SEEarlyInterventionandAutism1.5hrWVATC

This face-to-face training will be presented by Dr. Jim Ball, EdD Nova Southeastern University (M.A. Counseling and Personnel Services, Trenton State College; B.A. History Education, Trenton State College. President & CEO, JB Autism Consulting-Chapel Hill, NC).
Learning objectives provided by Dr. Ball:
1. Participants will be able to identify 3 specific behavioral techniques associated with an ASD.
2. Participants will be able to implement 3 specific reinforcement techniques that will assist an individual on the autism spectrum.
3. Participants will be able to design an individualized Positive Behavior Support Plan that will assist an individual on the autism spectrum. 
4. Participants will be able to identify appropriate environmental supports to assist an individual on the autism spectrum. 

1.1 Understands typical and atypical development and multiple factors that influence development from conception through infancy and early childhood. 
1.1 l. Applies current knowledge and theories about specific developmental delays, developmental disabilities, and risk factors to advocate on behalf of young children with developmental delays and disabilities and their families. 
1.2 Applies the process of assessment, planning, implementation, and evaluation to support children's growth through developmentally appropriate practices.
1.2 a. Understands developmental sequences and milestones
1.2 e. Works with families and related professionals to create goals for individual children and for groups of children
1.2 g. Facilitates opportunities for children to lean and practice skills
1.2 j. Applies knowledge of typical child development, including social and emotional development, to identify early indicators of possible developmental delays or risks to development. 
1.2 o. Implements individualized interventions, modifications, and accommodations to help children meet developmental and learning goals, as needed. 
1.3 Encourages children's development of social and emotional skills.
1.3 a. Understands and accepts children's age-appropriate emotional responses (i.e., crying, tantrums)
1.3 e.  Helps children cope with separation and transition
1.3 i. Recognizes when children show self-discipline and self-control
1.4 Helps children achieve self-regulation and develop coping skills.
1.4 a. Resonds promptly to child's immediate signals and needs
1.4 c. Understands the parent's/caregiver's role in supporting the child's development of self-regulation
1.4 i. Provides an adequate level of stimulation for children, keeping them interested without overwhelming them.  

1.50