Louisiana Autism Quality Indicators
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|Preparing for Transition: Evidence-Based Practices to Support Young Adults with Autism Spectrum Disorder after High School : When considering the complexities of living with autism spectrum disorder and related disabilities, many individuals experience difficulty transitioning from high school into young adulthood which can lead to experiencing difficulties in acquiring and maintaining employment, establishing a social group or network of friends, utilizing community resources, becoming independent, establishing self-care routines, and being safe. This module will discuss why this is so important and discuss strategies to assist students in developing self-determination skills to become more independent and better prepared for the journey ahead.||
Augmentative and Alternative Communication (AAC): This module will inform learners of best practice in utilizing Augmentative and Alternative Communication across the age span for individuals with ASD and related disabilities. Topics discussed include, an overview of AAC and examples of tools, supports and strategies.
|Addressing Behavior: In an effort to address behavioral challenges, educators must become more proactive, rather than reactive, in their approach. This module will discuss what “behavior” is, strategies to implement, and resources available to interveners.||
Fundamentals of Communication: This module will introduce learners to the fundamentals of communication development. The characteristics of communication development for students with autism spectrum disorders and related disabilities will be discussed along with evidence-based strategies for communication instruction.
|Roadmap to Success: The Case for Inclusive Education: What are the post-school outcomes for students with disabilities who were included in general education classes compared to those who were educated in self-contained settings? This module describes the benefits of inclusive education, provides an introduction to the components of inclusive practices, identifies methods to assess need and provide support to students in inclusive settings, and explores methods for assessing your practice.||
Collaboration Rules and Tools: An effective, collaborative IEP team is key to student outcomes, provides guidance and support to school staff, and creates an environment in which all team members, including parents and students are equal partners in the process. This module discusses the qualities of a collaborative IEP team, rules for collaborative teaming, and provides tools that promote communication and collaboration among school staff and create effective partnerships with families.
|Social Smarts: Addressing the Complexities of Social Interaction for Students with Autism Spectrum Disorder and Related Disabilities: This module will explore the complexities of social interaction challenges for students with ASD across ages and introduce selected evidence-based practices. Planning for social interaction instruction includes ensuring teams include social interaction goals in the educational program, selecting appropriate strategies to teach social skills in natural settings, and following through to assure generalization and maintenance of the learned skills. During the module we will also highlight efforts of LASARD school partner teams to develop a plan of support for students struggling with social interaction.||
Curriculum and Instruction: This module will inform learners about evidence-based instructional practices in the areas of curriculum design and instruction. Information on assessment, IEP development, general education curriculum access, and instructional strategies will be presented. Additionally, this module provides examples of evidence-based strategies in practice.
|Environment Supports for Students with Autism Spectrum Disorder and Related Disabilities : In this module, learners will explore critical points of consideration given specifically to the structure and design of the educational environment for students with ASD and related disabilities. It is imperative that educators meaningfully plan across school environments to provide individual students with adequate human, material and visual supports. Topics addressed will include: ecological assessment, use of visual supports, structured work systems, task analysis, and other evidence-based practices.|