Learning the Environmental Response Method

Violence Prevention & Response

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Ended Apr 20, 2024 at 9:30 PM UTC

Learning the Environmental Response Method - April 2024

Zoom
$300 or 6 monthly payments of $50

Social emotional learning is the foundation to creating an optimal learning environment for autistic learners. This course will encompass the different components of assessment planning through the lens of neuroscience and the neurodiversity paradigm. You will learn how to conduct environmental assessment that includes identifying sensory triggers, scaffolding supports to complete tasks, and strategies to meet individual emotional regulation needs. This assessment will provide you with the information you need to develop unique and individualized social-emotional learning goals. Based on assessment “results”, you will be able to create and measure SMART goals to target distress as measured by a reduction in observable behaviors.

Contact oswin.latimer@divergentminds.org for ADA accommodations.

Lessons will be recorded.

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Learning Objectives

This course is suitable for beginner, intermediate and advanced behavior analysts.
By the end of this course, you will be able to:

Define different neurotypes and their associated developmental stages.
Describe social emotional learning and it's importance in learning.
Identify environmental elements that influence behavior.
Identify competence/when to refer out and include other professionals in planning.
Write socially-valid goals that include self-determination and self-advocacy.
Design measurement system to identify meaningful outcomes.

Course Agenda

Saturday, April 20, 2024
11:00 am - 6:00 pm ET / 8:00 am - 3:00 pm PT

Lesson 1

The FDM Framework

11:00-11:50 am ET

Recognizing and defining different neurotypes and their associated developmental stages with an overview of how to challenge assumptions in evaluations. Next, reasonable expectations regarding maturity and development are outlined. Then, planning for the future is explored.

Lesson 1 Learning Outcomes:

Identify different neurotypes and define their associated developmental stages, emphasizing the FDM framework's foundation in the neurodiversity paradigm.
Outline practical expectations regarding maturity and development in individuals with diverse neurotypes, highlighting the significance of cultural competence, especially for marginalized communities.

Lesson 2

Ethics of Supporting Neurodiversity

12:00 - 12:50 am ET

This lesson emphasizes ethical, individualized assessments for diverse neurotypes. Participants will balance traditional approaches with inclusive methods, focusing on professional competence and evolving views on 'socially valid' outcomes.

Lesson 2 Learning Outcomes:

Identify and apply BACB® Ethics Codes that relate to tailoring assessments and goals, emphasizing the need to respect and understand individual neurotypes.
Discuss the ethical considerations in transitioning from traditional therapeutic philosophies to more inclusive, neurodiverse approaches.

Lesson 3

Assessing Environment

1:00-2:00 pm ET

Participants will explore the crucial role environment plays in behavior and development. The lesson will delve into methods to critically assess and adapt environments to best support individuals, particularly those with diverse neurotypes.

Lesson 3 Learning Outcomes:

Describe the profound influence of environmental variables on behavior, learning, and overall well-being.
Learn effective strategies and tools for assessing both physical and social environments to ensure they are conducive to individual needs.
Describe and apply methods to modify and adapt environments to better support and facilitate positive behaviors and learning outcomes.

Lesson 4

Setting Up Systems of Support

3:00-3:50 pm ET

This lesson delves into the intricacies of establishing robust systems of support and accommodations. Participants will explore practical environmental modifications, learn how to discern suitable accommodations, and understand common challenges that might hinder effective support systems.

Lesson 4 Learning Outcomes:

Describe the fundamentals of setting up tailored systems of support and accommodations tailored to individual needs.
Connect actionable steps to make effective environmental changes that foster positive behaviors and learning outcomes, based on assessment.

Lesson 5

Crafting S.M.A.R.T. Goals with Accommodations

4:00-4:50 pm ET

This lesson delves into the formulation of S.M.A.R.T. (Specific, Measurable, Attainable, Relevant, Time-based) goals, detailing the specifics of goal-setting in terms of the 'who, what, when, where, and why'. Participants will explore integrating necessary accommodations into these goals. The session concludes with a focus on enhancing self-advocacy through tools like scripting and fostering self-determination by collaborating on accommodations.

Lesson 5 Learning Outcomes:

Describe and apply the principles behind S.M.A.R.T. goals and how to detail them in terms of specific parameters.
Describe the importance of methods and strategies that foster self-advocacy and enhance self-determination in goal-setting.

Lesson 6

Evaluating and Measuring Meaningful Goals

5:00 - 6:00 pm CT

This lesson delves into the essentials of setting, evaluating, and measuring therapeutic goals. Participants will explore the intricacies of defining what to measure, with a focus on tracking meaningful outcomes, especially those related to autistic traits.

Lesson 6 Learning Outcomes:

Learn to pinpoint and track outcomes that are both therapeutically significant and meaningful to individuals.
Apply techniques that ensure reporting respects and acknowledges the full spectrum of neurodivergent traits in goal tracking.

Extra Benefits and Requirements

In conjunction with our lessons, participants will gain access to the Divergent Minds Community "Transform" level for 3 months. This will provide you with access to a message board with your peers to ask questions and discuss topics, monthly Office Hours, and biweekly Workgroups. You will be required to complete 3 Workgroups within 3 months of course completion to be awarded your certificate as an Environmental Response Specialist.

Instructors

Oswin Latimer
(fae/they)

Oswin Latimer is an Autistic, Choctaw, Trans, Queer activist and educator with a long history of working against supremacism in faer disability justice work. Fae has extensive experience doing policy work in education, healthcare, and employment. Oswin also acts as an Autistic consultant and provides anti-ableist education and support for dismantling oppressive practices that particularly harm disabled, 2SLGBTQIA+, and BIPoC folx. Oswin has participated in many presentations, panels, documentaries and podcasts over the last decade. In addition to faer activism, Oswin is most proud of faer children, who range from elementary aged to young adult and who are all neurodivergent. Oswin has applied (and applies) faer work into advocacy for and alongside faer kids.

A white woman with short, curly, red hair, wearing glasses, a black dress and jean jacket while standing in a field lined by trees.

Hilary McClinton, BCBA
(she/her)

Hilary McClinton is a behaviour analyst and sleep specialist from B.C., Canada. She has worked as a behaviour analyst for over 15 years, starting as a line therapist until she completed her masters in special education at UBC and became certified through the BACB®. Her early experience ranges from working in the educational system, supporting neurodivergent children with complex needs in a residential setting, and providing home-based services in her local community. The latter part of her career has pivoted to learn more about neurodiversity aligned practices, sharing that knowledge with trainees seeking certification, and providing educational opportunities to the larger behavior analytic community. Learning, and unlearning, takes time. She values ongoing learning and leading with curiosity, supporting others in connecting to what is important to them to develop meaningful and individualized goals.