What You Will Learn On This Course
- Identify the challenges to learning experienced by the student with an ASD and by the teacher of a student with ASD including an item focussing on the presentation of ASD in girls; and
- Be provided with a framework for managing specific ASD behavioural presentations, including anxiety, stress, obsessions, emotional overload.
- The specific challenges experienced by the ASD student with reading and mathematics learning especially in relation to their difficulties with problem-solving (or rather, their unique approaches to problem-solving);
- Learn how to manage the ASD student’s fear of making mistakes or not getting their work right;
- Learn how to identify the stressors that escalate the ASD student’s anxiety levels, and learn about Cognitive Behavoiour Therapy principles and
- How to use Dr Attwood’s ‘Emotional Toolbox’ model to help the ASD student manage their anxieties and improve their learning outcomes.
Participants will be:
- Introduced to the types of behaviours frequently exhibited by students with an ASD;
- Provided with guides for analysing these behaviours in order to develop appropriate and proactive classroom environments and behaviour management strategies; taught how to identify likely stressors for individual students with an ASD; and
- Taught how to develop a profile and management strategy for each student to inform colleagues and, if appropriate, fellow students.
Participants will be encouraged to:
- Reflect on their own classroom environment and teaching practices in the context of the information, ideas and concepts provided by Dr Attwood;
- Share their experiences, successes and failures with colleagues;
- Communicate regularly and effectively with other key individuals in the student’s life in order to achieve a more holistic understanding of each student with ASD; and
- Explore and utilise the many resources available to them prepared specifically with the student with an ASD in mind.
Register Now and Pay Later
(we can start you on the course & invoice your Organisation directly to pay later)
– email Eliza at firstname.lastname@example.org to arrange.
Note – Payment will be into our NZ Bank Account (no overseas transfer costs etc)
Include in this email: Participants Full Name (for Certificate) and direct email address (to send course login details) plus Organisation Name and person name & email to send the invoice.
- What is ASD
- The 7 Parts of Criteria for Diagnosis
- Girls & Women with ASD
- Weak Central Coherence
- Effect on Areas of Ability and Behaviour
- Ability to Attribute Social Meaning
- ASD Friendly Classroom
- Sensory Sensitivity
- Suggestions to Reduce Auditory Sensitivity
- Tactile Defensiveness
- Challenging Behaviour
- Behaviour as Communication
- Stages of Friendship
- Ages 3-6
- Using Social Stories
- Social Curriculum
- Friendships Ages 6 – 9
- Friendships for Girls ASD
- Special Interests: Origins and constructive strategies
- Functions of Special Interests
- Cognitive Abilities: A different way of thinking and learning
- Different way of Learning
- Processing Time
- Understanding Reading Problems with ASD
- One Track Mind
- Fear of Making Mistakes
- Problem Solving & Frustations
- Understanding the Amygdala
- Triggers for Anxiety
- Coping with Anxiety
- Affective Education
- Emotional Toolbox
- Cognitive Behaviour Therapy and its role in providing greater strategies to manage emotions and behaviour
- The Emotional Tool Box, what it is and how to use
- Exploring Affection
Group or Staff Bookings
There are two options:
- Order and pay online for multiple Staff and then email Andrew participants full names and email address. We’ll then communicate directly with the staff the login details and Certificate etc.
- Email Andrew to arrange – email@example.com – Include in email: Participants Full Name (for Certificate) and direct email address (to send course login details) plus Organisation Name and person name & email to send the invoice.
- Same content as Tony Attwood’s Live Full Day Workshops.
√ 5 hours of Fantastic PD – Certificate issued at the successful conclusion of the course.
√ IMMEDIATE access to the course –
√ Access to bonus strategies, videos, time savers and resources.
√ Ongoing support via direct questions to Sue and an online community.
√ Relevant to all Teachers (Early Childhood, Primary & Secondary), Parents and Other Professionals.
√ Perfect for Teachers, Child Care Staff & Professionals who can get 1 hour release time per week do Professional Development
I really enjoyed Sue Larkey’s course tremendeously and have learned a great deal, not to mention gaining a new perspective on so many things. Sue was easy to listen to and she kept me engaged with her enthusiasm and obvious caring nature, as she spoke about the children and her experiences with the children, their families and how she has helped them with their many challenges.
Sue’s detailed insight of so many things on ASD/Aspergers has suddenly shed so much light onto so many issues for a number of students (and a few children outside my working environment) for me. It made me want to watch it all again, just to see if I can retain even more the second time around. There was just so much to take in. Some of the simpliest ideas and tips have already helped me in dealing with kids one on one. She mentions in her video that if we thought there was any part of the lessons that should be taken out, or perhaps replaced with something else. Well I don’t feel I have enough experience as yet, to offer advice as to what needs to be added in her videos, but I personally don’t feel there was anything she should take out! There wasn’t one lesson that I didn’t enjoy and found myself discussing it with others and they definitely made ME stop and think about the way I DO and SAY things a lot more when dealing with the children.
“Some of the simpliest of tips which have made me stop and think and others I wasn’t aware of, but they all have really helped:
Talk in a monotone voice to tell them what to do.
A red ear – can be a pre-warning to a shutdown.
Make sure they’ve had a drink of water and been to the toilet before a good learning session is to start.
Ensure you say the child’s name BEFORE you give them an instruction (which I thought I was doing quite well, but obviously not well enough).
Children on the spectrum always replace one behaviour with another and you can’t stop a behaviour…. but you DO need to replace it!
I could go on and on…. Let alone the list of resources which outline strategies for specific behaviours/issues needing a fresh idea.
So Im very thankful that this course was offered to me and I was given the opportunity to take part and gain some very helpful strategies.”
Kind regard, Kerry (Teacher)
Could you please pass on my thanks to Sue for amazing course. As an EA and mum to a child with autism I took so much away with this course, not only for myself, my child and the students I work with but to share with family and teachers. It is the first course I have done that really gets people to reflect on themselves first and then use it as a reflection tool when exploring the complexities of ASD. Kind regards, Michelle
my apologies if this is the wrong place to send but, I just wanted to say thank you for a very informative & interesting course. i am currently doing a cert3in education support course. Your course has been helpful in enhancing this course & ive looked forward to doing it every week. Very easy to follow & understand. It makes sense. So thank you Brenda
Also, can you please pass on to Sue that her course has made the life of one little girl in my room a whole lot easier. Only diagnosed with severe autism this year – the first year of Kindergarten – I was at a loss as I had never taught a child with autism before. This little girl has made me a better teacher and I think, a better person! So on behalf of her, and myself please tell your amazing wife that she is changing lives Jane (Teacher)