Date: TBA

Strong executive function skills (e.g. planning, organization, time-management) are essential for academic success. Many adolescents with autism spectrum disorder (ASD) have difficulty in areas of executive functioning. In some cases, these weaknesses can cause intelligent, capable students to underachieve and/or to require a great deal of adult support to perform well in school.

This one-day workshop will introduce a variety of interventions to supporting the development of executive functions. With the right support and training, students with autism can learn strategies and build executive function skills that will benefit them throughout high school and into college and university.

Date: February 13, 2026 (9:00 am – 3:00 pm PST)

Figuring out the ‘why’ of student behaviour and how to develop strategies that teach adaptive and effective ways for students to get their needs met.

As many schools have teams to develop and implement Behaviour Support Plans, understanding the ‘why’ of the behaviour is a critical component to the development of strategies that are chosen to help improve them. In this one-day workshop the participants will first learn what behavioural functions are, and how these are different than just looking at how a behaviour looks or sounds. They will learn the multitude of ways in which teams can figure out the ‘why’, and how the functions may be different in different context, situations, or change across time. Finally, in the second half of the workshop, participants will learn which strategies are generally recommended to start with that respond to each different function in order to teach the student adaptive and effective ways to get their needs met.

Date: February 13, 2026 (9:00 am – 3:00pm PST)

The Science of Reading has provided a body of research that explains how individuals learn to read and best practices for reading instruction. This workshop will synthesize that evidence, break-down why some students have challenges learning to read, discuss specific strengths and stretches that students with ASD may present with, and present research-backed instruction that teachers can incorporate into their classroom to support reading development for ALL students.