Developed by a multi-disciplinary team of 15 curriculum experts across the United States and supported by a world-renowned faculty, this first-of-its-kind course provides the best and evidence-based practices for those who support the daily-living needs of transition aged students, young adults and adults with autism and related disabilities. Supported by leading professors, the program is also backed and supported by leading organizations and centers. The course is 12 weeks long, self-paced, but is facilitated by professors.
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The BILT™ Course (Formerly AGI Residential/Daily Living) helps families and Direct Support Providers in private homes, group residential settings, assisted living, agricultural, and intentional communities. Not only will participants learn approaches and methods to support daily living, participants also learn to develop an individualized portfolio of supports and strategies for individuals with autism or related disabilities. This portfolio can be developed, utilized and updated with the network of supporters and the individual in his/her daily living setting Learn more about the developers of the program and the faculty.
The BILT™ Course is 12 weeks long and is entirely online. You work at your own pace, as new content is introduced each week. While you cannot skip forward in the course, you are able to access all previously covered content. The program includes activities, assignments, and discussions. There is a lot of interaction with fellow participants and opportunities to learn from the professors and teaching assistants.
We hold your hand the whole way, so it’s okay if you’re not great with technology! You can easily access your courses when and where it’s convenient for you. There are no prearranged meeting times. Programs are self-paced and can be completed in the evenings, on the weekends, or whenever works with your schedule. You can spend as much or as little time as you want completing activities, sharing, and learning! Yet, the courses are taught by expert professors that answer questions and guide learning. Each course also includes teaching assistants, support representatives and technical and customer support. Our program includes teaching assistants that are on the spectrum and who have disabilities.
To learn more about how our online courses work, click here.
The course emphasizes foundational knowledge and competencies needed to support adults with autism in daily living settings. Participants learn to develop an individualized portfolio of supports and strategies for individuals with autism or related disabilities. This portfolio can be developed, utilized and updated with the network of supporters and the individual in his/her daily living setting. Click on the module titles below to learn more.
This module offers an overview of the certificate course, followed by an introduction to supporting adults with autism in a variety of daily living/residential settings. We also look at who Direct Support Providers are and the role they play, whether as paid workers or as family members, in fostering the happiness, productivity, citizenship, health and safety of adults with autism spectrum disorders. We end the module with an introduction best and evidence-based practices, what they are and why they are so critical in our support to people with disabilities.
This module defines and teaches the key elements of person-centeredness and taking a person-centered approach in supporting individuals with autism in daily living activities. We also learn helpful tools, such as the PINS model, as a guide for ensuring a person-centered approach in our daily practice. We further explore the meaning of “natural supports” and self-advocacy skills acquisition. Finally, participants are introduced to the basic components of the Learner Snapshot, a tool that we will turn to at various points throughout the 12-week course.
After gaining an understanding of the principles of person-centeredness, module three brings us to important training and strategies for supporting regulation in individuals with autism. We first learn about the sensory systems and sensory integration differences many people with autism experience. We continue by looking carefully at understanding the sensory processing challenges that autistic people encounter in their daily lives. Then we move on to study motor planning and movement differences associated with autism. We also look at how anxiety plays a role in creating dysregulation. We wrap up the module with a thorough immersion in how to address multiple regulation issues to achieve a balance of support to an adult with autism, including an array of best and evidence-based practices in regulation that direct support providers may implement.
This module takes us into the realm of communication and autism spectrum disorders. We will first learn about key aspects of communication with regard to autism and how to identify communication strengths in individuals you support. We further explore how behavior is a form of communication, looking then to best and evidence-based practices in supporting communication. Participants move on to learn about how visual supports, schedules and task analyses are utilized to support communication. After that, we will gain an understanding of augmentative and alternative communication (AAC). We also study various types of social narratives and how to use them. Then we turn to understanding the role of the direct support person as a communication support. Wrapping up the module, we look at how eNetworking (social media) can support communication and learn about the significance of having tools to navigate social environments for more successful communication.
In modules 5&6 we deepen our understanding of the significance of evidence-based practice. First, we return to the Learner Snapshot tool. Following this, participants also deepen their practice of developing a CAPS 6-Minute Brief. Then we focus on core aspects of identifying and implementing training needs and supports, touching on Applied Behavioral Analysis (ABA) and the development of task analyses. Following this, we move on to practice developing task analyses. These are important foundational tools for developing an individualized portfolio of supports.
Module 6 progresses from the previous module with emphasis on identifying and implementing key components of reinforcement and social and communication supports. After that, we focus on sensory and biological supports, environmental modifications and supports, and natural supports. We conclude by reviewing the many tools and strategies learned in previous modules of study and their uses in developing a portfolio of supports for individuals in daily living/residential settings, with more specific attention on the CAPS 6-Minute Brief.
In this module we learn the basics of preparing an individual with autism for community participation. This includes supporting a person both before and after work, when volunteering in the community, as a customer or patron to businesses, or as a participant in a faith-based place of worship. We complete the module with additional global supports you can implement to support a person in community integration.
In this segment of study we identify the core safety concerns when supporting adults with autism in daily living/residential settings. We learn about communicating with first responders in emergencies, as well as what we need to teach for basic safety. We look further into how to build a safe home environment by gaining knowledge of a variety of safety issues specific to autism. We also look at how to identify possible trauma and the effects of trauma in individuals with autism.
In this module we turn to the subject of sexuality and the key underlying issues in sexuality and individuals with autism, as well as what to teach regarding sexuality and safety. Additionally, we learn about understanding the importance of relationships within the context of safety and appropriateness, including Internet safety and supporting social competence for successful relationships.
We begin this module by looking at specific health risks that can be related to autism, as well as complicating health factors. We then move on to supporting adults with autism in medical self-advocacy and the importance of our own observation and documentation. Additionally, we learn how to support individuals in understanding sexuality and knowing the basics of anatomy, physiology and self-care. Completing the medical segments, we then address the key impacts of autism with regard to fitness and exercise, as well as establishing fitness as a routine. We further explore motivational strategies for exercise and become aware of methods to address sensory and social challenges. We close by exploring the subject of nutrition, specifically understanding basic information regarding autism and promoting healthy eating. We learn about the “Healthy Eating Plate”, food preparation to support social opportunities, and individualizing nutrition planning for special dietary needs or restrictions.
This module of study focuses on supporting individuals with autism in identifying, accessing and utilizing transportation options in the communities where they live. We also look at supporting individuals in transportation advocacy as well as strategies for fostering skills in independent or supported travel.
In this module, we tie up the certificate course with a summary of the core principles of person-centered approaches to supporting individuals with autism in daily living/residential settings. We also provide a review of the many tools and strategies that were learned and practiced during the 12-week program. Participants also take a final quiz that is multiple choice and open book.
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