Filmed October 2015 – edited into 8 parts; total 85 minutes

This video describes the process for developing an Individualized Education Plan (IEP) for children with autism including what the school and parent can do to support the IEP process.  Practical tips for parents on how to work with the school in developing effective IEP goals for their child.

Thank you to Parbs Bains, Integration Support Teacher  and Preetinder Narang, Behavior Consultant, with the Surrey School District for developing the presentation content.

Visit ACT in Punjabi for more Punjabi-language videos and resources.

About the Presenter

Raminder Kaur, Behavior Consultant, posAbilities.

Part 1 – What is an IEP (9:26)

 Part 2 – Parents Rights and the IEP (7:01)

Part 3 – Planning for an IEP Meeting (10:43)

Part 4 – What to bring to an IEP meeting (12:58)

Part 5 – IEP Goals (17:22)

Part 6 – Home and School Collaboration (13:09)

Part 7 – Key Messages (1:57)

Part 8 – Q and A (12:24)

 

This video sponsored by…

  

Filmed April 2013 – edited into 4 parts; total 69 minutes

This presentation summarizes the results of a systematic review examining the literature on vocational support for adults with autism spectrum disorder (ASD). In particular, promising approaches for vocational support are identified, including skills- and strengths-based learning, the use of naturalistic vocational, behavioral, communication, and sensory supports; and environmental modifications in the workplace. The presentation provides evidence-based recommendations for moving forward at individual, family, community, and policy levels.

About the Presenter

David Nicholas, Ph.D,  is an Associate Professor in the Faculty of Social Work, University of Calgary, and is cross-appointed to the Department of Pediatrics at the University of Alberta, and the Research Institute, The Hospital for Sick Children in Toronto. His area of research addresses quality of life, family support, and parenting with a focus on autism. He is currently involved in several nationally funded studies addressing the impact of autism on families both at the point of diagnosis and over the course of child and adult development. He is also involved in a study examining the impact of autism interventions on child and family outcomes as well as research examining vocational supports for adults.

Part 1: Introduction (17:44)

Part 2: Preliminary Study Results and Transition to Adulthood (20:55)

Part 3: What Do We Think About When We Think About Autism? (15:51)

Part 4: Question and Answer Period (14:57)

 

This video is sponsored by…

 

 

 

Filmed October 2015 – edited into 20 parts; total 202 minutes

In this video, Dr. Weiss looks at how to promote positive outcomes in youth with ASD, including those with Intellectual Disability, by focusing on indicators such as happiness, satisfaction and resilience. This presentation has significant implications for educators, families and therapists as they look at the pivotal interventions that will have the biggest impacts on youth with ASD as they prepare and enter into adult life, specifically, interventions that target social-communication difficulties and promote social interaction and community inclusion for youth with ASD.

This video includes a panel presentation with Dr. Anthony Bailey, UBC; Patrick Dwyer, student and self-advocate; Dr. Stephanie Jull, Canucks Autism Network; Dr. Rashmeen Nirmal, Sunny Hill Health Centre and Dr. David Worling, Westcoast Child Development Group.

Part 1: Introduction (4:06)

• Weiss, J.A., Whelan, M., McMorris, C., Carroll, C. and the Canadian Autism Spectrum Disorder Alliance (2014) Autism in Canada: National Needs Assessment Survey for Families, Individuals with Autism Spectrum Disorder and Professionals

Part 2: Mental Health Rates in Autism (17:58)

• Facing your Fears (Reaven, et al., 2011). Paul Brookes.
• Child anxiety disorders: a family based treatment manual for practitioners (Wood, et al., 2008). WW Norton & Co.
• Exploring Feelings (anger/anxiety) Attwood, 2004). Future Horizons.
• Coping Cat (Kendall & Hedtke, 2006). Workbook Pub.

Part 3: What Does Good Mental Health Look Like? (4:56)

Part 4: Definitions, Components and Dynamics of Thriving (12:46)

Part 5: Predictors of Parent Reported Thriving (10:28)

Weiss, J.A. &Burnham, Riosa, P. (015). Thriving in Youth with Autism Spectrum Disorder and Intellectual Disability.

Part 6: Thriving: Building Individual Strengths (16:20)

• VIDEO CLIP: Learning to Flirt: https://www.youtube.com/watch?v=eIqFrbgBEQY 
• PEERS program: www.semel.ucla.edu/peers 
• Self-management training: www.iidc.indiana.edu/pages/Dont-Forget-About-Self-Management
• Calm, Alert, and Learning. Classroom Strategies for Self-Regulation, By Shanker, Stuart
• Asperger Syndrome and Adolescence. Helping Preteens and Teens Get Ready for the Real World, By Bolick, Teresa
• How Does Your Engine Run? A Leader’s Guide to the Alert Program for Self-Regulation, By Williams, Mary Sue with Shellenberger, Sherry
• Evidence-Based Social Skills Training for Adolescents with Autism Spectrum Disorders: The UCLA PEERS Program By Laugeson, Elizabeth A., Frankel, Fred, Gantman, Alexander, Dillon, Ashley R., and Mogil, Catherine
• A is for Autism, F is for Friend. A Kid’s Book on Making Friends with a Child Who Has Autism, By Keating-Velasco, Joanna L.
• A 5 is Against the Law! Social Boundaries: Straight Up! An Honest Guide for Teens and Young Adults,  By Buron, Kari Dunn

Part 7: Thriving: Physical Health and Emotional Skills (6:42)

• VIDEO CLIP: Autism Exercise – Champion Rachel: www.youtube.com/watch?v=uYJcw_bA8sI
• VIDEO CLIP: Mindfulness: www.youtube.com/watch?v=cj3nS5y8TD4
• Sitting Still Like a Frog. Mindfulness Exercises for Kids (and Their Parents), BySnel, Eline
• Benefits of Mindful Parenting in Children with Autism, By Autism Spectrum Disorders Treatment and Care Research Group

Part 8: What are Your Strengths? (6:07)

VIDEO CLIP: Does this Make my Aspergers Look Big? 

Part 9: Ecological Assets: Context (14:14)

• VIDEO CLIP: www.youtube.com/watch?v=R2qxwg_4vGc 
• Post-Secondary Program at Simon Fraser University and at York University.
• Everyone Belongs in our Schools. A Parent’s Handbook on Inclusive Education, By Inclusion BC
• IEP and Inclusion Tips for Parents and Teachers, By Eason, Anne I. with Whitbread, Kathleen

Part 10: Family Distress, Resilience and Intervention (8:52)

• VIDEO CLIP: www.youtube.com/watch?v=XIryQI2m_oE 
• Weiss, J.A., Cappadocia, M.C, Tint, A., & Pepler, D. (2015). Bullying Victimization, Parenting Stress, and Anxiety among Adolescents and Young Adults with Autism Spectrum Disorder.  
• Mindfulness-Based Positive Behavior Support (MBPBS) for Mothers of Adolescents with Autism Spectrum Disorder: Effects on Adolescents’ Behavior and Parental Stress (Singh, NN et al. 2014)
• Mindfulness based stress reduction (Dykens et al., 2014)
• Parents training to work with kids through PRT (Minjarex et al., 2013)
• Benefits of Mindful Parenting in Children with Autism -By Autism Spectrum Disorders Treatment and Care Research Group
• A Teen’s Guide to Understanding and Communicating with People with Autism, ByAlexandra Jackman
• Autism & Safety: Bullying, By National Autism Association
• Being Bullied. Strategies and Solutions for People with Asperger’s Syndrome, By Dubin, Nick with Dubin, Larry
• Bullying and Victimization in Youth with Autism Spectrum Disorders, By Autism Spectrum Disorders Treatment and Care Research Group
• Freaks, Geeks & Asperger Syndrome. A User Guide to Adolescence, ByJackson, Luke with Attwood, Tony [Foreword]

Part 11: Services: Use, Barriers and Needs – B.C. Results (8:19)

Part 12: Collective Activity and Predictors of Employment (11:06)

• Achieving Social and Economic Inclusion: From Segregation to ‘Employment First’ – Law Reform and Public Policy Series By Canadian Association for Community Living
• ACT’s Autism Manual for BC Chapter 12 – Guide to Employment for Teens and Adults with Autism in B.C
  

Part 13: Panel Part 1- Panellist Comments (20:58)

Part 14: Panel Part 2 – Preparing for Post-Secondary (8:08)

Part 15: Panel Part 3- Honouring the Child’s Interests (13:03)

Part 16: Panel Part 4 – Responses to Bullying (5:30)

Part 17: Panel Part 5 – Promoting Continuity or Stability (6:14)

Part 18: Panel Part 6 – Learning for Individuals with ASD (13:46)

Part 19: Panel Part 7 – Capacity in the School System (4:28)

Part 20: Panel Part 8 – Students With ASD and Mental Health Complexities (8:08)

 

 

 

 

An updated version of this video is available – watch it here

It is common for families to experience a lack of success in toilet training a child with autism. As this is a severe barrier to successful inclusion in school and community settings, many families have found Dr. Mirenda’s toilet training approach a huge boost to improving the quality of life of their child and family.

Show more

Part 1: Introduction and Myths About Toilet Training (12:24)

Links to resources mentioned in this part:

• Toilet Training Products https://www.mylilmiracle.com/ 

Part 2: Getting Ready – Physically Ready, Diaper and Underwear (19:02)

Part 3: Getting Ready – Motivation/Reinforcer and Communication (19:37)

Part 4: Q and A About Getting Ready (10:20)

Part 5: Phase I – Pee Trip Training (21:34)

Part 6: Q and A About Phase I (12:40)

Part 7: Phase II – Self-Initiation Pee Training (14:21)

Part 8: Phase II – Fading reinforcement and Q&A (16:43)

Part 9: Poop Training (24:05)

Part 10: Intro of the Short Way (Rapid Toilet Training) and Getting Ready (18:20)

Part 11: Implementation of the Short Way (23:12)

Part 12: Short Way – Accident Procedure and Q and A (15:18)

Part 13: Short way – Self Initiation Training (14:06)

Part 14: Q and A with Dr. Miranda and Katie Rinald (22:04)

Filmed April 2013 – edited into 3 parts; total 60 minutes

This presentation summarizes the results of a study that explored the decision-making processes of 15 families who decided to use complementary and alternative medicine (CAM) therapies with their children with ASD. Parents’ decisions were influenced by numerous factors, including their beliefs about the cause of autism, anecdotal reports from other parents, guilt, the cost of treatments, fit for each family, and parental intuition. The results of this study have implications regarding the types of information and decision-making supports required by families of children with ASD for the promotion of family-centred care and a shared decision-making approach to treatment selection.

Part 1: Background of the Research (12:41)

Part 2: Findings on the Decision Making Process (25:56)

Part 3: Disenfranchisement and Q&A (21:32)

Filmed April 2013 – edited into 5 parts; total 65 minutes

This video reviews the results of a study that focused on the application of positive behaviour supports (PBS) with a deaf child who was also diagnosed with ASD and cerebral palsy. The content will focus on the basic elements of PBS, the generalization of assessment and intervention skills from a training to an intervention setting, and the impact of PBS on the target child and his family. The workshop will be relevant for anyone working with individuals with ASD who engage in problem behavior, regardless of their hearing status.

About the Presenter

Brenda Fossett is an inspired teacher who is widely admired for her ability to convey complex concepts to those who work with children and adults with diverse needs, whether they are educational professionals or parent. Dr. Fossett has been on faculty in the Applied Behavior Analysis – Autism Department at Capilano University since 2013. Prior to that she was Assistant Professor (Special Education) in the Department of Educational Psychology at the University of Alberta. She is also a certified teacher of the deaf, as well as being a Board Certified Behavior Analyst. Dr. Fossett has extensive clinical experience providing behavioral/educational consultative services to children with ASD, deafness, and other developmental disabilities in home, school, and community settings. Her scholarly and clinical interests include: applied behavior analysis, the implementation of positive behavior support in home and school settings, and educational interventions for deaf children with developmental disabilities. For more information on Dr. Fossett see Capilano University ABA Diploma

Part 1: Background of the Research (10:54)

Part 2: Case Study Routines and Baseline (12:30)

Part 3: Videos of bath and computer routines & strategies applied (19:55)

Part 4: Videos of Dinner Routine and Strategies Applied (15:05)

Part 5: Summary of Results (6:36)

Filmed April 2013 – edited into 3 parts; total 67 minutes

The research is definitive: families raising children with autism are highly stressed. This makes it vital for professionals to understand the individual needs of families to prioritize interventions that fit their needs. Family Quality of Life (FQOL) assessments can provide a vehicle for productive family-professional conversations that serve as a starting place from which both need and strength can be identified. This presentation introduces the core concepts and research findings related to FQOL, with particular attention to families of children with ASD. The information will be relevant to families, professionals, and policy makers.

About the Presenter

Grace Iarocci, Ph.D., R. Psych. is associate professor of psychology at Simon Fraser University, and the Director of the Autism and Developmental Disorders Lab.  She is also a Michael Smith Foundation for Health Research Scholar and a faculty mentor of the Autism Research Training Program (ART) and a registered psychologist who specializes in the diagnosis and treatment of ASD. Emily Gardiner, M.A. is a Ph.D. Candidate in the Department of Psychology at Simon Fraser University.  She is a member of the Autism & Developmental Disorders Lab. She is particularly interested in research on quality of life for families of children with ASD. Emily has been involved in research investigating how individuals with ASD are perceived by their college-aged peers, as well as the link between executive functions and social competence in individuals with ASD.

Part 1: Introduction to the Study (22:06)

• Beach Center Family Quality of Life Scale
• Autism and Developmental Disabilities Lab at SFU

Part 2: Study Structure and Preliminary Findings (16:42)

Part 3: Implementing into Practice (28:02)

Filmed November 2015 – edited into 16 parts; total 197 minutes

Taking Control of the Future – Planning for Families with Diverse Needs

A primary source of stress for families who have children with diverse needs is worrying about securing their future. This video will help families better understand planning options that are available to help secure the financial future of their children. The goals of the presentation are to help families supporting members with diverse needs to:

• Understand the full range of planning opportunities that are available;
• See how these strategies might be used to accomplish the family’s planning objectives;
• Enable parents to articulate their objectives and communicate them to a professional advisor with greater confidence;
• Remain in control of the development and implementation of a plan that suits their needs.

The presenters will discuss Registered Disability Savings Plans and the use of trusts.

About the Presenters

Blair Dwyer is a leading Canadian lawyer who focuses his practice on tax and estate planning.  He has been advising clients on these matters since 1985, first on Bay Street in Toronto and later as a tax partner with the Vancouver office of the national law firm McCarthy Tétrault.  In 1992 he set up his own practice in Victoria.  A member of ACT’s Advisory Council, Mr. Dwyer has two sons on the autism spectrum. Layli Antinuk is an associate lawyer practicing tax, trust and estate planning law at Dwyer Tax Law. She is a member of the Advisory Board of the Children’s Health & Human Rights Partnership.

Part 1 – Introduction and Available Tools (13:04)

Part 2 – Appointing Power of Attorney (16:09)

Part 3 – Types of Power of Attorney (14:06)

Part 4 – Health Care Directives (8:46)

Part 5 – Guardians and Coming of Age (5:58)

Part 6 – Representation and Capacity (9:02)

Part 7 – Agents Responsibilities and Restrictions (9:04)

Part 8 – What is a Trust? (10:50)

Part 9 – Setting up a trust (5:25)

Part 10 – Selecting a Trustee (10:11)

Part 11 – Types of Trusts (9:48)

Part 12 – Taxation and Trusts (17:54)

Part 13 – Qualified Disability Trusts (19:06)

Part 14 – Estate Freezing (12:41)

Part 15 – Will Planning (17:40)

Part 16 – RDSP (17:05)