- Attention Deficit Disorders: ADD and ADHD
- Autism Spectrum Disorders for Teachers
- Behavior Management Strategies for Teachers
- Educating and Understanding the Exceptional Child
- Emotional and Behavioral Disorders 101
- Introduction to Autism Spectrum Disorders
- Learning Disabilities: What You Need to Know
- Parent Advocacy in Special Education: Strategies, Supports and Quality Control
- Special Ed: Effective and Significant Approaches
- Special Education: Foundations, Behavior, Curriculum, Instruction, and Evaluation
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Course Description:
1.0 Continuing Education Units are available at course completion.
This research based introductory course will provide comprehensive information on Attention Deficit Disorders. This course is a useful resource for teachers, parents and others involved in caring and educating of individuals with ADD and ADHD. The readable and well organized material will educate and encourage the practice of pragmatic intervention strategies that will help these children reach their full potential. Course material will provide you with information on definitions, characteristics, prevalence and types, causes, assessment and diagnosis, educational placement services, behavioral and medication interventions, family issues, and current events for children with ADD and ADHD. This information will benefit all educational teachers and counselors, parents or anyone who is interested in learning about this disorder.
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Course Description:
1.0 Continuing Education Units are available at course completion.
This is an overview of autism spectrum disorders for teachers and paraprofessionals. We will examine the psychological, physiological, social, and educational characteristics of individuals who have been identified as having autism, pervasive developmental disorder, Rett's disorder, Asperger's syndrome and childhood disintegrative disorder. The first half of this course will focus on definition, diagnosis, causes, intervention and program planning. The second half of this course will examine specific intervention strategies (involving ABA, TEAACH Model, and Self-Regulation). The last few lessons will also instruct on how to create learning goals, short term and long-term objectives, the IEP form and creating a lesson plan for students with Autism. Course Goals: By the end of the course, the student will demonstrate knowledge and skills related to: 1. The definition and characteristics of learners with autism spectral disorders 2. Causes and prevalence of autism 3. Assessment and education placement options for individuals who are considered in need of special education services 4. Intervention strategies 5. How to create learning goals and objectives 6. Become familiar with the IEP form 7. Become familiar with the process of creating a lesson plan for students with Autism
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Course Description:
1.0 Continuing Education Units are available at course completion.
This course familiarizes parents, teachers, and paraprofessionals with appropriate behavioral approaches and methods for the instruction and management of individuals with disabilities. This course is designed to provide students with the fundamental vocabulary, philosophy, and methodology of the science of behavior management. Specifically, this first course will focus on the foundations, scientific terminology, and the basic principles and tactics of the science of applied behavior analysis. Data collection procedures and classroom management techniques will also be a major focus of this course. This is an introductory course, so much of the course content will involve definitions of scientific terms and simple applications of the principles and strategies of the science to real-world educational or societal settings.
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Course Description:
1.0 Continuing Education Units are available at course completion.
All people, regardless of their limitations, can learn. This course presents insight and develops skills to help people with special needs reach their greatest personal potential. The overall goal is to directly enhance the functional skills and personal independence of people with these disabilities using proven and specialized training. In addition, various general topics related to this population are also presented. Functional skills across seven different domains of learning are presented. Experienced or novice instructors can benefit by learning specific techniques and lesson plans. Parents can benefit as well as the teaching techniques are presented in a straight forward manner. Upon concluding the course the student should acquire insight into various disorders, be able to give an assessment, use established lesson plans, create new person centered lessons and be able to objectively demonstrate where a person with special needs has grown from teaching efforts. This course creates a practical skill that is highly accountable and directly usable in teaching people with developmental disabilities.
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Course Description:
1.0 Continuing Education Units are available at course completion.
This research-based introductory course will provide comprehensive information on Emotional and Behavioral disorders. The course material will provide you with information on the following: definitions, characteristics, prevalence, causes, assessment, education service placements, functional behavior assessment, ABA and Positive Behavior Supports, advocacy, and current issues in the field. This class will benefit all educators, teachers, counselors, parents and anyone else who is interested in learning more about these disorders.
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Course Description:
1.5 Continuing Education Units are available at course completion.
This is an overview of autism spectrum disorders. The course is an examination of the psychological, physiological, social, and educational characteristics of individuals who have been identified as having autism, pervasive developmental disorder, Rett's disorder, Asperger's syndrome and childhood disintegrative disorder. By the end of this course, students will demonstrate knowledge and skills related to: The definition and characteristics of learners with autism spectrum disorders; causes and prevalence of autism; assessment and education placement options for individuals who are considered in need of special education services; and intervention. In addition, students will learn how to write instructional objectives, long-term goals, individualized education programs, and instructional plans for children with ASD. Core Lessons: a) Definition and Characteristics b) Causes and Prevalence c) Assessment and Placement d) Instructional and Behavioral Intervention e) How to Write Instructional Objectives for Children with ASD f) How to Write Long-Term Goals (Annual Goals) for Children with ASD g) How to Write Individualized Education Programs for Children with ASD h) How to Write Instructional Programs for Children with ASD
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Course Description:
1.0 Continuing Education Units are available at course completion.
This course will provide lots of useful information about learning disabilities from the perspective of the individual and the perspective of the parent. We'll cover numerous coping and teaching strategies, the role of an advocate, and much more. This self-paced, online class provides the tools and skills parents and teachers need to negotiate the many obstacles that often end up leaving young students with learning disabilities feeling helpless and defeated. Learning Disabilities: What You Need to Know covers these important topics: Definitions, Characteristics, Types and Prevalence, Causes, Assessment and Diagnosis, Educational Placement and Accommodations, Behavior Intervention, Learning Strategy Interventions, Advocacy, Current Issues in the Field. Join us to learn more about this hidden disability.
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Course Description:
This course presents information to help parents empower themselves to effectively advocate for their children with disabilities and to monitor and improve the quality of the programs developed for children and youth with autism spectrum disorders.
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Course Description:
2.2 Continuing Education Units are available at course completion.
This course presents educational approaches that are effective in establishing high rates of learning, building self-regulation skills, and increasing prospects for self-determination for children and youth with autism spectrum disorders. Since many of the lessons and assignments are to be completed with children and youth in school settings, students interested in enrolling in this course must have access to the classroom. Course Lessons: By the end of the course, the student will demonstrate knowledge and skills related to: A. Basic Concepts of Applied Behavior Analysis Instruction B. Early Speaker Behavior C. Curriculum for Establishing Listener Repertoires D. Behavior Increase and Decreased Principles E. Measurement F. Teachers as Scientific Decision Makers G. Self-Regulation H. Assessment of Self-Regulation I. Monitoring Adaptive Responding J. Teaching Choice-Making and Problems Solving during Self-Regulation K. Self-Determination L. What is Self-Determination? M. Assessing Self-Determination N. Teaching Self-determination Skills O. Opportunities for Self-Determination P. Encouraging Self-Determination in Daily Living.
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Course Description:
3 Continuing Education Units are available at course completion.
This course establishes the foundations for employing positive approaches in the treatment of people with developmental disabilities and autism spectrum disorders by covering the principles of equal opportunity and self-determination and their relationship to self-determined learning. This basis leads to prescriptions for self-determined learning and positive behaviors. The course covers: (a) approaches for dealing with challenging behavior (functional; behavior assessments; positive behaviors supports, and supportive instructional environments), (b) instruction methods (teaching self-regulation of inappropriate behavior, social behavior, and play; and the teaching of generalized self-regulation of independent work); (c) principles of curriculum design; (d) curriculum guides for self-determined learning (schedule following and self-monitoring; and self-regulation and self-determined learning); (e) school to work transition (generalization and adjustments during transition, transition programming, student-directed IEPs; (f) supported work (assessing workplace interests and opportunities, assessing and teaching cue-card use at work; teaching problem solving for adjustments at work; and (g) evaluation methods (daily progress evaluation; evaluations of self-determined learning, assessments of self-determination).
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