Learning Activities

[language]

Learning Activities

 

Practicum Application

[language]

Supporting Knowledge and Skill Development:

Knowledge:

Skill:

Multimedia Illustrations


Title Key Content Duration Link
3-year-old Rage is Learning to Speak Using his PECS book   Watch as Speech-Language Pathologist, Brittany Fleming, and Occupational Therapist, Valerie Holiga encourage Rage to communicate using his Picture Exchange Communication System (PECS). 2:43   View
ABA Therapy - Joint Attention, Imitation, and Following Directions Demonstrates ABA therapy session focusing on imitation, joint attention, and following simple instructions using positive reinforcement. 0:36 View
ABA Therapy - Play In this video Daniel learns to copy the actions of another person. This is a foundation skill that children use when playing with others. 3:14 View
Auditory Processing and ASD Sophie Schwartz, PhD is a postdoctoral research fellow and project manager for the Predicting and Optimizing Language Outcomes research program at Boston University Center for Autism Research Excellence. Learn about emerging research on the role of auditory processing in autism spectrum disorders. 1:00:01 View
ABA Therapy - Social Engagement In this video Daniel learns to practice social engagement with the therapist. This is a foundation skill that children use when playing with others. 1:23 View
Immunological Issues in ASD - Gestational Influences Judy Van de Water, Ph.D. describes gestational influences on neurodevelopment. Dr. Van de Water joined the faculty in the Department of Internal Medicine at the University of California, Davis in 1999. In 2000, she also joined the faculty of the newly formed UC Davis M.I.N.D. Institute when she began her research on the immunobiology of autism. Dr. Van de Water’s laboratory pursues research programs pertaining to autoimmune and clinical immune-based disorders including the biological aspects of autism spectrum disorders. The application of Dr. Van de Water’s immunopathology background has been instrumental in the dissection of the immune anomalies noted in some individuals with autism, and in the differentiation of various autism behavioral phenotypes at a biological level. 1:02:55 View
Overview: Medical Comorbidities and ASD In this brief overview, neurologist Margaret Bauman, MD summarizes symptoms and signs of medical comorbidities that frequently occur, but may go unrecognized, in patients diagnosed with ASD. While the underlying cause of autism spectrum disorder (ASD) is generally unknown, scientists suspect that it is a multifactorial condition affecting multiple body systems. From Autism Research Institute. 8:36 View
Support for Individuals with ASD: Coping with Family and Virtual Interactions During COVID-19 Learn skills to manage day-to-day, resources for virtual social interactions, and general guidelines about coping with the lockdown for individuals with ASD and their families. Aarti Nair, Ph.D., is a postdoctoral scholar in the Dapretto Lab at the Ahmanson-Lovelace Brain Mapping Center. From Autism Research Institute. 1:11:12 View
Stepping Out: Family Outings with Young Children with Autism   Dr. Katie Wolfe and Dr. Hedda Meadan will provide strategies professionals can use to support families who experience challenges during outings. The presenters will share information about safety and social concerns related to outings with children with autism. In addition, Drs. Wolfe and Meadan will promote building a family’s confidence to support their children. From the Military Families Learning Network. 1:27:43 View  
The P.L.A.Y. Project - A Home Visit (Autism Therapy) Part 1 In this video a PLAY Project Consultant coaches dad (and mom) on techniques to help keep their little boy engaged. The P.L.A.Y. Project is a proven therapy program for children with autism. PLAY Project therapists train parents to help children connect, communicate, and build relationships with others. 6:10 View
The P.L.A.Y. Project - A Home Visit (Autism Therapy) Part 2 This is an example of a PLAY Project home visit. The PLAY Consultant is modeling for and simultaneously coaching the child's mom on the best techniques to keep the little boy engaged. The P.L.A.Y. Project is a proven therapy program for children with autism. PLAY Project therapists train parents to help children connect, communicate, and build relationships with others. 4:35 View
Welcome to the Group: Inclusion for Young Children with Autism Learn how young children with autism can be included in preschool and childcare programs in this session with Dr. Mandy Rispoli and Dr. Hedda Meadan. What inclusion is and its benefits will be discussed. Drs. Rispoli and Meadan will provide information about environmental modifications that may help children with autism in group settings. From the Military Families Learning Network. 1:25:06 View
What Do We Know: Autism Screening, Diagnosis, & Supporting Young Children & Families   Dr. Hedda Meadan will lead us through the process of diagnosing autism. The prevalence of autism, early signs, and the screening and diagnosis process will also be covered. In addition, Dr. Meadan will discuss strategies for supporting families during this time. From the Military Families Learning Network. 1:32:40 View  
Yuck! I Don’t Eat That! Nutrition & Selective Eating in Young Children with Autism   In this webinar, Dr. Jamie Pearson and Dr. Hedda Meadan will discuss common challenges families of children with autism face related to diet, nutrition, and selective eating. Drs. Pearson and Meadan will talk about the effects of dietary preferences and limitations. They will also share strategies for helping children eat a more balanced, nutritious diet. From the Military Families Learning Network. 1:27:11 View  

Resources

Several different types of resources are included in this section to support the development of knowledge and practices in partnering with families. These include websites, learning modules, and a glossary.

Websites
Learning Modules

The modules can be used in their entirety or by selecting sections or content that support the objectives of an IHE course or PD content.

Glossary

Glossary: Key terms defined. References/resources may provide additional background specific to Early Intervention/Early Childhood Special Education.

Term Definition Reference/Resource
Autism Spectrum Disorder (ASD) ASD is a developmental disability that can cause significant social, communication, and behavioral challenges. CDC provides data on ASD, investigates risk factors/causes, and develops resources to support early identification. CDC
Evidence-based Practice An instructional/intervention procedure (or set of procedures) supported by sufficient research showing positive outcomes for individuals with ASD. NPDC
Antecedent-Based Intervention (ABI) Arranges events/circumstances that precede an activity or demand to increase desired behaviors or reduce interfering behaviors. AFIRM
Augmentative and Alternative Communication (AAC) Interventions using/teaching a non-vocal communication system (aided—device/book—or unaided—sign language). AFIRM
Ayres Sensory Integration® (ASI) Used to increase communication, socialization, cognitive, and adaptive skills while reducing challenging behaviors for learners with sensory processing challenges. AFIRM
Behavioral Momentum Intervention (BMI) Sequences expectations so low-probability responses are embedded within high-probability responses to increase persistence and occurrence. AFIRM
Differential Reinforcement (DR) Increases desirable behavior (or absence of an undesirable behavior) by providing positive consequences (e.g., DRA, DRI, DRO). AFIRM
Direct Instruction (DI) Sequenced, scripted teaching emphasizing teacher–student dialogue, choral/independent responses, and explicit error correction. AFIRM
Discrete Trial Training (DTT) Instruction with repeated trials: instruction, learner response, planned consequence, pause, then next instruction. AFIRM
Exercise and Movement (ECE) Uses physical exertion, specific motor techniques, or mindful movement to target skills and behaviors. AFIRM
Extinction (EXT) Decreases/eliminates interfering behavior by withholding the consequence that maintains it. AFIRM
Functional Behavioral Assessment (FBA) Systematic determination of the function of a behavior to develop an effective intervention plan. AFIRM
Functional Communication Training (FCT) Replaces a challenging behavior serving a communication function with more appropriate communication behaviors or skills. AFIRM
Modeling (MD) Demonstration of a desired behavior that results in the learner’s acquisition and use of that behavior. AFIRM
Music-Mediated Intervention (MMI) Uses songs, melodic intonation, and/or rhythm (including music therapy) to support skill learning or performance. AFIRM
Naturalistic Intervention (NI) Techniques embedded in typical activities/routines to naturally promote and encourage target skills/behaviors. AFIRM Modules
Parent-Implemented Intervention (PII) Parents deliver an intervention to promote social communication/other skills or to reduce challenging behavior. AFIRM
Peer-Mediated Instruction & Intervention (PMII) Peers directly promote social interactions/learning goals, or adults structure contexts and supports to facilitate peer engagement. AFIRM
Prompting (PP) Verbal, gestural, or physical assistance that supports acquisition or performance of a target behavior/skill. AFIRM
Reinforcement (R+) Applies a consequence following a response/skill that increases its future likelihood. AFIRM
Response Interruption and Redirection (RIR) Introduces a prompt/comment/distractor during an interfering behavior to divert attention and reduce that behavior. AFIRM
Self-Management (SM) Teaches learners to discriminate appropriate vs. inappropriate behavior, self-monitor/record, and self-reinforce appropriate behavior. AFIRM
Social Narratives (SN) Describe social situations, provide relevant cues, explain thoughts/feelings of others, and describe appropriate behavior expectations. AFIRM
Social Skills Training (SST) Describes social situations to highlight features of a target behavior/skill and provide examples of appropriate responding. AFIRM
Task Analysis (TA) Breaks an activity/behavior into small, teachable steps; often paired with reinforcement, video modeling, or time delay. AFIRM
Technology-Aided Intervention & Instruction (TAII) Instruction/intervention where technology is central and specifically supports learning or performance of a behavior/skill. AFIRM
Time Delay (TD) Systematically fades prompts by adding a delay between the initial instruction and additional prompts. AFIRM
Video Modeling (VM) Shows a video demonstration of a target behavior/skill to assist acquisition or performance. AFIRM

References

Loader Loading...
EAD Logo Taking too long?

Reload Reload document
| Open Open in new tab