On-Demand Course: Goal Writing for Autistic Students
Original price was: $279.00 USD.$269.00 USDCurrent price is: $269.00 USD.
Pre-Order Special: $269 (Save $10 until September 29th! Regularly $279.)
In this comprehensive on-demand course, Autistic speech-language pathologist Rachel Dorsey, MS, CCC-SLP, together with neurodiverse occupational therapy and speech-language pathology colleagues Kelsie Olds, MOT; Maribel Serrano Holder, MS, CCC-SLP; Jess Miles, MOT, OTR/L; and Karina Saechao, CCC-SLP, AAC-ATCP will guide you through a thoughtful, strengths-based approach to goal writing that centers the whole child.
Rather than relying on templates or compliance-driven goals, you’ll learn a practical clinical reasoning process that helps you identify meaningful priorities, select appropriate supports, and confidently write individualized goals that align with neurodiversity-affirming practice.
Through a series of realistic case studies, guided practice, downloadable resources, and Rachel’s step-by-step clinical reasoning, you’ll develop a framework you can immediately apply with your own students.
Whether you’re new to goal writing or looking to move beyond outdated approaches, this course will help you write goals with greater confidence, clarity, and purpose.
This self-paced course includes approximately 7 hours of recorded video and 2 hours of self-study.
This course is currently available for pre-order and will officially launch on September 30.
Group Discount Available:
2-5 Participants: 15% Discount
6+ Participants: 25% Discount
*Be sure to click the group option when adding courses to your cart, and the discount will apply automatically!
Description
A New Home for a Familiar Course
This course was previously hosted by our friends at Learn Play Thrive. As LPT has transitioned away from pre-recorded continuing education, we’re so happy to give Rachel’s course a new home here.
This version has been thoughtfully refreshed to include updated goals for general social-pragmatics, motor planning disability, and resulting social impacts while preserving the practical framework and clinical reasoning process that participants have valued for years.
Whether you’re taking this course for the first time or returning for a refresher, we’re excited to welcome you.
This On-Demand Course Includes:
- Close to 7 hours of recorded instruction
- Approximately 2 hours of guided learning activities and case study application
- Multiple in-depth case studies that build your clinical reasoning skills
- Downloadable handouts and practical tools
- A comprehensive goal bank to support your everyday practice
- Personalized certificate of completion
Learn at your own pace and return to the course whenever you need a refresher – 180 days of unlimited access with each purchase.
What You’ll Learn:
- Synthesize information from a case study autistic student’s IEP using the IEP domains.
- Analyze how an autistic child’s mental wellness or unwellness impacts selection of an attainable goal.
- Analyze the role of parent/caregiver and teacher input when selecting a target skill.
- Determine specific accommodations, supports, or cuing that would enable an autistic student to reach determined target skills.
- Apply the goal formulation process to create individualized, demonstrable, and measurable goals for a case study autistic student.
Who This Course Is For:
- You are an Occupational Therapist or Speech-Language Pathologist
- You work with autistic students in educational, clinical, or community settings
- You want a practical, strengths-based approach to writing individualized goals rather than relying on compliance-driven or one-size-fits-all approaches
- You want to strengthen your clinical reasoning and feel more confident identifying meaningful priorities, supports, and accommodations for autistic students
About the Instructors
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Rachel Dorsey, MS, CCC-SLP (she/her) is an Autistic speech language pathologist who excels at teaching non-autistic therapists to better understand and support our neurodivergent clients. Rachel’s work illuminates the many ways that seemingly “effective” strategies can impact the emotional well-being of our autistic clients. In her teaching, Rachel guides therapist to use strategies that are based in evidence and aligned with neurodiversity-affirming practices. |
Mick Olds, MOT (she/her/they/them), also known as “The Occuplaytional Therapist,” is an occupational therapist who shares every day with thousands of people online—parents, teachers, fellow professionals, and adults healing their own childhoods—about the power of play in children’s lives. Mick has worked with kids in all kinds of settings: from rural Oklahoma, to an Air Force base in England, to their current home in Geelong, Victoria. Their experiences across different countries and systems give them a unique perspective on how healthcare and education shape childhood.
Jess Miles, MOT, OTR/L (they/them/she/her) is a neurodivergent occupational therapist passionate about access to neurodiversity-affirming OT in emerging practice areas. Jess consulted on the Goal Writing for Autistic Students course, bringing to the course specific strategies to target executive function and self-determination from a neurodiversity-affirming lens. These concepts will invigorate the OT approach to goal writing and help ensure all members of the multidisciplinary team feel confident supporting their students.
Karina Saechao, PhD, CCC-SLP, ATACP (she/her) is an award-winning author and pediatric speech language pathologist to school-age students across the age spectrum. Karina’s focus is primarily on disability, AAC/multimodal communication, literacy, translanguaging, and Ebonics in her research and clinical practice. As a scholar-practitioner, Karina believes all children have the fundamental right to an equitable education, comprehensive literacy instruction, self-determination, and autonomous communication. Further, Karina investigates Ebonics grammar, critiquing the limitations of current assessment and therapeutic practices for school-aged children who speak it. She also works to facilitate new avenues of thought for practitioners working with children who speak Ebonics and who use AAC. Karina is passionate about sharing the latest research and evidence-based interventions and practices, and partners with school districts, educators, and families through her clinical practice, Golden Oak Speech Therapy and special education consultancy, Yay Language, LLC.
The Official Stuff:Speaker: Rachel Dorsey Course Level: Intermediate AOTA Areas: Foundational Knowledge; OT Service Delivery CE Learning Objectives: By the end of this course, participants will be able to:
Contact Hours: This course is worth 8.75 contact hours or 0.875 AOTA CEUs. Completion Requirements: To receive credit and certificate for this course you must listen to the course in its entirety, pass the accompanying assessment with an 80% or higher and complete a course evaluation. Except for AOTA-approved CEUs, this course is not approved or affiliated with any governing bodies that award continuing education credits, so continuing education credits are not guaranteed. ADA/Section 504: If you require special accommodations, please contact us at [email protected] Kelly Mahler is an Approved Provider of Continuing Education for occupational therapists and occupational therapy assistants by the American Occupational Therapy Association. The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA. Speaker Disclosures:
Questions: Contact us at [email protected] Kelly Mahler is an AOTA Provider of professional development. Course Approval ID #17151. This Distance Learning-Independent is offered at .875 CEUS, OT Service Delivery and Foundational Knowledge. The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA.
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Maribel Serrano Holder, M,S., M.A., CCC-SLP (she/her/ella/la) is a California-licensed speech-language pathologist and the founder and clinical director of Logopedia Speech & Language Therapy, Inc., a neurodiversity-affirming practice based in San Francisco. She was born and raised in Nogales, Sonora, Mexico and is late-diagnosed autistic and ADHD. Her lived experience deeply informs her clinical approach and commitment to social justice, cultural responsiveness, and affirming care. She holds a B.S. in Psychology from the University of Arizona, an M.S. in Speech, Language, and Hearing Sciences from San Francisco State University, and an M.A. in Infant and Early Childhood Development from Fielding Graduate University, where she is a doctoral candidate in Infant and Early Childhood Development and Mental Health. Maribel is a certified member of the American Speech-Language-Hearing Association (ASHA), and a member of the International Society for Autism Research (INSAR), the World Professional Association for Transgender Health (WPATH), and the International Society for Augmentative and Alternative Communication (ISAAC). She is a certified Hanen® instructor, a DIR Floortime® Expert Level Clinician and Training Leader, and has advanced training in Gestalt Language Processing and Natural Language Acquisition.
