Elluminate Sessions for Autism
2009-2010
Schedule: Friday 1:00 – 2:30
September 25th - Proactive Approach to Successfully Planning the Year for
Working with Students with Autism – Archived
December 11th – Autism Spectrum Disorders Problem Solving with the Expert
Featuring Sheila Wagner from Emory Autism Center – Sheila Wagner will
address questions concerning Autism Spectrum Disorders via Elluminate Live!
Special Education Directors and staff are encouraged to email questions prior to
the Elluminate Live! session to Dr. Alice Murphy at mmurphy@doe.k12.ga.us.
Questions will also be answered live during the session.
December 17th – Sensory Integration and Autism Spectrum Disorders –
Occupational Therapy Coordinator, Cindy Terry of Gwinnett County School System
will offer teachers a description of a Sensory Diet and the research based
strategies to use to address sensory issues when teaching students with ASD.
January 14th - Using Visuals for Scheduling and Cueing to Support Students
with an Autism Spectrum Disorder (Rescheduled due to technical difficulty for
February 26th 10:30 – 12:00)
Expert autism trainers, Steven Benson and Stacey Holland of Cobb County School
District will describe various uses for visuals including schedules, behavioral
supports, academic supports, community based instruction, social skills training and
home to school cueing.
January 29nd– “Autism Spectrum Disorders: Best Practices in Assessment” Public schools are required by law to identify all children with disabilities (IDEA,
2004) and this includes those with autism spectrum disorders (ASD). Early
identification is critical to assuring early treatment and better outcomes and there
is significant risk in failing to recognize the disorder and provide intervention when
it is present. Moreover, prevalence rates have climbed to an astounding 1 in 91.
Accurate identification of autism spectrum disorders requires analysis of both
qualitative and quantitative data from a number of sources. Key areas to include in
a thorough developmental history, screening and diagnostic tools, and various other
instruments that are best known and widely used to evaluate important areas
including cognitive, achievement, adaptive, developmental, emotional and behavioral,
motor, speech and language, sensory, functional behavioral, social, and
transition/vocational will be reviewed by Dr. Sue Miller.
February 5th - Cancelled – Facilitating Successful Transitions for Students with
Autism Spectrum Disorders - Cancelled for February 5th and will be
rescheduled at a later date.
Dr. Catherine Trapani, Educational Director of the Marcus Autism Center will
discuss how to successfully facilitate transitioning when working with students
with an autism spectrum disorder. Students with an autism spectrum disorder may
have difficulty with transitions in the school and home environment. By using a
proactive approach for planning and supporting the student prior to and during
transitions, the student will experience minimal difficulty.
February 12th -A Review of Performance of Standardized Screening and
Diagnostic Instruments in School-Aged Children with an Autism Spectrum
Disorder by Lisa Wiggins CDC
The National Association of School Psychologists (NASP) recommends that
students suspected of having an autism spectrum disorder (ASD) be evaluated with
standardized screening and diagnostic instruments; including a child observation
and parent interview. Yet research shows that an ASD screener, particularly the
Childhood Autism Rating Scale (CARS), is the most frequent (and sometimes only)
instrument administered when a school psychologist completes an ASD evaluation
(Allen, Robins, & Decker, 2008). The primary goal of this analysis were to explore
how well a diagnostic observation, diagnostic interview, observation combined with
interview, and observation combined with parent-report screener agreed with
clinical judgment (CJ), which is frequently regarded as the gold-standard in ASD
assessment and diagnosis (Lord 1995, 2006). A second goal was to test the
psychometric properties of a parent-report screener (which is less burdensome
than the CARS) in a sample of school-aged children with special needs.
February 26th 10:30 – 12:00 - Using Visuals for Scheduling and Cueing to
Support Students with an Autism Spectrum Disorder (Rescheduled due to
technical difficulty from January 14th to February 26th 10:30 – 12:00)
Expert autism trainers, Steven Benson and Stacey Holland of Cobb County School
District will describe various uses for visuals including schedules, behavioral
supports, academic supports, community based instruction, social skills training and
home to school cueing.
February 26th 1:00 – 2:30 – Coordinating Sensory Diets with the OT, Parents,
or Other Entities Providing Direct Service –
Autism training experts, Steven Benson and Stacey Holland of the Cobb County
School System will demonstrate how to incorporate a sensory diet into the daily
academic schedule that suits the student’s individualized education plan and
sensory needs.
March 12th – The Basics of Applied Behavior Analysis (ABA) and Discrete Trial
Training (DTT)
Expert autism trainers, Steven Benson and Stacey Holland of the Cobb County
School District will explain the learning theory associated with Applied Behavior
Analysis (ABA) and Decrete Trial Training (DTT). Overall principles of ABA will be
presented including DTT assessments, goal setting, tasks planning, scheduling and
incorporating different learning modalities.
March 26th- Planning for Summer Break and Vacations from School
Maintaining skills during summer and school breaks is important for students with
an ASD. Dr. Catherine Trapani, Educational Director for the Marcus Autism Center
will present recommendations and ideas for planning summer breaks and vacations
for students with an autism spectrum disorder.
April 16th – Finalizing the School Year and Planning for Summer: Building
Opportunities to Retain and Continue to Progress with Communication and
Learning
Continued learning and communication development should be a focus throughout
the school year to include school breaks. Speech and Language expert, Susan
Eckhart and Dr. Alice Murphy, autism specialist will provide guidance on how to
continuously facilitate learning and development of communication.
May 14th – ESY and Students with Autism Spectrum Disorders
Students with an autism spectrum disorder benefit from consistency in routine and
structure. While ESY is an IEP decision, ideas for considering and facilitating
extended learning opportunities will be shared.
TBA – Facilitating Successful Transitions for Students with Autism Spectrum
Disorders
Dr. Catherine Trapani, Educational Director of the Marcus Autism Center will
discuss how to successfully facilitate transitioning when working with students
with an autism spectrum disorder. Students with an autism spectrum disorder may
have difficulty with transitions in the school and home environment. By using a
proactive approach for planning and supporting the student prior to and during
transitions, the student will experience minimal difficulty.
TBA – ASD Prevalence
Dr.Catherine Rice, CDC, Developmental Scientist, will share the current
prevalence of autism to include possible contributing factors and suggestions for
treatment. This session will be announced based on a current release of the latest
CDC surveillance and statistics report.
Topics for Additional Elluminate Sessions:
Training provides more exposure of the material and more education.
Parents and Teamwork: A Parent Perspective on ASD
Teamwork and Supporting Successful Transitions with Autism Spectrum Disorders
(Catherine Trapani)
ABA, DDT and Data Collection: Common Questions in the School Setting (Dana
Trahant)
Overview of ASD: (to include the most current statistics and research) Status of
Autism in 2009 - 2010: Georgia and Nation / Record with C. Rice / to Include
Causes and Cures
Academic Challenges When Working with Asperger’s Syndrome – Jackie Isbell,
GSU or Fayette County
Written Expression Skills and Asperger’s Syndrome
Diagnosis
Assessment for Transition Planning with ASD with Cindy Burtrum
Assessment and Developing Goals for ASD
Collaboration with Parents
Law
Using ART for Behavior Management, Reinforcement and Generalization
Teaching Social Skills and the GPS
Eligibility and ASD
Developing a Comprehensive Program with a Full Continuum of Services for ASD
Developing a BIP When Working with ASD: When is a FBA Necessary?
Inclusive Practices with Students with Autism
Low Functioning Autism / IEPs and GPS
Challenging Behavior, Data Collection and ASD
AS General Overview: Noting Differences in AS and Other Forms of Autism
AT and ASD
Assisting ASD with Organizational Skills and Staying On Task
Sensory Issues and ASD
Professional Seminar Series – Consortium with Atlanta Lawyers – Catherine will
send link – involves CASA, Ga Bar, Universities, etc..
Vine Carbon – Cottage Valley in New York
Beu Lahee – ADHD