Loudoun Autism Summit October 19, 2009 2 YearNumber , , ,136 3 Services are designed for students, ages 2-22, whose primary disabilities are in the areas of language, communication, cognition, and socialization. There is an emphasis on skill development and application in the least restrictive environment. 5 Early In focus on developmental skills, social/communication behaviors, learning to learn behaviors focus on school behaviors, academic skills, social/communication behaviors, generalization focus on academic skills, social/communication behaviors, independent and life skills focus on academic skills, social/communication behaviors, independent and life skills, and career and transition 6 PreschoolElementaryMiddle School High School Special Education General Education Inclusive Opportunities 7 Virginia Autism Council (2007) Skill Competencies for Professionals and Paraprofessionals CEC/ASA (2009) What Every Special Educator Needs to Know society.org/site/News2?page=NewsArticle&id=144 77&news_iv_ctrl= National Research Council (2001) Educating Children with Autism National Autism Center (2009) National Standards Report Scientifically-based treatments 9 Behavioral Interventions Schedules Story-based Interventions Established Practices AAC Device Picture Exchange Communication System Social Skills Training Structured Teaching Promising Practices 10 Training in Established and Promising Treatments (NAC, 2009) County-wide training Autism staff monthly training Parent training Resource material to staff Blackboard and Web sites to post training and resource material ACTs and CTs working in collaboration to support needs in schools Collaboration with supervisors and school administrators to identify needs 11 Overview of Autism Spectrum Disorders Affect of the Core Deficits in Autism on Understanding and Relatedness Affect of Executive Functioning in Autism on Learning and Living Instructional Practices to Improve Outcomes for Students with Autism Spectrum Disorders (training for administrators) Addressing the Unique Needs of Students with High Functioning Autism and Aspergers Syndrome Applied Behavior Analysis Classroom Organization and Structure Ways to Use Fascinations, Areas of Expertise, and Strengths to Support Students with Autism Social Skills Development, Training, and Resources Transitioning Students to New Environments Current Trends and Issues in Autism AutismPro (training course for paraprofessionals) 12 1. Staff are trained in 3 areas of measureable competency (goals, strategies, activities) 2. Students educational plan fits assessed needs 3. Plans use evidence-based method 4. Well-designed activities target evolving objectives 5. Effective communication between staff and family (AutismPro, Web Seminar, 2009) 13 Aspergers Syndrome Behavior Analysis Communication System Secondary Services Social Skills 14 Community Services Board (CSB) Community Policy and Management Team (CPMT) Special Education Advisory Council (SEAC) Parent Resource Center (PRC) Virginia Autism Council (VAC) 15 Mary Kealy, Assistant Superintendent for Pupil Services Mary Kearney, Director of Special Education Connie Smith, Special Education Supervisor Rosy McGuinness, Autism Specialist 16