Circles of Comfort©: A Framework for Supporting Anxiety in ASD

Overview: Approximately 50% of students with autism have a diagnosed anxiety disorder. Participants will learn why anxiety affects individuals with autism as well as how to support the anxiety. The Circles of Comfort© Framework utilizes what we know about our learners with autism to provide strategies to support and prevent anxiety as well as to teach coping and resilience strategies in order to help them manage their anxiety. Participants will leave with a clear understanding of what anxiety is and be provided with ready to implement ideas. 

Audience: paraprofessionals, administrators, support staff, and teachers supporting students grades pre-kindergarten through highschool 

Total Course Time: approximately 15 hours 

Instructor: Connie Persike, M.S., CCC/SLP

References

Anna Merrill, G. (2020). Anxiety and Autism Spectrum Disorders: Articles: Indiana Resource Center for Autism: Indiana University Bloomington. Retrieved 26 May 2020, from http://www.iidc.indiana.edu/pages/anxiety-and-autism-spectrum-disorders

(2020). Retrieved 26 May 2020, from http://www.positivepartnerships.com.au/autism-anxiety

Chalfant, A. (2011). Managing anxiety in people with autism (1st ed.). Bethesda, MD: Woodbine House.

Exercise for Stress and Anxiety | Anxiety and Depression Association of America, ADAA. (2020). Retrieved 26 May 2020, from http://www.adaa.org/living-with-anxiety/managing-anxiety/exercise-stress-and-anxiety

Jain, R. (2020). Online Programs for Children with Anxiety | Kids Anxiety Relief. Retrieved 26 May 2020, from https://gozen.com/

Kinnealey, M., & Fuiek, M. (1999). The relationship between sensory defensiveness, anxiety, depression and perception of pain in adults. Occupational Therapy International, 6(3), 195-206.

Lynch, C. (2019). Anxiety management for kids on the autism spectrum (1st ed.). Arlington: Future Horizons, Inc.

Paxton, K., & Estay, I. (2007). Counselling people on the autism spectrum (1st ed.). London: Jessica Kingsley Publishers.

Reilly, N. (2015). Anxiety and depression in the classroom (1st ed.). New York: W.W. Norton & Company, Inc.

Resources « National Autism Center. (2020). Retrieved 26 May 2020, from http://www.nationalautismcenter.org/resources/

Wilkinson, L. (2015). Overcoming anxiety and depression on the autism spectrum (1st ed.). London: Jessica Kingsley Publishers.

Winter-Messiers, M. (2007). From Tarantulas to Toilet Brushes. Remedial And Special Education, 28(3), 140-152.

A certificate of completion will be given when completed. Buyers have access to the training for one calendar year. 

Free Resources

The Southern Regional Center For Children and Youth with Special Health Care Needs: Conversations on Showing Up for Kids! Anxiety  

Community of Practice on Autism Spectrum Disorder and other Developmental Disabilities March 10th, 2020: Anxiety and ASD/DD: What we know and what can we do about it?

Understanding Autism

Overview: Supporting students with autism takes an understanding of their neurology.  With knowledge, we can understand and relate to our students with autism, understand the why behind behaviors, and choose intervention strategies that best support their neurology. Participants will learn about the 3 core deficits of autism including theory of mind, central coherence, and executive functioning. Equally important concepts will be explored such as the concept of neurodiversity and strength based thinking in regards to students with autism.

Audience: parents, paraprofessionals, administrators, support staff, and teachers supporting students grades pre-kindergarten through high school

Total Course Time: approximately 14 hours

Instructor: Connie Persike, M.S., CCC/SLP

References:

Autism Spectrum Disorder (ASD) | CDC. (2020). Retrieved 1 May 2020, from https://www.cdc.gov/ncbddd/autism/index.html

Baron-Cohen, S. (1995). Mindblindness: An Essay on Autism and Theory of Mind (Learning, development, and conceptual change). Cambridge: MIT Press.

Hadwin, J., Howlin, P., & Baron-Cohen, S. (2015). Teaching children with autism to mind-read (1st ed.). Wiley-Blackwell.

Socialthinking – Social Thinking. (2020). Retrieved 1 May 2020, from http://www.socialthinking.com/home

Switzerland Collucci, A. (2011). Big Picture Thinking Using Central Coherence Theory to Support Social Skills (1st ed.). Shawnee: AAPC Publishing.

A certificate of completion will be given when completed. Buyers have access to the training for one calendar year.

FREE Covid-19 Resources for Families and Educators:

Pandemic Social Stories Direct Access Carol Grey Social Stories

Supporting Families During COVID-19 Child Mind Institute

Coping with Covid-19: A “For Now” Normal Sesame Street and Autism

Top Ways to Meet an ASD Child’s Sensory Needs When Stuck at Home by Connie Persike, M.S., CCC/SLP

Supporting Kids With Autism During the Pandemic and Required Social Distancing by Connie Persike, M.S., CCC/SLP

COVID-19 VISUALS AND SOCIAL NARRATIVES Indiana Resource Center for Autism

Conversations on Showing Up for Kids University of Wisconsin Madison 

My Safer at Home Story by Connie Persike, M.S., CCC/SLP

Helping Individuals with Autism Who Rely Heavily on Visual Supports During Quarantine by Connie Persike, M.S., CCC/SLP

Autism and Coronavirus: Helping Students Understand by Linda Hogdgon, M.S., CCC/SLP

Top 10 Tips to Support Autism Families During the Pandemic by Temple Grandin, PhD and Debra Moore, PhD