Tier 3

In this webinar Dr. Kisamore will share a problem-solving strategy that can be used to guide the instruction of a variety of social and vocational skills topics and be used by the student to independently complete vocational tasks and work through different types of problems.

This session will talk about tools and strategies to support early communication skills, including how to begin using AAC (augmentative/alternative communication).

This presentation will cover a series of studies examining procedures to teach mands for information, intraverbals to report past behaviors, and tacts of noun-verb combinations to non-vocal children with autism. Considerations and complications when teaching these skills using high-tech SGDs will be discussed.

The purpose of this workshop is to help professionals to assess the underlying reasons why specific ritualistic behavior exist and then develop a treatment plan to reduce the frequency or intensity of the behaviors. Case studies are central to the discussion.

This four-part series will support teachers faced with the immense challenge of providing a free and appropriate public education to learners with a wide variety of needs that often manifest in significantly disruptive behavior.

This four-part series will support teachers faced with the immense challenge of providing a free and appropriate public education to learners with a wide variety of needs that often manifest in significantly disruptive behavior.

This four-part series will support teachers faced with the immense challenge of providing a free and appropriate public education to learners with a wide variety of needs that often manifest in significantly disruptive behavior.

This four-part series will support teachers faced with the immense challenge of providing a free and appropriate public education to learners with a wide variety of needs that often manifest in significantly disruptive behavior.

This four-part series will support teachers faced with the immense challenge of providing a free and appropriate public education to learners with a wide variety of needs that often manifest in significantly disruptive behavior.

This four-part series will support teachers faced with the immense challenge of providing a free and appropriate public education to learners with a wide variety of needs that often manifest in significantly disruptive behavior.

This four-part series will support teachers faced with the immense challenge of providing a free and appropriate public education to learners with a wide variety of needs that often manifest in significantly disruptive behavior.

The PEAK Relational Training System includes four PEAK Modules, which are guided by individualized assessment. Become more familiar with the PEAK assessment and materials, as well as the basic steps to get started with using PEAK as a stand-alone curriculum or in conjunction with existing programs.

In this session, we will discuss a general framework for conducting assessments regardless of the materials being used. This session introduces the concept of “core assessments” and how to apply this with different learner profiles.

In this session, we will apply the content from session 1. Video examples will be used to explore how to complete the general assessment process with different learner profiles.

This session focuses on some of the key aspects of developmental research that we should be familiar with when conducting assessments in Early Intervention settings. This session will also include resources relating to assessment and intervention for early learners ages 3-5.

This webinar is designed to help those working with students with autism by giving an overview of common characteristics and providing some helpful tips and strategies for a successful school year.

This training will help participants to identify why students use challenging behavior. Participants will understand the role they play in the behavior and learn ways to improve student behavior through accurate and consistent use of evidence-based practices.

School based teams spend time doing Routine Based Interview (RBI) and other assessments with the family in order to learn about the child and the family's daily routines. Once outcomes are determined it is important for the team to go one more step and determine specific Evidence Based Practices that can be used during the family's daily routine to improve child outcomes.

Part 1 of this 2-part series will provide an overview of why manding (AKA requesting) is a vital skill. It will help participants understand how to utilize student motiviation and how to determine individualized goals for manding. This presentation will describe how to use errorless teaching and error correction with mands.

Learn to identify obtainable, functional manding (AKA: requesting) goals for individual students. Understand how to develop Cold Probe and Skill Tracking Sheets with individualized mastered, current, and future mands (AKA: requests), and how to track manding progress using frequency and acquisition data and graphs.

This webinar will cover the following: What is a Motivating Operation? How does the Conditioned Motivating Operation- Reflexive effect the behavior of our students with autism? How can we effectively abolish the CMO-R and improve behavior?

This webinar will introduce participants to The AFLS Assessment and Curriculum Guides as an extension to a verbal behavior program. Participants will gain the knowledge and tools to track a learner’s functional living skills and plan an individual intervention program to increase independence.

Part 2 of this 2-part series will focus on teaching and generalizing verbal behavior skills in the natural environment. Easy to use strategies to help students connect their verbal behavior skills to activities in the natural environment will be shared. Generalization of skills in the natural environment leads to more independence and successful participation in a variety of activities.

This webinar will provide an overview of how to select student skills appropriate for errorless teaching. It will also describe and illustrate the 4 steps in the errorless teaching procedure.

This webinar will provide an overview of the College and Career Competency Framework. It will provide information on how to get started exploring outcomes and instructional strategies to teach and provide opportunities for students to practice specific competencies.

This presentation will provide an overview of the areas assessed on the VB-MAPP including a brief overview of the verbal operants. It will review the components of the VB-MAPP manual and test protocol, including a review of scoring procedures. The presentation will review the types of assessment methods used on the VB-MAPP and helpful steps to take before administering the VB-MAPP. Finally, participants will learn how to interpret results and use them for program development.

This webinar will focus on using the information from the ABLLS-R to create a verbal behavior program. This information will review the Behavior Language Assessment tool and its use in getting a verbal behavior program started prior to the complete administration of the ABLLS-R.

The 1st webinar in this series will provide an overview of the Assessment of Basic Language and Learning Skills – Revised (ABLLS-R) protocol. The overview will include the steps to administer and score this tool.

This webinar will provide an overview of sensory systems and how differences manifest. Participants will learn common terminology, which will allow them to understand and discuss sensory differences when working with students, teachers, administrators and parents.

This webinar will provide information on how sensory differences may impact an autistic person throughout their lifetime. Judy will share how often sensory solutions for an individual can be considered problematic behaviors instead of recognizing that the individual is problem solving and figuring our their differences.

Part 1 of this 4-part series will focus on real-life skills for independence including the following topics: the ability for individuals to assess themselves on strengths, skills and the needs associated with their disabilities. Awareness of the accommodations they might need. Knowledge of their rights to these accommodations and the advocacy skills necessary to express their needs across multiple environments.

Part 2 of this 4-part series will provide information on the following: Priorities of Instruction in transition programming (work/social/navigation skills), and Strategies for teaching 4 basic transition skills: Direct Instruction Video Modeling, Naturalistic Strategies and Support, and Generalization, Self monitoring.

Part 3 of this 4-part series will provide information on the importance of and strategies to teach Sexual Education. Topics that will be covered include the importance of teaching the Hidden Curriculum regarding sexuality to adolescents and young adults with ASD, examples of hidden curriculum as it relates to dating and sexuality and strategies for teaching the hidden curriculum of sex.

Part 4 of this 4-part series will provide an opportunity for participants to earn what Future Planning is and how can it be used. The presenter will review common characteristics of Future Planning Mapping and Future Planning frames and the specifics on how to complete a map. Information on facilitation tips to complete a map and the limitations of Futures Planning will also be discussed.

In this 2-part webinar series, the importance of considering evidence-based practices within a framework that is sensitive to the social and emotional priorities for the student will be discussed. What we determine as the student’s targeted educational objectives should be as important as how we are providing accommodations. Providing evidence-based educational programming for students on the Autism Spectrum relies on a careful selection of focused approaches that have been shown to promote the acquisition of specific skills or the reduction of behaviors that are interfering with learning and social engagement in the classroom.

Providing evidence-based educational programming for students on the Autism Spectrum relies on a careful selection of focused approaches that have been shown to promote the acquisition of specific skills or the reduction of behaviors that are interfering with learning and social engagement in the classroom. Based upon current systematic reviews, nearly three-dozen approaches are considered effective at promoting such positive outcomes.