How To Foster The Socio-Emotional Well-Being of Autistic Clients and Their Families

Course Number: ABIO2214

When: Available May 4, 2022 – May 4, 2027

Where: Audio available once you register under “Course Content” at the bottom of this page.

Description: This session discussed important factors and strategies for supporting the social-emotional well-being of autistic clients. This session explored strategies to implement with young children, as well as, difficulties clinicians may encounter when supporting the socio-emotional wellbeing of older autistic children.

Who This Course Is Good For:

Any ASHA member, CCC holder, or other professional that is licensed or credentialed to practice speech-language pathology (SLP) or audiology or preparing to earn ASHA CEUs.
Any speech-language pathologist (SLP) who wants to learn more about neurodiverse affirming language.
A speech-language pathologist (SLP) who works with autistic children and other neurodiverse populations.
Any speech-language pathologist (SLP) who works with a variety of age ranges.

Presenters:

Venita Litvack, M.A, CCC-SLP

Venita is an Assistive Technology (AT) Consultant in south Florida. She has a passion for using AAC, AT, and literacy to support individuals with complex communication needs, autism, and other disabilities. Venita has delivered poster presentations on several topics related to AAC at ASHA and co-presented several ASHA CEU accredited courses. Venita co-authored two articles published in ASHA Leader’s online publication, as well as the Lou Knows What to Do book series published by Boys Town Press. Recently, Venita started utilizing the power of social media to empower and motivate educators across the country through the Speechie Side Up podcast, blog, Instagram account, and YouTube channel.

RACHEL DORSEY, M.S, CCC-SLP

Rachel Dorsey is a Speech-Language Pathologist, educator, consultant, and autism rights advocate. Through her private practice/consultancy, Rachel Dorsey: Autistic SLP, LLC, she provides therapy sessions and education to parents, professionals, school districts, and organizations through coaching, consultations, in-services, professional developments, and courses on neurodiversity-affirming therapeutic practice. The services she offers as a consultant draw upon her own experience as an Autistic person and her nearly six years of clinical experience working within early intervention, preschool (CPSE), school-aged, post secondary through itinerant work and clinic-based settings. She launched “Goal Writing for Autistic Students: A Neurodiversity-Affirming Approach”, a comprehensive course on building strengths-based goals which counts for 1.05 ASHA and AOTA CEUs. Rachel is an active advocate within the Autistic community with a substantial social media presence, collaborating with leading Autistic advocates and allies.

Disclosure Statements

Venita Litvack has the following relevant financial relationships to disclose: ownership interest in Speechie Side Up, LLC and Tassel Learning, LLC; royalties from the Lou Knows What to Do book series.

Venita Litvack has the following relevant nonfinancial relationships to disclose: member of the ASHA Special Interest Group 12.

Rachel Dorsey has the following relevant financial relationships to disclose: Rachel is the owner of Rachel Dorsey: Autistic SLP, LLC and receives a salary; receives commission from Learn Play Thrive, LLC for the sale of her Goal Writing for Autistic Students course; Lived Experience Mentor for Responsive Feeding PRO and receives compensation for her contributions.

Rachel Dorsey has the following nonfinancial relationships to disclose: Rachel is Autistic and has friends and family members who are Autistic.

THIS COURSE IS OFFERED FOR .10 ASHA CEUS
(INTRODUCTORY LEVEL: PROFESSIONAL AREA)

Learning Outcomes

As a result of this activity, participants will:

Identify the impact of not fostering social-emotional well-being
Identify the importance of fostering social-emotional well-being early on in life
Identify 2 difficulties encountered when helping socio-emotional wellbeing of older autistic children
Describe 4 ways to overcome those difficulties

Agenda

10 min	Introductions and Backgrounds
12 min	Discussion of the impact of not fostering social-emotional well-being with testimonies of autistic individuals
7 min	Discussion of the importance of fostering social-emotional well-being early on in life
11 min	Description of 2 difficulties encountered when helping socio-emotional wellbeing of older autistic children
14 min	Discussion of 4 ways to overcome those difficulties
6 min	Discussion of helpful resources