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Selected Past Workshops and Training Opportunities
In addition to the yearly workshops conducted by Action for Autism in New Delhi, and workshops conducted by the organization in other cities, AFA has helped organize and promote regular parent and professional workshops and lectures. Some of these are listed below.
Action For Autism
30-31 July 2010
National Centre for Autism"Understanding & Including Children with ASD"
Children with autism and other social-communication disorders often face difficulties in coping with the demands of the mainstream classroom, in spite of supportive teachers and intellectual and cognitive capability. Their different social understanding make them appear to be disruptive and provocative, and they often end up being punished repeatedly, leading to spiralling behaviours and what are perceived as 'disciplinary issues'.
Action for Autism is conducting a two-day workshop to train mainstream teachers, special needs teachers, OTs, SLPs, vocational trainers, psychologists and anyone involved in helping individuals with autism receive an education in mainstream classrooms.The sessions will focus on planning and executing flexible and effective curriculum and learning environments. Participants will understand how to implement curriculum for the ASD students that can improve their quality of life.
Workshop information
Dr Vikram Dua
7 April 2010
National Centre for Autism"Current Understanding Of The Diagnosis Of Autism And Treatment Options"
The incidence of autism is growing at an alarming, almost epidemic rate. One of the reasons for this is the staggering increase in the number of reported cases of autism. This may be partially due to an increase in awareness and improvements in diagnosis. Can these alone account for the increases that have been observed? Is this indeed autism?
As parents and professionals together struggle to make sense of the autism spectrum and the multiple treatment modalities, the talk also highlighted the benefits of mainstream and alternate intervention options available. The talk was directed at parents, professionals and to policy makers and all those who have an impact on autism services and research in the country.ABOUT THE SPEAKER
Dr Vikram Dua is a child and adolescent neuropsychiatrist based in Vancouver, Canada, with a specialized expertise in autism spectrum disorders. After completing his education through highly respected institutions, including Harvard Medical School, University of Toronto, McMaster University, and the University of Massachusetts, Dr Dua is now on the faculty at the University of British Columbia, and practices out of the BC Children’s Hospital.
Dr Dua has been working in the area of autism for more than a decade and is considered a leader in the field in Canada. In addition to a vast amount of clinical work with children and youth with ASD, his accomplishments have included development and writing of the British Columbia Government autism assessment policy, founding and establishing the BC Autism Assessment Network, public awareness, training and education, advocacy, and research. He has given dozens of lectures and workshops to professionals, families, and the general public.
Matthew Belmonte
25 January 2010
National Centre for Autism"Between Two Cultures: Autism in the Family and Autism as a Science"
This talk presented some scientific results on autism linked with the personal view of a scientist and autism family member. Why do scientific research on autism? What will it gain for the people whom we care about? Is it even possible to explain all the complexities of autistic behavior in terms of brain functions and genes? Basic research on attentional functions of the autistic brain will be related to applied study of communication methods and other therapies, motivated by the question of which lines of research have the potential to improve the quality of life for people with autism spectrum conditions.ABOUT THE SPEAKER
Matthew Belmonte is an assistant professor in the Department of Human Development at Cornell University, and a senior research associate at the Autism Research Centre, University of Cambridge. His research focuses on how autism risk tends to run in families, and what makes the difference between autistic and non-autistic family members. He also has interests in personal narratives of autism and the relation of autistic cognition to literary theory. His older brother and his niece are autistic.
Christopher Flint, Lally Daley and Heera Chandani
29-30 December 2009
National Centre for AutismStructured Teaching
AFA hosted a two-day training workshop on Structured Teaching. Structured Teaching is an approach based on TEACCH. TEACCH developed the concept of the ‘culture of autism’ as a way of thinking about the characteristic patterns of thinking and behaviour seen in individuals with ASD. TEACCH is a family-centered, evidence-based teaching practice that is supported by empirical research and extensive clinical expertise, and is notable for its flexible and person-centred support for individuals of all ages and skill levels.
The workshop wasl be conducted by Christopher Flint, Lally Daley and Heera Chandani. Christopher and his team provided an overview of the structured teaching philosophy and implementation as it applies to children with ASD and other developmental disorders. They presented the information in an interactive video format where participants had a chance to watch children engaged using the principles of structure. Participants learned about schedules, learning tasks, assessment, communication, leisure, and behaviour management; as well as having the opportunity to practice making structured activities involving a variety of skills.Action For Autism
28 January 2009
National Centre for Autism"Enabling Communication"
Language and communication take completely different developmental paths in autism unlike in other developmental disabilities. In autism, speech does not equate communication. Language may develop with the child having little idea how to use it for communication or even to understand how others use language for communication. Much of the inappropriate behaviours in autism have their root in these difficulties. Children with autism are often therefore mistakenly perceived to be ‘stubborn’ or ‘willfull’.
The workshop covered the following aspects:
• an understanding of differences in the development of communication in autism
• ways to teach communicative function
• development of communication using both speech as well as assistive and augmentative modes of communication
• overview of different AACs
The workshop incorporated question answer sessions and interactive demonstrations and was open to parents, professionals and anyone who works with children with developmental disabilities on a dayto- day basis."Behaviour Modification"
Behaviour modification is used in teaching all children, and in changing behaviours in adults as well. However, it plays a particularly significant role in the management of children with various developmental differences. Behaviour modification is used in teaching children to 'attend’, develop communication, learn cognitive skills, control ‘temper tantrums’, and for helping the child learn appropriate and socially accepted behaviours.
The workshop covered the following aspects:
• an understanding of the reasons behind behaviours
• functional assessment of behaviours, and
• management proceduresThough the workshop focused on autism spectrum disorders, the methods covered are equally effective with all children with developmental delays. The workshop incorporated question answer sessions where participants were encouraged to problem solve. The workshop was open, but not limited, to anyone who works with children with developmental disabilities on a day-to-day basis.
"Muscles to Minds: A Parent & Educator Workshop"
Sara Ann Schuchert, founder of Language Development Services, took participants through a lively workshop and discussion of the brain, language learning and kinesthetic development. The workshop begins with a clear, succinct overview of neurological, motor and linguistic development. Then, as she discussed the underpinnings of the learning process, participants were encouraged to join in rhyming, games, and dances that exemplify how movement and communication open the doors of learning. Admission was free courtesy the India Habitat Centre.
Email: languagedevelopment@gmail.com, actionforautism@gmail.com
Website: www. languagedevelopmentonline.com, www.autism-india.org
.Karen Umstead, BCABA
Executive Director, Beautiful Minds, Princeton, NJ (USA)
27th-28th November 2008"Workshop on Behaviour Intervention Techniques in the Classroom"
This programme was a two-day workshop by Ms. Karen Umstead BCABA, Executive Director of Beautiful Minds of Princeton, US to teach behaviour intervention techniques to mainstream teachers, special needs teachers, OTs, SLPs, vocational trainers, psychologists and anyone involved in helping children with different abilities.
The sessions focused on understanding behaviour, functional behaviour assessment, using positive behaviour support, working with behavioural and emotional difficulties, crisis prevention, verbal de-escalation techniques, social skills, etc. Behaviour Intervention Techniques can be used with all children for successful learning. It is particularly effective to children having various developmental disabilities Children with autism and other social-communication disorders often face difficulties in coping with the demands of the mainstream classroom, in spite of having supportive teachers and intellectual and cognitive capability.
Karen Umstead is a Board Certified Associate Behavior Analyst who has worked with children and families with special needs for many years. She has presented trainings or consultations to a variety of institutions and individuals including families, teachers (general, special, special area), paraprofessionals, administration, related service personnel, child study members, camp counselors, and bus drivers. She has a working knowledge of American Sign Language (ASL) and is well versed in the use of augmentative communication devices. Ms. Umstead’s expertise as a behavior specialist, trainer, and consultant has enhanced positive behavior supports for students at the preschool and elementary level.Action for Autism
7 May, 2008
National Centre for Autism"Enabling Communication"
Unlike other developmental disabilities, language and communication take completely different developmental paths in autism. Speech does not equate communication. While some individuals with autism develop no speech, others may be vocal at different levels. Language may develop with the child having little idea how to use it for communication or even to understand how others use language for communication. Much of the inappropriate behaviours in autism have their root in these difficulties. Children with autism are often therefore mistakenly perceived to be ‘stubborn’ or ‘willful’.
The workshop covered an understanding of differences in the development of communication in autism and ways to teach communicative function and the use of both speech as well as assistive and augmentative modes of communication. The workshop also incorporated question answer sessions and interactive demonstrations. The workshop was open to parents, professionals and anyone who works with children with developmental disabilities on a day-to-day basis.
Action for Autism
6 May, 2008
National Centre for Autism"Behaviour Modification: At Home, At School and In the Community"
Understanding why we do some things and not do others can enable us to increase those behaviours that we want more of, and help bring down behaviours that we would not want repeated.
Behaviour modification is used with all children, but plays a particularly significant role in the management of children with various developmental disabilities. The difficulties faced by individuals on the autistic spectrum in particular often manifest as complex and challenging behaviours to the non-autistic world. Behaviour modification with the reinforcing of wanted behaviours is the cornerstone of management of autism: in changing behaviours as well as in teaching skills. Behaviour modification is used in teaching children to ‘attend’, control ‘temper tantrums’, and for helping the child learn appropriate and socially accepted behaviours.
The workshop covered an understanding of the reasons behind behaviours, assessment, and management procedures. Though the workshop focused on autism spectrum disorders, the methods to be covered are also effective with children with developmental delays.
The workshop incorporated question answer sessions where participants will be encouraged to problem solve. The workshop was open, but not limited, to anyone who works with children with developmental disabilities on a day-to-day basis; and may include parents and teachers of both children with and without specific needs.
Christopher Flint
AACTION Autism
17-18 January 2008
National Centre, Delhi"Training in Structured Teaching"
The TEACCH approach uses structured teaching that can be provided in any educational setting, including regular education classrooms and ‘special’ subjects such as music, art, physical education, foreign language, speech/language and occupational therapy sessions. Services based on the TEACCH approach can also be used in the home, residential programs, and private housing; play and other social groups; in the cafeteria, school bus, and playground; summer camps and other recreation programs; individual and group counseling sessions; and at employment sites.
Structured teaching fosters the development of independence as well as the development of enjoyable social interactions and meaningful social relationships which are important priorities. Structured teaching can be an excellent foundation for facilitating social activities that would otherwise be too unpredictable and confusing for students with ASD. In this workshop, Christopher Flint and his team provided an overview of the structured teaching philosophy and implementation as it applies to children with ASD. Christopher presented the information in an interactive video format where participants had a chance to watch children with ASD engaged using the principles of structure. Participants had the opportunity to see and learn about schedules, learning tasks, assessment, communication, leisure, and behavior management. Also, participants practiced making structured activities involving a variety of skills.
Building Bridges South Asian Regional Conference
15-16 January 2008
National Centre, Delhi
