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SCHEDULE AT A GLANCE
Thursday, April 7
Friday, April 8
Saturday, April 9
7:30 AM—3:30 PM
Registration
7:30 AM—4:00 PM
Registration
7:30 AM–8:15 AM
Registration
8:15 AM-8:30 AM
Opening Remarks
7:30 AM-4:30 PM
Exhibit Hours
7:30 AM-12:45 PM
Exhibit Hours
8:15 AM-8:30 AM
Opening Remarks
8:15 AM-8:30 AM
Opening Remarks
8:30 AM–10:00 AM
Keynote: Barry Prizant
8:30 AM–10:00 AM
Keynote: Amy Vaughan Van Hecke
10:00 AM–10:30 AM
Break
8:30 AM—11:45 AM
Sibshop
10:30 AM–11:45 AM
Breakout Session 1
10:00 AM–10:30 AM
Break
11:45 AM–1:00 PM
Lunch (on your own)
DPI Updates
10:30 AM–11:45 AM
Breakout Session 4
8:30 AM—3:30 PM
Pre-Conference Workshop
Robert Pennington
10:00 AM-4:00 PM
Exhibits Hours
10:15 AM—10:45 AM
Break
12:00 PM—1:00 PM
Lunch
2:15 PM—2:45 PM
Break
3:30 PM
Workshop Concludes
1:00 PM–2:15 PM
Breakout Session 2
2:15 PM–2:45 PM
Break
11:45 AM–12:45 PM
Lunch (on your own)
12:45 PM–2:00 PM
Breakout Session 5
2:45 PM–4:00 PM
Breakout Session 3
4:30 PM–5:30 PM
Autism Society Annual Meeting
4:45 PM–5:45 PM
Spectrum Social Hour
6:00 PM-7:00 PM
Family Reception & Essay Award
Presentation
7:00 PM–8:00 PM
Talent Show
8:00 PM–10:00 PM
Dance
{schedule subject to change}
CONFERENCE SCHEDULE
Thursday, April 7, 2016
8:15 am—8:30 am
Opening Remarks
8:30 am—3:30 pm
Creating a Climate for Competency: An Instructional Approach to
Challenging Behavior
Presented by: Robert Pennington, Ph.D. BCBA-D
Challenging behavior serves as one of the greatest barriers to the access of a range of
important contexts by learners with intellectual disabilities and autism spectrum
disorders. In this fun and engaging workshop, participants learn how to design programs
that build critical skills while reducing individuals’ need to engage in problem behavior.
Participants will learn key elements of functional assessment, how to design instructional
programs and behavior intervention plans, and how to deliver staff training. In addition,
we will emphasize the role of communication in behavioral assessment and teach
participants how to design programs that incorporate functional communication training.
8:30 am— 10:15 am
Workshop in Session
Framing Behavior in the Context of the Educational Environment
10:15 am—10:45 am Break
Visit Exhibits!
10:45 am— 12:00 pm Workshop in Session
Practical Assessment of Challenging Behavior
12:00 pm—1:00 pm
Lunch
Visit Exhibits!
1:00 pm— 2:15 pm
Workshop in Session
Instructional Programming to Facilitate Contextually Appropriate Behavior
2:15— 2:45 pm
Break
2:45— 3:30 pm
Workshop in Session
Instructional Programming to Facilitate Contextually Appropriate Behavior (continued)
Planning for the Improvement of Instructional Programs
3:30 pm
Workshop Concludes
3:30-4:00 pm
Visit Exhibits!
2
Friday April 8, 2016
8:30– 10:00 am
Keynote: Uniquely Human- A Different Way of Seeing Autism
Barry Prizant, Ph.D., CCC-SLP
Autism is usually portrayed as a checklist of deficits, including difficulties interacting socially,
problems in communicating, sensory challenges, and repetitive behavior patterns. This perspective
leads to therapies focused on ridding individuals of ‚autistic‛ symptoms. Now Dr. Barry M. Prizant,
an internationally renowned autism expert, offers a new and compelling paradigm: the most
successful approaches to autism don’t aim at fixing a person by eliminating symptoms, but rather
seeking to understand the individual’s experience and what underlies the behavior.
In Uniquely Human, Dr. Prizant suggests a major shift in understanding autism: Instead of
classifying ‚autistic‛ behaviors as signs of pathology, he sees them as part of a range of strategies
to cope with a world that feels chaotic and overwhelming. Rather than curb these behaviors, it’s
better to enhance abilities, build on strengths, and offer supports that will naturally lead to more
desirable behavior and a better quality of life. In fact, argues Dr. Prizant, attempts to eliminate
‚autistic‛ behaviors may actually interfere with important developmental processes.
10:00—10:30 am
Break
Visit Exhibits!
10:30 am– 11:45 am Breakout Session 1
Session 1.0
Preventing Problem Behavior Through an Emotional Regulation Approach
Barry Prizant, Ph.D., CCC-SLP
Session 1.1
Talking About Autism: Our Road to Independence
Matthew & Mitchell LaBerge with Julie LaBerge
This presentation will provide attendees with a perspective from identical twin boys who were
both diagnosed with autistic disorder at age three and are now highly independent at age 19.
They will discuss the interventions that they view as being the most successful in overcoming
sensory, learning as well as social and emotional challenges. They will also discuss their successes
throughout their early childhood and high school years as well as their transition to college. Their
presentation style and positive focus on attaining life goals will provide an uplifting experience
for those in attendance.
Session 1.2
Autism 101: Understanding the Spectrum
Sharon Hammer
The focus of this session is on understanding the experience and perspective of people with
autism. Their experience of the world and how that impacts their learning, communication and
relationships is presented. The session will include first person accounts, recent research, and
personal experiences from the practice of the trainers.
Session 1.3
Career Readiness and Functional Academics for Students with Autism Transitioning to Supportive
Employment
Daniel Parker
The goal for all students should be paid employment including students who may require natural
supports or long term job coaches in future work environments. For students who use
communication devices, require more intensive self-regulation supports, and academic
modifications, it is important to teach functional skills early to prepare students for future
supportive employment opportunities. This sectional will provide some general strategies and
ideas on how to support students with autism and other developmental disabilities which can
generalize to paid employment settings.
3
Session 1.4
IEPs in Action: Meaningful Communication, Regulation and Transactional Support Goals Across
the School Day
Jen Townsend, Alissa Carriveau, Morgan Cox, Catherine Sawicki, Rachael Medal & Mandy Knippel
Do you work with students who have unique learning styles? Are you tired of taking data and not
knowing what to do with it? Are you ready to make plans that work for students? In this session
we will: share purposeful goals that directly align with a student’s present level; share
perspectives on how educators setup, manage and continuously use data to revise learning
supports that facilitate independence for students success towards educational goals; and, share
how educators use video to create, implement, monitor and adjust learning supports to increase
consistency of a student’s program across educators and environments.
Session1.5
How Peer Education Can Prevent Bullying
Chelsea Budde & Denise Schamens
So many interventions for bullying focus on the target (for our purposes, a student with autism)
and/or the person exhibiting the bullying behavior. But as those components only account for
20% of the social stakeholders, it makes far more sense to focus on the bystanders. Bystanders
become UPstanders when we empower them with knowledge and tools. When we add empathy,
we create a community of acceptance where disability harassment is incompatible with the
culture of the classroom or school. Learn how educating peers as early as kindergarten has
impacted more than 30,000 Wisconsin students since 2007.
Session 1.6
Teaching Generalization of Social and Communication Skills
Lynn Brusnahan, Ph.D. & Emily Bedford
The purpose of this interactive comprehensive session is to (1) highlight the importance of
assessing and programming for generalization of social and communication skills, and (2) provide
a summary of how various evidence-based practice may be used to teach skills and foster
generalization in individuals with autism.
Session 1.7
Dating, Driving, and the Changes of Adolescence with Autism (*)
Robert Peyton, Ph.D., BCBA-D
This talk addresses issues that children with ASD face as they go into adolescence. The section on
dating first covers a way to teach basic sex and puberty information, second addresses setting
boundaries to avoid inappropriate sexual behavior, and third describes social skills programs that
have been used to successfully help adolescents on the spectrum get dates. The final section
covers recommendations on determining driver readiness, gives local resources, and offers
practical suggestions on driving education.
11:45 am—1:00 pm
Lunch (on your own)
4
1:00 pm– 2:15 pm
Breakout Session 2
Session 2.0
Visual Strategies Impacting Reading Comprehension
Judy Endow, MSW
This presentation describes several visual systems the author has used to impact increased reading
comprehension for students with ASD. Come prepared to learn how to use a variety of easily made
visual supports and systems designed to support the thinking flexibility needed to follow a
changing story line and ultimately to comprehend the written or spoken word. This session may
even change your own thinking about autistic people and reading comprehension!
Session 2.1
Stay Positive! The Use of Positive Behavioral Supports to Make it Through Your Day
Mandy Reinke
Do you ever feel like you are stuck in a rut, what more can we do? If so, this presentation is for
you. We will explore a brief overview of functional behavioral assessments and focus on the use
of positive behavioral supports to pro-actively teach and shape ‚challenging‛ and socially
inappropriate behaviors. We will look underneath the ice berg and focus on evidence based
practices to make your day, and your student or child’s day less ‚challenging.‛
Session 2.2
One School’s Implementation Story: PEERs Curriculum
Jess Muszynski, Ed.S. NCSP & Josh Erlandson
This session will be an overview of how our small district implemented the PEERs Curriculum
developed at UCLA by Dr. Elizabeth Laugeson. The PEERs curriculum is a research and evidence
based social skills intervention, specifically developed to teach teens how to make and keep
friends. We will review how our district has implemented the curriculum and share our students’
successes. We will also review best practices for implementing social skills instruction in schools.
Session 2.3
Identifying and Supporting the Unique Needs of Girls on the Spectrum
Ruth Aspy, Ph.D.
Females with autism spectrum disorder are under-identified and under-supported. Reasons for
the failure to identify will be reviewed. Approaches for improving our ability to recognize girls on
the spectrum and to address their unique needs will be presented.
Session 2.4
Social Teaching Strategies for Individuals with ASD from the Anime Community: An Overview
James Williams
This presentation will discuss reasons why people with ASDs enjoy anime, the issues they face in
the anime community, and the social teaching strategies that the anime community has created
that help include people with ASD and prevent them from upsetting or hurting others due to their
social mistakes. This presentation will also highlight how the autism community, service providers,
and special educators can learn from the social strategies and social lessons created in the anime
community.
Session 2.5
Choosing Function, Not Favorites! The Basics of the Team Approach
Samantha Boll, Katie Brown, Rachelle Eugster, Kristen Wright, Jenny Kuckuk
A diverse panel of professionals will answer your questions about how each individual discipline
uses their unique scope to address your family’s ‘big picture’ goals! With so many options to
choose from, balancing your daily routine with interventions that will support your child to their
maximum potential can be overwhelming! The panel will provide information on basic service
areas available for your child, guidelines regarding when to seek out particular services and how to
know which intervention may be right for your child at various stages of development.
5
Session 2.6
Dads Panel
Open to Dads only!
This informal meeting is a great opportunity for Dads to network and begin a discussion on topics
important to them.
Session 2.7
Studying Symptom Onset and Intervention in Infant Siblings of Children Diagnosed with Autism
Spectrum Disorders (*)
Tamlynn Graupner, Psy.D. & Glen Sallows, Ph.D., BCBA-D
Twenty-four babies at high risk for autism were followed during infancy. Seven babies developed
symptoms of autism (29.16%) prior to six months of age, corresponding to research estimates of
infant siblings who later develop ASD. Symptom onset was noted as early as 3 1/2 weeks of age,
marked by loss of eye contact, loss of facial expression and affect, motor mannerisms, interest in
mechanical movement and unusual reactivity to normal social presses. We provided intervention
and saw rapid resolution of symptoms. Three babies continue to show some symptoms of rigidity
and motor mannerisms (12.5%). All babies are currently at age level cognitively and socially, and
demonstrate joint attention easily. Developmental trajectories using AOSI, ADOS-2, Bayley-Ill,
Mullen, PLS-5, and Vineland-2 will be presented and discussed.
2:15—2:45 pm
Break
Visit Exhibits!
2:45 pm– 4:00 pm
Breakout Session 3
Session 3.0
Making Reading and Writing Accessible to All Using Technology
Janice Rush, Laura Sproul-Erb & Christina Watkinson
Learn how to make writing and reading accessible to all students. This session will focus on using
low and high technology devices and software to create activities and lessons to teach them
written language and literacy skills.
Session 3.1
How Do I Support?
Katie Berg
During this presentation the participants will be taken through the educational diagnosis areas
and given strategies of support for each area. As a result of many of the differences our students
have manifesting in what we commonly refer to as challenging behaviors, the participants will
work through when to work on shaping behavior and given a new perspective on where the true
dis-function lies (it’s a can’t, not a won’t). The participants will be guided to use the given
strategies to support students not change students. The participants will be successful when they
can identify a function of a behavior and tie a related strategy to help support the student.
Session 3.2
Visual Resumes 2.0!
Brenda Swoboda
Are you looking for a way to impress an employer without needing neon paper to stand out? If so,
this is the session for you! We will review steps to create a meaningful visual resume for you or
the youth you work with. It will highlight strengths and abilities in a way the traditional paper
resume or application will not. We’ll look at iMovie, Google, Weebly, Prezi, various Apps, and
PowerPoint - to name a few - to create a resume that can be infused into your job search. The
presentation has been recently updated with new examples and thoughts from employers!
6
Session 3.3
Sensory Overload vs. Behavioral Tantrums: Understanding the Difference and How to Respond
Danna Hamlett, LMFT & Sarah Peters, M.S., OTR
A child with an overloaded sensory system can lead to significant stress that is communicated
through behavior. Challenging behaviors can also arise out of anxiety, depression, and other
mental health concerns. Children with autism often deal with several of these factors all at once.
How we as adults interpret these actions lays the groundwork for how children communicate
what they are feeling and what they need. Often it is both sensory and behavior which have an
intertwining relationship with one another across development. It can be challenging to
determine what the best tactics to use to help shape your child’s behavior and support emotional
regulation. This presentation will dive into the similarities, differences, and strategies to help
parents/caregivers respond in ways that can promote emotional development through a sensorysmart lens. Join us as we examine common behaviors and present a framework for breaking
down the reasons and responses.
Session 3.4
Understanding and Facilitating Language Development in Early Communicators
Sadie Bassette & Elizabeth Hendrich
Early intervention services can be overwhelming to navigate for parents, caregivers and even
educators. This presentation is designated to discuss developmental milestones to look for and
target in intervention. It includes an explanation of the rationale behind goal development as well
as evidenced based strategies to empower and involve parents, caregivers and other educators
invested in the child’s communication development. Resources and therapy ideas and activities
for home and the community will be provided to help promote generalization of skills.
Session 3.5
The Clear Blue Sky of My Good Mind
Roy Bedward
I am Roy Bedward and I have autism. I also have a desire to share my autistic world with you. It is
a beautiful yet bothersome world. I type these words and paint these paintings for you. To you, I
give myself and my world in hopes of creating greater understanding and peace between our
worlds. My own belief is that if we understand more about each other's worlds, peace will follow.
It fills me with great good feeling to tell you about my world. I never dreamed such a thing would
be possible for me.
Session 3.6
Show Me the Money: Finding & Accessing Private Grants for Families
Danielle Tolzmann
Several foundations and groups (both national & local) offer grants to families for things like
sensory equipment at home, uncovered medical consultations, technology, respite, and other
things important to family life. This session will share where many of those supports are, how to
access them, along with hints & tips for a successful proposal.
Session 3.7
Supporting Families Building Positive Inter-Relationships (*)
Tamlynn Graupner, Psy.D. & Glen Sallows, Ph.D., BCBA-D
Parents of young children with autism may experience challenges to their sense of being
competent parents because in spite of their efforts, their child is not developing typically, and
spouses, extended family members or acquaintances may disagree with how the child is being
raised. As parents seek help for diagnosis and getting services for their child, providers have an
opportunity to develop a supportive relationship with parents in their role as primary decision
makers for the family. Based on the premise that all behavior can be understood by being aware
of stages of child development and principles of behavior change, we will discuss strategies for
parents to use along with treatment providers to resolve family complications that arise when
there is a child with autism.
Session 3.8
Girls Just Want to Have Fun! Hair, Makeup & Nails!
Volunteers will have stations set up for hair styling, makeup and manicures!
7
4:30—5:30 pm
Autism Society of Wisconsin Board Meeting
4:45—5:45 pm
Spectrum Social Hour
More details will be listed in the conference program.
6:00—10:00 pm
Family Reception
6:00—7:00
Pizza Buffet
6:30—7:00
Annual Essay Contest Awards
7:00-8:00
Talent Show
8:00—10:00
Dance
Saturday, April 9, 2016
8:30– 10:00 am
Keynote: Examining Neuroplasticity in ASD: Response to Evidence-Based
Intervention and Indicators of Mental Health
Amy Vaughan Van Hecke, Ph.D
Currently 1 in 68 children meet criteria for a diagnosis of autism spectrum disorder. Importantly,
ASD is lifelong condition and family members continue to be active contributors to their children's
lives not only during the childhood years, but also during adolescence and adulthood. This
presentation will discuss what we know from research about change across the lifespan for
individuals with ASD, with a special focus on the transition to adulthood, as well as the impact of
having a child with ASD on the family.
8:30—11:45 am
Sibshop
10:00—10:30 am
Break
10:30— 11:45 am
Session 4.0
More details will be listed on our website soon!
Visit Exhibits!
Breakout Session 4
Advanced Educator’s Panel
This session is for educators working in public school settings who already have a solid
understanding, training, and vocabulary in relation to movement needs, communication
interventions for both verbal and non-verbal students, reinforcement principles, prompting
hierarchies, functional behavior assessment, use of visual supports, and other evidence based
practices such as antecedent based interventions, peer mediate supports, social narratives, task
analysis, and self-management. Experienced panelists will answer questions from the group to
assist advanced educators. Participants in this session are expected to share their expertise,
resources, and ideas with the whole group.
8
Session 4.1
Practical Approaches for Inclusion of Students with Challenging Behaviors
Carrie Stollenwerk, Lindsay Lauters & Ann Locke
Many children on the autism spectrum have difficulties with the transition and integration into
the regular education setting often due to challenging behaviors. This session will provide
educators with practical solutions to support these students and increase success in the inclusive
setting. Educators will learn about development and implementation of routines and behavior
expectations, the importance of co-teaching and co-planning, creating active engagement in
classroom instruction and peer interactions and specific behavior interventions to increase
compliance. Approaches include visual supports, ABA methods, video modeling, work binders, coteaching, reinforcement schedules, and first-then tools.
Session 4.2
If You’re Happy and You Know It, Flap Your Hands
Sara Martin
Hand-flapping. Moaning. Head-banging. Spinning. Despite being one of the most recognizable
signs of autism, repetitive, self-stimulatory behaviors (commonly known as stereotypy or
stimming) are also one of the least understood. In this autistic-led presentation, participants will
learn the hows and whys of stimming from an autistic perspective, tips and strategies for dealing
with harmful stims, and where to find stim toys and apps for a variety of stimming needs.
Session 4.3
Families Supporting Families– A Model to Build Resiliency
Robin Mathea & Kara Van Vooren
Finding support with another parent who has a similar experience can make your journey a bit
brighter and research tells us that this type of support has a healing effect at the cellular level.
Join us for a conversation about the benefits of parent to parent support, where you can find it
and how you can make a difference by becoming a volunteer parent that can give the gift of
supporting another who shares the experience of raising a child with special needs.
Session 4.4
Autism in Transition: Adult Advocacy Toward Employment, Romance, and Independence
Madeline Barger LMFT & Monika Nischik LMFT
Young adults to middle age adults and their parents, partners, or support systems often
experience challenges with life changes such as graduating high school, attending college, seeking
employment, managing maturing friendships, and initiating and maintaining adult intimacy in the
modern age. Reaching adulthood is often thought of as a set of linear events or sequences, when
in fact, like autism, it is a spectrum of events and milestones achieved through skills based
intervention, advocacy, and strong relationships. For adults with a neurological difference,
growing up may require unique understanding, planning, and acceptance from supports in the
community.
Session 4.5
The Diary of a Stay-at-Home Dad: God, Family, Career & Autism
Darick Spears
When it comes to family life, most of the time we get the woman’s perspective on raising kids.
But in this presenter’s book, the man is telling his side of the story. A journal full of honest entries
about dealing with raising 3 daughters under the age of 6. The oldest daughter is autistic and a
day in the life is not normal. Therapists come in and out of the house 35 hours a week. From
flooded sinks, to trying to balance a household and career, is not easy at all. After five years the
presenter has developed ways to help others deal with gaining control of their situation, and
breaking down the fear barriers. Autism is a hard thing to deal with sometimes, but love, hard
work, knowledge and patience will get anyone through.
9
Session 4.6
Ensuring Your Wishes For Their Future
Bob Johnston
What will happen to your child when you are no longer around to care for them? This session will
help families prepare for the financial future of their child, or other dependent, with special needs.
Learn how to maintain eligibility for government benefits while still meeting the needs for lifetime
of care and quality of life. Also, you will learn about the ABLE Act. This presentation will cover estate
planning, guardianship, wills and trusts, and the Letter of Intent.
Session 4.7
Hope for the Best and Prepare for the Worst (*)
Andrea Whalen, M.A., BCBA, Abby Carrillo & Brenda Boehm
People diagnosed with developmental disabilities are approximately seven times more likely to come
in contact with law enforcement than others. (**) As service providers, we need to assist families to
prepare for emergencies, teach individuals with autism to respond to emergency personnel (through
application of desensitization procedures, Discrete Trial Training and Natural Environment Teaching)
and educate emergency personnel on how to successfully interact with people diagnosed with
autism spectrum disorders. These are the aims of this presentation, which will include practical
strategies. Let's work together on promoting positive interactions between individuals with ASD and
emergency personnel.
(**) K. Curry, M. Posluszny, and S. Kraska, "Training Criminal Justice personnel to Recognize Offenders
with Disabilities," Office of Special Education and Rehabilitative Services News in Print, (Winter
1993).
11:45—12:45 pm
Lunch (on your own)
12:45– 2:00 pm
Breakout Session 5
Session 5.0
Anxiety: Now What?
Connie Persike & Jessica Nichols
Students with autism often experience a significant level of anxiety that can interfere with school
functioning. This breakout session will promote participants' understanding of anxiety as well as
provide proactive strategies and interventions to support student anxiety. Additionally, a method of
progress monitoring will be shared. Case studies of students across grade levels will be utilized.
Session 5.1
Teaching Reading Comprehension to Students on the Autism Spectrum
Jenny Evrard-Larson
Reading comprehension is a complex, abstract, and invisible process. This creates unique
challenges for students on the Autism Spectrum. In this session, teachers will gain an
understanding of those challenges and how to address them through explicit instruction
using evidence-based practices. Making reading comprehension concrete and visible will
increase the ability of students on the autism spectrum to comprehend before, during, and
after reading.
10
Session 5.2
Evidence Based Practices: What They Are And How To Incorporate Them Into The Home
Environment
Kim Post
This presentation will define a few of the many Evidence Based Practices (EBP) that teachers use in
their classrooms, and show you how to incorporate these EBPs in your own home. You will learn
how to write a goal for your child, learn how to identify what EBP would help you achieve that
goal, and learn how to assess whether your goal has been met. Examples of Evidence Based
Practices such as Visual Supports, Prompting, Reinforcement, Video Modeling, Task Analysis,
Exercise, and Social Narratives will be demonstrated using pictures from an actual home setting.
Session 5.3
Grandparents Can Make a Difference!
Claire M Topp, Ed.S., NCSP, BCBA
Research has shown that extended family support is positively correlated with effecting parenting
of a child with special needs. How well parents cope, may very well depend, to a large extent on
the help, support and modeling they receive from extended family members. People with autism
can have a good quality of life. It is all about the extended family not focusing on what the child
cannot do, but rather looking at the child’s strengths in order to improve the quality of life for the
child and family. Hear specific examples on how to provide this support.
Session 5.4
How Providers and Families Can Promote Development Through Play and Relationships Based on
the Early Start Denver Model (ESDM)
Kimberly Nichols-Green
Autism often affects a child's ability to initiate social interactions with other individuals. ESDM
follows a child's interests, and dramatically increases learning opportunities through
developmentally based play. The approach involves families, therapists and teachers in naturally
occurring daily routines. This intervention focuses on increasing children’s social-emotional,
cognitive, and language development. ESDM uses a data based approach and empirically supported
teaching strategies that have been found effective in applied behavior analysis. It blends a
behavioral, relationship-based, and a developmental, play-based approach into an integrated whole
that is completely individualized yet standardized.
Session 5.5
Supported Decision-Making: From Theory to Practice
Fil Clissa
Supported decision-making (SDM) is an effective, less restrictive alternative to guardianship that
uses trusted friends, family members and advocates to give people with disabilities the help they
need and want to understand the situations they face and the choices they must make, so they can
make their own decisions. SDM shows great promise for increasing self-determination and
improving quality of life outcomes. Join this conversation about how SDM can help people with
disabilities be in control of their own lives.
(additional sessions continued on page 12)
11
Session 5.6
Panel of Experts
This session will consist of a panel of individuals on the autism spectrum providing their opinions
and insights about life with autism. If there is enough time, panelists will answer questions from
the audience.
Session 5.7
From Challenge to Triumph: How Creative, Positive, Individualized Intervention Can Overcome
Severely Disruptive Behavior (*)
Rebecca L Thompson, Ph.D., BCBA-D, Tara Lucas & Samantha Gates
This presentation illustrates how ABA principals were successfully implemented with a 9-year -old
boy with ASD who demonstrated severely disruptive, escape motivated, behavior at school. The
clinical team conducted a Functional Behavior Assessment (FBA) of the disruptive behavior and
developed a Behavior Support Plan (BSP) targeting decreasing disruptive behavior and increasing
cooperation with academic tasks in home, clinic, and school settings. We describe effective
strategies and supports, translate technical terminology into everyday language, and hopefully
increase the establishing operation for families, clinicians, and educators to collaboratively develop
and implement function based BSPs (i.e. celebrate success and motivate attendees!).
(*) indicates a BCBA CE session– these sessions are open to all attendees. If you are planning to
attend for the credit, you will be responsible for the additional payment. More information will be
available in the conference booklet, or you can contact Melissa at [email protected]
{schedule subject to change}
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