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College of Education and Human Services

College of Education and Human Services. Center for Autism and Early Childhood Mental Health (CAECMH). A clinical, consultation/professional development, and research center concerned with the optimal development of infants, children and families, with and without developmental disabilities.

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College of Education and Human Services

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  1. CAECMH - DMAI Information Session- 2019 College of Education and Human Services

  2. Center for Autism and Early Childhood Mental Health (CAECMH) A clinical, consultation/professional development, and research center concerned with the optimal development of infants, children and families, with and without developmental disabilities. The Center for Autism and Early Childhood Mental Health continues to grow, and current programs number 18 and can be divided into three broad categories, as follows: Clinical and Family Support Services Academic/Research Professional Development/Formation CAECMH - DMAI Information Session- 2019

  3. CAECMH - DMAI Information Session- 2019 The Center • Is anchored in a multidisciplinary, developmental approach to meet the needs of infants, children, and their families, • Is supported by theoretical, research and science-based methods, and clinical/community applications. • Integrates the latest advances in the interpersonal neurosciences, • Is based on the central role of social-emotional/mental health development at the core of developmental and educational progress and incorporates strategies to integrate mental health and “relationship-based” approaches to development and education. In our professional development, clinical and clinical services, we honor the work of Selma Fraiberg, Thea Bry, Michael Trout, Eliana Gil, Stuart Shanker and Stanley Greenspan.

  4. CAECMH - DMAI Information Session- 2019 The Center for Autism and Early Childhood Mental Health (CAECMH) serves as a center for professional development, education, clinical and community services, and research around the issues of autism, infant and childhood development, and early childhood mental health.  The Center’s work is rooted in three core principles: • The integration of infant and early childhood mental health within all educational and allied services • The centrality of “relationship-based” approaches to developmental and educational support • The critical importance of “reflective practices” in all developmental and educational trainings and services

  5. CAECMH - DMAI Information Session- 2019 • OUR CREDO • The Center for Autism and Early Childhood Mental Health • This is a place • Where all belong and are welcome • Where who YOU are matters • Where your individual differences ARE important. • Where we will be interested, respectful and caring. • Where your conflicts and struggles can be shared in safety. • Where autism, and mental health concerns, and developmental concerns, and learning difficulties, and emotional concerns, and ‘behavioral’ concerns are not seen as separate from each other. • Where we honor and promote your potential. • Where fun, joy and humor can live. • Where we celebrate human development, • In family and community, • With dignity and peace.

  6. Center for Autism and Early Childhood Mental Health (CAECMH) A clinical, consultation/professional development, and research center concerned with the optimal development of infants, children and families, with and without developmental disabilities. Programs and services include: Community Clinical Services (Pregnancy – 12) Community Presence and Partnership Programs Professional Development and Consultation Research Initiatives Graduate and Continuing Education Programs CAECMH - DMAI Information Session- 2019

  7. Professional Formation Programs Post Baccalaureate Certificate in Developmental Models of Autism Intervention Infant and Early Childhood Mental Health: IECMH Advanced Intensive Certificate -Continuing Education CAECMH - DMAI Information Session- 2019

  8. Post Baccalaureate Certificate inDevelopmental Models of Autism Intervention This began as a 15 graduate credit program offering multi-disciplinary professionals the latest evidence-based models to assessment, education and intervention in developmental, interpersonal, individualized and inclusive approaches for children with autism and other developmental disabilities. Beginning in the fall 2018, this certificate program has been offered as a 12 graduate credit program! CAECMH - DMAI Information Session- 2019

  9. CAECMH - DMAI Information Session- 2019 Developmental Models of Autism Intervention REQUIREMENTS: • 3 Core courses (9 credits) (Including the Practicum with Supervision and Case Discussion) • 1 elective from a selection of 19 courses (3 credits)

  10. CAECMH - DMAI Information Session- 2019 ECSE 580 • Introduces students to the neurobiological foundations of human interaction and behavior, exploring the connection to the core characteristics of persons diagnosed with Autism Spectrum Disorder (ASD). • Examines the heterogeneity of individuals with ASD diagnosis and the need for individualized interventions. • Addresses barriers to educational and community inclusion of children diagnosed with ASD and incorporates evidence-based strategies to increase teachers and allied health professionals’ skill and confidence in supporting individuals with ASD. • Concepts are relevant for individuals with ASD across the lifespan, for preservice and in-service general and special education teachers, allied health professionals and parents.

  11. CAECMH - DMAI Information Session- 2019 ECSE 582 • Reviews the predominant methods and approaches for ASD intervention and considers empirical or evidentiary support. • Examines in detail developmental and relationship-based models of intervention for ASD and investigates screening and assessment tools used for planning purposes. • Engages students in formulating strategies that integrate behavioral and developmental/relational models. • Emphasizes the need for reflective practice and considers the disciplinary boundaries and cross-overs inherent in work that considers all areas of development as integrated. • Analyzes the cultural and systemic context surrounding a child diagnosed with ASD, including early educational/ intervention programs, inclusion models of special education, the role of individualized plans (IFSP/IEP) in the development of the child, and the reciprocal impact of the label of ASD on peers, siblings, family, community, and social policy. • Explore the implications of "least restrictive environments" and the policies established by educational code.

  12. CAECMH - DMAI Information Session- 2019 ECSE 583 • Students participate in an intensive practicum with children on the Autism Spectrum. They apply what they have learned about: • the Developmental, Individual-Difference and Relationship-based model; • their multi-disciplinary perspective; • their ability to integrate insights from a variety of approaches; and • their knowledge about identifying goals and objectives for education and intervention. • They analyze their experience through a reflective supervision framework and examine their own cultural and early childhood experiences, their feelings about working with ASD, and the professional boundaries and ethical considerations that are inherent in working in a relationship-based model.

  13. CAECMH - DMAI Information Session- 2019 ECSE 583 Con’t • The course is comprised of a weekly seminar and 75 field-based practicum hours (usually in the student’s work setting, pre-approved by the instructor) for the semester. • Students use case vignettes, case-based learning, video, and audio recordings to evaluate their practicum experience and read supporting literature to inform discussion.

  14. CAECMH - DMAI Information Session- 2019 Electives: (3 credits each) • ICMH501 Historical and Theoretical Perspectives on Infant and ECMH • ICMS603 Risk and Resiliency in Special Populations in IECMH • COUN564 Counseling Children and Adolescents (family systems/development) • CHAD501 Introduction to Applied Child Advocacy • CHAD522 Family Empowerment Models for Child Advocates • CSND583 Language Disorders of Children (S-L) • ECSE502 Sociocultural Contexts of Disability and Inclusive Education

  15. CAECMH - DMAI Information Session- 2019 Electives, continued • ECSE505 Early Learning and Development in Young Children with and without Disabilities (IE) • ECSE508 Strengthening Partnerships with Families of Children with Disabilities • ECSE519 Literacy and Language Development • ECSE518 Neuromotor Development of the Young Child • PSYC561 Developmental Psychology • PSY573 Behavioral Neuroscience • PSY582 Behavior Modification • PSYC 679 Family Systems and Childhood Disorders

  16. Developmental Models of Autism Intervention Why is this certificate relevant? CAECMH - DMAI Information Session- 2019 16

  17. CAECMH - DMAI Information Session- 2019 Developmental Models of Autism InterventionMSU IS THE ONLY UNIVERSITY IN NJ! PERSPECTIVE: • As a neurodevelopmental and relationship-based disorder, autism is best understood from an "inside-out" perspective, meaning that what we observe in behavior is the end-result of an "internal" series of events, including unique neurological and sensory processing differences that render children less available for engagement, communication and learning.  • This is where science is leading the field – and education/intervention programs must be ready!

  18. CAECMH - DMAI Information Session- 2019 TSE & ASD Unfortunately, general education teachers—both pre-service and in-service believe they lack adequate understanding of students diagnosed with ASD and how to teach them in inclusive classrooms at all grade levels. (Barned, Knapp, Neuharth-Pritchett, 2011; Busby, Ingram, Bowron, Oliver, & Lyons, 2012; Cook, 2001; Doody & Connor, 2012; Humphrey & Symes, 2013; Lindsay, Proulx, Scott, & Thomson, 2013; Teffs & Whitbred, 2009)

  19. CAECMH - DMAI Information Session- 2019 Autism Inclusion Tasks(Catalano, 2018) Tasks identified in a literature review of teachers’ beliefs about teaching students with ASD in inclusive classrooms. • Develop an understanding of the needs of students with ASD • Adapt curriculum and instruction for students with ASD • Manage challenging behaviors of students with ASD • Support social communication of students with ASD • Communicate and collaborate with inter-disciplinary staff members and parents or guardians

  20. CAECMH - DMAI Information Session- 2019 Collaboration Is Critical “In all my career, there’s been no other disability (ASD) that has required as much of a village to raise a kid. I’ve just never seen a disability where you really need everybody’s input.” (Lindsay, Proulx, Scott & Thomson, 2014, p. 114)

  21. CAECMH - DMAI Information Session- 2019 BENEFITS: Developmental Models of Autism Intervention • First developmentally based autism certificate in NJ • Provides a comprehensive approach to assessment and education/intervention, including an awareness that behavioral approaches have an important role to play in a larger set of approaches that address the core difficulties underlying the observed problems in development and behavior. Focuses on “COMPREHENSIVE” and “STRENGTH”-based knowledge and approaches – language includes in new state law for all teachers: gen-ed. and TOSD! • Emphasizes the importance of interpersonal, affect-based neurobiology as a framework for intervention and education. • Provides broad-based strategies for evaluation, intervention and educational planning. • Provides strategies for school-based inclusion and family-based work • Provides training in individualizing instruction for all students, particularly in understanding the unique profiles of children with autism. Prepares your for classroom, center and individual/family work in your area of specialty and licensure!

  22. CAECMH - DMAI Information Session- 2019 NEW NJ DOE STATE REQUIREMENT “In addition to any other requirements adopted by the State Board of Education for teacher preparation programs, the State board shall require that the preparation program for an instructional certificate include a minimum of the equivalent of 6 semester credit hours of classroom instruction, clinical experience, including student internships, or a combination thereof, in special education. ” PLUS • Current NJ legislative initiatives to establish requirements in DOE for teachers of learners with autism!

  23. CAECMH - DMAI Information Session- 2019 Developmental Models of Autism Intervention APPLICABILITY: • Emphasis on Neurodiversity in all development and the role of underlying “stress” and “anxiety” as often unaddressed features of those with autism. • Expands professional opportunities for work as consultants and trainers (meets “market need”) • Expands private practice opportunities for mental health clinicians, OTs, PTs and SLPs. • Expands knowledge and skill set for regular and special education teachers, school counselors and child study team members, to understand and enhance learning and development with children with autism and other developmental disorders in all settings. • Following successful completion of the certificate program, students who meet all program requirements, including the P-3 or K-6 Certificate, can choose to apply to the MEd in Inclusive Early Childhood Educationwithout having to submit GRE test scores. If admitted to the MEd, graduate credits would transfer into that program. • Graduate credits can be applied to a wide range of advanced degrees (individual review).

  24. CAECMH - DMAI Information Session- 2019 Impact of ECSE 580 on Teacher reported Self-Efficacy with ASD in Inclusive Setting(Catalano, Fives, Mckeating, & Barnes, 2018) • N=25 2 SE measures (TSES-TSE-ASDI), Course Activity Inventory, Open Ended Reflection Research Questions: • Did preservice teachers’ sense of efficacy for teaching and/or sense of efficacy for teaching students with ASD change over the course of the semester? • What, if any, course activities or experiences can explain this change? • for both measures of self-efficacy, participants’ scores increased over time. Participants self-efficacy for teaching t(21)=4.94, p=.00 and self-efficacy for teaching students with ASD t(24)= 4.81; p=.00 increased from T1 to T2. • The majority of students’ explanations for their changes in thinking related to the specific content they learned in the course. • Preservice teachers developed a deeper understanding of the nature of ASD

  25. CAECMH - DMAI Information Session- 2019 Continuing Education Units (CEU) We are now exploring the option of also offering the content in the ECSE 580 course for CEU’s.

  26. CAECMH - DMAI Information Session- 2019 Center for Autism and Early Childhood Mental Health Montclair State University College of Education and Human Services 37 Clove Road Montclair State University Montclair, New Jersey 07043 973-655-6685 Fax: 973-655-5376 Email: caecmh@montclair.edu Website: www.montclair.edu

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