Group items tagged

"Early interventions for autism are increasingly focused on early core developmental abilities. These include a focus on shared attention and affect, joint attention and social motivation to interact with others. Strong theoretical and empirical evidence documents how early learning is facilitated by interactions with others. In this presentation, Dr. Kasari will address targeted interventions for these important core developmental abilities, and how early interventions generate change in the short term and create a platform for later developmental growth. She will also illustrate these changes through our intervention research with toddlers, preschoolers, and school aged children with a particular focus on underserved, under-resourced children with ASD and their families. (#23081)"

Janice Light "What is the purpose of this website? This website provides guidelines for early intervention to maximize the language and communication development of young children with special needs including: * Infants * Toddlers * Preschoolers The website provides guidelines for early intervention specifically designed for children with complex communication needs, including children with: * Autism spectrum disorders * Cerebral palsy * Down syndrome * Multiple disabilities The website provides: * Step-by-step guidelines for early intervention to build language and communication skills * Photographs and videotaped examples of intervention with young children with special needs"

"JASPER (Joint Attention Symbolic Play Engagement Regulation) is a treatment approach based on a combination of developmental and behavioral principles developed by Dr. Connie Kasari at the Center for Autism Research and Treatment, at University of California, Los Angeles. This intervention model targets the foundations of social-communication (joint attention, imitation, play), uses naturalistic strategies to increase the rate and complexity of social-communication, and includes parents and teachers as implementers of the intervention to promote generalization across settings and activities and to ensure maintenance over time. Dr. Kasari and her colleagues have tested this approach in a series of target and modularized research studies. In the first randomized controlled trial, 58 preschool children with autism were recruited from an early intervention program based on applied behavior analysis, and were taught joint attention and play skills. This study showed promising evidence that a child-centered treatment focused on early social-communication deficits of joint attention and play could lead to improvements in these core deficits while also increasing the child's use of language (Kasari et al, 2006, 2008, 2012) over a 5 year span. Researchers are continuing to test the use of JASPER with children of various ages (infants to school-aged) and across various settings (clinic, home and schools)."

"The use of new intervention techniques and emerging areas of practice create the potential for various ethical concerns. In recent years, new technology-based interventions have appeared for children who have sensory processing difficulties. This advisory summarizes several emerging technologies in this area and relevant ethical considerations.

SpeechTechie is an effort to combine my two passions: fostering language development through contextualized intervention, and interactive educational technologies. My goal is to post several resources a week, and present each resource "through the language lens," meaning with an eye toward how the website or program would be helpful in speech and language interventions.  I hope that this blog will be helpful not only to SLPs but also to ESL/ELL teachers, language arts teachers, special education teachers, or anyone who loves words

The UCLA Program for the Education and Enrichment of Relationship Skills (PEERS) is a manualized, social skills training intervention for adolescents and young adults. It has a strong evidence-base for use with teens and young adults with autism spectrum disorders, but is also appropriate for teens and young adults with ADHD, anxiety, depression, and other socioemotional problems.

Autism: Interventions and Strategies for Success Susan Stokes

Training classmates produces greater gains in social competence

Delivery of Services Model for Special Services' Response to Intervention for All Student Success

Response to Intervention (RTI): Is There a Role for Assistive Technology?

"We're always looking for engaging ways to give our preschool children practice with their core word vocabulary. Stop and Go by ShortStack is an app that will get your little friends using core language without even realizing how much practice they are getting"

"The Social Network Package is an assessment and intervention planning tool. The Manual and Inventory Booklet are designed to help professionals work with family members and individuals who have complex communication needs. Use this resource to help determine appropriate communication strategies and technologies for clients to use with their communication partners. "

"This textbook is the result of over a year of collaboration between several individuals. Garth Holman, the Social Studies department chair and 7th grade world history teacher envisioned this project as a way to engage students through the use of technology and help them see the "big picture" that is often lost, or ignored, in history classes. Beginning in the summer of 2006, Garth began working with a student teacher, Michael Pennington (Currently teaching at Chardon Middle School). Another member of this project was Angie White, an intervention specialist at Beachwood Middle School (now at Hilltop Elementary in Beachwood CIty Schools). Angie provided a strong knowledge of curriculum differentiation and techniques to include students of varying abilities. A project of this nature, allows students to disseminate knowledge in a digital format that is congruent to the world in which they live. Our students are digital natives and this new technological paradigm allows for the democratization of knowledge. Wiki technology and the ability to instantaneously communicate across cultures and physical boundaries means that nothing our students create is isolated. We not only want our students to learn, but understand how the puzzle pieces fit to create the world in which we live."

"speechBITE™ is a database that provides open access to a catalogue of Best Interventions and Treatment Efficacy across the scope of Speech Pathology practice. This is an evidence based practice initiative between The University of Sydney and Speech Pathology Australia. "

"Each year, the IACC releases its annual list of scientific advances that represent significant progress in the field. The 20 studies selected have given new insight into the complex causes of autism and potential risk factors, studied clues that could lead to earlier diagnosis, and evaluated promising early intervention strategies. "

"The learning module practices were identified from a review of the research literature conducted by staff of the National Professional Development Center on Autism Spectrum Disorder (NPDC on ASD) in 2013-2014. These focused intervention practices were found to be efficacious for use with toddlers as well as with other age groups of children with ASD."

I was asked to help paint the 'big picture' of technology use with relation to the education of students with disabilities. My viewpoint is (albeit, perhaps a biased one) that technology has the potential to be beneficial in almost every aspect of educating students with disabilities. However, as I was presenting, questions started to arise as to how technology - specifically assistive technology - fit into various initiatives and mandates - Response to Intervention (RtI), Universal Design for Learning (UDL), Accessible Instructional Materials (AIM) and the Assistive Technology (AT) mandate within IDEA. We had some lively discussion about these but I decided to put together a graphic to begin fueling the discussion and think about the relationships between these various initiatives and mandates. The graphic has been revised several times as my thinking has changed over time.

Assistive Technology Advocacy By Dave Edyburn A key question, often left unstated during assistive technology consideration, is: Who can benefit from assistive technology? Federal law is silent on this issue assuming that the local IEP team is in the best position to decide if a student's needs can be met through technology interventions or other accommodations.

"This is a list of the iPad apps that Nolan really enjoyed and that I believe will help him to develop and encourage the skills that he needs to work on. Because of early intervention, he has grown so much with his vocabulary and communication. Most of the apps he and I liked aren't targeted for autism, but they are "autism friendly". I tried to find as many free and under $2.00 apps as I could. "

"Just as a carpenter needs to locate and use the correct tool for the job, teachers need to select technology tools to assist all learners in the classroom. Many tools can also assist in providing Tier 1 differentiated instruction for all learners and Universal Design for Learning. Use this wiki to learn about Universal Design for Learning (UDL), Response to Intervention (RTI), free web tools and assistive technology (AT). Each set of "tools" might not be all encompassing. Continuing the carpenter analogy, every tool available is not necessary in order to complete a successful project. In addition some manual tools (non-technology) might be better than power tools (technology tools) for some projects. Teachers can fill their own toolbox with specialized tools to make learning more effective and efficient for all all students."