About this Course

Learning Objectives

• Explain autism as part of a child’s identity, rather than their whole identity.
• State the impact of hidden medical and psychiatric conditions on autism.
• Create a framework for working within each child's growth zone and learn how to achieve and maintain that environment.

Learning Levels

• Beginner

Course Instructor(s)

• 

  Temple Grandin, Ph.D.

  Temple Grandin, PhD, is one of the world’s most respected experts in the fields of autism and animal behavior and livestock handling. She is a prolific speaker, internationally bestselling author, and professor of Animal Science at Colorado State University. She was also the subject of the Emmy–and Golden Globe–winning semibiographical film Temple Grandin.

• 

  Debra Moore, Ph.D.

  Debra Moore, PhD, is a psychologist who has worked extensively with children, teens, and adults on the autism spectrum. She uses therapy approaches that focus on strengths and interests, recognize the individuality of each client, and foster confidence and potential. Her previous project with Dr. Temple Grandin was coauthoring The Loving Push: How Parents and Professionals Can Help Spectrum Kids Become Successful Adults in 2016.

Disclosure

References

• Aldinger, K. A., Lane, C. J., Veenstra-VanderWeele, J., & Levitt, P. (2015). Patterns of risk for multiple co-occurring medical conditions replicate across distinct cohorts of children with autism spectrum disorder. Autism Research: Official Journal of the International Society for Autism Research, 8(6), 771–781. https://doi.org/10.1002/aur.1492
• Cortese, S., Wang, F., Angriman, M., Masi,G., & Bruni, O. (2020). Sleep disorders in children and adolescents with autism spectrum disorder: Diagnosis, epidemiology, and management. Central Nervous System Drugs, 34, 415–423. https://doi.org/10.1007/s40263-020-00710-y
• Snell-Rood, C., Ruble, L., Kleinert, H., McGrew, J. H., Adams, M., Rodgers, A., Odom, J., Wong, W. H., & Yu, Y. (2020). Stakeholder perspectives on transition planning, implementation, and outcomes for students with autism spectrum disorder. Autism: The International Journal of Research and Practice, 24(5), 1164–1176. https://doi.org/10.1177/1362361319894827
• Khelm, M. (2014). The effects of teacher beliefs on teaching practices and achievement of students with disabilities. Teacher Education and Special Education, 37(3), 216–240. https://doi.org/10.1177/0888406414525050
• De Domenico, C., Di Cara, M., Piccolo, A., Settimo, C., Leonardi, S., Giuffrè, G., De Cola, M. C., Cucinotta, F., Tripodi, E., Impallomeni, C., Quartarone, A., & Cucinotta, F. (2024). Exploring the usefulness of a multi-sensory environment on sensory behaviors in children with autism spectrum disorder. Journal of Clinical Medicine, 13(14), 4162. https://doi.org/10.3390/jcm13144162