Summary:Early interventions have been critical for improving the lives of individuals with autism spectrum disorder. Notable achievements include the significantly smaller number of nonverbal children entering school, and the larger number of children accessing the core curricula. Despite these successes, we have much to improve. This talk will address current knowledge of the efficacy of early social-communication interventions with a focus on active ingredients of interventions, decreasing the research to practice gap, and accessing effective interventions in the community.
Presented live and recorded November 2016.
Intended Audience:Occupational therapists, speech language pathologists, physical therapists, special education teachers, psychologists, early intervention specialists, nurses, physicians, mental health providers and parents
Prerequisite: None
Presenter: Connie Kasari, Ph.D.University of California, Los Angeles, Professor ofHuman Development and Psychiatry. She received her Ph.D. from the University of North Carolina at Chapel Hill and was a NIMH postdoctoral fellow at the Neuropsychiatric Institute at UCLA. Since 1990 she has been on the faculty at UCLA where she teaches both graduate and undergraduate courses, and has been the primary advisor to more than 40 PhD students. She is a founding member of the Center for Autism Research and Treatment at UCLA. Her research aims to development novel, evidence-tested interventions implemented in community settings. Recent projects include targeted treatments for early social communication development in at risk infants, toddlers and preschoolers with autism, and peer relationships for school aged children with autism. She is on the science advisory board of the Autism Speaks Foundation, and regularly presents to both academic and practitioner audiences locally, nationally and internationally.
Learning Objectives:
1. Define two core developmental impairments evident in early childhood and amenable to treatment.
2. Identify the strength of the evidence for targeted treatments on core deficits.
3. Employ one strategy for improving core deficits in children with autism.
Continuing Education:The Sensory Processing Disorder Foundation is an AOTA Approved Provider of Continuing Education. The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA.
Upon full completion of the course video, participants must complete and pass a quiz with at least 80% accuracy to receive a certificate of completion.
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