This edWebinar will discuss the unique role of the paraprofessional working with students with autism and give you strategies to use every day.
This edWebinar discusses components of a neuropsychological assessment and identifies useful intervention techniques for children with ASD.
In this edWebinar, explore three categories of visual supports: visual instruction, visual organization, and visual expression.
In this edWebinar, learn to identify symptoms of anxiety in people with Autismand about the treatment of different anxiety disorders.
In this edWebinar, learn about ideas that work for the inclusive classroom (and often work just as well for students without disabilities).
In this edWebinar, learn how to create and implement a person-centered, results-oriented transition plan for students with autism.
“Every individual should be able to access things that they like,” said Monica Fisher, M.Ed., BCBA/COBA, Director of the Behavior Department at Monarch Center for Autism during an edWebinar. “It is our right to engage in preferred activities, spend time with family, and connect with the community. If there are behaviors that you are seeing in your students with disabilities and challenging behaviors that are limiting these rights, then it is something we need to fix as it can have a long-term impact on their quality of life.” Applied Behavior Analysis (ABA), a technological and professional systematic approach, is designed to analyze and change behavior by identifying a behavioral problem, gathering relevant data, and formulating/testing a hypothesis. Fisher said that while ABA is a useful tool for looking at and changing the challenging behaviors of students with autism, it can apply to different parts of everyone’s lives. “ABA is how we have all learned and how our lives are shaped by behavior.”
In this edWebinar, examine how Austim Spectrum Disorders may impact sexual health, sexual expression and forming romantic relationships.
In this edWebinar, Monica Fisher, M.Ed., BCBA/COBA, explores both scenarios—proactively teaching skills and reactively implementing interventions.
Autism spectrum disorder (ASD) is, at its heart, a processing disorder. And while the students with ASD face a variety of challenges depending on where they fall on the spectrum, even those considered high functioning have difficulties with pragmatic social language and understanding social interactions. So, when educators mainstream students with ASD and hope that they will learn how to interact in the classroom just by watching their peers, the educators are setting up the students for failure. Nina Finkler, a learning consultant with years of experience working with students with ASD, says success comes when schools actually acknowledge the different needs of students with ASD and set up individualized supports throughout their learning career. In her edWebinar “Meeting the Needs of Students with ASD Within the Mainstream Classroom”, Finkler outlined the biggest challenges with mainstreaming and key strategies for helping them thrive in their new environment.