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Professional Education and Respite Service INC Newsletter

SEPTEMBER 2009

Dear Friends,

As school begins we want to provide you with information with techniques and strategies that may be helpful to you in the classroom as well as in the home. We also hope that the enclosed success stories will inspire you.

Enjoy and please take a look at our ABA class offering.

Sincerely,

Jesse A. Kushner, M. Ed.
Professional Education and Respite Service Inc.

www.thePERS.com

Professional Education and Respite Service Inc.
Presents
The Practice of Behavior Analysis Part I

Course Description:

"The Practice of Behavior Analysis" is a self-paced on-line course based on completion of chapters in a text, and participation in live chats. Each completed chapter and live chats awards a specific number of credits leading toward 40 hours of coursework. You may earn more than 40 total credits, however, in order to receive a certificate you must complete all the required modules. Each of the required or optional chapters in the required text is worth 4 credits (some of the chapters have been purposefully excluded and you will not accrue credit for those chapters however, they are interesting additional reading). Credits are also earned for attending the face to face class and attending chats-1 point for each hour of attendance.

TOPICS:

ETHICS, HISTORY OF APPLIED BEHAVIOR ANALYSIS AND DEFINITIONS, OBSERVING AND REPORTING ON BEHAVIOR, OVERVIEW OF BEHAVIORAL METHODS, THE REINFORCEMENT STRATEGY, EXTINCTION, DIFFERENTIAL REINFORCEMENT, AUTISM AND ITS MAJOR CHARACTERISTICS, HOW TO DEFINE MEASURE AND ANALYZE BEHAVIOR, TREATMENTS BASED ON ANTECEDENTS AND CONSEQUENCES.

Required Textbooks:

"Principles of Everyday Behavior Analysis", 4th Edition, L.Keith Miller (May be purchased from Amazon.com or another on-line vendor, or bookstore. You can get used books however, you run the risk of having all the program reading sections completed for you. The best way to learn the material is to complete the program reading and example sections on your own.

Start Date: 10/15/09 ( It is highly recommended that you start as soon as you receive your text book. This will give you ample time to read all the required material

End Date: 12/6/09
Location of in-class session: Comfort Suites Inn, Manassas Virginia

Cost: 125.00 for professional, 100.00 for parent of special needs child, 150.00 for two adult care givers

A Successful Completion Certificate will be awarded to individuals successfully completing all of course requirements, passing grade on final exam, and participation in in-class session.

To Apply: Send check along with home email address and phone contact to:

Jesse Kushner
Professional Education and Respite Service Inc.
P.O. Box 1015
Stephens City, Virginia 22655

www.thePERS.com

Teaching Strategies for Autistic Children

December 26, 2007 by Dahloan Hembree

http://www.associatedcontent.com/article/493009/teaching_strategies_for_autistic_children.html?cat=4

A Teacher's Advice

Being a special education teacher for a little less than three years, I have amassed a lot of knowledge concerning best practices and strategies to use when teaching children with different abilities. Children diagnosed with autism are on the increase, so knowing how to teach these children and which strategies to use, is extremely important. listed are some tried and true strategies that will ensure that every autistic child receives the best education possible. These strategies can be implemented both in a classroom and at home.

1. Create an environment that is not over stimulating. The child will do better if there is no loud music playing in the background, as it distracts an autistic child from concentrating.
2. Create a structured environment with predictable routines. This is where the picture schedule so often used in autistic classrooms comes into play. The daily routine should be the same from day t day, only differing for special occasions. At such times, an appropriate picture representing that event should be placed on the child's schedule.
3. Give fewer choices. If a child is asked to pick a color, say red, only give him two to three choices to pick from. The more choices, the more confused an autistic child will become.
4. Select repetitive motions when working on projects. Most autistic classrooms have an area for work box tasks, such as putting erasers on pencils or sorting colors into colored cups.
5. Keep voice low and clear when teaching. Autistic children become agitated and confused if a speaking voice is too loud. Excess talking between staff members should be kept to a minimum.
6. Limit physical contact. While this is a good strategy for all children, autistic children can not properly interpret body language and touch, so minimal body physical contact is best
7. Allow students to stand instead of sit around a table for a class demonstration or for morning or evening meeting. Many children do better when allowed to stand. Many rock back and forth and this allows them to repeat those movements while still listening to teacher instruction.
8. Encourage and promote one to one interactions with students to promote social skills. Since autistic children have a problem with social skills and appropriates social behavior this is very important. Opportunities for social interaction might have to be structured at first, but with practice, they will start to understand social interactions.
9. Eliminate stress. Again, the autistic child needs to learn in a calm and quiet classroom. IF staff members are experiencing too much stress, leave the classroom until you feel better. Autistic children pick up on emotions very easily.
10. For visual learners, be sure to use signs and pictures, such as the pictures from the Board maker program. This is the beginning of communication skills for these children.

These ten suggestions should help in educating the autistic child with less stress and in a more focused environment taking into account their limitations.

Entering Kindergarten

http://www.autism-behavior-strategies.com/autism-success-stories.html

Recently I ran into a family whose boy I had worked with for a year and a half (as part of an ABA therapy team), and other therapists have been working with him since then. We started when he was two. When I first met him he has a home program of 20-25 hours of ABA a week. He had no expressive or receptive use of language and minor behavioral problems (largely because he didn't know what was expected of him). He would swipe things off tables, cry and scream sometimes. He also had transition issues when we moved from working at a table, to working on the floor. There were also no age appropriate play skills. I worked with him on a one-to-one ratio using highly motivated reinforcement helped decrease his frustration levels. We would use food or hand toys to help motivate him to learn. We also used errorless teaching methods to help make him more successful. (The more success they have the less frustrated they are.)

Within a month he started following simple directions and making sounds. Within six months he was able to label pictures using expressive language. He had a vocabulary of probably twenty words, had developed some age appropriate fine motor skills including puzzles, beads, shapes, orders, etc.

Within nine months he started using a few two word phrases, like "Help me," or "Open this." He was able to show a little pretend play skills. He could identify his body parts receptively, and follow two step directions. He was expanding on his pretend play and he was able to transition more appropriately between tasks.

By a year and a half he was able to use three-word phrases, he was potty trained. He was able to play more appropriately with his brother, and his transition issues and behavioral problems were minimal.

So here's the exciting part. I ran into his family recently. It's been two and a half years since I have seen them. This child was able to hold a typical conversation with me! He is now going into kindergarten with a shadow and won't need one in first grade. He was awesome. I was so proud of him and his family for keeping the therapy going.

Reactive Attachment Disorder
Introduction and Overview

http://www.omnimedicalsearch.com/conditions-diseases/reactive-attachment-disorder-introduction.html

Reactive attachment disorder (RAD) is a rare, but complex psychological condition that affects young children, and is characterized by serious emotional attachment problems. Children affected by reactive attachment disorder do not establish healthy emotional bonds with their parents or caregivers and have difficulties forming lasting relationships.

Attachment is the term that refers to a strong emotional bond and connection that develops between children and parents or caregivers at a young age. It is a physiological, emotional, cognitive, and social phenomenon that "involves an exchange of comfort, care, and pleasure" (1) between the child and parent/caregiver, and provides the child with emotional security. One of the first attachment researchers, John Bowlby (known as the father of attachment theory) defines the attachment as a "lasting psychological connectedness between human beings" and considers that the human attachment style develops during childhood through the infant - parent/caregiver relationship. Attachment is the result of an ongoing reciprocal interaction between the child and their caregiver, where the child reaches out for safety and security and the parent/caregiver responds with protection and nurture.

Attachment plays an important role in the child's life affecting their cognitive and social development, influencing their value and belief system, and shaping how children relate to the world and form relationships throughout life. Through a healthy attachment, children learn to love, trust/mistrust, to be emphatic and compassionate, learn the meaning of feelings, learn how to recognize others' feelings and needs and how to properly respond to them, learn to control and regulate their emotions and impulses, and develop a positive, confident self-image.

Reactive attachment disorder can develop when the child's basic needs (the need for comfort, affection, nurturing and stimulation) are not met because the child was neglected or abused, was placed in many foster homes, frequently changed the primary caregiver, or grew up in orphanages. However, abuse, neglect, or being raised in an orphanage does not always result in the development of Reactive Attachment Disorder. Many adopted children display attachment difficulties (which do not represent an attachment disorder). In order for a rReactive Attachment Disorder diagnosis to be established, the child has to display persistent abnormalities of the social relationship pattern (that are not a consequence of social anxiety, autism, or a development delay) that are associated with a precarious early care (persistent disregard of the child's emotional and physical needs or being raised in an environment that limits the opportunities to form selective attachments).

The onset of the disorder is in the first several years of life (usually it begins before the age of 5) and its course is influenced by several factors: (1) the individual factors in child and caregivers, (2) the severity and duration of the psychosocial deprivation, and (3) the nature of intervention (remission or considerable improvements can be achieved within a supportive environment).

Reactive Attachment Disorder is a new diagnostic category and the data about its prevalence is limited. However, the existing data suggests that reactive attachment disorder is rare in most settings. However, in many cases, this disorder is misdiagnosed and is under reported.

Article by Alina Morrow
MS Psychology
Medical Writer
OmniMedicalSearch.com

Our Journey

http://www.attachmentdisorder.net/Our_Journey.htm

Our story begins on April 3, 1996, the day we brought our then 4- year- old son home from a Romanian orphanage. From the moment he came home, he was a whirlwind of hyperactivity - touching everything, defiant, destructive, loud, violent and rageful.

I noticed some other strange behaviors right away. Rocking back and forth and from side to side, refusing to eat, lack of eye contact, an apparent need to be in control of everyone and every situation, and a propensity to illicit angry responses from both myself and my husband - what we called "pushing our buttons".

He had no fear of strangers often just walking up to a stranger and touching them and talking to them. He would hug me with his back when I would go for a hug and he flinched when I touched him yet he would be happy to give hugs to anyone not in his immediate family.

I suppose the worst behaviors were the defiant ones - bossiness, arguing, and sassiness. No amount of behavior modification - sticker charts, etc. - worked with him. He just didn't seem to learn from his mistakes. I read all the traditional parenting books and tried many different techniques. Sometimes, they would work for a small amount of time but inevitably; we would end up back at the beginning. I started to think it was my fault. That I wasn't loving him enough, that I needed to give him more time and be more patient. By the time he went to kindergarten and then first grade, he was a constant behavioral problem.

An insightful teacher told me to check the Internet for information on issues that international adoptees might face. That is when I stumbled across the Parents Network for Post Institutionalized Children. They have a very insightful newsletter that ran through the many issues that some international adoptees suffer from (not only the international adoptee but children adopted domestically, foster children, and even biological children can be diagnosed with attachment disorder). There was a list of symptoms for reactive attachment disorder and at first I was excited as I thought okay, I'm not crazy this is real. But the more I read the more frightened I became. It is a very serious illness and tough to recover from.

An important point to remember is that not all children who are adopted domestically, internationally, or children in foster care will come to you with attachment disorder. Not only is it the environment that these children lived in but also a lot depends on the child’s temperament, strengths, weakness, etc. I would never hesitate to adopt again. In fact, this past year we adopted a baby from Guatemala at four and half months old. I did notice a few signs of attachment problems – lack of eye contact and stiffening when being held – but this time, I was informed and could start working on the attachment process from day one. It is just logical to become as informed as you can about attachment problems but don’t let it make you fear adoption or foster care.

Attachment is on a continuum from securely attached to severely attachment disordered. Some children may suffer from attachment issues, some from mild attachment disorder and some from severe attachment disorder as in my son’s case. They all can benefit from treatment and therapeutic parenting and should receive both to help them become securely attached.

Our son was diagnosed with reactive attachment disorder and we then had him screened for other disorders. Sensory Integration Disorder was one of the disorders that he received treatment for as well. It is very important to find out if your child suffers from other disorders that may exist with reactive attachment disorder.

Next, it was off to the neurologist where he was promptly diagnosed with ADHD. He takes Adderall for the ADHD and Wellbutrin for depression and anxiety. I fought the idea of giving him medication for a long time but the neurologist explained to me that my son’s brain did not develop normally due to the deprivation and lack of attachment he suffered in his early years and that the medication would help him. The doctor was correct.

Finally, we decided to find a therapist who specialized in attachment work. We had to travel three hours each way but it was well worth having a therapist who knew how to help us.

So we had the right kind of therapy in place for our son and then we had to learn therapeutic parenting. Typical parenting techniques do not work with attachment disordered children. We used the parenting techniques that are designed specifically for children with reactive attachment disorder. I also found a local support system and participated in an Internet support group.

We started out with a boy who hated the world. A boy who couldn't love, obey the simplest request, trust, or be joyful. We now have a child who laughs, hugs, loves, smiles, trusts, and can live within the boundaries we set for him - it is an amazing site to behold. God is merciful.

Once you deal effectively with all of the pieces to the puzzle - the parenting, therapy, medication if needed, take care of other disorders, deal effectively with school, and take care of yourself, you can effect positive change in your attachment disordered child.

Nancy G.

UPDATE - Flash forward to 2008 - Niki is now 16 almost 17 and one of the sweetest people I know!

We still have our struggles but he loves and trusts me so the attachment piece is healed between us. We mainly deal with Niki still catching up in his social and emotional development and learning to feel safe and confident in other surroundings.

Niki still will gravitate toward adults more than peers but has made a couple of friends who are peers on his own. He belongs to two youth groups and although he does cyberschool at home. I strive to get him out there in the world as much as possible through church, the YMCA and this fall he will be starting an OT peer program called Collage.

Teaching Children With Developmental Disabilities: Classroom Ideas

http://www.interventioncentral.org/htmdocs/interventions/specialneeds/specialneedsideas.php

When working with children with developmental disabilities, teachers can accomplish a great deal by managing the learning environment proactively to prevent behavior problems and promote learning. But identified students may also experience behavior or learning problems because they lack key skills (e.g., capacity to interact with other children in socially appropriate ways). Children with developmental disabilities should therefore have explicit skills-training in deficit areas as a central component in their curriculum.

Here are additional classroom ideas for accommodating students with significant special needs:

Use visual cues to orient student in the classroom (Volmer, 1995). Children with developmental disabilities can be much more independent when they have strong visual cues to guide them through the physical space of the classroom. You can, for example:

Use boundary markers such as barriers (e.g., bookcases or other furniture), rugs, and colored tape on the floor to represent boundaries between spaces that are used for different functions. Marked boundaries make it easier for children to know when they are in a space that is dedicated to play, one that is set aside for study, etc. The reality, of course, is that most classroom space is used for multiple purposes. In multi-use spaces, you can employ signs or other visual cues to mark that the space is being used for a particular purpose at a specific time. For example, you might create a sign with a picture of children eating snacks along with the words 'Snack time,' and post that sign on a table to signify that snacks are about to be served.

Store common classroom materials (e.g., school supplies, games) on accessible shelves or in see-through storage containers. When needed, provide labels for these materials (using pictures paired with words). Train students in the procedures that you want them to use in accessing the materials (e.g., first raise hand, then request teacher permission, then go to supplies shelf to get a pencil.)

Post a clear and predictable daily schedule (Volmer, 1995). Both typical students and those with developmental disabilities crave structure and predictability in their school day. Special needs children, though, can sometimes react more strongly than their non-disabled peers when faced with an unexpected change in their daily schedule. When creating daily schedules be sure to match the schedule format to the child's skill level:

For a child who cannot read and does not recognize pictures as depictions of actual objects and events, the 'schedule' would consist of objects that represent schedule entries. A wrapped snack bar, for instance, can represent snack time, while a book can represent circle time-when the teacher reads a story to the class.

For a non-reader who recognizes pictures, the schedule can include a picture to represent each scheduled event. A picture of the Occupational Therapist, for instance, might signify a weekly pullout OT session.

For the beginning reader, the schedule can pair pictures with the words describing the events to the day.

The fluent reader can use a written schedule, with words selected at the child's reading level.

A classroom schedule lays out the events of the day that affect all children in the room. Teachers can also create individualized schedules for children who receive additional (or alternative) services and supports. But remember-schedules have value only when they are used! Students should preview their schedule at the start of the school day. After each activity is completed, students check off that item on their schedule or otherwise indicate that the event is finished (e.g., by removing the event's picture from the schedule board). When an event in the student's schedule is unexpectedly cancelled, teachers may find that the student will adjust more quickly to the change if the instructor and the child sit down together review the schedule and revise it to reflect the altered plan for the day.

Build student motivation. Motivation is the 'engine' that drives student engagement and learning. Try these ideas to motivate identified students with whom you work:

Alternate preferred and less-preferred activities (Volmer, 1995). Students are likely to put more intense (and more sustained) effort into challenging assignments when they know that they can take part in a fun or interesting activity at the end of it. (This technique is known as the Premack Principle.)

Vary the pace and duration of academic activities (Koegel, Koegel & Carter, 1999).

Provide meaningful choices that give the child some autonomy and control in the classroom. For example, you may encourage the student to select a reading book for an assignment, decide what assignment she or he will work on first, choose a place in the room to study, or pick a peer to help as a study buddy. Make an effort to build choices into school activities whenever possible.

Use verbal prompts ('pre-correction') before the student engages in a task to promote success Koegel, Koegel & Carter, 1999). Phrase your prompt to reflect what you would like to see the child do (e.g., 'Ronald, please get your math journal and a sharpened pencil and join our math group at the back table.') rather than what you would like the student to stop doing. Choose vocabulary and syntax appropriate the child's developmental level. Try not to be wordy! Use strategies to make directions and learning expectations clearly understood. Provide directions in language the student can understand. Use visual cues (hands-on demonstrations and modeling, objects, pictures) as needed to help the child to better grasp the directions. Prompt and guide the child through the performance-sequence.

Check to be sure that you have the student's attention before giving directions. (NOTE: Children with disabilities may not always make eye contact, even when they are paying attention to you. Be on the lookout for other signs of attending--e.g., alert posture, orientation toward you, stopping other activities, verbalizations). Also, include essential information in your directions that will answer these four questions for the child (Volmer, 1995):

1. How much work is there to do in this task?
2. What exactly am I supposed to do?
3. When do I do the work? and
4. What is my payoff for doing the work? .

Provide structured opportunities for student to participate in social interactions (Koegel, Kiegel, & Carter, 1999; Volmer, 1995). Children with disabilities are sometimes excluded from social interactions with their typical peers. While there are a number of reasons why identified students may not be fully included in social groups, you can take steps to foster relationships between special-needs and typical children:

Give the child 'helping roles' such as handing out snacks or distributing work materials to other students. Coach the child to use socially appropriate speech (e.g., "Would you like a snack?") with peers. The more frequently that other students experience neutral or positive interactions with the identified child, the more that they will feel comfortable with that student and the more positive their perceptions of the child will probably be.

Provide the child with simple strategies to engage others in social interactions. Demonstrate and model these strategies. Then have the child an opportunity to try them out and give him or her feedback and encouragement. For example, train the student to ask a peer "What's that?" whenever he or she sees something unfamiliar in the immediate environment. Or show the student how to approach a group and ask to join a game or other activity (e.g., "Can I join your game?"). A related idea would be to train typical peers as 'social interaction coaches' who can supportively model for the identified child how to initiate social interactions.

If the child is preoccupied with a particular topic that is relevant to classwork, the teacher may be able to use the student as a resource for peers. For example, a child with autism who has an encyclopedic knowledge of astronomy or geography may attend a review session and answer questions from other students who are studying for a quiz.

Whenever the teacher forms groups in the classroom, she or he can assign a 'group ambassador' role to one of the typical children. The 'group ambassador' takes responsibility for greeting anyone who joins the group, ensures that all members understand how they can participate in the group activities, and gives additional support and guidance to any student who needs it. 'Group ambassadors' should be trained to recognize when a student might need assistance and in how to provide that assistance in supportive, non-intrusive ways.

If the child is assigned a teaching assistant, have that assistant train peers in the room to provide academic support while the assistant observes from the background. 'Sign up' children on a rotating basis to serve as peer learning helpers for the identified child. This strategy will encourage the identified child to see many people in the room as possible supports.

Assign the child with disabilities a peer buddy when moving around the building, playing outside, or attending assemblies or other events out of the room (Saskatchewan Special Education Unit, 1998). Select different children to serve as peer buddies so the identified child has the chance to build friendships and does not depend too much on any one student for support.

Create a plan to help the student to generalize their learning across settings and situations. Children with significant disabilities are likely to need explicit programming to generalize skills that they have learned in a particular classroom setting to other settings or situations (Koegel, Koegel & Carter, 1999, Volmer, 1995).

Teach only a small number of 'key' skills at one time so that you will have enough time to work with the student on generalizing each mastered skill. After the student has mastered a skill in one setting, list other settings or situations in which you would like the student to show the skill. Then create a training plan to help the student to use the skill in these novel settings. If a child has mastered the task of delivering appropriate social greetings in your classroom, for instance, you might take the child to the school main office or out into the community, prompt them to greet others, and provide praise or rewards for their successful performance.

Keep other members of the child's teaching team (e.g., parent, speech pathologist, regular-education teacher) informed about what skills the identified student has mastered. Provide ideas to them about how they can encourage the student to use the skill in a new setting and/or with different people and how to reinforce the child for doing so.

A SUCCESS STORY

http://www.focusoutreach.org/success_stories.htm

Although new clients are finding their way to FOCUS on a regular basis, many, such as 12-year old Samantha (Sami) McLaughlin, have been working with FOCUS most of their lives.

Sami began working with FOCUS when she was 12 months old. Her doctor suggested an infant learning prgram for her because she was unable to sit up by herself as a result of cerebral palsy.

"It was an awesome experience because they even incorporated my other daughter who was 3 years old at the time, so she didn't feel left out," said Darline McLaughlin, Sami's mother. "Making her a part of the therapy made her feel less separated from her sister. It made her more comfortable with her and gave her a greater understanding of what Sami was dealing with."

McLaughlin said that FOCUS's early work with her daughter went a long way toward helping her pick up skills she might not have otherwise learned. It also proved that the doctors who predicted she would never walk were wrong. "Now she can walk, run, jump, throw balls and can do things that typical children can do. She is no longer wheelchair bound," McLaughlin said. "It helped her physically and emotionally. Sami didn't want to be the kid in the wheelchair. She wanted to be the kid running and playing with other kids."

With time, Sami progressed to take advantage of FOCUS's in-home respite care services. "It's great. I have nothing bad to say because these people are trained in CPR and first aid and always come prepared," McLaughlin said. "I feel a lot more confident leaving with them there."

Sami had three years of therapy with FOCUS prior to entering the Anchorage School District's special education program. FOCUS helped to coordinate the transition for the family.

with permission -Mary M. Rall
for the Alaska Star

Upcoming Events in the Spotlight

http://ttaconline.org/staff/s_events/s_events.asp?disability=true

Video Modeling/Video Self-Modeling: Research to Practice

Date and Time: 9/15/2009 9:30 am ---- 9/15/2009 3:00 pm
Description: Video Modeling/Video Self-Modeling is an evidence-based approach that allows individuals to view peers or themselves on video engaging in behaviors targeted for intervention such as communication, social, daily living skills, and more. In this two-part training, participants will first learn of the research that validates this as an evidence bases approach for supporting individuals with Autism Spectrum Disorders. The second part of the training will be hands-on and participants will learn how to take video, edit, and use the video with the student to improve skills and behaviors. It is expected that participants will use this approach with a student in the following three months. Follow-up assistance will be available. Each participant will receive a copy of the recently released book by Dr. Tom Buggey, Seeing is Believing: Video Self-Modeling for People with Autism and Other Developmental Disabilities. Research related to the effectiveness of this training will be conducted. Participants will have the opportunity to choose to participate in this study. School teams of 3 participants are encouraged to attend. Priority will be given to participants from Superintendents Region 4. Space is limited to 20 participants. There is no registration fee for this workshop; however, registration is required. Substitutions are permitted. Please click on the events tab at George Mason's Registration Website to register for this event. You will be required to create a username and password. Location: George Mason University - Prince William Campus, Verizon Auditorium, 10900 University Blvd., Manassas, VA 20110

Building Social Relationships: A Systematic Approach to Teaching Social Interaction Skills

Date and Time: 9/17/2009 8:00 am ---- 9/17/2009 3:00 pm
Description: This workshop, for teachers, therapists, administrators, and parents, will provide an overview of a social skill instructional model developed by Dr. Bellini. The workshop integrates research on social-emotional functioning with effective strategies for teaching social skills to children and adolescents with autism spectrum disorders (ASD). The five-step model provides a systematic and comprehensive framework to guide parents and practitioners in the development and implementation of social skills programming. Pre-registration including fee payment is required. Registration deadline: September 8. The event will be at the Stonewall Jackson Hotel and Conference Center, 24 South Market Street, Staunton, Virginia.

Transition Practitioners' Council (TPC) West Fall Meeting

Date and Time: 10/1/2009 9:00 am ---- 10/1/2009 3:00 pm
Description: This program is dedicated to a discussion of promising practices that expand family participation in transition planning. A panel featuring parents of children at various stages of transition will describe the transition process from their point of view; offer ideas as to how families can be more active in transition planning; identify aspects important to the transition process and provide direction to resources in the local areas. In addition to parents, school personnel and adult service providers will contribute to the panel. Participant feedback will be included and encouraged. After lunch, time will be provided for small groups to discuss and plan action steps regarding parent involvement in the transition process. Targeted audience for attendance are transition practitioners and others interested in the provision of transition services who are located in Superintendent's Regions 4, 5, 6, &7, and also in the DRS Northern, Blue Ridge and Southwest regions. Please click on the events tab at George Mason's Registration Website to register for this event. You will be required to create a username and password. Location: George Mason University - Prince William Campus, Verizon Auditorium, 10900 University Blvd., Manassas, VA 20110

Effective Schoolwide Discipline Training for Coaches in Cohorts 1, 2, & 3

Date and Time: 10/7/2009 9:00 am ---- 10/7/2009 3:30 pm
Description: This training is designed to help coaches support their effective schoolwide discipline teams. Please join us for this opportunity to obtain practical skills in creating and maintaining an effective ESD team and network with key ESD professionals in your neighboring divisions. Takes place at the Crowne Plaza West, Richmond.

Vincent Carbone- Autism and Verbal Behavior

Date and Time: 10/7/2009 8:00 am ---- 10/9/2009 4:00 am
Description: Verbal Behavior- Teaching Communication Skills to Children with Autism or Other Disabilities. This workshop is 200.00 until September 23, 2009. After this date registration will be 220.00. In addition, there is a professional group rate of 185.00 per person for groups of 5 or more. Please see attached file for additional information and to register for this event.

Fall into Literacy

Date and Time: 10/9/2009 9:00 am ---- 10/9/2009 4:30 pm
Description: This event takes place at the Virginia Department of Education, Monroe Bldg., Richmond, VA. Fall into Literacy is an interactive symposium about early literacy for all young children, including those with special needs. The morning session focuses on the new edition of the Early Language and Literacy Classroom Observation Tool (ELLCO), an assessment tool that measures the effectiveness of classroom environments in promoting young children's early literacy outcomes. The afternoon will include breakout sessions focused on the literacy environment, English Language Learners, and storytelling strategies and resources.

Virginia Middle School Association (VMSA) 20th Annual Conference

Date and Time: 10/16/2009 8:00 am ---- 10/16/2009 5:00 pm
Description: The Virginia Middle School Association (VMSA) is pleased to announce its 20th Annual Conference at the Greater Richmond Convention Center, Richmond, Virginia. Dr. Marilyn Friend will present the keynote address focusing on inclusive practices in middle level education. Dr. Friend is currently Chairperson and Professor of Education in the Department of Specialized Education Services at the University of North Carolina-Greensboro where she teaches coursework on inclusive practices and collaboration among service providers.

2009 VA CEC Annual Conference- Balancing Trends And Issues: 21st Century Special Education

Date and Time: 10/17/2009 8:00 am ---- 10/17/2009 4:00 am
Description: The Virginia Council for Exceptional Children (VA CEC) Annual Conference will be held at Regent University in Virginia Beach. Peter W.D. Wright, ESQ (from Wrightslaw) will be the keynote speaker. Early Registration (before August 1, 2009) is $100. (parent/parents/families/family)

VT & RU T/TAC Collaborating for Student Success: Creating Inclusive Communities Conference

Date and Time: 10/19/2009 9:00 am ---- 10/19/2009 4:00 pm
Description: This conference will provide a high-quality professional development opportunity for educators, parents and all school community members to reflect on topics that relate to creating inclusive schools which embrace a culture of collaboration. The morning keynote will be presented by Dr. Susan Copeland and Dr. Liz Keefe, Associate Professors at the University of New Mexico. Much of their work in schools involves the implementation of effective inclusive practices for all students. Both speakers share a passion for reading and co-authored Effective Literacy Instruction for Students with Moderate to Severe Disabilities. There will be breakout sessions that include the topics of collaborative problem-solving, Universal Design for Learning, math instruction, literacy instruction, co-teaching, assistive technology, behavior support, possibilities beyond school, on-line collaboration, differentiation of instruction and more.

Effective Literacy Instruction for Students with Moderate or Severe Disabilities - ONSITE

Date and Time: 10/20/2009 9:00 am ---- 10/20/2009 3:30 pm
Description: This workshop will take place on October 20, 2009 at the Omni Charlottesville Hotel. It will focus on teaching students with intellectual disabilities in inclusive settings. Topics discussed will include instruction in the key literacy components, lesson planning, and more. Key Presenters will be Dr. Susan Copeland and Dr. Liz Keffe, Associate Professors at the University of New Mexico. Workshop participants will receive a copy of the book Effective Literacy Instruction for Students with Moderate to Severe Disabilities and a certificate of attendance. Please register for this workshop.

Insight 2009 Topics in Autism

Date and Time: 10/22/2009 8:30 am ---- 10/22/2009 4:00 pm
Description: This conference is designed to assist professionals and families in learning about strategies for individuals on the autism spectrum.

Effective Schoolwide Discipline Training for Coaches in Cohorts 1, 2 & 3

Date and Time: 10/27/2009 9:00 am ---- 10/27/2009 3:30 pm
Description: This training is designed to help team members support the ESD program in their building. Building administrators/division coordinators from newly formed cohort 3 teams are strongly urged to attend. Coaches may register up to 5 participants per school. During this training teams will work on: *Data-based decision making; *Developing precision statements; *Continue planning for implementation; *Share school product books. Please join us for this opportunity to obtain practical skills in creating and maintaining an effective ESD team and network with key ESD professionals in your neighboring divisions. This event takes place at the Crowne Plaza West, Richmond.

20th Annual William & Mary Symposium on Professional Collaboration and Inclusive Education

Date and Time: 10/27/2009 ---- 10/27/2009
Description: "Powerful Partnerships: Connecting for Student Success"- Keynote Speaker: Jim Knight--Award winning Author, Researcher, and Consultant "Building Partnerships for Learning" (parent/parents/family/families)

2009 Virginia Educational Technology Conference

Date and Time: 10/28/2009 ---- 10/30/2009
Description: The 2009 Virginia Educational Technology Conference will be held October 28-30, 2009, at the Greater Richmond Convention Center. This will be the 15th year for the conference which addresses issues of concern to the K-12 technology community. The two strands for the 2009 conference will be leadership and instructional innovation. Please come back for more details.

ASCD 2009 Conference on Teaching and Learning

Date and Time: 10/30/2009 8:30 am ---- 11/1/2009 12:00 pm
Description: You know that great education is more than just teaching the basics of math and literacy. Students also need to know the skills that it takes to succeed in the 21st century workplace. Now here's your opportunity to explore and learn about the education practices that help students learn these skills: � Information and communication skills � Thinking and problem solving � Interpersonal and self-direction skills � Global awareness � Financial, economic, and business literacy, and entrepreneurial skills � Civic literacy. This Conference takes place in Washington, DC

College 4 U

Date and Time: 11/7/2009 12:30 pm ---- 11/7/2009 4:30 pm
Description: College 4 U is a college preview event for high school students with disabilities, parents, guardians, and professionals. * Learn how to prepare for college * Hear students' experiences and perspectives * See technology demonstrations * Talk with Virginia college representatives * Build Knowledge of supports or resources Location: James River High School, Midlothian, VA.

TechKnowledgy 2009

Date and Time: 11/19/2009 8:30 am ---- 11/20/2009 3:30 pm
Description: It's time to register for TechKnowledgy 2009, Virginia's annual state-wide conference on assistive technology! This conference features international speakers, practitioner workshops, vendor workshops, computer labs, exhibits and many opportunities to discover creative and practical applications for assistive and instructional technology! It is designed for general and special educators, related services personnel, assistive technology teams, instructional technology specialists, administrators, family members and others interested in helping students with disabilities achieve success. This conference is a great complement to the summer Got AT conference where participants met with vendors to learn about new AT resources. At TechKnowledgy, participants will learn how to use AT with students of all ages! Come learn, share and network with others. Register online at www.vcu.edu/ttac --follow the links in What's New.

TechKnowledgy 2009 in Richmond, Call for Proposals

Date and Time: 11/19/2009 8:00 am ---- 11/20/2009 5:00 pm
Description: The TechKnowledgy 2009 planning committee invites all interested persons to submit proposals for one hour sessions on November 19, 2009. We seek sessions which will highlight the use of assistive technology in educational, vocational and community settings with students of all ages and disabilities. We hope to offer a variety of sessions covering all areas of assistive technology. Each room will be set theater style for 50 people and will include a table, microphone, LCD projector, and screen. Presenters must provide their own laptop computer and handouts. Proposals for one hour sessions must be received by April 1, 2009. Presenters will be notified of their acceptance by June 10, 2009.

Future Quest 2009- George Mason University

Date and Time: 11/21/2009 8:30 am ---- 11/21/2009 2:40 am
Description: Future Quest 2009 is a Free College & Career Forum for Students with DisAbilities, Parents & Professionals. The keynote speaker is Jennifer Kemp (Senior Policy Advisor with the U.S. Department of Labor, Office of Disability Employment Policy). She will present on "Facing Your Future: Steps to Creating the Life You Want." On-Site Registration begins at 8:00am in the Johnson Center at George Mason University (Fairfax Campus). This event is sponsored by the Northern Virginia Transition Coalition. For accommodations, please register by October 21, 2009.

VSTE's 2009-10 Annual State Technology Conference

Date and Time: 11/30/2009 ---- 12/2/2009
Description: VSTE sponsors the only statewide technology conference in Virginia. Over 1,000 attendees are excited each year by cutting edge technology sessions and workshops. We promise to overwhelm you with information, opportunities, knowledge and activities. In two and a half days, you can select from over 125 concurrent sessions, shair fare, bring your own Laptop (BYOL), Mission21, vendor, and special presentations. Visit our exhibitors and gather information on state of the art opportunities for education. *Location: Hotel Roanoke and Conference Center (Roanoke, VA)

New Resources in the Spotlight

http://ttaconline.org/staff/s_resources/s_resources.asp?disability=true

TACtics (ODU T/TAC Professional Development Modules)

Description: TACtics are professional development modules designed for independent study on specific topic areas. "Take Me Out to the Ball Game" and "Treasure Island" (listed under Curriculum Units: Severe Disabilities on the order form) are two TACtics created specifically for teachers of students who participate in the VAAP. TACtics may be requested at the link below. (Scroll down to Curriculum Units: Severe Disabilities to find "Take Me Out to the Ball Game" and "Treasure Island.")
Visit: www.ttac.odu.edu/tactics.php

Shining Stars 2009 Early Childhood Conference Presentations

Description: This resource includes handouts of presentations from the Shining Stars 2009 Early Childhood Conference.
Visit: www.ttac.vt.edu/vaecpp/shinning_stars-09.html

College Success for Students with Learning Disabilities (Book)

Description: Planning for college can be one of the biggest moments in a teen's life, but for those students with learning and other disabilities, the college experience can be fraught with frustration, uncertainty, and lowered self-confidence. College Success for Students With Learning Disabilities offers teens the confidence, strategies, and guidance they need to effectively choose a college, get prepared for university life, and make the most of their collegiate experience.
Visit: www.prufrock.com/productdetails.cfm?PC=1044

Universal Design for Transition: A Roadmap for Planning and Instruction (Book)

Description: Transition specialists and educators will discover how to apply universal design for transition (UDT) during the critical middle- and high-school years, using its guiding philosophy- presenting information in multiple formats and media- to help students achieve academic goals, make sound decisions about their future, and make a successful transition to adult life.
Visit: www.brookespublishing.com/store/books/thoma-69100/index.htm

Switch Software for Individuals with Special Needs (Judy Lynn Software, Inc.)

Description: Many children with special needs require software that is very simple to operate. Switch software is a type of software program that is operated by only a few defined keystrokes and/or a mouse click. (The newest software programs include: Animated Toys II, Virtual Motor Skills and Story Builder.)
Visit: www.judylynn.com/index.html

Brain Injury and the Schools: A Guide for Educators

Description: The Brain Injury Association of Virginia works to create a better future through brain injury education, awareness, advocacy, and support. They have published a guide for educators that includes the following sections: Brain Injury 101, The Student with TBI: AN Overview, Educational Implications, Transition, Family and Special Education. To get to this guide, click on "Education" on the top margin and click on "Brain Injury and the Schools: A guide for Educators on the right margin.
Visit: www.biav.net

Teaching Strategies for Students with Traumatic Brain Injuries

Description: This online article reviews teaching strategies that target attention, concentration, memory, organization and following directions for students with Traumatic Brain Injuries (TBI). (traumatic brain injury)
Visit: www.biausa.org/word.files.to.pdf/good.pdfs/teaching.strategies.for.students.with.brain.injuries.pdf

BRAINANDSPINALCORD.ORG

Description: Our mission is to be the most reliable, timely and complete resource on the internet for brain injury and spinal cord injury survivors. Our hope is that this site will become relied upon as a trustworthy resource for the community and for those who are searching for information. (traumatic brain injury- TBI)
Visit: www.brainandspinalcord.org/

Dr. Marilyn Friend's Corner (The Forum on Education at Indiana University)

Description: You can view video clips from Dr. Friend's videos: "The Power of 2," "Complexities of Collaboration Video," "Leading a District to Scale" and "Successful High School Inclusion." There is also a link her book, "Co-Teach! A Handbook for Creating and Sustaining Clasroom Partnerships in Inclusive Schools." (co-teaching)
Visit: www.forumoneducation.org/marilynfriend/marilynfriend.shtml

Virginia Grade Level Alternative (VGLA)

Description: This page provides: VGLA Implementation Manual (2009-2010), VGLA 2009-2010 Implementation Forms, VGLA Worksheets (2009-2010), VGLA Optional Forms (2009-2010), VGLA Student Evidence Identification (SEI) Tag Template (2009-2010), VGLA Frequently Asked Questions and VGLA Passing Scores.
Visit: www.doe.virginia.gov/VDOE/Assessment/home.shtml#VGLA

Professional Development Toolkit for New & Beginning Teachers

Description: In this research-based set of 45 video clips and accompanying materials, teacher-training professors, educational administration and supervision faculty from Virginia Commonwealth University (VCU) and the Commonwealth Educational Policy Institute (CEPI) worked with K-12 educators to inform new teachers of effective classroom methods and best practices relating to 12 topics identified in a 2006 field study conducted by CEPI involving beginning teachers.
Visit: www.doe.virginia.gov/teaching/prof_dev/prof_dev_toolkit/index.shtml

NICHCY: Fact Sheets on Specific Disabilities

Description: The National Dissemination Center for Children with Disabilities (NICHCY) offers brief, but detailed, fact sheets on specific disabilities. Each fact sheet defines the disability, describes its characteristics, and offers tips for parents and teachers.
Visit: www.nichcy.org/Disabilities/Specific/Pages/Default.aspx

IRIS Center for Training Enhancements

Description: Visit the IRIS Center for Training Enhancements for free online interactive resources that translate research about the education of students with disabilities into practice. Our materials cover a wide variety of evidence-based topics, including behavior, RTI, learning strategies, and progress monitoring.
Visit: www.iriscenter.com/

Secondary Literacy Instruction Intervention Guide

Description: The Secondary Literacy Instruction and Intervention Guide: Helping School Districts Transform into Systems that Produce Life-Changing Results for All Children speaks to the critical need for a clear, coherent and replicable district-level model incorporating evidence-based and research-validated literacy resources to meet the differentiated needs of struggling adolescents. These tools and guide are designed around the context of the University of Kansas' Content Literacy Continuum (CLC) Model.
Visit: www.centeroninstruction.org/files/Secondary_Literacy_Instruction_Intervention_Guide.pdf

Access Center: Improving Outcomes for All Students K-8

Description: These resources focus on core content areas-language arts, math, and science-as well as on instructional and learning strategies to provide students with disabilities access to rigorous academic content. There are a series of professional development modules and information briefs on such topics as teaching and learning strategies, media and materials, supports and accommodations, universal design for learning, differentiated instruction, and collaborative teaching.
Visit: www.k8accesscenter.org/index.php

Virginia's Secondary Transition Resources Matrix

Description: Note: Currently not available The Secondary Transition Resources Matrix lists agency contact information for each county or city, with a school division, throughout the Commonwealth.
Visit: ttaconline.org:8007/viewCountiesContacts.asp

English-Zone.Com

Description: English-Zone.Com's goal is to provide visitors with engaging, entertaining, yet educational activities, language lessons, and interactive language exercises. It strives to provide teachers of English easy-to-use printable materials, handouts, quizzes, and language lessons.
Visit: english-zone.com

Blue Web'n: A Library of Blue Ribben Learning Sites on the Web

Description: Blue Web'n is an online library of 2194 outstanding Internet sites categorized by subject, grade level, and format (tools, references, lessons, hotlists, resources, tutorials, activities, projects). Content areas include: Arts, Business, Community Interest, Education, English, Foreign Language, Health & Physical Education, History & Social Studies, Mathematics, Science, Technology, Vocational Education.
Visit: www.kn.pacbell.com/wired/bluewebn/

Kathy's Schrock's Guide for Educators

Description: Kathy Schrock's Guide for Educators is a categorized list of sites useful for enhancing curriculum and professional growth. It is updated often to include the best sites for teaching and learning. Subject areas: Agricultural Education, Art and Architecture, Business & Grants, Technical/Career Education and Consumer Science, Education Resources, Entertainment & Travel, Health, Physical Education (P.E.
Visit: school.discovery.com/schrockguide/

Cornucopia Of Disability Information (CODI)

Description: CODI serves as a community resource for consumers and professionals by providing disability information in a wide variety of areas. It consists of both an Internet Directory of Disability Information and a repository of electronic disability documents, dating back to the early 1990s. Many of the documents on CODI are publicly available nowhere else on the Internet.
Visit: codi.buffalo.edu