If you do not see a specific session handout, please check back.
Thursday, August 4 |
|
| 7:30 a.m.–4:30 p.m. | Registration |
| Morning Sessions | |
| 9:00 a.m.–noon |
57. Educational Interventions for Students with Asperger’s
Mary Jane Weiss (Beginning/Intermediate, Act 48, ASHA, BACB, Psych) This workshop will outline the learning characteristics of students with Asperger's, and will outline effective strategies to maximize their success. |
| 9:00–noon |
58. Making Group Instruction More Effective for Students with Autism
William Heward (Beginning/Intermediate, BACB, Act 48, ASHA, Psych) Research-based interventions that help students with ASD learn five skill sets autism experts consider critical for success in inclusive classrooms. |
| 9:00–noon |
59. A Behavioral Analysis of Conversation David Palmer (Intermediate/Advanced, BACB, Act 48, ASHA, Psych) This presentation will discuss interlocking contingencies of speaker and listener that may be defective in children with autism. |
| 9:00–noon |
60. Pivotal Response Treatment for Young Children with Autism Daniel Openden (Beginning/Intermediate, BACB, Act 48, ASHA, Psych) This presentation will discuss the development and implementation of Pivotal Response Treatment, an evidence-based model for teaching children with autism. |
| 9:00–noon |
61. Behavioral Interventions for the Family Jose Martinez-Diaz (Beginning/Intermediate, BACB, Act 48, ASHA, Psych) The presentation will cover several of the basic ABA principles and procedures that families can use to make a difference in their child's life. Topics include definitions and examples of behavior, antecedents, and consequences, how to pinpoint and measure behavior, the importance of data collection, skill acquisition procedures such as shaping and incidental teaching, and basic differential reinforcement procedures to replace problem behavior with appropriate behavior. Case examples will be utilized to illustrate the principles and procedures. |
| 9:00–noon |
62. Evaluating Autism Treatments: Science and Pseudoscience
Henry Schlinger, Jr. (Intermediate/Advanced, BACB, Act 48, ASHA, Psych) This presentation will distinguish between science and pseudoscience and describe how specific autism treatments, such as Facilitated Communication, are pseudoscientific. |
| 9:00–noon |
63. ABA Interventions to Include Students with ASD in Schools Joel Hundert (Intermediate/Advanced, BACB, Act 48, ASHA, Psych) Applied Behavior Analytic interventions will be described to target critical areas associated with success of students with Autistic Spectrum Disorders in general education classrooms. |
| 9:00–noon |
64. Estate Planning
George Shadie (Beginning/Intermediate, Act 48, ASHA, Psych) This session will focus on learning the pitfalls to avoid so your child doesn’t lose benefits they are entitled to receive. An overview of services will be presented. |
| noon–1:15 p.m. | Lunch |
| Afternoon Sessions | |
|
1:15–2:15 p.m. 2:30–3:30 (Repeated as Session 77) |
65. Social Skills Katie Ulrich and Team (Beginning/Intermediate, Act 48, ASHA, BACB, Psych) This session will discuss the rationale and components of a social skills training approach, choosing specific social skills for training, development of a lesson, implementation of a lesson, and data collection. Lesson, data collection and video examples will be provided |
|
1:15–2:15 p.m. 2:30–3:30 (Repeated as Session 78) |
66. Magnifying the Impact: Bridging the Gap from Research to Practice
Rachel Kittenbrink and Team (Beginning/Intermediate, Act 48, ASHA, BACB, Psych) A brief review of literature highlighting the issues frequently identified as contributing to the failed implementation of research-validated instructional and behavior strategies for students with Autism will serve as an introduction and rationale for the importance of this topic. The remainder of the presentation will focus on “Magnifying the Impact.” Here we will discuss a variety of strategies used by our Pace team to spread the knowledge, strategies, and processes acquired through our relationship with the Pattan Autism Initiative to both families and a larger educational community. |
|
1:15–2:15 p.m. 2:30–3:30 (Repeated as Session 79) |
67. Autistic Spectrum Disorders College Coach and Getting Ready for College
Brenda Eaton and Team (Beginning/Intermediate, Act 48, ASHA, Psych) More and more students with an ASD diagnosis are getting into college are we they but are they ready? Learn what Colleges and Universities will provide in the way of accommodations, what skills are necessary, and what is an ASD College Coach. |
|
1:15–2:15 p.m. 2:30–3:30 (Repeated as Session 80) |
68. Facilitated Recess: Authentic Social Skills Instruction Erin Miner and Team (Beginning/Intermediate, BACB, Act 48, ASHA, Psych) This session will present the concept of using recess as an instruction period for students with ASD, instead of the traditional exposure of 30 minutes daily to an authentic environment for social skills instruction. |
|
1:15–2:15 p.m. 2:30–3:30 (Repeated as Session 81) |
69. Preparing ASD Teens for Peer and Courtship Relationships – The Basics Lawrence Sutton (Beginning/Intermediate, Act 48, ASHA, Psych) Successful teenage and courtship relationship development requires core knowledge and skills in order to be successful. Through the use of specific psycho-educational lessons, the presentation will walk attendee’s through the modular unit or skill processes. |
|
1:15–2:15 p.m. 2:30–3:30 (Repeated as Session 82) |
70. Competent Learner Model: A Framework for Inclusion Robyn Wozniak and Anne Van Zelst (Beginning/Intermediate, Act 48, ASHA, Psych) The session will offer a view of Competent Learner Model (CLM) implementation as a framework to access the general education curriculum within a typical K-2 elementary school. |
|
1:15–2:15 p.m. 2:30–3:30 (Repeated as Session 83) |
71. Supporting a Consistent Model of Autism Support Across All Grade Levels: ABA Staff and Support
Amy Foor and Jaime Baker (Beginning/Intermediate, BACB, Act 48, ASHA, Psych) Classroom teams will present information on implementing a consistent model of autistic support – from preschool through high school. Information will be presented on how using consistent language, data systems, evidence based interventions, and ABA practices have allowed for smooth transitions and successful programming across grade levels. |
|
1:15–2:15 p.m. 2:30–3:30 (Repeated as Session 84) |
72. Serving Students with Autism: A Model that Makes Sense Carl Manfredi and Margaret Likasewski (Beginning/Intermediate, Act 48, ASHA, Psych) A panel consisting of school district, behavioral agency, verbal behavior, and teaching staff will provide an overview on how to utilize all stakeholders to provide an effective model for students with autism. |
|
1:15–2:15 p.m. 2:30–3:30 (Repeated as Session 85) |
73. Using the Challenge and Competition to Capture Teacher MO to Improve the Integrity of Instruction Dona Alvino (Beginning/Intermediate, BACB, Act 48, ASHA, Psych) This session will teach professional staff and administrators how to incorporate on-going training into the school year to continuously improve and refine teachers’ instructional skills. |
|
1:15–2:15 p.m. 2:30–3:30 (Repeated as Session 86) |
74. Effectively and Compassionately Integrating Individuals with Autism/ID Safely into the Community: A Cross-Systems Approach Amy Nemirow and Team (Beginning/Intermediate, Act 48, ASHA, BACB, Psych) This interactive session will be presented by members of a cross-systems workgroup that is focused on answering the questions: How do we work across systems to effectively & compassionately integrate individuals with autism/ID safely into the community and decrease interactions with the justice system? And if preventative steps fail, how do we intervene so that everyone receives equal justice? The session will include an update of the current progress of the workgroup, provide practical strategies, and offer time for audience interaction in order to gain additional perspectives and feedback. |
|
1:15–2:15 p.m. 2:30–3:30 (Repeated as Session 87) |
75. GYMBOP: An Innovative Program of Physical Education Lynn Norlander and Eric Emmons (Beginning/Intermediate, Act 48, ASHA, Psych) This session will demonstrate the use of GYMBOP, which is a non-traditional therapeutic program developed at The Children’s Institute to help students with severe disabilities. Faculty from The Day School at The Children’s Institute developed GYMBOP by integrating the educational specialties of music and adapted physical education with occupational, physical and speech/language therapies. |
|
1:15–2:15 p.m. 2:30–3:30 (Repeated as Session 88) |
76. Using Puppetry to Promote Autism Awareness: Acceptance Comes From Knowledge Kimberly Bennett (Beginning/Intermediate, Act 48, ASHA, Psych) This session will demonstrate how a puppet show can be used to foster Autism Awareness. A puppet show will be performed and the impact it has made in two public schools will be discussed. |
|
1:15-2:15 p.m. 2:30-3:30 (Repeated as Session 91) |
90. Teaching Students with ASD How to Have Healthy and Safe Relationships with Peers, including Girlfriends and Boyfriends
High School students with disabilities want friends, girlfriends, and boyfriends just like their peers. Mike’s “Crush” videos and curriculum provide a multifaceted approach to learning social skills utilizing videos, peer modeling, interactive sessions, role playing, and video self modeling (VSM). |
| 3:45–5:00 p.m. |
89. Closing Keynote: Let's Keep Our Eyes on the Prize
William Heward
Teaching a child with autism demands extraordinary energy, technical skill, emotional commitment, and perseverance. When progress is slow, professionals and family members often experience disappointment, frustration, and fatigue. Focusing on the ultimate purpose of their efforts helps professionals and family members navigate the rough patches and renew their dedication to collaboration and evidence-based practice. |
| 8:45 a.m.–4:30 p.m. | Children's Institute |
| 8:30 a.m.–5:30 p.m. | Exhibits |
