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  ACCOUNT ACTUALDATETBD ADDEVENTID ADDEVENTLINK ADDITIONALINFO ADDTOADDEVENT AGENCYRATE BACB BACBCOST BACBQUESTION BASEWEBCASTID CAPTIONEDVIDEOLINK CERTIFICATEFILE CHATROOMFILE CRCFORM CRCS DESCRIPTION ENDTIME EVALSURVEYID EVALSURVEYURL FEATURE HANDOUTPDF HANDOUTSWF HANDOUTWORD HASCAPTIONING HASCHATROOM HASWEBBOARD IMAGEFILE INCLUDEINARCHIVELISTING INCLUDEINUPCOMINGLISTING INDIVRATE INTROTEXT ISFREE ISONDEMAND KALTURAID MULTIPLELOCATIONRATE NUMPARTS OPENFORREGISTRATION PART POPUPHEADER POPUPTEXT PRODUCTID RAMFILE REDISTRIBUTIONRATE REFERENCESHEADER REFERENCESTEXT REGISTRANTLIMIT ROLESETID SELFPACEDQUIZID SERIESID SITEID SLIDERIMAGE SLIDERTHUMBNAIL STARTTIME TEMPLATESITEID TOPICID TRAININGHOURS TRANSCRIPT VIDEOFILE VIDEOFORMAT VIDEOHEIGHT VIDEOWIDTH WEBBOARDDURATION WEBCASTARCHIVEPASSWORD WEBCASTARCHIVEURL WEBCASTARCHIVEUSERNAME WEBCASTDATE WEBCASTID WEBCASTNAME WEBCASTPRESENTER WEBCASTPROJECT WEBCASTSERIES WEBCASTURL YOUTUBEID ZOOMCALLINNUMBERS ZOOMLINK ZOOMMEETINGID
1 1351310601 [empty string] evt_661ec86a6cf24097b0ee2a3b429a148e https://www.addevent.com/event/jbp4620j0vwf [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] 0.0 [empty string] 2027-08-09 19:00:00.0 0 [empty string] 0 [empty string] [empty string] [empty string] 0 0 1 [empty string] 0 0 [empty string] [empty string] 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 500 0 0 46 14 [empty string] [empty string] 2027-08-09 18:00:00.0 [empty string] 0 1.00 [empty string] 8_9_27 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=1812 [empty string] 2027-08-09 00:00:00.0 1812 Stronger Together: Fostering Connections in Our Autism Community, Session 4 [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/1812 [empty string] [empty string] https://vcu.zoom.us/j/88219138906 [empty string]
2 1351310601 [empty string] evt_568584e0ef06478dbd0b5f746725ff9e https://www.addevent.com/event/gg3h6pgkdzxm [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] 0.0 [empty string] 2027-04-19 19:00:00.0 0 [empty string] 0 [empty string] [empty string] [empty string] 0 0 1 [empty string] 0 0 [empty string] [empty string] 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 500 0 0 46 14 [empty string] [empty string] 2027-04-19 18:00:00.0 [empty string] 0 1.00 [empty string] 4_19_27 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=1811 [empty string] 2027-04-19 00:00:00.0 1811 Stronger Together: Fostering Connections in Our Autism Community, Session 3 [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/1811 [empty string] [empty string] https://vcu.zoom.us/j/88219138906 [empty string]
3 1351310601 [empty string] evt_cd9bda94eb2448338bfd0f9df7df2c7c https://www.addevent.com/event/l375zzmngl55 [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] 0.0 [empty string] 2027-01-25 19:00:00.0 0 [empty string] 0 [empty string] [empty string] [empty string] 0 0 1 [empty string] 0 0 [empty string] [empty string] 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 500 0 0 46 14 [empty string] [empty string] 2027-01-25 18:00:00.0 [empty string] 0 1.00 [empty string] 1_25_27 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=1809 [empty string] 2027-01-25 00:00:00.0 1809 Stronger Together: Fostering Connections in Our Autism Community, Session 2 [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/1809 [empty string] [empty string] https://vcu.zoom.us/j/88219138906 [empty string]
4 1351310601 [empty string] evt_e3dbd79374c74c8aa14a0d0dcaf71faa https://www.addevent.com/event/5jc4g8lqcx86 [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] 0.0 [empty string] 2026-10-19 19:00:00.0 0 [empty string] 0 [empty string] [empty string] [empty string] 0 0 1 [empty string] 0 0 [empty string] [empty string] 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 500 0 0 46 14 [empty string] [empty string] 2026-10-19 18:00:00.0 [empty string] 0 1.00 [empty string] 10_19_26 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=1808 [empty string] 2026-10-19 00:00:00.0 1808 Stronger Together: Fostering Connections in Our Autism Community, Session 1 [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/1808 [empty string] [empty string] https://vcu.zoom.us/j/88219138906 [empty string]
5 1351310601 [empty string] [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] 0.0 [empty string] 2026-08-11 14:45:00.0 0 [empty string] 0 [empty string] [empty string] [empty string] 0 0 1 [empty string] 0 0 [empty string] [empty string] 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 500 0 0 46 14 [empty string] [empty string] 2026-08-11 14:00:00.0 [empty string] 0 1.00 [empty string] 8_11_26 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=1810 [empty string] 2026-08-11 00:00:00.0 1810 Stronger Together: Fostering Connections in Our Autism Community, Session 3 [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/1810 [empty string] [empty string] [empty string] [empty string]
6 1351310601 [empty string] evt_c94e127b55ae426c8fde2cd4f6809cb6 https://www.addevent.com/event/vrk9zwg6d38z [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] 0.0 [empty string] 2026-08-10 19:00:00.0 0 [empty string] 0 [empty string] [empty string] [empty string] 0 0 0 [empty string] 0 0 [empty string] [empty string] 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 500 0 0 45 14 [empty string] [empty string] 2026-08-10 18:00:00.0 [empty string] 0 1.00 [empty string] 8_10_26 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=1777 [empty string] 2026-08-10 00:00:00.0 1777 Stronger Together: Fostering Connections in Our Autism Community, Session 4 [empty string] [empty string] 45 https://vcuautismcenter.org/te/webcasts/webcast.cfm/1777 [empty string] [empty string] https://vcu.zoom.us/j/88219138906 [empty string]
7 1351310601 [empty string] evt_ca074a0eefd04f53a03f1a31b7bcf8dd https://www.addevent.com/event/fh7dc78rm71b [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] 0.0 [empty string] 2026-04-27 19:00:00.0 0 [empty string] 0 [empty string] [empty string] [empty string] 0 0 0 [empty string] 0 0 [empty string] [empty string] 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 500 0 0 45 14 [empty string] [empty string] 2026-04-27 18:00:00.0 [empty string] 0 1.00 [empty string] 4_27_26 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=1776 [empty string] 2026-04-27 00:00:00.0 1776 Stronger Together: Fostering Connections in Our Autism Community, Session 3 [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/1776 7cqELrFZPnc [empty string] [empty string] [empty string]
8 1351310601 [empty string] evt_d231e1a6bf524440a89a4e78a34940aa https://www.addevent.com/event/mbsnzzc52k7j [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] 0.0 [empty string] 2026-03-18 11:00:00.0 0 [empty string] 0 [empty string] [empty string] [empty string] 0 0 1 [empty string] 1 1 [empty string] <p>For our final Project Impact meeting, we will discuss plan evaluation based on completed action steps and highlight anecdotal wins that demonstrate positive change in practice or outcomes. We will discuss and problem-solve for any challenges. &nbsp;During the Check phase, teams will evaluate progress through data reviews, progress-monitoring tools, feedback cycles, and scheduled reflection meetings, and make any needed tweaks to the implementation plan.</p> 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 500 0 0 0 14 [empty string] [empty string] 2026-03-18 09:00:00.0 [empty string] 0 2.00 [empty string] 3_18_26 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=1783 [empty string] 2026-03-18 00:00:00.0 1783 CoLA Project Impact Virtual Meeting [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/1783 [empty string] [empty string] https://vcu.zoom.us/j/89744750223 [empty string]
9 1351310601 [empty string] [empty string] [empty string] [empty string] 0 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] 0.0 [empty string] 2026-03-18 16:00:00.0 0 [empty string] 0 [empty string] [empty string] [empty string] 0 0 1 [empty string] 0 0 [empty string] [empty string] 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 500 0 0 44 14 [empty string] [empty string] 2026-03-18 15:00:00.0 [empty string] 0 1.00 [empty string] 3_18_26 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=1764 [empty string] 2026-03-18 00:00:00.0 1764 End-of-Year Essentials: What Every Paraprofessional Should Know [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/1764 [empty string] [empty string] https://vcu.zoom.us/j/88962934301 [empty string]
10 1351310601 [empty string] [empty string] [empty string] [empty string] 0 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] 0.0 [empty string] 2026-02-18 16:00:00.0 0 [empty string] 0 [empty string] [empty string] [empty string] 0 0 1 [empty string] 0 0 [empty string] [empty string] 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 500 0 0 44 14 [empty string] [empty string] 2026-02-18 15:00:00.0 [empty string] 0 1.00 [empty string] 2_18_26 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=1763 [empty string] 2026-02-18 00:00:00.0 1763 Building Independence and Self-Determination [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/1763 [empty string] [empty string] https://vcu.zoom.us/j/88962934301 [empty string]
11 1351310601 [empty string] evt_be2b8ac9ccc745b58f30b4ea05d24a70 https://www.addevent.com/event/6492wyvzwxkm [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] 0.0 <p>This session offers a unique opportunity to hear directly from a mother and her autistic son as they share their lived experiences navigating school, home, and community. Through a guided Q&amp;A conversation, they will highlight the practices, supports, and relationships that shaped their educational and post-secondary journey. Attendees will gain meaningful, actionable insights to strengthen family–school collaboration and enhance support for autistic students across settings.</p> 2026-02-11 16:30:00.0 0 [empty string] 0 [empty string] [empty string] [empty string] 0 0 0 [empty string] 1 1 [empty string] [empty string] 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 500 0 0 0 14 [empty string] [empty string] 2026-02-11 15:30:00.0 [empty string] 0 1.00 [empty string] 2_11_26 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=1780 [empty string] 2026-02-11 00:00:00.0 1780 Communities of Leaders in Autism:<br>Walking the Path Together: A Mother–Son Dialogue on Autism, Advocacy, and Understanding [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/1780 6XK0hnUKhGM [empty string] [empty string] [empty string]
12 1351310601 [empty string] evt_b21d3d4bc1294f8cb1ca9917a16bdf2e https://www.addevent.com/event/f9j5fwmg2183 [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] 0.0 [empty string] 2026-02-02 19:00:00.0 0 [empty string] 0 [empty string] [empty string] [empty string] 0 0 0 [empty string] 1 0 [empty string] [empty string] 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 500 0 0 45 14 [empty string] [empty string] 2026-02-02 18:00:00.0 [empty string] 0 1.00 [empty string] 2_2_26 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=1775 [empty string] 2026-02-02 00:00:00.0 1775 Stronger Together: Fostering Connections in Our Autism Community, Session 2 [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/1775 iw9ZxAxE0hE [empty string] https://vcu.zoom.us/j/88219138906 [empty string]
13 1351310601 [empty string] evt_e401469845da47e29ec889b6051ea509 https://www.addevent.com/event/59f7s2cypyb3 [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] 0.0 <p>Leaders supporting students with autism navigate complex instructional, behavioral, and systems challenges. Don&#39;t Flinch Leadership equips them with the clarity, compassion, and courage to lead change without hesitation bridging technical skill and adaptive mindset. Grounded in equity and evidence-based practice, the session helps leaders align people, processes, and purpose for sustainable impact.</p> 2026-01-28 10:30:00.0 0 [empty string] 0 [empty string] [empty string] [empty string] 0 0 0 [empty string] 0 0 [empty string] [empty string] 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 500 0 0 0 14 [empty string] [empty string] 2026-01-28 09:00:00.0 [empty string] 0 1.50 [empty string] 1_28_26 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=1778 [empty string] 2026-01-28 00:00:00.0 1778 Don’t Flinch Leadership: Building Courageous, Compassionate, and Coherent Systems for Students with Autism (Morning Session) [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/1778 [empty string] [empty string] https://vcu.zoom.us/j/87982393503 [empty string]
14 1351310601 [empty string] evt_aede1a649bfe4438adadbfea9f0320ee https://www.addevent.com/event/p2bjv811wsxh [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] 0.0 <p>Leaders supporting students with autism navigate complex instructional, behavioral, and systems challenges. Don&#39;t Flinch Leadership equips them with the clarity, compassion, and courage to lead change without hesitation bridging technical skill and adaptive mindset. Grounded in equity and evidence-based practice, the session helps leaders align people, processes, and purpose for sustainable impact.</p> 2026-01-28 15:00:00.0 0 [empty string] 0 [empty string] [empty string] [empty string] 0 0 0 [empty string] 0 0 [empty string] [empty string] 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 500 0 0 0 14 [empty string] [empty string] 2026-01-28 13:30:00.0 [empty string] 0 1.50 [empty string] 1_28_26 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=1779 [empty string] 2026-01-28 00:00:00.0 1779 Don’t Flinch Leadership: Building Courageous, Compassionate, and Coherent Systems for Students with Autism (Afternoon Session) [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/1779 [empty string] [empty string] https://vcu.zoom.us/j/85891002592 [empty string]
15 1351310601 [empty string] evt_fedb06b1781c443a9951c42164bc1925 https://www.addevent.com/event/5jd6fbvzbwsj [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] 0.0 [empty string] 2025-12-08 19:00:00.0 0 [empty string] 0 [empty string] [empty string] [empty string] 0 0 0 [empty string] 0 0 [empty string] [empty string] 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 500 0 0 45 14 [empty string] [empty string] 2025-12-08 18:00:00.0 [empty string] 0 1.00 [empty string] 12_8_25 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=1774 [empty string] 2025-12-08 00:00:00.0 1774 Stronger Together: Fostering Connections in Our Autism Community, Session 1 [empty string] [empty string] 45 https://vcuautismcenter.org/te/webcasts/webcast.cfm/1774 [empty string] [empty string] https://vcu.zoom.us/j/88219138906 [empty string]
16 1351310601 [empty string] [empty string] [empty string] [empty string] 0 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] 0.0 [empty string] 2025-11-19 16:00:00.0 0 [empty string] 0 [empty string] [empty string] [empty string] 0 0 1 [empty string] 0 0 [empty string] [empty string] 1 0 [empty string] [empty string] 1 0 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 500 0 0 44 14 [empty string] [empty string] 2025-11-19 15:00:00.0 [empty string] 0 1.00 [empty string] 11_19_25 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/webcast.cfm/1762 [empty string] 2025-11-19 00:00:00.0 1762 Promoting Social Communication Throughout the Day [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/1762 [empty string] [empty string] https://vcu.zoom.us/j/88962934301 [empty string]
17 1351310601 [empty string] evt_6e56c2e6fe7a474390b5f892d8f1e2bc https://www.addevent.com/event/brd1sncm9f9b [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] 0.0 [empty string] 2025-10-29 16:00:00.0 0 https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 [empty string] [empty string] [empty string] 0 0 0 [empty string] 0 0 [empty string] [empty string] 1 0 [empty string] [empty string] 1 0 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 500 0 0 44 14 [empty string] [empty string] 2025-10-29 15:00:00.0 [empty string] 0 1.00 [empty string] 10_29_25 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/webcast.cfm/1761 [empty string] 2025-10-29 00:00:00.0 1761 Supporting Teachers, Supporting ME! [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/1761 [empty string] [empty string] https://vcu.zoom.us/j/88962934301 [empty string]
18 1351310601 [empty string] evt_370da6e3615e4905806f1a6f6762d61f https://www.addevent.com/event/gw4bkbg7hvbr [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] 0.0 [empty string] 2025-09-15 12:30:00.0 0 [empty string] 0 [empty string] [empty string] [empty string] 1 0 0 [empty string] 0 1 [empty string] [empty string] 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 500 0 0 0 14 [empty string] [empty string] 2025-09-15 12:00:00.0 [empty string] 0 1.00 [empty string] 9_15_25 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=1750 [empty string] 2025-09-15 00:00:00.0 1750 Fall Parent Huddle: Back to School Success [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/1750 [empty string] [empty string] https://vcu.zoom.us/j/87811962774 [empty string]
19 1351310601 [empty string] evt_397b3cf3c4d64700b36a9b47d7ad732e https://www.addevent.com/event/3v3lw4r9vndn [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] 0.0 [empty string] 2025-08-06 13:00:00.0 0 [empty string] 0 [empty string] [empty string] [empty string] 0 0 1 [empty string] 1 1 [empty string] <p>Our goal in education is to improve autistic students&rsquo; lives, not just within the classroom but across their homes, community, and future employment settings. To that end, it is essential to partner with families to learn about their priorities, values, and needs. Through this partnership, schools can support families and assist them in implementing feasible and meaningful interventions. This presentation provides an introduction and specific strategies to support families and caregivers in implementing interventions and support for their child outside the classroom.&nbsp;</p> <ul> <li>High Leverage Practices: 1-6, 8, 11-20</li> <li>Evidence-Based Practices: Parent/Caregiver Implemented Interventions, Modeling, Video-Modeling, Naturalistic Interventions, Reinforcement, Functional Communication Training</li> </ul> 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 500 0 0 43 14 [empty string] [empty string] 2025-08-06 12:00:00.0 [empty string] 0 1.00 [empty string] 8_6_25 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=1739 [empty string] 2025-08-06 00:00:00.0 1739 Together we go far: Partnering with families to support caregiver-mediated intervention [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/1739 BgPe3Nc7ljc [empty string] [empty string] [empty string]
20 1351310601 [empty string] evt_93dc8b5857954ae09d698ecb698ecb99 https://www.addevent.com/event/wr2h0q354wb8 [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] 0.0 [empty string] 2025-07-30 13:00:00.0 0 [empty string] 0 s_paul_everyone_role_handouts1.pdf [empty string] [empty string] 0 0 1 [empty string] 1 1 [empty string] <p>This presentation will discuss implementing a school-wide collaborative teaming model to support students&rsquo; acquisition of functional communication and how to promote generalization of Alternative and Augmentative Communication (AAC)&nbsp;usage across school environments. Presenters will discuss the unique and overlapping roles of members of the school team in AAC modeling and the creation of opportunities for students to utilize AAC. The session will also discuss strategies from an OT, SLP, and educator&rsquo;s perspective to support AAC usage and promote generalization of usage across school environments and during meaningful school routines. Presenters will use case studies to demonstrate the successful outcomes resulting from using this model.</p> <p><strong>Bios:</strong></p> <p><strong>Ms. Hannah Harvey, M.S., CCC-SLP/L</strong>, is a school-based speech and language pathologist. She studied at Misericordia University, receiving her M.S. in Speech-Language Pathology (2016). She is a current member of ASHA and is licensed in Maryland. She has 9 years of experience as a school-based speech pathologist in a local school district. Ms. Hannah Harvey has been a district assistive technology team member for 5 years. She serves preschool through 5th-grade students and has experience servicing students ages 1 year through 21</p> <p><strong>Dr. Ashley Lankford, ScD, OTR/L, ATP</strong>, is an Assistant Professor at Towson University in the Department of Occupational Therapy and Occupational Science. Ashley has 9 years of experience as an occupational therapist in Maryland public schools. She is a member of the Maryland State Steering Committee for Occupational and Physical Therapy School-Based Programs and was awarded the Sarah Burton Visionary Leadership Award in 2016. Her current research interests include Interprofessional education in school environments, best practices in school-based occupational therapy, and assistive technology to support pediatric occupational participation. &nbsp;</p> <p><strong>Melissa Messing, BS</strong>, graduated from Wilmington University, receiving her Bachelor of Science in Elementary Education in 2013. She is currently pursuing her Master&rsquo;s in Education through LaSalle University. She teaches the Continuum Classroom in a local school district and has previously taught kindergarten and pre-kindergarten. She was a Teacher of the Year nominee in 2022 and was selected to attend the National Teacher of the Year conference in Denver, Colorado, in 2023. Mrs. Melissa Messing serves all early childhood and elementary students with a full inclusion model. She strives to build on her students&#39; strengths while supporting their needs. She provides all her students meaningful learning and communication opportunities throughout their academic day. She is passionate about creating a classroom where all students can actively participate in learning and grow their knowledge, communication, and social-emotional skills.<br /> &nbsp;</p> <p>&nbsp;</p> 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 500 0 0 43 14 [empty string] [empty string] 2025-07-30 12:00:00.0 [empty string] 0 1.00 [empty string] 7_30_25 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=1740 [empty string] 2025-07-30 00:00:00.0 1740 Everyone has a Role: Collaborative Teaming Approach to Alternative and Augmentative Communication (AAC) [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/1740 bcbchkBELEY [empty string] [empty string] [empty string]
21 1351310601 [empty string] evt_e7a60ed787fd4429a026517298cd4a40 https://www.addevent.com/event/hvlww9r8c9bs [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] 0.0 [empty string] 2025-07-23 13:00:00.0 0 [empty string] 0 m_rispoli_teaming_paras.pdf [empty string] [empty string] 0 0 1 [empty string] 1 1 [empty string] <p>Special education is a team endeavor, and paraprofessionals are essential to this team. Most paraprofessionals receive their training on the job, and often by the special education teacher. Unfortunately, most special education teachers were not taught how to supervise, coach, and collaborate with paraprofessionals during their training. This presentation aims to provide special education teachers with knowledge and skills in supervising and coaching paraprofessionals to implement evidence-based practices with students with autism and other disabilities.&nbsp;</p> <ul> <li>High Leverage Practices: 1-6, 8, 11-20</li> <li>Evidence-Based Practices: Parent/Caregiver Implemented Interventions, Modeling, Video-Modeling, Naturalistic Interventions, Reinforcement, Functional Communication Training</li> </ul> 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 500 0 0 43 14 [empty string] [empty string] 2025-07-23 12:00:00.0 [empty string] 0 1.00 [empty string] 7_23_25 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=1738 [empty string] 2025-07-23 00:00:00.0 1738 Together We Go Far: Teaming with Paraprofessionals to Support Learners with Autism [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/1738 Duccq5yVNvo [empty string] [empty string] [empty string]
22 1351310601 [empty string] evt_dbd6fb473d2a4770bf4c0831a4e3a7d3 https://www.addevent.com/event/c0ny0d0xgsyl [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] 0.0 [empty string] 2025-07-16 13:00:00.0 0 [empty string] 0 ruth_brown_Session3.pdf [empty string] [empty string] 0 0 1 [empty string] 1 1 [empty string] <p>How can we move beyond just trauma awareness to create a safe and healing environment for youth with disabilities who have experienced trauma? In this final presentation of a three-part series, we will review some specific strategies that promote resilience and healing, including psychological first aid, trauma-informed behavioral interventions, and Gentle Teaching. We will discuss what these strategies may look like in the classroom and where educators can go for additional training.</p> <p><strong>Bio:</strong> Dr. Ruth Brown, PhD, is a Clinical Psychologist and Assistant Professor at the Virginia Institute for Psychiatric and Behavioral Genetics at Virginia Commonwealth University. Her work focuses on the use of evidence-based assessment for people with intellectual and developmental disabilities to improve the detection, prevention, and treatment of traumatic stress, anxiety, and depression.<br /> &nbsp;</p> <ul> <li>High Leverage Practices: 1-6,7-10, 11-22</li> <li>Evidence-Based Practices: Cognitive Behavioral Instructional Strategies, Visual Supports, Social Narratives, Functional Behavior Assessment, Self-management, Functional Communication Training</li> </ul> 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 500 0 0 43 14 [empty string] [empty string] 2025-07-16 12:00:00.0 [empty string] 0 1.00 [empty string] 7_16_25 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=1737 [empty string] 2025-07-16 00:00:00.0 1737 Part 3: Trauma Responsive Strategies for the Classroom [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/1737 oibntCq9Cbg [empty string] [empty string] [empty string]
23 1351310601 [empty string] evt_8c095d43183f4de9b74dffe8b4f98026 https://www.addevent.com/event/c2xbqnf353xc [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] 0.0 [empty string] 2025-07-09 13:00:00.0 0 [empty string] 0 ruth_brown_session22.pdf [empty string] [empty string] 0 0 1 [empty string] 1 1 [empty string] <p>How does trauma affect youth with disabilities? Trauma can impact youth with and without disabilities in subtle and not-so-subtle ways. For youth with disabilities, the challenges can be magnified. In this second presentation of a three-part series, we will discuss some of the ways that trauma impacts development, learning, mental health, and behavior in youth with disabilities. We will use case vignettes to practice identifying potential trauma-related factors affecting students with disabilities and encourage you to consider how trauma may be impacting students in your school or classroom.</p> <p><strong>Bio:</strong> Dr. Ruth Brown, Ph.D., is a Clinical Psychologist and Assistant Professor at the Virginia Institute for Psychiatric and Behavioral Genetics at Virginia Commonwealth University. Her work focuses on the use of evidence-based assessment for people with intellectual and developmental disabilities to improve the detection, prevention, and treatment of traumatic stress, anxiety, and depression.</p> <ul> <li>High Leverage Practices: 1-3, 7-9</li> <li>Evidence-Based Practices: Social Skills Training, Self-Management, Reinforcement</li> </ul> 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 500 0 0 43 14 [empty string] [empty string] 2025-07-09 12:00:00.0 [empty string] 0 1.00 [empty string] 7_9_25 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=1736 [empty string] 2025-07-09 00:00:00.0 1736 Part 2: Understanding Traumatic Stress Responses [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/1736 123qI3an4fw [empty string] [empty string] [empty string]
24 1351310601 [empty string] evt_a645ff7b63c04ee3b29b40154206e71b https://www.addevent.com/event/31vjymqn9bkg [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] 0.0 [empty string] 2025-07-02 13:00:00.0 0 [empty string] 0 ruth_brown_ACE_Webcast_Session_12.pdf [empty string] [empty string] 0 0 1 [empty string] 1 1 [empty string] <p>What does it mean to be trauma-informed and trauma-responsive, and how do these concepts apply to children with special education needs? In this first presentation of a three-part series, we will discuss the Essential Messages of a trauma-responsive practice as defined by the National Child Traumatic Stress Network. As part of this series, you will develop a personal trauma-responsive action plan so you can identify how to apply these concepts in the classroom right away.</p> <p><strong>Bio:</strong> Dr. Ruth Brown, Ph.D., is a Clinical Psychologist and Assistant Professor at the Virginia Institute for Psychiatric and Behavioral Genetics at Virginia Commonwealth University. Her work focuses on the use of evidence-based assessment for people with intellectual and developmental disabilities to improve the detection, prevention, and treatment of traumatic stress, anxiety, and depression.</p> <ul> <li>High Leverage Practices: 1-6, 7-10, 11-20</li> <li>Evidence-Based Practices: Social Skills Training, Functional Behavior Assessment, Reinforcement, Self-Management</li> </ul> 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 500 0 0 43 14 [empty string] [empty string] 2025-07-02 12:00:00.0 [empty string] 0 1.00 [empty string] 7_2_25 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=1735 [empty string] 2025-07-02 00:00:00.0 1735 Part 1: The Essential Messages of Trauma Responsive Practices [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/1735 rUK0eHv1N4o [empty string] [empty string] [empty string]
25 1351310601 [empty string] evt_e5a0b41148894a9aa8859cacc1da537d https://www.addevent.com/event/vjzy2b80pn0c [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] 0.0 [empty string] 2025-06-25 13:00:00.0 0 [empty string] 0 UDL_Hacks_Kluth_large_print.pdf [empty string] [empty string] 0 0 1 [empty string] 1 1 [empty string] <p>Designing for all doesn&rsquo;t have to be overwhelming! So many teachers are enthusiastic about Universal Design for Learning (UDL) but frustrated with their lack of time and resources for exploring new ideas. This presentation is for any educator who wants to add more UDL strategies to their classroom but needs those strategies to be accessible and easy to implement. In this presentation, participants will learn how to &ldquo;hack&rdquo; UDL and expand options for representation, engagement, and expression. Featured hacks include showing &ldquo;this and that,&rdquo; embracing assistive tech, and starting with struggles.</p> <ul> <li>High Leverage Practices: 1-20</li> </ul> 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 500 0 0 43 14 [empty string] [empty string] 2025-06-25 12:00:00.0 [empty string] 0 1.00 [empty string] 6_25_25 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=1734 [empty string] 2025-06-25 00:00:00.0 1734 Universal Design Learning Hacks: 5 Ideas for K12 Classrooms [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/1734 Mvk2TOJ6ZEY [empty string] [empty string] [empty string]
26 1351310601 [empty string] evt_9432312aebd04e549cc75cd3c9a3b55d https://www.addevent.com/event/9fdbdkj59wvp [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] 0.0 [empty string] 2025-06-18 13:00:00.0 0 [empty string] 0 koegel_ace_webcast.pdf [empty string] [empty string] 0 0 1 [empty string] 1 1 [empty string] <p>Initiations, including question-asking, have often been suggested as a crucial variable in predicting positive long-term outcomes in individuals with autism spectrum disorder (ASD). However, children with ASD experience significant deficits in the quality and quantity of verbal and nonverbal initiations compared to typical language developers. This presentation will describe specific procedures for teaching verbal initiations to children with ASD and preliminary work using artificial intelligence (based on face-to-face interventions) to teach question-asking to adolescents and adults.</p> <ul> <li>High Leverage Practices: 1-6, 11-13, 19, 20</li> <li>Evidence-Based Practices: &nbsp;PRT, modeling, reinforcement, naturalistic intervention</li> </ul> 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 500 0 0 43 14 [empty string] [empty string] 2025-06-18 12:00:00.0 [empty string] 0 1.00 [empty string] 6_18_25 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=1733 [empty string] 2025-06-18 00:00:00.0 1733 Teaching Initiations to People with Autism [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/1733 JwodQOfiqJ0 [empty string] [empty string] [empty string]
27 1351310601 [empty string] evt_466f06885cb04d088dd8a46a3f925c21 https://www.addevent.com/event/djbc7rlgkl7r [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] 0.0 [empty string] 2025-06-16 12:45:00.0 0 [empty string] 0 [empty string] [empty string] [empty string] 0 0 0 [empty string] 0 0 [empty string] [empty string] 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 500 0 0 0 14 [empty string] [empty string] 2025-06-16 12:00:00.0 [empty string] 0 1.00 [empty string] 6_16_25 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=1732 [empty string] 2025-06-16 00:00:00.0 1732 Parent Huddle: Autism Supports [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/1732 [empty string] [empty string] https://vcu.zoom.us/j/83672386659 [empty string]
28 1351310601 [empty string] evt-6956a2e0b4b048329a64bf88c519d511 https://www.addevent.com/event/hP24890288 [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] 0.0 [empty string] 2025-03-17 12:45:00.0 0 [empty string] 0 [empty string] [empty string] [empty string] 0 0 0 [empty string] 0 1 [empty string] <p>Are there skills that would help your child succeed at home, school, and in the community? Please join Crystal Hence, M.Ed., for practical how-to&rsquo;s geared for parents and caregivers!</p> 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 0 0 0 14 [empty string] [empty string] 2025-03-17 12:00:00.0 [empty string] 0 1.00 [empty string] 3_17_25 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=1713 [empty string] 2025-03-17 00:00:00.0 1713 Parent Huddle: Autism Supports [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/1713 [empty string] [empty string] https://vcu.zoom.us/j/89969429679 [empty string]
29 1351310601 [empty string] evt-fc65feb3d78446bcb5d53ac650514fbf https://www.addevent.com/event/Lv24103917 [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] 0.0 [empty string] 2024-12-16 12:45:00.0 0 [empty string] 0 [empty string] [empty string] [empty string] 0 0 0 [empty string] 0 0 [empty string] <p>ACE Training and Technical Assistance Associate Kelly Ireson, M.Ed., BCBA, LBA, will share strategies for setting students up for success at school and home with practical tips and how-tos.&nbsp;</p> <p>Please reach out to Whiteny Ham at&nbsp;<a href="javascript:mt('hamwa','vcu.edu',',')">hamwa@vcu.edu</a>&nbsp;with questions.</p> <p>Also, keep an eye out for additional quarterly Parent Huddles throughout the year with&nbsp;hot topics and up-to-date resources just for you!</p> 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 0 0 0 14 [empty string] [empty string] 2024-12-16 12:00:00.0 [empty string] 0 1.00 [empty string] 12_16_24 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=1709 [empty string] 2024-12-16 00:00:00.0 1709 Parent Huddle: Autism Support! [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/1709 [empty string] [empty string] https://vcu.zoom.us/j/83836597466 [empty string]
30 1351310601 [empty string] evt-e1cbb5cd337f42f5afcf51deb9d902ce https://www.addevent.com/event/kp22686834 [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] 0.0 [empty string] 2024-09-12 12:45:00.0 0 https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 [empty string] [empty string] [empty string] 0 0 0 [empty string] 0 1 [empty string] <p>Please join us for our next Parent Huddle on visual supports for transitions and how they can be used to prepare for change, school, and accessing the community.</p> 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 0 0 0 14 [empty string] [empty string] 2024-09-12 12:00:00.0 [empty string] 0 1.00 [empty string] 9_12_24 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=1691 [empty string] 2024-09-12 00:00:00.0 1691 Parent Huddle: Visual Supports for Transitions [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/1691 [empty string] [empty string] https://vcu.zoom.us/j/81767692905 [empty string]
31 1351310601 [empty string] evt-da6fc80f8f6c498c836fa93449274de2 https://www.addevent.com/event/CY22151508 [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] 0.0 [empty string] 2024-07-22 12:45:00.0 0 https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 [empty string] [empty string] [empty string] 0 0 1 [empty string] 1 1 [empty string] [empty string] 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 0 0 0 14 [empty string] [empty string] 2024-07-22 12:00:00.0 [empty string] 0 1.00 [empty string] 7_22_24 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=1683 [empty string] 2024-07-22 00:00:00.0 1683 Parent Huddle: Autism Supports [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/1683 [empty string] [empty string] https://vcu.zoom.us/j/84814260338 [empty string]
32 1351310601 [empty string] [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 1661 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2024-03-27 12:45:00.0 0 https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 [empty string] [empty string] [empty string] 1 0 1 [empty string] 0 1 [empty string] [empty string] 1 0 [empty string] [empty string] 1 0 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 0 0 0 14 [empty string] [empty string] 2024-03-27 12:00:00.0 [empty string] 0 1.00 [empty string] 12_18_23 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=1661 [empty string] 2024-03-27 00:00:00.0 1661 Parent Huddle: Autism Supports [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/1661 [empty string] [empty string] https://vcu.zoom.us/j/81930757651 [empty string]
33 1351310601 [empty string] [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] <p>Individuals with Autism have worse employment outcomes when compared to other disability groups. Yet, the research on employment tells us that best practices in Education, in regards to transition, can lead to better employment outcomes. Educators should start taking transition into consideration as early as Elementary school. The following webcast highlights some of the research findings on early transition considerations and how educators across grade levels can start implementing these strategies into their classrooms.</p> 2023-10-10 16:00:00.0 0 https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 Transition_Considerations_for_Students_with_ASD_Webcast.pdf [empty string] [empty string] 1 0 1 [empty string] 1 1 [empty string] [empty string] 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] 0 0 0 14 [empty string] [empty string] 2023-10-10 15:30:00.0 [empty string] 0 1.00 [empty string] 10_10_23 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=1659 [empty string] 2023-10-10 00:00:00.0 1659 Transition Considerations for Students with ASD [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/1659 Y8I3C7LSsd0 [empty string] [empty string] [empty string]
34 1351310601 [empty string] [empty string] [empty string] [empty string] 0 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] 0.0 [empty string] 2023-05-09 16:30:00.0 0 https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 [empty string] [empty string] [empty string] 0 0 1 [empty string] 0 0 [empty string] <p>All students deserve the right to a free appropriate public education (FAPE). It is critical for school-based behavior analysts to objectively measure the extent FAPE across teacher-student interactions to assist in providing objective feedback on teaching practices. While there are several comprehensive assessments that have been experimentally validated to identify variable teacher-student interactions there are limited assessments that objectively measure teacher-student interactions in tandem with instructional practices. Thus, the purpose of this presentation is to review the impact of variable teacher interactions toward&nbsp;students from diverse backgrounds and address the need for a data collection tool for school-based behavior analysts.</p> <p>&nbsp;</p> <p><strong>Bio:</strong>&nbsp; Dr. Nicole Hollins (BCBA-D, LBA) holds a M.A. and Ph.D. in Applied Behavior Analysis from Western Michigan University. Currently, Dr. Hollins is a Post Doctoral Researcher at Juniper Gardens Children&rsquo;s Project research program at the University of Kansas. Her research and clinical work are focused on training pre-and in-service teachers, evidence-based instructional practices for students with and without disabilities, and school-wide positive behavior interventions. In addition to publishing her research in peer-reviewed journals and book chapters, Dr. Hollins has also presented her research at local and national conferences as well as workshops. Dr. Hollins also sits on the Board of Editors for Education and Treatment for Children. She has provided services and developed efficient systems across various applied settings including public schools, private schools, universities, autism treatment centers, Head Start programs, family homes, and group homes. As for community partnerships, Dr. Hollins has coordinated several grants that focused on an evaluation of current teacher practices while providing systemic recommendations for improving equity in the classrooms.&nbsp;</p> 1 0 [empty string] [empty string] 1 0 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 0 0 0 14 [empty string] [empty string] 2023-05-09 15:30:00.0 [empty string] 0 1.00 [empty string] 5_9_23 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=626 [empty string] 2023-05-09 00:00:00.0 626 Free Appropriate Public Education for All Students: The Role of Behavior Analysts in Public Schools [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/626 4SAbW0jicM0 [empty string] [empty string] [empty string]
35 1351310601 [empty string] [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2023-04-11 16:30:00.0 0 https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 ruth_brown_sSession3.pdf [empty string] [empty string] 0 0 1 [empty string] 1 1 [empty string] <p>How can we move beyond just trauma awareness to create a safe and healing environment for youth with disabilities who have experienced trauma? In this final session of a three-part webcast series, we will review some specific strategies that promote resilience and healing, including psychological first aid, trauma-informed behavioral interventions, and Gentle Teaching. We will discuss what these strategies may look like in the classroom and where educators can go for additional training.</p> <p><strong>Bio:</strong> Dr. Ruth Brown, PhD, is a Clinical Psychologist and Assistant Professor at the Virginia Institute for Psychiatric and Behavioral Genetics at Virginia Commonwealth University. Her work focuses on the use of evidence-based assessment for people with intellectual and developmental disabilities to improve the detection, prevention, and treatment of traumatic stress, anxiety, and depression.</p> 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 0 0 0 14 [empty string] [empty string] 2023-04-11 15:30:00.0 [empty string] 0 1.00 [empty string] 4_11_23 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=625 [empty string] 2023-04-11 00:00:00.0 625 Part 3: Trauma Responsive Strategies for the Classroom [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/625 oibntCq9Cbg [empty string] [empty string] [empty string]
36 1351310601 [empty string] [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2023-03-14 16:30:00.0 0 https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 ruth_brown_session2.pdf [empty string] [empty string] 0 0 1 [empty string] 1 1 [empty string] <p>How does trauma affect youth with disabilities? Trauma can impact youth with and without disabilities in subtle and not-so-subtle ways. For youth with disabilities, the challenges can be magnified. In this second session of a three-part webcast series, we will discuss some of the ways that trauma impacts development, learning, mental health, and behavior in youth with disabilities. We will use case vignettes to practice identifying potential trauma-related factors affecting students with disabilities and encourage you to consider how trauma may be impacting students in your school or classroom.</p> <p>&nbsp;</p> <p><strong>Bio: </strong>Dr. Ruth Brown, Ph.D., is a Clinical Psychologist and Assistant Professor at the Virginia Institute for Psychiatric and Behavioral Genetics at Virginia Commonwealth University. Her work focuses on the use of evidence-based assessment for people with intellectual and developmental disabilities to improve the detection, prevention, and treatment of traumatic stress, anxiety, and depression.</p> 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 0 0 0 14 [empty string] [empty string] 2023-03-14 15:30:00.0 [empty string] 0 1.00 [empty string] 3_14_23 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=624 [empty string] 2023-03-14 00:00:00.0 624 Part 2: Understanding Traumatic Stress Responses [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/624 123qI3an4fw [empty string] [empty string] [empty string]
37 1351310601 [empty string] [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2023-02-14 16:30:00.0 0 https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 ruth_brown_ACE_Webcast_Session_1.pdf [empty string] [empty string] 0 0 1 [empty string] 1 1 [empty string] <p>What does it mean to be trauma-informed and trauma-responsive, and how do these concepts apply to children with special education needs? In this first session of a three-part webcast series, we will discuss the Essential Messages of a trauma-responsive practice as defined by the National Child Traumatic Stress Network. As part of this series, you will develop a personal trauma-responsive action plan so you can identify how to apply these concepts in the classroom right away</p> <p>&nbsp;</p> <p><strong>Bio: </strong>Dr. Ruth Brown, Ph.D., is a Clinical Psychologist and Assistant Professor at the Virginia Institute for Psychiatric and Behavioral Genetics at Virginia Commonwealth University. Her work focuses on the use of evidence-based assessment for people with intellectual and developmental disabilities to improve the detection, prevention, and treatment of traumatic stress, anxiety, and depression.</p> 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 0 0 0 14 [empty string] [empty string] 2023-02-14 15:30:00.0 [empty string] 0 1.00 [empty string] 2_14_22 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=623 [empty string] 2023-02-14 00:00:00.0 623 Part 1: The Essential Messages of Trauma Responsive Practices [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/623 rUK0eHv1N4o [empty string] [empty string] [empty string]
38 1351310601 [empty string] [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] CRC_ACE_Finding_the_Fuel_for_Learning.PDF 1.0 [empty string] 2023-01-10 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 ERubin_webcast2023.pdf [empty string] [empty string] 0 0 1 [empty string] 1 1 [empty string] <p>While standards-based instruction is our focus in the classroom, our learners are more likely to access the curriculum when they are &ldquo;invested,&rdquo; &ldquo;independent&rdquo; and &ldquo;initiating&rdquo; with their peers and teachers. &nbsp;This webcast will begin with a review of the neuroscience of learning and shift toward a practical discussion of why we need to measure and enhance learner engagement.</p> <p><strong>Presenter Bio:</strong></p> <p>Emily Rubin, MS, CCC-SLP is the Director of Communication Crossroads, Inc. in Atlanta, GA. She is a speech-language pathologist specializing in social-emotional development and the importance of creating the conditions for learner engagement so that all learners can thrive. &nbsp;Rubin is a co-developer of the Social Emotional Engagement &ndash; Knowledge and Skills (SEE-KS) professional learning approach and the co-author of SCERTS, a criterion-referenced assessment tool and framework for social and emotional development.</p> 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 0 [empty string] 0 14 [empty string] [empty string] 2023-01-10 15:30:00.0 [empty string] 0 1.00 [empty string] 1_10_23 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=616 [empty string] 2023-01-10 00:00:00.0 616 Finding the Fuel for Learning & Emotional Well-Being - Social Emotional Engagement [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/616 tOnu578syas [empty string] [empty string] [empty string]
39 1351310601 [empty string] [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] <p>Play is important in the development of all children, including young children with Autism Spectrum Disorder (ASD). Yet play can be challenging for young children with ASD. Teaching play skills in young children with ASD supports engagement with peers and the development of friendships. Further, play can be the context for teaching many skills including communication, language, and problem-solving skills. This webcast will discuss the development of play, specific challenges that young children with ASD face, and interventions that target play skill<br /> development and peer engagement.</p> 2022-11-29 16:15:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 Kasari_Play_2022.pdf [empty string] [empty string] 0 0 1 [empty string] 1 1 [empty string] <p><strong>Dr. Connie Kasari</strong> is a professor of Psychiatry at the David Geffen School of Medicine at UCLA and a leading international expert in developing interventions for children with autism spectrum disorder and their families. Her research focuses on targeted interventions for early social communication development in at-risk infants, toddlers, and preschoolers with autism, and peer relationships for school-aged children with autism, leading to the recognition of her therapy JASPER as an established evidence-based ASD treatment.&nbsp;Dr. Kasari is also the author of The JASPER Model for Children with Autism: Promoting Joint Attention, Symbolic Play, Engagement, and Regulation.</p> 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 0 [empty string] 0 14 [empty string] [empty string] 2022-11-29 15:30:00.0 [empty string] 0 1.00 [empty string] 11_29_22 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=628 [empty string] 2022-11-29 00:00:00.0 628 The Development of Play in Children with Autism [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/628 Zo8EYpT8PAI [empty string] [empty string] [empty string]
40 1351310601 [empty string] [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] CRC_Considerations_for_Schools1.pdf 1.0 [empty string] 2022-11-08 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 ruth_aspy_2022.pdf [empty string] [empty string] 0 0 1 [empty string] 1 1 [empty string] <p>Assessment of autism is challenging and fascinating. There is no such thing as an &ldquo;easy&rdquo; autism evaluation. The question to ask during the evaluation is &ldquo;Who is this student and what do they need?&rdquo; In answering this question, we see how very complex each person is and we look for the patterns that may indicate the presence of autism. Dr. Aspy will compare the DSM definition of autism used in private settings to the definition of autism in state and federal law. She will also examine the relationship between diagnosis in the private setting and eligibility under the category of autism in public schools. Some issues related to educational identification such as educational needs and recognizing autism in girls will also be addressed.</p> <p><strong>Presenter Bio:</strong></p> <p>Ruth Aspy, Ph.D., is a licensed psychologist specializing in transdisciplinary assessment and intervention for individuals on the spectrum. She is co-author of a comprehensive model of intervention, The Ziggurat Model, which earned the Literary Achievement Award from the Autism Society. &nbsp;Dr. Aspy has provided training and consultation throughout the United States and internationally. She serves on the Autism Society of America&rsquo;s Panel of Professional Advisors. Her focus is on understanding the underlying characteristics of autistic individuals while keeping their neurological/brain differences in mind. &nbsp;Dr. Aspy believes that kindness is at the heart of all good support strategies. She has an emphasis on working with females on the spectrum and with those individuals who have symptoms of catatonia.</p> <p>&nbsp;</p> 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 0 [empty string] 0 14 [empty string] [empty string] 2022-11-08 15:30:00.0 [empty string] 0 1.00 [empty string] 11_8_22 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=615 [empty string] 2022-11-08 00:00:00.0 615 Considerations for Autism Evaluations in the Public Schools [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/615 MliMXZinwU0 [empty string] [empty string] [empty string]
41 1351310601 [empty string] [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] <p>Social communication is a core area of difficulty for children with Autism Spectrum Disorder. Children with ASD express fewer gestures to communicate and may be less engaged with others. This webcast will review early core challenges in social communication, including joint attention, among young children with ASD and describe different types of engagement states. As educators play a role in teaching gestures and joint attention, this webcast will also review how to support the development of social communication skills in the context of play routines and describe specific interventions that target joint attention and joint engagement.</p> 2022-11-01 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 kasari_joint_attention.pdf [empty string] [empty string] 0 0 1 [empty string] 1 1 [empty string] <p><strong>Dr. Connie Kasari </strong>is a professor of Psychiatry at the David Geffen School of Medicine at UCLA and a leading international expert in developing interventions for children with autism spectrum disorder and their families. Her research focuses on targeted interventions for early social communication development in at-risk infants, toddlers, and preschoolers with autism, and peer relationships for school-aged children with autism, leading to the recognition of her therapy JASPER as an established evidence-based ASD treatment.&nbsp;Dr. Kasari is also the author of <em>The JASPER Model for Children with Autism: Promoting Joint Attention, Symbolic Play, Engagement, and Regulation.</em></p> 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 0 [empty string] 0 14 [empty string] [empty string] 2022-11-01 15:30:00.0 [empty string] 0 1.00 [empty string] 11_1_22 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=627 [empty string] 2022-11-01 00:00:00.0 627 Joint Attention and Joint Engagement [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/627 2C-q7h7iHM0 [empty string] [empty string] [empty string]
42 1351310601 [empty string] [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2022-10-11 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 Molly_Dellinger_Wray_2022.pdf [empty string] [empty string] 0 0 1 [empty string] 1 1 [empty string] <p>Children with disabilities experience abuse at much higher rates than typically developing children. This webcast will explore practical strategies that parents and professionals can use to promote abuse prevention and foster healthy relationships for all children, especially those with disabilities. We will discuss some of the reasons why abuse exists at such high rates, how abuse differs, and what to do if someone discloses an unhealthy relationship.</p> <p>Molly is part of the VCU Partnership for People with Disabilities, a university center for excellence in developmental disabilities. She earned her Master&rsquo;s degree in Special Education from SUNY Buffalo and began her career as a special educator for children with significant support needs and autism. Molly coordinates the Positive Behavior Support Project and was endorsed as a facilitator of Positive Behavior Support in 2007. She co-leads Home and Community PBS, a network of the International Association of PBS. For the past 15 years, she has coordinated and directed three projects that assist children and adults with disabilities with issues surrounding violence, abuse, sexual assault, and neglect. Together with a team of families and professionals, she helped to develop and research LEAP: Leadership for Empowerment and Abuse Prevention, an evidence-based intervention for adults with IDD. In addition to published academic journals, Molly is a regular contributor to Parenting Special Needs Magazine. Molly is a certified trainer for Person-Centered Thinking and Stewards of Children. Her goal is to help everyone enjoy healthy relationships.</p> 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 0 [empty string] 0 14 [empty string] [empty string] 2022-10-11 15:30:00.0 [empty string] 0 1.00 [empty string] 10_11_22 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=614 [empty string] 2022-10-11 00:00:00.0 614 Fostering Healthy Relationships and Preventing Abuse for Kids with Disabilities [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/614 VJ0y9Mvjs3Q [empty string] [empty string] [empty string]
43 1351310601 [empty string] [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] crc_Environmental_Structure_in_the_Classroom.pdf 1.0 [empty string] 2022-09-13 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 Environmental_Structure_of_the_Classroom__Setting_Up_for_Success.pdf [empty string] [empty string] 0 0 1 [empty string] 1 1 [empty string] <p>In this presentation, I will be discussing what I have found to be the most effective ways to structure your classroom so that your students, your instructional staff, and you as the teacher can be successful.</p> <p><strong>Presenter Bio:</strong><br /> My name is Kaitlin Erdman. This is my 8th year teaching special education students K-5 with significant cognitive needs, for Warren County Public Schools in Virginia. I graduated from Shenandoah University with my Bachelors&nbsp;of Science in Psychology and Masters of Science in Applied Behavior Analysis. I attended UVA Wise where I completed their teaching licensure program to become a licensed Special Education Teacher. I realized very quickly my passion was for students who are on the Autism Spectrum and I wanted to work with them in a classroom-based setting. I am married to my husband, Dr. Nicholas Erdman, we have a 4-year-old son, Ashton, and a 10-month-old daughter, Charlotte.<br /> &nbsp;</p> 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 0 [empty string] 0 14 [empty string] [empty string] 2022-09-13 15:30:00.0 [empty string] 0 1.00 [empty string] 9_13_22 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=613 [empty string] 2022-09-13 00:00:00.0 613 Environmental Structure in the classroom: Setting Up for Success [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/613 JpkenPCQSMM [empty string] [empty string] [empty string]
44 1351310601 [empty string] [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] FACES_for_Educators.PDF 1.0 [empty string] 2022-03-08 14:45:00.0 0 https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 VCU_FACES_Pearson_handouts.pdf [empty string] [empty string] 0 0 1 [empty string] 0 0 [empty string] <p>Parent-educator partnerships have been identified as one of the most important ways educators can support&nbsp; autistic youth and their families. In this webcast, attendees will learn practical strategies that they can employ to build stronger partnerships with Black autistic youth and their families.&nbsp;</p> <p><strong>Objectives</strong></p> <p>Following the webcast, participants will be able to:</p> <ol> <li>Identify strategies that facilitate ongoing communication and collaboration between families and educators.</li> <li>Identify tools that educators can employ to support autistic youth and their families via community-based programs and partnerships</li> <li>Develop a plan to reach autistic youth and their families in their communities.</li> </ol> <p><strong>Bio</strong></p> <p>Dr. Jamie Pearson, a former behavioral interventionist and autism program consultant, is an Assistant Professor of Special Education in the Department of Teacher Education and Learning Sciences at North Carolina State University. Dr. Pearson earned her Ph.D. in Special Education from the University of Illinois at Urbana-Champaign where she developed FACES, a parent advocacy program designed to support Black families of children with autism. Her research interests include: (a) disparities in autism identification, service access, and service utilization, (b) the impact of parent-advocacy and empowerment training on child and family outcomes, and (c) strategies to promote effective partnerships between educators and communities.&nbsp;</p> 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 0 9 0 14 [empty string] [empty string] 2022-03-08 14:00:00.0 [empty string] 0 1.00 [empty string] 3_8_22 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=585 [empty string] 2022-03-08 00:00:00.0 585 FACES for Educators: Fostering Advocacy, Communication, Empowerment and Support for Black Autistic Students and their Families [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/585 Cdk-VtaFW-w [empty string] [empty string] [empty string]
45 1351310601 [empty string] [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] Disparaties_in_Diagnoses.PDF 1.0 [empty string] 2022-02-08 14:45:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 VCU_Autism_Disparities_Pearson.pdf [empty string] [empty string] 0 0 1 [empty string] 0 0 [empty string] <p style="margin-left:0in; margin-right:0in">Historically marginalized families face many barriers related to disability resources and education. These disparities have significant implications for autistic youth and their families. In this webcast, attendees will learn about the barriers that Black autistic youth face, the historical and systemic factors that contribute to them, and the short and long-term implications of these disparities.&nbsp;</p> <p><strong>Objectives</strong></p> <p>Following the webcast, participants will be able to:</p> <ol> <li>Describe the disparities in autism diagnoses and access to services that exist among Black autistic youth&nbsp;</li> <li>Describe historic and systemic barriers that maintain these disparities</li> <li>Describe the short-term and long-term implications of these disparities on Black autistic youth and their families</li> </ol> <p><strong>Bio</strong></p> <p>Dr. Jamie Pearson, a former behavioral interventionist and autism program consultant, is an Assistant Professor of Special Education in the Department of Teacher Education and Learning Sciences at North Carolina State University. Dr. Pearson earned her Ph.D. in Special Education from the University of Illinois at Urbana-Champaign where she developed FACES, a parent advocacy program designed to support Black families of children with autism. Her research interests include: (a) disparities in autism identification, service access, and service utilization, (b) the impact of parent-advocacy and empowerment training on child and family outcomes, and (c) strategies to promote effective partnerships between educators and historically marginalized communities.&nbsp;</p> <p>&nbsp;</p> 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 0 14 [empty string] [empty string] 2022-02-08 14:00:00.0 [empty string] 0 1.00 [empty string] 2_8_22 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=584 [empty string] 2022-02-08 00:00:00.0 584 Disparities in Diagnoses and Service Access for Black Autistic Youth and their Families [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/584 PeQERP7Nz_0 [empty string] [empty string] [empty string]
46 1351310601 [empty string] [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2021-12-16 13:00:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 n_beurkenspt2_20151.pdf [empty string] [empty string] 0 0 1 [empty string] 1 1 [empty string] <p><span style="font-size:12.0pt">In this webcast, Dr. Beurkens </span><span style="font-size:11.5pt"><span style="background-color:white"><span style="color:#242424">will provide specific communication, interaction, and environment strategies that can be implemented immediately to improve processing, thinking, and problem solving for this population.</span></span></span></p> 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 0 14 [empty string] [empty string] 2021-12-16 12:00:00.0 [empty string] 0 1.00 02_09_2016_transcript1.txt 12_16_21 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=580 [empty string] 2021-12-16 00:00:00.0 580 Lunch and Learn: Strategies to Improve Processing in Students with ASD (Re-Broadcast) [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/580 tptJ2DfImjY [empty string] [empty string] [empty string]
47 1351310601 [empty string] [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2021-11-18 13:00:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 n_beurkenspt1_20152.pdf [empty string] [empty string] 0 0 1 [empty string] 1 1 [empty string] <p><span style="font-size:12.0pt">In this webcast, Dr. Beurkens will</span><span style="font-size:11.5pt"><span style="background-color:white"><span style="color:#242424"> review the current research on processing in ASD in order to lay a foundation for&nbsp;understanding the types of strategies that are helpful to address these deficits.&nbsp;</span></span></span></p> 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 0 14 [empty string] [empty string] 2021-11-18 12:00:00.0 [empty string] 0 1.00 01_12_2016_transcript12.txt 11_18_21 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=579 [empty string] 2021-11-18 00:00:00.0 579 Lunch and Learn: Understanding Autism as an Information Processing Disorder (Re-Broadcast) [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/579 jN03FmT32F8 [empty string] [empty string] [empty string]
48 1351310601 [empty string] [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] <p>Teachers often find themselves in the role of manager in the classroom and school because much of the teacher&rsquo;s job must be accomplished through others. &nbsp;Organizing schedules, planning for instruction and managing IEP accommodations for students often involve managing people. Staff, volunteers and parents are all part of the team that often need direction and encouragement so that they can contribute to the learning process. Many teachers report feeling unprepared for this part of their job. Teacher preparation programs often do not include strategies for working with support staff and other adults.</p> <p>The content of this webcast includes strategies for establishing positive working relationships through planning, organization and communication with others who help with instruction.</p> <p>Bio: Paige Carter joined VCU ACE in 2015 as a technical assistance associate. She is a Board Certified Behavior Analyst. Paige received a Bachelor&rsquo;s degree in special education from East Central University in Ada, Oklahoma in 1991 and her Master&rsquo;s degree in Early Childhood Special Education from VCU in 1997. &nbsp;Paige served as a special education teacher beginning in 1991, supporting mainly with students with autism and developmental delays in Hanover, Caroline and Spotsylvania&rsquo;s school divisions. She earned distinction as a National Board Certified Teacher in 2006. &nbsp;She also served as an autism specialist and Autism Coordinator in Spotsylvania County. Paige is currently pursuing a PhD in Special Education and Disability Policy at VCU. &nbsp;Paige lives with her family in Caroline County, VA.</p> 2021-11-04 13:00:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 carter_p20171.pdf [empty string] [empty string] 0 0 1 [empty string] 1 1 [empty string] <p><span style="font-size:12.0pt"><span style="font-family:&quot;Calibri&quot;,sans-serif">Especially now, relationships are extremely important, the teacher-paraprofessional relationship can help during these challenging times of COVID uncertainty.&nbsp; </span></span><span style="font-size:11.5pt"><span style="background-color:white"><span style="font-family:&quot;Tahoma&quot;,sans-serif"><span style="color:#242424">The content of this webcast includes strategies for establishing positive working relationships through planning, organization and communication with others who help with instruction</span></span></span></span></p> 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 0 14 [empty string] [empty string] 2021-11-04 12:00:00.0 [empty string] 0 1.00 12_12_2017_transcript1.docx 11_4_21 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=578 [empty string] 2021-11-04 00:00:00.0 578 Lunch and Learn: Teachers as Instructional Leaders: Building Exemplary Teacher Paraprofessional Teams (Re-Broadcast) [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/578 iGIelUxtpFo [empty string] [empty string] [empty string]
49 1351310601 [empty string] [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] <p>Persons with ASD have an increased risk of developing psychiatric disorders when compared to the general population. Studies over the past 10 years indicate that between 67% and 71% of individuals with ASD have a comorbid psychiatric condition. Often, diagnosis overshadowing occurs, attributing behaviors with autism, not with a co-occurring mental health issues. Additionally, there are socioeconomic and cultural discrepancies in diagnosis. During this webcast, you will learn the co-occurring conditions often associated with ASD, characteristics, and how to get the support you need as well as things that you can do at home or school to make sure that your concerns are documented.</p> <p>Staci Carr received a master&rsquo;s degree in education from Harvard University and a Ph.D. in Developmental Psychology from Virginia Commonwealth University. Since 1993, Staci has been working and conducting research in the field of Autism Spectrum Disorder, specifically addressing Social Skills Training and Social Competence, Quality of Life, Transition to College, and Relationships and Sexuality, and first responder training and preparedness. She has worked in Michigan, New York, Massachusetts, Rhode Island, and Virginia developing programs to support individuals in a variety of settings with varying abilities. &nbsp;Additionally, Dr. Carr has consulted nationally on issues related to adolescents and young adults with ASD.&nbsp;</p> <p>Dr. Carol Schall is the Co-Director of the Virginia Commonwealth University Autism Center for Excellence, the Director of the Virginia Autism Resource Center, and the Principal Investigator in the development of the Community Based Functional Skills Assessment for Transition Aged Youth with Autism Spectrum Disorders, a grant funded by Autism Speaks.&nbsp; She has over 30 years experience supporting adolescents and adults with ASD as a teacher, administrator, researcher, and consultant.&nbsp; Dr. Schall is also the co-developer and research coordinator for Project SEARCH Plus ASD Supports. Additionally, Dr. Schall has consulted nationally and internationally on issues related to adolescents and young adults with ASD.</p> 2021-10-14 13:00:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 carr_schall_20181.pdf [empty string] [empty string] 0 0 1 [empty string] 1 1 [empty string] <p><span style="font-size:11.5pt"><span style="background-color:white"><span style="color:#242424">During this webcast, you will learn the co-occurring conditions often associated with ASD, characteristics, and how to get the support you need as well as things that you can do at home or school to make sure that your concerns are documented.</span></span></span></p> 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 0 14 [empty string] [empty string] 2021-10-14 12:00:00.0 [empty string] 0 1.00 05_08_18_transcript1.rtf 10_14_21 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=577 [empty string] 2021-10-14 00:00:00.0 577 Lunch and Learn: Understanding and Supporting the Mental Health Needs of Individuals with Autism Spectrum Disorders (Re-Broadcast) [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/577 H-Jub790w6k [empty string] [empty string] [empty string]
50 1351310601 [empty string] [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2021-09-02 13:00:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 dunn_20171.pdf [empty string] dunn_20171.docx 0 0 1 [empty string] 1 1 [empty string] <p>&nbsp;Talking about sensory characteristics of students has gotten very popular in recent years. &nbsp;In this session we will explore the key features of sensory patterns; then we will discuss how you might notice behaviors that indicate students&rsquo; and teachers&rsquo; preferences in a classroom culture. We will also discover the sensory characteristics of classrooms and activities to begin to appreciate the importance of matching strategies with sensory patterns within the school routines for all students.&nbsp;</p> <p>Dr. Dunn is a Professor in the Department of Occupational Therapy Education at the University of Kansas. &nbsp;She is an internationally known expert for her studies about sensory processing in everyday life and has worked in public schools and early intervention programs for more than 4 decades. &nbsp;She has published more than 100 research articles, book chapters and books, and has spoken around the world about her work. She is the author/ coauthor of all of the Sensory Profile measures, which capture people&rsquo;s responses to sensory events in everyday life; these assessments have been translated into dozens of languages and are used for both professional practice and in research programs. &nbsp;She has received the top honors in her field, including the Award of Merit for outstanding overall contributions, and the Eleanor Clark Slagle Lectureship for outstanding academic contributions; she is a member of the Academy of Research for the American Occupational Therapy Foundation and has received the A. Jean Ayres research award. She has also received awards for innovative and engaging teaching, including the Chancellor&rsquo;s Excellence in Teaching Award, the Kemper Teaching Fellowship and in 2011 she received the Chancellor&rsquo;s Distinguished Professorship from the University of Kansas. &nbsp;She has written a book for the public about her research entitled Living Sensationally understanding your senses, which has been featured in Time magazine, Cosmopolitan magazine, Canadian Public Radio and the London Times newspaper among others. In July 2009, Living Sensationally received the Seal of Excellence from the Children of the New Earth magazine for parents, professionals and other caregivers.</p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 0 14 [empty string] [empty string] 2021-09-02 12:00:00.0 [empty string] 0 1.00 04_11_2017_transcript1.RTF 9_2_21 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=559 [empty string] 2021-09-02 00:00:00.0 559 Lunch and Learn: Sensory Processing: An Integral Part of Classroom Planning and Activities (Re-Broadcast) [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/559 6TY5y-cAcsg [empty string] [empty string] [empty string]
51 1351310601 [empty string] [empty string] [empty string] <p>&nbsp;Dr. Schall has been learning from and supporting individuals with autism since the early 1980&rsquo;s. She is involved in supporting individuals across Virginia through her work as the director of the Virginia Autism Resource Center at Virginia Commonwealth University. She is well versed in completing functional behavior assessments and using positive behavior supports to develop comprehensive plans for individuals from a person-centered approach. She is a state trainer for the Positive Behavior Support project with the Partnership for People with Disabilities at Virginia Commonwealth University. Finally, she in the principal investigator for the VCU ASD Career Links Project. Her research interests include the monitoring of psychotropic medication for individuals with autism spectrum disorder, transition from school to work and adulthood, and training for parents and professionals on serving individuals with developmental disabilities. Dr. Schall is listed in the 2005 and 2006 editions of Who&rsquo;s Who in America and has been honored by TASH with their Positive Approaches Award. Finally, she is the lead author of the Youth with Autism Chapter in the 4th edition of Dr. Paul Wehman&rsquo;s popular book Life Beyond the Classroom and editor and author of Autism and the Transition to Adulthood: Success Beyond the Classroom available through Paul H. Brookes Publishers.</p> 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] <p>&nbsp;Problem behavior such as aggression, yelling and noncompliance is common with individuals with a spectrum disorder. To provide appropriate intervention and support, it is critical to understand why a behavior occurs and what may trigger it or cause it to happen.&nbsp; In this webcast, Dr. Schall will describe how to complete a Functional Behavior Assessment, a problem solving approach that assist teams in developing supports for individuals with autism who exhibit challenging behavior. Participants will learn what a functional behavior assessment is and how to complete one as well as how to use the assessment findings to develop a comprehensive behavior support plan.</p> 2021-08-26 13:00:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 c_schall_01_10_20121.pdf [empty string] c_schall_01_10_20121.docx 0 0 1 [empty string] 1 1 [empty string] [empty string] 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 0 14 [empty string] [empty string] 2021-08-26 12:00:00.0 [empty string] 0 1.00 01_10_2012_transcript1.doc 8_26_21 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=558 [empty string] 2021-08-26 00:00:00.0 558 Lunch and Learn: Function Matters! How to Determine Why a Student Demonstrates Problem Behavior (Re-Broadcast) [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/558 IUNgfazFgzo [empty string] [empty string] [empty string]
52 1351310601 [empty string] [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] 0.0 <p>&nbsp;In this webcast, administrators from Evendale Elementary will share systems the school has in place to support all students of all abilities in an inclusive environment. This session will provide examples of ways teachers, service providers, support staff and administration work together on IEP development, service delivery, classroom supports, and data monitoring.</p><p><strong>Bios:</strong></p><p>Elizabeth Mistretta and Kylan Coffman serve the community of Evendale Elementary in Frederick County, VA. Evendale is a school-wide Title I school with a regional program serving students with multiple disabilities. Elizabeth has served the Evendale community for the past eight years, three as assistant principal and five as principal. Kylan has recently completed her first year as assistant principal at Evendale. Her prior experience includes positions as an instructional coach, Title I math teacher, and general education teacher. Sara Landis is a Third Grade Teacher at Evandale Elementary.&nbsp; She is in her fourth year of teaching. Last year was her first year in a co-taught classroom.</p><div>&nbsp;</div> 2021-08-19 13:00:00.0 0 https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 mistretta_20191.pdf [empty string] [empty string] 0 0 1 [empty string] 1 1 [empty string] [empty string] 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 0 0 0 14 [empty string] [empty string] 2021-08-19 12:00:00.0 [empty string] 0 1.00 [empty string] 8_19_21 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=557 [empty string] 2021-08-19 00:00:00.0 557 Lunch and Learn: Systems to Support Employment (Re-Broadcast) [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/557 ZAYIPtfCSPU [empty string] [empty string] [empty string]
53 1351310601 [empty string] [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] <p>&nbsp;<strong>Description:</strong>&nbsp;This webcast will provide an overview of the Comprehensive Autism Planning System (CAPS).&nbsp; CAPS is an easy-to-use system that allows educators to understand how and when to implement an instructional program for students with autism spectrum disorder (ASD). The CAPS model helps the educational team develop a plan to implement a student&rsquo;s Individualized Education Plan (IEP) effectively. The CAPS model answers the questions (a) What supports does my student/child need in each class to be successful? (b) What goals is my student/child working on? and (c) Is there a thoughtful sequence to the student&rsquo;s/child&rsquo;s day for implementation of instruction?&nbsp; Dr. Henry will lead participants through the CAPS process which includes the use of natural opportunities and supports to ensure student success as well as data collection to measure that success.</p> 2021-08-12 13:00:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 s_henry_2011_edits1.pdf [empty string] s_henry_2011_edits1.docx 0 0 1 [empty string] 1 1 [empty string] [empty string] 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 0 14 [empty string] [empty string] 2021-08-12 12:00:00.0 [empty string] 0 1.00 05102011_webcast_transcript1.docx 8_12_21 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=556 [empty string] 2021-08-12 00:00:00.0 556 Lunch and Learn: Planning your Student’s Program Using the Comprehensive Autism Planning System (CAPS) (Re-Broadcast) [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/556 2kT-haDooTU [empty string] [empty string] [empty string]
54 1351310601 [empty string] [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2021-08-05 13:00:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 c_pratt2011_pres11.pdf [empty string] c_pratt2011_pres11.docx 0 0 1 [empty string] 1 1 [empty string] <p>&nbsp;<strong>Presenter Bio:</strong>&nbsp; Dr. Cathy Pratt is the Director of the Indiana Resource Center for Autism at the Indiana Institute on Disability and Community located at Indiana University. Dr. Pratt is on faculty at Indiana University, and presents internationally at conferences and workshops. Dr. Pratt serves on numerous Advisory Boards, including the Advisory Boards of Maap Services, Inc., and the Autism Society of Indiana. She currently serves as Chairman of the Board for the National Autism Society of America and is Co-Chair of the Conference Committee, and a Member of the Government Relations Committee.</p> <p><strong>Description:</strong>&nbsp; This webcast is designed to prepare educators to include students with ASD in the general education environment. Dr. Pratt will provide an overview of strategies demonstrated to be effective in the general education classroom to ensure academic and social success. Discussion will include classroom wide strategies, individual supports, and explicit instruction in specific areas of need. A description of how these strategies work and steps for implementation will be provided.</p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 0 14 [empty string] [empty string] 2021-08-05 12:00:00.0 [empty string] 0 1.00 08_09_11transcript1.doc 8_5_21 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=555 [empty string] 2021-08-05 00:00:00.0 555 Lunch and Learn: Implementation of Evidence-Based Practice in the General Education School Setting (Re-Broadcast) [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/555 3XFhnxwhvXY [empty string] [empty string] [empty string]
55 1351310601 [empty string] [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2021-07-29 13:00:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 Lunch_and_Learn_Beyond_Academics.pdf [empty string] [empty string] 0 0 1 [empty string] 1 1 [empty string] [empty string] 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 0 14 [empty string] [empty string] 2021-07-29 12:00:00.0 [empty string] 0 1.00 [empty string] 7_29_21 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=554 [empty string] 2021-07-29 00:00:00.0 554 Lunch and Learn: Beyond Academics: Teaching Choice-Making and Problem-Solving at Home (Re-Broadcast) [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/554 NWaG8zYt_kA [empty string] [empty string] [empty string]
56 1351310601 [empty string] [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2021-07-22 13:00:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 Lunch_and_Learn_Oct_15_1.pdf [empty string] [empty string] 0 0 1 [empty string] 1 1 [empty string] [empty string] 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 0 14 [empty string] [empty string] 2021-07-22 12:00:00.0 [empty string] 0 1.00 [empty string] 7_22_21 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=553 [empty string] 2021-07-22 00:00:00.0 553 Lunch and Learn: How to Recognize and Overcome Anxiety (Re-Broadcast) [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/553 dDf4QjMu__E [empty string] [empty string] [empty string]
57 1351310601 [empty string] [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2021-07-15 13:00:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 Lunch_and_Learn_Sept24_1.pdf [empty string] [empty string] 0 0 1 [empty string] 1 1 [empty string] [empty string] 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 0 14 [empty string] [empty string] 2021-07-15 12:00:00.0 [empty string] 0 1.00 [empty string] 7_15_21 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=552 [empty string] 2021-07-15 00:00:00.0 552 Lunch and Learn: Parent Reinforcement and Child Preferences (Re-Broadcast) [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/552 K8HGmlY-uxQ [empty string] [empty string] [empty string]
58 1351310601 [empty string] [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2021-07-08 13:00:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 Lunch_and_Learn_July_9.pdf [empty string] [empty string] 0 0 1 [empty string] 1 1 [empty string] [empty string] 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 0 14 [empty string] [empty string] 2021-07-08 12:00:00.0 [empty string] 0 1.00 [empty string] 7_8_21 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=551 [empty string] 2021-07-08 00:00:00.0 551 Lunch and Learn: Fun in the sun: ways to incorporate sensory and movement in outdoor environments (Re-Broadcast) [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/551 MNj10TnQZcg [empty string] [empty string] [empty string]
59 1351310601 [empty string] [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2021-07-01 13:00:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 pitonyak_20161.pdf [empty string] pitonyak_20161.docx 0 0 1 [empty string] 1 1 [empty string] <p>&nbsp;My practice is based upon a simple idea: difficult behaviors result from unmet needs. &nbsp;In a sense, difficult behaviors are messages which can tell us important things about the person and the quality of his or her life. &nbsp;In my experience, people with difficult behaviors are often missing:</p> <ul> <li>Meaningful relationships</li> <li>A sense of safety and well-being</li> <li>Power</li> <li>Things to look forward to</li> <li>A sense of value and self-worth</li> <li>Relevant skills and knowledge</li> <li>Supporters who are themselves supported</li> </ul> <p>These needs are usually minimized or ignored in educational or human services settings. &nbsp;As a result, people may become:</p> <ul> <li>Relationship resistant</li> <li>Chronic rule-breakers</li> <li>Helpless and insecure</li> <li>Depressed and isolated</li> </ul> <p>Instead of developing a behavior plan to &quot;fix&quot; the person, help the person and the person's supporters to develop a support plan that reflects a real and authentic life. &nbsp;John and Connie Lyle O'Brien suggest seven question following questions for building a support plan. &nbsp;These questions are different from those we typically ask, such as &quot;How can we reduce this person's problem behaviors?&quot; or &quot;How can we manage this behavior?&quot;&nbsp;</p> <p>These questions include:</p> <ol> <li>How can we help the person to broaden and expand his/her relationships?</li> <li>How can we help the person to achieve a sense of health and well-being?</li> <li>How can we help the person to find joy in ordinary and everyday places?</li> <li>How can we help the person to have more power and control in his/her life?</li> <li>How can we help the person to make a contribution to others?</li> <li>How can we help the person to learn valued skills?</li> <li>How can we better support the person's supporters?</li> </ol> <p>David Pitonyak is interested in positive approaches to difficult &nbsp;behaviors. &nbsp;He believes that difficult behaviors are &quot;messages&quot; which can tell us important things about a person and his or her surroundings. &nbsp;Understanding the &quot;meaning&quot; of an individual's difficult behaviors is the first step in supporting the person (and the person's supporters) to change.</p> <p>David also believes (to paraphrase Jean Clark), that a &quot;person's needs are best met by people whose needs are met.&quot; &nbsp;Supporting a person with difficult behaviors begins with an honest assessment of the needs of the person's supporters. &nbsp;Creating more responsive human services is possible only when we take responsibility for problems of the workplace culture. &nbsp;A healthy organization is an organization that invites all of its members to take an active role in decision-making, provides support to each member as defined by the member, and evaluates its success by the degree to which it lives up to its promises.</p> <p>David has consulted with families and professionals throughout the United States, Canada, England, the Republic of Ireland, and the Netherlands. &nbsp;He &nbsp;lives in Blacksburg, Virginia with his wife Cyndi . &nbsp;They have two sons, Joe and Sam.&nbsp;</p> 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 0 14 [empty string] [empty string] 2021-07-01 12:00:00.0 [empty string] 0 1.00 11_08_2016_transcript1.docx 7_1_21 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=550 [empty string] 2021-07-01 00:00:00.0 550 Lunch and Learn: 7 Questions (Re-Broadcast) [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/550 Oy4bj1WRp8A [empty string] [empty string] [empty string]
60 1351310601 [empty string] [empty string] [empty string] <p>&nbsp;Sam Hulcher is a 2011 graduate of Deep Run High School in Henrico County where he was actively engaged in many facets of curricular and extracurricular opportunities within the school community. Sam has attended the VDOE I'm Determined Youth Summit for the past 3 years and is currently participating in a one year internship with Project Search at St. Mary's Hospital. &nbsp;Bradford Hulcher is the Executive Director of the Autism Society, Central VA. She is a graduate of Partners in Policymaking and a Medicaid Waiver Mentor. Bradford serves on the Virginia Autism Council and the Advisory Board for the VCU Autism Center for Excellence (ACE).&nbsp; Bradford has presented on person centered principals, self-determination, transition issues, Autism Spectrum Disorders, and Medicaid Waivers across the state.&nbsp;&nbsp;</p> 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] <p>&nbsp;When their son, Sam, was a preschooler, he was diagnosed with autism. His parents were told that he would never be able to communicate, to read, to learn, or to be around typical peers. Determined to create an &quot;ordinary&quot; life for their son, Sam's parents used the principals of person centered planning and self-determination to create an enviable life for Sam.&nbsp; In this presentation, Sam and his mom, Bradford, will share Sam's journey and some of the tools used to facilitate the path to an &quot;extra&quot; ordinary life for him. This presentation will discuss how these principals were used throughout his entire lifetime and are still utilized now as he is&nbsp;preparing for the transition to adulthood.&nbsp;</p> 2021-06-24 13:00:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 bradford_20121.pdf [empty string] bradford_20121.docx 0 0 1 [empty string] 1 1 [empty string] [empty string] 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 0 14 [empty string] [empty string] 2021-06-24 12:00:00.0 [empty string] 0 1.00 4_10_12_transcript1.doc 6_24_21 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=549 [empty string] 2021-06-24 00:00:00.0 549 Lunch and Learn: An Extra Ordinary Life: Using Person Centered Planning (Re-Broadcast) [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/549 lcoaJwHFPJc [empty string] [empty string] [empty string]
61 1351310601 [empty string] [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2021-06-17 13:00:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 n_beurkenspt1_20151.pdf [empty string] n_beurkenspt1_20151.docx 0 0 1 [empty string] 1 1 [empty string] <p>&nbsp;Students with autism spectrum disorder have significant information processing deficits that impact functioning in many areas. &nbsp;Recent research has shown how neurologically based processing problems lead to the types of social, communication, sensory, and behavior symptoms we see in this population. &nbsp;During this webcast Dr. Nicole Beurkens will review the current research on processing in ASD in order to lay a foundation for understanding the types of strategies that are helpful to address these deficits.&nbsp;</p> <p>Dr. Nicole Beurkens, PhD, founder and director of the Horizons Developmental Resource Center in Caledonia, Michigan, is a licensed clinical psychologist with a doctorate in clinical psychology and a master&rsquo;s degree in special education. &nbsp;She holds a professional teaching certificate and has been certified in many specialized therapies for autism, ADHD, and other neurodevelopmental disorders. &nbsp;Dr. Beurkens has authored numerous articles, research studies, and books, and writes a popular newsletter for thousands of subscribers each week. &nbsp;With a background in child development, classroom teaching, family-based therapy, and research, Dr. Beurkens is an award-winning therapist, consultant, and speaker for families and professionals throughout the United States and abroad. &nbsp;You can find more of her strategies for parents and professionals, and sign up to receive her newsletter at www.DrBeurkens.com.</p> <div>&nbsp;</div> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 0 14 [empty string] [empty string] 2021-06-17 12:00:00.0 [empty string] 0 1.00 01_12_2016_transcript1.txt 6_17_21 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=548 [empty string] 2021-06-17 00:00:00.0 548 Lunch and Learn: Understanding Autism as an Information Processing Disorder (Re-Broadcast) [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/548 jN03FmT32F8 [empty string] [empty string] [empty string]
62 1351310601 [empty string] [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2021-06-10 13:00:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 burns_1_20181.pdf [empty string] burns_1_20181.docx 0 0 1 [empty string] 1 1 [empty string] [empty string] 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 0 14 [empty string] [empty string] 2021-06-10 12:00:00.0 [empty string] 0 1.00 3_13_18_transcript1.docx 6_10_21 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=547 [empty string] 2021-06-10 00:00:00.0 547 Lunch and Learn: Summer in My Community (Re-Broadcast) [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/547 DF7X5j2x5EY [empty string] [empty string] [empty string]
63 1351310601 [empty string] [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2021-06-03 13:00:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 burns_2_20181.pdf [empty string] burns_2_20181.docx 0 0 1 [empty string] 1 1 [empty string] <p>&nbsp;Summer is right around the corner. &nbsp;That means warmer weather, longer days, and of course schools out! &nbsp;As summer approaches, parents are asking &ldquo;now what?&rdquo; &nbsp;This webinar will focus on the parent&rsquo;s perspective of summer and what summer means for families of individuals with autism. &nbsp;Tips will be shared on how to really know what type of activities to look for based upon the child&rsquo;s strengths and interest, as well as how to open doors to opportunities in the community.</p> <div> <p class="MsoNormal">Bio: Tammy Burns, M.Ed. is the Outreach and Program Director at the Autism Society Central Virginia.&nbsp; Tammy has a long relationship with the Autism Society beginning with the diagnosis of her middle son, Jared, in 2000. Tammy has held leadership positions with the Society, including service as Board President, and Office Manager. Tammy received her BA from Virginia Tech in Elementary Education, and received her&nbsp;Masters of Education in Autism Spectrum Disorders (ASD) from Arizona State. Tammy is a Partners in Policymaking Graduate, and a volunteer Family Navigator for the Partnership for People with Disabilities at Virginia Commonwealth University Health System (VCUHS). Tammy is a Certified Sibshop leader.&nbsp; She also serves at the Chair of the Chesterfield County Special Education Advisory Committee.&nbsp; Tammy and her husband, Troy, have three children &ndash; Brett (20), Jared (19) and Amber (16)</p> <p class="MsoNormal">&nbsp;* This webcast was cofunded by the Virginia Department of Education (Grant #881-APE61172-H027A170107) and the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR grant number #90DP0051).</p> </div> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] <p>&nbsp; &nbsp;* This webcast was cofunded by the Virginia Department of Education (Grant #881-APE61172-H027A170107) and the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR grant number #90DP0051).</p> 2500 [empty string] [empty string] 0 14 [empty string] [empty string] 2021-06-03 12:00:00.0 [empty string] 0 1.00 burns_t_2018p21.docx 6_3_21 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=546 [empty string] 2021-06-03 00:00:00.0 546 Lunch and Learn: Summer is Almost Here: Now What Do I Do? A Parent’s Perspective (Re-Broadcast) [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/546 tQ0kgRGSTg0 [empty string] [empty string] [empty string]
64 1351310601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2020-04-27 16:00:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 weiss_sibshops.pdf [empty string] [empty string] 1 0 1 [empty string] 1 1 [empty string] <p>Sibshops began in 1982 with Don Meyer at the University of Washington. This inaugural Sibshop launched a worldwide movement that reaches all 50 states and 8 countries with more than 400 in total. Sibshops are opportunities for siblings of individuals with special health, mental health, and developmental needs to grow support and knowledge while having fun. This model encourages siblings to meet other siblings and be the experts of being a sib. Sibshops also provide the opportunity for sibs to share joys and concerns, learn how others handle common experiences, and learn more about what it means to have a sibling with a disability.</p> 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 0 14 [empty string] [empty string] 2020-04-27 15:30:00.0 [empty string] 0 1.00 [empty string] 10_14_19 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=485 [empty string] 2020-04-27 00:00:00.0 485 Sibshops [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/485 fg4opZ1Yo6Q [empty string] [empty string] [empty string]
65 1351310601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2020-03-24 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 FCPS_P3_2019.pdf [empty string] [empty string] 0 0 1 [empty string] 1 1 [empty string] <p>It takes a village!&nbsp; In this village, our Nest students continue to thrive!&nbsp; In 2016, three, third grade students were the first to participate in the ASD Nest Program in FCPS.&nbsp; &nbsp;Today, those three students are in the 6th grade at Benjamin Franklin Middle School and continue to be fully included.&nbsp; In this module, Chinah and Kristen will share with you the outcome of using evidence based practices in an ASD Nest classroom as well as Social Development Intervention (SDI).&nbsp; Since its inception, we have added an additional ASD Nest classroom and hope to add more in the future!</p> <div>&nbsp;</div> 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 0 14 [empty string] [empty string] 2020-03-24 15:30:00.0 [empty string] 0 1.00 [empty string] 3_24_20 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=484 [empty string] 2020-03-24 00:00:00.0 484 Progress of ASD Nest Students Over Time - Part 3 [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/484 xFjieluP1WU [empty string] [empty string] [empty string]
66 1351310601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2020-02-25 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 FCPS_P2_2019.pdf [empty string] [empty string] 1 0 1 [empty string] 1 1 [empty string] <p>Great idea, now what?&nbsp; How do we implement this wonderful, inclusive program?&nbsp; In this module, Heather and Julie will discuss school selection, staffing, cost, and other resources needed to get this program up and running.&nbsp; The ASD Nest Program requires one general education teacher, one special education teacher, one cluster teacher, and one speech and language pathologist.&nbsp; With support from the assistant superintendent of Franklin County Public Schools, buy-in from the principal and teachers, as well as guidance from NYU and VCU-ACE, this project continues to thrive today!</p> 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 0 14 [empty string] [empty string] 2020-02-25 15:30:00.0 [empty string] 0 1.00 02_25_2020.rtf 2_25_20 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=483 [empty string] 2020-02-25 00:00:00.0 483 Implementation of the ASD Nest Program - Part 2 [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/483 DlBwM2C6Skw [empty string] [empty string] [empty string]
67 1351310601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2020-01-28 15:45:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 FCPS_P1_20191.pdf [empty string] [empty string] 0 0 1 [empty string] 1 1 [empty string] <p class="MsoNormal"><strong>Part 1:&nbsp; How the ASD Nest Program came to FCPS</strong></p> <p>Many students with autism need supports to participate in an inclusive setting.&nbsp; NYU&rsquo;s ASD Nest Program is a different way to enhance the inclusive setting to provide these supports.&nbsp; Researched by our former autism specialist, approved by our assistant superintendent, along with help from NYU and VCU-ACE, Franklin County Public Schools became the first school system outside of NYC to implement the ASD Nest Program in an elementary classroom.&nbsp; &nbsp;During this three-part series you will learn how the ASD Nest Program came to Franklin County Public Schools (FCPS), how FCPS implemented the ASD Nest Program, and the progress of our ASD Nest students over time</p> <p>The number is growing!&nbsp; The number of students identified with autism will continue to grow.&nbsp; Therefore, the need to support those students with autism in an inclusive setting is imperative.&nbsp; In this module, Heather and Julie will share with you how Franklin County Public Schools, in Southwest Virginia, became the first school system outside or NYC to implement the ASD Nest Program.&nbsp; All practices implemented in an ASD Nest classroom are evidence based strategies used for students with autism, but are also appropriate for all children.&nbsp;&nbsp;</p> <div>&nbsp;</div> 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 0 14 [empty string] [empty string] 2020-01-28 15:30:00.0 [empty string] 0 1.00 [empty string] 1_28_20 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=482 [empty string] 2020-01-28 00:00:00.0 482 Introducing the Nest Program in Franklin County Public Schools - Part 1 [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/482 Qf-52htBT0o [empty string] [empty string] [empty string]
68 1351310601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] 0.0 <p>In this webcast, administrators from Evendale Elementary will share systems the school has in place to support all students of all abilities in an inclusive environment. This session will provide examples of ways teachers, service providers, support staff and administration work together on IEP development, service delivery, classroom supports, and data monitoring.</p><p><strong>Bios:</strong></p><p>Elizabeth Mistretta and Kylan Coffman serve the community of Evendale Elementary in Frederick County, VA. Evendale is a school-wide Title I school with a regional program serving students with multiple disabilities. Elizabeth has served the Evendale community for the past eight years, three as assistant principal and five as principal. Kylan has recently completed her first year as assistant principal at Evendale. Her prior experience includes positions as an instructional coach, Title I math teacher, and general education teacher. Sara Landis is a Third Grade Teacher at Evandale Elementary.&nbsp; She is in her fourth year of teaching. Last year was her first year in a co-taught classroom.</p><div>&nbsp;</div><p>&nbsp;</p> 2019-11-12 16:30:00.0 0 https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 mistretta_2019.pdf [empty string] [empty string] 1 0 1 [empty string] 1 1 [empty string] [empty string] 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 0 0 0 14 [empty string] [empty string] 2019-11-12 15:30:00.0 [empty string] 0 1.00 [empty string] 11_12_19 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=474 [empty string] 2019-11-12 00:00:00.0 474 Systems to Support Individuals with Autism [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/474 ZAYIPtfCSPU [empty string] [empty string] [empty string]
69 1351310601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2019-10-15 10:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 carr_irwin2019.pdf [empty string] [empty string] 0 0 1 [empty string] 1 1 [empty string] <p>This webcast will provide you with the information you need to apply for the Cohort 4 technical assistance and training grant. You will learn the requirements and hear from a current division's special education director about her experience being part of the Cohort 3 program.</p> <div>The Virginia Commonwealth University Autism Center for Excellence (VCU-ACE) is requesting applications from school divisions who wish to become exemplary sites in the provision of high-quality educational services and supports for students with autism spectrum disorder (ASD).&nbsp; VCU-ACE will select five to six school divisions through a competitive review process.&nbsp; Successful applications will demonstrate a clearly defined strategy for long-term systemic changes across the entire school division with a clear understanding and plan for focused work in three key areas:</div> <ul> <li>Divisionwide professional development plan which may include coaching, professional learning communities, or other.</li> <li>Administrative knowledge and support,</li> <li>Divisionwide systems change initiatives, and</li> <li>Fidelity of implementation of evidence-based practices.</li> </ul> <p><strong>Presenters:</strong></p> <div>Daniel Irwin, M.Ed, BCBA, LBA</div> <div>Specialist, Office of Special Education - Instructional Services, Virginia Department of Education</div> <div>&nbsp;</div> <div> <div>Staci Carr, Ph.D.</div> <div>Technical Assistance Coordinator, Virginia Commonwealth University Autism Center for Excellence</div> </div> <div>&nbsp;</div> <div>Angela Neely</div> <div>Executive Director of Special Education &ndash; Culpeper County</div> <div>&nbsp;</div> <div>&nbsp;</div> 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 0 14 [empty string] [empty string] 2019-10-15 10:00:00.0 [empty string] 0 1.00 transcript_10_7_2019.docx 10_15_19 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=479 [empty string] 2019-10-15 00:00:00.0 479 Announcement: Cohort 4 Application [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/479 yNFtzT3QNvY [empty string] [empty string] [empty string]
70 1351310601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] <p>This webcast will continue to discuss the core components of self-advocacy., emphasizing the importance of disclosure, individual strengths and interests as well as civil rights. Essential self-advocacy theory will be connected directly to strategies people with ASD use to self-advocate. An emphasis on self-advocacy across the lifespan will be made, and resources and ideas will be shared to help attendees get started with self-advocacy supports.</p> <p>Bio:</p> <p>Andrew Nelson, director of direct services for the West Virginia Autism Training Center, recently co-authored &ldquo;Essential Self-Advocacy and Transition,&rdquo; with colleagues Valerie Paradize, Susan Kelso, and Alexander Earl. Published in the April 2018 issue of Pediatrics, the official journal of the American Academy of Pediatrics, the article details the importance of self-awareness and self-advocacy skills in the transition to adulthood for individuals diagnosed with Autism Spectrum Disorder.&nbsp;&nbsp;</p> 2019-10-08 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 nelson_2019_part2.pdf [empty string] [empty string] 1 0 1 [empty string] 1 1 [empty string] [empty string] 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 0 14 [empty string] [empty string] 2019-10-08 15:30:00.0 [empty string] 0 1.00 10_08_2019_transcript.RTF 10_8_19 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=473 [empty string] 2019-10-08 00:00:00.0 473 Self-Advocacy and ASD: Theory and Practice for All Ages Part 2 [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/473 h3yqjrE9b0w [empty string] [empty string] [empty string]
71 1351310601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] <p>This webcast will introduce the core components of self-advocacy. Essential self-advocacy theory will be connected directly to strategies people with ASD use to self-advocate. An emphasis on self-advocacy across the lifespan will be made, and resources and ideas will be shared to help attendees get started with self-advocacy supports.</p> <p>Bio:</p> <p>Andrew Nelson, director of direct services for the West Virginia Autism Training Center, recently co-authored &ldquo;Essential Self-Advocacy and Transition,&rdquo; with colleagues Valerie Paradize, Susan Kelso, and Alexander Earl. Published in the April 2018 issue of Pediatrics, the official journal of the American Academy of Pediatrics, the article details the importance of self-awareness and self-advocacy skills in the transition to adulthood for individuals diagnosed with Autism Spectrum Disorder.&nbsp;</p> 2019-09-10 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 nelson_2019_p1.pdf [empty string] [empty string] 1 0 1 [empty string] 1 1 [empty string] [empty string] 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 0 14 [empty string] [empty string] 2019-09-10 15:30:00.0 [empty string] 0 1.00 09_10_2019_transccript.docx 9_10_19 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=472 [empty string] 2019-09-10 00:00:00.0 472 Self-Advocacy and ASD: Theory and Practice for All Ages Part 1 [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/472 mXPMvGk5PKs [empty string] [empty string] [empty string]
72 1351310601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2019-04-09 15:45:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 amos_kasubick_2019.pdf [empty string] amos_kasubick_2019.docx 1 0 1 [empty string] 1 1 [empty string] <p>During our webcast, we will be discussing the benefits of a co-taught classroom and having the students take an active role in their education. We will share how we work together with the students to provide them with the tools and resources they need to be successful. Our webcast will focus on getting students to be proactive in recognizing their strengths and weaknesses. By doing so, students will be able to participate in their own Individualize Education Plan (I.E.P.) meetings and develop a stronger understanding of their personal learning goals.&nbsp;</p> <p><strong>Bio:</strong></p> <p>Alex Amos and Sara Kasubick are co-teachers of a fourth grade classroom at Bass-Hoover Elementary, which is part of Frederick County Public Schools in Virginia. They have been working together for two years. Their classroom follows an open-concept inclusion model of teaching. They have 53 students with two general education teachers and one special education teacher in our classroom. Combined, they have almost 20 years of experience in the classroom setting.</p> 1 0 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 0 14 [empty string] [empty string] 2019-04-09 15:00:00.0 [empty string] 0 1.00 4_9_19_transcript1.rtf 4_9_19 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=471 [empty string] 2019-04-09 00:00:00.0 471 We're Better Together [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/471 wZwQ8Im7Q64 [empty string] [empty string] [empty string]
73 1351310601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] TwiceExceptionalLearnerswithASDPart2IdentifyingSupportingSocialBehavioralNeeds.pdf 1.0 [empty string] 2019-03-12 15:45:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 carr_taylor_2018_pt2.pdf [empty string] carr_taylor_2018_pt2.docx 1 0 1 [empty string] 1 1 [empty string] <p><span style="color: rgb(34, 34, 34); font-family: Arial, sans-serif;">During this&nbsp;</span><span class="il" style="color: rgb(34, 34, 34); font-family: Arial, sans-serif;">webcast</span><span style="color: rgb(34, 34, 34); font-family: Arial, sans-serif;">, we will review executive functioning and expand our discussion to highlight key strategies that can help 2E students with organization, reading for meaning, writing, math, and generally supports and strategies that will optimize a students success.</span></p> <p style="margin-top:7.7pt;margin-right:0in;margin-bottom:0in;margin-left:0in;&#10;margin-bottom:.0001pt"><b><span style="font-family:"><o:p></o:p></span></b></p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 0 14 [empty string] [empty string] 2019-03-12 15:00:00.0 [empty string] 0 1.00 03_12_2019_transcript.rtf 3_12_19 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=468 [empty string] 2019-03-12 00:00:00.0 468 Twice-exceptional learners with ASD Part 2: Identifying and Supporting Academic Needs [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/468 IBu_TO5pIec [empty string] [empty string] [empty string]
74 1351310601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] TwiceExceptionalLearnerswithASDPart1IdentifyingSupportingSocialBehavioralNeeds.pdf 1.0 [empty string] 2019-02-12 15:45:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 carr_taylor_2018_pt1.pdf [empty string] carr_taylor_2018_pt1.docx 1 0 1 [empty string] 1 1 [empty string] <p><span style="color: rgb(34, 34, 34); font-family: Arial, sans-serif;">During this&nbsp;</span><span class="il" style="color: rgb(34, 34, 34); font-family: Arial, sans-serif;">webcast</span><span style="color: rgb(34, 34, 34); font-family: Arial, sans-serif;">, we will cover the strengths and challenges of 2E students including executive functioning, social skills, problem-solving,&nbsp;and self-regulation by explaining how to determine the functions of behavior, how to choose replacement behaviors and how to implement positive behavior supports to address areas of need.</span></p> <p class="MsoNormal"><b><span style="font-size:12.0pt;line-height:&#10;107%"><o:p></o:p></span></b></p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 0 14 [empty string] [empty string] 2019-02-12 15:00:00.0 [empty string] 0 1.00 02_12_2019_transcript.docx 2_12_19 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=467 [empty string] 2019-02-12 00:00:00.0 467 Twice-exceptional learners with ASD Part 1: Identifying and Supporting Social and Behavioral Needs [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/467 ngmEwQeNGqE [empty string] [empty string] [empty string]
75 1351310601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2018-12-11 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 dowd_2018.pdf [empty string] dowd_2018.docx 1 0 1 [empty string] 1 1 [empty string] <p>Every parent&rsquo;s experience with Autism is different. This webcast will focus on how one parent learned to tap into social capital by developing support systems to help her family and her son understand Autism. Nicci is transparent and shares that although she is not an &ldquo;Autism expert&rdquo;, she recognizes that the tips shared could benefit any parent who is beginning their journey with Autism.&nbsp;</p> <p>Nicci Dowd received her Master&rsquo;s degree from Marymount University and is currently a doctoral candidate at Regent University. She has served on school and county committees related to advancing educational experiences for students with diverse learning needs. She initiated and currently serves as the chair of her school&rsquo;s I&rsquo;M Determined Committee. With this committee, she works alongside its members by connecting with key stakeholders while providing self-determination opportunities for students with disabilities. She has also served as a presenter for the Autism Society of Northern Virginia. A few years ago, she actively participated in the Virginia Department of Education Applied Studies Diploma pilot project. She has served as an Advisory Board Member for the State of the Art Conference for Individuals with Intellectual Disabilities. Most recently, Nicci serves as a Parent Leader for the VDOE I&rsquo;m Determined project.</p> <div>&nbsp;</div> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 0 14 [empty string] [empty string] 2018-12-11 15:30:00.0 [empty string] 0 1.00 nicci_dowd_transcript.doc 12_11_18 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=448 [empty string] 2018-12-11 00:00:00.0 448 Enjoying the Journey: How One Mom Embraced Autism One Step at a Time [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/448 cQpyHeddJJw [empty string] [empty string] [empty string]
76 1351310601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2018-11-13 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 helmboldt_stone_2018withanimation.pdf [empty string] helmboldt_stone_2018withanimation.docx 1 0 1 [empty string] 1 1 [empty string] <p>This webcast was developed for Alexandria City Public Schools&rsquo; teachers and other staff to become more aware of the importance of family engagement as well as to self reflect about their own levels and types of family engagement practices.&nbsp; This production was developed by the ACPS Autism and Behavior Team in collaboration with the Virginia Commonwealth University Autism Center for Excellence.&nbsp; The resources were made possible by a generous grant from the Virginia Department of Education.</p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 0 14 [empty string] [empty string] 2018-11-13 15:30:00.0 [empty string] 0 1.00 11_13_18_transcript.txt 11_13_18 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=447 [empty string] 2018-11-13 00:00:00.0 447 Increasing Student Achievement through Family Engagement [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/447 q9MmFfjVW8I [empty string] [empty string] [empty string]
77 1351310601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2018-10-09 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 taylor_2018.pdf [empty string] taylor_2018.docx 1 0 1 [empty string] 1 1 [empty string] <p>We often hear that we live in a digital age in which there's an app for everything. While there is no question that recent technology has dramatically changed our day-to-day lives, how has it changed how we teach and learn? As we support our students and children to become independent in a digital world, how are we making sure that they have the technological tools and skills to be successful? This session will give a brief overview of what we know about how technology can best be used to increase learning. We will also look at how technology fits in with other evidence-based practices to maximize instruction and independence.&nbsp;</p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 0 14 [empty string] [empty string] 2018-10-09 15:30:00.0 [empty string] 0 1.00 10_9_18_transcript.doc 10_9_18 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=446 [empty string] 2018-10-09 00:00:00.0 446 Technology at School & Home for Students with Autism [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/446 bWZXRguwWm4 [empty string] [empty string] [empty string]
78 1351310601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2018-05-08 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 carr_schall_2018.pdf [empty string] carr_schall_20181.docx 1 0 1 [empty string] 1 1 [empty string] <p>Persons with ASD have an increased risk of developing psychiatric disorders when compared to the general population. Studies over the past 10 years indicate that between 67% and 71% of individuals with ASD have a comorbid psychiatric condition. Often, diagnosis overshadowing occurs, attributing behaviors with autism, not with a co-occurring mental health issues. Additionally, there are socioeconomic and cultural discrepancies in diagnosis. During this webcast, you will learn the co-occurring conditions often associated with ASD, characteristics, and how to get the support you need as well as things that you can do at home or school to make sure that your concerns are documented.</p> <p>Staci Carr received a master&rsquo;s degree in education from Harvard University and a Ph.D. in Developmental Psychology from Virginia Commonwealth University. Since 1993, Staci has been working and conducting research in the field of Autism Spectrum Disorder, specifically addressing Social Skills Training and Social Competence, Quality of Life, Transition to College, and Relationships and Sexuality, and first responder training and preparedness. She has worked in Michigan, New York, Massachusetts, Rhode Island, and Virginia developing programs to support individuals in a variety of settings with varying abilities. &nbsp;Additionally, Dr. Carr has consulted nationally on issues related to adolescents and young adults with ASD.&nbsp;</p> <p>Dr. Carol Schall is the Co-Director of the Virginia Commonwealth University Autism Center for Excellence, the Director of the Virginia Autism Resource Center, and the Principal Investigator in the development of the Community Based Functional Skills Assessment for Transition Aged Youth with Autism Spectrum Disorders, a grant funded by Autism Speaks.&nbsp; She has over 30 years experience supporting adolescents and adults with ASD as a teacher, administrator, researcher, and consultant.&nbsp; Dr. Schall is also the co-developer and research coordinator for Project SEARCH Plus ASD Supports. Additionally, Dr. Schall has consulted nationally and internationally on issues related to adolescents and young adults with ASD.</p> <p>* This webcast was cofunded by the Virginia Department of Education (Grant #881-APE61172-H027A170107) and the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR grant number #90DP0051).</p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] Funding Information <p>&nbsp;* This webcast was cofunded by the Virginia Department of Education (Grant #881-APE61172-H027A170107) and the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR grant number #90DP0051).</p> 2500 [empty string] [empty string] 37 14 [empty string] [empty string] 2018-05-08 15:30:00.0 [empty string] 3 1.00 05_08_18_transcript.rtf 5_8_18 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=412 [empty string] 2018-05-08 00:00:00.0 412 Understanding and Supporting the Mental Health Needs of Individuals with Autism Spectrum Disorders [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/412 H-Jub790w6k [empty string] [empty string] [empty string]
79 1351310601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2018-04-10 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 burns_2_2018.pdf [empty string] burns_2_2018.docx 1 0 1 [empty string] 1 1 [empty string] <p>Summer is right around the corner. &nbsp;That means warmer weather, longer days, and of course schools out! &nbsp;As summer approaches, parents are asking &ldquo;now what?&rdquo; &nbsp;This webinar will focus on the parent&rsquo;s perspective of summer and what summer means for families of individuals with autism. &nbsp;Tips will be shared on how to really know what type of activities to look for based upon the child&rsquo;s strengths and interest, as well as how to open doors to opportunities in the community.</p> <div> <p class="MsoNormal">Bio: Tammy Burns, M.Ed. is the Outreach and Program Director at the Autism Society Central Virginia.&nbsp; Tammy has a long relationship with the Autism Society beginning with the diagnosis of her middle son, Jared, in 2000. Tammy has held leadership positions with the Society, including service as Board President, and Office Manager. Tammy received her BA from Virginia Tech in Elementary Education, and received her&nbsp;Masters of Education in Autism Spectrum Disorders (ASD) from Arizona State. Tammy is a Partners in Policymaking Graduate, and a volunteer Family Navigator for the Partnership for People with Disabilities at Virginia Commonwealth University Health System (VCUHS). Tammy is a Certified Sibshop leader.&nbsp; She also serves at the Chair of the Chesterfield County Special Education Advisory Committee.&nbsp; Tammy and her husband, Troy, have three children &ndash; Brett (20), Jared (19) and Amber (16)</p> <p class="MsoNormal">&nbsp;* This webcast was cofunded by the Virginia Department of Education (Grant #881-APE61172-H027A170107) and the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR grant number #90DP0051).</p> <p class="MsoNormal"><o:p></o:p></p> </div> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] Funding Information <p>&nbsp;&nbsp;* This webcast was cofunded by the Virginia Department of Education (Grant #881-APE61172-H027A170107) and the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR grant number #90DP0051).</p> 2500 [empty string] [empty string] 37 14 [empty string] [empty string] 2018-04-10 15:30:00.0 [empty string] 3 1.00 burns_t_2018p2.docx 4_10_18 mp4 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=411 [empty string] 2018-04-10 00:00:00.0 411 Summer is Almost Here: Now What Do I Do? A Parent’s Perspective [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/411 tQ0kgRGSTg0 [empty string] [empty string] [empty string]
80 1351310601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2018-03-13 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 burns_1_2018.pdf [empty string] burns_1_2018.docx 1 0 1 [empty string] 1 1 [empty string] <p>Summer is right around the corner. &nbsp;For most students, that means a long break from school. &nbsp; Summer brings opportunities to get involved with camps, programs, teams and much more! &nbsp;This webinar will discuss various summer options that are out in the community for children with autism to participate in, and how to find those things that will interest your child.</p> <p>Bio: Tammy Burns, M.Ed. is the Outreach and Program Director at the Autism Society Central Virginia. &nbsp;Tammy has a long relationship with the Autism Society beginning with the diagnosis of her middle son, Jared, in 2000. Tammy has held leadership positions with the Society, including service as Board President, and Office Manager. Tammy received her BA from Virginia Tech in Elementary Education, and received her Masters of Education in Autism Spectrum Disorders (ASD) from Arizona State. Tammy is a Partners in Policymaking Graduate, and a volunteer Family Navigator for the Partnership for People with Disabilities at Virginia Commonwealth University Health System (VCUHS). Tammy is a Certified Sibshop leader. &nbsp;She also serves at the Chair of the Chesterfield County Special Education Advisory Committee. &nbsp;Tammy and her husband, Troy, have three children &ndash; Brett (20), Jared (19) and Amber (16)</p> <p>&nbsp;* This webcast was cofunded by the Virginia Department of Education (Grant #881-APE61172-H027A170107) and the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR grant number #90DP0051).</p> <div>&nbsp;</div> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] Funding Information <p>&nbsp;&nbsp;* This webcast was cofunded by the Virginia Department of Education (Grant #881-APE61172-H027A170107) and the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR grant number #90DP0051).</p> 2500 [empty string] [empty string] 37 14 [empty string] [empty string] 2018-03-13 15:30:00.0 [empty string] 3 1.00 3_13_18_transcript.docx 3_13_18 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=410 [empty string] 2018-03-13 00:00:00.0 410 Summer in My Community [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/410 DF7X5j2x5EY [empty string] [empty string] [empty string]
81 1351310601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2018-02-13 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 carter_woolard_2018.pdf [empty string] carter_woolard_2018.docx 1 0 1 [empty string] 1 1 [empty string] <p>Research suggests that successful inclusionary practices lead to great benefits for students with autism. &nbsp;While successful inclusion may be challenging, practical suggestions have been shown to lead school teams to successful outcomes for all students, not only those with ASD. &nbsp;The presenters will explore research related to outcomes of successful inclusive practices and examine perceptions that may support or preclude inclusion. The purpose of this webinar is to equip school personnel with tools and strategies needed to build inclusive schools.</p> <p>Bios: Paige Carter joined VCU ACE in 2015 as a technical assistance associate. She is a Board Certified Behavior Analyst. Paige received a Bachelor&rsquo;s degree in special education from East Central University in Ada, Oklahoma in 1991 and her Master&rsquo;s degree in Early Childhood Special Education from VCU in 1997. &nbsp;Paige served as a special education teacher beginning in 1991, supporting mainly with students with autism and developmental delays in Hanover, Caroline and Spotsylvania&rsquo;s school divisions. She earned distinction as a National Board Certified Teacher in 2006. &nbsp;She also served as an autism specialist and Autism Coordinator in Spotsylvania County. Paige is currently pursuing a PhD in Special Education and Disability Policy at VCU. &nbsp;Paige lives with her family in Caroline County, VA. &nbsp;</p> <p>Noel has been working with people with autism since 1994. She holds degrees from the University of Maryland Baltimore County (UMBC) and Rutgers University. &nbsp;She began her career in autism working under Mary Jane Weiss and David Celiberi at the Rutgers Autism Program before moving to Virginia in 2001 to work as Program Director for Commonwealth Autism Services. &nbsp;Noel has worked in the public school setting as a para professional and special education teacher and has supported student with autism, deaf-blindness, and developmental delays. In 2008, Noel created and is currently teaching autism coursework endorsed by the Virginia Autism Council at Rappahannock Community College. She is a founding member of the Virginia Autism Council and is certified in behavior analysis. Noel joined the ACE team in 2011 and supports public school divisions in the Northern Neck of Virginia, Hampton City, and Spotsylvania County. Noel lives in the Northern Neck of Virginia with her husband and four kids and loves spending time on the Chesapeake Bay with her family.</p> <div>&nbsp;</div> <div>&nbsp;</div> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 37 14 [empty string] [empty string] 2018-02-13 15:30:00.0 [empty string] 3 1.00 02_13_2018_webcast.docx 2_13_18 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=409 [empty string] 2018-02-13 00:00:00.0 409 Tips for Administrators [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/409 iI3MApF_mdg [empty string] [empty string] [empty string]
82 1351310601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2018-01-09 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 taylor_j2017.pdf [empty string] taylor_j2017.docx 1 0 1 [empty string] 1 1 [empty string] <p>Description: Students with autism are increasingly taught in inclusive and co-taught settings with high academic and social expectations. While education in the least restrictive environment is an exciting trend for students, meeting diverse needs of learners with autism can be a challenge for teachers whose preparation and experience did not include autism-specific strategies and content.&nbsp;</p> <p>This webcast, designed for teachers working with students with autism in general education and co-taught classrooms, will discuss successful strategies, tips for collaboration and support, and recommend resources to continue learning and expanding the professional toolkit. &nbsp;</p> <div> <p class="MsoNormal" style="margin-bottom: 0.0001pt; line-height: normal; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;"><span style="font-family:" new="">Bio: </span><span style="font-family:">Joshua Taylor, M.Ed. is a Training Associate for Virginia Commonwealth University&rsquo;s (VCU) Autism Center for Excellence and a PhD student in the Special Education and Disability Policy program at VCU. He advocates for community inclusion through his work as an educational consultant with museums and cultural centers such as the Smithsonian, Richmond Symphony Orchestra, and the Kennedy Center. &nbsp;He previously worked an Autism Specialist in Arlington Public Schools, and has classroom experience supporting the inclusion of high school students with autism.&nbsp;</span><span style="font-family:" new=""><o:p></o:p></span></p> </div> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 37 14 [empty string] [empty string] 2018-01-09 15:30:00.0 [empty string] 0 1.00 taylor_j_jan_2018.docx 1_9_18 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=408 [empty string] 2018-01-09 00:00:00.0 408 Including Students with Autism in General Education Classrooms: Tips for Teachers [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/408 Z3BwtfbR6ZE [empty string] [empty string] [empty string]
83 1351310601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2017-12-12 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 carter_p2017.pdf [empty string] carter_p2017.docx 1 0 1 [empty string] 1 1 [empty string] <p>Teachers often find themselves in the role of manager in the classroom and school because much of the teacher&rsquo;s job must be accomplished through others. &nbsp;Organizing schedules, planning for instruction and managing IEP accommodations for students often involve managing people. Staff, volunteers and parents are all part of the team that often need direction and encouragement so that they can contribute to the learning process. Many teachers report feeling unprepared for this part of their job. Teacher preparation programs often do not include strategies for working with support staff and other adults.</p> <p>The content of this webcast includes strategies for establishing positive working relationships through planning, organization and communication with others who help with instruction.</p> <p>Bio: Paige Carter joined VCU ACE in 2015 as a technical assistance associate. She is a Board Certified Behavior Analyst. Paige received a Bachelor&rsquo;s degree in special education from East Central University in Ada, Oklahoma in 1991 and her Master&rsquo;s degree in Early Childhood Special Education from VCU in 1997. &nbsp;Paige served as a special education teacher beginning in 1991, supporting mainly with students with autism and developmental delays in Hanover, Caroline and Spotsylvania&rsquo;s school divisions. She earned distinction as a National Board Certified Teacher in 2006. &nbsp;She also served as an autism specialist and Autism Coordinator in Spotsylvania County. Paige is currently pursuing a PhD in Special Education and Disability Policy at VCU. &nbsp;Paige lives with her family in Caroline County, VA.</p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 37 14 [empty string] [empty string] 2017-12-12 15:30:00.0 [empty string] 0 1.00 12_12_2017_transcript.docx 12_12_17 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=407 [empty string] 2017-12-12 00:00:00.0 407 Teachers as Instructional Leaders: Building Exemplary Teacher Paraprofessional Teams [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/407 iGIelUxtpFo [empty string] [empty string] [empty string]
84 1351310601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2017-11-14 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 final_miles_b_part2_2017.pdf [empty string] final_miles_b_part2_2017.docx 1 0 1 [empty string] 1 1 [empty string] <p>Stress and anxiety are common in children and youth with high functioning autism and Asperger Syndrome and is one of the most frequently observed symptoms in these individuals. The stress experienced by individuals with ASD may manifest itself in many ways, but it sometimes leads to meltdowns. This escalating sequence seems to follow a three-stage cycle: (a) rumbling, (b) rage, and (c) recovery. This sequence can be problematic as many children and youth with ASD often endure the cycle unaware that they are under stress.</p> <p>This session will overview the cycle and discuss evidence-based strategies that can be used at each stage. In addition, prevention strategies will be discussed because of the combination of innate stress and anxiety and the difficulty that children and youth with ASD have in understanding how they feel, it is important that those who work and live with them understand the cycle of tantrums, rage, and meltdowns as well as interventions that can be used during this cycle.</p> <p>At the end of the session, attendees will:</p> <ol> <li>Identify the cycle of tantrums, rage, and meltdowns<br /> &nbsp;</li> <li>Describe strategies that can be used at each of the three stages<br /> &nbsp;</li> <li>Discuss how to avoid the cycle of tantrums, rage, and meltdowns.</li> </ol> <div> <p>Presenter: Brenda Smith Myles, Ph.D., international speaker and consultant for the Ohio Center for Autism and Low Incidence, is the recipient of the Autism Society of America&rsquo;s Outstanding Professional Award, the Princeton Fellowship Award, and the Council for Exceptional Children, Division on Developmental Disabilities Burton Blatt Humanitarian Award. Brenda has made over 500 presentations all over the world and written more than 150 articles and books on ASD including Asperger&rsquo;s Syndrome and Difficult Moments: Practical Solutions for Tantrums, Rage, and Meltdowns (with Southwick) and The Hidden Curriculum: Practical Solutions for Understanding Unstated rules in Social Situations.</p> <p>&nbsp;* This webcast was cofunded by the Virginia Department of Education (Grant #881-APE61172-H027A170107) and the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR grant number #90DP0051).</p> </div> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] Funding Information <p>&nbsp;&nbsp;* This webcast was cofunded by the Virginia Department of Education (Grant #881-APE61172-H027A170107) and the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR grant number #90DP0051).</p> 2500 [empty string] [empty string] 37 14 [empty string] [empty string] 2017-11-14 15:30:00.0 [empty string] 0 1.00 11_14_17_transcript.rtf 11_14_17 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=400 [empty string] 2017-11-14 00:00:00.0 400 ASD & Regulation: The Brain, Meltdowns, and Evidence-Based Practices Part 2 [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/400 iD-nN2JVnhQ [empty string] [empty string] [empty string]
85 1351310601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2017-10-10 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 final_miles_b_part1_2017.pdf [empty string] final_miles_b_part1_2017.docx 1 0 1 [empty string] 1 1 [empty string] <p>The majority of learners on the spectrum experience self-regulation and sensory issues that can lead to meltdowns. This escalating sequence seems to follow a three-stage cycle: (a) rumbling, (b) rage, and (c) recovery. This sequence can be problematic as many children and youth with ASD often endure the cycle unaware that they are under stress. This session will overview the issues related to self-regulation and sensory issues &mdash; highlighting research in a practical manner and interventions that address these needs.&nbsp;</p> <p>At the end of this session, attendees will be able to:</p> <ol> <li>Identify self-regulation and sensory issues experienced by individuals on the spectrum.<br /> &nbsp;</li> <li>Describe interventions that that address self-regulation and sensory needs.<br /> &nbsp;</li> <li>Discuss the cycle of meltdowns.</li> </ol> <p>Presenter:&nbsp;Brenda Smith Myles, Ph.D., international speaker and consultant for the Ohio Center for Autism and Low Incidence, is the recipient of the Autism Society of America&rsquo;s Outstanding Professional Award, the Princeton Fellowship Award, and the Council for Exceptional Children, Division on Developmental Disabilities Burton Blatt Humanitarian Award. Brenda has made over 500 presentations all over the world and written more than 150 articles and books on ASD including Asperger&rsquo;s Syndrome and Difficult Moments: Practical Solutions for Tantrums, Rage, and Meltdowns (with Southwick) and The Hidden Curriculum: Practical Solutions for Understanding Unstated rules in Social Situations.</p> <p>&nbsp;* This webcast was cofunded by the Virginia Department of Education (Grant #881-APE61172-H027A170107) and the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR grant number #90DP0051).</p> <p>&nbsp;</p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] Funding Information <p>&nbsp;&nbsp;* This webcast was cofunded by the Virginia Department of Education (Grant #881-APE61172-H027A170107) and the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR grant number #90DP0051).</p> 2500 [empty string] [empty string] 37 14 [empty string] [empty string] 2017-10-10 15:30:00.0 [empty string] 0 1.00 10_10_2017_transcript.docx 10_10_17 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=399 [empty string] 2017-10-10 00:00:00.0 399 ASD & Regulation: The Brain, Meltdowns, and Evidence-Based Practices Part 1 [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/399 DNcNV1-qopM [empty string] [empty string] [empty string]
86 1351310601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2017-09-12 16:00:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 allen_b_2017.pdf [empty string] allen_b_2017.docx 1 0 1 [empty string] 1 1 [empty string] <p>Benjamin Allen, a veteran of Virginia&rsquo;s &ldquo;I&rsquo;m Determined&rdquo; program, talks about the lessons learned in his recent college experience at the University of Mary Washington from the viewpoint of someone with Asperger&rsquo;s Syndrome. &nbsp;The advice and stories he shares will benefit anyone in the disability community who is planning to attend college.<span style="color: rgb(255, 192, 0);">&nbsp;</span></p> <p class="MsoNormal">Presenter: Benjamin Allen is a 2016 graduate of the University of Mary Washington where he majored in history with a concentration in military history.&nbsp; He also pursued his interests in art and theatre.&nbsp; Having participated in Virginia&rsquo;s &ldquo;I&rsquo;m Determined&rdquo; program for nearly 10 years&mdash;first as a participant and then as a student leader&mdash;Ben has embraced the principles of self-determination in pursuing his life goals. An artist, he is currently spending his time painting while he contemplates seeking a master&rsquo;s degree in military history.<o:p></o:p></p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 37 14 [empty string] [empty string] 2017-09-12 15:30:00.0 [empty string] 0 1.00 09_12_2017_transcript.rtf 9_12_17 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=398 [empty string] 2017-09-12 00:00:00.0 398 The College Experience: Lessons Learned [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/398 1ffmVY_k_Zw [empty string] [empty string] [empty string]
87 1351310601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] <p>&nbsp;This webcast is the second in a two-part discussion of inclusion. &nbsp;Part 1, &quot;Inclusion: &nbsp;What is it and who is it for?&quot; addressed the self-imposed limits we often place on inclusive education in schools and introduced the Program Matrix, a tool for discovering how IEPs can be implemented in inclusive classrooms for a broad range of students. &nbsp; This webcast will continue to address expanding the concept of inclusion beyond just physical presence in a general education classroom. &nbsp;To be successful, inclusive special education services must address social interactions, relationships, and meaningful participation and progress in both the general curriculum and IEP goals. &nbsp;Two new tools will be introduced: &nbsp;one for addressing functional skills instruction within the inclusive setting (Functional Skills for a Self Determined Future) and one for integrating instruction in Virginia Aligned Standards of Learning (for students on VAAP assessment) into general curriculum academic instruction (Planning Chart for ASOL Instruction).&nbsp;</p> <p>Presenter:&nbsp;&nbsp;Cyndi Pitonyak brings with her to ACE over 30 years of experience as a special educator. &nbsp;She has teaching experience at both elementary and secondary levels in inclusive, self-contained and residential settings, as well as special education administration experience at the school and district level. &nbsp;Cyndi has been invited to testify before the United States Senate HELP Committee and interviewed by ProPublica and National Public Radio regarding her work in inclusive education. &nbsp;She has provided technical assistance and training to school divisions nationally and internationally and has taught at the college level in undergraduate and graduate level special education teacher preparation programs.</p> 2017-06-13 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 pitonyak_c_2.pdf [empty string] pitonyak_c_2.docx 1 0 1 [empty string] 1 1 [empty string] [empty string] 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 0 14 [empty string] [empty string] 2017-06-13 15:30:00.0 [empty string] 3 1.00 06_13_2017_transcript.RTF 6_13_17 mp4 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=397 [empty string] 2017-06-13 00:00:00.0 397 Inclusion: How do we make it meaningful? [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/397 sK5RMn9wORo [empty string] [empty string] [empty string]
88 1351310601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2017-04-11 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 dunn_2017.pdf [empty string] dunn_2017.docx 1 0 1 [empty string] 1 1 [empty string] <p>Talking about sensory characteristics of students has gotten very popular in recent years. &nbsp;In this session we will explore the key features of sensory patterns; then we will discuss how you might notice behaviors that indicate students&rsquo; and teachers&rsquo; preferences in a classroom culture. We will also discover the sensory characteristics of classrooms and activities to begin to appreciate the importance of matching strategies with sensory patterns within the school routines for all students.&nbsp;</p> <p>Dr. Dunn is a Professor in the Department of Occupational Therapy Education at the University of Kansas. &nbsp;She is an internationally known expert for her studies about sensory processing in everyday life and has worked in public schools and early intervention programs for more than 4 decades. &nbsp;She has published more than 100 research articles, book chapters and books, and has spoken around the world about her work. She is the author/ coauthor of all of the Sensory Profile measures, which capture people&rsquo;s responses to sensory events in everyday life; these assessments have been translated into dozens of languages and are used for both professional practice and in research programs. &nbsp;She has received the top honors in her field, including the Award of Merit for outstanding overall contributions, and the Eleanor Clark Slagle Lectureship for outstanding academic contributions; she is a member of the Academy of Research for the American Occupational Therapy Foundation and has received the A. Jean Ayres research award. She has also received awards for innovative and engaging teaching, including the Chancellor&rsquo;s Excellence in Teaching Award, the Kemper Teaching Fellowship and in 2011 she received the Chancellor&rsquo;s Distinguished Professorship from the University of Kansas. &nbsp;She has written a book for the public about her research entitled Living Sensationally understanding your senses, which has been featured in Time magazine, Cosmopolitan magazine, Canadian Public Radio and the London Times newspaper among others. In July 2009, Living Sensationally received the Seal of Excellence from the Children of the New Earth magazine for parents, professionals and other caregivers.</p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 0 14 [empty string] [empty string] 2017-04-11 15:30:00.0 [empty string] 3 1.00 04_11_2017_transcript.RTF 4_11_17 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=387 [empty string] 2017-04-11 00:00:00.0 387 Sensory Processing: An Integral Part of Classroom Planning and Activities [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/387 6TY5y-cAcsg [empty string] [empty string] [empty string]
89 1351310601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2017-03-14 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 pitonyak_c_1.pdf [empty string] pitonyak_c_1.docx 1 0 1 [empty string] 1 1 [empty string] <p>Inclusive education is a powerful, even life-changing practice with proven benefits for students with disabilities, their typical peers, instruction, school culture, and the larger community beyond school. &nbsp;All too often, we fail to experience these benefits because we define inclusion too narrowly and we see it as appropriate only for a specific group of students. &nbsp;This webinar will explore how to realize the many benefits of inclusion by expanding the definition, and will introduce a tool for examining how IEPs can be implemented in inclusive classrooms for a broad range of students.</p> <p>Cyndi Pitonyak brings with her to ACE over 30 years of experience as a special educator. &nbsp;She has teaching experience at both elementary and secondary levels in inclusive, self-contained and residential settings, as well as special education administration experience at the school and district level. &nbsp;Cyndi has been invited to testify before the United States Senate HELP Committee and interviewed by ProPublica and National Public Radio regarding her work in inclusive education. &nbsp;She has provided technical assistance and training to school divisions nationally and internationally and has taught at the college level in undergraduate and graduate level special education teacher preparation programs.&nbsp;</p> <p class="MsoNormal"><b><span style="font-size:9.5pt;line-height:115%;font-family:&#10;" new=""><o:p></o:p></span></b></p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 0 14 [empty string] [empty string] 2017-03-14 15:30:00.0 [empty string] 3 1.00 03_14_2017_transcript.RTF 3_14_17 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=386 [empty string] 2017-03-14 00:00:00.0 386 Inclusion: What does it mean and who is it for? [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/386 38IAazlj3Bo [empty string] [empty string] [empty string]
90 1351310601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2017-02-14 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 SeanCaseyDataCollection2.pptx [empty string] ConductingAppropriateFBA.docx 1 0 1 [empty string] 1 1 [empty string] <p>The concepts discussed in this session are designed to augment the capabilities of personnel who do Function Based Assessments for children who display a wide variety of challenging behaviors. This training specifically focus on providing attendees: a) a theoretical background of applied behavior analysis, b) the knowledge to operationally define, record, and display behavior for appropriate data analyses, and c) the background knowledge of key concepts that lead to greater understanding of why children display challenging behavior. &nbsp;The overall theme is that this session will help to lay a foundation of pre-cursor knowledge that permits the application of appropriate FBA technologies that will result in effective BIP&rsquo;s designed to reduce challenging behaviors and to increase appropriate/adaptive behaviors displayed by children with such concerns. The session also includes discussion on the following topics: a) the underlying reasons for using the ABA model for challenging behaviors displayed by students within the classroom setting, b) the Ethical use of this technology in school settings, c) how to define behavior in observable and verifiable terms, d) how to properly select the appropriate methods of data collection to capture this information, e) how to Graphically depict this information appropriately for decision making, f) understanding the similarities and differences between the ABC and SORC models, g) the variety of antecedents that trigger/cause challenging behaviors to be displayed, and h) the concepts of Stimulus Control, Setting Events, Motivational Operations and Abolishing Operations will also be discussed.</p> <p><strong>Presenter:</strong>&nbsp;Sean D. Casey, Ph.D., BCBA-D, current position is working as a consultant for the Iowa Department of Education serving as the state&rsquo;s Challenging Behavior Consultant since 2009. Sean has been involved with clinical work and research in applied behavior analysis since 1991. He currently teaches as adjunct faculty at Drake University in their Psychology Department and he has been the primary impetus for developing BCBA content for the only BCBA-conferring institution in the state (Briar Cliff University). In 2006, Sean was a recipient of the Mentor of the Year award by Association for Behavior Analysis Student Committee. Sean currently serves as the Secretary of the Association for Professional Behavior Analysis and formerly served as the Treasurer of the Iowa Association for Behavior Analysis. Most of Sean&rsquo;s clinical and research interests involve two primary areas: 1) function based assessments for children who display severe and chronic challenging behavior and 2) assessment and treatment of children with feeding issues (i.e., total food refusal and food selectivity). His clinical work and research has been published in a variety of outlets including: Journal of Applied Behavior Analysis, Behavior Modification, The Behavior Analyst Today, Journal of Behavioral Education, Journal of Autism and Developmental Disorders, as well as two international outlets (i.e., European Journal of Applied Behavior Analysis and Revista Latinoamericana de Psicolog&iacute;a). Sean also has served as a guest editor for several journals including Behavioral Interventions, Education and Treatment of Children, and JABA. Sean has great passion for his work and his primary goals are bring the science of ABA to the state level for systematic dissemination throughout the state and beyond.&nbsp;</p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 0 14 [empty string] [empty string] 2017-02-14 15:30:00.0 [empty string] 3 1.00 02_14_2017_transcript.rtf 2_14_16 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=384 [empty string] 2017-02-14 00:00:00.0 384 Conducting Appropriate FBAs - Part 2 [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/384 bsXXHJmpcKQ [empty string] [empty string] [empty string]
91 1351310601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2017-01-10 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 Conducting_Appropriate_FBAs_Part_1.pdf [empty string] Conducting_Appropriate_FBAs_Part_1.docx 1 0 1 [empty string] 1 1 [empty string] <p>The concepts discussed in this session are designed to augment the capabilities of personnel who do Function Based Assessments for children who display a wide variety of challenging behaviors. This training specifically focus on providing attendees: a) a theoretical background of applied behavior analysis, b) the knowledge to operationally define, record, and display behavior for appropriate data analyses, and c) the background knowledge of key concepts that lead to greater understanding of why children display challenging behavior. &nbsp;The overall theme is that this session will help to lay a foundation of pre-cursor knowledge that permits the application of appropriate FBA technologies that will result in effective BIP&rsquo;s designed to reduce challenging behaviors and to increase appropriate/adaptive behaviors displayed by children with such concerns. The session also includes discussion on the following topics: a) the underlying reasons for using the ABA model for challenging behaviors displayed by students within the classroom setting, b) the Ethical use of this technology in school settings, c) how to define behavior in observable and verifiable terms, d) how to properly select the appropriate methods of data collection to capture this information, e) how to Graphically depict this information appropriately for decision making, f) understanding the similarities and differences between the ABC and SORC models, g) the variety of antecedents that trigger/cause challenging behaviors to be displayed, and h) the concepts of Stimulus Control, Setting Events, Motivational Operations and Abolishing Operations will also be discussed.</p> <p><strong>Presenter:</strong>&nbsp;Sean D. Casey, Ph.D., BCBA-D, current position is working as a consultant for the Iowa Department of Education serving as the state&rsquo;s Challenging Behavior Consultant since 2009. Sean has been involved with clinical work and research in applied behavior analysis since 1991. He currently teaches as adjunct faculty at Drake University in their Psychology Department and he has been the primary impetus for developing BCBA content for the only BCBA-conferring institution in the state (Briar Cliff University). In 2006, Sean was a recipient of the Mentor of the Year award by Association for Behavior Analysis Student Committee. Sean currently serves as the Secretary of the Association for Professional Behavior Analysis and formerly served as the Treasurer of the Iowa Association for Behavior Analysis. Most of Sean&rsquo;s clinical and research interests involve two primary areas: 1) function based assessments for children who display severe and chronic challenging behavior and 2) assessment and treatment of children with feeding issues (i.e., total food refusal and food selectivity). His clinical work and research has been published in a variety of outlets including: Journal of Applied Behavior Analysis, Behavior Modification, The Behavior Analyst Today, Journal of Behavioral Education, Journal of Autism and Developmental Disorders, as well as two international outlets (i.e., European Journal of Applied Behavior Analysis and Revista Latinoamericana de Psicolog&iacute;a). Sean also has served as a guest editor for several journals including Behavioral Interventions, Education and Treatment of Children, and JABA. Sean has great passion for his work and his primary goals are bring the science of ABA to the state level for systematic dissemination throughout the state and beyond.&nbsp;</p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 0 14 [empty string] [empty string] 2017-01-10 15:30:00.0 [empty string] 3 1.00 01_10_2017_transcript.RTF 1_10_16 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=383 [empty string] 2017-01-10 00:00:00.0 383 Conducting Appropriate FBAs - Part 1 [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/383 xfqxBP6eJzA [empty string] [empty string] [empty string]
92 1351310601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2016-12-13 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 ace_berlin.pdf [empty string] ace_berlin.docx 1 0 1 [empty string] 1 1 [empty string] <p>&nbsp;This VTSS overview session will help autism specialists grow common vocabulary and understanding of the framework being adopted by many school divisions across Virginia to increase student behavior and academic outcomes. &nbsp;Participants will consider how VTSS impacts the selection and implementation of evidence based practices, collaboration and professional learning, and most importantly, how the framework aligns with their work as autism specialists.&nbsp;</p> <p>After the session, participants will be able to:&nbsp;</p> <ul> <li>Name and describe the essential features of VTSS&nbsp;</li> <li>Describe where special education &nbsp;and ASD EBP fit within the VTSS framework</li> <li>Use the VTSS framework to resource map interventions for learners with and without ASD</li> <li>Propose ideas and/or action plan ways to integrate ASD professional learning within a tiered framework</li> </ul> <p>Karen Berlin, M. Ed, BCBA, LBA serves as an educational specialist for the Virginia Department of Education&rsquo;s (VDOE) Training and Technical Assistance Center, (T-TAC) at George Mason University, Fairfax, Virginia. &nbsp;Karen serves as a T-TAC coordinator in the areas of autism and intellectual disabilities, and as a VTSS and PBIS coach for Region 4, the northwestern region of Virginia. &nbsp;She received her special and elementary education undergraduate degree from Penn State University, her M.Ed. in Special Education from Georgia State University, and completed her BCBA coursework at George Mason University. &nbsp; Karen provides classroom, school and systems level coaching to increase achievement and positive outcomes for students with disabilities, including those with ASD.&nbsp;</p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 34 14 [empty string] [empty string] 2016-12-13 15:30:00.0 [empty string] 3 1.00 12_13_2016_transcript.docx 12_13_16 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=377 [empty string] 2016-12-13 00:00:00.0 377 Virginia Tiered System of Supports: An Integration Framework To Increase Behavior and Academic Success for ALL Students [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/377 k9C_ha9T1VY [empty string] [empty string] [empty string]
93 1351310601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 https://youtu.be/lmaBLbxS48w [empty string] [empty string] [empty string] [empty string] [empty string] 2016-11-29 10:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 irwin_2016.pdf [empty string] irwin_2016.docx 0 0 1 [empty string] 0 1 [empty string] [empty string] 1 0 [empty string] [empty string] 1 0 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 0 14 [empty string] [empty string] 2016-11-29 09:00:00.0 [empty string] 30 1.00 irwin_nov_2016.doc 11_29_16 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=385 [empty string] 2016-11-29 00:00:00.0 385 State of the Commonwealth November 2016 [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/385 lmaBLbxS48w [empty string] [empty string] [empty string]
94 1351310601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2016-11-08 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 pitonyak_2016.pdf [empty string] pitonyak_2016.docx 1 0 1 [empty string] 1 1 [empty string] <p>My practice is based upon a simple idea: difficult behaviors result from unmet needs. &nbsp;In a sense, difficult behaviors are messages which can tell us important things about the person and the quality of his or her life. &nbsp;In my experience, people with difficult behaviors are often missing:</p> <ul> <li>Meaningful relationships</li> <li>A sense of safety and well-being</li> <li>Power</li> <li>Things to look forward to</li> <li>A sense of value and self-worth</li> <li>Relevant skills and knowledge</li> <li>Supporters who are themselves supported</li> </ul> <p>These needs are usually minimized or ignored in educational or human services settings. &nbsp;As a result, people may become:</p> <ul> <li>Relationship resistant</li> <li>Chronic rule-breakers</li> <li>Helpless and insecure</li> <li>Depressed and isolated</li> </ul> <p>Instead of developing a behavior plan to &quot;fix&quot; the person, help the person and the person's supporters to develop a support plan that reflects a real and authentic life. &nbsp;John and Connie Lyle O'Brien suggest seven question following questions for building a support plan. &nbsp;These questions are different from those we typically ask, such as &quot;How can we reduce this person's problem behaviors?&quot; or &quot;How can we manage this behavior?&quot;&nbsp;</p> <p>These questions include:</p> <ol> <li>How can we help the person to broaden and expand his/her relationships?</li> <li>How can we help the person to achieve a sense of health and well-being?</li> <li>How can we help the person to find joy in ordinary and everyday places?</li> <li>How can we help the person to have more power and control in his/her life?</li> <li>How can we help the person to make a contribution to others?</li> <li>How can we help the person to learn valued skills?</li> <li>How can we better support the person's supporters?</li> </ol> <p>David Pitonyak is interested in positive approaches to difficult &nbsp;behaviors. &nbsp;He believes that difficult behaviors are &quot;messages&quot; which can tell us important things about a person and his or her surroundings. &nbsp;Understanding the &quot;meaning&quot; of an individual's difficult behaviors is the first step in supporting the person (and the person's supporters) to change.</p> <p>David also believes (to paraphrase Jean Clark), that a &quot;person's needs are best met by people whose needs are met.&quot; &nbsp;Supporting a person with difficult behaviors begins with an honest assessment of the needs of the person's supporters. &nbsp;Creating more responsive human services is possible only when we take responsibility for problems of the workplace culture. &nbsp;A healthy organization is an organization that invites all of its members to take an active role in decision-making, provides support to each member as defined by the member, and evaluates its success by the degree to which it lives up to its promises.</p> <p>David has consulted with families and professionals throughout the United States, Canada, England, the Republic of Ireland, and the Netherlands. &nbsp;He &nbsp;lives in Blacksburg, Virginia with his wife Cyndi . &nbsp;They have two sons, Joe and Sam.&nbsp;</p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 34 14 [empty string] [empty string] 2016-11-08 15:30:00.0 [empty string] 18 1.00 11_08_2016_transcript.docx 11_8_16 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=376 [empty string] 2016-11-08 00:00:00.0 376 7 Questions [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/376 Oy4bj1WRp8A [empty string] [empty string] [empty string]
95 1351310601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2016-10-11 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 ireland_2016.pdf [empty string] ireland_2016.docx 1 0 1 [empty string] 1 1 [empty string] <p>&nbsp;This webcast will provide an overview of Augmentative and Alternative Communication (AAC) for parents and educators who support students with complex communication needs. &nbsp;An overview of AAC data, tools and supports for educators and families will be provided. &nbsp;Examples of AAC assessment considerations, resources, and strategies for treatment will be shared.</p> <p>Marie Ireland. M.Ed. CCC-SLP, BCS-CL serves as the Virginia Department of Education's educational specialist for Speech Language Pathology (SLP) and evaluation and Eligibility decision making. &nbsp; She is a board certified specialist in child language who provides professional development and technical assistance for evaluation and eligibility, language diversity, and general special education issues in Virginia. &nbsp; &nbsp;Mrs. Ireland received her bachelor&rsquo;s degree from the University of Pittsburgh, her master&rsquo;s degree from the University of Virginia. &nbsp;She is the Vice Chair for the American Speech Language Hearing Association&rsquo;s (ASHA) SLP advisory council, is past president of the State Education Association Communication Disabilities Council, and serves on a national Medicaid committee as well as a committee to restructure research journals for the ASHA.</p> <div>&nbsp;</div> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 34 14 [empty string] [empty string] 2016-10-11 15:30:00.0 [empty string] 3 1.00 Augmentative.txt 10_11_16 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=375 [empty string] 2016-10-11 00:00:00.0 375 Augmentative and Alternative Communication: Assessing Needs and Aligning Supports for Students [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/375 iX-lBSwXp78 [empty string] [empty string] [empty string]
96 1351310601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2016-09-13 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 sorrentino_horne_phillips_2016.pdf [empty string] sorrentino_horne_phillips_2016.docx 1 0 1 [empty string] 1 1 [empty string] <p>&nbsp;This webcast is intended for special educators, related service providers, and other staff members who work with students with Autism on a daily basis. This webcast will provide educators who work with students with Autism Spectrum Disorder an opportunity to learn how to incorporate the use of visuals into their classrooms. They will learn the importance of using visuals within four critical areas: instruction, environment, behavior, and communication. Teachers will be provided with ways to implement visual strategies into both self-contained and general education environments. At the end of the webcast participants will be able to better plan for creating visual strategies into various parts of the school day. &nbsp;</p> <p>Amy Horne is a graduate of Springfield College (BS) and Smith College (MED), both in western Massachusetts, as well as University of Mary Washington (M.Ed.) in Fredericksburg, VA. She taught students with hearing impairment for four years after receiving her master&rsquo;s degree in 2003 in deaf education. She taught elementary students with autism in Stafford County Public Schools for eight years before becoming the autism coordinator in 2014, which is her current position. She has worked collaboratively on multiple committees and projects within Stafford County and continues to support autism programs and teachers throughout the county at this time.&nbsp;</p> <p>Tracey Phillips is a graduate of Syracuse University. &nbsp;During her time at SU she earned her bachelor&rsquo;s degree in Elementary Education (k-6) and Special Education (k-12), as well as a specialization in Psychology. &nbsp;She is endorsed in the disability areas of ED, LS, and LD. &nbsp;Upon graduation she moved to Virginia where she has dedicated the last 19 years working as a Special Education teacher in Stafford County Public Schools. The first eight years of her career she served as an ED teacher at Brooke Point High School. &nbsp;After a brief stint working outside of the classroom as a resource teacher for children with Autism and those with Emotional Disabilities, she decided to return to her roots as a teacher at Kate Waller Barrett Elementary. She has spent the last nine years back in the classroom devoting her time to working with children with Autism. &nbsp;She is a Level 2 teacher who is certified in both TEAACH and PECS Level 1 and 2.</p> <p>Nancy Sorrentino is currently the Autism Coordinator for Elementary School programs with Stafford County Public Schools. &nbsp;She is a 30 year veteran in the field of special education beginning as an autism teacher in 1985 after graduating from James Madison University. &nbsp;She has been a classroom teacher, Transition Specialist, Behavior Specialist and Autism Coordinator. &nbsp;Throughout the years Nancy has collaborated with TTACs and independently with school systems throughout the state to assist in Person-Centered Planning training as well as PBIS.</p> <div>&nbsp;</div> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 34 14 [empty string] [empty string] 2016-09-13 15:30:00.0 [empty string] 3 1.00 09_13_16_transcript.docx 9_13_16 mp4 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=374 [empty string] 2016-09-13 00:00:00.0 374 Using Visual Supports to Teach Students with ASD Across Environments [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/374 vPzvpw75_Rg [empty string] [empty string] [empty string]
97 1351310601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 https://youtu.be/qadaKS8P7oE [empty string] [empty string] [empty string] [empty string] [empty string] 2016-09-01 10:00:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 schall_irwin.pdf [empty string] schall_irwin.docx 0 0 1 [empty string] 1 1 [empty string] [empty string] 1 0 [empty string] [empty string] 1 0 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 0 14 [empty string] [empty string] 2016-09-01 09:00:00.0 [empty string] 3 1.00 Announcing_transcript.txt 9_1_16 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=378 [empty string] 2016-09-01 00:00:00.0 378 Announcing the Request for Applications for Division wide Technical Assistance: Exemplary Services to Support Students with Autism Spectrum Disorder [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/378 qadaKS8P7oE [empty string] [empty string] [empty string]
98 1351280601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 https://www.youtube.com/embed/N5I8rUK1ecI [empty string] [empty string] [empty string] [empty string] [empty string] 2016-05-10 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 t_cogar_2016.pdf [empty string] t_cogar_2016.docx 1 0 1 [empty string] 1 1 [empty string] <p>This webcast will discuss the importance of using person-centered planning tools for individuals with ASD pre-k through adulthood. The importance of developing skills, abilities knowledge and confidence in one&rsquo;s self and developing through the years will be emphasized. How to adapt tools to meet the various communication needs of individuals and their support networks will also be discussed. &nbsp;</p> <p>Teresa has worked with individuals with disabilities since 1998. She has served as a special education teacher in Virginia Public Schools, Education Coordinator for VDOE&rsquo;s Training and Technical Assistance Center at JMU and currently as Training Associate for Virginia Commonwealth University- Autism Center for Excellence. Teresa is also an endorsed Positive Behavior Support Facilitator. &nbsp;She has spoken nationally on the topics of Positive Behavior Support, Self-Determination and Person&ndash;Centered Planning for students with disabilities.&nbsp;</p> <div>&nbsp;</div> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 30 14 [empty string] [empty string] 2016-05-10 15:30:00.0 [empty string] 3 1.00 05_10_16_transcript.docx 5_10_16 mp4 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=348 [empty string] 2016-05-10 00:00:00.0 348 Looking Towards the Future: Using Person-Centered Planning Tools from Pre-K through Adulthood [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/348 N5I8rUK1ecI [empty string] [empty string] [empty string]
99 1351280601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 https://www.youtube.com/embed/NeXa4QP3lLc [empty string] [empty string] [empty string] [empty string] [empty string] 2016-04-12 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 j_carver_2016.pdf [empty string] j_carver_2016.rtf 1 0 1 [empty string] 1 1 [empty string] <p>I will discuss how I became who I am today and the path I took to be a William and Mary student in the center of the first college-supported Neurodiversity group in the nation.</p> <p>Joel Carver is a rising Junior at the College of William and Mary and a Neurodiversity advocate. &nbsp;He was diagnosed with Asperger&rsquo;s Syndrome (now ASD) at a young age and discovered his condition in depth his senior year of high school. &nbsp;He opened up to the world after presenting about Autism to his Freshman hall, and shortly afterward began discussing the subject with prominent scholar John Elder Robison, who is also a member of the Neurodiversity Group at the College of William and Mary.&nbsp;</p> <div>&nbsp;</div> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 30 14 [empty string] [empty string] 2016-04-12 15:30:00.0 [empty string] 26 1.00 04_12_16VCU.rtf 4_12_16 mp4 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=347 [empty string] 2016-04-12 00:00:00.0 347 A Strange Story from a Strange World: My Life and the William and Mary Neurodiversity Student Group [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/347 NeXa4QP3lLc [empty string] [empty string] [empty string]
100 1351280601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 https://www.youtube.com/embed/zrBABEtRG08 [empty string] [empty string] [empty string] [empty string] [empty string] 2016-03-08 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 s_carr_2_2016.pdf [empty string] s_carr_2_2016.docx 1 0 1 [empty string] 1 1 [empty string] <p>Everyone wants the best possible quality of life. Having, or not having, a disability does not determine quality of life. This presentation examines the influences of degree of disability, social and communication ability, academic success, employment, and independence and autonomy on quality of life in young adults with autism and what we can do to make a difference in these outcomes.&nbsp;</p> <p>Staci Carr received a master&rsquo;s degree in education from Harvard University and a Ph.D. in Developmental Psychology from Virginia Commonwealth University. Since 1993, Staci has been working and conducting research in the field of Autism Spectrum Disorder, specifically addressing Social Skills Training and Social Competence, Quality of Life, Transition to College, and Relationships and Sexuality, and first responder training and preparedness. She has worked in Michigan, New York, Massachusetts, Rhode Island, and Virginia developing programs to support individuals in a variety of settings with varying abilities. &nbsp;Additionally, Dr. Carr has consulted nationally on issues related to adolescents and young adults with ASD.</p> <div>&nbsp;</div> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 30 14 [empty string] [empty string] 2016-03-08 15:30:00.0 [empty string] 3 1.00 3_8_16_transcript.docx 3_8_16 mp4 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=346 [empty string] 2016-03-08 00:00:00.0 346 Achieving the Best Quality of Life Possible: Preparing for the Future [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/346 zrBABEtRG08 [empty string] [empty string] [empty string]
101 1351280601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 https://www.youtube.com/embed/tptJ2DfImjY [empty string] [empty string] [empty string] [empty string] [empty string] 2016-02-09 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 n_beurkenspt2_2015.pdf [empty string] n_beurkenspt2_2015.docx 1 0 1 [empty string] 1 1 [empty string] <p>&nbsp;While many professionals have a toolbox of strategies to improve social skills, behavior, and communication for students with ASD, improving processing deficits and associated thinking and problem-solving skills can be a struggle. &nbsp;During this webcast Dr. Nicole Beurkens will provide specific communication, interaction, and environment strategies that can be implemented immediately to improve processing, thinking, and problem solving for this population.</p> <p>Dr. Nicole Beurkens, PhD, founder and director of the Horizons Developmental Resource Center in Caledonia, Michigan, is a licensed clinical psychologist with a doctorate in clinical psychology and a master&rsquo;s degree in special education. &nbsp;She holds a professional teaching certificate and has been certified in many specialized therapies for autism, ADHD, and other neurodevelopmental disorders. &nbsp;Dr. Beurkens has authored numerous articles, research studies, and books, and writes a popular newsletter for thousands of subscribers each week. &nbsp;With a background in child development, classroom teaching, family-based therapy, and research, Dr. Beurkens is an award-winning therapist, consultant, and speaker for families and professionals throughout the United States and abroad. &nbsp;You can find more of her strategies for parents and professionals, and sign up to receive her newsletter at www.DrBeurkens.com.</p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 30 14 [empty string] [empty string] 2016-02-09 15:30:00.0 [empty string] 3 1.00 02_09_2016_transcript.txt 2_9_16 mp4 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=345 [empty string] 2016-02-09 00:00:00.0 345 Strategies to Improve Processing in Students with ASD [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/345 tptJ2DfImjY [empty string] [empty string] [empty string]
102 1351280601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 https://www.youtube.com/embed/jN03FmT32F8 [empty string] [empty string] [empty string] [empty string] [empty string] 2016-01-12 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 n_beurkenspt1_2015.pdf [empty string] n_beurkenspt1_2015.docx 1 0 1 [empty string] 1 1 [empty string] <p>Students with autism spectrum disorder have significant information processing deficits that impact functioning in many areas. &nbsp;Recent research has shown how neurologically based processing problems lead to the types of social, communication, sensory, and behavior symptoms we see in this population. &nbsp;During this webcast Dr. Nicole Beurkens will review the current research on processing in ASD in order to lay a foundation for understanding the types of strategies that are helpful to address these deficits.&nbsp;</p> <p>Dr. Nicole Beurkens, PhD, founder and director of the Horizons Developmental Resource Center in Caledonia, Michigan, is a licensed clinical psychologist with a doctorate in clinical psychology and a master&rsquo;s degree in special education. &nbsp;She holds a professional teaching certificate and has been certified in many specialized therapies for autism, ADHD, and other neurodevelopmental disorders. &nbsp;Dr. Beurkens has authored numerous articles, research studies, and books, and writes a popular newsletter for thousands of subscribers each week. &nbsp;With a background in child development, classroom teaching, family-based therapy, and research, Dr. Beurkens is an award-winning therapist, consultant, and speaker for families and professionals throughout the United States and abroad. &nbsp;You can find more of her strategies for parents and professionals, and sign up to receive her newsletter at www.DrBeurkens.com.</p> <div>&nbsp;</div> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 30 14 [empty string] [empty string] 2016-01-12 15:30:00.0 [empty string] 3 1.00 01_12_2016_transcript.txt 1_12_16 mp4 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=344 [empty string] 2016-01-12 00:00:00.0 344 Understanding Autism as an Information Processing Disorder [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/344 jN03FmT32F8 [empty string] [empty string] [empty string]
103 1351280601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 https://www.youtube.com/embed/J1JrN8jpmRw [empty string] [empty string] [empty string] [empty string] [empty string] 2015-12-08 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 Iland_2015_2_copyright.pdf [empty string] Iland_2015_2_copyright.docx 1 0 1 [empty string] 1 1 [empty string] <p>Drawing a Blank II- We Want More! What is an educator or parent to do with the dearth of evidence-based options to help readers with ASD who can decode well but don&rsquo;t understand? Join us to learn about some practical, promising practices.</p> <p>In this session participants will:</p> <ul> <li>Understand the rationale for choosing promising practices to address comprehension</li> <li>Identify features that make an intervention a good fit for readers with ASD</li> <li>Explore promising practices to address the needs of good decoders with poor comprehension including Friend Venn (a strategy to teach perspective); Homograph strategy (self-monitoring, clarification, vocabulary growth); Shades of Meaning (connotation and vocabulary); &nbsp;and Use of Technology including electronic dictionaries (vocabulary, resolution of ambiguity)</li> </ul> <p>Emily Illand, M.A. is an award-winning author, advocate, researcher, and leader in the autism field. She is the mother of a young man with ASD and brings personal experience and insight to her professional roles.Emily is an Adjunct Professor in the Department of Special Education at California State University, Northridge. She is an educational consultant, presenting a variety of topics at conferences in both English and Spanish, all over the U.S. and abroad. She is known for the clear way she presents complex information! &nbsp;Areas of special focus include Reading Comprehension &amp; ASD, Autism 101, Sibling Issues &amp; Family Balance, Social &amp; Friendship Skills, Play &amp; Social Inclusion, and Skills for Safety &amp; Independence, Autism &amp; Law Enforcement, Transition to Adulthood, Autism &amp; the College Experience, Autism in the Workplace, and Adult Relationships.</p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 30 14 [empty string] [empty string] 2015-12-08 15:30:00.0 [empty string] 3 1.00 12_08_2015_transcript1.txt 12_8_15 mp4 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=343 [empty string] 2015-12-08 00:00:00.0 343 Drawing a Blank II [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/343 J1JrN8jpmRw [empty string] [empty string] [empty string]
104 1351280601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 https://www.youtube.com/embed/-GTSwffUo2o [empty string] [empty string] [empty string] [empty string] [empty string] 2015-11-10 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 Iland_2015_1_copyright1.pdf [empty string] Iland_2015_1_copyright1.docx 1 0 1 [empty string] 1 1 [empty string] <p>&nbsp;Drawing a Blank I- Readers on the autism spectrum who can decode well but don&rsquo;t understand are experiencing what amounts to a reading disability. Because of features of ASD, these readers face unique challenges and need specialized intervention. Join us to learn what research tells us about this problem AND evidence-based solutions to try.</p> <p>In this session participants will:</p> <ul> <li>Identify the direct link between developmental deficits in autism and comprehension failure</li> <li>Examine findings from literature that identifies more than thirty areas where comprehension breakdown occurs and the specific skills that require explicit instruction</li> <li>Explore the current status of research on this topic and the five evidence-based practices available to address the needs of good decoders with poor comprehension</li> </ul> <p>Emily Iland, M.A. is an award-winning author, advocate, researcher, and leader in the autism field. She is the mother of a young man with ASD and brings personal experience and insight to her professional roles. Emily is an Adjunct Professor in the Department of Special Education at California State University, Northridge. She is an educational consultant, presenting a variety of topics at conferences in both English and Spanish, all over the U.S. and abroad. She is known for the clear way she presents complex information! Areas of special focus include Reading Comprehension &amp; ASD, Autism 101, Sibling Issues &amp; Family Balance, Social &amp; Friendship Skills, Play &amp; Social Inclusion, and Skills for Safety &amp; Independence, Autism &amp; Law Enforcement, Transition to Adulthood, Autism &amp; the College Experience, Autism in the Workplace, and Adult Relationships.</p> <div>&nbsp;</div> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 24 14 [empty string] [empty string] 2015-11-10 15:30:00.0 [empty string] 3 1.00 11_10_2015transcript.txt 11_10_15 mp4 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=342 [empty string] 2015-11-10 00:00:00.0 342 Drawing a Blank I [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/342 -GTSwffUo2o [empty string] [empty string] [empty string]
105 1351280601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 https://www.youtube.com/embed/0-byIbrIO2k [empty string] [empty string] [empty string] [empty string] [empty string] 2015-10-13 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 crumb_waddell_2015.pdf [empty string] crumb_waddell_2015.docx 1 0 1 [empty string] 1 1 [empty string] <p>&nbsp;Reading is a fundamental part of our daily lives. Imagine what your world would be like if you did not understand the words you see on this page. &nbsp;For the majority of students with ASD reading is a challenge. &nbsp;Although often able to decode words, comprehending the text read or expressing what they are able to understand may prove difficult. &nbsp;Providing assessment based instruction, specific to each student&rsquo;s reading level, is paramount to increasing reading comprehension skills. In this webcast we will discuss the importance of comprehension and share research-based and promising practices to be used during the instruction and informal reading assessments of verbal and nonverbal students with ASD.</p> <p>Patty Crumb earned her bachelor&rsquo;s degree in education from Monmouth University, her master&rsquo;s degree in education from Old Dominion University and attended the University of Virginia to obtain her Educational Leadership endorsement. She has over 12 years of experience serving individuals diagnosed with ASD as a teacher, administrator and as literacy support for a regional special education program. In her role as literacy support and mentor teacher, Patty has had the opportunity to work with students of varying ages and disabilities as well as to create and present professional development for her professional peers. Recently, she provided reading tutoring to students in the Virginia Beach Public School system. Patty has developed two sight word iPad applications, which can be used to assess both verbal and nonverbal student&rsquo;s sight word knowledge.</p> <p>Dorothy J. Waddell, M. Ed., is a certified Reading Specialist for the Southeastern Cooperative Education Program (SECEP). &nbsp; She earned an endorsement in special education and a master&rsquo;s degree in reading education from Old Dominion University. &nbsp; Dorothy has served students with disabilities for 15 years and the last 10 years have been dedicated to increasing the literacy skills of students with autism. &nbsp;She has been responsible for developing literacy curriculum, mentoring new teachers, professional development of staff, and adapting materials to better fit the needs of the students she serves. &nbsp;Her professional interests focus on ensuring that all students, regardless of their disability, have access to quality literacy instruction that meets their individual needs.&nbsp;</p> <div>&nbsp;</div> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 30 14 [empty string] [empty string] 2015-10-13 15:30:00.0 [empty string] 3 1.00 10_13_2015_transcriptYT.rtf 10_13_15 mp4 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=341 [empty string] 2015-10-13 00:00:00.0 341 Reading is Understanding – A Deeper Look at Comprehension and ASD [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/341 0-byIbrIO2k [empty string] [empty string] [empty string]
106 1351280601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 https://www.youtube.com/embed/3_0d42ceUhM?rel=0 [empty string] [empty string] [empty string] [empty string] [empty string] 2015-09-15 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 dawson_h2015.pdf [empty string] dawson_h2015.docx 1 0 1 [empty string] 1 1 [empty string] <p>&nbsp;Meetings, meetings, meetings, and even more meetings take up more time than ever in today&rsquo;s schools and yet, our students continue to struggle and not be proficient on mandated assessments. &nbsp;Is it possible to work any harder? &nbsp;The answer to student achievement is not found in teachers&rsquo; working harder, but rather in a clear focus on student achievement and collaboration&hellip;and a school culture that supports both. &nbsp;During this webinar we will look at what Professional Learning Communities are and are not. &nbsp;We will explore various components of this culture and why it has been successful in schools across this country. &nbsp;We will also look at the roles played by school stakeholders in making PLCs improve student achievement.</p> <p>Harriet Kirk Dawson was born and educated in North Carolina, having received her bachelor&rsquo;s degree from the University of North Carolina at Greensboro in business education. Following the receipt of a master&rsquo;s degree in education from the University of Virginia, Dawson moved to Virginia and has served as a Virginia public school educator for 35 years. &nbsp;She has been a teacher, guidance counselor, assistant superintendent in charge of assessment, curriculum, personnel and policies, interim superintendent, and most recently, a Training Coordinator for Rappahannock Community College. &nbsp;She also serves as an educational consultant in the areas of Team Building, School Culture, Data Analysis and Increasing Rigor in Instructional Programs to ensure College and Workplace Readiness, and as a Trainer for Business Soft Skills.</p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 30 14 [empty string] [empty string] 2015-09-15 15:30:00.0 [empty string] 3 1.00 09_15_2015transcript.txt 9_15_15 mp4 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=340 [empty string] 2015-09-15 00:00:00.0 340 PLC - An Acronym That Holds No Relevance for Schools Unless the Focus is Student Achievement [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/340 3_0d42ceUhM [empty string] [empty string] [empty string]
107 1351280601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 https://www.youtube.com/embed/t360i3V-lYs?rel=0 [empty string] [empty string] [empty string] [empty string] [empty string] 2015-08-11 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 stone_e_ulrich_s_2015.pdf [empty string] stone_e_ulrich_s_2015.docx 1 0 1 [empty string] 1 1 [empty string] <p>Post-secondary outcome research on adults with autism consistently demonstrates that social skills are key to maintaining stable employment. &nbsp; Alexandria City Public Schools Autism Team recognized this need within their own student population. &nbsp; This webcast will share how ACPS developed and offered a social skills course for high school students on the autism spectrum. &nbsp; In addition, assessment of progress will be addressed.&nbsp;</p> <p>Erin Stone was first a special education teacher for students with emotional and behavioral disabilities before returning to school to receive her doctorate in Clinical &amp; School Psychology from Hofstra University in Long Island, NY. She worked as a school psychologist while completing her dissertation then became a school administrator of a special education early childhood center in Brooklyn, NY. In her positions as psychologist and administrator, Erin began to specialize in autism to support students in her schools. She received her BCBA-D in 2008. Erin moved to Alexandria, VA in 2010 as a BCBA for Alexandria City Public Schools and is currently their Autism Services Coordinator.</p> <p>Stacy Ulrich is a Board Certified Behavior Analyst who holds a Master&rsquo;s of Science degree in Special Education from Waynesburg University and a Bachelor of Science degree in Elementary and Special Education from Duquesne University. &nbsp;Stacy has worked as a teacher for students with emotional disturbance, multiple disabilities and autism. &nbsp;During those years she obtained her BCBA and began to specialize in training parents and staff to develop and implement instructional and behavioral programs using the principles of applied behavior analysis. &nbsp;Stacy currently works at Alexandria City Public Schools as a BCBA for students in Pre-K through High School. &nbsp;</p> <div>&nbsp;</div> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 28 14 [empty string] [empty string] 2015-08-11 15:30:00.0 [empty string] 3 1.00 08_11_2015_transcript.rtf 8_11_15 mp4 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=332 [empty string] 2015-08-11 00:00:00.0 332 Intense Supports for Social Skills Delivery at the High School Level [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/332 t360i3V-lYs [empty string] [empty string] [empty string]
108 1351280601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 https://www.youtube.com/embed/pG5-ls316A8?rel=0 [empty string] [empty string] [empty string] [empty string] [empty string] 2015-07-21 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 c_evanko_part2_2015_edit.pdf [empty string] c_evanko_part2_2015_edit.docx 1 0 1 [empty string] 1 1 [empty string] <p>&nbsp;Learn about the different laws in Virginia that apply to behavior analysis, including their history, current status, and what the future may hold. &nbsp;Also discover the unique responsibilities that behavior analysts have when practicing in the Commonwealth of Virginia.</p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 0 14 [empty string] [empty string] 2015-07-21 15:30:00.0 [empty string] 3 1.00 07_21_15_VCU.txt 7_21_15 mp4 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=329 [empty string] 2015-07-21 00:00:00.0 329 ABA and the Virginia General Assembly: Legislative Updates for Current and Prospective Behavior Analysts [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/329 pG5-ls316A8 [empty string] [empty string] [empty string]
109 1351280601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 https://www.youtube.com/embed/uIaAyOpBaYY?rel=0 [empty string] 07_14_2015_transcript.rtf [empty string] [empty string] [empty string] 2015-07-14 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 crowson_clayton.pdf [empty string] crowson_clayton.docx 1 0 1 [empty string] 1 1 [empty string] <p>Within the text of the Diagnostic Criteria for Autism Spectrum Disorder in the DSM-5, the word &ldquo;social&rdquo; appears TEN times; indicating that social skills are, inherently, a significant area of need for students with ASD. &nbsp;Learning to navigate social situations not only helps them understand their world, but also impacts a student&rsquo;s ability to gain benefit from academics. &nbsp;Our students, more often than not, find themselves alone during recess and lunch times, verbally interact less with peers, have fewer opportunities to relate to peers throughout the day, and have difficulty assigning meaning to academic tasks. &nbsp;These factors substantiate the paramount importance of social skills instruction with our students.&nbsp;This webinar will highlight the journey of one public school division while guiding participants through the steps necessary to begin social skills programming within their division, school, or classroom. &nbsp;Topics will include determining the appropriate instruments for data collection, curricular resources, and professional development interventions in order to arrive at desired outcomes for social skills instruction.</p> <p>Wendy Clayton, M.Ed. is the Autism Specialist for Newport News Public Schools. &nbsp;Wendy received a dual Master&rsquo;s Degree in Special Education in Learning Disabilities and Emotional Disturbance, as well as a Supervisory endorsement from the College of William and Mary. &nbsp;Wendy has been a special education teacher in the area of ID in a private separate school in Hampton for three years and in the areas of LD, ED, ID, and an Occupational/Physical Therapy Coordinator with NNPS for 30 years.</p> <p>Teresa Crowson, OTR/L, MAEd. is an ASD Programming Support Coach and Occupational Therapist for Newport News Public Schools. &nbsp;She received her B.S. Degree in Occupational Therapy from East Carolina University and her M.A. in Education with a Concentration in Educational Leadership from Touro University. &nbsp;She has been a pediatric OT for 21 years; working 19 of those years within a public school setting. &nbsp; In her current role with NNPS, Teresa provides support to teachers of students with autism, through the coaching model, to meet the educational and behavioral needs of students using evidence based practices.&nbsp;</p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 28 14 [empty string] [empty string] 2015-07-14 15:30:00.0 [empty string] 3 1.00 [empty string] 7_14_15 mp4 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=331 [empty string] 2015-07-14 00:00:00.0 331 Navigating the Social Highway: A Road Map of Social Skills Programming for ASD [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/331 uIaAyOpBaYY [empty string] [empty string] [empty string]
110 1351280601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 https://www.youtube.com/embed/PTdrPex0PV8?rel=0 [empty string] [empty string] [empty string] [empty string] [empty string] 2015-06-23 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 c_evanko_part1_2015.pdf [empty string] c_evanko_part1_2015.docx 1 0 1 [empty string] 1 1 [empty string] <p>&nbsp;Learn about some of the recent laws regarding autism and applied behavior analysis (ABA) including an update on the autism insurance laws in Virginia. &nbsp;Find out what you can do to make a difference.</p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 0 14 [empty string] [empty string] 2015-06-23 15:30:00.0 [empty string] 3 1.00 06_23_2015VCU.txt 6_23_15 mp4 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=328 [empty string] 2015-06-23 00:00:00.0 328 Autism, ABA and the Virginia General Assembly: Legislative Updates for Parents and Caregivers [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/328 PTdrPex0PV8 [empty string] [empty string] [empty string]
111 1351280601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 https://www.youtube.com/embed/UaB2mY7xBCU [empty string] [empty string] [empty string] [empty string] [empty string] 2015-06-09 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 stef_paul_2015.pdf [empty string] stef_paul_2015.docx 1 0 1 [empty string] 1 1 [empty string] <p>Play is an integral part of most early childhood special education programs. For many young children with ASD and severe learning needs, this skill may be very difficult. &nbsp;This webcast will discuss the importance of teaching social skills in early childhood education programs that serve students with ASD. &nbsp;Elements of social skill instruction will be explored to include both systematic and naturalistic teaching strategies. &nbsp;Methods of how to embed evidenced-based practices in order to promote early social skills in young children will be examined.</p> <p>Stefanie Paul, M.Ed., is a Training and Technical Assistance Associate for Virginia Commonwealth University &ndash; Autism Center for Excellence (VCU-ACE). &nbsp;She earned her Master&rsquo;s degree in Special Education from Old Dominion University. &nbsp;Stefanie has worked in Virginia serving individuals with disabilities since 1993. &nbsp;She has worked in Virginia Public schools supporting students with ASD at the preschool and elementary level. &nbsp; Stefanie recently served as a coach to teachers who serve students with ASD in Newport News Public Schools.&nbsp;</p> <p>&nbsp;</p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 28 14 [empty string] [empty string] 2015-06-09 15:30:00.0 [empty string] 3 1.00 06_09_2015transcript.docx 6_9_15 mp4 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=330 [empty string] 2015-06-09 00:00:00.0 330 Pre-K is more than play! Incorporating social skills training for preschoolers with ASD and severe learning needs [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/330 UaB2mY7xBCU [empty string] [empty string] [empty string]
112 1351280601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2015-05-12 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 [empty string] [empty string] [empty string] 1 0 1 [empty string] 1 1 [empty string] <p>Parents are their child&rsquo;s earliest and best teachers. &nbsp;Teaching parents specific intervention strategies to support their child&rsquo;s development and manage their child&rsquo;s behavior has a number of benefits for the child and family. &nbsp;This presentation will describe the benefits of teaching parents to provide intervention themselves and will discuss important strategies for working with parents, with a focus on parent coaching.</p> <p>Bio: Dr. Ingersoll is an associate professor of clinical psychology and the director of the MSU Autism Research Lab. &nbsp;She received her PhD in experimental psychology at University of California, San Diego and completed a clinical post-doc in child psychology at Oregon Health &amp; Science University. &nbsp;She is a licensed psychologist and board certified behavior analyst. &nbsp;Dr. Ingersoll&rsquo;s research focuses on the development, evaluation, and dissemination of social communication interventions for individuals with autism spectrum disorder (ASD). &nbsp;She also conducts research on the impact of ASD on the family and the broader autism phenotype. &nbsp;A major emphasis of her current work is on the development of community-focused, parent-mediated interventions for young children with ASD. &nbsp; Dr. Ingersoll has published more than 50 peer-reviewed journal articles and book chapters on ASD, and is the co-author of Teaching Social Communication to Children with Autism, an internationally-recognized parent training curriculum for children with ASD. &nbsp; Dr. Ingersoll has presented her work to parents, teachers, clinicians, and researchers both nationally and internationally, and has served as a principal investigator on a number of federal, foundation, and university grants.</p> 1 0 [empty string] [empty string] 1 0 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 24 14 [empty string] [empty string] 2015-05-12 15:30:00.0 [empty string] 3 1.00 [empty string] 0_0_0 mp4 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=310 [empty string] 2015-05-12 00:00:00.0 310 Parent Coaching: Teaching Parents Strategies to Promote Their Child's Development [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/310 [empty string] [empty string] [empty string] [empty string]
113 1351280601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2015-04-14 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 [empty string] [empty string] [empty string] 1 0 1 [empty string] 1 1 [empty string] <p>&nbsp;As the ability to identify children with ASD in younger children increases, there is a need for the development interventions that are &nbsp;appropriate and effective for infants and toddlers. &nbsp;Recent efforts to develop interventions for this age group have resulted in a novel class of interventions referred to as naturalistic developmental behavioral interventions (NDBIs). &nbsp;NDBIs are influenced by both behavioral psychology and developmental science and are implemented in natural contexts. &nbsp;A number of recent evaluations of NDBIs have demonstrated their effectiveness for improving social communication development in toddlers and young children with ASD. &nbsp; This presentation will provide overview of the development and evaluation of current NDBIs and describe common elements shared by these interventions. &nbsp;</p> <p>Bio: Dr. Ingersoll is an associate professor of clinical psychology and the director of the MSU Autism Research Lab. &nbsp;She received her PhD in experimental psychology at University of California, San Diego and completed a clinical post-doc in child psychology at Oregon Health &amp; Science University. &nbsp;She is a licensed psychologist and board certified behavior analyst. &nbsp;Dr. Ingersoll&rsquo;s research focuses on the development, evaluation, and dissemination of social communication interventions for individuals with autism spectrum disorder (ASD). &nbsp;She also conducts research on the impact of ASD on the family and the broader autism phenotype. &nbsp;A major emphasis of her current work is on the development of community-focused, parent-mediated interventions for young children with ASD. &nbsp; Dr. Ingersoll has published more than 50 peer-reviewed journal articles and book chapters on ASD, and is the co-author of Teaching Social Communication to Children with Autism, an internationally-recognized parent training curriculum for children with ASD. &nbsp; Dr. Ingersoll has presented her work to parents, teachers, clinicians, and researchers both nationally and internationally, and has served as a principal investigator on a number of federal, foundation, and university grants.</p> 1 0 [empty string] [empty string] 1 0 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 24 14 [empty string] [empty string] 2015-04-14 15:30:00.0 [empty string] 3 1.00 [empty string] 0_0_0 mp4 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=309 [empty string] 2015-04-14 00:00:00.0 309 Teaching Social Communication Skills to Young Children with Autism Using Naturalistic Developmental Behavioral Interventions (NDBIs) [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/309 [empty string] [empty string] [empty string] [empty string]
114 1351280601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 https://www.youtube.com/embed/0RUhKHbyHbY [empty string] [empty string] [empty string] [empty string] [empty string] 2015-03-10 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 ernsperger_part3_sept_2014.pdf [empty string] ernsperger_part3_sept_2014.docx 1 0 1 [empty string] 1 1 [empty string] <p>Bullying in the United States was once a silent epidemic which was endured by millions of children on a daily basis. The attitude &ldquo;kids will be kids&rdquo; was just part of normal childhood development. Today, bullying in schools is being recognized as a national health problem and safety issue for all students including students with disabilities. The prevalence of bullying in schools is roughly one in three students and can occur twice as often for students with special needs. Dr. Ernsperger will provide up-to-date research and specific interventions in order for all school professionals to create a safe educational environment and follow the legal requirements set out by the federal government on bullying and harassment prevention for students with disabilities.</p> <p>Bio: Dr. Lori Ernsperger is the Director of Autism and Behavioral Consulting, LLC and a board certified behavior analyst- doctoral level. She has over 29 years of experience working in the public schools as a classroom teacher, administrator, and behavioral consultant. Dr. Lori currently provides professional development and conference workshops to school district professionals and parents. She is the author of three books: Keys to Success for Teaching Students with Autism and Just Take a Bite: Easy Effective Answers to Food Aversions and Eating Challenges and Girls Under the Umbrella of Autism Spectrum Disorders. &nbsp;Her new books Teaching Students with ASD will be released in Fall 2014 and Preventing Bullying and Harassment for Students with Disabilities will be released in April, 2015. For more information go to: <a href="http://www.loriernsperger.com" target="_blank">www.loriernsperger.com</a></p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 24 14 [empty string] [empty string] 2015-03-10 15:30:00.0 [empty string] 3 1.00 3_10_15_transcript.txt 3_10_15 mp4 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=308 [empty string] 2015-03-10 00:00:00.0 308 3 R’s To Bullying Prevention for Students with Disabilities: Recognize, Respond, and Report [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/308 0RUhKHbyHbY [empty string] [empty string] [empty string]
115 1351280601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 https://www.youtube.com/embed/Bd2LTuQEHIc [empty string] [empty string] [empty string] [empty string] [empty string] 2015-02-10 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 getzel_l_ace_20151.pdf [empty string] getzel_l_ace_20151.docx 1 0 1 [empty string] 1 1 [empty string] <p>This webcast will provide results of a study on the career planning experiences and overall college experiences of students on the Autism Spectrum. &nbsp;Structured interviews were conducted with college students with ASD attending community colleges and/or state universities in Virginia. &nbsp;Seven emerging themes based on students&rsquo; knowledge of, and participation in, career related services and supports will be described. &nbsp;</p> <p>Bio: Elizabeth Evans Getzel is the Director of the Center on Transition Innovations (CTI) at Virginia Commonwealth University&rsquo;s Rehabilitation Research &amp; Training Center. The CTI is the centralized portal for information and resources on youth transition for the state of Virginia. &nbsp;She currently is responsible for overseeing the data collection for the federal transition requirement (Indicator #14) which is a post school follow-up survey conducted on school leavers in the areas of employment, postsecondary training and higher education. In her role, she conducts data analyses and develops reports for the state on this outcome data. &nbsp;Ms. Getzel also directs projects on supported education in postsecondary education for college students with disabilities; collaborative career planning for college students with autism; supported education for veterans with TBI and SCI in college; Project SEARCH for youth with ID/DD (employer-based internship program) and Start on Success (employer based internship program) for youth with LD, ED, and OHI. She has authored or co-authored journal articles and book chapters on transition, career development, postsecondary education, and employment and is the co-editor of the book Going to College: Expanding Opportunities for People with Disabilities.</p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 24 14 [empty string] [empty string] 2015-02-10 15:30:00.0 [empty string] 26 1.00 02_10_15_transcript.docx 2_10_15 mp4 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=307 [empty string] 2015-02-10 00:00:00.0 307 In Their Own Words: The Career Planning Experiences of College Students with ASD [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/307 Bd2LTuQEHIc [empty string] [empty string] [empty string]
116 1351280601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 https://www.youtube.com/embed/_Yiw0ya6sZc [empty string] [empty string] [empty string] [empty string] [empty string] 2015-01-13 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 m_pruett2014.pdf [empty string] m_pruett2014.docx 1 0 1 [empty string] 1 1 [empty string] <p>School success depends on a student&rsquo;s ability to plan, organize and prioritize tasks, materials, and information; separate main ideas from details; think flexibly; memorize content; and monitor progress toward completing tasks. &nbsp;This webcast will introduce strategies using low tech to high tech tools for developing these executive functioning skills for students on the Autism Spectrum.</p> <p>Bio: Mona Pruett, M.S., OT/L currently works with the Virginia Department of Education&rsquo;s Training and Technical Assistance Center at VCU. &nbsp;Mona serves as a program specialist in the areas of assistive technology, instructional technology and distance education. Her professional interests focus on ensuring that all students have access to the school curriculum regardless of disability. &nbsp;She enjoys staying current on the most recent advances in technology but also loves to share low cost and easy to use alternatives. &nbsp;Mona is an occupational therapist with over 30 years&rsquo; experience working with children in public schools, early intervention programs, and private practice.</p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 24 14 [empty string] [empty string] 2015-01-13 15:30:00.0 [empty string] 2 1.00 01_13_15VCUtranscript_text.txt 1_13_15 mp4 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=306 [empty string] 2015-01-13 00:00:00.0 306 Cool Tools for School Success [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/306 _Yiw0ya6sZc [empty string] [empty string] [empty string]
117 1351280601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 https://www.youtube.com/embed/aIb6DjbiS3M [empty string] [empty string] [empty string] [empty string] [empty string] 2014-12-09 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 ernsperger_part2_sept_2014.pdf [empty string] ernsperger_part2_sept_2014.docx 1 0 1 [empty string] 1 1 [empty string] <p>Girls and women with ASD are often underdiagnosed and lack effective comprehensive services to establish and maintain a quality of life. During this session, Dr. Lori Ernsperger will provide effective interventions and strategies for addressing specific issues which include friendship making, social communication skills, hygiene, personal safety, and self-determination skills.&nbsp;</p> <p>Bio: Dr. Lori Ernsperger is the Director of Autism and Behavioral Consulting, LLC and a board certified behavior analyst- doctoral level. She has over 29 years of experience working in the public schools as a classroom teacher, administrator, and behavioral consultant. Dr. Lori currently provides professional development and conference workshops to school district professionals and parents. She is the author of three books: Keys to Success for Teaching Students with Autism and Just Take a Bite: Easy Effective Answers to Food Aversions and Eating Challenges and Girls Under the Umbrella of Autism Spectrum Disorders. &nbsp;Her new books Teaching Students with ASD will be released in Fall 2014 and Preventing Bullying and Harassment for Students with Disabilities will be released in April, 2015. For more information go to:<a href="http:// www.loriernsperger.com" target="_blank"> www.loriernsperger.com</a></p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 24 14 [empty string] [empty string] 2014-12-09 15:30:00.0 [empty string] 3 1.00 transcript_12_9_2014_webcast.txt 12_9_14 mp4 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=305 [empty string] 2014-12-09 00:00:00.0 305 Girls Under the Umbrella of ASD Part 2: Interventions and Practical Strategies Across the Life Span [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/305 aIb6DjbiS3M [empty string] [empty string] [empty string]
118 1351280601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 https://www.youtube.com/embed/PqX6xqLby7I [empty string] [empty string] [empty string] [empty string] [empty string] 2014-11-11 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 11_11_2014ernsperger_part1_sept_2014.pdf [empty string] 11_11_2014ernsperger_part1_sept_2014.docx 1 0 1 [empty string] 1 1 [empty string] <p>&nbsp;Girls and women with ASD are often underdiagnosed and lack effective comprehensive services to establish and maintain a quality of life. During this webcast, Dr. Lori Ernsperger will highlight the core gender differences between males and females with ASD. The focus of this webcast will be to review the current research and findings on girls and women with ASD and provide recommendations for future research.</p> <p>Bio: Dr. Lori Ernsperger is the Director of Autism and Behavioral Consulting, LLC and a board certified behavior analyst- doctoral level. She has over 29 years of experience working in the public schools as a classroom teacher, administrator, and behavioral consultant. Dr. Lori currently provides professional development and conference workshops to school district professionals and parents. She is the author of three books: Keys to Success for Teaching Students with Autism and Just Take a Bite: Easy Effective Answers to Food Aversions and Eating Challenges and Girls Under the Umbrella of Autism Spectrum Disorders. &nbsp;Her new books Teaching Students with ASD will be released in Fall 2014 and Preventing Bullying and Harassment for Students with Disabilities will be released in April, 2015. For more information go to: <a href="http://www.loriernsperger.com" target="_blank">www.loriernsperger.com</a></p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 24 14 [empty string] [empty string] 2014-11-11 15:30:00.0 [empty string] 3 1.00 11_11_2014_webcast_transcript.docx 11_11_14 mp4 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=304 [empty string] 2014-11-11 00:00:00.0 304 Girls under the Umbrella of ASD Part 1: Diagnosis and Gender Differences [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/304 PqX6xqLby7I [empty string] [empty string] [empty string]
119 1351280601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2014-10-08 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 [empty string] [empty string] [empty string] 1 0 1 [empty string] 1 1 [empty string] <p>VCU-ACE has been providing embedded technical assistance in 12 school divisions to assist them in improving their programming for students with ASD. In this project, the Technical Assistance division of VCU-ACE used the Autism Program Environment Rating Scale (APERS) as a measure of program quality and a standard for classrooms to model. In this webcast, we present the APERS pre- and post-test data to demonstrate the change that occurred in classrooms as a result of its use. In addition, we will discuss the APERS tool and how it can be useful to other divisions wishing to use it as a standard program evaluation tool. &nbsp;Finally we will discuss how some school divisions have used the APERS to increase teacher skill in the classroom.</p> <p>Bio: Dr. Schall has been learning from and supporting individuals with autism since the early 1980&rsquo;s. &nbsp;She is involved in supporting individuals across Virginia through her work as the director of the Virginia Autism Resource Center at Virginia Commonwealth University. &nbsp;She is well versed in completing functional behavior assessments and using positive behavior supports to develop comprehensive plans for individuals from a person-centered approach. &nbsp;She is a state trainer for the Positive Behavior Support project with the Partnership for People with Disabilities at Virginia Commonwealth University. &nbsp;Additionally, she is the principal investigator for the VCU ASD Career Links Project.</p> <div>&nbsp;</div> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 24 14 [empty string] [empty string] 2014-10-08 15:30:00.0 [empty string] 3 1.00 [empty string] 10_8_14 mp4 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=303 [empty string] 2014-10-08 00:00:00.0 303 Using the Autism Program Environment Rating Scale in VCU-ACE Model Classrooms [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/303 pXDBhGud0yk [empty string] [empty string] [empty string]
120 1351280601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2014-09-09 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 justin_2014.pdf [empty string] justin_2014.docx 1 0 1 [empty string] 1 1 [empty string] <p>Justin George is a young man with AS and ADHD. He also has anxiety. This webcast will be delivered by Justin. In his own words, he will discuss how strategies, people and placements helped him move from middle school, high school and now to college. Strategies on how he moved forward, became more self-determined, and has used his interests and love of amateur radio and weather reporting to continue to become more successful as he progresses through his transitions in life will be discussed.</p> <p>Bio: Justin is 19 years old and lives in Chesterfield County. &nbsp;Justin is currently going to J Sergeant Reynolds Community College in pursuit of a certificate in legal office technology. He hopes to continue to advocate for others. Justin is a youth leader for the I'm Determined project since 2011. Among other things, Justin enjoys spending time with his family and his girlfriend Madison, the outdoors and learning about various facts. He is a member of the Virginia Amateur Radio Communications auxiliary along with his Dad. That group supports the Virginia Department of Emergency Management communications needs as directed. Justin also enjoys traveling and learning new things.</p> <div>&nbsp;</div> <p class="MsoCommentText"><o:p></o:p></p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 24 14 [empty string] [empty string] 2014-09-09 15:30:00.0 [empty string] 27 1.00 [empty string] 9_9_14 mp4 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=302 [empty string] 2014-09-09 00:00:00.0 302 Progressing Through Transition [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/302 _kEzZPAF8WY [empty string] [empty string] [empty string]
121 1351280601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 https://www.youtube.com/embed/JkObaEdqSjA [empty string] [empty string] [empty string] [empty string] <p>The VCU-ACE Statewide Goal Committee on Transition recognized that there are distinct domains that comprise this complex concept. &nbsp;Appropriately named, &ldquo;The Three T&rsquo;s of Transition&rdquo;, these areas are as follows: &nbsp;Transition from grade-to-grade, level-to-level, teacher-to-teacher, transition to and from out-of division placement, and the transition that takes place when students leave from secondary education and embark into adulthood. &nbsp; &nbsp;This webcast will further define transition, discuss the process by which the subcommittees analyzed each domain, provide an overview of the committee&rsquo;s white paper, and provide case studies that utilize several tools developed to increase consistency and effectiveness of the transition process.</p> 2014-08-12 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 t_goodwin_Aug_2014.pdf [empty string] t_goodwin_Aug_2014.docx 0 0 1 [empty string] 1 1 [empty string] [empty string] 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 21 14 [empty string] [empty string] 2014-08-12 15:30:00.0 [empty string] 27 1.00 8_12_2014_transcript.txt 8_12_14 mp4 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=289 [empty string] 2014-08-12 00:00:00.0 289 The Three T’s of Transition: Tools for the Transition Process [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/289 JkObaEdqSjA [empty string] [empty string] [empty string]
122 1351280601 0 [empty string] [empty string] [empty string] 1 [empty string] 1 0 [empty string] 0 https://www.youtube.com/embed/VTtH-fiqRAY [empty string] [empty string] [empty string] [empty string] [empty string] 2014-07-15 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 Dawn_AAC inventory.pdf [empty string] Dawn_AACinventory.docx 0 0 1 [empty string] 1 1 [empty string] <p>Learning to communicate and enhancing skills is considered to be a profound and indisputable individual right. Every student with autism spectrum disorder is to have an effective communication system that will allow him/her to interact in a meaningful way across settings and across people. The use of augmentative and alternative communication (AAC) is a way to enhance communication for &nbsp;a variety of students with ASD. &nbsp;It can be effective for those with &nbsp;no or limited verbal abilities, but can also be beneficial for those who are able to speak but cannot communicate their full potential.&nbsp;</p> <p>As part of our statewide goal, the VCU Autism Center for Excellence, in collaboration with professionals from across the state, has developed tools and resources to assist teams in identifying and implementing appropriate AAC systems for students with ASD. &nbsp; This webcast is designed to provide an overview of the following tools: &nbsp;AAC Consideration Flow Chart, AAC Inventory, and the AAC Feature Analysis. The presenter will describe each tool, identify its purpose, and provide directions on its use.&nbsp;</p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 21 14 [empty string] [empty string] 2014-07-15 15:30:00.0 [empty string] 3 1.00 hendricks_7_15_2014.DOC 7_15_14 mp4 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=301 [empty string] 2014-07-15 00:00:00.0 301 Determining an Effective Communication System for Students with Autism Spectrum Disorder [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/301 VTtH-fiqRAY [empty string] [empty string] [empty string]
123 1351280601 0 [empty string] [empty string] [empty string] 1 [empty string] 1 0 [empty string] 0 https://www.youtube.com/embed/KoMDUeMQGes [empty string] [empty string] [empty string] [empty string] [empty string] 2014-07-08 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 selena_cherlene_2014.pdf [empty string] selena_cherlene_2014.docx 1 0 1 [empty string] 1 1 [empty string] <p>&nbsp;Building effective communication skills is a critical component of the education of all students with ASD. &nbsp;It requires a systematic plan that ensures communication instruction is individualized to fit the short term and long term needs of the student. &nbsp;This involves individualized communication instruction, team collaboration, a system of communication that allows for effective and efficient communication, and implementation of evidence-based strategies and supports.</p> <p>As part of our statewide goal, the VCU Autism Center for Excellence, in collaboration with professionals from across the state, has developed tools and resources to assist teams in improving the communication capabilities of those with ASD, including those who may require alternative modes to communicate effectively. &nbsp;This webcast is designed to advance the knowledge and skills of team members in identifying communication goals, implementing communication learning opportunities, and developing a long-term communication system for each child with ASD.</p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 21 14 [empty string] [empty string] 2014-07-08 15:30:00.0 [empty string] 3 1.00 selena_charlene20141.doc 7_8_14 mp4 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=288 [empty string] 2014-07-08 00:00:00.0 288 Effective Communication System for Students with ASD [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/288 KoMDUeMQGes [empty string] [empty string] [empty string]
124 1351280601 0 [empty string] [empty string] <p><strong>Jed Baker, Ph.D.</strong> is the director of the Social Skills Training Project, a private organization serving individuals with autism and social communication problems. He also directs social skills training for Millburn Public Schools in New Jersey. He is on the professional advisory board of Autism Today, ASPEN, ANSWER, YAI, the Kelberman Center and several other autism organizations. In addition, he writes, lectures, and provides training internationally on the topic of social skills training and managing challenging behaviors. He is an award winning author of five books, including Social Skills Training for Children and Adolescents with Asperger&#39;s Syndrome and Social Communication Problems; Preparing for Life: The Complete Handbook for the Transition to Adulthood for Those with Autism and Asperger&#39;s Syndrome; The Social Skills Picture Book; The Social Skills Picture Book for High School and Beyond; and No More Meltdowns: Positive Strategies for Managing and Preventing Out-of-Control Behavior. His work has also been featured on ABC World News, Nightline, the CBS Early Show, and the Discovery Health Channel.</p> 0 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] 0.0 [empty string] 2014-06-17 16:30:00.0 0 https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 jbaker_2014_p2.pdf [empty string] jbaker_2014_p2.docx 0 0 1 [empty string] 1 1 [empty string] <p>In order to implement any strategy to help students on the autism spectrum, we first need to understand the reasons behind some of their challenging behaviors and understand the feelings those behaviors provoke in their caretakers. This session helps caregivers manage their own emotions so they can help manage those of their children or clients.</p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 0 0 17 14 [empty string] [empty string] 2014-06-17 15:30:00.0 [empty string] 3 1.00 Jed Baker Part 2.docx 6_17_14 f4v 0 0 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=269 [empty string] 2014-06-17 00:00:00.0 269 Understanding Challenging Behaviors and the Need for Social Skills Training - Part 2 [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/269 [empty string] [empty string] [empty string] [empty string]
125 1351280601 0 [empty string] [empty string] [empty string] 1 [empty string] 1 0 [empty string] 0 https://www.youtube.com/embed/-TfztRcCCxI [empty string] [empty string] [empty string] [empty string] <p>As part of our commitment to support school divisions across the state of Virginia VCU-ACE has developed two documents to assist in evaluating the classroom performance of teachers who work with students with autism spectrum disorder (ASD). &nbsp;The first, <em>Performance Standards and Evaluation Criteria for ASD</em>, is a document that is aligned with the Virginia Department of Education Uniform Performance Standards and Evaluation Criteria for Teachers. &nbsp;The second tool is a rubric that can be used to assist administrators in using Performance Standards. &nbsp;In a previous webcast, both tools were discussed and explained. &nbsp;In this follow-up webcast, we will discuss important points for divisions to consider when implementing these tools. &nbsp;This webcast will highlight state experts and division staff who have developed and implemented these tools sharing their experiences.</p> 2014-06-10 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 selena_noel_june2014.pdf [empty string] selena_noel_june2014.docx 1 0 1 [empty string] 1 1 [empty string] [empty string] 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 21 14 [empty string] [empty string] 2014-06-10 15:30:00.0 [empty string] 3 1.00 noel-selina.doc 6_10_14 flv 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=287 [empty string] 2014-06-10 00:00:00.0 287 Considerations for Implementing the Administrator Checklist [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/287 -TfztRcCCxI [empty string] [empty string] [empty string]
126 1351280601 0 [empty string] [empty string] <p><strong>Jed Baker, Ph.D.</strong> is the director of the Social Skills Training Project, a private organization serving individuals with autism and social communication problems. He also directs social skills training for Millburn Public Schools in New Jersey. He is on the professional advisory board of Autism Today, ASPEN, ANSWER, YAI, the Kelberman Center and several other autism organizations. In addition, he writes, lectures, and provides training internationally on the topic of social skills training and managing challenging behaviors. He is an award winning author of five books, including Social Skills Training for Children and Adolescents with Asperger&#39;s Syndrome and Social Communication Problems; Preparing for Life: The Complete Handbook for the Transition to Adulthood for Those with Autism and Asperger&#39;s Syndrome; The Social Skills Picture Book; The Social Skills Picture Book for High School and Beyond; and No More Meltdowns: Positive Strategies for Managing and Preventing Out-of-Control Behavior. His work has also been featured on ABC World News, Nightline, the CBS Early Show, and the Discovery Health Channel.</p> 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2014-05-13 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 jbaker_2014_p1.pdf [empty string] jbaker_2014_p1.docx 1 0 1 [empty string] 1 1 [empty string] <p>All of us can have meltdowns when we lose control and seem immune to reasoning. Having consistent rules and consequences for such behavior is important, yet there are times when such traditional discipline seems ineffective. When consistent discipline is not enough, we need to understand why these difficult moments continue. This presentation is designed to (1)&nbsp;learn ways to de-escalate a meltdown in the moment, (2) understand 7 common triggers to repeat problems and (3)&nbsp;create effective prevention plans for each triggering situation<em>.</em></p> 1 0 [empty string] [empty string] 1 0 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 0 14 [empty string] [empty string] 2014-05-13 15:30:00.0 [empty string] 3 1.00 jedbaker_Part_1.docx 5_13_14 flv 0 0 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=270 [empty string] 2014-05-13 00:00:00.0 270 No More Meltdowns: Managing and Preventing Challenging Behaviors - Part 1 [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/270 [empty string] [empty string] [empty string] [empty string]
127 1351280601 0 [empty string] [empty string] <p>At the age of 27, <strong>Tori Saylor</strong> has had an interesting life filled with lessons learned. She has presented to hundreds of people nationally about these lessons while living with Asperger&rsquo;s Syndrome (AS). Although the beginning of her life was a constant struggle, she began to have a major transformation seven years ago when she became involved as a youth leader with the VA Department of Education's I'm Determined Project. With the help from her ever-growing support system she began a satisfying journey of learning how to become a self-determined self-advocate. A few of her most recent accomplishments include the VA Division on Career Development and Transition 2012 Youth of the Year and the 2012 VA Department of Rehabilitative Services Champions of Disability Employment, Employee of the Year award. Her hope is that someday society's perspective of all disabilities is one that includes open minds, equality and acceptance.</p> 1 [empty string] 0 0 [empty string] 0 https://www.youtube.com/embed/TTcyo3jGhHw [empty string] [empty string] [empty string] [empty string] [empty string] 2014-04-08 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 t_saylor2013.pdf [empty string] t_saylor2013.docx 1 0 1 [empty string] 1 1 [empty string] <p>In this webcast, Tori illustrates her struggles, triumphs, and tools used to survive each day. This allows for an opportunity to walk a mile in her shoes as she journeys through life from childhood to adulthood. Tori's message will leave you curious, motivated, and with a heightened awareness of ASD. Just when you think you know all about ASD, Tori's story may surprise you!</p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 17 14 [empty string] [empty string] 2014-04-08 15:30:00.0 [empty string] 18 1.00 04_08_14transcript.doc 4_8_14 flv 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=268 [empty string] 2014-04-08 00:00:00.0 268 My Journey to Self-Determination [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/268 TTcyo3jGhHw [empty string] [empty string] [empty string]
128 1351280601 0 [empty string] [empty string] <p><strong>Dr. Barbara Webb</strong> is an internationally known private consultant in the areas of Autism, Social Skills, and Positive Behavior Supports. She has 20 years of experience as a School Psychologist in preK-12<sup>th</sup> grades, a consultant to model Autism classrooms, specializes in assessment of students within the Autism Spectrum, and provides trainings in assessment, ADOS-2, ADI-R, and educational strategies. She also provides expert testimony in Due Process cases for School Districts and Families.</p> 1 [empty string] 0 0 [empty string] 0 https://www.youtube.com/embed/Sc13l_IfwfU [empty string] [empty string] [empty string] [empty string] [empty string] 2014-02-11 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 b_webb_2013_2.pdf [empty string] b_webb_2013_2.docx 1 0 1 [empty string] 1 1 [empty string] <p>All children are able to learn, just not in the same way. Autism is an information processing difference that affects: communication, social interaction, sensory response, and learning and thinking. In part 1, we discussed academic strategies for the classroom. This presentation will address strategies for the unstructured time within the school day, environmental supports, social supports, and communication supports. Dr. Webb will also discuss strategies for managing behavioral challenges.</p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 17 14 [empty string] [empty string] 2014-02-11 15:30:00.0 [empty string] 3 1.00 2_11_14_transcript.txt 2_11_14 flv 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=267 [empty string] 2014-02-11 00:00:00.0 267 Inclusion: Making the Marriage Work - Part 2 [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/267 Sc13l_IfwfU [empty string] [empty string] [empty string]
129 1351280601 0 [empty string] [empty string] <p><strong>Dr. Barbara Webb</strong> is an internationally known private consultant in the areas of Autism, Social Skills, and Positive Behavior Supports. She has 20 years of experience as a School Psychologist in preK-12<sup>th</sup> grades, a consultant to model Autism classrooms, specializes in assessment of students within the Autism Spectrum, and provides trainings in assessment, ADOS-2, ADI-R, and educational strategies. She also provides expert testimony in Due Process cases for School Districts and Families.</p> 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2014-01-14 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 b_webb_2013_1.pdf [empty string] b_webb_2013_1.docx 1 0 1 [empty string] 1 1 [empty string] <p>Our goal in education must be to create a rich educational setting for all children. Special Education was originally designed as a &quot;resource&quot; to educational programs, not as a separate placement. Research indicates that removing children from their typical peers undermines their capacity to learn the skills that will enable them to belong. Statistics from the CDC show a dramatic rise in autism; therefore we must prepare our inclusive classrooms to create the educational setting to address the needs of these children. This presentation will discuss the learning differences of children with autism and how to embed specific teaching strategies into the curriculum.</p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 17 14 [empty string] [empty string] 2014-01-14 15:30:00.0 [empty string] 3 1.00 01_14_2014_transcript.txt 1_7_14 flv 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=266 [empty string] 2014-01-14 00:00:00.0 266 Inclusion: Making the Marriage Work [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/266 Rl9jGa9debM [empty string] [empty string] [empty string]
130 1351280601 0 [empty string] [empty string] <p><strong>Dr. Peter Gerhardt</strong> is a managing partner of JPG Autism Consulting, LLC which provides community referenced, behaviorally-based consultation and intervention for adolescents with autism spectrum disorders. In addition, he is the Founding Chair of the Scientific Council for the Organization for Autism Research. Dr. Gerhardt has over 30 years experience utilizing the principles of Applied Behavior Analysis in support of adolescents and adults with ASD in educational, employment, residential, and community-based settings. He, along with Dr. Daniel Crimmins, is the Editor of the book, <em>Social Skills and Adaptive Behavior in ASD</em> recently published by Brookes Publishing and is the author or co-author of a variety of articles and book chapters on the needs of adolescents and adults with autism spectrum disorder. Dr. Gerhardt serves on the Editorial Board of Behavior Analysis in Practice and on numerous professional advisory boards. Dr. Gerhardt received his doctorate from the Rutgers, the State University of New Jersey Graduate School of Education.</p> 1 [empty string] 0 0 [empty string] 0 https://www.youtube.com/embed/9MbHVXBmlt8?autoplay=1 [empty string] [empty string] [empty string] [empty string] [empty string] 2013-12-10 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 p_gerdardt_2013_edits.pdf [empty string] p_gerdardt_2013_edits.docx 1 0 1 [empty string] 1 1 [empty string] <p>Persons with ASD are sexual beings. However, individual interest in sex or in developing an intimate sexual relationship with another person varies widely across individuals at all ability levels. Unfortunately, despite much discussion about decision making skills in the self-determination literature (e.g., Clark, et al., 2004), there continues to be &quot;lack of evidence [supporting the] effectiveness of sex education and training for persons with developmental disabilities&quot; (Duval, 2002, p. 453) in general, and autism spectrum disorders in particular. As such, there is a significant need for individualized, effective instruction for persons with ASD across the ability spectrum.</p> <p>On completion of this workshop participants will be able to:</p> <ol> <li>Provide an overview of the components of sexuality education</li> <li>Recognize the importance of sexuality education as one component of community safety training</li> <li>Recognize some the challenges to effective sexuality education specific to learners on the autism spectrum.</li> </ol> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 17 14 [empty string] [empty string] 2013-12-10 15:30:00.0 [empty string] 3 1.00 12_10_13_transcript.docx 12_10_13 flv 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=265 [empty string] 2013-12-10 00:00:00.0 265 Sexuality Instruction and Learners with ASD [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/265 9MbHVXBmlt8 [empty string] [empty string] [empty string]
131 1351280601 0 [empty string] [empty string] <p><strong>Staci Carr, Ed.M., M.S.</strong> received a Masters degree in education from Harvard University, a second Masters degree in Psychology from Virginia Commonwealth University, and a B.A. in Psychology from Oakland University. Since 1993, Staci has been working and conducting research in the field of Autism Spectrum Disorder, specifically Social Skills Competence, Bullying and Sexuality and Relationships. She has worked in Michigan, New York, Massachusetts, Rhode Island, and Virginia developing programs to support children in a variety of settings with varying abilities. She is currently completing her Ph.D. in Developmental Psychology at Virginia Commonwealth University.</p> 1 [empty string] 0 0 [empty string] 0 https://www.youtube.com/watch?v=5ueFBVfbVG8 [empty string] [empty string] [empty string] [empty string] [empty string] 2013-11-12 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 s_carr_2013 rev.pdf [empty string] s_carr_2013rev.docx 1 0 1 [empty string] 1 1 [empty string] <p>Many parents of children with autism are well aware that their children are bullied at school, but more recent research suggests the problem is pervasive. One study found that 46% of middle and high school students with ASD have been bullied. By comparison, in the general adolescent population, an estimated 10% of children have been bullied. Youth with Autism Spectrum Disorder (ASD) experience difficulties in communication, interaction and imagination, and often find the social world difficult and confusing. Students with ASD struggle with social norms and relating to peers. This leads to children with ASD being picked on, tormented, and bullied. Research in public schools comparing kids with ASD to their peers finds that children with ASD are more likely to be rejected by their peers, receive less social support from their friends and classmates, spend more time alone at recess and lunch times, chat and play less with others, are verbally abused more often, are more likely to react aggressively and are three more times likely to be bullied. This webcast will discuss the ways bullying happens (from teasing to cyberbullying) and what can be done to help our children cope with bullying as well as strategies to address bullying.</p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 17 14 [empty string] [empty string] 2013-11-12 15:30:00.0 [empty string] 3 1.00 11_12_13_transcript1.txt 11_12_13 flv 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=264 [empty string] 2013-11-12 00:00:00.0 264 Bullying and Autism Spectrum Disorder [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/264 5ueFBVfbVG8 [empty string] [empty string] [empty string]
132 1351280601 0 [empty string] [empty string] <p><strong>Samantha Marsh Hollins</strong> is the Director of the Office of Special Education Program Improvement with the Virginia Department of Education. She is a doctoral candidate in the Special Education and Disability Policy Leadership Program at Virginia Commonwealth University. Samantha is also a graduate of the Virginia Leadership Education in Neurodevelopmental Disabilities (Va-LEND) program. Previous positions include Virginia Public Schools, as a special education teacher; Virginia Commonwealth University, as an adjunct professor and researcher; the Association of University Centers on Disabilities in Washington, D.C. as a Policy Analyst, Lobbyist and Disability Fellow. While in D.C., Samantha focused on the policy agenda of education, employment and civil rights of individuals with disabilities. Samantha has also previously served as the Educational Specialist for Autism, Intellectual Disabilities and Assistive Technology for the Virginia Department of Education. Samantha continues to participate in national and state conferences, conducts trainings and presents on issues related to the education of children with autism and intellectual disabilities.</p> 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2013-10-08 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 s_hollins_2013.pdf [empty string] s_hollins_2013.docx 1 0 1 [empty string] 1 1 [empty string] <p>The 2012 General Assembly amended the <em>Code of Virginia</em> to emphasize college and workplace readiness for all students, including students with disabilities. The legislation eliminated the Modified Standard Diploma, effective with students entering the ninth grade for the first time in 2013-2014. The General Assembly also directed the Board of Education to make provisions for students with disabilities who previously would have been candidates for the Modified Standard Diploma. The Board of Education responded to the legislature in June 2012 by amending the Standards of Accreditation (SOA) to permit credit accommodations for students with disabilities pursuing a Standard Diploma. Each student's Individualized Education Program (IEP) or 504 Plan determines whether credit accommodations are appropriate. In March 2013, the Board of Education approved guidelines for school divisions on allowable credit accommodations.</p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 17 14 [empty string] [empty string] 2013-10-08 15:30:00.0 [empty string] 21 1.00 VCUtranscript_10_08_13.docx 10_8_13 flv 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=263 [empty string] 2013-10-08 00:00:00.0 263 Standard Diploma Credit Accommodations for Students with Disabilities [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/263 i2kZaZtwtYI [empty string] [empty string] [empty string]
133 1351280601 0 [empty string] [empty string] <p><strong>Dr. Carol Schall</strong> has been learning from and supporting individuals with autism since the early 1980s. She is involved in supporting individuals across Virginia through her work as the director of the Virginia Autism Resource Center at Virginia Commonwealth University. She is well versed in completing functional behavior assessments and using positive behavior supports to develop comprehensive plans for individuals from a person-centered approach. She is a state trainer for the Positive Behavior Support project with the Partnership for People with Disabilities at Virginia Commonwealth University. Additionally, she is the principal investigator for the VCU ASD Career Links Project.</p> <p>Her research interests include the monitoring of psychotropic medication for individuals with autism spectrum disorders, transition from school to work and adulthood, and training for parents and professionals on serving individuals with developmental disabilities. Dr. Schall is listed in the 2005 and 2006 editions of Who&rsquo;s Who in America and has recently been honored by TASH with their Positive Approaches Award. Finally, she is the lead author of the Youth with Autism Chapter in the 4th edition of Dr. Paul Wehman's popular book <em>Life Beyond the Classroom</em> and Editor of a new book on Transition and Autism by Brookes Publishing. This book, <em>Autism and the Transition to Adulthood: Success Beyond the Classroom</em> is now available through Paul H. Brookes Publishers.</p> 1 [empty string] 0 0 [empty string] 0 https://www.youtube.com/watch?v=a_Dwz8Ya6HQ&feature=c4-overview&list=UUxb8lhb6Dk7n2NQ0FvnpCUg [empty string] [empty string] [empty string] [empty string] [empty string] 2013-09-10 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 c_schall_sept_2013.pdf [empty string] c_schall_sept_2013.docx 1 0 1 [empty string] 1 1 [empty string] <p>The publication of the Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-5), has caused anxiety among parents and providers over the meaning of changes in diagnostic criteria for individuals who have or may have an Autism Spectrum Disorder (ASD). This webcast will provide an overview of the changes in the diagnostic criteria for ASD, according to the DSM-5. &nbsp;Additionally, Dr. Schall will discuss the meaning of these changes for school psychologists and individuals currently diagnosed under the former diagnostic criteria. &nbsp;Finally, Dr. Schall will discuss the relevance these changes have in the lives of families and individuals with ASD from a person-centered point of view.</p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 17 14 [empty string] [empty string] 2013-09-10 15:30:00.0 [empty string] 3 1.00 09_10_13.doc 9_10_13 flv 380 640 14 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=262 [empty string] 2013-09-10 00:00:00.0 262 Much Ado about DSM 5 [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/262 a_Dwz8Ya6HQ [empty string] [empty string] [empty string]
134 1351280601 0 [empty string] [empty string] [empty string] 1 [empty string] 1 15 Identify three ways that you will apply the information from this webcast in your everyday practice. 0 https://youtu.be/OJqv1iRXKHE [empty string] [empty string] [empty string] [empty string] [empty string] 2013-08-13 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 a_dreyfus_20132.pdf [empty string] a_dreyfus_20132.docx 1 0 1 [empty string] 1 1 [empty string] <p>Appropriate classroom placement for students with autism spectrum disorder is a difficult task given the spectrum of abilities and deficits these student possess. In order to select an appropriate placement, one must consider communication, social skill and behavioral needs of each individual student. Placement decisions require a team approach that includes administrators, teachers, related service providers and parents. Henrico County Public Schools, in partnership with VCU-ACE, are piloting a guidance document that defines the student&rsquo;s current skill level in relation to determining classroom placement. This webcast will outline this guidance document on classroom placement for the student with ASD and describe the team model established by Henrico County Public Schools to effectively use the document.</p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 18 14 [empty string] [empty string] 2013-08-13 15:30:00.0 [empty string] 3 1.00 08_13_2013transcript.doc 8_13_13 flv 380 640 7 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=246 [empty string] 2013-08-13 00:00:00.0 246 Transition Planning for Students with ASD in Public Schools [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/246 OJqv1iRXKHE [empty string] [empty string] [empty string]
135 1351280601 0 [empty string] [empty string] <p><strong>Cindy Bates, M.S., BCBA</strong>, is a Board Certified Behavior Analyst and has a Certificate of Autism Studies from Radford University. She has a Bachelor of Science degree in special education from James Madison University and a Master of Science degree in school counseling from Radford University. Cindy taught special education in Wise County, Virginia for 18 years and has worked with students with disabilities in a variety of settings. She has served as the Special Education Coordinator for Wise County Schools for the last nine years, and recently added Autism Coordinator to her title. Wise County participated in the National Professional Development Center on Autism grant project during the 2010-2011 school year and is currently participating in a state grant project through VCU Autism Center for Excellence.</p> 1 [empty string] 1 15 Identify three ways that you will apply the information from this webcast in your everyday practice. 0 https://youtu.be/ZV66ASVbxhU [empty string] [empty string] [empty string] [empty string] <p><strong>Teresa Lyons, M.Ed., BCBA</strong> is a Technical Assistance Associate with the Virginia Commonwealth University &ndash; Autism Center for Excellence (VCU-ACE). In this role, Teresa provides embedded technical assistance to support long-term systems change in two SWVA school systems &ndash; Botetourt County and Wise County. Teresa is working with divisions in a process that engages them in assessment, planning and implementation leading to change starting with central administration then to school administration then on down to classroom teachers. Systems-change is being addressed through changes in policy, procedures, coaching and instruction.</p> <p>Teresa became a Board Certified Behavior Analyst (BCBA) in 2012 after completing coursework through the Florida Institute of Technology. She received her Masters of Education from Lynchburg College with an emphasis in Special Education. Teresa received her undergraduate degree in Elementary and Special Education from St. Joseph&rsquo;s College in Patchogue, NY.</p> <p>Teresa comes to VCU-ACE with more than 18 years experience working with students with disabilities starting in the field as a paraprofessional in an ECSE program in NY to classroom teacher to autism specialist to technical assistance provider. Prior to joining VCU-ACE, Teresa worked with the VDOE Training and Technical Assistance Center at Virginia Tech. Teresa supported school divisions in the use of evidence-based practices in autism spectrum disorder and in the use of assistive technology for students with disabilities. Particular emphasis was placed on the development of autism and assistive technology teams, individual student and classroom consultations, professional development, as well as participation in the VDOE Autism State-Directed Project activities. Teresa also worked with a division in SW Virginia in the implementation of evidence-based practices through a collaborative grant with the National Professional Development Center on Autism Spectrum Disorder out of the FPG Child Development Institute at the University of North Carolina at Chapel Hill.</p> 2013-07-09 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 lyons_bates_2013.pdf [empty string] lyons_bates_2013.docx 1 0 1 [empty string] 1 1 [empty string] <p>Coaching is an ongoing practical professional development activity that pairs classroom teachers with fellow educators who can provide high quality support in the implementation of evidence-based practices for students with autism spectrum disorder. Coaches partner with classroom teachers in an ongoing conversation that leads to accurate and consistent application of those practices that lead to growth and success for both the student and the classroom teacher. In this webcast, participants will be provided with information on the essential practices of coaching and will learn about tools and resources to support them in coaching. Participants will also learn about how coaching is being addressed within a school division within Virginia.</p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 18 14 [empty string] [empty string] 2013-07-09 15:30:00.0 [empty string] 3 1.00 7_9_13_transcript.docx 7_9_13 flv 300 400 7 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=245 [empty string] 2013-07-09 00:00:00.0 245 Coaching that Leads to Change [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/245 ZV66ASVbxhU [empty string] [empty string] [empty string]
136 1351280601 0 [empty string] [empty string] [empty string] 1 [empty string] 1 15 Identify three ways that you will apply the information from this webcast in your everyday practice. 0 https://youtu.be/NJotMq0BjpA [empty string] [empty string] [empty string] [empty string] <p><strong>Noel Woolard, M.Ed, BCBA</strong>, has been working with people with autism since 1994. She holds degrees from the University of Maryland Baltimore County (UMBC) and Rutgers University. She worked as a behavior analyst under Mary Jane Weiss, David Celiberti, and Beth Glasburg at the Rutgers Autism Program at Rutgers University. In 2001, she moved to Virginia to serve as Program Director for Commonwealth Autism Services (formally The Autism Program of Virginia). Noel has worked in the public school setting as a paraprofessional and special education teacher and has supported student with autism, deaf-blindness, and developmental delays. In 2008, Noel created and is currently teaching autism coursework endorsed by the Virginia Autism Council at Rappahannock Community College. She is a founding member of the Virginia Autism Council and is certified in behavior analysis. Noel joined the ACE team in 2011 and supports divisions in the Northern Neck of Virginia as well as Hampton City Public Schools. Noel lives in the Northern Neck of Virginia with her husband and four kids.</p> <p><strong>Holly Whittenburg, M.S.</strong>, is a special education coordinator with Hampton City Schools, where she works with the early childhood special education and autism programs. Holly also works collaboratively with the Autism Center for Excellence as the division lead for the ACE grant project. As a teacher, Holly worked with students with autism in middle school inclusion and elementary school self-contained classroom settings.</p> <p><strong>Jessica Davis, M.Ed</strong>, has taught grades K, 1, and 2 for 15 years and is currently an elementary administrator within Middlesex County Public Schools. She has taught students with autism within her classroom over the years and has served as a division instructional coach and mentor in Lancaster County Public Schools for VCU&rsquo;s Autism Center for Excellence.</p> 2013-06-11 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 n_woolard _2013.pdf [empty string] n_woolard_2013.docx 1 1 1 [empty string] 1 1 [empty string] <p>Given the continued increase in those identified with ASD, the need to build capacity within Virginia is a necessity. Building capacity is improving the ability of individuals with ASD, parents, supports and services to increase independence and inclusion into the community. The process used to achieve capacity building is called systems change. In order to achieve true systems change, administrators must be able to support their teachers who work with students with ASD. This webcast will outline administrative support documents that can be used to assist administrators and teachers in increasing the quality of the classroom structure, environment, and instructional practices for students with ASD. Also, this presentation will provide the current model being used in Hampton City Schools, in partnership with VCU-ACE, to build capacity for effectively supporting individuals with ASD and those individuals working with individuals with ASD.</p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 18 14 [empty string] [empty string] 2013-06-11 15:30:00.0 [empty string] 3 1.00 06_11_13transcript.docx 6_11_13 flv 300 400 7 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=244 [empty string] 2013-06-11 00:00:00.0 244 Increasing Administrative Support to Achieve Systems Change in Educational Setting for Students with Autism Spectrum Disorder [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/244 NJotMq0BjpA [empty string] [empty string] [empty string]
137 1351280601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 15 [empty string] 0 https://www.youtube.com/embed/v5aIYzHC1VE [empty string] [empty string] [empty string] [empty string] <p><strong>Teresa Lyons, M.Ed., BCBA</strong> is a Technical Assistance Associate with the Virginia Commonwealth University &ndash; Autism Center for Excellence (VCU-ACE). In this role, Teresa provides embedded technical assistance to support long-term systems change in two SWVA school systems &ndash; Botetourt County and Wise County. Teresa is working with divisions in a process that engages them in assessment, planning and implementation leading to change starting with central administration then to school administration then on down to classroom teachers. Systems-change is being addressed through changes in policy, procedures, coaching and instruction.</p> <p>Teresa became a Board Certified Behavior Analyst (BCBA) in 2012 after completing coursework through the Florida Institute of Technology. She received her Masters of Education from Lynchburg College with an emphasis in Special Education. Teresa received her undergraduate degree in Elementary and Special Education from St. Joseph&rsquo;s College in Patchogue, NY.</p> <p>Teresa comes to VCU-ACE with more than 18 years experience working with students with disabilities starting in the field as a paraprofessional in an ECSE program in NY to classroom teacher to autism specialist to technical assistance provider. Prior to joining VCU-ACE, Teresa worked with the VDOE Training and Technical Assistance Center at Virginia Tech. Teresa supported school divisions in the use of evidence-based practices in autism spectrum disorder and in the use of assistive technology for students with disabilities. Particular emphasis was placed on the development of autism and assistive technology teams, individual student and classroom consultations, professional development, as well as participation in the VDOE Autism State-Directed Project activities. Teresa also worked with a division in SW Virginia in the implementation of evidence-based practices through a collaborative grant with the National Professional Development Center on Autism Spectrum disorder out of the FPG Child Development Institute at the University of North Carolina at Chapel Hill.</p> 2013-05-14 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 teresa_lyons_2013.pdf [empty string] teresa_lyons_2013.docx 1 0 1 [empty string] 1 1 [empty string] <p>Computers have long been recognized to be an important and useful tool in educating individuals with autism spectrum disorder. With the advent of the iPad, lightweight and portable computer technology is now available to teachers and students to use in new and exciting ways. In this webcast, participants will learn about ways in which the iPad can be used within classroom instruction and everyday routines to support communication, routines, social skills, academics and self-management for students with autism spectrum disorder.</p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 17 14 [empty string] [empty string] 2013-05-14 15:30:00.0 [empty string] 3 1.00 5_14_13 FINAL.DOC 5_14_13 flv 300 400 7 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=243 [empty string] 2013-05-14 00:00:00.0 243 Using iPads to Promote Access and Learning for Students with ASD [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/243 v5aIYzHC1VE [empty string] [empty string] [empty string]
138 1351280601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 15 [empty string] 0 https://www.youtube.com/embed/63-yi62S_jA [empty string] [empty string] [empty string] [empty string] <p><strong>Alicia J. Hart, B.A</strong>, is a graduate of Eastern Illinois University and has been a Master&rsquo;s candidate in Child Development and Family Services at Eastern Illinois University. She is the author of Brains, Trains &amp; Video Games: Living The Autism Life. Alicia lives in Merritt Island, Florida with her husband and three children where she is currently finishing her second book, Foods, Moods &amp; Isms: Living The Eosinophilic Life. Currently, Alicia is working with the Autism Center of Excellence at Virginia Commonwealth University as the Autism Spectrum Disorder Coordinator. Previously, Alicia was a Regional Provider Liaison for Florida&rsquo;s Early Steps program and a Family and Community Resource Coordinator with The Autism Program in Illinois. She was the coordinator of the East Central Illinois Autism Support Group and although she is no longer in Illinois, she continues to volunteer her time to those families and children needing augmentative and alternative communication help or feeding difficulties. She has presented to students and faculty at Eastern Illinois University on topics such as autism spectrum disorder, eosinophilic disorder, NICU and the high risk newborn, infants and toddlers with disabilities, financial implications for families raising a child with autism, and typical toddler development. She has presented programs to the community on neurobiological advances in autism research, the child with autism in the medical environment, co-morbidity and the child with autism, and bridging the gap between therapy at home and in the clinic. She was previously a faculty member with the Illinois Chapter of American Academy of Pediatrics and the Enhancing Developmentally Oriented Primary Care&rsquo;s Autism and Early Detection Project. Alicia has also provided trainings regarding early intervention and autism, early warning signs of autism, emergency responders and autism, child care providers and autism, new diagnosis orientations for families, as well as, providing social skills and recreational programming for young children with autism spectrum disorder in social skills and recreation groups.</p> 2013-04-09 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 a_hart_2013.pdf [empty string] a_hart_2013.docx 1 1 1 [empty string] 1 1 [empty string] <p>The child with ASD struggles with many aspects of life, including feeding difficulties. Many caregivers and professionals are overwhelmed by the child who eats only a handful of foods and accepts only particular brands of foods. This presentation focuses on uncovering the root of the problem by examining the medical and developmental history as well as the nutritional and feeding history of the child with ASD.</p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 17 14 [empty string] [empty string] 2013-04-09 15:30:00.0 [empty string] 3 1.00 04_09_2013_transcript.docx 4_9_13 flv 300 400 7 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=242 [empty string] 2013-04-09 00:00:00.0 242 The Foundation of Feeding Challenges in the Child with ASD [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/242 63-yi62S_jA [empty string] [empty string] [empty string]
139 1351280601 0 [empty string] [empty string] <p>Christy Evanko lives outside of Richmond, Virginia with her husband, two daughters, and one son who has Autism.&nbsp; She has a Bachelor of Arts in Theatre Arts from Penn State University and a Master of Business Administration from the University of North Carolina at Chapel Hill.&nbsp; Christy is a Board Certified Behavior Analyst(R) with a graduate certificate in Applied Behavior Analysis from the University of North Texas.&nbsp; She is a&nbsp; co-owner of Snowflakes ABA, LLC and works with children on the autistic spectrum using Applied Behavior Analysis.&nbsp; She also created a piano program called Piano Foundations for Children with Autism and writes inclusion books under the label, Good Friend Books.</p> 1 [empty string] 1 15 List three ways you will utilize the information from this webcast in your daily practice. 0 https://youtu.be/AC0MNsDOXoI [empty string] [empty string] [empty string] [empty string] <p>After 10 years of effort, the Virginia Legislature passed a law mandating that insurance companies cover diagnosis and treatment of Autism Spectrum Disorder including Applied Behavior Analysis.&nbsp; But what is Applied Behavior Analysis?&nbsp; Who provides the services?&nbsp; How do I access the treatment for my child with Autism?&nbsp; This presentation will provide some background on ABA and Autism, the new law, and those who provide the service.&nbsp; Then both parents and providers will be offered tips on accessing the insurance benefits.</p> 2013-03-26 10:45:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 christy_evanko_2013.pdf [empty string] christy_evanko_2013.docx 1 1 1 [empty string] 1 1 [empty string] [empty string] 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 0 14 [empty string] [empty string] 2013-03-26 10:00:00.0 [empty string] 3 1.00 03_26_2013_transcript.rtf 3_26_13 flv 300 400 7 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=259 [empty string] 2013-03-26 00:00:00.0 259 Autism, Insurance, and ABA in Virginia [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/259 AC0MNsDOXoI [empty string] [empty string] [empty string]
140 1351280601 0 [empty string] [empty string] [empty string] 1 [empty string] 1 15 Identify three ways that you will apply the information from this webcast in your everyday practice. 0 [empty string] [empty string] [empty string] [empty string] [empty string] <p><strong>Amanda Armstrong, M.Ed., BCBA</strong> is the Virginia Department of Education Region 5 T/TAC Autism Coordinator. Amanda attended East Carolina University where she received a BS in Communication and The University of Massachusetts where she completed her Master&rsquo;s in Education and Applied Behavior Analysis. Amanda&rsquo;s passion is working with children, educators, and families to increase the social opportunities and independence of individuals affected by ASD. She enjoys working in the classroom, as well as training, but most loves seeing students on the path to being productive, independent contributors to their community. Amanda began her teaching of students with ASD at a private residential school for children with autism and behavior disorders. There she carried out IEP goals and implemented behavior support plans to effectively decrease behaviors and increase independence. Most recently Amanda spent time at The May Institute as an Assistant Clinical Director for adult services and with Waltham Public Schools as an Independent Consultant to classroom teachers and families. While at The May Institute she worked with interdisciplinary teams of service providers, psychiatrists, and other clinicians to structure comprehensive behavior and medical plans for adults with various disabilities. There, Amanda was also able to serve on peer review teams and monitor the effectiveness and fidelity of behavior intervention plans and behavior modifying medications. In addition, she trained staff in the principles of Applied Behavior Analysis and how to effectively implement treatment plans. In the Waltham Public Schools she had the privilege of serving students with ASD and other disabilities who were in crisis as determined by the school personnel. In this position Amanda was able to assist in building family and professional partnerships by implementing effective comprehensive treatment plans across settings and people. She also trained parents and teachers in evidence-based practices to create capacity in the schools.</p> 2013-03-12 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 Amanda_Armstong_2013.pdf [empty string] Amanda_Armstong_2013.docx 1 0 1 [empty string] 1 1 [empty string] <p sab="1291">Making and building sustainable relationships is something that many people take for granted but is an extreme challenge for our students with ASD. Knowing how to teach them the necessary social skills for relationships is an essential skill for educators. This presentation will offer participants an opportunity to understand the social domain of Autism Spectrum Disorder and an overview of Evidence-Based Practices for teaching and increasing social skills.</p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 17 14 [empty string] [empty string] 2013-03-12 15:30:00.0 [empty string] 3 1.00 03_12_2013transcript.docx 3_12_13 flv 300 400 7 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=241 [empty string] 2013-03-12 00:00:00.0 241 The Social Side of ASD [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/241 S8r_wdj3FTQ [empty string] [empty string] [empty string]
141 1351280601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] <p><strong>Kathy Kaluza Morris</strong> is the founder of <em><strong>igivuWings</strong></em>, a consulting company for autism spectrum and behavior disorders. She has been a special educator for 40 years, including a speech therapist and teacher in self-contained classes for students with emotional disturbances, autism, and cerebral palsy. She also taught resource and a first grade class.</p> <p>She was a diagnostician and supervisor before becoming a consultant for behavior, autism, LIFE Skills, and assistive technology at an education service center in Texas. She started her own consulting firm when she started on her doctorate in educational psychology, specializing in autism and behavior. As an adjunct professor, she teaches a course in applied behavior analysis for teachers.</p> <p>A frequent guest speaker for a local TV program, Kathy was honored as Outstanding Educator for Children with Disabilities in 1997. She was also selected as a delegate for the President's Commission on Special Education in 2002. Kathy has presented internationally as well as nationally. She has also been a keynote speaker at state and national conferences. Her favorite topic is her family. Kathy's husband, Guy, is also a specialist in behavior. Their oldest son, Guy, is a gifted speaker and has presented with her at conferences. Their twin teenage sons, Kirk and Drew, have Fragile X Syndrome and autism spectrum disorder. Kirk also has cerebral palsy. No amount of education and experience prepared them for having children of their own with disabilities. Guy and Kathy's family &quot;walks the walk as well as talks the talk.&quot;</p> 2013-02-12 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 morris_part2_2012.pdf [empty string] morris_part2_2012.docx 1 0 1 [empty string] 1 1 [empty string] <p>Many students with ASD exhibit interfering behaviors to effectively and efficiently navigate their environment. Oftentimes, the term &ldquo;meltdown&rdquo; is used to describe a temporary event that appears to come &ldquo;out of nowhere&rdquo;. The meltdown appears as a moment where the person has lost control of their ability to cope or regulate their behavior. Difficulty regulating during the peak of a meltdown is usually due to a series of unfortunate events that happened throughout the day, and the fifth unfortunate event was the &lsquo;straw that broke the camel&rsquo;s back.&rsquo; This presentation is the second part to the two-part series on management strategies for after the meltdown. Kathy Morris continues to discuss practical strategies to use throughout the meltdown cycle. In this presentation, Morris focuses primarily on post-vention strategies and intervention strategies. Morris provides examples of instructional consequences, such as visual supports, that can ultimately prevent meltdowns, but be used following the meltdown. Visual strategy examples will be provided throughout this presentation.</p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 17 14 [empty string] [empty string] 2013-02-12 15:30:00.0 [empty string] 3 1.00 02_12_13_transcript_cc.txt 2_12_13 flv 300 400 7 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=240 [empty string] 2013-02-12 00:00:00.0 240 Practical Management Strategies: What to do After the Meltdown - Part 2 [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/240 5euG-eAl4h4 [empty string] [empty string] [empty string]
142 1351280601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] <p><strong>Kathy Kaluza Morris</strong> is the founder of <em><strong>igivuWings</strong></em>, a consulting company for autism spectrum and behavior disorders. She has been a special educator for 40 years, including a speech therapist and teacher in self-contained classes for students with emotional disturbances, autism, and cerebral palsy. She also taught resource and a first grade class.</p> <p>She was a diagnostician and supervisor before becoming a consultant for behavior, autism, LIFE Skills, and assistive technology at an education service center in Texas. She started her own consulting firm when she started on her doctorate in educational psychology, specializing in autism and behavior. As an adjunct professor, she teaches a course in applied behavior analysis for teachers.</p> <p>A frequent guest speaker for a local TV program, Kathy was honored as Outstanding Educator for Children with Disabilities in 1997. She was also selected as a delegate for the President's Commission on Special Education in 2002. Kathy has presented internationally as well as nationally. She has also been a keynote speaker at state and national conferences. Her favorite topic is her family. Kathy's husband, Guy, is also a specialist in behavior. Their oldest son, Guy, is a gifted speaker and has presented with her at conferences. Their twin teenage sons, Kirk and Drew, have Fragile X Syndrome and autism spectrum disorder. Kirk also has cerebral palsy. No amount of education and experience prepared them for having children of their own with disabilities. Guy and Kathy's family &quot;walks the walk as well as talks the talk.&quot;</p> 2013-01-08 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 morris_part1_2012.pdf [empty string] morris_part1_2012.docx 1 0 1 [empty string] 1 1 [empty string] <p sab="1303">Many students with ASD exhibit interfering behaviors to effectively and efficiently navigate their environment. These interfering behaviors should not be confused with the primary characteristic, <em sab="1304">unusual patterns of behavior</em>, used to identify students with ASD. Screaming, throwing or hitting are not due to having ASD! Oftentimes, the term &ldquo;meltdown&rdquo; is used to describe a temporary event that appears to come &ldquo;out of nowhere&rdquo;. The meltdown appears as a moment where the person has lost control of their ability to cope or regulate their behavior. Difficulty regulating during the peak of a meltdown is usually due to a series of unfortunate events that happened throughout the day, and the fifth unfortunate event was the &lsquo;straw that broke the camel&rsquo;s back.&rsquo; This presentation is the first part to the two-part series on management strategies for after the meltdown. Kathy Morris will discuss practical strategies to use throughout the meltdown cycle. Morris will explain preventative techniques and intervention strategies to teach coping skills to the student with ASD prior to the meltdown.</p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 17 14 [empty string] [empty string] 2013-01-08 15:30:00.0 [empty string] 3 1.00 01_08_2013.docx 1_8_13 flv 300 400 7 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=239 [empty string] 2013-01-08 00:00:00.0 239 Prevention, Intervention, Post-Vention: What to do After the Meltdown - Part 1 [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/239 rJ6gLDVEFus [empty string] [empty string] [empty string]
143 1351280601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2012-12-11 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 smith_myles_2012_pt_2_edit.pdf [empty string] smith_myles_2012_pt_2_edit.docx 1 0 1 [empty string] 1 1 [empty string] <p sab="1298">Once it has been determined that specific social skills are missing, the next step is to ensure that planned instruction is provided using evidence-based practices. This presentation will overview a number of strategies and supports that can be used to teach the hidden curriculum to ensure a socially competent student. These strategies and supports can be implemented in general and special education settings and used at the elementary and secondary levels.</p> <p sab="1299">Objectives:<br sab="1300" /> At the end of the session, participants will be able to:<br sab="1301" /> 1. Name strategies that support the instruction of hidden curriculum items.<br sab="1302" /> 2. Match strategies to learner characteristics.<br sab="1303" /> 3. Describe how to implement strategies into the learner's day.</p> <p sab="1304">&nbsp;<strong>Brenda Smith Myles, Ph.D.</strong>, international speaker and consultant for the Ohio Center for Autism and Low Incidence, is the recipient of the Autism Society of America&rsquo;s Outstanding Professional Award, the Princeton Fellowship Award, and the Council for Exceptional Children, Division on Developmental Disabilities Burton Blatt Humanitarian Award. Brenda has made over 500 presentations all over the world and written more than 150 articles and books on ASD including <em>Asperger&rsquo;s Syndrome and Difficult Moments: Practical Solutions for Tantrums, Rage, and Meltdowns</em> (with Southwick) and <em>The Hidden Curriculum: Practical Solutions for Understanding Unstated rules in Social Situations</em>.</p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 17 14 [empty string] [empty string] 2012-12-11 15:30:00.0 [empty string] 3 1.00 12_11_12_transcript.rtf 12_11_12 flv 300 400 7 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=238 [empty string] 2012-12-11 00:00:00.0 238 Strategies and Supports to Address the Hidden Curriculum – Part 2 [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/238 QnPFUuJZ8WU [empty string] [empty string] [empty string]
144 1351280601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] <p sab="1684">1.&nbsp; Please join my meeting.<br sab="1685" /> <a sab="1686" href="https://www3.gotomeeting.com/join/338724486">https://www3.gotomeeting.com/join/338724486</a></p> <p sab="1687">2.&nbsp; Use your microphone and speakers (VoIP) - a headset is recommended.&nbsp; Or, call in using your telephone.</p> <p sab="1688">Dial +1 (636) 277-0130<br sab="1689" /> Access Code: 338-724-486<br sab="1690" /> Audio PIN: Shown after joining the meeting</p> <p sab="1691">Meeting ID: 338-724-486</p> <p sab="1692">GoToMeeting&reg; <br sab="1693" /> Online Meetings Made Easy&trade;</p> <p sab="1694">Not at your computer? Click the link to join this meeting from your iPhone&reg;, iPad&reg; or Android&reg; device via the GoToMeeting app.</p> 2012-11-29 16:00:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 [empty string] [empty string] [empty string] 1 0 1 [empty string] 1 1 [empty string] [empty string] 1 0 [empty string] [empty string] 1 0 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 0 14 [empty string] [empty string] 2012-11-29 14:00:00.0 [empty string] 3 1.00 [empty string] [empty string] f4v 300 400 7 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=254 [empty string] 2012-11-29 00:00:00.0 254 Autism Specialist Network Meeting [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/254 [empty string] [empty string] [empty string] [empty string]
145 1351280601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] <p sab="1755"><strong sab="1756">Brenda Smith Myles, Ph.D.</strong>, international speaker and consultant for the Ohio Center for Autism and Low Incidence, is the recipient of the Autism Society of America&rsquo;s Outstanding Professional Award, the Princeton Fellowship Award, and the Council for Exceptional Children, Division on Developmental Disabilities Burton Blatt Humanitarian Award. Brenda has made over 500 presentations all over the world and written more than 150 articles and books on ASD including <em sab="1757">Asperger&rsquo;s Syndrome and Difficult Moments: Practical Solutions for Tantrums, Rage, and Meltdowns</em> (with Southwick) and <em sab="1758">The Hidden Curriculum: Practical Solutions for Understanding Unstated rules in Social Situations</em>. In addition, she served as the co-chair of the National ASD Teacher Standards Committee and was on the National Institute of Mental Health&rsquo;s Interagency Autism Coordinating Committee&rsquo;s Strategic Planning Consortium. Myles is also on the executive boards of several organizations, including the Organization for Autism Research, ASTEP &ndash; Asperger&rsquo;s Syndrome Training and Education Program, and the Education and Treatment Services Project for Military Dependent Children with Autism. In addition, in the latest survey conducted by the University of Texas, she was acknowledged as the second most productive applied researcher in ASD in the world.</p> 2012-11-13 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 smith_myles_2012_pt_1.pdf [empty string] smith_myles_2012_pt_1.docx 1 0 1 [empty string] 1 1 [empty string] <p sab="1755">Deficits in social skills or social competence is one of three primary characteristics of those individuals identified with ASD.&nbsp;&nbsp; The social component of this disorder is often forgotten, and addressed infrequently until school performance is impacted.&nbsp; Social skills are those skills we need to facilitate interactions and communication with others.&nbsp; Examples of social skills taught within the framework of the Hidden Curriculum might include: turn-taking in play and in conversation, reading someone else&rsquo;s body language, or understanding another person&rsquo;s perspective.&nbsp; This presentation will address the hidden curriculum and its applicability to individuals on the autism spectrum. The hidden curriculum is comprised of items that are not typically taught to neurotypical children and youth, but are assumed and expected knowledge. Despite not being directly taught, the hidden curriculum is extremely important. Violation of hidden curriculum rules can have an adverse affect on school performance, physical well-being and how well a student/child is able to positively relate to the community and home.</p> <p sab="1756">Objectives:<br sab="1757" /> At the end of the session, participants will be able to:<br sab="1758" /> 1. Define the hidden curriculum.<br sab="1759" /> 2. Explain the hidden curriculum's applicability to school, community, and home.<br sab="1760" /> 3. Identify hidden curriculum areas and items across preschool, middle school, high school, and adulthood.</p> <p sab="1761">&nbsp;</p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 17 14 [empty string] [empty string] 2012-11-13 15:30:00.0 [empty string] 3 1.00 11_13_12_transcript.docx 11_13_12 flv 300 400 7 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=237 [empty string] 2012-11-13 00:00:00.0 237 Introduction to the Hidden Curriculum – Part 1 [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/237 Zhtm10XkXWo [empty string] [empty string] [empty string]
146 1351280601 0 [empty string] [empty string] <p><strong>Peter D. Skirbunt, Ph.D</strong>, is the Historian for the Defense Commissary Agency, Headquartered at Fort Lee, Virginia. He has been the agency&rsquo;s Historian since its establishment in October, 1991. As such, he has initiated and established an extensive archive on the history of the armed forces&rsquo; commissaries, which have existed at over 1,200 locations since they began operating in 1867. Before his assignment as the agency historian, he was the historian for the Air Force Commissary Service at Kelly Air Force Base in San Antonio, Texas. Prior to that, he had been a staff historian at the San Antonio Air Logistics Center, also at Kelly Air Force Base. He had also worked for California Computer as a Graphic Plotter Assembler and Technician in Anaheim, California; a photographer in Columbus, Ohio; and a camp counselor in Cleveland, Ohio.</p> <p>As a member of the Office of Corporate Communication and an experienced photographer, Dr. Skirbunt has produced hundreds of commissary-related photographs, and has discovered and collected hundreds of historical shots as well. He has written dozens of articles for Vision, the employee magazine, to help in the employees&rsquo; understanding of the benefit&rsquo;s past. In 2009, he published <em>The Illustrated History of American Military Commissaries</em>, the only history ever written on the four services&rsquo; commissaries. The two-volume book took years of research, compilation, and writing, and contains a wealth of material unavailable anywhere else.</p> <p>He earned his Doctorate in History, with a specialty in American Military History, at Ohio State University in 1983, and had been the recipient of the Dissertation Year Fellowship bestowed by the U. S. Army Center of Military History the year before. He taught at Ohio State and Purdue Universities, and since 1985 has conducted courses in American, World, and Military history for hundreds of military students, and their spouses, at the University of Texas at San Antonio, San Antonio College, Wayland Baptist University, Virginia State University, Richard Bland College, Central Texas College, and Saint Leo University. A native of Cleveland, Ohio, Dr. Skirbunt now resides in Chesterfield County, Virginia, with Rebecca, his wife of 33 years; their daughter, Christine; and their son-in-law, Scott.</p> 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] 0.0 <p><strong>Tamara Eastman, B.A.</strong>, was diagnosed with Asperger&rsquo;s Syndrome (AS) in her late 30&rsquo;s while attending college at John Tyler Community College in Chester, VA. Her childhood and early adulthood were a series of traumatic experiences &ndash; being ostracized and bullied by classmates, and punished by parents and teachers, who had no idea what her problem actually was. After being diagnosed with AS and learning to compensate and overcome many of the social obstacles that once stood in her way, Ms. Eastman graduated Summa Cum Laude from Virginia State University with a B. A. in history at the age of 48. Since 2009, Tamara has been employed as the Deputy Historian for the Department of Defense at Fort Lee, Virginia. She expects to receive a master&rsquo;s degree in history in 2013 from Virginia State University, and then plans to pursue a Ph.D. in history.</p> <p>Ms. Eastman is also a published author of historical nonfiction, and is considered one of the world&rsquo;s leading experts on the subject of female pirates. A Hollywood production company has expressed interest in purchasing the rights to her first book, &ldquo;The Pirate Trial of Anne Bonny and Mary Read&rdquo; and turning the story into a movie. Her research work has appeared in a documentary on pirates for the History Channel, and she has served as a historical consultant for other documentaries.</p> <p>Tamara sometimes still finds difficulty in fitting in with social groups and age appropriate socialization but continues to work on improving her social skills. She sees a behavior coach bi-monthly and receives help and coaching from her current supervisor, Dr. Peter Skirbunt, the Chief Historian for the Defense Commissary Agency. Dr. Skirbunt has taught her the job of historian from the ground up. She feels her most difficult behavior challenges at work include staying focused and remaining seated and still for prolonged periods of time, such as during meetings and in classes at the university. She has also found that it helps to keep checklists and reminders of the tasks she is to complete, both at work and at home. She credits the Federal Government and Dr. Skirbunt&rsquo;s patience and understanding with much of her employment success &ndash; in fact, she has received an &ldquo;exceptional&rdquo; performance rating three years in a row!</p> 2012-10-09 16:30:00.0 0 https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 [empty string] [empty string] [empty string] 1 0 1 [empty string] 1 1 [empty string] <p>As a follow-up to our summer series on transition to adulthood and workplace considerations, Peter Skirbunt, Ph.D, and Tamara Eastman, B.A., will discuss their experiences in establishing and maintaining successful employment for a person with Asperger&rsquo;s Syndrome. Tamara Eastman is a published historian specializing in the research area of female pirates. Tamara will discuss her successes and triumphs as they relate to her employment experiences. Peter Skirbunt is the Chief Historian for the Defense Commissary Agency at Fort Lee. Dr. Skirbunt will share details about his role as a &ldquo;coach&rdquo; in the workplace for Ms. Eastman. The dynamics of their relationship will be explored in an interview presentation.</p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 0 0 17 14 [empty string] [empty string] 2012-10-09 15:30:00.0 [empty string] 3 1.00 10_09_12_VCU_transcript.docx 10_9_12 flv 300 400 7 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=236 [empty string] 2012-10-09 00:00:00.0 236 A Successful Employment Experience for Individuals with Asperger’s Syndrome: What it Takes [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/236 kl7eGc096Ec [empty string] [empty string] [empty string]
147 1351280601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] <p><strong>Dr. Maria Urbano, M.D.</strong> is a board certified psychiatrist and fellow of the American Psychiatric Association. She is currently an associate professor of the department of psychiatry and behavioral sciences at Eastern Virginia Medical School. In February 2010, Dr. Urbano and Dr. Deutsch, chairman of the department of psychiatry and behavioral sciences, began the Autism Spectrum Disorders Program for Older Adolescents and Young Adults which has a clinical, research and educational division. Dr. Urbano has seen over 150 ASD patients since the beginning of the program. She is the principal investigator of three research projects including two promising drug trials of new medications for ASD. In conjunction with the Children's Hospital of the King's Daughters Children's Hospital, the ASD Program sponsors an annual conference entitled Insights into Autism which features regional and national speakers who present new neuroscience and clinical data.</p> 2012-09-11 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 maria_urbano_2012.pdf [empty string] maria_urbano_2012.docx 1 0 1 [empty string] 1 1 [empty string] <p>The definition of ASD is evolving as we speak! With the incidence rate of 1 in 88 students with ASD, researchers are continually fine-tuning the diagnostic criteria to increase early identification and knowledge. Dr. Urbano provides an update of the evolving diagnosis of ASD surrounding the current controversy over changes in the diagnostic criteria. The webcast will introduce new information on genetic findings for those identified with ASD.</p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 17 14 [empty string] [empty string] 2012-09-11 15:30:00.0 [empty string] 3 1.00 urbano_transcript_9_11_122.doc 9_11_12 flv 300 400 7 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=233 [empty string] 2012-09-11 00:00:00.0 233 Autism: An Evolving Diagnosis [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/233 Y1Z_8V4QDi0 [empty string] [empty string] [empty string]
148 1351280601 0 [empty string] [empty string] <p>Ms. Helmboldt is currently a faculty member with the Autism Center of Excellence at the Research, Rehabilitation and Training Center at VCU. There, she serves as: a coordinator staff for the intensive school division technical assistance initiative, primary technical assistance provider for Richmond City Public Schools, as well as collaborating with other ACE staff to develop evaluation methods and product outcomes for the project. She holds a Master's Degree in Rehabilitation Counseling from VCU/MCV and is licensed as a Professional Counselor. Having a diverse background in rehabilitation, cognitive behavioral therapy, Autism Spectrum Disorders, behavior analysis, and positive behavioral supports enables Ms. Helmboldt to apply herself in many aspects of the ACE project. She previously served as a community resource manager with the Department of Behavioral Health and Developmental Services, behavior consultant, job coach, and residential counselor.</p> 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] <p>An increasing number of individuals with ASD are now entering high school and transitioning to adulthood.&nbsp; For the student with ASD to have a successful transition to adulthood, thorough and systematic planning and preparation is required.&nbsp; Transition planning must begin long before the student enters high school.&nbsp; This presentation will provide a brief overview of the research regarding the outcomes of adults with ASD and will discuss the primary areas of concern for this group, including employment, residential living, social interactions, and community integration.&nbsp; There will be special emphasis on various case studies of Project SEARCH,&nbsp; outcomes as well as the VCU-RRTC supported employment program for young adults with ASD.&nbsp; Ms. Helmboldt will discuss how to determine the student&rsquo;s curriculum and prioritize skills through assessment and transition planning using an ecological approach.&nbsp; Further, training resources for transition staff, family and individuals will be offered.</p> 2012-08-14 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 Transition_Planning_EH.pdf [empty string] Transition_Planning_EH.docx 1 1 1 [empty string] 1 1 [empty string] [empty string] 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 15 14 [empty string] [empty string] 2012-08-14 15:30:00.0 [empty string] 3 1.00 8_14_12_transcript.rtf 8_14_12 f4v 300 400 7 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=224 [empty string] 2012-08-14 00:00:00.0 224 Transition for Youth with Autism from School to Adulthood: Critical Considerations [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/224 hb3nU1tIfdg [empty string] [empty string] [empty string]
149 1351280601 0 [empty string] [empty string] <p>Dr. Schall has been learning from and supporting individuals with autism since the early 1980&rsquo;s.&nbsp; She is involved in supporting individuals across Virginia through her work as the director of the Virginia Autism Resource Center at Virginia Commonwealth University. She is well versed in completing functional behavior assessments and using positive behavior supports to develop comprehensive plans for individuals from a person-centered approach.&nbsp; She is a state trainer for the Positive Behavior Support project with the Partnership for People with Disabilities at Virginia Commonwealth University. Dr. Schall is also the principal investigator for the VCU ASD Career Links Project.&nbsp; Her research interests include the monitoring of psychotropic medication for individuals with autism spectrum disorders, transition from school to work and adulthood, and training for parents and professionals on serving individuals with developmental disabilities.&nbsp; Dr. Schall is listed in the 2005 and 2006 editions of Who&rsquo;s Who in America and has been honored by TASH with their Positive Approaches Award.&nbsp; Finally, she is the lead author of the Youth with Autism Chapter in the 4th edition of Dr. Paul Wehman&rsquo;s popular book Life Beyond the Classroom and editor and author of Autism and the Transition to Adulthood: Success Beyond the Classroom available through Paul H. Brookes Publishers.</p> 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] <p>Positive Behavior Support (PBS) is a scientific approach to understanding problem behavior through the multiple lenses of person-centeredness, applied behavior analysis, biomedical intervention, and systems change.&nbsp; Providing PBS for individuals with ASD at work presents challenges related to many factors, such as a limited number of paid support staff and lower tolerance for the time and resources needed for implementation.&nbsp; While the provision of PBS in a workplace presents some challenges, the opportunities to increase the success of individuals with ASD at work outweigh those challenges.&nbsp; This webcast presents a review of the PBS practices that assist individuals with ASD to become independent at work.&nbsp; Dr. Schall will discuss implementation considerations for use in the workplace and review future research recommendations.&nbsp; Finally, this webcast will include the presentation of case studies exemplifying the provision of PBS in a work setting.</p> <p>&nbsp;</p> 2012-07-10 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 c_schall_07_10_12ppthandouts.pdf [empty string] c_schall_07_10_12ppthandouts.docx 1 1 1 [empty string] 1 1 [empty string] [empty string] 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 15 14 [empty string] [empty string] 2012-07-10 15:30:00.0 [empty string] 3 1.00 07_10_2012_VCUtranscript.doc 7_10_12 flv 300 400 7 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=213 [empty string] 2012-07-10 00:00:00.0 213 Supporting Adults with ASD in the Workplace using Behavior Supports [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/213 zDqqz1z4Al8 [empty string] [empty string] [empty string]
150 1351280601 0 [empty string] [empty string] <p>Gena P. Barnhill, author of Right Address &hellip; Wrong Planet: Children with Asperger Syndrome Becoming Adults and coauthor of Parents of Children with Disabilities: A Survival Guide for Fathers and Mothers is an assistant professor of special education at Lynchburg College in Lynchburg, Virginia and coordinator of the Autism Certificate Program.&nbsp; Previously, she was an autism coordinator and school psychologist for the North Kansas City School District in Kansas City, MO.&nbsp; Gena is a Nationally Certified School Psychologist and a Board Certified Behavior Analyst, as well as the mother of an adult son with Asperger Syndrome.&nbsp; She has worked with children with special needs in medical and educational settings for over 30 years as a registered nurse, school counselor, and school psychologist. In addition to publishing over 30 articles in peer-reviewed journals, she has presented nationally on autism and Asperger Syndrome at over 100 conferences.&nbsp; Gena is a member of the Virginia Autism Council (VAC).</p> 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] 6_12_2012_chatlog.docx [empty string] 0.0 <p>This webcast is designed to introduce parents, educators, and professionals to effective strategies for supporting someone with Asperger&rsquo;s Syndrome (AS) in adolescence and adulthood. The webcast will provide a description of common strengths and areas of need present in adulthood and will focus on characteristics related to communication and social-emotional development. Dr. Barnhill will discuss services often required to address identified needs and strategies to support the individual as they strive to obtain employment, live in the community, and maintain social relationships.</p> 2012-06-12 16:30:00.0 0 https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 g_barnhill_Transition_2011.pdf [empty string] g_barnhill_Transition_2011.docx 1 1 1 [empty string] 1 1 [empty string] [empty string] 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 0 0 15 14 [empty string] [empty string] 2012-06-12 15:30:00.0 [empty string] 3 1.00 06_12_2012transcript.doc 6_12_12 flv 300 400 7 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=212 [empty string] 2012-06-12 00:00:00.0 212 Asperger’s Syndrome and the Transition to Adulthood: Considerations for Success [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/212 E-WLUs0QHiA [empty string] [empty string] [empty string]
151 1351280601 0 [empty string] [empty string] <p>Dawn Hendricks, Ph.D. serves as an Assistant Professor at Virginia Commonwealth University (VCU) where she has a dual role.&nbsp; She is Director of Training for the VCU Autism Center for Excellence.&nbsp; In this role she directs state-wide training initiatives for families, schools, and service providers of individuals with autism spectrum disorders.&nbsp; This requires collaboration with state agencies, colleges and universities, families, and organizations.&nbsp; Additionally at VCU, Dr. Hendricks coordinates the Post-baccalaureate Certificate in Autism Spectrum Disorders program. In this capacity, she develops curricula and provides instruction to educators throughout the Commonwealth.&nbsp;&nbsp; Dr. Hendricks serves on the Virginia Autism Council, a state supported council of autism professionals, to improve educational and training measures for personnel who serve individuals on the spectrum.&nbsp;&nbsp; She provides consultative services to family members and service providers in the areas of evidence based strategies, positive behavior supports, and parent implemented intervention.&nbsp; She has over 18 years experience supervising programming and providing information on best practices through technical assistance and training.</p> 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] <p>Applied behavior analysis (ABA) has been demonstrated time and again to be an effective strategy for teaching skills and reducing problem behavior in individuals with autism spectrum disorders as well as other developmental disabilities. Despite its proven track record, there are still many misconceptions about what it is and how it is to be used. ABA is a set of principles that can be applied in any classroom, home, or community where learning takes place. As a parent or professional supporting a person with ASD, having an understanding of these principles and how to apply them is advantageous and can lead to skill acquisition in any area including communication, social skills, academics, and self-help.&nbsp; In this presentation, Dr. Hendricks will define ABA, introduce key terminology and will describe the key principles that are to be used by parents and educators.&nbsp; Real life examples of how these principles can be applied with individuals with ASD will be provided.</p> 2012-05-08 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 d_henricks_2012.pdf [empty string] d_henricks_2012.docx 1 1 1 [empty string] 1 1 [empty string] [empty string] 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 15 14 [empty string] [empty string] 2012-05-08 15:30:00.0 [empty string] 3 1.00 5_8_12_transcript1.doc 5_8_12 f4v 300 400 7 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=227 [empty string] 2012-05-08 00:00:00.0 227 Applied Behavior Analysis: Just the Facts [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/227 tNPDtTomUmw [empty string] [empty string] [empty string]
152 1351280601 0 [empty string] [empty string] <p>Sam Hulcher is a 2011 graduate of Deep Run High School in Henrico County where he was actively engaged in many facets of curricular and extracurricular opportunities within the school community. Sam has attended the VDOE I'm Determined Youth Summit for the past 3 years and is currently participating in a one year internship with Project Search at St. Mary's Hospital. &nbsp;Bradford Hulcher is the Executive Director of the Autism Society, Central VA. She is a graduate of Partners in Policymaking and a Medicaid Waiver Mentor. Bradford serves on the Virginia Autism Council and the Advisory Board for the VCU Autism Center for Excellence (ACE).&nbsp; Bradford has presented on person centered principals, self-determination, transition issues, Autism Spectrum Disorders, and Medicaid Waivers across the state.&nbsp;&nbsp;</p> 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] chatlog4-10-12.docx [empty string] [empty string] <p>When their son, Sam, was a preschooler, he was diagnosed with autism. His parents were told that he would never be able to communicate, to read, to learn, or to be around typical peers. Determined to create an &quot;ordinary&quot; life for their son, Sam's parents used the principals of person centered planning and self-determination to create an enviable life for Sam.&nbsp; In this presentation, Sam and his mom, Bradford, will share Sam's journey and some of the tools used to facilitate the path to an &quot;extra&quot; ordinary life for him. This presentation will discuss how these principals were used throughout his entire lifetime and are still utilized now as he is&nbsp;preparing for the transition to adulthood.&nbsp;</p> 2012-04-10 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 bradford_2012.pdf [empty string] bradford_2012.docx 1 1 1 [empty string] 1 1 [empty string] [empty string] 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 15 14 [empty string] [empty string] 2012-04-10 15:30:00.0 [empty string] 14 1.00 4_10_12_transcript.doc 4_10_12 flv 300 400 7 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=210 [empty string] 2012-04-10 00:00:00.0 210 An Extra Ordinary Life: Using Person Centered Planning [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/210 lcoaJwHFPJc [empty string] [empty string] [empty string]
153 1351280601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2012-03-19 16:00:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 ASN_Mtg_March_2012.pdf [empty string] [empty string] 1 0 1 [empty string] 1 1 [empty string] [empty string] 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 0 14 [empty string] [empty string] 2012-03-19 14:00:00.0 [empty string] 3 1.00 [empty string] [empty string] flv 300 400 7 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=228 [empty string] 2012-03-19 00:00:00.0 228 Autism Specialists Network Meeting [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/228 c1w0H59iQ8c [empty string] [empty string] [empty string]
154 1351280601 0 [empty string] [empty string] <p>Kathy Kaluza Morris is the founder of igivuWings, a consulting company for autism spectrum and behavior disorders. She has been a special educator for 40 years, including a speech therapist and teacher in self-contained classes for students with emotional disturbances, autism, and cerebral palsy. She also taught resource and a first grade class.<br /> She was a diagnostician and supervisor before becoming a consultant for behavior, autism, LIFE Skills, and assistive technology at an education service center in Texas. She started her own consulting firm when she started on her doctorate in educational psychology, specializing in autism and behavior. As an adjunct professor, she teaches a course in applied behavior analysis for teachers.</p> <p>A frequent guest speaker for a local TV program, Kathy was honored as Outstanding Educator for Children with Disabilities in 1997. She was also selected as a delegate for the President's Commission on Special Education in 2002. Kathy has presented internationally as well as nationally. She has also been a keynote speaker at state and national conferences. Her favorite topic is her family. Kathy's husband, Guy, is also a specialist in behavior. Their oldest son, Guy, is a gifted speaker and has presented with her at conferences. Their twin teenage sons, Kirk and Drew, have Fragile X Syndrome and autism spectrum disorder. Kirk also has cerebral palsy. No amount of education and experience prepared them for having children of their own with disabilities. Guy and Kathy's family &quot;walks the walk as well as talks the talk.&quot;</p> 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] 3-13-12_chatlog.docx [empty string] [empty string] <p>When students with cognitive disorders, such as autism, Asperger Syndrome, or other developmental disorders obsess on a particular topic to the point that it appears to interfere with learning and socialization skills, parents or educators may become frustrated and want the &ldquo;obsessions&rdquo; extinguished.&nbsp; In this webcast, many practical strategies will be presented that the educator or parent can implement to provide a way to &ldquo;meet the need so that the behavior extinguishes itself&rdquo;, or in many cases, can be limited.&nbsp; Kathy will demonstrate that this can be accomplished by using a natural source, a student&rsquo;s high interest area, whether it is used to increase desirable behavior or to motivate him to complete his academic work successfully.&nbsp; Kathy will review practical strategies for encompassing student interests in positive and productive ways.</p> 2012-03-13 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 morris_high_focus_2012.pdf [empty string] morris_high_focus_2012.docx 1 1 1 [empty string] 1 1 [empty string] [empty string] 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 15 14 [empty string] [empty string] 2012-03-13 15:30:00.0 [empty string] 3 1.00 03_13_ACE_ webcast.doc 3_13_12 flv 300 400 7 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=209 [empty string] 2012-03-13 00:00:00.0 209 Making the Most of Students’ High Focus, Obsession, and Interest Areas [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/209 JkwjPYSSTr8 [empty string] [empty string] [empty string]
155 1351280601 0 [empty string] [empty string] <p>Roseanne is a graduate from Virginia Commonwealth University. She is a linguist who specializes in Spanish and French. Her career interests lie in teaching individuals foreign language. Roseanne was diagnosed with Asperger&rsquo;s Syndrome as an adult. She is a self-advocate and is passionate about teaching the general population about Asperger&rsquo;s Syndrome and her personal experiences.</p> 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] 02_14_2012_chatroomlog.txt.docx [empty string] 0.0 <p>Roseanne will present her own personal experiences as an adult woman with Asperger&rsquo;s Syndrome. This webcast will provide an interview with Roseanne giving her the opportunity to talk candidly about her diagnosis, her strengths and personal challenges. In her own words, Roseanne will outline issues and concerns surrounding obtaining and maintaining employment as a person who struggles with the social world. Additionally, she will discuss supports and services she has found beneficial throughout her lifetime.&nbsp;</p> 2012-02-14 16:30:00.0 0 https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 [empty string] [empty string] [empty string] 1 1 1 [empty string] 1 1 [empty string] [empty string] 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 0 0 15 14 [empty string] [empty string] 2012-02-14 15:30:00.0 [empty string] 3 1.00 02_14_2012_transcript.doc 2_14_12 flv 300 400 7 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=208 [empty string] 2012-02-14 00:00:00.0 208 In My Own Words. My Life with Asperger’s Syndrome [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/208 P8XqA4G2IYs [empty string] [empty string] [empty string]
156 1351280601 0 [empty string] [empty string] <p>Dr. Schall has been learning from and supporting individuals with autism since the early 1980&rsquo;s. She is involved in supporting individuals across Virginia through her work as the director of the Virginia Autism Resource Center at Virginia Commonwealth University. She is well versed in completing functional behavior assessments and using positive behavior supports to develop comprehensive plans for individuals from a person-centered approach. She is a state trainer for the Positive Behavior Support project with the Partnership for People with Disabilities at Virginia Commonwealth University. Finally, she in the principal investigator for the VCU ASD Career Links Project. Her research interests include the monitoring of psychotropic medication for individuals with autism spectrum disorder, transition from school to work and adulthood, and training for parents and professionals on serving individuals with developmental disabilities. Dr. Schall is listed in the 2005 and 2006 editions of Who&rsquo;s Who in America and has been honored by TASH with their Positive Approaches Award. Finally, she is the lead author of the Youth with Autism Chapter in the 4th edition of Dr. Paul Wehman&rsquo;s popular book Life Beyond the Classroom and editor and author of Autism and the Transition to Adulthood: Success Beyond the Classroom available through Paul H. Brookes Publishers.</p> 1 [empty string] 0 0 [empty string] 0 https://www.youtube.com/embed/IUNgfazFgzo [empty string] [empty string] [empty string] [empty string] <p>Problem behavior such as aggression, yelling and noncompliance is common with individuals with a spectrum disorder. To provide appropriate intervention and support, it is critical to understand why a behavior occurs and what may trigger it or cause it to happen.&nbsp; In this webcast, Dr. Schall will describe how to complete a Functional Behavior Assessment, a problem solving approach that assist teams in developing supports for individuals with autism who exhibit challenging behavior. Participants will learn what a functional behavior assessment is and how to complete one as well as how to use the assessment findings to develop a comprehensive behavior support plan.</p> 2012-01-10 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 c_schall_01_10_2012.pdf [empty string] c_schall_01_10_2012.docx 1 1 1 [empty string] 1 1 [empty string] [empty string] 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 15 14 [empty string] [empty string] 2012-01-10 15:30:00.0 [empty string] 3 1.00 01_10_2012_transcript.doc 1_10_12 flv 300 400 7 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=207 [empty string] 2012-01-10 00:00:00.0 207 Function Matters! How to Determine Why a Student Demonstrates Problem Behavior [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/207 IUNgfazFgzo [empty string] [empty string] [empty string]
157 1351280601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 https://youtu.be/5FqCRsNi3LM [empty string] r_shramm_chatlog1.docx [empty string] [empty string] <p><stong></stong>Description: Applied Behavior Analysis (ABA) is the science of good teaching. It studies how people learn to behave and applies those studies to helping children with autism spectrum disorder live better lives. It is based on over 50 years of scientific research and its strategies have been changed and improved over time. As newer techniques are discovered and tested they replace older less effective ones. In ABA the concept is simple; we systematically break down learning into its smallest parts and teach it to the child piece by piece. In effect, we teach the child how to learn. The more skills a child begins to acquire the better they become at learning new skills. This webcast introduces many of the major principles of ABA. It offers information that will allow participants to understand how these principles can be used to provide effective, individualized programming. Mr. Schramm will focus on the primary principal of reinforcement and discuss how motivation can be captured and created to enhance learning.</p> 2011-12-13 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 schramm.pdf [empty string] schramm.docx 1 1 1 [empty string] 1 1 [empty string] [empty string] 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 16 14 [empty string] [empty string] 2011-12-13 15:30:00.0 [empty string] 3 1.00 ABA_Equals_Good Teaching_webcast.doc 12_13_11 flv 300 400 7 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=206 [empty string] 2011-12-13 00:00:00.0 206 ABA = Good Teaching [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/206 5FqCRsNi3LM [empty string] [empty string] [empty string]
158 1351280601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] [empty string] 2011-11-14 16:00:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 [empty string] [empty string] [empty string] 1 0 1 [empty string] 1 1 [empty string] <p>Autism Specialists Network Meeting&nbsp; Monday, November 14, 2011</p> <p><strong>&ldquo;Bridging the Gap: Virginia Department of Education Autism Statewide Training and Resources&rdquo;</strong></p> <p>Agenda</p> <p>2:00-2:25 pm Welcome and VDOE Updates - Samantha Marsh Hollins, Virginia Department of Education</p> <p>2:25-2:45 pm Virginia Autism Council Professional Skill Competencies Tracker</p> <p>2:45-3:00 pm Virginia Commonwealth University Autism Center for Excellence Regional Communities of Learning in Autism - Dr. Carol Schall, VCU ACE Director of Technical Assistance</p> <p>3:00-3:30 pm Opportunities for Professional Development and Training -&nbsp;&nbsp;Dr. Dawn Hendricks, VCU ACE Director of Training</p> <p>1.&nbsp;VCU ACE<br /> a.&nbsp;Online Opportunities<br /> i.&nbsp;How can Autism Specialist use these tools in their divisions?<br /> ii.&nbsp;Opportunities for Paraprofessional training<br /> b.&nbsp;BCBA Consortium</p> <p>2.&nbsp;Opportunities for Professional Development from T/TAC</p> <p>3.&nbsp;Additional Professional Development Opportunities</p> <p><br /> 3:30-4:00 pm Closing Discussion and Questions</p> 1 0 [empty string] [empty string] 1 0 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 0 14 [empty string] [empty string] 2011-11-14 14:00:00.0 [empty string] 3 1.00 [empty string] [empty string] flv 300 400 7 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=220 [empty string] 2011-11-14 00:00:00.0 220 Autism Specialists Network Meeting [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/220 [empty string] [empty string] [empty string] [empty string]
159 1351280601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] 11_08_11chatlog.docx [empty string] [empty string] <p><strong>Presenter Bio: </strong>Dr. Gentry&rsquo;s career has focused on neurological rehabilitation and assistive technology for people with physical disabilities. Over the past six years, he has conducted a series of community-based research projects focused on exploring the efficacy of portable computers as cognitive aids for individuals who have autism, brain injury or multiple sclerosis. Dr. Gentry has published and spoken nationally and internationally within the disability community.</p> <p><strong>Description: </strong>Smartphones, PDAs, iPads, and tablet computers can be powerful tools for managing cognitive-behavioral challenges experienced by people with autism. They can be easily customized to support just-in-time activity cueing, task-sequencing, wayfinding, communication assistance and behavioral coaching, among other uses. This presentation examines consumer platforms, applications and strategies for implementing individualized cognitive-behavioral suites, providing real life case studies, practical examples and outcome measures to assure success.</p> 2011-11-08 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 t_gentry_11_2011webcast.pdf [empty string] t_gentry_11_2011webcast.docx 1 1 1 [empty string] 1 1 [empty string] [empty string] 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 16 14 [empty string] [empty string] 2011-11-08 15:30:00.0 [empty string] 3 1.00 11_08_11_transcript_gentry.doc 11_8_11 flv 300 400 7 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=217 [empty string] 2011-11-08 00:00:00.0 217 Smartphones, iPads and Tablet PCs as Cognitive-Behavioral Aids in Autism [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/217 TaM6fuXHPeY [empty string] [empty string] [empty string]
160 1351280601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] chatlog10_10_11.docx [empty string] [empty string] [empty string] 2011-10-11 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 10_11_11_webcast.pdf [empty string] 10_11_11_webcast.docx 1 1 1 [empty string] 1 1 [empty string] <p><strong>Presenter Bio: </strong> With more than 30 years of experience working with children with autism spectrum disorder, Dr. Oswald is the Director of Research and Diagnostics at the Commonwealth Autism Service in Richmond, Virginia. Additionally, he serves many roles such as an adjunct professor in the Virginia Commonwealth University School of Education and as a clinical psychologist and clinical professor in the Department of Psychiatry at the VCU School of Medicine.</p> <p><strong>Description: </strong> This webcast provides an extension of Dr. Oswald&rsquo;s September webcast. He will describe how an educational eligibility differs from a medical diagnosis and will outline how information derived from one evaluation can inform the other. Dr. Oswald will provide information on eligibility testing completed in public schools to determine whether a child meets criteria for special education services. Dr. Oswald will describe the eligibility process, why it is completed, and participants in the process.</p> 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 16 14 [empty string] [empty string] 2011-10-11 15:30:00.0 [empty string] 3 1.00 [empty string] 10_11_11 flv 300 400 7 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=203 [empty string] 2011-10-11 00:00:00.0 203 Eligibility for Special Education Services under the Category of Autism: Key Considerations [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/203 2Xen67QFsXM [empty string] [empty string] [empty string]
161 1351280601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] <p><strong>Presenter Bio: </strong>With more than 30 years of experience working with children with autism spectrum disorders, Dr. Oswald is the Director of Research and Diagnostics at the Commonwealth Autism Service in Richmond, Virginia. Additionally, he serves many roles such as an adjunct professor in the Virginia Commonwealth University School of Education and clinical psychologist and clinical professor in the Department of Psychiatry at the VCU School of Medicine.</p> <p><strong>Description: </strong>This webcast will provide information related to screening, diagnosis and identification of ASD. Dr. Oswald will discuss why an accurate diagnosis is important and how it may direct intervention services appropriate for the child that focuses on his or her characteristics, strengths and needs. An overview of the screening and diagnostic processes will be provided with a focus on valid tools, how the evaluations are to be completed, and who is qualified to make a differential diagnosis. Dr. Oswald will discuss the evaluation process and how it is to be completed by involving the family as full partners throughout while maintaining clear communication and respect.</p> 2011-09-13 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 d_oswald_diagnosis.pdf d_oswald_diagnosis.swf d_oswald_diagnosis.docx 1 1 1 [empty string] 1 1 [empty string] [empty string] 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 16 14 [empty string] [empty string] 2011-09-13 15:30:00.0 [empty string] 3 1.00 transcript_09_13_11.txt 9_13_11 flv 300 400 7 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=215 [empty string] 2011-09-13 00:00:00.0 215 From Diagnosis to Intervention for Individuals with an Autism Spectrum Disorder [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/215 -PzaCOh21ms [empty string] [empty string] [empty string]
162 1351280601 0 [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] <p>Educating a student with ASD can be a challenge for any educator. A primary concern is ensuring all team members who work with a student are aware of his or her specific supports and needs. This may include understanding the communication system utilized, instructional strategies that work, and helpful accommodations. This issue is exacerbated when it comes time for a major transition such as getting a new teacher or moving to a new school. Often, communication breaks down and the receiving teacher is left to learn about the student on his or her own. To ensure consistency of implementation across teachers and settings, a planning system must be in place that outlines this information and provides the opportunity for communication. In this webcast, Dr. Henry will provide a brief overview of the Comprehensive Autism Planning System (CAPS) and will describe how the CAPS may be used to enhance communication and aid in transition planning. The CAPS is an easy-to-use system that allows educators to understand how and when to implement an instructional program for students with autism spectrum disorder (ASD). The CAPS model answers the questions (a) What supports does my student/child need in each class to be successful? (b) What goals is my student/child working on? and (c) Is there a thoughtful sequence to the student&rsquo;s/child&rsquo;s day for implementation of instruction?</p> 2011-08-22 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 [empty string] [empty string] [empty string] 1 1 1 [empty string] 1 1 [empty string] [empty string] 1 0 [empty string] [empty string] 1 1 1 [empty string] [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 [empty string] [empty string] 13 14 [empty string] [empty string] 2011-08-22 15:30:00.0 [empty string] 3 1.00 [empty string] 8_22_11 flv 300 400 7 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=214 [empty string] 2011-08-22 00:00:00.0 214 Using the Comprehensive Autism Planning System (CAPS) to Enhance Communication between Schools and Teachers and Assist with Transition Planning [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/214 [empty string] [empty string] [empty string] [empty string]
163 1351280601 0 [empty string] [empty string] [empty string] 1 175 0 0 [empty string] 0 [empty string] [empty string] chatlog8_9_111.txt [empty string] [empty string] <p><strong>Presenter Bio:</strong>&nbsp; Dr. Cathy Pratt is the Director of the Indiana Resource Center for Autism at the Indiana Institute on Disability and Community located at Indiana University. Dr. Pratt is on faculty at Indiana University, and presents internationally at conferences and workshops. Dr. Pratt serves on numerous Advisory Boards, including the Advisory Boards of Maap Services, Inc., and the Autism Society of Indiana. She currently serves as Chairman of the Board for the National Autism Society of America and is Co-Chair of the Conference Committee, and a Member of the Government Relations Committee.</p> <p><strong>Description:</strong>&nbsp; This webcast is designed to prepare educators to include students with ASD in the general education environment. Dr. Pratt will provide an overview of strategies demonstrated to be effective in the general education classroom to ensure academic and social success. Discussion will include classroom wide strategies, individual supports, and explicit instruction in specific areas of need. A description of how these strategies work and steps for implementation will be provided.</p> 2011-08-09 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 c_pratt2011_pres1.pdf c_pratt2011_pres11.swf c_pratt2011_pres1.docx 1 1 1 [empty string] 1 1 50 [empty string] 1 0 [empty string] 325 1 1 1 [empty string] [empty string] 366 [empty string] 800 [empty string] [empty string] 2500 [empty string] [empty string] 13 14 [empty string] [empty string] 2011-08-09 15:30:00.0 [empty string] 21 1.00 08_09_11transcript.doc 8_9_11 flv 300 400 7 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=179 [empty string] 2011-08-09 00:00:00.0 179 Implementation of Evidence-Based Practice in the General Education School Setting [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/179 3XFhnxwhvXY [empty string] [empty string] [empty string]
164 1351280601 0 [empty string] [empty string] [empty string] 1 175 0 0 [empty string] 0 [empty string] [empty string] gena_chatroom.txt [empty string] 0.0 <p><strong>Presenter Bio:</strong>&nbsp; Gena P. Barnhill, author of Right Address &hellip; Wrong Planet: Children with Asperger Syndrome Becoming Adults and coauthor of Parents of Children with Disabilities: A Survival Guide for Fathers and Mothers is an assistant professor of special education at Lynchburg College in Lynchburg, Virginia and coordinator of the Autism Certificate Program. Previously, she was an autism coordinator and school psychologist for the North Kansas City School District in Kansas City, MO. Gena is a Nationally Certified School Psychologist and a Board Certified Behavior Analyst, as well as the mother of an adult son with Asperger syndrome. She has worked with children with special needs in medical and educational settings for over 30 years as a registered nurse, school counselor and school psychologist. In addition to publishing over 30 articles in peer-reviewed journals, she has presented nationally on autism and Asperger syndrome at over 100 conferences. Gena is a member of the Virginia Autism Council (VAC).</p> <p><strong>Description:</strong>&nbsp; The webcast is designed to introduce parents, educators, and professionals to effective strategies for supporting someone with Asperger&rsquo;s Syndrome (AS) in school, home, and community environments.&nbsp; This webcast will provide a description of the characteristics of individuals with AS. Both common strengths and areas of need will be outlined with a focus on characteristics related to communication and social-emotional development. Dr. Barnhill will discuss services often required to address identified needs and strategies&nbsp; to target pragmatic communication as well as social and emotional development.</p> 2011-07-12 16:30:00.0 0 https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 g_barnhill_asp_2011.pdf g_barnhill_asp_2011.swf g_barnhill_asp_2011.docx 1 1 1 [empty string] 1 1 50 [empty string] 1 0 [empty string] 325 1 1 1 [empty string] [empty string] 365 [empty string] 800 [empty string] [empty string] 2500 0 0 13 14 [empty string] [empty string] 2011-07-12 15:30:00.0 [empty string] 3 1.00 transcript7_12_11.docx 7_12_11 flv 300 400 7 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=178 [empty string] 2011-07-12 00:00:00.0 178 Supporting a Person with Asperger’s Syndrome [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/178 n6QyYuT84gM [empty string] [empty string] [empty string]
165 1351280601 0 [empty string] [empty string] [empty string] 1 175 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] <p><strong>Presenter Bio:</strong>&nbsp; Dr. Samuel L. Odom, Principal Investigator, is Director of Frank Porter Graham Child Development Institute at the University of North Carolina and Professor in the School of Education. He is the author or co-author of many refereed journal articles and editor or co-editor of five published and two in press books on early childhood intervention and developmental disabilities. He was previously a member of the National Academy of Science Committee on Educating Children with Autism, which published a report on effective educational programs for young children with ASD (NRC, 2001). He also was a member of the committee that developed the 10 Year Roadmap for Autism Research coordinated by the National Institute on Mental Health and the Interagency Autism Research Committee. Currently his is working with the National Standards Project, which will identify evidence-based practices for children and youth with autism spectrum disorder, and the state of California, which will use this information to identify practices that can be used by teachers and service providers. His recent articles with his doctoral students have addressed the efficacy of a variety of focused intervention approaches (e.g., peer-mediated interventions, sibling-mediated interventions, parent-child intervention to promote joint attention, independent work systems approach to promote learning) for children with ASD. He is currently also the Principal Investigator of a multi-site randomized control study of an intervention to promote preschool readiness. In 2007, Dr. Odom received the Outstanding Research Award from the Council for Exceptional Children.</p> <p><strong>Description:</strong>&nbsp;It is critical for parents and professionals serving someone with ASD to utilize practices determined to be effective through research. This webcast will provide a comprehensive description of evidence-based practices for individuals with ASD. Dr. Odom will provide a definition and describe how a practice is determined to be evidence-based. A review of the current literature in ASD will be provided and those strategies currently identified as evidence-based will be discussed. Further, Dr. Odom will talk about components of a quality program for students with ASD and outline contextual features that represent best practice. A focus will be placed on the findings of the National Autism Professional Development Center in ASD and the National Standards Project. A variety of resources on evidence-based practices will be shared.</p> 2011-06-14 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 s_odem_2011.pdf s_odem_2011.swf s_odem_2011.docx 1 0 1 [empty string] 1 1 50 [empty string] 1 0 [empty string] 325 1 1 1 [empty string] [empty string] 364 [empty string] 800 [empty string] [empty string] 2500 [empty string] [empty string] 13 14 [empty string] [empty string] 2011-06-14 15:30:00.0 [empty string] 3 1.00 06_14_2011transcript.doc 6_14_11 flv 300 400 7 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=177 [empty string] 2011-06-14 00:00:00.0 177 Research Based Intervention: Ensuring Program Quality for Students with Autism Spectrum Disorder [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/177 mlpTNGO0chw [empty string] [empty string] [empty string]
166 1351280601 0 [empty string] [empty string] [empty string] 1 0 0 0 [empty string] 0 [empty string] [empty string] Chatlog5_10_2011.docx [empty string] [empty string] <p><strong>Description:</strong> This webcast will provide an overview of the Comprehensive Autism Planning System (CAPS).&nbsp; CAPS is an easy-to-use system that allows educators to understand how and when to implement an instructional program for students with autism spectrum disorder (ASD). The CAPS model helps the educational team develop a plan to implement a student&rsquo;s Individualized Education Plan (IEP) effectively. The CAPS model answers the questions (a) What supports does my student/child need in each class to be successful? (b) What goals is my student/child working on? and (c) Is there a thoughtful sequence to the student&rsquo;s/child&rsquo;s day for implementation of instruction?&nbsp; Dr. Henry will lead participants through the CAPS process which includes the use of natural opportunities and supports to ensure student success as well as data collection to measure that success.</p> 2011-05-10 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 s_henry_2011_edits.pdf s_henry_2011_edits.swf s_henry_2011_edits.docx 1 1 1 [empty string] 1 1 0 [empty string] 1 0 [empty string] 0 1 1 1 [empty string] [empty string] 363 [empty string] 0 [empty string] [empty string] 2500 [empty string] [empty string] 13 14 [empty string] [empty string] 2011-05-10 15:30:00.0 [empty string] 3 1.00 05102011_webcast_transcript.docx 5_10_11 flv 300 400 7 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=176 [empty string] 2011-05-10 00:00:00.0 176 Planning your Student’s Program Using the Comprehensive Autism Planning System (CAPS) [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/176 2kT-haDooTU [empty string] [empty string] [empty string]
167 1351280601 0 [empty string] [empty string] [empty string] 1 175 0 0 [empty string] 0 [empty string] [empty string] chatlog4_12_111.docx [empty string] [empty string] <p><strong>Presenter Bio:&nbsp; </strong>Dr. Conroy is a professor of Special Education and Early Childhood Studies in the School of Special Education, School Psychology, and Early Childhood Studies at the University of Florida. Dr. Conroy has extensive experience in conducting early intervention research with children who are at risk for or have social and behavioral disabilities, including children with autism spectrum disorder. Dr. Conroy has an extensive publication record in the field of autism, early intervention, and behavioral disorders with over 60 referred articles and chapters. Additionally, she is a regular presenter at international conferences on topics related to autism and behavioral disorders.</p> <p><strong>Webcast Description</strong>:&nbsp; Children with ASD have difficulty with demonstrating social competence and performing contextually appropriate behaviors to obtain desirable social outcomes. This webcast will provide an overview of social competence including the definition, skills and competencies that comprise social competence, and common outcomes for those with ASD who struggle in this area. Dr. Conroy will describe how to assess social functioning, and will outline strategies and interventions. A focus will be placed on implementation of interventions that fit into a hierarchical framework that includes classroom-wide intervention, natural supports, and explicit instruction.</p> 2011-04-12 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 ace_m_conroy2010.pdf ace_m_conroy2010.swf ace_m_conroy2010.docx 1 1 1 [empty string] 1 1 50 [empty string] 1 0 [empty string] 325 1 1 1 [empty string] [empty string] 362 [empty string] 800 [empty string] [empty string] 2500 [empty string] [empty string] 13 14 [empty string] [empty string] 2011-04-12 15:30:00.0 [empty string] 3 1.00 04_12_11_transcript.docx 4_12_11 flv 300 400 7 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=175 [empty string] 2011-04-12 00:00:00.0 175 Supporting Social Emotional Development in Young Children with Autism Spectrum Disorder [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/175 P7Xqiz3QMyc [empty string] [empty string] [empty string]
168 1351280601 0 [empty string] [empty string] <p>Tony Gentry, PhD OTR/L is an assistant professor in the occupational therapy department at Virginia Commonwealth University in Richmond, Virginia, where he directs the university&rsquo;s Assistive Technology for Cognition Laboratory.&nbsp; He is an internationally recognized expert on neurological rehabilitation and assistive technology for people with disabilities.&nbsp; Over the past decade, he has published a series of community-based research findings focused on exploring the efficacy of handheld computers and smart applications as cognitive aids for individuals with autism and other neurological disorders, and the development of computer games for people with disabilities.&nbsp; He is currently conducting a 5-year study of Apple Ipod Touch devices as job support aids for people with autism.</p> 1 0 0 0 [empty string] 0 [empty string] [empty string] chatlog3_21_11_gentry.docx [empty string] [empty string] <p>Smartphones, PDAs and tablet computers can be powerful tools for managing cognitive-behavioral challenges experienced by people with autism.&nbsp; They can be easily customized to support just-in-time activity cueing, task-sequencing, wayfinding, communication assistance and behavioral coaching, among other uses.&nbsp; This presentation examines consumer platforms, applications and strategies for implementing individualized cognitive-behavioral suites, providing real life case studies, practical examples and outcome measures to assure success.</p> <p>Three outcomes:</p> <p>Attendees will be able to:</p> <p>a.&nbsp;discuss the pros and cons of various handheld platforms as cognitive-behavioral assistive technology<br /> b.&nbsp;select from a variety of handheld applications and adaptations that have proven useful as cognitive behavioral<br /> c.&nbsp;consider strategies for developing individualized suites of adaptive tools and assuring their use by consumers with autism.</p> 2011-03-21 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 t_gentry_3_2011webcast_final1.pdf t_gentry_3_2011webcast_final1.swf [empty string] 1 1 1 [empty string] 1 1 0 [empty string] 1 0 [empty string] 0 1 0 1 [empty string] [empty string] 0 [empty string] 0 [empty string] [empty string] 2500 [empty string] [empty string] 0 14 [empty string] [empty string] 2011-03-21 15:30:00.0 [empty string] 3 1.00 april2011_transcript_t_gentry.docx [empty string] flv 300 400 7 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=182 [empty string] 2011-03-21 00:00:00.0 182 PDAs, Smartphones and Tablet PCs as Cognitive-Behavioral Aids in Autism [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/182 dpi9gjxnca8 [empty string] [empty string] [empty string]
169 1351280601 0 [empty string] [empty string] [empty string] 1 175 0 0 [empty string] 0 [empty string] [empty string] chatlog03_08_11.docx [empty string] [empty string] <p><strong>Presenter Bio: </strong>Dana Childress, M.Ed., has worked in the field of early intervention for over 15 years as an early childhood special educator, service coordinator, supervisor, trainer, and writer. She currently works as part of Virginia's early intervention training team developing professional development resources and conducting web-based and in-person training. Dana is also a doctoral student in special education at Old Dominion University with interests in family centered practices, autism spectrum disorder, supporting family implementation of intervention strategies, and professional development for in-service early intervention practitioners.</p> <p><strong>Webcast Description</strong>: The webcast is designed to introduce parents, educators, and early interventionists to effective strategies for supporting the communication development of individuals with ASD in school, home, and community environments.&nbsp; This webcast will provide a description of the communication characteristics of young children with ASD. Both receptive and expressive communication skills will be addressed with a focus on natural environment teaching strategies. Ms. Childress will discuss strategies to target verbal language, expansion of language, functional use of communication, as well as implementation of augmentative and alternative communication systems.&nbsp;&nbsp;</p> 2011-03-08 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 d_childress2011_2.pdf d_childress2011_2.swf d_childress2011_2.docx 1 1 1 [empty string] 1 1 50 [empty string] 1 0 [empty string] 325 1 1 1 [empty string] [empty string] 361 [empty string] 800 [empty string] [empty string] 2500 [empty string] [empty string] 13 14 [empty string] [empty string] 2011-03-08 15:30:00.0 [empty string] 3 1.00 [empty string] 3_8_11 flv 300 400 7 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=174 [empty string] 2011-03-08 00:00:00.0 174 Teaching Communication to Young Children with Autism Spectrum Disorder [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/174 bhK3ocQM8Vo [empty string] [empty string] [empty string]
170 1351280601 0 [empty string] [empty string] [empty string] 1 175 0 0 [empty string] 0 [empty string] [empty string] chatlog2_8_2011_2.docx [empty string] [empty string] [empty string] 2011-02-08 16:30:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 m_anzalone_ 2_8_2011_final2.pdf m_anzalone_ 2_08_2011_final2.swf m_anzalone_2_8_2011_final2.docx 1 1 1 [empty string] 1 1 50 <p><strong>Webcast Description:</strong> This webcast will provide a description of the sensory differences and needs often experienced by individuals with ASD. Dr. Anzalone will provide a framework for understanding individual differences in sensory based self-regulation based on sensory integration theory. A description of how sensory integration can be integrated across environments and settings to help support regulation and foster interactions in the home, school, and community will be highlighted.</p> <p><strong>Presenter Bio:</strong> Marie Anzalone, ScD, OTR, FAOTA, is Assistant Professor of Occupational Therapy at Virginia Commonwealth University. Marie has presented and published extensively in the area of sensory processing in infants and young children. Dr. Anzalone is a Graduate Fellow of Zero-to-Three: National Center for Infants, Toddlers, and Families (she was the first occupational therapist to have received this honor), and a Fellow of the American Occupational Therapy Association. She has served as a consultant to the New York State Department of Education in the development of preschool service guidelines, the New York Early Intervention system in the development of practice guidelines. Her current research focuses on mother child interaction during play, goodness-of-fit between parents and children with regulatory or sensory processing disorders, and the efficacy of sensory integration intervention with children who have autism. She, along with Gordon Williamson, is the author of Sensory Integration and Self-Regulation in Infants and Toddlers: Helping Very Young Children Interact with Their Environment.</p> 1 0 [empty string] 325 1 1 1 [empty string] [empty string] 360 [empty string] 800 [empty string] [empty string] 2500 [empty string] [empty string] 13 14 [empty string] [empty string] 2011-02-08 15:30:00.0 [empty string] 3 1.00 [empty string] 2_8_11 flv 300 400 7 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=173 [empty string] 2011-02-08 00:00:00.0 173 Sensory Needs, Sensory Integration and Self-Regulation in Individuals with Autism Spectrum Disorder [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/173 WG7G8o3J5pA [empty string] [empty string] [empty string]
171 1351280601 0 [empty string] [empty string] [empty string] 1 175 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] <p><strong>Presentation Description:</strong><br /> <font style="font-weight: 500;">Autism spectrum disorders (ASD) represent a distinct category of developmental disabilities that share many of the same characteristics. Autism spectrum disorders affect an individual's ability to communicate, understand language, play, and relate to others. It is also associated with rigid routines and repetitive behaviors. The symptoms can occur in any combination and can range from very mild to quite severe. Autism Spectrum Disorders include Autism and the related disorders of Asperger Syndrome, and Pervasive Developmental Disorder - Not Otherwise Specified (PDD-NOS).&nbsp; <strong>This section focuses on Socialization and Repetitive and Restricted Patterns of Behavior.</strong></font></p> <p><font style="font-weight: 500;"><strong>Presenter Bio:<br /> </strong>Dr. Carol Schall is a presenter in this presentation. Dr. Schall has been learning from and supporting individuals with autism since the early 1980s. She is involved in supporting individuals across Virginia through her work as the Director of the Virginia Autism Resource Center at VCU. She is well-versed in completing functional behavior assessments and using positive behavior supports to develop comprehensive plans for individuals from a person-centered approach. Dr. Schall presents nationally and provides training and education to schools, families, and community services providers who support individuals with autism or related disorders. Her research interests include the monitoring of psychotropic medication for individuals with autism spectrum disorders, transition from school to work, adulthood, and training parents and professionals to serve individuals with disabilities. Dr. Schall is listed in the 2005 and 2006 editions of Who's Who in America and has been honored by TASH with the Positive Approaches Award. She is also the coeditor of the book &quot;Autism and the Transition to Adulthood:&nbsp; Success Beyond the Classroom,&quot; which is available through Paul H. Brookes Publishers. <strong><br /> </strong></font></p> 2010-03-18 14:45:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 No Handouts Available4.pdf No Handouts Available5.pdf [empty string] 1 0 1 [empty string] 1 1 50 [empty string] 1 0 [empty string] 325 1 0 1 [empty string] [empty string] 377 [empty string] 800 [empty string] [empty string] 2500 [empty string] [empty string] 14 14 [empty string] [empty string] 2010-03-18 14:00:00.0 [empty string] 3 1.00 Autism Part 2 b - Socialization and Repetitive and Restricted Patterns of Behavior.docx [empty string] flv 300 400 7 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=186 [empty string] 2010-03-18 00:00:00.0 186 Characteristics of the Autism Spectrum Disorders Part 2 b: Socialization and Repetitive and Restricted Patterns of Behavior [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/186 [empty string] [empty string] [empty string] [empty string]
172 1351280601 0 [empty string] [empty string] [empty string] 1 175 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] <p>Presentation Description:<br /> <font style="font-weight: 500;">Autism spectrum disorders (ASD) represent a distinct category of developmental disabilities that share many of the same characteristics. Autism spectrum disorders affect an individual's ability to communicate, understand language, play, and relate to others. It is also associated with rigid routines and repetitive behaviors. The symptoms can occur in any combination and can range from very mild to quite severe. Autism Spectrum Disorders include Autism and the related disorders of Asperger Syndrome, and Pervasive Developmental Disorder - Not Otherwise Specified (PDD-NOS).&nbsp; <strong>This section focuses on communication</strong></font><strong>.<br /> </strong></p> <p>Presenter Bio:<br /> Dr. Carol Schall is a presenter in this presentation. Dr. Schall has been learning from and supporting individuals with autism since the early 1980s. She is involved in supporting individuals across Virginia through her work as the Director of the Virginia Autism Resource Center at VCU. She is well-versed in completing functional behavior assessments and using positive behavior supports to develop comprehensive plans for individuals from a person-centered approach. Dr. Schall presents nationally and provides training and education to schools, families, and community services providers who support individuals with autism or related disorders. Her research interests include the monitoring of psychotropic medication for individuals with autism spectrum disorders, transition from school to work, adulthood, and training parents and professionals to serve individuals with disabilities. Dr. Schall is listed in the 2005 and 2006 editions of Who's Who in America and has been honored by TASH with the Positive Approaches Award. She is also the coeditor of the book &quot;Autism and the Transition to Adulthood:&nbsp; Success Beyond the Classroom,&quot; which is available through Paul H. Brookes Publishers.</p> 2010-03-17 14:45:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 No Handouts Available2.pdf No Handouts Available3.pdf [empty string] 1 0 1 [empty string] 1 1 50 [empty string] 1 0 [empty string] 325 1 0 1 [empty string] [empty string] 0 [empty string] 800 [empty string] [empty string] 2500 [empty string] [empty string] 14 14 [empty string] [empty string] 2010-03-17 14:00:00.0 [empty string] 3 1.00 Autism Part 2 a - Communication.doc [empty string] flv 300 400 7 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=185 [empty string] 2010-03-17 00:00:00.0 185 Characteristics of the Autism Spectrum Disorders Part 2 a: Communication [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/185 [empty string] [empty string] [empty string] [empty string]
173 1351280601 0 [empty string] [empty string] [empty string] 1 175 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] <p>Presentation Description:</p> <p>This presentation provides a description of the common characteristics that comprise ASD and define the disability categories of Autism, Asperger Syndrome, and Pervasive Developmental Disorders - Not Otherwise Specified. Also outlined are the prevalence and potential causes of the disorder.</p> <p>&nbsp;</p> <p>Presenter Bio:</p> <p>Dr. Dawn Hendricks is a presenter in this presentation. Dr. Hendricks is a leading professional in autism spectrum disorders and related developmental disabilities in the Commonwealth of Virginia. She has more than 16 years of experience supporting individuals on the spectrum. Throughout her career, Dr. Hendricks has directed skill-acquisition and behavior-reduction programming and provided comprehensive training to professionals, families and community members. Her areas of expertise include developing comprehensive educational programs, increasing communication, increasing social functioning and peer interaction, and using positive behavior support plans to reduce interfering behaviors. Dr. Hendricks presents nationally and publishes regularly in peer-reviewed journals. She serves as a faculty member at VCU and was instrumental in creating coursework and a post-baccalaureate certificate program in autism spectrum disorders at Virginia Commonwealth University. 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<![endif]--><!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} </style> <![endif]--></p> 2010-03-16 14:45:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 No Handouts Available.pdf No Handouts Available1.pdf [empty string] 1 1 1 [empty string] 1 1 50 [empty string] 1 0 [empty string] 325 1 0 1 [empty string] [empty string] 0 [empty string] 800 [empty string] [empty string] 2500 [empty string] [empty string] 14 14 [empty string] [empty string] 2010-03-16 14:00:00.0 [empty string] 3 1.00 Autism Part 1 - Characteristics of the Autism Spectrum Disorders1.docx [empty string] flv 300 400 7 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=184 [empty string] 2010-03-16 00:00:00.0 184 Characteristics of the Autism Spectrum Disorders - Part 1: Overview [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/184 Gt4w3na4Ses [empty string] [empty string] [empty string]
174 1351310601 0 [empty string] [empty string] [empty string] 1 0 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] [empty string] <p>START-UP/Alaska will be highlighting innovative small businesses that focus on the &quot;customized&quot; aspects of the project and how the customization of self-employment services sets them apart from everyday small business or microenterprise business startups. In addition, the presenters will provide an overview of accomplishments and successful innovations to date from the project as a whole including mentoring, the methods used in the virtual incubator model, and other unique aspects of the project. Lastly, the presenters will provide strategies and progress with integrating the customized self-employment model into existing employment systems serving individuals in both rural and urban areas state to ensure sustainability of the model.</p> 2009-07-22 14:45:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 rich_sanders_pam_sprout2009.pdf rich_sanders_pam_sprout2009.swf [empty string] 1 1 1 [empty string] 1 1 0 [empty string] 1 0 [empty string] 0 1 1 1 [empty string] [empty string] 307 [empty string] 0 [empty string] [empty string] 2500 [empty string] [empty string] 10 14 [empty string] [empty string] 2009-07-22 14:00:00.0 0 19 1.00 072209transcriptcc.txt 7_22_09 flv 300 400 7 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=145 [empty string] 2009-07-22 00:00:00.0 145 The Customized Self-Employment Model [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/145 tMmUYI4Cx_k [empty string] [empty string] [empty string]
175 1351310601 0 [empty string] [empty string] [empty string] 1 90 0 0 [empty string] 0 [empty string] [empty string] 4_18_07chatlog.txt [empty string] [empty string] <p>Melissa Clark, who has fetal alcohol syndrome, was adopted in 1982 at the age of six by Sister Johnelle Howanich. In this webcast, Lissie presents her story and how she overcomes the challenges and struggles in her life. Sister Johnelle shares the strategies that she has used to teach Lissie. Lissie and Sister Johnelle, of Great Falls, MT have franchised a gourmet pet biscuit business called &quot;Lissie's Luv Yums.&quot; Luv Yums was crafted around Lissie's interests, abilities, talents, and most importantly, her need to function as a businessperson. She works from home and is able to take breaks when she needs them, working on her own schedule. Lissie and Johnelle share their story of how they have used family support in Lissie's successful business.</p> 2007-04-18 14:45:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 clark_howanach_handouts.pdf clark_howanach_handouts.swf [empty string] 1 1 1 [empty string] 1 1 30 [empty string] 1 0 [empty string] 0 1 1 1 [empty string] [empty string] 194 4_18_07.ram 0 [empty string] [empty string] 2500 [empty string] [empty string] 1 14 [empty string] [empty string] 2007-04-18 14:00:00.0 6 19 1.00 04_18_07transcriptcc.txt 4_18_07 f4v 300 400 7 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=91 [empty string] 2007-04-18 00:00:00.0 91 Family Support of Self-Employment [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/91 lk60PNLDxps [empty string] [empty string] [empty string]
176 1351310601 0 [empty string] [empty string] [empty string] 1 175 0 0 [empty string] 0 [empty string] [empty string] chatlog9_28_06.txt [empty string] [empty string] <p>Many people are excited by the opportunity of starting their own business, but do not know where to begin. This session introduces the major steps required to establish and begin operations of a microenterprise owned and operated by an individual with a disability. Critical topics of concern include: Person/Business Match, Functional business feasibility testing, financing &amp; work incentives, transition from school to work issues, support strategies, training, and business planning.</p> 2006-09-28 14:45:00.0 [empty string] https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 jumpstart_ytd_2006.pdf jumpstart_ytd_2006.swf [empty string] 1 1 1 [empty string] 1 1 50 [empty string] 1 0 [empty string] 0 1 1 1 [empty string] [empty string] 189 9_28_06.ram 0 [empty string] [empty string] 2500 [empty string] [empty string] 0 14 [empty string] [empty string] 2006-09-28 14:00:00.0 1 19 1.00 cgriffin_transcript.txt 9_28_06 f4v 300 400 7 [empty string] https://vcuautismcenter.org/te/webcasts/archives/view.cfm?webcast=78 [empty string] 2006-09-28 00:00:00.0 78 Jump-Starting A Small Enterprise: A Template For Youth And Adults With Disabilities [empty string] [empty string] 0 https://vcuautismcenter.org/te/webcasts/webcast.cfm/78 Oc08Pj1T3aU [empty string] [empty string] [empty string]
177 1351310601 [empty string] [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] 0.0 <p>Designing for all doesn&rsquo;t have to be overwhelming! So many teachers are enthusiastic about Universal Design for Learning (UDL) but frustrated with their lack of time and resources for exploring new ideas. This presentation is for any educator who wants to add more UDL strategies into their classroom but needs those strategies to be accessible and easy to implement. In this presentation, participants will learn how to &ldquo;hack&rdquo; UDL and expand options for representation, engagement, and expression. Featured hacks include showing &ldquo;this and that,&rdquo; embracing assistive tech, and starting with struggles.</p> <ul> <li>High Leverage Practices: 1-20</li> </ul> [empty string] 0 https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 UDL_Hacks_2024_large_print.pdf [empty string] [empty string] 0 0 0 [empty string] 1 1 [empty string] <p>Designing for all doesn&rsquo;t have to be overwhelming! So many teachers are enthusiastic about Universal Design for Learning (UDL) but frustrated with their lack of time and resources for exploring new ideas. This presentation is for any educator who wants to add more UDL strategies into their classroom but needs those strategies to be accessible and easy to implement. In this presentation, participants will learn how to &ldquo;hack&rdquo; UDL and expand options for representation, engagement, and expression. Featured hacks include showing &ldquo;this and that,&rdquo; embracing assistive tech, and starting with struggles.</p> <ul> <li>High Leverage Practices: 1-20</li> </ul> <p><strong>After viewing this presentation, if you have any questions, please submit them <a href="#webboard">here.</a></strong></p> 1 1 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 0 0 0 14 5_Ideas_Paula_Kluth_K12.png kluth_thumb.png [empty string] [empty string] 0 1.00 [empty string] 9_12_25 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/ondemand/training.cfm?id=1686 [empty string] [empty string] 1686 Universal Design Learning Hacks: 5 Ideas for K12 Classrooms [empty string] [empty string] 0 https://vcuautismcenter.org/te/ondemand/training.cfm?id=1686 Mvk2TOJ6ZEY [empty string] [empty string] [empty string]
178 1351310601 [empty string] [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] 0.0 <p>Cultural sensitivity, authenticity, and a holistic approach to educational processes and services are essential when working with Native American students with Autism and their families. Understanding and respecting the rich cultural traditions, family values, and practices help educators create a meaningful learning environment for the students. Above all, families and communities are an important part of students&rsquo; educational journey. Therefore, communicate, connect, build strong relationships, and meet the students where they are through attentive teaching!</p> <ul> <li>High Leverage Practices: 1-8</li> <li>Evidence-Based Practices: Antecedent-Based Intervention, Naturalistic Intervention, Visual Supports, Modeling, Prompting, Reinforcement</li> </ul> [empty string] 0 https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 birdsell_meet_me_where_i_am1.pdf [empty string] [empty string] 1 0 1 [empty string] 1 1 [empty string] <p>Cultural sensitivity, authenticity, and a holistic approach to educational processes and services are essential when working with Native American students with Autism and their families. Understanding and respecting the rich cultural traditions, family values, and practices help educators create a meaningful learning environment for the students. Above all, families and communities are an important part of students&rsquo; educational journey. Therefore, communicate, connect, build strong relationships, and meet the students where they are through attentive teaching!</p> <ul> <li>High Leverage Practices: 1-8</li> <li>Evidence-Based Practices: Antecedent-Based Intervention, Naturalistic Intervention, Visual Supports, Modeling, Prompting, Reinforcement</li> </ul> <p><strong>After viewing this presentation, if you have any questions, please submit them <a href="#webboard">here.</a></strong></p> 1 1 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 0 0 0 14 meet_me_birdsell.png birdsell_thumb.png [empty string] [empty string] 0 1.00 [empty string] 10_23_24 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/ondemand/training.cfm?id=1688 [empty string] [empty string] 1688 Meet Me Where I Am [empty string] [empty string] 0 https://vcuautismcenter.org/te/ondemand/training.cfm?id=1688 DuWnKiyB5yI [empty string] [empty string] [empty string]
179 1351310601 [empty string] [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] 0.0 <p>Initiations, including question-asking, have often been suggested as a crucial variable in predicting positive long-term outcomes in individuals with autism spectrum disorder (ASD). However, children with ASD experience significant deficits in the quality and quantity of verbal and nonverbal initiations compared to typical language developers. This presentation will describe specific procedures for teaching verbal initiations to children with ASD and preliminary work using artificial intelligence (based on face-to-face interventions) to teach question-asking to adolescents and adults.</p> <ul> <li>High Leverage Practices: 1-6, 11-13, 19, 20</li> <li>Evidence-Based Practices: &nbsp;PRT, modeling, reinforcement, naturalistic intervention</li> </ul> [empty string] 0 https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 koegel_ace_webcast2024.pdf [empty string] [empty string] 0 0 1 [empty string] 1 1 [empty string] <p>Initiations, including question-asking, have often been suggested as a crucial variable in predicting positive long-term outcomes in individuals with autism spectrum disorder (ASD). However, children with ASD experience significant deficits in the quality and quantity of verbal and nonverbal initiations compared to typical language developers. This presentation will describe specific procedures for teaching verbal initiations to children with ASD and preliminary work using artificial intelligence (based on face-to-face interventions) to teach question-asking to adolescents and adults.</p> <ul> <li>High Leverage Practices: 1-6, 11-13, 19, 20</li> <li>Evidence-Based Practices: &nbsp;PRT, modeling, reinforcement, naturalistic intervention</li> </ul> <p><strong>After viewing this presentation, if you have any questions, please submit them <a href="#webboard">here.</a></strong></p> 1 1 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 0 0 0 14 LK_Teaching_Initiations.png koegel_thumb.png [empty string] [empty string] 0 1.00 [empty string] 10_25_24 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/ondemand/training.cfm?id=1689 [empty string] [empty string] 1689 Teaching Initiations to People with Autism [empty string] [empty string] 0 https://vcuautismcenter.org/te/ondemand/training.cfm?id=1689 JwodQOfiqJ0 [empty string] [empty string] [empty string]
180 1351310601 [empty string] [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] 0.0 <p>Our goal in education is to improve autistic students&rsquo; lives, not just within the classroom but across their homes, community, and future employment settings. To that end, it is essential to partner with families to learn about their priorities, values, and needs. Through this partnership, schools can support families and assist them in implementing feasible and meaningful interventions. This presentation provides an introduction and specific strategies to support families and caregivers in implementing interventions and support for their child outside the classroom.</p> [empty string] 0 https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 [empty string] [empty string] [empty string] 0 0 1 [empty string] 1 1 [empty string] <p>Our goal in education is to improve autistic students&rsquo; lives, not just within the classroom but across their homes, community, and future employment settings. To that end, it is essential to partner with families to learn about their priorities, values, and needs. Through this partnership, schools can support families and assist them in implementing feasible and meaningful interventions. This presentation provides an introduction and specific strategies to support families and caregivers in implementing interventions and support for their child outside the classroom.&nbsp;</p> <ul> <li>High Leverage Practices: 1-6, 8, 11-20</li> <li>Evidence-Based Practices: Parent/Caregiver Implemented Interventions, Modeling, Video-Modeling, Naturalistic Interventions, Reinforcement, Functional Communication Training</li> </ul> <p><strong>After viewing this presentation, if you have any questions, please submit them <a href="#webboard">here.</a></strong></p> 1 1 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 0 0 0 14 TWGF_Partnering.png rispoli_partnering_thumbnail.png [empty string] [empty string] 0 1.00 [empty string] 9_12_25 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/ondemand/training.cfm?id=1698 [empty string] [empty string] 1698 Together we go far: Partnering with families to support caregiver-mediated intervention [empty string] [empty string] 0 https://vcuautismcenter.org/te/ondemand/training.cfm?id=1698 BgPe3Nc7ljc [empty string] [empty string] [empty string]
181 1351310601 [empty string] [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] 0.0 <p>Special education is a team endeavor, and paraprofessionals are essential to this team. Most paraprofessionals receive their training on the job, and often by the special education teacher. Unfortunately, most special education teachers were not taught how to supervise, coach, and collaborate with paraprofessionals during their training. This presentation aims to provide special education teachers with knowledge and skills in supervising and coaching paraprofessionals to implement evidence-based practices with students with autism and other disabilities.</p> [empty string] 0 https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 [empty string] [empty string] [empty string] 1 0 1 [empty string] 1 1 [empty string] <p>Special education is a team endeavor, and paraprofessionals are essential to this team. Most paraprofessionals receive their training on the job, and often by the special education teacher. Unfortunately, most special education teachers were not taught how to supervise, coach, and collaborate with paraprofessionals during their training. This presentation aims to provide special education teachers with knowledge and skills in supervising and coaching paraprofessionals to implement evidence-based practices with students with autism and other disabilities.&nbsp;</p> <ul> <li>High Leverage Practices: 1-6, 8, 11-20</li> <li>Evidence-Based Practices: Parent/Caregiver Implemented Interventions, Modeling, Video-Modeling, Naturalistic Interventions, Reinforcement, Functional Communication Training</li> </ul> <p><strong>After viewing this presentation, if you have any questions, please submit them <a href="#webboard">here.</a></strong></p> 1 1 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 0 0 0 14 TWGF_Teaming.png rispoli_teaming_thumbnail.png [empty string] [empty string] 0 1.00 [empty string] 9_12_25 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/ondemand/training.cfm?id=1699 [empty string] [empty string] 1699 Together we go far: Teaming with paraprofessionals to support learners with autism [empty string] [empty string] 0 https://vcuautismcenter.org/te/ondemand/training.cfm?id=1699 Duccq5yVNvo [empty string] [empty string] [empty string]
182 1351310601 [empty string] [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] 0.0 <p>What does it mean to be trauma-informed and trauma-responsive, and how do these concepts apply to children with special education needs? In this first presentation of a three-part series, we will discuss the Essential Messages of a trauma-responsive practice as defined by the National Child Traumatic Stress Network. As part of this series, you will develop a personal trauma-responsive action plan so you can identify how to apply these concepts in the classroom right away.</p> [empty string] 0 https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 ruth_brown_ACE_Webcast_Session_11.pdf [empty string] [empty string] 1 0 1 [empty string] 1 1 [empty string] <p>What does it mean to be trauma-informed and trauma-responsive, and how do these concepts apply to children with special education needs? In this first presentation of a three-part series, we will discuss the Essential Messages of a trauma-responsive practice as defined by the National Child Traumatic Stress Network. As part of this series, you will develop a personal trauma-responsive action plan so you can identify how to apply these concepts in the classroom right away.</p> <p><strong>Bio:</strong> Dr. Ruth Brown, Ph.D., is a Clinical Psychologist and Assistant Professor at the Virginia Institute for Psychiatric and Behavioral Genetics at Virginia Commonwealth University. Her work focuses on the use of evidence-based assessment for people with intellectual and developmental disabilities to improve the detection, prevention, and treatment of traumatic stress, anxiety, and depression.</p> <ul> <li>High Leverage Practices: 1-6, 7-10, 11-20</li> <li>Evidence-Based Practices: Social Skills Training, Functional Behavior Assessment, Reinforcement, Self-Management</li> </ul> <p><strong>After viewing this presentation, if you have any questions, please submit them <a href="#webboard">here.</a></strong></p> 1 1 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 0 0 0 14 Essential_Trauma.png 1.png [empty string] [empty string] 0 1.00 [empty string] 9_12_25 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/ondemand/training.cfm?id=1700 [empty string] [empty string] 1700 Part 1: The Essential Messages of Trauma Responsive Practices [empty string] [empty string] 0 https://vcuautismcenter.org/te/ondemand/training.cfm?id=1700 rUK0eHv1N4o [empty string] [empty string] [empty string]
183 1351310601 [empty string] [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] 0.0 <p>How does trauma affect youth with disabilities? Trauma can impact youth with and without disabilities in subtle and not-so-subtle ways. For youth with disabilities, the challenges can be magnified. In this second presentation of a three-part series, we will discuss some of the ways that trauma impacts development, learning, mental health, and behavior in youth with disabilities. We will use case vignettes to practice identifying potential trauma-related factors affecting students with disabilities and encourage you to consider how trauma may be impacting students in your school or classroom.</p> [empty string] 0 https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 ruth_brown_session21.pdf [empty string] [empty string] 0 0 1 [empty string] 1 1 [empty string] <p>How does trauma affect youth with disabilities? Trauma can impact youth with and without disabilities in subtle and not-so-subtle ways. For youth with disabilities, the challenges can be magnified. In this second presentation of a three-part series, we will discuss some of the ways that trauma impacts development, learning, mental health, and behavior in youth with disabilities. We will use case vignettes to practice identifying potential trauma-related factors affecting students with disabilities and encourage you to consider how trauma may be impacting students in your school or classroom.</p> <p><strong>Bio:</strong> Dr. Ruth Brown, Ph.D., is a Clinical Psychologist and Assistant Professor at the Virginia Institute for Psychiatric and Behavioral Genetics at Virginia Commonwealth University. Her work focuses on the use of evidence-based assessment for people with intellectual and developmental disabilities to improve the detection, prevention, and treatment of traumatic stress, anxiety, and depression.</p> <ul> <li>High Leverage Practices: 1-3, 7-9</li> <li>Evidence-Based Practices: Social Skills Training, Self-Management, Reinforcement</li> </ul> <p><strong>After viewing this presentation, if you have any questions, please submit them <a href="#webboard">here.</a></strong></p> 1 1 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 0 0 0 14 Stress_Responses.png 2.png [empty string] [empty string] 0 1.00 [empty string] 9_12_25 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/ondemand/training.cfm?id=1701 [empty string] [empty string] 1701 Part 2: Understanding Traumatic Stress Responses [empty string] [empty string] 0 https://vcuautismcenter.org/te/ondemand/training.cfm?id=1701 123qI3an4fw [empty string] [empty string] [empty string]
184 1351310601 [empty string] [empty string] [empty string] [empty string] 1 [empty string] 0 0 [empty string] 0 [empty string] [empty string] [empty string] [empty string] 0.0 <p>How can we move beyond just trauma awareness to create a safe and healing environment for youth with disabilities who have experienced trauma? In this final presentation of a three-part series, we will review some specific strategies that promote resilience and healing, including psychological first aid, trauma-informed behavioral interventions, and Gentle Teaching. We will discuss what these strategies may look like in the classroom and where educators can go for additional training.</p> [empty string] 0 https://redcap.vcu.edu/surveys/?s=D7HH4RATJYD3DMK3 0 ruth_brown_sSession31.pdf [empty string] [empty string] 1 0 1 [empty string] 1 1 [empty string] <p>How can we move beyond just trauma awareness to create a safe and healing environment for youth with disabilities who have experienced trauma? In this final presentation of a three-part series, we will review some specific strategies that promote resilience and healing, including psychological first aid, trauma-informed behavioral interventions, and Gentle Teaching. We will discuss what these strategies may look like in the classroom and where educators can go for additional training.</p> <p><strong>Bio:</strong> Dr. Ruth Brown, PhD, is a Clinical Psychologist and Assistant Professor at the Virginia Institute for Psychiatric and Behavioral Genetics at Virginia Commonwealth University. Her work focuses on the use of evidence-based assessment for people with intellectual and developmental disabilities to improve the detection, prevention, and treatment of traumatic stress, anxiety, and depression.<br /> &nbsp;</p> <ul> <li>High Leverage Practices: 1-6,7-10, 11-22</li> <li>Evidence-Based Practices: Cognitive Behavioral Instructional Strategies, Visual Supports, Social Narratives, Functional Behavior Assessment, Self-management, Functional Communication Training</li> </ul> <p><strong>After viewing this presentation, if you have any questions, please submit them <a href="#webboard">here.</a></strong></p> 1 1 [empty string] [empty string] 1 1 1 Terms [empty string] 0 [empty string] [empty string] [empty string] [empty string] 2500 0 0 0 14 For_The_Classroom.png 3.png [empty string] [empty string] 0 1.00 [empty string] 9_12_25 f4v 380 640 14 [empty string] https://vcuautismcenter.org/te/ondemand/training.cfm?id=1702 [empty string] [empty string] 1702 Part 3: Trauma Responsive Strategies for the Classroom [empty string] [empty string] 0 https://vcuautismcenter.org/te/ondemand/training.cfm?id=1702 oibntCq9Cbg [empty string] [empty string] [empty string]
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Webcast Registration: Select Webcast


Using the options below, you can choose to register for any currently available webcast series, or you can select an individual webcast.


Webcast series:

  Series Name
Stronger Together: Fostering Connections in Our Autism Community (2026-2027)

Individual webcasts:

Register Topic Presenter Date
Stronger Together: Fostering Connections in Our Autism Community, Session 4 Noel Woolard
 August 9, 2027
Stronger Together: Fostering Connections in Our Autism Community, Session 3 Noel Woolard
 April 19, 2027
Stronger Together: Fostering Connections in Our Autism Community, Session 2 Noel Woolard
 January 25, 2027
Stronger Together: Fostering Connections in Our Autism Community, Session 1 Noel Woolard
 October 19, 2026
Stronger Together: Fostering Connections in Our Autism Community, Session 3 Katie Thompson
 August 11, 2026
Stronger Together: Fostering Connections in Our Autism Community, Session 4 Melanie Derry
Susan Heck
Crystal Hence
Noel Woolard
 August 10, 2026
Stronger Together: Fostering Connections in Our Autism Community, Session 3 Melanie Derry
Susan Heck
Crystal Hence
Noel Woolard
 April 27, 2026
CoLA Project Impact Virtual Meeting Daniel Irwin
 March 18, 2026
End-of-Year Essentials: What Every Paraprofessional Should Know Teresa Cogar
Noel Woolard
 March 18, 2026
Building Independence and Self-Determination Teresa Cogar
Noel Woolard
 February 18, 2026
Communities of Leaders in Autism:
Walking the Path Together: A Mother–Son Dialogue on Autism, Advocacy, and Understanding		 Corey Weisman
Robin Weisman
 February 11, 2026
Stronger Together: Fostering Connections in Our Autism Community, Session 2 Melanie Derry
Susan Heck
Crystal Hence
Noel Woolard
 February 2, 2026
Don’t Flinch Leadership: Building Courageous, Compassionate, and Coherent Systems for Students with Autism (Morning Session) Nyah Hamlett
 January 28, 2026
Don’t Flinch Leadership: Building Courageous, Compassionate, and Coherent Systems for Students with Autism (Afternoon Session) Nyah Hamlett
 January 28, 2026
Stronger Together: Fostering Connections in Our Autism Community, Session 1 Melanie Derry
Susan Heck
Crystal Hence
Noel Woolard
 December 8, 2025
Promoting Social Communication Throughout the Day Teresa Cogar
Melanie Derry
Susan Heck
 November 19, 2025
Supporting Teachers, Supporting ME! Teresa Cogar
 October 29, 2025
Fall Parent Huddle: Back to School Success Whitney Ham
 September 15, 2025
Together we go far: Partnering with families to support caregiver-mediated intervention Mandy Rispoli
 August 6, 2025
Everyone has a Role: Collaborative Teaming Approach to Alternative and Augmentative Communication (AAC) Hannah Harvey
Ashley Lankford
Melissa Messing
 July 30, 2025
Together We Go Far: Teaming with Paraprofessionals to Support Learners with Autism Mandy Rispoli
 July 23, 2025
Part 3: Trauma Responsive Strategies for the Classroom Ruth Brown
 July 16, 2025
Part 2: Understanding Traumatic Stress Responses Ruth Brown
 July 9, 2025
Part 1: The Essential Messages of Trauma Responsive Practices Ruth Brown
 July 2, 2025
Universal Design Learning Hacks: 5 Ideas for K12 Classrooms Paula Kluth
 June 25, 2025
Teaching Initiations to People with Autism Lynn Koegel
 June 18, 2025
Parent Huddle: Autism Supports Whitney Ham
 June 16, 2025
Parent Huddle: Autism Supports Crystal Hence
 March 17, 2025
Parent Huddle: Autism Support! Kelly Ireson
 December 16, 2024
Parent Huddle: Visual Supports for Transitions Lauren Avellone
 September 12, 2024
Parent Huddle: Autism Supports Whitney Ham
 July 22, 2024
Parent Huddle: Autism Supports All ACE Staff
March 27, 2024
Transition Considerations for Students with ASD Crystal Hence
 October 10, 2023
Free Appropriate Public Education for All Students: The Role of Behavior Analysts in Public Schools Nicole Hollins
 May 9, 2023
Part 3: Trauma Responsive Strategies for the Classroom Ruth Brown
 April 11, 2023
Part 2: Understanding Traumatic Stress Responses Ruth Brown
 March 14, 2023
Part 1: The Essential Messages of Trauma Responsive Practices Ruth Brown
 February 14, 2023
Finding the Fuel for Learning & Emotional Well-Being - Social Emotional Engagement Emily Rubin
 January 10, 2023
The Development of Play in Children with Autism Connie Kasari
 November 29, 2022
Considerations for Autism Evaluations in the Public Schools Ruth Aspy
 November 8, 2022
Joint Attention and Joint Engagement Connie Kasari
 November 1, 2022
Fostering Healthy Relationships and Preventing Abuse for Kids with Disabilities Molly Dellinger-Wray
 October 11, 2022
Environmental Structure in the classroom: Setting Up for Success Kaitlin Erdman
 September 13, 2022
FACES for Educators: Fostering Advocacy, Communication, Empowerment and Support for Black Autistic Students and their Families Jamie Pearson
 March 8, 2022
Disparities in Diagnoses and Service Access for Black Autistic Youth and their Families Jamie Pearson
 February 8, 2022
Lunch and Learn: Strategies to Improve Processing in Students with ASD (Re-Broadcast) Nicole Beurkens
 December 16, 2021
Lunch and Learn: Understanding Autism as an Information Processing Disorder (Re-Broadcast) Nicole Beurkens
 November 18, 2021
Lunch and Learn: Teachers as Instructional Leaders: Building Exemplary Teacher Paraprofessional Teams (Re-Broadcast) Paige Carter
 November 4, 2021
Lunch and Learn: Understanding and Supporting the Mental Health Needs of Individuals with Autism Spectrum Disorders (Re-Broadcast) Staci Carr
Carol Schall, Ph.D.
 October 14, 2021
Lunch and Learn: Sensory Processing: An Integral Part of Classroom Planning and Activities (Re-Broadcast) Winnie Dunn
 September 2, 2021
Lunch and Learn: Function Matters! How to Determine Why a Student Demonstrates Problem Behavior (Re-Broadcast) Carol Schall, Ph.D.
 August 26, 2021
Lunch and Learn: Systems to Support Employment (Re-Broadcast) Elizabeth Mistretta
Kylan Coffman
Sara Landis
 August 19, 2021
Lunch and Learn: Planning your Student’s Program Using the Comprehensive Autism Planning System (CAPS) (Re-Broadcast) Shawn Henry
 August 12, 2021
Lunch and Learn: Implementation of Evidence-Based Practice in the General Education School Setting (Re-Broadcast) Cathy Pratt
 August 5, 2021
Lunch and Learn: Beyond Academics: Teaching Choice-Making and Problem-Solving at Home (Re-Broadcast) Staci Carr
 July 29, 2021
Lunch and Learn: How to Recognize and Overcome Anxiety (Re-Broadcast) Crystal Hence
April Lynch
 July 22, 2021
Lunch and Learn: Parent Reinforcement and Child Preferences (Re-Broadcast) Emily Helmboldt
Teresa Crowson
 July 15, 2021
Lunch and Learn: Fun in the sun: ways to incorporate sensory and movement in outdoor environments (Re-Broadcast) Staci Carr
Teresa Cogar
 July 8, 2021
Lunch and Learn: 7 Questions (Re-Broadcast) David Pitonyak
 July 1, 2021
Lunch and Learn: An Extra Ordinary Life: Using Person Centered Planning (Re-Broadcast) Sam Hulcher
Bradford Hulcher
 June 24, 2021
Lunch and Learn: Understanding Autism as an Information Processing Disorder (Re-Broadcast) Nicole Beurkens
 June 17, 2021
Lunch and Learn: Summer in My Community (Re-Broadcast) Tammy Burns
 June 10, 2021
Lunch and Learn: Summer is Almost Here: Now What Do I Do? A Parent’s Perspective (Re-Broadcast) Tammy Burns
 June 3, 2021
Sibshops Aliza Lambert
 April 27, 2020
Progress of ASD Nest Students Over Time - Part 3 Chinah Jewell
Kristen Riley
Shari Caston
 March 24, 2020
Implementation of the ASD Nest Program - Part 2 Heather Reger
Shari Caston
Julie Realmuto
 February 25, 2020
Introducing the Nest Program in Franklin County Public Schools - Part 1 Heather Reger
Julie Realmuto
Shari Caston
 January 28, 2020
Systems to Support Individuals with Autism Elizabeth Mistretta
Kylan Coffman
Sara Landis
 November 12, 2019
Announcement: Cohort 4 Application Staci Carr
Daniel Irwin
 October 15, 2019
Self-Advocacy and ASD: Theory and Practice for All Ages Part 2 Andrew Nelson
 October 8, 2019
Self-Advocacy and ASD: Theory and Practice for All Ages Part 1 Andrew Nelson
 September 10, 2019
We're Better Together Alex Amos
Sara Kasubick
 April 9, 2019
Twice-exceptional learners with ASD Part 2: Identifying and Supporting Academic Needs Josh Taylor
Staci Carr
 March 12, 2019
Twice-exceptional learners with ASD Part 1: Identifying and Supporting Social and Behavioral Needs Staci Carr
Josh Taylor
 February 12, 2019
Enjoying the Journey: How One Mom Embraced Autism One Step at a Time Nicci Dowd
 December 11, 2018
Increasing Student Achievement through Family Engagement Erin Stone
Emily Helmboldt
 November 13, 2018
Technology at School & Home for Students with Autism Josh Taylor
 October 9, 2018
Understanding and Supporting the Mental Health Needs of Individuals with Autism Spectrum Disorders Staci Carr
Carol Schall, Ph.D.
 May 8, 2018
Summer is Almost Here: Now What Do I Do? A Parent’s Perspective Tammy Burns
 April 10, 2018
Summer in My Community Tammy Burns
 March 13, 2018
Tips for Administrators Paige Carter
Noel Woolard
 February 13, 2018
Including Students with Autism in General Education Classrooms: Tips for Teachers Josh Taylor
 January 9, 2018
Teachers as Instructional Leaders: Building Exemplary Teacher Paraprofessional Teams Paige Carter
 December 12, 2017
ASD & Regulation: The Brain, Meltdowns, and Evidence-Based Practices Part 2 Brenda Smith Myles
 November 14, 2017
ASD & Regulation: The Brain, Meltdowns, and Evidence-Based Practices Part 1 Brenda Smith Myles
 October 10, 2017
The College Experience: Lessons Learned Benjamin Allen
 September 12, 2017
Inclusion: How do we make it meaningful? Cynthia Pitonyak
 June 13, 2017
Sensory Processing: An Integral Part of Classroom Planning and Activities Winnie Dunn
 April 11, 2017
Inclusion: What does it mean and who is it for? Cynthia Pitonyak
 March 14, 2017
Conducting Appropriate FBAs - Part 2 Sean Casey
 February 14, 2017
Conducting Appropriate FBAs - Part 1 Sean Casey
 January 10, 2017
Virginia Tiered System of Supports: An Integration Framework To Increase Behavior and Academic Success for ALL Students Karen Berlin
 December 13, 2016
State of the Commonwealth November 2016 Daniel Irwin
 November 29, 2016
7 Questions David Pitonyak
 November 8, 2016
Augmentative and Alternative Communication: Assessing Needs and Aligning Supports for Students Marie Ireland
 October 11, 2016
Using Visual Supports to Teach Students with ASD Across Environments Amy Horne
Tracey Phillips
Nancy Sorrentino
 September 13, 2016
Announcing the Request for Applications for Division wide Technical Assistance: Exemplary Services to Support Students with Autism Spectrum Disorder Carol Schall, Ph.D.
Daniel Irwin
 September 1, 2016
Looking Towards the Future: Using Person-Centered Planning Tools from Pre-K through Adulthood Teresa Cogar
 May 10, 2016
A Strange Story from a Strange World: My Life and the William and Mary Neurodiversity Student Group Joel Carver
 April 12, 2016
Achieving the Best Quality of Life Possible: Preparing for the Future Staci Carr
 March 8, 2016
Strategies to Improve Processing in Students with ASD Nicole Beurkens
 February 9, 2016
Understanding Autism as an Information Processing Disorder Nicole Beurkens
 January 12, 2016
Drawing a Blank II Emily Illand
 December 8, 2015
Drawing a Blank I Emily Illand
 November 10, 2015
Reading is Understanding – A Deeper Look at Comprehension and ASD Patty Crumb
Dorothy Waddell
 October 13, 2015
PLC - An Acronym That Holds No Relevance for Schools Unless the Focus is Student Achievement Harriet Dawson
 September 15, 2015
Intense Supports for Social Skills Delivery at the High School Level Erin Stone
Stacy Ulrich
 August 11, 2015
ABA and the Virginia General Assembly: Legislative Updates for Current and Prospective Behavior Analysts Christy Evanko
 July 21, 2015
Navigating the Social Highway: A Road Map of Social Skills Programming for ASD Wendy Clayton
Teresa Crowson
 July 14, 2015
Autism, ABA and the Virginia General Assembly: Legislative Updates for Parents and Caregivers Christy Evanko
 June 23, 2015
Pre-K is more than play! Incorporating social skills training for preschoolers with ASD and severe learning needs Stefanie Paul, M.Ed
 June 9, 2015
Parent Coaching: Teaching Parents Strategies to Promote Their Child's Development Brooke Ingersoll
 May 12, 2015
Teaching Social Communication Skills to Young Children with Autism Using Naturalistic Developmental Behavioral Interventions (NDBIs) Brooke Ingersoll
 April 14, 2015
3 R’s To Bullying Prevention for Students with Disabilities: Recognize, Respond, and Report Lori Ernsperger
 March 10, 2015
In Their Own Words: The Career Planning Experiences of College Students with ASD Elizabeth Getzel, M.A.
 February 10, 2015
Cool Tools for School Success Mona Pruett
 January 13, 2015
Girls Under the Umbrella of ASD Part 2: Interventions and Practical Strategies Across the Life Span Lori Ernsperger
 December 9, 2014
Girls under the Umbrella of ASD Part 1: Diagnosis and Gender Differences Lori Ernsperger
 November 11, 2014
Using the Autism Program Environment Rating Scale in VCU-ACE Model Classrooms Carol Schall, Ph.D.
 October 8, 2014
Progressing Through Transition Justin George
 September 9, 2014
The Three T’s of Transition: Tools for the Transition Process Emily Helmboldt
Taryn Traylor
 August 12, 2014
Determining an Effective Communication System for Students with Autism Spectrum Disorder All ACE Staff
July 15, 2014
Effective Communication System for Students with ASD Charlene Wentland
Selena Layden
 July 8, 2014
Understanding Challenging Behaviors and the Need for Social Skills Training - Part 2 Jed Baker
 June 17, 2014
Considerations for Implementing the Administrator Checklist Selena Layden
Noel Woolard
 June 10, 2014
No More Meltdowns: Managing and Preventing Challenging Behaviors - Part 1 Jed Baker
 May 13, 2014
My Journey to Self-Determination Tori Saylor
 April 8, 2014
Inclusion: Making the Marriage Work - Part 2 Barbara Webb
 February 11, 2014
Inclusion: Making the Marriage Work Barbara Webb
 January 14, 2014
Sexuality Instruction and Learners with ASD Peter Gerhardt
 December 10, 2013
Bullying and Autism Spectrum Disorder Staci Carr
 November 12, 2013
Standard Diploma Credit Accommodations for Students with Disabilities Samantha Marsh-Hollins
 October 8, 2013
Much Ado about DSM 5 Carol Schall, Ph.D.
 September 10, 2013
Transition Planning for Students with ASD in Public Schools All ACE Staff
Kristin Herman
 August 13, 2013
Coaching that Leads to Change Teresa Lyons
Cindy Bates
 July 9, 2013
Increasing Administrative Support to Achieve Systems Change in Educational Setting for Students with Autism Spectrum Disorder Noel Woolard
Holly Whittenburg
Jessica Davis
 June 11, 2013
Using iPads to Promote Access and Learning for Students with ASD All ACE Staff
May 14, 2013
The Foundation of Feeding Challenges in the Child with ASD Alicia Hart
 April 9, 2013
Autism, Insurance, and ABA in Virginia Christy Evanko
 March 26, 2013
The Social Side of ASD Amanda Armstrong
 March 12, 2013
Practical Management Strategies: What to do After the Meltdown - Part 2 Kathy Morris
 February 12, 2013
Prevention, Intervention, Post-Vention: What to do After the Meltdown - Part 1 Kathy Morris
 January 8, 2013
Strategies and Supports to Address the Hidden Curriculum – Part 2 Brenda Smith Myles
 December 11, 2012
Autism Specialist Network Meeting Dawn Hendricks
 November 29, 2012
Introduction to the Hidden Curriculum – Part 1 Brenda Smith Myles
 November 13, 2012
A Successful Employment Experience for Individuals with Asperger’s Syndrome: What it Takes Tamara Eastman
Peter Skirbunt
 October 9, 2012
Autism: An Evolving Diagnosis Maria Urbano
 September 11, 2012
Transition for Youth with Autism from School to Adulthood: Critical Considerations Emily Helmboldt
 August 14, 2012
Supporting Adults with ASD in the Workplace using Behavior Supports Carol Schall, Ph.D.
 July 10, 2012
Asperger’s Syndrome and the Transition to Adulthood: Considerations for Success Gena Barnhill
 June 12, 2012
Applied Behavior Analysis: Just the Facts All ACE Staff
May 8, 2012
An Extra Ordinary Life: Using Person Centered Planning Sam Hulcher
Bradford Hulcher
 April 10, 2012
Autism Specialists Network Meeting Samantha Marsh-Hollins
Carol Schall, Ph.D.
Dawn Hendricks
 March 19, 2012
Making the Most of Students’ High Focus, Obsession, and Interest Areas Kathy Morris
 March 13, 2012
In My Own Words. My Life with Asperger’s Syndrome Roseanne
All ACE Staff
February 14, 2012
Function Matters! How to Determine Why a Student Demonstrates Problem Behavior Carol Schall, Ph.D.
 January 10, 2012
ABA = Good Teaching Robert Schramm
 December 13, 2011
Autism Specialists Network Meeting Samantha Marsh-Hollins
Carol Schall, Ph.D.
Dawn Hendricks
 November 14, 2011
Smartphones, iPads and Tablet PCs as Cognitive-Behavioral Aids in Autism Tony Gentry
 November 8, 2011
Eligibility for Special Education Services under the Category of Autism: Key Considerations Donald Oswald
 October 11, 2011
From Diagnosis to Intervention for Individuals with an Autism Spectrum Disorder Donald Oswald
 September 13, 2011
Using the Comprehensive Autism Planning System (CAPS) to Enhance Communication between Schools and Teachers and Assist with Transition Planning Shawn Henry
 August 22, 2011
Implementation of Evidence-Based Practice in the General Education School Setting Cathy Pratt
 August 9, 2011
Supporting a Person with Asperger’s Syndrome Gena Barnhill
 July 12, 2011
Research Based Intervention: Ensuring Program Quality for Students with Autism Spectrum Disorder Sam Odom
 June 14, 2011
Planning your Student’s Program Using the Comprehensive Autism Planning System (CAPS) Shawn Henry
 May 10, 2011
Supporting Social Emotional Development in Young Children with Autism Spectrum Disorder Maureen Conroy
 April 12, 2011
PDAs, Smartphones and Tablet PCs as Cognitive-Behavioral Aids in Autism Tony Gentry
 March 21, 2011
Teaching Communication to Young Children with Autism Spectrum Disorder Dana Childress
 March 8, 2011
Sensory Needs, Sensory Integration and Self-Regulation in Individuals with Autism Spectrum Disorder Marie Anzalone
 February 8, 2011
Characteristics of the Autism Spectrum Disorders Part 2 b: Socialization and Repetitive and Restricted Patterns of Behavior Carol Schall, Ph.D.
 March 18, 2010
Characteristics of the Autism Spectrum Disorders Part 2 a: Communication Carol Schall, Ph.D.
 March 17, 2010
Characteristics of the Autism Spectrum Disorders - Part 1: Overview Dawn Hendricks
 March 16, 2010
The Customized Self-Employment Model Rich Sanders
Pam Sprout
 July 22, 2009
Family Support of Self-Employment Melissa Clark
Johnelle Howanach
 April 18, 2007
Jump-Starting A Small Enterprise: A Template For Youth And Adults With Disabilities Cary Griffin
 September 28, 2006
Universal Design Learning Hacks: 5 Ideas for K12 Classrooms Paula Kluth
Meet Me Where I Am Nerissa Birdsell
Teaching Initiations to People with Autism Lynn Koegel
Together we go far: Partnering with families to support caregiver-mediated intervention Mandy Rispoli
Together we go far: Teaming with paraprofessionals to support learners with autism Mandy Rispoli
Part 1: The Essential Messages of Trauma Responsive Practices Ruth Brown
Part 2: Understanding Traumatic Stress Responses Ruth Brown
Part 3: Trauma Responsive Strategies for the Classroom Ruth Brown
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