1 hr 7 min
Preparing for less intensive settings BeyondAutism podcast series
-
- Education
Andrew Swartfigure BCBA, Director of Services, with BeyondAutism, talks with Liz Burns, Behaviour Analyst at BeyondAutism and Michelle Frangos, Head of Pastoral at BeyondAutism.
In this podcast we explore the impact of effective person centred and multi-disciplinary working and how working effectively can mean that children can move to less intensive provisions.
This podcast is ACE accredited, providing one Learning credit. To apply for this CEU, click here.
If you have a spare moment, we'd greatly appreciate any feedback you can share to help us improve our content.
References discussed
Fox, L., Dunlap, G. & Crushing, L. (2002) Early intervention, positive behavior support and transition to school. J Emot Behav Disord; 10(3): 149–157.
Koegel, R.L., & Koegel, L.K. (1990) Extended reductions in stereotypic behavior of students with autism through a self-management treatment package. J Appl Behav A**l; 23:
119–127.
Freeman, J.L. (2016) Transitioning Children with Autism from One-On-One Discrete-Trial Settings to Special Education Classrooms (online). ProQuest LLC. Dissertation. https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=3473&context=dissertations
Kuypers, L. (2013) The Zones of Regulation: A Framework to Foster Self-Regulation. Sensory Integration; 36(4): 1–3.
Sundberg, M.L. (2008) VB-MAPP Verbal Behavior Milestones Assessment and Placement Program. A Language and Social Skills Assessment Program for Children with Autism or Other Developmental Disabilities. Concord, CA: AVB Press.
Click here if you'd like to read the full case study.
Andrew Swartfigure BCBA, Director of Services, with BeyondAutism, talks with Liz Burns, Behaviour Analyst at BeyondAutism and Michelle Frangos, Head of Pastoral at BeyondAutism.
In this podcast we explore the impact of effective person centred and multi-disciplinary working and how working effectively can mean that children can move to less intensive provisions.
This podcast is ACE accredited, providing one Learning credit. To apply for this CEU, click here.
If you have a spare moment, we'd greatly appreciate any feedback you can share to help us improve our content.
References discussed
Fox, L., Dunlap, G. & Crushing, L. (2002) Early intervention, positive behavior support and transition to school. J Emot Behav Disord; 10(3): 149–157.
Koegel, R.L., & Koegel, L.K. (1990) Extended reductions in stereotypic behavior of students with autism through a self-management treatment package. J Appl Behav A**l; 23:
119–127.
Freeman, J.L. (2016) Transitioning Children with Autism from One-On-One Discrete-Trial Settings to Special Education Classrooms (online). ProQuest LLC. Dissertation. https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=3473&context=dissertations
Kuypers, L. (2013) The Zones of Regulation: A Framework to Foster Self-Regulation. Sensory Integration; 36(4): 1–3.
Sundberg, M.L. (2008) VB-MAPP Verbal Behavior Milestones Assessment and Placement Program. A Language and Social Skills Assessment Program for Children with Autism or Other Developmental Disabilities. Concord, CA: AVB Press.
Click here if you'd like to read the full case study.
1 hr 7 min