Presenters
MIDWEST SYMPOSIUM ON AUTISM & ASPERGER’S SYNDROME
November 11 – 13, 2010
Presented by: HEALTH EDucation Network, LLC
Presenter Information
HEALTH EDucation, Network, LLC, is proud to sponsor the following experts:
(Click the name of the speaker or session title for more information )
JESSICA EMICK, PhD - will be presenting the following sessions:
Dr. Emick is a licensed Pediatric and School Psychologist. She received her Master of Arts degree in Neuropsychology from the University of Northern Colorado and her
PhD in School Psychology from the University of Maryland, College Park. Dr. Emick completed her pre-doctoral internship at Clark County School District with specialties
in autism and second language learners. She recently completed a 1 year post-doctoral fellowship in Pediatric Psychology at Daily Behavioral Health. Dr. Emick is a consultant
for Riverside Publishing Company and frequently presents on topics related to assessment of autism in the birth to five population and early childhood development.
She is a member of the American Psychological Association, the Ohio Psychological Association, and Ohio Women in Psychology.
- (20, 41) Professional Assessment of Autism Spectrum Disorders: Birth to 5 Population
With the increased awareness of the benefits of early intervention, Jessica Emick, a pediatric psychologist, has developed a comprehensive model for ASD assessment
for the Birth to 5 population. Better diagnostic accuracy may result in more opportunities for earlier interventions.
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
- Identify key ASD Features and characteristics from the DSM-IV TR.
- List commonly used ASD assessment tools for the birth to 5 population.
- (33) Family/Caregiver Assessment of Autism Spectrum Disorders: Birth to 5 Population
Early intervention offers the best success for children on the autism spectrum. Jessica Emick, PhD, will use videos of young children to demonstrate what ASD
looks like in this early population and will discuss developmental indicators that should act as red flags for assessment of a child.
Typical and atypical behaviors will also be reviewed.
Continuing education hours not available.
Continuing education hours not available.
SUSAN FRALICK-BALL, PsyD, MSN, CH - will be presenting the following sessions:
Dr. Fralick-Ball is a licensed psychologist and nurse currently specializing in neuroeducation for health care professionals, teachers, and parents.
She is a former Associate Professor of Psychology at the Philadelphia College of Osteopathic Medicine in Philadelphia, Pennsylvania, and a nationally recognized speaker
on psychology and medical health topics. With over 35 years experience in health care, Dr. Fralick-Ball provides psychological and neuropsychological assessment with
services for childhood, adolescent, and adult developmental difficulties in her private practice in Blue Bell, Pennsylvania.Dr. Fralick-Ball approaches the understanding and treatment of processing disconnections from a neurobiological perspective that encompasses the foundation of sensory and executive functioning. In 2006, she developed a system for helping students and adults focus, expand attention, gain confidence, improve time management, and hone both study and social skills (F.A.C.T.S.™).
- (15, 44) Foundations of Processing: Executive Function & the Classroom
For children with disconnections along the autism spectrum, difficulty with self-awareness and self-regulation arise quickly and influence the various
cognitive functions throughout childhood, adolescence, and adulthood. Assessing and finding useful solutions to bolster weak executive functioning can
become the basis for achieving success within the typical academic and social environments of the school.
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
- Describe the executive functions that are the neurobiological underpinnings to "behaviors".
- Identify interventions that can be used to promote learning and self-awareness in the classroom.
- (37) Foundations of Processing: Executive Function in the Home
For those individuals with disconnections along the autism spectrum, difficulty with self-awareness and self-regulation impact on their ability to comfortably
and safely interact with family and friends. Helping parents and caregivers understand the executive functions and find useful solutions to bolster weak
executive functioning can become the basis for living a comfortable life within the framework of their family and friends.
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
- Discuss the types of executive function and how parents and family can teach and mirror excellent executive functioning.
- Identify interventions that can be used at home and other social situations.
DENA L. GASSNER, MSW - will be presenting the following sessions:
Ms. Gassner developed her interest in family systems with diagnostic family training at the University Affiliated Program at Cincinnati Children’s Hospital while
simultaneously becoming a certified early intervention specialist. Upon completing her Master’s Degree at the University of Kentucky, Ms. Gassner transitioned to
individual/family coaching support in the field of Asperger’s Syndrome and similar processing/developmental learning challenges. Today, she continues her work as an
advocate, writer, and national presenter to schools, families, and agencies throughout the country. She has Asperger’s Syndrome and is the mother of two children on
the autism spectrum.Ms. Gassner is a member of the Panel of Spectrum Advisors for the Autism Society of America, board member for the Autism Society of Middle Tennessee, 2008 Graduate of Partners in Policymaking and member of the Vanderbilt University Post-Secondary Task Force. She was published in the 2008 Third Edition of the Autism Advocate Magazine for the Autism Society of America and was referenced in another article, same edition. She is working on her first book, Making Evaluations Count, to be published by Autism Asperger’s Publishing Company.
- (11, 36) Asperger’s & Sexuality: Enhance Understanding & Create Strategies
Individuals who experience life with Asperger’s Syndrome and similar social/cognitive challenges are sexual beings. Regardless of their unique way of seeing
and experiencing life, they share an entitlement to the joys and experiences associated with sexual behavior. In this presentation, family members and
professionals will identify and explore the challenges involving sexual issues to enhance understanding. Through understanding, you can develop strategies
to support these individuals in achieving a complete life with Asperger’s, including sexuality.
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
- Identify the challenges of sexuality faced by individuals with Asperger’s Syndrome.
- Discuss strategies to support individuals facing these challenges.
- (24) The Challenges of Social Vulnerability
The goal of this program is to discuss the societal, cultural, gender, and diagnostic differences and attitudes which continue to fracture the
foundations of wellness for many individuals with social-cognitive differences. We will discuss abusive behaviors, ineffective therapies, cultural
assaults, and common communication pitfalls and the possible negative consequences resulting when these issues are inadequately addressed.
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
- Describe how misdiagnosis may impact vulnerability and exposure to abuse.
- List strategies to assist individuals and families in achieving positive outcomes.
- (7, 40) On the Spectrum: From Girl to Woman
All individuals with Asperger’s Syndrome experience manifestations of core features, however the manner in which those features are expressed are unique
and individualized. Among the different "expressions" (Atwood) there is an inherent difference in gender expression as well. Girls and women with AS
differ from their male counterparts in diagnostics, age of identification, social expectations/conditioning, and sexuality.
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
- Describe how males and females express their AS differently.
- Identify how those differences influence positive or negative outcomes.
CHRISTINE M. HARRINGTON, PhD - will be presenting the following sessions:
Dr. Harrington is a licensed psychologist and Associate Professor at Middlesex County College in Edison, New Jersey, where she teaches in the departments of
Psychology and Education as well as Counseling and Career Services. She received her doctorate in counseling psychology from Lehigh University in Bethlehem,
PA. Dr. Harrington’s areas of expertise include: learning disabilities, emotional and psychiatric disabilities, and Asperger’s in K-12 and college; motivating
at-risk populations; communication and de-escalation skills; crisis management (including suicide and homicide); and assessment of students with a
variety of disabilities.Dr. Harrington is a national presenter who addresses issues of concern for teachers, parents, and students with disabilities. She is a member of the American Psychological Association; American College Counseling Association; and the New Jersey Association on Higher Education and Disabilities.
- (26) Transitioning Students with Asperger’s Syndrome to College, Work & Beyond: What Professionals Need to Know
One of the most important goals of K-12 education is that students gain the necessary foundational skills to lead a productive, successful life. This
program will discuss the role of professionals who work with students with special needs to achieve this goal and how to be in compliance with regulations
of the Individuals with Disabilities Education Act (IDEA) and Americans with Disability Act (ADA). You will learn the key factors in successful transition
planning, how to build self-advocacy skills, and to encourage students to reach their full potential.
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
- Explain the differences between IDEA and ADA in terms of eligibility and accommodations.
- Discuss effective ways to promote student self-advocacy skills while using family and community supports.
- (12) Transitioning Students with Asperger’s Syndrome to College, Work & Beyond: What Parents Need to Know
One of the most important skills parents can teach their children is to lead a productive, successful life after graduation from high school—AND it is never
too early to start preparation for the transition from high school. This program will teach you the key factors in successful transitional planning.
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
- Explain the proper balance of support and self-advocacy.
- Partner with school and community agencies to facilitate successful transitioning.
SUSAN LARSON KIDD, EdD, EdS - will be presenting the following sessions:
Dr. Larson Kidd is a consultant, author and speaker nationally and abroad. She currently provides educational and behavioral services to school districts and
agencies in staff training, program evaluation and development, and individual student services. Dr. Larson Kidd runs social skills groups and helps develop plans
for transition into adulthood. She was an assistant professor of special education at the University of Minnesota, Duluth; an adjunct professor of early childhood
special education and elementary education at The George Washington University, Washington, D.C.; and assistant professor, special education at Old Dominion University,
Norfolk, VA. Her first book on Sensory Integration will be published in 2010.- (10, 21) Sensory Integration for Children & Teens with ASD: Vital Program Methods for School-based Professionals
This workshop discusses the neurological differences in the makeup of children’s brains regarding sensory processing and use of sensations for children
with Autism Spectrum Disorder (ASD). Educators will learn how varying sensory processing neurologically impacts learning, behavior and socialization. It
will also provide early childhood through adolescent educators the basic and essential interventions and practices to use at school to help any child with
sensory issues. Resources for further study will be provided.
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
- Explain the neurological differences in sensory processing that may adversely affect children on the spectrum.
- Identify interventions that can be used in the classroom to help alleviate some of the sensory overload.
- (4) Sensory Integration for Children & Teens with ASD: A Workshop for Families
This presentation provides an explanation of sensory integration (SI) processing, how SI works in the brain, and the impact of SI brain dysfunction.
Parents will learn how their children with Autism Spectrum Disorder (ASD) perceive and use sensations. The session will then provide 10 methods parents and
family members can apply to help their children with sensory integration in easy to implement and essential ways. This workshop emphasizes what is practical
and useful in the child’s home. Resources for further study will be provided. Continuing education hours not available.
DEBORAH LIPSKY, M.Ed. - will be presenting the following sessions:
Deb Lipsky is an accomplished presenter traveling the United States and Canada delivering seminars, presentations, and keynote addresses on understanding
autism from an insider's viewpoint. She was diagnosed in 2005 with high functioning autism and that same year was awarded the Autism Society of Maine's
outstanding volunteer award, and in 2006, she became the recipient of a Temple Grandin award for "outstanding success in her life thereby being an inspiration to others".
Her book, Managing Meltdowns, is based on her revolutionary training model called S.C.A.R.E.D. Deb uses this model in her continuing education programs for HEALTH ED. She is affectionately known as the "raccoon lady", having spent 24 years studying them in the wild learning social skills she then adapted to use around humans.
She is an engaging presenter, who uses humor and interactive exercises to help the audience feel what it is like to live a life with autism. Deb celebrates the gifts of autism and encourages her audience not to look at it as a dysfunction or disease, but rather just a neurological difference in the perception of the world.
- (1) An Insider’s Perspective on Autism (Thursday Keynote)
Celebrate the gifts of autism with Deb as she offers her unique personal perspective on living with autism. Don’t miss this rare and unique opportunity to see
autism through the eyes of someone who lives it. Deb’s keynote will set the tone for the symposium as she combines personal experience with professional knowledge
to bring you a program unlike any other you have attended.
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
- Explain why many issues (school, activities of daily living, etc.) neurotypicals may consider insignificant often become major stumbling blocks for people with autism.
- (3) Managing Meltdowns with the S.C.A.R.E.D. Model
Deb’s initial foray into writing was picked up by Jessica Kingsley publishing, making Deb an international author on her first try! Managing Meltdowns,
using the S.C.A.R.E.D. model that Deb developed based on her own experiences with meltdowns, is a must for anyone who deals with this difficult issue.
While Deb’s presentations are humorous and lighthearted, you will learn many effective strategies based on her own experiences.
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
- Distinguish the difference between meltdown and tantrums.
- Explain the interventions used while implementing the S.C.A.R.E.D. model.
- (14) Navigating the Social Network
The diagnosis of autism indicates that qualitative impairments in communication, social skills, and range of interests and activities exist. Deficits in these
areas generally mean that the individual with autism lacks the social skills to interact with their peers. In social situations they have to deal with
unpredictability, peer ridicule, novel situations, and sensory issues and are still expected to be able to interact and communicate with others. Learn from
Deb, and her work with others, in an amusing, lighthearted look at effective strategies and interventions for dealing with day to day struggles.
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
- Create scripts that persons on the spectrum may use in specific situations.
- Explain the concept of reciprocal conversation so the individual with autism does not use what should be social interaction as a time for giving a speech on his favorite topic.
VICKI LORD LARSON, PHD, CCC-SLP - will be presenting the following sessions:
Vicki Lord Larson is Chancellor Emerita, University of Wisconsin Eau Claire. Dr. Larson is a past president of the Wisconsin Speech-Language Pathology and Audiology Association (WSHA) and, in 1991, received the Honors of the Association. She served as an American Speech-Language- Hearing Association (ASHA) legislative counselor and is an ASHA fellow. She served as president of the WSHA Foundation from 2000–2004 and as vice president/treasurer from 2005-2007. From 2001–2006, she was the Acquisitions Manager for Thinking Publications. She has spent 2 years as a public school SLP and 32 years in the University of Wisconsin system, serving over 20 years in the administrative positions of Dean, Provost, and Interim Chancellor. She has presented numerous workshops and co-authored four textbooks with Nancy McKinley on the topic of older students with language disorders, most recently Communication Solutions for Older Students. Dr. Larson has also co-authored S-MAPS: Rubrics for Curriculum-based Assessment and Intervention with Elisabeth Wiig and Joyce Olson and the book Asperger Syndrome: Strategies for Solving the Social Puzzle with Nancy Kaufman. She has co-authored several books for grades K-5 entitled: Working out with Listening and Working out with Writing.
- (8b)Enhancing Social-Emotional Intelligence: Implications for the Older Student
Do you have older students (9 to 19 years of age) who have problems understanding and interacting in social situations? Do you wonder how to assist them in developing their social-emotional literacy skills? Using the evidence from Goleman on social/emotional intelligence, you will explore the issues, evidence, and intervention strategies that will enhance the social-emotional literacy skills of our students. As students learn to navigate the social world, they will advance in their academic achievements, personal-social interactions, and ultimately reach their vocational potential.
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
- Discuss characteristic expectations and challenges for students with social-emotional intelligence/literacy issues.
- Describe intervention strategies for social-emotional literacy as they relate to academic achievement, personal-social interactions, and vocational potential.
BECKY LUNDEEN, CCC-SLP, HPCS - will be presenting the following sessions:
Ms. Lundeen has been a Speech Language Pathologist for over 15 years and the owner of Speech Therapy Associates of Northwest WI for 11 years. She developed and founded
Nature’s Edge Therapy Center, Inc., a unique, nonprofit rehabilitation center utilizing Hippotherapy, Animal-Assisted Therapy, and Horticulture therapy on a ranch setting.
She is a member of the North American Riding for the Handicapped Association; registered and certified with the American Hippotherapy Association; a NARHA registered riding
instructor and Animal-Assisted Therapy Instructor; Team Evaluator and Pet Partner team through the Delta Society; a member of PAN-People, Animals and Nature; and a NARHA
Registered Riding Instructor. She has presented at the International Conference of “Closing the Gap”, “ASHA”, “NARHA” and local speaking events specializing in Augmentative
Communication, Dementia/Alzheimer Communication Building, and leads a 15 member Stroke Club. Ms. Lundeen's goal at Nature’s Edge Therapy Center
is to develop a retreat center for families to receive intensive Speech, Occupational, and Physical Therapy on a functional ranch setting incorporating the talents of
animals through AAT and Hippotherapy. This retreat center will be called “The ABC Retreat Center” specializing, but not limited to, Autism, Brain Injury, and Cerebral Palsy.
- (9, 43) Hippotherapy & ASD
Parents, educators, psychologists and others working in the field of autism have been moved by The Horse Boy, the memoir of healing and hope by Rupert Isaacson.
This workshop will explain the connection between humans and horses, the research related to ASD, and how it can assist people on the spectrum.
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
- Explain the evolution of hippotherapy.
- Describe how hippotherapy may have a positive impact on the lives of individuals on the spectrum.
JUDITH KAY NELSON, MSW, PhD - will be presenting the following sessions:
Dr. Nelson recently retired as a private practice psychotherapist in Berkeley, California, where she provided individual psychoanalytic psychotherapy, couple’s therapy, and
clinical consultation. She was a member of the core faculty of The Sanville Institute (formerly the California Institute for Clinical Social Work) PhD program and a
CORE Training Director in Napa, California, developing training courses in Crisis Intervention for Napa County public and nonprofit agencies’ paraprofessional and
volunteer staff. Dr. Nelson’s prior work experience includes on-call emergency room psychiatric evaluations; group and individual therapy; adult outpatient psychiatric
consultation; graduate study field placements; foster home placement; and program development for the Ministry of Social Welfare as a Peace Corps volunteer in Nigeria.Dr. Nelson received her PhD from the California Institute for Clinical Social Work and her MSW from the University of California, Berkeley. She has authored or co-authored several publications including book chapters and her most recent book Seeing Through Tears: Crying and Attachment, has been published by Brunner-Routledge.
- (8a) Notes from the Field – A Dialogue for Social Workers on Cultural Awareness in Working with Autism
With demographics changing in every state, multiculturalism is one of the most important factors shaping our society and social workers must be equipped for culturally
competent practice. In order to do this, social workers must be willing to examine the many dimensions of the cultural lens in which we view the world, which influences
every aspect of our work. We each bring a unique perspective to understanding autism through own unique cultural lens that includes: race, ethnicity, religion, linguistics,
age, socioeconomic status, gender, sexual orientation, and immigration experience—so, too, does each family with a child or adult on the autistic spectrum. In addition,
our own attachment histories and caregiving experiences influence our internal working models for relating to others. Dr. Nelson will facilitate a dialogue on the impact
of cultural perspectives that is designed to underscore core professional social work values in working with children, families, other health care professionals, and groups.
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
- Examine the factors that influence social workers in a multi-cultural society.
- Develop principles for culturally sensitive work with people on the autistic spectrum and their families.
JOHN M. ORTIZ, PhD - will be presenting the following sessions:
Dr. Ortiz is the director and founder of The Asperger’s Syndrome Institute and The Institute of Applied Psychomusicology®. Dr. Ortiz’s work with Asperger’s Syndrome
and Autism Spectrum disorders takes an integral, strength-based approach emphasizing socio-cultural, neurobiological, and developmental influences as well as cognitive,
behavioral, and affective components. He has served as a national consultant, trainer, evaluator, and therapist for children, adolescents, and adults presenting with
Pervasive Developmental Disorders for over 20 years. His publications include Asperger’s, Autism & Nonverbal Learning Disorders: Screening, Assessing & Diagnosing (2008),
The Gifts of Asperger (2006), My Kitty Catsberger (2006), the best-selling, The Tao of Music: Sound Psychology, winner of the 1998 Small Press Book Award in
Psychology/Self-Help, and Nurturing Your Child with Music.
- (31) Addressing the Needs of Adults Across the Autism Spectrum
As many of us have come to recognize in our work with autism spectrum conditions, children with autism and Asperger's do not simply get taller--they grow up,
and as they grow, so often do their challenges. Although the understanding and availability of services for children and teens with ASD has rapidly increased,
the same has unfortunately not been true for their adult counterparts. During this session, we will look at ways of identifying, understanding, and addressing
some common challenges shared by adults and young adults across these spectrums and explore ways of helping them to realize their personal, social, communal,
academic, and vocational potentials.
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
- Identify many of the common challenges of adults on the spectrum.
- Discuss avenues to help adults realize their potential.
- (2) Creative Strategies for Children & Teens with High-Functioning Autism (HFA) & Asperger’s Syndrome (AS).
Creativity and a sense of humor are instrumental to serving the needs of children and adolescents who comprise the “many spectrums” of HFA and AS. This
workshop will introduce a number of fun, innovative strategies that both laypersons and professionals can use for meeting the needs and working with some
of the idiosyncrasies of persons at the high end of the autism and Asperger’s spectrums.
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
- Identify some of the behavioral and educational needs of individuals with high-functioning autism and Asperger’s Syndrome.
- Describe innovative strategies that can meet those needs.
- (16) Defining & Understanding Nonverbal Learning Disorder (NvLD)
Join this informative, knowledgeable presenter to examine the primary differences between PDD-NOS, autism, Asperger's, ADHD, and various other disorders
to prevent mis-identification of NvLD. Rourke's White Matter Syndrome and Palombo's subtype theories of NvLD will also be highlighted. Learn how to identify
NvLD during early childhood and how to design effective, early intervention strategies to address challenges to assist both lay caregivers and professional
providers.
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
- Distinguish NvLD from other disorders on the autism spectrum.
- Design early intervention strategies to address challenges.
- (39) Autism Spectrum Disorders: Co-morbidities You Need to Know
As if autism was not complex enough on its own, it never walks alone. Awareness of the many common—and rare—secondary conditions that add to the tapestry
that comprises these conditions is essential before you can begin to recognize and differentiate the many layers of the autism hologram. From ADHD and
OCD, to the more rare Prosopagnosia and Synesthesia, this workshop will shed some light on co-morbidities to know.
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
- Identify many of the common co-morbidities that are associated with autism.
- Discuss some of the rare conditions that can be associated with autism.
- (13) High-Functioning Autism, Asperger's, & Nonverbal Disorder: What Classroom Teachers Need to Know
The purpose of this workshop is to help teachers and paraprofessionals distinguish one Autism Spectrum Disorder from the other. You will leave with a better
understanding about how these populations think and the ability to effectively use appropriate interventions with each group. You will also be able to identify
how to use the strengths they bring to your classroom joyfully.
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
- Explain the differences between these spectrum disorders.
- Identify the strengths that individuals on the spectrum bring to the classroom.
- (29) Eye-Tracking Convergence Studies: Phase I
Dr. Ortiz’s study on eye-tracking is focused on individuals reading text and gauging their understanding of the big picture (central coherence). This session
will feature various examples of eye-tracking during reading by volunteers diagnosed with ADHD, OCD, Tic Disorder, High -v Functioning Autism, Non-verbal Learning
Disorder, Hyperlexia, and Asperger’s Syndrome. Examples will illustrate focusing, comprehension, and creative interpretation as well as difficulties encountered
by each subject. The possibilities for using eye-tracking technology to assist with diagnosing these disorders will be discussed.
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
- Explain how eye-tracking is used by researchers.
- Discuss the implications eye-tracking has for diagnostic purposes.
The purpose of this workshop is to help teachers and paraprofessionals distinguish one Autism Spectrum Disorder from the other. You will leave with a better
understanding about how these populations think and the ability to effectively use appropriate interventions with each group. You will also be able to identify
how to use the strengths they bring to your classroom joyfully.
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
- Explain the differences between these spectrum disorders.
- Identify the strengths that individuals on the spectrum bring to the classroom.
- (23) The Wit & Wisdom of Asperger’s Syndrome: Aspie Journeys Through the Looking Glass (Friday Lunch Keynote)
During the twenty plus years Dr. Ortiz has worked with young people on the spectrum, he has developed a strong affinity for Aspies everywhere. He volunteers
a great deal of time to the schools in his area in order for students on the spectrum to obtain the assistance they need to achieve. His keynote will highlight
the strengths of individuals on the spectrum while he explains why he began this unique professional journey. He will share his techniques for running a group
as well as the very special humor of those participating in the group.
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
- Explain the strengths of individuals with Asperger’s and high-functioning autism and the benefits to those individuals.
- Discuss the essential elements of running an Asperger’s Group.
BARBARA J. SMITH, JD - will be presenting the following sessions:
Ms. Smith was the attorney for the Morgan County, Indiana Child Protection Services Division of the State of Indiana Family and Social Services Administration
where she provided legal services to the State in cases of child protection and adoption as well as coordinating testimony of the CPS case managers, supervisors,
and agency directors. This included attending IEP meetings for children who were wards of the court and preparing mental health and medical health professionals for
testifying in court. Ms. Smith also provides private legal services for Smith Rehabilitation Consultants including acting as the Compliance Officer.
- (17, 35) What All the Legalese Means to Education Professionals: Current Legal Issues
Education professionals – psychologists, counselors, teachers, speech-language pathologists, occupational therapists, and administrators have to negotiate
their way through an ever-changing maze of legal responsibilities, rules, regulations, and laws. Add to this the political, financial, and practical pressures,
and working with special needs children can become a daunting task. This workshop will include the Forest Grove US Supreme Court Decision and will help you
understand the legal framework from acronyms to potential problems.
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
- Explain why the “No Child Left Behind” law is not new and why the title is no longer currently being used by the Federal officials.
- Describe the relationship of current IDEA requirements to other Federal regulations, such as the ADA and Civil Rights Act of 1871.
- (6, 38) A ‘Translation from the Legalese’ for Parents and Guardians – NCLB, ESEA, IDEA in Layman’s Terms
Parents and guardians of children with ASD continually seek the best services for their children and often look to the law for help. Unfortunately, “legal speak”
can be very frustrating to understand. This seminar will help explain the concepts of significant legal issues pertaining to the No Child Left Behind Act, the
Individuals with Disabilities Education Improvement Act, and the Elementary and Secondary Education Act. ** State-specific laws will not be addressed, but rather
attendees will receive a more robust understanding of the terms and concepts pertaining to the legal processes.
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
- Discuss common but confusing legal terminology regarding educational laws and regulations.
- Discuss how these laws may help their children in educational settings.
THOMAS A. SMITH, PD, MS, LMHC - will be presenting the following sessions:
Mr. Smith is a Registered Pharmacist, licensed in Indiana as a Doctor of Pharmacy; Licensed Mental Health Counselor; and Diplomate of the American Psychotherapy Association. He
is President and CEO of Smith Rehabilitation Consultants, Inc., where he provides consulting services dealing with the Americans with Disabilities Act in business,
education, government, and with private individuals. Mr. Smith also provides mental health therapy services to individuals and families. Mr. Smith has worked with the
State of Indiana for over 12 years as a member of the Family and Social Services Administration Drug Utilization Review Board. He recently chaired the ethics committee
of the Indiana Counselors Association and is an adjunct associate professor at the Butler University College of Pharmacy.
- (22, 25) Incorporating Complementary & Alternative Therapies for ASDs
Health care providers, educators, and parents have to deal with the many dimensions of autism. In an effort to improve the health outcomes of those on the
spectrum, they turn to ‘Complementary and Alternative Therapies’. In doing so, they may need some direction and information about the potential benefits and
risks of these therapies, whether they are substituting them for, or using them along with, current accepted medical therapies.
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
- Explain the different aspects of Complementary and Alternative Therapies for individuals on the autism spectrum.
- Discuss how modern medicine has begun incorporating these other methods of healing.
- (5) The Pharmacology of ASD – What Professionals Need to Know
There are many medications currently used by medical practitioners in treating various aspects of Autism Spectrum Disorders. Only a few of these medications
have been officially "approved" by the FDA – and in those instances only approved for specific SYMPTOMS of ASD. Further confounding the diagnosis and treatment
of patients with ASD will be the existence of co-occurring disorders, like ADHD, anxiety, and depression. However, mental health and educational professionals
may encounter different medications that persons with ASD may be taking, including ones that do not have official FDA "approval".
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
- Explain why certain medications may be chosen for use in the overall treatment of a person with a diagnosis of autism.
- Delineate which medications have been officially “approved” for specific symptoms of autism, and why the FDA approvals have such limitations.
- (34) The Efficacy of Pharmaceuticals on ASDs – What Parents/Caregivers Need to Know
Many individuals on the spectrum have a closet full of prescription medications as well as dozens of bottles of supplements – all recommended by family,
friends, books, websites, and doctors. What to do with it all? Does any of it work? Is anecdotal support as good as a longitudinal study? Is one preventing
another from working effectively?
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
- Explain the proliferation of drugs and supplements for ASDs and how families can determine which, if any, are effective.
- Delineate which medications have been officially “approved” for specific symptoms of autism, and why the FDA approvals have such limitations.
CAROL WESTBY, PhD, CCC-SLP - will be presenting the following sessions:
Dr. Westby is a Fellow of the American-Speech-Language-Hearing Association (ASHA), holds a Specialty Recognition in Child Language, and has received the Honors of the
Association. She began her professional career in New York where she initiated the development of the Play Scale which is widely used in the profession as a
basis for early language development. She has been a visiting professor at Flinders University in South Australia where she worked on a language/literacy curriculum
and at Brigham Young University where she has consulted on an emergent literacy program and the development of an assessment and intervention protocol for students
with ADHD. Dr. Westby has published and presented nationally and internationally on play assessment and development, language-literacy relationships, narrative
development and facilitation, assessment and facilitation of written language, and issues in assessment and intervention with culturally/linguistically diverse
populations. She has written articles and book chapters on play and frameworks for literate language assessment and intervention.
- (28,32) Theory of Mind for Professionals: Implications for Development of Social & Academic Skills
Theory of mind (ToM) deficits occur in many children with a variety of language impairments – including autism spectrum disorders. Theory of Mind –
the ability to be aware of what other people are thinking, predicting what others are thinking, and using what we know to understand a situation – is an
important element in the development of social and academic skills. The development of ToM, types of ToM, and strategies for assessing ToM will be
discussed to assist you in developing strategies to strengthen ToM skills.
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
- Explain the importance of the theory of mind in the development of academic skills.
- Describe some strategies that can be used to assess and strengthen theory of mind skills for an individual on the autism spectrum.
- (19, 42) Theory of Mind for Parents & Families; Implications for Development of Social & Academic Skills
At 4 years of age, a child should have developed the ability to attribute beliefs, intents, pretending and knowledge of oneself and others, understand that others
have beliefs different from their own, and predict what others are thinking and feeling from what they know about themselves and the world (Theory of Mind).
In 317 preschool books, 78% referred to these internal states. The ability to read the affect cues of others is an important requirement in developing reading
comprehension and social skills.
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
Learner Objectives:
At the conclusion of this session you will have the knowledge required to:
- Explain the role of inter- and intrapersonal theory of mind in developing academic and social skills
- Assess the theory of mind skills in a child based on his play and interactions with others
PANEL DISCUSSIONS:
- (18) Dealing with the Grief of an ASD Diagnosis
Join this discussion led by Tom Ellis, MA, executive director and clinical supervisor of the Center for Grief, Loss, & Transition, in St. Paul, MN. Together you explore the losses, guilt, and grief that often overpower families. Can you celebrate the toilet training of your child instead of the driver’s license?
Continuing education hours not available.
- (27) Emphasizing & Celebrating the Strengths of ASD
Sean Roy, Project Director for Transition and Workforce Partnerships at PACER Center of Minnesota will lead this panel discussion and be joined by individuals who have succeeded
in spite of an ASD diagnosis. They will discuss their strategies for living with an ASD in a neurotypical world and how to redefine the meaning of the word ‘success’
when applied to individuals on the autism spectrum.
Continuing education hours not available.
- (30) Conversations with the Experts for Parents & Family
This session will be hosted by Susan Larson Kidd, EdD, EdS, Jessica Emick, PhD, Barbara J. Smith, JD, and Susan Fralick-Ball, PsyD, MSN, who will give a brief
overview of their area of expertise and then open the floor to questions and discussion from members of the audience. Continuing education hours not available.