July 1, 2010
REGISTER ONLINE HERE!
How do I reach a child with autism? How do I help them learn? How do I help them through challenging behaviors? How can I ensure the least restrictive environment to learning within inside and outside the classroom?
These are important questions that educators and parents as every day; questions with no simple, quick-fix answers.
After years of dedicated research, including research conducted by Temple University faculty, one thing is clear, however. The minds of children with Autism Spectrum Disorder (ASD) are by no means closed to learning.
To help educators and families of children with autism, the Temple University College of Education and the Temple University Department of Psychology in the College of Liberal Arts, in coordination with Temple University Fort Washington, will host a five-day Temple University Autism Summer Institute from Monday, August 9 through Friday, August 13, at the Fort Washington Campus, 401 Commerce Drive. The registration fee includes Act 48 CEUs (Continuing Education Units) and Board Certified Behavior Analyst CEUs. Special pricing packages are available for parents, students, and organizations with three or more members attending.
According to Dr. Matt Tincani, Temple University Associate Professor of Special Education who is coordinating the 2010 program, the Autism Summer Institute, is appropriate for administrators, teachers, related services providers, students, parents, and others “who are interested in learning more about hands-on, evidence-based strategies to help people with ASD.”
“We saw the Institute initially as an opportunity for our students to receive in-depth training in working with individuals with autism — Positive Behavior Support (PBS) and Applied Behavior Analysis (ABA), the gold standard in education approaches to teaching children with autism,” he said. “What we found was that there was also a need and interest in this type of training in the community among teachers, school psychologists, speech/language pathologists and, of course, parents. We hope that participants will learn how to support students with autism be learning communication and social skills strategies.”
Institute participants, Tincani said, will be trained in a range of topics, from “an understanding of what Autism Spectrum Disorder is to a basic understanding of developing curriculum for students with autism — teaching communication and when and how to intervene when a child is exhibiting challenging behaviors.”
“The number of reported cases of ASD has been rising each year. There are more students in schools with autism that need specialized instruction, but there is a gap between what professionals should know when working with children with autism and what they do know — our goal is to bridge that gap,” he said. “Each day of the institute will encompass a combination of traditional lecture, discussions, interactive group activities, and video. Participants will have an opportunity to think about and complete exercises while exploring how to apply what they are learning to the kids they are working with.”
The Institute will begin each day at 8:30 a.m. with a continental breakfast and continue from 9 a.m. to 3 p.m. with presentation covering a wide variety of topics integral to understanding Autism Spectrum Disorder and teaching children with Autism. Participants may register for from just one day to the entire 5 days.
Topics for each day of the Autism Summer Institute include:
Day 1: Overview of Autism Spectrum Disorder, Applied Behavior Analysis, and Positive Behavior Support
The presentation will include an overview of autism spectrum disorder, principles and procedures of applied behavior analysis, and applications of positive behavior support for children with ASD. Participants will acquire an understanding of the characteristics of individuals with ASD, ABA teaching strategies, and applications of PBS at primary and secondary levels.
Day 2: Functional Behavioral Assessment and Function-Based Interventions for Challenging Behavior
The focus of this presentation is to expose participants to functional assessment (FA) and methods to identify possible functions of problem behavior. Participants will be presented the seminal research in this area, and subsequent adaptations of functional analyses including brief FAs and naturalistic FAs, along with techniques for developing interventions based on behavior function.
Day 3: Effective Teaching Strategies, PBS, and Ethical Behavior Interventions
This presentation will provide a rationale for using evidence-based teaching strategies and interventions along with a description of many commonly used evidence-based strategies and interventions. In addition to choosing research-driven procedures, we will discuss the role of data in making programming decisions within special education programs. The presentation will also address the ethics of implementing evidence-based and data-driven programs such as School Wide Positive Behavior Support and Response to Intervention.
Day 4: Analysis of Verbal Behavior and Teaching Students with ASD
The presentation will give an overview of Skinner’s analysis of verbal behavior. A distinction will be made between Skinner’s analysis of verbal behavior and other theoreticians’ analysis of language. A distinction will be made between verbal behavior and other types of behavior. There will be discussion of four verbal operants and their antecedents and consequences. There will be an emphasis on how Skinner’s analysis relates to teaching verbal behavior to children with autism spectrum disorder.
Day 5: Advanced Curriculum Design for Students with ASD
As the array of behaviorally based instructional strategies for autism has evolved and expanded since the publication of Lovaas et al. (1987), various approaches to curriculum sequencing have been proposed. This presentation will discuss some of the similarities and differences among different curricular approaches and advocate for the recognition that curriculum development for individuals with autism is a specialized area that requires careful analysis and sequencing in order to build a complex repertoire of language and cognitive skills. The presenters will provide an overview of strategies for developing intermediate to advanced language curricula for children with ASD. Techniques for establishing conversation skills, spontaneous verbal utterances, age appropriate peer interactions, and other advanced verbal behavior will be described. Strategies for assessing children’s language skills and tailoring curriculum to individual students will also be addressed.
For more information on the Temple University Autism Summer Institute, visit www.temple.edu/education/cite/autisminstitute. Register for the Summer Institute online or by calling 267-468-8500.