The Autism Society Event and Education Recordings Archive

This session will provide information toward applying brain-behavior relationships to their impact on academic and behavioral manifestations. Behavioral constructs will be described in relationship to features of autism, such as attention, memory, language, visual-spatial functioning, executive functioning and emotional functioning. Objectives 

Presenter will: 

1. Share experience and knowledge gained from the care of children for more than 25 years, first as a nurse practitioner and later as an educator and neuropsychologist.
2. Impart knowledge of research-based best practices for the assessment and remediation of children with executive functioning deficits as manifested in autistic spectrum disorder (ASD); this will include the domains of attention; memory; language; visual-spatial functioning; executive functioning; and emotional functioning, with attendees learning assessment procedures to address each construct.     
3. Share the most current, research-based academic and behavioral interventions to support children with executive functioning deficits and autistic spectrum disorder in the classroom.
4. Facilitate interactive discussion among presenter and attendees in order for participants to feel empowered by their existing and new knowledge, simultaneously being inspired by ideas from colleagues and moving forward to implement and grow practical strategies upon leaving the workshop.

 

Skills 

Participants will:

1. Learn validated neuropsychological assessment methods for ASD students.
2. Explore how to remediate deficits in the domains of attention; memory; language; visual-spatial functioning; executive functioning; and emotional functioning.
3. Leave with practical resources to serve the needs of ASD students in a classroom setting.

 

Expected Learning Outcomes

 

Workshop attendees will develop a deeper foundation of knowledge of the assessment and remediation processes for ASD students:

1. Gain understanding of brain conditions resulting in ASD students’ executive functioning challenges.
2. Become familiar with assessments toward academic and behavioral goals of ASD students.
3. Learn academic and behavioral goals for remediation of deficits in attention; memory; language; visual-spatial functioning; executive functioning; and emotional functioning. 

Literature

Including, but not limited to:

Lang, MJ.  (2010).  Assessing and intervening with children with autism spectrum disorders. In D. C. Miller (Ed.), Best practices in school neuropsychology: Guidelines for effective practice, assessment, and evidence-based intervention (pp. 281-303). Hoboken, N.J: John Wiley & Sons.

Learning Objectives: