Statewide Autism Resources and Training Project

Below is a brief narrative of the eight K-12 Intensive Training modules, along with a link to the corresponding PPT and handouts used within each module.

 

 

Orientation & Foundations in Autism Spectrum Disorders (ASD)

This module provides participants with an orientation to the START Project and an overview of Autism Spectrum Disorders (ASD) including current characteristics and definitions; learning characteristics associated with ASD, etiologies and research in the area of ASD..  The module also includes information on evidence-based practices for students with ASD, including the importance of family involvement in educational planning.


Positive Behavioral Interventions & Support for Students with ASD

This module is a team-based training on the principles of positive behavioral interventions and supports (PBIS) for students with Autism Spectrum Disorder (ASD).  Participants will gain an understanding of the 3-tiered model of PBIS as well as the problem solving process of functional behavioral assessment (FBA) and positive behavior support plan development.  Participants will learn to collect relevant data and use that information to guide the development of behavioral strategies.  Specific behavioral strategies effective for students with ASD are addressed.


Looking at ASD Differently & the Teaming Process

Looking at ASD Differently is about respecting the characteristics of ASD manifested by people on the spectrum and using their intense interests and needs to their advantage. It is not uncommon for people to observe autistic behaviors in a student with ASD and decide they will develop a plan to "extinguish" those behaviors. However this approach often leads to further challenging behavior. This presentation will focus on a new way of thinking about behaviors associated with ASD, which is foundational for staff at all levels who are working with individuals with ASD.


Educational Supports for Students with ASD

This module provides participants with a foundation of educational strategies that build upon the strengths of students with Autism Spectrum Disorder (ASD) and lead to successful learning.  Participants are provided an opportunity to experience ASD through sensitivity awareness activities which lead to a better understanding of the learning challenges for these students.  Participants learn to provide curricular accommodations and modifications so students with ASD have access to appropriate grade-level curriculum. A framework for developing an individualized academic modification and grading plan for a student with ASD as well as practice in creating such a plan is provided.


Peer to Peer Support for Students with ASD

This module provides participants with the specific steps necessary to develop a peer to peer support program for students with Autism Spectrum Disorder (ASD).

Information covered includes the process for recruiting general education students, the necessary training they require as well as strategies for maintaining the students and program as a whole. 

The module includes information on the concept of “medium of exchange” which addresses strategies for connecting general education students with students with ASD and all forms necessary for developing, implementing and maintaining the program are provided.


IEP Development and Implementation for Students with ASD

This module focuses on the process of developing an Individualized Educational Program (IEP) for students with Autism Spectrum Disorder (ASD) that incorporates the legal requirements of LRE (Least Restrictive Environment) and embeds established evidence-based practices for students with ASD. Participants complete an Educational Benefit Review that addresses the effectiveness of previous IEPs in order to target discussion points to enhance the future IEP process.  Participants learn how to write an effective Present Level of Academic Achievement and Functional Performance (PLAAFP) statement as well as develop observable and measureable goals and objectives related to the student’s progress in the general education curriculum and setting. Strategies for implementing the IEP with fidelity and data collection procedures for monitoring progress toward goals and objectives are also covered. 


Transition Planning for Students with ASD

This module provides a framework of activities that leads to a successful yearly Individualized Educational Program (IEP) transition for students with Autism Spectrum Disorder (ASD).  Participants are given an opportunity to reflect on the student’s progress of the previous school year as well as conduct the activities necessary to prepare for the upcoming grade or building transition.

  • PPT and Handouts

 

Systems Change through Coaching

This module addresses issues related to educational systems change that increase implementation of effective practices for students with Autism Spectrum Disorder (ASD). Participants are provided a structure for developing a coaching model as well as skills for serving in a variety of coaching roles and responsibilities.  Tools to assist in implementing the coaching model, including the Universal Supports Assessment and Planning Tool (USAPT) developed by START, are provided.  Participants are provided a variety of strategies for working and interacting with colleagues during the process of systems level change.

 

 

Supplemental Modules

 

Centralized Evaluation Team – CET

This module is an overview of the Centralized Educational Evaluation Team (CET) process for determining educational eligibility for students with Autism Spectrum Disorder (ASD).  The presentation highlights essential identifying characteristics of Autism Spectrum Disorder (ASD) and how they relate to the Michigan Department of Education, Office of Special Education and Early Intervention Services (OSE-EIS) eligibility criteria.  The evaluation steps that align with the OSE-EIS process for determining educational eligibility and distinguish ASD evaluations from those of other disabilities is clarified.  Additionally, the importance of the multidisciplinary team process in the educational evaluation for students with ASD is addressed.  Related evaluation materials, the function of meeting mechanics in eligibility determination, effective report writing, and the relationship between medicallybased assessments and schoolbased responsibilities for eligibility determination are addressed.

 

Asperger's Syndrome: Rethinkings the Glass House Rule

This module is intended for participants educating students with Asperger’s Syndrome (AS).  The module explores characteristics of students with AS and effective practices identified in the literature to support students in their school environment. Relevant theories are covered, including social attribution theory and theory of mind, which are critical to supporting the social, emotional and behavioral development of students with AS.  The Path A / Path B strategy is used to teach participants how attributions impact decision-making and responses to the behaviors of students with AS.