Conference Guide 2011

Annual Conference November 16-18, 2011 Columbus, OH

2011 OCALI Conference

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OCALI is a division of the ESC of Central Ohio

OCALI thanks the following sponsors for their generous support of the 2011 OCALI Conference.

Center for Excellence in Autism

Provide individuals with autism

Our goal is simple:

and low-incidence disabilities with opportunities for meaningful and successful lives.

How do we do it?

Through leadership, professional development, collaboration and technology. Our six centers channel your interests and passions and connect you to world-class tools, resources and information.

In addition, our Center for Systems Change and OCALI University drive continued efforts in leadership and the informing of public policy.

Linking Research to Real Life

470 Glenmont Avenue | Columbus OH 43214 | P: 614.410.0321 | www.ocali.org

conference Session reviewers Amanda Adams-Mock Woodland Centers, Inc. Michael Arthur-Kelly University of New Castle Richard Barbacane National Association of Elementary School Principals Susan Bazyk Cleveland State University Sue Beck Miami Valley Regional Center Ron Benner National Education Association Shawna Benson OCALI Amy Bixler Coffin OCALI Maureen Bradshaw SETAC Heather Bridgman OCALI Margie Briley Youngstown State University Cynthia Cairns Mahoning County ESC Teresa Cardon Washington State University Lisa Combs Miami Valley Regional Center Region 10 James Earnhart OCALI Helene Fallon Long Island Communities of Practice Chris Filler OCALI Cynthia Glimpse Technical Assistance Coordination Center Earnestine Hargett Ohio Legal Rights Service Annette Hayes Autisic Childrens Foundation Debbie Irish Geneva Centre for Autism Charles Kemp Portsmouth City Schools Mary Beth Koss Achievement Centers for Children Laurie Langenfeld State Support Team Region 9

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2011 OCALI Conference

Kevin Leonard Goodwill Easter Seals Miami Valley

General information section one

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Cathy Longstroth Utah Personnel Development Center

exhibit hall features areas within the hall focused on AT, family, the lending library, and more

Barry Mahanes Ohio Department of Education, Office for Exceptional Children

10

general conference info

Jeff McCormick OCALI

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conference sessions

14

CEUs and graduate credit

15

events at-a-glance

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maps

Mary Miller Adena Local Schools Donna Owens OCALI Jan Rogers OCALI Ron Rogers State Support Team Region 1 Frank Sansosti Kent State University

hotels, admissions and more

breakdown of session types

columbus and convention center

Denise Sawan Caruso Consultant Services for Individuals with Special Needs Ralph Shibley University of Rio Grande Julie Short OCALI

wednesday section two 19

wednesday keynote

Sheila Smith OCALI

20

wednesday at-a-glance

Janet Stirling Scottish Autism

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wednesday sessions

Jamie Sibole Waverly City Schools

Wendy Szakacs OCALI Jim Taylor Scottish Autism Kai-Chien Tien National Chunghua University of Education Caryn Timmerman State Support Team Region 6 Andie Trail Ryley Bowling Green State University Nick Weiland OCALI Cynthia Wrenn Signal 15 Hill Elementary School Patricia Wright Easter Seals, Inc.

Tracy Thresher and Larry Bissonnette

descriptions and locations

thursday section three 33

thursday keynote

34

thursday at-a-glance

38

thursday sessions

Dan Habib

descriptions and locations

friday section four 52

FRIDAY at-a-glance

54

FRIDAY sessions

descriptions and locations

OCALI advisory board Barb Yavorcik Board Chair

Jon Peterson Delaware County Office of Treasurer

Autism Society of Ohio

Janet Seide

Bill Adams

Parent

Prentke Romich Company

Scott Short

Kay Brown

HOPE Intervention

Regional Autism Advisory Council of SW Ohio

exhibitors section five 58

exhibitors at-a-glance

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exhibitor hall map

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exhibitor descriptions

Jerrod Smalley NBC 4 Columbus

Richard Cowan Kent State University

Sondra Williams

Denise D’Arca

Autism Society of America

Ohio Northern University

Jacqueline Wynn

Michelle DePolo

Nationwide Children’s Center for Autism

KidsLink Neurobehavioral Center

Karen Edwards

EX-OFIFCIO

Cincinnati Children’s Hospital Medical Center

Melissa Bacon

Reginald Fields

Ohio Department of Job and Family Services

The Plain Dealer

presenters section six

Jocelyn Geib KidsLink Neurobehavioral Center

Leslie Henry Gallipolis City Schools

70 86

presenter bios presenter index

Sharon Knotek

Jody Fisher Ohio Department of Developmental Disabilities

Wendy Stoica Ohio Department of Education

Geauga County ESC

Dale Lennon Trumbull County ESC

Renee Marie McConnell The Rich Center

certificate section seven

Sherry Moyer University of Toledo Center for Excellence in Autism

Ginger O’Connor 89

conference certificate

Washington County Board of Developmental Disabilities

Jan Osborn Putnam County ESC

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Welcome to A Whole New OCALI Our goal is simple: Prepare individuals with autism and low-incidence disabilities for meaningful and successful lives. How do we do it? Through leadership, professional development, technical assistance, collaboration and technology. Our six centers are specifically designed to channel your interests and passions and connect you to worldclass tools, resources, and information. OCALI. Linking Research to Real Life.

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2011 OCALI Conference

The Autism Center The Autism Center at OCALI provides a clearinghouse of information on research, resources, and trends to address the autism challenge. The center offers a source for training, technical assistance, resources, and consultation to build program capacity and individual learning and growth.

The Disabilities Center The Disabilities Center at OCALI provides resources, professional development, technical assistance, and consultation to educational and adult services programs/practitioners working with individuals who have severe, complex, and multiple disabilities. The center combines information, knowledge, and resources in technology, universal design for learning, educational access, LRE, and transition to adult life.

The Universal Design for Learning Center The Universal Design for Learning Center at OCALI offers professional development, technical assistance, and resources to help design educational environments that enable all learners to gain knowledge, skills, and enthusiasm for learning.

The Assistive Technology Center The Assistive Technology Center at OCALI features resources, supports, professional development, and a short-term lending library to assist in the effective implementation of assistive technologies for persons with disabilities. Assistive technologies can assist those with disabilities to more independently access school, work, and life activities.

The Lifespan Transitions Center The Lifespan Transitions Center offers resources, training, technical assistance, and consultation to support the successful transition of individuals with autism and multiple disabilities throughout their school careers and into their adult lives. Resources address community living and employment.

The Family Center The Family Center at OCALI connects families to the information they need regarding services, supports, training, and resources, including the free OCALI Lending Library. It offers training and products to help families and to support agencies serving them.

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exhibit hall features

Conference Exhibitors

Internet Park

Conference exhibitors include leading companies and organizations who will demonstrate, showcase, and sell the latest products, services and assistive technology in support of ASD, low-incidence disabilities, and related areas.

Be sure to schedule several hours in the exhibit hall to discover and learn more about their resources and solutions.

The exhibit hall opens Wednesday and Thursday at 7:30 am. Thirty-minute breaks between sessions and an extended lunch break provide multiple opportunities for meeting with exhibitors.

Note: The exhibit hall is not open on Friday.

Markey’s presents the Internet Park, a networked computer lab for participants to check email, access a new resource or follow up on a trend or topic. Several online computers are available for attendee use. Please be courteous to fellow attendees and limit usage to 10 minutes.

Internet Park Sponsored by

Parents’ Corner The Autism Society of Ohio presents Parents’ Corner, an informal meeting and collaboration room designed by parents for parents. Parents’ Corner allows parents of individuals with disabilities a chance to connect with one another and share ideas, tips, and suggestions on the latest resources and information. Parents will have the opportunity to hear other parents speak about a variety of topics and interests. Specific topics, including Introducing Your Child with ASD to Others, Choosing an Autism Scholarship Provider, and Transition Planning – Moving into Adult Life will be highlighted throughout the day on Wednesday and Thursday.

Parents’ Corner Sponsored by

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2011 OCALI Conference

exhibit hall features

AT Center

OCALI Lending Library

AB Pathfinder presents the Assistive Technology (AT) Center, a hands-on learning environment where attendees can learn and practice new skills and techniques. The AT Center features a networked computer lab facilitated by content experts. Note: A limited number of computers are available on a first-come, first-served basis.

Observational seating is also available in the AT Center for participants who wish to observe the proceedings.

The OCALI Lending Library is a free service for Ohio educators, therapists, parents, and other individuals that provides access to a variety of materials on ASD, assistive technology, traumatic brain injury, fetal alcohol syndrome, and other lowincidence disabilities. Items in the lending library include books, DVDs, assistive technology devices, assessment tools and other media. Stop by to see a sampling of the Lending Library holdings. While there, be sure to sign up for your own account. Free materials shipping and pickup anywhere in Ohio.

AT Center Sponsored by

Connections

Gallery by OCALI

Respite Connections presents Connections, a special place where individuals with differing abilities can meet to discuss how to better understand, communicate, support, and connect with each other. A safe and comfortable setting will encourage the sharing of experiences, ideas, and resources and allow for intimate group discussion and exchange.

VSA Ohio presents a showcase of original artwork by individuals with disabilities. OCALI is pleased to present artwork from VSA Ohio’s Accessible Expressions Ohio (AEO) 2011 Exhibit and Tour. In addition, artwork will be featured from Larry Bissonnette, Wednesday keynote speaker and star of Wretches and Jabberers.

Connections Sponsored by

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general conference info

Admissions & Conference Badges Admission to conference sessions and features is limited to conference attendees. Registered attendees receive an official conference badge, which serves as the “ticket� for gaining access to session rooms and featured areas. All participants are required to wear a conference badge at all times while attending the conference. Lost or misplaced badges may be replaced at the Registration Area.

There is a $25 charge to reprint a lost or misplaced badge.

Lunch on your own Lunch is on your own and available from food stations located inside the exhibit hall, the Food Court, and shops located at the south end of the convention center. There are also a variety of restaurants, as well as the North Market food court, across the street, and in the immediate area surrounding the convention center. A map of options is on p.16.

Recycling

Lost and Found The Lost and Found is located at the Registration Area. Items not retrieved by the close of the conference will be turned over to convention center security (614.827.2547).

OCALI is committed to creating environmentally-friendly educational events. Please join us in these ongoing efforts to reuse materials and reduce consumption and waste. Recycling receptacles for office paper, glass, plastic, and aluminum cans are available throughout the convention center.

Name badges may be recycled at the Registration Area before leaving the convention center. A DVD of presenter handouts is included in the conference tote bag. In an effort to reduce paper waste, OCALI seeks to minimize the distribution of paper copies and presenter handouts.

This program is printed on 70# Chorus Art gloss paper, FSC certified 55% recycled figures, 30% post-consumer.

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2011 OCALI Conference

general conference info

coat check A coat and bag check will be located in the main concourse of the convention center and available to OCALI Conference participants throughout the entire conference.

There is a charge of $2.00 per item. Note: Overnight storage is not provided. Items must be retrieved at the end of the day.

Hotel Shuttle Service Complimentary shuttle service to and from the convention center and downtown hotels is available at the designated area at the north entrance of the convention center.

Check with your respective hotel for their drop-off/pick-up location.

Hotels Served by Shuttle Service Courtyard Columbus Downtown Sheraton Columbus Hotel Residence Inn Columbus The Columbus, A Renaissance Hotel Hotel Shuttle Service Schedule Wednesday, November 16 6:50 - 9:10 am | 4:40 - 6:25 pm Thursday, November 17 6:50 - 9:10 am | 4:40 - 6:25 pm Friday, November 18 6:50 - 9:10 am | 12:15 - 1:15 pm

Conference Hotels Downtown Area Courtyard Columbus Downtown 35 W. Spring St. | 800.321.2211 Sheraton Columbus Hotel 75 E. State St. | 614.228.1234 Residence Inn Columbus Downtown 36 E. Gay St. | 800.331.3131 The Columbus, A Renaissance Hotel 50 N. 3rd St. | 800.266.9432

Convention Center Area Crowne Plaza 33 E. Nationwide Blvd. | 800.338.4462 Hampton Inn and Suites 501 N. High St. | 614.559.2000 Red Roof Inn Downtown 111 E. Nationwide Blvd. | 614.224.6539

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conference sessions

LECTURE Sessions Classroom-style breakout sessions conducted by state and national leaders and scholars. Over 100 sessions by more than 200 presenters will be offered over the three days of the conference, providing numerous opportunities to discover new ideas while furthering knowledge and understanding.

Assistive Technology Lab Sessions A hands-on learning environment for discovering and practicing new skills and techniques. The AT Lab consists of an online computer lab facilitated by content experts. An overview of tools and resources will be accompanied by active demonstrations during which participants will get to explore and practice what they learn.

Exhibitor Sessions Classroom-style breakout sessions conducted by leading companies and organizations. Presenters showcase products and services and engage in a question and answer exchange with participants.

Note: AT Sessions are located in Hall E.

Panel Sessions An interactive forum for sharing ideas, viewpoints, and experiences on key topics and issues. Panel members will lead the discussion while incorporating audience questions and comments. Panel sessions are designed to cultivate increased understanding or advance knowledge on a particular subject through a lively and energizing exchange of viewpoints and ideas.

Research Symposium Research presented by representatives from a variety of programs and agencies. The Research Symposium allows attendees to see and review topics at their leisure and also provides an opportunity for one-on-one discussion with researchers.

Keynote Sessions Opening general sessions presented by nationally recognized leaders.

Note: Poster Sessions are located in Hall E.

Session Evaluations

Session Attendance

Session Updates and Changes

Evaluations will be distributed at the conclusion of each lecture, exhibitor, and panel session. Please take a few minutes to offer feedback and suggestions for session presenters.

All sessions are available on a first-come, first-served basis. Please plan accordingly and arrive 10-15 minutes prior to the session start time to reserve a seat. When room capacity has been reached, sessions will be closed due to fire code regulations.

Thank you for your understanding.

Changes to the schedule after print are listed in the Conference Addendum found in the conference tote bag and Registration Area. Last-minute changes and cancellations are posted in the Registration Area as well as the room where the session was to have occurred.

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2011 OCALI Conference

conference summits

university summit Wednesday | November 16

The University Summit will enhance the preparation of highly qualified professionals in the area of ASD through the development of specific courses and showcasing existing university program models.

national autism leadership summit Thursday - Friday | November 17-18

The National Autism Leadership Summit will expand the National Community of Practice on ASD to promote an enhanced quality of life for persons with ASD, their families, and caregivers. The summit will gather leaders from multiple systems of services and supports to promote networking and information sharing across various levels of scale, perspective, and location. Sessions and discussions will equip these leaders with information and resources to be responsive to individuals with ASD across the continuum of service delivery and create a broader, cross-system feedback loop that influences and engages decision makers to effect systems change, and bridges policy and practice.

universal design for learning summit Friday | November 18

The UDL Summit is a community forum focused on current research, new technology, practical applications, and resources at state and national levels. This summit will engage participants in a dynamic conversation to establish a foundation for conveying the importance of UDL. Materials will be produced and made available for dissemination and implementation throughout the nation.

2011 OCALI Conference

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CEU & graduate credits

CEU and graduate CREDIT OCALI is pleased to offer a variety of Continuing Education Unit (CEU) credit options through several professional organizations and licensing boards.

Organization

American Speech-LanguageHearing Association (ASHA)

CEU’s Available

Conference approval: 1.95 ASHA CEUs (Professional area; Various levels)

Ohio Counselor, Social Worker, and Marriage and Family Therapist (CSWMFT) Board

Conference approval: 15.75 hours

Ohio Department of Developmental Disabilities (DODD)

Conference approval: 1 hour per attended session

Ohio Occupational Therapist, Physical Therapist, and Athletic Trainer Board (OTPTAT)

Professional Development Contact Hours (PDCH)

Ashland University Graduate Credit

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2011 OCALI Conference

Conference approval: 19.75 hours Note: According to the Ohio Board of Nursing, nurses may submit OT and other professional regulating board CEUs as nursing CEUs.

Conference approval: 19.75 hours

One credit hour: full conference attendance (19.75 contact hours) Two credit hours: pre-conference plus full conference attendance (25.75 contact hours)

HOW TO OBTAIN CEU OR GRADUATE CREDIT 1. Visit the CEU/Graduate Credit counter on Wednesday, November 16, to pick up the CEU/Graduate Credit information packet. The packet will include a CEU Participation Form and listing of sessions eligible for credit.

The CEU/Graduate Credit booth is located in the main concourse near the Registration Area.

2. Record the session information on the CEU Participation Form for each session attended. Please note: Sessions must be attended in their entirety. Partial credit will not be given.

3. A draft copy of the CEU Participation Form is enclosed. The final version of the CEU Participation Form will be a tricolor carbon form and may be picked up on-site at the conference.

4. Submit your CEU Participation Form to the CEU/Graduate Credit Counter on Friday, November 18, at the conclusion of the conference to receive your CEU credits. Please note: It is your responsibility to document session information for the sessions you attend and submit your completed form(s) on Friday, November 18. CEU forms will not be accepted after this date.

events at-a-glance

Wednesday, November 16

Thursday, November 17

Friday, November 18

7:30

9:00 9:30 10:00 10:30

keynote: larry & tracy 8:00-10:00 am

11:00 11:30

exhibit hall open

8:30

exhibit hall open

8:00 session i keynote: dan habib

8:00-9:15 am

8:00-10:00 am

session ii 9:30-10:45 Am

session i

session i

10:30-11:45 am

10:30-11:45 am

session iii 11:00 am -12:15 pm

12:00 12:30

research symposium

research symposium

12:00-1:00 Pm

12:00-1:00 Pm

session ii

session ii

1:00-2:15 pm

1:00-2:15 pm

1:00 1:30 2:00 2:30 3:00 3:30

session iii

session iii

2:45-4:00 pm

2:45-4:00 pm

4:00 4:30 5:00 5:30

session iv

session iv

4:30-5:45 pm

4:30-5:45 pm

6:00

University Summit

National Autism Leadership Summit

UDL Summit

2011 OCALI Conference

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MAPS short north

y w milla marcellas

poplar

mo joe lounge

ave eleven

sushi rock

high street

hyde park

park street swan

street

deepwood

bar louie

knead

columbus convention center

north market

spruce street japanese steak house barley’s

street vine

wall street

center vention con

coffee & pastries lunch & dinner

south to downtown 2011 OCALI Conference

ve dri

martini modern italian

arena district

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street goodale

dinner only

exhibitor booths

shuttle drop-off / pick-up

lending library

research symposium food options

connections

Gallery by ocali

at lab

parents’ corner

hampton inn

presenter lounge

exhibit hall f exhibit hall e

e172 e171 e170

b

b

b

e162 e161 e160 a

a

e151

a

e150

bag pick up registration

d144- d142- d140d145 d143 d141

d131

d130

second floor above D & E POD

exhibit hall d please note: no access between ballrooms and D200’s

ballroom 5

d132

keyn ote session s

d240- d242d241 d243

d244d246 d245

hyatt, crowne plaza & red roof inn

d230d232

d233d235

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2011 OCALI Conference

wednesday keynote The Life of a Movie Star Never Gets Old Larry Bissonnette and Tracy Thresher 8:00 am | Hall F Since the release of the film Wretches and Jabberers, Tracy and Larry have traveled the country extensively, excited by the opportunity to share their mission of promoting more positive views of disability. In this presentation, they will share their story of life on the road over the last year, highlight their interactive experiences with the audiences – educators, students, families, and individuals with autism. Larry says, “The life of a movie star never gets old.”

Keynote Sponsored by

University Summit 10:30 am - 2:15 pm | Ballroom 5 The University Summit provides a unique forum to address common issues universities face when preparing highly-qualified professionals in the area of ASD. This year’s event will focus on program models and coursework, practicum experiences and capstone projects, research, sharing and networking for resources, and planning for the future. The University Summit will be segmented into three sections, aligned with the conference session schedule, to allow flexibility in attendance. Please join us for the entire event or for the part that fits into your total conference experience.

University Summit Sponsored by

Center for Excellence in Autism

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wednesday at-a-glance 8:00 - 10:00 am Hall F

KEYNOTE: The Life of a Movie Star Never Gets Old Tracy Thresher, Larry Bissonnette

10:30 - 11:45 am AT Center Hall E Connections Hall E E150 E151 E160 A E160 B E161 A E161 B

Universal Design for Learning Implementation in the 21st Century Ron Rogers, Jeff McCormick

Meet Me Halfway: An Autistic High School Student’s Adventures in Peer Mentoring James Williams

Building an Assistive Technology Center Kevin Leonard, Diana Leonard

Professional Learning Communities and Autism: Collaborating to Increase Student Success Rebecca Silva, Ruth Prystash, Gaby Toledo

Getting Ready for Learning: Using Sensory Integration and Brain-Based Approaches Elisabeth Wharton, Lori Berry

Visual Learning for the Autism and Special Education Classroom Anthony Gerke

Parents’ Introduction to Social Competence and Strategies for Home Wendy Szakacs, Julie Short

Sensory Learning Program: Improving Perception, Understanding, and the Ability to Learn Jeffrey Schmakel

E162 A E162 B

At Last Children with Low-Incidence Disabilities Learn to Read Amy Freeman, Jennifer Wene, Stacey Rychener, Jan Osborn

Evaluation Tools to Support School Teams in Building Capacity in ASD Annette Wragge, Teri McGill, Teresa Coonts, Dawna Sigurdson

E170 E171 E172 Parents’ Corner Hall E

Comparing Approaches for Educating Children with Autism: Matching Best Practice to Needs Stephen Shore

Update on Service Provision for Students with ASD and Co-Morbid Mental Health Disorders Mary Ann McIntyre, Maureen Bradshaw

The Effect of Project Search and Supported Employment on Employment of Adults with ASD Carol Schall, Paul Wehman

Dealing with Obstacles In a Family: Over, Under, Around, and Through Jen Blackwell, Eric Blackwell

10:30 am - 2:15 pm Ballroom 5

University Summit Sheila Smith

12:00 - 1:00 pm

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500 Hall E

KY PLANS: Developing a Network of Support

503 Hall E

Reduction of Saliva Spitting, Smearing, and Hoarding Behaviors in a Boy with Autism

504 Hall E

The Use of AT and Best Practices for Students with Visual Impairments

507 Hall E

Preparing Professionals to Work with Low-Incidence Disabilities

508 Hall E

A Behavioral Approach to Toilet Training

511 Hall E

The Impact of a Student’s Diagnosis of Autism on General Education Teachers’ Attitudes

Jennifer Bobo Gabriel Valley Dawn Fleming Gardner Umbarger Kim Renner Laura Hiruma, Kristin Christodulu

2011 OCALI Conference

wednesday at-a-glance 512 Hall E

Count It All JOY – Judgments, Obstacles, and the Yellowwood Tree

515 Hall E

Ten Tips for Supporting Students with AS in Educational Settings: An Insider’s Perspective

516 Hall E

Evaluation of a Planning Strategy for Teaching Story Writing Skills to Students with ASD

519 Hall E

Using NEPSY Tests to Explore Neuro-Social Functioning Differences in Children with Autism

520 Hall E

Increasing Expressive Output for Nonverbal Students Within Daily Literacy Routines

523 Hall E

Equals Mathematics – The Math Curriculum for Students with Disabilities

524 Hall E

Autism and Low-Incidence – Ideas for Helping Those with ASD and LI as a Parent and Teacher

527 Hall E

The Parent-Teacher Team: The Reach Program Parent Training Model

528 Hall E

Self-Advocacy of Students with Asperger Syndrome Through Peer-to-Peer Education

531 Hall E

Practice with a Purpose: Functional Skill Building for Adolescents with ASD

534 Hall E

Introducing Your Child to Others

535 Hall E

Quality of Care Indicators: A Tool for Families Choosing Services for Adults with Autism

538 Hall E

Strattera and Behavior Intervention in Hyperactivity and Autism: Parents’ Perspectives

540 Hall E

Verbal and Nonverbal IQ Test Comparison in Children with ASD

541 Hall E

Reinforcement-Based Intervention in Managing Behavior Problems in Adults with Disabilities

544 Hall E

Effects of a Social Skills Program for Young Adults with Autism

545 Hall E

Building Statewide Capacity Through a Professional Autism Cadre

Ruth-Ann Thompson Annie Hussey Robert Pennington, Monica Delano Jessika Vance-Morgan, Myra Beth Bundy Meghan Rahrig, Denise Underwood Mike Mihalov Nichole Helenthal, Kristine Fourman Gaby Toledo, Jodi Bulis Logan Tipton, Ben Glass Jennifer Sears, Tara Rochford Judy Marks Donna Owens, Andie Trail Ryley Pamela Sayre, Jill Hollway Sabrina Grondhuis, Michael Aman Monali Chowdhury, Betsey Benson Thomas Fish, Chang Liu Rob Pennington, Laura McCullough

1:00 - 2:15 pm AT Center Hall E E151 E160 A E160 B E161 A E161 B

Using Technology to Improve Efficiency and Efficacy of Trial-Based Therapy Kelly Kerns

WestCON P.L.A.Y. Project: First-Year Outcomes Colleen Zunk, Cori Sanders, Molly Kurtz

Using TAP·it® in our Classrooms for Special Needs Raymond Heipp

Training Educators to Conduct Behavioral Assessments Susan Wilczynski, Emaley McCulloch

Dublin City Schools: Building Peer Collaboration Programs in the School Setting Lenore Cereghini, Jara Packer, Shawn Mallory, Karen Brothers

Literacy for Learning, Literacy for Life Shawna Benson

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wednesday at-a-glance E162 A

An Empowerment Approach to Consultation: Building Capacity and Innovation in Schools Georgina Robinson, Pat Moret

E170

The Autism Treatment Network: A New Initiative at Nationwide Children’s Hospital Amy Hess, Eric Butter, Karen Ratliff-Schaub

E171

Supporting AAC Users and Their Communication Partners with Assistive Technology Pascal Cheng, Larry Bissonnette, Tracy Thresher, Harvey Lavoy

2:45 - 4:00 pm AT Center Hall E Connections Hall E E150 E151 E160 A E160 B E161 A E161 B E162 A E162 B E170 Parents’ Corner Hall E

Tips and Tricks for Differentiating Instruction Using Free Tools or Tools You Already Own Teresa Clevidence, Deborah McGraw, Penny Cesco, Jill Jump

All in The Family: Sibling Relationships and the Autism Spectrum Cameron Blackwell, Darren Craig Blackwell, Jamie Blackwell, Jordan Blackwell

Raising Awareness and Increasing Accessibility to Autism Services in Hispanic Communities Sarah Hoffmeier, Lori Chambers

Research-Based Intervention, Translation to Practice, and Implementation for ASD Learners Ann Cox, Samuel Odom

Act Early Ohio: A Partnership Promoting Early Identification and Early Intervention Jessica Foster, Jody Fisher, Karen Edwards, Paula Rabidoux

From Chaos to Calm: Understanding Moments of Crisis in Persons with ASD Jeff Schill

Autism Spectrum Disorders Teacher License: Minnesota Model for Teacher Preparation Phil Sievers, L. Lynn Stansberry-Brusnahan

New York City District 75 Initiatives for Middle and High School Students with ASD Thomasina Howe

Customized Employment: Another Approach to Transition Planning Madeline Rosenshein, Leslie Paull

Express Yourself: Accessing the Visual Arts Jan Rogers, Mary Jo Wendling

Accessing Waivers and Medicaid Funding in Ohio Marla Root

Autism and the Grandparent Connection: The Role of a Lifetime Jennifer Krumins

4:30 - 5:45 pm E150 E151 E161 A E162 A E162 B E170

Teacher Licensure or Certification in Autism in the United States Mary Murray, Andie Trail Ryley, Ellen Williams, Lessie L. Cochran

Professional Development Models: Getting from Training to Practice Christine Reeve, Susan Kabot

Essential Information on Autism for General Education Teachers: Changing Hearts and Minds Cathy Longstroth

Mental Health Promotion Through Participation in Meaningful Interests Susan Bazyk

Implementing Field Experience in Teaching Social Skills Groups to Children with ASD Susan DeLuke, Rachel Kobza

Practical Solutions to Stabilize Students with Classic Autism to be Ready to Learn Judy Endow

E172

Social Behavior and Self-Management for College Students and Adults Jane Thierfeld Brown, Kari Dunn Buron

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2011 OCALI Conference

wednesday at-a-glance

2011 OCALI Conference

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wednesday sessions

8:00 - 10:00 am

KEYNOTE The Life of a Movie Star Never Gets Old Hall F Tracy Thresher, Larry Bissonnette Since the release of the film Wretches and Jabberers, Tracy and Larry have traveled the country extensively, excited by the opportunity to share their mission of promoting more positive views of disability. In this presentation, they will share their story of life on the road over the last year, highlighting their interactive experiences with the audiences – educators, students, families, and individuals with autism.

Larry says, “The life of a movie star never gets old.”

Type: Keynote Keynote Sponsored by

10:30 - 11:45 am Universal Design for Learning Implementation in the 21st Century AT Center – Hall E Ron Rogers, Jeff McCormick This Universal Design for Learning session will include how UDL was implemented in five districts in Ohio through a partnership with SST1, CAST, and OCALI. The five districts were composed of pre-K through 12thgrade students, a career center, and a virtual school. Through discussion, we will share the steps, processes, and tools used to assist with implementation Type: Lab Level: Intermediate AT Center Sponsored by

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2011 OCALI Conference

Meet Me Halfway: An Autistic High School Student's Adventures in Peer Mentoring

Getting Ready For Learning: Using Sensory Integration and Brain-Based Approaches

Connections – Hall E James Williams

E160 A Elisabeth Wharton, Lori Berry

In the winter of 2007, James Williams, then homeschooled, was invited to join the peermentoring program at his local high school.

After returning to full-time high school, he remained a peer mentor until his graduation in 2010. In this presentation, he will talk about his school's program, how it helped him socially, and how his experiences of living with ASD helped him understand and advocate for the students with disabilities he worked with.

Type: Lecture Level: Intermediate

A team of educators from various backgrounds found a group of components are needed to achieve a “ready state” for the brain and body so learning may occur. Once a “ready state” is achieved, additional activities needed to improve fine-motor and language skills can be implemented. Activities, strategies, and products will show how to help get the brain and body ready to learn. Attendees will receive a packet of information to help implement these ideas and activities.

Type: Exhibitor Level: Intermediate

Connections Sponsored by

Visual Learning for the Autism and Special Education Classroom Building an Assistive Technology Center E150 Kevin Leonard, Diana Leonard In this session you will learn how to build an assistive technology center and lending library. We will discuss collaborations, business partnering, networking, marketing, sustainability, volunteers, and setting up an open house and technology fair.

Type: Lecture Level: Introductory

Professional Learning Communities and Autism: Collaborating to Increase Student Success E151 Rebecca Silva, Ruth Prystash, Gaby Toledo This session will discuss the Riverside County Reach Autism professional development program, initiated five years ago to focus on increasing student achievement. Reach teachers formed professional learning communities and met on a monthly basis to analyze student formative assessment data to determine the most effective instructional strategies for their students. Results from state achievement tests indicated an increase of over 50% in student proficiency rates from 2004-2009.

Type: Panel Level: Intermediate

E160 B Anthony Gerke Visual supports and computer-aided instruction have been identified as evidencebased practices for serving students with ASD. Research has also demonstrated that students with ASD have an inherent interest in multimedia helping to foster engagement. Join us to explore how technology can be used to easily bring visual supports, Universal Design for Learning, data-driven decision making, and more to your autism classroom.

Type: Exhibitor Level: Introductory

Parents' Introduction to Social Competence and Strategies for Home E161 A Wendy Szakacs, Julie Short This presentation will define social competence, show why social competence is an integral part of developing a successful and satisfying life, and relate the underlying characteristics of ASD to acquiring social competence. Proactive and reactive strategies, including examples applicable to the home and community, will be shared. Keys for parents to continue building strong relationships with their children will be covered.

Type: Lecture Level: Introductory

wednesday sessions

Sensory Learning Program: Improving Perception, Understanding, and the Ability To Learn E161 B Jeffrey Schmakel Find out more about the Sensory Learning Program, a drug-free, noninvasive intervention developed over a decade ago by Mary Bolles, Sensory Learning Center's executive director. During this session, you will learn how combining light, sound, and motion in a noncognitive 30-day intervention can address sensory dysfunctions present in the form of autism, speech and language delays, ADD/ ADHD, developmental delays, and more.

Type: Exhibitor Level: Introductory

At Last Children with Low-Incidence Disabilities Learn to Read E162 A Amy Freeman, Jennifer Wene, Stacey Rychener, Jan Osborn Project MORE is 1:1 volunteer reading mentoring for students with disabilities using a research-based reading mentoring program.

Independent evaluation demonstrates that students with disabilities make month-formonth reading level gains when they receive 1:1 reading mentoring for 30-minute sessions four times per week during the school day. Project MORE partners with 240 schools throughout Ohio, including two schools for students with autism.

Type: Panel Level: Introductory

Evaluation Tools to Support School Teams in Building Capacity in ASD E162 B Annette Wragge, Teri McGill, Teresa Coonts, Dawna Sigurdson This session introduces a variety of evaluation tools available to mentor school districts through a process designed to increase success and support in their districts for individuals on the autism spectrum. Evaluation tools were selected or developed to encourage schools to consider and make a commitment to evidencebased practices, and the essential components necessary for effective autism educational programs.

Type: Panel Level: Intermediate

Comparing Approaches for Educating Children with Autism: Matching Best Practice to Needs E170 Stephen Shore To date, no true comparison has been made between approaches for working with children on the autism spectrum. Qualitative research was initiated to investigate applied behavioral analysis, TEACCH, daily life therapy, Miller Method, and DIR/Floortime. Preliminary findings suggest current definitions of ASD are lacking, many techniques are applicable across approaches, and people with autism make important contributions to society.

Type: Lecture Level: Intermediate

Update on Service Provision for Students with ASD and Co-Morbid Mental Health Disorders

Dealing with Obstacles In a Family: Over, Under, Around, and Through Parents’ Corner – Hall E Jen Blackwell, Eric Blackwell As parents, we are constantly trying to remove obstacles that stand in the way of our children's success. Sometimes the best we can do is to find a way to lessen the effects of an obstacle Thinking outside the box and changing our personal perspective of what success is can lead to amazing progress and a deeper enjoyment of daily life. The importance of family relationships as well as professional and community team building will be addressed.

Type: Lecture Level: Introductory Parents’ Corner Sponsored by

10:30 am - 2:15 pm

E171 Mary Ann McIntyre, Maureen Bradshaw This session promotes a focus on collaboration for assessment and program planning between mental health and educators. National Autism Center research-based practices, including antecedent packages, behavioral packages, schedules, self-monitoring, and story-based interventions, will be explored in detail. This will provide information for effective program design and instructional methods for students with co-morbid conditions.

Type: Lecture Level: Intermediate

The Effect of Project Search and Supported Employment on Employment of Adults with ASD E172 Carol Schall, Paul Wehman This session will review two research studies that measure the effect of employment supports for high school seniors and adults with ASD. Specifically, the discussion will describe the implementation and effect of individualized supported employment for adults with ASD in securing and maintaining competitive employment and the implementation of Project Search for high school seniors with ASD. The session will end with a discussion of the unique employment support needs of individuals with ASD. Type: Lecture Level: Intermediate

University Summit Ballroom 5 Sheila Smith

The University Summit provides a unique forum to address common issues universities face when preparing highly-qualified professionals in the area of ASD. This year’s event will focus on program models and coursework, practicum experiences and capstone projects, research, sharing and networking for resources, and planning for the future. The University Summit will be segmented into three sections, aligned with the conference session schedule, to allow flexibility in attendance. Please join us for the entire event or for the part that fits into your total conference experience.

Type: Lecture Level: Advanced University Summit Sponsored by

Center for Excellence in Autism

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wednesday sessions

12:00 - 1:00 pm KY PLANS: Developing a Network of Support 500 – Hall E Jennifer Bobo The presentation reports on KATC-initiated effort to develop a network of support groups across Kentucky. The first step in this process is Kentucky Parent Lead Autism Networks of Support (KY PLANS). KATC disseminates monthly information packets to 41 support group leaders that include research-based information, tasks, and community activities.

Type: Poster Level: Introductory

Reduction of Saliva Spitting, Smearing, and Hoarding Behaviors in a Boy with Autism 503 – Hall E Gabriel Valley This poster reports on the application of behavioral interventions to reduce stereotypic and attention-maintained behaviors in a boy with autism. Differential reinforcement of other behavior was used in the initial phases of intervention, with response cost and timeout later added to further reduce the target behavior. The addition of aversive components suggests a validity of literature, which states that differential reinforcement alone is ineffective in reducing problem behavior to low rates.

Type: Poster Level: Introductory

The Use of AT and Best Practices for Students with Visual Impairments 504 – Hall E Dawn Fleming With implementation of the Universal Design for Learning, assistive technology, and best practices labeled for use with students who have visual impairments can be very helpful for improving the quality and delivery of materials for students with challenges and even students without. This presentation discusses many types of free technology already in use in your classroom and other simple/low-cost modifications that can improve the classroom and curriculum.

Type: Poster Level: Introductory

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Preparing Professionals to Work with Low-Incidence Disabilities

Count It All JOY – Judgments, Obstacles and the Yellowwood Tree

507 – Hall E Gardner Umbarger

512 – Hall E Ruth-Ann Thompson

This presentation will expose trainers and higher education faculty to an innovative program to train professionals to incorporate evidencebased interventions into practice. It involves a modular approach to support the varied needs of individuals with low-incidence disabilities and provides the background necessary to respond to any new demands met in the field.

Type: Poster Level: Introductory

The initial diagnosis of ASD can strike horror in the hearts of parents and grandparents.

This session offers practical ways to deal with the diagnostic team, difficult situations, and inquisitive people, and how to find the courage to thrive in the midst of handling a lifelong disability. The yellowwood tree's trunk, though it divides very near the ground, has a beautiful and fragrant bloom, helping us to understand the beauty and resilience of the child.

Type: Poster Level: Introductory

A Behavioral Approach to Toilet Training 508 – Hall E Kim Renner Many individuals with autism do not learn independent toileting using strategies and techniques that are successful with typically developing children. A data-based functional assessment approach is used to evaluate elimination patterns and behavioral challenges to design a toilet training procedure that will lead to independent toilet use.

Type: Poster Level: Intermediate

The Impact of a Student's Diagnosis of Autism on General Education Teachers' Attitudes 511 – Hall E Laura Hiruma, Kristin Christodulu This study examined the extent to which disclosure of a diagnosis of autism impacts general education teachers' attitudes, feelings of efficacy, and responses to student behaviors.

Teachers read a vignette about a hypothetical student who exhibited challenging behaviors.

In one condition, teachers were told that the student had an ASD. In the other condition, this information was not provided. Differences in teachers' ratings were examined.

Type: Poster Level: Intermediate

Ten Tips for Supporting Students with AS in Educational Settings: An Insider's Perspective 515 – Hall E Annie Hussey Join a young woman with Asperger Syndrome as she shares 10 crucial tips that allowed her to reach her potential throughout her elementary and high school years. A strong emphasis is placed upon promoting emotional and social growth and the cultivation of a highly inclusive environment that embraces the individual's strengths, wishes, and talents.

Type: Poster Level: Introductory

Evaluation of a Planning Strategy for Teaching Story Writing Skills to Students with ASD 516 – Hall E Robert Pennington, Monica Delano Writing is a critical skill for all students as it serves as means of communication across a variety of contexts. The researchers used a multiple-probe design to evaluate the efficacy of a planning intervention for increasing the quality of written responses for six students with autism. This poster will report their findings and describe the implications for future research.

Type: Poster Level: Intermediate

wednesday sessions

Using NEPSY Tests to Explore Neuro-Social Functioning Differences in Children with Autism

Autism and Low-Incidence – Ideas for Helping Those with ASD and LI as a Parent and Teacher

Practice with a Purpose: Functional Skill Building for Adolescents with ASD

519 – Hall E Jessika Vance-Morgan, Myra Beth Bundy

524 – Hall E Nichole Helenthal, Kristine Fourman

531 – Hall E Jennifer Sears, Tara Rochford

Children with autism find it challenging to apply their intellectual knowledge to the social behavior they are expected to display (Kunce & Mesibov, 1998). The objective of this study was to learn more about how children with autism respond to social tasks and examine whether there is a neuropsychological assessment sensitive enough to measure these documented social differences. This research utilized the NEPSY-II (A Developmental Neuropsychological Assessment).

Type: Poster Level: Intermediate

This session will explore different instructional strategies and funding to assist with the challenges of teaching students with autism and low incidence from the view of a teacher and a parent of a child with ASD. The instructional strategies incorporate sensory system, paraprofessional relationships, speech delays, social skills, assistive technology devices, routines, parents, learning games, selfawareness, adaptable curriculum, and always having a positive attitude.

Type: Poster Level: Introductory

Functional skills are practical skills that adolescents with ASD and other disabilities need to develop in order to be confident, effective, independent, and successful in learning, employment, and living throughout life. Introducing functional skill-building opportunities within the school setting provides the student with more time to learn these foundational life skills, master them, and apply the skills in a supported environment prior to graduation.

Type: Poster Level: Intermediate

Increasing Expressive Output for Nonverbal Students Within Daily Literacy Routines

The Parent-Teacher Team: The Reach Program Parent Training Model

Introducing Your Child to Others

520 – Hall E Meghan Rahrig, Denise Underwood

527 – Hall E Gaby Toledo, Jodi Bulis

This session elaborates on means of increasing expressive response output for nonverbal students. It focuses on research and techniques supporting literacy routines and the method of providing modifications and accommodations while using resources and websites that have been successful in increasing expressive responses while teaching literacy to nonverbal students.

Type: Poster Level: Introductory

Research shows that parent involvement is crucial to student growth. The Reach Autism Parent Education Program provides an inclusive and comprehensive model for teaching parents how to implement evidence-based strategies.

Parents are also involved in setting goals and choosing topics for training. Learn about the implementation and benefits of providing parent training in conjunction with high-quality classroom instruction for students with ASD. Type: Poster Level: Intermediate

Equals Mathematics – The Math Curriculum for Students with Disabilities 523 – Hall E Mike Mihalov A comprehensive math curriculum aligned to K-12 math standards has been developed for students with mild, moderate, and severe/ profound disabilities. Equals starts at the beginning of math concepts and then develops higher math concepts in five additional areas.

This poster includes overview and research with specific examples of general and special education best practice methodologies.

Demonstration includes kit materials, manipulatives, assistive technology, and videos of students.

Type: Poster Level: Introductory

Self-Advocacy of Students with Asperger Syndrome Through Peer-to-Peer Education 528 – Hall E Logan Tipton, Ben Glass This poster highlights a peer-to-peer education and self-advocacy program implemented by two fifth-grade students with Asperger Syndrome at Englewood Hills Elementary School through the Miami Valley Autism and Low Incidence Coaching Team. The boys learned about Asperger Syndrome and how it impacts their social and instructional experiences. Their sixmonth exploration culminated in a presentation to the entire fifth grade to educate their peers and teachers and advocate for their own supports.

Type: Poster Level: Intermediate

534 – Hall E Judy Marks This session overviews two models: Carlin's Book and The Learner Snapshot. Attendees will gain knowledge and understanding of the child’s disability and components of the child's individuality. The two models are easy to produce and can be used in a variety of settings by a multitude of providers, ranging from family members to service professionals.

Parents can use either model to provide insight, understanding, and knowledge.

Type: Poster Level: Introductory

Quality of Care Indicators: A Tool for Families Choosing Services for Adults with Autism 535 – Hall E Donna Owens, Andie Trail Ryley This session will describe a tool developed for parents, families, and guardians to help them assess potential programs for an adult with autism spectrum disorders. The tool provides a framework to determine if an agency, residential, or vocational program provides services that are consistent with the values of the family and are designed to meet the needs of adults with autism.

Type: Poster Level: Introductory

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wednesday sessions

Strattera and Behavior Intervention in Hyperactivity and Autism: Parents' Perspectives 538 – Hall E Pamela Sayre, Jill Hollway We describe an ongoing study of behavior intervention (BI) and Strattera in children with ASD and ADHD. Thus far, 25 of 72 participants (34.7%) have had positive ADHD responses. Our other findings focus on parents’ preferences before enrolling and satisfaction on completing the study. Parents felt that both Strattera and BI would be highly acceptable, but overall parents favored BI over Strattera. Post-study parent satisfaction was very high overall.

Type: Poster Level: Intermediate

Verbal and Nonverbal IQ Test Comparison in Children with ASD 540 – Hall E Sabrina Grondhuis, Michael Aman A review of records was conducted for those evaluated for ASD who completed both the Leiter-R and the SB5. Analysis showed that the full sample received higher scores on the Leiter-R than the SB5 and younger children had a larger discrepancy between tests. These analyses suggest that the Leiter-R and the SB5 may not be equivalent measures of intellectual functioning in children with ASD, and that exclusive use of one or the other could lead to intellectual misclassification.

Type: Poster Level: Intermediate

Reinforcement-Based Intervention in Managing Behavior Problems in Adults with Disabilities 541 – Hall E Monali Chowdhury, Betsey Benson The least-restrictive-alternative guideline for treatment emphasizes the use of non-aversive procedures to reduce behavior problems in individuals with IDD. We conducted a methodological review of 31 studies that used differential reinforcement to reduce problem behaviors in this population. Areas of methodological weakness in the reviewed studies were discussed and recommendations made such that findings from future studies are practically relevant for implementation in natural settings.

Type: Poster Level: Intermediate

Effects of a Social Skills Program for Young Adults with Autism

WestCON P.L.A.Y. Project: First-Year Outcomes

544 – Hall E Thomas Fish, Chang Liu

E151 Colleen Zunk, Cori Sanders, Molly Kurtz

Adolescents and young adults with ASD frequently experience social isolation and vocational failure. Although social skills groups are vital, relatively few models have been developed for this age group. This poster reviews the model and evaluation of the Aspirations program, a social and vocational skills support group for adolescents and young adults with ASD. The results from various measures support the efficacy of the program and provide insight into implementing a successful model.

Type: Poster Level: Intermediate

This session is a follow-up from OCALI 2010 Conference, “Early Identification and Intervention: Building Coordinated Services and Supports.” Presenters will report on the progress participating children have made during the first year of the project. This evidenced-based practice will be presented through data, parent testimony, and video demonstrating children's progress, parents' intervention, and home consultant coaching.

Type: Lecture Level: Intermediate

Building Statewide Capacity Through a Professional Autism Cadre 545 – Hall E Rob Pennington, Laura McCullough This poster describes the Kentucky Autism Training Center’s partnership with the Kentucky Department of Education in developing a statewide autism cadre. Presenters will highlight key steps in the process and provide some preliminary data from a survey administered to over 700 participants.

Type: Poster Level: Intermediate

1:00 - 2:15 pm Using Technology to Improve Efficiency and Efficacy of TrialBased Therapy AT Center – Hall E Kelly Kerns The increase in autism incidence has put new strains on trial-based therapy, requiring that BCBAs and therapists reexamine how they administer their therapy programs.

New software tools not only reduce the administrative time for therapy, but also increase the reliability and visibility of critical data to better focus on skill attainment for children. This session explores how five autism therapy programs used technology to improve trial-based therapy.

Type: Lab Level: Intermediate AT Center Sponsored by

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Using TAP·it® in our Classrooms for Special Needs E160 A Raymond Heipp The Touch Accessible Platform for Interactive Technology (TAP·it) is an interactive device designed for use with all students with special needs. The strength of this device is that it is able to distinguish intended vs. unintended touch from the students. This device works in conjunction with all software and assistive devices that are connected to your computer.

Through the ability to adjust both the screen height and tilt-angle, all students, in a wheelchair or standard desk, can benefit.

Type: Exhibitor Level: Introductory

Training Educators to Conduct Behavioral Assessments E160 B Susan Wilczynski, Emaley McCulloch Problem behaviors impede a student’s ability to learn. In order to provide effective strategies to prevent or reduce problem behaviors, teachers must be able to assess what is causing them.

Many studies have shown that teachers can learn to implement behavior interventions and assessments. This presentation outlines and provides materials for training educators to conduct behavior assessments in the classroom.

Type: Exhibitor Level: Intermediate

wednesday sessions

Dublin City Schools: Building Peer Collaboration Programs in the School Setting

The Autism Treatment Network: A New Initiative at Nationwide Children's Hospital

2:45 - 4:00 pm

E161 A Lenore Cereghini, Jara Packer, Shawn Mallory, Karen Brothers

E170 Amy Hess, Eric Butter, Karen Ratliff-Schaub

Tips and Tricks for Differentiating Instruction Using Free Tools or Tools You Already Own

This session provides valuable information about social and academic peer supports for students with disabilities. Educators, administrators, parents, and therapists will learn about the essential components needed to implement and maintain a peer program at all grade levels.

Strategies and activities specifically designed for use in the general education setting, in smallgroup settings, within speech and language service, and during extracurricular activities will be shared.

Type: Panel Level: Intermediate

Literacy for Learning, Literacy for Life E161 B Shawna Benson Students with a variety of complex and significant needs often require additional tools and instructional strategies to attain lifelong literacy (reading, writing, and communicating) skills. Assistive technology at all levels (low to high tech) are crucial in providing such access. Participants will gain strategies for instruction such as conducting AT-infused literacy experiences as well as ideas for direct instruction and inclusion of students who use AAC during core content instruction.

Type: Lecture Level: Intermediate

An Empowerment Approach to Consultation: Building Capacity and Innovation in Schools E162 A Georgina Robinson, Pat Moret This session provides an overview of an approach to capacity building, drawing on the literature on consultation, empowerment, and systems change. Best practices in the literature on effective consultation that leads to change in the consultee and the client (the student) will be presented. Lessons learned from practice and demonstration of innovative approaches that have resulted in success will be highlighted.

Type: Lecture Level: Intermediate

This session discusses the Autism Speaks Autism Treatment Network (ATN) of 17 hospitals, physicians, researchers, and families focusing on comprehensive, coordinated medical care for all children with autism. ATN commits to improving the care and treatment of children with autism with a focus on common medical problems and offers families research activities.

Partnership with the National Initiative for Children’s Healthcare Quality is focusing on quality improvement for family-centered care.

Type: Panel Level: Intermediate

Supporting AAC Users and Their Communication Partners with Assistive Technology E171 Pascal Cheng, Larry Bissonnette, Tracy Thresher, Harvey Lavoy When ordering food in a restaurant or making presentations to groups, Larry and Tracy, stars of Wretches and Jabberers, have used a variety of keyboards and voice-output devices to enhance their communication skills. They will share their successes and challenges of using technology for communication and discuss the supports needed for AAC users. Pascal and Harvey will discuss their roles as communication partners for Tracy and Larry, and their work with teams using communication technology.

Type: Panel Level: Intermediate

AT Center – Hall E Teresa Clevidence, Deborah McGraw, Penny Cesco, Jill Jump This session focuses on using free or common tools (MS Word, Boardmaker Plus, Adobe Reader) to support reading comprehension and writing. Topics to be addressed include using technology to read aloud text, create digital comprehension supports, adjust visual aspects of digital text (word spacing, colored backgrounds, etc.), import worksheets so that students can type anywhere, write with pictures, phonemic spell correction, word prediction, and much more.

Type: Lab Level: Introductory AT Center Sponsored by

All in The Family: Sibling Relationships and the Autism Spectrum Connections – Hall E Cameron Blackwell, Darren Craig Blackwell, Jamie Blackwell, Jordan Blackwell This session offers the opportunity to hear from four siblings, ages 13-20, with diagnoses that include autism, Asperger Syndrome, and ADHD. Topics to be presented include family relationships, sibling-inclusive therapy, community involvement, bullying, future plans, and responsibilities. Each sibling brings a unique perspective of ASD and how it affects his or her life.

Type: Panel Level: Introductory Connections Sponsored by

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wednesday sessions

Raising Awareness and Increasing Accessibility to Autism Services in Hispanic Communities

From Chaos to Calm: Understanding Moments of Crisis in Persons with ASD

E150 Sarah Hoffmeier, Lori Chambers

E160 B Jeff Schill

In the southwest region of Kansas and throughout the country, research suggests lower prevalence of ASD among Hispanics than among non-Hispanic whites. In an effort to address this disparity, Kansas Instructional Support Network has (a) raised awareness of autism in the community; (b) educated community services of referral sources and cultural differences; and (c) developed training for local interpreters in the medical and educational settings.

Type: Lecture Level: Intermediate

A crisis is a situation in which an individual loses rational or even physical control over his or her behavior. Crises can be challenging for both staff and the person in crisis. If the person in crisis has autism, these challenges can increase.

The focus of this presentation is on applying Nonviolent Crisis InterventionÂŽ strategies to these real-life challenges that you, your staff, and individuals with autism may face on a daily basis.

Type: Exhibitor Level: Intermediate

Research-Based Intervention, Translation to Practice, and Implementation for ASD Learners E151 Ann Cox, Samuel Odom Presenters from the National Professional Development Center on ASD describe processes for identifying evidence from the research literature, translating the research into practices that teachers can implement in their classrooms, and coaching that supports teachers' implementation. Shared in this session will be data systems that foster teachers' use and improvement of practices in their classrooms and schools as well as a report on the outcomes of the center's work for four years.

Type: Lecture Level: Intermediate

Act Early Ohio: A Partnership Promoting Early Identification and Early Intervention E160 A Jessica Foster, Jody Fisher, Karen Edwards, Paula Rabidoux In order to improve the rate of early identification, referral, diagnosis, and evidence-based treatment of ASD and other developmental disabilities, parents and professionals need training and resources.

Ohio's “Act Early� Team and its working groups use a multifaceted approach to engaging with families and professionals of different disciplines and backgrounds to disseminate training and information about how to Learn the Signs and Act Early!

Type: Panel Level: Intermediate

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Autism Spectrum Disorders Teacher License: Minnesota Model for Teacher Preparation E161 A Phil Sievers, L. Lynn Stansberry-Brusnahan This presentation highlights Minnesota's proposed special education teacher license in the area of ASD. The process undertaken and competencies created by stakeholders in the state will be reviewed. Time will be permitted for discussion of other states' initiatives addressing teacher preparation in ASD and innovative approaches of universities toward teacher preparation programs for ASD. Type: Lecture Level: Intermediate

New York City District 75 Initiatives for Middle and High School Students with ASD E161 B Thomasina Howe In the New York City Department of Education, District 75 serves 23,000 students with the most severe and challenging disabilities. Of these students, more than 6,000 are students with ASD. District 75 has partnered with various experts in autism to ensure that our students develop communication, social skills, and self-advocacy. Our programs provide real world social-emotional, work, and educational experiences for middle and high school students with ASD. Type: Lecture Level: Intermediate

Customized Employment: Another Approach to Transition Planning E162 A Madeline Rosenshein, Leslie Paull This session introduces some of the strategies used in a customized employment and how they can be used in transition planning for young adults with disabilities. The experiences and outcomes from the OCALI/Department of Developmental Disabilities customized employment grant project will be summarized and discussed. A new resource from OCALI, a Customized Employment Start Guide, will also be introduced.

Type: Lecture Level: Introductory

Express Yourself: Accessing the Visual Arts E162 B Jan Rogers, Mary Jo Wendling This hands-on session demonstrates that all students with disabilities can actively participate in visual arts activities. Various modifications and assistive technologies will be explored that can provide students with the opportunity to engage in artistic expression through the visual arts. This includes low-tech, mid-tech, and hightech art adaptations. The presenters will provide participants with a list of resources on adapting art activities for students with disabilities.

Type: Lecture Level: Introductory

Accessing Waivers and Medicaid Funding in Ohio E170 Marla Root This session provides parents and professionals the tools they need to find funding and services in the state of Ohio for individuals with disabilities. The session will also give details on how to apply for certain funding options.

Type: Lecture Level: Introductory

wednesday sessions

Autism and the Grandparent Connection: The Role of a Lifetime Parents’ Corner Jennifer Krumins The journey of raising a child with autism is challenging. At times it is exhausting and lonely.

We cannot do it alone. It takes a “village” to raise a child with autism. Grandparents have the power to make life more manageable for their children and grandchildren. Filled with practical information, this presentation gives the tools needed to provide stability, support, and strength to grandchildren with autism.

Type: Lecture Level: Introductory Parents’ Corner Sponsored by

4:30 - 5:45 pm Teacher Licensure or Certification in Autism in the United States E150 Mary Murray, Andie Trail Ryley, Ellen Williams, Lessie L. Cochran This session provides an analysis of licensure/ certification requirements for teachers working with students with ASD from the 50 United States. Recommendations and discussion will focus on how state departments of teacher licensure might collaborate in developing appropriate autism teacher training programs.

Type: Panel Level: Intermediate

Professional Development Models: Getting from Training to Practice E151 Christine Reeve, Susan Kabot To ensure high-quality professional development, school districts must seek highly effective and efficient models of providing training that fit the individual district and assist educators in serving students across the autism spectrum. This presentation discusses and demonstrates (through video) a variety of staff training models for serving students with ASD. Type: Lecture Level: Intermediate

Essential Information on Autism for General Education Teachers: Changing Hearts and Minds

Practical Solutions to Stabilize Students with Classic Autism to be Ready to Learn

E161 A Cathy Longstroth

E170 Judy Endow

Because high-functioning students on the autism spectrum look and often sound like typically developing students, they may be misunderstood in school and community. The Autism Essentials for Educators resources were developed to introduce general educators to the underlying characteristics of autism as well as behavior and academic supports. This presentation guides participants through the use of free online materials to help change attitudes and improve outcomes for students with ASD. Type: Lecture Level: Intermediate

Based on Endow's newest publication, this presentation delineates the nuts and bolts of what Judy does when she is called in to consult for a student with classic autism. Included are many practical strategies for supporting a student to be all he can be – his best version of self and most available for learning. Application of this information has provided many students eventual placement in a more inclusive educational setting.

Type: Lecture Level: Intermediate

Mental Health Promotion Through Participation in Meaningful Interests E162 A Susan Bazyk Children with disabilities are at risk of limited participation in leisure activities, which may lead to feelings of isolation and restricted social interaction. Information derived from the field of positive psychology provides a foundation for considering the implications of participation in leisure activities on the promotion of mental health in children with disabilities. Coaching strategies for helping identify and develop meaningful extracurricular interests will be presented.

Type: Lecture Level: Introductory

Social Behavior and SelfManagement for College Students and Adults E172 Jane Thierfeld Brown, Kari Dunn Buron Managing emotions and behavior is critical for adolescents and adults with ASD. The 5-Point Scale (Buron & Curtis) is one option we have used on many college campuses to assist students with ASD. Through understanding and using these scales, students have been helped not only to get through college successfully but also to assist in their understanding of workplace behavior.

Type: Lecture Level: Intermediate

Implementing Field Experience in Teaching Social Skills Groups to Children with ASD E162 B Susan DeLuke, Rachel Kobza This session highlights the field experience provided to preservice teachers enrolled in a course in teaching children with ASD. The logistical aspects of setting up social groups from the community, matching participants within the social groups, preparing the preservice educators to run the groups, and supervision will be discussed. This provides a valuable teaching opportunity for future educators at both the graduate and undergraduate level.

Type: Lecture Level: Intermediate

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An Illinois Resource for Professionals Nationwide

• Free learning aids and visuals • Opportunities for professional development • Legislative advocacy • Consultations with leaders in the field • Leadership for Advancing Futures for Adults with Autism

www.theautismprogram.org 32

2011 OCALI Conference

thursday keynote Including Samuel Dan Habib 8:00 am | Hall F

Watch the film Including Samuel, then engage in a Q and A with director/producer Dan Habib. A photojournalist, Habib rarely thought about the inclusion of children with disabilities before the birth of his son Samuel, eight years ago. Now he thinks about inclusion every day. Habib documented his family’s efforts to include Samuel in every facet of their lives, a journey that transforms each of them.

Photo – Lori Duff, Concord Monitor

National Autism Leadership Summit – Day 1 10:30 am - 5:45 pm | Ballroom 5 and Upper D Pod

National Autism Leadership Summit

The National Autism Leadership Summit will expand the National Community of Practice on ASD to promote an enhanced quality of life for persons with ASD, their families, and caregivers. The summit will gather leaders from multiple systems of services and supports to promote networking and information sharing across various levels of scale, perspective, and location.

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thursday at-a-glance 8:00 - 10:00 am Hall F

KEYNOTE: Including Samuel Dan Habib

10:30 - 11:45 am AT Center Hall E Ballroom 5 Connections Hall E D130 D131 D132

A Spectrum of Apps for Students on the Autism Spectrum Nick Weiland, Heather Bridgman

National Autism Leadership Summit Jill Hudson (See program insert for details)

From High School to the Workplace and Postsecondary Studies: An Insider’s Perspective Annie Hussey

Assistive Technology Pointers for Parents Gayl Bowser

Can Sensory and ABA Co-Exist? Response Interruption-Redirection Using Sensory Strategies Rebecca Silva, Jekereen Barrozo, Awit Dalusong, Amanda Ackerman

Conversational Flow: Is It Something We Can Teach?

Susan DeLuke, Shannon Peterson

D140-141

Presymbolic, Prevocational: Real Activities for Building Functional Skills Britteny Asher

D142-143

Evaluating ASD with the Autism Spectrum Rating Scale: New Data and New Ideas Jack Naglieri

D144-145

IT TAKES A TEAM: Effective Classroom Strategies Using a Multidisciplinary Approach Elyse McDaid, Lindsay J. Imagie-Douglas, Dawnita Shively

E150 E151 E160 A

Increasing Engagement of Students with ASD During Group Instruction Aleksandra Hollingshead

I Hate to Write – Helping Individuals with ASD Become Happy, Successful Writers Kathy Oehler, Cheryl Boucher

Peer-Mediated Interventions for Students with ASD Lisa Altman, Alisa Lowrey

E161 A

Parents – Managing, Preventing, and Defusing Aggressive Behavior Donna Owens

E162 A

Special Needs Solutions for All Ages Lynn Tramontano

E170 E171 E172 Parents’ Corner Hall E

Coming Together, Learning Together, Working Together, Succeeding Together Stephanie Childers, Charles Kemp, Jamie Sibole, Mary Miller

Risk Areas in ASD, Including Diversity, SES, and Overrepresentation Karen Bowen Dahle

Reconnecting with an Old Friend: New Applications of Response-Prompting Procedures Monica Delano, Robert Pennington

Playing the Race Card: A Parent’s Perspective of Diversity and Cultural Competency LeTreese Jones

12:00 - 1:00 pm 501 Hall E

Practical Visual Supports Throughout the Day

502 Hall E

A Tiered System of Behavioral Support Within a Specialized Setting for Students with ASD

505 Hall E

34

Kelly Schattschneider, Cari Rohrbach-Fisher Lindsay Candel, Renee Marie McConnell

Signs-Symbols, Software-APPS, iDevices, Speech-Generating Devices: Assessment and Intervention Strategies Kimberly Hale, Caleb Darling

2011 OCALI Conference

thursday at-a-glance 506 Hall E

Diet Expansion Programs for Children with Autism: Recommendations and Case Studies

509 Hall E

The Creative Social Arts Program at Amigo Family Counseling, LLC

510 Hall E

Reading to Engage Children with Autism in Language and Learning

513 Hall E

Evaluation of a Multifaceted Group Intervention for Parents and Their Children with ASD

514 Hall E

How Social Communication Skills Improve the Employment and Transition Experience

517 Hall E

Learning Leadership Skills for Working with Children on the Autism Spectrum

518 Hall E

Surveying Special Educators’ Use of Social Stories™ in Rhode Island

521 Hall E

iSupports and Innovative Technology for Social Language Skill Development

522 Hall E

Education Program for Parents of Children Recently Diagnosed with Autism

525 Hall E

How to Effectively Use Self-Management Strategies in School and Community Environments

526 Hall E

Supporting Teachers in Developing Quality Programming: A Classroom Observation Tool

529 Hall E

Preparing Teachers Working with Students with Autism by Linking to Competencies

530 Hall E

Successful Case Studies with Adolescents in a Center-Based Program

532 Hall E

Increasing Creativity Through Positive Reinforcement and Extinction

533 Hall E

A Social Skills Lesson: The Development of Prosocial Behaviors in a Child with Autism

536 Hall E

Cholesterol in ASD: Characterization and Treatment

537 Hall E

Genetic Contributions to ADHD Subtypes in ASD

539 Hall E

Autism Research at The Nisonger Center: Recruitment Efforts and Screening Enrollment Data

542 Hall E 543 Hall E

Selene Johnson, Stephanie Holladay Ashley Amigo Monica Delano, Robert Pennington Myra Beth Bundy, Martha Meehan Beth Clavenna-Deane Peggy Wittman, Myra Beth Bundy Paul LaCava Laurie Jacobs Kristin Christodulu, Melissa Rinaldi Michal Post, Linda Haymes Kate Snyder L. Lynn Stansberry-Brusnahan Erin Lombard, Laura Garrett Erin Lombard, Morgan Aue Julie Babyak Stacey Moone Julia Pinsonneault, Aishwarya Balasubramaniyan Elizabeth Hurt, Cara Grantier

Parental Attitudes on the Transition to Adulthood in Adolescents with ASD and Other Developmental Disabilities Amie Duncan, Somer Bishop

Building Comprehension Through Social Understanding: Applying UDL to Autism Intervention Yvonne Domings

1:00 - 2:15 pm AT Center Hall E Ballroom 5

Introducing the Assistive Technology Internet Modules and Autism Internet Modules Jeff McCormick

National Autism Leadership Summit Jill Hudson (See program insert for details)

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thursday at-a-glance D130 D131 D132

Transitions and Assistive Technology: Strategies for Ensuring Continuity in New Environments Gayl Bowser

Literacy for Students with Visual Impairments Through Tactile Experiences and Assistive Technology Dawn Fleming, Elizabeth Turcovsky

Concept of the Month – Building Staff Capacity to Implement Evidence-Based Practice Elizabeth Senften, Lezlie Fahl Kinder

D140-141

How to Do More with Less: Creating a Successful Learning Environment Jessica Emick, Katherine Glick, Allison Schumer

D142-143

Create: A Least Restrictive Reading Environment for Today’s Web 2.0 Child David Norris, Julie Mizer

D144-145

Leveraging Technology to Meet the Growing Demand for Autism Services Robyn Catagnus, Jamie Pagliaro

E150 E151 E160 A

Understanding Academics: Unraveling Challenges of Students with ASD Aaron Lanou, Lauren Hough

Providing Comprehensive Services Utilizing an Applied Behavior Analysis Framework Richard Cowan, Jocelyn Geib, Jaclyn Crissinger, Michelle DePolo

FUN: Making Learning Meaningful and Motivating for Students with ASD Ruth Prystash, Rebecca Silva, Jodi Bulis, Gaby Toledo

E161 A

Simple Sensory Spaces for Diverse Settings and Populations Susan McKinley, Brenda Horne

E162 A

Parents as Partners in Education: Making It Work Jennifer Krumins

E170 E171

Autism in Legislation: State and National Update Barb Yavorcik

Social Skills: Cool Ideas for Cool Kids Lynn Dudek

E172

Support and Training to Those Working with Individuals with ASD Rebecca Grau, Jennifer Bobo

2:45 - 4:00 pm AT Center Hall E D130 D131 D132 D140-141

Keeping Current: Using Social Bookmarking to Share Assistive Technology Resources Nick Weiland, Patti Porto

Assessment for Early Intervention: Introducing the UCC-EI Ruth Aspy, Barry Grossman

SOS – Socially Optimizing Solutions Mo Buti

Scaling Up: School Division-Wide Systems Change to Provide High-Quality ASD Services Carol Schall, Dawn Hendricks

Brain Injury and School: A Survivor and Parent’s Perspective Tony Cochren, Carolyn Cochren

D142-143

Customize Student Learning Through Lessons Designed to Meet Individual Learner Needs Meredith Melragon

D144-145

Understanding Stalking Behavior by Individuals with ASD Keith Storey, Linda Haymes, Michal Post

D240-241 D242-243 D244-245 D246

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National Autism Leadership Summit Jill Hudson (See program insert for details)

2011 OCALI Conference

thursday at-a-glance E150 E151 E160 A

E161 A

In Their Words: Perspectives on School, Work, and Friends from Three Young Adults with ASD Rebecca Silva, Melanie Brown, Kelly Londenberg, Tiffany Baran

Supporting the Scaled Practice of Universal Design for Learning James Basham, Alisa Lowrey, Maya Israel, Joy Zabala

Effective Teaching Techniques for Success in Learning: Verbal Behavior Approach Dona Alvino, Stacy Ulrich

“Smile, You’re on Camera” – Using Video to Reinforce Conversational Scripts for Multiple Disabilities Populations Caryn Timmerman, Wendee Bertke

E162 A

Strategies to Improve Organization and Work Completion Julie Donnelly

E170 E171 E172 Parents’ Corner Hall E

Supporting Balanced Literacy for Students with Significant Needs Through Technology Christi Carnahan, Pam Williamson

Making AAC Therapy Fun: Motivating Children with Autism to Speak Christine Grubbs

Look . . . A Curriculum to Teach Sexual Health to Individuals with AS-HFA Melissa Dubie

BYOB – Bring Your Own Behavior: Teaching Parents to Solve Behavior Challenges Jene Wilson, Cindy Rawlings

4:30 - 5:45 pm D130

Integrating Comprehensive Planning: District-Wide Implementation of the Ziggurat Model Ruth Aspy, Barry Grossman, Teri Rinewalt, Sarah Halle

D131

Be a Part of the Action – Join a Regional Transition Council Today Amy Szymanski, Bette Hackett, Nicholas Bellino, Karen Johnson

D132 D140-141

Natural Supports for Social Inclusion L. Lynn Stansberry-Brusnahan

Behavior Management and Psychopharmacology in Children with ASD James Coplan

D142-143

The Higher Education Opportunities Act: Implications for Individuals with ASDs Paul Cavanagh

D144-145

Supporting Students with a TBI: Parent and Teacher Perspectives Donna Owens, Sallie Molnar, Carolyn Cochren, Leslie Golan

D240-241 D242-243 D244-245 D246 E150

E151

National Autism Leadership Summit Jill Hudson (See program insert for details)

Classroom and Communication Skills Program (CCSP) Colleen Zillich, Megan Ahlers

Supporting Adults with ASD in the Workplace Using Positive Behavior Intervention Support (PBIS) Carol Schall

E160 A

Use of Technology in the Education and Treatment of People with Autism Linda Haymes

E161 A

BOOGYING TO THE STANDARDS: Using Music and Movement to Teach Basic Skills Toni Flowers, Mary Irvin

E162 A

Innovative Uses of Technology to Enable Self-Determination and Independent Living Jeanne Sydenstricker

E170

Universal Design for Learning: Plotting Multiple Routes for Student Success Barb Meier

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thursday sessions

8:00 - 10:00 am

National Autism Leadership Summit

KEYNOTE Including Samuel

National Autism Leadership Summit partners share their vision and perspective on the importance of this Summit and how their organizations influence the larger community.

Type: Lecture Level: Intermediate

Hall F Dan Habib Watch the film Including Samuel, then engage in a Q and A with director/producer Dan Habib.

A photojournalist, Habib rarely thought about the inclusion of children with disabilities before the birth of his son Samuel, eight years ago.

Now he thinks about inclusion every day. Habib documented his family’s efforts to include Samuel in every facet of their lives, a journey that transforms each of them.

Type: Keynote

10:30 - 11:45 am A Spectrum of Apps for Students on the Autism Spectrum AT Center – Hall E Nick Weiland, Heather Bridgman This session examines applications, or “apps,” for the iPod Touch, iPhone, and iPad that support students with ASD. The focus will be on apps that align with the underlying characteristics of autism: communication, cognitive challenges, restricted behaviors and special interests, social competence, sensory challenges, emotional vulnerability, motor challenges, and biological issues. Participants will learn to match the function of apps to student needs.

Type: Lab Level: Introductory AT Center Sponsored by

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2011 OCALI Conference

Ballroom 5 Jill Hudson (See program insert for details)

From High School to the Workplace and Postsecondary Studies: An Insider’s Perspective Connections – Hall E Annie Hussey An increase in the numbers of students with ASD in postsecondary settings and the workplace has resulted in a need for support.

Annie, a young woman with AS, is a university student and has held down several positions, including a freelance speaking business. This session examines the challenges that are commonly encountered by students with ASD experiencing transitions after high school, and some practical strategies that have been used to successfully navigate university and the workplace.

Type: Lecture Level: Introductory Connections Sponsored by

Assistive Technology Pointers for Parents D130 Gayl Bowser Parents are an integral part of a child’s assistive technology team. This session reviews the manual, Assistive Technology Pointers for Parents (Reed & Bowser, 2000). The training and the manual are designed to provide discussion items and action steps that parents and school district staff can use to develop effective plans for helping children use AT. Content can help parents take a leadership role in their child’s assistive technology team or get past a stalemate in discussions about AT. Type: Lecture Level: Introductory

Can Sensory and ABA Co-Exist?

Response Interruption-Redirection Using Sensory Strategies D131 Rebecca Silva, Jekereen Barrozo, Awit Dalusong, Amanda Ackerman This session discusses the effect of using response interruption and redirection (RIRD) combined with sensory strategies during independent work to increase time on task for four students with autism. Results indicated a positive increase in time on task from baseline (extinction) when RIRD was applied by giving students 1-5 minutes of a preferred sensory activity.

Type: Panel Level: Advanced

Conversational Flow: Is It Something We Can Teach?

D132 Susan DeLuke, Shannon Peterson This session presents video examples of conversation skills among a group of four neurotypical preadolescents who were recruited to serve as peers for video modeling of conversation skills. The skills and abilities of these youngsters will be contrasted with the skills and challenges seen among those with ASD, also documented on video. The implications of teaching these naturally flowing conversation skills will be discussed.

Type: Lecture Level: Intermediate

Presymbolic, Prevocational: Real Activities for Building Functional Skills D140-141 Britteny Asher This session will introduce the LORAC: Level of Representation Activity Checklist a new tool for use in planning and developing meaningful activities and supporting successful augmentative and alternative communication use for individuals of all ages. The LORAC will take you through the steps of moving from object-symbol to line-drawn representation, supporting an individual’s understanding and use of increasingly more abstract information.

Type: Exhibitor Level: Introductory

thursday sessions

Evaluating ASD with the Autism Spectrum Rating Scale: New Data and New Ideas

I Hate to Write – Helping Individuals with ASD Become Happy, Successful Writers

D142-143 Jack Naglieri

E151 Kathy Oehler, Cheryl Boucher

A brief overview of historical and current definitions of ASD and a large epidemiological study of the disorder will be given. This study, based on the Autism Spectrum Rating Scale standardization and validity samples, provides important insights into the nature of ASD. These data demonstrate a changing pattern of autism’s core symptoms. An examination of ASRS’s structure, reliability, and validity studies, interpretation, treatment planning, and online administration methods will be given.

Type: Exhibitor Level: Intermediate

Most students with autism hate to write. Even simple writing assignments require skills in language, organization, sensory, and visual motor areas. This session helps teachers look at the writing process through the eyes of a student with autism. By focusing on the four aspects of writing that are most problematic for students with ASD: language, organization, sensory, and visual motor skills, teachers will learn new ways to help students with ASD become happy, successful writers.

Type: Lecture Level: Intermediate

IT TAKES A TEAM: Effective Classroom Strategies Using a Multidisciplinary Approach

Peer-Mediated Interventions for Students with ASD

D144-145 Elyse McDaid, Lindsay J. Imagie-Douglas, Dawnita Shively The presentation provides a multidisciplinary approach to meeting the complex needs of individuals with autism from the perspectives of a speech therapist, intervention specialist, and behavior analyst. Research-based strategies for teachers and support staff to increase success within the classroom include setting up stations, independent work, group contingencies, visual schedules, and visual supports for effective communication.

Type: Exhibitor Level: Introductory

Increasing Engagement of Students with ASD During Group Instruction E150 Aleksandra Hollingshead Students with ASD typically have difficulty attending group instruction. Designing an interactive and engaging group instruction increases students’ participation and motivation to learn. This presentation is mainly directed towards special education practitioners at elementary through high school levels. Videos of the group instruction and practical strategies for theme unit planning are incorporated.

Type: Lecture Level: Intermediate

E160 A Lisa Altman, Alisa Lowrey This session looks at peer-mediated interventions being implemented at multiple age levels in educational settings. We will look at how interdisciplinary, school-based teams selected instructional targets, recruited and trained typical peers, and assessed outcomes.

The session will also discuss how these practices can be extended to postsecondary education through a partnership between a school district, university, and local community college.

Type: Lecture Level: Intermediate

Parents – Managing, Preventing, and Defusing Aggressive Behavior E161 A Donna Owens This presentation will cover various aspects of dealing with dangerous behavior including preventing a crisis, recognizing a pending crisis, strategies for de-escalating the crisis, identifying stages of risk, and responding accordingly to keep the child, yourself, and others safe. The session will cover the issue of dual diagnosis and offer guidance on finding support from Ohio’s service agencies.

Type: Lecture Level: Introductory

Special Needs Solutions for All Ages E162 A Lynn Tramontano Developed by the Prudential Insurance Company of America, this program helps families caring for loved ones with special needs to financially prepare for their future by providing essential information, tools, and resources to assist in the selection of insurance and investment products specific to their needs.

Type: Exhibitor Level: Introductory

Coming Together, Learning Together, Working Together, Succeeding Together E170 Stephanie Childers, Charles Kemp, Jamie Sibole, Mary Miller As a result of the increased incidence of autism coupled with educational-legislative mandates, schools are serving a greater number of students with ASD. Students with autism need a trained, collaborative, multidisciplinary team who can implement a refined comprehensive individualized program. This session identifies the importance of comprehensive program planning and presents a model for the implementation of high-quality professional development for parents and educators.

Type: Panel Level: Introductory

Risk Areas in ASD, Including Diversity, SES, and Overrepresentation E171 Karen Bowen Dahle This presentation addresses high-need issues emerging related to individuals on the spectrum such as overrepresentation and English Language Learners. This presenter will also discuss the fact that all students on the spectrum in general education placements will be required to go through the response to intervention (RTI) process with state-mandated evidence-based standards. The presenter will lead the group in a discussion and explore the outcomes for individuals on the spectrum.

Type: Lecture Level: Intermediate

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thursday sessions

Reconnecting with an Old Friend: New Applications of ResponsePrompting Procedures

A Tiered System of Behavioral Support Within a Specialized Setting for Students with ASD

E172 Monica Delano, Robert Pennington

502 – Hall E Lindsay Candel, Renee Marie McConnell

This presentation describes five effective practices for teaching individuals with disabilities. Participants will learn step-bystep procedures to implement the system of least prompts, most-to-least prompting, time delay, simultaneous prompting, and graduated guidance. The purpose is to demonstrate how these procedures can be used to teach both daily living skills and academic skills in a variety of instructional environments.

Type: Lecture Level: Intermediate

Increased emphasis has been on schoolwide positive behavior intervention and support (PBIS), whereby evidence-based behavioral interventions are organized into a continuum of supports based on students’ responsiveness to intervention. This poster describes the PBIS framework implemented within a specially designed setting for students with ASD. Emphasis is placed on data-based problem solving, tiered intervention strategies, and professional development.

Type: Poster Level: Introductory

Playing the Race Card: A Parent’s Perspective of Diversity and Cultural Competency Parents Corner – Hall E LeTreese Jones Autism spectrum disorders are present in all racial, ethnic, and socioeconomic groups.

Statistics show that boys are four times more likely to have ASD than girls. Although the disorder knows no barriers, finding materials and service providers that transcend these barriers can often be challenging.

Type: Lecture Level: Introductory Parents’ Corner Sponsored by

12:00 - 1:00 pm Practical Visual Supports Throughout the Day 501 – Hall E Kelly Schattschneider, Cari Rohrbach-Fisher This session covers practical visual supports for students with autism at all grade levels throughout the day. Various levels of support will be discussed, and examples will be available for review. Tips for creating highly individualized supports will be shared, along with resources for creating visual supports.

Type: Poster Level: Introductory

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2011 OCALI Conference

Signs-Symbols, Software-APPS, iDevices, Speech-Generating Devices: Assessment and Intervention Strategies 505 – Hall E Kimberly Hale, Caleb Darling This session overviews individual outcomes of communication services to teenagers with ASD and behavioral challenges. Strategies were integrated into the ABLLS (Assessment of Basic Language and Learning Skills) Curriculum.

Vocabulary organization on a variety of speech-generating devices (SGDs) provided a framework for symbol displays. Students only utilized iDevices with SGD applications.

Continued focus for verbal speech production was integrated into all technology platforms.

Type: Poster Level: Intermediate

Diet Expansion Programs for Children with Autism: Recommendations and Case Studies 506 – Hall E Selene Johnson, Stephanie Holladay Self-restricted diet is a symptom of autism that may pose a threat to a child’s health, development, and socialization. In this poster, case studies illustrate programs for participants with histories of self-limited diet.

Interventions were implemented to increase novel food acceptance. Baseline data for all students indicated refusal (aggression, gagging, elopement). For all participants, post-intervention presentations of novel foods resulted in acceptance of food and decreases in refusal.

Type: Poster Level: Intermediate

The Creative Social Arts Program at Amigo Family Counseling, LLC 509 – Hall E Ashley Amigo The dramatic arts program at AFC is an effective way to develop social understanding in those with ASD. Our drama classes serve as a therapeutic tool for understanding the common unwritten social communication rules that students’ peers seem to apply naturally.

Our dance program serves as a creative outlet for students with ASD. Coordination, individual motor skills, and body awareness develop and progress over time, and stress levels and anxiety decrease.

Type: Poster Level: Introductory

Reading to Engage Children with Autism in Language and Learning 510 – Hall E Monica Delano, Robert Pennington Reading to Engage Children with Autism in Language and Learning (RECALL) is an intervention that targets language, communication, and emergent literacy skills in young children on the autism spectrum.

This presentation describes the results of a pilot study evaluating the effects of RECALL training on teacher behavior and childrens’ communication skills. Implications for research, practice, and teacher training will be discussed.

Type: Poster Level: Intermediate

Evaluation of a Multifaceted Group Intervention for Parents and Their Children with ASD 513 – Hall E Myra Beth Bundy, Martha Meehan This study evaluated the effectiveness of a consultation group for parents of children with ASD along with a concurrent social skills/ lifestyle performance group for their children.

The parent group used a standard curriculum (Forehand, 2010) with ASD modifications.

Parents defined challenging behaviors and used data-based interventions to promote behavioral change. Children engaged in group activities to develop lifestyle performance model skills.

Type: Poster Level: Intermediate

thursday sessions

How Social Communication Skills Improve the Employment and Transition Experience

iSupports and Innovative Technology for Social Language Skill Development

Supporting Teachers in Developing Quality Programming: A Classroom Observation Tool

514 – Hall E Beth Clavenna-Deane

521 – Hall E Laurie Jacobs

526 – Hall E Kate Snyder

Successful use of social communication skills is a critical area of instruction and preparation for adolescents with ASD. This session highlights the results of a study and the strategies used to increase the social communication skills and employability. Practical applications and tools to improve the transition experiences of students with ASD and the need for increased experiences for this population of adolescents are explored.

Type: Poster Level: Intermediate

Learn methods of dissecting videos targeting pragmatic language both in structured therapeutic settings and “on the go” with innovative technology and iSupports. Expand from video models with techniques and applications to master comprehension of emotions, contexts, and inferences. Highlight critical thinking and social outcomes to obtain generalization in natural environments.

Type: Poster Level: Intermediate

It is critical that classrooms reflect the evidencebased strategies that support learning for students with ASD and other complex learning needs. This presentation introduces a classroom observation tool that is reflective of these practices. This tool provides teachers and administrators an accessible, comprehensive framework for brief classroom observations, as well as a platform for collaborative planning and reflection.

Type: Poster Level: Intermediate

Learning Leadership Skills for Working with Children on the Autism Spectrum 517 – Hall E Peggy Wittman, Myra Beth Bundy Psychology and occupational therapy faculty and students provided a social skills group for children on the autism spectrum. This presentation focuses on the collaborative student leadership efforts that took place by analyzing summaries and reflections provided by each leader at the end of every session.

Responses were analyzed using qualitative research methodology. Results focus on educating future therapists to be effective leaders of groups for children with autism.

Type: Poster Level: Intermediate

Surveying Special Educators’ Use of Social Stories™ in Rhode Island 518 – Hall E Paul LaCava Social Stories™ are a popular method used with students with ASD. Despite significant research exploring the efficacy of this method, little has been published on the actual implementation in schools. A web-based questionnaire was used to survey Rhode Island special educators on the use and perceived efficacy of Social Stories™. Findings include information about implementation, training, opinions about this method, and other relevant data.

Type: Poster Level: Intermediate

Education Program for Parents of Children Recently Diagnosed with Autism 522 – Hall E Kristin Christodulu, Melissa Rinaldi To meet current needs in the capital region of the state of New York, we developed and are delivering an education program for parents of young children newly diagnosed with autism. Given the importance of families in the development, education, and behavioral support of children with this disability, it is imperative that programs aimed at increasing parent knowledge, decreasing parenting stress, and improving family quality of life be available in a timely, efficient, and effective format.

Type: Poster Level: Intermediate

How to Effectively Use SelfManagement Strategies in School and Community Environments 525 – Hall E Michal Post, Linda Haymes This session provides an overview of researchbased self-management strategies found to be effective for persons with disabilities in school, community, and employment settings. This is a how-to session where specific information on implementation of self-management strategies will be provided.

Type: Poster Level: Introductory

Preparing Teachers Working with Students with Autism by Linking to Competencies 529 – Hall E L. Lynn Stansberry-Brusnahan This presentation highlights critical knowledge and skills sets in competencies for special education teachers working with students with autism. The professional standards developed

by CEC with NATTAP and ASA providing input are consistent with promising practices and research and utilized by schools to guide professional development, higher education to guide teacher preparation, and individual educators to guide their practice. The session focuses on how to link programming to competencies.

Type: Poster Level: Introductory

Successful Case Studies with Adolescents in a Center-Based Program 530 – Hall E Erin Lombard, Laura Garrett Step By Step Academy is a private, nonprofit treatment center for children with ASD. The adolescent program at SBSA serves individuals ages 12-22. This presentation will explore two case studies, showcasing the effectiveness of positive behavior supports in decreasing problematic habitual behavior and increasing vocational development and interests.

Type: Poster Level: Introductory

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thursday sessions

Increasing Creativity Through Positive Reinforcement and Extinction 532 – Hall E Erin Lombard, Morgan Aue This poster reports on research replicating and expanding the study by Lalli, Zanolli, and Wohn (1994). We examined the effects of positive reinforcement and extinction on increasing novel toy play behavior. Baseline was compared to the number of topographies emitted after the intervention. A marked increase in creative toy play topographies was found when reinforcement could be identified. When reinforcement could not be identified, creative toy play topographies were limited.

Type: Poster Level: Introductory

A Social Skills Lesson: The Development of Prosocial Behaviors in a Child with Autism 533 – Hall E Julie Babyak This session will review seven different social skills lessons used to increase the occurrence of appropriate greeting behaviors in a young male with autism. The greeting behaviors included in this session are making eye contact, smiling, saying hello, giving an appropriate answer when asked a question and returning the question.

The session also focuses on the techniques used to develop the social skills, informal assessment and pre and post intervention data.

Type: Poster Level: Introductory

Cholesterol in ASD: Characterization and Treatment 536 – Hall E Stacey Moone Pilot studies suggest subnormal cholesterol may be an important marker for a subtype of Autism Spectrum Disorder (ASD). Primary goals of the current study include determining the distribution of cholesterol levels in ASD, comparing children with low, normal and high cholesterol to identify possible physical, behavioral, and developmental differences, and testing the efficacy of dietary cholesterol supplementation for treating core autism symptoms in children with ASD and low cholesterol.

Type: Poster Level: Intermediate

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2011 OCALI Conference

Genetic Contributions to ADHD Subtypes in ASD 537 – Hall E Julia Pinsonneault, Aishwarya Balasubramaniyan Approximately 40% of children with an ASD exhibit clinically significant symptoms of ADHD. In this study, we aim to identify biomarkers for ADHD symptoms in a population of children who have been diagnosed with an ASD. By analyzing genetic samples for variations that have been identified to commonly occur in individuals with various mental disorders, we hope to identify a genetic subtype of ASD. Type: Poster Level: Introductory

Autism Research at The Nisonger Center: Recruitment Efforts and Screening Enrollment Data 539 – Hall E Elizabeth Hurt, Cara Grantier The Autism and ADHD Treatment Research Team at The Ohio State University Nisonger Center conducts innovative research in the areas of autism spectrum disorders and ADHD in order to identify safe and effective treatments.

One obstacle when conducting research is the recruitment of eligible participants. We will present data regarding recruitment progress for our currently enrolling studies, including the number of participants who complete a screening visit and the number who enroll in a study.

Type: Poster Level: Introductory

Parental Attitudes on the Transition to Adulthood in Adolescents with ASD and Other Developmental Disabilities 542 – Hall E Amie Duncan, Somer Bishop There is little research on what factors during the transition to adulthood may facilitate an optimal outcome for adolescents with ASD. The goals of the current study were to describe transition-related concerns and service utilization. Preliminary analyses indicated that social skills, academic skills, and daily living skills were significant concerns. Additional analyses will be conducted to outline specific concerns, current utilization of supports, and expectations about the future.

Type: Poster Level: Introductory

Building Comprehension Through Social Understanding: Applying UDL to Autism Intervention 543 – Hall E Yvonne Domings This project determined the feasibility and effectiveness of the Building Comprehension through Social Understanding (BCSU) instructional approach on the social development and reading comprehension skills of K- through third-grade students with autism. This approach brings together work on theory of mind and emotion understanding, evidence-based practices for teaching reading comprehension to students with ASD, and the principles of UDL to exploit the connection between socio-emotional (theory of mind) development and reading comprehension.

Type: Poster Level: Intermediate

1:00 - 2:15 pm Introducing the Assistive Technology Internet Modules and Autism Internet Modules AT Center – Hall E Jeff McCormick OCALI has developed Assistive Technology Internet Modules (ATIM) and Autism Internet Modules (AIM) in partnership with other professionals and organizations. The ATIM/AIM platform was designed and built on research on how adults learn. Information is presented at a universal reading level with activities providing support to those with introductory or advanced knowledge of assistive technology. This handson session will demonstrate the various uses of ATIM and AIM. Type: Lab Level: Introductory AT Center Sponsored by

National Autism Leadership Summit Ballroom 5 Jill Hudson (See program insert for details) Learn more about the National Community of Practice in ASD and the philosophy around the summit’s four comprehensive themes: management, capacity building, continuity of transitions and management.

Type: Lecture Level: Intermediate

thursday sessions

Transitions and Assistive Technology: Strategies for Ensuring Continuity in New Environments

How to Do More with Less: Creating a Successful Learning Environment

Understanding Academics: Unraveling Challenges of Students with ASD

D130 Gayl Bowser

D140-141 Jessica Emick, Katherine Glick, Allison Schumer

E150 Aaron Lanou, Lauren Hough

If a student has the right kind of skills and supports leading up to and during transitions, continuity of assistive technology (AT) use between environments is much more likely. This session will describe the three main aspects of effective transition preparation for students who use AT. Type: Lecture Level: Introductory

Literacy for Students with Visual Impairments Through Tactile Experiences and Assistive Technology D131 Dawn Fleming, Elizabeth Turcovsky This session will chronicle the implementation of the use of Braille and IntelliKeys to engage pupils in classroom literacy routines while building emergent literacy skills in students with visual impairments. The PowerPoint presentation will include routines used to teach Braille and beginning letters and sight words through the use of high- and low-tech materials, video, and an outline of easily accessible resources to enhance literacy throughout the school day.

Type: Lecture Level: Advanced

Concept of the Month – Building Staff Capacity to Implement Evidence-Based Practice D132 Elizabeth Senften, Lezlie Fahl Kinder This presentation reviews a cross-disciplinary model of team training and collaboration to implement evidence-based strategies across people and environments. The Concept of the Month model is a budget- and time-friendly approach to building capacity of educational teams in a low-incidence classroom.

Type: Lecture Level: Intermediate

Given the diverse nature of ASD and the unique needs of these learners, even under the best circumstances it can be challenging to create a successful learning environment.

This panel shares application of empirically supported practical strategies and resources from experienced professionals related to assessment, structuring the environment, and identifying appropriate target behavior in order to produce the best possible outcomes.

Type: Exhibitor Level: Introductory

Create: A Least Restrictive Reading Environment for Today’s Web 2.0 Child D142-143 David Norris, Julie Mizer This presentation reviews implementation and success stories surrounding a Universal Design for Learning tool for all students. Read&Write GOLD is a literacy toolbar that helps ALL students read, write, organize information, and complete tests independently by integrating such tools as text-to-speech, word prediction, text-to-MP3 creation and more into common programs like Microsoft Word, the Internet, and most computer applications.

Type: Exhibitor Level: Intermediate

Leveraging Technology to Meet the Growing Demand for Autism Services D144-145 Robyn Catagnus, Jamie Pagliaro With the growing prevalence of ASD, schools and service providers face an exploding demand for autism services. Challenges include ensuring delivery of research-based practices, providing training and support across multiple staff and geographic locations, working collaboratively with families, and managing costs. This session provided an overview of the key components of effective autism programs and promising applications of current technology to facilitate scalable implementation.

Type: Exhibitor Level: Intermediate

Students on the autism spectrum demonstrate characteristic academic difficulties related to their unique cognitive profiles. Considering theory of mind, central coherence theory, and executive dysfunction theory, we explore typical academic difficulties in reading, writing, and mathematics. We also present visual, graphical, and social-cognitive learning strategies to address these difficulties, with a focus on incorporating student strengths.

Type: Lecture Level: Intermediate

Providing Comprehensive Services Utilizing an Applied Behavior Analysis Framework E151 Richard Cowan, Jocelyn Geib, Jaclyn Crissinger, Michelle DePolo Extensive research supports the use of applied behavior analysis (ABA) to teach skills and reduce disruptive behaviors in individuals with autism. This session provides an overview of how the science and methods of ABA may be implemented across disciplines and settings to improve a child’s overall functioning.

Specifically, application of ABA in the provision of comprehensive services (e.g., psychological, educational, and speech and language) will be addressed.

Type: Panel Level: Intermediate

FUN: Making Learning Meaningful and Motivating for Students with ASD E160 A Ruth Prystash, Rebecca Silva, Jodi Bulis, Gaby Toledo Learning increases when activities are meaningful and engaging. Discover how to make activities relevant for your students.

Learn from the Reach Autism Program team how to increase the FUN content in a classroom through the use of evidence-based methodologies, data-driven instruction, and the creative use of positive reinforcement.

Type: Panel Level: Advanced

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Simple Sensory Spaces for Diverse Settings and Populations

Social Skills: Cool Ideas for Cool Kids

Assessment for Early Intervention: Introducing the UCC-EI

E161 A Susan McKinley, Brenda Horne

E171 Lynn Dudek

D130 Ruth Aspy, Barry Grossman

Sensory awareness and needs are a critical component to success for individuals with special needs and their caregivers. Multisensory environments and materials need not be overly complicated or costly. This presentation focuses on ways to set up simple sensory areas or portable sensory materials so that families and professionals can easily incorporate them into daily routines and environments.

Type: Lecture Level: Intermediate

Children living with autism require a variety of interventions, including social skill training. As professionals we must move these children away from sitting and discussing skills and into practical application during fun and interesting activities.

Type: Lecture Level: Intermediate

This session describes the shortcomings of relying on developmental milestones in the assessment of young children with ASD and presents an alternative approach. The UCC-EI is an instrument for designing comprehensive early intervention plans for infants and children with ASD or those who display characteristics of ASD. It addresses their unique needs and goes beyond the traditional developmental milestone approach. The session discusses the UCC-EI and how it ties assessment to intervention.

Type: Lecture Level: Intermediate

Parents as Partners in Education: Making It Work E162 A Jennifer Krumins The journey of raising a child with autism is challenging. At times it is exhausting and lonely. We cannot do it alone. It takes a village to raise a child, but sometimes “the village” needs to learn how to work together, to collaborate, and communicate for the sake of the child. In this session, parents will learn to identify key attitudes and actions that promote the development of a strong educational experience for their child.

Type: Lecture Level: Intermediate

Autism in Legislation: State and National Update E170 Barb Yavorcik This presentation provides information about legislation related to autism and developmental disabilities at the state level, including recently passed legislation, issues that are currently being debated, and future priorities. Updates will also be presented on federal legislative initiatives affecting individuals with autism.

Finally, information will cover how the legislative process works and how to get involved.

Type: Lecture Level: Introductory

Support and Training to Those Working with Individuals with ASD E172 Rebecca Grau, Jennifer Bobo This session introduces EK-TOTS, designed to address the need for ongoing, autism-specific training to parents, educators, and service providers in this rural region. The primary goals are to provide families and providers with access to research-based information; provide comprehensive workshop modules; and develop a network of local service providers with ASDspecific training to build the capacity for support of families.

Type: Lecture Level: Intermediate

2:45 - 4:00 pm Keeping Current: Using Social Bookmarking to Share Assistive Technology Resources AT Center – Hall E Nick Weiland, Patti Porto With the proliferation of technology resources in recent years, it is difficult to keep current with all that is available to support children with disabilities. Social bookmarking is a way to remember and share these resources. This session will show the use of the website Diigo and the group OCALI network to bookmark, tag, and share the best of the Internet for children with disabilities, their parents, and professionals.

Type: Lab Level: Introductory AT Center Sponsored by

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SOS – Socially Optimizing Solutions D131 Mo Buti Children with autism often have difficulties with social situations. Social skills need to be modeled, taught, and practiced. In this session you will learn many strategies and modifications to assist your students in becoming more successful socially. This fast-paced, fun session shares many strategies, including multiple uses of videos, visual strategies, role playing, letter writing, free websites, and many more.

Type: Lecture Level: Introductory

Scaling Up: School Division-Wide Systems Change to Provide HighQuality ASD Services D132 Carol Schall, Dawn Hendricks This session presents an overview of the technical assistance model for the Virginia Commonwealth University Autism Center for Excellence. VCU ACE uses a top-down/bottomup technical assistance approach providing technical assistance to top-level directors and principals and to teachers to improve implementation of evidence-based practices for students with ASD across the age range.

Type: Lecture Level: Advanced

thursday sessions

Brain Injury and School: A Survivor and Parent’s Perspective D140-141 Tony Cochren, Carolyn Cochren In this session, two parents discuss brain injury, rehabilitation, transition back to school, and life planning. They focus on how a family plans and copes with life issues of a person with brain injury.

Type: Lecture Level: Introductory

Customize Student Learning Through Lessons Designed to Meet Individual Learner Needs D142-143 Meredith Melragon A panel of assistive technology consultants and staff development professionals will offer specific strategies to customize learning for students through lesson and activity design.

Participants will leave with lesson examples and resources to successfully use Classroom Suite® and related products to improve student achievement. The panel will also highlight the value of gathering and examining evidence of student learning for thoughtful customization.

Type: Exhibitor Level: Intermediate

Understanding Stalking Behavior

by Individuals with ASD D144-145 Keith Storey, Linda Haymes, Michal Post Individuals with ASD may engage in stalking behaviors without realizing the context of their behaviors or the interpretation by others of their intentions as stalking. Though the prevalence of stalking behaviors among individuals with ASD is not known, it could be increasing as individuals are increasingly served in inclusive school and work settings. This session presents different interventions for individuals who engage in stalking behavior.

Type: Panel Level: Introductory

National Autism Leadership Summit D240-241, D242-243, D244-245, D246 Jill Hudson

In Their Words: Perspectives on School, Work, and Friends from Three Young Adults with ASD E150 Rebecca Silva, Melanie Brown, Kelly Londenberg, Tiffany Baran As individuals with autism grow older, difficulties with communication and social skills impact their lives in changing ways. In this session, varying perspectives will be shared on how ASD affected panelists’ ability to attend college, get jobs, have friends, and date.

Type: Panel Level: Intermediate

Supporting the Scaled Practice of Universal Design for Learning E151 James Basham, Alisa Lowrey, Maya Israel, Joy Zabala This panel will discuss practical considerations for implementing Universal Design for Learning.

The group will highlight the various projects including the work of the UDL Implementation and Research Network (UDL-IRN). The UDLIRN is a grassroots professional network that works collaboratively with the National Center for Universal Design for Learning, CAST, and the UDL National Task Force to support both practice and applied research in UDL. Type: Panel Level: Intermediate

“Smile, You’re on Camera” – Using Video to Reinforce Conversational Scripts for Multiple Disabilities Populations E161 A Caryn Timmerman, Wendee Bertke This presentation addresses teaching essential social skills by providing immediate feedback through videotaping for self-evaluation.

Students are given sequential written/picture scripts to learn a social skill and are then videotaped practicing the skill. Students watch their own videos and complete a self-review checklist. Students and peers remain engaged as they “see” themselves performing the skill and evaluate one another. The clips are used as powerful visual tools for teaching.

Type: Lecture Level: Intermediate

Strategies to Improve Organization and Work Completion E162 A Julie Donnelly Many students with ASD spend most or all of their days in general education classes. They may be intelligent enough to understand the material, but they may get poor grades because they do not turn in their work. Learn some strategies to support improvement in this area.

Type: Lecture Level: Intermediate

Effective Teaching Techniques for Success in Learning: Verbal Behavior Approach

Supporting Balanced Literacy for Students with Significant Needs Through Technology

E160 A Dona Alvino, Stacy Ulrich

E170 Christi Carnahan, Pam Williamson

Based upon the work of B.F. Skinner, and as researched by experts such as Vince Carbone and Mark Sundberg, the verbal behavior approach utilizes specific and systematic teaching strategies to promote learning in children. This presentation will review the 10 steps to intensive and effective teaching for children with autism. Through lecture, video case examples, and role play, participants will learn and practice specific teaching protocols they can implement in their own classrooms.

Type: Lecture Level: Intermediate

Are you interested in learning more about literacy for students with significant disabilities?

Are you seeking innovative and fun ways of building engagement during literacy activities? If so, this session is for you! This session provides a framework for designing balanced literacy instruction for individuals with significant needs, and discusses strategies for incorporating a variety of technologies as the foundation for building daily literacy experiences.

Type: Lecture Level: Introductory

These breakout session will offer a facilitated discussion within each of the four comprehensive themes (management, capacity building, continuity of transitions and management). More information on specific discussion topics can be found in your program insert.

Type: Lecture Level: Intermediate

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Making AAC Therapy Fun: Motivating Children with Autism to Speak

4:30 - 5:45 pm

Behavior Management and Psychopharmacology in Children with ASD

E171 Christine Grubbs

Integrating Comprehensive Planning: District-Wide Implementation of the Ziggurat Model

D140-141 James Coplan

In order to increase the desire to communicate AAC therapy should be motivating and fun. This session, led by a speech pathologist, features therapy activities and ideas incorporating AAC that will promote increased communication in children with autism. Videotaped examples are shared.

Type: Lecture Level: Introductory

Look . . . A Curriculum to Teach Sexual Health to Individuals with AS-HFA E172 Melissa Dubie This structured human sexuality and relationships curriculum is for young adults and adolescents with high-functioning ASD. The lessons include information on anatomy, reproductive health, sexual responses, partnered sex, contraception, and sexually transmitted infections; plus, preparing for dating, regular dating, stages of relationships, and moving into longer-term relationships.

Furthermore, it tackles attitudes, values, sexual orientation, and sexual coercion.

Type: Lecture Level: Intermediate

BYOB – Bring Your Own Behavior: Teaching Parents to Solve Behavior Challenges Parents Corner – Hall E Jene Wilson, Cindy Rawlings All parents struggle to manage their child’s behavior at some point. However, children with a disability often present particular challenges that parents may not feel able to handle.

Many families turn to the professionals for guidance about what to do. This session gives practitioners a planned way to help families solve not only the current challenge with their child, but also future issues that may arise, thereby making success more likely for the child, family, and school.

Type: Lecture Level: Intermediate Parents’ Corner Sponsored by

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D130 Ruth Aspy, Barry Grossman, Teri Rinewalt, Sarah Halle As the incidence of students with ASD increases, public schools are faced with the challenge of creating effective individual programs and services. Comprehensive planning is critical to the development of successful educational programs, IEPs, for students with ASD. The session provides an in-depth description of a district-wide approach to integrating the Ziggurat Model into the special education planning process, including evaluation, behavior consultation, and program planning.

Type: Panel Level: Advanced

Be a Part of the Action – Join a Regional Transition Council Today D131 Amy Szymanski, Bette Hackett, Nicholas Bellino, Karen Johnson This session introduces participants to Ohio’s Regional Transition Councils and highlights the councils’ steps toward improving secondary transitions for students with disabilities through interagency collaboration.

Ohio Secondary Transition Improvement Grant coordinators, State Support Team Transition specialists, and Regional Transition Councils will share their stories.

Type: Panel Level: Introductory

Natural Supports for Social Inclusion D132 L. Lynn Stansberry-Brusnahan Participants in this session will interactively experience challenges in communication, theory of mind, and sensory processing to understand how these contribute to difficulties in making social connections. This, in turn, will help participants understand how to help individuals self-advocate about needs.

This session highlights natural supports/ social activities, including social technology available to help individuals with autism build social relationships, friendships, and social lives.

Type: Lecture Level: Introductory

This session traces the relationship between maladaptive behaviors seen in children with ASD (perseveration, inattention, hyperactivity, agitation, sensory-seeking and sensory avoidant behavior, disordered sleep) and underlying neurological deficits (cognitive rigidity, dysregulation of attention, arousal, sleep, and sensory processing). In addition, it presents proven behavioral interventions and explains the role of psychoactive medications in targeting certain classes of maladaptive behavior.

Type: Lecture Level: Advanced

The Higher Education Opportunities Act: Implications for Individuals with ASDs D142-143 Paul Cavanagh Higher functioning individuals with ASD have long been excluded from completing the Free Application for Federal Student Aid (FAFSA) under Title IV. New amendments to the Higher Education Opportunities Act (2008) now make it possible for students enrolled in a comprehensive postsecondary transition program to apply for financial aid if their program is approved by the U.S. Department of Education. Come learn about these changes and how to put them to use.

Type: Lecture Level: Introductory

Supporting Students with a TBI: Parent and Teacher Perspectives D144-145 Donna Owens, Sallie Molnar, Carolyn Cochren, Leslie Golan In this session, parents of children who have sustained a traumatic brain injury (TBI) discuss their experiences in supporting their child and what they have learned that has been most successful. Specifically, they will describe the changes they saw immediately after their child’s injury, their experience in helping their child transition back to school, and how they learned to work with school personnel to support their child.

Type: Panel Level: Introductory

thursday sessions

National Autism Leadership Summit D240-241, D242-243, D244-245, D246 Jill Hudson These breakout session will offer a facilitated discussion within each of the four comprehensive themes (management, capacity building, continuity of transitions and management).

More information on specific discussion topics can be found in your program insert.

Type: Lecture Level: Intermediate

Classroom and Communication Skills Program (CCSP) E150 Colleen Zillich, Megan Ahlers The CCSP was developed in a public school setting to meet the intensive needs of young students with limited verbal and classroom readiness skills. This session will provide practical tips to support language and skill development for children in a fun learning environment. Effective assessment tools and purposeful application of a variety of research based strategies will be highlighted. The session is beneficial for educators, therapists, and parents of children with limited verbal skills.

Type: Lecture Level: Introductory

Supporting Adults with ASD in the Workplace Using Positive Behavior Intervention Support (PBIS) E151 Carol Schall This session presents a review of the PBIS practices that assist individuals with ASD in becoming independent at work. Participants will discuss implementation considerations for use in the workplace and review future research recommendations.

Type: Lecture Level: Introductory

Use of Technology in the Education and Treatment of People with Autism

Universal Design for Learning: Plotting Multiple Routes for Student Success

E160 A Linda Haymes

E170 Barb Meier

Recently, the use of technology as a teaching tool has been demonstrated to be highly efficacious and cost-effective in the education and treatment of people with autism. In this session we will look at various technologies such as video modeling, computer-assisted instruction, and iPad applications. The session covers practical uses as well as the research supporting these tools.

Type: Lecture Level: Intermediate

This presentation provides an overview of the Universal Design for Learning framework.

Participants will be taken through the principles of UDL in a concrete way. It also explores the critical element of UDL that Michigan’s Integrated Technology Supports, in collaboration with other partners, have developed as a foundation for implementation and further research of UDL. Type: Lecture Level: Intermediate

BOOGYING TO THE STANDARDS: Using Music and Movement to Teach Basic Skills E161 A Toni Flowers, Mary Irvin This fun presentation will get you up out of your seat and moving. Participants will experience the power of using movement and music to teach fundamental skills in all disability areas.

Dance like there is no tomorrow, and you are learning about geography. Fly like a bumblebee, and you are engaged in scientific thinking. Join a kitchen band, and you are doing algebra. You will leave this session with a new bag of tricks.

Type: Lecture Level: Intermediate

Innovative Uses of Technology to Enable Self-Determination and Independent Living E162 A Jeanne Sydenstricker This session demonstrates how combined technology and customized independent living training allows adults with developmental disabilities to live independently which enhances each individual’s ability to be independent and safe on his/her own and improves self-esteem and quality of life, while reducing overall costs of support. The technology includes a wide variety of creative high- and low-tech applications tailored to the needs of each person.

Type: Lecture Level: Intermediate

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Dr. Shelby, Thank you for touching and inspiring so many of us. You brought a thoughtful, compassionate and energizing force to Ohio that extended far beyond its borders. Your impact will continue to reverberate across the field of education for years to come. We will miss you.

Your Friends,

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thursday sessions

centerforsystemschange.org

Transforming the conversation about disabilities.

2011 OCALI Conference

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VISIT US AT BOOTH #306

Complete the Picture ASRS..

With the ASRS ™

“This scale is the newest and perhaps most brilliant Autism Rating Scale available.”

Related MHS aSSeSSMentS Children’s depression Inventory 2nd edition™ (CdI 2™) A revision of the Children’s Depression InventoryTM, the CDI 2tM is a comprehensive multi-rater assessment of depressive symptoms in youth aged 7 to 17 years.

—Kirsh, Aimee A. Assessment With Aimee. The Ohio School Psychologist, Volume 55, Number 2.

www.mhs.com/CDI2

The Goldstein & Naglieri Autism Spectrum Rating ScaleTM (ASRSTM) is the first and only nationally-standardized, norm-referenced assessment of the Autism Spectrum.

anger Regulation and expression Scale (aReS) A comprehensive self-report measure of angry thoughts, emotions, and behaviors in youth aged 10 to 17 years.

• Effectively identifies symptoms, behaviors, and features associated with Autism Spectrum Disorders (ASDs)

www.mhs.com/ARES

• Assists and guides your diagnostic decisions, treatment planning, response to interventions, and evaluation of treatment programs • Provides strong psychometric properties with excellent validity and reliability • Handscored, online, and software scoring formats available Call MHS today and place your ASRS order.

50 2011 OCALI Conference www.mhs.com/ASRS

Goldstein & Naglieri Exc nce I n A s seelslsem ents

U SA Tel: 1.800.456.3003 CAN Tel: 1.800.268.6011 Web Site www.mhs.com emAil customerservice@mhs.com

friday UDL Summit 8:00 am - 12:15 pm | E 170

The mission for the Summit is to use joint influences to reach and connect individuals and groups interested in the power of Universal Design for Learning to continually improve, promote, and align its implementation in order to help students with more severe disabilities make progress and be successful.

The goal for this day’s exciting event will be to create Universal Design for Learning resource(s) that focus on students with more severe disabilities that can be utilized nationally to promote and educate professionals.

National Autism Leadership Summit – Day 2 8:00 am - 12:15 pm | Upper D Pod

National Autism Leadership Summit

The National Autism Leadership Summit will expand the National Community of Practice on ASD to promote an enhanced quality of life for persons with ASD, their families, and caregivers. The summit will gather leaders from multiple systems of services and supports to promote networking and information sharing across various levels of scale, perspective, and location.

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friday at-a-glance 8:00 - 9:15 am D130

Building a Collaborative Summer Institute for Professionals Working with Students with ASD Amy Bixler Coffin, Brooke Wright

D131 D132 D140-141

Social Competence and Strategies for Individuals with ASD Wendy Szakacs

What’s in the Words? Quantity and Quality of Adult Language in Preschool Classrooms Sloane Burgess

Utilizing Strategies in ABA for Small-Group Instruction in the Classroom Jaclyn Crissinger, Katie Slaper

D142-143

What You Don’t Know Can Hurt You: The Hidden Curriculum of Interacting with Law Enforcement Andie Trail Ryley, Linell Weinberg, Terry Stricklin, Pamela Auger

D240-241 D242-243 D244-245 D246 E150

National Autism Leadership Summit Jill Hudson (See program insert for details)

Strategy Instruction and Self-Management of Writing for Secondary Students with ASD Candice Southall

E151 E160 A

A Comprehensive Regional Autism and Low-Incidence Coaching Model Lisa Combs, Susan Aebker

Developing a Communication System for the Presymbolic Communicator Britteny Asher

E161 A

From Process to Product: Creating a Culture of Acceptance in Middle School Chelsea Budde, Denise Schamens

E162 A

The Southwestern Ohio Assistive Technology Consortium Deborah McGraw, Teresa Clevidence, Jill Jump, Penny Cesco

8:00 am - 12:15 pm E170

Universal Design for Learning Summit Jeff McCormick

9:30 - 10:45 am D130 D131 D132 D140-141

My Life with Autism Part 1 Sondra Williams

Building Academic Reading Comprehension for Students with ASD Christi Carnahan, Pam Williamson

Supporting Play for Children with Autism in Community-Based Settings Sandra Toth

Transition Best Practices in a Living Classroom Diane Witt, Kelly VanOrder

D142-143

Is There An App for That? Using Technology for Communication Kristie Lofland, Beth Becher

D240-241 D242-243 D244-245 D246 E151

National Autism Leadership Summit Jill Hudson (See program insert for details)

Autism Toolkit: A Collection of Interventions for Supporting Students with Disabilities Trisha Gallagher, Janet Howell, Ellen Stamps, Emily Kirkham

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friday at-a-glance E160 A

Executive Function Deficit: Academic and Behavioral Applications Georgina Robinson, Lynda Struthers

E161 A

Beyond Discrete Trial Training: ABA Approaches to Language Intervention for Individuals with ASD Susan Kabot, Christine Reeve

E162 A

Trauma, Dual Diagnosis, and Trauma-Informed Care Lara Palay, Julie Gentile

11:00 am - 12:15 am D130

D131

My Life with Autism Part 2 Sondra Williams

The Importance of Attaining Critical Mass for Learners with ASD Brenda Smith Myles

D132 D140-141

Successfully Social Jill Hughes, Chasity Garling

Complementary and Alternative Treatments for ASD: Is Cholesterol Always Bad Elizabeth Hurt, Nicholas Lofthouse, Stacey Moone

D142-143

The ABLLS-R Vs. the VB-MAPP for Assessment and Treatment Planning Kari Watts, Jamie Kirkpatrick, Janet Hansen, Amanda McNeal

D233-235 E150 E151 E160 A

National Autism Leadership Summit See program insert for details

Regional Outcomes Monitoring: Ensuring Relevant Long-Term Benefits for Youth with ASD Sherry Moyer, Michelle Nagle

Expanding the Child’s World Through Literacy Margaret Oliver, Lori Timmons

Statewide Update on Autism Issues in Ohio Barb Yavorcik

E161 A

Building Blocks of the ASD Nest Program, an Inclusion Program for Children with HFA Dorothy Siegel

E162 A

Create: A Least Restrictive Reading Environment for Today’s Web 2.0 Child David Norris, Julie Mizer

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friday sessions

8:00 - 9:15 am Building a Collaborative Summer Institute for Professionals Working with Students with ASD D130 Amy Bixler Coffin, Brooke Wright The Educational Service Center of Central Ohio and OCALI, along with other collaborating partners, developed a summer autism institute for school personnel serving students with ASD. This session reports on how the institute provided participants with a comprehensive, interactive training designed to give professionals hands-on instruction to enhance their ability to plan for and serve students with ASD. Type: Lecture Level: Intermediate

Social Competence and Strategies for Individuals with ASD D131 Wendy Szakacs Developing the ability to interact socially can be one of the most challenging aspects of life for individuals with ASD. This session defines social competence, explains the difference between social competence and social skills, shows why social competence is an integral part of developing a successful and satisfying life, and relates the underlying characteristics of ASD to acquiring social competence. The session describes proactive and reactive strategies to developing social competence.

Type: Lecture Level: Introductory

What's in the Words? Quantity and Quality of Adult Language in Preschool Classrooms D132 Sloane Burgess This session shares preliminary data describing the language environment of young children with ASD within their school-based classrooms.

Naturalistic language samples of 10 young children with ASD were collected using LENA Digital Language Processors (DLP). Analysis of data indicates variability in terms of both quantity and quality of adult speech in relation to child and program characteristics.

Type: Lecture Level: Intermediate

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Utilizing Strategies in ABA for Small-Group Instruction in the Classroom

Strategy Instruction and SelfManagement of Writing for Secondary Students with ASD

D140-141 Jaclyn Crissinger, Katie Slaper

E150 Candice Southall

Students with autism and other developmental disabilities are often educated in general education classrooms with peers. In these settings, it is imperative to maximize opportunities to learn. This session teaches educators, paraprofessionals, and others how to utilize strategies derived from the science of ABA to provide antecedent management, utilize effective instructional strategies, monitor students' progress, and make data-based decisions accordingly.

Type: Lecture Level: Introductory

Written language deficits often occur as a manifestation of autism spectrum disorder (ASD) influencing progress in the general curriculum. Interventions for students with ASD need to focus on elaborating and increasing complexity of written text. This presentation examines the effects of Self-Regulated Strategy Development (SRSD) & self-management on the writing performance of three middle school students with ASD. Type: Lecture Level: Intermediate

What You Don't Know Can Hurt You: The Hidden Curriculum of Interacting with Law Enforcement D142-143 Andie Trail Ryley, Linell Weinberg, Terry Stricklin, Pamela Auger This presentation provides an overview of a model developed to provide transition youth and adults with ASD and low-incidence disabilities information on the hidden curriculum of interacting with law enforcement. The model brought together the Lucas County Board of Developmental Disabilities, the Autism Society of Northwest Ohio, and the Toledo Police Department to collaborate on the development of the training.

Type: Panel Level: Intermediate

National Autism Leadership Summit D240-241, D242-243, D244-245, D246 Jill Hudson These breakout session will offer a facilitated discussion within each of the four comprehensive themes (management, capacity building, continuity of transitions and management).

More information on specific discussion topics can be found in your program insert.

Type: Lecture Level: Intermediate

A Comprehensive Regional Autism and Low-Incidence Coaching Model E151 Lisa Combs, Susan Aebker This session presents an overview of the coaching model being implemented in Region 10 by the Miami Valley Autism/Low-Incidence Coaching Team. The ACT model takes a four-pronged approach to building regional capacity to serve needs of children with autism and low-incidence disabilities, including: onsite; intensive coaching; remote supports; community of practice; and a demonstration class for observation of best practices.

Type: Lecture Level: Intermediate

Developing a Communication System for the Presymbolic Communicator E160 A Britteny Asher Line-drawn picture symbols are often used to support presymbolic and emerging communicators. However, individuals at the early stages of language learning as well as those with more severe-profound disabilities and dual sensory impairments may benefit from more tangible systems. This presentation provides information on building a comprehensive communication system for individuals at the pre symbolic stage. Critical social communication skills will also be discussed.

Type: Lecture Level: Intermediate

friday sessions

From Process to Product: Creating a Culture of Acceptance in Middle School

9:30 - 10:45 am

E161 A Chelsea Budde, Denise Schamens

My Life with Autism Part 1

Research validates that peer mentorship and inclusion are beneficial to all students and suggests that the degree of peer acceptance in childhood and adolescence is an indicator of social adjustment after high school. Students with ASD tend to be bullied and/or perceived as relational aggressors themselves. Learn how observation gave way to a community conversation from which evolved a video targeted for students age 12-15 to create autism awareness and a culture of acceptance.

Type: Lecture Level: Introductory

The Southwestern Ohio Assistive Technology Consortium E162 A Deborah McGraw, Teresa Clevidence, Jill Jump, Penny Cesco Districts are struggling to meet all students' needs in this challenging economy. This session shows that by forming a consortium, districts can have access to: an AT consultant for assistance in the assessment process, providing ongoing coaching in how to use equipment, and how to incorporate it effectively into the school environment. They also have access to thousands of AT tools to trial, and much more, all while being fiscally responsible.

Type: Panel Level: Introductory

D130 Sondra Williams Parents and professionals have many questions with regard to the intricate realms of autism.

Part 1 of a two-part series, this presentation discusses some of those realms, such as language/communication, friendships/ relationships, sensory, play/interest, and much more. The presentation reflects personal perspectives based on the presenter's own life and experiences working with children with autism.

Type: Lecture Level: Introductory

Building Academic Reading Comprehension for Students with ASD D131 Christi Carnahan, Pam Williamson Are you interested in learning more about academic reading comprehension for students with ASD? Are you seeking evidencebased reading interventions to support comprehension in science, social studies, and other academic areas? If so, this session is for you! The session provides insight into reading comprehension for students with ASD, and discusses evidence-based instructional techniques for building academic reading comprehension.

Type: Lecture Level: Intermediate

8:00 am - 12:15 pm

Universal Design for Learning Summit E170 Jeff McCormick The UDL Summit is a community forum focused on current research, new technology, practical applications, and resources at state and national levels. Contribute to the collective voice and help advance the awareness and education of professionals across the nation.

Type: Lecture Level: Intermediate

Transition Best Practices in a Living Classroom D140-141 Diane Witt, Kelly VanOrder The “Living Classroom” is a best practice community-based instructional model developed to serve students with significant disabilities, ages 18-22, who have “aged out” of a traditional high school setting.

Instruction occurs in an apartment, at a local university, and community establishments to prepare students for adult living. Individual transition plans and IEP provide a focus in the domains of independent living, employment, leisure, transportation, social skills, and selfdetermination.

Type: Lecture Level: Introductory

Is There An App for That? Using Technology for Communication D142-143 Kristie Lofland, Beth Becher Almost from the day that the iPad was launched, there was an immediate buzz about how this device could be used by populations with special needs. Individuals who have ASD and other disabilities that make communicating difficult may be candidates for augmentative communication devices. iPads, iPods, iTouch, and iPhones, can be used for complex communication needs. This session demonstrates applications that can be used for communication that make AAC affordable, fun, and very cool.

Type: Lecture Level: Intermediate

National Autism Leadership Summit

Supporting Play for Children with Autism in Community-Based Settings

D240-241, D242-243, D244-245, D246 Jill Hudson (See program insert for details)

D132 Sandra Toth

These breakout session will offer a facilitated discussion within each of the four comprehensive themes (management, capacity building, continuity of transitions and management). More information on specific discussion topics can be found in your program insert.

Type: Lecture Level: Intermediate

This session introduces participants to the principles and practices comprising the Integrated Play Group (IPG model; Wolfberg, 2003). The session provides a basic overview of theory and methods. Lecture, slides, hands-on activities, and interactive discussion are used to illustrate concepts, tools, and techniques.

Participants will receive handouts to serve as a guide throughout the session and as a resource for future use.

Type: Lecture Level: Intermediate

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Autism Toolkit: A Collection of Interventions for Supporting Students with Disabilities E151 Trisha Gallagher, Janet Howell, Ellen Stamps, Emily Kirkham Autism resource teachers are frequently asked by both professionals and educators how to assist students with communication, environment, motivation, reinforcement, sensory, behavior, and academic supports. This session presents a toolkit of readily available resources designed to streamline intervention by any member of the interdisciplinary team while individualizing the approach to the unique needs of each student. It is suggested that attendees be familiar with evidenced-based practices.

Type: Panel Level: Intermediate

Executive Function Deficit: Academic and Behavioral Applications E160 A Georgina Robinson, Lynda Struthers Students with executive function deficits may present with a wide range of potential difficulties in the school setting, including academic, behavioral, social, and emotional.

This session starts with a review of executive functions and their connection to various childhood disorders. Next, the implications of various executive function deficits for academic and social-emotional functioning will be demonstrated using case examples. Finally, an intervention model will be demonstrated.

Type: Lecture Level: Intermediate

Beyond Discrete Trial Training: ABA Approaches to Language Intervention for Individuals with ASD E161 A Susan Kabot, Christine Reeve Speech-language pathologists and special education teachers, who are typically the professionals charged with building language and communication skills in individuals with ASD, are often misinformed about the array of strategies that are useful in building critical life skills in these domains. This session describes the wide variety of interventions that fall under the umbrella of ABA that are used to teach skills in these areas.

Type: Lecture Level: Intermediate

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2011 OCALI Conference

Trauma, Dual Diagnosis, and Trauma-Informed Care E162 A Lara Palay, Julie Gentile This presentation examines, from a psychiatric and therapeutic perspective, the incidence of traumatic stress in individuals with dual diagnosis, especially those on the autism spectrum. This discussion also includes presentations of activated states, and the principles of trauma-informed care that should be employed in working with all individuals who are dually diagnosed.

Type: Lecture Level: Intermediate

11:00 am - 12:15 pm My Life with Autism Part 2 D130 Sondra Williams

Successfully Social D132 Jill Hughes, Chasity Garling Participants in this session will discover practical ways to identify social needs, begin a social skills group, and develop successful units and lessons to use with moderate to highfunctioning students on the autism spectrum while encouraging generalization across settings. Participants will also view various data and documentation techniques for analyzing effectiveness of social groups as well as look at a variety of social skills curricula.

Type: Lecture Level: Introductory

Complementary and Alternative Treatments for ASD: Is Cholesterol Always Bad? D140-141 Elizabeth Hurt, Nicholas Lofthouse, Stacey Moone

Parents and professionals have many questions in regards to understanding the intricate realms of autism. “My Life with Autism� will discuss some of those realms such as language/ communication, friendships/relationships, sensory, play/interest and much more. This presentation is a personal perspective based off of experiences working with children with autism.

Type: Lecture Level: Introductory

Many children/adolescents with ASD use complementary and alternative treatments (CATs). This presentation will review dietary/ nutritional CATs for pediatric ASD. For each CAT, we will discuss the rationale for use in pediatric ASD, research findings, research limitations/ future directions, and recommendations for use.

We will also discuss a new dietary treatment, cholesterol supplementation, which is currently being investigated at The OSU Nisonger Center.

Type: Panel Level: Intermediate

The Importance of Attaining Critical Mass for Learners with ASD

The ABLLS-R vs. the VB-MAPP for Assessment and Treatment Planning

D131 Brenda Smith Myles

D142-143 Kari Watts, Jamie Kirkpatrick, Janet Hansen, Amanda McNeal

This session will provide a conceptual overview of skill acquisition and generalization for learners with ASD, highlighting skills that are important to teach and providing instruction in a manner that will help individuals attain critical mass.

Type: Lecture Level: Introductory

Both the VB-MAPP (Sundberg, 2008) and the ABLLS-R (Partington, 2006) can be used as assessments, curricula, as well as skills tracking guides. No formal research comparing the two instruments has been completed to date. This presentation highlights important differences between the two and valid reasons for why one might choose one assessment over the other.

Type: Panel Level: Advanced

friday sessions

National Autism Leadership Summit D233-235 Jill Hudson (See program insert for details) Join us as we summarize the work of the summit and plan the next steps. Participants will have the opportunity to choose one of the four focused categories for future work, and begin brainstorming and shaping action steps for the work group.

Type: Lecture Level: Intermediate

Regional Outcomes Monitoring: Ensuring Relevant Long-Term Benefits for Youth with ASD E150 Sherry Moyer, Michelle Nagle The University of Toledo Center for Excellence in Autism, Mercy Autism Services, and Bowling Green State University have launched a regional outcomes monitoring program. Participating agencies track 18 categories of global, clinical, and demographic variables on an individual and program level. This session will share real-time examples of group needs, systemic data collection, reporting methods, budgetary concerns, turning program results into systemic change and ongoing evaluation methods.

Type: Lecture Level: Intermediate

Expanding the Child's World Through Literacy E151 Margaret Oliver, Lori Timmons The challenge of disabilities may limit the pool of a child's experiences with the world. While peers are building knowledge upon knowledge, the child with a disability may be unable to keep pace with the breadth of experiences that promote understanding of himself and his environment. This session shows how literacy opens a door to the world, and research-based practices that promote literacy easily cross over to expand the world of the child with disabilities.

Type: Lecture Level: Intermediate

Statewide Update on Autism Issues in Ohio E160 A Barb Yavorcik This presentation provides information on initiatives related to autism at the state level, including the Ohio DODD Interagency Work Group on Autism, the new Futures Waiver, legislative initiatives affecting individuals with autism, as well as initiatives of the Autism Society of Ohio, the Ohio Autism Coalition, and OCALI. Attendees will receive information on how to become a part of these initiatives and provide input and feedback on developing programs and services.

Type: Lecture Level: Introductory

Building Blocks of the ASD Nest Program, an Inclusion Program for Children with HFA E161 A Dorothy Siegel The ASD Nest Program is a New York City public school program nestled within 23 public schools serving 500 children with ASD. Come hear how Nest developers decided what was critical to success, how they met the inevitable challenges of implementation fidelity, and the lessons they learned. This session will share how to create a cost-effective program in which children and parents are happy, teachers and therapists enjoy the work, and children are on track to successful adulthood.

Type: Lecture Level: Intermediate

Create: A Least Restrictive Reading Environment for Today's Web 2.0 Child E162 A David Norris, Julie Mizer This presentation reviews implementation and success stories surrounding a Universal Design for Learning tool for all students. Read&Write GOLD is a literacy toolbar that helps ALL students read, write, organize information, and complete tests independently by integrating such tools as text-to-speech, word prediction, text-to-MP3 creation and more into common programs like Microsoft Word, the Internet, and most computer applications.

Type: Lecture Level: Intermediate

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exhibitors at a glance

AAPC Publishing

300, 302, 401, 403

Nationwide Children’s Hospital Center for Autism Spectrum Disorders

214

ABPathfinder, LLC

329

Nova Southeastern University

105

Achievement Centers for Children

100

Object Symbol Resource, LLC

201

Achievement Products Discount School Supply

412

Agile Disability Solutions, LLC

226

Ohio Association for Behavioral Analysis

125

Autism and Special Needs Furniture

129

Positive Education Program

426

Autism Aspirations

407

Praises, Prizes, and Presents

109

Autism Certificate / BGSU

104

Prentke Romich Company

301

Autism Society of Ohio

224

ProxTalker.com, LLC

312

Autism Speaks

215

Prudential Special Needs Solutions

223

Autism Training Solutions

228

QBS, Inc.

106

Benetech/Bookshare

314

Relate and Grow/The P.L.A.Y. Project

113

Berkshire Hills Music Academy

103

Respite Connections, Inc.

428

Bittersweet Farms, Inc.

212

Rethink Autism, Inc.

213

Cambium Learning Technologies

316

School Choice Ohio

114

Camp Echoing Hills

227

Social Skill Builder

413

Center for Outreach Services Ohio School for the Deaf

102

Step by Step Academy, Inc.

205

Steps 2 Success

125

Center For Special Needs Populations, The Ohio State University

225

Summit Academy Management

327

Chapel Haven, Inc.

422

Take One Table

124

College Internship Program

116

TAP·it / SmartEd Services

123

COSI Ohio’s Center of Science and Industry

Texthelp Systems, Inc

309

112

The Autism Program of Illinois

322

CPI

315

The Center for AAC and Autism

203

Createable Learning Concepts, LLC

313

The Ohio Center for Deafblind Education

324

Different Roads to Learning

204

122

DynaVox Mayer-Johnson

305

The Rich Center for Autism Youngstown State University

Easter Seals, Inc.

326

The Sensory Learning Center

202

eTech Ohio

424

The Silver Lady II

101

Genesee Lake School at ODTC

307

The University of Toledo Center for Excellence in Autism

417

Good Friend, Inc.

108

Time Timer, LLC

409

Got-Autism

325

Total Education Solutions

217

Great Lakes Collaborative for Autism

115

Hattie Larlham

303

414

Helping Hands Center for Special Needs

209

University of Cincinnati College of Education, Criminal Justice and Human Services

MHS, Inc.

306

Vista Vocational and Life Skills Center

107

Milestones Autism Organization

415

Monarch Center for Autism

207

N2Y Inc.

308

OCALI

VizZle by Monarch Teaching Technologies, Inc. Vocational Independence Program at New York Institute of Technology

CENTER BOOTH

206, 208 200

HALL F – Keynote Sessions

Parents’ Corner

Lending Library

AT Center

Parents’ Corner Sponsored by

AT Center Sponsored by

M

W

Connections Sponsored by

428

228

329

227

226

327

326

427

426

224

325

324

425

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322

423

422

125

124

225

123

122

223

Internet Park

Concession Stands

Internet Park Sponsored by

116

217

316

417

115

114

215

214

315

314

415

414

113

112

213

212

313

312

413

412

109

108

209

208

309

308

409

408

107

106

207

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307

306

407

406

105

104

205

204

305

103

102

203

202

303

302

403

402

101

100

201

200

301

300

401

400

Hall E Entrance

Row 500 – Research Symposium

129

Connections

404

Gallery by OCALI

exhibitors

AAPC Publishing

300, 302, 401, 403 15490 Quivira Rd. Overland Park, K S 66221 913.897.1004 http://www.aapcpublishing.net AAPC Publishing specializes in books and multimedia on autism spectrum disorders (ASD) and related exceptionalities for individuals on the spectrum, their parents, families, peers, educators, and other professionals. We take pride in offering practical solutions that translate research into practice at affordable prices. Our books and other materials are designed to promote awareness and acceptance of children, adolescents, and adults with ASD as well as provide ready-to-use information related to: • Sensory issues • Self-regulation • Behavior • Vocational skills • Academics

ABPathfinder, LLC 329

10900 S. Clay Blair Blvd. – Suite 300 Olathe, K S 66061 877.972.8434 http://www.abpathfinder.com ABPathfinder reduces the time to implement ABA therapy by nearly 90%. While ABA therapy provides hope that children with autism can lead social lives, it is a highly manual process, requiring that therapists spend up to 25% of their time performing paperwork. ABPathfinder provides an answer. ABPathfinder helps therapists develop assessments, daily therapy plans, and progress tracking. Based on proven ABA teaching methodologies, ABPathfinder will revolutionize the ability to perform autism therapy and improve the lives of children with autism worldwide.

Achievement Centers for Children 100

4255 N orthfield Rd. Highland Hills, OH 44128 216.292.9700 http://www.achievementcenters.org Achieve Consulting, a division of Achievement Centers for Children, offers consultation services, training, and workshops to assist school districts in providing appropriate education for students with autism.

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Achievement Products Discount School Supply 412

2 Lower Ragsdale Dr. Monterey, CA 93940 937.572.0008 http://www.discountschoolsupply.com Achievement Products for Special N eeds is a one-stop resource for therapy, exercise, and special education products for children with special needs. We offer quality products for assessment, sensory stimulation and integration, mobility, orthopedics, communication, positioning, exercise, furniture, and much more. V isit booth #412 to pick up our newest catalog.

Agile Disability Solutions, LLC 226

165 N . Main St. – Suite 1 Bowling Green, OH 43402 419.419.0214 http://www.agileassyst.com N ot just another “app,” AgileAssyst is an automated, web-controlled cognitive support system. Developed by university faculty, AgileAssyst’s picture/video schedule is controlled wirelessly over the Internet. The web-based portal tracks an abundance of important pieces of data to assist teams in understanding how a user uses and learns from his or her device.

Coaches using the AgileCoach app can see exactly which tasks multiple users are scheduled to perform in real time, and focus their efforts on the user who may need the most support at any given time. The entire system is available through one low-cost subscription fee.

Autism and Special Needs Furniture 129

1851 River Rd. Eugene, OR 97404 541.689.8435 http://www.autismfurniture.com From a unique foam-cutting system that creates greater air space our Hug Furniture helps calm, center, and focus, improving attention span, learning, and communication. Family owned for 37 years, our custom-made furniture is designed to meet the needs of people with autism, Asperger’s, cerebral palsy and other special needs. Our Hug Beds have helped many to have a deeper, fuller night’s sleep. Microfiber and velvet covers give tactically pleasing sensations and are easy to clean. It holds you like a firm “hug.”

Autism Aspirations 407

61 Ridgewood Ct. Peterborough, Ontario K 9J 8A1 Canada 705.742.5759 http://www.autismaspirations.com Autism Aspirations provides simple, practical solutions for all professionals (and parents) working with students with autism. We strive to give you tools that you need to plan an individualized, authentic, and meaningful classroom program for a student with autism based on sound science and experience. The book Been There, Done That, Finally Getting it Right!, promises to be an easy to read, yet comprehensive reference for creating authentic and meaningful individual education plans for students with autism. The book One Step at Time: ABA and Autism in the Classroom - Practical Strategies for Implementing Applied Behaviour Analysis for Student with Autism, offers practical, straightforward help for implementing ABA for students with autism in the general education classroom. Unlike other clinical texts, the books are based on the experience of a current classroom teacher (and mother) and are filled with personal examples of what to do (and not to do!)

Autism Certificate/BGSU 104

1001 E. Wooster St. 451 Education Building Bowling Green, OH 43403 419.372.0253 http://www.bgsu.edu/autism BGSU’s autism certificate program provides educators and other professionals with knowledge/skills to understand and identify appropriate programming and services for individuals with ASD. Five graduate courses are required for the certificate. In addition, the assistive technology master’s program trains candidates to explore assistive technology applications that can be integrated in universally designed learning environments and differentiated classrooms.

exhibitors

Berkshire Hills Music Academy 103

Autism Society of Ohio Parents’ Corner, 224

470 Glenmont Ave. Columbus, OH 43214 614.487.4726 http://www.autismohio.org The Autism Society of Ohio is dedicated to improving the lives of all affected by autism in Ohio through information and referral, family support, advocacy, professional development, raising awareness, and resource development.

The Autism Society of Ohio is the voice for autism in Ohio, advocating for individuals with autism, their families, and those who work with them by collaborating with state agencies, the Governor, and the General Assembly to improve and increase services. The Autism Society is also your local resource for information on autism and support where you live through eight local chapters around the state providing information and referral, newsletters, seminars, support groups, and family events. V isit our website to find a chapter near you.

Autism Speaks 215

470 Glenmont Ave. Columbus, OH 43214 614.716.8570 http://www.autismspeaks.org The goal of Autism Speaks is to change the future for all who struggle with ASD. We are dedicated to funding global biomedical research into the causes, prevention, treatments and cure for autism; to raising public awareness about autism and its effects on individuals, families, and society; and to bringing hope to all who deal with the hardships of this disorder.

We are committed to raising the funds necessary to support these goals. Autism Speaks aims to bring the autism community together as one strong voice to urge the government and private sector to listen to our concerns and take action to address this urgent global health crisis. It is our firm belief that, working together, we will find the missing pieces of the puzzle.

Autism Training Solutions 228

2800 Woodlawn Dr. - Suite 175 Honolulu, HI 96822 808.237.5120 http://www.autismtrainingsolutions.com Autism Training Solutions is an online education company dedicated to training professionals and paraprofessionals within the field of autism and related behavioral disabilities.

Through unique partnerships with service providers, schools, and families, we are able to film real children, across the spectrum, receiving evidence-based interventions within their natural environments. Autism Training Solutions – A Dynamic Approach to Staff Training

48 Woodbridge St. South Hadley, MA 01075 413.540.9720 http://www.berkshirehills.org Students at BHMA are ages 18 to 30 and have either a love of or an aptitude for music. BHMA accepts students with a multitude of disabilities and has enrolled students with Williams syndrome, autism, PDD-N OS, Asperger’s, Down syndrome, blindness and visual impairments, and velo cardio facial syndrome. Music is the motivational tool that teaches students the life, independent living, and vocational skills needed for independence. BHMA’s curriculum is rich with culture, as well as the practical training needed for life-long success. BHMA’s educational philosophy emphasizes that all people have both strengths and weaknesses, and our students have gifts to share and a role to play in society.

Benetech/Bookshare 314

480 S. California Ave. – Suite 201 Palo Alto, CA 94306-1609 650.352.0198 http://www.bookshare.org Bookshare is the world’s largest online library of accessible books for individuals with print disabilities. Through its technology initiatives and partnerships, Bookshare seeks to raise the floor on accessibility so that individuals with print disabilities have the same ease of access to print materials as people without disabilities. In 2007, Bookshare received a five-year award from the U.S. Department of Education, Office of Special Education Programs (OSEP), to provide free access for all U.S. students with a qualifying print disability. The Bookshare library now has over 125,000 books and serves more than 150,000 members. Bookshare is an initiative of Benetech, a Palo Alto, CA-based nonprofit that creates sustainable technology to solve pressing social needs.

Bittersweet Farms, Bittersweet Pemberville, Betty’s Farm 212

12660 Archbold-Whitehouse Rd. Whitehouse, OH 43571 419.875.6986 http://www.bittersweetfarms.org Bittersweet serves individuals with ASD and engages in a model that employs meaning and motivation, aerobic and active engagement, partnership and purpose, and structure and support. This provides a community of interdependence and a holistic and healthy environment in which the potential of each person is envisioned and developed. Bittersweet offers any array of services. Bittersweet Farms in Whitehouse offers adult day programming, residential services for individuals with a waiver, ICF residential services, and summer enrichment program. Bittersweet Pemberville offers a transitional school program for adolescents, residential services for individuals with a waiver, adult day program, summer enrichment program, and monthly social programs. Betty’s Farm in Lima offers adult day programming, summer enrichment program, and monthly social programs. For more information regarding any of Bittersweet’s services, please contact Tammy Chambers at admissions@bittersweetfarms.org or 419.875.6986, ext 1230.

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exhibitors

Center for Outreach Services Ohio School for the Deaf 102

Cambium Learning Technologies 316

24 Prime Parkway – 3rd Floor N atick, MA 01730 800.894.5374 http://www.cambiumlearning.com Cambium Learning Technologies, home of the K urzweil Educational Systems and IntelliTools, provide research-based and validated software products and access tools for preK through college-age students and adults with cognitive and/or physical challenges or limited English proficiency. K urzweil 3000 is the comprehensive literacy solution for individuals with learning difficulties from elementary school through college. K urzweil 3000 helps increase reading fluency, aids in study skills and decoding support, as well as writing and self-editing.

500 Morse Rd. Columbus, OH 43214 614.728.4030 http://www.ohioschoolforthedeaf.org/outreach. aspx The Center for Outreach Services provides support, assistance, and resources to educators, interpreters, parents, and school districts who work with students who are deaf or hard of hearing in Ohio’s public schools. Our mission is to share and promote best practices in education among all educational partners serving deaf, deaf-blind, and hard-of-hearing learners in Ohio. The services provided by the Center for Outreach are free and available to any program, professional, or parent involved with a deaf or hard-of-hearing child.

Center For Special Needs Populations, The Ohio State University 225

Camp Echoing Hills 227

36272 County Rd. 79 Warsaw, OH 43844 740.327.2311, ext. 399 http://www.campechoinghills.org For over 40 years, Camp Echoing Hills has provided a safe and encouraging camping experience to literally thousands of campers, empowering them to live more fully through faith, fun, and recreation. Camp provides a nurturing, spiritual, and enriching atmosphere where campers develop friendships, skills, and lifelong memories. Additionally, campers are encouraged to reach beyond their limitations through participation in dozens of fun and therapeutic programs, including swimming, horseback riding, fishing, archery, team sports, arts and crafts, and a nature program.

1900 K enny Rd. Columbus, OH 43210 614.292.7510 http://www.edresourcesohio.org The Center for Special N eeds Populations (CSNP ) provides support to the Office for Exceptional Children, Ohio Department of Education, by hosting and maintaining edresourcesohio. org and ohioschoolleaders.org and by helping in the development of resources important for providing a free appropriate public education (FAPE) for children with disabilities in Ohio. Resources include the GPS-IEP, electronic narrated scenarios with scripts and IEPs, and Measure Up, visual displays and explanations of data included in ODE’s yearly Local Report Cards for all school buildings and districts in Ohio.

Chapel Haven, Inc. 422

1040 Whalley Ave. N ew Haven, CT 06515 203.397.1714, ext. 148 http://www.chapelhaven.org Chapel Haven, Inc., serves adults on the autism spectrum and those with developmental disabilities in three transitional, residential programs, using a unique integration of social communication and independent living to help its graduates lead productive lives. The REACH and Asperger’s Syndrome Adult Transition (ASAT) programs are both located in N ew Haven, CT. The Chapel Haven West campus is located in Tucson, AZ. All programs provide continued supports after graduation.

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2011 OCALI Conference

College Internship Program 116

18 Park St. Lee, MA 01238 413.243.0710 http://www.collegeinternshipprogram.com The College Internship Program provides comprehensive individualized academic, internship, and independent living experiences for young adults ages 18-26 identified with learning differences, Asperger Syndrome, PDD-N OS, nonverbal learning differences, ADHD, and dyslexia. The program has five sites: Lee, MA; Melbourne, FL; Bloomington, IN ; Berkeley, CA; Buffalo, NY ; and Long Beach, CA.

COSI Ohio’s Center of Science and Industry 112

333 W. Broad St. Columbus, OH 43215 888.819.2674 http://www.cosi.org COSI offers science education resources for parents of children of all ages. Stop by for a free catalog.

CPI 315

10850 West Park Pl. – Suite 600 Milwaukee, WI 53224 800.558.8976 http://www.crisisprevention.com Since 1980, CPI has been training human service professionals, including many who support individuals with ASD, to safely manage disruptive and assaultive behavior. To date, more than six million individuals have participated in CPI’s N onviolent Crisis Intervention® training program. CPI also offers on-site training, DV Ds, posters, and books.

exhibitors

Genesee Lake School at ODTC 307 TM

Createable Learning Concepts, LLC 313

26488 Mingo Dr. Perrysburg, OH 43551 419.873.5991 http://www.createablelearningconcepts.com Traceables and cuttables are bright, colorful plastic shapes that are durable, washable, and certified child-safe. Products enable all children, including those with special needs, to learn the necessary skills of prewriting and cutting.

Children learn to expand their drawing skills and independence in cutting.

Different Roads to Learning 204

37 E. 18th St. – 10th Fl. N ew York, NY 10003 800.853.1057 http://www.difflearn.com Different Roads to Learning, a N ew York-based certified MWBE company, specializes in educational materials for students diagnosed with autism. Our materials are used for applied behavior analysis (ABA) and verbal behavior (VB ) intervention and assessment. Our wide range of products include books, manuals, curricula, assessment kits, flashcards, timers, puzzles, and manipulatives. We also carry DV Ds, CDs, and educational software. We have served children on the spectrum for 16 years.

DynaVox Mayer-Johnson 305

2100 Wharton St. – Suite 400 Pittsburgh, PA 15203 1.(866) DYN AV OX (396.2869) http://www.dynavoxtech.com DynaVox Mayer-Johnson offers a full spectrum of assistive technology supports, including dedicated speech-generating devices and educational tools, that were designed, dreamed of, and built to specifically deliver personalized expression for individuals with speech, language, and learning disabilities.

Easter Seals, Inc. 326

233 S. Wacker – Suite 2400 Chicago, IL 60606 800.221.6827 http://www.easterseals.com Easter Seals is a leading nonprofit provider of services for individuals with autism, developmental disabilities, physical disabilities, and other special needs. For more than 90 years, we have been offering help and hope to children and adults living with disabilities, and to families who love them. Easter Seals creates life-changing solutions so that people with disabilities can live, learn, work, and play.

eTech Ohio 424

35 E. Chestnut St. Columbus, OH 43215 614.485.6000 http://www.etech.ohio.gov As a state agency, eTech Ohio is dedicated to enhancing learning by developing programs and using best practices to serve learning organizations while acquiring, integrating, and sustaining educational technology. It is our mission to provide the leadership and support that promotes access to and use of all forms of educational technology needed to advance the education and accelerate the learning of the citizens of Ohio.

36100 Genesee Lake Rd. Oconomowoc, WI 53066 262.569.5515 http://www.odtc.com Genesee Lake School at ODTC provides comprehensive services for students ages 4-21 who have behavioral, social, emotional, and academic needs that require them to be placed in a residential or boarding school setting. Serving children and young adults with ASD, the goal at Genesee Lake School is to prepare students to return to their home and local school and succeed within the least restrictive environment. The Skills for Social Success program is designed to provide a continuum of services for boys and girls with Asperger’s Syndrome or high-functioning autism. This program follows therapeutic- and relationship-based models of care such as Collaborative Problem Solving (CPS). Our goal for each child is to strengthen developmental foundations and important thinking skills in order to reduce challenging behaviors and increase independence. The Innovative Care for Autism and Related Disorders (ICARE) program is designed to serve the child with autism whose primary needs are communication, self-care skills, and socialization. We believe that services designed to foster individual growth in social relationships and communications are beneficial for each child’s emotional and behavioral skill development.

Good Friend, Inc. 108

808 Cavalier Dr. Waukesha, WI 53186 414.510.0385 http://www.goodfriendinc.com A nonprofit organization founded in 2007 for the purpose of creating autism awareness, teaching acceptance of differences, and fostering empathy for students with ASD among their typically-developing peers. Good Friend offers products and services to support the mission, including peer sensitivity DV Ds for elementary and middle school students, staff in-services on the importance of social support and disability harassment, and developmentally-specific student presentations.

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exhibitors

Got-Autism

Milestones Autism Organization

10052 Commerce Park Dr. Cincinnati, OH 45246 888.237.4988 http://www.got-autism.com

23880 Commerce Park #2 Beachwood, OH 44122 216.464.7600 http://www.milestones.org

325

Got-Autism features over 2,000 therapeutic, educational, and sensory solutions for the autism spectrum, ADHD, and other learning and behavioral differences. We have the latest resources for parents, educators, and therapists working with developmental disabilities. Our unique autism-specific product line ranges from autism toys, child locators,multisensory equipment, indoor swings, oral motor tools, social skills activities, fine motor fidgets, ABA tools, language-communication aids, autism awareness merchandise, autism books, CDs, DV Ds, and more! We have products for all ages, abilities, and budgets.

Great Lakes Collaborative for Autism 115

2040 W. Central Ave. Toledo, OH 43606 419.291.7031 http://www.greatlakesautism.org Great Lakes Collaborative for Autism (GLCA) works to facilitate cooperation and identify collaborative projects for service providers in N orthwest Ohio. Rather than working in silos, the GLCA and these collaborative organizations are committed to working in a coordinated effort that will set standards to diagnose early, offer options in individualized intensive interventions, provide continued care and support for the unique needs of families affected by autism, and encourage continual individual development through educational, social, and vocational opportunities.

Hattie Larlham 303

9772 Diagonal Rd. Manuta, OH 44255 800.233.8611 http://www.hattielarlham.org Hattie Larlham is a nonprofit organization that offers quality care to children and adults with mental retardation and developmental disabilities. Services include long-term residential, institutional respite, respite/private duty home care, and vocational and social recreational programs. Hattie Larlham provides quality services and supports to more than 1,400 people and their families in various settings.

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Helping Hands Center for Special Needs 209

2500 Medary Ave. Columbus, OH 43202 614.262.7520 http://www.helpinghandscenter.com Helping Hands Center for Special N eeds is an education and therapy center for children with developmental disabilities. Our goal is to offer an integrated approach to meeting the child’s individual needs. This collaborative effort combines professionals in the fields of music, speech, and occupational therapy, as well as psychological, behavioral, and educational services. The board-certified therapists and classroom teachers use principles of applied behavior analysis and follow state and developmental standards to target individual language, social-emotional, motor, behavioral, and academic goals. Social interaction is targeted through the use of typical peer models.

MHS, Inc. 306

3770 V ictoria Park Ave. Toronto, Ontario M2H 3M6 Canada 416.493.2627 http://www.mhs.com MHS develops, publishes, and distributes innovative assessments for children, adolescents, and adults in the areas of depression, ADHD, anxiety, psychopathology, and emotional intelligence. Our tools are used in clinical, educational, forensic, public safety, pharmaceutical, business, and research settings.

Milestones Autism Organization was founded

by Cleveland parents in 2003, to promote lifelong strategies of success for individuals with autism. Dedicated to improving autism programming, Milestones trains professionals, paraprofessionals, and parents in effective, research-based educational interventions.

Services include online resources, on-site consultation, parent mentoring, support, and referrals. Save the date for our 10th Annual Conference – June 19, 2012.

Monarch Center for Autism 207

22001 Fairmount Blvd.

Shaker Heights, OH 44118 216.320.8317 http://www.bellefairejcb.org Monarch School and Boarding Academy operate under the auspices of Bellefaire JCB. The goal of Monarch is to provide the ultimate in individualized programming for children on the autism spectrum. Our approach is dynamic and multidimensional. Through our partnership with Harvard Medical School, Children’s Hospital Boston, and Massachusetts General Hospital, we have a state-of-the-art teaching model that is philosophy neutral. All of our programs are located on one campus, allowing for a wider breadth of treatment possibilities. We are able to address co-occurring illness in clients, including those with substance abuse, learning disabilities, and emotional problems.

N2Y Inc. 308

P.O. Box 550 Huron, OH 44839 800.697.6575 http://n2y.com Channel current events with N ews-2-YouTM, our weekly Internet newspaper. Acquire a standards-based special education curriculum with Unique Learning SystemTM. Communicate with a truly dynamic symbol set, SymbolStix©.

exhibitors

Nationwide Children’s Hospital Center for Autism Spectrum Disorders

Ohio Association for Behavior Analysis

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187 W. Schrock Rd. Westerville, OH 43081 614.355.8315 http://www.nationwidechildrens.org/autism The Center for Autism Spectrum Disorders at N ationwide Children’s Hospital provides comprehensive, multidisciplinary care focusing on evidence-based treatment, education, research, and advocacy for children with the diagnosis of ASD. Services include: • Intensive behavioral intervention • Behavioral consultation • School-age services • Educational consultation • Asperger’s counseling services • Asperger’s social skills groups • Parent training • Sibling support services • Community education

Nova Southeastern University 105

3301 College Ave. Fort Lauderdale, FL 33314 954.262.7168 http://www.nova.edu N ova Southeastern University provides programs in autism and applied behavior analysis at the undergraduate, master’s, and doctoral levels. These programs are offered on-site, online, or through blended delivery systems.

Also, on the main campus in Fort Lauderdale, FL, there are a range of direct service programs and clinics serving individuals with autism and their families.

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Object Symbol Resource, LLC 201

P.O. Box 68798 Portland, OR 97268 888.794.3976 http://www.objectsymbol.com Do you ObolSpeak? V isit Object-Symbol Resource to learn how to support your most challenged communicators. We offer tangible, comprehensive communication systems for preand emerging symbolic communicators. Stop

by Booth 201 to see our unique Object-Symbol Communication K its and learn more about developing Communication and Choice Boards and even Schedules using concrete tactile Object-Symbols. NE W The LORAC, an Activity Checklist to support you in determining your communicators Level or Representation will also be on display. High-Touch, Low-Tech Solutions you can implement immediately.

OCALI

Center Booth 470 Glenmont Ave. Columbus, OH 43214 614.410.0321 http://www.ocali.org OCALI’s goal is simple: Prepare individuals with autism and low-incidence disabilities for meaningful and successful lives. How? Through leadership, professional development, technical assistance, collaboration, and technology. Our six centers channel your interests and passions and connect you to world-class tools, resources, and information. In addition, our Center for Systems Change and OCALI University drive continued efforts in leadership and the informing of public policy. OCALI. Linking Research to Real Life.

3400 Snouffer Rd. Columbus, OH 43235 614.565.5765 http://www.ohaba.org The mission of the Ohio Association for Behavior Analysis (OHABA) is to support the growth and dissemination of applied behavior analysis in the public and private sectors, with special emphasis on application in educational settings.

Objectives include: • Conducting a conference that supports BCBA certification by offering CEU credits for timely and relevant informational sessions • Supporting the Focus on Behavior Analysis in Education conference held in Columbus every 10 years • Supporting BCBA certification for OHABA members with information/support on initial application and renewal • Establishing and maintaining a website that disseminates relevant and timely information to the applied behavior analysis community of Ohio Membership is open to faculty, students, parents, clinicians, teachers, administrators, and anyone interested in applied behavior analysis.

Positive Education Program 426

3100 Euclid Ave. Cleveland, OH 44115 216.361.7760, ext. 190 http://www.pepcleve.org In its service to young people with autism, PEP focuses on developing skills that have real life utility for each child. Using positive and proactive strategies, PEP professionals teach young people with autism new ways of relating, communicating, and behaving. Because each person is unique, PEP’s approach is highly individualized. The child is not expected to fit into the program. Instead, the program is built around the needs of the child. By partnering with parents, school districts, and other significant members of the child’s world, PEP builds on strengths and supports necessary change to promote success in every facet of the child’s life.

Praises, Prizes, and Presents 109

3822 Richmond St. N W Grand Rapids, MI 49534 616.791.7003 http://praisesprizespresents.com Praises, Prizes, and Presents specializes in products that motivate and reward children with special needs.

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exhibitors

Prentke Romich Company

QBS, Inc.

1022 Heyl Rd. Wooster, OH 44691 800.262.1984 http://www.prentrom.com

257 Turnpike Rd. – Suite 320 Southborough, MA 01772 866.429.9211 http://www.qbscompanies.com

PRC believes that everyone deserves a voice.

V isit our booth to view our complete line of AAC devices, including ECO2TM, ECOpointTM, Vantage Lite, SpringBoardTM Lite, and Vanguard and see how we combine ease of programming with the advantage of the Unity® language

QBS, Inc., supports organizations that serve people with behavioral challenges. Whether a school, residential program, psychiatric hospital, nursing facility, or family, QBS has the experience and background to provide you with the support you need. Serving all ages and all diagnoses, QBS is your solution to help reduce behavioral crises, improve staff competence, and effectively meet your goals.

Using evidence-based procedures supported by decades of scientific research in ABA, we can help you design sage and effective interventions, including staff training, incident tracking, new program development, and accomplish the changes necessary to achieve a safe, positive, humane environment in which to work, learn, and grow.

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ProxTalker.com, LLC 312

327 Huntingdon Ave. Waterbury, CT 06787 203.721.6074 http://www.proxtalker.com Manufacturer of the LOGAN ® PROXTALKE R® AAC device providing moveable picture communication. Encoded picture sound tags are used to form sentences and produce voice output. The LOGAN ® BrailleCoachTM Braille training device accelerates the attainment of Braille literacy by allowing convenient, independent self-teaching of Braille.

Prudential Special Needs Solutions 223

4349 Easton Way – Suite 100 Columbus, OH 43219 614.472.2707, ext. 7248 http://www.prudential.com/us/e.fay The Prudential Special N eeds Solutions . . . For All Ages program developed by the Prudential Insurance Company of America is dedicated to giving our financial professional, Lynn Tramontano, the tools and resources she needs to assist families in providing quality of life, not just lifetime care, for their loved ones with special needs using insurance and financial products.

Lynn has worked with families who have loved ones with special needs for over 16 years and offers information such as: • How to maintain government benefit eligibility • Important legal and financial considerations to discuss with your tax and legal advisors • The benefits of establishing and funding a Special N eeds Trust

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Relate and Grow The P.L.A.Y. Project 113

270 Main St. Groveport, OH 43125 614.856.9111 http://www.relateandgrow.com Relate and Grow is a DIR/Floortime-based consulting program that provides appropriate intensive intervention to kids with ASD, developmental delays, sensory processing difficulties or trouble relating and communicating. The P.L.A.Y. Project is a community-based/regional autism therapy training and early intervention program dedicated to empowering parents and professionals to implement intensive, developmental interventions for young children with autism in the most effective and efficient way.

Respite Connections, Inc. 428

5250 Strawberry Farms Blvd.

Columbus, OH 43230 614.870.4357 http://www.respiteconnections.org Serving Central Ohio, Respite Connections, Inc., provides quality temporary care services for individuals with special needs. We provide short-term (0-14 days) care for youth and adults in order to offer support, strengthen families, and provide a loving and constructive environment for them. This temporary relief for caregivers provides the foundation for support that is critical to family stability and growth.

Rethink Autism, Inc. 213

19 W. 21st. St. – Suite 403 N ew York, NY 10010 646.257.2919 http://www.rethinkautism.com Rethink Autism makes effective and affordable ABA-based treatment tools available to parents and professionals everywhere. Our web-based program provides an individualized ABA-based curriculum for the child, hundreds of dynamic instructional videos of best practice teaching interactions, step-by-step training modules, automated progress tracking, and online professional support.

School Choice Ohio 114

155 E. Broad St. - Suite 640 Columbus, OH 43215 614.223.1555 http://www.scohio.org School Choice Ohio (SCO) is a nonprofit organization, headquartered in Columbus, that seeks to enhance educational opportunities for Ohio’s families by promoting school choice options and providing information to eligible parents.

SCO works with private school providers and special needs community groups to market the Autism Scholarship, which provides up to $20,000 annually per child to allow children to attend private schools, use private provider services, or attend non-resident public schools.

Social Skill Builder 413

PO Box 2430 Leesburg, VA 20177 703.669.0744 http://www.socialskillbuilder.com Social Skill Builder, Inc., is a company dedicated to interactive, computer-assisted video modeling that builds social understanding better than any therapy tool on the market today. Unlike passive videos, this software allows the user to visually see the social interactions reenacted by peers and then choose what to say or do next.

V isit us at our booth to experience My School Day Enhanced, My Community, School Rules!, Preschool Playtime, and our newest product, You are a Social Detective CD, co-authored by Michelle Garcia Winner. V isit booth #413 to receive 20% off all our quality products to make your social skill training come alive.

exhibitors

Step by Step Academy, Inc.

The Autism Program of Illinois

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445 E. Dublin Granville Rd. Worthington, OH 43085 614.436.7837 http://www.stepbystepacademy.org Founded in 2002, Step by Step Academy is a private, nonprofit treatment center for children and adolescents with ASD ages 2-18.

The center-based program is certified by the state of Ohio, and is a provider under the Ohio Department of Education’s Autism Scholarship Program. Applied behavior analysis is the root of all treatment methods used. Researchbased strategies are aimed at maximizing the functioning and independence of children and adolescents with ASD.

®

TAP·it/SmartEd Services 123

1821 E. 40th St. Cleveland, OH 44103 216.432.2400 http://www.teachsmart.org TAP·itTM, Touch Accessible Platform for Interactive Technology, revolutionizes accessibility and easily integrates with educational assistive software to foster transformative learning for individuals with special needs.

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Step By Step Academy, Inc. is pleased to announce Steps 2 Success, an adult day services and vocational assistance center. Services will consist of daily living and self-help skills training, vocational skills training, coaching and placement, recreation and leisure skill building, and social skills training. All areas of service will be under the guidance of a board-certified behavior analyst and licensed social worker.

Summit Academy Management 327

2791 Mogadore Rd. Akron, OH 44312 330.670.8470 http://www.summitacademies.com The Summit Academy academic program is designed to fulfill the academic, social, emotional, and physical needs of children with special needs. We are committed to providing an extraordinarily safe and nurturing learning environment where all children can reach their full potential. Our schools are currently located in 14 Ohio cities and towns serving students with Asperger’s Syndrome, ADHD, and related disorders.

5220 S. 6th. St. Rd. – Suite 1700 Springfield, IL 62703 217.525.8332 http://www.theautismprogram.org The Autism Program of Illinois (TAP) is the nation’s largest statewide network for the diagnosis, treatment, and support of children with autism and their families. TAP has 12 centers, more than 30 partners, including universities and nonprofits, and influences public policy for services for children and adults with ASD.

The Center for AAC and Autism 203

PO Box 1317 Wooster, OH 44691 866.998.1726 http://www.aacandautism.com

Steps 2 Success 2440 Dawnlight Ave. Columbus, OH 43211 614.337.3718, ext. 233 http://www.stepbystepacademy.org

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Texthelp Systems, Inc 309

100 Unicorn Park Dr. Woburn, MA 01801 888.248.0652 http://www.texthelp.com Texthelp Systems provides literacy software solutions to help all readers and writers succeed.

Our products include Read&Write GOLD and Fluency Tutor. Read&Write GOLD is a customizable easy-to-use toolbar that integrates directly with familiar applications giving students access to reading, writing, research, and studying support tools from within the programs they use every day. The newest release, Version 10, contains many exciting new features, including a Picture Dictionary, Vocabulary List Builder, Verb Conjugation Checker and a Paragraph Translator. Read&Write GOLD helps students of all ages and abilities access any curriculum independently and confidently. Fluency Tutor is a web-based solutions for developing and assessing oral ready fluency and comprehension.

The product can be used by all students in elementary and middle school and also provides specific and targeted intervention support for older students who are struggling with reading fluency, prosody and comprehension.

The Center for AAC and Autism believes that every child has the desire and the ability to communicate despite physical and neurological challenges. By providing specialized clinical training to health care professionals, teachers, and parents; empowering clients and families with education, resources, and information; and supporting clinical research, our aim is to give all children the ability to speak their mind and heart and become engaged in their world.

The Ohio Center for Deafblind Education 324

936 Eastwind Dr. – Suite 100 Westerville, OH 43081 800.229.0844 http://www.ohiodeafblind.org The Ohio Center for Deafblind Education is a federally funded project that provides consultative services for children, birth through 21 years, with combined vision and hearing loss. Most individuals who are identified as deafblind still use some level of vision and/or hearing. Even a small amount of loss can have a huge impact on a child’s education and development. If you know a child who is deafblind, or who you suspect has a vision and hearing loss, contact our staff today to discuss our wide range of individualized services.

Take One Table 124

Company/organization literature from nonexhibiting companies such as Learning Rx and Future Horizons. Stop by and pick up a flyer, brochure, or catalog.

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exhibitors

The Rich Center for Autism Youngstown State University

122

One University Plaza Youngstown, OH 44555 330-941-1927 http://www.richcenter.org The Rich Center is a nationally acclaimed Ohio Center of Excellence. Its primary mission is to improve the lives of individuals with autism through the creation, use, and enhancement of innovative educational programs specifically designed to enhance the individuals’ opportunities to achieve their full potentials. The Rich Center serves as a conduit between the segments of the community concerned with autism: the university, educators, and health and human service professionals.

The Sensory Learning Center 202

3454 Oak Alley Ct. - Suite 209 Toledo, OH 43606 419.578.0057 http://www.sensorylearning-toledo.com 3600 B Olentangy River Rd. Columbus, OH 43214 614.545.3312 http://www.sensorylearning-columbus.com The Sensory Learning Center offers a 30-day drug-free noninvasive program that helps improve the lives of those suffering with sensory issues.

The Silver Lady II 101

5339 Hickory Tr. Ln. Cincinnati, OH 45242 513.793.8119 http://silverlady2.com Offers .925 sterling silver jewelry sold at wholesale prices at conferences and conventions.

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Total Education Solutions Center for Excellence in Autism

The University of Toledo Center for Excellence in Autism 417

3000 Arlington Ave. – MS 1161 Toledo, OH 43614 419.383.3030 http://utmc.utoledo.edu/depts/kobacker/CenterforExcellenceInAutism.html It is the vision of The University of Toledo Center for Excellence in Autism (CFEA) to build a continuum of services and research opportunities that satisfy the dynamic needs of individuals with ASD across the lifespan. As a provider for both the Ohio Department of Mental Health and the Ohio Department of Developmental Disabilities, the mission of the CFEA is to improve the lives of individuals with ASD and their families. The CFEA provides many services that emphasize the dynamic needs of adolescents and adults with ASD including assessment and evaluation, individual and family therapy, skill-building groups, pre-vocational and transition services, community-based services, and the Adolescent Girl’s and Women’s Wellness Initiative.

Time Timer, LLC 409

7707 Camargo Rd. Cincinnati, OH 45243 513.561.4199 http://www.timetimer.com Ever heard a child screaming, “How much longer?” Then you know the euphoria parents and teachers feel when they show children what “5 more minutes” means! Time Timers portray time visually. Teachers and therapists say Time Timers help children with autism understand time, finish tasks, and feel less stressed. When a child can see how much time is left until the next activity, he will experience an empowering sense of calm and control. Our portable models create consistency at home, school, work, and play.

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3560 West Market St. - Suite 400 Fairlawn, OH 44333 330.668.7850 http://www.tesidea.com Total Education Solutions provides innovative, quality educational services to individuals with exceptional needs. In home, community, school, and clinical settings, TES fosters opportunities for success, while utilizing a multidisciplinary approach in trainings, treatments, and service delivery. Teams of experienced professionals from varying fields work together to create solutions and achieve goals. TES provides an array of services to fulfill your education needs, including speech and language therapy, occupational therapy, social/behavior skills training, and more.

University of Cincinnati College of Education, Criminal Justice and Human Services 414

PO Box 210002 Cincinnati, OH 45221 888.325.2669 http://www.cech.uc.edu The College of Education, Criminal Justice, and Human Services (CECH) is dedicated to making a difference in our communities through outreach, academic programs, and community partnerships. Our students and faculty work side-by-side with teachers, athletic trainers, community wellness experts, intervention specialists, and law enforcement officials, because we value experiential learning as an important element of our degree programs. Current research is incorporated into every course to ensure our graduates are prepared to address the most urgent challenges of our society.

exhibitors

Vista Vocational & Life Skills Center

Vocational Independence Program at New York Institute of Technology

107

1356 Old Clinton Rd. Westbrook, CT 06498 860.399.8080 http://www.vistavocational.org V ista Vocational & Life Skills Center is a fully accredited, nationally recognized postsecondary program for adults with neurological disabilities and ASD. Students begin in the Entrance Program, living first in the Residence (dormitorystyle living) and then the Transition Apartments (apartment living). V ista provides individualized, hands-on, experiential training in four skill areas: Vocational, Independent Living, Cognitive & Social and Community Involvement. V ista helps students transition to adulthood and learn the skills necessary to live as independently as possible. Upon graduation, most students live locally, with supports, in V ista’s long-term, community-based Outreach Program.

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VizZle by Monarch Teaching Technologies, Inc. 206, 208

20600 Chagrin Blvd. – Suite 703 Shaker Heights, OH 44122 800.593.1934 http://www.monarchtt.com Offers easy-to-use, time-saving special education/autism software for visually supported access to curriculum. Use peer-reviewed lessons in every subject from the built-in library of visuals-based interactive instruction. Customize or create using the thousands of built-in images, video or audio, or drag in your own. Track improved outcomes by IEP goal or any state standard. Take full advantage of your PC, Mac, touchscreen, whiteboard, or mobile tablet.

300 Carleton Ave. Central Islip, NY 11722 631.348.3139 http://www.nyit.edu/vip V IP is a three-year certificate program geared to students with moderate to severe learning disabilities and those with high-functioning autism and Asperger Syndrome. The focus is on vocational, social, and independent living skills with academics that support these areas.

A “Track II” portion is designed for students who are capable of college-level work, to enroll in credit classes.

University of Louisville Special Education Department Inquiry. Action. Advocacy.

Graduate Certificate in Autism and Applied Behavior Analysis The faculty Department of Special Education at the University of Louisville advocate for children with disabilities through teaching, research, and school/community engagement. The focus of the department is on effective instructional strategies and evidence-based practice for facilitating student success. Graduate degrees in Moderate and Severe Disabilities, Learning and Behavioral Disorders, Autism and Assistive Technology are offered through a mix of face-to-face and distance education formats.

For more information visit our web site and contact: Monica E. Delano, Ph.D. Department of Teaching and Learning College of Education and Human Development University of Louisville Louisville, KY 40292 (502) 852-2546 or m.delano@louisville.edu web site: http://louisville.edu/education

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presenters

Amanda Ackerman

Ashley Amigo

Aishwarya Balasubramaniyan

Amanda Ackerman, M.A., is a teacher for the Riverside County Office of Education (RCOE). She teaches students with autism in the Reach Autism Program and has worked with students diagnosed with autism for five years. Her classroom was chosen as a model site as part of a grant program through the National Professional Development Center on Autism.

Ackerman previously worked as a behavior consultant for an independent behavior intervention program.

She earned her B.A. and M.A. at San Francisco State University.

Ashley Amigo is the creative social arts program director and drama/dance instructor at Amigo Family Counseling, LLC. She also is a group aide for social skills therapy groups. Recently Amigo and her dance program were featured in Autism Society of America's Autism Advocate magazine. She attended ONU for musical theater and dance. This past year she signed with a talent agency and is actively involved in the industry including commercials, industrial films, and feature films

Aishwarya Balasubramaniyan works as a research volunteer at the Research Unit of Pediatric Psychopharmacology, at The Ohio State University Nisonger Center. She has previous research experience at Nationwide Children’s Hospital. Her area of specialization is in neuro-developmental disorders focused on ASD and ADHD. Balasubramaniyan graduated with a Master’s in Applied Cognition and Neuroscience at University of Texas at Dallas, and participated in clinical training in Neuropsychology at University of California, San Francisco.

Susan Aebker Susan Aebker, DHS, OTR/L, graduated in 1992 from the Ohio State University and worked for 10 years as an occupational therapist in clinical care before becoming a school-based therapist with the Miami Valley Regional Center nine years ago. She received her master's degree and doctoral degrees from the University of Indianapolis where her studies focused on sensory modulation.

Megan Ahlers Megan Ahlers, M.S., is the co-author of The Classroom and Communication Skills Program. Her background includes administration, early childhood special and general education, behavior intervention, and developmental therapy. She has presented on the subject of effective programming for children with autism at the national, state, and local levels.

Lisa Altman Lisa Altman, Ms. Ed., has seven years of experience teaching students with disabilities in both New Orleans, LA, and Brooklyn, NY. Since 2009, she has been the coordinator of the Louisiana Autism Spectrum and Related Disabilities Project, which provides training and technical assistance to schools and districts around the state. Previously, Altman worked at the Recovery School District in New Orleans as the significant disabilities specialist.

Dona Alvino Dona Alvino, M.S. Ed., is the director of programs for students at the Day School at the Children's Institute, an approved private school in Pennsylvania. Alvino is a board-certified behavior analyst. She has worked in public and private schools and in private agencies, training and supervising therapeutic support staff. She has also worked as an educational consultant for the Pennsylvania Bureau of Special Education, providing training and guided support to school districts in the areas of behavior and autism.

Michael Aman Michael Aman, Ph.D., is a Professor of Psychology at Ohio State University and Director of Research at the Nisonger Center, UCEDD. He received his degrees from University of Illinois and the University of Auckland, New Zealand. He has been involved in clinical research for over 30 years, and has specialized in evaluating psychotropic medicines in children with developmental disabilities. His team developed two popular behavior rating scales, called the Aberrant Behavior Checklist and the Nisonger Child Behavior Rating Form. Aman has published over 235 scholarly articles, chapters, and books.

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Britteny Asher Britteny Asher, M.S., CCC-SLP, is a speech-language pathologist experienced in treating children and adults with severe to profound communication disabilities. With over 15 years' experience, Asher specializes in developing communication supports for individuals with emerging and absent verbal skills.

In 2006, she founded Object-Symbol Resource, a company dedicated to supporting individuals who are presymbolic, not able to use more abstract methods of AAC. Asher is a passionate speaker and has spoken at ASHA, Closing the Gap, NATTAP in 2008, OCALI in 2009 and other state conferences.

Ruth Aspy Ruth Aspy, Ph.D., is a licensed psychologist in private practice with the Ziggurat Group. Aspy specializes in assessment and intervention for individuals with autism spectrum disorders. She is co-author of the Ziggurat Model, winner of the 2008 Autism Society of America Literary Work of the Year. Aspy speaks internationally.

She has experience in both the clinic and school settings.

Morgan Aue Morgan Aue-VanDen Berg, M.S., is a program director at Step by Step Academy, a center for children and adolescents with autism. She is a board-certified behavior analyst and has been working in the field since 2005. She earned her bachelor of science degree in Psychology from Western Michigan University and continued her studies at the Chicago School of Professional Psychology earning a master's degree in applied behavior analysis. She has worked as a behavior analyst in Illinois schools, serving students with emotional and behavioral disorders, autism, and severe developmental delays.

Pamela Auger Pam Auger, AA, has an associate's degree in American Sign Language. She and her husband adopted two children with low-incidence disabilities in 2005.

Currently, she is a parent partner with Lucas Board of Developmental Disabilities. During the past six years as a parent partner, Auger has provided the parents' perspective when consulting with professionals on developing training for families and staff. She has also developed visual supports for families and trainings and has collaborated with local agencies to bring wellknown programs to the community.

Julie Babyak Julie R. Babyak, M.A., is a second year Education Specialist (Ed.S.) student in the school psychology program at The Ohio State University. She previously attended The Ohio State University where she received a BS in Psychology with a minor in Disability Studies.

Julie is currently employed as an intern at OCALI. She is also currently completing a nine-month practicum experience in the Columbus City Schools in Columbus, Ohio. Her research interests include mental health issues, bullying, relational aggression, and autism spectrum disorders.

Tiffany Baran Tiffany Baran is a 21-year-old student attending Mount San Jacinto Community College. She is majoring in environmental sciences and plans on transferring to University of California at Riverside. Ultimately she would like to obtain her Ph.D.

Jekereen Barrozo Jekereen (Jek) Barrozo, OTR/L, ATACP, is a schoolbased occupational therapist for Riverside County Office of Education (RCOE). He develops the OT program currently implemented in RCOE-Reach Autism program. In the last 14 years, Barrozo has held clinical, teaching, and management positions, including early intervention OT, consultant, rehabilitation manager, and college instructor. He has certification in Sensory Integration and Praxis Test from the University of Southern California (USC)-WPS and has completed the A.T. application from CSU, Northridge.

James Basham James D. Basham, Ph.D., is an assistant professor assigned to teacher education and the University of Cincinnati FUSION STEM center with appointments in the Special Education and the Instructional Design and Technology programs. He earned his doctorate at the University of Illinois Urbana-Champaign with a focus on technology, cognition, and learning. Basham has served as a consultant for school districts, universities, state education agencies, and corporate entities on universal design for learning in classrooms and systems.

Susan Bazyk Susan Bazyk, Ph.D., OTR/L, FAOTA, is a professor in the Occupational Therapy Program at Cleveland State University where she has taught for the past 25 years. She specializes in OT practice with children and youth in home, school, and community-based settings. Her research has contributed to several areas of practice, including parent-professional collaboration, understanding food refusal, and addressing the mental health needs of children.

Beth Becher Beth Becher is a speech-language pathologist specializing in augmentative communication. Her undergraduate and master degrees are from Ball State University. She has an assistive technology application certificate from California State University Northridge.

In her role as AT coordinator at HBM Special Services, she provides trainings, consulting, and evaluations for alternative and augmentative communication.

She believes everyone needs an effective way to communicate across all environments.

Nicholas Bellino Nick Bellino, MSA, is in his 40th year in education, currently serving as the transition specialist for State Support Team 5. Nick retired in 2008 with 37 years of teaching and work-study experience in special education. He has served as an adjunct professor at Youngstown State University in the Health and Human Services Department. Currently he is the facilitator of 2 Regional Transition Councils and has done extensive grant work in special education.

presenters

Betsey Benson Betsey A. Benson, Ph.D., is an Associate Professor of Clinical Psychiatry and Psychology at the Ohio State University and Director of the Adult Behavior Support Services Program at the Nisonger Center. Her research interests include mental health issues in IDD, anger management training, social cognition and aggressive behavior, depression, cognitive behavior therapy, and group therapy.

Shawna Benson Shawna Benson has worked for OCALI since 2008.

She is also an assistant professor at Urbana University.

Previously, she was employed through Knox County ESC as the AT, AAC, ASD, and low-incidence consultant. Prior to consulting, Benson was a teacher in the public education system. She has experience co-teaching in inclusive settings and providing intervention to students with a range of disabilities, which has provided her with a wealth of information that she applies to her current work.

Lori Berry Lori Berry, M.Ed., was certified in early childhood special education from the University of Toledo and received her undergraduate degree in both Early Childhood Education and Multi-handicapped Education from Bowling Green State University. From 1986-1990, Berry worked as a paraprofessional for Lucas County Board of MR/DD. She worked as a teacher for Sandusky County Schools from 1990-1998 with children who were typically developing, integrated with children with multihandicapping conditions. From 1999 to present, she has been a preschool special education teacher.

Wendee Bertke Wendee Bertke, M.S.Ed., is an intervention specialist employed with the Mercer County ESC. Wendee’s area of experience has primarily been with students with multiple disabilities. She has served students in the age ranges of middle school through age 22. Wendee works as the transition teacher with students ages 18-22 years old. She received her undergraduate and graduate degrees from Wright State University.

Somer Bishop Somer Bishop, Ph.D., is an assistant professor in the Division of Developmental and Behavioral Pediatrics at Cincinnati Children’s Hospital Medical Center. She received her Ph.D. from the University of Michigan and completed post-doctoral training at the University of Wisconsin-Madison’s Waisman Center. Her research has focused mainly on assessment and diagnosis of ASD, with a particular emphasis on differentiating symptom profiles in ASD from other developmental disorders. She is also interested in within-group phenotypic characterization of individuals with ASD.

Larry Bissonnette Larry Bissonnette is an advocate and artist who lives in Milton, VT. His work is exhibited regularly both locally and nationally. In 1991, Larry learned to communicate through typing and began combining words with his art to express his thoughts and ideas. Over the past 15 years, he has been a featured presenter at many educational conferences and has written and spoken on the topics of autism, communication, and art. In 2011, Larry was given the Theresa Wood Citizenship award by the state of Vermont's self-advocacy organization, Green Mountain Self-Advocates.

Cameron Blackwell

Cheryl Boucher

Cameron Blackwell, 20, earned an Honors Diploma in high school and attends the University of Louisville.

He was diagnosed with Asperger Syndrome at age 8.

His special passion is music; he played with both his HS and college marching bands. He began speaking about ASD at age 10 and has presented with his family at numerous regional and national conferences.

Cheryl Boucher has a degree in occupational therapy and a master's in special education. She works for Wayne Township Schools. Boucher has presented at IRCA-Sensory Processing, IRCA Parent Workshop, OT Conference, ARC Publications. She is co-author of: “I Hate to Write”: Tips for Helping Children with Autism Spectrum Disorders Become Happy, Successful Writers.

Darren Craig Blackwell

Gayl Bowser

Craig Blackwell has presented with his family at regional and national autism conferences and coauthored the 2010 Hidden Curriculum One a Day Calendar For Kids. He is in 11th grade, plays tuba in his high school band as well as with the local youth symphony. He is currently working on his Eagle Scout award.

Eric Blackwell Eric Blackwell is father of four (two on the autism spectrum) and co-founder of AutismNotes.com, a no-cost online community dedicated to creating a positive place for exchanging practical ideas as well as providing uplifting support for anyone affected by ASD. He and his family have presented at local, regional, and national autism conferences.

Jamie Blackwell Jamie Blackwell is in 10th grade at Jeffersonville (IN) high school where she plays tuba in the band. She enjoys presenting about topics in special education, particularly about her two brothers with ASD. Blackwell is especially passionate about preventing bullying. She loves to draw and write poetry in her spare time.

Jen Blackwell Jen Blackwell earned her degree in education and taught students with severe emotional handicaps.

Four children and two spectrum diagnoses later, she returned to work with students with special needs. Jen is co-founder of AutismNotes.com, as well as co-author of the 2010 Hidden Curriculum One A Day Calendar for Kids. She has presented regionally and nationally with her family.

Jordan Blackwell Jordan Blackwell, 13, was diagnosed with autism at 15 months. He loves fishing and video games, plays tuba with the school band as well as percussion with the high school marching band. He is active in Boy Scouts and is working towards Eagle Scout. Blackwell won his school district's academic bowl math competition as a fifth grader and has the goal of studying app programming in college. He has been presenting at local, regional, and national autism conferences with his family since he was four.

Jennifer Bobo Jennifer Bobo, M.S.Ed., graduated from the University of Louisville with a bachelor's degree in Psychology and went on to get her master's of science in Social Work. Prior to joining the KATC, Bobo, a licensed clinical social worker, was employed at a local community mental health facility as a family therapist. In her role as a family therapist, she provided individual, couple, and family therapy. In her current role at the KATC, Bobo provides direct training and technical assistance to families, parent support groups, education staff, social, and community personnel.

Gayl Bowser was the coordinator of the Oregon Technology Access Program (OTAP) for almost 20 years. She provides consultation, training, and technical assistance in the area of assistive technology throughout the United States and internationally.

Bowser has received numerous awards for her work in assistive technology, including Oregon Council for Exceptional Children Teacher of the Year Award, the Service Award of the National Technology and Medial Division of the Council for Exceptional Children, and the Distinguished Educator award of the MILKIN Foundation.

Maureen Bradshaw Maureen Bradshaw serves as the state coordinator for behavior intervention for the state of Arkansas.

In this capacity, she coordinates 11 K-12 behavior interventionists and assists with the training and services provided to 16 early childhood behavior consultants. For the past 19 years, Arkansas has been committed to improving services to students with autism, and it has been her responsibility to ensure that this goal is met.

Heather Bridgman Heather Bridgman, M.S., has a master's degree in systems engineering and a concentration in rehabilitation as well as a teaching license in high school mathematics. She is employed by OCALI as the regional assistive technology coach for Southwest Ohio. Bridgman has worked in the area of assistive technology for more than 18 years serving the needs of people with disabilities throughout Ohio. Her specialties include computer access and augmentative communication. She has presented at numerous state and regional conferences.

Karen Brothers Karen Brothers, M.A., M.S., is a guidance counselor for Dublin City Schools. Brothers has been a teacher and counselor for over 26 years and is the parent of a 16-year-old with autism. She started a buddy program in 1999, which began with 10 children and now serves over 200 students. She has dedicated years to research and application of programs that promote peer modeling and now has programs in every school throughout her district.

Jane Thierfeld Brown Jane Thierfeld Brown, Ed.D., is director of student services at the University of Connecticut School of Law. She has worked in disability services for 33 years. She co-authored, Students with Asperger’s : A Guide for College Professionals, and College Students on the Spectrum: A Guide for Parents and Clinicians. Brown consults with colleges, students, and families around the country on issues for students with ASD. She has three children, the youngest being a 19-year-old son on the spectrum.

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presenters

Melanie Brown

Mo Buti

Lenore Cereghini

Melanie Brown is 27 years old. Originally diagnosed with PDD as a child, she was officially diagnosed with Asperger's at age 18. After receiving her Certificate of Completion, Melanie attended a local community college taking classes in drama. She went on to receive her certificate from the American Dog Grooming Academy for dog bathing and brushing. She is interested in working with animals and is currently working with a job agency to find employment.

Melanie currently resides in Temecula, CA, with her family and two dogs.

Mo Buti, M.Ed-BD, M.Ed-ADMIN, has been in the field of special education over 21 years, working with children with severe and profound, moderate, and mild autism. She was a teacher, a consultant, and now coordinator of autism and intellectual disabilities for the Chicago Public Schools. She has a passion for learning, making visual modifications, and teaching.

Known as a dynamic international speaker, Buti has presented at ISAAC, Closing the Gap, ATIA, and to school districts all over the states.

Lenore Cereghini has been a special education coordinator for Dublin City Schools for 15 years. A graduate of Southern Connecticut State University with a master's in Interdisciplinary Special Education Application, she has taught and developed programming for students in many areas of special and general education. Cereghini has been committed to the evolution and inclusion of peer programming and has worked on several grants awarded to the district, allowing the development of successful peer collaboration opportunities for students.

Chelsea Budde Chelsea Budde, B.A., graduated from St. Norbert College with a degree in English. She never imagined her subsequent experience in public relations would eventually help launch a nonprofit. As a mother of children with special needs, Budde is engaged in her Wisconsin community as an advocate and resource for other parents and professionals. As president and cofounder of Good Friend, Inc., she makes presentations to student and parent-educator groups, including state and national autism and related-service conferences, plus serves on the board of directors.

Jodi Bulis Jodi Bulis, B.A., is a classroom teacher and early intervention specialist with the Reach Autism Program in Riverside County, CA, and also serves as a mentor teacher to young teachers, as well as the leadership team. She is a co-developer of the Reach Parent Education Program, which serves several hundred parents each year at a variety of sites throughout Riverside County. She has extensive training in applied behavior analysis, specializing in the creative use of positive behavior supports and structured teaching.

Myra Beth Bundy Myra Bundy, Ph.D., is a professor of Psychology at Eastern Kentucky University and a licensed psychologist with graduate and postgraduate specialization in developmental disabilities. She interned at the University of North Carolina's TEACCH program. In the EKU psychology clinic, she works alongside graduate students with individuals on the autism spectrum across the lifespan. She writes and conducts research on autism and has served on the Kentucky Commission on Autism Spectrum Disorders.

She enjoys spending time with individuals on the autism spectrum and their families.

Sloane Burgess Sloane Burgess, Ph.D., is an assistant professor in Special Education and Speech Pathology at Kent State University.

She previously worked for TEACCH in North Carolina.

She earned her doctoral degree in Communication Disorders from Case Western Reserve University in Cleveland. Her research interests include understanding characteristics of the language environments of young children with ASD and identifying predictors of positive perceptions of quality of life in individuals with ASD across the lifespan. Her work has been published in scholarly journals and book chapters.

Kari Dunn Buron Kari Dunn Buron, M.S., has been working with students with autism for over 30 years. She recently retired from the public schools but continues to teach for Hamline University where she developed an ASD certificate program for educators. Kari is one of the founding members of the MN Autism Network, a statewide network of ASD educational consultants. She is the co-author of The Incredible 5-Point Scale, the author of When My Worries Get Too Big, A 5 Could Make Me Lose Control, and co-editor of Learners on the Autism Spectrum: Preparing Highly Qualified Educators.

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Eric Butter Eric Butter, Ph.D., is principle investigator for the ATN and is the director of research and training at Nationwide Children's Hospital’s Child Development Center.

Lindsay Candel Lindsay Candel (Morgart), M.Ed., M.S., BCBA, received a master's in behavior analysis and therapy from Southern Illinois University-Carbondale and is currently a doctoral student in the school psychology program at Kent State University. She serves as a behavior analyst at the Rich Center for Autism at Youngstown State University. Her interests include implementation of incidental teaching strategies, social skills training, staff training, and trial-based functional analyses of challenging behaviors.

Christi Carnahan Christina Carnahan, Ed.D., is an assistant professor of special education at the University of Cincinnati, where she conducts research in special education, focusing on individuals with autism and other complex learning needs. Carnahan's work with students with significant developmental disabilities focuses on improving posthigh school outcomes through strategies that increase active engagement in learning activities, promote teacher efficiency, and improve literacy experiences at home and school.

Robyn Catagnus Robyn Catagnus, Ph.D., is vice president, professional services for Rethink Autism. She previously worked as an independent special education consultant specializing in training, support and supervision to public school programs and parents of children with autism. She is a board-certified behavior analyst with extensive expertise in autism, behavior disorders, and positive behavior supports. Her current work also includes online course development and instruction as an adjunct professor of education with Arcadia University's autism certification and behavior analysis certification programs.

Paul Cavanagh Dr. Paul Cavanagh is the director of academics and program evaluation for the NYIT Vocational Independence Program in Central Islip, NY. He has worked with individuals with a developmental disability for over thirty years. Cavanagh has his Ph.D. and M.S. from Columbia University with a focus on social welfare policy. Dr. Cavanagh's current research is on identifying the outcomes of comprehensive transition programs that predict success for individuals with a diagnosis on the autism spectrum.

Penny Cesco Penny Cesco has many years' experience with children birth through school age and has been a staff SLP and supervisor of the therapy department at Hamilton County Developmental Disabilities. Her emphasis has always been with nonverbal students in the area of assistive technology and autism. For the past three years she have worked as a consultant in the area of assistive technology.

Lori Chambers Lori Chambers has worked with children and their families for over 21 years. She currently provides training, diagnostics, and consultation in autism for the Kansas Instructional Support Network. Chambers has also served as an autism consultant and speechlanguage pathologist in the public schools and early intervention provider in both Oklahoma and Utah. In 2006, she was recognized as Autism Teacher of the Year by Autism Southwest Kansas. She earned her master's in Communication Disorders from Oklahoma University Health Sciences Center.

Pascal Cheng Pascal Cheng, M.Ed., C.A.S. in Special Education, has worked in the field of education and human services for over 30 years with special education, vocational programs, and complex communication needs. He is currently an educational and communication specialist for the Howard Center, providing training and technical assistance for communication and literacy in both school and community settings. He serves as a member of the Vermont Communication Task Force, the Vermont Autism Task Force, and as a board member for the Autism National Committee.

Stephanie Childers Stephanie Childers is a special education consultant with Ohio's State Support Team Region 15, where her focus is working with special education, the Ohio Improvement Process, and developing high-quality professional development opportunities in the area of autism for educators and parents. Her professional experience includes teaching general education, special education, and college, and working as a regional low-incidence consultant for the Pilasco-Ross SERRC.

Monali Chowdhury Monali Chowdhury, M.A., is a doctoral student in the Intellectual and Developmental Disabilities (IDD) Psychology program at The Ohio State University.

Chowdhury’s research interests include understanding the trajectory of symptom development as children with ASD grow older, and management of problem behaviors in individuals with IDD. She has presented her research at several national conferences hosted by APA, IMFAR, and AAIDD, and published her work in respected journals in the field of IDD.

presenters

Kristin Christodulu

Amy Bixler Coffin

Jaclyn Crissinger

Kristin V. Christodulu, Ph.D., is a member of the psychology faculty at the University at Albany, SUNY, where she is also director of the Center for Autism and Related Disabilities. She has extensive research/ clinical experience working with individuals with developmental disabilities and is the coordinator of a statewide network of Regional Centers for Autism Spectrum Disorders. Christodulu is a consultant to the NYS Education Department and has been awarded significant grant funding to develop and implement state-of-the art intervention programs for children with autism.

Amy Bixler Coffin, M.S., is the autism and lowincidence administrator at OCALI. A special educator for 20 years, Coffin has served as an intervention specialist, low-incidence supervisor, director of special education, and autism program director. She currently coordinates and provides regional and statewide professional development for districts, families, and organizations. Coffin has presented at state, national, and international conferences, contributed to several articles and book chapters, and has authored a book on supporting individuals with ASD in the community.

Jaclyn Crissinger, M.S., has worked with children and adults with autism and developmental delays for nine years. She has held positions as a classroom teacher in public schools, a behavior consultant in a private center for children with autism, a behavior specialist for a school for students with autism and other developmental delays, and currently works as a behavioral consultant for KidsLink Neurobehavioral Center. She is a board-certified behavior analyst and licensed intervention specialist.

Beth Clavenna-Deane Beth Clavenna-Deane, Ph.D., is a research associate and project coordinator at the University of Kansas. Her expertise is in transition experiences for adolescents with high-functioning autism spectrum disorders (HFASD). Her research has focused on improving the social communication skills and transition outcomes of students with HFASD. Prior to gaining her Ph.D., Clavenna-Deane worked directly with students across the spectrum as a transition coordinator. She has presented her research at many national conferences and has consulted with districts on transition planning for students with ASD.

Teresa Clevidence Teresa Clevidence is an assistive technology consultant with the Southwestern Ohio Assistive Technology Consortium. She is a licensed speech-language pathologist with ASHA Certificate of Clinical Competence. She has given numerous presentations on assistive technology at both the regional and state level.

Lessie L. Cochran Lessie L. Cochran, associate professor in the School of Intervention Services, has taught at Bowling Green State University for 11 years, specializing in behavior management and qualitative research designs. She returned to Ohio from Penn State after graduating from Ohio State in Special Education/Applied Behavior Analysis doctoral program. She had previously taught in Lima City Schools for over 15 years for students with mild-moderate and moderate to intensive learning needs. Cochran has initiated and co-sponsored the “What's Happening in Autism?� conference offered annually.

Carolyn Cochren Carolyn R. Cochren, Ph.D., has been a teacher, athletic director, assistant principal, and principal, and was Indiana's 2007 Middle School Principal of the Year.

She earned her doctorate in Educational Leadership at Indiana State University. She is currently an adjunct professor at the University of Southern Indiana.

Tony Cochren Tony D. Cochren has spent 17 years in special education as a classroom teacher and administrator.

He has a B.S. from Indiana University, an M.Ed. from Miami University, and administrative certifications from Wright State University and the University of Dayton.

A survivor of brain injury, he has presented on the topic of brain injury rehabilitation at Indiana University, Indiana-Purdue at Ft. Wayne and the University of Evansville.

Lisa Combs Lisa Combs, M.A., is the director of the Miami Valley Autism and Low Incidence Coaching Team, a program of the Miami Valley Regional Center and the Montgomery County Educational Service Center.

Over the past 22 years, Combs has been a special education teacher, special education supervisor, director of pupil services, and regional autism coach with OCALI. She is an adjunct instructor of Wright State University and also has a private business, Combs Educational Consulting, Ltd., providing consultation and professional development to many school districts in Ohio.

Teresa Coonts Teresa Coonts works for the Nebraska Department of Education as a program specialist and team leader for low-incidence disabilities, covering autism, deafness, blindness, deaf-blindness, and traumatic brain injury.

She has worked in special education for over 23 years. Coonts has also worked for a national technical assistance and dissemination grant specific to deafblindness, the Arkansas Department of Education, as a consultant for students with severe disabilities, and as a teacher of children with a variety of needs, including autism in a high school and junior high environments.

James Coplan James Coplan, M.D., has been serving children with developmental disabilities and their families for 30 years. He is board certified in pediatrics, developmental-behavioral pediatrics, and neurodevelopmental disabilities. He is a Fellow in the Child Neurology Society, and Clinical Associate Professor of Child Psychiatry at the University of Pennsylvania School of Medicine. He is author of The Early Language Milestone Scale (a language test for children from birth to 3), and Making Sense of Autistic Spectrum Disorders: Create the Brightest Future for Your Child with the Best Treatment Options.

Richard Cowan Richard J. Cowan, Ph.D., NCSP, is associate professor and coordinator of the Kent State University School Psychology Program. Dr. Cowan completed an APA-accredited internship in pediatric psychology at the Munroe-Meyer Institute for Genetics and Rehabilitation, Department of Psychology, University of Nebraska Medical Center. Dr. Cowan has been involved in a number of research projects, publications, presentations, and grants focusing on ASD and positive behavior supports.

Ann Cox Ann Cox, Ph.D., is the project director of the National Professional Development Center on Autism Spectrum Disorders at the University of North Carolina. Previously, she was associate director at the Partnership for People with Disabilities (UCEDD), Virginia Commonwealth University, where she served on the preschool autism assessment team, Virginia's Autism Council, Virginia's Part C Interagency Coordinating Council, and VCU's Research Council.

Karen Bowen Dahle Karen Bowen Dahle holds a doctorate in special education administration and supervision. Dahle has presented throughout the country and internationally.

She has also published and participated actively in NATTAP. Dahle is an editor for Focus on Autism and Other Developmental Disabilities.

Awit Dalusong Awit Dalusong, Ph.D., is an intensive behavior intervention program supervisor for Riverside County Office of Education, where she coordinates and oversees the Reach Autism Program Intensive Behavioral Intervention Program for county and district students in school, home, and community settings. She also provides leadership and direct support to staff in the autism classroom programs. She was named as one of the three California state autism trainers as part of a grant program through the National Professional Development Center on ASD. Awit has a 9-year-old son diagnosed with autism.

Caleb Darling Caleb Darling received his BA in Special Education from Muskingum University. He began his career as a K-3 Intervention Specialist in the content areas of Reading and Math. He presented at the Special Education Leadership Conference in 2010. Darling has been active in summer camps throughout southeastern Ohio with the special needs population for 12 years.

He is currently a school age instructor for adolescents with autism at Ewing School in Marietta, Ohio. Darling integrates a variety of forms of assistive technology within his classroom on a daily basis.

Monica Delano Monica Delano, Ph.D., is an assistant professor of Special Education at the University of Louisville.

Prior to earning her doctorate, she spent over 15 years working with individuals with disabilities as a behavioral consultant and a public school teacher. Her research focuses on social and academic supports for individuals with ASD, and she frequently presents at national conferences. Delano serves on the editorial board of Research and Practice for Persons with Severe Disabilities and is currently editing a book about evidence-based practices for individuals with ASD.

Susan DeLuke Susan DeLuke, Ph.D., is associate professor of Special Education at the College of Saint Rose in Albany, NY, where she teaches courses on ASD, partnerships with families, and positive behavior supports. She is the director of Social Intervention Programs at the college, which provides recreational opportunities and social teaching groups for children and adolescents with ASD. DeLuke has presented at the 2008 and 2011 ASA Conference, the 2008 Geneva Centre International Conference on Autism in Toronto, and OCALI in 2009 and 2010.

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presenters

Michelle DePolo

Karen Edwards

Toni Flowers

Michelle DePolo, Psy.D., is a clinical child/pediatric psychologist with KidsLink Neurobehavioral Center, which provides comprehensive services to children with ASD and their families. DePolo completed her doctoral degree in clinical psychology at Wright State University and finished a postdoctoral fellowship at Cleveland Clinic Center for Autism where she was on staff for 2 1/2 years. She joined the NeuroDevelopmental Center at Akron Children’s Hospital where she was clinical director of the autism program and founding member of the interdisciplinary feeding team.

Karen Edwards, MD, MPH, has been a LEND Program director for 10 years, first in New York and, since July 2010, at Cincinnati Children’s Hospital Medical Center and the University of Cincinnati. She was recently named director of the University Center for Excellence in Developmental Disabilities at UC and CCHMC. She was a coordinating member of Ohio’s Region 5 Act Early Summit Team and continues to provide leadership in the team’s ongoing activities. Edwards brings the perspective of a general pediatrician trained in public health to the work of the team.

Toni Flowers has been involved in education for the past 43 years, the first 8 as an elementary teacher, the next 20 as a special educator specializing in ASD, and the last 15 years as a special education administrator.

She was awarded the Autism Society of America's Teacher of the Year in 1989. She has published three books on autism: The Color of Autism, Reaching the Child with Autism Through Art, and Developing Pre-Skill Concepts in Children with Autism. Toni has presented nationally and internationally on ASD.

Yvonne Domings

Jessica Emick

Yvonne Domings, Ed. M., is an instructional designer at CAST, a nonprofit educational research and development organization pioneering Universal Design for Learning (UDL). Domings has expertise in helping teachers broaden general education curricula to encompass the academic, social, and behavioral needs of students with ASD. At CAST, she develops and researches technology-based UDL environments that help to expand learning opportunities for all individuals, especially those with disabilities.

Jessica Emick, Ph.D., is a licensed pediatric and school psychologist in Cleveland. She currently works in a private practice setting that specializes in neurodevelopemental disorders and in a school setting providing consultation and special education support.

Emick is a frequently requested speaker on topics related to assessment of the birth to 5 populations and ASD assessment. She is a core faculty member for Capella University and teaches courses related to development. Her clinical areas of interest include anxiety disorders, ASD, and ADHD.

Jessica Foster, M.D., is a clinical assistant professor of Pediatrics and a developmental-behavioral pediatrician at Nationwide Children's Hospital and The Ohio State. She completed her fellowship training in developmental-behavioral pediatrics and her master's of public health at the University of Kansas. She is a member of the LEND faculty at Nisonger Center at The Ohio State University. Her clinical interests include child development and behavior, autism, and neonatal follow up. Her current areas of research interest include early identification, developmental screening, and child care.

Judy Endow

Kristine Fourman

Judy Endow, M.S.W., is a prolific author and an international speaker on a variety of autism-related topics, is part of the Wisconsin DPI Statewide Autism Training Team, and a board member of both the Autism Society of America, Wisconsin Chapter, and the Autism National Committee. Endow maintains a private practice in Madison, WI, providing consultation for families, school districts, and other agencies.

Besides having autism herself, she is the parent of three now grown sons, one of whom is on the autism spectrum.

Kristine Fourman, B.S., teaches students with multiple disabilities at Bucyrus City Schools Preschool in Bucyrus, OH. She previously taught primary-age students with multiple disabilities for the district. She is also a respite care provider for people of all ages with special needs and is pursuing her master's in early childhood special education/autism. Fourman has received nominations for the Franklin B. Walter and Christa McAuliffe awards for being an outstanding special education teacher. She has presented at conferences regarding different topics in special education.

Julie Donnelly Julie Donnelly, Ph.D., has over 30 years of teaching and consulting experience with a focus on autism. She is an adjunct associate professor at the University of Missouri where she teaches autism classes for their Masters in Autism degree. Donnelly is the associate director of the Missouri autism education agency Project ACCESS. She also has a private practice, Autism Support Services, through which she gives workshops and trainings. She is the mother of JeanPaul Bovee, who experiences autism.

Melissa Dubie Melissa Dubie has worked in the field of special education since 1984 as a teacher, coach, and administrator in public school settings. Currently, she is an educational consultant at Indiana Resource Center for Autism (IRCA) at Indiana Institute on Disability and Community providing consultations and training to families, schools, and private agencies across the state of Indiana.

Lynn Dudek Lynn Dudek is the autism and med rehab manager at Easter Seals Central and SE Ohio. She is a speechlanguage pathologist who has specialized in the treatment of ASD for over 18 years. Dudek has presented at the local, state, and national levels on various topics regarding autism, communication, and assessment. Her passion for advocacy, education, and effective treatment directs her professional and personal activities. She is currently pursuing coursework for completion of her BCBA, and serves on the Ohio Autism Coalition, the Autism Alliance, and the Advisory Board for speechpathology.com.

Amie Duncan Amie Duncan, Ph.D., is currently a 3rd year psychology post-doctoral fellow in the Kelly O’Leary Center for Autism Spectrum Disorders at Cincinnati Children’s Hospital Medical Center. She is currently conducting several studies investigating the transition to adulthood in adolescents with ASD. Duncan is interested in identifying factors that impede or lead to a successful transition to adulthood and developing person-centered interventions to help adolescents with ASD achieve an optimum quality of life in adulthood.

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Thomas Fish Thomas Fish, Ph.D., is director of social work and family support services at The Ohio State University Nisonger Center. He is the founder of the Next Chapter Book Club, an adult literacy and community inclusion program for people with intellectual and developmental disabilities. Fish also directs Aspirations, a transition social/vocational support program for young adults with high-functioning autism. His research interests are in the areas of community inclusion, family support, adult literacy, and sibling advocacy.

Jody Fisher Jody Fisher, M.Ed, is a project manager for the Ohio Department of Developmental Disabilities. Her 29 years in the field of developmental disabilities have included direct service in multiple settings as well as policy work at the state and national level. Currently, Fisher coordinates Ohio's state Interagency Work Group on Autism, partnering with families, service providers, advocates, and state leadership for continuous improvement of the system of services and supports for individuals with autism spectrum disorders and their families.

Dawn Fleming Dawn Fleming, B.A., is the coordinator of vision services for Geauga County Educational Service Center.

Fleming's educational began with a BA in experimental psychology, where she completed her internship at the Dolphin Research Center. She acquired dual certification from Western Michigan University in teaching students with visual impairments and in orientation and mobility. Fleming recently completed her educational administrative degree.

Jessica Foster

Amy Freeman Amy Freeman, M.Ed., is director of Project MORE. She is a former special education teacher and administrator.

Trisha Gallagher Trisha Gallagher, autism specialist for Jefferson County Public Schools, oversees programming for children with autism in all types of classrooms and trains school personnel in evidence-based practices for students with autism. Gallagher is a member of the state autism team, assisted in the development of the KY Parent Guide for Autism, and coordinated the first model classrooms in KY for the state partnership with the National Professional Development Center on Autism Spectrum Disorders. She is working on her doctorate in Educational Leadership at the University of Louisville.

Chasity Garling Chasity Garling, M.S.Ed., is an intervention specialist at Wickliffe Progressive Community in the Upper Arlington City School District. Garling has had over 15 years' experience with a wide range of children and adults on the autism spectrum (from severe to mild). She currently supports students on the autism spectrum in grades 3-5. She presented last fall at the Children's Hospital Autism Conference and does professional development within her district on social skills instruction.

presenters

Laura Garrett

Cara Grantier

Kimberly Hale

Laura Garrett, B.A., is a clinic assistant at Step by Step Academy in Worthington, OH. She has worked in the field of applied behavior analysis for over three years, serving children on the autism spectrum both in a 1:1 and small-group setting. She holds a Bachelor of Arts in Psychology and is currently working toward her master's in applied behavior analysis at Southern Illinois University, Carbondale.

Cara Grantier is a research coordinator at The Ohio State University Nisonger Center. She received her BS in Cell and Developmental Biology from University of Rochester and is currently working towards her MPH at The Ohio State University College of Public Health. She has been coordinator of six studies while working at the Nisonger Center.

Kimberly Hale, M.A., CCC-SLP, is a private practice speech-language pathologist and owner of TherapyTech, Inc. in southeast Ohio. Hale has 28 years of experience in AAC. In 1996 she received the Fellow of the Association Award from the Ohio Speech-Language and Hearing Association for funding advocacy with ODJFS of speech-generating devices.

Hale currently provides direct services part-time to preschool and school-age children with ASD at Ewing School in Marietta, OH.

Jocelyn Geib Jocelyn Geib is a speech-language pathologist and educational consultant with KidsLink Neurobehavioral Center, a private practice that provides comprehensive services to children with ASD and their families. A former director of S.T.A.R.S., a county-wide program for students on the autism spectrum, she currently serves as an autism consultant. She is on the board of directors for National Autism Association-NEO chapter and on the OCALI advisory board. She has presented at several national conferences on autism and is completing her Ph.D. in education from Cleveland State University.

Julie Gentile Julie Gentile, M.D., is an assistant professor at Wright State University, Department of Psychiatry. She is the psychiatrist for the Montgomery County Board of DODD Mental Health Program and medical director for Consumer Advocacy Model. Gentile is also the project director for Ohio's Mental Illness Developmental Disabilities Coordinating Center of Excellence and provides psychiatric assessments for dual-diagnosis individuals for the western region of Ohio. She is active in the training of medical students and psychiatry residents.

Anthony Gerke Anthony Gerke is an autism technology specialist for Monarch Teaching Technologies, the maker of the award-winning software called VizZle. Before joining Monarch Teaching Technologies, Gerke was the director of education at the Autism Academy of Learning, a year-round, public school located in Toledo, OH, with programming designed around the needs of students with ASD. Gerke is an intervention specialist by training with extensive experience using visual and technological supports and solutions to serve individuals with ASD.

Ben Glass Ben Glass is a student at Englewood Hills Elementary School in Northmont City Schools in Ohio. The 2011 OCALI conference is his first experience presenting.

Katherine Glick Katie Glick M.A., CCC-SLP/L, brings a wealth of experience as a speech-language pathologist. She has worked with the pediatric population in numerous settings such as MR/DD facilities, charter schools, and early intervention programs.

Leslie Golan Leslie Golan advocates for families affected by traumatic brain injury by supporting the development of more accessible supports for families and for the educators who serve students with TBI. Six days before her son's 16th birthday, they were stopped at an intersection when someone ran into their car. Her son was in the driver's seat, hit his head on the steering wheel, and sustained a concussion that dramatically changed his life. In addition to the numerous tests and frequent visits to the pediatrician, he has a variety of issues he deals with daily as a result of this TBI.

Rebecca Grau Rebecca Grau, M.S., received a master's degree in public administration from the University of Louisville.

Grau coordinates many of the Kentucky Autism Training Center's administrative responsibilities and is working to increase collaboration among parents and professionals to develop an efficacious system of care for individuals with autism and their families across the Commonwealth of Kentucky.

Sabrina Grondhuis Sabrina Grondhuis is a doctoral student at The Ohio State University. She is pursuing a Ph.D. in Psychology, specializing in Intellectual and Developmental Disabilities. She received her bachelor’s in Psychology and Social Behavior from University of California, Irvine, and her master’s in Psychology from Ohio State.

Grondhuis is interested in the assessment of children with ASD. Her current projects include the assessment of anxiety symptoms and disorders in children with autism and the prevalence rate of obesity in children with autism and other developmental disabilities.

Barry Grossman Barry G. Grossman, Ph.D., is a licensed psychologist and author in private practice with the Ziggurat Group.

He specializes in assessment and intervention for individuals with ASD. Grossman, along with Dr. Aspy, wrote The Ziggurat Model - a book on designing interventions for students with Asperger Syndrome and high-functioning autism. He and his co-author present on this model nationally and internationally.

The Ziggurat Model has been adopted at district and statewide levels.

Christine Grubbs Christine E. Grubbs, M.S., CCC-SLP, worked as a speech pathologist in the Pennsylvania public schools for 21 years. Her work included communication disorders in K-12, including children with ASD, AAC, and multiple disabilities. Now a LAMP trainer for the Center for AAC and Autism she has presented seminars nationwide on Language Acquisition Through Motor Planning (LAMP) and strategies to motivate children with autism to increase communication using AAC. Christine is member of ASHA and PSHA.

Dan Habib Dan Habib is the Filmmaker in Residence at the Institute on Disability at the University of New Hampshire. He is a six-time NH Photographer of the Year. He has been a judge of the Pulitzer Prizes, Pictures of the Year, and Best of Photojournalism. His freelance work, including extensive documentary work in China, has appeared in numerous publications, including Time, Newsweek, Yankee, Life, Boston Magazine, Mother Jones, and the New York Times.

Bette Hackett Bette Hackett is a special education consultant with State Support Team Region 16 in Athens, OH. During her 30 years in education, she has worked as a special education teacher, administrator, and consultant. Her duties at State Support Team 16 include providing training and technical assistance to school districts and other agencies regarding secondary transition.

Sarah Halle Sarah Halle, M.A., has worked for 10 years as a specialist in school psychology in California and Texas with an emphasis on autism. Through training and practice, Sarah developed knowledge and skills of comprehensive planning utilizing the Ziggurat Model for behavior shaping and for program planning for students with ASD.

Janet Hansen Janet Hansen, Ph.D., is a psychologist and BCBA-D who has worked in private practice specializing in diagnosis and intervention in ASD since 2002. She received her education from Cornell University and The University of Virginia, where she earned her doctorate in Clinical and School Psychology. She completed her internship at Columbus Children's Hospital. She has presented to parents,teachers, and other professionals on topics including ASD, applied behavior analysis, social skills training, and positive behavior support strategies.

Linda Haymes Linda Haymes, Ph.D., is an assistant professor of Special Education at Touro University, CA. She received her doctorate in Psychology from Claremont Graduate School and her master's from University of Kansas in Early Childhood Education and Behavior Analysis.

Haymes has over 25 years of experience in special education and has published research in journals such as The Journal of Autism and Developmental Disabilities. She has been an invited speaker and presenter at many national conferences, including The Association for Behavior Analysis, International.

Raymond Heipp Raymond Heipp is a 20+ year veteran of the classroom and administration. He began working with special education students in the 1980s. Later he developed and implemented special needs programs for schools with whom he worked.

Nichole Helenthal Nichole Helenthal, M.S., teaches students with multiple disabilities at Bucyrus High School in Bucyrus, OH. She is working on her Ph.D. in Special Education.

Helenthal has received several grants and presented at several conferences regarding various topics in special education.

Dawn Hendricks Dawn Hendricks, Ph.D., is a leading professional in ASD and related developmental disabilities in the Commonwealth of Virginia. Throughout her career, she has directed skill-acquisition and behavior-reduction programming and provided comprehensive training to staff, families and community members. Dr. Hendricks presents nationally and publishes regularly in peerreviewed journals. She serves as a faculty member at VCU and was instrumental in creating coursework and a post-baccalaureate certificate program in ASD.

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presenters

Amy Hess

Brenda Horne

Elizabeth Hurt

Amy Hess is the Autism Treatment Network Site Coordinator at Nationwide Children’s Hospital working with clinicians and families to improve access to care and treatment for children and families with autism.

Brenda Horne is the principal at Hite-Saunders Elementary School in Huntington, WV. She has an undergraduate degree in elementary special education and a master’s in emotional disturbance. Horne consults with Tangible Alternatives to create and implement training for professionals and families of individuals with low-incidence disabilities.

Elizabeth Hurt is a postdoctoral researcher at The Ohio State University Nisonger Center. She received her Ph.D. in Clinical Psychology from Purdue University, and completed her pre-doctoral psychology internship at the University of Alabama, Birmingham. She has been a co-author on several articles and book chapters.

She is the principal investigator of a current research study at the Nisonger Center for children with Autistic Disorder and irritability, and she has recently begun a part-time postdoctoral position at Nationwide Children's Hospital Child Development Center.

Laura Hiruma Laura Hiruma, B.A.,is currently in the doctoral program in Clinical Psychology at SUNY, Albany. Her professional experience includes implementing applied behavior analytic interventions and individualized plans for children with autism in homes and in classrooms. Her present research activities focus on a peer modeling program as a social intervention for children with autism and teachers' attitudes toward a student when a diagnosis of autism is disclosed.

Hiruma has also presented research related to children's attitudes toward a peer with autism.

Sarah Hoffmeier Sarah Hoffmeier, LMSW, is a family service and training coordinator for the Kansas Instructional Support Network and Families Together, Inc. She is a social worker with training and experience working with young children with disabilities and their parents in schools and diagnostic, clinical settings. Hoffmeier has linked the medical and school communities through the training and establishment of autism diagnostic teams throughout the state of Kansas. Her main focus is on early identification of autism and early childhood.

Stephanie Holladay Stephanie Holladay received her undergraduate degree in Psychology at Kennesaw State University.

She is currently an educational consultant at ABC of NC Child Development Center, a specialized program for students with ASD located in Winston Salem, NC. The center provides a variety of educational services, including 1:1 and small-group instruction, parent education services, social skills groups, and professional workshops. Holladay has been working with children who have autism for nearly five years in home and center-based programs.

Aleksandra Hollingshead Aleksandra Hollingshead is a doctoral student at the University of Cincinnati. She completed her first Masters in Political Science at the University of Silesia, in Poland. In 2008 she earned a second master's degree in Special Education from Antioch University McGregor. She has four years of experience working as an intervention specialist in a social communication classroom for students with autism and behavioral needs. Her research interest concentrates on improving academic outcomes for students with autism and increasing the engagement of students with disabilities in group activities.

Jill Hollway Jill Hollway is a doctoral candidate in psychology in The Ohio State University’s Intellectual and Developmental Disabilities Program. She specializes in pharmacology and psychosocial treatments. Holloway received her M.A. in Applied Behavior Analysis from The Ohio State University Department of Special Education. She is a graduate research associate at The Ohio State University Nisonger Center, and works on several studies as a blinded clinician, behavioral therapist, psychometrician, and study monitor. She has been a co-author of 18 articles and seven conference presentations.

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Lauren Hough Lauren Hough is the director of professional development for the ASD Nest Project at NYU Steinhardt. The ASD Nest Project is an inclusion program for higher-functioning students on the autism spectrum in the New York City public schools.

Lauren consults in the schools, provides on/off-site professional development, and gives parent workshops.

She is particularly interested in understanding the unique academic difficulties of students on the autism spectrum and how to incorporate individual strengths, interests, and talents into students' educational experiences.

Thomasina Howe Thomasina Howe is the Director of the Office of Autism, District 75 in New York City, which encompasses 58 schools throughout all the boroughs of NYC. She has worked as an autism coach, providing support and training to the staff of students with ASD and began her career as a speech teacher working with students with severe and profound disabilities in District 75.

She holds a BS in Speech Pathology from Howard University, a MS in Special Education from Hunter College, and Advanced Certification in Autism from Pace University. She has presented on autism and communication throughout New York.

Janet Howell

Annie Hussey Annie Hussey is a 23-year-old Laurentian University student from Ontario, Canada, who was diagnosed with Asperger Syndrome at the age of 7. Since the age of 16, Annie has been presenting for educators, service providers, and students across Ontario. In 2010, she spoke at the Geneva Centre's Symposium on a panel alongside Temple Grandin. Annie also serves as a mentor to several young adults on the autism spectrum. Future plans include continuing with her speaking endeavours, publishing a book, and advocating for people on the spectrum through a career in the autism field.

Lindsay J. Imagie-Douglas Lindsay Imagie-Douglas is an intervention specialist who serves as a behavior and education coordinator at Helping Hands Center for Special Needs. She has been working with children and adults with developmental disabilities for seven years. ImagieDouglas has worked in recreational, home, and classroom settings and is currently completing her master's in the Intervention Specialist Program at Mount Vernon Nazarene University.

Mary Irvin

Janet Howell, autism resource teacher for Jefferson County Public Schools, earned a bachelor's in Speech Pathology from TCU, a master's in Counseling from Vanderbilt University, and a master's in Special Education from Western Governors University. Her teaching experience began with students with autism and low-incidence disabilities in 1985. Howell's current position focuses on including students with low-incidence disabilities in general education. She supported an elementary school model classroom for the state partnership with the UNCNPDC on ASD.

Mary Irvin is an autism consultant with over 20 years of experience teaching all areas of disabilities. She has been instrumental in designing and implementing trainings for thousands of people who educate and work with individuals on the spectrum. Irvin is the cofounder and trainer for the Johnson Co. Autism Team and has been instrumental in helping support parents.

She is the recipient of several awards for recognition of achievement, advocacy, and dedication of her efforts to help individuals on the spectrum achieve success.

Jill Hudson

Maya Israel

Jill Hudson is a senior fellow at the Center for Systems Change, a project of OCALI, where she coordinates the Integrated Professional Development Program.

Hudson received her master’s degree in autism from the University of Kansas and her child life certification from Johns Hopkins. Hudson was an invited participant in the 2011 Autism Awareness event held at the White House. She presents internationally and has many publications in the field of autism including four books.

She facilitates the national Community of Practice on ASD, co-coordinates the OCALI Conference and helped to create this year’s National Autism Leadership Summit.

Maya Israel, Ph.D., is an assistant professor of teacher education at the University of Cincinnati. Her primary areas of scholarship include technology integration in teacher education and mentoring and induction of new special educators. She works on projects related to special education teacher supports and communities of practice and collaborates with organizations such as OCALI and the National Center to Inform Policy and Practice in Special Education Professional Development on mentoring and induction supports and research.

Jill Hughes Jill Hughes is an intervention specialist in the Upper Arlington School District. Graduating from Ohio Dominican University, Hughes has worked with students Pre-K through fifth grade in home and school settings for over 13 years. Jill has been working with Harvard University for the last five years on a project called Making Learning Visible and her work is documented in a recent book publication, The Ohio Visible Learning Project. Hughes presented at the Children's Hospital Autism Conference as well as at the OCALI conference last fall.

Laurie Jacobs Laurie Jacobs, M.A. CCC-SLP, is the owner of Community Speech Language Services, a private practice that treats pediatric and adolescent language disorders specializing in autism, Asperger Syndrome, and PDD-NOS. Previously, Jacobs served adults and adolescents with neurological disorders and facilitated social training groups. She has presented at many state and national SLP conferences. Jacobs received the Council of Exceptional Children's Practitioner Presentation Award.

presenters

Karen Johnson

Kelly Kerns

Paul LaCava

Karen Johnson, M.Ed., serves as a special education consultant for the Gallia-Vinton ESC in southeast Ohio.

Karen's background includes 37 years in the field of special education, working as teacher and consultant.

During her teaching career, she received the Franklin B. Walter Outstanding Teacher Award in Special Education and served on numerous state committees.

In her current role, Karen serves as OSTIG (Ohio Secondary Transition Improvement Grant) coordinator for the Southeast Quadrant of the state.

Kelly Kerns is co-founder, COO, and Chief Architect of ABPathfinder. Kerns's unique combination of technical skills and understanding of patient care provided him the vision to create ABPathfinder's solution. He has served as a Navy Corpsman and an Army Medical Service Corps Officer and has worked for a number of organizations. He holds a master's of Computer Science in Bioinformatics and Database Management and a Bachelor's of Science in Computer Science and Telecommunications. He also serves as an adjunct instructor of Computer Science at the University of Missouri-Kansas City.

Paul G. LaCava, Ph.D., is an assistant professor of special education at Rhode Island College (RIC) in Providence. He teaches undergraduate and graduate courses, supervises field experiences for practicum students, and conducts research at RIC's Sherlock Center on Disabilities. He earned his graduate degrees at the University of Kansas where he was a project coordinator for research and personal preparation grants. LaCava has published and presented numerous times on topics such as PBIS, ASD historical perspectives, NCLB, seclusion and restraint, social/ emotional methods, and technology.

Lezlie Fahl Kinder

Aaron Lanou

Selene Johnson Selene Johnson, M.Ed, BCBA, is the executive director of ABC of North Carolina Child Development Center, a specialized program for students with autism that provides a variety of services, including 1:1 and group instruction, parent education, social skills groups, and professional workshops. Johnson has worked with students with autism for over 15 years. While she is trained as a behavior analyst, she also incorporates effective teaching strategies from other sources into a behavioral framework to provide best educational practice for students.

LeTreese Jones LeTreese Jones is an administrative professional with over 15 years' experience in government administration and the judicial system. She has used her knowledge and experience to assist her in navigating the service coordination systems as she advocates for her child with special needs. A life-long resident of Columbus, OH, LeTreese has strong ties to her community and is passionate about empowering the unserved and underserved.

Jill Jump Jill Jump, M.A., CCC-SLP, has 25 years' experience working with nonverbal children in the area of augmentative communication. She was employed at UCP's Perlman Center for 20 years, where she was the assistive technology coordinator. She is employed at the Hamilton County Educational Services Center as a regional consultant to the schools in the area of assistive technology.

Susan Kabot Susan Kabot, Ed.D., CCC-SLP, has extensive experience developing and administering programs for individuals with ASD, including Nova Southeastern University's Baudhuin Preschool, Starting Right, and the Autism Consortium. She provides consultation to school districts around the country, supporting their programs for students with ASD. Kabot serves on the Florida Developmental Disabilities Council and the Panel of Professional Advisors for the Autism Society. She is the co-author of Setting up Classroom Spaces That Support Students With Autism Spectrum Disorders.

Charles Kemp Charles W. Kemp, M.Ed., is the supervisor of early childhood and special education for the Portsmouth City School District. He has served as an assistant principal at middle and high school levels and as principal at the elementary level. Kemp also serves on two school-based teams for children with ASD and coaches two schools in different districts with their building autism teams.

Lezlie Fahl Kinder, OTR/L, CIMI, is an occupational therapist with Willoughby-Eastlake Schools where she provides services in low-incidence classrooms primarily to students on the autism spectrum. A graduate of Cleveland State University, she has worked with children with special needs for 26 years. She has presented at OCALI Conferences and to staff and parents on sensory/behavioral needs and fine-motor skill issues. She has great interest in collaboration and consultation, particularly helping to empower all members of educational teams to use effective strategies with students.

Emily Kirkham Emily Kirkham, M.S., has worked with children with autism for nine years. She was a classroom teacher with the Endeavor Preschool Program (Carriage House). She also served as an intervention specialist with Caritas Peace Center. Further, Kirkham was a field training coordinator with the Kentucky Autism Training Center and assisted in the development of programs for use across Kentucky. In her current role, she serves as an autism consultant to Jefferson County Public Schools.

Jamie Kirkpatrick Jamie Kirkpatrick, BCaBA, is a behavioral consultant at Dr. Janet Hansen's office. She is working towards her master's degree in applied behavior analysis from The Ohio State University. She has worked with individuals with autism and their families for 11 years. Kirkpatrick uses ABA principles and procedures to provide educational and behavior support for children and adolescents diagnosed with autism.

Aaron Lanou, M.S., is a fifth-grade teacher in New York City. She has taught in schools in the ASD Nest Program for over five years and has presented conferences and parent workshops on academic and executive functioning needs of students on the autism spectrum. She co-wrote the forthcoming article, “Case Studies on Using Strengths and Interests to Address the Needs of Students with Autism Spectrum Disorders.�

Harvey Lavoy Harvey Lavoy, B.A., has assisted Tracy Thresher in his advocacy work since 1994. Lavoy has worked for Community Developmental Services (CDS), a division of Washington County Mental Health Services in Montpelier, VT, since 1994. He has worked in the field of human services for over 30 years. He is currently the director of communication training and resources at CDS and provides education, training, and technical assistance to adults and children with complex communication needs.

Diana Leonard Diana Leonard has been working with people with disabilities for over 25 years. She currently works at the Goodwill Easter Seals Miami Valley in the area of assistive technology services.

Kevin Leonard

Rachel Kobza attended the College of Saint Rose in Albany, NY, and received her bachelor's degree in Early Childhood and Special Education and master's degree in Professional Special Education. Kobza is devoted to advocating for children with special needs and is currently working in this field in Albany.

Kevin Leonard graduated from Wright State University in 1985 with a degree in communications and a minor in sociology. Between 1986 and 2001, Leonard worked for Ohio Public Images and Goodwill Industries before joining the City of Dayton Human Relations Council as a disability specialist. From 2001 to the present, he has been the coordinator of the Goodwill Easter Seals Miami Valley Assistive Technology Services. Leonard has received many honors and awards, to include 2010 Goodwill Easter Seals Employee of the Year, Ohioan Award, Trailblazer Award, and 2002 Olympic Torchbearer.

Jennifer Krumins

Chang Liu

Jennifer Krumins is a special education teacher in Peterborough, Ontario, with more than 21 years of experience. She has studied with Queen's University and Nipissing University on Special Education and ASD. Currently, Krumins is working on her master's degree in Special Education at the Ontario Institute for Studies in Education. She is married with three children (one of which has autism). Krumins is the author of two books on autism and education and most recently, she published Autism and the Grandparent Connection.

Chang Liu is a second year graduate student in social work at The Ohio State University and is an intern at Nisonger Center. Liu has an interest in support for Asian-American families and research in the area of developmental disabilities. She is currently working with Dr. Thomas Fish at Nisonger Center on projects related to transition in autism and supporting AsianAmerican Families with young children.

Rachel Kobza

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presenters

Kristie Lofland

Shawn Mallory

Teri McGill

Kristie Lofland is an educational consultant at the Indiana Resource Center for autism (IRCA) at the Indiana Institute on Disability and Community at Indiana University. Kristie has presented at ASA, OCALI, Indiana Speech Language and Hearing Association, Geneva Center for Autism, and other state and national conferences. Kristie worked in the public school setting and clinical setting for 36 years.

During this time, she worked as a speech-language pathologist, audiologist, autism consultant, and general education and special education administrator.

Shawn Mallory, B.S., is a middle school intervention specialist in Dublin City Schools. She developed an inclusive peer program at the middle school level and has spent the last 10 years implementing it as an intricate part of her teaching practices. The program began in one classroom and has evolved into a schoolwide community of support for kids of all abilities.

Mallory works collaboratively with district committees to implement similar programs throughout the district.

Teri McGill, M.S.Ed., worked in the early childhood special education program at Lincoln Public Schools for 18 years teaching children with a variety of disabilities, including autism. McGill is currently a regional coordinator for the Nebraska ASD Network, providing training, consultation, and resources to school districts in and around the Omaha Metro area.

Nicholas Lofthouse Nicholas Lofthouse, Ph.D. is an assistant professorclinical, practicing licensed clinical psychologist, training supervisor and researcher in the Department of Psychiatry at the OSU Medical Center. He received his B.S. from the University of York, England, and his Ph.D. from Indiana University. He has publications on complementary and alternative treatments for ADHD, neurofeedback for ADHD, pediatric bipolar disorder and adolescent non-suicidal self-injury.

Lofthouse recently completed a 3-year NIMH-funded double-blind, randomized-sham control pilot study of neurofeedback for pediatric ADHD.

Erin Lombard Erin Lombard, M.A., is a program director at Step by Step Academy, a center for children and adolescents with autism. She is a board-certified behavior analyst and a certified special education teacher in Arizona.

She currently teaches positive behavior support courses at Northern Arizona University and is working on her Ph.D. in Psychology.

Kelly Londenberg Kelly Londenberg was not diagnosed with ASD until her teenage years. Since then she has become an integral member of the autism community. She serves on the Inland Empire Autism Society of America Board of Directors and Unlocking Autism. Londenberg works as an instructional assistant in an elementary classroom for students with autism and has also worked as a respite and social recreation coach. She frequently speaks at conferences, educating people on life with autism, and has lobbied both state and federal legislators. She has also produced a documentary called The Autistic ABA Therapist.

Cathy Longstroth Cathy Longstroth is a program specialist at the Utah Personnel Development Center in Salt Lake City. She has over 20 years of classroom experience teaching students with significant cognitive disabilities and autism. She is a graduate of Brigham Young University and the University of Utah. Cathy presents on evidencebased practices and builds district capacity through instructional coaching. She is a frequent contributor to the Utah Special Educator Journal and has published ASD-related training manuals, facilitators' guides, and DVDs.

Judy Marks Judy L Marks B.A., is an autism advocate, behavior consultant, IEP specialist, parent advocate and a secondary transition facilitator with Autism Advocates and Consultants LLC as a private provider. Judy is also the mother of two beautiful children on the autism spectrum and mental health. She is currently pursuing her masters.

Renee Marie McConnell Renee McConnell received her master’s in moderate to intense disabilities with a specialization in ASD from Youngstown State University. She completed her graduate certificate in ABA at Penn State University and is finishing her clinical hours for certification. She has worked 20 years with adults and children with disabilities at the county DD, local schools, and private residential facilities. Currently, she is the associate director of programs at the Rich Center for Autism at YSU, where she is responsible for program design, implementation, training, and oversight.

Mary Ann McIntyre Mary Ann McIntyre has been involved in identification of and programming for students with ASD since 1981. She has served as an ASD consultant in 17 school districts in Northwest Arkansas . Since 2003 she has served as a behavior intervention consultantASD for the Arkansas Department of Education.

She also teaches two of the four required classes for the graduate autism certificate program for the University of Arkansas. Prior to 1999, she was lead speech-language pathologist and coordinator of the ASD program at the Vanderbilt-Bill Wilkerson Center, Vanderbilt UMC.

Susan McKinley

Jeff McCormick has worked in the field of education since 1986. He has been a special education teacher in both public and alternative schools and has managed state projects and grants in assistive and educational technology at the Ohio Resource Center for Low Incidence and Severe Handicaps (ORCLISH) for over nine years. McCormick is currently an administrator of low incidence and technology at OCALI.

Emaley McCulloch

Amanda McNeal

In 2008 Emaley McCulloch co-founded Autism Training Solutions, LLC. With more than 15 years' experience in the field of autism, she has directly serviced over 70 children between the ages of 18 months to 24 years in homes, schools and clinical settings. For the past 8 years McCulloch has been a consultant and supervisor at agencies based in Hawaii and Japan where she has trained groups of professionals and parents. Her passion is staff training, dissemination of evidencedbased interventions, film and videography, and using technology in the field of behavior analysis and special education.

Amanda McNeal began working with children on the autism spectrum as an independent provider within the home. After completing her B.S. in Psychology, Amanda spent the next five years working in clinical settings in a variety of positions such as behavior technician and program coordinator. In 2009, she returned to home-based intervention as an educational consultant and later a behavior consultant. She is currently completing graduate-level coursework with the University of North Texas on the BCaBA track.

Jeff McCormick

Laura McCullough Laura McCullough, Ph.D., has extensive experience facilitating programming for students with disabilities.

She currently serves as the autism/behavior consultant for the Kentucky Department of Education.

Elyse McDaid

Alisa Lowrey, Ph.D., is an associate professor at Louisiana State University Human Development Center.

She has more than 20 years' experience in special education working with individuals with developmental disabilities and preparing others to work in this field. Primarily, she is interested in improving reallife outcomes for individuals with developmental disabilities in employment, independent living, community involvement, and opportunities for relationships. Current projects include the Louisiana Autism And Related Disabilities Project (LASARD).

Elyse McDaid, M.S., is a speech-language pathologist at Helping Hands Center for Special Needs, a therapy and education center for children with ASD. She is dedicated to combining research and best practices to facilitate language development. McDaid is a Language Acquisition through Motor Planning (LAMP) certified professional.

2011 OCALI Conference

Deborah McGraw is a licensed speech-language pathologist with ASHA Certificate of Clinical Competence. She has given numerous presentations on assistive technology at both the regional and state level.

Susan McKinley is the director and founder of Tangible Alternatives – a company that works with individuals with special needs and their caregivers to provide quality-of-life services and opportunities. McKinley has worked with individuals with special needs for over 20 years in residential, community, and school settings.

Her educational background includes degrees in education for children with mental, physical, and behavioral special needs, including autism. She is also a licensed massage therapist and a Snoezelen trainer, and teaches yoga for individuals with special needs.

Alisa Lowrey

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Deborah McGraw

Martha Meehan Martha Meehan is a licensed psychological associate who is an adjunct instructor at Eastern Kentucky University and an associate at Lexington Psychological Associates. Meehan serves as lead therapist for the EKU Psychology Clinic Parent Consultation groups. She also creates unique therapeutic groups for adults with special developmental needs.

Barb Meier Barb Meier is the professional development and outreach coordinator for Michigan's Integrated Technology Supports. She was a special education teacher for 15 years and is currently pursuing her doctorate in special education. Barb has presented at both the state and national level.

presenters

Meredith Melragon

Sherry Moyer

Samuel Odom

Meredith Melragon, Ph.D., has led professional development with K-12 teachers for more than 10 years.

Her research has centered on using technology as a tool for learning, specifically language arts instruction.

She completed her doctorate in Language, Literacy, and Culture at the Ohio State University. She is a regular presenter at state and national conferences, primarily highlighting the work of classroom teachers to engage learners.

Sherry A. Moyer, M.S.W., is the executive/research director of the University of Toledo Center for Excellence in Autism, where she is focusing on building a lifespan of community-based services and scientific and translational research in ASD. Moyer is the author of The ECLIPSE Model: Teaching Self-Regulation, Executive Function, Attribution, and Sensory Awareness to Students with Asperger Syndrome, HighFunctioning Autism, and Related Disorders (2009).

Sam Odom, Ph.D., is principal investigator of the National Professional Development Center on ASD, and director of Frank Porter Graham Child Development Institute at UNC. Odom has served on several national initiatives on autism. Recent publications have addressed the efficacy of focused intervention approaches for children with ASD.

Mike Mihalov

Mary Murray

Mike Mihalov, B.S., M.Ed., has over 25 years' experience analyzing and selling K-8 curriculumbased material. Utilizing the RTI process, he directed a large rural school district in implementation of research-based reading strategies designed to close the achievement gap for Tier I and Tier II struggling readers. He works to establish collaborative relationships with principals, program directors, curriculum coordinators and superintendents in assessing district needs and appropriate curriculum solutions. Mihalov is a former reading specialist and holds an elementary principal certificate.

Mary Murray is an associate professor at Bowling Green State University, where she has been instrumental in developing the courses required for the autism certificate program. Murray has over 25 years of experience working with children with autism and severe disabilities in inclusive settings. She serves on the board for the Autism Society of Ohio and the State Advisory Panel for Exceptional Children. Murray has written numerous articles and implemented multiple grants, four of which are designed to train parents and professionals to serve as mentors in autism and lowincidence disabilities

Mary Miller

Brenda Smith Myles

Mary Mace Miller, M.Ed., is director of special education at Adena Local Schools in Ross County. She has undergraduate and graduate degrees in Special Education from Ohio University. She has worked with children with ASD for the past 10 years. She is currently a regional coach for autism teams in Regional 15.

Brenda Smith Myles Ph.D., a consultant with the Ziggurat Group, is the recipient of the Autism Society’s Outstanding Professional Award, Princeton Fellowship Award, and CEC’s Burton Blatt Humanitarian Award.

Myles has made over 500 presentations and written more than 150 articles and books on ASD. She was the co-chair of the National ASD Teacher Standards Committee. In addition, in the latest survey conducted by the University of Texas, Myles was acknowledged as the second most productive applied researcher in ASD in the world.

Julie Mizer Julie Mizer has over 15 years' experience working with school-age individuals with disabilities. She currently is employed with Columbus City Schools as a speechlanguage pathologist. She has served on CCS's Assistive Technology Committee for eight years and as the assistive technology liaison for special education serving, approximately 10,000 students a year. Mizer is passionate about assistive technology and an expert in incorporating Universal Design of Learning principles into the general education curriculum to facilitate the success of all students.

Sallie Molnar Sallie Molnar has worked for Columbus City Schools for 12 years as a general education teacher. She started working towards her master's in Special Eduction at the Ohio University Lancaster Campus in 2006. In December of that year, she passed out while driving to work and hit a pole. As a result of the accident, she had to have 58 stitches on her head and when she woke up she didn't know who she was. As she says now, “I am the new Sallie.” She had a moderate TBI. Although the doctor told her not to go back to work and that she could not finish her master's, she did both!

Stacey Moone Stacey Moone is a research coordinator at The Ohio State University Nisonger Center. She received her M.A. in Clinical Psychology at the University of Dayton, and completed a psychology internship at the Children’s Medical Center of Dayton. She has been co-author on one article and ten conference presentations, and has been the coordinator of two autism studies and two ADHD studies while working at the Nisonger Center.

Pat Moret Pat Moret, special education teacher, has worked in the British Columbia school system for 30 years. She headed up the Chilliwack School District Autism Support Team for seven years and has worked for the past two years as an education and behavior consultant with the Provincial Outreach Program for Autism and Related Disorders.

Kathy Oehler Kathy Oehler, M.S., CCC-SLP, has worked with individuals with ASD for more than 30 years. She is a frequent presenter of workshops helping teachers meet the educational needs of students with autism. She recently presented at the ASA National Convention, speaking on strategies to help students achieve success with the writing process. Along with Cheryl Boucher, OTR, she is co-author of the soonto-be released book, “I Hate to Write”: Strategies to Help Students with Autism Spectrum Disorder Become Happy, Successful Writers.

Margaret Oliver Margaret Oliver is a mother of a teenager with autism and a teacher of young children on the autism spectrum. Oliver has been aware of the autism spectrum through many people in her life even before the spectrum was better understood in the 1990s. She is dedicated to finding opportunities to promote an understanding of autism and has a particular interest in increasing literacy comprehension for those on the spectrum.

Jan Osborn Jan Osborn has worked for the Putnam County Educational Service Center for 37 years. His specialization is administration and special education.

Michelle Nagle

Donna Owens

Michelle Nagle has a master's in speech-language pathology from the University of Toledo. She has specialized in working with children with Autism Spectrum Disorders and is the clinic coordinator for Mercy Autism Services. Michelle has participated in several multidisciplinary teams to diagnose a variety of disorders, such as fetal alcohol syndrome, ASD, and feeding and swallowing disorders.

Donna Owens, M.A., is the family services administrator at OCALI. A special educator, Owens has worked in public schools, mental health agencies, residential and vocational programs and as a parent advocate and trainer for Ohio's PTI. She has also served as a consultant to special education programs in a seven-state region, directed a national technical assistance project for consumer-run family support programs. She presents at conferences for parents, families, and professionals at the national, regional, and state levels.

Jack Naglieri Jack A. Naglieri, Ph.D., is professor emeritus of Psychology at George Mason University, research professor at the University of Virginia, and senior research scientist at the Devereux Center for Resilient Children. Dr. Naglieri taught school psychology at Northern Arizona University, The Ohio State University, and George Mason University. He is the author of more than 250 publications and many tests, including Naglieri Nonverbal Ability Tests. He is also co-author of Helping All Gifted Children Learn.

David Norris David Norris has four years of teaching experience in Delaware, OH, and three years of teaching experience in Lewis Center, OH. Norris had the opportunity to teach both nonidentified and children with special needs in language arts, social studies, health, life skills, health, and physical education. To complement his classroom experience, Norris brings nearly 10 years of experience in the field of educational publishing, the past five in the special needs K-12 environment.

Jara Packer Jara Packer, a licensed speech-language pathologist, works as a special education coordinator and preschool supervisor for Dublin City Schools and is an adjunct professor for Ashland University. She has a B.A. and a M.A. in Speech and Language Pathology from the University of Akron and a M.Ed. in Educational Leadership and Administration. She has been an integral part of the planning and organization of the peer programs across a district of 19 buildings. She finds ways to embed peer collaboration into the curriculum and activities occurring throughout the day.

Jamie Pagliaro Jamie Pagliaro, M.B.A., serves as executive vice president of Rethink Autism, Inc., and is a member of its scientific advisory board. He previously served as executive director of the New York Center for Autism charter school, the first New York charter school for children with ASD. The program has received national recognition as a model for children with ASD in the public school system. Pagliaro earned a bachelor of arts with honors in Psychology from Wesleyan University and a master's in Business Administration from Villanova University.

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presenters

Lara Palay

Michal Post

Kim Renner

Lara Palay, LISW-S, a senior fellow at the Center for Systems Change, oversees the Mental and Emotional Health Program. She is an independently licensed social worker and clinical supervisor. Palay maintains a private practice, specializing in treating families dealing with pediatric cancer. She teaches clinical social work at The Ohio State University Master of Social Work program. A nationally known speaker and trainer, Palay’s publications include a regular column about parenting teens for Huckleberry House.

Michal Post is an adjunct instructor and grant project coordinator with Touro University. She was formerly an inclusion specialist with Walnut Creek Unified School District. She has taught a variety of classes at Touro University, San Francisco State University, and Chapman University and is an active presenter at national conferences. In addition, she published in such journals as Teaching Exceptional Children, Research and Practice for Person with Severe Disabilities, and Journal of Vocational Rehabilitation.

Kim Renner, a board-certified behavior analyst, holds a master's Degree in Clinical Behavioral Psychology from Eastern Michigan University and a limited license in Psychology in Michigan. Kim currently works as a consultant to public and parochial schools in Northwest Ohio and Southeast Michigan, for the Bureau of Vocational Rehabilitation, as a guest lecturer for the autism certificate program at Bowling Green State University, and as an associate in the psychology practice of Sullivan, Nolan, Krone, Moesta, & Associates, PC. She is inspired by her young adult son with autism.

Leslie Paull

Ruth Prystash

Leslie Paull is the manager of economic and employment development for the Ohio Department of Developmental Disabilities. She is responsible for many innovative grant programs that focus on community employment for individuals with developmental disabilities. She previously worked for the Developmental Disabilities Council.

Ruth Prystash has worked in the field of autism for over 30 years as a teacher, consultant, and university instructor. She is a co-founder of the Reach Autism Program, which serves preschool- through high school-age students with ASD. Prystash obtained her BA from Stanford University and completed graduate work at Ohio State.

Robert Pennington

Paula Rabidoux

Robert Pennington, Ph.D., is an assistant professor at the University of Louisville. He has 20 years of experience working with children with autism in a broad range of contexts. He has presented his research findings at numerous professional conferences (i.e., Council for Exceptional Children, Association for Behavior Analysis, Division of Early Childhood, American Council of Rural Special Education) and has recently published articles in Topics in Early Childhood Special Education and Focus on Autism and Other Developmental Disabilities.

Paula Rabidoux, Ph.D./CCC, is the LEND co-director and director of training at the Nisonger Center UCEDD at The Ohio State University. A recent addition to the state team, Rabidoux is a speechlanguage pathologist interested in training for allied health professionals in early identification, rural outreach, and professional collaborations to improve services for children and families.

Meghan Rahrig

Shannon Peterson is a graduate of The College of Saint Rose in Albany, NY. She has a master's degree in Professional Special Education. Peterson has been a teacher for children with autism and has had a variety of experiences in special education in South Carolina and New York. She conducted her master's research on social communication skills in children with ASD through the use of video modeling.

Meghan Rahrig is an intervention specialist for the Geauga County Educational Service Center. She completed her undergraduate coursework at John Carroll University and received bachelor's degrees in Psychology and Biology. Rahrig also has a Master's degree and license in Early Intervention Curriculum and Instruction. Her professional background includes 10 years of experience and roles as an applied behavior analysis home tutor, a classroom behavior therapist, and an intervention specialist for students on the autism spectrum.

Julia Pinsonneault

Karen Ratliff-Schaub

Julia Pinsonneault is a research scientist in the Pharmacology Department of the Ohio State University School of Medicine. She received her Ph.D. in Molecular Biophysics and Biochemistry from Yale University. Her research focuses on the pharmacogenomics and genetics of central nervous system disorders and she is particularly interested in disorders with pronounced sex differences.

Pinsonneault is involved in several genetic collaborations with clinicians. Her recent publications include molecular genetic studies of the dopamine transporter, MAOA and other dopaminergic and serotonergic genes.

Karen Ratliff-Schaub, MD is co-principle investigator for the ATN and is the Medical Director for the LEND training program at the Ohio State University Nisonger Center.

Cindy Rawlings, B.A., is a behavior consultant to local school districts, and provides professional development to their staff. She was a classroom teacher to preschool, primary, and secondary students.

In her work as a behavior and curriculum intervention specialist, she provided services to both homes and schools for students with challenging behaviors.

Patti Porto

Christine Reeve

Patti Porto serves on State Support Team Region 3 in the areas of assistive technology and school improvement. She previously worked at the Family Child Learning Center involved in federal grant projects focusing on AT. As a faculty member for the Ohio Assistive Technology Distance Learning Project, she developed and taught online courses in AT. In addition, she has taught undergraduate- and graduatelevel courses in augmentative communication and AT for Kent State University, the University of Akron, and Walsh University.

Christine Reeve, Ph.D., BCBA-D, has more than 20 years of professional experience in working in a variety of settings including community outreach, academic, education, and clinic settings, serving individuals with autism and other developmental disabilities.

Christine currently provides systemic consultation to school systems throughout the country and serves as adjunct faculty at Nova Southeastern University. She is the author of Functional Vocabulary for Children and the co-author of Setting up Classroom Spaces That Support Children With Autism Spectrum Disorders.

Shannon Peterson

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Cindy Rawlings

Melissa Rinaldi Melissa L. Rinaldi, Ph.D., is the research coordinator at the Center for Autism and Related Disabilities and adjunct research assistant professor at the University at Albany, State University of New York. She has worked with individuals on the autism spectrum and their support team in both clinical and research capacities for over a decade. Rinaldi's research focus is on the development, administration, and evaluation of training models and treatment approaches for individuals with ASD.

Teri Rinewalt Teri Rinewalt, M.S. Ed., works with students with ASD with an emphasis on assessment and behavioral management in public schools and in the community setting through her family's Therapeutic Riding Center.

After working extensively with the Ziggurat Model, Teri has in-depth knowledge of the development and implementation of comprehensive plans.

Georgina Robinson Georgina Robinson, Ph.D., is the principal of the Provincial Outreach Programme for Autism and Related Disorders (POPARD) in BC, Canada.

POPARD is a Ministry of Education service, providing educational, behavioral, and psychological support services to schools. Robinson has worked as a psychologist, consultant, and special education teacher. Her research interests include Stress, coping and empowerment; and students with high-functioning ASD. University courses taught include: Inclusion, Consultation, and Practicum in School Psychology.

Tara Rochford Tara Rochford, OTR/L, is an occupational therapist with clinical and school-based experience. She is a certified TEACCH instructor with extensive knowledge and experience working with students with ASD. Her experience extends beyond traditional therapy services as she is actively involved in district-wide program development, presentation of seminars and inservices, and multidisciplinary educational programming for students with ASD and other disabilities. Rochford works to develop and implement functional and prevocational activities into the curriculum for students with ASD.

Jan Rogers Jan Rogers, M.S., an occupational therapist, has worked with individuals with disabilities for the past 30 years in public schools, early intervention, residential, home-based, and clinic settings. For the past seven years, she has focused her services in the area of assistive technology. Rogers is currently a regional assistive technology coach for OCALI. She holds a B.S. in occupational therapy and a master's with an emphasis in school-based occupational therapy practice. She teaches assistive technology courses at The Ohio State University.

presenters

Ron Rogers

Carol Schall

Elizabeth Senften

Ron B. Rogers, M.Ed., is a State Support Team Region 1 consultant. In this role, he serves as a resource to Region 1 constituents in the areas of Universal Design for Learning and assistive technology. Rogers is trained in the Ohio Improvement Process (OIP), Decision Framework Tool, Adaptive Schools, Cognitive Coaching and UDL. He has served as a director, principal, technology consultant, and classroom teacher.

Carol Schall, Ph.D., has been supporting individuals with ASD for over 20 years. She presents widely across the country. Her research interests include transition services, psychotropic medication use for individuals with ASD, and training for parents and professionals serving individuals with developmental disabilities.

Elizabeth A. Senften, M.A., CCC-SLP, is a speechlanguage pathologist with the Lake County ESC, providing related service in low-incidence classrooms in the Willoughby-Eastlake School District. She works primarily with students on the autism spectrum. A graduate of Bowling Green and Akron Universities, she has worked with children with speech-language and low-incidence disabilities for the past 11 years. She has presented to colleagues, parents, and administrators on assistive technology, visual supports/strategies to enhance communication, and team collaboration.

Cari Rohrbach-Fisher Cari Rohrbach-Fisher is in her third year of teaching in an autism transition classroom. She loves working with children and adults with autism.

Marla Root Marla Root is the director of Community Affairs and Advocacy with Step By Step Academy. Root recently won the coveted 2010 Advocacy Award from the Governor's Council on People with Disabilities.

The award honors an organization or person who provides extraordinary advocacy for individuals with disabilities. She is also a board member for the Autism Society of Ohio and has given presentations for many organizations throughout Ohio. Root has been advocating for funding and services since 1998 when her son was diagnosed with autism.

Madeline Rosenshein Madeline Rosenshein is the transition project manager at OCALI. She has been an administrator and director for vocational training and job placement programs for a university and community agency. While at a regional resource center in Cuyahoga County, she conducted transition and assistive technology training for school personnel. She has been a board member and officer for several organizations and professional groups and presented at a wide range of conferences in Ohio and nationally.

Stacey Rychener Stacey Rychener has been employed by Bowling Green State University for 12 years. She currently serves as the grant coordinator. Her specializations include coordination and evaluation of research activities.

Andie Trail Ryley Andie Trail Ryley, M.Ed., has been working with individuals with ASD for over 33 years. She is currently a consultant in Northwest Ohio for a variety of service providers. In addition, Ryley is an adjunct instructor at Bowling Green State University in the School of Intervention Services co-teaching the autism certificate courses. Ryley serves on the Autism Society of Ohio’s board and is chair of the Northwest Ohio Autism Advisory Council’s steering committee.

Cori Sanders Cori Sanders is the parent of a child enrolled in the P.L.A.Y. Project. Her child has shown significant improvement with the techniques used and taught through the P.L.A.Y. Project. She is currently a stayat-home mom who is thoroughly involved in every aspect of her son's development. She is utilizing iPad applications for children with special needs.

Pamela Sayre Pamela Sayre, B.A., is a study coordinator at The Ohio State University Nisonger Center. She received her bachelor’s in Psychology from Otterbein College. At Nisonger she coordinates all aspects of the Children with Hyperactivity and Autism-Research Treatment Study (CHARTS). Previously, for nearly 25 years, she taught at a developmentally appropriate preschool in a suburb of Columbus.

Denise Schamens Denise Schamens has three children, two them with special needs. Due to her first-hand experiences, she was tapped to become a CESA #1 parent liaison in Wisconsin. In addition, her insight into the needs of children with ASD gave rise to Good Friend, Inc., a 501(c)(3) public charity dedicated to creating autism awareness, teaching acceptance and fostering empathy. Schamens, who holds a B.S. from Madison Area Technical College, serves as its co-founder, vice president, and board director.

Kelly Schattschneider Kelly Schattschneider, M.Ed., has worked in special education for the last 20 years. She has held the position of autism coordinator for Auglaize County ESC since 2002. In addition to coordinating services for children with ASD in Auglaize County, Schattschneider provides professional development throughout West Central Ohio, is on the board of directors of the West Central Ohio Autism Community, and is a member of the Allen, Auglaize and Hardin Autism Outreach Team.

Jeff Schill Jeff Schill, is a global professional instructor who conducts both open workshops and on-site programs.

Schill facilitates training in the Nonviolent Crisis Intervention® program and Autism Spectrum Disorders: Applications of Nonviolent Crisis Intervention® Training. He also conducts introductory seminars, comprehensive workshops, and instructor certification programs for professionals in the fields of education, mental health, health, law enforcement, corrections, security, and human services throughout the United States, Canada, and the United Kingdom.

Jeffrey Schmakel Jeffrey G. Schmakel, OD, C.O.V.D., received his Doctor of Optometry degree from The Ohio State University in 1978. In 1995, he began Schmakel Eye Care, a private professional optometric practice. Most recently, he brought The Sensory Learning Program to his office to help children and adults with issues related to ASD, speech and language delays, ADD/ADHD, and other sensory integration Issues.

Allison Schumer Allison Schumer has an M.S. in Deaf Education and a B.S. in Speech and Hearing Therapy as well as over 30 years' experience teaching children with disabilities.

Schumer has a strong background in utilizing the TEACCH method and implementing student behavior plans.

Jennifer Sears Jennifer Sears, M.S., CCC-SLP, is a school-based speech-language pathologist in the Madison Local School District. Her work with students with ASD in school, outpatient, and home-care settings allows her to contribute a wide range of experiences and resources as part of the school team. While providing direct therapy services, Sears is also involved in districtwide program development and multidisciplinary educational programming for students with ASD and other disabilities. She has presented inservices to school district personnel and families on topics related to ASD education and services.

Dawnita Shively Dawnita Shively is the supervising behavioral and educational consultant at Helping Hands Center for Special Needs. A behavior analyst with over 13 years of experience implementing principles of applied behavior analysis in classrooms, 1:1 instruction, home, and group settings, she has been managing staff for the past seven years. Shively received masters-level education in ABA at Florida Institute of Technology.

She has presented trainings and research to parents and professionals both locally and at ABAI.

Stephen Shore Stephen Shore, Ed.D., nonverbal until age 4, and recommended for institutionalization, is a professor at Adelphi University focusing on matching best practice to the needs of people with autism. Internationally known, Shore presents and consults on issues pertinent to education, relationships, employment, advocacy, and disclosure as discussed in his numerous books and publications. President emeritus of the Asperger's Association of New England, he serves on the Interagency Autism Coordinating Committee, the Board of Directors for the Autism Society, and other autism related organization.

Julie Short Julie Short is a regional autism and low-incidence coach for OCALI. As a regional coach, she coordinates and provides regional and statewide PD in the areas of ASD and low-incidence disabilities for Ohio families and educators. She was a classroom teacher for 14 years teaching both general education and special education. Some of her recent presentations include Considerations for Administrators in the Effective Use of Paraprofessionals, Getting to Know Autism Spectrum Disorders, and Comprehensive Program Planning for Students with ASD.

Jamie Sibole Jamie Sibole is an intervention specialist in Intervention Specialist Moderate to Severe Licensure Coursework.

She teaches in a multiple disability resource room along with organizing and overseeing the individual education of students with autism in the Inclusion setting. She has been a facilitator for the Waverly High School Autism Team and a coach to the Waverly Primary School Autism Team. Sibole continues to be involved in program development, improving the educational experiences of students with autism.

Dorothy Siegel Dorothy Siegel, MPA, is a project director at New York University's Steinhardt School of Culture, Education and Human Development. For the past decade, in collaboration with Prof. Shirley Cohen of Hunter College, she has facilitated the development, implementation, replication, and quality control of the ASD Nest Program, a NYC public school inclusion program for higher functioning children with ASD. The program, serving 500 children in 131 classrooms in 23 neighborhood public schools, helps children learn how to function academically, behaviorally, and socially in school and the community.

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presenters

Phil Sievers

Candice Southall

Jeanne Sydenstricker

Phil Sievers, Ed.S., provides expertise and leadership in the area of ASD and positive behavior intervention and supports for the Special Education Policy Division of Minnesota Dept. of Education. He has worked as a teacher of students with ASD, researcher, parent educator, behavioral consultant, licensed psychologist, university instructor, and program coordinator. He also filled numerous roles building statewide capacity in Minnesota where he has provided leadership, consultation, technical assistance, and training to schools as coordinator of the MN Autism Network.

Candice Southall completed her Ph.D. in August 2011.

She studied ASD, assessment, and ABA with a focus on evidence-based practice and applied research for students served in the general curriculum. Prior to her doctoral program, she worked with individuals with disabilities for over 15 years. She collaborated with general education teachers to differentiate instruction and plan for transition. As an instructional coach, she trained and supervised collaborative teachers.

Jeanne Sydenstricker, M.B.A., is a retired senior executive from a Fortune 50 company who has been instrumental in creating sustainable community-based programs for adults with disabilities. These include recreation programs, permanent services to assist in finding employment, and homes for persons with disabilities that utilize innovative technology. She has served on numerous nonprofit boards and is committed to continuing to improve the lives of all persons with disabilities, including her two sons.

Dawna Sigurdson Dawna Sigurdson serves as coordinator of the Central Region Autism Spectrum Disorders Team as a part of the Nebraska ASD Network. Sigurdson earned her bachelor's degree in social work followed by graduate degrees in counseling and school psychology. She has 20 years' experience working as a school psychologist, 7 of which have been focused on meeting the needs of individuals on the spectrum and the schools that serve them.

Rebecca Silva Rebecca Silva, Ph.D., special education administrator, Riverside County Office of Education, has 30 years of experience as a special education teacher, grant coordinator, university instructor, and administrator.

She runs the Reach Autism Education and Professional Development Program. She has presented at conferences and written grants, articles and curricula on topics of autism, behavioral intervention, standards, assessment, curriculum and transition.

Katie Slaper Katherine Slaper, M.A., has worked with children with autism and developmental delays for five years. She has held positions in clinical settings and currently holds a position as a classroom teacher for children with autism. She has recently completed her coursework and supervision to sit for the BCBA exam.

Sheila Smith Sheila M. Smith, Ph.D., is the assistant director at OCALI. She works to advance state and system-wide capacity to improve outcomes for those with ASD. She leads the Autism Internet Modules (AIM) project, linking research to real life. She received the 2007 CEC Division on DD Herbert J. Prehm Student Presentation Award. Smith held positions as PD specialist, administrator, university instructor, and teacher across seven states. Her numerous presentations and publications reflect her wide-ranging experiences within the field of special education

Kate Snyder Kate Snyder, a doctoral student in Special Education at the University of Cincinnati, and works with school districts in the Cincinnati area to support students with ASD and other complex learning needs. Kate has taught in a variety of general and special education settings in the U.S., Canada, and Asia.

She has also worked in a number of recreational programs for individuals with disabilities. Her research interests include systems that support teacher and paraprofessional effectiveness, as well instructional strategies that promote engagement for students with disabilities.

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Ellen Stamps Ellen Stamps, autism resource teacher for JCPS, earned a B.S., and master's in Special Education from the University of Louisville, and a Rank I from IWU. Stamps' teaching career began in 1986 in a low-incidence classroom setting. In 2000, she became a resource for early childhood special needs in JCPS, serving students with special needs. Currently, she is an autism resource teacher working with students in inclusive classrooms at elementary, middle, and high school levels. Additionally, she supported a high school classroom for the state partnership with the UNC/ NPDC on ASD.

L. Lynn Stansberry-Brusnahan Lynn Stansberry-Brusnahan, Ph.D., is the parent of a young adult with autism, and an assistant professor at the University of St. Thomas, where she directs the ASD certificate and master's program. StansberryBrusnahan serves on numerous boards, including the Autism Society of America, Autism Society of Wisconsin, Autism Society of Southeastern Wisconsin, and Minnesota Life College. She has presented at international, national, state, and local conferences.

Keith Storey Keith Storey is professor of Education and Special Education Program Chair at Touro University in Vallejo, CA. He serves on the editorial boards of Research and Practice for Persons with Severe Disabilities, Career Development for Exceptional Individuals, Journal of Vocational Rehabilitation, Journal of Positive Behavior Interventions, and Education and Training in Developmental Disabilities. He has co-authored Systematic Instruction of Functional Skills for Students and Adults with Disabilities and The Road Ahead: Transition to Adult Life for Persons with Disabilities.

Terry Stricklin Terry Stricklin, M.A., has been working professionally with individuals with disabilities for more than 15 years. She has 12 children, one diagnosed with a lowincidence disability, and another with Aspergers. She is a transition specialist for the Lucas County Board of Developmental Disabilities, specializing in working with 16- to 22-year-olds. Stricklin is actively involved with multiple community coalitions, including the FASD parent group, Project D.O.C.C., and the Family Violence Intervention Program.

Lynda Struthers Lynda Struthers, M.Ed., is an autism consultant and is currently working on a Ph.D. in Psychology. Research contributions include a paper (Development of a Tool to Assess Cohesion in Writing) presented at the Ministry of Education BC Research Symposium (2002) and research participation in Mothus, Lapadat, Struthers, Fisher, and Paterson (2002). She presented at the North Central Zone Conference (Prince George, BC, 2006/2011) and at the NASP Annual Convention 2011 (San Francisco).

Wendy Szakacs Wendy Szakacs, M.S.Ed., has been working with persons with disabilities for 22 years, specializing in autism for the past 15 years. She is presently employed as the OCALI regional coach for autism and low incidence for northeast/eastern Ohio. She develops evidence-based materials and provides technical assistance and professional development.

Amy Szymanski Amy Szymanski, M.Ed., is a special education and school improvement consultant for the State Support Team Region 1. She also serves as the Northwest Quadrant coordinator for the Ohio Secondary Transition Improvement Grant. Szymanski served 11 years as an elementary intervention specialist and four years as a district special education coordinator before joining the State Support Team.

Ruth-Ann Thompson Ruth-Ann J. Thompson is an author and motivational speaker. Her adult son, Jai, was diagnosed with autism in 1984, just before her husband's sudden death. Using her personal experiences and sense of humor, she exudes positivity. Her published articles deal with autism and young widowhood. In 2010, she published a children's book, Connections in the Open Field, about diversity. She has recruited for the Minority Adoptions and the Foster Grandparent Program, which connects senior citizens with children with special and exceptional needs.

Tracy Thresher Tracy Thresher began typing to communicate in 1990. He has presented at local, state, and national workshops and conferences. He is a member of the Vermont Statewide Standing Committee and has worked for the Green Mountain Self-Advocates in Montpelier, VT. He mentors teenagers and adults and has consulted local school districts and also at Syracuse University as a lead trainer. In 2011, Tracy was given the Theresa Wood Citizenship award by the state of Vermont's self-advocacy organization, Green Mountain Self-Advocates.

Caryn Timmerman Caryn Timmerman, M.S.Ed., is a speech-language pathologist employed with the Mercer County ESC and the State Support Team Region 6. Her focus as an SLP has primarily been on students with multiple disabilities as well as students on the autism spectrum.

Timmerman's other responsibilities include serving as assistive technology consultant in the region, as well as facilitator of the assistive technology center located at the SST-6 in Wapakoneta, OH.

presenters

Lori Timmons

Gardner Umbarger

Nick Weiland

Lori Timmons has been a speech-language pathologist for the past 20 years, the last 15 years with the Akron Public Schools where she has an interest in connecting language and literacy with her students on the autistic spectrum. She collaborates with her co-presenter, Maggie Oliver, in school and professionally with a focus on the connection between language and literacy. They have presented together on The Use of Visuals in Literacy Development.

Gardner T. Umbarger, III, Ph.D., has worked as a classroom teacher and school administrator, and is currently an associate professor at Saginaw Valley State University, MI. His doctorate is in Family and Disability Policy Studies from the University of Kansas.

Umbarger's research interests include the use of evidence-based processes in educational settings and the use of complementary and alternative medical treatments in children and adults with autism.

Nick Weiland, M.A., CCC-SLP, has been working in the field of disabilities with a focus on assistive technology for 35 years. Nick is currently the Southeast Regional Coach for OCALI. Areas of interest and expertise include augmentative communication, assistive technology, and Universal Design for Learning.

Logan Tipton

Denise Underwood

Logan Tipton is a student at Englewood Hills Elementary School in Northmont City Schools in Ohio.

The 2011 OCALI conference is his first experience presenting.

Denise Underwood is a literacy specialist for the Geauga County Educational Service Center. She completed her undergraduate coursework in special education, K-12, from the University of Akron and received her reading endorsement from John Carroll University. Underwood's professional background includes roles as a primary special education teacher, learning disabilities tutor, reading interventionist, and family literacy specialist. She currently provides literacy coaching to teachers of students with special needs, including preschool, autism and multiple disabilities.

Gaby Toledo Gabriela Toledo, M.A., is a classroom teacher and early intervention specialist with the Reach Autism Program in Riverside County, CA, and a university instructor at University of California, Riverside. She also works as a staff development trainer for teachers and paraprofessionals and has helped create a parent training program serving several hundred parents.

She specializes in applied behavior analysis and in the application of evidence-based strategies within a classroom setting.

Sandra Toth Sandra has 20 years' experience working with young children in diverse settings, both providing family support services and teacher training. An emphasis on building trust and language development has resulted in significant progress for the children she has worked with and the adults she has mentored. Her skill in observation and assessment are her greatest strengths. She is currently in private practice as an educational consultant and employed as a MAT mentor at Marygrove College.

Gabriel Valley Gabriel Valley has been working in the field of applied behavior analysis since 2006, during his junior year of college. Just prior to graduation, Gabriel began working at Step By Step Academy, Inc., where he continues to serve as the executive assistant to the director of clinical operations.

Jessika Vance-Morgan Jessika Vance-Morgan, M.S., is a board-certified behavior analyst. In addition to teaching Abnormal Psychology at Eastern Kentucky University, VanceMorgan practices as a behavior specialist and psychological associate, focusing on the assessment and behavior of individuals with autism and other developmental disabilities.

Lynn Tramontano

Kelly VanOrder

Lynn Tramontano, M.B.A., is a financial service associate for the Prudential Insurance Company of America. The mother of two girls, she is president of Workforce Investment Board, and board member of the Haven of Hope at the Zangmeister Center.

Tramontano has 15 years' experience working for Ohio County Boards of Developmental Disabilities, presents throughout Ohio and other states, and is involved with NBC4's Autism Puzzle.

Kelly Vanorder has been the intervention specialist in the Living Classroom since its conception three years ago. She was a paraprofessional prior to obtaining her teaching degree in special education. Kelly has extensive expertise is in the area of autism, moderate/ intensive disabilities, job development, and transition planning.

Elizabeth Turcovsky Elizabeth Turcovsky is an intervention specialist for the Geauga County Educational Service Center. Her undergraduate is in special education, PK-12, for deaf and hard of hearing from Kent State University.

She received her master's degree from Cleveland State University in the moderate to intensive special education. Turcovsky's professional background includes roles as a special education teacher serving both elementary and high school students and as a job coach for high school students in vocational programs.

Currently she is a teacher in a K-3 multiple disabilities classroom.

Stacy Ulrich Stacy Ulrich is a behavior and instructional support specialist at the Children’s Institute Day School. She obtained her bachelors in elementary and special education from Duquesne University and her master's in special education from Waynesburg University Ulrich, taught students with emotional disturbances for two years before teaching students with autism using strategies based on the principles of ABA for four years. During those four years, she obtained model status as a classroom for children with autism within the PA Verbal Behavior Project.

Kari Watts Kari Watts, Ph.D., BCBA-D, received her doctorate in Child Clinical Psychology from The Ohio State University and is a licensed psychologist and board-certified behavior analyst. She specializes in assessment and treatment of children with developmental disabilities. She enjoys consulting using principles of ABA and teaching principles of behavior management. She has worked with children with autism since 1999.

Paul Wehman Paul Wehman, Ph.D., is the director for the Virginia Commonwealth University Rehabilitation Research and Training Center. He is dedicated to the hiring, advancement, and retention of individuals with significant disabilities in competitive employment, with a concentration on services to persons with ASD, physical disabilities, and traumatic brain injury, and who are typically underrepresented populations in employment and rehabilitation. Wehman was named one of the top 50 most influential special educators of the millennium by the Journal of Remedial and Special Education.

Linell Weinberg Linell Weinberg, M.S.W., is director of the Autism Society of Northwest Ohio. Along with managing the agency, she provides information and referral, plans educational programs and family events, runs support groups, makes presentations, and serves on various community-wide committees. She instructs local police about autism for their Crisis Intervention Team Training and has twice brought Dennis Debbaudt to Northwest Ohio to train law enforcement and families. Linell is also the parent of an adult daughter with Asperger Syndrome.

Mary Jo Wendling Mary Jo Wendling is an occupational therapist with 30 years' experience in pediatrics, working in hospitals and educational settings. Since 1990, she has specialized in assistive technology. Wendling is the manager of the Toy and Technology Library at Nisonger Center and works for the Dublin City School District, where she is both a member of the AT team and an OT with the preschool population.

She has provided presentations and trainings on the use of alternate computer access, software, assistive technology, adapted toys, and switches for curriculum access and modification.

Jennifer Wene Jennifer Wene has been employed by Worthington City Schools for 27 years and currently is the director of academic achievement and professional development.

Her specializations are in administration and special education.

Elisabeth Wharton Elisabeth Wharton, MOTR/L, received her master's degree in occupational therapy from Western Michigan University and her bachelor's degree in zoology from Rutgers University. Wharton assisted with program development at several hospitals in Toledo, then worked for Lucas County Children Facility and currently for Toledo Public Schools. She has treated a variety of disabilities, including traumatic brain injury, stroke, spinal cord injury, ASD, multiple disabilities, visual impairments, and orthopedics. She is co-owner of Createable Learning Concepts.

Susan Wilczynski Susan Wilczynski is the Plassman Family Distinguished Professor of Special Education and Applied Behavior Analysis at Ball State University. Before joining the faculty at BSU, she served as the executive director of the National Autism Center, where she chaired the National Standards Project, which published EvidenceBased Practice and Autism in the Schools as a resource manual for educators that is designed to support families, educators, physicians, and service providers from a wide range of stakeholder organizations.

Ellen Williams Ellen Williams, Ph.D., is a professor in the School of Intervention Services at Bowling Green State University.

She has been working with families and professionals dealing with autism for the past 25 years. She currently serves on local, regional, and state boards in the autism field.

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presenters James Williams

Brooke Wright

23-year-old James Williams was diagnosed with autism at age three. He presents nationwide on autism and is the author of the novels Out to Get Jack and The H.A.L. Experiment. He also serves on the leadership team for Camp R.O.C.K.S., an autism camp located in rural Indiana.

Brooke Wright is a Special Education Administrator with the Educational Service Center of Central Ohio.

Before becoming an administrator, she taught for the ESC in a classroom for students with multiple disabilities for one year and a STACK classroom for 5 years at the elementary level. Brooke has her Bachelor of Science in Special Education from Ohio University, Athens and her Master of Arts in Educational Administration from The Ohio State University. She has attended both Level I and Level II Division TEACCH trainings at the University of North Carolina, Chapel Hill.

Sondra Williams Sondra Williams is an adult diagnosed with autism.

She is the mother of four children who are diagnosed with Asperger Syndrome. Williams spent most of her life misdiagnosed and was placed into locked institutionalized settings. She has been presenting on a variety of autism-related topics for nine years. She enjoys her work and feels a sense of success when she can express herself within an environment that respects her differences. Poetically, Williams likes to express her insight to being autistic. She is the author of Reflections of Self and the DVD Define Me.

Pam Williamson Pamela Williamson, Ph.D., has expertise in reading instruction and qualitative research methodologies.

Her work is published in Exceptional Children, Social Science and Medicine, Journal of Child and Family Studies, Learning Disabilities Research and Practice, Field Methods, and Childhood Education. She was the lead author on a recently funded Ohio STEM Partnership for Continued Learning grant to the Cincinnati Public School District.

Jene Wilson Jene Schiros Wilson, M.A., an instructor at Notre Dame College, teaches behavior management to students working toward an MMIS license. She spent 36 years with students with disabilities, as a classroom instructor and a behavior and curriculum intervention specialist, assisting staff and families with students with challenging behaviors. She regularly presents workshops to parents, education staff, and outside agencies.

Diane Witt Diane Witt is a special education coordinator for Wood County ESC. She focuses on transition and program development for students with significant disabilities.

Witt is also an adjunct professor at the University of Toledo teaching life skills curriculum and transition. She taught special education in the public schools for 10 years.

Peggy Wittman Peggy Wittman, Ed.D, OTR/L, FAOTA, is professor of occupational therapy at Eastern Kentucky University.

Her clinical expertise includes working with people who are persistently and chronically mentally ill and children and adults with autism. Wittman's research publications and interests include student development and the practice of OT in community settings such as after-school programs and rural wellness centers.

Annette Wragge Annette Wragge, M.S.Ed., is the state coordinator for the NE ASD Network. As state coordinator, Wragge provides technical assistance and training opportunities to support the needs of teachers, administrators, and parents of children with ASD. She has presented locally and nationally on topics related to ASD and recently co-authored the 2011 Hidden Curriculum One-a-Day Calendar for Kids.

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2011 OCALI Conference

Barb Yavorcik Barb Yavorcik is the executive director of the Autism Society of Ohio. She has also served as president and secretary of the Autism Society of Northwest Ohio and been on the board of directors of the ASO for eight years. Appointed as the chair of the advisory board for OCALI in 2005, Yavorcik also serves as chair of the Ohio Autism Coalition. She acts as legislative liaison for the coalition and is active in public policy for the ASO. She served on a committee of the legislatively created Ohio Autism Task Force and the steering committee creating the Autism Service Guidelines.

Joy Zabala Joy Zabala, Ph.D., is the director of technical assistance for CAST and for the National Accessible Instructional Materials (AIM) Center. She is the developer of the SETT Framework, a tool that helps collaborative teams select, develop, and use a variety of solutions to support the communication, participation, and achievement of students with disabilities. Zabala is a strong supporter of universal design for learning and assistive technology as complementary supports for student achievement.

Colleen Zillich Colleen H. Zillich is the co-author of the book The Classroom and Communication Skills Program. She is an autism consultant and speech-language pathologist for a public school system in Indianapolis. Zillich has presented at ASHA and ASA national conferences, Purdue and Ball State University, and at various local conferences.

Colleen Zunk Colleen Zunk has worked in the field of disabilities for over 25 years in a variety of capacities. As a recreation therapist and educator, she found her niche 11 years ago working as a developmental therapist in Montgomery and Miami Counties. Over the last four years, Colleen has become a certified P.L.A.Y. Project (Play and Language for Autistic Youngsters) home consultant serving children ages 18 months to 7 years.

She is working with the West Central Ohio Network (WestCON) providing P.L.A.Y. services to families in their homes in an eight-county region.

FREE Resources Available presenters

from the Ohio Department of Education, Office for Exceptional Children

Measure Up

. . . includes the latest Local Report Card data for all the districts and schools in Ohio to graphically demonstrate how the districts and schools are performing.

EdResourcesOhio.org

. . . Web site housing resources related to special education including Special Education Model Policies & Procedures, Operating Standards, Guidance Document, required & optional forms, News & Updates, and state and federal resources.

GPS-IEP

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Visit Booth #225 for more information.

2011 OCALI Conference

85

presenter index

Ackerman, Amanda

34, 38, 70

Catagnus, Robyn

36, 43, 72

Glick, Katherine

36, 43, 75

Aebker, Susan

52, 54, 70

Cavanagh, Paul

37, 46, 72

Golan, Leslie

37, 46, 75

Ahlers, Megan

37, 47, 70

Cereghini, Lenore

21, 29, 72

Grantier, Cara

35, 42, 75

Altman, Lisa

34, 39, 70

Cesco, Penny

22, 29, 52, 55, 72

Grau, Rebecca

36, 44, 75

Alvino, Dona

37, 45, 70

Chambers, Lori

22, 30, 72

Grondhuis, Sabrina

21, 28, 75

Aman, Michael

21, 28, 70

Cheng, Pascal

22, 29, 72

Grossman, Barry

Amigo, Ashley

35, 40, 70

Childers, Stephanie

34, 39, 72

Grubbs, Christine

Asher, Britteny

34, 38, 52, 54, 70

Chowdhury, Monali

21, 28, 72

Habib, Dan

Aspy, Ruth

36, 37, 44, 46, 70

Christodulu, Kristin

20, 26, 35, 41, 73

Hackett, Bette

37, 46, 75

35, 41, 73

Hale, Kimberly

34, 40, 75

Halle, Sarah

37, 46, 75

36, 37, 44, 46, 75 37, 46, 75 4, 33, 34, 38, 75

Aue, Morgan

35, 42, 70

Clavenna-Deane, Beth

Auger, Pamela

52, 54, 70

Clevidence, Teresa

Babyak, Julie

35, 42, 70

Cochran, Lessie L.

22, 31, 73

Hansen, Janet

53, 56, 75

Balasubramaniyan, Aishwarya

35, 42, 70

Cochren, Carolyn

36, 37, 45, 46, 73

Haymes, Linda

35, 37, 41, 45, 47, 75

Baran, Tiffany

37, 45, 70

Barrozo, Jekereen

34, 38, 70

Basham, James

37, 45, 70

Bazyk, Susan

4, 22, 31, 70

Becher, Beth

52, 55, 70

Bellino, Nicholas

37, 46, 70

Benson, Betsey

21, 28, 71

Benson, Shawna

4, 21, 29, 71

Berry, Lori

20, 24, 71

Bertke, Wendee

37, 45, 71

Bishop, Somer

35, 42, 71

Bissonnette, Larry

9, 19, 20, 22, 24, 29, 71

Blackwell, Cameron

22, 29, 71

Blackwell, Darren Craig

22, 29, 71

Blackwell, Eric

20, 25, 71

Blackwell, Jamie

22, 29, 71

Blackwell, Jen

20, 25, 71

Blackwell, Jordan

22, 29, 71

Bobo, Jennifer

20, 26, 36, 44, 71

Boucher, Cheryl

34, 39, 71

Bowser, Gayl

34, 36, 38, 43, 71

Bradshaw, Maureen

4, 20, 25, 71

Bridgman, Heather

4, 34, 38, 71

Brothers, Karen

21, 29, 71

Brown, Jane Thierfeld

22, 31, 71

Brown, Melanie

37, 45, 72

Budde, Chelsea

52, 55, 72

Bulis, Jodi Bundy, Myra Beth Burgess, Sloane

21, 27, 36, 43, 72 21, 27, 35, 40, 41, 72 52, 54, 72

Buron, Kari Dunn

22, 31, 72

Buti, Mo

36, 44, 72

Butter, Eric

22, 29, 72

Candel, Lindsay

34, 40, 72

Carnahan, Christi

86

37, 45, 52, 55, 72

2011 OCALI Conference

Cochren, Tony

22, 29, 52, 55, 73

36, 45, 73

Heipp, Raymond

21, 28, 75

Coffin, Amy Bixler

4, 52, 54, 73

Helenthal, Nichole

21, 27, 75

Combs, Lisa

4, 52, 54, 73

Hendricks, Dawn

36, 44, 75

20, 25, 73

Hess, Amy

22, 29, 76

Coplan, James

37, 46, 73

Hiruma, Laura

20, 26, 76

Cowan, Richard

5, 36, 43, 73

Coonts, Teresa

Cox, Ann Crissinger, Jaclyn

22, 30, 73 36, 43, 52, 54, 73

Dahle, Karen Bowen

34, 39, 73

Dalusong, Awit

34, 38, 73

Darling, Caleb

34, 40, 73

Delano, Monica

21, 26, 34, 35, 40, 73

DeLuke, Susan

22, 31, 34, 38, 73

DePolo, Michelle

5, 36, 43, 74

Domings, Yvonne

35, 42, 74

Donnelly, Julie

37, 45, 74

Dubie, Melissa

Hoffmeier, Sarah

22, 30, 76

Holladay, Stephanie

35, 40, 76

Hollingshead, Aleksandra

34, 39, 76

Hollway, Jill

21, 28, 76

Horne, Brenda

36, 44, 76

Hough, Lauren

36, 43, 76

Howe, Thomasina

22, 30, 76

Howell, Janet

52, 56, 76

Hudson, Jill

34, 35, 36, 37, 38, 42, 45, 47, 52, 54, 55, 57, 76

37, 46, 74

Hughes, Jill

53, 56, 76

Dudek, Lynn

36, 44, 74

Hurt, Elizabeth

35, 42, 53, 56, 76

Duncan, Amie

35, 42, 74

Hussey, Annie

21, 26, 34, 38, 76

Edwards, Karen

5, 22, 30, 74

Imagie-Douglas, Lindsay J.

34, 39, 76

Emick, Jessica

36, 43, 74

Irvin, Mary

37, 47, 76

Endow, Judy

22, 31, 74

Israel, Maya

37, 45, 76

21, 28, 74

Jacobs, Laurie

35, 41, 76

Fish, Thomas

5, 22, 30, 74

Johnson, Karen

37, 46, 77

20, 26, 36, 43, 74

Johnson, Selene

35, 40, 77

Flowers, Toni

37, 47, 74

Jones, LeTreese

34, 40, 77

Foster, Jessica

22, 30, 74

Jump, Jill

22, 29, 52, 55, 77

Fourman, Kristine

21, 27, 74

Kabot, Susan

22, 31, 53, 56, 77

Freeman, Amy

20, 25, 74

Kemp, Charles

Gallagher, Trisha

52, 56, 74

Kerns, Kelly

21, 28, 77

Garling, Chasity

53, 56, 74

Kinder, Lezlie Fahl

36, 43, 77

Garrett, Laura

35, 41, 75

Kirkham, Emily

52, 56, 77

Geib, Jocelyn

5, 36, 43, 75

Fisher, Jody Fleming, Dawn

4, 34, 39, 77

Kirkpatrick, Jamie

53, 56, 77 22, 31, 77

Gentile, Julie

53, 56, 75

Kobza, Rachel

Gerke, Anthony

20, 24, 75

Krumins, Jennifer

Glass, Ben

21, 27, 75

Kurtz, Molly

22, 31, 36, 44, 77 21, 28

presenter index

LaCava, Paul

35, 41, 77

Paull, Leslie

Lanou, Aaron

36, 43, 77

Pennington, Robert

21, 26, 34, 35, 40, 80

Lavoy, Harvey

22, 29, 77

Peterson, Shannon

34, 38, 80

Leonard, Diana

20, 24, 77

Pinsonneault, Julia

35, 42, 80

Leonard, Kevin

4, 20, 24, 77

Porto, Patti

36, 44, 80

Liu, Chang

21, 28, 77

Post, Michal

35, 36, 41, 45, 80

Lofland, Kristie

52, 55, 78

Prystash, Ruth

20, 24, 36, 43, 80

Lofthouse, Nicholas

53, 56, 78

Rabidoux, Paula

22, 30, 80

35, 41, 42, 78

Rahrig, Meghan

21, 27, 80

Ratliff-Schaub, Karen

22, 29, 80

Lombard, Erin

22, 30, 80

Stansberry-Brusnahan, L. Lynn Storey, Keith

36, 45, 82

Stricklin, Terry

52, 54, 82

Struthers, Lynda

53, 56, 82

Sydenstricker, Jeanne

37, 47, 82

Szakacs, Wendy

4, 20, 24, 52, 54, 82

Szymanski, Amy

37, 46, 82

Thompson, Ruth-Ann

21, 26, 82

Thresher, Tracy

4, 19, 20, 22, 24, 29, 77, 82

Timmerman, Caryn

4, 37, 45, 82

Londenberg, Kelly

37, 45, 78

Longstroth, Cathy

4, 22, 31, 78

Rawlings, Cindy

37, 46, 80

34, 37, 39, 45, 78

Reeve, Christine

22, 31, 53, 56, 80

Timmons, Lori

Lowrey, Alisa

22, 30, 35, 37, 41, 46, 82

53, 57, 83

Mallory, Shawn

21, 29, 78

Renner, Kim

20, 26, 80

Tipton, Logan

21, 27, 83

Marks, Judy

21, 27, 78

Rinaldi, Melissa

35, 41, 80

Toledo, Gaby

20, 21, 24, 27, 36, 43, 83

McConnell, Renee Marie McCormick, Jeff

5, 34, 40, 78 4, 20, 24, 35, 42, 52, 55, 78

McCulloch, Emaley

21, 28, 78

McCullough, Laura

21, 28, 78

McDaid, Elyse

34, 39, 78

McGill, Teri

20, 25, 78

McGraw, Deborah

22, 29, 52, 55, 78

Rinewalt, Teri Robinson, Georgina Rochford, Tara

37, 46, 80 22, 29, 53, 56, 80 21, 27, 80

Toth, Sandra

52, 55, 83

Tramontano, Lynn

34, 39, 83

Rogers, Jan

4, 22, 30, 80

Turcovsky, Elizabeth

36, 43, 83

Rogers, Ron

4, 20, 24, 81

Ulrich, Stacy

37, 45, 83

34, 40, 81

Umbarger, Gardner

20, 26, 83

Root, Marla

22, 31, 81

Underwood, Denise

21, 27, 83

Rosenshein, Madeline

22, 30, 81

Valley, Gabriel

20, 26, 83

Rychener, Stacey

20, 25, 81

Vance-Morgan, Jessika

21, 27, 83

4, 21, 22, 27, 31, 52, 54, 81

VanOrder, Kelly

52, 55, 83

Rohrbach-Fisher, Cari

McIntyre, Mary Ann

20, 25, 78

McKinley, Susan

36, 44, 78

McNeal, Amanda

53, 56, 78

Watts, Kari

53, 56, 83

Meehan, Martha

35, 40, 78

Sanders, Cori

21, 28, 81

Wehman, Paul

20, 25, 83

Meier, Barb

37, 47, 78

Sayre, Pamela

21, 28, 81

Weiland, Nick

4, 34, 36, 38, 44, 83

Melragon, Meredith

36, 45, 79

Schall, Carol

Mihalov, Mike

21, 27, 79

Miller, Mary

4, 34, 39, 79

Mizer, Julie

36, 43, 53, 57, 79

Molnar, Sallie Moone, Stacey Moret, Pat

37, 46, 79 35, 42, 53, 56, 79 22, 29, 79

Moyer, Sherry

5, 53, 57, 79

Murray, Mary

22, 31, 79

Myles, Brenda Smith

53, 56, 79

Nagle, Michelle

53, 57, 79

Naglieri, Jack

34, 39, 79

Norris, David

36, 43, 53, 57, 79

Odom, Samuel

22, 30, 79

Oehler, Kathy

34, 39, 79

Oliver, Margaret

53, 57, 79

Osborn, Jan Owens, Donna

5, 20, 25, 79 4, 21, 27, 34, 37, 39, 46, 79

Packer, Jara

21, 29, 79

Pagliaro, Jamie

36, 43, 79

Palay, Lara

53, 56, 80

Ryley, Andie Trail

20, 25, 36, 37, 44, 47, 81

Schamens, Denise

52, 55, 81

Schattschneider, Kelly

34, 40, 81

Schill, Jeff

22, 30, 81

Schmakel, Jeffrey

20, 25, 81

Schumer, Allison

36, 43, 81

Sears, Jennifer

21, 27, 81

Senften, Elizabeth

36, 43, 81

Shively, Dawnita

34, 39, 81

Shore, Stephen

20, 25, 81

Short, Julie

4, 20, 24, 81

Sibole, Jamie

4, 34, 39, 81

Siegel, Dorothy

53, 57, 81

Sievers, Phil

22, 30, 82

Sigurdson, Dawna Silva, Rebecca

20, 25, 82 20, 24, 34, 36, 37, 38, 43, 45, 82

Slaper, Katie

52, 54, 82

Smith, Sheila

4, 20, 25, 82

Snyder, Kate

35, 41, 82

Southall, Candice

52, 54, 82

Stamps, Ellen

52, 56, 82

Weinberg, Linell

52, 54, 83

Wendling, Mary Jo

22, 30, 83

Wene, Jennifer

20, 25, 83

Wharton, Elisabeth

20, 24, 83

Wilczynski, Susan

21, 28, 83

Williams, Ellen

22, 31, 83

Williams, James

20, 24, 84

Williams, Sondra

5, 52, 53, 55, 56, 84

Williamson, Pam

37, 45, 52, 55, 84

Wilson, Jene

37, 46, 84

Witt, Diane

52, 55, 84

Wittman, Peggy

35, 41, 84

Wragge, Annette

20, 25, 84

Wright, Brooke Yavorcik, Barb

52, 54, 84 5, 36, 44, 53, 57, 84

Zabala, Joy

37, 45, 84

Zillich, Colleen

37, 47, 84

Zunk, Colleen

21, 28, 84

2011 OCALI Conference

87

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2011 OCALI Conference

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92

2011 OCALI Conference

Linking research to real life.