Thursday's session handouts will be posted on this web page beginning July 26, as made available by the presenter(s) for posting electronically. Note: If a presentation is not posted, it will be posted as soon as possible OR it is because the program committee has honored the speaker's wishes to not post materials electronically.
Thursday, August 2 |
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| 8:00–9:00 a.m. | Registration |
| Morning Sessions |
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| 9:00 a.m.–noon |
57. Girls under the Umbrella of ASD
Lori Ernsperger (B/I, Act 48, ASHA, Psych) Presentation Dr. Lori will highlight the core gender differences between males and females with ASD and provide effective insights and strategies for addressing daily issues. |
| 9:00–noon |
58. Teaching Protocols
Kristen Albert (B/I, Act 48, ASHA, BACB, Psych) Presentation Protocols for teaching intraverbal responding and related language skills during discrete trial instruction will be described with video demonstrations provided. |
| 9:00–noon |
59. New Directions in the Assessment and Treatment of Severe Problem Behavior Tim Vollmer (B/I, Act 48, ASHA, BACB, Psych) Handout 1 Handout 2 Presentation After briefly reviewing behavioral assessment procedures, the presenter will relay five general methods for reducing dangerous behavior. |
| 9:00–noon |
60. Academic Skill Acquisition in Autism: Generative Instruction Ruth Anne Rehfeldt (I/A, Act 48, ASHA, BACB, Psych) Presentation This presentation will focus on the implementation of the derived stimulus relations framework for teaching academic skills to individuals with autism, including reading, spelling, and relations of difference, opposition, and comparison. |
| 9:00–noon |
61. Kathleen Quill (B/I, Act 48, ASHA, Psych) This presentation will describe teaching strategies and instructional adaptations that promote communication and socialization in children with autism. The presenter will offer specific strategies that capitalize on the individual strengths and learning styles of the child with autism. |
| 9:00–noon |
62. Crisis Management for Families
David Lennox (B/I, Act 48, ASHA, BACB, Psych) Presentation This innovative presentation will focus on providing parents and others with information and interventions to help improve safety and prevent, minimize, and manage potentially dangerous incidents. |
| 9:00–noon |
63. Effective Toilet Training for Individuals with ASD: Behaviorally Based Strategies Frank Cicero (B/I, Act 48, ASHA, BACB, Psych) Presentation The presentation will cover a range of reinforcement-based techniques for use with toilet training individuals on the autism spectrum. Topics discussed will include urination training, bowel training, and request training. |
| 9:00–noon |
64. Using Mobile Devices for Engagement and Communication
Bill Zeigler and Lauren Enders (B/I, Act 48, ASHA, Psych) This presentation will provide participants with information and resources related to the use of mobile devices by children with ASD. |
| 9:00–noon |
65. Assessment in Transition Planning for Students with Autism
Rosemary Nilles and Kathryn Poggi (B/I, Act 48, ASHA, Psych) While students with ASD present unique needs, the process for transitioning from school to postsecondary education, employment, and independent living is the same regardless of disability. Pennsylvania’s six-step process for transition for students ages 14 and older addresses federal and state requirements and provides a framework for developing the Individualized Education Plans (IEP). This session will focus on Step One: Assessment of Interests, Preferences, and Aptitudes and will provide helpful information and resources for parents, educators, and agency staff. |
| noon–1:15 p.m. | Lunch |
| Afternoon Sessions |
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1:15–2:15 p.m. 2:30–3:30 (Repeated as Session 79) |
66. The 3 R's to Bullying Prevention for Students with ASD: Recognize, Respond, and Report Lori Ernsperger (B/I, Act 48, ASHA, Psych) Presentation Bullying in the United States was once a silent epidemic which was endured by millions of children on a daily basis. Today, bullying in schools is being recognized as a national problem for all students including children with ASD. Dr. Ernsperger will review the current statistics on bullying and specific strategies for parents and professionals to create a safe educational environment and follow the legal requirements set by the federal government on bullying prevention for students with ASD. |
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1:15–2:15 p.m. 2:30–3:30 (Repeated as Session 80) |
67. Effective Group Instruction for Children with ASD
Tonya Artus, Keeli Dickmyer, and Heather Stokes (B/I, Act 48, ASHA, Psych) Presentation This session will review key components of effective group instruction including using a basic template for instructional delivery; the model, lead, test sequence; basic signals; and error correction procedures. Presenters will cover basic precursor skills, in relation to the VB-MAPP, needed for instructional programs such as Reading Mastery and Language for Learning as well as supplemental instructional formats to augment Direct Instruction and to link to the general education curriculum when needed. This session will include video examples of group instruction. |
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1:15–2:15 p.m. 2:30–3:30 (Repeated as Session 81) |
68. Occupational Therapy Support of Motor Imitation Programming
Susan Brown (B/I, Act 48, ASHA, Psych) Handout 1 Handout 2 Handout 3 Handout 4 Handout 5 Presentation The session will look at gross and fine motor imitation training, addressing how the occupational therapist can assist classroom staff with the selection of targets and offer teaching strategies based on the child’s motor development. Included will be a brief guideline on motor development and sample tracking sheets with potential targets to be used when programming for children who do not progress with typical motor imitation programming. Factors to be considered may include motivation, motor ability, instructional control, and fine motor programming to support motor imitation such as visual attention, visual discrimination, and body position in space. |
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1:15–2:15 p.m. 2:30–3:30 (Repeated as Session 82) |
69. Generative Teaching Protocols for Learners with Autism and Developmental Delays John McElwee and Siri Ming (B/I, Act 48, ASHA, Psych) Presentation A primary goal for all learners is to demonstrate generative performance or show skills that have not directly been taught. The presenters for this session will offer a variety of examples of evidence-based teaching protocols that educators can use to achieve this goal. A major emphasis of the presentation will be on language acquisition programs. |
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1:15–2:15 p.m. 2:30–3:30 (Repeated as Session 83) |
70. Early Intervention and Applied Behavior Analysis: Structuring for Success through Systematic Support for Classroom Teachers Jean Gordon and Sharon Zamrin (B/I, Act 48, ASHA, Psych) Handout Presentation Based on their daily work in IU13's preschool early intervention autistic support program, presenters will discuss a system for delivering an effective, standardized model of consultation to classroom teams, including systematic, objective feedback for instructors; staff training procedures; team collaboration and communication; and provision of comprehensive behavioral interventions. This model allows for timely and focused attention to student needs, assists teachers with implementing recommended changes, and promotes consistent work standards across the program. Sample forms, such as the consultation notes outline, team training logs, and team meeting forms, will be provided. |
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1:15–2:15 p.m. 2:30–3:30 (Repeated as Session 84) |
71. Experience from the Field: Toilet Training Students with Autism and Other Disabilities in Public Schools Jennifer Shade (B/I, Act 48, ASHA, Psych) Successful techniques for toilet training students with autism and other disabilities in a public school setting will be discussed. Protocols, data collection, and case study data from five students will be shared, and the session will provide practical guidance that is applicable to the school setting. We will also discuss collaboration with parents and the school’s role in supporting the toilet training process at home. This session will be beneficial for school personnel, consultants, and parents. |
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1:15–2:15 p.m. 2:30–3:30 (Repeated as Session 85) |
72. Implementation of Evidence-Based Practices in Urban Settings
Krystal Palmer, Sherry Campbell, Anna Partlett-Bickford, Amy Foor, Jamie Baker, Amanda Bogart, and Nicole Musser (B/I, Act 48, ASHA, Psych) Presentation Local education agents from three Pennsylvania urban school districts will share information and resources on effective implementation of evidence-based practices for students with autism in urban school settings. The session will include strategies from a leadership role perspective on allocation of resources to increase likelihood for success. |
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1:15–2:15 p.m. 2:30–3:30 (Repeated as Session 86) |
73. Providing Consultation to Autism Support Classes through Systematic Staff Training and Treatment Integrity Checks Leslie Meyer, Ellen Holtzman, and Lori Wonder (B/I, Act 48, ASHA, Psych) Handout 1 Handout 2 Handout 3 Presentation An exemplary consultation model for autistic support programs will be highlighted during this session. School leaders will explain their staff training model and how they monitor treatment integrity among other aspects of their successful and effective working consultation system. |
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1:15–2:15 p.m. 2:30–3:30 (Repeated as Session 87) |
74. Creating an Atmosphere for Success Tracey Jones, Michael Starks, Mark Crosson, and Christina Short (B/I, Act 48, ASHA, Psych) Presentation Administrative support is crucial for creating an atmosphere for success in school-based autistic support programs. Administrators from the Mifflin County School District will discuss how they developed a successful program, worked together as administrators, and fostered buy-in from teaching staff, support staff, and parents. |
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1:15–2:15 p.m. 2:30–3:30 (Repeated as Session 88) |
75. Effectively and Compassionately Integrating Individuals with Autism Safely into the Community: A Cross-Systems Approach Amy Nemirow, Roni Russell, and Sharon Potter (B/I, Act 48, ASHA, Psych) Presentation 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 and compassionately integrate individuals with autism safely into the community and decrease interactions with the justice system? 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. |
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1:15–2:15 p.m. 2:30–3:30 (Repeated as Session 89) |
76. Beyond High School: Lessons Learned from Programs Supporting Adults with Autism Stacy Nonnemacher (B/I, Act 48, ASHA, Psych) Presentation There is a lack of research specific to best practices and supporting adults with autism. However, there is a need to understand what is most successful and effective as we prepare adolescents for adulthood and support adults in home, community, and work settings. This session will provide insight from two programs administered by The Bureau of Autism Services that could inform practitioners to successfully support people with ASD. |
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1:15–2:15 p.m. 2:30–3:30 (Repeated as Session 90) |
77. The Power of Video: Improving Social Skills in Children with Autism Bridget Booth (B/I, Act 48, ASHA, Psych) Presentation This session will include an introduction of an instructional approach based on research by Blythe Corbett that uses video-taping and playback capability to help model appropriate social, emotional, and language skills for children with ASD. Discussion will include descriptions of direct instruction and the ultimate transfer of those skills and strategies into the general education settings of participants. |
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1:15–2:15 p.m. 2:30–3:30 (Repeated as Session 91) |
78. Increasing Competencies for Professionals in the Autism Field: The PEACS Curriculum
This session will review the outcomes of the implementation of a professional development curriculum (PEACS) specifically designed for clinicians working with individuals with ASD. This competency-based training program focused on topics in autism and applied behavior analysis, including presentations by experts in the field, book chapters, and research articles. Presentation skills were taught, using a training-to-competency method; all participants met the established criterion. |
| 3:45–5:00 p.m. |
92. Closing Keynote: Three Perspectives on the Autism "Epidemic"
Richard Grinker
Anthropologist Richard Grinker will delve into recent research concerning the rising prevalence of autism and how one’s culture and community affect the lives of individuals and families with autism. He will explore the cultural dynamics around the world, including changes in stigma that lead to increased opportunities for individuals and families with autism, enabling them to craft meaningful lives. His lecture will touch on what lessons we can learn from studies around the world and pay special attention to how self-advocacy is improving the social and intellectual experiences of students in higher education. |
| 8:45 a.m.–4:30 p.m. | Children's Institute |
| 8:30 a.m.–1:00 p.m. | Exhibits |