1. Loudoun Autism Summit October 19, 2009

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3. YearNumber 2006 6,749 2007 7,854 2008 9,136 3

5. Services are designed for students, ages 2-22, whose primary disabilities are in the areas of language, communication, cognition, and socialization. There is an emphasis on skill development and application in the least restrictive environment. 5

6. Early In focus on developmental skills, social/communication behaviors, “learning to learn” behaviors focus on school behaviors, academic skills, social/communication behaviors, generalization focus on academic skills, social/communication behaviors, independent and life skills focus on academic skills, social/communication behaviors, independent and life skills, and career and transition 6 PreschoolElementaryMiddle School High School Special Education -------- General Education Inclusive Opportunities

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8.  Virginia Autism Council (2007) Skill Competencies for Professionals and Paraprofessionals  http://www.autismtrainingva.org/ http://www.autismtrainingva.org/  CEC/ASA (2009) What Every Special Educator Needs to Know  http://www.autism- society.org/site/News2?page=NewsArticle&id=144 77&news_iv_ctrl=1882 http://www.autism-society.org/site/News2?page=NewsArticle&id=14477&news_iv_ctrl=1882 8

9.  National Research Council (2001) Educating Children with Autism  National Autism Center (2009) National Standards Report  Scientifically-based treatments  www.nationalautismcenter.org www.nationalautismcenter.org 9

10. Behavioral Interventions Schedules Story-based Interventions Established Practices AAC Device Picture Exchange Communication System Social Skills Training Structured Teaching Promising Practices 10

11.  Training in Established and Promising Treatments (NAC, 2009)  County-wide training  Autism staff monthly training  Parent training  Resource material to staff  Blackboard and Web sites to post training and resource material  ACTs and CTs working in collaboration to support needs in schools  Collaboration with supervisors and school administrators to identify needs 11

12.  Overview of Autism Spectrum Disorders  Affect of the Core Deficits in Autism on Understanding and Relatedness  Affect of Executive Functioning in Autism on Learning and Living  Instructional Practices to Improve Outcomes for Students with Autism Spectrum Disorders (training for administrators)  Addressing the Unique Needs of Students with High Functioning Autism and Asperger’s Syndrome  Applied Behavior Analysis  Classroom Organization and Structure  Ways to Use Fascinations, Areas of Expertise, and Strengths to Support Students with Autism  Social Skills Development, Training, and Resources  Transitioning Students to New Environments  Current Trends and Issues in Autism  AutismPro (training course for paraprofessionals) 12

13. 1. Staff are trained in 3 areas of measureable competency (goals, strategies, activities) 2. Student’s educational plan fits assessed needs 3. Plans use evidence-based method 4. Well-designed activities target evolving objectives 5. Effective communication between staff and family (AutismPro, Web Seminar, 2009) 13

14.  Asperger’s Syndrome  Behavior Analysis  Communication System  Secondary Services  Social Skills 14

15.  Community Services Board (CSB)  Community Policy and Management Team (CPMT)  Special Education Advisory Council (SEAC)  Parent Resource Center (PRC)  Virginia Autism Council (VAC) 15

16.  Mary Kealy, Assistant Superintendent for Pupil Services Mary.Kealy@loudoun.va.k12.us  Mary Kearney, Director of Special Education Mary.Kearney@loudoun.va.k12.us  Connie Smith, Special Education Supervisor Connie.Smith@loudoun.va.k12.us  Rosy McGuinness, Autism Specialist Rosemarie.McGuinness@loudoun.va.k12.us 16