Presentation on theme: "February 14 th, 2013 Joint Provincial Web Conference."— Presentation transcript:
February 14 th, 2013 Joint Provincial Web Conference
Agenda 1.Welcome & updates 2.Supports and services for students living with an Autism Spectrum Disorder (ASD): 3.Interprofessional Collaboration 4.Inclusion and Intervention Plan (IIP) 5.Student Supports and Achievement Working Committee
2. Supports and services for students living with an Autism Spectrum Disorder (ASD): ▪University of New Brunswick ProgramUniversity of New Brunswick Program ▪Core Theory –Understanding Autism –Evidence-based Intervention Strategies ▪Core Practicum –Support Skills –Data Collection & Analysis –Second cohort includes professionals and paraprofessionals from education.
ASD Supports: Pivotal Response Training (PRT) ▪What is Pivotal Response Training (PRT)? –PRT is a naturalistic behavioral intervention developed to facilitate stimulus and response generalization, increase spontaneity, reduce prompt dependency, and increase motivation while still relying on the principles of applied behavior analysis. –The aim is to optimize the development of certain identified (pivotal) behaviors such as: ▪motivation; ▪self-initiated interactions; ▪responsiveness to multiple environmental cues; and, ▪self-regulation of state –According to Koegel et al. (1999), when these pivotal behaviors are enhanced, improvement in autonomy, self-learning, and generalization of new skills follow.
ASD Supports: Pivotal Response Training (PRT) ▪The primary goals of PRT are to: 1.Facilitate social communication skills 2.Facilitate play and other adaptive skills ▪Parent training component increases the opportunities for consistency, intensity and sustainability of intervention.
ASD Supports: PRT Possibilities ▪Presently exploring the possibility of embarking on a 5-step provincial training opportunity in collaboration with Health. These 5 steps would include: ▪Level 1: Introduction to PRT ▪Level 2: Remote training & practical experience (one child across three different activities) ▪Level 3: Generalization of PRT Motivational Procedures (remote; teach beginning verbal social- communication skills with a range of children living with an ASD) ▪Level 4: Broaden focus of learning to either socialization, self-management, and initiations (remote) with a range of children living with an ASD ▪Level 5: Training of Trainers ▪This would enable each ASD Consultant and 1-2 individuals from each school division the opportunity to be trainers in PRT.
Are we interested? Discussion Survey
ASD Supports: Geneva Center Webinars ▪According to health, these webinars have been well-received and there are plans to continue them for another year. –From an educational perspective, do we have any feedback on the webinars? –Do we have any recommendations for topics? –Are there any dates that would be preferable for education? ▪For example, start-up days, turn-around days? ▪Please type your responses in the chat box
3. Interprofessional Collaboration ▪Thank you for the support provided to date: –Distribution of invitations –Time and support for both presenters and participants. ▪Monthly Lunch & Learn Webinars –Occupational Therapists –Speech & Language Pathologists –Social Workers –Psychologists ▪Topics & Dates ▪Access to webinars ▪Locations of recordings ▪Plans for webinars in 2013/2014
Occupational Therapists’ Lunch and Learns 2012/2013 ▪November 5 th School-based OT in Saskatchewan ▪November 19 th Prekindergarten Curriculum ▪December 17 th Supporting Toilet Learning in Prekindergarten ▪January 21 st Gross Motor Assessment & Intervention (EYE-TA) ▪February 25 th Curriculum 101 ▪March 18 th Visual Efficiency in the Classroom ▪April 15 th Fostering Organizational Skills in the Middle Years ▪May 27 th University of Alberta – OT Fieldwork Experiences
Speech & Language Pathologists’ Lunch & Learns 2013 ▪January 14 th Apps & the iPad ▪February 11 th Articulation Therapy – Service Delivery Options ▪March 11 th Introduction to the EYE for SLPs ▪April 8 th Language and Literacy ▪May 13 th Working in classrooms
Speech and Language Pathologists’ Lunch and Learns 2013 ▪Hosts: –Anastasia Halipchak – Prairie Valley SD –Melissa Boys - Prairie Valley SD ▪Access: lunchandlearns/ lunchandlearns/ ▪Recordings: ▪http://www.saslpa.ca/Continuing_Ed ucation.htmlhttp://www.saslpa.ca/Continuing_Ed ucation.html
Social Workers’ Lunch and Learns 2013 ▪February 12 th Troubleshooting Session ▪March 12 th Gaming Addiction ▪April 9 th TBD ▪May 14 th TBD ▪June 11 th TBD ▪Hot topics for social workers included: Classroom programming to reduce anxiety, addressing school avoidance, addressing sleep issues in children, the TTFM, and information on self-regulation and sensory processing.
Social Workers’ Lunch and Learns 2013 ▪Hosts: –Paula Kessler – Horizon SD –Carol Christie-Beach – Regina Public Schools ▪Access: rns/ rns/ ▪Recordings:
Psychologists’ Lunch and Learns 2013 ▪Dates & topics to be determined ▪Hosts: –Don Berg – Prairie South SD –Dustin Reekie – Horizon SD ▪Access: chandlearns/ chandlearns/ ▪Recordings:
Questions or Comments
4. Inclusion and Intervention Plan (IIP) Update ▪Upcoming introductory webinars ▪Update on comprehensive report ▪Printing the Progress Report – Troubleshooting ▪Accessing Assistance ▪How can we support the transition from the PPP to the eIIP?
Upcoming IIP Introductory Webinars ▪Friday, March 22 nd : Overview of the eIIP and screens, introduction to reporting options, and an introduction to the process of archiving outcomes. ▪Wednesday, April 10 th : Overview of the eIIP and screens, introduction to reporting options, and an introduction to the process of archiving outcomes. ▪Wednesday, April 24 th : Question and Answer Session on all aspects of the eIIP. ▪In the coming weeks, we will be ing information on registering for the webinars.
eIIP Comprehensive Report
Hot Topic: Printing the IIP Progress Report ▪Issue: Presence of a pop-up blocker on certain computers stops the progress report from printing. ▪Permanent solution: Ask you technology support team to turn off ALL pop-up blockers. ▪Interim solution: –Press the left “Ctrl” button when you click “submit” to print the progress report –Keep holding “Ctrl” down until the report appears. You will be able to view, print or save the report as usual as soon as it appears.
eIIP Issues ▪Please continue to check errors at the school division level. ▪If there is an error with the SDS or logging into the SDS, please contact Student Records at: –Phone: (306) ▪If there is an error with the eIIP screens or operations, s to the Ministry should come from a Superintendent, Coordinator, or designate. ▪When reporting an error, please provide: –User’s login and password –Learning ID or sample Learning ID for which the error is happening –Copy of the error message or screen shot of the error message. ▪Please this information to:
Supporting the transition to the eIIP ▪In 2013/2014: We will be tracking information on: –Prioritized areas of development –Learning outcomes –Categories of intensive needs –Progress on outcomes –Type and Frequency of Supports ▪How can we support the transition from the PPP to the IIP?
5. Student Supports and Achievement Working Committee ▪Date: May 8 th, 2013 ▪Location: Eamer Auditorium at the Saskatchewan Teachers’ Federation in Saskatoon ▪Registration Information: ▪https://www.surveymonkey.com/s/SAS_Committee_ Meetinghttps://www.surveymonkey.com/s/SAS_Committee_ Meeting