Using Deep Interests to Guide Programming for Students with Autism - Feb. 12th 10 am
When: Wednesday February 12th
at 10:00 am Central Standard Time
Registration Ends February 11th
Earn .15 ASHA CEUs during this 90 minute live webinar!
Each person who plans to view the webinar is expected to register and purchase their spot individually. If you would like to purchase multiple spots for your agency, please send an email to firstname.lastname@example.org with the names and email address of the other group members.
Once you’ve met one student on the autism spectrum, you’ve met exactly one student with autism. While this sounds a bit redundant, it is critical for SLPs and teachers to acknowledge when considering programming. Not all students with autism like to spin, flap, or line up objects. It is important to recognize that each student’s interests and preferences are unique to their temperament and personality. Whether interacting with a 5-year-old with autism or a 15-year-old with autism, professionals and parents need to thoughtfully consider each student’s strengths, interests, passions, and preferences first, before establishing any therapeutic or classroom goals. Join Cari, a speech-language pathologist and autism mom, as she discusses effective strategies for identifying and then using deep interests to implement truly individualized programming for students on the autism spectrum.
- Summarize the importance of P.I.E. when writing functional goals for students with autism.
- List 3 positive terms to use instead of “obsession” when discussing programming for students with autism.
- Describe 10 ways that a student’s interests and preferences can be used to guide programming in speech therapy and in the classroom.
Minutes 1-2 Introduction
Minutes 3-10 2 perspectives: Understanding the culture of autism
Minutes 11-15 P.I.E. (participation, independence, engagement)
Minutes 16-25 Obsessions: to squelch them or embrace them
Minutes 26-80 10 ways to use interests and preferences to guide programming for students with autism
Minutes 81-90 Q & A
CARI EBERT, M.S., CCC-SLP, is a pediatric speech-language pathologist in private practice in the Kansas City, Missouri area. She received her Bachelor of Arts degree from the University of Iowa and Master of Science degree from Southern Illinois University at Carbondale. Ms. Ebert is a therapist, consultant, and nationally recognized speaker who get paid to do what she loves most...TALK! She works exclusively with young children, ages birth to five, and their families and believes that early intervention is the key to future success. She has dedicated her career to helping young children achieve their maximum potential with speech, language, and social development. Ms. Ebert presents evidence-based, clinically relevant information regarding early child development. Whether you are a pediatric therapist or an early childhood educator, you will benefit from the fun and effective therapy solutions found in her seminars. Join Ms. Ebert as she explores important issues for enhancing the development of infants, toddlers, and preschool age children...you’ll be glad you took the time!
Financial Disclosure: Cari Ebert owns Summit Speech Therapy, LLC (dba Cari Ebert Seminars) and receives a salary. Cari is author of the "Learning to Learn Behaviors Assessment" which she will reference in this webinar. She receives royalties from cariebertseminars.com product sales and benefits financially from presenting this course.
Nonfinancial Disclosure: Cari Ebert has a son with autism and apraxia and shares personal experiences in her seminars and webinars.