Our professional consultants offer more than a standard report to help your team learn new theories of support, and more important, HOW TO use them with their students. See how we can support your professional development to work with ALL students, not just autism or Asperger Syndrome. We've learned our programs, groups and strategies help students with social and emotional struggles, executive function challenges, and many other underlying unsolved problems.
In addition to traditional consultative support, our team offers social/emotional programming we can run for your class. Learn the techniques during the initial phase so your team will take over and continue the programming after we leave.
Social and Emotional Social Group Programs and Training
Get Your Group On
The social/emotional development for youth is imperative. The Autism Project offers various social coaching programs to support schools in their work to teach this concept to students. Our groups were developed to meet the students at their ability level and to offer opportunity to build on concepts as students mature and move on to the next grade level. Please note the groups are designed for all students, not just children or teens with an ASD or related diagnosis.
Social Coaching Professional Training
This hands-on professional development training introduces staff to a distinctive curriculum developed by The Autism Project that combines the work of leading experts of evidence based practices. Strategies are taught using interactive and fun activities that teachers and staff can use with their students the next day. Our programs offer the important balance between teaching the cognitive information paired with opportunities to practice and process what they are learning. This balance is necessary for social coaching programming to be effective.
Materials used in the modeling classes are left with the professional so they may continue to use them in other classes and expand the program for more students.
Elementary School General Education Classes or Small Group Setting Curriculum
- Grades 1and 2: Students are introduced to the concept “I am a part of a group”. What does that mean? What is a group? Is it 2 [two] people or 12 people, or both? What is expected of me to be in this group? What does it mean to use my Body Smarts in a group? The curriculum includes affect education to support social and emotional development.
- Grade 3 and 4: Introduces the concept of Different Smarts and how to use your Social Smarts to be a part of a group. Flexible Thinking, Super Flex, various brain villains and strategies from the work of Micelle Garcia Winner’s Social Thinking® to defeat them are introduced.
- Grade 5 and 6: Introduces the concepts behind using our social radar/social awareness and problem solving strategies to be a part of a group. Students are taught that we all have different thoughts about a situation and are offered coaching in problem solving and how to choose an effective strategy. This program can also be offered in a middle school small group setting.
Pre-School Music with Joanne Weaver
Joanne Weaver M.Ed is an experienced pre-school teacher who brings extensive experience and training using students’ love of music to teach group participation, body regulation, and fine and gross imitation to support the social and emotional development in preschool.
Social Skills Teaching
UNC/Division TEACCH reports that learning social skills through meaningful activities and highly structured groups are most effective for students with autism. Our social skills program offered by Deana Dufficy, SLP-CCC offers a balance in direct teaching of basic social skills while supporting students’ communication needs and development.
Move and Groove at School!
Cristen Sassi, OT/LTR, M.Ed developed a curriculum to teach students body and group awareness. So many students with autism are challenged in understanding their body and how to regulate themselves to be ready to learn. How does my body feel? What is my body doing? How does my body feel when I’m ready to learn? Move and Groove is a highly structured program that offers opportunity for the student to understand his/her body and supports regulation necessary to be an available learner.
For many students recess is a stressful time. What can I do? How can I play with my friends? Who are my friends? The open-ended free play arena is a difficult part of the student’s day and frequently becomes a time of challenging behaviors. Some behaviors are an effort to escape a stressful situation and others are a result of social errors. Kristen Bock, LSW developed a variety of tools and strategies to support students in both indoor and outdoor recess.
Take a Bite
During Preschool years snack is an important part of the school day. This time offers opportunities for social communication development, group participation and more. Many students with autism struggle during this time. Their defensive sensory system or communication barriers makes snack a stressful time. Take a Bite offers students support in both supporting communication opportunities while introducing students to a variety of textures. This helps the student to be less defensive with their sensory system and begins to expand food choices.
A team of professionals are available for consultation to your District, School, Program, Classroom or Individual Student.
Our philosophy is to work with Districts to develop safe, supportive learning environments where students with and Autism Spectrum Disorder can be educated and learn and develop socially and emotionally. An array of disciplines and experience is represented in our consultation including, but not limited to: Education, Special Education, Occupational Therapy, Speech and Language, Positive Behavior Supports, Emotional Regulation and Social Work.
Our consultation model includes consultation by Lead Consultants who work with staff to identify areas of concern and to develop a plan of action to support a classroom teacher, teacher assistant and/or other building personnel. Once determined, a Model Consultant supports the work by modeling interventions and working with staff to see they are implemented correctly and are effective for both the student and staff.
Contact Cheryl Cotter at 401-785-2666, or email firstname.lastname@example.org to schedule a consultation.