Interview Questions for Autism Spectrum Disorders Intervention

Applied Behavior Analysis (ABA) is a scientific framework for understanding and changing behavior. It’s based on the principles of learning theory, focusing on observable behaviors and how environmental factors influence them. The core principles include:

• Determinism: Behavior is not random; it’s caused by environmental factors.
• Empiricism: Decisions about treatment are based on data, not assumptions.
• Parsimony: The simplest explanation for behavior is preferred.
• Environmental factors: Behaviors are learned and maintained through interactions with the environment (antecedents, behaviors, consequences).
• Operant conditioning: Behaviors are strengthened or weakened by their consequences (reinforcement and punishment).

For example, if a child receives praise (reinforcement) for completing a task, they’re more likely to repeat the task. Conversely, if they are ignored (extinction) for tantrums, the tantrums might decrease.

Both Discrete Trial Training (DTT) and Natural Environment Teaching (NET) are ABA-based methods, but they differ significantly in their structure and delivery.

DTT is a highly structured approach. It involves breaking down skills into small, teachable units, presented in a controlled setting with clear prompts and consequences. Think of it like flashcards for skills. Each trial is distinct and repeated many times. Example: Presenting a flashcard with a picture of an apple and asking “What’s this?” Correct answer gets praise, incorrect answer gets a re-prompt.

NET, on the other hand, uses the child’s natural environment (home, school, playground) as the learning context. Learning opportunities are naturally integrated into ongoing activities. The teaching is less structured, more child-led, and uses the child’s interests to motivate learning. Example: During playtime, a child may want a specific toy. The therapist uses this opportunity to teach them to request the toy using words or a picture exchange system.

In essence, DTT is efficient for skill acquisition but can feel less natural, while NET promotes generalization and engagement but may progress at a slower rate.

A Functional Behavioral Assessment (FBA) aims to understand the function (purpose) of a challenging behavior. It’s not about blaming the individual but about identifying what’s maintaining the behavior. Key components include:

• Antecedents: What happens immediately before the behavior? (e.g., a request, a change in routine, sensory overload)
• Behavior: A clear, observable description of the behavior (e.g., hitting, screaming, self-biting). Avoid subjective terms.
• Consequences: What happens immediately after the behavior? (e.g., escaping a task, getting attention, accessing a desired item)
• Setting Events: Broader contextual factors that may influence the behavior (e.g., sleep deprivation, illness, medication changes).

For example, if a child hits their sibling (behavior) after being asked to clean their room (antecedent), and the request is withdrawn (consequence), the function of hitting may be escape from demands. Understanding this function guides intervention.

Developing a Behavior Intervention Plan (BIP) involves translating the findings from an FBA into a proactive and positive plan to reduce challenging behaviors and increase desired behaviors. Steps include:

• Clearly define the target behavior: Use operational definitions (observable and measurable).
• Identify the function of the behavior: Based on the FBA, determine the purpose of the behavior (attention, escape, access to tangibles, sensory).
• Develop proactive strategies: Focus on preventing challenging behaviors before they occur (e.g., structured routines, visual schedules, environmental modifications, teaching replacement skills).
• Develop reactive strategies: Address the behavior if it occurs, focusing on function-based interventions. This often involves positive reinforcement of appropriate behaviors and extinction or other strategies for the challenging behavior, avoiding punishment.
• Data collection: Monitor the effectiveness of the plan and make adjustments as needed. Regularly collect data on the target behavior to track progress.

For example, if the function of hitting is to escape demands, the BIP might include teaching the child to request a break using a visual communication system and reinforcing this new skill. It also might involve adjusting the task demands to be less overwhelming.

Reinforcement increases the likelihood of a behavior occurring again. I have experience with various types:

• Positive Reinforcement: Adding something desirable to increase a behavior (e.g., praise, stickers, access to a preferred activity). This is the most commonly used type.
• Negative Reinforcement: Removing something aversive to increase a behavior (e.g., removing a demand, reducing noise). Important to use ethically; it’s not punishment.
• Social Reinforcement: Reinforcement that involves social interaction (e.g., smiles, praise, attention).
• Tangible Reinforcement: Reinforcement involving physical items (e.g., toys, snacks).
• Activity Reinforcement: Reinforcement involving access to preferred activities (e.g., playing a game, watching a video).

Choosing the right type depends on the individual’s preferences and the specific behavior. I always prioritize ethical and developmentally appropriate reinforcement strategies.

Addressing challenging behaviors like aggression or self-injurious behavior requires a comprehensive approach. The first step is always a thorough FBA to understand the function of the behavior. Once the function is identified, interventions can be tailored to address it directly.

Strategies might include:

• Antecedent-based interventions: Modifying the environment to prevent the behavior before it happens (e.g., providing breaks, adjusting task demands, implementing sensory strategies).
• Functional communication training (FCT): Teaching the individual alternative, appropriate ways to communicate their needs (e.g., using words, signs, a picture exchange system).
• Positive reinforcement of alternative behaviors: Reinforcing appropriate behaviors that serve the same function as the challenging behavior (e.g., if the function is to escape a demand, reinforce the child requesting a break).
• Extinction: Ignoring attention-seeking behaviors (if attention is the function). This requires consistency and careful consideration; it may involve a temporary increase in the behavior before it decreases.
• Crisis intervention: Having pre-planned strategies to manage the behavior during a crisis situation (e.g., physical management strategies, safe spaces).

Safety is paramount, so any intervention should prioritize the safety of the individual and others. Collaboration with caregivers and other professionals is crucial.

Individuals with ASD often face communication challenges, which can manifest in various ways:

• Receptive Language Difficulties: Understanding what others say or communicate (e.g., following instructions, understanding social cues).
• Expressive Language Difficulties: Expressing their thoughts and needs (e.g., limited vocabulary, difficulty forming sentences, echolalia).
• Pragmatic Language Difficulties: Using language appropriately in social contexts (e.g., difficulty understanding sarcasm, taking turns in conversation).
• Nonverbal Communication Challenges: Difficulties with eye contact, facial expressions, body language, and understanding nonverbal cues.

Interventions depend on the specific challenges. Strategies include:

• Speech therapy: Targeting articulation, vocabulary, grammar, and sentence structure.
• Augmentative and Alternative Communication (AAC): Using visual supports (e.g., picture cards, visual schedules), sign language, or speech-generating devices.
• Social skills training: Teaching social communication skills (e.g., turn-taking, initiating conversations, understanding social cues).
• Play-based therapy: Using play as a medium to facilitate communication and social interaction.

Early intervention is key; the earlier communication difficulties are addressed, the better the outcomes tend to be.

Creating effective visual supports is crucial for individuals with ASD because many rely heavily on visual information processing. My approach begins with a thorough assessment of the individual’s needs and communication style. I then collaborate with the individual, their family, and other professionals to identify target behaviors or skills to be addressed. The visual supports themselves can range from simple picture schedules for daily routines (e.g., a picture of a toothbrush followed by a picture of breakfast to indicate morning routine) to more complex social stories explaining social situations and expected behaviors. For instance, I’ve used visual timers to help manage transitions, showing a student how much time remains before an activity change. I also utilize visual cues and checklists for tasks requiring multiple steps, breaking down complex tasks into smaller, more manageable steps represented visually. The key is to use visuals that are clear, consistent, and relevant to the individual’s interests and understanding.

Example: For a child struggling with transitions from playtime to homework, I might create a visual timer using a sand timer or a digital timer with a clear visual countdown. I’d also incorporate a visual schedule showing the transition: a picture of playtime, an arrow indicating transition, and a picture of homework. This helps prepare the child for the upcoming change, reducing anxiety and improving compliance.

Sensory considerations are paramount in interventions for ASD because sensory sensitivities are a core characteristic. Some individuals might be oversensitive (hyper-responsive) to certain stimuli, while others might be undersensitive (hypo-responsive). My approach involves creating a sensory profile for each individual, identifying their sensitivities and preferences. I do this through observation, parent/guardian input and standardized sensory questionnaires. This profile guides the design of the intervention environment and the selection of materials.

Examples: For a child with auditory sensitivities, I might minimize background noise during therapy sessions. For a child who seeks deep pressure, I might incorporate weighted blankets or therapeutic cushions into the session. Conversely, if a child is under responsive to touch, I might incorporate more tactile activities into therapy. The goal is to create a comfortable and supportive environment that promotes engagement and reduces sensory overload or under-stimulation.

My experience spans a wide range of autism severity levels, from individuals with high-functioning autism who demonstrate strong verbal skills and require support primarily in social interaction, to individuals with significant communication and intellectual challenges who require more intensive support. The core principles of Applied Behavior Analysis (ABA) and other evidence-based practices remain the same, but the implementation methods vary significantly depending on the individual’s needs. For individuals with higher functioning autism, interventions might focus on social skills training, executive function skills, and emotional regulation. For individuals with lower functioning autism, interventions may focus on basic communication skills, daily living skills and reducing challenging behaviors. In both cases, the interventions are tailored to the specific strengths and challenges of each individual.

Example: With a high-functioning individual, I might use role-playing to practice social scenarios. With a low-functioning individual, I might use visual supports and positive reinforcement to teach functional skills like hand washing.

Adapting intervention strategies is crucial for effective outcomes. Every individual with ASD is unique, and a ‘one-size-fits-all’ approach is ineffective. My approach involves careful assessment of the individual’s strengths, weaknesses, preferences, and learning styles. This assessment might involve formal assessments, observations, parent/guardian interviews and informal testing. This informs the selection of appropriate teaching methods and materials.

Examples: For a visual learner, I’ll rely heavily on visual aids and graphic organizers. For a kinesthetic learner, I might incorporate hands-on activities and movement. For an individual who struggles with attention, I’ll use shorter, more frequent sessions with plenty of breaks. Flexibility and ongoing monitoring of progress are key to ensure the interventions remain effective and engaging.

Collaboration is essential for successful interventions. I believe in a team approach involving parents, educators, therapists and other relevant professionals. I maintain open communication channels with parents, regularly sharing progress updates, and involving them in the decision-making process regarding their child’s therapy goals and strategies. I also collaborate with educators to ensure consistency between interventions in therapy and the classroom setting. Regular meetings and shared documentation are vital for this collaboration. This collaborative approach creates a consistent and supportive environment for the individual, maximizing the likelihood of success.

Example: I routinely communicate with teachers to create a consistent approach to managing challenging behaviors at school and at home, implementing the same strategies and rewards across different settings.

Tracking and measuring progress is vital to ensure the effectiveness of interventions. I utilize various methods, including data collection on target behaviors, functional behavior assessments (FBAs), and progress monitoring tools specific to the intervention goals. For instance, I might track the frequency of a target behavior, such as hand-washing, or the accuracy of responding to questions. This data informs adjustments to the intervention plan, ensuring it remains effective and efficient. The data is presented clearly and regularly to parents and other relevant team members.

Example: Using a data sheet or graph, I might record the number of times a student successfully initiates play with a peer during a social skills session. This visual representation illustrates progress over time and allows for adjustments based on the observed data.

Diagnostic criteria for Autism Spectrum Disorder (ASD) are outlined in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). The key features include persistent deficits in social communication and social interaction across multiple contexts, and the presence of restricted, repetitive patterns of behavior, interests, or activities. These deficits must be present in the early developmental period, and limit the individual’s daily functioning. Specific examples of these criteria include difficulties with initiating or maintaining conversations, understanding nonverbal cues like facial expressions, engaging in pretend play, and having inflexible routines or interests.

Important Note: A diagnosis of ASD should only be made by a qualified professional, typically a psychiatrist, psychologist, or other licensed mental health professional with specialized training in ASD diagnosis.

My experience with evidence-based practices in Autism intervention is extensive. I’ve dedicated my career to utilizing interventions grounded in rigorous scientific research, prioritizing those with demonstrable efficacy. This means regularly reviewing the latest research and adapting my approach based on the most current findings. For example, I frequently utilize Applied Behavior Analysis (ABA), a widely accepted and researched methodology focused on observable behaviors and their environmental triggers. Within ABA, I implement Discrete Trial Training (DTT) and Natural Environment Teaching (NET), tailoring my approach to each individual’s unique learning style and needs. I also incorporate other evidence-based approaches, such as Pivotal Response Training (PRT), which focuses on pivotal areas such as motivation and self-regulation, and social skills training, using role-playing and social stories to improve social interaction.

In practice, this means constantly evaluating the effectiveness of interventions. If a strategy isn’t working, I don’t hesitate to modify or replace it with a different evidence-based approach. Data collection, which I’ll discuss further, is crucial in this process, allowing me to monitor progress and make data-driven decisions to maximize outcomes.

Ethical considerations are paramount in providing Autism intervention services. At the core is the principle of beneficence – acting in the best interest of the individual. This involves respecting their autonomy, ensuring their safety, and maintaining confidentiality.

• Informed Consent: Before starting any intervention, I ensure that parents/guardians and, when appropriate, the individual themselves, understand the intervention’s goals, procedures, and potential risks and benefits. This process must be conducted in a way that is easily understood and free from coercion.
• Confidentiality: Protecting client information is vital, adhering strictly to HIPAA and other relevant regulations. I only share information with authorized individuals and obtain explicit consent when necessary.
• Cultural Competence: I’m committed to understanding and respecting cultural differences. Interventions are tailored to be culturally sensitive and appropriate, taking into account family values and beliefs.
• Avoiding Harm: It’s critical to prevent any physical or emotional harm. This requires careful planning, appropriate supervision, and ongoing monitoring. If there is potential for harm, the intervention must be adjusted or discontinued immediately.
• Competence: I only provide services within my area of expertise and am committed to ongoing professional development to stay abreast of best practices and advancements in the field.

Ethical dilemmas can arise, such as balancing the needs of the individual with the wishes of the family. In these situations, I prioritize open communication, seeking guidance from supervisors or ethics committees when needed. My goal is to always act with integrity and in the best interest of the individual I serve.

Data collection and analysis are integral to ABA. I regularly use various methods to track progress and inform treatment decisions. This includes collecting data on target behaviors, such as communication skills, social interactions, or self-help skills.

Common methods include:

• Frequency recording: Counting how many times a behavior occurs within a specific time period.
• Duration recording: Measuring how long a behavior lasts.
• Latency recording: Measuring the time between a stimulus and the response.
• Interval recording: Observing whether a behavior occurs during specific intervals of time.

Data is typically recorded on data sheets or using digital tools, and then graphed to visualize trends. Analyzing this data allows me to determine the effectiveness of interventions, identify areas needing adjustment, and demonstrate progress to families and other stakeholders. For example, if a child’s tantrums are decreasing based on the data, it indicates that the implemented de-escalation techniques are effective. If not, we analyze why and revise the strategy. This ensures a data-driven, continuous improvement approach.

Crisis intervention and de-escalation techniques are essential skills for working with individuals with autism, who may experience heightened emotional responses or challenging behaviors. My training includes various evidence-based techniques.

These strategies often involve:

• Identifying Triggers: Understanding what situations or sensory inputs are likely to trigger challenging behaviors is the first step. This may involve collaborating with caregivers and keeping detailed records.
• Environmental Modifications: Altering the environment to reduce triggers can be highly effective. This can involve creating calming spaces, minimizing sensory overload, or providing predictability.
• Positive Reinforcement: Rewarding calm and appropriate behaviors reinforces those responses and reduces reliance on challenging behaviors.
• De-escalation Strategies: When a crisis occurs, I’m trained in using calm, clear communication, providing physical space if needed, and redirecting attention to calmer activities. Specific de-escalation strategies are chosen based on the individual’s needs and preferences.
• Safety Planning: Collaborating with families to develop a safety plan for emergency situations is crucial. This includes identifying safe spaces, communication strategies, and emergency contacts.

For instance, if a child becomes overwhelmed in a noisy environment, I may employ sensory strategies, such as providing noise-canceling headphones, or moving them to a quieter area. Through a combination of prevention and response techniques, we aim to create a safe and supportive environment where individuals can manage challenging behaviors effectively.

Person-centered planning is a collaborative approach focusing on the individual’s dreams, aspirations, and preferences. It moves beyond solely focusing on deficits and instead emphasizes the individual’s strengths and abilities. The process involves a team, including the individual (whenever possible), family members, professionals, and supports, working together to develop a plan that reflects their unique needs and goals.

Instead of a therapist imposing a treatment plan, person-centered planning involves actively listening to the individual and their family, understanding their vision for the future, and creating a plan that reflects that vision. For example, if the individual expresses an interest in art, the intervention plan would incorporate art activities to build upon this strength, rather than solely focusing on areas where they may require support. The plan may include specific goals related to their interests, strategies to achieve those goals, and methods for regularly reviewing and adjusting the plan based on the individual’s progress and evolving needs.

Ensuring the safety of the individuals I serve is my highest priority. This involves several layers of precautions:

• Risk Assessment: A thorough risk assessment is conducted to identify potential hazards and develop strategies to mitigate them. This involves considering the individual’s behaviors, medical history, and environment.
• Supervision: Appropriate supervision is provided at all times, tailored to the individual’s needs and risk level. This may involve one-on-one support, group supervision, or a combination of both.
• Environmental Safety: The physical environment is carefully assessed to ensure it is safe and free from hazards. This includes removing potential dangers, modifying the space as needed, and establishing clear boundaries.
• Emergency Procedures: Emergency procedures are established and practiced regularly to ensure a swift and effective response in case of an incident. This includes having a plan in place for medical emergencies, behavioral crises, and other unforeseen events.
• Staff Training: All staff receive comprehensive training in safety procedures, de-escalation techniques, and emergency response. Regular refreshers and updates are provided to ensure everyone is knowledgeable and competent.

Safety is not just a matter of policies and procedures but also a mindset. It’s about creating a culture of safety where everyone feels empowered to speak up, share concerns, and work collaboratively to maintain a safe and supportive environment for everyone.

My experience encompasses various assessment tools used in Autism diagnosis. It’s important to note that diagnosis involves a comprehensive process, not just a single test. I typically use a combination of methods, including standardized assessments and clinical observations.

Examples include:

• ADOS (Autism Diagnostic Observation Schedule): A semi-structured, standardized assessment observing communication, social interaction, and play. It helps to assess for the presence of autism spectrum disorder.
• ADI-R (Autism Diagnostic Interview-Revised): A structured interview with parents/caregivers gathering detailed information about the individual’s developmental history, behaviors, and social skills. This provides valuable context and information complementing the ADOS.
• CARS (Childhood Autism Rating Scale): A rating scale assessing various behaviors associated with autism, often used to complement other assessments and aid in diagnosis.
• Clinical Observations: Direct observation of the individual’s behavior in various settings is crucial. This provides a more holistic picture and helps to understand how the individual functions in their everyday life.

The choice of assessment tools depends on the individual’s age, developmental level, and presenting characteristics. It’s vital to interpret these findings cautiously, considering all available information before providing a formal diagnosis. This integrated approach helps provide a complete understanding of the individual’s strengths and challenges, which is crucial for developing an effective intervention plan.

Promoting independence and self-determination in individuals with ASD requires a multifaceted approach focused on building skills, fostering self-advocacy, and providing choices. It’s not about simply doing things *for* them, but empowering them to do things *themselves*.

• Skill-Building: We start by breaking down complex tasks into smaller, manageable steps (task analysis). For example, if the goal is making a sandwich, we might start with identifying the ingredients, then spreading the filling, and finally assembling the sandwich. Each step is taught explicitly, with visual supports and positive reinforcement.
• Self-Advocacy Training: This involves teaching individuals to communicate their needs, preferences, and challenges. Role-playing and social stories are effective tools. For example, we might practice scenarios where the individual learns to ask for help politely or express discomfort in a specific situation.
• Choice-Making Opportunities: Giving choices, even small ones, allows individuals to experience control and agency. For instance, during leisure time, we might offer a choice of two activities instead of dictating one. This builds their confidence in making decisions.
• Generalization and Maintenance: We strive to generalize learned skills across different settings and maintain them over time. This often involves collaboration with parents and teachers to ensure consistency and ongoing practice.

For example, a young adult with ASD might struggle with public transportation. We would systematically teach the skills involved, starting with identifying bus stops, understanding schedules, and paying fares, progressing to independent travel on familiar routes, and finally navigating unfamiliar routes.

Adapting communication style hinges on understanding the individual’s unique strengths and challenges. There is no one-size-fits-all approach.

• Visual Supports: Many individuals with ASD benefit from visual aids like picture schedules, social stories, or visual timers. These provide clear expectations and reduce anxiety.
• Clear and Concise Language: Avoid complex sentence structures, jargon, and abstract language. Use concrete and specific words.
• Nonverbal Communication: Pay attention to body language, facial expressions, and tone of voice. Maintain appropriate eye contact (as appropriate for the individual), but don’t force it.
• Augmentative and Alternative Communication (AAC): For individuals with limited verbal skills, AAC systems such as picture exchange systems (PECS) or speech-generating devices can empower communication.
• Patience and Repetition: Understand that processing information may take longer for some individuals. Repetition and clear explanations are crucial.

Imagine working with a non-speaking individual. I would start by using PECS to understand their needs. Then, we might work on building their vocabulary with a speech-generating device, gradually transitioning to more spontaneous communication.

Social skills development is a key focus, as many individuals with ASD experience challenges in social interaction. A structured, evidence-based approach is essential.

• Social Skills Groups: These provide opportunities for practice and feedback in a safe and supportive environment. Topics might include initiating conversations, understanding social cues, and managing conflict.
• Role-Playing: This allows individuals to practice social scenarios in a controlled setting, building confidence and fluency.
• Social Stories: These personalized stories describe social situations and appropriate responses. They can be incredibly helpful in preparing individuals for social events or challenging interactions.
• Video Modeling: Watching videos of individuals demonstrating appropriate social behaviors can be highly effective for learning and imitation.
• Peer Interaction: Facilitating positive interactions with neurotypical peers helps individuals learn social norms and skills in a natural context.

For instance, to improve turn-taking skills, I might use a simple game like board games, where the rules explicitly require taking turns. We’d practice the behavior and celebrate successes. We’d also use role-playing to prepare for real-life situations like waiting their turn in line at the store.

Transition planning for adolescents with ASD is crucial for ensuring successful adulthood. It requires proactive planning and collaboration with families, educators, and vocational services.

• Individualized Education Program (IEP): The IEP should include specific goals related to post-secondary education, employment, and independent living.
• Exploration of Interests and Abilities: Understanding the individual’s strengths and preferences is essential in guiding career and educational choices. This may involve assessments and career counseling.
• Vocational Training: Providing opportunities for vocational training and internships helps develop job skills and build experience.
• Independent Living Skills: Teaching essential life skills such as cooking, cleaning, managing finances, and transportation is paramount.
Support Systems: Connecting individuals with appropriate support services, such as job coaches or supported living programs, is crucial for successful transition.

I’ve worked with adolescents preparing for college. This involved helping them develop study skills, time management strategies, and self-advocacy skills for interacting with professors and peers. We created a detailed transition plan, connecting them with campus support services beforehand.

Managing challenging situations with parents or caregivers requires empathy, active listening, and clear communication.

• Active Listening: Validate their concerns and emotions, creating a safe space for open dialogue.
• Collaboration: Work together as a team, establishing shared goals and strategies.
• Education: Provide information about ASD, evidence-based interventions, and available resources. This can help alleviate misunderstandings and foster a more positive collaborative approach.
• Conflict Resolution: If disagreements arise, use constructive conflict resolution techniques to find mutually acceptable solutions.
• Respectful Boundaries: While collaborating closely, maintaining professional boundaries is essential for a healthy working relationship.

If a parent is frustrated with a child’s behavior, I’d start by listening to their concerns, acknowledging the challenges they face, and then explaining the child’s behavior from an ASD perspective. We’d collaboratively develop strategies, such as positive reinforcement techniques or behavior modification plans, tailored to the specific situation and family dynamics.

Creating a positive and supportive learning environment involves establishing a structured, predictable, and accepting atmosphere.

• Visual Schedules: Clearly communicate the daily routine using visual schedules or timers.
• Consistent Routines: Maintain consistent routines to minimize anxiety and enhance predictability.
• Positive Reinforcement: Focus on rewarding positive behaviors rather than solely addressing negative behaviors.
• Sensory Considerations: Consider the sensory needs of the individual, minimizing distractions and providing appropriate sensory input. For example, providing noise-canceling headphones for auditory sensitivity.
• Individualized Approach: Adapt teaching methods and materials to suit the individual’s learning style and preferences.

For example, a student might find fluorescent lights overwhelming. We would dim the lights and use task lighting to reduce sensory overload. We would then create a structured visual schedule for transitions between activities, helping them manage expectations and reduce anxiety.

My professional development goals focus on staying current with the latest research and evidence-based practices in ASD intervention.

• Advanced Training: I plan to pursue advanced training in specific areas such as applied behavior analysis (ABA), social communication interventions, or sensory integration therapy.
• Continuing Education: Attending conferences, workshops, and webinars to stay abreast of emerging trends and best practices in the field.
• Collaboration and Networking: Engaging with other professionals, researchers, and families to learn from diverse perspectives and collaborate on innovative solutions.
• Research: Staying informed on new research findings related to ASD diagnosis, assessment, and intervention.
• Technology Integration: Exploring and implementing new technologies and digital tools that enhance the effectiveness of intervention strategies.

Specifically, I am interested in learning more about the use of technology-assisted communication strategies and evidence-based methods for addressing anxiety and emotional regulation in individuals with ASD.