You need CEUs. Make them relevant.

Differentiate between intellectual ability and functional performance by identifying executive functioning, sensory, emotional, and social factors that may contribute to learning challenges in autistic learners despite strong cognitive abilities.
Apply evidence-informed strategies to increase learner engagement by incorporating individual interests, choice-making opportunities, and motivating instructional activities while preserving the value of preferred interests for regulations.
Analyze the distinction between reinforcement and bribery and select reinforcement strategies that promote skill acquisition, independence, and long-term intrinsic motivation.

Analyze the historical evolution of autism diagnostic criteria and explain how changes in diagnostic classification have influenced clinical practice and service delivery.

Differentiate the proposed characteristics of profound autism from broader autism spectrum presentations by evaluating cognitive, communication, adaptive functioning, and lifelong support needs.

Apply emerging evidence regarding profound autism to clinical assessment, report writing, interdisciplinary referrals, and individualized treatment planning for individuals with high support needs.

Differentiate between behaviors associated with cognitive rigidity ("stuck thinking") and behaviors that are more consistent with intentional noncompliance or typical developmental resistance.

Analyze environmental, emotional, and communication factors that contribute to cognitive rigidity and behavioral escalation in autistic individuals.

Apply evidence-informed strategies to increase cognitive flexibility, support successful transitions, and reduce distress through individualized, strength-based interventions.

Analyze the relationship between functional communication, neuroplasticity, and language development in autistic children and late talkers.

Differentiate communication approaches that facilitate functional speech development from strategies that may inadvertently limit spontaneous language use.

Apply evidence-informed coaching and language-modeling strategies to promote functional communication during naturally occurring daily interactions.

Analyze the sensory processing factors that contribute to clothing-related distress and dressing challenges in autistic children and other children with sensory processing differences.

Differentiate sensory-based clothing challenges from behaviors maintained by other environmental or behavioral factors to support appropriate intervention planning.

Apply evidence-informed occupational therapy strategies to improve dressing participation through environmental modifications, sensory supports, caregiver coaching, and individualized clothing adaptations.

Identify risk factors that increase vulnerability to grooming, abuse, and exploitation among autistic children and adolescents across home, school, community, and online environments.

Recognize common grooming behaviors, behavioral warning signs, and communication changes that may indicate abuse or exploitation in autistic children.

Apply evidence-informed prevention strategies, including teaching body autonomy, consent, personal safety, caregiver supervision, and multidisciplinary reporting practices to reduce the risk of victimization.

Differentiate the characteristics of Pathological Demand Avoidance (PDA), also referred to as Persistent Drive for Autonomy, from behaviors that may be misinterpreted as defiance or noncompliance.

Analyze how nervous system regulation, perceived loss of autonomy, and environmental demands influence behavior and distress in individuals with PDA.

Apply neurodiversity-affirming strategies that prioritize safety, autonomy, collaboration, and individualized support across home, school, and community settings.

Analyze behavior as a form of communication by identifying the underlying environmental, emotional, sensory, and developmental variables that influence observable behavior.

Differentiate behaviors that reflect unmet needs, nervous system dysregulation, or skill deficits from behaviors that may be interpreted solely as noncompliance or intentional misconduct.

Apply evidence-informed, neurodiversity-affirming strategies that address the function of behavior while promoting regulation, skill development, and collaborative caregiver support.

Analyze factors that promote successful transition to adulthood for autistic individuals, including independent living, vocational preparation, and adaptive life skills.

Differentiate evidence-informed parenting strategies that foster independence from practices that may unintentionally increase long-term dependence.

Apply practical, individualized strategies to support employment readiness, daily living skills, sensory needs, and community participation across development.

Identify verbal and nonverbal forms of communication used by autistic children and explain how these behaviors communicate needs, emotions, and preferences.

Differentiate communication barriers from intentional noncompliance by interpreting behavior, body language, and environmental factors using a communication-focused framework.

Apply evidence-informed, relationship-based strategies that strengthen parent-child communication through observation, modeling, attunement, and responsive interaction.

Identify common factors that contribute to employment and interview challenges experienced by autistic young adults during the transition to the workforce.

Evaluate evidence-informed strategies for preparing autistic job seekers for interviews, including communication skills, self-presentation, and interview practice.

Apply practical approaches to support interview preparation by incorporating individual strengths, appropriate accommodations, and structured coaching into employment planning.

Identify the physical, emotional, sensory, and social changes associated with puberty in autistic children and adolescents.

Apply developmentally appropriate communication strategies, including visual supports, concrete language, and explicit instruction, to prepare autistic youth for puberty, hygiene, relationships, and personal boundaries.

Implement family-centered strategies that promote emotional regulation, independence, personal safety, and healthy social development during puberty.

Identify developmental indicators and communication characteristics that distinguish late talkers from children who may require further evaluation or intervention.

Analyze factors that influence communication development in autistic children and late talkers, including receptive language, play, caregiver interactions, and individual developmental differences.

Apply neurodiversity-affirming, evidence-informed strategies to support functional communication through play-based, child-led interactions and caregiver coaching.

Explain the neurological and sensory functions of stimming and distinguish self-regulatory stimming from behaviors that may require intervention for safety.

Identify environmental, sensory, and physiological factors that contribute to increased stimming by analyzing behavioral patterns and contextual triggers.

Apply neurodevelopmental and family-centered strategies to support self-regulation by addressing underlying sensory, physical, nutritional, and emotional needs rather than focusing solely on suppressing stimming behaviors.