| Training Menu |
Here is a selection of training programs currently available for presentation. If you don't see what you need here, call us at (919) 966-4806. We can help you determine and develop the best training for your particular group.
Please note: All programs listed below can be enriched and expanded to suit your group's needs. For the purposes of this chart, we've decided to indicate only the minimum amount of time and content required to adequately cover a topic.
| Title of Training | Minimum Time Required | Content of Training | Contact Person/Phone |
|---|---|---|---|
| Adapting Toys for Children with Special Needs | 4 hours |
Why all children need play and toys |
Rebecca Edmondson
Pretzel (919) 966-4806 (or click on name to email) |
| Practical adaptations for common toys | |||
| Adaptations for visual impairment, deaf/hard of hearing, autism | |||
| An Overview of Autism in Young Children | 1.5 - 2.0 hours | Defining the scope of challenging behaviors related to autism | Stuart
Teplin (919) 966-4810 (or click on name to email) |
| Structuring day and task for child with autism | |||
| Medical implications | |||
| An Overview of Visual Impairments (VI) in Young Children | 1.5 - 2.0 hours | Defining the scope | Stuart
Teplin (919) 966-4810 (or click on name to email) |
| Challenging behaviors related to VI | |||
| Structuring day and task for child with VI | |||
| Medical implications | |||
| Technology Options for Children who are Deaf or Hard of Hearing | 1.0 hours | Overview of amplification | Patty
Reitz (919) 966-4882 (or click on name to email) |
| Discussion of hearing aids, FM systems, and cochlear implants | |||
| Responsibilities of parents and professionals caring for a D/HOH child | |||
| Structuring the Environment and Tasks for Child Success | 1.5 - 2.0 hours | Describing the environment as support for child's success | Sue
Porr (919) 966-5171 (or click on name to email) |
| Tailoring tasks for children with specific needs in the areas of autism, deafness/hard of hearing, visual impairment, and behavioral needs | |||
| Managing Behaviors with the ABC Approach | 2.0 - 3.0 hours | Overview of basic behavioral strategies | Hal
Shigley (919) 783-8846 (or click on name to email) |
| Discussion of the antecedent, behaviors, consequences model for home and site use | |||
| Tailoring the ABC model for children with low incidence disabilities | |||
| Early Literacy Activities for Children with Low Incidence Disabilities | 1.0 - 3.0 hours | Overview of early literacy principles | Debbie
Reinhartsen (919) 966-4138 (or click on name to email) |
| Methods
for introducing and sustaining literacy through "hands-on"
activities Make-and-take activities for classroom use |
|||
| Assistive Technology Strategies for Young Children with Deafness and Visual Impairment | 2.0 - 3.0 hours | Overview of best practices and principles for use of assistive technology (AT) in early childhood | Debbie
Reinhartsen (919) 966-4138 (or click on name to email) |
| Show and tell of current AT used with young children | |||
| Review of pertinent software and access methods for children with VI and HI | |||
| "Lab" session with available AT | |||
| Cochlear Implants: The Science and Teaching Strategies | 1.0 hours | Overview of cochlear implants | Patty
Reitz (919) 966-4882 (or click on name to email) |
| Importance of (re)habilitation | |||
| Significance of parent's and professional's roles | |||
| Basic guidelines to teaching a child with hearing loss | |||
| Professional to Parent: How to Deliver Bad News with Empathy and Accuracy | 1.5 hours | Practical "do's" and "don't's" | Stuart
Teplin (919) 966-4810 (or click on name to email) |
| Video vignettes of parents | |||
| Maintaining relationships between parents and professionals | |||
| Professional to Parent: Parents with Disabilities Parenting Children with Disabilities | 1.0 - 2.0 hours | Overview of parenting and its application for parents with disabilities, both mental and physical | Sue
Porr (919) 966-4796 (or click on name to email) |
| Strategies for professionals to assist these parents in successful parenting | |||
| Current resources for parents with disabilities who parent children with disabilities | |||
| Use of Medication with Preschoolers | 1.0 hours | Overview of the problem | Stuart
Teplin (919) 966-4810 (or click on name to email) |
| Pros and cons of medication | |||
| Ways for teachers and early intervention staff to communicate with doctors regarding medication issues | |||
| Strategies for Identifying and Managing Challenging Behaviors in Young Children | 4 to 6 hours | Overview of behavioral, emotional, and developmental problems that can occur in young children | Jennifer
Coleman (910) 762-7888 (or click on name to email) |
| Guidance about when to seek professional assistance | |||
| An introduction to the ABC (Antecedents, Behaviors, Consequences) model that can be used to develop interventions for problem behaviors at home and at school | |||
| Handling Difficult Behaviors at Home and at School: How Teachers Can Build Working Relationships with Parents | 2 to 4 hours | Positive strategies to use to approach the parents of young children with behavior problems | Jennifer
Coleman (910) 762-7888 (or click on name to email) |
| Specific strategies that encourage teamwork and collaboration between parents and teachers | |||
| How to develop intervention strategies for use across home and school contexts | |||
| Child Care Stresses and Strategies for Success | 3 hours | A fun and relaxing workshop designed to help childcare providers cope with the stresses of their jobs | Sue
Porr (919) 843-5941 (or click on name to email) |
| Childcare providers will become familiar with the reasons they may be at increased risk for stress and strategies that can be used to prevent this stress both inside and outside the classrooms | |||
| Challenges in Diagnosing and Treating Young Children with Mental Health Problems | 3 hours | Overview for professionals of the challenges inherent in diagnosing and treating young children | Jennifer
Coleman (910) 762-7888 (or click on name to email) Stuart
Teplin |
| Advantages and disadvantages of the DSM-IV classification system | |||
| Potential benefits and limitations of medication | |||
| Transdisciplinary Approach to Working with Young Children with Autism: Early Indicators (Part I) | 2 hours | Recent prevalence rates | Rebecca
Edmondson Pretzel (919) 966-4806 (or click on name to email) |
| Proposed causes/etiology | |||
| Early symptomatology | |||
| Defining diagnostic criteria | |||
| Characteristics of Asperger's Disorder | |||
| Transdisciplinary Approach to Working with Young Children with Autism: Communication Challenges and Intervention Strategies/Sensory Processing Issues in Autism (Part II) | 3 hours | Vocabulary selection techniques | Debbie
Reinhartsen (919) 966-4138 (or click on name to email) |
| Communication symbol hierarchy | |||
| Communicative functions | |||
| Three critical aspects of communication and language applied to intervention planning | |||
| Definition of sensory processing | |||
| Sensory processing difficulties seen in children with autism | |||
| Impact of sensory processing thresholds on a child's behavior in a different setting | |||
| Inclusion of Children who are Deaf or Heard of Hearing | 1.0 - 1.5 hours | Inclusion vs. mainstreaming | Patty
Reitz (919) 966-4882 (or click on name to email) |
| IDEA Part B, Part C | |||
| Hearing loss and its effect on learning | |||
| Helpful classroom hints | |||
| Strategies for Audition Training for Children Who Are Deaf/Hard of Hearing | 4.0 - 5.0 | Overview of the audiogram | Patty
Reitz (919) 966-4882 (or click on name to email) |
| Overview of communication options for children who are D/HOH | |||
| Hands-on technology session | |||
| Discussion of strategies to promote listening in the classroom and the home | |||
| Overview of the Auditory Learning Guide | |||
| TEACCH, ABA, and Floor Time Approaches with Young Children Who Have Autism | 3.0 hours | Overview of TEACCH model, with emphasis on various forms of structured teaching and visual organization | Hal
Shigley (919) 783-8846 (or click on name to email) |
| Overview of ABA model, focusing on one-to-one discrete trial training in a child's natural environments | |||
| Overview of Floor Time model and its basic principles, including creating play environments, circles of communication, and broadening interactive experiences | |||
| Early Literacy: A Transdisciplinary, Storybook Approach | 2.5 - 3.0 hours | Highlights basics of a storybook curriculum of young children | Sue
Porr (919) 843-5941 (or click on name to email) |
| Demonstrations of storytelling strategies for use with early childhood | |||
| Focus on Toni Lender's Read, Play, and Learn techniques with adaptations for low incidence disabilities included | |||
| Sensory Processing Issues in Children with Low Incidence Disabilities | 1.0 hours | Overview of the theory of sensory processing | Sue
Porr (919) 843-5941 (or click on name to email) |
| Strategies for adapting the child's environment regarding sensory processing needs | |||
| Reference and resource review [note: can be tailored to a specific area of disability] |