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Autism Resources for Parents, Professionals and Support Staff 11/14 Current statistics and basics of autism: http://www.cdc.gov/ncbddd/autism/index.html Virginia’s “Guidance document for Autism Early Intervention Services”: http://infantva.org/documents/pr-PartC- ASD-Guidance.pdf Virginia Early Intervention Support Network; http://new-path.thearcofva.org/newpath/early-intervention/ VDOE’s “Guidelines for Educating Students with Autism Spectrum Disorders”: http://www.doe.virginia.gov/special_ed/disabilities/autism/technical_asst_documents/autism_guidelines.pdf VDOE’s “Models of Best Practice in the Education of Students with Autism Spectrum Disorders”: http://www.doe.virginia.gov/special_ed/disabilities/autism/technical_asst_documents/autism_models_of_best_pract ice.pdf VDOE’s “Autism Spectrum Disorders and the Transition to Adulthood”: http://www.doe.virginia.gov/special_ed/disabilities/autism/technical_asst_documents/autism_transition.pdf Virginia Autism Council’s “Skill Competencies for Professionals and Paraprofessionals in Virginia Supporting Individuals with Autism across the Lifespan” http://www.vcuautismcenter.org/documents/va_skill_competencies.pdf Virginia Autism Council’s “Skill Competencies for Professionals and Direct Support Staff in Virginia Supporting Adolescents and Adults with Autism” http://wp.vcu.edu/autismtrainingva/wp- content/uploads/sites/3394/2012/04/VA-Adult-and-Adolescent-Skill-Competencies-with-PD-Tracker.Final_.pdf Virginia Commonwealth University’s Autism Center for Excellence, provides online training for parents, professionals, paraprofessionals and supports staff as well as news of activities occurring across Virginia: http://www.vcuautismcenter.org/index.cfm Commonwealth Autism provides and maintains services to the autism community including but not limited to, Information and Referral services, Autism Actions Groups, Public Safety Workgroup, Trainings and a Statewide Conference each year. http://www.autismva.org Autism Society of America’s Virginia Chapters, parent support groups that assist in providing advocacy and training for the autism community in Virginia. Chapters: Richmond - www.asacv.org; Northern VA - www.asanv.org; Williamsburg - http://peninsulaautism.org ; Norfolk - http://tidewaterasa.org Arc of the Tidewater Virginia Department of Behavioral Health and Developmental Disabilities (DBHDS): Resource information on Intellectual Disability Medicaid Waiver and Person Centered Practices. www.dbhds.virginia.gov/ Virginia Department of Medical Assistance Services: Resource information on the Developmental Disability Waiver and Elderly and Disabled with Consumer Direction Waivers. www.dmas.virginia.gov National Professional Development Center, is a multi-university center to promote the use of evidence-based practice for children and adolescents with autism spectrum disorders. http://autismpdc.fpg.unc.edu/ OCALI Autism Internet Modules, content from experts on ASD across the nation on topics including assessment and identification, characteristics, evidence-based practices and interventions, transition to adulthood, and employment. http://www.autisminternetmodules.org/

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Page 1: Autism Resources for Parents, Professionals and … · Autism Resources for Parents, Professionals and ... and Person Centered Practices. ... Parents, Professionals and Support Staff

Autism Resources for Parents, Professionals and Support Staff 11/14

Current statistics and basics of autism: http://www.cdc.gov/ncbddd/autism/index.html Virginia’s “Guidance document for Autism Early Intervention Services”: http://infantva.org/documents/pr-PartC-ASD-Guidance.pdf

Virginia Early Intervention Support Network; http://new-path.thearcofva.org/newpath/early-intervention/

VDOE’s “Guidelines for Educating Students with Autism Spectrum Disorders”: http://www.doe.virginia.gov/special_ed/disabilities/autism/technical_asst_documents/autism_guidelines.pdf VDOE’s “Models of Best Practice in the Education of Students with Autism Spectrum Disorders”: http://www.doe.virginia.gov/special_ed/disabilities/autism/technical_asst_documents/autism_models_of_best_practice.pdf

VDOE’s “Autism Spectrum Disorders and the Transition to Adulthood”: http://www.doe.virginia.gov/special_ed/disabilities/autism/technical_asst_documents/autism_transition.pdf

Virginia Autism Council’s “Skill Competencies for Professionals and Paraprofessionals in Virginia Supporting Individuals with Autism across the Lifespan” http://www.vcuautismcenter.org/documents/va_skill_competencies.pdf

Virginia Autism Council’s “Skill Competencies for Professionals and Direct Support Staff in Virginia Supporting Adolescents and Adults with Autism” http://wp.vcu.edu/autismtrainingva/wp-content/uploads/sites/3394/2012/04/VA-Adult-and-Adolescent-Skill-Competencies-with-PD-Tracker.Final_.pdf

Virginia Commonwealth University’s Autism Center for Excellence, provides online training for parents, professionals, paraprofessionals and supports staff as well as news of activities occurring across Virginia: http://www.vcuautismcenter.org/index.cfm

Commonwealth Autism provides and maintains services to the autism community including but not limited to, Information and Referral services, Autism Actions Groups, Public Safety Workgroup, Trainings and a Statewide Conference each year. http://www.autismva.org

Autism Society of America’s Virginia Chapters, parent support groups that assist in providing advocacy and training for the autism community in Virginia. Chapters: Richmond - www.asacv.org; Northern VA - www.asanv.org; Williamsburg - http://peninsulaautism.org ; Norfolk - http://tidewaterasa.org Arc of the Tidewater

Virginia Department of Behavioral Health and Developmental Disabilities (DBHDS): Resource information on Intellectual Disability Medicaid Waiver and Person Centered Practices. www.dbhds.virginia.gov/

Virginia Department of Medical Assistance Services: Resource information on the Developmental Disability Waiver and Elderly and Disabled with Consumer Direction Waivers. www.dmas.virginia.gov

National Professional Development Center, is a multi-university center to promote the use of evidence-based practice for children and adolescents with autism spectrum disorders. http://autismpdc.fpg.unc.edu/

OCALI Autism Internet Modules, content from experts on ASD across the nation on topics including assessment and identification, characteristics, evidence-based practices and interventions, transition to adulthood, and employment. http://www.autisminternetmodules.org/

Page 2: Autism Resources for Parents, Professionals and … · Autism Resources for Parents, Professionals and ... and Person Centered Practices. ... Parents, Professionals and Support Staff

Autism Resources for Parents, Professionals and Support Staff 11/14

When interacting with a person with Autism be aware that they may:

• Think with literal mindedness, difficulty with joking, sarcasm, and idiomatic terms such as 'raining cats and dogs’

• Have difficulties with non-verbal communication such as gestures, facial expressions or tone of voice.

• Difficulties interacting in certain social situations such as meetings • The person may have troubles understanding what others are thinking and

feeling • The person may have a hard time with understanding unwritten rules • They may not notice if the person they are talking to is not interested in what they

are saying • May have difficulty developing and maintaining social relationships at work and in

the community • Challenges with imagining, hypothetical situations and abstract thinking- prefers

facts • May have a narrow range of intense interests • May be sensitive to noise, smell, taste or touch • May become anxious if a routine or process is broken Ways that you can assist an individual with autism to communicate and have control of their environment include: -Visual schedules -Structured settings that provide predictability through boundaries, clutter is reduced, reducing the anxiety for the individual, provide visual organization –specific place for things, allow for fewer visual distractions - Teaching Rules and Routines, Explain why it is important, state objective – what we’ll learn today and how we will do it, explain the steps, model them, walk the students through them one step at a time, have them practice with feedback from you and independent practice. General Strategies for Successful Daily Transitions Provide easily understood and concrete choices Visual choice board of readily available Choices for break/reinforcement Clearly defined expectations As students begin to change classes in middle school, provide them with a list of each teacher’s rules Extra processing time Concrete instructions (less verbal, more visual) Directing journal writing with questioning techniques

Task Demands – Three Questions Are you asking for performance of a skill that is too hard? Are you asking for performance of a skill that has not been taught? Are you asking for a task to be accomplished without the necessary supports? Source: OCALI