Interactions It will be Joy works on the governor’s Chris Kane council to attempt to Relationships important to address some of these Support or reinforce prosocial tend to concerns behaviors requirements of Provision of ABA services to kids Early childhood development providers—what without ASD – SD serves some of Typical childhood development are the these kids through Medicaid, NCSS Core knowledge/skills supporting competencies? does under the IFS umbrella positive behavior and inclusion Work with Discussed training—are there some appropriate core skills for any provider that could For the following groups: people to build help anyone interacting with Local Police Depts. standards. Not children/youth on the spectrum DCF-FSD staff, foster parents necessarily put (such as Mental Health First Aid). Do we have two levels: one for people First responders (ER, hospital staff) in job interacting with individuals and one Dr’s, nurses, medical students, dentist description but for people making decisions about After school programs they are trained services. Create a day-long training Early care and educational programs to an people can access-offer it in each expectation. county Make Share information about different educational assessments competencies Importance of collaborations with accessible via others—Let’s Grow Kids, Patty funding Prelock (CS at UVM), PCC, CHSN, Review these Vermont Family Network, Vermont afterschool competencies to What do we use for outcome determine who assessments? And how do we show should be done outcomes? with them Discussed telehealth-would that b.) Take an inventory of expand access? gaps. Identify training needs Question: Is the Autism Task Force based on this and build on still meeting? current resources. Work with higher education programs to offer degree
Chris Kane Interactions Relationships Support or reinforce prosocial behaviors Early childhood development Typical childhood development Core knowledge/skills supporting positive behavior and inclusion For the following groups: Local Police Depts. DCF-FSD staff, foster parents First responders (ER, hospital staff) Dr’s, nurses, medical students, dentist After school programs Early care and educational programs It will be important to tend to requirements of providers—what are the competencies? Work with appropriate people to build standards. Not necessarily put in job description but they are trained to an expectation. Make educational competencies accessible via funding Review these competencies to determine who should be done with them b.) Take an inventory of gaps. Identify training needs based on this and build on current resources. Work with higher education programs to offer degree Joy works on the governor’s council to attempt to address some of these concerns Provision of ABA services to kids without ASD – SD serves some of these kids through Medicaid, NCSS does under the IFS umbrella Discussed training—are there some core skills for any provider that could help anyone interacting with children/youth on the spectrum (such as Mental Health First Aid). Do we have two levels: one for people interacting with individuals and one for people making decisions about services. Create a day-long training people can access-offer it in each county Share information about different assessments Importance of collaborations with others—Let’s Grow Kids, Patty Prelock (CS at UVM), PCC, CHSN, Vermont Family Network, Vermont afterschool What do we use for outcome assessments? And how do we show outcomes? Discussed telehealth-would that expand access? Question: Is the Autism Task Force still meeting?
Goals%20Updated%2011-16-17.docx