1. PROGRAM PLANNING
  2. Resource to assist in Program Planning:
  3. The CAPS contains the following components:
  4. Curriculum Resources:
  5. http://www.polyxo.com/programs/
  6. http://www.sde.state.ok.us/Curriculum/SpecEd/Assessment_Links.html
  7. and modifications.
  8. http://www.positivelyautism.com/archive.html
  9. Transitioning to Adulthood:
  10. http://www.autism-society.org/site/PageServer?pagename=life_lifespan
  11. http://www.ocali.org/transition/trans_guidelines.php
  12. http://www.nsttac.org/NSTTACVideos/Overview.aspx
  13. Don't miss the next Sensory Friendly Film!
  14. AUTISM REGISTRY
  15. Complete the TRA
  16. registratioININGS
      1. n form on the following
      2. website to participate.
      3. http://www.ouhsc.edu/thecenter/projects/osetrtp.ht
    1. Megan Moore, M.Ed.
    2. 9:00 - 4:00
      1. Registration Fee:$50
      2. http://www.oumedicine.com/body.cfm?id=154
      3. 7&oTopID=1541
    3. November 17 -18, 2009
      1. Registration fee: $100.00

Newsletter 1
Autism Links
Funding for this publication is provided by the Oklahoma State Department of Education through the
Teacher Registry Training contract using Individuals with Disabilities Education Act (IDEA) federal funds.
PROGRAM PLANNING

Back to top


Resource to assist in Program
Planning:
The Comprehensive Autism Planning System
(CAPS) for Individuals with Asperger
Syndrome, Autism, and Related Disabilities:
Integrating Best Practices Throughout the
Student’s Day by Shawn Henry and Brenda
Smith Myles.
The Comprehensive Autism Planning System (CAPS) is
designed to provide an overview of a student ’s daily
schedule by time and activity as well as the supports that she
needs during each period. Following the development of the
student’s IEP, all educational professionals who work with
the student develop the CAPS. Thus, the CAPS allows
professionals and parents to answer the all-important
question for students with an ASD: What supports does the
student need for each activity?
http://www.texasautism.com/WorkshopFiles/Advo
cateZigguratCAPS.pdf
(The CAPS is similar to the routine matrix
however, it asks for more specifics to meet
your students needs. )
Welcome to Autism Links
Traci Sutton, M.S., CCC-SLP
Program planning is always at the forefront of
what we need to be doing for our students. It
is challenging to make sure we are
incorporating all of the things that they need.
This issue will provide some tools that might
be useful to including key components that
are critical for students with ASD while
meeting all of the academic requirements.
One particular website I would encourage you to
explore is
The Interactive Collaborative Autism
Network (ICAN)
at http://www.autismnetwork.org/ .
The website provides teaching modules that cover
ASD Characteristics, Assessment, Academic,
Behavioral, Communication, Environmental,
Sensory, and Social Interventions. It is a great
resource for providing information to para-
professionals, administrators and regular
education teachers about ASD
DON’TFORGET!
OCTOBER 2009

Newsletter 2

Back to top


The CAPS contains the following components:
1. Time.
This section indicates the clock time of each activity
that the student engages in throughout the day.
2. Activity.
Activities include all tasks and activities throughout the
day in which the student requires support. Academic periods,
nonacademic times and transitions are all considered activities.
3. Targeted Skills to Teach.
This may include IEP goals, state standards
and/or skills that lead to school success for a given student.
4. Structures/Modifications.
Structures/modifications can consist
of a wide variety of supports, including visual supports, peer
networks and instructional strategies.
5. Reinforcement.
Student access to specific reinforcers as well
as reinforcement schedules are listed here.
6. Sensory Strategies.
Sensory supports identified by an occupational
therapist or others are listed in this CAPS area.
7. Communication/Social Skills.
Specific communication goals
or activities as well as supports are delineated in this section.
Supports may encompass language boards or augmentative
communication systems.
BLANK FORMS:
http://www.texasautism.com/WorkshopFiles/CAPS.pdf
(intended for elementary students)
http://www.texasautism.com/WorkshopFiles/M_CAPS.pdf
(intended for secondary students)

Newsletter 3

Back to top


Curriculum Resources:
?
Basic skills necessary for learning.

Back to top


http://www.polyxo.com/programs/
?
Assessment links:

Back to top


http://www.sde.state.ok.us/Curriculum/SpecEd/Assessment_Links.html
?
Positively Autism: ideas for teaching, making accomodations

Back to top


and modifications.

Back to top


http://www.positivelyautism.com/archive.html
?
Tinsnips is a special education resource that strives to share a variety
of specialized teaching tools, techniques, worksheets, and activities with
teachers of students who have autistic spectrum disorders and related
developmental disabilities. Many of these activities may be appropriate
for Pre-K and Kindergarten children.
http://tinsnips.org/

Back to top


Transitioning to Adulthood:
?
ARTICLES THAT TOUCH ON ALL AREAS OF PLANNING FROM EARLY
INTERVENTION TO COLLEGE

Back to top


http://www.autism-society.org/site/PageServer?pagename=life_lifespan
?
Transition to Adulthood Guidelines for Individuals with ASD

Back to top


http://www.ocali.org/transition/trans_guidelines.php
?
The National Secondary Transition Technical Assistance Center
http://www.nsttac.org/about_us/about_us.aspx
o
Video tour of website -

Back to top


http://www.nsttac.org/NSTTACVideos/Overview.aspx
ONLINE ARTICLES/TOOLS
Curriculum and Transition
Planning

Newsletter 4

Back to top


Don't miss the next Sensory Friendly Film!
Planet 51
November 21, 2009
10 a.m. local time
Find a theatre
AMC Entertainment (AMC) and the Autism Society have teamed up to bring families affected by
autism and other disabilities a special opportunity to enjoy their favorite films in a safe and
accepting environment on a monthly basis with the "Sensory Friendly Films" program.
In order to provide a more accepting and comfortable setting for this unique audience, the movie
auditoriums will have their lights brought up and the sound turned down, families will be able to bring
in their own gluten-free, casein-free snacks, and no previews or advertisements will be shown before
the movie. Additionally, audience members are welcome to get up and dance, walk, shout or sing - in
other words, AMC’s “Sil
®
e” npce
oli
icy
s Gwil
oldl
ennot be enforced unless the safety of the audience is
questioned.
Tickets are $4-6 depending on location and can be purchased on the day of the event.
Upcoming Shows
December 12:
The Princess and the Frog.

Newsletter 5
PERSONAL PERSPECTIVE
In their own words.
Here is a picture of me typing by myself.
My name is
Carly Fleischmann
and as long as I can remember I’ve been diagnosed with autism.
I am not able to talk out of my mouth, however I have found another way to communicate by
spelling on my computer.
(and yes that is me typing on the computer by myself)
I used to think I was the only kid with autism who communicates by spelling but last year I met a
group of kids that communicate the same way. In fact some are even faster at typing then I am.
Last year a story about my life was shown on ABC news, CNN and CTV here in Canada.
After my story was played I kept on getting lots of emails from moms, dads, kids and people
from different countries asking me all sorts of questions about autism. I think people get a lot of
their information from so-called experts but I think what
happens is that experts can’t give an
explanation to certain questions. How can you explain something you have not lived or if you
don’t know what it’s like to have it? If a horse is sick, you don’t ask a fish what’s wrong with the
horse. You go right to
the horse’s mouth.
Click here to see her ABC interview: http://www.youtube.com/watch?v=a1uPf5O-
on0&feature=player_embedded
http://www.carlysvoice.com

Newsletter 6

Back to top


AUTISM REGISTRY

Back to top


Complete the
TRA

Back to top


registratio
ININGS
n form on the following
website to participate.
http://www.ouhsc.edu/thecenter/projects/osetrtp.ht
ml
Oklahoma City Trainings
November 11-12 & 19-20, 2009
March 1-2 & 10-11, 2010
Tulsa Trainings
December 3-4 & 8-9, 2009
February 11-12 & 25-26, 2010
2009‐2010
Oklahoma Transition Institute
Workshops
Transition Assessment, IEP Transition
Pages, and Transition Curriculum
For Students with Severe and
Profound Disabilities
http://www.nsttac.org/capacity_building/SevProf
WorkshopFlyer.pdf
UPCOMING TRAINING OPPORTUNITIES
Understanding and
Teaching Students with
Asperger Syndrome
Presented by Kelli Marshall, CCC-SLP and
Megan Moore, M.Ed.
January 12, 2010 - Tulsa
9:00 - 4:00
Registration Fee:$50
http://www.oumedicine.com/body.cfm?id=154
7&oTopID=1541
Para-Professional Training
November 17 -18, 2009
Asbury United Methodist
6767 South Mingo Rd
Tulsa, OK 74133
Registration fee: $100.00
http://www.oumedicine.com/body.cfm?id=
1547&oTopID=1541

Newsletter 7
UPCOMING TRAINING
OPPORTUNITIES
Cont.
ASSESSING CHILDREN
WITH AUTISM
This team training is an intensive 30-hour
course which builds upon the foundation
received in the Autism Registry training.
The goal of the training is to provide
school teams with the necessary skills to
identify and design appropriate
interventions for children with Autism
Spectrum Disorders (ASD). Both formal
and informal assessment methods,
designed for identifying children with ASD
will be covered.
Training Series Dates
January 8, 2010
January 22, 2010
February 12, 2010
March 5, 2010
Registration 8:30 am
Session 9:00 am
4:00pm
Child Study Center
Attn: Jennifer Winfrey
1100 Northeast 13th Street
Oklahoma City, OK 73117
(405) 271-6824 ext 42129
Fax: (405) 842-9992
http://www.oumedicine.com/body.cfm?id=1547&oTopID=1541
SCHOOL SUPPORT
SERVICES
(WHEN YOU
’RE
JUST NOT SURE WHAT
TO DO NEXT)
School Support Services assists local
school districts in the implementation of
effective programs for children with
disabilities. The primary focus of the
program is support for educating children
with autism, ADHD and challenging
behaviors. School Support Services
provides teachers, related service
providers, administrators and families:
?
Onsite collaborative consultation
?
Training
?
Technical assistance
?
Mentoring and coaching
The program enhances local efforts by
building capacity within school districts
and communities to help children reach
goals of personal independence and social
responsibility.
Explore these links to learn more.
?
Autism Project PEAK
?
Consultation Services
?
Professional Development
?
Resources
?
Contact Us

Newsletter 8
70 O.S. § 6-194
Autism Professional Development
Requirements
Seventy O.S. § 6-194, which became effective November 2008, included a new professional development
requirement in, the area of autism. At least one time per year, beginning in the 2009-2010 school year,
training in the area of autism shall be offered. All teachers and education support professionals of students in
early childhood programs through Grade 3 shall be required to complete the autism training at least one time
every three years. Additionally, all resident teachers of students in early childhood programs through Grade
3 shall be required to complete the autism training during the resident year and at least one time every three
years thereafter. The autism training shall include:
* A minimum awareness of the characteristics of autistic children;
* Resources available; and
* An introduction to positive behavior supports to challenging behavior.
Autism support services for school districts are provided through Project Peak, a collaborative effort of the
University of Oklahoma Health Sciences Center Child Study Center, and the Oklahoma State Department of
Education. Project Peak has developed a training module to meet these new autism professional
development requirements.
For more information on the autism professional development requirements, please contact: Ms. Jenny
Giles, Preschool Coordinator, (405) 522-4513, or <Jenny_Giles@sde.state.ok.us>. For more information on
Project Peak, please contact Ms. Dianne Mathis, Program Coordinator, (405) 271-6824, Ext. 45143, or
<Dianne_Mathis@ouhsc.edu>.

Newsletter 9
General Information Websites:
www.autism-society.org
www.angelfire.com
www.child-autism-parent-cafe.com
http://www.jedbaker.com/news.htm
http://www.iidc.indiana.edu/irca/IRCAarticles/feducationarticles.html
http://www.autism-society.org/site/PageServer?pagename=homepage
http://www.autism.org/
http://www.autismtoday.com
http://www.autismnetwork.org/
http://www.autismspeaks.org/
http://www.do2learn.com/
http://www.setbc.org/pictureset/
http://www.setbc.org/curriculumset/default.aspx
http://trainland.tripod.com/pecs.htm
http://okautism.org/homepage/
http://oasis.ouhsc.edu/
http://depts.washington.edu/dataproj/forms.html
http://www.oumedicine.com/body.cfm?id=1547&oTopID=1541
http://www.behaviordoctor.org/
If you have not had an opportunity to complete the online survey, please click on the following link:
http://www.surveymonkey.com/s.aspx?sm=iEWbu3lYXqlf78FBYdjh2Q_3d_3d . The information you provide will
be used to prioritize the kinds of information most needed by network members.
To ensure that you receive the
newsletter, please add autismlinks@gmail.com to the contact list in your address book.

Back to top