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Agenda & CEUs

A page within Practical Strategies & Techniques for Person-Centered Autism Spectrum Disorder Support

Chileda
UWL Graduate & Extended Learning

Practical Strategies & Techniques for Person-Centered Autism Spectrum Disorder Support

In this two-day workshop, you will:

  • Enhance your knowledge and understanding of Autism Spectrum Disorder.
  • Review recent updates and changes to approaches to allow for person-centered skill development.
  • Explore proactive strategies for setting up an individual for success and learning.
  • Understand how a multidisciplinary approach is used to increase skills and independence.

Agenda

Day 1: Tuesday, June 18, 2024
Time Description
8:30–9 a.m. Welcome & About Chileda
-Derek Cortez, Ph.D. & Terri Gowey, M.S.
9–10 a.m.

Family Panel
Family members of those with Autism Spectrum Disorder share about the wonders and differences of caring for their loved one.

  • Gain a deeper understanding of the diverse experiences and challenges faced by individuals with Autism Spectrum Disorder and their families.
10–11 a.m.

Autism Spectrum Disorder Overview
-Terri Gowey, M.S., Betty DeBoer, Ph.D.
Break down the spectrum of ASD and begin to discuss different components of the spectrum including profound autism. 

  • Understand the core characteristics and diagnostic criteria of autism spectrum disorder (ASD), including social communication deficits, restricted interests, and repetitive behaviors.
  • Understand how diagnoses have changed over the past 40 years.
  • Become familiar with the wide range of behaviors and symptoms exhibited by individuals with ASD across the spectrum, including social communication difficulties, repetitive behaviors, and sensory sensitivities.
11–11:30 a.m.

Sensory Processing Part 1
-Holly Bjorge, M.Ed.
Discuss the sensory needs of those with ASD and practice implementing different sensory regulating techniques.

  • Understand the sensory processing differences commonly experienced by individuals with ASD, including hypersensitivity, hyposensitivity, and sensory-seeking behaviors.
  • Learn about the impact of sensory processing difficulties on daily functioning, behavior regulation, and quality of life for individuals with ASD.
  • Identify common environmental triggers and stressors that may contribute to sensory overload or dysregulation for individuals with ASD.
  • Gain knowledge of various sensory processing techniques and interventions aimed at regulating and supporting individuals' sensory needs.
11:30–12:30 p.m. Lunch
12:30–1:30 p.m.

Sensory Processing Part 2
-Holly Bjorge, M.Ed.
Discuss the sensory needs of those with ASD and practice implementing different sensory regulating techniques.

  • Understand the sensory processing differences commonly experienced by individuals with ASD, including hypersensitivity, hyposensitivity, and sensory-seeking behaviors.
  • Learn about the impact of sensory processing difficulties on daily functioning, behavior regulation, and quality of life for individuals with ASD.
  • Identify common environmental triggers and stressors that may contribute to sensory overload or dysregulation for individuals with ASD.
  • Gain knowledge of various sensory processing techniques and interventions aimed at regulating and supporting individuals' sensory needs.
1:30–3:30 p.m.

Proactive Techniques and Visual Supports
-Jess Schuler, M.S., Kate Lopas, M.A., and Melissa Vanoskey, M.S.
Break down various proactive and environmental supports such as schedules, expectations, social stories, and power cards to aid in the learning and independence building for individuals. 

  • Create simple schedules and expectations to increase independence for those with ASD.
  • Learn to create social stories and power cards to aid in processing upcoming events, difficult topics, or new skills.
  • Learn how to adjust the environment to best support those with ASD.
3:30–3:45 p.m.  Break
3:45–4:45 p.m.

Trauma-Informed Approaches
-Kate Lopas, M.A., and Melissa Vanoskey, M.S.
Examine person-centered treatment through assessing the causes of behaviors, what is maintaining behaviors and approaches to addressing behaviors.

  • learn to partner with the individual with autism to identify socially significant behavior change using a trauma-informed, person-centered approach.
  • identify potential causes for various behaviors and look at the four-term contingency maintaining behaviors.
  • Identify trauma-informed intervention strategies to address interfering behaviors.
4:45–5:30 p.m. Questions, Closing Statements, and Tours
-Jess Schuler, M.S.
Day 2: Wednesday, June 19, 2024
Time Description
8:30–9 a.m. Welcome Back & Day 1 Debrief
-Jess Schuler, M.S.
9–9:30 a.m.

Autism Panel
Individuals share their experiences as someone diagnosed with Autism Spectrum Disorder

  • Develop a deeper understanding of the strengths, challenges, and unique qualities associated with ASD from the perspective of individuals living with the condition.
9:30–10:30 a.m.

Techniques for Increasing Skills
-Valerie Wilmink, M.S.
explore different assessments such as preference and reinforcement assessments which can be used to increase participation, completion of daily tasks and social skills. This session will also look at the contingencies surrounding behaviors.

  • Utilize preference and reinforcement assessments to build new habits.
  • Break down behaviors to identify the contingencies supporting the behaviors.
  • Use these tools to increase skill development with daily living skills, social skills and participation.

 
10:30–11:30 a.m.

A Collaborative Approach to Teaching Communication Part 1
-Sharon Wheat, M.S., Julie Besenbruch, M.A., and Valerie Wilminik, M.S.
Discuss different augmentative and alternative communication devices and practice replacing interfering or harmful communication with functional communication.

  • Understand the concept of Augmentative and Alternative Communication (AAC) and its significance in supporting individuals with communication difficulties.
  • Utilize various high and low-tech communication supports that will aid in reducing interfering behaviors and increasing functional communication.
11:30 a.m.–12:30 p.m. Lunch
12:30–1:30 p.m.

A Collaborative Approach to Teaching Communication Part 2
-Sharon Wheat, M.S., Julie Besenbruch, M.A., and Valerie Wilminik, M.S.
Discuss different augmentative and alternative communication devices and practice replacing interfering or harmful communication with functional communication.

  • Understand the concept of Augmentative and Alternative Communication (AAC) and its significance in supporting individuals with communication difficulties.
  • Utilize various high and low-tech communication supports that will aid in reducing interfering behaviors and increasing functional communication
1:30–3:30 p.m.

Teaching through LIMITS Part 1
-Terri Gowey, M.S., and Jess Schuler, M.S.
We will work through different types of limits that help to create boundaries and develop new independent skills.

  • Understand the importance of setting limits for different situations.
  • Set enforceable limits using compassion and empathy.
  • Identify when to implement a limit as well as how to modify, drop, or forget a limit for now.
3:30–3:45 p.m. Break
3:45–4:45 p.m.

Teaching through LIMITS Part 2
-Terri Gowey, M.S., and Jess Schuler, M.S.
We will work through different types of limits that help to create boundaries and develop new independent skills.

  • Understand the importance of setting limits for different situations.
  • Set enforceable limits using compassion and empathy.
  • Identify when to implement a limit as well as how to modify, drop, or forget a limit for now.
4:45–5:30 p.m. Questions, Closing Statements, and Tours
-Derek Cortez, Ph.D.

How to Receive Credit

To receive continuing education credit/contact hours, participants are required to: 1) sign in AND out at each session 2) attend each session for which credit is required in its entirety.

University of Wisconsin-La Crosse Continuing Education Units
Continuing Education Units (CEU) are a means of recognizing and recording satisfactory participation in non-degree programs. University of Wisconsin-La Crosse (UWL) awards one CEU for every 10 contact hours in a continuing education experience. Actual contact hours are recorded. CEUs are offered at no additional charge, through the UWL. In order to receive a certificate, participants must sign up for CEUs at the time of registration. UWL CEUs fulfill continuing education requirements for many professionals, agencies and organizations. Professional associations may have specific licensing requirements. Individuals should contact their licensing association before assuming UWL CEUs will fulfill requirements. (1.15 CEU/11.5 contact hours)

Who should attend

YOU! Whether you are a professional, educational staff, or anyone who cares for a person diagnosed with ASD. We will teach you skills to develop and implement supports to increase self-regulation, independence, safety, and social interaction.

  • School personnel including classroom teachers, special education teachers, paraprofessionals, speech-language pathologists, occupational therapists, school psychologists
  • Healthcare professionals including psychologists and mental health counselors
  • Health and human services workers including case managers and social workers
  • Parents and family members of persons with ASD
  • Anyone who currently provides or who will provide direct support or services to an individual with an Autism Spectrum Disorder in the home, school, work, or community setting