Dr. Eric Larsson talks about providing telehealth, the Language Matrix, and outcomes from early intensive behavioral intervention, and more!

This workshop will facilitate attendees to:

1.Consider learning differences that exist for individuals and small groups within any inclusive classroom; and recognize the need to step away from didactic instruction and into more modern approaches to educating today's students.

2. Develop user-friendly strategies for differentiated instruction for these various learners.

3. Create classroom management strategies that are easy to develop and remain consistent in utilizing, promoting a more supportive environment for all students.

4. Begin recognizing opportunities to supplement the classroom environment with proactive strategies that support the most vulnerable or struggling students - that also benefit everyone!

This workshop will facilitate attendees to:

1. Read their student's IEP's with greater understanding.

2. Consider what the "big picture" supports each child in the inclusive classroom needs that can be addressed with whole-class strategies.

3. Think about Response to Intervention (RTI) regarding behavioral and academic needs for their students; and create easy to use visual displays to demonstrate growth.

4. Have a greater understanding of what they can do now to support their current students, prepare for those students' future IEP goals, and learn what works for similar future students.

5. Participants are encouraged to bring old or new IEP goals for their students (HIPAA compliant, No personal identifying information shared or displayed) in order to workshop with the group about what can be done to support present or future students.

Activity Schedules can be a whole lot more than just a few timed leisure activities! We can use activity schedules comprised of a variety of leisure, academic, self-care, daily living, and vocational tasks at home, at school, and at work for our learners with autism of all ages and abilities. Programming through activity schedules can be a great way to facilitate independence, productivity, and for some of our learners, to even decrease and manage interfering behaviors.

Join us to learn more about how to set up, teach, and maintain an activity schedules and independent tasks for your child or your client as well as for some strategies to think creatively, promote independence and generalization, and to get started making the most of activity schedules with your learners!

This workshop will facilitate attendees to:

• Read their student’s psychological evaluations with greater understanding.

• Consider what proactive supports can be put in place immediately for that child based on those findings.

• Utilize the evaluation to prepare that student’s IEP goals and decide what IEP goals may need to be updated/adjusted to address their needs.

Participants are encouraged to bring old or new psychological evaluations and IEP goals for their child or students (HIPAA compliant, NO personal identifying information shared or displayed) in order to workshop with the group about what can be done to support present or future students.

Being an effective communicator is critical to the success of our learners with autism. Communication can take the form of vocal language, sign language or the use of a communication device. Approximately, 25%-35% of children with autism are considered ‘minimally vocal.’ While some ambiguity may exist regarding the definition of ‘minimally vocal’, we know that there are strategies that can be employed to shape vocal language over time. Mr. Cepeda will present some of the vocal imitation strategies, that he has used over the last 25 years to teach young children who were considered “non-vocal” to be primarily vocal language communicators, and to teach vocal children to develop longer utterances as they acquired the skills needed for conversation-based programming.

This workshop will facilitate attendees to:

1. Consider what play experience or leisure activities open up to natural opportunities to teach tolerance (of others' emotions, perspectives, behaviors) and helping behaviors.

2. Learn how to balance the expectation that a child express their emotions or boundaries in an "appropriate" manner while also providing them with a platform to share their feelings and needs freely, promoting a more cooperative relationship between the child and their peers or family member.

3. Encourage children to utilize self-management strategies and navigate what they need, in those hard moments, to best express their emotions in a manner that gains them support and displays their support/tolerance of others.

4. Begin introducing and practicing those strategies, what to do and what not to do, in play situations that kids actually enjoy...taking the sting and speed out of the situation and practice of the strategies before they are really needed.

There are a few programs that our learners must master and generalize to have a solid foundation for conversational language. The three programs in this presentation are critical programs for our learners to acquire as they form the base of our conversations. There are basic and advanced components to these programs, and it is vital that we know how to teach, troubleshoot, refine, and facilitate generalized responding.

This workshop will facilitate attendees to:

1. Consider what play experience or leisure activities open up to natural opportunities to teach emotional regulation.

2. Learn how to balance the expectation that a child express their emotions in an "appropriate" manner while also providing them with a platform to share their feelings freely.

3. Encourage children to utilize self-management strategies and navigate what they need, in those hard moments, to best express their emotions in a manner that gains them support.

4. Begin introducing and practicing those strategies, what to do and what not to do, in play situations that kids actually enjoy...taking the sting and speed out of the situation and practice of the strategies before they are really needed.

Prepositions, Pronouns and Opposites are a few of the most challenging language concepts to teach to our learners. Why? …because these concepts are abstract and not concrete. Therefore, teaching these qualities can be tricky for instructors. We must be systematic, creative, and have multiple teaching procedures that can be used to facilitate the acquisition and use of these concepts into the learner’s everyday language repertoire. Then, once these concepts are mastered, how do we expand on them? We will discuss a few different ways to expand these concepts, especially prepositions. When implemented systematically, Prepositions can be an excellent starting point for complex instructions, and an excellent concept for our learners to combine and generalize previously acquired skills.

This workshop will facilitate attendees to:

1. Teach a person with learning differences to engage in leisure skills that can be shaped to parallel, associative, or cooperative play with others, including siblings or classmates.

2. Consider the interests of the others with whom the child will play, such as siblings or classmates, and consider whether and how to pair those with reinforcement.

3. Begin to introduce more new items for play, such that a natural inquisitive interest begins to develop in new items or topics, facilitating the learner to try new things to play with and broaden their play skills.

4. Begin to consider what behavioral strategies can be used for all siblings, friends, or classmates to support greater associative or cooperative play independence, including skills that need to be mastered and what phrases should be learned for activities.

This workshop will facilitate attendees to:

1. Identify the prerequisite skills for Negation/Exclusions, Past Tense Verbs, Describing and Guessing.

2. Identify the sequence of programs to teach as well as supporting programs.

3. Identify effective teaching and data collection procedures for the skills discussed.

4. Conduct probes for generalized responding.

This workshop will facilitate attendees to:

1. Motivate students to participate more while on a virtual platform and gain more independence in utilizing their online platforms for assignments.

2. Learn what to expect from students who may be struggling with their work at home, and how to support them with flexible assessment strategies and differentiated instruction.

3. Gain technical support and ideas for bringing lessons to life, i.e. promoting engagement. Attendees will be encouraged to share their own ideas and experiences.

4. Encourage parent participation via email or phone during available office hours in order to facilitate greater student achievement and address parent concerns.

This workshop will help facilitate attendees to:

1. Conduct a needs assessment for communication among team members within a school district.

2. Identify all team members and levels of communication required per case.

3. Identify stagnating problems within teams leading to more effective treatment for clients.

4. Identify deficits, create collaboration goals and monitor progress.

5. Implement a collaborative model, monitor progress and adjust according based on data.

During this one-hour presentation, strategies are discussed on how to change problem behavior. We start out reviewing the three-term contingency which provides us with the information we need to change problem behavior. How we give instructions alone can change behavior. Strategies on how to give instructions is presented. Next, how to identify why problem behavior occurs is discussed (functions of behavior). This tells us the hypothesized reason the behavior is occurring. Once we know why the problem behavior is occurring, we need to come up with a plan. A plan tells us how to prevent the problem behavior from occurring, what to do when the problem behavior occurs and what to do once the behavior is deescalating. Finally, we need to monitor the behavior in order to determine if our plan is working.

This workshop will help facilitate attendees to:

1. Learn how to identify why problem behaviors occur.

2. Learn a variety of strategies to decrease problem behaviors.

During this one-hour presentation, strategies are discussed on how to teach new behaviors, increase desirable behaviors, and maintain desirable behaviors. We start with building a positive relationship and then move into the importance of reinforcement and how to identify reinforcers. Strategies to teach new behaviors are discussed and then the different methodologies on how to teach the preferred behaviors.

This workshop will help facilitate attendees to:

1. Learn how to build positive relationships.

2. Learn a variety of strategies to increase and teach