Package summary

Middletown Centre for Autism
5 Week Parent Training Programme
Autism and the Primary School
Programme Content:

1. Autism and Social Communication
2. Autism, Learning Style and the Impact of Visual Teaching Methods
3. Autism and Sensory Processing
4. Autism and Anxiety Management
5.  Autism and the Promotion of Positive Behaviour

This five-week programme has been designed for parents and family members living with Primary aged children with autism 
The Centre also provides a similar 5-week course for education professionals. 
Please check the Centre’s website for details. www.middletownautism.com 
 

Notes

Courses in package

Autism and Social Communication

Event summary

Date

Start Time

End Time

County Wexford Education Centre, Bellefield, Enniscorthy,, Wexford

Booking closes

Autism and Social Communication.
Social communication is a multi-faceted, complex interaction involving mastery in many of the following,
•    Understanding non-verbal cues  
•    Command of tone of voice  
•    Command of facial expressions  
•    Understanding different purposes of conversation  
•    Sense of humour  
•    Familiarity with social courtesies  
•    Making the abstract concrete  
•    Visual structure and predictable routines  
•    Activities that provide support for language abilities  
•    Interactions that provide focus on peers and self-awareness  
•    Generalisations  
Social communication can, therefore, be challenging for many children with autism. Many want to be socially interactive, make friends and form relationships, be included within the classroom and wider community, but find it difficult because of the many social conventions needed to achieve effective communication.
Children with autism experiencing such difficulties may find it hard to understand the messages being given, such as the meaning we put into our voice, the expressions on our faces, and gestures such as waving, pointing or shrugging
Expected Outcomes
Participants will have an increased understanding of
•    How social communication is defined. 
•    The social communication difficulties are experienced by those with autism 
•    Best practices in supporting the child in the classroom, family home and wider community
•    The importance of visual information as it remains available long enough to enable the child to focus on it or return to it as needed to establish memory for the message it is communicating. Visual tools provide a non-transient foundation for more effective communication. 
•    How to use the strengths of the child with autism to help him or her communicate effectively.

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Notes

Location

County Wexford Education Centre

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Dee Hogan

Dee Hogan

Dee Hogan is an Autism Trainer/Advisor in Middletown Centre for Autism. Dee has extensive experience teaching and supporting autistic children and young people. Her experiences include Pre-school, Early Intervention Autism Classes, Primary Autism Classes, Mainstream Primary and Special Schools. She has written, lectured and assessed modules on the Special Needs Assistant and Level Four Autism qualifications, as professional development for parents and professionals. Dee has also worked as a part time Lecturer with University College Cork designing and delivering the Diploma in Autism Studies as well as providing training for teachers, third level students, parents and professionals. Dee’s training specialisms are Reframing Behaviour, Early Intervention, Classroom Strategies, and Transitions. Dee holds a MEd in Special Education Autism from the University of Birmingham.

Autism, Learning Styles and the Impact of Visual Teaching Methods

Event summary

Date

Start Time

End Time

County Wexford Education Centre, Bellefield, Enniscorthy,, Wexford

Booking closes

Autism, Learning Style and the Impact of Visual Teaching Methods

Visual strategies are widely used when working and living with children and young people with autism as they:

•            Complement the learning style of many with autism.

•            Can be introduced alongside other intervention strategies.

•            Are adaptable, portable and can be used in most situations.

The use of visual strategies can have a notable impact on how a child with autism experiences family, community and school life, as they help to clarify expectations and make abstract concepts more concrete. Visual strategies support children as they develop effective communication, appropriate social interaction, and positive behaviour skills, as well as accessing the curriculum.

This session will cover why visual teaching methods work. Parents will become more familiar with how their input will reflect a sound evidence base and be more able to adapt the home environment and individualised tasks to meet the needs of the child, in order, to enhance learning, play or leisure skills and social interactions.

Expected Outcomes

Parents and Family Members will:

•            Understand the importance of visual teaching methods in autism.

•            Understand how visuals will improve the learning of the child and their experience in the family home.

•            Develop some visual strategies that can be used to support their child

Course Overview

•            Why visuals work for children with autism.

•            Using visuals in the family home

•            How to develop visuals and implement visual strategies.

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Notes

Location

County Wexford Education Centre

Get Directions
Frances O'Neill

Frances O'Neill

Frances O’Neill is an Autism Trainer/Advisor in Middletown Centre for Autism. Frances has worked in Special, Post Primary and Further Education settings. She holds Post Graduate Certificates and Diplomas in Education and an MSc in Autism.

Autism and Anxiety Management

Event summary

Date

Start Time

End Time

County Wexford Education Centre, Bellefield, Enniscorthy,, Wexford

Booking closes

Autism and Anxiety Management


Primary aged children with autism experience anxiety in many situations, with some experiencing significant anxiety difficulties. For many, school is a major source of stress. Everyone shows their anxiety in individual ways so the most reliable observations that a child is anxious are going to be made by the people who know the child best. This demonstrates the importance of parents and family members working closely with the school staff team.
This session is an introduction to strategies that can be used to alleviate the experience of anxiety in children with autism. This will include an introduction to cognitively based strategies and how to develop child centred strategies to deal with anxiety..

Expected Outcomes
Participants will:

• Understand how the difficulties experienced by those with autism, including sensory difficulties, can contribute to the development of anxiety.
• Understand how anxiety can escalate and may result in an outburst.
• Develop some simple strategies to prevent the escalation of anxiety.
• Understand the basics of cognitively based management approaches.

Course Overview
• Anxiety triggers and build up.
• ‘On the spot’ anxiety management strategies.
• Developing a ‘stress kit’.
• Cognitively based approaches and the emotional toolkit

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Notes

Location

County Wexford Education Centre

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Tara Vernon

Tara Vernon

Tara Vernon is an Autism Trainer/Advisor with Middletown Centre for Autism. Prior to this, Tara has worked across home, school and external agency settings to provide autism specific specialist teaching, training, and behavioural support in these environments. Tara has also worked as a Class Teacher for nine years in an Applied Behaviour Analysis school for autistic children with complex needs. Tara holds a degree in Psychology and is a CABAS board certified Teacher in Applied Behaviour Analysis. She is a member of both the Psychological Society of Ireland and the Teaching Council of Ireland and is a Certified Sleep Counsellor.

Autism and the Promotion of Positive Behaviour

Event summary

Date

Start Time

End Time

County Wexford Education Centre, Bellefield, Enniscorthy,, Wexford

Booking closes

Autism and the Promotion of Positive Behaviour

Children with autism can experience elevated levels of anxiety and stress often resulting in distressed and inappropriate behaviours. Responding effectively to behaviour remains a concern for parents and professionals living and working with children with autism. Early intervention and planning are important to ensure that parents and family members, as well as the child with autism, have an array of proactive strategies to defuse rather than escalate a demanding situation. This session will examine how an understanding of autism can influence interactions and thus the behaviour of children and challenge the term, “Challenging Behaviour”.

Expected Outcomes
Participants will:

• Understand reasons for what we see as inappropriate behaviour
• Learn practical strategies for recognising early warning signs and making positive interventions
• Recognise the “Rumbling, Raging and Recovery” aspects of behaviour and what we as practitioners can do
• Understand the behaviour and anxiety bank account

Course Overview
• Clarity of information, including expectations and procedures.
• Consistency: A healthy, strong home school partnership is vital.
• Common sense: Remembering that sometimes the most effective is also the most straightforward and easiest.
• Continuation: Keeping the teaching and the positive supports in place to continue to help the child to develop effective life skills

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Notes

Location

County Wexford Education Centre

Get Directions
Frances O'Neill

Frances O'Neill

Frances O’Neill is an Autism Trainer/Advisor in Middletown Centre for Autism. Frances has worked in Special, Post Primary and Further Education settings. She holds Post Graduate Certificates and Diplomas in Education and an MSc in Autism.

Autism and Sensory Processing

Event summary

Date

Start Time

End Time

County Wexford Education Centre, Bellefield, Enniscorthy,, Wexford

Booking closes

Autism and Sensory Processing

Sensory processing refers to the ability of an individual to register, interpret and respond to sensory information. This is a complex process involving all the sensory systems (auditory, gustatory, visual, olfactory, tactile, proprioceptive, vestibular and interoception). When sensory processing is working well, an individual can engage in daily functional activities and social interaction. Sensory processing differences are  prevalent in children with autism and can affect every aspect of life and development.

This session examines the sensory processing differences frequently associated with autism and will demonstrate how such differences impact on learning, play, social interactions and behaviour for the primary school aged child.

Expected Outcomes

Participants will:

• Develop an understanding of the sensory processing differences in autism.

• Understand how sensory processing differences can affect the child’s experience at home and in other settings.

• Understand how sensory processing differences can influence the child’s participation in daily activities.

• Develop an understanding of general intervention strategies to accommodate sensory processing differences in daily activities at home and beyond.

Course Overview

• Sensory processing differences in autism.

• How sensory processing differences can present in a child with autism.

• How sensory processing differences can affect the child’s participation in daily activities.

• Intervention strategies to address sensory processing differences at home and in other settings.

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Notes

Location

County Wexford Education Centre

Get Directions
Kate Cullen

Kate Cullen

Kate Cullen is an Autism Specialist Occupational Therapist for children and young people. She has Postgraduate qualifications in Sensory Integration, including SIPT registration and is an Advanced Sensory Integration Practitioner. Kate works within a Child and Adolescent Autism diagnostic and intervention Service. She is a tutor and assessor for the graduate Certificate in Autism Studies course delivered in partnership with Middletown Centre for Autism and Mary Immaculate College, Limerick. Kate previously worked as an Occupational Therapist for Middletown Centre for Autism and in Special Schools with children and young people with physical disabilities, developmental disorders, and autism, aged 3-19 years, providing assessment, intervention within trans-disciplinary and multiagency teams. She has experience writing and delivering training on autism related topics to parents, professionals, undergraduate and postgraduate students. She has delivered programmes in schools and homes addressing difficulties in engaging in personal care, life skills, leisure, school, and work as result of motor coordination, sensory processing, sensory motor and perception for children and young people with autism. She has training in a variety of therapeutic approaches