Self-efficacy is required in order to cope effectively with life demands and improve quality of life. Individuals with ASD often struggle with learning new skills and are exposed to frequent failure experiences in school settings. However, EBPs for ASD can be implemented to shift this type of school experience to a more positive one. Using EBPs to teach skills from a strength based framework; to nurture positive behaviors that lead to productivity; and to increase the learners’ self-awareness can benefit their self-efficacy. For example, supporting educators in setting up a conducive learning environment; teaching the student with ASD self-management and coping skills; and helping the student to recognize their successes can all increase self-efficacy in individuals with ASD. This session will describe how one school district implemented EBPs for ASD and leveraged the CAPTAIN network to create a learning environment that supports students to thrive and achieve in school.
Ann England, M.A., CCC-SLP-L, is the Co-Coordinator of California’s statewide initiative on ASD known as California Autism Professional Training and Information Network (CAPTAIN), and the Assistant Director of the Diagnostic Center, Northern California, California Department of Education. England provides professional development throughout California and nationally on the topic of ASD and has served on the California Legislative Blue Ribbon Commission on Autism: Task Force on Education and Professional Development.
Heather Maurin, M.A., LEP, BCBA is a Board Certified Behavior Analyst and Licensed Educational Psychologist and has worked in the field of special education for 13 years. Heather currently leads two projects for students with ASD and Emotional Disturbance to coordinate effective implementation of Evidence Based Practices in the school district setting.