318,220 and counting.
That’s the number of people who have used the Autism Internet Modules (AIM) to date. The AIM modules provide high-quality information and professional development to those who support, instruct, work with, or live with someone with autism.
Each module guides users through case studies, instructional videos, pre- and post-assessments, glossaries, and much more. The modules are designed to build the capacity of school districts and other education agencies to improve their instruction and support for individuals with autism.
Over the past few months, a team of experts has been hard at work creating three new modules to add to the 45 existing modules. Like the other AIM modules, the new modules will be available at no cost and users can earn graduate credit (for a fee) or professional development certificates.
Here’s a quick overview of the three new modules available later this summer:
Behavior Intervention Plan (BIP)
Authored by: Dr. Robert Pennington, Associate Professor at the University of North Carolina at Charlotte, Board Certified Behavior Analyst. Dr. Pennington has nearly 30 years of experience working with individuals with developmental disabilities, including ASD.
The behavior intervention plan (BIP), sometimes referred to as a behavior support plan (BSP), is a critical component of intervention planning and implementation. Learn more about the major parts of a BIP, including how to develop and use it. After using this module, users will be able to:
- Understand the purpose of the behavior intervention plan and its relation to the function-based treatment process;
- Identify the critical components of a behavior intervention plan; and
- Understand how each component of the BIP can be linked to the function of an individual’s problem behavior.
“Once a month, after going through AIM module content, our team has collaborative conversations. Some of the modules that have helped us include: Reinforcement, Structured Teaching, Social Narratives, Transitioning Between Activities, Task Analysis, Rules and Routines, and Antecedent Based Interventions.”
Using Special Interests in the Classroom
Authored by: Bobby Huffman, Intervention and Behavior Specialist, Jones Middle School, Upper Arlington School District. Bobby conducts research on special interests and ASD.
One common characteristic of people with ASD is the frequent engagement in repetitive and restricted patterns or special interests. Recent research proves that incorporating special interests into daily activities may increase social and academic behaviors. Explore examples of how to embed special interests into interventions to increase desired behaviors. After using this module, users will be able to:
- Describe the importance and value of special interests to individuals with autism spectrum disorder;
- Understand how to use preference assessments to identify highly preferred special interests to incorporate into interventions;
- Identify several ways to incorporate special interests into daily activities to increase social and academic behaviors; and
- Identify ways to incorporate special interests into behavioral interventions to decrease problem behavior.
“When meeting with parents who are looking for ideas for their child, our team shares the AIM modules and encourages parents to explore certain topics to address their specific needs.”
Authored by: Dr. Ruth Aspy, Licensed Psychologist, Author and Co-Creator of the Ziggurat Model. Dr. Aspy specializes in transdisciplinary assessment and intervention for individuals with ASD and consults and trains nationally and internationally.
Learn about common, coexisting conditions and emotional challenges often faced by people on the spectrum. Dive deeper into strategies for recognizing emotional vulnerability and improving emotional well-being of those on the spectrum. After using this module, users will be able to:
- Explain the relationship between emotional vulnerability and social challenges, sensory differences, and change;
- Discuss conditions or psychological diagnoses that often co-occur with autism;
- List behaviors in each of the following categories that indicate that a student with autism is experiencing emotional vulnerability: mood differences, anxiety differences, and challenges with self-regulation;
- Describe how emotional distress (anxiety and/or depression) often looks different in autistic students compared to their typically developing peers; and
- Describe how “seeing the underlying autism” helps to prevent emotional challenges for people on the spectrum.
“Our district has a Peer Helping Peers elective class offered to our high school students. The students complete the Autism in Action series and also view AIM modules as part of the curriculum. In reviewing the students who take this class, they have noted how much they have learned and how the information has assisted their peers around school.”
While You’re Waiting on the New Modules…
Don’t forget to check out the existing AIM modules and resources.