October 2 - Susan Stokes, M.A., CCC-SLP
"Evidence-Based Practices! Practical Strategies that Foster Independence and Meet the Behavioral Challenges for Students with Autism Spectrum Disorder"
A primary goal when teaching students with ASD is to decrease dependence on adults. However, this can be quite challenging in school-based settings where the educational climate fosters adult support. For our students with ASD, who by the nature of their disability can become quite “prompt-dependent”, this instructional style can be extremely detrimental, resulting in life-long ramifications. This intensive, fast-paced training will give participants a wealth of strategies and resources for using evidence-based practices to increase independent functioning skills of students with ASD. In addition, students with ASD can exhibit behavioral challenges as a result of their distinct learning differences, which can restrict inclusive opportunities. Numerous examples of evidence-based practices that serve as positive behavioral interventions and supports (PBIS) to prevent the occurrence of challenging behaviors in children with ASD will be shared. Lastly, the evidence-based practice accommodations and supports shared in this training should ensure student access to multiple means of learning to demonstrate knowledge of the common core standards.
- Utilize resources to explore and identify what interventions, methodologies, and treatments meet criteria as evidence-based practices for students with ASD.
- Determine appropriate evidence-based practices to meet individual learner’s specific needs.
- Understand methods to utilize 1:1 adult support to teach independent functioning skills for students with ASD.
- Learn numerous uses of evidence-based practices to teach independent functioning skills to students with ASD.
October 3, Dr. Stephen Shore
“The Hidden Curriculum (Social Skills) and Bullying Prevention Strategies for the Student/Child with Autism Spectrum Disorder”
When is it appropriate to talk in class? How does one act when hanging out with friends, in school, or in the library? Is there a way to reckon with the fact that the "lunch hour" at work is only 30 minutes? Most people automatically know the answers to these questions and many like them through observations of social interaction. However, the ability to infer proper social interaction through observation is often impaired in people with Asperger Syndrome and High Functioning Autism. This presentation examines Power Cards, Social Stories by Carol Gray, emotional thermometers and mnemonic devices such as Stop, Observe, Deliberate, and Act and other strategies for providing practical solutions to the vexing problem of teaching appropriate social interaction to people on the autism spectrum in appropriate social interactions. Taking a strength-based approach, the common theme between these and other related educational devices is that these techniques employ the often considerable cognitive and analytical powers of people on the autism spectrum. This presentation also discusses how to identify and eradicate bullying on the individual, classroom and school-wide level.
- Learn about the social implications of the Hidden Curriculum.
- Identify teaching strategies to address social skills at school, home and in the community.
- List two or more indicators that bullying is occurring.
- Identify how learning effective skills in self-advocacy can help stop or prevent bullying.
- Identify educational steps for bully-proofing school systems.
Holiday Inn Route 66, 10709 Watson Road, St. Louis, MO 63127, PH: 314-821-6600
A courtesy block of rooms is available for $89 / night plus tax until September 10th. Please reference PEAK Conferences when registering.
- 7:00-8:00 Check-In
- 8:00-9:30 Speaker
- 9:30-9:45 Break
- 9:45-11:15 Speaker
- 11:15-12:15 Lunch ** on your own"
- 12:15-1:45 Speaker
- 1:45-2:00 Break
- 2:00-3:30 Speaker