• Social Work
  • Counseling
  • Marriage and Family Therapy
  • Psychology
Hours: 9 Contact Hours
Author(s): Textbook Authors:
  • Robin L. Gabriels, PsyD
  • Dina E. Hill, PhD
Workbook Author:
  • Robin L. Gabriels, PsyD
Item#: B4031
1 Textbook, 1 Exam Workbook (11 pages) 

Growing Up with Autism: Working with School-Age Children and Adolescents

Price $59.95
Item # B4031
When available, the Online Course format is included with the hard copy, eBook, or audio book formats!

Children with autism have different degrees of impairment and, despite early intervention efforts, a majority of them may require lifelong support. This intermediate-level course aims to help behavioral health professionals and social workers assist those with autism and their families move beyond the stage of early intervention and comprehensively address the challenging needs of school-age children and adolescents with autism as they prepare for adulthood. The course discusses behavioral, emotional, and medical issues common to the individual with autism, as well as important topics like diagnosis, sexuality, communication and language issues, sensory-motor interests and responses, and social skills. Participants will benefit from an understanding of legal rights for individuals with special needs and will gain practical advice on how they can help parents and guardians access services and resources. The course highlights the importance of helping families find ways to enjoy vacations and leisure experiences with a child with autism and his or her typically developing siblings. Last, the course describes the broader system of community services, covering such topics as educational transitions, treatment issues, use of school consultants, and forensic issues specific to the autism population. Case examples demonstrate how to teach autism-specific behavioral intervention strategies to school personnel.

Social workers will receive 9 (Clinical Content) continuing education clock hours in participating in this course.

Click here for a list of supplemental references.

Attwood, T., Henault, I., & Dubin, N. (2014). The autism spectrum, sexuality and the law: What every parent and professional needs to know. Philadelphia, PA: Jessica Kingsley.

Coyne, P., & Fullerton, A. (2014). Supporting individuals with autism spectrum disorder in recreation (2nd ed.). Urbana, IL: Sagamore.

Granpeesheh, D., Tarbox, J., Najdowski, A., & Kornack, J. (2014). Evidence-based treatment for children with autism: The CARD model. Waltham, MA: Academic Press.

Kasari, C., Lawton, K., Shih, W., Barker, T. V., Landa, R., Lord, C., . . . Senturk, D. (2014). Caregiver-mediated intervention for low-resourced preschoolers with autism: An RCT. Pediatrics, 134(1), e72–e79. Abstract retrieved from http://pediatrics.aappublications.org/content/134/1/e72.short

Keehn, R. H. M., Lincoln, A. J., Brown, M. Z., & Chavira, D. A. (2013). The Coping Cat program for children with anxiety and autism spectrum disorder: A pilot randomized controlled trial. Journal of Autism and Developmental Disorders, 43(1), 57–67. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3537891/

Klinger, L. G., Ence, W., & Meyer, A. (2013). Caregiver-mediated approaches to managing challenging behaviors in children with autism spectrum disorder. Dialogues in Clinical Neuroscience, 15(2), 225–233. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3811093/

O’Haire, M. E., McKenzie, S. J., McCune, S., & Slaughter, V. (2014). Effects of classroom animal-assisted activities on social functioning in children with autism spectrum disorder. The Journal of Alternative and Complementary Medicine, 20(3), 162–168. doi:10.1089/acm.2013.0165

Steiner, A. M., Koegel, L. K., Koegel, R. L., & Ence, W. A. (2012). Issues and theoretical constructs regarding parent education for autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(6), 1218–1227. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3810158/

Taheri, A., Perry, A., & Factor, D. C. (2014). A further examination of the DSM-5 autism spectrum disorder criteria in practice. Journal of Developmental Disabilities, 20(1), 116–121. Retrieved from http://www.oadd.org/docs/41017_JoDD_20-1_v11f_116-121_Taheri_et_al.pdf

Weiss, J. A., Cappadocia, M. C., MacMullin, J. A., Viecili, M., & Lunsky, Y. (2012). The impact of child problem behaviors of children with ASD on parent mental health: The mediating role of acceptance and empowerment. Autism, 16(3), 261–274. Abstract retrieved from http://www.ncbi.nlm.nih.gov/pubmed/22297202

Course Objectives
  • Explain treatment considerations and interventions for children and adolescents with autism.
  • Explain the assessment of autism in children and adolescents.
  • Describe the role of families and caregivers for children and adolescents with autism.
  • Explain the vulnerabilities of children and adolescents with autism and how this impacts their contact with the criminal justice system.
  • Discuss ways to support successful school and recreational experiences for children and adolescents with autism.
Robin L. Gabriels, PsyD, is a licensed clinical psychologist and is on the faculty in the departments of Psychiatry and Pediatrics, University of Colorado at Denver and Health Sciences Center. She is also the clinical director and founder of the Neuropsychiatric Special Care Program at The Children’s Hospital, Denver, an intensive day treatment and inpatient program for children and adolescents with comorbid developmental, psychiatric, and/or medical diagnoses. Dr. Gabriels is coeditor of Autism: From Research to Individualized Practice and Growing Up with Autism. She has published in the fields of art therapy, asthma, and autism. She lectures nationally and internationally and conducts research related to improving autism interventions.
  • Contact hours will be awarded for up to one (1) year from the date the course is ordered.
  • You must score 75% or higher on the final exam and complete the course evaluation to pass this course and receive a certificate of completion.
  • Through our review processes, Western Schools ensures that this course content is presented in a balanced, unbiased manner and is free from commercial influence. It is Western Schools’ policy not to accept commercial support.
  • All persons involved in the planning and development of this course have disclosed no relevant financial relationships or other conflicts of interest related to the course content.