Introduction to Social Skills Intervention
A cardinal feature of Autism Spectrum Disorder (ASD) is impairment in social interaction and communication. We know that with effective instructional strategies, children and teens with ASD can learn a range of skills to successfully engage with their social world. What social skills should we teach? How do we teach them? How will we know the interventions are effective? Drawing on social motivation theory, this 2-day interactive super-workshop will prepare participants to effectively and systematically teach this vast group of skills!
Understanding Challenging Behaviour
The characteristics of Autism Spectrum Disorder (ASD) often manifest in challenging behaviour, causing school support personnel much distress as they struggle to understand and address the behaviors. Thankfully, there is a large evidence-base of effective instructional strategies to support positive behaviour in children and teens with ASD. This 2-day introductory super-workshop will prepare you to answer questions such as: For what reasons does challenging behaviour occur? How can I find out why my student is engaging in such behaviour? How can I limit the likelihood of challenging behaviour, both before it has occurred and after? Participants will walk away having learned the fundamental basics of how to make changes in programming that may lead to improvements in challenging behaviour displayed by students in their classrooms.
Difficulties with self-regulation are a common challenge for individuals with Autism Spectrum Disorder (ASD), significantly impacting learning and behaviour. Self-regulation skills at a young age have been linked to future achievements in school and life, pointing to the importance of prioritizing and teaching this set of skills. This 2-day interactive super-workshop will prepare you to answer such questions as: How do the common challenges associated with ASD impact self-regulation? What is Stuart Shanker’s model and what is the evidence base of associated strategies? By the end of this workshop, participants will be equipped with a toolbox of skills and resources to both structure the environment and teach skills to support students’ self-regulatory abilities.
Supporting Minimally Verbal Students In The Classroom Setting
It is estimated that about 30% of children with Autism Spectrum Disorder (ASD) are minimally verbal. Having a means of effective communication is an essential life skill that supports positive behaviour, academic achievement, and quality of life. If my student is minimally verbal how can I support their communication skills? Should they be using Augmentative and Alternative Communication (AAC)? These are some of the questions that will be explored in this 2-day interactive workshop. By the end of the workshop, participants will feel prepared to support communication skills in the areas of social interaction, expression, and understanding in individuals with limited verbal abilities.
INCREASING STUDENT COOPERATION SWS
Lack of student cooperation leads to a decrease in learning, negatively impacts social relationships with peers, and may result in physical harm to staff and/or other students. It is crucial to teach cooperation as it is a foundational skill required for learning, developing social skills, and independence as adults. This 2-day introductory super-workshop will introduce you to a variety of strategies to increase student cooperation based on research including rapport building, preference assessments, and specific strategies for increasing student cooperation. Participants will walk away having learned how to find and use reinforcers to build rapport and create a plan for students who engage in challenging behaviour when given instructions.
Functional Skills SWS
Functional skills are necessary for establishing independence and contribute to quality of life. Students with autism often struggle to learn functional skills, and as a result may engage in challenging behaviour due to the inability to obtain their needs and may be over-reliant on others to meet these needs. With explicit and targeted teaching, students with autism can learn functional skills and gain access to a more independent life. This 2-day engaging super-workshop will prepare you to answer questions such as: How do I decide what functional skills my student should be learning? What are evidence-based teaching strategies to teach my student functional skills? What is Behavioural Skills Training (BST)?
Reading & ASD SWS
Learning to read and becoming an engaged reader is an essential life skill that can lead to higher success in life. Reading instruction can be especially challenging for students with autism spectrum disorder (ASD). How do I teach reading if my student is not interested? How can I support reading comprehension development? What if my student is minimally verbal? These are some of the questions that will be explored in this 2-day introductory workshop.