Overview
The ultimate success of a treatment program for children with autism is one that maximizes the development of their social skills. This workshop addresses four essential tenets of social skills intervention: family focused assessment, clarity of goals, strategies to increase skills, and careful documentation of generalized progress. Case studies are used to explain the intervention process. Practical solutions to common obstacles are highlighted.
Course Outline (Equal time is devoted to each sub‐topic)
- Overview of the social learning differences in autism
- Family Focused Assessment of Social Skills: A case study
- Identifying obstacles to social learning: A case study
- Developing a Social Intervention Plan: A case study
- Strategies to increase core social skills: A case study
- Strategies to increase social skills with peers: A case study
- Strategies to increase social skills in the home and community: A case study
- Monitoring progress in social skills: the importance of generalization data
Course Objectives
On completion of the webinar, participants will understand how to:
- The social learning differences in autism
- How to complete a Family Focused Assessment of Social Skills
- How to Identify obstacles to social learning
- How to Develop a Social Intervention Plan
- How to use strategies to increase core social skills
- How to use strategies to increase social skills with peers
- How to use strategies to increase social skills in the home and community
- How to monitor social progress and collect generalization data
Who Can Benefit?
Parents, family members, caregivers, health and educational professionals who support children autism spectrum disorder (ASD Ages 3-12) as part of their practice, including teachers, Speech-Language Pathologists, Board Certified Behavior Analysts, Clinical and Developmental Psychologists
Providers Terms
- 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
**UTAP funding approved: Course Code C11901412
- UTAP funding is only applicable to NTUC union members who will enjoy 50% unfunded course fee support, capped at $250 or $500 (aged 40 years old and above; this will apply from 9 January 2024 to 31 March 2025) each year when they sign up for courses supported under UTAP. This excludes SkillsFuture Credit utilisation and other government subsidies.
- Union Members Eligibility for UTAP Application (https://www.ntuc.org.sg/skillsupgrade)
- Union member must commence the course within UTAP approved period.
- Union member must achieve minimum attendance (75%) for the course based on existing Government regulations and sit for all prescribed examination(s) if any.
- Union member must submit claims via UTAP system within 6 months after course completion.
- Union member must not claim full funding through company sponsorship or other types of funding.
- Union member must have paid-up union membership before course commencement, throughout the entire course duration and at the point of claim.
- Should trainees have queries on the UTAP funding scheme, they can email to [email protected] or use the Live Chat function to enquire on membership matters
Tickets
Key Details | |
| Contact Hours: | 8.0 hrs |
| Start Time: | Mon, 02 December 2024 , 8:30 AM |
| Finish Time: | Tue, 03 December 2024 , 12:30 PM |
| Duration: | Multiple Days |
| Format: | Webinar |
| Language: | English |
| Venue: | Online |
Address: | Your Computer, |
Overview
The ultimate success of a treatment program for children with autism is one that maximizes the development of their social skills. This workshop addresses four essential tenets of social skills intervention: family focused assessment, clarity of goals, strategies to increase skills, and careful documentation of generalized progress. Case studies are used to explain the intervention process. Practical solutions to common obstacles are highlighted.
Course Outline (Equal time is devoted to each sub‐topic)
- Overview of the social learning differences in autism
- Family Focused Assessment of Social Skills: A case study
- Identifying obstacles to social learning: A case study
- Developing a Social Intervention Plan: A case study
- Strategies to increase core social skills: A case study
- Strategies to increase social skills with peers: A case study
- Strategies to increase social skills in the home and community: A case study
- Monitoring progress in social skills: the importance of generalization data
Course Objectives
On completion of the webinar, participants will understand how to:
- The social learning differences in autism
- How to complete a Family Focused Assessment of Social Skills
- How to Identify obstacles to social learning
- How to Develop a Social Intervention Plan
- How to use strategies to increase core social skills
- How to use strategies to increase social skills with peers
- How to use strategies to increase social skills in the home and community
- How to monitor social progress and collect generalization data
Who Can Benefit?
Parents, family members, caregivers, health and educational professionals who support children autism spectrum disorder (ASD Ages 3-12) as part of their practice, including teachers, Speech-Language Pathologists, Board Certified Behavior Analysts, Clinical and Developmental Psychologists
| Educator Shop: | Bridging Talents |
| Enquiries: |
Speakers:
 | Professor Kathleen QuillBCBA-D |
Dr. Kathleen Quill, BCBA-D (www.autisminstitute.net) provides professional and family support to improve the quality of intervention to children and adolescents with autism. She is a licensed Behavior Analyst (BCBA- D), developmental psycholinguist, adjunct professor in the graduate program for Autism and ABA at Endicott College, MA, and a bestselling author and advocate.
Dr. Quill lectures internationally on contemporary Applied Behavior Analysis (ABA), innovations in assessment and program planning for social and communication development, and meaningful intervention for challenging and complex behavior. Dr. Quill is the editor of the seminal text Teaching children with autism: Strategies to enhance communication and socialization. (Delmar Publishers, 1995); and author of the bestseller DO-WATCH-LISTEN-SAY: Social and communication intervention for individuals with autism (Brookes Publishing, 2000; 2nd edition, 2017), both translated into 10 languages. Kathleen authors e-learning courses on social, language, and communication and was principal author of AutismPro (2004), the first online system that delivered assessment, curriculum and resources to home-based providers and families. Her current work focuses on Intervention for Repetitive and Restricted Behaviors in Autism Spectrum Disorder (text in development).
Kathy is on the editorial board for Journal of Autism and Developmental Disorders and Focus on Autism and other Developmental Disabilities and is a member of the Professional Panel of Advisors for the Autism Society of America (ASA), serving as co-chair of the ASA commission on Applied Behavior Analysis (ABA).
