THURSDAY, OCTOBER 4, 2018 - WORKSHOP SESSIONS
All Day Workshop | 9:00 – 11:30 AM & 1:30 – 4:00 PM
1. Critical Components for Establishing and Intensive Verbal Behavior Program for Students with ASD – two-part session morning & afternoon
This double workshop will present information on setting up intensive verbal behavior programs for students with autism spectrum disorder in classrooms. Specific topics will include the basics of applied behavior analysis (ABA) and in-depth information on the analysis of verbal behavior and its use in improving the language of students with autism. Participants will learn about considerations for selecting instructional goals for children with varying language abilities. Role-play opportunities will be included to practice specific teaching strategies and the data collection system.
Mary Beth Patry, MSEd, BCBA, Doctoral Student, University of Kansas, Lawrence, KS and Stacey Martin, MA, BCBA, Autism and Behavior Consultant, Summit Behavioral Services, Lee’s Summit, MO
Morning Workshop Sessions | 9:00 – 11:30 AM | choose one session to attend
2. Video-Based Instruction for Students with Autism
This workshop will hone attendees' skills in using and developing video-based instruction for students with autism. This session will include specific information on preparing and using video modeling, video priming, video prompting and various hybrids, and extensions of these procedures. Attendees will also learn about developing video-based instructional approaches to target specific outcomes, including social skills, communication, engagement, and functional skills. Presenters will share existing technologies to address social-emotional learning with an emphasis on emotion recognition. At the end of this workshop attendees will be given guided practice in creating various instructional supports and will understand of the technology skills necessary to independently craft these materials for the students in their care.
Stephen Crutchfield, PhD, Assistant Professor, California Polytechnic State University, San Luis Obispo, CA and Paul LaCava, PhD, Associate Professor, Rhode Island College, Providence, RI
3. A Multi-Tiered Function Based Thinking Approach to Behavior Support
Positive behavior support and functional behavioral assessment are both extensions of applied behavioral analysis and has a strong evidence base. Function based thinking integrates core concepts and components of both positive behavior support and functional behavioral assessment into a multi-tiered system of support to guide efficient and effective responses and interventions for all students. Individuals on the autism spectrum have unique skill deficits that can be directly taught, reinforced and sustained using this model of behavior support in school, community and home settings.
Kaye Otten, PhD, BCBA, Assistant Professor, University of Central Missouri, Warrensburg, MO
4. Creating High Quality Rural Programs for Students with ASD and Intellectual Disabilities
The best teachers are continuously engaged in the refinement of their programs and teaching practice. In this session, the presenter will share a model for teacher-directed program improvement based on a set of quality indicators for educational program for students with ASD and ID. Further, he will provide strategies derived from the research literature and his personal experience for facilitating and maintaining teacher-behavior change.
Robert C. Pennington, PhD, BCBA-D, University of Louisville, Louisville, KY
5. An Update of Case Law and Students with Autism Spectrum Disorders
Students with autism spectrum disorders have a wide variety of needs within the school system. The needs of these students and limited school resources may often lead to a contentious relationship between the parents of the child and the local education agency. Not surprisingly, a vast amount of court cases heard in special education involve students with autism spectrum disorders. This presentation will give an update of case law specific to students with autism spectrum disorders with an emphasis on how schools can avoid common errors in conferring a FAPE to these students.
Mickey Losinski, PhD, Associate Professor and Jessica Nelson, MS, BCBA, Instructor, Kansas State University, Manhattan, KS
Lunch & Keynote Session 1 | 11:30 AM - 1:15 PM
To Graduation, and Beyond! Planning for Success
Despite the best efforts of schools and families, some students with ASD do not experience the same degree of success and personal fulfillment in adulthood compared to their nondisabled peers or to students who are receiving services under IDEA categories other than ASD. This presentation will explore what factors drive these differences and what variables lead to stronger adult outcomes.
Brenda Smith Myles, PhD , President of AAPC Publishing, former Consultant, National and International Speaker, Ohio Center for Autism and Low Incidence (OCALI) and former professor in the Department of Special Education at the University of Kansas
Afternoon Workshop Sessions | 1:30 – 4:00 PM | choose one session to attend
6. To Graduation, and Beyond! Planning for Success, continued
Do you work with young adults who have a high potential for success but an unclear path to independence? Do you worry about their transition from high school to adulthood? This workshop will offer valuable strategies for achieving independence, including interventions for self-regulation and mindfulness. Learn how to avoid missteps and resolve ongoing challenges using evidence-based practices and the steps to creating a comprehensive plan to implement these tools in the workplace, for transportation, and in after-work settings. This workshop is a continuation of the keynote presentation.
Brenda Smith Myles, PhD, President of AAPC Publishing, former Consultant, National and International Speaker, Ohio Center for Autism and Low Incidence (OCALI) and former professor in the Department of Special Education at the University of Kansas
7. How to Use Self-Management Strategies for Students with Autism
This presentation will provide attendees with concrete steps on developing and implementing self-management strategies for students with autism. This will include information on goal setting, self-monitoring, and self-reinforcement interventions. Specific topics covered will include: examples of self-management materials currently at use in the classroom, information on specific prerequisite skills students need to access these treatments, scaffolds for students with autism and cognitive impairments, and guidelines for using these approaches together as a treatment package.
Stephen Crutchfield, PhD, Assistant Professor, California Polytechnic State University, San Luis Obispo, CA
8. Sexuality Education for Students with Autism
Students with autism may in engage in socially unacceptable sexual behavior, but also express interests in relationships and other aspects of sexuality. Unfortunately, special educators and related service providers receive little or no training in how to support sexuality education-related needs of their students with autism. This session will provide a framework for using evidence-based practices to prevent unacceptable sexual behavior, teach sexuality-related knowledge and skills, and respond to sexual expression by students with autism. Specific recommendations for dealing with inappropriate masturbation also will be presented.
Jason Travers, PhD, BCBA-D, Associate Professor, University of Kansas, Lawrence, KS
9. Supporting Educators Serving Students with Autism Spectrum Disorders and Complex Learning Needs
For professional development to be effective and result in systematic implementation of evidence-based practices, administrative support and investment is required (Kucharczyk, S., Shaw, E., Smith Myles, B., Sullivan, L., Szidon, K., & Tuchman-Ginsberg, L. 2012). This training is designed for special education and building level administrators who will be supporting educators serving students with autism spectrum disorders (ASD) and complex learning needs. Participants will be provided with an overview of ASD, Structured Teaching and a classroom support tool that can be used to guide conversations regarding implementation.
Karine Gleason, MSEd, Team Member, Lee Stickle, MSEd, Director, and Lisa Holt, Secondary Coordinator, TASN Autism & Tertiary Behavior Supports, KS