This knowledge path about autism spectrum disorders (ASD) has been
compiled by the Maternal and Child Health
Library at Georgetown University. It offers a selection of current,
high-quality resources about ASD screening and diagnosis, treatment and
intervention, communication, education, vocational challenges, and impact on
family life. Separate sections identify resources that address early
identification, early intervention and education, concerns about vaccines,
environmental health research, and inappropriate use of seclusion and
restraints. This knowledge path for health professionals, educators,
researchers, policymakers, and families will be updated periodically.
Group items tagged
Autism Screening, Early Diagnosis and Early Intervention - Webinar - Apr. 24, 2013 - 0 views
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Register for this webinar
What:
This presentation is in two (2) parts. "Coordination of Evaluation and Early Intervention Among Early Childhood Professionals and Diagnosticians" describes quality improvement activities undertaken in Maine to improve early identification and intervention by increasing coordination and communication between medical diagnosticians and early childhood providers. "Collaborative Efforts to Improve Access and Care for Children at Risk for Autism Spectrum Disorders" focuses on three efforts in Massachusetts designed to improve access and care: (a) approval for reimbursement for developmental screening through insurance companies in MA; (b) a new triage mechanism which has led to decreased wait times for specialty evaluations; and (c) development of an email messaging service for families in the first year following diagnosis. When:
Wednesday, April 24, 2013
12:00 pm - 1:00 pm Mountain Cost:
Free of charge
Routines-Based Early Intervention - Helena/Billings - May 21 / May 23, 2012 - 0 views
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Click here to download the full flyer for this event (PDF) What:
Children deserve the most effective intervention possible, provided in the most relevant places, at the most relevant times, by the most relevant people. In the Routines-Based approach, professionals work with the child's natural caregivers, who are generally parents and child care providers or teachers. Parents and other caregivers learn to make the most out of the learning opportunities that occur throughout the day, every day. This results in much more effective and meaningful intervention than, for example, weekly sessions in a therapy room. The child's best "interventionists" are those adults who are with the child throughout the day. Participants will learn the importance of: Understanding the family ecology and the usefulness of the ecomap Family-centered, functional assessment and the usefulness of the Routines-Based Interview Integrating services and the usefulness of the primary service provider Support-based home visits and the usefulness of family consultation Collaborative consultation to child care and the usefulness of consultation individualized within routines When/Where:
May 21, 2012
Red Lion Colonial Hotel (block of rooms are available)
Helena, MT
Registration by emailing Karen Cech at kcech@mt.gov | For questions, contact Erica Peterson (406)444-5647 or epeterson2@mt.gov AND May 23, 2012
MSUB College of Education Bldg - Room 427<br
MCH Library Knowledge Path: Autism Spectrum Disorders - 0 views
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This knowledge path about autism spectrum disorders (ASD) has been compiled by the Maternal and Child Health Library at Georgetown University. It offers a selection of current, high-quality resources about ASD screening and diagnosis, treatment and intervention, communication, education, vocational challenges, and impact on family life. Separate sections identify resources that address early identification, early intervention and education, concerns about vaccines, environmental health research, and inappropriate use of seclusion and restraints. This knowledge path for health professionals, educators, researchers, policymakers, and families will be updated periodically.
Legal Implications of Response to Intervention and Special Education Identification - 0 views
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The Response-to-Intervention (RtI) movement is enabling public education in the United States to evolve from a reactive model in which students had to seriously deteriorate before being moved on to special education programs, to one that emphasizes early and high-quality research-based interventions in regular programs that generate useful data with which to make key decisions for each struggling student. This evolution, however, has taken place against a backdrop of legal requirements for special education referrals and evaluations that remain almost unchanged from those of more than 30 years ago. The meeting of RtI innovations and the traditional child-find requirement of the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) has many scratching their heads over exactly how the rules fit into the modern intervention era. Both the misconceptions that have become commonplace, as well as the legal disputes created by this juncture, make one wonder whether we truly grasp the fundamental child-find obligation of the IDEA in its present context.
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The Response-to-Intervention (RtI) movement is enabling public education in the United States to evolve from a reactive model in which students had to seriously deteriorate before being moved on to special education programs, to one that emphasizes early and high-quality research-based interventions in regular programs that generate useful data with which to make key decisions for each struggling student. This evolution, however, has taken place against a backdrop of legal requirements for special education referrals and evaluations that remain almost unchanged from those of more than 30 years ago. The meeting of RtI innovations and the traditional child-find requirement of the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) has many scratching their heads over exactly how the rules fit into the modern intervention era. Both the misconceptions that have become commonplace, as well as the legal disputes created by this juncture, make one wonder whether we truly grasp the fundamental child-find obligation of the IDEA in its present context.
Study Questions Early Intervention Eligibility Criteria - Disability Scoop - 0 views
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Whether or not a child with developmental delays qualifies for early intervention varies dramatically from one state to the next, but often researchers say far more kids are eligible than can be served. The finding comes from a new study analyzing early intervention services across the nation. Researchers from the University of Colorado School of Medicine examined each state’s eligibility requirements for the Individuals with Disabilities Education Act, or IDEA, Part C program, which serves infants and toddlers with disabilities. Then they used data from a long-term government study tracking nearly 11,000 children to identify how many kids were likely to qualify or receive services in each state.
FCTD: A New Approach to Early Intervention: Virtual Home Visits - 0 views
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A New Approach to Early Intervention: Virtual Home Visits Some bicoastal residents call it “flyover country.” Earlier generations called the huge expanses of America’s West “the Great American Desert.” But for the families of infants and toddlers with disabilities who reside there, often in remote and sometimes harsh circumstances far from the care their children require, it is home. Reaching those families for regular required home visits is often a monumental or downright impossible task for administrators of early intervention programs and their service providers who must drive for hours each way in weather conditions that are often severe and dangerous in an era in which fuel prices promise to remain prohibitively high. Until now, hard choices had to be made. Home visits to families in remote areas had to be postponed or canceled due to weather or cost. For families, their children’s needs went unmet. For federally funded statewide programs charged with seeking out and serving all infants and toddlers needing early intervention services, charters went unfulfilled. Today, however, technology provides the hope that virtual home visits can effectively and efficiently supplement, but not replace, traditional in-person visits.
RCT Demonstrates the Efficacy of the LEAP Model of Early Intervention for Young Childre... - 0 views
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RCT Demonstrates the Efficacy of the LEAP Model of Early Intervention for Young Children with Autism Spectrum Disorders
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Research on Autism Spectrum Disorders (ASD) and the development of interventions for children with autism have expanded greatly in recent years, though most comprehensive interventions have not received systematic, scientific evaluation. One of the few exceptions is LEAP (Learning Experiences�An Alternative Program for Preschoolers and Parents), a comprehensive intervention for preschool children with autism, developed by Phillip Strain in 1981, that uses a variety of science-based learning techniques. Although LEAP had been shown to improve child outcomes in a prior evaluation, the developers recently implemented a new experimental evaluation comparing full LEAP implementation to a reduced model based only on access to materials. With funding from the National Center for Special Education Research, principal investigator Phillip Strain and his research team conducted a randomized controlled trial (RCT) comparing classroom implementation of LEAP with training and mentoring by LEAP staff to classrooms in which teachers were only provided with the usual LEAP training manuals and materials. They found that providing preschool teachers with LEAP training and mentoring resulted in greater fidelity of implementation and more positive child outcomes when compared to teachers who were only given the training manuals and materials.
Organizing Social, Emotional, and Behavioral Interventions along a Three Tiered Positiv... - 0 views
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When: October 22nd, 9:30 am - 10:45 PM Mountain Brief Description of Webinar: A behavioral intervention gap exists, nationwide, in our schools. Indeed, surveys of schools nationwide indicate that they do not have enough professionals available to develop and implement essential social, emotional, and behavioral interventions. This is particularly compelling given the presence of many behaviorally challenging students—students who disrupt the academic climate of their classrooms, often are not academically successful, and who, many times, are early school drop-outs. This webinar discusses the need for schools to identify their behavioral intervention gaps, address them through systematic professional development programs, and implement strategic behavioral interventions so that challenging students receive the services they need and deserve.
Learn the Signs. Act Early. The Importance of Developmental Screening - Webinar - April... - 0 views
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Click here to register for this webinar
What:
This broadcast will incorporate the Centers for Disease Control and Prevention (CDC) Learn the Signs. Act Early. (LTSAE) messages as well as NYS specific resources to increase awareness about LTSAE and importance of understanding developmental milestones and making appropriate and timely referrals when there is a concern. The broadcast will also highlight resources in New York State. Parents and professionals tend to frame healthy development of children in terms of height, weight, and language acquisition. Despite the fact that the American Academy of Pediatrics has recommended universal screening for development and for Autism Spectrum Disorder (ASD) since 2006, the majority of children are not being screened by standardized screening tools. In addition to screening, when a concern is raised, parents and professionals are not aware of the importance of early intervention or the availability of resources. The broadcast will highlight information about ASD and general developmental screening, including many free resources available for parents to better understand their child's development through the age of five years old, as well as materials to help parents talk with their child's health care provider about any concerns. For professionals, the broadcast will highlight the importance of routine developmental screening and resources for them and parents with whom they work. Learning Objectives
After viewing this program viewers will be able to: List important developmental milestones in early childhood (before the age of three). Explain the importance of using standardized developmental screening tests at routine well-child visits at 9, 18, and 24 months of age.</l
Western Regional Early Intervention Conference On Sensory Disabilities - Jackson Hole, ... - 0 views
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Click here to download the flier for this event Click here to register online and for full details What: Western Regional Early Intervention in collaboration with Association for the Education and Rehabilitation of the Blind and Visually Impaired are presenting this conference regarding Assessment and strategies for infants, toddlers, students, and adults with sensory loss. Three days of keynotes and breakouts hosted by renowned names in the field, this is a powerful lineup of speakers. When: June 19 - 21, 2013 8:00 am - 4:00 pm Mountain Where: Snow King Resort 400 East Snow King Avenue Jackson, WY 83001 Cost: Attendance at all three days of the conference, June 19, 20, & 21. - $160.00 (USD). See flier and registration link for details.
Response to Intervention Early Childhood - Havre - Dec 5, 2011 - 0 views
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Click here to download flyer (PDF) What:Tara Ferriter-Smith and Terri Barclay will share how Early Reading First preschool centers throughout the state of Montana are using a comprehensive RtI framework to prepare students for Kindergarten and future success in school. They will discuss the evidence based instructional and assessment practices that are proving to be effective for all learners. When implemented well an RtI framework will help educators align student needs by assessing student’s performance and adjusting instruction based on the individual’s response to a scientifically based intervention increasing the likelihood of student success. Discover how ongoing progress monitoring can help you make informed decisions to provide interventions for those students who are not achieving anticipated progress. When:December 5, 20118:30-3:00 pm MountainWhere:HRDC Building2229 5th AvenueHavre, MTContact:Aileen Couch, CoordinatorPhone: (406) 265-4356 ext. 322Email: cspd@havre.k12.mt.us
Early Childhood Intervention Open House - Billings - April 28, 2010 - 0 views
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Early Childhood Intervention is having an open house at their new location.When: Wednesday, April 28 from 3:00pm - 5:00pm.Where: 2016 Grand Ave - Billings, Montana 59102For more information, call 406-281-6180
Interconnected Systems Framework: A Pennsylvania Example - Webinar - Feb. 7, 2013 - 0 views
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What:
By collaborating at the local and state level within systems that support youth and families, educators can more efficiently allocate resources and provide prevention and early intervention for all students. Presenter Kelly Perales outlines the Interconnected Systems Framework. The learning objectives of this presentation are to enable participants to describe, implement and apply the ISF. When:
Thursday, February 7, 2013
2:30 pm - 3:30 pm Mountain Cost:
Free Instructions for participation:
Please make sure you have prepared your computer to access the meeting through Adobe Connect.
1. Click here to test your connection and install required software
2. Click here to watch a tutorial on Adobe Connect On The day of the webinar, log into the meeting site 5-10 minutes early.
1. Click here to join the Adobe Connect Meeting
2. Select "enter as guest" then click the "enter room" button
3. Turn off your computer speakers. You will listen to the audio portion through the telephone.
4. Dial the conference number prefferably using a landline: 1-800-201-2375 Enter participant code: 434706# when prompted
Early Autism Intervention Takes On New Meaning - Disability Scoop - 0 views
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Doctors can’t formally diagnose autism in children younger than age 2, but that’s not stopping researchers who are working to identify infants who are at risk and begin therapy. The idea is to take early intervention and apply it at ever-younger ages. Researchers at the MIND Institute at the University of California, Davis are enrolling children as young as 6 months who are exhibiting signs of autism — such as lack of eye contact or failing to smile or babble — in a pilot project called Infant Start.
Early Intervention Program Addresses Academic, Behavioral Issues -- THE Journal - 0 views
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"Children who enter grade school with cognitive and social-emotional delays are at an increased risk for reading problems, academic underachievement, and becoming disengaged or disinterested in school." This assessment, from Janet Welsh, a research associate at Penn State University's Prevention Research Center for the Promotion of Human Development, is at the heart of a new intervention program developed by researchers at the school to help families with kindergarteners at risk for poor school performance.
Missed Opportunities in the Referral of High-Risk Infants to Early Intervention - 0 views
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CONCLUSIONS: In spite of the specialization of neonatal follow-up programs to identify high-risk infants with developmental delays, a large proportion of potentially eligible infants were not referred to early intervention.
Autism | Early Social Communication Interventions for Autism | Healing Thresholds | Con... - 0 views
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Intervention that addresses the core communication problems in autism at an early age may promote social and communication skills.
Module 5: Assistive Technology Interventions - Early Childhood Community - 0 views
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The Center to Mobilize Early Childhood Knowledge has published a new online module on the purpose, use and potential benefits of assistive technology interventions when working with young children. CONNECT Modules are free online modules that include high quality videos, handouts and activities based on real life, practice-focused dilemmas.
Autism Society National Conference and Exposition - San Diego - July 25-28, 2012 - 0 views
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Click here for full information on this event What:
The Autism Society recognizes that families and individuals living with an autism spectrum disorder have a range of issues and needs. Our National Conference addresses the range of issues affecting people with autism including early intervention, education, employment, behavior, communication, social skills, biomedical interventions and others, across the entire lifespan. Bringing together the expertise and experiences of family members, professionals and individuals on the spectrum, attendees are able to learn how to more effectively advocate and obtain supports for the individual with ASD. The ultimate goal is to empower family members, individuals on the spectrum and professionals to make informed decisions. When/Where:
July 25-28, 2012
San Diego, California
What:
Teasing, taunting, bullying, harassment, and physical aggression are pervasive problems with children and adolescents across the country and in our communities today. To address these problems, schools need comprehensive, evidence-based, and ecologically-sound assessment to intervention approaches at the primary (e.g., whole school or school linked to community), secondary (e.g., early intervention groups for potential or "early-indication" bullies or victims), and tertiary (e.g., direct services for existing bullies) levels of prevention. This webinar will present strategies at each of these intervention levels using Project ACHIEVE's "Special Situation Analysis" approach. More specifically, the webinar will discuss ways to leverage social skills training, peer-mediated approaches, school-wide accountability systems, school safety systems, and home-school collaboration such that teasing, taunting, bullying, harassment, and physical aggression is either prevented or addressed. Especially emphasized will be the importance of differentiating approaches to address the bullies, victims, and bystanders who are involved in these inappropriate interactions. Participants will learn: How school-based teasing, taunting, bullying, harassment, and physical aggression need to be addressed through comprehensive, evidence-based, and ecologically-sound assessment to intervention approaches at the primary, secondary, and tertiary prevention levels; How to apply Project ACHIEVE's "Special Situation Analysis" approach to interventions at these three levels ; How to leverage social skills training, peer-mediated approaches, school-wide accountability systems, school safety systems, and home-school col