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This live, online (synchronous) course is for professionals who serve autistic and neurodivergent individuals and/or their families. It will encompass the different components of assessment and goal creation through the lens of neuroscience and the neurodiversity paradigm. You will learn how to conduct environmental assessments that include identifying sensory triggers, scaffolding supports to complete tasks, and strategies to meet individua emotional regulation needs. These strategies will provide you with information to develop individualized SMART goals that promote self-determination and self-advocacy.
Contact oswin.latimer@divergentminds.org for ADA accommodations.
By the end of this course, you will be able to:
To define different neurotypes, their associated developmental stages, and describe why social emotional learning is the foundation for other learning.
Identify environmental elements that influence distress
To write culturally competent, neurodiversity-affirming SMART goals that promote self-determination and self-advocacy
To measure goal outcomes that include neurodivergent intersubjectivity
Lesson 1
This lesson defines the different neurotypes and their associated developmental stages as well as outlines how to challenge assumptions in evaluations.
Lesson 1 Learning Outcomes:
By the end of this lesson, you will be able to outline reasonable expectations regarding maturity and development.
By the end of this lesson, you will be able to evaluate planning for the future (e.g. do recommendations lead to optimal interdependence?).
Lesson 2
This lesson covers why assessment and goals should be individualized and when to refer out or seek support from other professionals. This lesson also details what this certification means and doesn’t mean as well as how to manage doubts and feelings of shifting philosophy.
Lesson 2 Learning Outcomes:
By the end of this lesson, you will be able to justify taking action versus “listening.”
By the end of this lesson, you will be able to differentiate between lagging skills/problem solving versus changing behavior.
By the end of this lesson, you will be able to educate adults supporting children to see themselves as part of the environment.
Lesson 3
This lesson covers the basics of assessment.
Lesson 3 Learning Outcomes:
By the end of this lesson, you will be able to assess how the child is interacting with the environment.
By the end of this lesson, you will be able to demonstrate appropriate observation and support of the child in their environment.
Lesson 4
This lesson provides an overview of setting up systems of support and accommodations.
Lesson 4 Learning Outcomes:
By the end of this lesson, you will be able to identify systems of support and describe common barriers to systems of support and accommodations.
By the end of this lesson, you will be able to determine practical environmental changes.
By the end of this lesson, you will be able to develop appropriate accommodations.
Lesson 5
This lesson provides an overview of specific, measurable, attainable, relevant, and timebased (S.M.A.R.T.) goals. Wraps up with a review of goals towards self-advocacy (e.g. scripting) and self-determination (e.g. collaborating on accommodations).
Lesson 5 Learning Outcomes:
By the end of this lesson, you will be able to interpret goals toward self-advocacy (e.g. scripting) and self-determination (e.g. collaborating on accommodations).
By the end of this lesson, you will be able to give original examples of specific goals in terms of who, what, when, where, and why.
Lesson 6
This lesson details how to appropriately measure goals.
Lesson 6 Learning Outcomes:
By the end of this lesson, you will be able to define what to measure.
By the end of this lesson, you will be able to track meaningful outcomes (autistic traits).