Autism Spectrum Disorder

1hour 0.1CEUs
$10

The class is also available as part of a Knowledge Collection

$89 Supporting Special Needs See Details  

Description

This one-hour training will provide information and support for working with young children with Autism Spectrum Disorder (ASD) in the group environment, regardless of whether they have been formally diagnosed or not. This class includes the definition and diagnostic criteria of ASD, statistical information about the incidence of ASD in the United States, strategies, and practices to use in the classroom to support young children with behaviors often associated with ASD, legal and ethical considerations, and teambuilding with parents (both the child with ASD’s parents and concerned parents of the other children in the group).

Goal:  to increase understanding of ASD and provide strategies for supporting children with ASD

This mobile-friendly class is accessible on any device, including tablets and phones.

 

What customers are saying about this class:

"Informative, stress-free class!"

"I was a little concerned to take this class in my second language but it was clear and easy enough for me. I'm so happy about that. Thank you."

"Excellent class."

 

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Autism Spectrum Disorder

Goal:  to increase understanding of ASD and provide strategies for supporting children with ASD

 

Autism symbl smTable of Contents

Introduction


Chapter 1. Definitions, incidence, symptoms/tendencies, related medical conditions, criteria for diagnosis 


                                                              Chapter 2. Strategies for working with young children with special                                                                             needs and/or challenging behavior  


                                                               Chapter 3. Legal and ethical considerations when you are working with                                                                 a child-of-concern, including a child with Autistic Spectrum Disorder 


                                                                Chapter 4. Teambuilding with parents of a child with ASD, and how to                                                                    respond to concerns of parents of other children in the group

 

Learning Objectives

After completing this class, the student will be able to:

  • list and explain the diagnostic criteria for a diagnosis of ASD.
  • recall and implement at least five easily doable strategies to support
            meaningful learning and positive behavior in their classrooms, including and
            especially for children with ASD or other special needs.
  • explain legal and ethical considerations connected to working with young
           children with challenging behaviors and special needs, with or without a
           formal diagnosis.
  • interact with parents of children with special needs in a positive manner, as
            well as how to respond to concerns from parents of other children in the
            group.

 

NOTE: This course may reflect state-specific regulations. No information in this course supersedes any state regulations you need to follow. You must consult your state’s regulations when developing policies and procedures. Regulations for all states are accessible on the National Database of Child Care Licensing Regulations. Click on the link provided to view regulations in your state.

Inclusion: Cultural Diversity & Special Needs
Speech, Language & Communication
Child Development & Guidance

Learning Outcomes

After completing this class, the student will be able to:

  • list and explain the diagnostic criteria for a diagnosis of ASD.
  • recall and implement at least five easily doable strategies to support meaningful learning and positive behavior in their classrooms, including and especially for children with ASD or other special needs.
  • explain legal and ethical considerations connected to working with young children with challenging behaviors and special needs, with or without a formal diagnosis.
  • interact with parents of children with special needs in a positive manner, as well as how to respond to concerns from parents of other children in the group.
Approved or accepted in:

Alabama, Alaska, Arizona, Arkansas, California, Colorado, Connecticut, Florida, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Mississippi, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Rhode Island, South Dakota, Tennessee, Texas, Utah, Vermont, Virginia, Wisconsin