Course Code: REL-IDD-0-SSIPASD
Type: Online Course
Content Expiration Date: 8/31/2020
Identify common barriers to social relationships faced by people who have autism spectrum disorder.
Explain how to get an interaction going with a person who has a diagnosis of ASD and why it is so important.
Use a reflective practice to promote social connection and community belonging.
Section 1: Introduction A. About this Course B. Learning Objectives Section 2: Social Value and Belonging A. Sorting Silverware: The Second Decade B. Sorting: A Different Approach C. The Turning Point D. Support for Social Interaction E. Common Barriers F. A Place for Everyone G. Drama Done Wrong H. Drama Done Better I. The Plot Thickens J. Reflective Practice K. Section Summary Section 3: Integration Through Interactions A. Getting an Interaction Going B. Persistence C. Check the Energy Level D. Calming Things Down E. Waking Things Up F. Joining In G. Making a Connection H. Inviting Engagement I. Identifying Barriers J. Complex Barriers K. According to Plan L. Billy and the Light Bulb Moment M. Building on the Interaction N. Section Summary Section 4: Individual Supports in Practice A. Meet Sheila B. Sheila, Fandom to Community C. Meet Robert D. Robert: Expert and Partner E. Support for Staff F. Section Summary Section 5: Conclusion A. Summary B. Congratulations!
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
The target audience for this course is: entry, intermediate, and advanced level Direct Support Professionals; in the following settings: Intellectual Developmental Disabilities.
F740, F741, F742, F743
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Course Delivery Method and Format
Asynchronous/Online Distance Learning; please see certificate details for specifics on delivery format.
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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.
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