Events

This five-day course provides a theoretical foundation as well as hands-on opportunities to assess and teach school-aged children on the autism spectrum in a demonstration classroom setting. The premise of this foundation is an understanding of the learning styles of individuals with autism and how to use teaching strategies that capitalize on learning strengths.
An emphasis is placed on the use of Structured TEACCHing principles and other evidence-based practices to teach children and adolescents with autism skills in the areas of academics, communication, independence, social and leisure, stress reduction routines and coping strategies, and vocational.
Participants will have an opportunity to apply these strategies with students of varying ages and developmental levels in a classroom setting. The training includes presentations, small group discussions, demonstration classroom activities, and hands-on experiences for five consecutive days.

The conference will focus on the associated challenges and treatment goals that often come with an autism diagnosis (feeding challenges, ADHD, daily living skills). Save the date - More info coming soon.

Many autistic adults experience mental health conditions such as anxiety, depression, and difficulties with emotional awareness and regulation which may exacerbate problems in everyday life. This training is designed to support mental health providers in delivering an evidence-based intervention, Dialectical Behavior Therapy Skills Training (DBT-ST), to autistic adults without co-occurring intellectual disability.

This two-day, virtual workshop will provide participants with an in-depth study of the behavior problem-solving process utilized by the UNC TEACCH Autism Program. The TEACCH Behavior Problem-Solving Process is grounded in the overall TEACCH intervention philosophy of family collaboration, whole person view, learning styles and differences, and Structured TEACCHing. This five-step process will guide participants through connecting underlying issues that may be influencing a behavior and connecting these hypothesized factors to interventions that support engagement in the expected behavior and decrease of the maladaptive behavior.