Teach a skill from start to finish! Promote independence! Help individuals with ASD learn new skills independently! The goal is to create instructional and practice opportunities so that the autistic individual has enough information to apply it to situations, activities or skills in which instruction has not been provided. The result: independence!
The goal of instruction is for students with ASD to use efficiently and effectively. And we generally do this well for academics, Take reading as an example. Most students can read in multiple environments, in multiple fonts, on multiple, materials, and so forth. Schools generally do not provide sufficient instruction and practice for most students to reach independence social, communication, and basic living skills. The outcome: autistic adults are not independent learners. This must change.
This presentation focuses on describing the factors that lead independence for those on the spectrum. Learn easy-to-use evidence-based strategies that can help individuals with ASD move about their world as independently as possible, making informed decisions about their wants and needs. These strategies will help learners to be successful with tasks they have been taught to do, but will also help them to be successful with activities on which they have not received instruction.
Introduction to the four elements of independence
Element 1: Developing Specific Goals
- Determine what to teach
- Use the Levels of Learning
Element 2: Ensuring Focus
- Address motivation
- Promote attention
- Put in the time
Element 3: Moving the Learner Out of the Comfort Zone
- Match demands to ability
- Match ability to group size
- Prevent explosions
Element 4: Communicating Outcomes
- Feedback and evaluation
At the end of the presentations, attendees will be able to:
- Define the importance of using evidenced-based strategies to support students in attaining life success for individuals with ASD.
- Understand the neurology of ASD that supports the need for instruction to independence.
- Describe the strategies that lead to independence for individuals with ASD
Who Can Benefit?
Special educators, speech-language pathologists, speech-language pathologists, occupational therapists, physical therapists, administrators, psychologists, and consultants.
- Please note that registration will be on a first-come-first-served basis and course fees must be paid prior to closing date to reserve a place.
- Payment of fees is not a guarantee for the event to be staged as planned. Should the event be cancelled for any reason, a full refund will be made to all registered participants and no other claims are allowed. The organizer disclaims responsibility should any change in the event occur for any reason.
- Participants to the course are not allowed to split registration for different persons.
- For 1 full day seminar, only one set of meal entitlement per day shall be given to the registered participants. For half day seminar, only coffee and tea will be provided.
- Food served will be “no pork and no lard”.
- No refund of fees for participant cancellations including medical leave but substitutions are allowed with written request to organizer at least two working days before the course commences.
- Registration will be taken as confirmed upon receipt of payment or issuance of invoice. Any cancellation will not be allowed. However, substitutions are allowed with written request to organizer at least two working days before the course commences. Please note that registration will be on a first-come-first-served basis. Payment must be received by due date, before attendance of training.
- All information provided in this form is accurate up to the closing date of normal registration.
Thu, 15 June 2023
2 Morning Sessions
Live Online Training
Brenda Smith Myles
Brenda Smith Myles Ph.D., formerly, a professor in the Department of Special Education at the University of Kansas, is the recipient of the Autism Society of America’s Outstanding Professional Award, the Princeton Fellowship Award, The Global and Regional Asperger Syndrome (GRASP) Divine Neurotypical Award, American Academy of Pediatrics Autism Champion, and two-time recipient of the Council for Exceptional Children Burton Blatt Humanitarian Award. She served as the editor of Intervention in School and Clinic, the third largest journal in special education and has been a member of the editorial board of several journals, including Focus on Autism and Other Developmental Disabilities, Remedial and Special Education, and Autism: The International Journal of Research. Brenda has made over 3000 presentations all over the world and written more than 300 articles and books on ASD. In addition, she collaborated with the National Professional Center on Autism Spectrum Disorders, National Autism Center, and the Centers for Medicare and Medicaid Services who identified evidenced based practices for individuals with autism. Further, in the latest survey conducted by the University of Texas, she was acknowledged as the second most productive applied researcher in ASD in the world.