What's New:
See what I’ve been up to….
May 18, 2010
ADOS Testing – Part 2 (see Part 1 description below)The group met at NESCA to continue our discussion on The Autism Diagnostic Observation Schedule (ADOS). The focus of this info session was on using the information obtained through the ADOS testing for program planning for our students.
Thank you Dr. Helmus once again!
For more information on NESCA visit their website www.NESCA-Newton.com
May 10-11 2010
Bullying Prevention Conference
Building Schools Where Everyone Belongs: Preventing Bullying K-12–– A Two-Day Skill-building Workshop with Stan Davis MPA Conference and Meeting Center, Augusta, ME
Stan Davis presented a two-day intensive workshop based on his eleven years of experience implementing research-based bullying prevention and training education professionals around the United States and Canada.
Stan has worked since 1969 as a child therapist and school counselor. More details about Stan and his work can be found online at http://stopbullyingnow.com. This workshop was based on Stan’s two books, Schools Where Everyone Belongs: Practical Strategies for Reducing Bullying, Second Edition (2007), and Empowering Bystanders in Bullying Prevention K-8 (2007).
Stan was a fabulous speaker and is a true expert on bully prevention.
For more information on Stan and his work visit: www.stopbullyingnow.com
April 6, 2010
ADOS TestingDr. Ann Helmus, PhD and Kelly Lowery, M.S. from NESCA presented the use of The Autism Diagnostic Observation Schedule (ADOS) in diagnosing and program planning children with autism to a small group of advocates and attorneys.
About ADOS:
The Autism Diagnostic Observation Schedule (ADOS) is the “gold standard” for diagnosing autism spectrum disorders including pervasive developmental disorder (PDD) and Asperger’s Syndrome--or ruling them out--at any age and developmental level, irrespective of language skill or level of functioning. It can be quickly and reliably administered to subjects ranging from children as young as 18 months old through adolescence and adulthood.In widespread use in research and in academic centers, the ADOS has quickly become the leading tool used by clinicians when an autism spectrum disorder is suspected. It is flexible, fast, accurate and extraordinarily useful. One researcher calls it, “the best and most comprehensive autism assessment in the world.”
The ADOS assesses behavior, communication, social interaction, play and the imaginative use of materials for individuals suspected of having autism or other related disorders. It consists of four modules, each attuned to differing developmental and language levels, ranging from little if any expressive or receptive language, as in toddlers, to verbally fluent adults.
As advocates it is imperative that we have a solid understanding of the many testing instruments that evaluators use to assess the children we advocate for.I was particularly interested in the ADOS given the children that I work for.
Thank you Dr. Helmus and Ms. Lowery for a very informative evening.
For more information on NESCA visit their website www.NESCA-Newton.com
March 5, 2010-
Dr. Mariela Vargas-Irwin presents Functional Behavior Assessments to SPaN.With fellow board member, Jeff Heller, I hosted the March presentation for SPaN. I was given the assignment to schedule and plan a workshop on FBA’s and BIP’s (Behavior intervention plans).I immediately thought of Dr. Vargas as the perfect presenter and she graciously accepted.
Mariela Vargas Irwin, Psy., D. BCBA is the Director of Applied Behavioral Learning Services, Integrated Center for Child Development.
Dr. Vargas has over 17 years of experience working with children who have autism and/or other developmental disorders with behavioral challenges; she provided her insight on Functional Behavioral Assessments (FBAs) as a means to understanding the purpose of behaviors and developing positive behavior support plans.
For More information on the presentation visit www.spanmass.org. For more information on Dr.Mariela Vargas-Irwin visit the ICCD website at www.iccdpartners.com
February 2010 – AANE Article -
Basic Guidelines for Choosing an Educational Advocate for Your Child.My colleague, fellow SPaN board Member and good friend Christine Riley and I were asked to write an article for the spring edition of the Asperger’s Association of New England’s Journal. The article addresses the role of an advocate and how to choose one. We were delighted and honored by this request and appreciate AANE and SPaN for giving us this opportunity.
You can read the article by clicking HERE.
For more information about AANE please visit their website at www.aane.org
November 2009 – Neuropsychological testing
I was invited along with a few other advocates and attorney’s to attend an informal info session Kira Armstrong, PhD, AABP held at her office in Woburn. Kira is a Pediatric Neuropsychologist specializing in attention deficit disorder, bipolar disorder, complex learners and high function ASD children. She also has experience working with children who have medical neurological disorders (like epilepsy, brain tumors, and brain injuries). Kira discussed some of the testing instruments she uses giving brief descriptions of how she administers them, how she scores, and how to interpret the results. It was truly helpful and I thank Kira for hosting such an informative evening.
To contact Dr. Armstrong call 781/572-9371
October 6, 2009 – NESCA Presentation -Defining the role of an Education Advocate:
I was invited to present my work to Dr. Ann Helmus and her group at NESCA (Neuropsychology and Educational Services for Children and Adolescents)
NESCA is a specialized pediatric neuropsychology practice in Newton, Massachusetts established by Dr. Ann Helmus. It was founded on her belief that a comprehensive, understandable evaluation is an important tool for parents and teachers to use in supporting the development and educational progress of children with special needs. They feel that a thorough understanding of the child's functioning is the first step in this process, and that follow-up support in terms of consultation with parents, schools and other professionals is critical. They strive to build long-term relationships with families so that we can provide ongoing support throughout the child's development.
This presentation provided a wonderful opportunity to share my perspectives on education advocacy, speak about trends, and to discuss the importance of their role in helping me with the work that I do. The group at NESCA is an exceptional group who are clearly dedicated to the work they do on behalf of children with special needs.
I thank Dr. Helmus for this opportunity and enjoyed meeting everyone at NESCA.
For more information about NESCA please visit their website at: www.NESCA-Newton.com
September 2009 -Board Member of Special Needs Advocacy Network (SPaN)
In September, I joined several of my colleagues and became a Member of the Board of Directors for SPaN. SpaN is an organization dedicated to assisting advocates, new and experienced, in furthering their education and skills. SPaN offers workshops, support and information to its members and is committed to improving the field of advocacy. I have benefited being a member of SPaN for many years and; I am very excited to join the board this year.
As a board member, I have joined the Credentials Committee. Our committee is designed to continue researching, designing and beginning to implement a set of standards for advocates. Advocacy is an unregulated field and SPaN is interested in exploring the possibilities of developing a plan to tackle this issue.
For more information on SPaN visit www.spanmass.org.
February 2009- Winter Training Series for Professionals
working with Middle School Students with AutismIn the Winter of 2009, I attended five (5) training sessions on working with Middle School Students with Autism, presented by Melmark New England. These informative sessions covered topics such as Behavior Managment in the Classroom, strategies for Effective Inclusion, Teaching Social Skills, Building Behavior Support Plans for Children with Autism and Related Neurological Disorders.
The series was taught by Pat Dennis, M.Ed., BCBA . Pat is a consultant from Melmark New England. Pat has extensive experience providing educational and clinical services to children with autism and related disorders. Pat is a wonderful teacher with great information; I enjoyed working with the group of educators who were my fellow classmates.
For more information on Melmark New England and their training offerings visit: www.melmarkne.org
2008 –Special Education Advocacy Training
In 2008 I was fortunate to be selected to participate in The SEAT (Special Education Advocate Training) Program. SEAT is a joint initiative of The Council of Parent Attorneys and Advocates, Inc. (COPAA) and The Center for Disability Studies and Community Inclusion at the University of Southern California Center for Excellence in Developmental Disabilities. The purpose of this cohort was to develop, implement and evaluate a replicable program to train special education advocates that leads to quality outcomes for students with disabilities. In order to do this, the SEAT Project developed an advanced, comprehensive training and practicum program for individuals who practice as professional Special Education Advocates.
This 16 week course was held at The Federation for Children with Special Needs and taught by Rich Robison, director of FCSN, along with Daniel T.S. Heffernan, Esquire, Kotin, Crabtree and Strong, LLP
After the completion of the classroom work, I was very fortunate to meet my practicum requirements at Kotin, Crabtree and Strong, under the direct supervision of Attorney Dan Heffernan. During my practicum I was able to apply the skills that I learned in the classroom to actual cases and was provided many opportunities to broaden my skill base including consultations with clients, case analysis, legal research, compliance complaints, and hearing preparation. The folks at Kotin, Crabtree and Strong could not have been more welcoming; I am truly grateful for this experience and look forward to applying these skills to my practice.
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