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.
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.
Lesson 1
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
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
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
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
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
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.