Archives: Resources
Brought to you by the Delaware Network for Excellence in Autism (DNEA), this training video provides an introduction to evidence-based practices to support individuals with autism spectrum disorder (ASD) across multiple settings. It is designed to support professionals and family members in understanding evidence-based practices that can be used to support individuals with ASD.m Specifically, we provide an overview of three evidence-based practices: prompting, reinforcement, and visual supports. We recommend reviewing this video before diving deeper into these three strategies in other related training videos.
Brought to you by the Delaware Network for Excellence in Autism (DNEA), this training video provides an introduction to visual supports. It is designed to support professionals and family members in identifying four different types of visual supports that can be used to support individuals with autism spectrum disorder (ASD). In the video, we define when and how each visual support should be used to support an individual. We also discuss how to plan, implement, and monitor the use of visual supports across multiple settings. We recommend this video for a more in-depth review of visual supports, in conjunction with our related visual supports tutorial and resource guides.
Brought to you by the Delaware Network for Excellence in Autism (DNEA), this training video provides an introduction to autism spectrum disorder (ASD). It is designed to support professionals and family members in understanding ASD and how it impacts individuals differently. We also review basic strategies and resources to support autistic individuals. We recommend reviewing this training first as a foundation to our other training tutorials and videos.
It can be challenging to identify trauma in autistic youth. Created in collaboration with Trauma Matters Delaware, this resource guide discusses the assessment of trauma in youth including autism-specific TF-CBT resources.
When working on social skills with an autistic person it is essential to consider the autistic perspective. Social skill preferences and needs are personal and can vary from what society expects. Professionals should not force social skills norms and should strive to provide a person-centered environment making self-advocacy the focus. It’s essential to consider individual needs and preferences; people are social in different ways and can use a variety of avenues to engage in social relationships.
This resource guide shares introductory and advanced DNEA resources that focus on strategies that research has shown to be most effective to help a professional or family member teach a person with autism a new skill or task.
Least-to-Most Prompting is an evidence-based prompting strategy that systematically provides predetermined prompts from least to most intrusive. It can be used to teach discrete or chained behaviors/skills.
This short video was produced by the Delaware Network for Excellence in Autism (DNEA) team at the University of Delaware’s Center for Disabilities Studies. In this video, we will talk about the importance of using visual supports in medical settings for individuals with autism. Visual supports help clarify expectations in medical settings by making foreign concepts like medical procedures more predictable and understandable.
This prompting tutorial reviews how to support teaching a person with autism a new skill or task. This tutorial has been designed to support professionals and family members using the evidence-based practice of least to most prompting which is appropriate to use across multiple settings. Most to least prompting can be used to teach both discrete and chained skills. When using least to most prompting, prompts are systematically provided from the least intrusive to the most intrusive.
Join the Delaware Network for Excellence in Autism (DNEA) as they host Dr. Priya Lalvani as she discusses ableism and what it means to disrupt it. This webinar discusses ableism, how discrimination against people with disabilities is embedded in our language and culture, and how professionals and families can become allies for disability justice.
Dr. Lalvani has a Ph.D. in developmental psychology and is a professor at Montclair State University. She teaches courses in Disabilities Studies and is the coordinator for the graduate programs in inclusive education. Through her research, she seeks to confront ableism in schools and society and to problematize the practice of segregated education for many students with disabilities in schools. She is the co-author of the book: Undoing Ableism: Teaching About Disability in K-12 Classrooms and the editor of Constructing the (M)other with Narratives of Disability, Motherhood, and the Politics of Normal.