The PLAY Project autism intervention is a parent-mediated model that has been implemented on a large scale, but its effectiveness with traditionally underserved families had not been evaluated. For this study, PLAY Project Consultants’ (PPCs’) perspectives were obtained on using PLAY with children with or at-risk for autism whose families are rural-dwelling, culturally diverse, and/or low-resourced (“traditionally underserved families”). Furthermore, the study aimed to determine what adaptations could be made when using the PLAY Project, according to PPCs, to facilitate its implementation and increase its effectiveness for traditionally underserved populations. Results of this study may inform adaptations to the PLAY Project intervention and a variety of autism interventions, which may be helpful for serving the broader population of children with autism and their families.
Key Learning Outcomes
1. Participants will gain knowledge about barriers and facilitators that influence outcomes of interventions for traditionally underserved families (TUF), as reported in the literature.
2. Participants will learn about the development of mixed-methods study to investigate barriers, facilitators, and adaptations for an autism intervention.
3. Participants will learn about the results of the study, including barriers and associated adaptations, as perceived by PLAY Project Consultants, to using a parent-implemented autism intervention with TUF.
For those who are new to the Neurodiversity movement, there can be a lot that feels unfamiliar and different from what many of us were taught in our professional training. This course aims to provide a framework of the movement, basic concepts to understand, and questions to reflect on to prompt meaningful change into our work as therapists. The work of being a neurodivergence affirming therapist cannot be accomplished in a single course; it is a life-long commitment. This session will challenge participants to reflect on their perceptions of disability, and their roles in supporting the Autistic and otherwise neurodivergent populations we serve. Participants will leave with foundational knowledge, and questions to guide themselves to learn more about this important and critical human rights movement.
Key Learning Outcomes
1. Participants will be able to define and apply vocabulary terms relevant to the neurodiversity movement.
2. Participants will identify the guiding principles of the neurodiversity movement.
3. Participants will identify characteristics of neurodiversity affirming therapy and goals.
This fast-paced session will share and demonstrate strategies to support students with autism throughout their school day. Topics will include supports for social skills, behavioral, communication needs, sensory needs, and academics. From the time the school bell rings in the morning to getting on the bus at the end of the day, there are so many opportunities to implement evidence-based strategies to improve student outcomes. We will also look at some free or inexpensive web-based applications or apps to support the topics. I will share stories of people with autism, what I learned, and how I use this to teach others. This will inspire everyone with a solid basis for what we do, how we do it and why we do it! Strategies, higher expectations,
Key Learning Outcomes
1) Participants will identify a minimum of 3 strategies to support social skills for students with autism
2) Participants will identify a minimum of 3 strategies to support behavioral need for students with autism
3) Participants will identify a minimum of 3 strategies to support academic success for students with autism
4) Participants will identify a minimum of 3 strategies to support communication needs for students with autism
