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Are you feeling like you need an “app spark” for your iPad? If so, this webinar will give you some “pick-me-up apps” that you never knew you needed! Apps that function as teacher tools and resources, and apps that facilitate instruction will also be shared – some of which are tried and true favorites that have hidden gem features to meet the learning needs of our students with ASD. Be prepared to leave this webinar feeling iPad rejuvenated! Susan K. Lewis Stokes, M.A., CCC-SLP | Educational Autism Consultant and Trainer, Bloomington, IN.

This evidence-based visual support strategy has proven effective in meeting the learning and behavioral needs for students of all ages with ASD. This fast-paced webinar will define, for participants, the function or purpose of individual visual schedules and share critical design decisions for creating schedules for all students with ASD. Low tech to high tech examples of individual visual schedules will be shared, including iTechnology visual schedule apps. Susan Stokes, M.A., CCC-SLP, is an Educational Autism Consultant and Trainer, Fond du Lac, WI.

Participants will leave this fast-paced webinar with numerous examples of technology, including some of my favorite apps, websites, curriculums and strategies specific to meeting the unique learning and behavioral needs of students with ASD. This “show and tell” comes to you from 30 years of working in the field of autism and sorting through a plethora of strategies and resources along the way. An interactive Web-based resource will be shared for participants to also add their personal favorites, because it’s all about spreading the word! Susan Stokes, M.A., CCC-SLP, is an Educational Autism Consultant and Trainer, Fond du Lac, WI.

iTechnology (iPads, iPods, iPhones) can be highly motivating tools, that by design, remarkably addresses the unique learning style of students with ASD. This fast-paced webinar will provide an overview of various apps that can be customized to meet the learning and behavior needs for students with ASD, and most importantly, to increase their independent functioning for self-regulation. Apps that use the evidence-based practice for self-regulation, to teach students with ASD how to recognize signs of increased anxiety and subsequent strategies for relaxation and stress management will be shared. Participants should have a general knowledge of iTechnology device “basics”, including accessories …

iTechnology (iPads, iPods, iPhones) can be highly motivating tools, that by design, remarkably addresses the unique learning style of students with ASD. This fast-paced webinar will provide an overview of various apps that can be customized to meet the learning and behavior needs for students with ASD, and most importantly, to increase their independent functioning. Apps that use the evidence-based practice of visual supports, to communicate information to the student with ASD to reduce anxiety and increase comprehension, will be shared, including apps for visual schedules, visual directions, and visual timers. Participants should have a general knowledge of iTechnology device …

iTechnology (iPads, iPods, iPhones) can be highly motivating tools, that by design, remarkably addresses the unique learning style of students with ASD. This fast-paced webinar will provide an overview of various apps that can be customized to meet the learning and behavior needs for students with ASD, particularly regarding social interaction skills. Apps that use the evidence-based practice of social narratives, to teach social rules, codes of conduct, social reciprocity and perspective-taking will be shared. Participants should have a general knowledge of iTechnology device “basics”, including accessories and access tools, for making these systems user friendly for both students and …

Are you wondering…what does it REALLY take for successful school programming for students with ASD? This fast-paced webinar will review essential elements using various modes of technology for students with ASD in a “Top Ten List” format. Many educational professionals struggle with developing appropriate programming for students with ASD, primarily due to difficulty understanding their unique learning, thinking and processing skills. Various modes of technology can increase this understanding, as well as to help determine appropriate instructional strategies using various modes of technology. Come discover these “Best Practice” principles to guarantee your students’ success! Susan Stokes, M.A., CCC-SLP; Educational Autism …

This fast-paced webinar will give participants information and resources for using the evidence-based practice of visual directions with iPads, iPods and iPhones to meet the unique learning and behavioral needs for students with ASD. Apps that can be individualized to give the student with ASD visual information to increase comprehension and acquisition of numerous skills, including self-help, school routines, academics and behavior management, will be shared. (Participants should have a general knowledge of iTechnology device “basics,” including accessories and access tools, for making these systems user friendly for both students and adults). Susan Stokes, M.A., CCC-SLP; Educational Autism Consultant and …

It is well known that Asperger’s Syndrome is characterized by a qualitative impairment in social interactions (DSM IV-TR: APA 2000). However, the social competence of children and adolescents with Asperger’s Syndrome is often misunderstood due to their average to above average intelligence, and intact or even precocious development of “surface” language skills (i.e.,vocabulary skills, grammatical skills, speech sound skills, sentence length andstructure). Thus, the seemingly advanced speaking style and cognitive functioning of children and adolescents with Asperger’s Syndrome can often mask significant skill deficits in the area of social interactions (Myles, 2001). This article will explore key pieces for intervention, …

Self-reliance and independent living skills are essential long-term goals for students with autism spectrum disorder (ASD), according to Klin, et al (2008). Therefore, a primary goal when teaching students with ASD should be to decrease dependence on adults. However, this can be quite challenging in school-based settings where the educational climate fosters adult support. Para-professionals have become increasingly common for educational programming to support students with ASD. However, use of 1:1 adult support is often not clearly defined, and the role can easily become one that creates prompt dependency in our students with ASD. For our students with ASD, who …

Susan L. Stokes, M.A., CCC-SLP, is an Educational Autism Consultant and Trainer, Fond du Lac, Wisconsin. Paula Walser, M.S., CCC-SLP, is Director of E- Learning and an Assistive Technology Consultant and Trainer, CESA 6 Oshkosh, Wisconsin. Students with autism spectrum disorder (ASD) can present with unique learning and behavioral challenges in relation to the features and characteristics of their neurological disability. Behavior management strategies designed for typically developing children, such as consequence-based strategies, are often not effective in changing, shaping or extinguishing the challenging behaviors of students with ASD. Research supports what has become fairly common knowledge amongst the autism …