Services

ABTA is proud to offer services to assist Local Education Agencies in meeting the educational needs of their students with Autism Spectrum Disorders and other neurodevelopmental disabilities. Inservice Training, Program Assistance/Review and Comprehensive Institutes for Educators are among the services we provide to help build capacity within public education settings and programs.

In-Service Training: Autism

ABTA proudly offers introductory/overview trainings as well as trainings on topics identified as Evidence Based Practices for individuals with Autism Spectrum Disorders (ASD).

Overview/Introductory Trainings:

• Understanding Autism Spectrum Disorders, An Overview of the Disability, Implications on Learning and Evidence Based Approaches for Teaching
• Understanding High Functioning Autism and Asperger’s Syndrome: Strategies for Improved Behavior and Educational Success
• Positive Behavior Change Strategies for Children with Autism Spectrum Disorders

Evidence Based Practices:

• Applied Behavior Analysis Methods for Skills Teaching in the Classroom
• Increasing the Functional Communication Skills of Students with Autism
• The Structured Teaching Model, A System for Setting Up Effective Learning Environments for Children with ASD
• Implementing the Discrete Trial Teaching Method with Students on the Autism Spectrum
• Increasing Play and Social Understanding in Early Learners with Autism Spectrum Disorders
• Understanding Social-Cognitive Impairments in Individuals with Autism Spectrum Disorders - Ages 8 and older
• Learning the R.O.P.E.S for Improved Executive Function
• Strategies for Successful Inclusion Experiences for Children on the Autism Spectrum
• Current Legal and Ethical Considerations in Educating Students with Autism Spectrum Disorders
• Teaching Self Regulation and Self Management to Individuals with HFA/AS
• Incorporating Sensory Activities into the Educational Programs of Children with Autism Spectrum Disorders

Advanced Trainings and Workshops

• The Autism Program Development and Review (APDAR) Workshop:
  A Guided Self Review for Program Development and Program
  Improvement
• R.E.A.D.Y. for Inclusion: How to prepare inclusion teams to conduct appropriate assessments and determine appropriate intervention strategies to support students with Autism in inclusive environments
• Comprehensive Psycho-Educational Assessment of Students with ASD
• Assessment of Social-Cognitive Impairments

In-Service Training: Behavior

• Functional Behavior Assessment and Behavior Support Planning
• Comprehensive Behavior Intervention Case Manager (BICM) Training
• School Wide Positive Behavioral Supports: Using RTI for Behavior

Comprehensive Institutes for Educators

In addition to the inservice topics listed above, ABTA can develop a series of trainings designed to meet the specific needs of your staff. Following a needs assessment, we work with the school district to develop a series of trainings that will meet the training needs of the identified staff in the areas that are identified as "Evidence Based Practice". A Pre and Post test are implemented to insure that participants have gained the requisite level of content knowledge. Many LEAs provide a "Certificate of Competency" to participants to honor their accomplishments, document the areas of competence and number of training hours provided. CEUs can also be arranged with UC Davis Extension.

Institutes can be developed for multidisciplinary groups or for specific professional groups. ABTA has provided this type of comprehensive training package for Teachers, Administrators, Paraeducators and parents in LEAs all over California.

Program Assistance

Program assistance is designed to:

a. Help your team set up new programs which are appropriate for individuals on the Autism Spectrum.

b. Evaluate existing programs and establish strategic plans for program improvement.

Program assistance consists of the following:

Needs Assessment: During this phase, we discuss current program needs with staff and administrators and outline the goals of the program assistance review. This process may include staff questionnaires and interviews.

Program Review: A Program Review can be conducted as a Guided Self Review or as an Independent Review

A Guided Self Review allows your educational team to self-evaluate their own program with guidance and input from an ABTA Associate. This is done in a workshop format using the APDAR Protocols as a tool for self evaluation and self improvement. This process is suggested for experienced teams (teams who have been implementing ASD program for 2 or more years).

In an Independent Review, an ABTA associate observes the program. Gathering data using the APDAR Protocol, we score the program on instructional, environmental, administrative and procedural elements. We also evaluate documentation and look at measures of program outcomes to insure that protocols are being followed in accordance with Ed. Code and current best practices.

Debriefing: A comprehensive report which outlines strengths and areas of potential improvement is written. ABTA provides specific suggestions for improving the program, as well as recommendations for further staff training and development. The Associate assists the team in developing strategic plans to achieve district goals.

Follow Up: Follow up training, coaching and/or review of specific program components can be arranged to assist the staff with implementation of the strategic plans for program improvement.

Hours: To be determined by program administrators and ABTA staff. Please also see the attached Inservice Training Overview and Descriptions for a summary of possible training topics

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