Early Childhood Interventions & Autism Spectrum Disorder

Shanon Gibson, Ed.D.

Online Course

Includes all course content in digital format

Prerequisites Required
6 hours - Provided by Summit Professional Education

Item: physi-ONDEMANDCESPSG2

Description

While the Centers for Disease Control and Prevention estimates the prevalence of autism in the United States as 1 in 88 children, the CDCs number does not take into account younger children who may not be receiving medical or educational support services. When these children are included, the number can be as high as 1 in 50. While diagnostic tools continue to advance, children are often not identified early enough to benefit from the positive impact of proven early intervention strategies. It is widely accepted that early assessment and intervention has far reaching benefits as these children develop the pre-academic, socio-emotional and behavioral skills needed for later success.

This workshop provides an insight into the diagnostic process that is used with young children who demonstrate atypical developmental patterns. A variety of treatment approaches, and the research supporting each approach will be discussed and interventions using the approaches will be practiced in an interactive lab-based format throughout the day. This workshop examines issues regarding emotional regulation, sensory processing, communication, and socialization. Strategies to support the development of positive replacement behaviors will be presented. This workshop will provide you with effective teaching strategies backed by the latest research, giving you the tools you need to facilitate successful early intervention in pre-school children on the spectrum.

Highlights

  • Interactive labs including sensory play strategies, child directed play and social modeling strategies
  • Review updates on the changes to autism diagnosis per the DSM-5 and its implications for diagnosis and early intervention
  • Function of behaviors and strategies to use for effective intervention
  • Visual and oral supports you can implement immediately
  • Treatment approaches and interventions for preschoolers with ASDs
  • Guidelines to identify areas of delay that may require additional examination and evaluation
  • Strategies to support families as they move through the diagnostic and treatment process

Learning Objectives

  1. Distinguish indicators of autism spectrum disorders in preschool children.
  2. Analyze and discuss a variety of treatment approaches currently being used with preschool children.
  3. Distinguish between typical and atypical developmental patterns.
  4. Interpret and describe the functions of behavior and select appropriate interventions for the behaviors.
  5. Apply appropriate interventions for characteristics presented relating to sensory, behavioral, social/emotional, and cognitive.
  6. Implement organized plans to support the stages of play and socialization.
  7. Examine ways to support families as they move through the assessment, diagnosis and early intervention process.

Course Content

Early Childhood Interventions & Autism Spectrum Disorder
SCORM Package
Next Steps
Module
  1. Evaluation and Diagnosis of Autism Spectrum Disorders in Preschool Children
    1. Changes in DSM V and ASD diagnosis
    2. Implications for Evaluation and Diagnosis (medicaland educational)
    3. Evaluation Tools
  2. Early Childhood Growth and Development
    1. Variations in Preschool Development (5 domains)
    2. When does "late blooming" turn to concern forassessment
    3. Communicating concerns with families and other professionals
  3. Visual Supports for ASD Children
    1. Visual Supports at Home
    2. Visual Supports at School
    3. Visual Supports and Language Development
  4. Behavior Management
    1. Differentiating between the disability and the behavior
    2. Managing Behaviors at home, school and therapy
    3. Using Social Stories to teaching self-regulation
    4. Use of technology as reinforcers (IPad, tablet, computer, etc.)
  5. Sensory Processing
    1. Sensory Systems and ASD
    2. Identifying sensory seeking behaviors
    3. Strategies for supporting sensory needs
  6. The Use of Play to Encourage Language Development
    1. Understanding how play can support oral language development
    2. Child directed /meaningful play opportunities
    3. Techniques for supporting language development though play experiences
  7. Treatment Approaches
    1. Overview of approaches currently being used
    2. Continuum of Educational Services offered
    3. Deciding on treatment/service approach
  8. Supporting the Family
    1. Communicating concerns with parents
    2. Helping parents understand the diagnosis
    3. Supporting "What's Next" questions
    4. Providing parents with strategies to use at home
For more than thirty years Shanon Gibson, Ed.D. has worked in the field of special education, including evaluating and supporting students with severe emotional/behavior disorders and autism spectrum disorders. Dr. Gibson is currently teaching students with ASD in the 10th largest school district in the country. In addition, Dr. Gibson owns an inclusive preschool that supports the overall development of children with and without developmental disorders including those with ASD. Dr. Gibson was involved as part of a multidisciplinary team in selecting appropriate diagnostic tools, supporting families though the diagnostic process and providing recommendations for interventions and treatments. Through her work with preschool children with developmental delays, Dr. Gibson provided training to over one hundred preschool teachers who work exclusively with children with disabilities. Dr. Gibson has also provided multi-week seminars for parents to provide them with effective strategies that can support overall development of special needs children. Dr. Gibson served as an educational consultant for the Ministry of Education in the country of Palau and for the Department of Education in Guam. She has her Doctorate in Curriculum and Instruction with a specialization in early childhood exceptional education from the University of Central Florida. She holds a permanent certification in the State of Florida in the areas of Learning Disabilities, Emotionally Handicapped, Varying Exceptionalities and General Education. Dr. Gibson is the president and current owner of Daydreams Child Development Center.

DISCLOSURES

FINANCIAL: Shanon Gibson is compensated as the owner/director of Daydreams Child Development Center and by Summit as an instructor.

NONFINANCIAL: Shanon Gibson has no nonfinancial relationships to disclose.

Summit receives financial support for this course from Physitrack

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