Schedule

Friday, March 1, 2019

Friday

7:15a.m.

Doors Open

Friday

8:00 – 8:15a.m.

Opening Remarks

TBD

Friday

8:30 – 10:00a.m.

Learning Social Skills Through Natural and Paid Supports

Miyah Sundermeyer

Purpose & Objectives

To assist parents and community members by identifying a variety of ways to teach social skills to individuals with autism across the lifespan. Participants will learn:

  • About different learning styles and tactics to teaching
  • Why it is important to teach social skills to autistic people
  • The “do’s and don’ts” of teaching social skills and where and when they should be used

Exploring the Program for the Education and Enrichment of Relational Skills (PEERS®): Evidence-based Practice for Adolescents and Young Adults with Autism

Gereen Francis – BCaBA
Molly Tucker – MSW
Allison O’Hara

Purpose & Objectives

The PEERS® (Program for the Education and Enrichment of Relational Skills) Curriculum is a manualized evidence-based and ecologically valid social skills training for adolescents with Autism Spectrum Disorder. The PEERS® curriculum is taught over the course of 16 weeks and focuses on how to make and keep friends, as well as how to manage conflict and rejection. Each lesson consists of didactic instruction, as well as role-plays, behavioral rehearsals, and homework assignments. During this presentation, participants will be introduced to the 15 topics covered during the curriculum, as well as have the opportunity to participate in an abridged version of one of the didactic lessons.

  • Participants receive an overview of the PEERS® social skills curriculum content
  • Participants will learn the specific skill areas targeted for improvement through PEERS® intervention
  • Participants will gain exposure to the instructional approaches used be PEERS® trainers to promote generalizable improvement in social skills

Part 1 – Augmentative and Assitive Communication (AAC) and Autism Spectrum Disorder (ASD): So Many Options!

Lynn Adams, PhD, CCC-SLP

Purpose & Objectives

To provide current information and resources for the use of AAC with Persons with ASD. Participant will be able to:

  • Define AAC
  • Describe non-technology based forms of AAC
  • Describe technology based AAC

Teaching Individuals with Autism Self-Management Strategies to Create Positive Changes in Behavior

Andrew Bulla, PhD, BCBA
Jennifer Wertalik, PhD, BCBA

Purpose & Objectives

To discuss and teach a variety of self-management techniques that have been successfully implemented for individuals with autism. Self-management is a broad term that encompasses a variety of antecedent and consequence modifications learners can make to alter the frequency of different behaviors. When an individual learns to manage their own behaviors, the intervention effects have been demonstrated to maintain and generalize across setting. Participants will learn:

  • The benefits of self-management: increased pro-social behaviors and decreased disruptive or unwanted behaviors
  • Three different antecedent and consequence strategies they can teach their learners to self-manage their own behaviors
  • How to use the “Self & Match System,” a commercially available self-management package

Employment Panel

Panel

Details

Details to be announced.

Friday

10:00 – 10:15a.m.

Break

Friday

10:15 – 11:45a.m.

Hurt People Hurt People: How to Help Autistic Survivors and Perpetrators of Bullying

Kyler Shumway, MA

Purpose & Objectives

The presentation will highlight the critical impact of bullying, both for survivors as well as perpetrators, and how Autistic kids are particularly at-risk. This presentation is grounded in the latest finding from clinical research.

  • How to identify contemporary bullying tactics
  • How to stop the bullying cycle
  • How to overcome the effects of being bullied

How to Conduct a Functional Behavior Assessment (FBA)

Gereen Francis – BCaBA
Molly Tucker – MSW
Allison O’Hara

Purpose & Objectives

Functional Behavior Assessment (FBA) is an empirically-supported, multi-modal, data-driven approach to better understanding persistent, challenging behaviors. Both indirect, informal FBAs, as well as complex, formal FBAs have been used in school and clinical settings in order to determine why challenging behavior is occurring for decades. Only once the reason, or function of the behavior has been identified, are team members able to effectively establish and implement effective behavior interventions. During this presentation, participants will be receive an overview of the GSU-CLD 12-step FBA and Behavior Intervention Plan process which has been widely disseminated and implemented by hundreds of Georgia educators to assess and improve challenging student behaviors.

  • Participants will learn the general 12-step process behind the GSU-CLD approach to Functional Behavior Assessments and Behavior Intervention Plans
  • Participants will gain exposure to a data-driven approach to behavior assessment and intervention
  • Participants will receive initial information about how FBA results can and should be use to inform the behavior intervention process

Part 2 – Augmentative and Assitive Communication (AAC) and Autism Spectrum Disorder (ASD): So Many Options!

Lynn Adams, PhD, CCC-SLP

Purpose & Objectives

To provide current information and resources for the use of AAC with Persons with ASD. Participants will be able to:

  • Differentiate between visual supports and visual communication strategies
  • Create a limited, functional AAC strategy
  • Learn about valuable online resources

Understanding the Self-Advocacy, Neurodiversity, and Disability Rights and Justice Movements

Lydia X. Z. Brown, J.D.

Purpose & Objectives

To educate participants on issues regarding discrimination, prejudice, and violence which occurs when living as a disabled person and what has been and still can be done about it. Disabled people have been organizing and advocating for rights, justice, and freedom for many decades, including from behind the walls of institutions and segregated schools. In this session, participants will:

  • Learn about and discuss historical and contemporary movements led by and for disabled people, various forms of interpersonal and societal violence that target disabled people, and current work to challenge and dismantle disability oppression
  • Define and explain the differences between self-advocacy, neurodiversity, disability rights, and disability justice
  • Identify historical and contemporary movements led by and for disabled people
  • Identify and explain at least three practices to create more radically accessible and inclusive communities, programs, or events

Personal Coaching to Improve Interview and Job Skills

Panel

Purpose & Objectives

The purpose is undefined.

  • Understand the role families play in the future of inclusion and the disability service system
  • Study new approaches from a pilot project where families are launching their own social networks through local micro-grants
  • Develop new learning around the role of the service system in the “early intervention” process and how that might develop a more sustainable and socially just future for service to people with disabilities
Friday

12:00 – 1:00p.m.

Lunch and Learn – Derek Volt

Friday

1:15 – 2:45p.m.

Reframing and Re-languaging Autism Spectrum Disorder (ASD)

Lynn Adams, PhD, CCC-SLP

Purpose & Objectives

To revisit and revise how we talk about ASD. Participants will:

  • Be able to contrast descriptive terms for ASD
  • Be able to identify positive terminology
  • Learn to understand and describe “ASD behaviors” as human behaviors

Use Your Functional Behavior Assessment (FBA) to Create a Behavior Intervention Plan

Gereen Francis – BCaBA
Molly Tucker – MSW
Allison O’Hara

Purpose & Objectives

This presentation will serve as a follow-up to our earlier presentation, “How to Conduct a Functional Behavior Assessment (FBA).” Once the reason, or function of the behavior has been identified through an FBA, team members are able to effectively establish and implement effective behavior interventions. We will discuss the importance of both prevention-based methods of behavior reduction, as well as, reinforcement-based strategies aiming to increase positive, alternative behaviors to replace pre-existing challenging behaviors. Throughout this presentation, we will place strong emphasis on the importance of function-specific interventions in order to develop and implement effective behavior intervention plans.

  • Participants will learn how to use FBA results in order to inform the selection and implementation of effective behavior interventions
  • Participants will learn about empirically-supported, function-specific interventions for challenging behavior
  • Participants will learn the critical components that must be included as part of every behavior intervention plan

If You’ve Seen One Person with Autism…

Kristi Hofstadter-Duke, PhD

Purpose & Objectives

To teach more about early (and sometimes missed) signs of autism and what steps can be taken to best support that child. Participants will:

  • Learn common early symptom clusters that are associated with later autism diagnosis
  • Be able to recognize commonly overlooked and under-identified ASD presentations
  • Be able to identify when a referral to a specialist is warranted

Understanding the Self-Advocacy, Neurodiversity, and Disability Rights and Justice Movements

Lydia X. Z. Brown, J.D.

Purpose & Objectives

To educate participants on issues regarding discrimination, prejudice, and violence occurs when living as a disabled person and what has been and still can be done about it. Many people do not know that disabled people have been organizing and advocating for rights, justice, and freedom for many decades, including from behind the walls of institutions and segregated schools. In this session, we will learn about and discuss historical and contemporary movements led by and for disabled people, various forms of interpersonal and societal violence that target disabled people, and current work to challenge and dismantle disability oppression.

  • Define and explain the differences between self-advocacy, neurodiversity, disability rights, and disability justice
  • Identify historical and contemporary movements led by and for disabled people
  • Identify and explain at least three practices to create more radically accessible and inclusive communities, programs, or events

Reverse Job Fair

Local Employers

Purpose & Objectives

Details to be announced.

Friday

2:45 – 3:00p.m.

Break

Friday

3:00 – 4:30p.m.

Keynote Address: Autism and My Path Through Life

Dr. Temple Grandin

Details

Details to be announced.

Friday

4:45 – 5:00p.m.

Conference Closing and Presentation of Philanthropy Award