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| Training for Functional Independence: Creative Use of Visual and Auditory Supports to Achieve Functional Independence in Learners with Autism |
| Saturday, May 27, 2006 |
| 8:00 AM–11:00 AM |
| Inman |
| Area: AUT; Domain: Applied Research |
| CE Instructor: Judith L. Palazzo, M.Ed. |
| JUDITH L. PALAZZO (Connecticut Center for Child Development, Inc.), MEGAN MCCARRON (Connecticut Center for Child Development, Inc.), JILL E. CASTELLANI (Connecticut Center for Child Development, Inc.) |
| Description: This workshop will illustrate basic considerations to identify target objectives and design procedures to teach functional independent skills to learners with autism. The evolution of procedures will be highlighted and examples of such objectives will be outlined across learners at different functioning levels. Samples of visual and auditory supports will be presented and participants will have an opportunity to identify target skill areas and design potential teaching procedures with assistance. |
| Learning Objectives: - Participants will learn basic considerations for identifying and designing procedures to teach functional independent skills to learners with autism. - Participants will learn strategies for using visual supports to promote functional independence in learners with autism. - Participants will learn strategies for using auditory supports to promote functional independence in learners with autism. - Participants will identify and design potential procedures for teaching functional independent skills to learners with autism. |
| Activities: - Discussion of basic considerations for identifying and designing procedures for teaching functional independent skills - Presentation of examples of specific teaching procedures and the use of visual and auditory supports - Video clips of teaching procedures - Group development of potential teaching procedures |
| Audience: Teachers, Behavior Analysts, ABA Providers, related Service Providers, Parents |
| Content Area: Practice |
| Instruction Level: Intermediate |