Ways to Support People with Autism Spectrum Disorder

Ways to Support People with Autism Spectrum Disorder 

People diagnosed with autism spectrum disorder (ASD) can have very different levels of functioning. Some people live independently and show few outward signs that they have any difficulty. Other people are more severely affected by this disorder. Support staff work with people at all different levels to improve their quality of life. People with ASD have difficulties with social communication and limited patterns of thought and behavior. While each person is different, these characteristic features of autism present some common challenges and opportunities for support staff. In this course you will learn more about what is going on with people who have ASD and how to help the person you support to be calmer more of the time and less frustrated. Most importantly, you will learn how to have fun together doing the things that you need to do.


Hours: 1.50


Certificates provided by accrediting body (3 Match)

National Alliance for Direct Support Professionals


This activity is approved for 1.50 contact hours.

Non-Licensed Direct Care (DSP, HHA, CNA, DCW, PCA, IHA, NA)


Behavioral Intervention Certification Council


Relias Learning, LLC is a BICC Approved CE Provider.

This course aligns with C-31 on the BCAT Task List.

Course Details

Course Code: REL-IDD-0-WSPASD
Hours: 1.5
Type: Online Course
Content Expiration Date: 4/30/2021
Learning Objectives:
Discuss some common challenges that a person with ASD may face in the areas of learning, communication, and coping with stress.
Identify when a person is having difficulties with: regulation, connection, flow, processing information, motor function, visual-spatial function, and executive function
Implement effective support strategies for individuals based on an understanding of ASD and individual differences.

Section One: Introduction A. About This Course B. Learning Objectives Section Two: A Spectrum Disorder A. Saturday Morning with Ryan B. Have You Been There? C. A Spectrum Disorder D. The Definition of ASD E. Section Summary Section Three: Individual Differences A. Sensory Modulation and Processing B. Motor Function C. Reception Communication D. Expressive Communication E. Visual-Spatial Function F. Executive Function G. Section Summary Section 4: Social-Emotional Development A. Self-Regulation and Attention B. Engagement and Relating C. Use Affect/Two-Way Communication D. Problem Solving and Behavioral Organization E. Creates and Elaborates with Symbols F. Higher-Order Thinking G. Learning about Sarah H. Section Summary Section Five: Supporting Involvement A. A Chance in the Menu B. Remember Regulation C. Your Energy Level D. Joining In E. Making Connections F. Flow G. Learning about Barbara H. Building on Connections I. Self-Assessment J. Reflective Support K. Empathy First L. Section Summary Section Six: Conclusion A. Course Summary B. Put Into Practice C. Congratulations

Instructor: Joshua Feder, MD
Dr. Joshua Feder is Director of Research, Graduate School, Interdisciplinary Council on Developmental and Learning Disorders, voluntary associate professor at UCSD School of Medicine, and medical director at SymPlay, teaching, advocating, and developing technology to support relationship-based interventions (joshuafedermd.com). Disclosure: Joshua Feder, MD discloses the following potential conflict of interests/commercial interests: Relevant Financial Relationship with Carlat Publishing as Editor in Chief Relevant Financial Relationship with Quicksilver Software as Medical Director Relevant Financial Relationship with Fielding Graduate as Adjunct Professor
Target Audience:
The target audience for this course is: Entry, Intermediate level Direct Care Workers; Entry, Intermediate level Direct Support Professionals; in the following settings: Intellectual Developmental Disabilities.
BCAT Task List:
C-31 Treatment: Skill Acquisition
F Tags:
F740, F741, F742, F743
Relias will be transparent in disclosing if any commercial support, sponsorship or co-providership is present prior to the learner completing the course.
Course Delivery Method and Format
Asynchronous/Online Distance Learning; please see certificate details for specifics on delivery format.
Relias has a grievance policy in place to facilitate reports of dissatisfaction. Relias will make every effort to resolve each grievance in a mutually satisfactory manner. In order to report a complaint or grievance please contact Relias.
If you require special accommodations to complete this module, please contact Relias Support by completing the web form (https://www.relias.com/help) or by using the chat functionality.
All courses offered by Relias, LLC are developed from a foundation of diversity, inclusiveness, and a multicultural perspective. Knowledge, values and awareness related to cultural competency are infused throughout the course content.
Reference herein to any specific commercial product, process, or service by trade name, trademark, service mark, manufacturer or otherwise does not constitute or imply any endorsement, recommendation, or favoring of, or affiliation with, Relias, LLC.
All characteristics and organizations referenced in the following training are fictional. Any resemblance to any actual organizations or persons living or dead, is purely coincidental.
To earn continuing education credit for this course you must achieve a passing score of 80% on the post-test and complete the course evaluation.
If you require special accommodations to complete this module, please contact Relias Customer Support here.