OCALICON 2012 Conference Program

November 14–16, 2012 Columbus, OH

OCALICON 2012

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OCALI is a division of the ESC of Central Ohio

OCALI thanks the following sponsors for their generous support of OCALICON 2012.

College of Education and Human Development

Center for Excellence in Autism

Educational Identification of Students with ASD Series February 2013 – May 2013 Presented by the Autism Center at OCALI

OCALI is hosting a five-day Educational Identification Series at the Educational Service Center of Central Ohio, designed for school-based evaluation teams. Many children and youth entering school have not yet been identified with an autism spectrum disorder (ASD) and are in direct need of specialized services. This training series is a must for school teams wanting to become proficient in educational identification of students with ASD. Team attendance is highly recommended (ie: intervention specialist, speech-language pathologist, occupational therapist, school psychologist, general education teacher and school administrator).

February 14, 2013 Educational Identification and the Law March 13, 2013 Trans-Disciplinary Evaluation Teams April 10, 2013 Developing a Comprehensive Evaluation Team Report and Providing Parent and Staff Feedback May 15 – 16, 2013 Assessment Tools Presenter: Ruth Aspy, Ph.D.

For more information visit www.ocali.org/ed_id_series Partially supported by grant funds through the U.S. Department of Health and Human Services, Health Resources and Services Administration (CFDA 99.110)

conference Session reviewers General information section one Kevin Aldridge

OCALI

Lisa Audet

Kent State University

Sue Beck OCALI

Jeff McCormick OCALI

Sherry Moyer

University of Toledo Center for Excellence in Autism

Margaret Oliver

Shawna Benson

Akron Public Schools

OCALI

Donna Owens

Amy Bixler Coffin

OCALI

OCALI

Lara Palay

Tanya Braden

OCALI

Heather Bridgman

University of Kentucky

State Support Team Region 1 OCALI

Margie Briley

Youngstown State University

Kay Brown

Regional Autism Advisory Council of SW Ohio

Katie Carnazzo

Patti Porto

conference sessions

10

exhibit hall features

Breakdown of session types

Areas within the hall focused on AT, family, the lending library, and more

13

Conference summits

18

CEUs and graduate credit

19

events at-a-glance

20

maps

State Support Team Region 3

Jan Rogers OCALI

Madeline Rosenshein

Annette Davis-Kramp

Denise Sawan Caruso

Medina County Board of Developmental Disabilities

OCALI

Chris Filler

State Support Team Region 7

Jefferson County Public Schools

9

Hotels, admissions and more

Beth Popich

Clermont County DD

OCALI

Trisha Gallagher

general conference info

Robert Pennington

Jefferson County Public Schools

OCALI

8

Denee Schlotterer

Columbus and convention center

Julie Short OCALI

Sheila Smith

Lucinda Glew

OCALI

Rebecca Grau

OCALI

wednesday

Jennifer Heim

Lee Stickle

section two

Kansas Instructional Support Network

Jill Hudson

OCALI

Galion City Schools Kentucky Autism Training Center State Support Team Region 2 OCALI

Susan Jones

Ohio Association of County Boards of DD

Brenda Smith Myles

Wendy Szakacs

Jim Taylor Scottish Autism

Kai-Chien Tien

Jim Judge

Urbana University

National Chunghua University of Education

Kate Kandel

Andie Trail Ryley

State Support Team Region 7

Afet Kilinc Ohio Department of Mental Health

Michael Kinney

Consultant

Jeffrey Vernooy

Wright State University, Office of Disability Services

Ohio Rehabilitative Services Commission

Nick Weiland

Letitia Kwiatkowski

OCALI

Akron Public Schools

Christine Wnoroski

Molly Leicht

Stark County ESC

Warren County ESC

Cathy Longstroth

Annette Wragge

Utah Personnel Development Center

NE ASD Network/UNL 15

Laura Maddox

ESC of Central Ohio

Leslie McClain

Easter Seals, Inc.

MMI LEND

Ohio Association of County Boards

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Brooke Wright

Patricia Wright

24

wednesday at-a-glance

28

wednesday sessions Descriptions and locations

OCALI advisory board thursday section three 40 44

thursday at-a-glance thursday sessions Descriptions and locations

Barb Yavorcik

Jon Peterson

Autism Society of Ohio

Delaware County Office of Treasurer

Bill Adams Prentke Romich Company

Kay Brown Regional Autism Advisory Council of SW Ohio

friday section four 56 58

FRIDAY at-a-glance FRIDAY sessions

Descriptions and locations

Janet Seide Parent

Scott Short HOPE Intervention

Richard Cowan

Jerrod Smalley

Kent State University

NBC 4 Columbus

Denise D’Arca

Sondra Williams

Ohio Northern University

Autism Society of America

Michelle DePolo

Jacqueline Wynn

KidsLink Neurobehavioral Center

Nationwide Children’s Center for Autism

Karen Edwards Cincinnati Children’s Hospital Medical Center

EX-OFIFCIO

Reginald Fields

exhibitors section five 62

exhibitors at-a-glance

63

exhibitor hall map

The Plain Dealer

Melissa Bacon

Jocelyn Geib

Ohio Department of Job and Family Services

KidsLink Neurobehavioral Center

Leslie Henry Gallipolis City Schools

Sharon Knotek Geauga County ESC

Dale Lennon 64

exhibitor descriptions

Trumbull County ESC

Renee McConnell The Rich Center

Jody Fisher Ohio Department of Developmental Disabilities

Wendy Stoica Ohio Department of Education

Yolanda Talley Cudney Ohio Department of Job and Family Services, Office of Ohio Health Plans

Sherry Moyer

presenters section six 74

presenter bios

92

presenter index

University of Toledo Center for Excellence in Autism

Ginger O’Connor Washington County Board of Developmental Disabilities

Jan Osborn Putnam County ESC

OCALICON 2012

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SEE WHAT OCALI HAS TO OFFER The Autism Center The Autism Center at OCALI provides a clearinghouse of information on research, resources, and trends to address the autism challenge. · Educational Identification of Students with ASD Series · District Autism Team Training · Ohio Autism Recommendations Visit with The Autism Center representatives: Wednesday, 11:45 am – 1:00 pm | Thursday, 9:30 – 10:45 am

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. · Extended Standards Modules · Least Restrictive Environment (LRE) Video · Low-Incidence (LI)/Significant Cognitive Disabilities (SCD) 2-Day Training Visit with The Disabilities Center representatives: Wednesday, 9:30 – 10:45 am | Thursday, 11:45 am – 1:00 pm

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. · Universal Design for Learning Guidelines · What Teachers and Students Need in a UDL Environment · Universal Design for Learning Critical Elements Visit with UDL Center representatives: Wednesday, 1:00 – 2:15 pm | Thursday, 1:00 – 2:15 pm

Autism Internet Modules A series of free online learning modules written by ASD experts from around the world. Modules are designed based on how adults learn using the Internet and written at a universal reading level.

Now featuring Module Certificates for a nominal fee of $10 USD per credit. · The Best Online Autism Professional Development in the World (or at least in 136 countries) · 40 Modules and Growing · International Hub of Evidence-Based Practices in Autism Across the Lifespan Visit with AIM representatives: Wednesday, 9:30 – 10:45 am | Thursday, 2:45 – 4:00 pm

6 OCALICON 2012

OCALI has been hard at work the past year developing resources to assist those touched by autism and low-incidence disabilities. Stop by our booth in the center of the exhibit hall to learn more.

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. · Transition Guide Booklets · Employer Video and Toolkit · Employees with Autism Video and Toolkit Visit with The Lifespan Transitions Center representatives: Wednesday, 2:45 – 4:00 pm | Thursday, 9:30 - 10:45 am

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. · AT Guided Assessment · Assistive Technology Internet Modules (ATIM) · 2012/13 AT/UDL Webinar Series · AT Virtual Mentoring Visit with The AT Center representatives: Wednesday, 4:30 – 5:45 pm | Thursday, 11:45 am – 1:00 pm

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. · Parent Package Materials · Four Steps to Services Guide · Dangerous Behavior Guide Visit with The Family Center representatives: Wednesday, 4:30 – 5:45 pm | Thursday, 2:45 – 4:00 pm

The Center For systems change The Center for Systems Change is a social and disability policy think tank. We address issues affecting people with developmental and other disabilities. We have special concentrations in autism, mental illness, and economics. · The Elisabeth Cochran Fellowship · Continued Work on Trauma, DSM, and Employment Issues · Informative Graph of the Week Visit with The Center for Systems Change representatives: Wednesday, 11:45 am – 1:00 pm | Thursday, 1:00 - 2:15 pm

OCALICON 2012

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general conference information

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.

Hotel Shuttle Service Complimentary shuttle service to and from the convention center and downtown hotels is available in the designated area of the convention center. Check with your respective hotel for their drop-off/pick-up location.

Hotels Served by Shuttle Service

Lunch on your own

Courtyard Columbus Downtown

Lunch is on your own and available from food stations located inside the exhibit hall and the Food Court shops located at the south end of the convention center. There are also a variety of restaurants, as well as the North Market across the street, and in the immediate area surrounding the convention center. A map of options is on p.20.

Sheraton Columbus Hotel Hotel Shuttle Service Schedule Wednesday, November 14 7:00 - 10:00 am | 4:00 - 7:00 pm Thursday, November 15

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).

Recycling 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 CD 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 FSC-certified paper.

7:00 - 10:00 am | 4:00 - 7:00 pm Friday, November 16 7:00 am - 1:00 pm

Conference Hotels Convention Center Area Hilton Columbus Downtown 401 N. High St. | 800.445.8667 Hampton Inn and Suites 501 N. High St. | 614.559.2000 Downtown Area Courtyard Columbus Downtown 35 W. Spring St. | 614.228.3200 Sheraton Columbus Hotel 75 E. State St. | 614.228.1234

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conference sessions

LECTURE Sessions

FACILITATED DISCUSSIONS

Classroom-style breakout sessions conducted by state and national leaders and scholars. Over 200 sessions by more than 300 presenters will be offered over the three days of the conference, providing numerous opportunities to discover new ideas while furthering knowledge and understanding.

Sessions monitored by an OCALI staff member that allow several groups of presenters to share their point of view on a particular topic, and then engage the audience in a robust discussion. A dynamic way to share and learn a variety of perspectives and strategies all related to a singular topic.

Exhibitor Sessions

Keynote 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.

Opening general sessions presented by nationally recognized leaders.

Panel Sessions

Research presented by representatives from a variety of universities, 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.

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

Note: The Research Symposium is located in the 500 aisle of Hall E.

Assistive Technology Lab Sessions Hands-on Sessions Hands-on interactive sessions encourage the audience participation and engagement with materials, concepts, ideas, role plays, and implementation strategies to better understand and make practical application of session content.

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

Note: AT 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 firstcome, 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 this program are listed in the Conference Addendum included 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.

OCALICON 2012

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exhibit hall features

Conference Exhibitors

AT LEARning lab

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 9:30 am. Thirty-minute breaks between sessions and an extended lunch break provide multiple opportunities for meeting with exhibitors. The exhibit hall will close at 4:30 pm on Thursday.

AB Pathfinder presents the Assistive Technology (AT) Learning Lab, a hands-on learning environment where attendees can learn and practice new skills and techniques.

The AT Learning Lab 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 Learning Lab for participants who wish to observe the proceedings.

Parents’ Corner

OCALI Lending Library

The Autism Society of Ohio presents Parents’ Corner, an informal meeting and collaboration area 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 will be highlighted throughout the day on Wednesday and Thursday.

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 low-incidence disabilities. Items in the lending library include books, DVDs, assistive technology devices, assessment tools, and other media. NEW for 2012! Meet the Author series, featuring: • Judy Endow

• Sue Kabot

• Sondra Williams

• Chris Reeves

• Brenda Smith Myles

• Stephen Shore

Check the Lending Library for the complete schedule.

Connections

Gallery by OCALI

Connections is 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) 2012 Exhibit and Tour. In addition, works by artist and presenter Judy Endow will be featured.

Research Symposium

Internet Park

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

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.

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exhibit hall features

HALL F – Keynote Sessions

OCALI BOOTH

Parents’ Corner

The OCALI Booth sits in the center of the exhibit hall, offering a prime spot to check out OCALI resources, learn more about our seven Centers, or connect with other attendees.

Lending Library

Parents’ Corner Sponsored by

AT Learning Lab Sponsored by

Internet Park Internet Park Sponsored by

9:30 - 10:45 am Disabilities Center Autism Internet Modules 11:45 am - 1:00 pm Autism Center Center for Systems Change

Concessions

WEDNESDAY

Connections

1:00 - 2:15 pm Universal Design for Learning Center 2:45 - 4:00 pm Lifespan Transitions Center

OCALI Gallery

Row 500 – Research Symposium

Representatives from each Center are available in the OCALI booth throughout Wednesday and Thursday. Stop by to say hello, ask questions, and learn about new products and offerings.

AT Learning Lab

Hall E Entrance

4:30 - 5:45 pm Assistive Technology Center Family Center

THURSDAY 9:30 - 10:45 am Lifespan Transitions Center Autism Center 11:45 am - 1:00 pm Disabilities Center Assistive Technology Center 1:00 - 2:15 pm Universal Design for Learning Center Center for Systems Change 2:45 - 4:00 pm Autism Internet Modules Family Center

OCALICON 2012

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conference summits

university summit Wednesday | November 14 The University Summit is a unique forum designed to address common issues universities face when preparing highly qualified professionals in the area of autism spectrum disorders (ASD).

An event directed by Summit participants, the 2012 University Summit features current innovations, research, and program development.

Sponsored by:

Proposed Agenda Facilitators: Sheila Smith, Shawna Benson, Jan Rogers

12:00 - 1:00 pm

Welcome Lunch “Open Mic� and Networking Updates on current research, programs, and innovative ideas.

1:00 - 2:15 pm

Collaborative Group Work on Common Issues Breakout style small groups work to develop collaborative solutions to common issues.

2:15 - 2:45 pm Networking

2:45 - 3:35 pm

Collaborative Group Work on Common Issues Continued breakout style small groups work to develop collaborative solutions to common issues.

3:45 - 4:00 pm

Planning for the Future

Planning for work to be done during the year in preparation for University Summit 2013

4:00 Adjourn

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conference summits

Traumatic brain injury summit Thursday | November 15 The 2012 Traumatic Brain Injury Summit includes a series of presentations and panel discussions that explore the current state of educational research in TBI and how to translate the research into practice. Features include evidence-based educational strategies and psychosocial interventions to support children with TBI. In collaboration with: Rehabilitation Research and Training Center (RRTC) for Pediatric TBI Interventions RRTC Partners: Cincinnati Children’s Hospital Medical Center Rainbow Babies & Children’s Hospital MetroHealth Medical Center The Children’s Hospital, Denver Nationwide Children’s Hospital University of Oregon Center on Brain Injury Research and Training, Teaching Research Institute, Western Oregon University RRTC is funded by the National Institute for Disability and Rehabilitation Research

Agenda 8:30 – 10:00 am

Welcome/Overview Shari Wade Introduction to the TBI Summit Roberta DePompei

TBI Summit Keynote State of the Science: RRTC on Childhood TBI Interventions Shari Wade

10:15 – 11:45 am OCALICON 2012 Keynote: Burning The Chair, Encouraging Chaos and 8 Other Ways to Differentiate Instruction Paula Kluth

11:45 am – 1:00 pm

Lunch on Your Own Research Symposium – Hall E

1:00 - 1:45 pm

Preschool Study: I-InTERACT: Internet-Based Interacting Together Everyday: Recovery After Childhood TBI

1:45 - 2:45 pm

Adolescent Study: Teen Online Problem Solving Study

2:45 - 3:00 pm Break

3:00 – 4:00 pm

Cognitive Supports: Attention Intervention Management

4:00 – 5:00 pm

Classroom Practices Assessment and Eligibility Instructional Strategies Behavioral Supports

5:00 pm

Adjourn

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summit agenda

national autism leadership summit Thursday - Friday | November 15 – 16 The 2012 National Autism Leadership Summit connects participants with ideas, strategies, and solutions needed for success. Large group professional development sessions focus on systems thinking and strategic development. Small group sessions are designed for focused discussion and hands-on work.

Sponsored by:

Agenda THURSDAY, NOVEMBER 15 8:00 – 9:45 am Welcome OCALI

Importance of Context for Systems Leaders Susan Leddick

In collaboration with:

10:15 – 11:45 am

OCALICON 2012 Keynote: Burning The Chair, Encouraging Chaos and 8 Other Ways to Differentiate Instruction Paula Kluth

11:45 am – 1:00 pm

Networking Lunch On Your Own

1:00 – 1:20 pm

Year in Review Practice Group Facilitator Panel

1:30 – 5:30 pm

Practice Group Work: Looking Within and Between Management – Common Core Extended Standards Capacity – Statewide Professional Development Measurement – Using Data to Measure Delivery Continuity – Early Intervention to Preschool Transition

FRIDAY, NOVEMBER 16 8:00 - 8:20 am

Planning the Next Steps Practice Group Facilitator Panel

8:20 - 9:00 am

Making Sense of System Structure Susan Leddick

9:00 - 11:00 am

Networking with Job Likes Facilitated groups

11:15 am - 12:15 pm

From Where I Stand: Reflections and Wrap-Up From Systems Perspective Susan Leddick

OCALICON 2012

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conference summits

universal design for learning summit Friday | November 16 The UDL Summit is designed to gather professionals and utilize their collective influence to develop nationallydisseminated resources that continually improve, promote, and align the implementation of UDL in order to help students with their success and progress. The 2012 UDL Summit focuses on resources to support students with significant disabilities.

Sponsored by:

Agenda 8:00 – 8:15 AM

Welcome and Overview of Day

8:15 – 8:30 AM In collaboration with:

Review Resource: Educating Students Who Need Intensive Supports in a UDL Environment

8:30 – 9:15 AM

Setting the Stage: Supporting Students with More Significant Disabilities Through Universal Design for Learning Update: Universal Design for Learning National & State Movement

9:15 – 12:00 PM

Work Group Facilitation

12:00 – 12:15 PM

Wrap-up (Next Steps) and Evaluations

12:15 PM

Adjourn

16 OCALICON 2012

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CEU & graduate credits

CEU and graduate CREDIT OCALI offers a variety of Continuing Education Unit (CEU) credit options through several professional organizations and licensing boards. Details are available at the CEU/Graduate Credit counter located inside Hall E. American Speech-Language Hearing Association (ASHA) 1.85 ASHA CEUs (Professional area; Various levels) Ohio Counselor, Social Worker, and Marriage and Family Therapist Board (CSWMFT) 15.75 hours

HOW TO OBTAIN CEU CREDIT 1. Visit the CEU/Graduate Credit counter on Wednesday, November 14, 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 Hall E near the Registration Area.

2. Record 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.

Ohio Department of Developmental Disabilities (DODD) 1 hour per attended approved session Ohio Occupational Therapist, Physical Therapist, and Athletic Trainer Board (OTPTAT) 18.75 hours Note: According to the Ohio Board of Nursing, nurses may submit OT and other professional regulating board CEUs as nursing CEUs.

Board Certified Behavior Analyst (BCBA) 1.5 credit hours per attended approved session Ohio Psychology Association MCE (Mandatory Continuing Education) 1 credit hour per attended approved session Ashland University Graduate Credit 1 credit hour for full conference 2 credit hours for full conference + preconference Professional Development Contact Hours (PDCH) 18.75 hours

3. Submit your CEU Participation Form to the CEU/ Graduate Credit Counter on Friday, November 16, at the conclusion of the conference.

Please note: It is your responsibility to document session information for the sessions you attend and submit your completed form(s) on Friday, November 16. CEU forms will not be accepted after this date.

HOW TO OBTAIN Graduate CREDIT 1. OCALICON participants can earn 1-2 credit hours from Ashland University. One credit hour is available for attending the full conference. Two credit hours are available for attending the preconference workshop by Judy Endow and the full conference.

2. Obtain a CEU Participation Form from the CEU/Graduate Credit counter. Record 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. Register for either OCALICON (course #6145M5) or OCALICON + Preconference (course #6145L5) and submit payment to the Ashland University representative at the CEU/Graduate Credit Counter between 11:00 am and 1:30 pm on Thursday, November 15. The cost is $205 per credit hour.

4. Submit completed CEU Participation Form and assignment to course instructor by Friday, December 7.

Assignment details and instructor information are available at the CEU/Graduate Credit counter.

18 OCALICON 2012

events at-a-glance

Wednesday, November 14

Thursday, November 15

Friday, November 16

7:30 8:00

Meeting Time

Meeting Time

7:30 – 8:30 am

7:30 – 8:30 am session i

8:30 session i

9:00

session i

8:30 – 9:45 am

8:30 – 9:45 am

9:30 10:00

session ii

12:00 12:30

exhibit hall open

11:30

1:00 1:30 2:00

keynote: Tamara and Alex 10:15 – 11:45 am

research symposium

exhibit hall open

9:30 – 10:45 Am

10:30 11:00

8:00 – 9:15 am

keynote: Paula Kluth 10:15 – 11:45 am session iii 11:00 – 12:15 pm 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

session iii

session iii

2:45 – 4:00 pm

2:45 – 4:00 pm

session iv

session iv

4:30 – 5:45 pm

4:30 – 5:45 pm

2:30 3:00 3:30

4:30 5:00 5:30 6:00

OCALICON reception

4:00

6:30

University Summit

National Autism Leadership Summit

UDL Summit

TBI Summit

OCALICON 2012

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MAPS short north y w milla marcellas

poplar

mo joe lounge

ave eleven

sushi rock

goodale

street

high str

hyde park

eet

park street swan

t

stree

deepwood bar louie

knead

columbus convention center

spruce stree

north market

t

japanese steak house barley’s

vine

t

stree

e

eet

wall str

arena district

martini modern italian

er

ti

en

Hilton Hotel

Kooma Sushi

co

nv

n

o

driv

t en

c

coffee & pastries lunch & dinner dinner only

south to downtown 20 OCALICON 2012

exhibitor booths

lending library

presenter lounge

food options

exhibit hall e

e172 e171 e170

e162 e161 e160

e151

research symposium

e150

connections

Gallery by ocali

at Learning lab

parents’ corner

exhibit hall f keynote sessions

registration bag pick up

second floor above DPOD

d144- d142- d140d145 d143 d141 d240- d242d241 d243

d132

d131

d244d246 d245

exhibit hall d

d130

d230d232

d233d235

hampton inn

HILTON Shuttle Drop off/pick up Food court

OCALICON 2012

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Put more on your plate with the Ohio Autism Awareness License Plate Ohio State residents can show their support for individuals with autism, their families, and service providers with the new Ohio Autism Awareness license plate.

Details are available at the Autism Society of Ohio

www.autismohio.org To order an Ohio Autism Awareness License Plate, visit the Ohio State BMV Website

www.oplates.com

22 OCALICON 2012

Wednesday keynote

Discovering Potential: The Power of Good Ideas, Collaboration, and Custom-Made Adaptive Devices Tamara Morgan and Alex Truesdell Wednesday | 10:15 am | Hall F

University Summit Wednesday | November 14 Sponsored by

OCALICON 2012

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wednesday at-a-glance

8:00 - 9:45 am D246

Building Capacity: Statewide Professional Development Phil Sievers, Tami Childs, Carol Schall, Samantha Marsh Hollins, Dawn Hendricks, Tim Morse, Amy Bixler Coffin

8:30 - 9:45 am D230 D231 D232 D233 D242-243 E150 E151 E160 E161 E170 E171 E172

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

Assessing Preferences of Students With Significant Intellectual and Physical Disabilities Helen Malone, Linsey Sabielny, Eliseo Jimenez

Secondary Transition Assessment for Families Catherine Burzio

A Crash Course in Assistive Technology Research and Development Activities Carmen DiGiovine, Heidi Koester

An Emerging Service Model That Puts Families First: The Human Service Cooperative Aaron Blocher-Rubin

A Review of the ESEA and Implications for Using Evidence-Based Practices Karen Bowen Dahle

Early Childhood Screening: Encouraging the Best Start in Life for All Children Patricia Wright

Matching Communication Apps to Students Needs Teresa Clevidence, Deborah McGraw, Jill Jump

Sensory? Social? Emotional? Behavior? Bringing It All Together for Self-Regulation Elizabeth Senften, Lezlie Fahl Kinder

UDL Critical Elements: Creating a Foundation Barb Meier

A Teacher's Toolbox of Knowledge: System of Least Prompts Instructional Procedure Ann Katherine Griffen, Robert Pennington, Melinda Ault

Assessing Emergent Literacy for Students With ASD and Significant Disabilities Christi Carnahan, Pam Williamson

9:45 - 10:15 am Hall F

Among the Giants Documentary Starring Tamara Morgan and Alex Truesdell. A film by Cory Tomascoff.

Keynote | 10:15 - 11:45 am Hall F

The Power of Good Ideas, Collaboration, and Custom-Made Adaptive Devices Tamara Morgan, Alex Truesdell

12:00 - 4:00 pm D234-235

University Summit Sheila Smith, Shawna Benson, Jan Rogers, Katherine Holman, Elizabeth Neville

Research Symposium | 12:00 - 1:00 pm 500 503 504 508

The History of Social Stories™: Research, Practice, and Evolving Trends Paul LaCava

Social Network Analysis – Parents of Children With Autism Trisha Gallagher

An Introduction to Music Therapy: What Is It and What Can It Do for Me? Tanya Corso, Kristin Kummer

Training Parents in Discrete Trial Teaching Tiffany Marrelli, Kari Watts

24 OCALICON 2012

wednesday at-a-glance

511 512 515 516 519 520 523 524 527 531 532 535 536 539 540 543 544 547 551 552 555 556 559

Parental Stress and Child Communication Skills Lisa Audet, Sloane Burgess, Megan Armbruster

Does Use of Technology Decrease Off-Task Behavior?

Rachel Kopke

Sensory Processing Characteristics of Children With Developmental Disabilities: A Review Christina Heun, Bethany Bates

Sensory Connections and Doing: Preferences of a Child With ASD Shirley O'Brien, Valerie Miller

An Analysis of Inclusive Classroom Environments for Kindergarten-Age Children With ASD Diane Sainato, Sunhwa Jung, Rebecca Morrison

1:1 Paraprofessionals: The Critical Link to Your Child's Learning Lucinda Kramer

Formal or Informal Assessment Social Skills: More Bang for the Buck?

Alice Womer

The Use of Therapy Dogs With Students With Autism Dru Perren, Andrea Speece, Leah Gongola

Independent Group Contingencies to Decrease Problematic Behaviors in a Classroom Setting Miranda Schehr, Christine Austin

Diet Expansion Programs for Children With Autism: Recommendations and Case Studies Selene Johnson, Cindy Andree Bowen

The Steps of Being Social: Promoting Engagement and Social Development for People With ASD Marci Laurel, Kathleen Mo Taylor

I Have an iPad: Ideas for Implementation to Support Social-Communication Skills Aleksandra Hollingshead

Being a Family Comes First Victoria Baker-Willford

Linking Theory to Practice: A Framework for Supporting Individuals With ASD Margaret Oliver

Transitioning to Adulthood: Teaching Life-Long Practices to Serve Individuals With ASD Jamie Marshall

Providing Behavioral Strategies for Success in the School, Home, and Community Monisha Acharya-Lammert, Pam Mosier-Arnold

Incorporating the Special Interests of Individuals With ASD to Increase Engagement Susan Wilczynski, Ruth Jones, Laura Clarke

A Critical Examination of School Immunization Exemption Laws Gardner Umbarger

Nurturing Creativity in Exceptional Children Darren Thompson

Apps and Ethics: Using Technology to Facilitate Productivity Catherine Burzio

Group Intervention for Children With ASD: Do Parent Expectations Match Child Preferences?

Myra Beth Bundy, Martha Meehan, Peggy Wittman

Better Behavior Data Collection: A school wide approach to collecting and analyzing data John Shanton, Rhonda Hedges

Putting Social Skills in All the Right Places Lynn Dudek

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wednesday at-a-glance

1:00 - 2:15 pm AT Learning Lab Connections D230 D231 D232 D233 D242-243 E150 E151 E160 E161 E170 E171 E172 Parents' Corner

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

“Obstacle Removal” Through the Years: An Inside View Jen Blackwell, Jordan Blackwell

“Unique-ly” Aligned to Extended Standards Kathy Staugler

Ohio's Coordinated Response to Autism: State Updates Barb Yavorcik, Jody Fisher, Shawn Henry

Creating and Maintaining the Accessible Classroom Raymond Heipp

Professional Organizations: Drivers of Change for Sustainable Improvement in Services Tara Glennon, Sandra Schefkind, Susan Bazyk

Teaching Language, Concepts, and Daily Living Skills in the 21st Century Stephanie O'Brien, James McClafferty

Selection of iPads and Dedicated Speech Generating Devices for Communication Kimberly Hale

Adulthood and Severe Autism: What We Know and Promising New Models Krysti DeZonia

Interdisciplinary Social Skills Groups for Individuals With ASD Samantha Lyle, Valerie Robinson

Senses and Sensibilities: An Inside View on Recognizing and Addressing Sensory Issues Stephen Shore

Among the Giants: The Life-Changing Impact of Custom-Made Adaptations Tamara Morgan, Alex Truesdell

Matching Classroom Interventions to the Individual Characteristics of Students With ASD Brooke Wright

From the Ground Up: Accessible Instructional Materials, UDL, and More Daniel McNulty

A Parent's Walk Through the IEP Tanya Braden

2:45 - 4:00 pm AT Learning Lab Connections D230 D231 D232 D233 D240-241

Cool Tools to Support a UDL School Jeff McCormick, Ron Rogers

The Story of Fred and Leroy: My Mom Has Asperger Syndrome Wendy Hamilton

Getting Ready for Learning Through Play, Sensory Strategies, and Brain-Based Approaches Elisabeth Wharton, Lori Berry

Curing Autism? Myths and Misconceptions About Effective Treatments for Children With ASD Morten Haugland

Promoting Positive Outcomes for Students With Moderate to Intensive Disabilities Alfred Daviso

Family-Centered Care and Medical Homes: Building Effective Treatment Teams Amy Hess, Karen Ratliff-Schaub

Understanding the IEP: A Hands-On Discussion Tanya Braden

26 OCALICON 2012

wednesday at-a-glance

D242-243 E150 E151 E160 E170 E171 E172 Parents' Corner

App’lying Visual Learning Through Innovative Technologies Anthony Gerke

Destination Friendship: A Model for Developing Friendships in Individuals With ASD Alice Womer, Kelly Mahler, Carol Hollis

Can You Hear What I'm Thinking? Give Me a Voice Jill Paul

An Implementation Science Approach to Professional Development in Autism Ann Cox, Samuel Odom

Linking Academic Content Standards and Functional Education Kristen Metz, Kathleen Pero, Susan Baker

Crazy for Apps? Making APPropriate Choices for Students Melinda Ault, Margaret Bausch

Mission Possible: Building Community Connections Patty Cassidy

Toilet Training Judith Coaucouvanis, Rachael Calhoun, Lindsay Candel, Erin Lombard, Miranda Schehr, Julie Short

2:45 - 5:45 pm E161

Outsmarting Explosive Behavior Judy Endow

4:30 - 5:45 pm AT Learning Lab Connections D232 D233 D246 E151 E160 E170 E171 E172 Parents' Corner

Free Digital Resources to Support Struggling Readers ... And A Few Not So Free Jan Rogers, Shawna Benson

TBI and Transition to School Tony Cochren, Carolyn Cochren

Disabilities From a Global Perspective Kevin Aldridge

Averting Disaster for ASD in the Courts, Schools, and Work Settings Rick Ellis

Integrating the Autism Internet Modules (AIM) Into Training and Professional Development Sheila Smith, Chris Ondrus, Mary Murray, Lee Stickle

Using Coaching and Video Modeling to Improve Social Interactions for Toddlers With ASD Paul LaCava, Amy Grattan

UDL Implementation: The Importance of Connections Ron Rogers, Jeff McCormick

Peer-Mediated Intervention and Autism Spectrum Disorders Lindsey Tornow, Rachel Pasquerilla

Education Testing Reports: Improve Results and Save Money With Accurate Interpretation Carole Richards

Creating Communicative Competency Through Functional Communication Training Robert Pennington, Monica Delano, Ginevra Courtade

All in the Family: Family Life and the Autism Spectrum Jen Blackwell, Jordan Blackwell, Jamie Blackwell, Eric Blackwell

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wednesday sessions

8:00 - 9:45 am Building Capacity: Statewide Professional Development D246 Phil Sievers, Tami Childs, Carol Schall, Samantha Marsh Hollins, Dawn Hendricks, Tim Morse, Amy Bixler Coffin Join us for a facilitated discussion focused on statewide professional development. Come hear a variety of state-level professionals share their perspectives on this topic. Then engage in a robust conversation to discuss issues and generate ideas and applicable strategies that can be implemented across ages and settings.

Secondary Transition Assessment for Families D232 Catherine Burzio Transition assessment is the ongoing process of gathering information related to students' skills, interests, values, strengths, and needs as they relate to life after high school. This session shows how, by understanding how to gather and use this information, families may collaborate more effectively in the transition process as well as begin their own parenting transitions.

Type: Lecture Level: Intermediate

Type: Facilitated Discussion Level: Advanced

A Crash Course in Assistive Technology Research and Development Activities

8:30 - 9:45 am

D233 Carmen DiGiovine, Heidi Koester

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

The goal of assistive technology research projects is translating the findings into AT practice. This presentation provides an overview of AT research and development activities ranging from wheelchairs to computer access, augmentative and alternative communication, and electronic activities of daily living. This crash course gives participants a glimpse into the future of AT.

D230 Jeffrey Schmakel Find out more about the Sensory Learning Program, a drug-free, noninvasive intervention developed over a decade ago by Mary Boelles, 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 issues.

Type: Exhibitor Level: Introductory

Assessing Preferences of Students With Significant Intellectual and Physical Disabilities D231 Helen Malone, Linsey Sabielny, Eliseo Jimenez This session teaches attendees how to conduct preference assessments of students with significant intellectual, developmental, and physical disabilities by presenting several single-subject evaluations that examined using eye gaze as a selection method, the stability of preference over time, and the number of sessions required to identify reinforcing items.

Type: Lecture Level: Introductory

28 OCALICON 2012

Type: Lecture Level: Intermediate

An Emerging Service Model That Puts Families First: The Human Service Cooperative D242-243 Aaron Blocher-Rubin Services for people with disabilities increasingly value family-centric models, but most families have little to no influence on policies or decisions affecting the organizations they rely on for services. The Human Service Co-op is an emerging model that allows all families to be involved at the highest level as the organization evolves based on needs identified by its families.

This presentation takes a deep dive into this new model using Arizona Autism United as a case study.

Type: Lecture Level: Intermediate

A Review of the ESEA and Implications for Using Evidence-Based Practices E150 Karen Bowen Dahle The reauthorization of the Elementary and Secondary Education School Act (ESEA) contains the revisions that are being promulgated for the 2008 IDEA regulations related to evidence-based practices. The recommendations of IDEA, contained in the ESEA, strongly advise and define the use of scientifically based practices.

Implications for teaching young children and students within the spectrum are presented.

Type: Lecture Level: Intermediate

Early Childhood Screening: Encouraging the Best Start in Life for All Children E151 Patricia Wright Screening is often the first step to ensuring that children in need of services and supports are identified and enrolled in a quality early intervention program. This session shares data from innovative screening programs, including the use of M-CHAT in community childcare settings and the Make the First Five Count initiative providing free online access to the Ages and Stages Questionnaire.

Type: Lecture Level: Intermediate

Matching Communication Apps to Students Needs E160 Teresa Clevidence, Deborah McGraw, Jill Jump There are many communication apps available.

These apps arrange language in various ways.

Come and explore some of the more popular apps (Proloquo2Go, Touch Chat, Sonoflex).

Learn to identify some of the key features that you need to consider to make the best match for your student. Finally, learn how to teach students to use their communication systems more effectively.

Type: Lecture Level: Intermediate

wednesday sessions

Sensory? Social? Emotional?

Behavior? Bringing It All Together for Self-Regulation

Assessing Emergent Literacy for Students With ASD and Significant Disabilities

E161 Elizabeth Senften, Lezlie Fahl Kinder

E172 Christi Carnahan, Pam Williamson

Instructing students in managing sensory, social, and emotional skills is difficult but necessary for effective behavioral self-regulation. This session reviews how adaptation of current evidence-based strategies can be achieved in order to develop a comprehensive userfriendly approach to meet the behavioral needs of diverse learners. Key concepts include 5-point scales, color-coded sensory and social strategies, social-sensory scans, social autopsies, and self-advocacy scripts.

This session provides educators with tools for assessing emergent literacy skills of students with ASD and other significant disabilities.

Specifically, using video and case studies, the session focuses on meaningful literacy assessment of students with significant communication needs.

Type: Lecture Level: Intermediate

9:45 - 10:15 am

UDL Critical Elements: Creating a Foundation

Among the Giants - Documentary

E170 Barb Meier Learn about Michigan's UDL critical elements, developed to provide a foundation for the implementation and further research of UDL. Type: Lecture Level: Intermediate

Type: Lecture Level: Introductory

This session is designed for teachers to learn about the evidence-based SLP procedure, most often used to teach chained tasks. Its possible uses are extensive and include academic skills (e.g., writing one's name, completing the steps for a lab experiment) as well as life skills (e.g., self-determination, leisure, and food preparation skills). Participants will learn about the considerations and decisions for implementing SLP, including observation of the steps and hands-on practice.

Type: Lecture Level: Introductory

University Summit D234-235 Sheila Smith, Shawna Benson, Jan Rogers, Katherine Holman, Elizabeth Neville The University Summit is a unique forum designed to enhance the preparation of highly qualified professionals in the area of ASD through the development of specific courses and showcasing existing university program models.

Type: Summit Level: Advanced

Hall F Tamara Morgan, Alex Truesdell This Cory Tomascoff film short tells the story of the Adaptive Design Association through the compelling experiences of two young women who rely on custom-made adaptive equipment.

The film premiered in New York City in June 2009 and has been screened at over 15 film festivals across the US and abroad.

A Teacher's Toolbox of Knowledge: System of Least Prompts (SLP) Instructional Procedure E171 Ann Katherine Griffen, Robert Pennington, Melinda Ault

12:00 - 4:00 pm

10:15 - 11:45 am Discovering Potential: The Power of Good Ideas, Collaboration, and Custom-Made Adaptive Devices Hall F Tamara Morgan, Alex Truesdell Barriers to communication, education, work, mobility, art, play, and self-care severely impair many individuals with disabilities. But good ideas, shared with people who love to design and build, can have a profound impact. This session reports stories of adaptive design that upend negative assumptions and inspire inclusive schools and caring communities.

Sponsored by

12:00 - 1:00 pm The History of Social Stories™: Research, Practice, and Evolving Trends 500 Paul LaCava Social Stories™ have become one of the most popular methods used with individuals with ASD. In this session, participants will discuss the 20-year evolution of this method, the extensive efficacy literature that supports it as an evidence-based practice, and ongoing trends in the field. Finally, new research that describes how practitioners in Rhode Island are using this method will be shared.

Type: Poster Level: Intermediate

Type: Keynote Level: Intermediate

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wednesday sessions

Social Network Analysis: Parents of Children With Autism

Parental Stress and Child Communication Skills

Sensory Connections and Doing: Preferences of a Child With ASD

503 Trisha Gallagher

511 Lisa Audet, Sloane Burgess, Megan Armbruster

516 Shirley O'Brien, Valerie Miller

Parents of children with autism have successfully advocated for services in many areas. Through the utilization of parental social capital, parents have gained services in public and community services, including insurance laws legislating coverage. The session reports on an analysis of the social networks of parents as a proxy measure of social capital. Outcomes and implications for parents, teachers, and schools, along with suggestions for practice, will be provided.

Parenting a child with an ASD is a stressful endeavor. This session shares the findings of a study to examine the relationship between parental stress and child communication level.

The study involved assessing 15 preschoolers with ASD, collecting four language samples across a year, and asking families to complete the Parental Stress Index. Results of that research are presented along with implications for intervention.

Up to 95% of children with autism experience sensory processing problems. Minimal research is available on the relationship between specific sensory profiles, activity preference, and behavioral patterns. It is hypothesized that if children participate in play conducive to their sensory needs, they will experience a higher quality of life. This session reports on a case study that examined how a child with ASD participates in activities fulfilling and supporting sensory needs.

Type: Poster Level: Intermediate

Type: Poster Level: Intermediate

Type: Poster Level: Intermediate

An Introduction to Music Therapy: What Is It and What Can It Do for Me?

Does Use of Technology Decrease Off-Task Behavior?

An Analysis of Inclusive Classroom Environments for Kindergarten-Age Children With ASD

504 Tanya Corso, Kristin Kummer Music therapy is the clinical and evidencebased use of music interventions to accomplish individualized goals by a degreed and credentialed professional. As a related service under IDEA, music therapy is a valid and sometimes critical component of the treatment for autism. An overview is presented along with research to support the concepts discussed.

Video clips and general music tips to use when one cannot access a music therapist are shown.

512 Rachel Kopke This session reports on a study using single case experimental design to determine how effective use of iPads during language intervention tasks is for decreasing the off-task behavior of two specific learning impairment (SLI) preschool students. Â A traditional method (flashcards) was compared to technology (applications on iPad).

Type: Poster Level: Introductory

Type: Poster Level: Introductory

Sensory Processing Characteristics of Children With Developmental Disabilities: A Review

Training Parents in Discrete Trial Teaching

515 Christina Heun, Bethany Bates

508 Tiffany Marrelli, Kari Watts

This session shares a project aimed to understand the sensory processing characteristics of children with developmental disabilities by reviewing current literature on the topic. Autism, Down Syndrome, Fragile X, and ADHD were compared. Findings suggest there are distinct differences in sensory processing difficulties between disorders. These findings will help customize interventions for sensory issues in children with special needs and improve our understandings of the disorders.

Discrete trial teaching is an effective instructional method that has been used to teach children with ASD. This session shares a study that replicated an experiment by Lafasakis and Sturmey (2007), in which parents of children with autism were taught to work with their own children using discrete-trial teaching. The results of this study demonstrated that this training was effective in teaching parents to implement discrete trial teaching.

Type: Poster Level: Intermediate

30 OCALICON 2012

Type: Poster Level: Introductory

519 Diane Sainato, Sunhwa Jung, Rebecca Morrison Researchers suggest that comprehensive treatment programs provide crucial guidelines for intervention for children with ASD (NRC, 2001; Odom et al., 2011; Strain et al., 2011).

These programs range from one-to-one, homebased interventions to interventions delivered in the least restrictive environment such as child care centers and schools. This poster presents an overview of the outcomes of a study of inclusive environments for kindergarten-age students with ASD. Type: Poster Level: Intermediate

1:1 Paraprofessionals: The Critical Link to Your Child's Learning 520 Lucinda Kramer Parents of students with severe disabilities and the students themselves are directly impacted when a 1:1 paraprofessional is serving the student on a daily basis. This presentation explores the ways parents, with assistance from their child, can make informed requests for quality-trained paras, as well as strategies to monitor the degree of support that best encourages the student's growth and independence.

Type: Poster Level: Intermediate

wednesday sessions

Formal or Informal Assessment Social Skills: More Bang for the Buck?

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

523 Alice Womer

531 Selene Johnson, Cindy Andree Bowen

This poster highlights 60 profiles of students suspected of having social skills deficits. The profiles were analyzed to compare results of standardized and informal assessment to determine which measure was most informative in identifying deficits in social skills. The hypothesis was that informal assessment was more perceptive in identifying the need and type of intervention required in the area of social skills.

Self-restricted diet is a symptom of autism that may pose a threat to a child's health, development, and socialization. This session presents case studies illustrating programs for children 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 children, post-intervention presentations of novel foods resulted in acceptance of food and decreases in refusal.

Type: Poster Level: Intermediate

The Use of Therapy Dogs With Students With Autism 524 Dru Perren, Andrea Speece, Leah Gongola

Type: Poster Level: Intermediate

The Steps of Being Social: Promoting Engagement and Social Development for People With ASD 532 Marci Laurel, Kathleen Mo Taylor

Dogs and cats are often ranked higher in a social support network than non-immediate family members by individuals with ASD (McNicholas and Collis, 2003). Yet, limited research has been done on utilizing therapy dogs, specifically with students with autism. This session reviews studies that have found several therapeutic benefits from the use of therapy dogs (Eckstein, 2000; Melson, 2003; Fresen, 2009) and discusses the numerous precautions that should be taken before therapy dogs are used with students with autism.

This presentation highlights the extraordinary importance of considering social development in all aspects of intervention for persons with ASD. The critical relationships between social, behavior, and communication skills will be discussed. In addition, components of social engagement will be described and specific steps of being social will be identified, along with evidenced-based practices to support meaningful social growth.

Type: Poster Level: Introductory

Type: Poster Level: Intermediate

Independent Group Contingencies to Decrease Problematic Behaviors in a Classroom Setting

I Have an iPad: Ideas for Implementation to Support Social-Communication Skills

527 Miranda Schehr, Christine Austin

535 Aleksandra Hollingshead

Group contingencies are commonly used within classroom settings with multiple students to reduce problem behavior. This session reports on a study that implemented an independent group contingency, with five students with ASD. The rates of disruptive behavior were extinguished within a month and zero rates were maintained for almost two years, with the plan faded out to verbal cues on a weekly, at most, schedule.

Instructional technology devices, including iPads, iPod Touches, and Smart Boards, are becoming more popular in the classroom settings. Past the initial excitement, teachers often feel overwhelmed and unsure of how to best utilize these technological tools to meet the needs of their students. This session concentrates on various strategies of incorporating iPad apps within the socialcommunication instruction for students with autism and communication needs.

Type: Poster Level: Introductory

Being a Family Comes First 536 Victoria Baker-Willford In the midst of the therapies, intervention sessions, specialized doctors, research, and advocacy, we can lose sight of the family structure. The family unit is key to the overall happiness and ultimate success of the individual and the family. This session presents information about supporting and maintaining a positive family structure. Whether you are a family member or a support professional, your role in preservation of the family environment is crucial.

Type: Poster Level: Intermediate

Linking Theory to Practice: A Framework for Supporting Individuals With ASD 539 Margaret Oliver The concepts of theory of mind, executive function, and central coherence are wellresearched theories that help explain the intricacies of ASD. Yet, these concepts can be elusive, and their powerful insights do not always translate into practical interventions. This session shows how the use of checklists and quick evaluation forms designed to increase understanding of the individual with ASD can help bring the theories to the practical level when creating formal and informal interventions.

Type: Poster Level: Intermediate

Transitioning to Adulthood: Teaching Life-Long Practices to Serve Individuals With ASD 540 Jamie Marshall The Boston Higashi School, a private, non-profit school for students with autism, has served individuals towards the more severe end of the spectrum for 25 years utilizing a methodology called Daily Life Therapy. This session reviews the methodology, highlighting the importance of improving transition services for individuals with ASD in any setting, regardless of the educational approach.

Type: Poster Level: Intermediate

Type: Poster Level: Introductory

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wednesday sessions

Providing Behavioral Strategies for Success in the School, Home, and Community 543 Monisha Acharya-Lammert, Pam Mosier-Arnold In an effort to keep students in their home community, the Morrow County School Districts collaborated with Step By Step Academy to provide the first IBI (Intensive Behavioral Intervention) classroom in Ohio.

This presentation discusses the challenges and successes of incorporating intensive behavioral intervention in a public school. Strategies, including peer modeling, gradual inclusion, behavior analysis, and building relationships, will be explored.

Type: Poster Level: Introductory

Incorporating the Special Interests of Individuals With ASD to Increase Engagement 544 Susan Wilczynski, Ruth Jones, Laura Clarke The special interests of individuals with ASD can interfere with their learning and successful social integration. However, they can also be used to increase appropriate behavior. The special interests of individuals with ASD were incorporated into a summer camp experience.

This presentation identifies the ways camps can enhance the summer experience of children with ASD. The effectiveness of incorporating special interests on social engagement will be evaluated using an ABAB design.

Nurturing Creativity in Exceptional Children 551 Darren Thompson Establishing an environment that supports the creative exploration of spaces and materials is an excellent way to teach all children, regardless of their level of physical or cognitive ability. In this session, attendees will learn ways to engage young minds and bodies through creative uses of common materials. Specific case examples as well as techniques that encourage social and emotional development will be shared.

Type: Poster Level: Intermediate

Apps and Ethics: Using Technology to Facilitate Productivity 552 Catherine Burzio It's hard to keep up with the changing world of technology. Spend time walking through apps and tools that may be used with individuals or small groups and document/information management. Ethics may be challenged when working across multiple agencies in support of individuals. How do we ensure non-maleficence and fidelity while working effectively to meet deadlines? Participants review and discuss standards of ethics and apply principles to real-world scenarios.

Type: Poster Level: Intermediate

Type: Poster Level: Introductory

Group Intervention for Children With ASD: Do Parent Expectations Match Child Preferences?

A Critical Examination of School Immunization Exemption Laws

555 Myra Beth Bundy, Martha Meehan, Peggy Wittman

547 Gardner Umbarger This presentation examines current state laws allowing for the exemption of students from mandatory immunizations to attend public school and their implications for public health and the safety of at-risk groups in school settings. Among the implications discussed are the impact on herd immunity, the safety of students and staff exempt from immunization for medical reasons, and current outbreaks of childhood diseases resulting from reduced vaccination rates.

Type: Poster Level: Intermediate

32 OCALICON 2012

This session reports on a study that coded parent responses to a structured interview within the context of the Lifestyle Performance Model (LPM), a quality-of-life focused model.

Parents hoped that group therapy would improve their children's social functioning in family, school, and community. Participating children responded to a visual measure of activity preference. Child responses suggested that they enjoyed group activities, preferring activities in the self-care realm least.

Type: Poster Level: Intermediate

Better Behavior Data Collection: A School-Wide Approach to Collecting and Analyzing Data 556 John Shanton, Rhonda Hedges Collecting accurate data related to behavior can often be an overwhelming task. This presentation will describe how our school developed a school-wide system of data collection and how they use that data to evaluate behavior plans as well as write summaries for outside service providers and parents.

Type: Poster Level: Intermediate

Putting Social Skills in All the Right Places 559 Lynn Dudek Given the need to think socially and possess social skills for every situation, individuals with ASD are at a distinct disadvantage. This session addresses how to carry over social skills into a variety of situations.

Type: Poster Level: Introductory

1:00 - 2:15 pm A Spectrum of Apps for Students on the Autism Spectrum AT Learning Lab – Hall E Heather Bridgman, Nick Weiland Discover the expanding world of applications, or “apps,” for the iPod Touch, iPhone, and iPad that support students with autism and other disabilities. This session references specific characteristics associated with the Underlying Characteristics Checklist (UCC) by Dr. Ruth Aspy and Dr. Barry Grossman. Connections will be made between the eight domains of the UCC and apps that might be implemented as one piece of a comprehensive intervention plan.

Type: Hands-On Interactive Level: Intermediate AT Learning Lab Sponsored by

wednesday sessions

“Obstacle Removal” Through the Years: An Inside View

Creating and Maintaining the Accessible Classroom

Connections – Hall E Jen Blackwell, Jordan Blackwell

D232 Raymond Heipp

Jordan Blackwell was diagnosed with autism by age 2. Thanks to early intervention and creative school, community, and family supports, he is now a freshman in high school on track for an Honors diploma. In this session, Jordan and his mother share his journey and passion to help others along the way. Parents and professionals will benefit from ideas and insights shared.

This session focuses on incorporating technology within both inclusive and special needs classrooms in order to create higher levels of accessibility for all students. With limited budgets, schools must understand how technologies can work together to meet the needs of broad populations, while still being able to assist each individual student.

Type: Lecture Level: Introductory

Type: Exhibitor Level: Introductory

“Unique-ly” Aligned to Extended Standards D230 Kathy Staugler How are the Common Core Standards applicable to students with significant cognitive disabilities? The Ohio Extended Standards provide guidance for alignment to classroom instruction. N2Y, Inc.'s Unique Learning System provides lesson plans and materials for classroom instruction. Monthly units focus on a science or social studies topic, with integrated reading, writing, and math activities that are age-, interest-, and ability-appropriate for students with challenging learning needs.

Type: Exhibitor Level: Intermediate

Ohio's Coordinated Response to Autism: State Updates D231 Barb Yavorcik, Jody Fisher, Shawn Henry This presentation shares Ohio's coordinated response to autism, highlighting newly released Ohio Autism Recommendations. Learn about Ohio's unique partnerships to support innovative change: the Interagency Work Group on Autism; the Ohio Autism Coalition, facilitated by the Autism Society of Ohio; and OCALI, Ohio's central source for high-quality information. Advocacy efforts and legislative initiatives will be shared, as well as a new Medicaid waiver, and the self empowered life funding waiver.

Type: Lecture Level: Intermediate

Professional Organizations: Drivers of Change for Sustainable Improvement in Services D233 Tara Glennon, Sandra Schefkind, Susan Bazyk Professional organizations must educate and empower service providers to deliver effective supports to children and their families. In this session, the process of collating ideas for improvement, developing effective solutions, and implementing strategies to enhance service delivery will be highlighted. Specifically, training programs to put initiatives into action, activities to advance practitioner skills, and the development of educational materials to inform consumers of our services will be discussed.

Type: Lecture Level: Intermediate

Teaching Language, Concepts, and Daily Living Skills in the 21st Century D242-243 Stephanie O'Brien, James McClafferty For decades picture cards have been used effectively to teach language, concepts, and daily living skills to students with special needs, students who are non-verbal, and students who are typically developing. The introduction of the iPad and See.Touch.Learn.® provide new capabilities that improve the effectiveness of the lessons delivered and the efficiency of the instructors. Lesson preparation time can be drastically reduced, more and richer materials are available at your fingertips, and individualization of lessons for students is dramatically simplified.

Selection of iPads and Dedicated Speech Generating Devices for Communication E150 Kimberly Hale The session identifies “individual needs” to consider when utilizing the iPad as augmentative communication device. Features of many AAC apps for the iPad will be analyzed; equipment resources for alternative access, durability, and mounting will be highlighted; fabrication of manual communication boards to parallel the AAC vocabulary app will be presented; and the iPad will be compared to commercial speech-generating devices.

Type: Lecture Level: Intermediate

Adulthood and Severe Autism: What We Know and Promising New Models E151 Krysti DeZonia What supports are currently available for adults with severe autism and what new and promising models are on the horizon? This presentation examines this question in the areas of residential support, work, relationship development and maintenance, and family quality of life.

Type: Lecture Level: Intermediate

Interdisciplinary Social Skills Groups for Individuals With ASD E160 Samantha Lyle, Valerie Robinson Collaboration between professionals provides great opportunities for individuals to develop social skills within motivating and natural environments. In this session, models of cotreatment between SLPs and music therapists (MT-BC) will be discussed in the context of social skills groups. Various models of social skill groups for all ages will also be presented and illustrated through video examples.

Type: Lecture Level: Introductory

Type: Exhibitor Level: Introductory

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wednesday sessions

Senses and Sensibilities: An Inside View on Recognizing and Addressing Sensory Issues

From the Ground Up: Accessible Instructional Materials, UDL, and More

E161 Stephen Shore

E172 Daniel McNulty

The variation in perception of sensory stimuli for many with autism and other conditions often causes great discomfort, and the information received may be not even be usable. The aim of this presentation is to enable susceptible individuals of all ages and those close to them to avoid and minimize the effect of sensory overload through easy-to-implement solutions, thereby enabling those with sensory issues to lead fulfilling and productive lives.

Participants will gain an introductory understanding of UDL, how it relates to assistive technology (AT), Accessible Instructional Materials (AIM), and how it can promote an environment for learning that includes ALL students in their general programming in a meaningful and engaging way. UDL basics are covered and quick and free tools are shared for each of the three components of UDL.

In a humorous, emotional storytelling format, this session tells of growing up with a “different kind of mother,” one with Asperger Syndrome.

The presentation moves from past to present and how we are a team on everything from disclosing her ASD to daily decision making.

I am no expert. I am no clinician. I don't report statistics or evidence-based best practices. My motivation is to honor my mother's journey and promote awareness.

Type: Lecture Level: Introductory

Type: Lecture Level: Intermediate

A Parent's Walk Through the IEP

Getting Ready for Learning Through Play, Sensory Strategies, and Brain-Based Approaches

Type: Lecture Level: Intermediate

Among the Giants: The Life-Changing Impact of Custom-Made Adaptations E170 Tamara Morgan, Alex Truesdell This 23-minute documentary introduces viewers to the vision of the Adaptive Design Association through the inspiring stories of Tamara Morgan, a woman with osteogenisis imperfecta, and Raven DeSayles, a second grader with caudal regression syndrome. Tamara and Alex will lead a Q&A following the film and facilitate a discussion that emphasizes the importance of turning frustrations into opportunities and common materials into adaptive devices.

Type: Lecture Level: Introductory

Matching Classroom Interventions to the Individual Characteristics of Students With ASD E171 Brooke Wright In this session, participants are introduced to the Underlying Characteristics Checklist and become familiar with the characteristics described in each of the eight areas of the UCC. Participants will learn a variety of researchbased tools and intervention strategies that can be matched to student characteristics.

Participants also receive examples of tools and strategies as well as resources for learning, finding and creating various tools.

Type: Lecture Level: Introductory

Parents’ Corner – Hall E Tanya Braden This session guides parents through the IEP in order to enhance their role as team members.

Agency representatives who assist families at IEP meetings and educational staff will also benefit from learning to include parents in the IEP development and where to embed parent information into the IEP. Information on educational policies, rights of parents, effective partnerships, preparing for the IEP meeting, questions/discussion points for the team, and resources are provided.

Type: Lecture Level: Introductory

2:45 - 4:00 pm Cool Tools to Support a UDL School AT Learning Lab – Hall E Jeff McCormick, Ron Rogers Once you have an understanding of the barriers to learning posed by available materials, you can start to investigate the digital media and technology available to support differentiated teaching approaches. Come and explore the growing collection of adjustable technology, software tools, digital content, Internet-based resources, and district support that help foster a UDL classroom.

Type: Hands-On Interactive Level: Introductory AT Learning Lab Sponsored by

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The Story of Fred and Leroy: My Mom Has Asperger Syndrome Connections – Hall E Wendy Hamilton

D230 Elisabeth Wharton, Lori Berry Children learn through play. The steps for learning are: attend, engagement, and sustained attention. Being able to comprehend and appropriately respond to sensory information is necessary. Fine- and perceptualmotor skills are fundamental for school-related activities - reading, writing, and math. Once a solid sensory foundation is built, different materials for writing, drawing, and construction activities may be used. In this session, evidencebased materials are discussed and available for review.

Type: Exhibitor Level: Intermediate

Curing Autism? Myths and Misconceptions About Effective Treatments for Children With ASD D231 Morten Haugland This session provides an overview of treatments offered to children with autism, including a critical overview of ABA or DTT. The information will help parents navigate the various autism treatments, evaluate their claims of effectiveness, and choose the best option for their child. Emphasis is placed on factors that can impact the effectiveness of each treatment option and what is “good” science.

Type: Exhibitor Level: Intermediate

wednesday sessions

Promoting Positive Outcomes for Students With Moderate to Intensive Disabilities D232 Alfred Daviso

App’lying Visual Learning Through Innovative Technologies D242-243 Anthony Gerke

An Implementation Science Approach to Professional Development in Autism E160 Ann Cox, Samuel Odom

This presentation discusses the findings from the Ohio Longitudinal Transition Study as it relates to students with moderate/intensive disabilities. Predictors of post-school outcomes such as employment, postsecondary education, and independent living will be identified and discussed for program improvements. This information is vital to families and educators who are assisting students with disabilities in making the transition from secondary education to adult life.

Mobile devices and “apps� have transformed the autism classroom. Apps provide professionals with easy-to-access engaging activities for students of varying strengths and abilities. Explore with us how VizZle has become the first MYO (Make-Your-Own) app system, going above and beyond just mobile devices, to empower professionals to use innovative visual learning activities across devices and environments in a truly studentcentered approach to technology for the autism classroom.

The National Professional Development Center (NPDC) on Autism Spectrum Disorders has followed an implementation science approach in working with states and programs to promote the use of evidence-based practices with students having ASD. Features of the model, evaluation outcomes, and processes for implementation are summarized. Expansion and elaboration of the NPDC work with early intervention (birth to three) and high school programs will be discussed.

Type: Lecture Level: Intermediate

Type: Exhibitor Level: Introductory

Type: Lecture Level: Intermediate

Family-Centered Care and Medical Homes: Building Effective Treatment Teams

Destination Friendship: A Model for Developing Friendships in Individuals With ASD

Linking Academic Content Standards and Functional Education

D233 Amy Hess, Karen Ratliff-Schaub

E150 Alice Womer, Kelly Mahler, Carol Hollis

Children with autism and their families should have access to coordinated, comprehensive, family centered care that is accessible, compassionate, and culturally sensitive. This session discusses family-centered care, medical homes, and how parents and professionals can build effective treatment teams for children with autism. Session attendees will also learn more about the Autism Treatment Network's commitment to family-centered care.

This session highlights the Destination Friendship Model, an innovative new curriculum that provides easy-to-use, research-based strategies and activities to support the development of friendship skills in children with ASD and related disorders. Participants learn practical methods designed to enhance friendship skills in a fun way.

Type: Lecture Level: Intermediate

Understanding the IEP: A Hands-On Discussion D240-241 Tanya Braden This follow-up session to A Parent's Walk Through the IEP (Wednesday, 1:00-2:15 pm) showcases case examples and IEP documents.

Families and those who assist families at IEP meetings and educational staff will benefit from learning how to include the parent in the IEP development and where to embed parent information into the IEP. Information on educational policies, rights of parents, effective partnerships, preparing for the IEP meeting, questions/discussion points for the team, and resources are provided.

Type: Hands-On Interactive Level: Intermediate

Type: Lecture Level: Intermediate

Can You Hear What I'm Thinking?

Give Me a Voice E151 Jill Paul Many students with autism have a difficult time processing their thoughts, expressing their wants and needs, and participating in class and life. This session teaches techniques and strategies for how to embed communication, using high and low technology throughout the school environment, with the intention to build self-esteem, independence, and learning.

Type: Lecture Level: Introductory

E170 Kristen Metz, Kathleen Pero, Susan Baker The presentation highlights a program that links Core Standards and functional education for children with intensive disabilities.

The presentation focuses on the planning, organization, and implementation of thematic units using a three-to-five year plan. The presentation will offer examples of how student learning occurs, families' support of programming, collaboration among team members, and preparing students for the new alternate assessment.

Type: Lecture Level: Intermediate

Crazy for Apps? Making APPropriate Choices for Students E171 Melinda Ault, Margaret Bausch The apps craze has increased the use of apps and mobile devices in educational settings.

However, guidelines are needed to assist teachers in selecting apps for their students.

The presenters discuss how to evaluate and select apps based on student characteristics and learning objectives. Procedures for teaching skills using apps and monitoring progress are discussed. The presenters provide resources for locating apps and distribute an evaluation checklist.

Type: Lecture Level: Introductory

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wednesday sessions

Mission Possible: Building Community Connections E172 Patty Cassidy This session details how to build capacity for customized employment across multiple states. The presentation showcases the critical elements of using Discovery as the assessment process, complete with milestone markers that enhance progress and performance-based measurement for systems. The session also illustrates how social and economic capital leveraging extends into job development by matching individuals with business owners/ employers who share like interests.

Type: Lecture Level: Introductory

Toilet Training Parents’ Corner – Hall E Judith Coucouvanis, Rachael Calhoun, Lindsay Candel, Erin Lombard, Miranda Schehr, Julie Short Join us for a facilitated discussion focused on toilet training. Professionals with different backgrounds will share their thoughts and perspectives. Then, engage in a robust conversation to discuss issues and generate ideas and strategies that can be implemented across ages and settings.

Type: Facilitated Discussion Level: Intermediate

2:45 - 5:45 pm Outsmarting Explosive Behavior E161 Judy Endow This presentation, based on Outsmarting Explosive Behavior, A Visual System of Support and Intervention for Individuals With Autism Spectrum Disorders, describes an effective way to support individuals with explosive behaviors by using a visual system of four train cars to depict the stages of explosive behavior along with stop and go signs to show effective support strategies to use during each stage in the explosive behavior cycle. This is the first of a two-part session.

Type: Lecture Level: Introductory

4:30 - 5:45 pm Free Digital Resources to Support Struggling Readers ... And A Few Not So Free AT Learning Lab – Hall E Jan Rogers, Shawna Benson Planning for access is an essential component for all teachers involved in UDL. This session provides participants with free on-line resources and digital materials to assist struggling readers in accessing various academic content areas. When content is provided in a digital format, it can be adapted to a wide range of student needs. This session explains how these materials can be adapted and used with students. A list of websites and tools will be provided.

Type: Lab Level: Introductory AT Learning Lab Sponsored by

TBI and Transition to School Connections – Hall E Tony Cochren, Carolyn Cochren It is critical during the early recovery process that parents and caregivers begin to plan the transition process for students with TBI back to the school setting. In this session, participants will hear of a transition story from a survivor and his mother and also get practical ideas, successes, and frustrations from a former school principal and current special education supervisor.

Type: Lecture Level: Introductory

Disabilities From a Global Perspective D232 Kevin Aldridge This presentation summarizes the state of people with disabilities using the World Report on Disabilities published in 2011 by the World Health Organization and the World Bank.

The presentation will review global statistics and policy direction with comparisons to general policy direction in the United States.

Emphasis will be placed on Europe and the role of economic growth on advances in disability policy.

Type: Lecture Level: Intermediate

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Averting Disaster for ASD in the Courts, Schools, and Work Settings D233 Rick Ellis Spectrum individuals can be casualties not only in the school setting but also in the courts or work environments. Victimization can result from mistreatment by police officers, attorneys, judges, employers, and others. Successful advocacy requires a thorough understanding of the legal issues and autism. Be it criminal charges, employment difficulties, or custody/divorce issues, this session emphasizes how the state of mind of the individual on the spectrum must be articulated succinctly for proper outcomes to occur.

Type: Lecture Level: Advanced

Integrating the Autism Internet Modules (AIM) Into Training and Professional Development D246 Sheila Smith, Chris Ondrus, Mary Murray, Lee Stickle Join us for a facilitated discussion focused on using the AIM modules in preservice training and professional development. Come hear a variety of professionals share their perspectives on this topic. Then engage in a robust conversation to discuss issues and generate ideas and applicable strategies that can be implemented across ages and settings.

Type: Facilitated Discussion Level: Intermediate

Using Coaching and Video Modeling to Improve Social Interactions for Toddlers With ASD E151 Paul LaCava, Amy Grattan Video modeling is considered an evidencebased practice for individuals with ASD. Further, coaching is considered a vital component for successful training outcomes. This session discusses how video modeling and coaching were used to help promote social skills for toddlers with autism in the early intervention system in Rhode Island.

Type: Lecture Level: Introductory

wednesday sessions

UDL Implementation – The Importance of Connections E160 Ron Rogers, Jeff McCormick This session focuses on what successful UDL implementation looks and sounds like in several districts. It also explores why it is important to make connections with what is already being successfully implemented in the district.

Type: Lecture Level: Intermediate

Peer-Mediated Intervention and Autism Spectrum Disorders E170 Lindsey Tornow, Rachel Pasquerilla Children with ASD and related disabilities struggle with social interaction with their typical peers. Peer-mediated intervention is a researchbased methodology whereby typical peers are trained to implement interventions that increase and improve social interactions for children with autism and related disorders. This session shows how PMI can be used across school settings and peers. It is an inclusive strategy that allows individuals with disabilities to learn from their typically developing peers.

Type: Lecture Level: Introductory

Creating Communicative Competency Through Functional Communication Training E172 Robert Pennington, Monica Delano, Ginevra Courtade In this session, the presenters describe a powerful strategy for addressing problem behavior by teaching alternative communicative responses. Participants walk through the steps of implementing this strategy, roleplay, and learn how to make adjustments for individual learners.

Type: Hands-On Interactive Level: Introductory

All in the Family: Family Life and the Autism Spectrum Parents’ Corner – Hall E Jen Blackwell, Jordan Blackwell, Jamie Blackwell, Eric Blackwell Each member of a family brings unique aspects to that family. This session gives participants the opportunity to hear from and interact with a 14-year-old young man diagnosed with autism, as well as his parents and sister. Frank discussion of obstacles as well as celebrations of successes will inspire those in attendance.

Type: Panel Level: Introductory

Education Testing Reports: Improve Results and Save Money With Accurate Interpretation E171 Carole Richards Many educators, administrators, and parents don't understand Education Testing Report (ETR) results. Learn to interpret data by digging into subtest data to understand what the IQ really means. Then compare the IQ data to achievement scores to create dynamite IEPs. The data show how students' brains work, allowing you to help them succeed and maybe save your school money with fewer services that effectively meet each child's needs. Parents will learn how to advocate for the most effective services for their child.

Type: Lecture Level: Intermediate

Celebrating Possibility A reception for all touched by autism and disabilities November 14 | 4:00 - 6:30 pm | Hall E

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INDEPENDENCE - THE ULTIMATE GOAL! CUE YOUTM is an amazingly simple, powerful app-based scheduling system for iPhone*. Different from reminder tools - far more comprehensive and very intuitive...

CUE YOUTM is a unique and powerful communication and monitoring tool that helps to support the independence of individuals with memory loss, developmental disabilities and traumatic brain injury.

Send reminders, but also create and send messages of love and support with photos, audio files, videos - even a ‘Joke of the Day’ from our collection!

The caregiver logs into the CUE YOUTM website to schedule as many as 64 messages at once, to be delivered to the client’s iPhone as a ‘package’, which means they will be delivered without interruption, anywhere, even if there is a power outage or no internet connection!

CUE YOUTM has a One Touch Emergency Caller built right in, as well as GPS tracking capabilities!

Independence is the goal of every person. But not everyone can live a fulfilling life without help. People with developmental disabilities, autism spectrum disorders, traumatic brain injury or post traumatic stress disorder, among others, want the same things as other members of the community and should be able to live, work, learn and participate to the extent of their abilities, in a safe and healthy manner.

With CUE YOUTM a caregiver can provide subtle life management support and monitoring, assisting a loved one to be as independent as possible for as long as possible.

But with CUE YOUTM that’s just the beginning! The app can make life more interesting and fun!

Schedule brief videos along with text messages as a connection to family events. Or include the latest photos of friends and family.

Or send audio files - or daily humor from our collection.

Independence Self-Reliance Reassurance Connection to Others

With CUE YOUTM a caregiver can provide subtle life management support, to aid in promoting self reliance, as well as offering a social tie to family and friends.

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*Also works with iPod Touch and iPad, with limited functionality.

When each message is scheduled for delivery, it automatically previews on the recipient’s iDevice, accompanied by a chirp, or a vibration. To receive the entire message the recipient simply swipes the face of the device. When finished, a simple tap of the screen triggers a ‘Thank You!’ message but - more importantly - it also triggers CUE YOUTM to send acknowledgement to the sender that the message has been received.

Create and control everything about the reminders and message schedule you send, conveniently from our website... And do it when it’s convenient for you.

Create messages that contain text (in optional sizes), photos, voice messages, video... Schedule as many as 64 messages at a time. Use native iPhone accessibility features to accommodate physical disabilities.

Customize the format and timing of your messages based on the specific needs of your recipient. Messages and reminders will ‘nag’ the recipient for 30 minutes if messages are ignored.

Deliver messages automatically to your recipient’s iPhone accompanied by a vibration or ringtone alert.

Touch-screen simplicity to receive the message, then touch screen simplicity to acknowledge that the message has been received.

Acknowledgement is sent directly to the website when messages are received; or designate a message as ‘Critical’, and the app texts you if a message is ignored for more than 30 minutes!

29

AVAILABLE NOW ON THE iTUNES APP STORE! ONLY

$

99

For more information visit our website at

http://www.CueYouLtd.com

Thursday keynote

Burning the Chair, Encouraging Chaos and 8 Other Ways to Differentiate Instruction Paula Kluth Thursday | 10:15 am | Hall F

Traumatic Brain Injury Summit Thursday | November 15

National Autism Leadership Summit Thursday – Friday | November 15 – 16 Sponsored by

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thursday at-a-glance

8:00 - 9:45 am D132

Supporting University Students With ASD Sarah McMaine-Render, Tara Glennon, Lisa Audet, Mary Ann Devine, Kerrie Harris, Bianca Hynes, Shawna Benson

8:00 am - 5:30 pm D230-232

National Autism Leadership Summit Shawn Henry, Jill Hudson

8:30 - 9:45 am D130 D131 D140-141 D142-143 D242-243 D244-245 E150 E151 E160 E161 E162 E170 E171 E172

Fostering Success of Students With Significant Communication Disabilities Jennifer Hood, Tracy Mail

The Hidden Curriculum of Getting and Keeping a Job: Charting the Social Landscape Judy Endow, Brenda Smith Myles

Navigating Ohio's Funding and Services Maze Marla Root

Creating Function-Based Behavior Plans Susan Wilczynski, Emaley McCulloch

Avoiding Common Pitfalls when Writing ETRs, IEPs, and EMIS Data Collection Forms Erica Richley

Comprehensive Sexuality Education for Girls and Women With ASD Sherry Moyer, Cheryl Reese, Jodee Snyder

Ensuring Quality of Life for Loved Ones With Special Needs Lynn Tramontano

A Training and Coaching Model on Evidence-Based Practices for Early Childhood Programs Amy Cohen, Clare McFadden

Putting the Pieces Together to Develop an Innovative Resource Program for Students Amy Gaffney

Teaching Math to Students With ASD: The Importance of Early Numeracy Christi Carnahan, Pam Williamson, Sally Moomaw

Setting the Stage for Universal Design for Learning: Casting Call for Innovative Educators Kirk Behnke

Special Educational Technology Classroom of the Future: Innovation in Practice Elizabeth Dalton, Anthony Gerke, Jack Eder

Educational Identification of ASD Barry Grossman, Ruth Aspy

Facilitating a Social Skills Group for Middle-School Boys Ellen Stamps, Eileen Foote

8:30 am - 5:00 pm D234-235

Traumatic Brain Injury Summit Donna Owens, Shari Wade, Ann Glang

Keynote | 10:15 - 11:45 am Hall F

Burning the Chair, Encouraging Chaos, and Eight Other Ways to Differentiate Instruction Paula Kluth

Research Symposium | 12:00 - 1:00 pm 501

Connecticut Autism Training Initiative Feasibility Study Barbara Cook, Ruth Eren

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thursday at-a-glance

502 506 509 510 513 514 517 518 521 522 525 526 529 530 533 534 537 538 541 542 545 546 549

Safe Signals: Teaching High-Functioning Young Adults With Autism About Burn Safety at Home Lisa Murray-Johnson, Rebecca Coffey, Patricia Cloppert

Establishing a Video Modeling Program for Students with Autism in a Local Education Agency Mari MacFarland, Joshua Plavnick, Kitty Lemon Hjelmroth

Learning Experiences of Educators Enrolled in an Autism Certificate Program Terri Cooper Swanson

Developing Groups Leaders for Work With Children With ASD Peggy Wittman, Myra Beth Bundy

Implementing Social Stories in the General Education Classrooms for Students with Autism Jennifer Loudon, Leah Gongola

Helping Young Adults With ASD Develop Friendships Rachael Skerczak, Joshua Line

Helping a Child With ASD Overcome an Aversion to Socially Mediated Reinforcement Stephanie Holladay, Amy Vestal

Creating Sustainable Services for Children With Autism in Developing Countries Selene Johnson, Lizzy Donovan

Sensory-Supported Swimming Program Lauren Foster, Lisa Mische Lawson, Jane Cox

Application of a Token Economy System With Implementation of a Response Cost Erin Lombard, Lauren Frey

Teacher Self-Efficacy: Including Students With ASD in General Education Classrooms Katie Smith, Stacey Jones Bock

Early Sensory Signs of Autism: A Video Analysis of Infants Aged 2-6 Months Brittany Hand

Assessment and Intervention for Students With ASD: Perceptions of School Psychologists Lindsay Candel

Behavioral Predictors of School Service Utilization Six Months After TBI in Adolescents Keith Yeates, Sunny Thakkar, Kendra McMullen

Working With Teens One-on-One Following TBI: Strategies for Success Jennifer Cass, JoAnne Carey, Stacey Raj

Improving Behavioral Outcomes in Older Adolescents With Moderate to Severe TBI Gerry Taylor, Terry Stancin, Britt Nielsen

Translating Research Findings Into Treatments for Everyday People Karen Oberjohn, April Utt, Holly MacPherson

Verbal Intelligence Responsiveness for Adolescents With Complicated Mild to Severe TBI Christine Karver, Alexandra Talks, Jennifer Taylor

Traumatic Brain Injury: Teacher Training Programs and Teacher Candidate Knowledge Susan Davies

Implementing Structured Work Systems Across Environments Susan Kabot, Christine Reeve

TBI Consulting Team Model: Building Capacity, Serving Students Melissa Nowatzke, Brenda Eagan Brown

NPDC on ASD's Implementation Stories: What They Tell Us About Critical Conditions Suzanne Kucharczyk, Ann Cox

Psychoeducational Assessment for Students With Brain Injury: Best Practice McKay Moore Sohlberg, Deborah Ettel, Judy Dettmer

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thursday at-a-glance

550 553 554 557 561

Promoting Self-Regulation of Students With ASD Using Biofeedback Assistive Technology Nancy Aguinaga, Kristin Bey

Assessment Training for School Psychologists in Pediatric TBI: The North Carolina Model Stephen Hooper, Kylee Miller

Increasing Performance Using Student Interest-Based Learning Jacqueline Sura

Schoolwide Approach to Effective Concussion Management Ann Glang

The Foundation of the Pyramid: Tier One Autism Supports to Benefit the Whole Class Lisa Combs

1:00 - 2:15 pm AT Learning Lab Connections D130 D131 D132 D140-141 D142-143 E150 E151 E161 E162 E171 E172 Parents' Corner

Flexible Tools to Support Struggling Readers and Writers Bill Nellis

Self-Advocacy: Speaking Out is Only the Beginning Sondra Williams, Chris Filler

From Tutor Scripts to Talking Sticks: Differentiating Instruction in K-12 Classrooms Paula Kluth

Facilitating Social Language Competence: An SLP's Perspective Erin Lash, Patricia McCoy

Outdoor Play Environments: What Can Work for You, and What You Need to Know Christopher Meyer

Planning and Teaching in a Classroom for Students Who Have Intensive Disabilities Kristen Metz, Debra MacKay, Kathleen Pero, Susan Baker

Accommodations for Modern Computing: Even Google Docs David Norris

The Paraprofessionals in Autism Resource and Achievement Project Dawn Hendricks, Samantha Marsh Hollins

Graduate Clinical Practicum in ASD in Urban Setting: Positive Outcomes for All Ruth Eren, Doreen Tilt

Assistive Devices: 25 Years of Adaptive Design Molly Campbell, Alex Truesdell

On Your Path to Excellence in Teaching: Constant Time-Delay (CTD) Instructional Procedure Ann Katherine Griffen, Robert Pennington, Melinda Ault

Are We There Yet? Technology, UDL, and RTI: Solutions for the Student with Autism Sean Smith

Effectively Embedding IEP Objectives Into the Project Approach Jessica Branch, Stephanie Smith

The Real Home Life of Autism LeTreese Jones, Fred Jones, Misha Hemphill

2:45 - 4:00 pm AT Learning Lab Connections D130

Apps Smack Down for Curriculum Access Jan Rogers, Heather Bridgman, Shawna Benson

Yes, We Really Are Friends and I Do Have Empathy: Debunking Some of Autism's Myths Linda Rammler, Chloe Rothschild

Autism As a Whole-Person Condition: Coordinating Treatment and Interventions Brenda Smith Myles, Ali Carine, Martha Herbert

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thursday at-a-glance

D131 D132 D142-143 E150 E151 E160 E161 E162 E171 E172 Parents' Corner

From PECS to iPad: Developing the Pivotal Skills Needed for Functional Communication Carol Dittoe

Stop the Chaos: Finding Behavior Problem Solutions in the Home, Community, and Classroom Terri Chiara Johnston

Technology for Transition: A 21st-Century Curriculum for Students With Disabilities Kristall Day, Caitlin Dufresne, Alexa Murray

Asperger Awareness: Special Considerations for College Students Erendira Lopez-Garcia, Heather Rando, Carl Dindo

The Parent-Professional CONNECT: Productive Assistive Technology Conversations Brooke Olson, Tanya Braden, Tammy Eisenreich

Taming the Data Monster and Getting Credit for What You Teach Christine Reeve, Susan Kabot

Ohio's Employment First Initiative Ben Hollinger

How to Teach Social Understanding and Emotional Regulation Cheryl Cotter, Joanne Quinn

AIMing for Achievement: What’s New from the National AIM Center Joy Zabala

Assessment Tools for Autism Evaluation Teams Nicole Brin, Penny Woods, Krystal Hamre

Teach Chores and Other Life Skills for Success in Adulthood Kim Renner

2:45 - 5:45 pm E170

The ASD Nest Model: A Framework for the Inclusive Education of Children With ASD Dorothy Siegel, Shirley Cohen, Susan Brennan, Aaron Lanou

4:30 - 5:45 pm D130 D140-141 E150 E151 E160 E161 E162 E171 E172

Implementing UDL Lisa Hite, Ron Rogers, Jeff McCormick, Morgan Weber

The Parent Trap: Escaping the Dilemma of Compassion vs. Efficacy When Dealing With Behavior Bonnie Marquis, Benjamin Childers

Harnessing the Power of Teamwork to Effectively Serve Students With ASD Deirdre Dransfield, Debra Buck

Understanding and Preventing Stalking Behaviors by Individuals With Autism Linda Haymes, Keith Storey

Hurry ... Turn the Page: Using Literary Devices to Assist Students With Reading Jennifer Govender, Kimberly Conroy

Project SEARCH: Successful Transition to Competitive Employment for Young Adults With ASD Carol Schall

Do Personnel Preparation Practices in ASD Use Evidence-Based Interventions?

Gena Barnhill

Sensory Science: The Theory Behind a Good Sensory Diet Susan Aebker

Look Here: A Panel Discussion of Eye Gaze Systems as a Method of AAC and Computer Access Heather Bridgman, Monica Stevens, Sherry Lanyi, Dan Lipka

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thursday sessions

8:00 am - 9:45 am Supporting University Students With ASD D132 Sarah McMaine-Render, Tara Glennon, Lisa Audet, Mary Ann Devine, Kerrie Harris, Bianca Hynes, Shawna Benson Join us for a facilitated discussion focused on supporting university students with ASD. Come hear a variety of professionals share their perspective on this topic. Then engage in a robust conversation to discuss issues and generate ideas and strategies that can be implemented across ages and settings.

Type: Facilitated Discussion Level: Intermediate

8:30 - 9:45 am Fostering Success of Students With Significant Communication Disabilities D130 Jennifer Hood, Tracy Mail The SETT framework is a tool that assists educational teams in organizing information used to guide decisions about supports needed to foster the educational success of students with disabilities. ECT is an evidence-based strategy that educational teams can use to facilitate increased expressive communication performance. This session focuses on using the SETT framework and ECT techniques to facilitate communication interactions within the educational setting.

Type: Lecture Level: Intermediate

8:00 am - 5:30 pm The Hidden Curriculum of Getting and Keeping a Job: Charting the Social Landscape D131 Judy Endow, Brenda Smith Myles

National Autism Leadership Summit D230-232 Shawn Henry, Jill Hudson National Autism Leadership Summit showcases the vision and perspectives of state leaders from across the nation. Hear how their organizations implement practice, influence policy, and impact the larger community of autism. Participants will hear about the continued work occurring within four areas (management, capacity, measurement, and continuity ) and have opportunity to hear from leaders in strategic management and organization design.

Type: Summit Level: Advanced Sponsored by

Adults on the spectrum often have difficulty getting and keeping a job that is unrelated to their job skills. This practical session provides necessary yet often untaught information on a variety of topics related to getting a job, finding a mentor, networking, using agencies, interviewing, talking with supervisors, dealing with on-the-job-frustrations, understanding the social rules at work and many others.

Type: Lecture Level: Intermediate

Navigating Ohio's Funding and Services Maze D140-141 Marla Root This session provides consumers, parents, and professionals the tools they need to find funding and services in the state of Ohio for individuals with disabilities. The session also gives details about funding options such as Medicaid, waivers, and local funding. Learn how to pull agencies together to support an individual in high service need or crisis. Ohio's waivers and the services and funding they provide will be reviewed.

Type: Lecture Level: Introductory

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Creating Function-Based Behavior Plans D142-143 Susan Wilczynski, Emaley McCulloch Getting the team on board with a behavior plan can be a challenge. Once functions of the behavior are identified through a behavior assessment, various research-based interventions can help reduce the problem behavior. This session reviews antecedent, replacement, and consequence interventions for each function of behavior (escape/avoidance, attention seeking, tangible seeking, selfstimulation) and how to train staff to implement procedures with fidelity.

Type: Exhibitor Level: Intermediate

Avoiding Common Pitfalls When Writing ETRs, IEPs, and EMIS Data Collection Forms D242-243 Erica Richley This presentation focuses on common pitfalls encountered when writing Evaluation Team Reports (ETRs), IEPs, and EMIS Data Collection Forms. Best practice guidance will be given to deal with each pitfall discussed. A question and answer period will follow.

Type: Exhibitor Level: Introductory

Comprehensive Sexuality Education for Girls and Women With ASD D244-245 Sherry Moyer, Cheryl Reese, Jodee Snyder Deciding how to talk to adolescent girls and young women about their sexuality is a complicated mix of social norms, personal values, and circumstances. For girls and women with ASD, this can become even more complex and intimidating. This workshop will present a comprehensive process for assessing and addressing the sexual health needs of girls and women with ASD. Topics include menstruation, personal safety, healthy relationships, basic concepts such as kindness vs. attraction and more.

Type: Exhibitor Level: Intermediate

thursday sessions

Ensuring Quality of Life for Loved Ones With Special Needs E150 Lynn Tramontano This session addresses issues faced by families of loved ones with special needs when making future plans. Families face a complicated maze when dealing with government benefits, understanding legal issues, and wondering how to handle it all financially. Professionals will learn when and how to refer to a financial advisor who will assist clients/families through the process to ensure quality of life for their loved one with special needs.

Type: Exhibitor Level: Introductory

A Training and Coaching Model on Evidence-Based Practices for Early Childhood Programs E151 Amy Cohen, Clare McFadden This session provides an overview of an instate replication of the National Professional Development Center's model for providing training and coaching on evidence-based practices for children with ASD. The project has been implemented with early childhood special education programs in Vermont to build the capacity of providers to meet the needs of young children with ASD and their families.

Strategies, outcomes, and implications for other states are shared.

Type: Lecture Level: Intermediate

Putting the Pieces Together to Develop an Innovative Resource Program for Students E160 Amy Gaffney The structured teaching classrooms were developed in Decatur Township Schools to reinvent the resource room model to better support the variety of needs of students with high-functioning autism. This session provides information about how these classrooms were developed for continuous support from 1st through 12th grade, and how a partnership between general education, special education, administration, and parents has been developed to more effectively meet student needs.

Type: Lecture Level: Intermediate

Teaching Math to Students With ASD: The Importance of Early Numeracy

Educational Identification of ASD

E161 Christi Carnahan, Pam Williamson, Sally Moomaw

Public schools are required to identify students who have ASD and to address their educational needs. Federal law requires that the evaluation of ASD be conducted by a team of professionals. This presentation provides an overview of critical knowledge for evaluation in schools, including the difference between educational identification and diagnosis of ASD, the need for well-trained and experienced team members, and the real meaning of educational need.

Are you interested in learning how cognition may influence number concept development for students with ASD and significant communication needs and finding strategies to support numeracy development and problem solving? This session discusses the link between cognitive processing and ASD and offers practical strategies for designing math instruction for these learners.

Type: Lecture Level: Introductory

Setting the Stage for Universal Design for Learning: Casting Call for Innovative Educators E162 Kirk Behnke Press Release Hollywood, CA: OCALICON 2012 announces an open casting call for educators to attend this session on UDL. Strategies, tools, and resources will be presented, shared and contributed by presenter and attendees.

Participants will gather and share a new paradigm in education that includes all kids, regardless of disability, by giving them access to the general curriculum. This is an opportunity for you to become the face of successful UDL implementation.

E171 Barry Grossman, Ruth Aspy

Type: Lecture Level: Introductory

Facilitating a Social Skills Group for Middle-School Boys E172 Ellen Stamps, Eileen Foote Differences in social skill development and the application of social skills are areas of interest for practitioners in the field of autism. Join us for a session on organizing and implementing a social skills group for high-functioning middleschool boys. We discuss skill identification, choosing an effective curriculum, and generalization of skills across settings.

Type: Lecture Level: Introductory

8:30 am - 5:00 pm

Type: Lecture Level: Introductory

Special Educational Technology Classroom of the Future: Innovation in Practice E170 Elizabeth Dalton, Anthony Gerke, Jack Eder The Special Education Technology Classroom of the Future is a joint project involving researchers, educators and technologists with the goal of examining the value and use of technology to serve students of many different special needs and special abilities. Join us for a presentation exploring some of recent research, implications for instructional methodologies, and possible solutions for enhancing instruction through technology.

Type: Lecture Level: Intermediate

Traumatic Brain Injury Summit D234-235 Donna Owens, Shari Wade, Ann Glang The TBI Summit provides information about current research on serving children/youth with TBI and targets interventions at the child, family, educator, and systems levels. Participants will develop a plan for infusing evidence-based practices in school and community settings for children with TBI and how to partner more effectively in the future.

Type: Summit Level: Intermediate

OCALICON 2012

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thursday sessions

10:15 - 11:45 am

Safe Signals: Teaching HighFunctioning Young Adults With Autism About Burn Safety at Home

Burning the Chair, Encouraging Chaos, and Eight Other Ways to Differentiate Instruction

502 Lisa Murray-Johnson, Rebecca Coffey, Patricia Cloppert

Hall F Paula Kluth This presentation focuses on planning lessons for a diverse inclusive classroom. Participants learn how to modify curricula and instruction for students with a range of disabilities, abilities, gifts, needs, challenges, and skills. Specifically, they will explore how to use a wider range of formats, create more relevant lessons, increase instructional strategies, and develop a quickand-easy differentiation schedule.

Type: Keynote Level: Intermediate

This session reports on the Safe Signals Project which was developed to assist young adults with daily living skills for greater independence and to avoid burns and scalds. High functioning individuals with ASD possess the cognitive intelligence for adaptive behaviors such as safety skills.

Type: Poster Level: Intermediate

Establishing a Video Modeling Program for Students with Autism in a Local Education Agency 506 Mari MacFarland, Joshua Plavnick, Kitty Lemon Hjelmroth

Connecticut Autism Training Initiative Feasibility Study

Presenters share a partnership model involving a university and a local education agency (LEA) created to bring video modeling interventions into school settings to improve the social and communicative behavior of individuals with autism. Presenters share insights, practical applications, and a framework for implementing video modeling. Participants will have the opportunity to ask questions related to implementing video modeling within their own districts.

501 Barbara Cook, Ruth Eren

Type: Poster Level: Intermediate

12:00 - 1:00 pm

The Connecticut Autism Training Initiative (CATI) feasibility study took place during the 2011-2012 school year. Two pilot studies were conducted to determine the feasibility of implementation of an autism training package statewide. The discussion of results will contain information regarding the process and methods involved in the study.

Type: Poster Level: Advanced

Learning Experiences of Educators Enrolled in an Autism Certificate Program 509 Terri Cooper Swanson This session discusses the Pittsburg State University Autism Certificate Program and the distance learning model used to provide quality professional development throughout the state of Kansas. This model combines faceto-face and synchronous interactive television instruction to teachers and related service professionals. The results of a four-year study on the knowledge, skill acquisition, and perceived experiences of participating educators are also discussed.

Type: Poster Level: Intermediate

46 OCALICON 2012

Developing Groups Leaders for Work With Children With ASD 510 Peggy Wittman, Myra Beth Bundy This poster presents the results of a qualitative study that used interviews with psychology and occupational therapy students co-leading a group for children with ASD to understand how they develop leadership skills for working with this unique group. Implications for education and practice are presented along with suggestions for supervision of students.

Type: Poster Level: Introductory

Implementing Social Stories in the General Education Classrooms for Students with Autism 513 Jennifer Loudon, Leah Gongola Earlier this year, the CDC estimated that 1 in 88 children in the United States have an ASD. As a result of this growing number and the push for increased inclusionary practices, general education teachers have to help with implementation of a wide variety of interventions. This session discusses one intervention that can be easily implemented: the use of social stories to help decrease inappropriate behaviors and increase social skills.

Type: Poster Level: Introductory

Helping Young Adults With ASD Develop Friendships 514 Rachael Skerczak, Joshua Line This presentation reviews the experiences of an interdisciplinary student-led friendship group for young adults with ASD. The poster reviews the literature related to ASD friendship development, as well developing meaningful group activities and utilizing a social therapy dog to promote interpersonal interactions within the constructs of the Lifestyle Performance Model. The presentation concludes with an analysis of group members' feedback about the strengths and weaknesses of the group experience.

Type: Poster Level: Intermediate

thursday sessions

Helping a Child With ASD Overcome an Aversion to Socially Mediated Reinforcement

Application of a Token Economy System With Implementation of a Response Cost

Assessment and Intervention for Students With ASD: Perceptions of School Psychologists

517 Stephanie Holladay, Amy Vestal

522 Erin Lombard, Lauren Frey

529 Lindsay Candel

This session reports on a case study to illustrate the development of a unique reinforcement system for a student who had a strong aversion to socially mediated reinforcement (i.e., any reinforcer delivered by a person), which significantly impacted his daily behavior (multiple tantrums per day and avoidance of group activities). Socially mediated reinforcement was eliminated and then systematically reintroduced resulting in considerable behavioral improvement for the student.

This presentation reports on how a successful intervention of a token economy system (TES) with response cost was applied to a consumer engaged in challenging behaviors, including elopement, aggression, and property destruction. A more restrictive environment was necessary. A TES with reinforcement contingent upon compliant responses was implemented. After continued escalating behavior, a response cost was added, and target behaviors decreased. The consumer was successfully placed in a less restrictive environment.

This session reports on a study that examines Ohio school psychologists' level of involvement in working with students with ASD as well as their use of best practice assessments and interventions. Results revealed that Ohio school psychologists are using a variety of best practice methods. However, data indicate that practitioners may be using assessments as a means to determine eligibility rather than as a way to develop interventions. Implications for research and practice are discussed.

Type: Poster Level: Introductory

Creating Sustainable Services for Children With Autism in Developing Countries 518 Selene Johnson, Lizzy Donovan Developing countries may have limited resources and information related to autism treatment. This session reports on a model program developed to create sustainable services in Nepal and the Maldives. Key components of the model include raising capital funds, identifying countries with the leadership needed to sustain services, determining training needs, developing training materials, recruiting the training team, transferring “ownership” of programs, and developing political influence to increase services.

Type: Poster Level: Intermediate

Sensory-Supported Swimming Program 521 Lauren Foster, Lisa Mische Lawson, Jane Cox This presentation describes an innovative swimming program designed to decrease drowning, increase opportunities to engage in a lifelong sport, and increase the capacity of general providers to serve children with ASD. The program modifies traditional learn-to-swim methods to match children's sensory needs and promote learning. A goal of the program is to transition swimmers with ASD from learnto-swim programs to inclusive swim teams, consistent with principals of LRE. Type: Poster Level: Introductory

Type: Poster Level: Introductory

Teacher Self-Efficacy: Including Students With ASD in General Education Classrooms 525 Katie Smith, Stacey Jones Bock

Type: Poster Level: Intermediate

Behavioral Predictors of School Service Utilization Six Months After TBI in Adolescents 530 Keith Yeates, Sunny Thakkar, Kendra McMullen

This poster session highlights the findings of a study that measured teacher perceptions of their self-efficacy for planning and implementing the inclusion of students with ASD in general education classrooms. The study utilized the Survey of Teacher Self-Efficacy for Inclusion of Students with ASD to collect data on the impact of training and experience on the self-efficacy of general education, special education, and dually certified teachers.

Behavioral problems after TBI are common and lead to functional problems across multiple settings. Families often report unmet needs related to behavioral problems after injury. In this session, we describe the utilization of school services by adolescents with behavior problems after moderate and severe TBI and evaluate the association of behavior problems assessed by the Child Behavioral Checklist (CBCL) and Child and Adolescent Functional Assessment Scale (CAFAS) with utilization of school services.

Type: Poster Level: Introductory

Type: Poster Level: Introductory

Early Sensory Signs of Autism: A Video Analysis of Infants Aged 2-6 Months

Working With Teens One-on-One Following TBI: Strategies for Success

526 Brittany Hand

533 Jennifer Cass, JoAnne Carey, Stacey Raj

This session reports on a study examining early sensory disparities in infants at risk of autism.

Mouthing, responses to touch, and sounds, were observed via retrospective analyses of standardized video footage. Preliminary analyses reveal that mouthing frequency and duration at 2 months may be indicative of early signs of autism at 12 months. Also, responses to sounds in 4-month-olds appear to best discriminate subjects who later are diagnosed.

TBI peaks in adolescence, and many teens with TBI return to school exhibiting difficulties with executive functions and self-regulation. As part of our Center for Pediatric TBI Interventions, we have developed a one-on-one, web-based program to improve self-regulation in teens with TBI and tested it with 40+ adolescents to date. In this session, we report our preliminary findings, outline the challenges of working individually with teens with TBI and identify strategies for addressing those challenges.

Type: Poster Level: Intermediate

Type: Poster Level: Intermediate

OCALICON 2012

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thursday sessions

Improving Behavioral Outcomes in Older Adolescents With Moderate to Severe TBI

Traumatic Brain Injury: Teacher Training Programs and Teacher Candidate Knowledge

NPDC on ASD's Implementation Stories: What They Tell Us About Critical Conditions

534 Gerry Taylor, Terry Stancin, Britt Nielsen

541 Susan Davies

546 Suzanne Kucharczyk, Ann Cox

Few evidence-based treatments are available to address the externalizing behavior problems that can emerge following TBI in adolescence.

This session reports on a study that examined the efficacy of online problem-solving therapy (CAPS) versus an Internet resources comparison (IRC) condition in reducing behavior problems in older and younger adolescents with moderate to severe TBI. CAPS resulted in greater improvements on multiple dimensions of externalizing behavior problems than IRC in older but not younger adolescents.

This poster provides a platform for discussion related to the lack of formal instruction on TBI at the undergraduate level and the resulting impact on educator preparation to meet students' needs. The information is based on a study examining the training provided on TBI in teacher preparation programs and how level of training impacts teacher candidate knowledge in the final year of their program.Â

The NPDC on ASD, through a qualitative study of six states, has captured stories of the conditions critical for implementation of its model of professional development. Informed by implementation science, these stories reflect the ways in which multilevel stakeholders dealt with barriers and facilitators to implementation of the model. Initial findings from this study are presented. Key implications for schools, states, and professional development centers are proposed and discussed.

Type: Poster Level: Intermediate

Type: Poster Level: Introductory

Implementing Structured Work Systems Across Environments

Translating Research Findings Into Treatments for Everyday People

542 Susan Kabot, Christine Reeve

537 Karen Oberjohn, April Utt, Holly MacPherson

Individuals with ASD often become prompt dependent due to poor teaching procedures.

Structured work systems are one intervention that facilitates the development of independent work behavior. This presentation describes the benefits of structured work systems and demonstrates their use in homes, classrooms, and employment environments. Use for preschoolers through adults will be discussed.

Investigations of predictors of recovery following childhood TBI provide important information regarding areas for intervention. This session shares a prospective study of children, ages 3-7, who sustained a TBI. Results underscored the importance of positive parent-child interactions for optimal recovery and the detrimental effects of harsh, critical parenting. These findings have been used to develop an intervention targeting positive parenting skills. This intervention and evidence for efficacy are discussed.

Type: Poster Level: Intermediate

Verbal Intelligence Responsiveness for Adolescents With Complicated Mild to Severe TBI 538 Christine Karver, Alexandra Talks, Jennifer Taylor This session shares the result of a study on TBI. At baseline, 132 adolescents with complicated mild to severe TBI completed a measure of intelligence. Prior to the intervention and six months later, parents rated the adolescents' behavioral functioning. Lower verbal intelligence was associated with fewer behavior problems among those who received the problemsolving intervention. Results suggest that verbal intelligence plays an important role in responsiveness to post-TBI intervention, with lower functioning adolescents benefiting most.

Type: Poster Level: Intermediate

48 OCALICON 2012

Type: Poster Level: Introductory

TBI Consulting Team Model: Building Capacity, Serving Students 545 Melissa Nowatzke, Brenda Eagan Brown The session describes the Oregon TBI Consulting Team model, funded by the Oregon DOE to support students age 0-21 with TBI. CBIRT leads the Oregon TBI team by working closely with the regional programs for lowincidence disabilities to provide statewide leadership, training and consultation, a website, library services, and other supports as requested. Participants will receive an overview of Oregon system for building educator capacity and supporting students with TBI. Type: Poster Level: Intermediate

Type: Poster Level: Intermediate

Psychoeducational Assessment for Students With Brain Injury: Best Practice 549 McKay Moore Sohlberg, Deborah Ettel, Judy Dettmer Understanding the unique assessment needs of students with brain injuries is a critical component of designing appropriate academic and behavioral support in the classroom. While there is no one profile, some common response patterns such as mental fatigue, short-term memory difficulty, slower processing time, uneven performance, and physical symptoms impact psychoeducational assessment. This session provides recommendations for best practices assessment, including tests and techniques.

Type: Poster Level: Intermediate

Promoting Self-Regulation of Students With ASD Using Biofeedback Assistive Technology 550 Nancy Aguinaga, Kristin Bey Aggression, impulsiveness, and frustration are common characteristics of individuals on the autism spectrum. The development of research-based interventions that provide support are crucial in helping these individuals to increase self-control, which will ultimately benefit them. This session presents findings and implications from several studies investigating the effectiveness of a biofeedback-based computer learning system with students on the autism spectrum.

Type: Poster Level: Introductory

thursday sessions

Assessment Training for School Psychologists in Pediatric TBI: The North Carolina Model

The Foundation of the Pyramid: Tier One Autism Supports to Benefit the Whole Class

From Tutor Scripts to Talking Sticks: Differentiating Instruction in K-12 Classrooms

553 Stephen Hooper, Kylee Miller

561 Lisa Combs

D130 Paula Kluth

This poster describes the rationale and development of the North Carolina professional development program for school psychologists and related professionals. Under the auspices of the Department of Public Instruction, this training program is devoted to knowledge and skill development in three core domains (Foundations, Advanced Assessment, Treatment) and comprises 36 hours and 30 hours of clinical supervision. Evidence of the statewide training and emergent outcome data are presented.

This session reviews strategies for general education classroom environment, interactions, and delivery of instruction that can support the needs of learners with ASD while simultaneously enriching the learning climate for the entire class. The strategies are the culmination of the work and observations of the Miami Valley Autism Coaching Team in general education classrooms, which are successfully supporting students with ASD.

This idea-filled, interactive session is focused on using teacher-created materials to meet the needs of all learners in inclusive schools.

Educators will learn ways to engage, motivate, support, and inspire a diverse group of students by creating classroom games, study aids, visual supports, teaching tools, and review materials.

They will also learn about strategies and adaptations and have opportunities to try some of them out.

Type: Poster Level: Introductory

Type: Hands-On Interactive Level: Intermediate

1:00 - 2:15 pm

Facilitating Social Language Competence: An SLP's Perspective

Type: Poster Level: Intermediate

Increasing Performance Using Student Interest-Based Learning

D131 Erin Lash, Patricia McCoy

554 Jacqueline Sura

Flexible Tools to Support Struggling Readers and Writers

Classrooms that utilize the principles of ABA traditionally start with highly preferred activities/items and use behavioral momentum to introduce demand situations. This session reports on a study that presented state curriculum content standards and individualized education programming that used students' preferences and interests as a focal point of instruction. An increase in skill acquisition and decrease in problem behavior was noted in both inclusion and private settings of instruction.

This session is an overview of software and webbased applications that may be used to support students who struggle with reading and writing.

Using the UDL framework, participants learn how to use these tools to scaffold instruction and in the process break down barriers to reading and writing.

Teaching social language to individuals on the autism spectrum can be one of the most challenging tasks we undertake. This presentation reviews the social qualities of children with ASD, the importance of teaching social language skills, and potential therapy goals that can be utilized across environments.

Positive outcomes in selecting peer models, using visual supports and social scripts, and utilizing positive behavior support strategies are addressed.

Type: Lab Level: Intermediate

Type: Lecture Level: Intermediate

Type: Poster Level: Intermediate

AT Learning Lab – Hall E Bill Nellis

AT Learning Lab Sponsored by

Schoolwide Approach to Effective Concussion Management 557 Ann Glang

Self Advocacy: Speaking Out is Only the Beginning

When a concussion happens to a student, it is critical that the entire school community (staff, students, and parents) knows how to respond in ways that ensure the student's best chance of recovery. This poster provides an overview of Brain 101: The Concussion Playbook, a web-based training program on youth sports concussion. The program provides targeted information for student athletes, educators, coaches, and parents about their respective roles in concussion prevention and management.

Connections – Hall E Sondra Williams, Chris Filler A personal perspective on the challenges of self advocacy. Speaking out is just the beginning.

What’s next?

Type: Facilitated Discussion Level: Introductory

Outdoor Play Environments: What Can Work for You, and What You Need to Know D132 Christopher Meyer This session is an overview of the necessary elements for effective playground design for children of all physical ability levels and skills.

A brief discussion of safety requirements, site needs, nature, and play equipment will be covered. The session will focus on several playgrounds created for schools and facilities for children with ASD. Type: Exhibitor Level: Introductory

Type: Poster Level: Introductory

OCALICON 2012

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thursday sessions

Planning and Teaching in a Classroom for Students Who Have Intensive Disabilities

Graduate Clinical Practicum in ASD in Urban Setting: Positive Outcomes for All

Are We There Yet? Technology, UDL, and RTI: Solutions for the Student with Autism

D140-141 Kristen Metz, Debra MacKay, Kathleen Pero, Susan Baker

E151 Ruth Eren, Doreen Tilt

E171 Sean Smith

This session describes a collaboration between a teaching university and an urban school district to create a clinical practicum experience for graduate students. Development of course content that includes assessment, intervention, and action-based research with children with ASD ages 5 to 18 is shared. Implementation of the course in the urban setting is illustrated along with outcome measures for both graduate students and practicum participants.

This presentation provides participants with a tool and related ideas for integrating APPs that are UDL-based specific to the needs of students with autism and seek to further support the student's success in the tier-based classroom. All are critical to connect if we are to see meaningful integration into the general education for our students on the autism spectrum. Participants will leave with effective APPS, a tool for integration, and data to support the use of UDL-based technology tools.

Panelists will discuss a planning process for children with intensive disabilities linked to Core Content Standards with functional applications in preparation for the new alternate assessment.

Ours is a blended approach to content through unit planning, collaboration, and structured supports for students. The Q and A will focus on how the Common Core has impacted student learning, educator burnout, and teaming with paraprofessionals, therapists, administrators, families, and general educators.

Type: Panel Level: Intermediate

Accommodations for Modern Computing: Even Google Docs D142-143 David Norris Learn how to support accessibility using familiar computing tools and apps such as iPads and Google Docs. We demonstrate text-to-speech, image dictionaries, graphic organizers, tools for creating study guides and bibliographies, and more. We also discuss the rationale, implementation strategy, and success stories of districtwide accessibility software implementation. Learn UDL principles to help all students read, write, organize information, and complete tests independently.

Type: Exhibitor Level: Introductory

The Paraprofessionals in Autism Resource and Achievement Project

Type: Lecture Level: Advanced

Assistive Devices: 25 Years of Adaptive Design E161 Molly Campbell, Alex Truesdell Therapists, teachers, interns, and volunteers at the Perkins Assistive Device Center create hundreds of individualized adaptations every year using low-cost materials such as cardboard, wood, fabric, and plastic. A wide range of unique devices, ranging from positioning solutions to adapted games, to self-care and pre-voc jigs are examined. Assistive device centers have a profound impact on children, as well as their schools, families, and communities.

Ideas for replication are discussed.

Type: Hands-On Interactive Level: Intermediate

On Your Path to Excellence in Teaching: Constant Time-Delay (CTD) Instructional Procedure

E150 Dawn Hendricks, Samantha Marsh Hollins

E162 Ann Katherine Griffen, Robert Pennington, Melinda Ault

The Virginia Commonwealth University Autism Center for Excellence (ACE) recently launched a statewide initiative designed to enhance the skills and knowledge of paraprofessionals who support students with ASD. The initiative focuses on professional development activities using both online and live training activities.

This presentation provides an overview of the activities offered by ACE to improve the capabilities of the paraprofessional as well as those who supervise this group.

In this session, teachers learn about the evidenced-based CTD procedure, which can be used to teach both discrete (e.g., letter sounds, math facts, science vocabulary, greeting others) and chained tasks (e.g., completing a job application, washing clothes, long division, making oatmeal). Participants will learn about the considerations and decisions for implementing CTD, including observation of the procedure and hands-on practice.

Type: Lecture Level: Intermediate

50 OCALICON 2012

Type: Lecture Level: Introductory

Type: Lecture Level: Intermediate

Effectively Embedding IEP Objectives Into the Project Approach E172 Jessica Branch, Stephanie Smith The session focuses on applying the project approach in inclusive early childhood classrooms to improve student engagement. Presenters discuss opportunities for embedding IEP learning objectives into the three phases of the project using visual accommodations.

Type: Lecture Level: Introductory

The Real Home Life of Autism Parents’ Corner – Hall E LeTreese Jones, Fred Jones, Misha Hemphill Not all families that encounter an ASD consider the disorder an obstacle. While initially the diagnosis was devastating, one family has embraced it as an opportunity to make a difference in their community. This session offers participants a “reality” view of family relationships. Participants will hear perspectives from a father, mother, and sibling on the relational effects of autism.

Type: Panel Level: Introductory

thursday sessions

2:45 - 4:00 pm

Autism As a Whole-Person Condition: Coordinating Treatment and Interventions

Technology for Transition: A 21st-Century Curriculum for Students With Disabilities

Apps Smack Down for Curriculum Access

D130 Brenda Smith Myles, Ali Carine, Martha Herbert

D142-143 Kristall Day, Caitlin Dufresne, Alexa Murray

AT Learning Lab – Hall E Jan Rogers, Heather Bridgman, Shawna Benson This session is participant presented! You are encouraged to bring your own mobile device to share an app of your choice. iOS and Android devices are welcome. We provide the microphone and document camera. In addition to sharing your app, you will also need to share how the app allows your students to access more of the general education curriculum. Come join this fun session of participant sharing moderated by OCALI AT and Disability Center staff.

Type: Hands-On Interactive Level: Introductory AT Learning Lab Sponsored by

Yes, We Really Are Friends and I Do Have Empathy: Debunking Some of Autism's Myths Connections – Hall E Linda Rammler, Chloe Rothschild This presentation discusses some of the myths about autism, particularly the supposed lack of desire for social connectedness, a supposed lack of empathy, and the prevailing notion that autistics capable of speech do not need augmentative communication. Examples of interchanges from their on-line friendship will be shared as well as a real-time demonstration of Chloe's competence using speech vs. having the option of typing her innermost feelings ... as a valued friend.

Type: Lecture Level: Advanced

This session introduces the concept of autism as a whole-person condition impacting all areas of functioning. A variety of intervention and treatment strategies, including medical, social/ emotional, and environmental, are presented.

Presenters include a practicing physician, a biomedical researcher, and an interventionist.

Type: Lecture Level: Intermediate

From PECS to iPad: Developing the Pivotal Skills Needed for Functional Communication D131 Carol Dittoe This session addresses the questions: If, when, and how do I implement the iPod/iPad as a communication tool for my child with autism?

Type: Lecture Level: Introductory

Stop the Chaos: Finding Behavior Problem Solutions in the Home, Community, and Classroom D132 Terri Chiara Johnston Support 4 Families and its parent company, Support 4 Teachers, specializes in finding permanent solutions for problem behaviors demonstrated by individuals with autism.

We work collaboratively with families and schools, addressing the significant issues that isolate this population from their peers.

Topics covered during this session include the following: • An introduction to the company's positive behavior philosophy • A description of available in-home and in-school services • Parent and teacher testimonials • “Rapid Fire” examples of interventions and strategies that may work Type: Exhibitor Level: Introductory

This session describes project components and research findings across three years of Access Tomorrow: Phase 2. Specifically, presenters will discuss the effects of a 21st-Century curriculum and mentoring designed to teach information technology literacy, transition knowledge, and reading comprehension. The curriculum is aligned with core standards and transition components within IDEA. The use of assistive technology to increase the on-task behavior of students-with-autism will also be discussed.

Type: Lecture Level: Intermediate

Asperger Awareness: Special Considerations for College Students E150 Erendira Lopez-Garcia, Heather Rando, Carl Dindo Wright State University's Office of Disability Services serves an increasing number of students diagnosed with Asperger Syndrome. This presentation focuses on strengths and positive aspects, as well as highlights challenges, including difficulties in interpersonal functioning, emotion regulation, and communication. We provide suggestions, recommendations, and resources for supporting students diagnosed with AS. Type: Panel Level: Introductory

The Parent-Professional CONNECT: Productive Assistive Technology Conversations E151 Brooke Olson, Tanya Braden, Tammy Eisenreich Many parents and professionals are fearful of the assistive technology conversation. In this session, attendees will learn guidelines for productive conversations and ideas for private and public funding for AT, along with basic grant writing information, search guidelines, and ideas for outlining clear goals and objectives for AT. Type: Panel Level: Introductory

OCALICON 2012

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thursday sessions

Taming the Data Monster and Getting Credit for What You Teach

AIMing for Achievement: What’s New from the National AIM Center

E160 Christine Reeve, Susan Kabot

E171 Joy Zabala

Data collection is mysterious for many professionals. They know they need to do it, but they are unsure what to do with it. One of the most frequent concerns of teachers is trying to take data without having the collection process interfere with their instruction. Through case scenarios, this presentation illustrates tools for collecting and analyzing data in the classroom.

Practical strategies and examples of making decisions about how to take and analyze data will be discussed.

Add your voice to a lively discussion on a variety of policy and practice issues related to the timely provision of AIM (Accessible Instructional Materials) that will be of interest to educators, families, and other service providers engaged in this work. New insights, tools, and initiatives will be shared and discussed. Existing tools and strategies to improve the timely provision of high-quality AIM will be shared.

Type: Lecture Level: Introductory

Ohio's Employment First Initiative E161 Ben Hollinger Ohio's Employment First initiative is a statewide movement to support community employment or “integrated employment” for individuals with developmental disabilities. Employment First seeks to tear down barriers to independent living for individuals raise the expectation that people with developmental disabilities can succeed in the workforce if they have the right training and support. The initiative realigns state programs so that their fundamental policies create real opportunities for real jobs in the community.

Type: Lecture Level: Intermediate

How to Teach Social Understanding and Emotional Regulation E162 Cheryl Cotter, Joanne Quinn Social understanding and emotional regulation remain a challenge for many individuals with ASD. In addition, educators struggle to support students who are disregulated in the classroom.

An increasing number of effective strategies are available, but often we struggle to know how to teach the strategies. Learn effective strategies to incorporate evidence-based strategies into all classrooms from self-contained to AP-level classes.

Type: Lecture Level: Intermediate

52 OCALICON 2012

Type: Lecture Level: Introductory

Assessment Tools for Autism Evaluation Teams E172 Nicole Brin, Penny Woods, Krystal Hamre While the best tool for any evaluation is a trained and experienced evaluator, knowledge of the assessment instruments is essential.

In this session, participants observe and “try out” a variety of evaluation tools used for ASD. Presenters discuss strengths and weaknesses and provide strategies for supplementing the tools in order to broaden the evaluation. Each evaluation team member’s role in administration is demonstrated and interpretation of results is discussed.

Type: Hands-On Interactive Level: Introductory

Teach Chores and Other Life Skills for Success in Adulthood Parents’ Corner – Hall E Kim Renner Research shows that one predictor of a young adult's success in his or her mid-20s is participation in household chores at ages 3 or 4. In this session, participants learn where to begin to teach chores to individuals with ASD taking into account age and developmental abilities. Specific chores will be suggested and behavioral methods for teaching these tasks to independence (task analysis, chaining, shaping, prompt fading, generalization) will be demonstrated and discussed.

Type: Lecture Level: Intermediate

2:45 - 5:45 pm The ASD Nest Model: A Framework for the Inclusive Education of Children With ASD E170 Dorothy Siegel, Shirley Cohen, Susan Brennan, Aaron Lanou The ASD Nest, a framework for inclusion of children with ASD, is a program based in 20 public elementary schools in New York City. This presentation highlights why and how the model was developed, the core components of the model, and classroom guideposts for teachers.

The presentation describes program practices using positive behavior supports, sensory interventions, social development intervention, and strategies to meet the unique academic profiles of learners with ASD. Type: Panel Level: Intermediate

4:30 - 5:45 pm Implementing UDL D130 Lisa Hite, Ron Rogers, Jeff McCormick, Morgan Weber Four County Career Center presents the components of UDL and its progress in implementing UDL in the science department, as well as other academic departments.

Revised lesson plans are provided along with a rationale for their transformation. Additionally, websites that have been helpful are shared.

The perspectives of classroom teacher, resource teacher, school administrator, and students are provided.

Type: Panel Level: Introductory

thursday sessions

The Parent Trap: Escaping the Dilemma of Compassion vs. Efficacy When Dealing With Behavior

Hurry ... Turn the Page: Using Literary Devices to Assist Students With Reading

D140-141 Bonnie Marquis, Benjamin Childers

E160 Jennifer Govender, Kimberly Conroy

This session focuses on the general characteristics of children with disabilities that make discipline a confusing and difficult task for parents and caregivers. Strategies and techniques for changing behaviors will be explored with an emphasis on proactive approaches. In addition, cognitive behavioral strategies that address common stumbling blocks will be explored and demonstrated.

This session features ways low-tech literary devices can be used with students with reading barriers. Examples are provided of how they have been used with a variety of students with special needs, including switch users. Some of the devices include talking dictionaries, AnyBook Readers, Bookworms, Sequencers, and more. These devices have been a great resource in helping our students increase reading fluency, comprehension, and vocabulary.

Type: Lecture Level: Introductory

Harnessing the Power of Teamwork to Effectively Serve Students With ASD E150 Deirdre Dransfield, Debra Buck SST 16 has been awarded a 3-year grant to build the capacity of school districts to more effectively evaluate and implement individualized programs and services for the ever-increasing number and diversity of students with ASD. This session provides an overview of the activities and processes used during the first year of the grant to build capacity through the development of regional and district-level interdisciplinary teams.

Type: Lecture Level: Introductory

Understanding and Preventing Stalking Behaviors by Individuals With Autism E151 Linda Haymes, Keith Storey Individuals with autism often have difficulty reading social cues and understanding the viewpoint of others. Due to problems with perspective taking, they may engage in inappropriate romantic behavior and end up being subject to charges of stalking. This presentation provides an overview of stalking behavior in school and employment settings for individuals with autism and suggests possible intervention strategies.

Type: Lecture Level: Introductory

Type: Lecture Level: Introductory

Project SEARCH: Successful Transition to Competitive Employment for Young Adults With ASD E161 Carol Schall This session presents findings from research on the effect of employment supports for students with ASD in Project SEARCH in their senior year of high school. In addition to the review of preliminary data, the session also presents success stories. Upon conclusion of this session, participants will be able to describe the supports required by individuals with ASD at work, define strategies that address challenging behaviors at work, and identify essential work supports.

Sensory Science: The Theory Behind a Good Sensory Diet E171 Susan Aebker This session presents the theory of sensory modulation and its impact on the behavior of an individual with autism. Video clips will be viewed to reinforce the ability to relate a specific sensory style with its behavioral manifestation.

Also, key sensory systems will be discussed, including the benefits and risks of including each system within a “sensory diet.�

Type: Lecture Level: Introductory

Look Here: A Panel Discussion of Eye Gaze Systems as a Method of AAC and Computer Access E172 Heather Bridgman, Monica Stevens, Sherry Lanyi, Dan Lipka Eye gaze is not a communication system, but a method of assistive technology access. It is costly, and before choosing a system, it is important to carefully match student needs to the unique properties of the eye gaze system. Representatives from Prentke Romich Company, Tobii ATI, Forbes Rehab services, DynaVox-Mayer-Johnson, and a clinician discuss this method of access. Discussion will cover features, criteria for successful users, and funding challenges.

Type: Panel Level: Intermediate

Type: Lecture Level: Intermediate

Do Personnel Preparation Practices in ASD Use Evidence-Based Interventions?

E162 Gena Barnhill This presentation summarizes research that investigated current personnel preparation practices for ASD offered by colleges and universities in the U.S., including programs with behavior analyst certification board approval. Areas of focus include course delivery, coursework, and instruction on evidencebased interventions proposed by the National Autism Center and the National Professional Development Center on ASD. Type: Lecture Level: Intermediate

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College of Education & Human Development

Autism Certificate Program For professionals interested in understanding and supporting the growth, development and learning of students with Autism Spectrum Disorders.

Online Program > Open to special and general educators, medical and educational professionals, parents and any other professionals who work with individuals on the autism spectrum > 5 online courses • Nature and Characteristics of Students with ASD • Social, Sensory & Communication Issues for Students with ASD • Behavior and Classroom Management • Assessments, Methods & Materials for Students with ASD • Practicum for Students with Disabilities > Can be completed in 2 years > Each course requires a field experience working with individuals across the lifespan with Autism Spectrum Disorder > Program requires an undergraduate degree in any field

For more information: Brenda Oyer, Cohort Coordinator BGSU School of Intervention Services 451 Education Building Bowling Green, Ohio 43403 oyerb@bgsu.edu

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Friday National Autism Leadership Summit Thursday – Friday | November 15 – 16 Sponsored by

Universal Design for Learning Friday | November 16 Sponsored by

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friday at-a-glance

8:00 – 9:15 am D130 D131 D132 D140-141 E150 E160 E162 E171 E172

The Two Rs: Engaging Children With ASD in Literacy Lessons Monica Delano, Robert Pennington

Thinking About Transitions: The 3 T's Carol Schall

Trauma and Intellectual and Developmental Disabilities Lara Palay

Using a Check-In/Check-Out Intervention in Classrooms for Students on the Autism Spectrum Leah Gongola, Jennifer Loudon

Designing Group Instruction for Students With ASD Aleksandra Hollingshead

A Team Approach to the Educational Identification of ASD Marcia Kress, Rosanne Douville, Lisa Saylor, Amy Wade

Social Thinking, Social Success: Experiences With Districtwide Implementation Michelle Lubetsky, Lonnie Carey

Using iPads and iPods to Improve Independence in a Postsecondary Job Training Program Karen Monfort, Katie Sochor

Behavior Management and Self-Regulation for Adolescents and Adults Jane Thierfeld Brown, Lisa King

8:00 am - 12:15 pm D230-232 D233-235

National Autism Leadership Summit Shawn Henry, Jill Hudson

UDL Summit Jeff McCormick, Ron Rogers

9:30 - 10:45 am D131 D132 D140-141 D142-143 D144-145 E150 E151 E160 E161 E162

Structured Methods in Language Education: SMILE, Explicit Instruction in Reading Rhonda Bachmann

Navigating Autism: Parent Experiences With Coping and Service Connection Dawn Anderson-Butcher, Jill Hoffman, Amber Moodie-Dyer

Straight From the Horse's Mouth: Implementing AT in Your District Jennifer Govender, Amy Comford, Mary Jo Wendling, Deborah Dargham

R.E.A.L. Action in Ohio: Updates on Ohio’s Autism State Implementation Grant Jessica Foster, Karen Edwards, Susan Havercamp, Marilyn Espe-Sherwindt

Technology in Autism Treatment: Teaching Apps Michele LaMarche

Why It Works: Refining Interventions for Success With Individuals With Complex Needs Wendy Szakacs, Chris Filler

Understanding Co-Morbid Mental Health Conditions and Autism Judith Coucouvanis

Get an Early Start: Using Self-Management to Increase The Independence of Students With ASD Tami Childs, Michele Glynn

Implementation of Evidence-Based Practices for Students With Autism in Middle School Awit Dalusong

Summit County Juvenile Court New Path's Unit: How Juvenile Justice Can Be Your Partner Lisa DiSabato-Moore, Kathryn VanHorn

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friday at-a-glance

E171 E172

Natural Supports for Social Inclusion L. Lynn Stansberry-Brusnahan

Free, Fun, and Fabulous Tools for Children With Autism and Their Teachers Mo Buti

11:00 am - 12:15 pm D130 D131 D132 D140-141 D144-145 E150 E151 E160 E161 E162 E171 E172

Data Integration Framework for IEP Development Tanya Braden, Amy Szymanski

Contextual Interventions and ASD: Impact on Parent Competence and Child Participation Jane Cox, Lauren Foster

Building Capacity to Support Students With ASD and Other Intensive Needs in Rural Schools Patricia McDaid, Maci Brown, Reyna Sigurdson

Maximizing Academic Achievement in a Moderate-to-Severe Classroom Kelly Oblaczynski, Janet Sapp

American Sign Language and ASD Kim Bass, Vicki Donne, Denise Sawan Caruso

inPromptu: Teaching Vocational and Daily Living Skills Using Video Prompting Helen Malone

Peer Collaboration Program: Supporting Students Stops Bullying Karen Brothers, Ron DeMuesy, Kristin Masters

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

Assistive Technology and Universal Design: Apples and Oranges?

Kirk Behnke

From Research to Practice: Applying Evidenced-Based Practices Districtwide Melissa Dubie, Susan Christman, Sue Corbin

Coordinating Attention and Teaching Joint Attention Skills to Individuals With Autism L. Lynn Stansberry-Brusnahan

The Hidden Curriculum of Interacting With Law Enforcement Andie Trail Ryley, Linell Weinberg, Terry Stricklin

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friday sessions

8:00 - 9:15 am

Using a Check-In/Check-Out Intervention in Classrooms for Students on the Autism Spectrum

Social Thinking, Social Success: Experiences With Districtwide Implementation

The Two Rs: Engaging Children With ASD in Literacy Lessons

D140-141 Leah Gongola, Jennifer Loudon

E162 Michelle Lubetsky, Lonnie Carey

D130 Monica Delano, Robert Pennington

Earlier this year, the CDC has estimated that 1 in 88 children in the United States have an ASD. Considering current findings, classroom practitioners need evidence-based models that can be implemented to reinforce prosocial and positive behavior. This session explores CheckIn/Check Out, a versatile intervention grounded in positive behavior supports (Sugai & Horner, 2009) that holds promise for promoting positive behavior in the classroom setting for students with autism.

Social Awareness + Social Problem Solving = Social Success. Learn to facilitate Social Thinking Groups to enhance social competencies for students in your school.

Acquire strategies for preparation, assessment, content selection, and activities geared toward social problem-solving skills. This session is applicable for supporting students who experience significant social challenges and who function at least at a first grade level. The works of Garcia-Winner and Bellini will be referenced.

Educators must provide access to the general education curriculum to students with ASD. Unfortunately, the research offers little guidance.

This presentation provides strategies based on research on improving reading and writing skills in students with ASD. Participants will learn step-by-step procedures for implementing several interventions to support reading comprehension and written language and will leave with a plan to apply one or more strategies.

Type: Lecture Level: Intermediate

Type: Lecture Level: Intermediate

Designing Group Instruction for Students With ASD

Thinking About Transitions: The 3 T's

E150 Aleksandra Hollingshead

D131 Carol Schall

This session is designed for special education teachers who struggle with finding meaningful ways to teach academic subjects to students with ASD during a group instruction. The session incorporates video examples from a self-contained classroom in an elementary school. The strategies include use of technology and creative planning strategies within the framework of UDL.

The newly developed transition map will be used by educators to provide critical information for transitions between grade levels, educational environment, and teaching staff.

This presentation explains the need for such guidelines and addresses the transition topics that should be considered during IEP meetings beginning in third grade.

Type: Lecture Level: Intermediate

Trauma and Intellectual and Developmental Disabilities D132 Lara Palay Compared to the general population, individuals with developmental disabilities are at higher risk of trauma and victimization and devastating effects from the resulting toxic stress. This session discusses incidence of trauma for this population, emotional and neurological impact of trauma and social pain, and the effects of “small-T” traumas that emerge from daily stressors, recent brain science and neuroplasticity, and key factors of resilience and post-traumatic growth.

Type: Lecture Level: Intermediate

Type: Lecture Level: Introductory

A Team Approach to the Educational Identification of ASD E160 Marcia Kress, Rosanne Douville, Lisa Saylor, Amy Wade The Miami Valley Educational Assessment Team, which offers comprehensive autism assessments in Region 10, is one of the few teams in Ohio that provides multifactored evaluation data to assist school-based teams in making an educational determination of autism. This session identifies the steps to develop an autism evaluation team and reviews assessment tools and strategies recognized in the educational and medical field as the “gold standard” in conducting autism evaluations.

Type: Panel Level: Intermediate

Type: Lecture Level: Advanced

Using iPads and iPods to Improve Independence in a Postsecondary Job Training Program E171 Karen Monfort, Katie Sochor This session discusses the results of an eTech Ohio grant awarded to POWER Plus Post Secondary Job Training Program. iPads and iPods provided by this grant allowed students with disabilities to have assistive technologies to support acquisition of targeted learning goals. Overcoming critical challenges in use of digital media literacy to promote thinking was an overarching goal of this initiative. This session shares data and strategies used in the classroom and the community.

Type: Lecture Level: Intermediate

Behavior Management and Self-Regulation for Adolescents and Adults E172 Jane Thierfeld Brown, Lisa King Managing emotions and behavior is critical for adolescents and adults with ASD. The 5-Point Scale (Buron and Curtis, 2003) is one option we have used with many young adults to assist with ASD symptoms. Through understanding and use of these scales, students have been helped to get through college and also to function more successfully in the workplace.

In this session we take a problem issue and create a scale to understand and manage a real-life situation.

Type: Lecture Level: Intermediate

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friday sessions

8:00 am - 12:15 pm

9:30 - 10:45 am

R.E.A.L. Action in Ohio: Updates on Ohio’s Autism State Implementation Grant

Structured Methods in Language Education: SMILE, Explicit Instruction in Reading

D142-143 Jessica Foster, Karen Edwards, Susan Havercamp, Marilyn Espe-Sherwindt

D131 Rhonda Bachmann

National Autism Leadership Summit D230-232 Shawn Henry, Jill Hudson National Autism Leadership Summit showcases the vision and perspectives of state leaders from across the nation. Hear how their organizations implement practice, influence policy, and impact the larger community of autism. Participants will hear about the continued work occurring within four areas management, capacity, measurement, and continuity and have opportunity to hear from leaders in strategic management and organization design.

This presentation describes the SMILE: Structured Methods in Language Education systematic reading program and presents evidence-based data from two major school districts indicating progress for nonverbal and struggling learners with autism. Videos will illustrate the method and student progress.

Type: Lecture Level: Intermediate

Navigating Autism: Parent Experiences With Coping and Service Connection D132 Dawn Anderson-Butcher, Jill Hoffman, Amber Moodie-Dyer

Type: Summit Level: Advanced Sponsored by

This presentation shares findings from a qualitative study exploring the experiences of parents of youth and young adults with ASD and service providers. Themes from interviews and focus groups are discussed. The presenters explore the implications of the study for providing services to individuals with ASD in relation to research, policy, and practice.

Type: Panel Level: Introductory

Straight From the Horse's Mouth: Implementing AT in Your District D140-141 Jennifer Govender, Amy Comford, Mary Jo Wendling, Deborah Dargham

UDL Summit D233-235 Jeff McCormick, Ron Rogers 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: Summit Level: Advanced Sponsored by

This session features a panel of AT representatives from four Central Ohio school districts who will speak about their organized and systematic approaches to the delivery of assistive technology (AT) services for students with disabilities. Participants in this session will learn how each district structured their services, including a discussion of their successes and lessons learned along the way.

Type: Panel Level: Introductory

In 2011, Ohio was awarded a three-year State Implementation Grant for Improving Services for Children and Youth with Autism Spectrum Disorder (ASD) and Other Developmental Disabilities from the U.S. Department of Health and Human Services. This project, “R.E.A.L. Action in Ohio: Resources, Education, Alignment, and Linkages” brings together the collective expertise and perspectives of families, the public service system, the medical community, the university community, and service practitioners.

Type: Panel Level: Intermediate

Technology in Autism Treatment: Teaching Apps D144-145 Michele LaMarche There are countless teaching apps that have been developed for a variety of portable devices. While there is little research about apps and their impact, there is much research in support of the methodologies utilized within many teaching apps. This session will review various apps available for individuals with developmental disabilities. The presenter will discuss developmental profiles that may benefit from apps, skills that different apps can help develop, and literature that supports these teaching methods.

Type: Lecture Level: Introductory

Why It Works: Refining Interventions for Success With Individuals With Complex Needs E150 Wendy Szakacs, Chris Filler The Strategy Assessment and Revision Tool (SART) is a simple guide that systematically takes the user through research-based elements to determine if the strategies being used or considered for use with an individual include the required elements. Elements that are not reflected in the strategy become the focus of a revision plan. This session shares case study examples to demonstrate use of the forms and guiding questions. Participants will receive the tool and forms.

Type: Lecture Level: Intermediate

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friday sessions

Understanding Co-Morbid Mental Health Conditions and Autism E151 Judith Coucouvanis This session describes co-morbid psychiatric conditions in persons with ASD across the lifespan. It provides practical information and considerations for programming, highlighting current research and evidence-based practices.

Type: Lecture Level: Intermediate

Get an Early Start: Using SelfManagement to Increase The Independence of Students With ASD E160 Tami Childs, Michele Glynn Educators are increasingly aware that individuals with ASD need to increase their level of independence to be able to function more effectively across environments. This session focuses on systematically teaching individuals with ASD self-management strategies with the goal of increasing independence. These tools can be used to support individuals across a broad range of skill areas. Important aspects of developing self-managements systems are discussed and visual examples are reviewed.

Type: Lecture Level: Intermediate

Implementation of Evidence-Based Practices for Students With Autism in Middle School E161 Awit Dalusong This session introduces one of California's model site programs chosen by the National Professional Development Center (NPDC), the REACH Autism Program of the Riverside County Office of Education, which has successfully implemented the use of evidence-based practices (EBPs) in a moderate-to-severe autism program. Most students, have not only met their annual goals, but have far exceeded their goals within five months using a highly coordinated, individualized treatment and intervention program using a variety of EBPs. Type: Lecture Level: Intermediate

Summit County Juvenile Court New Path's Unit: How Juvenile Justice Can Be Your Partner

11:00 am - 12:15 pm

E162 Lisa DiSabato-Moore, Kathryn VanHorn

Data Integration Framework for IEP Development

When Summit County Juvenile Court becomes involved in the life of a child with a developmental disability, they intend for the relationship to be a partnership and the most positive experience possible. This session shows how Judge Linda Tucci Teodosio and the Summit County Juvenile Court has collaborated with their local DD Board, community providers, and family members of children with special needs to provide an environment where cross system partnerships provide an opportunity for optimal outcomes.

D130 Tanya Braden, Amy Szymanski

Type: Lecture Level: Introductory

Natural Supports for Social Inclusion E171 L. Lynn Stansberry-Brusnahan In this session, participants will interactively experience challenges in the areas of communication, theory of mind, and sensory processing to understand how these contribute to difficulties in making social connections, and as a result, be better able to help individuals self-advocate about their personal needs.

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

Type: Hands-On Interactive Level: Introductory

Free, Fun, and Fabulous Tools for Children With Autism and Their Teachers E172 Mo Buti This fast-paced session explores a variety of free tools that students and educators can use to support success in school and beyond.

Participants will walk away with ideas for maximizing the power of online, web-based tools and apps that include curriculum, social, behavioral, and organizational supports to increase student engagement in learning as well as how many tools can be used by educators to spice up their next online or face-to-face staff training.

Type: Lecture Level: Intermediate

This session demonstrates a framework for integrating individual student assessment and evaluation data, such as special education evaluation, response-to-intervention processes, functional behavior assessments, and transition assessments, and then categorizing them into areas that allow the team to summarize strengths, needs, interventions, and strategies to better prioritize goal development on IEPs (or behavior plans, transition plans, etc.).

Type: Lecture Level: Intermediate

Contextual Interventions and ASD: Impact on Parent Competence and Child Participation D131 Jane Cox, Lauren Foster The literature supports coaching as a way to help families embed interventions into daily life. This session demonstrates how to (a) deliver sensory processing interventions by coaching, (b) embed sensory interventions into routines and settings, and (c) use a family's strengths in intervention planning. Evidence is presented from a recent study that supports contextually relevant, strengths-based interventions in generalizing children's skills and building family capacity.

Type: Lecture Level: Intermediate

Building Capacity to Support Students With ASD and Other Intensive Needs in Rural Schools D132 Patricia McDaid, Maci Brown, Reyna Sigurdson Providing quality educational services to students with intensive needs in rural areas is a challenging endeavor. Acquiring resources, disseminating consistent and factual information, managing wrap-around services, and overcoming high staff turnover are only a few of the obstacles faced by school professionals residing in potentially isolating geographic locations. Please join us to discuss, share, and brainstorm ideas to effectively build capacity to support our students in rural areas.

Type: Panel Level: Intermediate

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friday sessions

Maximizing Academic Achievement in a Moderate-to-Severe Classroom

Peer Collaboration Program: Supporting Students Stops Bullying

D140-141 Kelly Oblaczynski, Janet Sapp

E151 Karen Brothers, Ron DeMuesy, Kristin Masters

This session focuses on how to utilize state standards with an emphasis on academic rigor to create differentiated lessons that maximize academic achievement in moderate to severe classrooms through the use of paraprofessionals to increase time on learning.

Type: Lecture Level: Intermediate

American Sign Language and ASD

Recently featured on WCMH/NBC4, the Peer Collaboration Program is a high-impact, student-driven program providing peer support and authentic friendships and fostering a school and community climate that battles bullying.

Participants will be presented with research that documents the impact on special needs, at-risk, and typical students. Participants will also receive a step-by-step plan to establish this program in their school and district.

D144-145 Kim Bass, Vicki Donne, Denise Sawan Caruso

Type: Lecture Level: Introductory

Join us for a facilitated discussion focused on using American Sign Language with individuals with ASD. Come hear a variety of professionals share their perspectives on this topic. Then engage in a robust conversation to discuss issues and generate ideas and strategies that can be implemented across ages and settings.

I Hate to Write: Helping Individuals With ASD Become Happy, Successful Writers

Type: Facilitated Discussion Level: Intermediate

inPromptu: Teaching Vocational and Daily Living Skills Using Video Prompting E150 Helen Malone Participants will receive (a) an overview of video modeling (VM) and video prompting (VP) methods, (b) our research findings related to using VP and VM to teach daily living skills to individuals with significant intellectual disabilities (some of whom also had a hearing impairment), and (c) suggestions for how to implement VP within the classroom.

Type: Lecture Level: Intermediate

E160 Kathy Oehler, Cheryl Boucher

From Research to Practice: Applying Evidenced-Based Practices Districtwide E162 Melissa Dubie, Susan Christman, Sue Corbin For the past three years, Whitley County Consolidated Schools has been working collaboratively with Indiana Resource Center for Autism on learning to apply evidence-based practices throughout their district. Presenters share their experience of starting with a few schools, expanding through the district using the support of coaching, role modeling, and train the trainer model. The overall model is building capacity across the district and having a genuine impact on all students.

Type: Lecture Level: Intermediate

Coordinating Attention and Teaching Joint Attention Skills to Individuals With Autism E171 L. Lynn Stansberry-Brusnahan

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 these students (language, organization, sensory, and visual motor skills) teachers will learn new ways to help students with ASD become happy, successful writers.

This session highlights early milestones and how individuals with autism differ in nonverbal communication and social skill development.

Participants learn through research the importance of joint attention and a simple method to assess joint attention. Participants engage in simulations and learn to construct experiences and intervention strategies to promote coordinated attention.

Type: Lecture Level: Intermediate

Type: Lecture Level: Introductory

Assistive Technology and Universal Design: Apples and Oranges?

The Hidden Curriculum of Interacting With Law Enforcement

E161 Kirk Behnke With emerging and usable technology becoming more readily available, are we asking ourselves the question: Is this assistive technology, educational technology, or instructional technology? As special education personnel, we need to revisit how we structure our “accommodations� for students who qualify under IDEA, as well as leverage our resources for general education students who may struggle with learning.

Type: Lecture Level: Introductory

E172 Andie Trail Ryley, Linell Weinberg, Terry Stricklin 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: Lecture Level: Intermediate

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exhibitors at a glance

AAPC Publishing

300, 302, 401, 403

Milestones Autism Organization

307

Monarch Center for Autism

305

ABPathfinder, LLC

329

N2Y, Inc.

308

Achievement Centers for Children

204

Adaptive Design Association, Inc.

324

Nationwide Children's Hospital Center for Autism Spectrum Disorders

424

Advanced Training Solutions

228

North Coast Tutoring Services

122

AERI Behavioral Health Services Autism Education and Research Institute

422

Nova Southeastern University

102

Assistive Technology of Ohio

200

Autism and Special Needs Furniture

129

Pamer Family Chiropractic

214

Autism Society of Ohio

126

Positive Education Program

426

Autism Speaks

104

Praises, Prizes, and Presents

413

Berkshire Hills Music Academy

103

Prentke Romich Company

306

Bittersweet Farms, Inc.

207

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

121

Bowling Green State University College of Education and Human Development

School Choice Ohio

206

201

Special Learning

316

Brain Parade, LLC

428

Cambium Learning Technologies – Kurzweil/Intellitools

409

Camp Echoing Hills

227

Center for Outreach Services Ohio School for the Deaf

125

Center For Special Needs Populations, The Ohio State University

205

Chapel Haven, Inc.

105

Cincinnati Children's Hospital, Division of Psychiatry

127

College Living Experience

124

COSI Ohio's Center of Science and Industry

114, 116, 215, 217

OCALI

Step by Step Academy, Inc.

Center Booth

415, 417

Summit Academy Management

224

Support 4 Teachers and Support 4 Families

325

Take One Table

123

TAP.it

100

TeachTown, Inc.

312

Texthelp Systems, Inc.

309

The Ohio Center for Deafblind Education

420

The Planner Guide, LLC

106

The Rich Center for Autism Youngstown State University

208

The Sensory Learning Center

202

The Silver Lady II

101 407

Createable Learning Concepts, LLC

313

Creative Learning Workshop

225

The University of Toledo Center for Excellence in Autism

Easter Seals, Inc.

326

Time Timer, LLC

212

Edward Jones Investments

223

Tobii ATI

109

Embracing Autism

226

Torbot Group, Inc., Jobskin Div

322

Employment First Ohio

327

Vista Vocational and Life Skills Center

107

Got-Autism

108

VizZle by Monarch Teaching Technologies, Inc.

Great Lakes Collaborative for Autism

111, 113

Haugland Learning Center

315

Helping Hands Center for Special Needs

203

IN-abled.com

418

Jamberry Nails

314

Meyer Design, Inc.

209

WASCO, Inc.

301, 303 119

HALL F – Keynote Sessions

Parents’ Corner

AT Learning Lab

Lending Library

Parents’ Corner Sponsored by

AT Learning Lab Sponsored by

129

228

329

428

126

227

226

327

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125

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225

224

325

324

123

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423

Internet Park Internet Park Sponsored by

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217

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214

315

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415

212

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413

111 109

108

209

208

309

308

409

107

106

207

206

307

306

407

105

104

205

204

305

103

102

203

202

303

302

403

101

100

201

200

301

300

401

Hall E Entrance

424 422

322

121

Concessions

426

420 418

Row 500 – Research Symposium

127

115

OCALI Gallery

Connections

exhibitors

AAPC Publishing

Achievement Centers for Children

15490 Quivira Rd. Overland Park, KS 66221 913.897.1004 www.aapcpublishing.net

4255 Northfield Rd. Highland Hills, OH 44128 216.292.9700 www.achievementcenters.org

AAPC Publishing specializes in books and multimedia on 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:

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.

300, 302, 401, 403

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sensory issues self-regulation behavior vocational skills academics

ABPathfinder, LLC 329

7171 W. 95th St. – Suite 150 Overland Park, KS 66212 877.972.8434 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.

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204

Adaptive Design Association, Inc. 324

313 West 36th Street New York, NY 10018 212.904.1200 www.adaptivedesign.org Adaptive Design Association's mission is to ensure that children with “disabilities” receive the customized adaptations they need to achieve their full developmental, social, and academic potential. We do this by building child-specific adaptations in a model workshop in New York City; developing and testing curricula for a wide range of learners (from classmates to therapists to engineers); and creating guidelines, techniques, and devices that can be replicated in Adaptive Design Centers all over the world.

Advanced Training Solutions 228

2800 Woodlawn Dr. – Suite 175 Honolulu, HI 96822 808.237.5120 www.advancedtrainingsolutions.com Advanced Training Solutions is the online education company dedicated to training educators within the field of autism and related behavioral disabilities. Our interactive program helps educators: • Manage problem behavior • Teach new and positive behaviors • Improve communication skills • Increase academic performance • Improve social skills • Teach life skills ATS' whole-school approach to training was designed to prepare all educators from paraprofessionals to special education teachers.

AERI Behavioral Health Services Autism Education and Research Institute 422

3201 Belmont St. – Suite 201 Bellaire, OH 43906 866.727.2374 www.aerionline.com It is the mission of AERI to be a leader in providing access to research-based services in order to assist individuals in reaching their ultimate potential. AERI provides multiple lines of care, training, and consultation options, and supports for individuals, their families, and surrounding communities.

Assistive Technology of Ohio 200

Area 1700, 1314 Kinnear Rd. Columbus, OH 43212 800.784.3421 | 614.293.9134 www.atohio.org Services and programs to help Ohioans with disabilities live independently.

Autism & Special Needs Furniture 129

1851 River Rd. Eugene, OR 97404 541.689.8435 www.autismfurniture.com Family owned and operated since 1973, Autism & Special Needs Furniture creates custom, affordable, high-quality pillow furniture pieces great for people with autism, Asperger Syndrome, Cerebral Palsy, and many other disabilities. Our special foam system creates a unique feel that helps to calm, center, and focus – improving attention span, learning, and communication. We offer a wide range of colors and textures for tactilely-challenged individuals as well. All our pieces are easily shipped anywhere in the U.S., and we work with a variety of different funding methods.

exhibitors

Autism Society of Ohio

Berkshire Hills Music Academy

470 Glenmont Ave. Columbus, OH 43214 614.487.4726 www.autismohio.org

48 Woodbridge St. South Hadley, MA 01075 413.540.9720 www.berkshirehills.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. Visit our website to find a chapter near you.

Berkshire Hills Music Academy (BHMA) is an academic, life skills, independent living and vocational program taught in a music-infused learning environment. Students are accepted into the Academy beginning at age 18. Our students have a love and/or aptitude for music.

BHMA accepts students with a multitude of developmental, intellectual and learning disabilities and has enrolled students with Williams syndrome, ASD, PDD-NOS, Asperger Syndrome, Down syndrome, blindness and visual impairments, and velo cardio facial syndrome. Music is the motivational tool that teaches students the skills needed to move toward independence.

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Bowling Green State University College of Education and Human Development 201

1001 E. Wooster St. – 451 Education Building Bowling Green, OH 43403 419.372.0253 www.bgsu.edu/autism Bowling Green State University has a rich history in training educators. BGSU proudly offers an online interdisciplinary Autism Spectrum Disorders (ASD) Graduate Certificate (courses may lead to a master’s degree), providing professional development opportunities for special and general educators, parents, school psychologists, speech-language pathologists, and physical and occupational therapists who want to support the growth, development, and learning of individuals with ASD. For more information, contact Brenda Oyer at oyerb@bgsu.edu or 419.372.0253.

Bittersweet Farms, Inc. 207

Autism Speaks 104

470 Glenmont Ave. Columbus, OH 43214 614.716.8570 www.autismspeaks.org At Autism Speaks, our goal 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 Speaks. It's time to listen.

12660 Archbold-Whitehouse Rd. Whitehouse, OH 43571 419.875.6986 www.bittersweetfarms.org Bittersweet, Inc., serves individuals with ASD and engages in a model which employs meaning and motivation, aerobic and active engagement, partnership and purpose, and structure and support. Bittersweet Pemberville's Transition Program is designed for adolescents with ASD ages 12-22. The program supports each student's academic goals, vocational skills, social development, physical activity, and life skills. This unique model provides a variety of academic activities and occupations geared toward skill level and interests.

Brain Parade, LLC 428

1177 High Ridge Rd. – Suite 244 Stamford, CT 06905 203.329.8136 www.brainparade.com Brain Parade® is the creator of See.Touch.

Learn.® for the iPad. See.Touch.Learn. is a picture card learning system that replaces and improves upon traditional flash cards. It is specifically designed for teachers to use in any situation where concepts, relationships, and vocabulary can be taught using images.

It has been used by over a quarter of a million users in 104 countries for children with autism, speech delays, down syndrome, traumatic brain injuries, stroke victims, Alzheimer's patients as well as with typical children and with English and foreign language learners. See.Touch.Learn. is available in a FREE and a Pro edition. The Pro edition includes more than 2,500 pictures and 1,600 exercises designed by an Behavior Consultant, and its real power is in how quickly and easily teachers can use those images or their own images to create exercises to cover an almost unlimited number of scenarios. The recently announced Brain Parade® Community allows users around the world to share their exercises with each other putting potentially hundreds of thousands of lessons at your fingertips. Teachers will also have the ability to share their exercises directly with the families of their students if they have an iPad as well.

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exhibitors

Cambium Learning Technologies – Kurzweil/Intellitools 409

24 Prime Parkway – 3rd Floor Natick, MA 01760 800.547.6747 www.cambiumlearning.com Cambium Learning Technologies is focused on serving the needs of at-risk and special student populations. Our flagship products include: Kurzweil 3000, Kurzweil 1000, and IntelliTools Classroom Suite for students with learning disabilities, those who require reading intervention, at-risk and English Language Learners (ELL).

Camp Echoing Hills 227

36272 County Rd. 79 Warsaw, OH 43844 740.327.2311, ext. 399 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.

Center for Outreach Services Ohio School for the Deaf 125

500 Morse Rd. Columbus, OH 43214 614.995.1566 www.ohioschoolforthedeaf.org/outreach 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.

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Center For Special Needs Populations, The Ohio State University 205

1900 Kenny Rd. Columbus, OH 43210 614.292.7510 www.edresourcesohio.org The Center for Special Needs 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. Edresourcesohio.org houses the Guidance Document and the Rules and Regulations for providing services and supports to children with disabilities in Ohio; the searchable Complaint, Due Process, and Waiver databases; and the latest news and updates from OEC. Also on the website is Measure Up, an online resource that includes visual display explanations of data included in ODE's yearly Local Report Cards for all school buildings and districts in Ohio. Ohioschoolleaders. org provides information on professional development and grant opportunities.

Chapel Haven, Inc. 105

1040 Whalley Ave. New Haven, CT 06515 203.397.1714, ext. 148 www.chapelhaven.org Founded in 1972, Chapel Haven has three individualized programs in CT and AZ, for those 18+ with developmental and social disabilities including Asperger Syndrome and those on the autism spectrum, who desire independence.

These transitional, two-year residential programs provide learning in practical academics, job development, life skills, apartment living, social competence and help with college. Students transition into the community with lifelong support services. Summer programs are also available. Chapel Haven is an approved school and nationally accredited by CARF.

Cincinnati Children's Hospital, Division of Psychiatry 127

5642 Hamilton Ave. Cincinnati, OH 45224 513.636.0888 www.cincinnatichildrens.org The Division of Child and Adolescent Psychiatry at Cincinnati Children’s Hospital Medical Center is engaged in psychiatric research in a wide range of key areas. Thanks to funding support from the National Institute of Mental Health (NIMH) and several other major funding resources, we are able to conduct studies ranging from clinical trials of medication to long-term longitudinal studies of large subject groups. Learn more about how we serve dually-diagnosed patients at CCHMC, Division of Psychiatry.

College Living Experience 124

7150 Columbia Gateway Dr. Columbia, MD 21046 800.486.5058 www.experiencecle.com College Living Experience (CLE) is a postsecondary program for students who require additional support with academic, social, and independent living skills. CLE provides intensive assistance to students with varying abilities seeking a degree or technical certificate. Contact National Admissions at 800.486.5058.

COSI Ohio's Center of Science and Industry 114, 116, 215, 217

333 W. Broad St. Columbus, OH 43215-2738 888.819.2674 www.cosi.org COSI, named America’s number one science center for families by Parents magazine, offers science education resources for parents of children of all ages. Stop by for a free catalog, hands-on activities, and a chance to win a pair of COSI general admission passes!

exhibitors

Createable Learning Concepts, LLC

Easter Seals, Inc.

Embracing Autism

26488 Mingo Dr. Perrysburg, OH 43551 419.873.5991 www.createablelearningconcepts.com

233 S. Wacker – Suite 2400 Chicago, IL 60606 800.221.6827 www.easterseals.com

8351 N. High St. – Suite 130 Columbus, OH 43235 614.559.0077 www.embracing-autism.net

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.

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.

Embracing Autism was founded in 2011 to help families in Central Ohio support children and adults with autism and other developmental disabilities. We believe that training specific to autism is essential in creating a solid and long-lasting foundation for individuals with this developmental disability. Embracing Autism staff members are professionally certified through a PATHS (Professional Advancement through Training and Education in Human Services) multi-level program so each employee is educated in providing top-quality support. Each individual that we serve is unique and special in their own way. It is essential that we create programs and supports that specifically focus on individuality. It is our goal to establish and foster community partnerships that promote innovative, involved support to produce new opportunities for those we serve. Our services include: supported living, employment development, training, and education services. Accepted funding sources include: I/O Waiver, Level One Waiver, SELF Waiver, Autism Scholarship, local funding through county boards of DD, and private pay.

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Creative Learning Workshop 225

2460 Elm Rd. – Suite 500 Warren, OH 44483 330.393.5929 www.theclw.com Creative Learning Workshop opened in January 2008 as a new opportunity to provide vocational day services throughout Ohio that embraces a person-centered philosophy, which emphasizes individuality, personal choice, inclusion, and integration. We provide individuals with an opportunity to learn, integrate into their communities, and experience measurable success. Our classroom programs in Warren, Newbury, and Springfield, allow for high school students to begin their transition into the workplace. Our hope is that the students’ last days of high school will be most like their first days in their workplace. The vocational opportunities will include production on our premises, crew work in community settings, and placement in the community. The classroom will have an intervention specialist and a paraprofessional to teach academics, work on IEP goals, and begin the transition to adult living. New locations opening soon!

CLW accepts private contract payment from residential facilities or families. DODD waivers (IO, Level 1), and ODJFS Ohio Home care Waiver. Our Life Beyond School is a Jon Peterson and Autism Scholarship provider.

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Edward Jones Investments 223

1500 W. Third Ave. – Suite 102 Columbus, OH 43212 614.488.4717 www.edwardjones.com Making Quality Future Plans for loved ones with special needs is a parent’s desire. Lynn Tramontano, Edward Jones financial advisor, will speak to the issues faced by families of loved ones with special needs when making future plans. It is a complicated maze of issues and decisions that families face when dealing with government benefits, understanding the legal issues and wondering how to handle it all financially. A few of the questions and typical concerns that are addressed are: How do I ensure that my loved one stays eligible for government benefits throughout their lifetime? How does a waiver change my plans?

I have been told not to leave anything to my loved one when I pass. Is this true?

I have taught all of my children how to work hard and save money but I have been told that my loved one with special needs can’t earn a living or save money. Is this true?

What are the steps and items to think about in order to properly plan for my son/ daughter?

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Employment First Ohio 327

470 Glenmont Ave. Columbus, OH 43214 614.410.0993 Employment in the community is the first and preferred option for individuals with disabilities. Employment First Ohio strives to put this philosophy to action. With the support of Governor Kasich and many other partnering agencies, the Ohio Department of Developmental Disabilities coordinates this initiative in Ohio. Stop by booth 327 to learn more.

How much does all of this cost?

Professionals will learn the same and understand when and how to refer to Tramontano who will assist their clients/families through the process to ensure quality of life for their loved one with special needs. She has been helping families with special needs for over 18 years and works with the Autism Society chapters throughout Ohio and the country.

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exhibitors

Got-Autism

Haugland Learning Center

IN-abled.com

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

7690 New Market Center Way Columbus, OH 43235 614.602.6473 www.hauglandlearningcenter.com

9880 Larimer Rd. Logan, OH 43138 740.590.3944 www.in-abled.com

Got-Autism carries the best therapeutic, educational, and sensory solutions for the autism spectrum. We are strongly committed to providing safe, effective, and value-driven products for all ages, abilities, and budgets. Our product line includes:

Haugland Learning Center (HLC) is an educational day program focused on helping students diagnosed with ASD and other developmental disabilities. The main mission of the Center is to provide a safe and appropriate place where children with ASD and other developmental disabilities can be successful and maximize their potential. For many students, success can be found in the right learning environment with effective teaching methods and staff who understand the complexities of ASD and developmental disabilities. HLC uses effective and scientifically-based teaching methods to eliminate students’ deficiencies in core academic areas as well as in areas of social skills and daily living. HLC is a registered Ohio Autism Scholarship and Jon Peterson Special Needs Scholarship Provider.

Make your office or personal space more effective for staff and consumers with IN-abled.com. Our designs focus on people with disabilities and have inspiring messages.

Posters and books are printed on 100% recycled paper, and stretched canvas pieces are on art-quality canvas stretched over 100% wood frames. You, your office, or lobby are the first thing staff or customers see. Show awareness and diversity with IN-abled.com designs!

Owned and operated by families and people with disabilities.

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• • • • • • • •

Indoor swings and multisensory room equipment Tactile fidgets and sensory toys Fine and gross motor skills development Assistive technology, interactive software, educational supports Oral motor tools Behavioral supports Social skills instructional tools Calming sensory products weighted/ pressure/vibration

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Great Lakes Collaborative for Autism 111, 113

2040 W. Central Ave. Toledo, OH 43606 419.291.7031 www.greatlakesautism.org The Great Lakes Collaborative for Autism (GLCA) works to enhance the lives of Northwest Ohio families touched by autism by building awareness, offering service provider support through private fund-raising and grant opportunities, and fostering community partnerships.

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Helping Hands Center for Special Needs 203

2500 Medary Ave. Columbus, OH 43202 614.262.7520 www.helpinghandscenter.com Helping Hands Center for Special Needs is a non-profit school and therapy center providing preschool through middle school classrooms and therapies from 18 months to adulthood. The center offers an integrated approach to meet each client’s individual needs in a collaborative environment which combines music, speech, physical, and occupational therapy, as well as psychological, behavioral, and educational services. Clinicians and teachers use researchbased principles of applied behavior analysis and follow state standards to target individual language, social-emotional, motor, behavioral, and academic goals.

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Jamberry Nails 314

4171 County Rd. 27 Helena, OH 43435 419.638.1018 www.cgmiller.jamberrynails.net Jamberry Nails are the newest way to accessorize your fingers or toes. The new nail treatment can be applied in 15 minutes at home with a hair dryer to give you that salon look.

Over 250 designs are available. Nails last 2-3 weeks on fingers and 6 weeks on toes. Each sheet contains enough wraps to do your nails 2-3 times. All proceeds benefit OCALI.

exhibitors

Meyer Design, Inc.

Monarch Center for Autism

North Coast Tutoring Services

100 N. High St. Akron, OH 44308 330.434.9176 www.meyerdesign.com

22001 Fairmount Blvd.

Shaker Heights, OH 44118 216.320.8317 www.bellefairejcb.org

31300 Solon Rd. – Suite 1 Solon, OH 44139 440.914.0200 www.northcoasted.com

Meyer Design has been designing and building play equipment and play areas since 1974, with a focus on inclusive and special needs play.

The equipment is made of recycled plastic, with stainless steel hardware and fasteners.

Playgrounds include play systems and safe surfacing, art panels, sand and water play, musical instruments, gardens, and natural play spaces. Meyer Design has created outdoor play environments for children with autism for Cincinnati Children’s Hospital, Monarch School, The Cleveland Clinic Center for Autism, Potential Development, and Highlands Hospital Center for Autism, among others. We make play fun for all!

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.

As the “education problem solvers,” we specialize in working with students with learning disabilities, providing one-on-one tutoring to students in homes or schools with customized services. We are a provider to the Autism Scholarship and Jon Peterson Special Needs scholarship programs, school districts, and individuals. Visit our exhibit booth to learn about our newest workbook, What Do Those ETR Numbers Really Mean? And take a look at our new problem-solver cookbook, Tastes Great Cookbook and . . . Healthy Too, for individuals with food sensitivities and allergies. All 250 recipes are gluten, dairy, soy, and egg free.

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INC.

N2Y, Inc. 308

Playground Equipment & Design

Milestones Autism Organization 307

23880 Commerce Park #2 Beachwood, OH 44122 216.464.7600 www.milestones.org Milestones Autism Organization is dedicated to improving the quality of life for individuals on the autism spectrum and their families. This is done through education in evidence-based practical strategies. Milestones highlights the continually changing needs of the autism community and seeks community collaboration to address those needs.

P.O. Box 550 Huron, OH 44839 419.433.9800 www.n2y.com Serving the special education community with a variety of products. Channel current events with News-2-You, an Internet newspaper published weekly in four levels. Acquire a complete, standards-based special education curriculum with Unique Learning System. Communicate with a truly dynamic symbol set, SymbolStix©.

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Nova Southeastern University 102

3301 College Avenue Fort Lauderdale, FL 33314 954.262.7168 www.nova.edu Nova 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.

OCALI

Center Booth

Nationwide Children's Hospital Center for Autism Spectrum Disorders 424

187 W. Schrock Rd. Westerville, OH 43081 614.355.8315 www.nationwidechildrens.org/autism Nationwide Children's Hospital Center for Autism Spectrum Disorders offers a wide variety of services to meet the needs of children with an ASD and their families.

470 Glenmont Ave. Columbus, OH 43214 614.410.0321 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 drives continued efforts in leadership and the informing of public policy.

OCALI. Linking Research to Real Life.

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exhibitors

Pamer Family Chiropractic

Prentke Romich Company

Special Learning

218 W. Olentangy St. Powell, OH 43065 614.798.1419 www.pamerfamilychiropractic.com

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

500 N. Michigan Ave. – Suite 300 Chicago, IL 60611 312.235.2364 www.special-learning.com

Dr. MacKenzie Pamer started her chiropractic clinic in 2001 in Powell, OH, and has been instrumental in changing the lives of thousands of people. With an emphasis on spinal correction and education, the clinic provides care to patients ranging from a few days old to the elderly. Chiropractic adjustments enable patients to experience optimal health, increased energy, and the alleviation of countless ailments.

Stop by our booth to receive a free digital spinal scan and see what chiropractic is all about!

Families, clinicians, and special educators select PRC augmentative and alternative (AAC) devices as part of a communication strategy to assist a wide range of individuals with communication disabilities. For more than 45 years, PRC has led the industry in providing AAC solutions with advanced communication technology and language development systems. Visit us and learn more about our latest AAC solutions including the new Accent 1200, LAMP: Words for Life application, new training opportunities and services and updates to our AAC Language Lab.

Special Learning is dedicated to becoming the global leader for autism and ABA solutions by leveraging technology to offer every person diagnosed with ASD an abundant and fulfilling life. Through their comprehensive information and resource portal, Special Learning provides the global autism community with a broad range of free products, tools, and services.

Their comprehensive product line includes ABA training and education products, iPhone Apps, web-based and downloadable tools, and professional services designed to empower parents, teachers, and providers so that they can help individuals with ASD move up the skills spectrum intuitively, successfully, and affordably.

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Positive Education Program 426

3100 Euclid Ave Cleveland, OH 44115 216.361.4400 www.pepcleve.org At Greater Cleveland's largest non-profit agency committed to our community's kids, our caring and competent professionals help troubled children learn and grow, providing strengthbased special education and mental health services in partnership with families, schools, and communities.

Praises, Prizes, and Presents 413

3822 Richmond St. NW Grand Rapids, MI 49534 616.791.7003 www.praisesprizespresents.com Praises, Prizes, and Presents specializes in products that motivate and reward children with special needs.

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Relate and Grow The P.L.A.Y. Project Booth 121

270 Main Street Groveport, OH 43125 614.856.9111 www.relateandgrow.com Relate and Grow is a DIR/Floortimebased 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.

School Choice Ohio 206

155 E. Broad St. – Suite 640 Columbus, OH 43215 614.223.1555 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.

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Step by Step Academy, Inc. 415, 417

445 E. Dublin Granville Rd. Worthington, OH 43085 614.436.7837 www.stepbystepacademy.org Founded in 2002, Step by Step Academy (SBSA) is a private, nonprofit treatment center for children with ASD. Applied Behavior Analysis (ABA) is the root of all treatment methods used. In addition to center-based treatment, SBSA provides other services, including: pharmacological management services by a psychiatrist, parent advocacy services and case management, assessment services by a psychologist or licensed social worker, and center-based intensive behavioral treatment services. SBSA is a certified mental health agency, a provider under the Ohio Department of Education's Autism Scholarship Program, and accredited through CARF.

exhibitors

Summit Academy Management 224

2791 Mogadore Rd. Akron, OH 44312 330.670.8470 www.summitacademies.com Summit Academy is a FREE, non-profit Public Community School for students K-12 with Asperger's Syndrome, AD/HD, and related disorders. With 26 schools in 14 Ohio communities, we offer smaller class sizes with hands-on, engaging learning groups and safe, nurturing environments. Solid academic curriculum, fully aligned with the College and Career Readiness Standards, includes targeted social skills training and Therapeutic Martial Arts. Our highly qualified teachers understand the specific academic and social challenges that students with Asperger Syndrome and AD/HD face every day. Summit Academy also offers its proven educational program to children’s residential centers, working in conjunction with the residential center up to six hours per day on various curriculum, social, and life skills activities. Summit Academy supplies all the hardware, software, desks as well as staff and teachers at no cost to the center.

Support 4 Teachers and Support 4 Families 325

30400 Detroit Rd. – Suite 208 Westlake, OH 44116 440.471.7911 www.s4ts4f.com Support 4 Families/Support 4 Teachers helps parents and schools solve serious behavior problems. Our experts use research-based and data-driven methodologies that can be customized in any setting to facilitate positive behavior changes. Behavior consultants, school psychologists, high-qualified special education teachers, SLPs, and experienced tutors - all with decades of hands-on experience - bring their knowledge into practice in your homes and classrooms. Services include: • • • • •

•

Functional behavior assessment and behavior intervention planning with implementation support Teaching and modeling strategies and interventions Mentoring teachers who need more training and expertise in classroom behavior management Mentoring parents and families with adult children who experience the challenges of autism Developing and implementing home instruction programs that can provide FAPE, therefore meeting the student's educational needs outside of the traditional classroom Developing and implementing programs that focus on self-management, community inclusion, and daily living skills for adults with autism

TAP.it 100

1821 E. 40th St. Cleveland, OH 44103 216.432.2400 www.teachsmart.org The TAP-it offers students and adults of all abilities accessibility to any computer application. Its high-grade safety glass differentiates intended touches on the screen from leaning or unintended touches. The stand permits adjustments to both the height and tilt, permitting those in wheelchairs and walkers greater accessibility.

®

TeachTown, Inc. 312

9410 Topanga Canyon Blvd. – Suite 101 Chatsworth, CA 91311 800.283.0165 www.teachtown.com TeachTown is an innovative education company exclusively focused on providing learning solutions for children who have ASD and developmental disabilities. Our curriculum uses evidence-based best practices from applied behavioral analysis (ABA), speech and language pathology, and developmental psychology to teach a wide range of meaningful skills. Some of the features of our programs include: interactive software, automatic data collection, engaging animations, and more!

Take One Table 123

Literature from non-exhibiting companies or organizations such as Achievement Products.

Stop by and pick up a brochure or catalog.

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exhibitors

Texthelp Systems, Inc.

The Planner Guide, LLC

The Silver Lady II

600 Unicorn Park Dr. Woburn, MA 01801 888.248.0652 www.texthelp.com

2323 White Pine Dr. Williamston, MI 48895 517.282.4545 www.theplannerguide.com

5339 Hickory Tr. Ln. Cincinnati, OH 45242 513.793.8119 www.silverlady2.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.

Independence anytime, anywhere! The Planner Guide is an interactive web and mobile application for your computer, most Android and Apple smart phones, and tablets. The Planner Guide is designed for individuals with social and cognitive challenges.

Enormous collection of jewelry imported from around the world sold at wholesale prices.

The Ohio Center for Deafblind Education

The Sensory Learning Center

309

120

5747 Perimeter Dr. – Suite 100A Dublin, OH 43017 800.229.0844 www.ohiodeafblind.org The Ohio Center for Deafblind Education provides technical assistance services at no cost to children, birth through 21 years of age, with combined vision and hearing loss. Technical assistance includes on-site consultation, training and professional development, information dissemination, and other consultative services.

In addition, the Center is responsible for maintaining an annual registry of children and youth who have been identified as being deafblind within the state of Ohio. Families, service providers, and agencies supporting children and youth with deafblindness may request services at any time.

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The University of Toledo Center for Excellence in Autism 407

The Rich Center for Autism Youngstown State University 208

One University Plaza Youngstown, OH 44555 330.941.1927 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.

3000 Arlington Ave. – MS 1161 Toledo, OH 43614 419.383.3030 www.utoledo.edu/centers/autism 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, prevocational and transition services, communitybased services, and the Adolescent Girl’s and Women’s Wellness Initiative.

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3454 Oak Alley Court – Suite 209 Toledo, OH 43606 419.578.0057 www.sensorylearning-toledo.com The Vision Performance Center 3600 B. Olentangy River Rd. Columbus, OH 43214 614.545.3312 www.sensorylearning-columbus.com The Sensory Learning Program is a multisensory approach to developmental learning that simultaneously stimulates the visual, auditory, and vestibular systems with light, sound, and motion. The program challenges the primary sensory systems to work together and better adapt to multisensory input, the foundation of all sensory processing. This intervention often results in functional improvement in: Speech, Perception, Understanding, Social Interaction, Gross, and Fine Motor Coordination and the Ability to Learn.

Time Timer, LLC 212

7707 Camargo Rd. Cincinnati, OH 45243 513.561.4199 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.

exhibitors

Tobii ATI

Vista Vocational & Life Skills Center

WASCO’s River City Jewelry

333 Elm Street Dedham, MA 02026 781.461.8200 www.tobiiati.com

1356 Old Clinton Rd. Westbrook, CT 06498 860.399.8080 www.vistavocational.org

340 Muskingum Dr. Marietta, OH 45750 740.373.3418, ext. 17 www.wascoinc.org

Tobii ATI is a premier developer of speechgenerating devices, eye-tracking devices, and software for people with physical, cognitive, and speech disabilities. We offer a range of augmentative and alternative communication products that give individuals with communication disabilities a way to live more fulfilled, independent lives. Over the years, Tobii ATI has released many breakthrough hardware and software products and continues to work closely with educators, physicians, speech language pathologies, and AAC users to develop innovative solutions. Let us help you find your voice!

One-of-a-kind unique dichroic glass jewelry created by adults with developmental disabilities and antique ceiling panels custom made on behalf of individuals with disabilities.

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Vista Vocational & Life Skills Center is a fully accredited, nationally recognized postsecondary transition program for adults with autism and other neurological disabilities. In a residential setting, Vista provides individualized, hands-on, experiential training in four skill areas: Vocational, Independent Living, Cognitive & Social and Community Involvement. Vista helps students transition to adulthood and learn the skills necessary to live successfully. The first phase of the Entrance Program provides dormitory-style living. The second phase offers a practice year in our Transition Apartments.

Upon graduation from the Entrance Program most students live locally, with supports, in Vista’s long-term, community-based Outreach Program located along the shoreline of south central Connecticut.

5030 Advantage Dr. – Suite 101 Toledo, OH 43612-3861 419.724.1475 www.torbotgarments.com

VizZle by Monarch Teaching Technologies, Inc.

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Torbot Group, Inc., Jobskin Div

Torbot Group, Inc., Jobskin Division manufactures Jobskin custom compression burn garments and the interim ready-towear compression burn garments for scar management. The custom garments come in a wide range of colors and styles. They are individually designed and manufactured with the highest quality fabric to meet your specific needs. Torbot also manufactures compression garments to manage Lymphedema and lower extremity vascular conditions. In addition, Torbot has a line of Orthosis garments to manage neuromuscular disorders.

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20600 Chagrin Blvd – Suite 703 Shaker Heights, OH 44122 800.593.1934 www.monarchtt.com VizZle is an easy to use, web-based authoring tool that enables educators to create fun, interactive, visually supported curriculum customized to the needs of children with autism and other learning challenges. Using any of the thousands of pre-made lessons from the peerreviewed shared library or using lessons created with easy-to-use templates and thousands of in-program images, audio and video clips, teachers can track improved outcomes by IEP goals or common core standards. Free trials at www.monarchtt.com.

OCALICON 2012

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presenters

Monisha Acharya-Lammert

Ruth Aspy

Victoria Baker-Willford

Monisha Acharya-Lammert, is a clinical project manager at Step By Step Academy, Inc. She completed her undergraduate degree in Psychology from The Ohio State University, and began serving children diagnosed with autism privately within the home utilizing her experience in implementing behavioral intervention strategies. Acharya-Lammert has experienced many levels of service within the agency.

She is currently pursuing additional certification through the Behavior Analyst Certification Board.

Ruth Aspy, Ph.D., is a licensed psychologist in private practice with the Ziggurat Group. Aspy specializes in assessment and intervention for individuals with ASD. 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.

Victoria Baker-Wilford, M.A., earned her degree in Communication Studies from Marshall University.

In addition, she has extensive coursework in autism education and educational leadership. She is very active in many areas of disability advocacy and education. She currently serves on the Governor’s Council for People with Disabilities as well as the Secretary of State's ADA advisory Council. All of her advocacy and education efforts are a direct result of her own visual disability and the ASD diagnosis of her son, Nathan. She wants to help make life better for as many people as she can!

Lisa Audet

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 10 years ago. She received her master's degree and doctoral degrees from the University of Indianapolis where her studies focused on sensory modulation.

Lisa Audet is assistant professor at Kent State University, specializing in child language and autism.

She is a co-developer of the Autism Spectrum Disorder Intervention Specialist Program. Audet facilitates an annual conference on autism and coordinates the KSU Autism Initiative for Research Education and Outreach with Dr. Richard Cowan. She has over 25 years of experience as a speech-language pathologist and special educator. She has worked extensively with children and adults with ASD. She has published, and has presented at the state and national level.

Nancy Aguinaga

Melinda Ault

Nancy J. Aguinaga, Ph.D., is an assistant professor in the Department of Elementary, Early & Special Education at Southeast Missouri State University in Cape Girardeau, MO. She received her doctorate in Education from the University of Central Florida with an emphasis in Exceptional Education. Her experience includes working with individuals on the autism spectrum at all school levels, teacher preparation, and curriculum development focusing on universal design for learning.

Melinda Jones Ault is an assistant professor of special education at the University of Kentucky. Ault served as a research associate on projects related to systematic instruction, single-subject research design, early childhood special education, and assistive technology.

She has co-authored a book on systematic instruction, an environmental assessment instrument, a computer program for single-subject research design, an instructional material for implementation of assistive technology in schools, and 35 journal articles. She presents at national and international conferences.

Susan Aebker

Kevin Aldridge Kevin Aldridge is the director of the Center for Systems Change at OCALI. He earned his bachelor’s degree in Philosophy and Religion from Judson University in 1981, and a master’s degree in Philosophical Theology and Ethics from Northern Seminary in 1984. Aldridge served four years as assistant deputy director in charge of policy for the Ohio Department of Developmental Disabilities. He teaches policy at the College of Social Work at The Ohio State University, and has presented nationally on policy issues such as housing, employment, and inclusion.

Christine Austin Christine Austin, BA, BCaBA, is the director of clinical operations at Step By Step Academy, Inc. She regularly publishes and presents at professional conferences on autism and behavioral support. She has a degree in Psychology and a minor in Sociology from The Ohio State University. As a board certified assistant behavior analyst (BCaBA), Austin trained in applied behavior analysis with the University of North Texas. She is also completed a master's in Applied Behavior Analysis and Autism through The Sage Colleges in 2012.

Dawn Anderson-Butcher

Rhonda Bachmann

Dawn Anderson-Butcher, MSW, Ph.D., is a professor in the College of Social Work at The Ohio State University.

Her primary research interests include exploring how school-family-community partnerships work to better integrate services for vulnerable children and their families. She has been published in key journals such as Children & Schools and Advances for School Mental Health Promotion. She has considerable community involvement, including serving as an advisory group member for the Center for School Mental Health at the University of Maryland.

Rhonda Bachmann, BS, Ed.M., has degrees in Early Childhood and Special Education for Moderate to Profoundly Handicapping Conditions from the University of Cincinnati. As a professional development designer and presenter for Broward County Schools, she provides professional development and coaching to teaching staff and parents of students with autism and other complex learners. Language development, reading, and social cognition are Bachmann's targeted interests. She has consulted nationally for Nova Southeastern University Autism Consortium, providing training, coaching, and technical assistance.

Megan Armbruster Megan Armbruster is working toward a master's degree in Speech-Language Pathology at Kent State University. She earned her Early Childhood Education degree from Bowling Green State University. She has been lead teacher at the Smithsonian Early Enrichment Center and taught as a substitute in Atlanta, GA. Armbruster has earned her Special Education Certification and continues helping children with special needs. She has been active in the national student Speech-Language Hearing Association at Kent State University and is a strong advocate for the needs of children with autism.

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Gena Barnhill Gena Barnhill is the director of special education programs and coordinator of the Autism Spectrum Disorders Certificate Program at Lynchburg College in Virginia. She brings expertise as a professional in the field and as the parent of an adult son with Asperger Syndrome. Barnhill is a nationally certified school psychologist and a board certified behavior analyst. She has published over 35 peer-reviewed articles, written two books and two chapters on ASD, and has given over 125 presentations at national and international conferences.

Kim Bass Kim Bass AAS, MS, BS, earned her master's in Vocational Rehabilitation with a focus on deafness from the University of Arkansas. Bass has received her National Interpreter Certification from the Registry of Interpreters for the Deaf. Currently she works as a video relay interpreter for Sorenson Communications.

She also teaches ASL classes at the University of Arkansas and Hiram College. She is a certified master level instructor for Signing Time.

Bethany Bates Bethany Bates, BA, is an occupational therapy student at The Ohio State University. After receiving her degree in Psychology, she worked as a clinical research coordinator for The Ohio State University Nisonger Center's Research Unit for Pediatric Psychopharmacology. During this position, she worked primarily with children having an ASD or attention deficit hyperactivity disorder.

Margaret Bausch Margaret E. Bausch, Ed.D., is an associate professor in the University of Kentucky's Assistive Technology (AT) Program and director of the AT Certificate. She is cochair of the publications committee for the Technology and Media Division of CEC. She has authored publications in refereed journals and is the co-editor of the recently released book Apps for All students: A Teacher's Desktop Guide. She has 48 peer-reviewed and keynote presentations at national and international conferences. Bausch currently teaches courses in AT, AT assessment, and coordinating AT programs.

Susan Baker

Susan Bazyk

Susan Baker works for the Elyria City Schools as a speech-language pathologist. Her caseload includes working with students with a variety of disabilities, including autism. She received her undergraduate degree from Northern Arizona University and her master's degree from Cleveland State University.

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.

presenters

Kirk Behnke

Aaron Blocher-Rubin

Susan Brennan

Kirk Behnke, Ms.Ed., is the senior education specialist at Region 4 and the lead for the Texas Assistive Technology Network (TATN). He holds a certificate in Assistive Technology Applications from the University College in Dublin, Ireland. Behnke developed and managed the Assistive Technology Applications Certificate Program (ATACP) for California State University, Northridge, and has presented since 1989 at national AT and disability conferences throughout the U.S. and overseas. His focus is AT, AT implementation, universal design for learning, and Web 2.0 applications.

Aaron Blocher-Rubin is the founder and executive director of Arizona Autism United. He has a brother with autism and has worked as an ABA therapist, trainer, and supervisor. A licensed behavior analyst, he is currently completing a Ph.D. on barriers for families implementing early intensive behavioral intervention programs. He has worked at the Lovaas Institute for Early Intervention and the Southwest Autism Research and Resource Center. He is past president and current advisory council member of the Arizona Autism Coalition and has presented at numerous conferences and workshops.

Susan Brennan, M.S., CCC-SLP, has been involved with the ASD Nest program since 2003, where she was the major developer of the Social Development Intervention (SDI), which focuses on social engagement and social cognition. Brennan teaches SDI at Hunter College, presents for various audiences, and supports the ASD Nest program's SLPs. Previously, she worked at the Rose F. Kennedy Intellectual and Developmental Disabilities Research Center of Albert Einstein College of Medicine, and has extensive interdisciplinary clinical experience working in hospitals, preschools, and clinics.

Shawna Benson Shawna Benson is the program director of The Disabilities Center at OCALI. 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.

Her undergraduate degree in both Early Childhood Education and Multihandicapped Education is from Bowling Green State University. Since 1999, she has been a preschool special education teacher.

Kristin Bey Kristin Bey is a student at Southeast Missouri State University where she is pursuing a degree in Exceptional Child Education. Upon graduation, she will be certified to teach special education (K-12) and elementary education (1-6). She is also working toward obtaining a certificate in ASD. After graduating from SEMO, Bey plans on pursuing a master's degree in the field of autism.

Eric Blackwell Eric Blackwell is the father of four children, two are diagnosed with ASD. He presents with his family at national and regional conferences and is cofounder of AutismNotes.com

Jamie Blackwell Jamie Blackwell is in 11th 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. In her spare time, she loves to draw and write poetry.

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. She is co-founder of AutismNotes.com, as well as co-author of the 2010 Hidden Cirriculum One A Day Calendar for Kids. She presents regionally and nationally with her family.

Jordan Blackwell Jordan Blackwell is a 14-year-old high school freshman diagnosed with autism at age two. He is working towards his Eagle Scout, plays tuba with the high school band, and is on his way to earning an honors diploma. After high school, he wants to work with computers, possibly designing apps.

Stacey Jones Bock Stacey Jones Bock, Ph.D., is an associate professor at Illinois State University. She has been in the field of autism as a teacher and teacher educator for 16 years.

She co-authored the Asperger Syndrome Diagnostic Scale (ASDS), has published numerous professional articles, and has made many professional presentations in the area of ASD. She has also coordinated a technical assistance project in Kansas and in Illinois, and is the director of the Autism Spectrum Institute at Illinois State University.

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

Cindy Andree Bowen Cindy Andree Bowen, BA, received her degree in Elementary Education with a minor in Psychology at Wake Forest University. She possesses a North Carolina teaching license for grades K-6, and is preparing to receive her board certification as an assistant behavior analyst. Bowen has presented at state and national conferences on evidence-based practices in autism.

She is a program supervisor at ABC of NC Child Development Center, an accredited non-public school for children with ASD.

Tanya Braden Tanya Braden, M.S., Ed.S., is a State Support Team Region 1 educational consultant to family and community members. Her degrees include Bachelor of Education in Special Education, and a Master of Science, and an Educational Specialist in School Psychology. Braden's career in special education includes parent, teacher, school psychologist, intern supervisor, teacher supervisor, and consultant. She provides professional development to parents, agency staff, and school staff.

Jessica Branch Jessica Branch serves as the early childhood coordinator for Hardin County ESC. The ESC has four integrated preschool classrooms that utilize the project approach. She also co-taught as the early childhood intervention specialist in an integrated preschool classroom. She received her bachelor degree in Early Childhood Education from Ohio Northern University, her master's degree from the University of Toledo, and is currently enrolled in the doctoral program at the University of Toledo where she is pursuing a Ph.D. in Curriculum and Instruction focusing on Special Education.

Heather Bridgman Heather Bridgman is a rehabilitation engineer and has been working in the field of assistive technology for over 18 years. Her specialties include computer access, augmentative communication, and universal design for learning. She has a master’s degree in systems engineering with a concentration in rehabilitation as well as a teaching license in the area of high school mathematics. Bridgman has presented at numerous state and regional conferences on a wide variety of assistive technology software, hardware, and market trends.

Nicole Brin Nicole Brin earned her undergraduate degree in Communication Disorders from the University of Houston and her master's degree in Speech and Language Pathology from the University of North Texas. Brin has worked in public schools, private practice, and clinical settings. Currently, she works in an outpatient therapy department at a pediatric hospital and contracts evaluation services to The Ziggurat Group in Dallas, TX. One of her areas of special interests is evaluation in the area of ASD.

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 28 years and is the parent of a 17-year-old with autism. She started a buddy program in 1999, which began with 10 children and now serves over 200 students at Dublin Coffman High School alone. She has dedicated years to research and application of programs that promote peer modeling and now has programs in every school throughout her district.

Brenda Eagan Brown Brenda Eagan Brown is the statewide program coordinator for the Pennsylvania Child and Adolescent Brain Injury School Re-Entry Program, BrainSTEPS. She is a certified brain injury specialist who presents nationally on the topic. She is the sibling of a survivor of a severe TBI, and has been actively consulting with schools and parents regarding brain injuries since 1995.

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 The Parent’s Guide to College for Students on the Autism Spectrum and Behavior Managment and Self Regulation. Brown consults with colleges, students, and families around the country on issues for students with ASD. She has three children, the youngest a 20-year-old son on the spectrum.

OCALICON 2012

75

presenters

Maci Brown

Rachael Calhoun

Christi Carnahan

Maci Spica Brown, BA, M.A., graduated from the University of Houston with a degree in Communication Disorders and a minor in Sociology. Following graduation, she pursued a master's in Autism Spectrum Disorders from the University of St. Thomas in Minneapolis, MN. She has worked as a paraprofessional, behavior therapist, and special education teacher. She currently works as an autism consultant for the Special Education Service Agency in Anchorage, AK.

Rachael Calhoun is an instruction specialist at the Rich Center for Autism. She also works as an applied behavior analysis tutor. Calhoun was previously employed at a county day program working among adults with autism and developmental disabilities.

She will graduate in December 2012 with a master's degree in Special Education. She is in the process of completing the coursework and field observation for becoming a board certified behavior analyst. Her research interests include autism, positive behavioral interventions, and communication development.

Christina Carnahan, Ed.D., is an assistant professor of special education at the University of Cincinnati, where she conducts research in special education 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.

Debra Buck Debbi Buck graduated from Ohio University in school psychology in 1986. She has practiced in both public school districts and private practice, and is currently employed as lead special education consultant for SST 16 in the Athens/Meigs ESC, where she serves as the project coordinator for Kathe's Autism Project (KAP), a three-year grant awarded to SST 16 by the Ohio Department of Education, Office for Exceptional Children.

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 coordinates the EKU Autism Spectrum Disorder Certificate program.

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 the 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.

Molly Campbell Molly Campbell is an occupational therapist with experience in developmental disabilities and adaptive design. She has been the director of the Assistive Device Center at Perkins School for the Blind for the past 13 years. She co-taught assistive technology in the Occupational Therapy Department at Tufts University and continues to work with engineering and occupational therapy students as they design devices for individuals with disabilities. Campbell is the co-author of Creative Constructions: Technologies That Make Adaptive Design, Accessible, Affordable, Inclusive, and Fun.

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 School Psychology 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 trialbased functional analyses of challenging behaviors.

JoAnne Carey JoAnne Carey, Psy.D., is an inpatient clinical staff psychologist/clinical liaison for Pediatric Rehabilitation in Behavioral Medicine and Clinical Psychology at Cincinnati Children's Hospital Medical Center. She received her undergraduate degree in Psychology from The Ohio State University and her master's and doctoral degrees in Clinical Psychology from Xavier University. Carey's specialization is traumatic brain injury (TBI), conversion disorder (pediatric rehabilitation model), and severe mental illness. She has written 11 peer-reviewed publications and 2 published abstracts.

Catherine Burzio

Lonnie Carey

Catherine Burzio is the former transition coordinator of a nationally recognized transition program funded by the U.S. Department of Education Rehabilitation Services Administration. She partners with the National Community of Practice on Transition and NSTTAC to support states and territories providing technical assistance on transitioning youth and their families.

She received a master's degree in Transition Special Education-Collaborative Vocational Evaluation from The George Washington University.Â

Lonnie Carey is the coordinator for Special Education and Pupil Services at the Fox Chapel Area School District. She is a certified school psychologist and has a doctoral degree in Educational Leadership.

Carey has a wide range of experience within special education. She has served as adjunct faculty at Duquesne University and has provided numerous inservices to administrators, parents, teachers, and paraprofessionals.

Mo Buti Mo Buti, M.Ed.-BD, M.Ed-ADMIN, has been in the field of special education for more than 22 years, working with children with severe and profound, moderate, and mild autism. She served as a teacher, a consultant, and coordinator of autism and intellectual disabilities in Chicago Public Schools and is now special education administrator in 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 school districts all over the states.

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Ali Carine Ali Carine, D.O., graduated from Miami University in Oxford, OH, with a bachelor's degree in Zoology and received her doctor of Osteopathic Medicine degree from the Ohio University College of Osteopathic Medicine in Athens, OH. She completed an internship and residency in pediatrics at Doctors Hospital in Columbus, and is board-certified in both pediatrics and neuromuscular and osteopathic manipulative medicine. Carine's special interests include headache, allergies, asthma, breastfeeding, and sports medicine.

Jennifer Cass Jennifer Cass is a board-certified pediatric neuropsychologist, clinical director of Neuropsychology at Nationwide Children's Hospital, and a clinical assistant professor of Pediatrics at The Ohio State University. She serves as associate internship training director for the pre-doctoral psychology internship program at Nationwide Children's Hospital and as a co-investigator for the Rehabilitation Research and Training Center for Traumatic Brain Injury Interventions in Children funded by the National Institute on Disability and Rehabilitation Research.

Patty Cassidy Patty Cassidy is a senior associate with GriffinHammis Associates, LLC. She provides training and technical assistance on customized and supported employment, support brokerage, and building social capital to individuals with disabilities, families, vocational providers, and school personnel. She brings experience through her work in direct service, administrative, and executive positions. Her strategies promote customized approaches to employment that meet the unique contributions, skills, and needs of individuals with disabilities for sustainable community employment.

Benjamin Childers Benjamin Childers received his master's degree in Mental Health Counseling from Marshall University. As a graduate assistant, he worked extensively with the college program for students with Asperger Syndrome, facilitating social skills groups and counseling students in this nationally recognized program. Currently, he is a clinical instructor for the West Virginia Autism Training Center and provides intensive individualized training and support to families and teachers through the family-focused positive behavior support program.

Tami Childs Tami Childs is a psychologist, autism spectrum specialist, and state leader in ASD in Minnesota. She has worked as a school psychologist and spent 12 years directing autism services for over 500 students in the Minneapolis Public Schools grades K-12. Currently, she coordinates the Minnesota Low Incidence Project for ASD and also works in private practice. Her passion is working with educators and parents to improve outcomes for students with ASD and other disabilities.

Susan Christman Susan Christman, M.S., Ed.S., has 15 years of administration/teaching experience in the field of special education. With degrees in Educational Leadership and Special Education, Christman's professional background includes overseas cultural teaching, differentiation in the classroom, standardsbased IEPs, creative problem solving for GEI and RtI, data manipulation and interpretation, evidence-based practices for students with ASD, and high-ability education and social/emotional needs. Recently, she started a doctoral program in Educational Leadership, with a focus in special education.

presenters

Laura Clarke

Amy Bixler Coffin

Barbara Cook

Laura Clarke is an assistant professor of special education at Ball State University. She has taught special education courses for Northern Kentucky University, University of Cincinnati, and Eastern Kentucky University, and has taught both selfcontained and resource classrooms at the elementary level. Clarke has co-authored articles in Teaching Exceptional Children and Beyond Behavior.

Amy Bixler Coffin, M.S., is the program director of The Autism Center 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.

Barbara Cook, M.S., CCC-SLP, is coordinator of training at the Southern Connecticut State University Center of Excellence on Autism Spectrum Disorders. She leads development and implementation of workshops, presentations, and trainings for school-based personnel working with individuals with ASD. Her training focus is in the areas of speech and language, social communication, and social competency. Cook has worked as a private consultant with The Eden Family of Services Outreach-Connecticut Division and is pursuing her doctorate in Educational Leadership at SCSU.

Teresa Clevidence Teresa Clevidence is an assistive technology consultant with the Southwestern Ohio Assistive Technology Consortium. She is a licensed speechlanguage pathologist with ASHA Certificate of Clinical Competence as well as a licensed teacher of elementary and special education in the state of Ohio.

She has given numerous presentations on assistive technology at both the regional and state level.

Patricia Cloppert Pat Cloppert, program manager for Parent/Family Support, has worked at Ohio State University Nisonger Center for the past 12 years. She gives resources to families of children with disabilities and provides a parental perspective in graduate courses and guest lectures on disability topics in the community. Past president of the OCECD Governing Board and the Autism Society – Central Ohio, she is the mother of three adult sons, including one with autism and one with Asperger Syndrome.

Carolyn Cochren Carolyn R. Cochren, Ph.D., spent 13 years as a teacher and 18 years as a school administrator. She obtained four degrees from Indiana State University: a bachelor's in Business Education, a master's in Vocational Business and Office Education, a master's in Secondary School Administration, and a Ph.D. in School Administration. She was named Indiana's Middle School Principal of the Year in 2008. Cochren has made presentations on school leadership. She has presented with her son, Tony Cochren, on traumatic brain injuries.

Tony Cochren Tony D. Cochren, BS, M.Ed., has spent 18 years in special education as a classroom teacher and administrator. He has a BS from Indiana University, an M.Ed. from Miami University, a PreK-12 Principal's License from Wright State University, and a Superintendent's License from 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, Miami University, and the University of Evansville, the Ohio Brain Injury Association and OCALI State Conferences.

Rebecca Coffey Rebecca Coffey is a nurse practitioner at the Wexner Medical Center for the Burn Unit. She is also a student in the Doctoral of Nursing Practice Program at The Ohio State University. A nurse with more than 30 years' experience, she has cared at the bedside for burn patients. Coffey is a member of the American Burn Association, Central Ohio Burn Education Coalition, and other organizations dedicated to burn prevention.

Amy Cohen Amy Cohen, Ph.D., BCBA, received her doctoral degree in Psychology from the University of Vermont and is a board certified behavior analyst. She is the clinical director of Howard Center's Autism Spectrum Program, a community-based, behavioral intervention program for children with ASD. In addition, she is co-chair of the Vermont Autism Task Force and co-chair of the Vermont Autism Plan Advisory Committee.

She is also an adjunct instructor at the University of Vermont, has taught graduate-level courses on ASD for local area colleges, and presented at local and national conferences.

Shirley Cohen Shirley Cohen, Ph.D., is professor emeritus in the Department of Special Education at Hunter College.

Cohen directed the ASD Nest training program and served as the first director of the Regional Center for Autism Spectrum Disorders at Hunter. Cohen co-developed the ASD Nest program for the NYC public schools with Dorothy Siegel, and continues to serve as an intervention developer and consultant for the program. Cohen is the co-editor of the book The ASD Nest Model: A Framework for Inclusive Education for Higher-Functioning Children with Autism Spectrum Disorders.

Lisa Combs Lisa Combs, M.A., is 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 25 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 has a private business, Combs Educational Consulting, Ltd., providing consultation and professional development to school districts in Ohio.

Amy Comford Amy Comford is an occupational therapist with Hilliard City Schools in Hilliard, OH. She has been practicing OT since 1995. Comford is also a member of the Hilliard Assistive Technology Team, which consists of special educators and related services personnel. The team receives referrals for assistive technology needs from across the district, including visual and hearing impairments, sensory diet needs, communication, positioning, written expression, reading, and computer access. She has a passion for assistive technology, especially computer access for individuals with motor impairments.

Kimberly Conroy

Sue Corbin Sue Corbin's experience includes 15 years of teaching, 10 years of working as a consulting teacher for ASD/ED, and the past 2 years as assistant special education director. Recently, she started a doctoral program and will be doing her research project on the effects of EBP for autism as implemented school-wide.

Tanya Corso Tanya Corso, MT-BC, is employed at Helping Hands Center for Special Needs, a small private school and therapy center for children. She received her music therapy degree from the University of Dayton and has experience in a variety of clinical settings with a focus on children with autism and other developmental delays. She has also worked with a variety of augmentative and alternative communication modalities and has 10 years of experience in collaborating with speech-language pathologists, occupational therapists, and educators as part of an interdisciplinary team.

Cheryl Cotter Cheryl Cotter, Ms.Ed., works in classrooms across Rhode Island educating teachers and professionals on educating students with ASD. She received her master's from Providence College, studied structured teaching at the UNC, and mentored with Michelle Garcia Winner. Cotter teaches graduate classes on structured teaching and cognitive learning strategies and has presented at Tulane University, the National Autism Conference, and at multiple New England locations. She credits her son Ryan, a young man with Asperger Syndrome, with being her best teacher – teaching her something every day.

Judith Coucouvanis Judith Coucouvanis, M.A., APRN, PMHCNS-BC, is a nurse practitioner and clinical nurse consultant at the University of Michigan, Child and Adolescent Psychiatry. Coucouvanis has specialized in treating children with ASD for 30 years. She is on the editorial board of the Journal of Child and Adolescent Psychiatric Mental Health Nursing and author of Super Skills: A Social Skills Group Program for Children with Asperger Syndrome, High-functioning Autism and Related Challenges, and The Potty Journey: Guide to Toilet Training Children with Special Needs, Including Autism and Related Disorders.

Ginevra Courtade Ginevra Courtade is an assistant professor in Special Education at the University of Louisville. She specializes in instruction of students with moderate/severe intellectual disabilities.

Kimberly Conroy is the assistive technology paraprofessional for Pickerington Local Schools.

Previously, she has worked as a special education paraprofessional and a substitute teacher. She is currently working on her bachelor's degree in Computer Information Systems with a concentration on computer forensics.

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presenters

Ann Cox

Deborah Dargham

Roberta DePompei

Ann Cox, Ph.D., is the co-principal investigator and project director of the National Professional Development Center on Autism Spectrum Disorders at the University of North Carolina at Chapel Hill.

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.

Deb Dargham, OTL, began working with children in a hospital setting, transitioning to an occupational therapy provider in the public schools. She is assistive technology consultant/digital rights manager, providing AT services and assisting with the implementation of accessible instructional materials in the New Albany Schools. Responsibilities include coordinating the AT team and providing AT services to staff and students. Dargham assists in evaluating educational needs and makes recommendations for implementing AT recommendations through training and modeling interventions with students.

Roberta DePompei is a distinguished professor and director of the School of Speech-Language Pathology at the University of Akron. Her major area of research and interest is in cognitive-communicative challenges to the individual with brain injury and the impact of brain injury on the family system. DePompei is an advocate for the needs of youths with brain injuries and their families and serves on numerous national task forces and committees. She has received numerous awards for her work.

Jane Cox Jane Cox, is a clinical assistant professor in Occupational Therapy Education at the University of Kansas Medical Center with a background serving children in the natural environment. Cox's research focuses on intervention in the natural environment, particularly with sensory processing and children with ASD. She has presented locally and nationally on evidence-based practice, strength-based services, and how sensory processing impacts participation in the natural environment.

Susan Davies is an assistant professor and coordinator of the school psychology program at the University of Dayton. Davies previously worked as a school psychologist in the Cincinnati area. Her research and professional interests include studying the efficacy of specific interventions, developing model service plans for students with traumatic brain injuries (TBI), and increasing educator awareness of TBI incidence.

Karen Bowen Dahle

Alfred Daviso

Karen Dahle, Ed.S., is an associate professor. Her doctorate is in Administrative and Supervision of Special Education, her master’s degree is in Clinical Psychology, and her undergraduate degree is in Autism/Behavior Disorders. Dahle wrote and initiated an Ed.S. Degree for Special Education Teachers with a concentration in the ASD spectrum. Her research has largely focused on the intersection of legal and educational issues related to various areas within the spectrum. She has also contributed chapters to several books and speaks nationally.

Alfred Daviso is an assistant professor at the University of Akron. He has published six articles in the field of special education, focusing on transition services. In addition, he has presented information at over 20 national conferences. He currently helps coordinate data collection and analysis for the Ohio Longitudinal Transition Study.

Elizabeth Dalton Elizabeth Dalton, Ph.D., is director of Development and Research at TechACCESS of Rhode Island. Prior to this, she was an assistant professor of Special Education at Rhode Island College and coordinator of Assistive Technology for the Paul V. Sherlock Center on Disabilities. In 2010, Dalton completed a post-doctoral fellowship in Universal Design for Learning Leadership at Boston College and CAST, Inc. She completed her Ph.D. in Education at the University of Rhode Island and Rhode Island College (joint program) and was recognized for Outstanding Doctoral Dissertation in Education Award.

Awit Dalusong Awit Dalusong is an IBI program supervisor for Riverside County Office of Education (RCOE), where she supervises, coordinates, and oversees the Reach Autism IBI Program for county and district students in various settings. She provides direct support to teachers and staff in the RCOE autism classroom programs, including consultation, staff training and direct services. Dalusong also provides professional leadership to the RCOE Autism Program both locally and at state level. She was named one of the three California state autism trainers as part of a grant program through NPDC-Autism.

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Susan Davies

Kristall Day Kristall Day is a program manager for the Transition and Special Education program at the Nisonger Center and an instructor for the Department of Special Education at The Ohio State University.

She has worked as a high school interventionist and a middle school teacher for students with emotional and behavioral disorders. Day is also a certified principal for grades 5 through 12 and a board certified behavior analyst. Her primary areas of research include applications of direct instruction, curriculum and assessment for adolescents with disabilities, and datadriven organizational change.

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.

Ron DeMuesy Ron DeMuesy is a certified MH teacher and board certified behavior analyst. He has created and delivered several presentations at statewide conferences in the areas of functional assessments, writing behavior plans, and positive behavior support planning. DeMuesy also holds certification as a nonviolent physical crisis intervention instructor, which includes additional training in advanced physical techniques. He has served as an adjunct instructor for the University of Dayton.

Judy Dettmer Judy Dettmer, director of the TBI Program at the Colorado Department of Human Services, oversees all activities related to both the Traumatic Brain Injury Trust Fund Program and a federal grant funded through Health and Human Services, Health Resources and Services Administration. She has provided direct and systems consultation to improve the lives of individuals with brain injury, assisted with research efforts related to brain injury, and has presented nationally. Dettmer serves on the National Association of State Head Injury Administrator's Board of Directors and is the membership chair.

Mary Ann Devine Mary Ann Devine, CTRS, is an associate professor and coordinator of the Department of Recreation, Parks and Tourism Management at Kent State University, and directs the certificate program on disability studies and community inclusion. Devine has conducted studies examining the inclusion process of social acceptance, social construction of disability, best practices, stigma, attitudinal barriers, and the application of the ADA in leisure settings. She recently began examining the role of inclusion in promoting healthy active living and the role of leisure in transition contexts.

Krysti DeZonia Krysti DeZonia, Ed.D., co-founder of the Training, Education, and Research Institute (TERI), has 30 years' experience supporting adults with autism and their families. She is a researcher and teacher at the University of California, San Diego, and director of education and research at the Training, Education, and Research Institute. Her work focuses on severe/profound autism, adulthood, family supports, and quality of life.

Carmen DiGiovine Carmen P. DiGiovine, Ph.D., ATP/SMS, RET, is a rehabilitation engineer and serves as a clinical assistant professor in the Occupational Therapy Division-School of Health and Rehabilitation Sciences at The Ohio State University. He is also the program director for the Assistive Technology Center at The Ohio State University Wexner Medical Center. His areas of interest include assistive technology service delivery models, evidence-based practice, and clinical guideline development. He has over 17 years of experience in assistive technology and rehabilitation engineering.

Carl Dindo Carl Dindo is a doctoral student in Clinical Psychology at Wright State University's School of Professional Psychology and is completing his clinical training at the Office of Disability Services. Dindo received his master’s degree in Clinical Psychology from the Illinois School of Professional Psychology and worked under the supervision of a licensed psychologist in a private practice for five years. His professional interests include providing individual and group therapy to college students, as well as working with individuals with developmental disabilities and ASD.

presenters

Lisa DiSabato-Moore

Melissa Dubie

Rick Ellis

Lisa DiSabato-Moore serves as probation supervisor at Summit County Juvenile Court in Akron, overseeing programs designed to serve children with special needs. She has a bachelor's in Sociology/Corrections from The University of Akron, and a master's in Justice Administration from Tiffin University. A member of several national and state professional organizations, DiSabato-Moore serves as a certified auditor for the American Correctional Association and serves as a board member for the Ohio Correctional and Court Services Association and the Correctional Accreditation Association of Ohio.

Melissa Dubie's experience includes 29 years of teaching and consulting in public schools. As an autism consultant for the Indiana Resource Center for Autism, she is working collaboratively with Whitley County Consolidated Schools for three years using evidence-based practices. She has presented at ASA, OCALI, CARD, Hays State University, New Mexico, and Vancouver, Canada.

C. Rick Ellis, Ed.D., is a licensed clinical and forensic psychologist and a former certified teacher and school psychologist. He has been working with children with ASD in a variety of settings for over 25 years. He has written widely on psychological and educational issues and presented nationally and internationally. Besides his school and employment advocacy efforts for those on the spectrum, Ellis frequently testifies in court as an expert in criminal and civil cases attempting to educate the participants in the process on the needs and concepts related to ASD.

Carol Dittoe Carol Dittoe has over 25 years of experience in the areas of autism augmentative communication and assistive technology. As a speech pathologist, she developed the augmentative communication and assistive technology program at Dayton Children's.

In 2001, she joined the Educational Assessment Team at the Miami Valley Regional Center. She is now a member of the Miami Valley Regional Center's Autism Coaching Team. She provides educational teams with ongoing assistance in the areas of autism, communication supports, and technology.

Vicki Donne Vicki Donne is an assistant professor at Robert Morris University. She received her doctorate in special education at the University of Pittsburgh where she specialized in reading and the education of deaf/hard of hearing students. She has more than 15 years' experience as a deaf educator in the public schools of West Virginia. Published in peer-reviewed journals, her research areas are twofold: reading instruction and technology in education. Donne has presented regionally and nationally on reading instruction strategies, differentiated instruction, and assistive technology.

Lizzy Donovan Lizzy Donovan is a senior educational consultant at ABC of North Carolina, an accredited non-public school for children with autism. She has over 12 years' experience working with children who have autism and their families. Currently, Donovan is preparing to become a board certified assistant behavior analyst.

She was the Autism Society of North Carolina's Professional of the Year in 2008. Last summer, she traveled to Nepal as a member of the Knowledge for People: Autism Education Around the World team.

Rosanne Douville Rosanne Douville, Au.D., CCC/A-SLP, is an audiologist and speech-language pathologist for Miami Valley Regional Center. Her special interests include language disorders, ASD language assessments, and auditory processing difficulties. She received her doctorate from the University of Florida. She has dual licensure and ASHA certification in speech-language and audiology.

She collaborated to complete an OCALI autism module on educational identification of autism and the OMNIE module on auditory processing difficulties.

Deirdre Dransfield DeeDee Dransfield, Ms.Ed., is completing her Ph.D. in Special Education from Kent State University. During her teaching career, she has taught preschool to adolescent students with multiple disabilities, learning disabilities and autism, has served as the early childhood coordinator, and was the autism consultant for 27 school districts in southeastern Ohio. She is currently employed as lead consultant for Kathe's Autism Project, a three-year grant awarded to SST 16 by the Ohio Department of Education, Office for Exceptional Children.

Lynn Dudek Lynn Dudek is SLP manager with Step By Step Academy, Inc. She is a speech-language pathologist who has specialized in the treatment of ASD for over 20 years. She is planning to sit for the BCBA exam. 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 serves on the Ohio Autism Coalition, the Autism Alliance, and the advisory board for speechpathology.com.

Caitlin Dufresne Caitlin Dufresne, Ms.Ed., is a graduate of The Ohio State University where she recently completed her master's in Integrated Language Arts. She gained experience working with students with ASD at Haugland Learning Center in Columbus, OH. Currently, she teaches 10th- and 12th-grade Language Arts at Grove City High School.

Jack Eder Jack Eder, BS, MBA, received his BS from San Diego State University where he graduated Cum Laude and a sustainability MBA from the UNC Chapel Hill. Prior to special education work, Eder served as a security analyst for Experian, the world's largest consumer reporting agency. His experience with entrepreneurship, technology, and education offers a unique combination of technical ability and business insight. At Monarch Teaching Technologies (VizZle) today, he continues to leverage these skills and his passion for working in the special education area to help deliver value.

Karen Edwards 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. She brings the perspective of a general pediatrician trained in public health to the work of the team.

Tammy Eisenreich Tammy Eisenreich has been a Parent Partner for the Lucas County Board of DD for three years. She co-founded and is vice president of the non profit iTaalk. Eisenreich has helped hundreds of families work with their insurance companies to get therapies and services covered, find and apply for grants for those that are not covered, and utilize the many agency services that are available for families that have a child with special needs. Researching, verifying, and sharing resources is her true passion.

Judy Endow Judy Endow, MSW, is a prolific author and 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 grown sons, one of whom is on the autism spectrum.

Ruth Eren Ruth Eren, Ed.D., is the director of the Center of Excellence on Autism Spectrum Disorders and associate professor at Southern Connecticut State University in New Haven, where she led the development of the master's degree program in Special Education with a concentration in ASD and other developmental disabilities. She has presented to state and national audiences on topics related to professional development for teaching students with ASD. Her publications include both journal articles and book chapters related to reaching children with ASD.

Marilyn Espe-Sherwindt Marilyn Espe-Sherwindt, Ph.D., received her doctorate in Developmental Psychology from The Ohio State University and is director of the Family Child Learning Center, a joint program of Akron Children's Hospital and Kent State University. The Family Child Learning Center is a research and training program dedicated to developing, evaluating, and disseminating innovative services for young children with developmental disabilities, including autism.

Deborah Ettel Deborah Ettel, Ph.D., is an associate research professor at the Center on Brain Injury Research & Training (CBIRT) at Western Oregon University. She directs the Oregon TBI teams and provides research design and analysis for CBIRT studies.

Chris Filler Chris Filler is the program director of The Lifespan Transitions Center at OCALI. She has worked with individuals with autism and developmental disabilities and their families for over 20 years, including serving as an early intervention service coordinator, family resource specialist, autism/behavior consultant, and private consultant for many school districts throughout the state of Ohio. The focus of her current position is improving the transition to adulthood for youth with ASD and low-incidence disabilities. Filler has two children, one of whom is an adult with autism.

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presenters

Jody Fisher

Trisha Gallagher

Jennifer Govender

Jody Fisher, M.Ed., is an autism project manager for the Ohio Department of Developmental Disabilities.

Her 30 years in the field of developmental disabilities includes direct service in home, clinical, and schoolbased settings as well as state and national policy work. Currently, Fisher coordinates Ohio's Interagency Work Group on Autism, partnering with individuals and families, service providers, advocates and state leadership in work to ensure the lives of individuals with ASD and other developmental disabilities are happy, productive, and fulfilled.

Trisha Gallagher, Ed.D., is an autism specialist. As part of her doctorate in Education Leadership and Organization Development from University of Louisville, Gallagher's dissertation analyzed the social networks of parents of children with autism. Since 1997, she has worked specifically with children with autism. As a member of the state autism team, Gallagher assisted in the development of the Kentucky Family Guide, coordinated the first model classrooms in KY, and trains a cadre of professionals on evidence-based practices for students with autism.

Jennifer Govender, M.Ed., is teacher for the visually impaired and the assistive technology specialist at Pickerington Local School District. After graduating from Ohio University with a focus on Early Intervention, she taught in a special needs preschool for three years before completing her master's in Teaching Students with Visual Impairments at The Ohio State University.

Eileen Foote

Anthony Gerke

Eileen Foote, BS, M.Ed., has been a special education teacher for 22 years. Foote's teaching career has been spent in middle school serving students qualifying as SLD, E/BD, OHI, and autism in both the self-contained and inclusive settings. She is currently teaching eighthgrade students in the inclusive setting at Highland Middle School and teaches a social skills class daily to a group of students on the spectrum.

Anthony Gerke is an autism technology specialist for Monarch Teaching Technologies. Before joining Monarch Teaching Technologies, Gerke was 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.

Jessica Foster 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 University. 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 research interests include early identification, developmental screening, and child care.

Lauren Foster Lauren Foster, Ph.D., is a clinical assistant professor in the Occupational Therapy Educational Department at the University of Kansas Medical Center. Foster graduated from Boston University in 2005 with a bachelor degree in Psychology. She earned her master's and doctorate of Occupational Therapy degrees from the University of Kansas. She has worked in early intervention, mental health and physical rehabilitation. Her research and practice efforts focus on coaching and community-based supports for adults and children with disabilities.

Lauren Frey Lauren Frey is a Level II behavior technician at Step

By Step Academy, Inc. She has a bachelor's degree in Hearing-Speech and Language Sciences. She had always been fascinated with ASD and came across Step By Step Academy in the summer of 2008. Frey had experience with children as a preschool teacher, but had never been around children with autism.

Immediately upon entering this field, her passion and desire for working with this population was established.

Early this year she began pursuing BCaBA certification through Florida Institute of Technology.

Amy Gaffney Amy Moore Gaffney, M.A., CCC-SLP, is an autism consultant and SLP. She received her master's degree from the University of Kansas through the Communication and Autism Project. Over the last 12 years, Gaffney has worked in public schools, private clinics, and in-home settings. She has presented at local parent support groups, professional organizations, and most recently at the National Chromosome 18 Conference. She currently works with Southside Special Services and MSD Decatur Township Schools in Indianapolis, IN.

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Ann Glang Ann Glang, Ph.D., received her doctorate in Special Education from the University of Oregon. She designs and studies interventions aimed at helping teachers and families support individuals with brain injuries.

A senior fellow at the Teaching Research Institute of Western Oregon University, she directs research projects on childhood TBI. Glang also directs training and dissemination activities for the Center on Effective Pediatric TBI Interventions. She serves as principal investigator for numerous projects creating webbased intervention programs in injury prevention and TBI family support.

Tara Glennon Tara Glennon, Ed.D., OTR/L, FAOTA, is professor of occupational therapy at Quinnipiac University and part of AOTA's ASD workgroup. She has a long history of speaking nationally on ASD-related topics and publishes extensively on pediatric practice issues (i.e., the Sensory Processing Measure, chapters in AOTA's Autism: A Comprehensive Occupational Therapy Approach, and several collaborative articles for school-based teams). Glennon's current ASD research involves evaluating sensory processing in infants and the transitional needs of individuals with ASD going to college.

Michele Glynn Michele Glynn is a special education teacher and interventionist for Minneapolis Public Schools. She works with students with ASD and consults with other autism teachers. Glynn has over 20 years of experience developing programs and interventions for students with disabilities. She has presented statewide on using evidence-based practices for students with ASD in the classroom.

Leah Gongola Leah Gongola, Ph.D., BCBA-D, is an assistant professor in the special education department at Youngstown State University. Gongola was a special educator working with students with autism and intensive disabilities for several years before teaching at the college level. She continues to consult and work directly with children with autism through her business, Proactive Behavior Services. Gongola has presented at numerous conferences such as ASA, Milestones, ABAI, ABA autism, and DEC and has published on reinforcement-based behavioral interventions for children with autism.

Amy Grattan Amy Grattan works for the Sherlock Center on Disabilities, Rhode Island's University Center for Excellence in Developmental Disabilities (UCEDD), at RI College. Grattan works in collaboration with the RI Department of Education to support teachers with school-wide inclusion and educational programming for students with ASD and assists in the professional development of the state-wide early intervention autism mentor group. Prior to her work with the Sherlock Center, Grattan was an autism fellow at the RI Department of Education and a teacher of students with autism.

Ann Katherine Griffen Ann Katherine Griffen is a former teacher (13 years) of students with moderate to severe intellectual disabilities (MSID). After leaving the classroom, she worked at the University of Kentucky for 12 years primarily supervising university students in classrooms throughout the state of Kentucky. She is now a Ph.D. candidate and has co-authored 11 journal articles, and presents at national and international conferences.

Her educational interests include literacy for students with MSID, national/international cultural diversity, and evidence-based instructional procedures.

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.

Kimberly Hale Kimberly Hale, BA, M.A., CCC-SLP, is a private practice SLP. Hale graduated from Ohio University in hearing and speech sciences and has over 29 years of experience in AAC. In 1996, she received the Fellow of the Association Award from the Ohio SpeechLanguage and Hearing Association for state-level advocacy for funding of speech-generating devices through Ohio Medicaid. Hale currently provides speech-language pathology and assistive technology individual and consultative services state-wide through her private practice, TherapyTech, Inc.

Wendy Hamilton Wendy 'Freda' Hamilton, BA, MFA, is a professional fundraiser, writer, and wannabe stand-up comedian.

She received her bachelor's from Coe College and her MFA from Wayne State University. She is the vice president of the Autism Society of Nebraska. Hamilton has been published in Autism Asperger's Digest and has been a featured presenter at the Nebraska State Autism Conference. She aspires to find other “Aspie Offspring” in order to share, laugh, and change the world of ASDs. She thinks she is hilarious and is available for mediocre impersonations and extremely ridiculous dance moves.

presenters

Krystal Hamre

Raymond Heipp

Lisa Hite

Krystal Hamre, M.S., OTR, earned her master's degree in Occupational Therapy from Tufts University – Boston School of Occupational Therapy, and a degree in Child Development from the University of Kansas.

Hamre has experience in the school setting, private clinic, private home-based therapy, early childhood intervention, and hippotherapy, with a specialty in team evaluation and intervention. She enjoys speaking and training on topics such as handwriting, fine-motor development, sensory processing in the classroom, and family nutrition.

Raymond Heipp, Ph.D., 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.

Lisa Hite is supervisor of academics, Early Childhood Education, Teaching Professions, Health Careers, and she is also in charge of student teachers at Four County Career Center. She has spent the past few years practicing universal design for learning and has presented this concept at several conferences.

Brittany Hand Brittany Hand is a first-year MOT/Ph.D. student at The Ohio State University. She has presented posters on autism research at the 2011 Denman Undergraduate Research Forum and at the 2011 Multiple Perspectives Conference on Disability, Access, and Inclusion.

Kerrie Harris Kerrie Harris, M.A., is the transition specialist for freshmen in the College Program for Students with Asperger Syndrome at Marshall University. Her educational background is in mental health counseling, and she is currently a provisionally licensed counselor in the state of West Virginia. Harris specializes in using a person-centered and individualized approach to serving college students with Asperger Syndrome.

Morten Haugland Morten Haugland, Ph.D., started serving students with autism in 1993 when, as an undergraduate student at Northern Michigan University, he was introduced to a preschooler with autism. He completed his doctorate in ABA at The Ohio State University.

Haugland Learning Center opened in 2004 and now serves more than 300 students with autism and other developmental disabilities across the state. Haugland presents locally, nationally, and internationally and has become a recognized expert in the field of behavior analysis and autism.

Susan Havercamp

Misha Hemphill Misha Hemphill is a junior at the University of Toledo, where she is pursuing a degree in Pharmaceutical Sciences with a concentration in Medicinal and Biological Chemistry. Hemphill was recently accepted into the professional division of the University of Toledo's College of Pharmacy and Pharmaceutical Sciences. Hemphill is the treasurer and vice-president of fund-raising for the university's chapter of Autism Speaks. She enjoys volunteering with the SibShop Program of the Autism Society of Northwest Ohio.

Dawn Hendricks Dawn Hendricks, Ph.D., serves as an assistant professor at Virginia Commonwealth University, where she has a dual role. She is director of training for the VCU Autism Center for Excellence. In this role she directs state-wide training initiatives to families, schools, and service providers of individuals with ASD. Additionally, Hendricks coordinates the Post-Baccalaureate Certificate in ASD Program. In this capacity, she develops curricula and provides instruction to educators throughout the Commonwealth.

Shawn Henry Shawn A. Henry is the executive director OCALI, where he concentrates on developing state-wide change efforts in promoting advances in the training of professionals serving students with autism and providing supports for families. He was previously program director of training and evaluation at the Kentucky Autism Training Center, University of Louisville, where he coordinated targeted professional development throughout the state.

Martha Herbert

Susan Havercamp, Ph.D., received her doctorate from The Ohio State University Nisonger Center in the area of clinical and MRDD psychology. At the University of South Florida, she focused on improving the health of persons with disabilities through educating healthcare providers and health promotion activities for children and adults with disabilities. She is currently an associate professor of Psychiatry and Psychology at The Ohio State University Nisonger Center where she continues her work on health and healthcare for children and adults with disabilities.

Martha Herbert, M.D., Ph.D., is an assistant professor of Neurology at Harvard Medical School, and a Pediatric Neurologist subspecializing in neurodevelopmental disabilities at Massachusetts General Hospital. She co-founded and directs the TRANSCEND Research Program, a multimodal and multisystem brain research program. Her background in pediatric neurology, evolutionary biology, and history of science has influenced her interests toward systems biology, brain connectivity and dynamism, and brain-body interrelationships, such as the relationship of brain and body in the early development of autism.

Linda Haymes

Amy Hess

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 the 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.

Amy Hess, BA, M.A., 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. Hess is actively engaged in community outreach, clinical quality improvement initiatives, research coordination, and family-centered care initiatives. She is the secretary for the Central Ohio chapter of the Autism Society of America.

Rhonda Hedges Rhonda Hedges is the principal of the Binet School.

She completed her bachelor and master degrees at Bellarmine University and her doctoral studies at Spalding University. She has worked as a teacher for students with emotional behavior disorders at Bullitt Central High School while also working on the KIDS project with the State Department, working closely with the CHAMP's program and positive behavior supports.

Christina Heun

Kitty Lemon Hjelmroth Kitty Hjelmroth has worked as an SLP for Livonia Public Schools (MI) for 12 years. Her caseload consists of preschoolers with autism demonstrating varying skills – from nonverbal to limited verbal skills. Hjelmroth works with children, staff, and families to teach functional communication and play skills. She presents at local and county workshops.

Jill Hoffman Jill Hoffman is a doctoral student in the College of Social Work at The Ohio State University. Prior to entering the doctoral program, she worked as a research coordinator in Philadelphia where she disseminated knowledge about the use of assistive technology with young children to parents and providers. Her research interests include prevention of mental health problems and promotion of social and emotional health in young children.

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

She is currently a program supervisor at ABC of North Carolina Child Development Center, a specialized program for students with ASD in Winston Salem. 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 six years in home and center-based programs.

Ben Hollinger Ben Hollinger, assistant deputy director of the Division of Policy and Strategic Direction, spearheads Ohio’s Employment First initiative. As superintendent of Scioto County Board of DD, he oversaw an expansion of the adult services program and the creation of a new supported employment program. As superintendent of the Hocking County Board of DD, he also expanded employment programs and increased supported housing by 150 percent. Hollinger holds an MBA from Ashland University and a Superintendent Certification from DODD.

Aleksandra Hollingshead Aleksandra Hollingshead is a doctoral student at the University of Cincinnati. She completed her first master's in Political Science at the University of Silesia, Poland. In 2008 she earned a second master's 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.

Christina Heun is a third-year Psychology major at The Ohio State University, where she conducts research along side Dr. Alison Lane in the occupational therapy program. Heun has assisted on many projects, including video coding, grasp and reach of children at risk for autism, and assisting in the recording of ADOS, ERP trials and clinical evaluation of children with autism.

Her recent work is a literature review of differences in sensory processing issues between children with various developmental disabilities.

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presenters

Samantha Marsh Hollins

Bianca Hynes

Ruth Jones

Samantha Marsh Hollins, M.T., is the educational specialist for autism and intellectual disabilities with the Virginia Department of Education. She is a doctoral candidate in the Special Education and Disability Policy Leadership Program at Virginia Commonwealth University, and is a graduate of the Virginia Leadership Education in Neurodevelopmental Disabilities (Va-LEND) program. Previous positions include adjunct professor and researcher at Virginia Commonwealth University, and policy analyst and disability fellow at AUCD in Washington, DC.

Bianca Hynes, B.A., is the student support specialist for sophomores in the College Program for Students with Asperge Syndrome at Marshall University. Her educational background is in the field of mental health counseling, and she is currently finishing her master's degree at Marshall University. Hynes has worked with the West Virginia Autism Training Center for one year, specializing in using a person-centered and individualized approach to serving college students with Asperger Syndrome.

Ruth Jones, Ph.D., was a K-12 educator and administrator prior to being appointed assistant professor at Ball State University. Her teaching responsibilities focus on special education law, assessment, and response to intervention. Jones' research interests include reading interventions, immersive learning for undergraduate students, and various aspects of autism. Her most recent publications include research in differentiated instruction (reading interventions) and effects of immersive learning experiences on the self-perception of college students.

Carol Hollis Carol Hollis has a master's degree in Education and is a board certified behavior analyst. She is an educational consultant for autism with the Capital Area Intermediate Unit near Harrisburg, PA. In this role, she provides technical support to school district teams who support students with autism. Hollis is co-author of Destination Friendship: Developing Social Skills for Individuals with Autism Spectrum Disorders or Other Social Challenges. She also provides friendship groups for individuals with Asperger Syndrome in the community during evening sessions with three colleagues.

Katherine Holman Katherine Holman, Ph.D., CCC-SLP, is assistant professor in the Department of Special Education at Towson University. Holman co-developed and is the director of the Teacher as Leader in ASD master's program. She is an editor and contributing author of the book, School Success for Kids with Autism. Her research focuses on developing effective interventions to improve social connections and communication in young children with ASD. She presents nationally and leads seminars for professionals on instructional programming to promote successful educational outcomes for individuals with ASD.

Jennifer Hood Jennifer Hood, M.A., CCC-SLP, is a special education consultant at State Support Team Region 8 and serves as the SLP consultant at Summit County ESC. She supports districts in special education IDEA monitoring and accountability activities. She provides training and support for district teams on the selection, acquisition, and use of assistive technology devices.

Stephen Hooper Stephen R. Hooper, Ph.D., is a pediatric neuropsychologist and a professor in the Department of Psychiatry at the University of North Carolina School of Medicine. He also is the director of education and training at the Carolina Institute for Developmental Disabilities, and the director of the Child Neuropsychology Program. Over the last 25 years, Hooper has focused his clinical research on neurologically-based disorders in childhood, including pediatric brain injuries, and has been active in working with state and national initiatives related to pediatric brain injuries policies.

Jill Hudson Jill Hudson, M.S., CCLS, works with national, state, and community partnerships at OCALI. She received her master's degree in Autism from the University of Kansas and her child life certification from John Hopkins Hospital. Hudson was an invited participant at 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. Hudson facilitates the national Community of Practice on ASD, and co-coordinates OCALICON and the National Autism Leadership Summit.

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Eliseo Jimenez Eli Jimenez, BS, M.Ed., and board certified behavior analyst, is a doctoral student at The Ohio State University under the supervision of Dr. Helen Cannella-Malone. Jimenez has worked as a first-grade teacher, in-home ABA consultant, ABA clinic behavior specialist, ABA/VB therapist, and an adult home care staff member. Jimenez's interests include challenging behavior, Functional Behavior Assessments, staff training, and counter-control.

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 Cincinnati Children's Aaron W. 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.

Selene Johnson

Sunhwa Jung

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 and has presented at several state and national conferences.

She is a board certified behavior analyst and a licensed special education teacher.

Sunhwa Jung, Ph.D., is assistant professor at Otterbein University. Jung had extensive experience working young children with special needs and their families before she earned a Ph.D. in Special Education/Applied Behavior Analysis at The Ohio State University. Her research interests include facilitating social interactions and play skills, engagement in group instruction, and independent performance of young children with ASD. Her publications are related to these topics.

Terri Chiara Johnston Terri Chiara Johnston, Ph.D., has worked with schools and families to improve services to children with behavior problems for more than 30 years. She is a teacher, school psychologist, principal of a school for children with autism, director of outreach services, and a professional clinical counselor in the state of Ohio. Johnston serves as adjunct faculty for Ashland University.

Fred Jones Fred Jones has more than 18 years' experience of procurement and inventory control in the area of medical supplies and equipment. He also maintains supplies needed for the operation of the public health laboratory for the state of Ohio. Currently pursuing a degree in Operations/Supply Chain Management, he is a member of the Ohio Department of Health, Diversity Council and serves in a leadership capacity at his church. As a veteran of the United States Army, Jones served continues to serve his local community as an advocate for unserved and underserved persons.

LeTreese Jones LeTreese Jones is an administrative professional with over 15 years' experience in public, private, and nonprofit sectors. She has used her extensive knowledge and experience to assist others in navigating the service coordination systems. Jones embraces the role of advocate for her child with special needs and enjoys educating others to do the same. A life-long resident of Columbus, OH, Jones has strong ties to her community and is passionate about empowering the unserved and underserved.

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.

Christine Karver Christine Karver, M.A., is a fourth-year doctoral student at the University of Cincinnati with an emphasis in Clinical Neuropsychology. She works under the direction of Dr. Shari Wade at the Cincinnati Children's Hospital Medical Center. Karver's primary research interest is in investigating the relationship between behavioral outcomes and neuropsychological functioning following TBI in children and adolescents.

She enjoys working with young children and plans to pursue a career within the field of pediatric neuropsychology after completing graduate school.

Lezlie Fahl Kinder Lezlie Fahl Kinder, OTR/L, is an occupational therapist in Lake County, OH, 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 over 27 years. She has presented to parents and educators on subjects such as iPad technology, sensory/behavioral needs, fine-motor skills and handwriting. She has great interest in collaboration and helping to empower all members of educational teams to use effective, user-friendly strategies.

presenters

Lisa King

Suzanne Kucharczyk

Erin Lash

Lisa King, M.Ed., has worked with students with disabilities in K-12 and postsecondary education environments for 25 years. As a disability specialist, she is currently co-director of College Autism Spectrum, where she consults on transition and accommodation issues for students on the spectrum and provides training and assistance to college campuses. She is a frequent presenter locally and nationally on topics related to best practices for working with students on the spectrum in higher education settings.

Suzanne Kucharczyk, Ed.D., coordinates the work of the National Professional Development Center on Autism Spectrum Disorders at the University of North Carolina. She received her doctorate at Teachers College, Columbia University, in Adult Learning and Leadership. Kucharczyk's research interest is in understanding the systemic conditions necessary for educational professionals to effectively implement evidence-based educational models and practices for children who have autism.

Erin Lash, M.S., is a positive behavior support trainer at the West Virginia Autism Training Center at Marshall University. Prior to that, she was a public school SLP for 17 years. Lash has presented at the national level, including the 2011 American Speech-Language Hearing Association convention.

Marci Laurel Marci Laurel is a speech-language pathologist with the University of New Mexico Center for Development and Disability autism programs, providing services and training across New Mexico. She has been practicing for the past 30 years, providing direct services, consultation, training, and student supervision in public school, private practice, and university settings. Laurel has presented nationally for the past 20 years on topics related to sensory processing and communication, family issues, and ASD and is the co-author of several related publications.

Paula Kluth

Kristin Kummer

Paula Kluth, Ph.D., is a consultant, author, advocate, and independent scholar, who works with teachers and families to provide inclusive opportunities for students with disabilities and to create more responsive and engaging schooling experiences for all learners.

She is a former special educator who has served as a classroom teacher and inclusion facilitator. Her professional interests include differentiating instruction and inclusive schooling. She has been awarded numerous honors in her field and community.

Kristin Kummer, MT-BC, earned her undergraduate degrees in Music and English at Capital University and finished the equivalency program for music therapy at Baldwin Wallace. She has worked at Helping Hands Center as a music therapy intern and as a music therapist for four years. She enjoys working with the children, meeting their needs with behavioral and improvisational techniques, sensory integration, and, most recently, with the LAMP method for children using AAC devices.

Heidi Koester

Paul LaCava

Heidi Koester, Ph.D., is the president of Koester Performance Research (KPR), a research and development company focused on enhancing computer access for people with disabilities. She has also been a rehabilitation engineer at the University of Michigan Health System, providing direct services to children and adults. She received her Ph.D. in Bioengineering from the University of Michigan.

Koester has given over 50 presentations at national and international conferences.

Paul LaCava, Ph.D., is an assistant professor of Special Education at Rhode Island College in Providence. He is a program director for two graduate programs and teaches both undergraduate and graduate courses in special education, assessment, research, and autism.

LaCava has published and presented on topics such as PBIS, ASD historical perspectives, NCLB, seclusion and restraint, social/emotional methods, and technology.

Lisa Mische Lawson, Ph.D., is an assistant professor at the University of Kansas Medical Center. She has over 17 years of experience as a recreational therapist in rehabilitation, mental health, community, and school settings, including developing and managing recreation services for children with autism. She has presented about sensory processing and play to several audiences, including the American Therapeutic Recreation Association. Her work is published in the Annual in Therapeutic Recreation and other related journals.

Michele LaMarche

Joshua Line

Rachel Kopke, M.A., CCC-SLP, works with the birth to six-year old population in Howell, MI. With a focus on the early years, much of her work revolves around preparing preschool students, of all eligibilities, for transition to kindergarten. Also pursuing her Ph.D. in Special Education at Michigan State University, Kopke's current area of research is on using technology to increase on task attention in preschool students. She has presented at MI CEC and does yearly inservices for parents and teachers.

Michele LaMarche, M.S., BCBA, is co-founder of Special Learning, Inc. She is also the founder and executive director of Step By Step Academy Inc., a highly-regarded center-based non-profit autism treatment facility in Columbus, OH. Since its formation almost 10 years ago, SBSA has touched the lives of over 1,000 students through rigorous application of ABA treatments, resulting in exceptional outcomes.

LaMarche has over fifteen years' experience in ABA. She uses her knowledge of behavioral treatment to produce ground-breaking, effective, empiricallyvalidated curricula.

Joshua Line, B.S., is a graduate student in Occupational Therapy at Eastern Kentucky University.

He received his B.S. in Occupational Science from Eastern Kentucky University. His research interests include friendship and co-occupations in children and young adults with ASD.

Lucinda Kramer

Aaron Lanou

Lucinda Kramer, Ph.D., is an associate professor at National University, Costa Mesa, CA, where she coordinates programs in special education and early childhood special education. She has served as chair of DEC's Multicultural Committee, has trained educators across the country, and is published in the field of culturally responsive practice.

Aaron Lanou, Ms.Ed., is co-director of professional development for the ASD Nest Support Project, where he helps teachers address social and academic difficulties of students in Nest classrooms. Lanou was a teacher for students with learning disabilities or ASD for 10 years and an adjunct lecturer at Hunter College, teaching courses on instructional methods for students with learning disabilities. He is co-author of a chapter entitled “Understanding and Addressing the Unique Academic Profiles of Higher-Functioning Students With Autism Spectrum Disorders” in the book The ASD Nest Model.

Rachel Kopke

Marcia Kress Marcia Kress, M.A., is a licensed school psychologist employed at the Miami Valley Regional Center as a member of the Educational Assessment Team and a State Support Team consultant. She provides professional development to school districts on a variety of topics, including RTI, PBS, Ethics, and DIBELS. Four years ago, Kress and her assessment team colleagues formed an Autism Educational Evaluation Team to assist school districts in the identification of students with ASD. This team created the webinar “Educational Assessment of Autism: A Team Approach,” available through the OCALI website.

Sherry Lanyi Sherry Lanyi, M.A., CCC-SLP, is coordinator of speech pathology at the Perlman Center at Cincinnati Children's Hospital, where she provide evaluations, treatment, and training in implementing AT systems, including speech-generating devices, and supervises other SLPs. She has 20 years' experience in the area of AAC and has presented at local, regional, and national conferences. Lanyi is a member of AAC Special Interest Division of ASHA.

Lisa Mische Lawson

Dan Lipka Dan Lipka, Ms.Ed., is an occupational therapist with 40 years of experience in assistive technology. He is president of the National Registry of Rehabilitation Technology Suppliers, vice president of Ohio OT Association, RESNA Board member, and active in many other professional organizations and associations.

Erin Lombard Erin Lombard, M.Ed., is a behavior consultant at Step by Step Academy Inc., a center for children and adolescents with autism. She is a board-certified behavior analyst and a former certified special education teacher. She currently teaches positive behavior support courses at Northern Arizona University and is working on her Ph.D. in Psychology.

Erendira Lopez-Garcia Erendira Lopez-Garcia, a licensed psychologist, is associate director of psychological services and clinical training in the Office of Disability Services at Wright State University. She also has a private practice and works at University Psychological Services. LopezGarcia has extensive clinical experience concerning mental health, assessment, and working with individuals with visible and invisible disabilities. She is the author of a chapter, “The Latino Student,” in Inclusive Education: When Learning Becomes a Common Ground.

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presenters

Jennifer Loudon

Tracy Mail

James McClafferty

Jennifer Loudon, Ph.D., is an interventionist for Aurora City Schools, OH. She has taught in a multiple disabilities class for the past 18 years. Loudon also teaches part time at Youngstown State University. She has conducted research in the area of social skills with students with ASD.

Tracy Mail is a consultant with Ohio's State Support Team Region 8. Her background is speech-language pathology, and she has worked as a consultant and professional developer for assistive technology, autism, and school improvement for the past 17 years. Mail is also a part-time instructor for Kent State University and an adjunct for Ashland University.

Jim McClafferty is founder and president of Brain Parade. He has over 20 years of technology and management experience in large and small companies across many industries. He received his Bachelor’s of Science in Computer Science from Manhattan College, and spent a few years writing software code before moving into management roles of increasing responsibility. McClafferty founded Brain Parade with the goal of using his business experience and acumen to build applications that help people with special needs.

Michelle Lubetsky Michelle Lubetsky, M.Ed., BCBA, is a training and consultation coordinator with the Allegheny Intermediate Unit. She is a board-certified behavior analyst and a Social Thinking mentor (Think Social Publishing, Inc.). Lubetsky has experience as a classroom teacher, university instructor and supervisor, consultant for the Pennsylvania Training and Technical Assistance Network, and as a private consultant. She has presented numerous workshops in the areas of autism, social competence, applied behavior analysis, and effective instructional strategies for all learners.

Samantha Lyle Samantha Lyle, M.A., CCC-SLP, is a speech-language pathologist at Helping Hands Center for Special Needs, an education and therapy center for children with ASD. She received her bachelor's and master's degrees from The Ohio State University. She has worked with children with ASD, hearing impairments, articulation/ phonological and literacy deficits, and developmental delays. She is a member of American SpeechLanguage-Hearing Association, licensed by the Ohio Board of Speech-Language Pathology, and is trained in language acquisition through motor planning.

Mari MacFarland Mari MacFarland, B.A., M.Ed., has served as a special education teacher, assistant school leader and adjunct professor over the past 12 years. She is now pursuing a Ph.D. in the department of Counseling, Educational Psychology and Special Education at Michigan State University. MacFarland has participated in research involving experimental analyses of video modeling as a strategy for teaching communication and social skills to pre-K through 12th-grade students with autism.

Debra MacKay Debra MacKay is the parent of a 7-year-old son with autism and attention deficit hyperactivity disorder.

Holly MacPherson Holly MacPherson, BSc, has worked as a research assistant at the University of British Columbia studying executive functions in children, as well as mood and anxiety disorders. Currently, MacPherson works as a coordinator with Dr. Shari Wade in the division of Physical Medicine and Rehabilitation at Cincinnati Children's Hospital Medical Center working on federally funded longitudinal, psychosocial studies about children with traumatic brain injury.

Kelly Mahler Kelly Mahler is an occupational therapist in the Central Pennsylvania region. She is co-founder of Destination Friendship, an organization that provides fun, community-based opportunities targeted at developing friendship skills in individuals with ASD. Mahler is the author of two books: Destination Friendship (with Benton, Hollis & Womer) and Hygiene and Related Behaviors for Children and Adolescents With Autism Spectrum and Related Disorders. The latter was the winner of Mom's Choice Awards Gold Medal 2011. Mahler has presented at numerous national, state, and local conferences.

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Helen Malone Helen Cannella-Malone, Ph.D., is an associate professor of Special Education at The Ohio State University. Her research focuses on interactions between choice, preference, and challenging behavior, and the use of technology to teach daily living skills.

She recently completed work on a U.S. Department of Education Steppingstones grant (with her co-PI, Dr. Joe Wheaton) that focused on the development of video technology to teach skills to students of transition age with severe intellectual disabilities and significant hearing impairments.

Bonnie Marquis Bonnie Marquis, M.A., is a special educator with more than 20 years of experience working with children and adults across the spectrum of abilities. She has worked extensively with behavioral issues both at home and in the classroom. She currently works with the West Virginia Autism Training Center at Marshall University as a clinical instructor and positive behavior support trainer serving families and school communities throughout southwestern West Virginia.

Tiffany Marrelli Tiffany Marrelli, BS, M.S., has worked in the field of applied behavior analysis for six years, specifically with children diagnosed with autism. She received her bachelor's in Human Ecology from The Ohio State University in 2007 and her master's in Applied Behavior Analysis and Autism from The Sage Colleges. In the past, Marrelli has worked as a behavioral therapist and clinical supervisor. She currently serves the autism community as an ABA behavioral consultant.

Jamie Marshall Jamie Marshall, M.Ed., is director at the Boston Higashi School, having spent 17 years working with individuals with ASD in schools and group homes. Marshall has presented both nationally and internationally on topics related to students with ASD. Previous presentations on autism topics include University of Santa Clara 2011, University of Namibia 2011, New York City 2011 YAI, Spain 2009 IASE, Orlando 2008 ASA, Hong Kong 2006 IASE, Massachusetts 2006 MAAPS, and Singapore 2005 WeCAN International.

Kristin Masters Kristin Masters, BA, LISW-S, is employed by Dublin City Schools as a school social worker, and has especially enjoyed getting involved in the peer collaboration program and being an advisor for the Coffman Connection club. She received her undergraduate degree from Emory University in Psychology and Educational Studies and received her master's in Social Work from The Ohio State University. After graduate school, she worked for Rosemont Center helping families and students enrolled in a day treatment program.

Jeff McCormick Jeff McCormick is the program director of the UDL Center at OCALI. He 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.

Patricia McCoy Pat McCoy, M.A., CCC-SLP, works with the West Virginia Autism Training Center, serving as an education specialist and clinical instructor for Marshall University. She has worked with public school systems in a variety of capacities, including educational diagnostician, special education coordinator, and speech pathologist. She received training as a district autism consultant through Missouri's Project Access.

McCoy has presented at several state and national conferences, including the American SpeechLanguage-Hearing national conference, WVSHA state conferences, and OCALI.

Emaley McCulloch In 2008, Emaley McCulloch co-founded Autism Training Solutions, LLC. She holds a master's degree from University of Hawaii and has been in the field of special education for more than 15 years. Her area of research and interest is staff training, dissemination of evidenced-based interventions, film, videography, using technology in the field of behavior analysis, and special education.

Patricia McDaid Patricia McDaid, Ph.D., has worked with students having intensive needs with a special focus on students with ASD, for over 25 years. She currently works for the Special Education Service Agency SESA in Anchorage, AK, as an autism specialist and a PBIS state-wide trainer. She provides training and technical assistance to rural and remote Alaskan school districts in the area of low-incidence disabilities. McDaid moved to Alaska seven years ago after completing her doctorate in Special Education at Boston University.

Clare McFadden Clare McFadden, M.A., is the autism specialist, a role involving developing the system of care, within the Vermont Agency of Human Services for individuals with Autism Spectrum Disorders. She authored VT Best Practice Guidelines for Diagnosis of PDD, and co-authored the VT Interagency White Paper on ASD, evaluating the state of VT services for individuals with ASD and their families across environments. McFadden also researches and disseminates information on ASD and best practices. She organizes and provides training on various ASD topics throughout Vermont.

presenters

Deborah McGraw

Christopher Meyer

Rebecca Morrison

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.

Christopher Meyer is president of Meyer Design, Inc., a design, manufacturer, and build play area and equipment company. Established in 1974, Meyer Design has created hundreds of playgrounds with its 15 employees, focusing on innovations, use of renewable materials, and natural elements in developing environments for play and learning.

Meyer's background in teaching design and art at the university level – along with intellectual curiosity – has given him the skill set to understand the needs of a variety of user groups and what can work for them in playful spaces.

Rebecca Morrison, Ph.D., founded Children's Center for Developmental Enrichment and Oakstone Academy in 1999. Oakstone Academy is one of the few schools in the country where elementary students with ASD learn alongside their typically developing peers from preschool through 12th grade. Before entering her doctoral program, Morrison worked as an intervention specialist for 14 years.

Sarah McMaine-Render Sarah McMaine-Render is program manager for the Kelly Autism Program's Circle of Support. She has worked with individuals with ASD attending Western Kentucky University for four years, coordinating all services and working daily with the 40+ participants.

She has also worked with KAP's after-school program, which serves individuals with ASD ages seven through adult.

Kendra McMullen Kendra McMullen, M.A., has been working in Dr. Shari Wade's traumatic brain injury research lab at the Cincinnati Children’s Hospital Medical Center.

As a clinical research coordinator in the Department of Physical Medicine and Rehabilitation, McMullen provides support for several studies by preparing materials for recruitment, enrollment, and follow-up, and assisting in data analysis and data maintenance.

She also contributes program design and is involved in manuscript preparation. McMullen earned a bachelor's degree in History from the University of Cincinnati and a master's degree in Counseling from Xavier University.

Daniel McNulty Daniel G. McNulty, BA, M.S., serves as the state director of the PATINS Project. A former classroom K-6 special education teacher, he maintains a current Indiana K-12 teaching license and highly qualified teaching status. In 2006, McNulty was the Purdue University Distinguished Education Alumni Young Educator Award recipient for “outstanding dedication and contribution to students with special needs and their families.” He has been providing national, state, regional, and local presentations since 2003.

Martha Meehan Martha Meehan is a licensed psychological associate who is an adjunct instructor at Eastern Kentucky University and an associate at Bundy and 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 at Michigan State University. She has presented at both the state and national level.

Kristen Metz Kristen Metz, BS, Ms.Ed., is an intervention specialist in the Elyria City Schools, where she teaches in a classroom for children with intensive disabilities. She received her bachelor's degree in Education of the Deaf and Hard of Hearing, her master's degree in the Education of Children with Intensive Disabilities Birth to Age Eight, and her certificate in Autism Spectrum Disorders from Bowling Green State University. She is also a member of the Elyria Schools Autism and Assistive Technology committees.

Kylee Miller Kylee Miller is a doctoral student with an emphasis in School Psychology. She received her BA from the University of Denver. She is currently on her Pre-Doctoral Internship at the Carolina Institute for Developmental Disabilities at UNC-Chapel Hill. Both her clinical and research interests include identifying and creating early intervention strategies for children with developmental disabilities and health-risk behaviors.

Valerie Miller Valerie Young Miller, BS, is a master's degree student of Occupational Therapy at Eastern Kentucky University.

She graduated Magna Cum Laude with a bachelor's in Psychology from Georgetown College. Miller has previous volunteer work experiences, including Cincinnati Children's Hospital and Cardinal Hill Rehabilitation Hospital in Lexington, KY.

Karen Monfort Karen Monfort is an occupational therapist and a member of the Assistive Team in Dublin City Schools.

She has over 30 years' experience working with children and families across multiple settings. She has given multiple presentations in professional development for the staff of Dublin City Schools as well as the Dublin Literacy Conference and the 2010 Ohio Special Education Leadership Conference.

Amber Moodie-Dyer Amber Moodie-Dyer, Ph.D., is an assistant professor in the College of Social Work at The Ohio State University.

Her research areas are early care and education, social policy, and community building. She received her MSW from Washington University and her doctorate in Social Work from the University of Missouri. MoodieDyer has presented her research at the Child Care Policy and Research Consortium, Society for Social Work and Research, and the Council on Social Work Education conferences. She has published her work in several journals, including Children and Schools and Families in Society.

Sally Moomaw Sally Moomaw, Ph.D., is an assistant professor at the University of Cincinnati in Early Childhood Education and Special Education. Previously, she was a preschool teacher and the director for professional development at the University of Cincinnati's Arlitt Center. Moomaw holds a bachelor's degree in music, a master's in child development, and a doctorate in special education.

She is the co-author of 11 books on early childhood education, including the More Than ... series and Lessons from Turtle Island.

Tim Morse Tim Morse, Ed.D., is the director of training/positive behavior support specialist for Mississippi's Autism Demonstration School. He has earned undergraduate, masters, and doctoral degrees in special education, and has worked as a special education teacher, administrator, and university professor involved in teacher preparation/research. He has published peerreviewed articles about autism, effective instructional strategies for students with disabilities, and technology applications in special education, and made presentations about this work at international, national, and state conferences.

Pam Mosier-Arnold Pamela Mosier-Arnold is the special education director for Highland Local Schools. She received her master's and bachelor's at Ashland University. She has worked in public education for the past 10 years in many different capacities. Mosier-Arnold is an advocate for students with disabilities.

Sherry Moyer 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, High-Functioning Autism, and Related Disorders.

Alexa Murray Alexa Murray, BA, MGS, MA, is program manager in the Special Education and Transition Services division at The Ohio State University Nisonger Center. She has more than 11 years' experience in special and general education research. Murray received a BA in psychology from The University of Mississippi, an MGS (master in gerontological studies) degree from Miami University of Ohio, and an MA in clinical mental health counseling from The Ohio State University.

Mary Murray Mary Murray, Ed.D., 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' experience working with children with ASD 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. She 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.

Tamara Morgan Tamara Morgan is an art therapist and social worker in the South Bronx and a graduate of NYU's Steinhardt School for Art Therapy. Diagnosed at birth with osteogenesis imperfecta, a condition that makes her bones abnormally fragile, Morgan advocates for the emotional, physical, and social well-being of all people.

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presenters

Lisa Murray-Johnson

Melissa Nowatzke

Margaret Oliver

Lisa Murray-Johnson, Ph.D., is a program director for patient education at The Ohio State University Medical Center and adjunct faculty for the College of Nursing at The Ohio State University. Her work in health education has led to grants funded by Cardinal Health, Autism Speaks, and the National Libraries of Medicine, among others. Her work has been published in Clinical Pediatrics, Health Education & Behavior, Journal of Health Communication, and International Quarterly of Community Health Education, among others.

Melissa Nowatzke, M.S., is project coordinator for TBI Consulting Teams in Oregon, leading hundreds of trained educators by providing consultation on students with TBI to schools and families in Oregon.

She produces the state's training and professional development services for students with TBI and is the contact person between hospitals, parents, and schools.

Margaret Oliver is an educator, author, and presenter in the field of autism. She is the 2013 columnist for the Teacher-to-Teacher department in Autism Asperger's Digest. Prior to becoming a special education teacher, she used her Business Administration degree to work in managerial positions. Over the years, Oliver met individuals with autism and eventually had family members on the spectrum. Upon realizing that she had a passion for wanting to understand autism, she changed professions to apply her dedication and creativity to supporting those with ASD.

Brenda Smith Myles 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 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.

Bill Nellis Bill Nellis has worked as a special education consultant for the past five years for the Ohio Region 6 State Support Team. He currently provides technical support and professional development for educators working with students with special needs. He has partnered with OCALI to work with building teams to implement the use of universal design for learning. Prior to coming to the State Support Team, he worked for seven years as a special education supervisor and has 10 years of teaching experience. Nellis has presented locally and nationally.

Elizabeth Neville Betsy Neville, Ed.D., is chair of the Special Education Department at Towson University. She worked in Baltimore County Public Schools for 34 years as an SLP, special educator, and coordinator of related services, certificate programs and autism. She has published in the areas of oral and written language and higher education program development. Neville has consulted for Maryland and New York school districts and presented at state and national conferences. Her current interests are in the areas of universal design for learning and higher education program development.

Britt Nielsen

Shirley O'Brien Shirley Peganoff O'Brien, Ph.D., OTR/L, FAOTA, is a professor of Occupational Therapy at Eastern Kentucky University. She has clinical, research, and teaching expertise in sensory modulation, leadership, and student development theory and practice.

Stephanie O'Brien Stephanie O’Brien M.S., BCaBA, has been working with children with autism and other developmental delays for over 11 years. She obtained her M.S. degree in Early Childhood Special Education from Fordham University, and is a board certified associate behavior analyst. O'Brien works directly with children with autism, trains parents, teachers, and therapists, delivers workshops, and consults with school districts on their programs. She has developed and administered programs for parents, schools, and districts in WI, MN, PA, CT, NY, NJ, Canada and Tokyo, Japan.

Karen Oberjohn Karen Oberjohn, M.A., serves as a clinical research coordinator with Dr. Shari Wade in the division of Physical Medicine and Rehabilitation at Cincinnati Children's Hospital Medical Center, working on several federally funded longitudinal, psychosocial studies about children with Traumatic Brain Injury, including the positive parenting skills-based “I-InTERACT” programs (Internet-based Interacting Together Everyday: Recovery After Childhood TBI). She received her master's degree in Clinical Psychology from the University of Cincinnati.

Kelly Oblaczynski Kelly Oblaczynski, BS, is an intervention specialist with the Geauga County Educational Service Center STARS Autism Program. She is a veteran teacher who has taught a variety of grades from second to ninth.

She attended Edinboro University for her bachelor's degree in Elementary Education and Special Education, and is currently working on her master's degree in Curriculum from Bowling Green State University.

Oblaczynski has written a variety of grants for field trips, technology, and curriculum materials for her classroom.

Britt Nielsen, Ph.D., is an assistant professor in the division of Child and Adolescent Psychiatry at Case Western Reserve University School of Medicine, specializing in pediatric psychology and children's mental health. She obtained her Ph.D. at Indiana State University, completed an internship at Veterans Administration Medical Center, and did a fellowship at the University of Arkansas. She is a co-investigator for the Rehabilitation Research and Training Center for Traumatic Brain Injury Interventions in Children funded by the National Institute on Disability and Rehabilitation Research.

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 the University of North Carolina. Odom has served on several national initiatives on autism. Recent publications have addressed the efficacy of focused intervention approaches for children with ASD.

David Norris

Kathy Oehler

David Norris has seven years of teaching experience in central Ohio. Norris had the opportunity to teach both children with special needs and general education students in language arts, social studies, health, life skills, health, and physical education. To complement his classroom experience, he brings nearly 12 years of experience in the special needs field of educational publishing and software, the past five in K-12 and higher education environment.

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 book, “I Hate to Write”: Strategies to Help Students With Autism Spectrum Disorder Become Happy, Successful Writers.

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Samuel Odom

Brooke Olson Brooke Olson is the president of the iTaalk Autism Foundation, and a parent of a child with autism. With a degree in organizational behavior, and passion for philanthropy, Olson co-founded the non-profit iTaalk, which provides technology and education to children with ASD. iTaalk has provided over 150 iPads, and Olson has educated thousands of professionals and caregivers of individuals with special needs.

Chris Ondrus Chris Ondrus, BS, M.S., is director of Secondary Pupil Services in the Olentangy Local School District.

He earned a B.S. in Special Education, an M.S. in Recreation and Sports Sciences from Ohio University, and an M.S. in Educational Leadership from the University of Cincinnati. Ondrus has been an assistant principal, special education department chair, and intervention specialist mainly serving students with autism and multiple disabilities.

Donna Owens Donna Owens, M.A., is the program director of The Family Center 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 and 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.

Lara Palay Lara Palay is senior fellow at the Center for Systems Change at OCALI, a social and disability policy think tank. Palay lectures nationally and internationally on mental illness and developmental disabilities.

Rachel Pasquerilla Rachel Pasquerilla, a doctoral student in special education at Kent State University, works as an intervention specialist in a cross-categorical setting for Hudson City Schools. Pasquerilla uses ABA, peer-mediated intervention, and PBS, and is a crisis prevention trainer. Her research interests include special education leadership, peer-mediated intervention, and effective use of ABA techniques in public school settings. She presented at The ODEC/CEC conference on Tiered Instruction and Positive Behavior Support for Classroom Teachers.

Jill Paul Jill Paul has worked with students with a wide variety of special needs for over 25 years. She begun her career in Ohio where she gained experience as a special education teacher, intervention specialist, and supervisor of student teachers. Paul moved to Tennessee and began working for Willliamson County Schools in 2007. As an autism consultant, she supports and collaborates with special education staff, provides trainings to district staff, and helps support PBIS interventions across the school district. She presented at the PBIS conference in Nashville in 2011.

presenters

Robert Pennington

Heather Rando

Erica Richley

Robert Pennington, Ph.D., BCBA-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.

Heather Rando, BS, Ms.Ed., is the coordinator of academic support for the Office of Disability Services at Wright State University. She received a bachelor's degree in Sociology from The Ohio State University and a Masters of Science in Education/Counseling from Youngstown State University. Rando also teaches two courses for the department and plays a vital role as a liaison with university faculty. She is committed to helping students make a smooth transition from high school to the college environment.

Erica Richley is the special education director for Summit Academy Management. She has conducted groups to teach social and adaptive behavior skills to children with autism, ADHD, and emotional disturbances. Richley has presented at conferences on topics such as chronic fatigue syndrome, ADHD, and personality disorders. She is approved through the Ohio Counselor, Social Worker, and Marriage and Family Therapist Board as a continuing education provider for conferences. Richley is a graduate of Youngstown State University and is a supervising licensed professional clinical counselor.

Kathleen Pero Kathleen Pero is an intervention specialist for Elyria Schools. She received her bachelor's and master's degrees from Kent State University.

Dru Perren Dru Perren, M.S., currently works as a mental health counselor at Homes for Kids Child and Family Solutions and has worked as an in-home ABA therapist. She has a master's in Clinical Mental Health Counseling with specialization in Autism Spectrum Disorders. Perren has presented on autism and various interventions at numerous conferences including ASA, ABA Autism, OCALI, and AOCC.

Joshua Plavnick Joshua Plavnick, Ph.D., is an assistant professor of Special Education at Michigan State University. His published research includes experimental analysis of video-based instructional strategies that improve social and communicative behavior of learners with autism. He did his post-doctoral training in intervention research for individuals with autism at the Frank Porter Graham Child Development Institute at the University of North Carolina, Chapel Hill after earning a doctoral degree in Special Education from Michigan State University.

Joanne Quinn Joanne Quinn is the director of the Autism Project in Rhode Island, an organization that provides training and support for individuals with ASD and the people who support them. She completed TEACCH Level 1 and 2 trainings, mentored with Michelle Garcia Winner, and attended extensive trainings on autism. She presented at the National Autism Society Conference, the NAC, and, most recently, was the discussant at a workshop at Brown University. Quinn is the mother of three, her youngest, Patrick, has autism. She works to bring the parent perspective to trainings.

Stacey Raj Stacey P. Raj, MA, is a graduate student in Clinical Psychology at Miami University. Her primary research interests include culture and parent-child relationships.

She currently works under the direction of Dr. Vaishali Raval at Miami University and Dr. Shari Wade at Cincinnati Children's Hospital Medical Center. Raj joined Dr. Wade's traumatic brain injury research lab in August 2011 and currently serves as a therapist for the TOPS, AIM, and I-InTERACT studies and administers neuropsychological testing for the OHIO study.

Linda Rammler Linda H. Rammler, BA, Ms.Ed., Ph.D., is a University of Connecticut University Center for Excellence in Developmental Disabilities faculty member and consultant for autism, positive behavior supports, and inclusion. Founder of the Autism Spectrum Differences Institute of New England, Inc., she supports people with autism through a model approach that presumes competence and focuses on the physiological basis and functional implications of movement, anxiety, communication, and sensory (MACS) challenges.

Karen Ratliff-Schaub Karen Ratliff-Schaub, M.D., is co-director of the Autism Treatment Network at Nationwide Children's Hospital and clinical associate professor of Pediatrics at The Ohio State University College of Medicine.

She serves as the director of clinical services at The Ohio State Nisonger Center, as well as co-director of the Leadership Education in NeuroDevelopmental Disabilities program there. She is actively involved with state-wide medical home initiatives.

Cheryl Reese Cheryl L. Reese, MSW, LSW, is a licensed therapist at the University of Toledo Center for Excellence in Autism. She received her master’s degree from Eastern Michigan University with a concentration in solution-focused therapy and strengthening the family.

Over the last 10 years, she has worked with children, adolescents, and adults living with developmental disabilities in the community.

Christine Reeve Christine Reeve, Ph.D., BCBA-D, has more than 20 years of professional experience working in a variety of settings serving individuals with autism and other developmental disabilities. Reeve currently provides systemic consultation to school systems throughout the country and serves as adjunct faculty at Nova Southeastern University. She is author of Functional Vocabulary for Children and co-author of Setting up Classroom Spaces That Support Children with Autism Spectrum Disorders and the Functional Vocabulary for Daily Living series.

Kim Renner Kim Renner, MS, BCBA, LLP, serves as the clinical program manager for the Toledo Children's Hospital Autism Early Learning Program. She has worked as a consultant to schools and vocational programs in Northwest Ohio and Southeast Michigan, as a 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.

Carole Richards Carole Richards understands brain processing and learning differences. She founded North Coast Tutoring serving families/schools and Creative Education Institute, and manages a six-week camp for 50+ children with disabilities. The camp improves basic social skills and self-confidence. All services are based on understanding the evaluation team report, neuro-psych reports, IEP, and parent/school input. She identifies the child's learning styles based on these components and successfully helps the learner by using an “outside the box” approach. She is author of RICHARDS READ Systematic Language.

Valerie Robinson Valerie Robinson, MT-BC, graduated from Ohio University in 2006 with a bachelor's degree of music in music therapy. She interned at the Helping Hands Center for Special Needs during the summer of 2006 before being hired as a full-time music therapist. She is a supervising music therapist for interns and serves as internship chair for the Association of Ohio Music Therapists. She also is a LAMP (Language Acquisition through Motor Planning) certified professional and a registered Music Together teacher.

Jan Rogers Jan Rogers, MS, OTR/L, ATP, is the program director of the AT Center at OCALI. An occupational therapist, she has worked with individuals with disabilities for the past 30 years. She is also a RESNA certified ATP. Rogers has taught assistive technology courses at The Ohio State University and currently teaches at Bowling Green State University. She has been a guest lecturer at other universities, has provided staff development and presented at local, state, and national conferences on assistive technology.

Ron Rogers Ron B. Rogers, M.Ed., is a regional consultant for OCALI. He has served as a director, principal, technology consultant, and classroom teacher, and has experience in universal design for learning, assistive technology and research-based practices. Rogers is a certified cognitive coaching agency trainer, and has experience working with district leadership teams through the Ohio Improvement Process (OIP). He has over 25 years' experience in the areas of education and criminal justice. Rogers received a master's of Education from The Ohio State University.

Marla Root Marla Root is the director of Community Affairs and Advocacy with Step By Step Academy, Inc. Root won the 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 co-chair of the public policy committee and board member for the Autism Society of Ohio. Root has given navigating funding and service presentation for many organizations throughout Ohio. She has been advocating since 1998 when her son was diagnosed with autism.

Chloe Rothschild Chloe Rothschild is a young adult who has PDD-NOS. She enjoys using her talent and love for writing to raise awareness about autism. Rothschild is the author of the blog Oh, The Places You'll Go: Finding My Way With Autism!

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presenters

Andie Trail Ryley

Miranda Schehr

Dorothy Siegel

Andie Trail Ryley, M.Ed., has been working with individuals with ASD for over 34 years. She is currently a consultant in Northwest Ohio for a variety of public school and private providers. Ryley helped develop the Graduate Autism Certificate awarded through Bowling Green State University. She serves on the Autism Society of Ohio’s board and is chair of the Northwest Ohio Autism Advisory Council’s steering committee.

Miranda Schehr is the clinical transition director at Step

by Step Academy, Inc., where she supervises group classrooms and works with students to transition back to their school districts or lesser restrictive placements.

She has worked with a wide range of learners with ASD in 1:1 and small-group settings. Schehr is an Ohio-licensed special education teacher and has an undergraduate Special Education degree from Xavier University. She is finishing a master's in Cognitive and Behavioral Disabilities.

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 Professor Shirley Cohen of Hunter College, she 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.

Linsey Sabielny Linsey Sabielny is a doctoral student and graduate research assistant in the Special Education/Applied Behavior Analysis program at The Ohio State University.

She has worked with individuals with moderate to intensive disabilities across several states and other countries, in homes, and both public and private schools. Her research interests include challenging behavior, choice and preference, task analysis and prompting, and parent training.

Diane Sainato Diane M. Sainato, Ph.D., is an associate professor in Special Education at The Ohio State University, where she has directed the early intervention training program since 1989. Sainato is also a member of the editorial boards of the Journal of Early Intervention and Topics in Early Childhood Special Education. She received her Ph.D. from the University of Pittsburgh.

Janet Sapp Janet Sapp, BS, Ms.Ed., is an intervention specialist with the Geauga County Educational Service Center – STARS Autism Program. She previously taught students K-3. Sapp earned her undergraduate degree in Psychology from Connecticut College and her Master of Education in Severe Special Needs from Simmons College. While working on her master's degree, Sapp served at a residential program for students with autism in Southborough, MA. Since working for the GCESC, Sapp has completed coursework to sit for the BCBA board exam.

Lisa Saylor Lisa Saylor, Ms.Ed., has been working in the field of special education for 17 years. She is a school psychologist consultant at the Miami Valley Regional Center and provides training with the Region 10 State Support Team. Saylor was an intervention specialist prior to her school psychology training and an adjunct instructor at both Wright State University and the University of Dayton for the departments of Special Education and School Psychology. Recently, she was a part of developing a webinar for OCALI on creating a school-based autism assessment team.

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.

Elizabeth Senften Elizabeth A. Senften, M.A., CCC-SLP, is a speechlanguage pathologist with the Lake County ESC, providing service to low-incidence classrooms in the Willoughby-Eastlake School District. She works primarily with students on the autism spectrum.

A graduate of Bowling Green State University and Akron University, she has worked with children with speech-language and low-incidence disabilities for the past 12 years. She has presented on assistive technologies, visual supports/strategies to enhance communication, therapeutic use of iPads, and team collaboration.

John Shanton John Shanton is school resource teacher at the Binet School in Louisville, KY. He has an undergraduate degree in Special Education from Western Kentucky University and a master’s degree in School Leadership from Trevecca University. Prior to Binet, he taught for four years in a special school serving EBD students in Nashville, TN. At Binet, Shanton has worked as a classroom teacher and currently serves as the school resource teacher where he helps coordinate outside service agencies, design individualized behavior intervention plans, and maintain school-wide data collection systems.

Stephen Shore

Carol Schall, Ph.D., has been supporting individuals with ASD for over 30 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.

Stephen Shore, Ed.D., nonverbal until age four, 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 Advisory Board of the Autism Society, and other autism related organizations.

Sandra Schefkind

Julie Short

Sandra Schefkind, M.S., OTR/L, is the pediatric coordinator in the Professional Affairs Division at AOTA. In this capacity, she is responsible for various association and national office activities and projects related to occupational therapy practice, representing AOTA with pertinent external organizations and providing technical assistance and guidance with practice-based inquiries. For over 25 years, Schefkind has provided OT services across the lifespan in a variety of settings, including schools, clinics, homes, assisted living facilities, and hospitals.

Julie Short is a regional autism and low-incidence coach for OCALI. As a regional coach, she coordinates and provides regional and statewide professional development 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.

Carol Schall

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Phil Sievers Phil Sievers, Ed.S., provides expertise and leadership in the area of ASD and positive behavior intervention and supports for the Special Education Division of Minnesota Department of Education. He has worked as a teacher of students with ASD, parent educator, behavioral consultant, licensed psychologist, researcher, university instructor, and program coordinator. He also filled numerous roles building state-wide capacity in Minnesota. He currently serves on the Community Partners Advisory Council for the University of Minnesota Leadership Education in Neurodevelopmental Disabilities (LEND).

Reyna Sigurdson Reyna Sigurdson pursued an autism graduate degree at the University of Oregon, and is currently an autism specialist at SESA. Her interests include solving challenges related to serving students in rural areas.

Rachael Skerczak Rachael Skerczak, BA, is an occupational therapy graduate student at Eastern Kentucky University, where she is also completing an interdisciplinary certificate in Autism Spectrum Disorders. She received her B.A. in Child Development and Learning from Maryville College. Her research interests include ASD and sensory processing disorders.

Katie Smith Katie Smith, BS, Ms.Ed., is a special education teacher from Pekin, IL, working with students who have been diagnosed with ASD and emotional disabilities.

Smith received her undergraduate degree in Special Education and her master's degree in Special Education from Illinois State University. Her research has focused on the impact of teacher training on successful inclusion of students with autism.

Sean Smith Sean Smith, Ph.D., is associate professor of Special Education at the University of Kansas. In addition, he chairs the State of Kansas Special Education Advisory Committee and serves as a facilitator for the state-wide Assistive Technology Initiative. He has published numerous articles and chapters, presented, and conducted research and development in the area of technology-based solutions for individuals with disabilities, especially those with autism. Smith authored an OCALI AIM Modules on Assistive Technology. He is the father of four, one of whom is a school-aged child with a disability.

presenters

Sheila Smith

Terry Stancin

Terry Stricklin

Sheila M. Smith, Ph.D., is assistant director at OCALI. She works to advance state and systemwide 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 has held positions as professional development 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.

Terry Stancin, Ph.D., has participated in pediatric TBI outcome and intervention research for over 20 years. In addition to her expertise regarding pediatric traumatic injuries, Stancin is considered an expert in primary care issues and interdisciplinary training of pediatric and psychology trainees. The 2009 Recipient of the Lee Salk Award for Distinguished Service in Pediatric Psychology, Stancin is Professor of Pediatrics, Psychiatry, and Psychology at Case Western Reserve University School of Medicine and Head of Pediatric Psychology at MetroHealth Medical Center.

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 low-incidence disability, and another with Asperger Syndrome. 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.

Stephanie Smith Stephanie Smith, BS, Ms.Ed., is a preschool instructor for Blanchard Valley School in Findlay, OH. She previously worked as an early childhood intervention specialist for the Hardin County ESC and has experience working in various classroom settings as an itinerant intervention specialist. Smith received her bachelor's degree in Early Childhood Education from the University of Findlay. She returned to UF to complete her master's degree in Education with additional certifications in Early Education of the Handicapped and as an Intervention Specialist (Mild to Moderate Disabilities).

Jodee Snyder Jodee Snyder is a mental health technician at the University of Toledo Center for Excellence in Autism where her focus is providing interventions and skill building opportunities at home and in the community.

Snyder received a bachelor’s of Interdisciplinary Studies with a concentration in Allied Health at Lourdes University in Sylvania, OH.

Katie Sochor Katie Sochor is a job training intervention specialist for Dublin City Schools. She leads the district's postsecondary job training program for students with disabilities ages 18-22 – POWER Plus. Sochor has over 15 years of teaching experience and was designated master teacher in 2012. She provides students and families with multiple resources to facilitate positive transitional experiences for students with varying ability levels. She is an integral part of the district's transition team and has been a part of multiple presentations for both staff and parents.

McKay Moore Sohlberg McKay Moore Sohlberg, Ph.D., a pioneer in cognitive rehabilitation, has worked as a clinician, researcher, and administrator in developing programs to assist individuals with brain injury. She coordinates the master’s and Ph.D. programs in Communication Disorders and Sciences at the University of Oregon.

Andrea Speece Andrea Speece, M.S., is an intervention specialist, working with students who have moderate to intensive disabilities. She has worked as an in-home ABA therapist for the past year, and is currently co-assistant director for a summer camp for students with disabilities. Speece has a master's in Special Education with a focus on Autism and Related Disabilities. She has presented at the ABA Autism conference in January 2012.

Ellen Stamps Ellen Stamps, is autism resource teacher for Jefferson County Public Schools, in Louisville, KY. She earned a B.S, and M.Ed. in Special Education from the University of Louisville, a M.Ed. in Counseling Psychology from the University of Louisville, and a Rank I from IWU. Her teaching career began in 1986 in a low-incidence classroom setting. Stamps also 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.

Kathy Staugler Kathy Staugler, CCC-SLP, has worked for over 35 years as an SLP, special education teacher, and assistive technology consultant. Her primary focus has been on students with significant disabilities and the development of strategies to enable students to participate, communicate, and make progress within their educational programs. Staugler is the author of the N2Y's Unique Learning System curriculum. She holds a Bachelor of Science degree in Speech and Hearing/Special Education and a Master of Arts degree in Speech Pathology/Mental Retardation from Ball State University.

Monica Stevens

Jacqueline Sura Jacqueline Sura, M.S., BCBA, is the clinical director of the inclusion program and board certified behavior analyst for the STEPS Center for Excellence in Autism at the Academy of St. Adalbert in Strongsville, OH. She received at master’s degree in Applied Behavior Analysis in 2010 from Simmons College in Boston, MA. Her experience includes working as teacher in the intensive unit for a residential facility for students with ASD, working as a therapist for early intervention and supervising a sub-separate classroom for individuals with ASD for a middle school.

Terri Cooper Swanson Terri Cooper Swanson is the coordinator of the Pittsburg State University Autism Certificate Program.

She is co-editor of Autism Spectrum Disorders: A Handbook for Parents and Professionals with Brenda Smith Myles, Megan Moore Duncan, and Jeanne Holverstott.

Wendy Szakacs Wendy Szakacs, Ms.Ed., has worked with persons with disabilities for 23 years, specializing in autism for the past 16 years. She is an OCALI regional coach for autism and low-incidence disabilities for Northeast and Eastern Ohio. She develops evidence-based materials and provides technical assistance and professional development.

Monica Stevens earned her bachelor's degree at Ohio University and her master's degree in Clinical Speech Pathology at Miami University of Ohio. She is dually certified by ASHA in both Speech-Language Pathology and Audiology with a Master of Arts degree in Audiology from University of Cincinnati. Stevens specializes in the fields of sensory and cognitive disorders, as well as in AT and AAC. She has served both children and adults with disabilities who use AAC and other assistive technology. Stevens presently works for Prentke Romich as a consultant in Southwest Ohio and Northern Kentucky.

Amy Szymanski, M.Ed., is a special education and school improvement consultant for the State Support Team Region 1 and serves as the Northwest Quadrant coordinator for the Ohio Secondary Transition Improvement Grant. Szymanski worked for 11 years as an elementary intervention specialist and four years as a district special education coordinator before joining the State Support Team.

Lee Stickle

Alexandra Talks

Lee Stickle, Ms.Ed., is the co-director of the Kansas Instructional Support Network, which provides technical assistance and training in the area of ASD. She received her undergraduate degrees in Special Education, Recreation, and Psychology from Southern Illinois University. Stickle taught for five years in a self-contained classroom for children with emotional disturbance before taking a position in a residential center. She has worked in the area of autism for 19 years. She has spoken at state, national, and international levels.

Alex Talks works with Dr. Shari Wade's group at Cincinnati Children's Hospital Medical Center. As the newest member of the team, Talks assists with the many ongoing studies, in addition to study coordination, recruiting, letters of intent and full applications to various funders, scoring psychological assessments, coding intervention data, contributing program design, and editing manuscripts. Talks holds a bachelor's of Business Administration with a minor in English Literature from the University of Cincinnati.

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.

Amy Szymanski

Gerry Taylor H. Gerry Taylor, Ph.D., is professor of pediatrics at Case Western Reserve University. He is a pediatric neuropsychologist whose research focuses on the neurobehavioral outcomes of childhood brain disorders. He has conducted NIH-funded studies of the effects of pediatric TBI on families and the role that the family and social environment plays in the recovery of children following TBI.

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presenters

Jennifer Taylor

Lynn Tramontano

Amy Wade

Jennifer Taylor, BA, is a research assistant in the Division of Physical Medicine and Rehabilitation at Cincinnati Children's Hospital Medical Center. She works in Dr. Wade's traumatic brain injury research lab focusing primarily on a cognitive training study and a web-based teen problem-solving study. During her undergraduate studies, she volunteered in several research labs and participated in the university's undergraduate research day.

Lynn Tramontano has worked with families of loved ones with special needs since 1994. For many years, she helped adults with disabilities in employment readiness and directed several non-profit organizations focusing on providing comprehensive services for persons with disabilities. Edward Jones has been helping the individual investor since 1922. With the focus on the individual investor, Tramontano has a great company to partner with as she provides personalized and individualized service. She provides full investment services, which includes insurance protection.

Amy Wade, M.S., SLP, conducts assessments and trainings in AAC and AT. Wade has been formally trained in the administration and interpretation of the Autism Diagnostic Observation Scale. She has 14 years' experience working with students with ASD in the general education setting and with those requiring placement in a separate facility. Wade has presented to teachers in Bolivia and has conducted numerous presentations on AAC and therapeutic speech and language strategies at the Miami Valley Regional Center.

Kathleen Mo Taylor Kathleen Mo Taylor, OTR/L, is an occupational therapist with a 25 year history of working with children, adolescents, and adults with ASD. She works with the University of New Mexico Autism Programs at the Center for Development and Disability, and also has a private practice where she provides therapy, consultation, and training for people with autism across the lifespan. She has shared her experiences through trainings around the state and internationally. Her career has been devoted to better real life outcomes for all individuals.

Sunny Thakkar Sunny Thakkar, BA, is a clinical research coordinator at Cincinnati Children's Hospital Medical Center in the department of Physical Medicine and Rehabilitation.

He is involved with research that aims to understand and improve the conditions of children and adolescents who have suffered a traumatic brain injury.

Darren Thompson Darren Thompson works for Franklin County Board of Developmental Disabilities as a creative arts specialist in their Reggio Emilia inspired preschools. Thompson holds a Bachelor of Fine Arts degree from The Ohio State University, a Master of Education degree from Ohio Dominican University, and is a licensed early childhood teacher and intervention specialist. He has presented many workshops that focus on the beneficial role art can play in developing relationships with exceptional children and ways to encourage creativity and self expression in all students.

Doreen Tilt Doreen Tilt, BA, M.S., has been an educator for 29 years working with individuals on the autism spectrum.

Her teaching career began at a Connecticut RESC, transitioning to the public school sector and holding a variety of positions over the past fifteen years. For the last 8 years, Tilt has worked in the Bridgeport Public Schools and is currently the supervisor of autism spectrum programs. She holds a bachelor's from Sarah Lawrence College, a master's from Wheelock College, a 6th-Year Degree from Fairfield University, and an Administrative Certificate from Sacred Heart University.

Lindsey Tornow Lindsey Tornow is a doctoral student in Special Education at Kent State University and an intervention specialist in a cross-categorical setting for Hudson City Schools. She utilizes a wide variety of strategies and methodologies, including ABA, peer-mediated instruction (PMI), PBS, sensory integration, and crisis prevention intervention. Her research interests include paraprofessional training, social-emotional development of siblings of children with disabilities, PMI, and educationally-based ABA. She presented at The ODEC-CEC conference on positive behavior support for classroom teachers.

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Alex Truesdell Alex Truesdell has taught hundreds of courses in adaptive design to professionals and parents in the United States, Argentina, Brazil, Colombia, India, Poland, and Guatemala. She was awarded a three-year fellowship in International Community Development which led her to establish the Adaptive Design Association. Truesdell holds a master's degree in Teaching the Visually Impaired from Boston College and a master's degree in Curriculum Development from Lesley University. She is co-author of Creative Constructions: Technologies that Make Adaptive Design Accessible, Affordable, Inclusive and Fun.

Gardner Umbarger 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.

Dr. 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.

He serves on the Board of Directors for the Division on Autism and Developmental Disabilities, CEC.

April Utt April Utt, BA, joined Dr. Keith Yeates' research group in Columbus, OH, two years ago and has worked as a project coordinator on multiple intervention studies involving children who have experienced a traumatic brain injury.

Kathryn VanHorn Kathryn VanHorn works with teens with developmental disabilities in the juvenile justice system. She began her career in the private/non-profit sector in 1998, working with adult male offenders. VanHorn became a case manager of the Crossroads Program at Summit County Juvenile Court in 2004. In 2007, she began working as a probation officer in the Crossroads Program, a specialized docket for youth with substance abuse and/or mental health issues. In 2009, she expanded her role at the court to serve youth in the juvenile justice system that have some type of developmental disability.

Amy Vestal Amy Vestal, BS, is preparing to receive her BCaBA. She has been working with children who have ASD for nine years. Vestal has presented a variety of parent/professional workshops on ASD-specific, evidence-based practices, including increasing selfhelp skills, increasing vocal/nonvocal communication skills, increasing social motivation, and expanding play interests. She is a program supervisor and director of the Summer Educational Program at ABC of NC Child Development Center, a school for children with ASD.

Shari Wade Shari Wade, Ph.D., completed fellowships at Yale and Case Western Reserve University. She is a research professor of pediatrics and director of research within the division of Physical Medicine and Rehabilitation at Cincinnati Children's Hospital Medical Center.

She has conducted six randomized clinical trials of TBI interventions supported by grants from the NIH, the CDC, and NIDRR. She has authored nearly 70 publications and given over 100 regional, national, and international presentations on the topic of pediatric TBI.

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.

Morgan Weber Morgan Weber has taught science at Four County Career Center for 10 years. Her bachelor’s in Integrated Science and master's in Administrative Leadership were both obtained at Bowling Green State University.

She has spent the last two years practicing universal design for learning and has presented this concept at Ohio ACTE and the Connect Conference for Career Centers.

Nick Weiland Nick Weiland, SLP, has worked in the field of disabilities with a focus on assistive technology for 37 years. He has worked as a speech-language pathologist in a community speech and hearing center, and in public schools. He coordinated staff development and a resource library for a special education resource center. Weiland has worked as a school improvement consultant with Ohio State Support Team Region 16 and as an assistive technology consultant for OCALI. He is currently in private practice with an emphasis on augmentative communication and assistive technology.

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 referrals, 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.

Weinberg is also the parent of an adult daughter with Asperger Syndrome.

presenters

Mary Jo Wendling

Alice Womer

Keith Yeates

Mary Jo Wendling is an occupational therapist with 30 years' experience in pediatrics. 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.

Alice Womer, M.S., is a nationally certified speechlanguage pathologist with 29 years of experience in the diagnosis and treatment of individuals with ASD and related disorders. She is the co-author of Destination Friendship and Curvy Herby and Straight Nate: A Lesson in Curve Line Thinking. She has presented at the local, state and national level in the area of social communication skills in individuals with ASD.

Keith Owen Yeates, Ph.D., is a professor in the Departments of Pediatrics, Psychology, and Psychiatry at The Ohio State University. He is director of the Center for Biobehavioral Health at The Research Institute and chief of the Section of Pediatric Psychology and Neuropsychology, both at Nationwide Children's Hospital. He has received over $10 million in external grant funding for research that focuses on the neurobehavioral outcomes of childhood brain injuries and disorders, and received an Independent Scientist Career Development Award from the National Institutes of Health.

Elisabeth Wharton Elisabeth Wharton, MOTR/L, assisted with program development at several hospitals in Toledo, then worked for Lucas County Children Facility and currently for Toledo Public Schools. She received her master's degree in Occupational Therapy from Western Michigan University and her bachelor's degree in Zoology from Rutgers University. Wharton has treated a variety of disabilities, including traumatic head injury, stroke, spinal cord injury, ASD, multiple disabilities, visual impairments, and orthopedics.

Susan Wilczynski Susan Wilczynski, Ph.D., BCBA, 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 Evidence-based 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.

Sondra Williams Sondra Williams is an adult diagnosed with autism.

She is the mother of four children diagnosed with Asperger Syndrome. Williams spent most of her life misdiagnosed and was placed in 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 into 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.

Penny Woods Penny Woods, M.Ed., has extensive experience working in the public schools as a behavior specialist, special education teacher, and an educational diagnostician. Woods specializes in autism team assessments and providing intellectual and educational assessments for children and adolescents.

She speaks internationally about autism assessment and intervention.

Brooke Wright Brooke Wright, BS, M.A., is a special education administrator with the ESC of Central Ohio. She coordinates the STACK (Structured Teaching for Autistic and Communication-delayed Kids) program, which includes classrooms for students with ASD in public schools, a five-week summer program for students, and a five-day workshop for professionals working with students with ASD. Before becoming an administrator, Wright taught students with special needs for six years. She has her B.S. in Special Education from Ohio University and her M.A. in Educational Administration from The Ohio State University.

Joy Zabala Joy Zabala 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.

Patricia Wright Patricia Wright is the national director of Autism Services for Easter Seals, one of the nation's largest provider of services for individuals with autism across the life span. Wright's expertise as an educator and board certified behavior analyst informs her individualized approach to creating effective treatment plans. She knows that early diagnosis and intervention offer the best outcomes but also advocates for appropriate treatment for anyone with autism at any age. Wright is a well-known presenter and conducts training sessions across the United States and internationally.

Barb Yavorcik Barb Yavorcik is a Board Member 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 the 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.

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.

OCALICON 2012

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presenter index

Acharya-Lammert, Monisha

25, 32, 74

Clevidence, Teresa

24, 28, 77

Gallagher, Trisha

4, 24, 30, 80

Aebker, Susan

43, 53, 74

Cloppert, Patricia

41, 46, 77

Gerke, Anthony

27, 35, 40, 45, 80

42, 48, 74

Cochren, Carolyn

27, 36, 77

Glang, Ann

40, 42, 45, 49, 80

Cochren, Tony

27, 36, 77

Glennon, Tara

26, 33, 40, 44, 80

41, 46, 77

Glynn, Michele

56, 60, 80

4, 24, 28, 77

Gongola, Leah

25, 31, 41, 46, 56, 58, 80

Aguinaga, Nancy Aldridge, Kevin

4, 27, 36, 74

Anderson-Butcher, Dawn

56, 59, 74

Coffey, Rebecca

Armbruster, Megan

25, 30, 74

Coffin, Amy Bixler

Aspy, Ruth

3, 32, 40, 45, 74

Audet, Lisa

4, 25, 30, 40, 44, 74

Ault, Melinda

24, 27, 29, 35, 42, 50, 74

Cohen, Amy

40, 45, 77

Govender, Jennifer

Cohen, Shirley

43, 52, 77

Grattan, Amy

Combs, Lisa

42, 49, 77

Griffen, Ann Katherine

43, 53, 56, 59, 80 27, 36, 80 24, 29, 42, 50, 80

Austin, Christine

25, 31, 74

Comford, Amy

56, 59, 77

Grossman, Barry

Bachmann, Rhonda

56, 59, 74

Conroy, Kimberly

43, 53, 77

Hale, Kimberly

26, 33, 80

Cook, Barbara

40, 46, 77

Hamilton, Wendy

26, 34, 80

Baker, Susan

27, 35, 42, 50, 74

32, 40, 45, 80

Baker-Willford, Victoria

25, 31, 74

Corbin, Sue

57, 61, 77

Hamre, Krystal

43, 52, 81

Barnhill, Gena

43, 53, 74

Corso, Tanya

24, 30, 77

Hand, Brittany

41, 47, 81

Bass, Kim

57, 61, 74

Cotter, Cheryl

43, 52, 77

Harris, Kerrie

40, 44, 81

Bates, Bethany

25, 30, 74

Coucouvanis, Judith

36, 56, 60, 77

Haugland, Morten

26, 34, 81

Bausch, Margaret

27, 35, 74

Courtade, Ginevra

27, 37, 77

Havercamp, Susan

56, 59, 81

Bazyk, Susan

26, 33, 74

Cox, Ann

27, 35, 41, 48, 78

Haymes, Linda

43, 53, 81

Behnke, Kirk

40, 45, 57, 61, 75

Cox, Jane

41, 47, 57, 60, 78

Hedges, Rhonda

25, 32, 81

Benson, Shawna

4, 12, 27, 36, 40, 42, 44, 51, 75

Dahle, Karen Bowen

24, 28, 78

Heipp, Raymond

26, 33, 81

Dalton, Elizabeth

40, 45, 78

Hemphill, Misha

42, 50, 81

Dalusong, Awit

56, 60, 78

Hendricks, Dawn

Dargham, Deborah

56, 59, 78

Henry, Shawn

Davies, Susan

41, 48, 78

Herbert, Martha

42, 51, 81

Daviso, Alfred

26, 35, 78

Hess, Amy

26, 35, 81

Day, Kristall

43, 51, 78

Heun, Christina

25, 30, 81

Hite, Lisa

43, 52, 81

Hjelmroth, Kitty Lemon

41, 46, 81

Berry, Lori

26, 34, 75

Bey, Kristin

42, 48, 75

Blackwell, Eric

27, 37, 75

Blackwell, Jamie

27, 37, 75

Blackwell, Jen

26, 27, 33, 37, 75

Blackwell, Jordan

26, 27, 33, 37, 75

Blocher-Rubin, Aaron

24, 28, 75

Bock, Stacey Jones

41, 47, 75

Boucher, Cheryl

57, 61, 75

Bowen, Cindy Andree

25, 31, 75

Braden, Tanya

4, 26, 34, 35, 43, 51, 57, 60, 75

Branch, Jessica

42, 50, 75

Brennan, Susan Bridgman, Heather

43, 52, 75 4, 26, 32, 42, 43, 51, 53, 75

Brin, Nicole

43, 52, 75

Brothers, Karen

57, 61, 75

Brown, Brenda Eagan

41, 48, 75

Brown, Jane Thierfeld

56, 58, 75

Brown, Maci Buck, Debra Bundy, Myra Beth Burgess, Sloane Burzio, Catherine Buti, Mo

57, 60, 76 43, 53, 76 25, 32, 41, 46, 76 25, 30, 76 24-25, 28, 32, 76 57, 60, 76

Calhoun, Rachael

27, 36, 76

Campbell, Molly

42, 50, 76

Candel, Lindsay

27, 36, 41, 47, 76

Carey, JoAnne

41, 47, 76

Carey, Lonnie Carine, Ali Carnahan, Christi Cass, Jennifer

56, 58, 76 42, 51, 76 24, 29, 40, 45, 76 41, 47, 76

Cassidy, Patty

27, 36, 76

Childers, Benjamin

43, 53, 76

Childs, Tami

24, 28, 56, 60, 76

Christman, Susan

57, 61, 76

Clarke, Laura

25, 32, 77

92 OCALICON 2012

Delano, Monica

27, 37, 56, 58, 78

DeMuesy, Ron

57, 61, 78

DePompei, Roberta

14, 78

24, 28, 42, 50, 81 26, 33, 40, 44, 56, 59, 81

Hoffman, Jill

56, 59, 81 41, 47, 81

Dettmer, Judy

41, 48, 78

Holladay, Stephanie

Devine, Mary Ann

40, 44, 78

Hollinger, Ben

DeZonia, Krysti

26, 33, 78

Hollingshead, Aleksandra

25, 31, 56, 58, 81

DiGiovine, Carmen

24, 28, 78

Hollins, Samantha Marsh

24, 28, 42, 50, 82

Dindo, Carl

43, 51, 78

Hollis, Carol

DiSabato-Moore, Lisa

56, 60, 79

Holman, Katherine

24, 29, 82

Dittoe, Carol

43, 51, 79

Hood, Jennifer

40, 44, 82

Donne, Vicki

57, 61, 79

Hooper, Stephen

Donovan, Lizzy

41, 47, 79

Hudson, Jill

43, 52, 81

27, 35, 82

42, 49, 82 4, 40, 44, 56, 59, 82

Douville, Rosanne

56, 58, 79

Hynes, Bianca

Dransfield, Deirdre

43, 53, 79

Jimenez, Eliseo

24, 28, 82

Dubie, Melissa

57, 61, 79

Johnson, Selene

25, 31, 41, 47, 82

Dudek, Lynn

25, 32, 79

Johnston, Terri Chiara

43, 51, 82

Dufresne, Caitlin

43, 51, 79

Jones, Fred

42, 50, 82

Eder, Jack

40, 45, 79

Jones, LeTreese

42, 50, 82

Jones, Ruth

25, 32, 82 24, 28, 82

Edwards, Karen

5, 56, 59, 79

40, 44, 82

Eisenreich, Tammy

43, 51, 79

Jump, Jill

Ellis, Rick

27, 36, 79

Jung, Sunhwa

25, 30, 82

Endow, Judy

27, 36, 40, 44, 79

Kabot, Susan

41, 43, 48, 52, 82

Eren, Ruth

40, 42, 46, 50, 79

Karver, Christine

41, 48, 82

Espe-Sherwindt, Marilyn

56, 59, 79

Kinder, Lezlie Fahl

24, 29, 82

Ettel, Deborah

41, 48, 79

King, Lisa

Filler, Chris

4, 42, 49, 56, 59, 79

Fisher, Jody

5, 26, 33, 80

Foote, Eileen

40, 45, 80

Foster, Jessica

56, 59, 80

Foster, Lauren

41, 47, 57, 60, 80

Frey, Lauren

41, 47, 80

Gaffney, Amy

40, 45, 80

Kluth, Paula

56, 58, 83 5, 14, 15, 19, 39, 40, 42, 46, 49, 83

Koester, Heidi

24, 28, 83

Kopke, Rachel

25, 30, 83

Kramer, Lucinda

25, 30, 83

Kress, Marcia

56, 58, 83

Kucharczyk, Suzanne

41, 48, 83

Kummer, Kristin

24, 30, 83

presenter index

LaCava, Paul

O'Brien, Stephanie

26, 33, 86

Stancin, Terry

LaMarche, Michele

56, 59, 83

Oberjohn, Karen

41, 48, 86

Stansberry-Brusnahan, L. Lynn

Lanou, Aaron

43, 52, 83

Oblaczynski, Kelly

57, 61, 86

Staugler, Kathy

26, 33, 89

Lanyi, Sherry

43, 53, 83

Odom, Samuel

27, 35, 86

Stevens, Monica

43, 53, 89

Lash, Erin

42, 49, 83

Oehler, Kathy

57, 61, 86

Stickle, Lee

Laurel, Marci

25, 31, 83

Oliver, Margaret

Lawson, Lisa Mische

41, 47, 83

Olson, Brooke

43, 51, 86

Stricklin, Terry

57, 61, 89

Line, Joshua

41, 46, 83

Ondrus, Chris

27, 36, 86

Sura, Jacqueline

42, 49, 89

43, 53, 83

Owens, Donna

4, 40, 45, 86

Swanson, Terri Cooper

Palay, Lara

4, 56, 58, 86

Szakacs, Wendy

Lipka, Dan Lombard, Erin Lopez-Garcia, Erendira Loudon, Jennifer

24, 27, 29, 36, 83

27, 36, 41, 47, 83 43, 51, 83 41, 46, 56, 58, 84

Lubetsky, Michelle

56, 58, 84

Lyle, Samantha

26, 33, 84

MacFarland, Mari

41, 46, 84

MacKay, Debra

42, 50, 84

MacPherson, Holly

41, 48, 84

Mahler, Kelly

27, 35, 84

Mail, Tracy

40, 44, 84

Malone, Helen

24, 28, 57, 61, 84

Marquis, Bonnie

43, 53, 84

Marrelli, Tiffany

24, 30, 84

Marshall, Jamie

25, 31, 84

Masters, Kristin

57, 61, 84

McClafferty, James

26, 33, 84

4, 25, 31, 86

Storey, Keith

41, 48, 89 57, 60, 61, 89

4, 27, 36, 89 43, 53, 89

41, 46, 89 4, 56, 59, 89

Pasquerilla, Rachel

27, 37, 86

Szymanski, Amy

57, 60, 89

Paul, Jill

27, 35, 86

Talks, Alexandra

41, 48, 89

Pennington, Robert Pero, Kathleen

4, 24, 27, 29, 37, 42, 50, 56, 58, 87 27, 35, 42, 50, 87

Perren, Dru

25, 31, 87

Plavnick, Joshua

41, 46, 87

Quinn, Joanne

43, 52, 87

Raj, Stacey

41, 47, 87

Rammler, Linda

42, 51, 87

Rando, Heather

43, 51, 87

Ratliff-Schaub, Karen

26, 35, 87

Reese, Cheryl Reeve, Christine

40, 44, 87 41, 43, 48, 52, 87

Taylor, Gerry

41, 48, 89

Taylor, Jennifer

41, 48, 90

Taylor, Kathleen Mo

25, 31, 90

Thakkar, Sunny

41, 47, 90

Thompson, Darren

25, 32, 90

Tilt, Doreen

42, 50, 90

Tornow, Lindsey Tramontano, Lynn Truesdell, Alex

27, 37, 90 40, 45, 67, 90 4, 23, 24, 26, 29, 34, 42, 50, 90

Umbarger, Gardner

25, 32, 90

Utt, April

41, 48, 90

Renner, Kim

43, 52, 87

VanHorn, Kathryn

56, 60, 90

Richards, Carole

27, 37, 87

Vestal, Amy

41, 47, 90

McCormick, Jeff

4, 26, 27, 34, 37, 43, 52, 56, 59, 84

Richley, Erica

40, 44, 87

Wade, Amy

56, 58, 90

McCoy, Patricia

42, 49, 84

Robinson, Valerie

26, 33, 87

Wade, Shari

14, 40, 45, 90

McCulloch, Emaley

40, 44, 84

Rogers, Jan

4, 12, 27, 36, 42, 51, 87

Watts, Kari

24, 30, 90

McDaid, Patricia

57, 60, 84

Rogers, Ron

Weber, Morgan

43, 52, 90

McFadden, Clare

40, 45, 84

26, 27, 34, 37, 43, 52, 56, 59, 87

McGraw, Deborah

24, 28, 85

Root, Marla

40, 44, 87

McMaine-Render, Sarah

40, 44, 85

Rothschild, Chloe

42, 51, 87

McMullen, Kendra

41, 47, 85

Ryley, Andie Trail

4, 57, 61, 88

McNulty, Daniel

26, 34, 85

Sabielny, Linsey

24, 28, 88

Meehan, Martha

25, 32, 85

Sainato, Diane

25, 30, 88

Meier, Barb

24, 29, 85

Sapp, Janet

57, 61, 88

Metz, Kristen

27, 35, 42, 50, 85

Meyer, Christopher

42, 49, 85

Miller, Kylee

42, 49, 85

Miller, Valerie

25, 30, 85

Monfort, Karen

56, 58, 85

Moodie-Dyer, Amber

56, 59, 85

Moomaw, Sally

40, 45, 85

Morgan, Tamara

4, 23, 24, 26, 29, 34, 85

Morrison, Rebecca

25, 30, 85

Morse, Tim

24, 28, 85

Mosier-Arnold, Pam

25, 32, 85

Moyer, Sherry

4-5, 40, 44, 85

Murray, Alexa

43, 51, 85

Murray, Mary

27, 36, 85

Murray-Johnson, Lisa

41, 46, 86

Myles, Brenda Smith

4, 40, 42, 44, 51, 86

Nellis, Bill

42, 49, 86

Neville, Elizabeth

24, 29, 86

Nielsen, Britt

41, 48, 86

Norris, David

42, 50, 86

Nowatzke, Melissa

41, 48, 86

O'Brien, Shirley

25, 30, 86

Saylor, Lisa

56, 58, 88

Schall, Carol

24, 28, 43, 53, 56, 58, 88

Schefkind, Sandra Schehr, Miranda

26, 33, 88 25, 27, 31, 36, 88

Schmakel, Jeffrey

24, 28, 88

Senften, Elizabeth

24, 29, 88

Shanton, John

25, 32, 88

Shore, Stephen

26, 34, 88

Short, Julie

4, 27, 36, 88

Siegel, Dorothy

43, 52, 77, 88

Sievers, Phil

Weiland, Nick Weinberg, Linell

4, 26, 32, 90 57, 61, 90

Wendling, Mary Jo

56, 59, 91

Wharton, Elisabeth

26, 34, 91

Wilczynski, Susan

25, 32, 40, 44, 91

Williams, Sondra

5, 42, 49, 91

Williamson, Pam

24, 29, 40, 45, 91

Wittman, Peggy

25, 32, 41, 46, 91

Womer, Alice

25, 27, 31, 35, 91

Woods, Penny

43, 52, 91

Wright, Brooke

4, 26, 34, 91

Wright, Patricia

4, 24, 28, 91

Yavorcik, Barb

5, 26, 33, 91

Yeates, Keith

41, 47, 91

Zabala, Joy

43, 52, 91

24, 28, 88

Sigurdson, Reyna

57, 60, 88

Skerczak, Rachael

41, 46, 88

Smith, Katie

41, 47, 88

Smith, Sean

42, 50, 88

Smith, Sheila

4, 12, 24, 27, 29, 36, 89

Smith, Stephanie

42, 50, 89

Snyder, Jodee

40, 44, 89

Sochor, Katie

56, 58, 89

Sohlberg, McKay Moore

41, 48, 89

Speece, Andrea

25, 31, 89

Stamps, Ellen

40, 45, 89

OCALICON 2012

93

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Diagnostic Assessments and Therapy

At The University of Toledo Center for Excellence in Autism (CFEA), we believe we know what the answer would be. We think you would do everything in your power to give your son or daughter, grandchildren, sibling or spouse with Autism the opportunity to lead a full and meaningful life. A life where potential is developed and independence is realized, one day at a time.

We will help you and your family identify needs, plan for a future that brings fulfillment and peace of mind, and support the development of skills to achieve your goals. As a provider of services through the Ohio Departments of Mental Health and Developmental Disabilities, the CFEA is unique in its ability to face the toughest of challenges with dedication to effective evidence-based services. Stop by booth 407 in the Exhibitor’s Hall to talk with our staff personally. The CFEA is a proud sponsor of the National Autism Leadership Summit at OCALICON 2012!

For more information, please contact us at:

Adult Services

The Center For Excellence in Autism Phone: 419.383.3030 Address: 3000 Arlington Ave., MS 1161 Toledo, OH 43614 Web site: utoledo.edu/centers/autism Email: autisminfo@utoledo.edu

“From Relevant Interventions to Meaningful Outcomes”