Amanda Casey is the Customer Experience Manager at IBCCES. Her attention to detail and passion for helping others proves a great asset in her role. Amanda ensures that all individuals going through our certification program have a smooth process from start to finish.
In her previous role as a Tutoring Director, Amanda has worked with children, adults, parents, families, educators and therapists throughout the journey to provide a successful, and comfortable, experience for everyone involved.
By Lida Citroen, IBCCES Board Member, LIDA360
Everyone has a personal brand – whether you are a politician, celebrity, physical therapist, or teacher — that forms their reputation, in person and online. Right or wrong, other people’s perception of us determines whether they want to work with us, hire us, partner with us, or interact with us.
In the 20+ years I’ve worked as a personal branding and reputation management specialist, I’ve helped define, design and re-direct the perceptions of my clients in industries across education, technology, healthcare, finance, coaching, and many more. I can say with all certainty that your personal brand is directly related to the opportunities you attract and the credibility you hold in your field.
As an Autism professional, you interact with educators, students, parents, administrators and other colleagues, who form perceptions of you that directly influences whether they see you as valuable and relevant to them.
Featured CAS or ACAS Name: Dr. Ann Marie Leonard-Zabel, CAS, ACAS 1 and ACAS 2; Full Professor of Psychology; School Neuropsychologist; Clinical Instructor and Clinical Supervisor
School/ Organizations: Curry College Department of Psychology; NEALAC Clinic – private practice; KidsInc School Neuropsychology Post-Graduate Certificate Program
St. Andrew’s Autism Centre (SAAC) in collaboration with the International Board of Credentialing and Continuing Education Standards is presenting a two-day conference in Singapore September 8-9 to bring a world class autism training and certification to professionals in Southeast Asia. The internationally-recognized program is regarded as the gold standard in certification that recognize individuals with advanced knowledge in autism.
During the two-day training conference, attendees will take part in hands-on activities and group sessions with other education and therapy professionals from around the world. Collaborative sessions will teach how to leverage autism traits and characteristics as potential springboards for success in education and health care. Attendees will also take part in engaging discussions on effective self-advocacy, meaningful engagement in the community and how to effectively model training for individuals with autism. Through a series of two-day conference sessions, they will provide attendees with expert knowledge centered around the IBCCES 10 Areas of Autism Competency.
by Rachel Wise, CAS
In this article you will find 15 supportive behavior strategies for children on the autism spectrum (some strategies can be used with adults as well). Many of the strategies can also be used to help children without autism who have challenging behaviors.
When caring for or working with a child with autism, a parent, teacher, or other adult may become frustrated with the child’s behavior. Behaviors can come on suddenly, last for hours, be hard to control, or make the adult scared or embarrassed.
By Elayne Pearson, Special Needs Safety/Preparedness Specialist
Elayne’s daughter, Miss Heidi Pearson.
With temperatures over 100 degrees in much of the United States, most families are challenged simply keeping everyone comfortable, hydrated, and content. Then, if you add into a household the mix of individuals affected by autism, with their tendencies to be overly-sensitive to temperatures, frustration when routine is disrupted, and struggles with impulsivity—August can be a very tricky month for everyone. This was too true for our family when Heidi and her three older sister were growing up. With her dual-diagnosis of Down syndrome and autism, she was cute as a pixie, but often kept us on high-alert, (or “Heidi-alert”). I recall countless summer vacations, where it sure didn’t feel like a vacation.
By Brigid Rankowski
Once again, we are at the time of year that brings about so many mixed emotions for professionals in the education field; The beginning of a new school year. The smell of fresh markers, the sight of a completely clean classroom, a desk without piles of paperwork are all soon to be fleeting things as the momentum of the school year kicks things into high gear. For some educators who are taking on new positions or responsibilities this year, there may we waves of apprehension wondering how everything will manage to get done on time. Others who have been in the field for a while may wonder how they can incorporate new ideas into their lesson plans to keep students interested. There are so many different situations going on and everyone is different.
In the year 2000 at the age of two, Mrs Akande’s son was diagnosed with autism in Nigeria. After the diagnosis, there was no information on the way forward. With the help of a mother (her son’s pediatrician) she found a speech therapist to work with her son three days a week while she taught her son all the other skills needed with assistance by his school teacher. Slowly over a period of six years, combined with music therapy, her son emerged from his shell a mathematics genius. With this revelation of hope she decided to set up a centre in Nigeria.
By Lois Jean Brady, Author of Apps for Autism – www.itherapyllc.com
If you take my glasses away – I can’t read
If you encourage me – I still can’t read
If you give me a verbal model, I know what to say – but I still can’t read
If you give me cues or prompts, I have an idea of what to say – but I still can’t read
If you offer chips and skittles (reinforcers), I still won’t be able to read
If you test me, I will fail and be labeled illiterate or, worse, cognitively delayed
I may referred to resource or special education
If you give me my glasses
I can read!
By: Taveesha Guyton, Social Worker, Future CAS
In July, I was an attendee of the Autism Society National Conference held in the beautiful city of New Orleans, Louisiana. I am a social worker who specializes in working with the intellectually disabled and autism community. When the opportunity arose for me to not only go to New Orleans, a city I have admired for many years, but also attend a conference I professionally attached too, I became Super Man, “Faster than a speeding bullet! More powerful than a locomotive! Able to leap tall buildings in a single bound”!