Professionals: Schools and Private Practice (Teachers, Psych, SP, OT, SW, ABA, Counselors)
It’s About Mentorship and Collaboration
Someone, somewhere said it, “We have to work smarter, not harder”.
- How do I best to spend my time and energy?
- Why do I feel so overwhelmed by the ASD literature?
- How do I put the ASD literature into best-practice?
- Will I ever have enough time to teach the kids all that they need to know?
- How do I efficiently assess, implement intervention and monitor progress?
- How purposeful are my goals? Do they make sense?
- Will my work have a meaningful and lasting impact on the child’s life?
- Can I defend my work to parents and other professionals?
- Why have I run out of creative ideas?
- What is important….what is not?
Do you feel, at times, that you are out on an island without clear direction and just making it through the day? Do you just need thoughtful advice about a child? Someone to collaborate with on your tough caseload? Is there an impending IEP? Is there something missing in my program or intervention plan that I haven’t considered?
Through videoconferencing directly with Dr. Rydell, Autism On Call, LLC. facilitates the training component of Rocky Mountain Autism Center, Inc., in Lone Tree, Colorado. Autism On Call, LLC provides a wealth of ASD knowledge, resources and experience. Through the LSP© Introductory and Advanced Training Options, professionals are able to tap into a trusted source for thoughtful and balanced consultation, coaching, advice and educational support. Dr. Rydell also uses his extensive ASD experience for those who wish to establish an ongoing mentorship and collaboration at home, school, center or private practice settings. AOC is an invaluable and comprehensive ASD resource for information exchange, sharing creative ideas and strategies, advice and thoughtful discussion, collaboration and mentoring with existing teams, service providers, and family members to enhance ASD programs, intervention and therapy.
Autism On Call. LLC will assist professionals by:
- Providing an intervention guideline and protocol that address the core challenges of ASD and learning style differences that focuses on evidenced-based practices
- Providing an intervention guideline that focuses on the interrelationships among core challenges, learning style differences, emotional dysregulation and behavior challenges in ASD
- Prioritizing the learning style differences in children with ASD at all ages, including early childhood, primary and secondary grade levels
- Providing a framework for understanding the 10 LSP© components that represent the greatest challenges to teachers, therapists and parents
- Profiling learning style differences to design effective classrooms, therapy and family-systems programs
- Assisting with “how” to set up the classroom, therapy and family-systems programs based on learning style differences for children with ASD
- Addressing “how” to teach an individual child based on his or her learning style profile
Providing an easy and clear visual reference tool that can be used to educate those who teach children with ASD.
Are there times when you might need mentoring and collaboration to address the myriad of your specific and unique ASD questions, challenges and issues? Dr. Rydell, as a mentor and collaborator, has spent 36 years in the field of ASD as a a) lead consultant to schools and private practices, b) university instructor, and c) owner of Rocky Mountain Autism Center as well as authorship of the Learning Style Profile for Children with Autism Spectrum Disorder (2012) and co-author of the SCERTS Model (2006).
Can Behavioral and Developmental Approaches Live Together?
Yes…behavioral and development approaches can live together. Skill-based programs and an approach that focuses on children’s learning styles can complement each other nicely. A unique combination of these methodologies offers more complete and comprehensive intervention guidelines to parents, schools and ASD centers.
Autism On Call has as its foundation, the Learning Style Profile for Children with Autism Spectrum Disorder (Rydell, 2012). The LSP© provides an intervention guideline to advance children from learning style weaknesses to learning style strengths so that children may be more available for, and progress in the ASD core challenge areas (social interactions, communication, emotional regulation and behavior). LSP© seeks to address classroom and intervention challenges by prioritizing a child’s learning style as a necessary ingredient in successful instruction and intervention. LSP© reﬂects learning style priorities, which are to a) support a child’s independent problem-solving abilities to seek out interpersonal and environmental cues in order to actively engage and successfully participate in classroom and intervention settings, and b) use social models as a primary teaching and instructional approach.
A comment from a colleague:
The Learning Style Profile offers educators a unique and an exceptionally effective tool to aid in program development for students with ASD. Through the LSP©, special education teachers, families and other therapists, can readily assess the challenges and strengths of the children with ASD. The LSP© offers a clear framework to outline a student’s current performance levels, identify their areas of need, and develop interventions and strategies to address these. Best of all, through this profile, we have a very efficient way to share this crucial information with all stakeholders in the educational setting.
Through the LSP©, the core challenges of ASD, are identified and connected to school expectations. The LSP© provides targeted guidance and information in a readily accessible manner for classroom teachers and they are able to make appropriate and effective accommodations. The LSP© gives teachers a research based tool to enhance our performance without disrupting the learning environment. It allows us to provide all students with the strategies and engagement necessary for them to be successful. The LSP© is easy to use, offers crucial input for programming, and leads to ongoing growth and success for students with ASD – a win-win for all.
Patti Beemer, Significant Needs/ Autism Specialist, Grades PK-21