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IEP Section 3 Transitions for your autistic child
 
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IEP Section 3 Transitions for your autistic child. Welcome to Life On Spectrum Living With Autism. We are creating an online community to share stories and celebrate milestones. Story telling through videos and stories allows us all to learn and grow. Please share our community with others as we live our lives on spectrum. Visit us at http://www.lifeonspectrum.com/
Transitioning Out of School with an ITP- Joanne Lara
 
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Shannon talks to Autism Works Now's Joanne Lara about a crucial part of the IEP process- the Individual Transition Plan (ITP) that will help your teen transition to a solid space in the real world. Like Autism Live on Facebook at http://facebook.com/autismlive Sign up for Autism Live’s free newsletter at: http://www.autism-live.com/join-our-email-list.aspx Autism Live is a production of the Center for Autism and Related Disorders (CARD), headquartered in Woodland Hills, California, and with offices throughout, the United States and around the globe. For more information on therapy for autism and other related disorders, visit the CARD website at http://centerforautism.com
Views: 67 Autism Live
The Implementation of IEPs for Autism Spectrum Students
 
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This video is a look at how teachers of mainstream education classrooms should be implementing IEPs, or Individualized Education Plans, for students on the Autism Spectrum. It also entails a brief overview of the Autism Spectrum, as well as the law protecting students under the American's with Disabilities in Education Act.
Views: 628 Sarah Hines
Autism- Transition Planning- Emily Iland- Very Important Video- Transition to Adulthood
 
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Contents on this video have Emily Iland Copyrights Video recorded, edited and posted in youtube and other internet medias by Milagros Lizarraga with Emily Iland's authorization. Emily Iland, M.A. is an award-winning author, advocate, researcher, and leader in the autism field. She is the mother of a young man with ASD and brings personal experience and insight to her professional roles. Emily is an Adjunct Professor in the Department of Special Education at California State University, Northridge. She is an educational consultant, presenting a variety of topics at conferences in both English and Spanish, all over the U.S. and abroad. She is known for the clear way she presents complex information! Areas of special focus include Reading Comprehension & ASD, Autism 101, Sibling Issues & Family Balance, Social & Friendship Skills, Play & Social Inclusion, Skills for Safety & Independence, Autism & Law Enforcement, Transition to Adulthood, Autism & the College Experience, Autism in the Workplace, and Adult Relationships. (http://emilyiland.com) http://www.calstat.org/transitionGuide.html Video: Milagros Lizarraga. rmchrist@earthlink.net
Views: 2417 MilagrosL7
Autism Jargon-  ITP (Individual Transition Plan)
 
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Shannon defines confusing autism terms in a way that's easy for everyone to understand! Like Autism Live on Facebook at http://facebook.com/autismlive Sign up for Autism Live’s free newsletter at: http://www.autism-live.com/join-our-email-list.aspx Autism Live is a production of the Center for Autism and Related Disorders (CARD), headquartered in Woodland Hills, California, and with offices throughout, the United States and around the globe. For more information on therapy for autism and other related disorders, visit the CARD website at http://centerforautism.com
Views: 104 Autism Live
Autism/IEP Update
 
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Views: 697 BakersBabyBook
IEP Section 1 for your autistic child
 
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IEP Section 1 for your autistic child. Welcome to Life On Spectrum Living With Autism. We are creating an online community to share stories and celebrate milestones. Story telling through videos and stories allows us all to learn and grow. Please share our community with others as we live our lives on spectrum. Visit us at http://www.lifeonspectrum.com/
Transition Planning for Students on the Autism Spectrum: Practical Ideas for High School
 
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This presentation includes considerations and practical ideas for parents and professionals who are planning transitions for students with ASD from middle to high school. Please visit our website to download the accompanying materials, tools, and helpful templates: http://www.nwresdrelatedservices.org/video-resources.html
Autism: Transition from Early Intervention to Preschool
 
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Thanks to the Individuals with Disabilities Education Act (IDEA), children with special needs are entitled to a "free and appropriate" public education. For parents of kids with autism spectrum disorders, navigating the transition from Early Intervention (EI) services, which provide support for children roughly up to age 3, into preschool, can be made easier by learning about the process and good preparation. In the second of the NYU Langone Child Study Center's series of Autism Spectrum Disorders Family Workshops, held once a month at the CSC in winter and spring 2012 and open to all families free of charge, Sarah Kern, LMSW, discusses the transition from Early Intervention to the Committee on Preschool Special Education (CPSE). She includes the differing goals of the two programs, the city departments involved, and a detailed overview of the CPSE evaluation process, which results in an IEP (Individualized Education Program) for your child. This workshop was held on February 28, 2012 at the NYU Langone Child Study Center. For more information on upcoming workshops, visit the CSC's website: http://www.nyulangone.org/locations/child-study-center
Views: 986 NYU Langone Health
6) Transition Training Module:Annual IEP Goals
 
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The Transition Training modules will give special educators and support staff a comprehensive knowledge base to develop IEPs that are in compliance with state and federal regulations and to develop transition plans that will help students achieve their goals.To watch all the Indicator 13 and Transition Services Training Modules on Captivate please visit this link: http://www.seattleu.edu/ccts/Default.aspx?id=35000
Views: 3016 waccts
Autism IEP Meeting [individualized education program] | Taking Pumpkin to the Park
 
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Today was Frumpkin's IEP meeting and his ABA therapist came with to discuss what is working in his behavior plan. It tuns out we need to get him diagnosed as Educational Autism (or something like that) so that he can get the support he needs next year in Kindergarten. Song: Y&V - Back In Time [NCS Release] Music provided by NoCopyrightSounds. Video Link: https://youtu.be/VuSbd-N0z8c Download: http://NCS.lnk.to/BackInTime
Views: 560 Jason Love
IEP Section 5 Goals and Objectives for your autistic child
 
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IEP Section 5 Goals and Objectives for your autistic child. Welcome to Life On Spectrum Living With Autism. We are creating an online community to share stories and celebrate milestones. Story telling through videos and stories allows us all to learn and grow. Please share our community with others as we live our lives on spectrum. Visit us at http://www.lifeonspectrum.com/
Autism: IEP goals and transition Seeds2Sprouts
 
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We had our re eval IEP this morning for Cadan. This is a video about the purpose of an IEP, services, goal setting and transition. If you have any questions please feel free to ask and I will do my best to answer as soon as i can
Views: 447 seeds2sprouts
Individual Education Plan,(IEP) Meeting for autistic toddler
 
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DON'T FORGET TO LIKE, COMMENT AND SUBSCRIBE!! You can find me on https://www.instagram.com/bostongirltv/ https://twitter.com/BostonGirlTV Be sure to subscribe: https://goo.gl/7I8QHX Contributing Writer http://thenextfamily.com/2015/11/single-mom-facing-fertility-testing/
Views: 152 BostonGirlTV
IEP Meeting Role Play
 
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A role play of an IEP meeting, created for EDSS 541 at CSU San Marcos - Single Subject Credential Program BEST PRACTICES DURING MEETING 1. Be mindful of the seating assignment. Avoid an “Us vs Them” Positioning. Round table seating in a comfortable setting, free from noise and distractions. 2. Make sure all people are introduced. 3. A written agenda is visible to all participants, on paper or posted. Make ideas shared at meeting visible (white board, overhead projector…). 6. Begin the meeting by reviewing the strengths of the child and focus on the positive aspects of the family and student throughout the meeting. 19. Ask parents to make comments if they are quiet.- Ask for parents ideas directly, rather than simply telling them to feel free to contribute. - Respect their opinions and perspectives as their own, even if they differ from yours. o Use validating statements such as “That is an interesting idea/observation” or “You really know your child well!” 24. Closing remarks – Provide a “debrief” - Does anyone have something he/she would like to say before we close for today? - How do we feel about today’s meeting – anything we should do differently next time? 25. The meeting ends on a positive note, and participants are thanked for their time and contributions CAST Kristen Harker Assistant Principal Shelby Winkelman Alex Caleb Golston Joe, Alex’s Father Renee Marquis Mia, Alex’s Mother Henry Brooks Special Education Teacher Tia D’Asaro Math Teacher Megan Amely Language Arts Teacher Michael Eiben Notetaker Dylan Boggs School Psychologist VIDEOGRAPHER Mark Rauscher EDITOR Mark Rauscher
Views: 22544 Mark Rauscher
Transition Planning for Students on the Autism Spectrum: Practical Ideas for Middle School
 
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This presentation includes considerations and practical ideas for parents and professionals who are planning transitions of students from elementary to middle school. Please visit our website to download the accompanying materials and helpful tools:http://www.nwresdrelatedservices.org/autism-services.html
IEP Transition
 
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EEX 4242 Project
Views: 90 Giovanni Torres
Federally Mandated Elements / IEP: Transition Services
 
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YourSpecialEducationRights.com is a FREE video-based website that helps you understand your special education rights. If you have a child in special education and want to advocate for your child, we are here to empower you. Join us TODAY! Know your rights! Membership is FREE! Accommodations ADHD Advocacy Applied Behavior Analysis ABA Aspergers Assessments Assistive Technology Behavior Disability Due Process Dyslexia Educational Strategies FAPE Functional Behavioral Assessment IDEA IEE IEP Goals and Objectives IEP Team Inclusion Independent Educational Evaluation Learning Disability Least Restrictive Environment LRE Mental Health Occupational Therapy Parental Rights Present Levels of Performance Prior Written Notice Procedural Safeguards Reading Comprehension Reading Fluency Related Services School District Sensory Integration Sensory Processing Disorder Social/Emotional Socialization Social Skills Special Education Advocate Speech Speech Language Pathologist SLP Transition
IEP: When Parents and Schools Disagree
 
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Like Autism Live on Facebook at http://facebook.com/autismlive It’s not uncommon for parents and schools to disagree when it comes time to craft and IEP for a special needs student. What a parent decides to do when there is a disagreement can be an difficult and emotional journey. Special education attorney Devon Rios Barellano shares important advice for parents in these situations. Barellano will be speaking at a workshop entitled “What parents need to know about negotiating” which will be done in conjunction with the Autism Society of GLB/SGV/OC. No RSVP is required. For more information email: regina-a-moreno@hotmail.com Sign up for Autism Live’s free newsletter at: http://www.autism-live.com/join-our-email-list.aspx Autism Live is a production of the Center for Autism and Related Disorders (CARD), headquartered in Tarzana, California, and with offices throughout, the United States and around the globe. For more information on therapy for autism and other related disorders, visit the CARD website at http://centerforautism.com
Views: 1789 Autism Live
TTC21 Pam   Transition to College   Post Secondary Transition Plan in IEP
 
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These videos of students, families, educators, and disability resource center staff at colleges around Wisconsin were taken in the summer of 2013 to provide ideas how to prepare students with autism and other developmental disabilities for college. For more information on these videos go to the DPI Autism page: http://sped.dpi.wi.gov/sped_autism To find information about supports for students with disabilities in colleges and other institutions of higher education go to: http://ihe.wspei.org/
Parents' Perspectives on School: Tips and Transitions
 
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In this video, six parents of children with disabilities and special health care needs share their top tips on school and school transitions for their child with a disability or special health care need. Each parent offers a unique and thoughtful tip that has worked to ease educational transitions. Transcript of Video: (Tara) Any time that you are transitioning into a new classroom and particularly a new school, always go ahead of time. Typically the very first day of school, it's so chaotic and all of the kids are running around so it's extremely confusing for our kiddos. So if you go a week in advance you're able to meet the teachers, they actually have time to talk to you, you can show your child their classroom, their locker, let them get acquainted with it, let them practice on their lockers, whatever they need to do. (Cindy) Your child for early intervention is being served in natural environments. With the school system, though, they're transitioning into those school buildings -- and that is a culture shock, so you have to have a lot of trust in the school system to be able, to be able to do that. But, I think the more that you can go to workshops or conferences to gain that confidence. And I think that's really the biggest thing, is to gain that confidence that you have things to convey about your child. The school cannot possibly know all those things about your family so you have to be the one to be able to be confident enough to go forward and tell the school that. (Jacquie) The one thing that I think is so very, very important for any transition, the thing is to start early. If you know that transition is coming you want to start early, you want to ask a lot of questions, find out all you can and you want to know what your options are, so you want to really study that. (Erica) Well, when your child transitions from early intervention to public schools, the key to anything, to a better education, is probably communication with the teachers and the staff that take care of your child. I use a form that was developed at the Center for Learning and Leadership and the Oklahoma Family Network, and the form is "How My Day Went." It's easy for the teachers to use and the staff, and it's written in first person like, "I ate, I played" so you know exactly how your kid spent the day at the school. This is a lifesaver, I mean it was the best thing that could happen because I was very anxious. I mean it's your child and she is going away for eight hours. I think this is one of the best tips I can provide to parents. (Heather) One of the most important things I think in preparing for a child's IEP is, we always request the proposed goals from his teachers and his therapists prior to, so we have time to review those goals and make any comments or suggestions that we have and just to make sure that we are all on the same page. Another thing that we always do for my son, for his IEPs, is we prepare a one-pager. It's just real simple, it's just, you know, like three or four paragraphs just talking about his medical diagnosis, kind of how we got to where we are, what his interests are. And we also include pictures of things that he likes to do, so that's always helpful, especially if you have new teachers or new therapists that are working with him. Another thing that I always love to do is take someone with me, whether that be my husband or a friend or a private therapist. Just to kind of help me through that meeting and sometimes they hear things that I don't necessarily hear because I'm a little bit more emotionally involved in that. Those are my three suggestions for preparing for and developing your child's IEP. (Wanda) One of the most important things that I had to learn when my daughter was going into the public school was when they told me she would ride the school bus. Oh, I went into anxiety overload. And I made myself step back and think about my other two kids. I remember when they were younger and they would see the school bus, and they wanted to ride that school bus. Why wouldn't my, my daughter with disabilities, why wouldn't Kayla want to ride the bus just like all the other kids? So I told the school, I said, "What about, she's not going to sit still?" Cuz' in a car she's buckled. And then they told me about this vest seatbelt that they had, and they showed it to me and I thought, "Ah! That will do it! That will work." I went to the school and said, "What about if she goes into adrenal crisis?" and the school said, "Well, what if we let one of her Paras, one of her teacher's aids from her class ride home with her?" because that Para is going to be trained on her medical condition. So, all the things I had concerns about I told the school and they helped me work through those so Kayla got to ride the bus. It was a good day for me.
Individual Transition Plan
 
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This Explain Everything clip demonstrates part of the process I use when developing ITPs for students with IEPs. The first half goes through what an ITP is and the second half starts career explorations and basic financial responsibilities. This is my first attempt at a screencast!
Views: 1437 Carla Guzman
The Transition-Driven IEP Process
 
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The Transition-Driven IEP Process. For more resources for planning for life after high school for students, educators and parents, see: http://nextsteps-nh.org. In 2010 Dr. Ed O’Leary and Dr. Steve Bigaj recorded 17 short interviews on many elements of the transition-driven IEP process and Indicator 13 IEP requirements. The interviews provide clear, high-level overviews that capture the essence of good transition planning. The videos appear on the appropriate reference pages as well. Dr. Ed O'Leary has spent over 40 years working in and with schools as a secondary special education teacher, special education consultant, transition specialist, work experience coordinator, program specialist, and program director. He has also taught at the graduate and undergraduate level and has worked in Vocational Rehabilitation. He has trained and presented nationally on the transition requirements and has developed an approach in helping districts and states meet the transition requirements and demonstrate improvement and results. The Transition Outcomes Project (TOPs) has been implemented in 28 states/territories and over 1,500 districts. Dr. O’Leary operates his own consulting firm, Cutting EdJ Consulting, Inc. In that capacity he provides training and technical assistance, as well as speaking about secondary special education and transition service issues to educators, adult agencies, and parents across the United States.
The Basic Do's and Dont's of IEP meetings - produced by Julia Clark
 
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A video depicting what not to do in an IEP meeting as well as more effective alternatives.
Views: 41164 Keegan mulholland
Transition Planning for Students on the Autism Spectrum: Practical Ideas for Elementary School
 
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This presentation includes practical tips and considerations for parents and educational teams serving students with ASD at the elementary level. It includes information for students entering kindergarten as well as for students transitioning from grade to grade at the elementary level. Supplemental information, customizable templates, and other tools are available for download on the NWRESD's ASD website. Please click here for more information: http://www.nwresdrelatedservices.org/autism-services.html
Transition for Youth with Autism from School to Adulthood: Critical Considerations
 
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By Emily Helmboldt An increasing number of individuals with ASD are now entering high school and transitioning to adulthood. For the student with ASD to have a successful transition to adulthood, thorough and systematic planning and preparation is required. Transition planning must begin long before the student enters high school. This presentation will provide a brief overview of the research regarding the outcomes of adults with ASD and will discuss the primary areas of concern for this group, including employment, residential living, social interactions, and community integration. There will be special emphasis on various case studies of Project SEARCH, outcomes as well as the VCU-RRTC supported employment program for young adults with ASD. Ms. Helmboldt will discuss how to determine the student’s curriculum and prioritize skills through assessment and transition planning using an ecological approach. Further, training resources for transition staff, family and individuals will be offered. https://rrtc.vcu.edu/
Views: 549 VCU RRTC
Writing Measurable IEP Goals by Sam Odom
 
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SESA had 2-day Autism Training at the Alaska State Special Education Conference. The training was titled Implementing Evidence-Based Practices with Students With Autism. This covers on Writing Measurable IEP Goals for Students with Autism.
Views: 513 Lyon Johnson
The IEP Process Made Simple
 
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Video describes the 7 steps in the development of an Individualized Education Program for students with Aspergers and High-Functioning Autism ...http://www.MyAspergersChild.com
Views: 65170 Mark Hutten, M.A.
Transition IEP
 
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Transition IEP -EEX 4763 This transition IEP meeting is for Kyle, a student with Autism. by Jamie Pearson
Views: 241 jjaammiieeex3
Creating Meaningful Individual Education Plans (IEPs): What Parents Need to Know
 
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In this webinar, Jennifer Krumins, M.Ed., discusses discusses how parents can take an active role in their child's educational planning. We simply don’t know enough about autism. To help change that, we invite the entire autism community to join a landmark national autism research initiative called SPARK. To learn more or join, please visit SPARKforAutism.org.
Views: 446 SPARKforAutism
Transition Planning for Students with ASD in Public Schools
 
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Appropriate classroom placement for students with autism spectrum disorder is a difficult task given the spectrum of abilities and deficits these student's possess. In order to select an appropriate placement, one must consider communication, social skill and behavioral needs of each individual student. Placement decisions require a team approach that includes administrators, teachers, related service providers and parents. Henrico County Public Schools, in partnership with VCU-ACE, are piloting a guidance document that defines the student's current skill level in relation to determining classroom placement. This webcast will outline this guidance document on classroom placement for the student with ASD and describe the team model established by Henrico County Public Schools to effectively use the document. https://rrtc.vcu.edu/
Views: 132 VCU RRTC
Transition Planning | 2016 Autism Expo
 
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Presented by Vanessa DiCarlo, M.Ed. of Susan Marks & Advocates, PLLC, A Law Firm for Disability-Related Issues on March 19, 2016 at the 1st Annual Autism Expo presented by the Arizona Autism Coalition.
Transition Planning for Students with ASD
 
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Transition Planning for Students with ASD
Views: 80 Paige Bennett
Individualized Transition Plan- Legal Support with Bonnie Yates
 
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Special Ed Attorney Bonnie Yates answers YOUR autism-related legal questions live! More info: Lawyer4Children.com Like Autism Live on Facebook at http://facebook.com/autismlive Sign up for Autism Live’s free newsletter at: http://www.autism-live.com/join-our-email-list.aspx Autism Live is a production of the Center for Autism and Related Disorders (CARD), headquartered in Woodland Hills, California, and with offices throughout, the United States and around the globe. For more information on therapy for autism and other related disorders, visit the CARD website at http://centerforautism.com
Views: 42 Autism Live
2017-03 Transition Planning for Students with Disabilities
 
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Presenter: Nancy Mader, CRC, Director of Transition Projects at the Federation for Children with Special Needs. Nancy received her undergraduate degree at the University of Wyoming and her graduate degree in Rehab Counseling at the University of Northern Colorado. Prior to coming to the 351Federation, she worked for seven years at Easter Seals in Boston as Manager of Employment and Training.
Views: 422 FCSN
Accommodations and Modifications for Students with Disabilities
 
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For students with disabilities, the right accommodations and modifications can be as important to school success as appropriate IEP goals. These educational supports are similar, but they are not the same. Learn more about these supports and be prepared to discuss your child's needs at the next IEP meeting.
Views: 52690 ECACorg
Sample IEP meeting
 
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This is a video for a special education class demonstrating what an IEP meeting would be for a student named Jasmine.
Views: 59103 teacherlady101
Autism In The Raw, Episode 3 (07-08-2009):  IEP Meetings
 
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In this episode, Becky discusses an upcoming preliminary meeting prior to the planning of Alex's Individualized Education Plan (IEP). During this discussion, Alex decides to make an Audio Cameo! This is his YouTube debut! Enjoy! Please feel free to contact us with questions or comments! We would love to hear what everyone thinks. Thank you and have a good night!
Views: 558 AutismInTheRaw
Transition in Practice Series with Dr. Peter Gerhardt
 
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Transition in Practice Series with Dr. Peter Gerhardt: Planning for Transition (Middle School to High School) Series Overview: Our multi-part series, presented by Dr. Peter Gerhardt and guest panelists, will cover critical elements adolescents and adults with autism, as well as parents, teachers and professionals involved in shaping their future, will face during major transition phases. This webinar series will focus on providing attendees with practical and actionable information and related tools that can be implemented immediately after each webinar. We will launch the series by providing a broad framework of how to create a life plan that starts with the end goal of creating independence. Subsequent sessions will delve deeper into the actual planning and implementation required to bring that goal to reality. Kick-off Session Overview Our first session (4 hours), Planning for Transition (Middle School and High School Transitions) explored these following areas: Review the Transition Framework Model Identify main transition phases and benefits of developing and implementing a high level transition life plan Discuss main considerations to address during Middle School and High School Transition How to plan for transition from Middle School to High School, including what needs to be addressed? When? By whom? Identify appropriate timeframe to change focus from academic to independent living skills and identification of critical skills Benefits of identifying and incorporating daily living skills during early intervention (elementary school) Discuss the key elements of a well written transition IEP and how to run an effective IEP meeting Visit https://store.special-learning.com/
Tip for IEP Meetings
 
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Shannon shares a tip she used to help get through IEP meetings involving writing a letter with her wishes for the year. Autism Live is a production of the Center for Autism and Related Disorders (CARD), headquartered in Tarzana, California, and with offices throughout the United States and around the globe. For more information on therapy for autism and other related disorders, visit the CARD website at http://centerforautism.com
Views: 3670 Autism Live
Transition experiences
 
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Team Leader for WA Kim Schroeder explains why planning for transition is vital for students with ASD, and in particular an intellectual disability.
IEP 101: Recording
 
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Like Autism Live on Facebook at http://facebook.com/autismlive Devon Rios Barellano, who specializes in Special Education Law, talks about the importance of recording IEPs. Recording an IEP ensures there is a record of everything that was said during the IEP meeting. Sign up for Autism Live’s free newsletter at: http://www.autism-live.com/join-our-email-list.aspx Autism Live is a production of the Center for Autism and Related Disorders (CARD), headquartered in Tarzana, California, and with offices throughout, the United States and around the globe. For more information on therapy for autism and other related disorders, visit the CARD website at http://centerforautism.com
Views: 128 Autism Live
Behavior Intervention Plan or BIP Special Education Episode 64 of Transition Tuesday
 
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If you’d like to receive our Episode 64 bonus PDF on the Behavior Intervention Plan, click this link http://tensigma.org/episode64bonus In this short video, we will discuss the behavior intervention plan or BIP, who is involved in writing them, and some best practice tips for writing a BIP. A behavior intervention plan is written using information gathered from the Functional Behavior Assessment (FBA). The purpose of a BIP is to use behavior intervention strategies to create a series of specific steps to help a student learn new behavior skills. Here are a few important points to remember about the Behavior Intervention Plan: • They are written using information gathered from the Functional Behavior Assessment (FBA), which identify the function or purpose behind the child’s behaviors. • They address behaviors that disrupt the child’s learning or the learning of others • Describe what the behavior is, the reasons it occurs, and interventions to address the behavior • They can be written for any disability area, if learning is impacted by behavior. Some sources for information for a BIP include parents/caregivers, the student, teachers, school psychologists, administrators, and others who know the student well. In order to develop an effective BIP, the entire IEP should be involved in the process to collect data across settings, examine, and use the data effectively. Here is a quick summary of some of the important elements that need to be included in the behavior intervention plan: • Naming the targeted behaviors and describe them • Baseline data including things like frequency, duration, intensity • The behavior that will be taught to replace the targeted behavior including who will teach the new skills • A plan for reinforcing the new behavior • Consequences if the targeted behavior continues • An assessment of the BIP including how the team will know it is working and how they will collect data to show the improvements Here are some best practice tips for writing a BIP: • Look at systems that are already in place for data collection – including things like data around behavior that could be collected from office referrals • Look for special education templates that may be available and use them as a guide for data collection • Collect data in a variety of settings possibly including classrooms, buses, passing periods, lunch, etc. • Analyze the data and look for patterns including who is involved in the behavior (preventing or making it worse), why does the behavior pattern happen, when and where does the behavior occur, when does it not occur and why, what environment is the student in and how does it contribute to the behavior, what does the student gain from the behavior (attention, work avoidance, perceived power, etc.), and how long does it last • Think simple and step-by-step • Continually evaluate and update the BIP • Can be written as narratives, forms, or charts • Parents/caregivers can and whenever possible should be involved in providing reinforcements for positive behavior As part of each episode of Transition Tuesday, we provide additional tips, teacher tools, and resources related to the topics we cover. For this week’s bonus, Ten Sigma is providing a pdf that contains links to resources regarding behavior intervention plans, which you can access by clicking the link at the top of this description. To learn more about Ten Sigma’s educational resources for teachers or parents, please visit our website http://tensigma.org and you can also connect with us on social media at: Facebook - https://www.facebook.com/Ten-Sigma-1572734446323526 Twitter - https://twitter.com/Ten_Sigma LinkedIn - https://www.linkedin.com/company/ten-sigma If you know anyone else who would benefit from the information we share in these videos, please share this video and invite them to visit http://transitiontuesday.org We hope you enjoyed this episode and that you use this information on the behavior intervention plan and use it to write even more effective plans.
Views: 1721 Ten Sigma
20 Minutes to More Measurable IEP and Behavior Plan Objectives
 
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In this 20-minute tutorial, Tom Kitchen, MS, BCBA discusses some tips that could lead to more observable and measurable objectives, such as those found in Individualized Education Programs (IEPs) and Behavior Intervention Plans. Tom is an Assistant Professor of Special Education at Mercyhurst University, Director of Certification Programs in Applied Behavior Analysis, an instructor in Penn State University's "Graduate Certificate in Autism" program, and a private consultant/trainer/speaker. He is co-author of the textbook, "Effective Instruction for Children with Autism: An applied behavior analytic approach," as well as other textbook chapters and research articles/presentations.
Views: 575 MercyhurstABAEDSP
2015 02 11 20 00 GWU   IEP and Transition Planning
 
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This webinar presentation accompanies the GWU- SPED 6236 Assignment # 3 - IEP Critique
Views: 77 Michael Stoehr
Transition Planning: Supporting Alberta youth with disabilities in transitioning to adulthood
 
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The Alberta government is working with youth and their families in planning for the transition from child disability services (Family Support for Children with Disabilities) to adult disability services (Persons with Developmental Disabilities, AISH, etc). The goals of the transition planning process are to ensure that youth and their families are aware of the adult supports and services that will be available to them; that they have the information they need to plan ahead and make decisions; and that families and service providers are working together to arrange for the necessary supports to be in place when the youth turns 18. Visit www.humanservices.alberta.ca/transition or call (in Alberta) 1-877-644-9992.
Views: 1500 YourAlberta