with ASDs and suggest extending the method to children in general education programs with limited oral language and social skills. The article is authored by Jennifer Briody, assistant professor at Saint Xavier University in Chicago and instructor in early childhood settings, and Kathleen McGarry, an early childhood teacher in Chicago public schools with experience using social stories in prekindergarten classrooms. This article appears in Beyond the Journal, the Web-based journal of the National Association for the Education of Young Children.

Autism A.L.A.R.M.

This brochure uses the A.L.A.R.M. acronym (Autism is prevalent, Listen to parents, Act early, Refer and Monitor) to outline best practices for identifying ASDs and recommend further support methods. This brochure also includes a decision-tree algorithm to help practitioners screen and identify ASDs in children.

NYCDOE Definitions for Programs

This fact sheet outlines the New York City Department of Education definitions for applied behavior analysis. The fact sheet includes information for educators on the components of applied behavioral analysis including assessment, instruction and outcomes. This information can be used to develop a plan for changing maladaptive behavior within the classroom.

Guidelines and screening tools

NYCDOE IEP for Autism Spectrum

This document specifies the New York City Department of Education best practice guidelines for creating and implementing quality Individual Education Plans (IEPs) for students with autism. The guidelines include information on differentiated instruction, positive behavior supports and functional behavior assessment.

D75 Autism Core Elements Digital Library

This Web page includes ordering information for rubrics and best practices digital library resources through the New York City Department of Education. The D75 Autism Core Elements Digital Library provides photographs and information about how to achieve and maintain effective autism instruction.

Clinical Practice Guideline: Report of the Guideline Recommendations: Autism / Pervasive Developmental Disorders

This guideline for assessment and intervention for young children aged 0 to 3 years was developed by an independent panel of professionals and parents and was sponsored by the New York State Department of Health's Early Intervention Program. This report includes assessment methods for children with possible autism and intervention methods, including behavioral and educational approaches, other experimental approaches and medication and diet therapies.

M-CHAT

The M-CHAT and M-CHAT follow-up parent interview is a two-step screening tool meant to be given by primary health care providers to identify a child's risk for an ASD. The tool is used to screen toddlers between 16 and 30 months of age and consists of 23 yes or no questions that parents answer about their child's behavior and development. For children whose scores on the M-CHAT show that they are at risk for ASDs, the M-CHAT follow-up parent interview should be given also by the provider. The M-CHAT is simple to use and can be given by a provider with little training in ASDs but is intended for health care provider, not parental, use. The M-CHAT screening tool and follow-up interview, instructions and supplemental materials are available for free download.

Videos

Conference on Autism

The New York State Department Vocational and Educational Services for Individuals with Disabilities (VESID) Regents Committee met with academics, practitioners, educators and academics regarding Autism on April 10, 2008 at CW Post College of Long Island University. The goal of the conference was to allow the Regents to gather information about the needs of various professionals and ensure continued service to them. (Windows Media Player Files)

Introduction: (2:28)

Part one: (1:19:38)

Part two: (1:03:38)

How Can I Tell If A Recommended Treatment For Autism Is Legitimate Or A Quack Treatment?

This video Q&A with Lori Warner, Director, HOPE Center for Autism, Beaumont Hospital's Center for Human Development helps parents evaluate different treatment options after their child is diagnosed with Autism.

Watch Video

YAI Autism Center “Ask the Expert” Videos
The “Ask the Expert” video series, produced by the YAI/National Institute for People with Disabilities Network Autism Center, provides general information on autism spectrum disorders. Each month, the producers choose a few questions of general interest to be answered by an expert in the field. The videos currently in the series include interviews with Dr. Vincent Carbone, an expert on learning environments for people with autism, and Dr. Temple Grandin, author, educator and one of the most accomplished and well-known adults with autism in the world.

Watch Video

Podcasts

AOTA Living Life to its Fullest Podcast Episode 7: Autism

As part of the American Occupational Therapy Association podcast series, Ellen Harrington-Kane, assistant vice president of autism and medical rehabilitation at Easter Seals, and Janie Scott, an occupational therapy and aging-in-place consultant and lecturer at Towson University, discuss the role of occupational therapy in autism intervention.

Listen to the podcast

Training and licensing

The Early Intervention Training Institute Lecture and Workshop Series

The Early Intervention Training Institute at the Albert Einstein College of Medicine of Yeshiva University offers multidisciplinary lectures and workshops addressing topics relevant to young children with developmental disabilities. The lecture and workshop topics often include specific information on ASDs. The lecture series is open to graduate students and professionals representing a variety of disciplines, and workshops are offered to small groups of professionals who work with young children on a daily basis. The Web site includes information on registration and schedules for workshops and lectures.

Go to website

Center for Autism and Related Disabilities Autism Training Initiative Session Descriptions

The Center for Autism and Related Disabilities is a University of Albany resource center that provides evidence-based training and support to families and professionals and advances knowledge and understanding of ASDs. The center offers schools within Albany, Columbia, Fulton, Hamilton, Greene, Montgomery, Rensselaer, Saratoga, Schenectady, Schoharie, Warren and Washington counties the Autism Training Initiative. This initiative provides training, technical assistance and support at no cost to school teams to ensure students with ASDs have Free Appropriate Public Education (FAPE) within their districts.

Go to website

New York Universities and Colleges with autism training courses

The Office of Vocational and Educational Services for Individuals with Disabilities (VESID) of the New York State Education Department has provided grants to 17 New York State colleges and universities to develop and deliver courses in autism. The grants ensure that courses are available to currently certified teachers, related service providers and paraprofessionals who are working with students with autism in the state on a non-matriculated basis (inservice training). This Web page includes locations and contact information for colleges and universities offering these programs.

Go to website

New York State licensing requirements for autism trainers

New York state law requires that individuals applying for a teaching certificate or license as a special education teacher or school administrators who work in special education complete course work or training in the needs of children with autism. To provide this training to those individuals, an institution or provider must be approved by the State Education Department and follow the department’s Autism Syllabus. This document includes the syllabus of required coursework and instructions on applying for approval.

New York State licensing requirements for autism trainers PDF

Grants and other funding

Autism Speaks grant information

The goal of Autism Speaks is to facilitate global research into the causes, treatments and possible cures for autism by funding research, promoting cooperation amongst researchers and establishing scientific standards for the research community. As part of its mission, the organization offers grants and funding to support promising research to be reported in peer-reviewed journals. More information on the organization's grants and funding opportunities can be found at this Web site.

Autism Speaks grant information website

Other useful information

Autism Program Quality Indicators (APQI)

This assessment, developed by the University of the State of New York, allows schools and programs serving students with ASDs to perform self-reviews and identify areas for quality improvements. The APQIs are a compilation of best practices for education programs serving children ages 3 to 21 on the full range of the autism spectrum. The APQI uses a numerical rating system and summary tables to help identify program strengths and weaknesses.

Autism Program Quality Indicators (APQI)

New York schools with effective practices in instructional programs for school-age students with autism

This Web page includes information and contact information for five schools in New York state identified as having effective practices in instructional programs for school-age students with autism. The State Education Department’s Office of Vocational and Educational Services for Individuals with Disabilities (VESID) has identified these schools based on the Autism Program Quality Indicators (APQI). Until 2004, each of the schools received grant funds to provide other schools with information on improving the quality of education programs for students with autism.

NY Schools instructional programs

Westchester County, New York Family Resources

This Web page includes a list of family support services funded through the Westchester Family Support Services Consumer Council for families in Westchester County. These services include parent training, reimbursement, respite services, crisis intervention, in-home care, recreation, social supports and substance abuse services to individuals residing in the community. This page includes a calendar of events for professionals and families in or near the Westchester County, New York area.

Westchester County, NY family resource list

Other sites and resources:

http://www.drcarbone.net/resources.aspx

http://schools.nyc.gov/Offices/District75/Departments/Autism/ GuidetoResearch/default.htm

http://www.autism-society.org/

http://www.ncei.org/ei/relatedlinks.html

http://fsnnc.med.unc.edu/Search/search_cdr_start.asp

http://www.cqc.state.ny.us/

http://www.cqc.state.ny.us/disites.htm#MRDD

http://www.firstsigns.org/

http://www.aap.org/healthtopics/autism.cfm

http://www.aap.org/advocacy/releases/Oct07autism.htm