Agenda

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  • Thursday, October 24, 2019
  •  
    7:30 AM  -  8:00 AM
    Thursday Sign In and Continental Breakfast
    Fitzgerald Foyer
    8:00 AM  -  8:30 AM
    Welcome
    Fitzgerald Ballroom
    8:30 AM  -  10:00 AM
    Opening Keynote: Supporting Students on the Autism Spectrum with Co-Occurring Mental Health Issues
    Fitzgerald Ballroom
    It is projected that as many as 80 percent of students on the autism spectrum have co-occuring mental health issues (e.g., anxiety, depression). Supporting these students requires an understanding of the impact of stress, trauma and the importance of teaching self-regulation and other important skills. This session will discuss individual supports and highlight Indiana's statewide approach to supporting these students.
    Keynote Speaker:
    10:00 AM  -  10:15 AM
    Morning Break
    10:15 AM  -  11:30 AM
    Session A1: Tier 2 & Tier 3 Interventions in Self-Contained Classrooms and Related Service Settings
    Duncan

    Often times, students with limited communication skills also have co-occurring challenging behavior such as outbursts, aggression, and self-injurious behaviors. As a result of the limited communication and challenging behavior, students are likely to receive SPED services in a self-contained classroom. In the service setting, related service therapists (SLP, OT, PT, counseling) may also be addressing challenging behavior during individual and group settings. Participants will learn how to use general strategies to prevent challenging behavior in a small group therapy setting. Participants will also learn how to develop antecedent interventions used to prevent challenging behavior in self-contained classrooms and 1:1 related therapy sessions. Furthermore, participants will learn how to identify appropriate replacement behaviors and plan consequences following challenging behavior. Assessment and the importance of data collection to monitor progress will be discussed as well.

    Level of Understanding:  Intermediate

    10:15 AM  -  11:30 AM
    Session B1: Managing Emotion Dysregulation in ASD with Mindfulness
    Fitzgerald A

    Emotion Dysregulation in ASD is associated not only with co-occurring psychiatric diagnoses such as anxiety, depression, and aggressive behavior, it also has been tied to social, academic, and other outcomes.  This presentation will describe emotion regulation impairments and examine how to manage them with mindfulness-based approaches.

    Level of Understanding:  Basic

    Speakers:
    10:15 AM  -  11:30 AM
    Session C1: Improving Executive Function, On-Task & Flexible Behavior in Elementary School Age Child
    Fitzgerald C

    This presentation is for professionals and parents who work with children with autism, and other disorders linked to executive dysfunction. Executive Function problems are common in children and causes academic, social and adaptive problems. I will introduce you to tools you can use today that help you identify when a child is having trouble with EF, so that you can better distinguish a "can't" from a "won't" and therefore intervene more effectively.  I will describe the Unstuck and On Target intervention, which is a cognitive-behavioral school- and home-based intervention program targeting flexibility, goal-setting and planning. I will provide demonstrations and video models of key skills. Finally, I will report on the results of our recent randomized, controlled trials of Unstuck that found improvements in classroom behaviors, such as: following directions, transitioning easily and engaging socially. 

    Level of Understanding:  Basic

    10:15 AM  -  11:30 AM
    Session D1: Parent Well-Being: Understanding Perspectives and Improving Family Outcomes
    Owens

    This goal of this panel presentation is to understand parent coping and resiliency in raising a child with autism spectrum disorder. The panel will be comprised of two parents who each have a child with autism spectrum disorder, a child psychiatrist, a social worker, and a care coordinator. Each parent will discuss their strategies for maximizing their personal well-being, while also describing some of the challenges that they face during the process. Professionals will discuss some of the approaches they take in working with parents to promote optimal family outcomes. A clinical psychologist will moderate the session. All professionals have extensive experience in working with children and families with autism spectrum disorder.

    Level of Understanding: Basic

    Moderators:
    11:30 AM  -  12:45 PM
    Lunch (provided) & Exhibits
    Fitzgerald North Foyer
    12:45 PM  -  2:00 PM
    Session A2: Tier 2 & Tier 3 Interventions in Self-Contained Classrooms and Related Service Settings
    Duncan

    Often times, students with limited communication skills also have co-occurring challenging behavior such as outbursts, aggression, and self-injurious behaviors. As a result of the limited communication and challenging behavior, students are likely to receive SPED services in a self-contained classroom. In the service setting, related service therapists (SLP, OT, PT, counseling) may also be addressing challenging behavior during individual and group settings. Participants will learn how to use general strategies to prevent challenging behavior in a small group therapy setting. Participants will also learn how to develop antecedent interventions used to prevent challenging behavior in self-contained classrooms and 1:1 related therapy sessions. Furthermore, participants will learn how to identify appropriate replacement behaviors and plan consequences following challenging behavior. Assessment and the importance of data collection to monitor progress will be discussed as well.

    Level of Understanding:  Intermediate

    12:45 PM  -  2:00 PM
    Session B2: Managing Emotion Dysregulation in ASD with Mindfulness
    Fitzgerald A

    Emotion Dysregulation in ASD is associated not only with co-occurring psychiatric diagnoses such as anxiety, depression, and aggressive behavior, it also has been tied to social, academic, and other outcomes.  This presentation will describe emotion regulation impairments and examine how to manage them with mindfulness-based approaches.

    Level of Understanding:  Basic

    Speakers:
    12:45 PM  -  2:00 PM
    Session C2: Improving Executive Function, On-Task & Flexible Behavior in Elementary School Age Child
    Fitzgerald C

    This presentation is for professionals and parents who work with children with autism, and other disorders linked to executive dysfunction. Executive Function problems are common in children and causes academic, social and adaptive problems. I will introduce you to tools you can use today that help you identify when a child is having trouble with EF, so that you can better distinguish a "can't" from a "won't" and therefore intervene more effectively.  I will describe the Unstuck and On Target intervention, which is a cognitive-behavioral school- and home-based intervention program targeting flexibility, goal-setting and planning. I will provide demonstrations and video models of key skills. Finally, I will report on the results of our recent randomized, controlled trials of Unstuck that found improvements in classroom behaviors, such as: following directions, transitioning easily and engaging socially. 

    Level of Understanding:  Basic

    12:45 PM  -  2:00 PM
    Session D2: Parent Well-Being: Understanding Perspectives and Improving Family Outcomes
    Owens

    This goal of this panel presentation is to understand parent coping and resiliency in raising a child with autism spectrum disorder. The panel will be comprised of two parents who each have a child with autism spectrum disorder, a child psychiatrist, a social worker, and a care coordinator. Each parent will discuss their strategies for maximizing their personal well-being, while also describing some of the challenges that they face during the process. Professionals will discuss some of the approaches they take in working with parents to promote optimal family outcomes. A clinical psychologist will moderate the session. All professionals have extensive experience in working with children and families with autism spectrum disorder.

    Level of Understanding: Basic 

    Moderators:
    2:00 PM  -  2:15 PM
    Afternoon Break
    2:15 PM  -  3:30 PM
    Session E1: Developing Tier 2 & Tier 3 Interventions in General Education Classrooms
    Duncan

    Children with and without disabilities engage in challenging behavior within general education classrooms and special activities (specials). The purpose of this session is to help general education and specials teachers learn to implement class-wide interventions (Tier 2) and to learn how to use Tier 3 interventions for students who have individualized behavior intervention plans (BIP) within general education and specials classes.

    Level of Understanding:  Intermediate

    2:15 PM  -  3:30 PM
    Session F1: Special Education Law Overview
    Fitzgerald A

    The presenter will provide an overview of special education law and additional protections provided to students under Maryland law. The presenter will also provide an overview of Maryland State Department of Education guidance and technical assistance bulletins and share online special education law resources. 

    Level of Understanding:  Basic/Intermediate

    Speakers:
    2:15 PM  -  3:30 PM
    Session G1: Depression in Children and Adolescents with Autism Spectrum Disorder
    Fitzgerald B

    Depression is an underrecognized yet distressing condition in children and adolescents with autism spectrum disorder (ASD). A recent study indicated that individuals ASD who have co-occurring depression  are four times more likely to experience depression compared with the general population. Co-occurring depression in ASD can be challenging to diagnose because of the overlapping symptoms between ASD and depression, and because depression can present with atypical features. Furthermore, treatments for depression are limited by slowly emerging. This session will provide an overview of the prevalence, impact, clinical presentation, and risk factors associated with depression in children and adolescents with ASD. Case examples will be provided..

    Level of Understanding:  Intermediate

    Speakers:
    2:15 PM  -  3:30 PM
    Session H1: Embedding Evidence-Based Intervention Strategies into Preschool Classroom Routines: Suc
    Fitzgerald C

    Embedding Evidence-Based Intervention Strategies into Preschool Classroom Routines: Successes and Challenges 

    Young children with ASD need high dosage intervention. Upon entering preschool age, one of the main learning environments for children with ASD is the classroom.  In collaboration with schools through funding by the U.S. Department of Education, we identified successes and challenges providing evidence-based intervention to preschoolers with ASD at school.  In this presentation, evidence-based intervention strategies will be discussed along with how they can be embedded within routine instructional contexts. Teacher successes will be discussed, along with factors that interfere with successful implementation of these strategies and children's learning.

    Level of Understanding:  Basic/Intermediate

    3:30 PM  -  3:59 PM
    Thursday CEU Sign Out 2019
    Fitzgerald Foyer
  • Friday, October 25, 2019
  •  
    7:30 AM  -  8:00 AM
    Friday Sign In and Continental Breakfast
    Fitzgerald Foyer
    8:00 AM  -  9:15 AM
    Session E2: Developing Tier 2 & Tier 3 Interventions in General Education Classrooms
    Duncan

    Children with and without disabilities engage in challenging behavior within general education classrooms and special activities (specials). The purpose of this session is to help general education and specials teachers learn to implement class-wide interventions (Tier 2) and to learn how to use Tier 3 interventions for students who have individualized behavior intervention plans (BIP) within general education and specials classes.

    Level of Understanding:  Intermediate

    8:00 AM  -  9:15 AM
    Session F2: Special Education Law Overview
    Fitzgerald A

    The presenter will provide an overview of special education law and additional protections provided to students under Maryland law. The presenter will also provide an overview of Maryland State Department of Education guidance and technical assistance bulletins and share online special education law resources. 

    Level of Understanding:  Basic/Intermediate

    Speakers:
    8:00 AM  -  9:15 AM
    Session G2: Depression in Children and Adolescents with Autism Spectrum Disorder
    Fitzgerald B

    Depression is an underrecognized yet distressing condition in children and adolescents with autism spectrum disorder (ASD). A recent study indicated that individuals ASD who have co-occurring depression  are four times more likely to experience depression compared with the general population. Co-occurring depression in ASD can be challenging to diagnose because of the overlapping symptoms between ASD and depression, and because depression can present with atypical features. Furthermore, treatments for depression are limited by slowly emerging. This session will provide an overview of the prevalence, impact, clinical presentation, and risk factors associated with depression in children and adolescents with ASD. Case examples will be provided.

    Level of Understanding:  Intermediate

    Speakers:
    8:00 AM  -  9:15 AM
    Session H2: Embedding Evidence-Based Intervention Strategies into Preschool Classroom Routines: Succ
    Fitzgerald C

    Embedding Evidence-Based Intervention Strategies into Preschool Classroom Routines: Successes and Challenges 

    Young children with ASD need high dosage intervention. Upon entering preschool age, one of the main learning environments for children with ASD is the classroom.  In collaboration with schools through funding by the U.S. Department of Education, we identified successes and challenges providing evidence-based intervention to preschoolers with ASD at school.  In this presentation, evidence-based intervention strategies will be discussed along with how they can be embedded within routine instructional contexts. Teacher successes will be discussed, along with factors that interfere with successful implementation of these strategies and children's learning.

    Level of Understanding:  Basic/Intermediate

    9:15 AM  -  9:30 AM
    Morning Break
    9:30 AM  -  10:45 AM
    Session I1: Communicating with Families & Caregivers of Students with Autism or Other Developmental
    Fitzgerald A

    This presentation will focus on the importance of clear and effective communication between teachers/clinicians and families, especially families of students with autism spectrum disorder and/or other developmental disabilities.  After attending this presentation, participants will better understand the rational behind parent engagement, as well as the facilitators and barriers to collaborative communication. The presentation will also provide participants with the tools to develop efficient two-way communication systems, prevent conflict, and engage in mutually supportive relationships with families of children with autism spectrum disorder and/or other developmental disabilities.

    Level of Understanding:  Basic

    Speakers:
    9:30 AM  -  10:45 AM
    Session J1: Educating Students Across the Autism Spectrum Using Evidence-Based Practices
    Fitzgerald B

    Educating students across the autism spectrum and across grade levels requires an understanding of learning characteristics, the challenges of various environments and research based approaches that can be done with fidelity. Most important, strategies should always be chosen based on desired outcomes. This presentation will list all evidence-based approaches and describe ten in depth. Many of these approaches have been adopted schoolwide. Examples and resources will be shared.

     Level of Understanding:  Intermediate

    9:30 AM  -  10:45 AM
    Session K1: COMPASS for Building Capacity and Improving IEP Outcomes in ASD
    Duncan

    The American Psychological Association developed the Evidence Based Practice in Psychology (EBPP) Framework which indicates that clinical decision-making is the result of the overlapping features of the evidence-based practice, student/family preferences and strengths, and classroom teacher resources and needs. A challenge faced by classroom teachers, parents, and clinicians is how to best integrate EBP’s within a personalized context outlined in an EBPP framework. The purpose of this presentation is to describe the Collaborative Model for Promoting Competence and Success (COMPASS; Ruble, Dalrymple, & McGrew 2012)- a student-centered, teacher coaching intervention based on an EBPP approach (McGrew, Ruble, & Smith, 2015) that results in significantly improved IEP outcomes.

    Level of Understanding:  Intermediate

    Speakers:
    9:30 AM  -  10:45 AM
    Session L1: Connecting Curriculum Through Accommodations and Modifications
    Fitzgerald C

    Educators can make curriculum accessible and achievable for students through the use of accommodations and modifications. In this session, Nicole Eredics will provide attendees with a solid understanding of making accommodations and modifications to the curriculum. She will explain their purpose, how they differ, and how they make learning possible. Furthermore, Nicole will also ensure that attendees leave with a "toolkit" of tips and strategies to help them make accommodations and modifications for students from grades K to 12 with ease! 

    Level of Understanding:  Intermediate

    Speakers:
    10:45 AM  -  12:00 PM
    Lunch (provided) & Exhibits
    Fitzgerald North Foyer
    12:00 PM  -  1:15 PM
    Session I2: Communicating with Families & Caregivers of Students with Autism or Other Developmental
    Fitzgerald A

    This presentation will focus on the importance of clear and effective communication between teachers/clinicians and families, especially families of students with autism spectrum disorder and/or other developmental disabilities.  After attending this presentation, participants will better understand the rational behind parent engagement, as well as the facilitators and barriers to collaborative communication. The presentation will also provide participants with the tools to develop efficient two-way communication systems, prevent conflict, and engage in mutually supportive relationships with families of children with autism spectrum disorder and/or other developmental disabilities.

    Level of Understanding:  Basic

    Speakers:
    12:00 PM  -  1:15 PM
    Session J2: Educating Students Across the Autism Spectrum Using Evidence-Based Practices
    Fitzgerald B

    Educating students across the autism spectrum and across grade levels requires an understanding of learning characteristics, the challenges of various environments and research based approaches that can be done with fidelity. Most important, strategies should always be chosen based on desired outcomes. This presentation will list all evidence-based approaches and describe ten in depth. Many of these approaches have been adopted schoolwide. Examples and resources will be shared.

     Level of Understanding:  Intermediate

     

    12:00 PM  -  1:15 PM
    Session K2: COMPASS for Building Connectivity and Improving IEP Outcomes in ASD
    Duncan

    The American Psychological Association developed the Evidence Based Practice in Psychology (EBPP) Framework which indicates that clinical decision-making is the result of the overlapping features of the evidence-based practice, student/family preferences and strengths, and classroom teacher resources and needs. A challenge faced by classroom teachers, parents, and clinicians is how to best integrate EBP’s within a personalized context outlined in an EBPP framework. The purpose of this presentation is to describe the Collaborative Model for Promoting Competence and Success (COMPASS; Ruble, Dalrymple, & McGrew 2012)- a student-centered, teacher coaching intervention based on an EBPP approach (McGrew, Ruble, & Smith, 2015) that results in significantly improved IEP outcomes.

    Level of Understanding:  Intermediate

    Speakers:
    12:00 PM  -  1:15 PM
    Session L2: Connecting Curriculum Through Accommodations and Modifications
    Fitzgerald C

    Educators can make curriculum accessible and achievable for students through the use of accommodations and modifications. In this session, Nicole Eredics will provide attendees with a solid understanding of making accommodations and modifications to the curriculum. She will explain their purpose, how they differ, and how they make learning possible. Furthermore, Nicole will also ensure that attendees leave with a "toolkit" of tips and strategies to help them make accommodations and modifications for students from grades K to 12 with ease! 

    Level of Understanding:  Intermediate

    Speakers:
    1:15 PM  -  1:30 PM
    Afternoon Break
    1:30 PM  -  3:00 PM
    Closing Keynote: Relationships and the Spectrum: Lessons on Dating, Sex, and Love, Autism Style
    Fitzgerald Ballroom

    Individuals on the autism spectrum can have difficulty cultivating and maintaining connections, especially when it comes to relationships and dating. This session, which features a woman on the autism spectrum sharing her personal journey, will dispel some of the myths and misconceptions surrounding autism and dating, highlight the role of self-advocacy in dating, and offer strategies and resources to help parents and clinicians begin conversations about relationships with their children and clients.

    Keynote Speaker:
    3:00 PM  -  3:30 PM
    Friday CEU Sign Out 2019
    Fitzgerald Foyer
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