April Edition (2016), Volume 25

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     April 21 2016 | Volume 25
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Community Based Functional Skills Assessment for Transition Aged Youth with Autism Spectrum Disorder

Employee Engagement

A key ingredient in creating a transition plan for an individual with autism is a transition assessment that leads to comprehensive skill development in the final years of school. Every individual with autism is different and as a result, there is no "one size fits all" plan for the path to adulthood. A transition plan involving job training and skill development that is fitting for one person with autism may be ineffective for another. The most important factor in creating a plan is to focused on the individual. His or her strengths, needs, challenges and preferences will play a critical role in ensuring a successful transition process.

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Autism Practice Brief on Social Skills

Autism Practice Brief on Social Skills

Social communication and social skill are sometimes challenging for youth with Autism Spectrum Disorder (ASD). Effective social skill training requires explicit instruction in social expectations and practice opportunities in a variety of natural setting with multiple peers and partners. Due to the wide range of abilities and needs in the area of social communication, social skills training requires a high level of individualization based on the learner as social skills are highly diverse and vary greatly depending on context. Continue reading...


How can help improve Social Interaction and Development

How can help improve Social Interaction and Development

Supporting social interactions are an important piece of a student's educational plan, as increasing social interactions and competencies are vital to the overall process. The desire to interact with others is often in place in individuals with autism, but the processes that allow social interactions to occur can be so overwhelming that they do not know where to begin. Social development encompasses a range of skills that can be built and layered to improve social competence and interactions. Continue reading...


Autism Practice Brief on The Foundational Five

Autism Practice Brief on The Foundational Five

Our understanding of how to best support the learning of individuals with ASD is always evolving. Evidence-based practice are those practices that have been researched and are widely accepted and recognized as effective techniques. The Foundational Five is a best practice for youth with autism because they ;provide the building blocks for effective instruction. Well planned and consistently implemented instruction is key to supporting all students, and especially those with ASD. Continue reading...




How to sign up for the new PROMISE TA Center Listserv: please sign-up to the PROMISE staff listserv located at the AUCD PROMISE TA Center website.  You can sign-up by using this link:  http://www.promisetacenter.org/promise_ta_grantees_listserv.  If you have any questions, please ask Leon (dbarnett@aucd.org) or Michael (mgm@aucd.org).


The AUCD (Association of University Centers on Disabilities) PROMISE TA Center produced this newsletter under a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs associated with PR Award #H418P14. The contents of this newsletter do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government.

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