OCALICON 2013 Program by OCALI

November 20 â&#x20AC;&#x201C; 22, 2013 Columbus, Ohio Linking Research to Real Life

OCALI THANKS THE FOLLOWING SPONSORS FOR THEIR GENEROUS SUPPORT OF OCALICON 2013.

Educational Identification of Students Ed ID Series Ad with ASD Series February 2014 â&#x20AC;&#x201C; May 2014 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 13, 2014 Educational Identification and the Law March 19, 2014 Trans-Disciplinary Evaluation Teams April 9, 2014 Developing a Comprehensive Evaluation Team Report and Providing Parent and Staff Feedback May 14 â&#x20AC;&#x201C; 15, 2014 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)

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CONFERENCE SESSION REVIEWERS GENERAL INFORMATION section one Kevin Aldridge OCALI

Hyo Jung Lee Dongguk University

Sharman Barrett Kent State University

Kristie Lofland Indiana Resource Center for Autism

WELCOME

Cathy Longstroth Utah Personnel Development Center

2013 OCALI AWARDS

Denise Malkovits State Support Team Region 5

Sue Beck OCALI Shawna Benson OCALI Amy Bixler Coffin OCALI Tanya Braden State Support Team Region 1 Heather Bridgman OCALI Kay Brown Regional Autism Advisory Council of SW Ohio Myra Beth Bundy Eastern Kentucky University Tami Childs Metro ECSU Abigail David Helping Hands Center for Special Needs Peter Doehring ASD Roadmap

Jeff McCormick OCALI Kristen Metz Elyria City Schools

Wi-Fi, OCALI Central, Mobile Program

Administrator, Educator, Paraprofessionals of the Year

GENERAL CONFERENCE INFO

Hotel info, admissions, evals and more

CONFERENCE SESSIONS Breakdown of session types

SPECIAL FEATURES

EXHIBIT HALL FEATURES

Donna Owens OCALI

CEUS/GRAD CREDIT

Lara Palay OCALI

EVENTS AT-A-GLANCE

Jill Paul Williamson County Schools

SUMMITS

Kathleen Pero Windsor Elementary School

MAPS

Bonnie Nelson Ohio Department of Education Office for Exceptional Children

Patti Porto State Support Team Region 3

Columbus and convention center

Tina Evans Ohio Department of Developmental Disabilities

Jan Rogers OCALI

Chris Filler OCALI

Ron Rogers OCALI

Amy Grattan Sherlock Center on Disabilities

Tammy Salmons Parent

Dawn Hendricks Virginia Commonwealth University

Denise Sawan Caruso OCALI

WEDNESDAY AT-A-GLANCE

William “BJ” Henry Washington County Board of DD

Denee Schlotterer State Support Team Region 7

WEDNESDAY SESSIONS

Amy Hess Nationwide Children’s Hospital Autism Treatment Network

Julie Short OCALI

Kristin Hildebrant Disability Rights Ohio Jill Hudson OCALI Charles Kemp Portsmouth City Schools

Sheila Smith OCALI Brenda Smith Myles OCALI Wendy Szakacs OCALI

Cheryl King Gallipolis City Schools

Kai-Chien Tien National Chunghua University of Education

Paul LaCava Rhode Island College

Mindy Vance Ohio Department of Mental Health

Christina Layton Mason City Schools

Patricia Wright Easter Seals, Inc.

O CA L ICON 2013

WEDNESDAY section two

Descriptions and locations

OCALI ADVISORY BOARD THURSDAY section three

THURSDAY AT-A-GLANCE

THURSDAY SESSIONS Descriptions and locations

Co-Chairs

Jon Peterson Delaware County Office of Treasurer

Reginald Fields Ohio State Medical Association

FRIDAY section four 52 54

FRIDAY AT-A-GLANCE FRIDAY SESSIONS

Descriptions and locations

Bill Adams

Scott Short

Prentke Romich Company

HOPE Intervention

Kay Brown

Jerrod Smalley

Regional Autism Advisory Council of SW Ohio

NBC 4 Columbus

Richard Cowan Kent State University

Michelle DePolo KidsLink Neurobehavioral Center

EXHIBITORS section five 60

EXHIBITORS AT-A-GLANCE

EXHIBITOR HALL MAP

EXHIBITOR DESCRIPTIONS

PRESENTER BIOS

PRESENTER INDEX

Nationwide Children’s Center for Autism

Barb Yavorcik

KidsLink Neurobehavioral Center

Autism Society of Ohio

Sharon Knotek Geauga County ESC

EX-OFFIFCIO

Dale Lennon Trumbull County ESC

Melissa Bacon

Renee McConnell

Ohio Department of Job and Family Services

The Rich Center

Ginger O’Connor Washington County Board of Developmental Disabilities Putnam County ESC

section six

Jacqueline Wynn

Jocelyn Geib

Jan Osborn

PRESENTERS

Sondra Williams Autism Society of America

Janet Seide Parent

Wendy Stoica Ohio Department of Education

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

WH AT ’S H A P PE NING AT OCALICON? WELCOME TO OCALICON 2013. We’re so glad you’re here. This is the sixth year of this grand endeavor, and even though the conference name has gone through several changes and iterations, the mission and goal remain the same – to connect you to researchbased, world class, cutting edge information, strategies, and tools for supporting individuals with autism and developmental disabilities. Thank you for taking the time and making the investment in OCALICON. We are excited for you to share your ideas, practices, suggestions, and comments with professionals and parents from around Ohio and across the United States. There are over 1,400 of you here this week from 40+ states, plus Australia, Canada, Nigeria, Pakistan, and the United Kingdom. It’s a great opportunity to make connections on a national, even an international scale.

OCALI CENTRAL New for 2013! Check out OCALI’s new space in the Exhibit Hall. We’ve created a hospitality area where you can catch up on our latest doings and offerings, connect with OCALI staff, and learn how our programs and resources can assist you with your ongoing efforts and work.

Mobile Program

While you’re there, discover the multitude of resources available in the OCALI Lending Library. Be sure to stop by on Thursday after the keynote for a meet and greet with writer Justin Martin.

Add the OCALICON 2013 program to your smart phone or tablet computer. You can even build your own schedule!

You can also:

Go to: conference.ocali.org/mobile My Kaywa QR-Code

http://conference.ocali.org/mobile_qr

Or use your QR code scanner on the code below:

Grab a free cup of coffee. http://kaywa.me/uDxv8

OCALI

#OCALICON2013

KEEP THE CONVERSATION GOING! New for 2013! There is free basic Wi-Fi in the convention rooms and hallways. Use it to check email or Tweet about your experiences at OCALICON. Use the hashtag #ocalicon2013.

O CA L ICON 2013

The Ohio Center for Autism and Low Incidence (OCALI) was established in 2005 to help lead development of system-wide capacity at the local, state, and national levels with an overall goal of improving outcomes for people with autism and low-incidence disabilities. Our work emphasizes the identification and utilization of evidence-based practices, collaboration, and strategic planning to achieve this end goal. Download the Kaywa QR Code Reader (App Store &Android Market) and scan your code!

Document your experience in the conference photo booth.

Take a piece of OCALICON 2013 with you. Long sleeve comfy t-shirts are only $15. GALLERY Immediately adjacent to OCALI Central is the Gallery. Check out the artwork courtesy of VSA Ohio’s Accessible Expressions Exhibit and Tour. Tony Hoover is our artist-inresidence this year. Stop by on Wednesday, from 10:00 am – 2:00 pm and watch Tony in action!

2013 OC ALI AWAR DS 2013 OCALI AWARDS OCALI is pleased to formally recognize and acknowledge the impact, leadership, and accomplishments of educators who contribute to the ongoing process of improving the lives and outcomes of individuals with autism and low-incidence disabilities. To this end, we are honored to present the 2013 OCALI Awards. Candidates were evaluated for their use of evidence-based practices in the field of education, their impact on the lives of individuals with ASD and/or disabilities, leadership skills and abilities, collaboration or networking practices, and their personal accomplishments and overall contributions to the field of education. Please join us in congratulating the 2013 OCALI Award winners on Thursday, at 10:15 am. Know someone who is deserving of recognition for their efforts and accomplishments? The 2014 Award nomination window opens in late Spring 2014. Winners will receive complimentary registration and be acknowledged at OCALICON 2014, November 19-21, 2014.

Administrator

Educator

Paraprofessional

Dawn McCready Elyria City Schools

Anna Schroeder Sylvania City Schools

Kris McManaway Mount Vernon City Schools

Dawn McCready deserves your full attention. She is the director of pupil and special services at a large urban district in Elyria, OH. Here is just a sample of what Dawn provided with a very tight budget: highly-trained intervention specialists, highlytrained paraprofessionals, color printers for communication boards, a sensory room, motor rooms with swings, video cameras, up-to-date materials, and assessment resources. She listens with an objective ear and makes decisions based on facts and data. She is a dedicated administrator who knows how to lead peers, intervention specialists, therapists, parents, and students.

Anna Schroeder is a transition specialist for Sylvania Schools. I made so much progress and gains when I had Mrs. Schroeder as one of my teachers. I felt like I finally had a teacher who understood autism, and how it affected me. She not only understood me, but was there to help me in any possible way she could. We help each other. I give her advice from my perspective as an individual with autism and an advocate, and she gives me her advice as an educator and transition specialist. She changed my life, and continues to change other students’ lives.

Kris McManaway is employed by Mount Vernon City School District as a one-on-one aide/job coach for a student with autism. She works four periods a day working side-by-side assisting with implementing this young man’s IEP. She then works on transition skills with him, assisting with job applications, creating a personal budget, and other assignments. She attends every IEP meeting and other consultation sessions with other professionals. Kris McManaway is sensitive, empathetic, knowledgeable, energetic, thorough, and highly focused on her job of helping her students succeed. She is truly and by far the best I have seen in 22 years in education.

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G E N E R A L CO N FE R E N CE IN FOR MAT ION 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.

OCALICON 2013 EVALUATIONS How was your experience at OCALICON 2013? We want to know! An evaluation form is included inside your conference tote bag. Please complete and turn in at either OCALI Central or the Registration area. Your comments and suggestions will help us to improve OCALICON in the years to follow.

LUNCH ON YOUR OWN

CONFERENCE HOTELS

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

Convention Center Area Hampton Inn and Suites 501 N. High St. | 614.559.2000

LOST AND FOUND

Hilton Columbus Downtown 401 N. High Street | 1.800.445.8667 Crowne Plaza – Columbus Downtown 33 E. Nationwide Blvd. | 614.461.4100 Downtown Area Sheraton Columbus Hotel 75 E. State St. | 614.228.1234

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). HOTEL SHUTTLE SERVICE

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.

O CA L ICON 2013

Complimentary shuttle service to and from the Sheraton Columbus Hotel and convention center is provided. Please confirm shuttle schedule with the front desk when you check in.

C O NFERENC E SE SSI ONS LECTURE SESSIONS

FACILITATED DISCUSSIONS

Classroom-style breakout sessions conducted by state and national leaders and scholars. Over 150 sessions by more than 250 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 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. 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.

RESEARCH SYMPOSIUM 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 oneon-one discussion with researchers. Note: The Research Symposium is located in Hall E. ASSISTIVE TECHNOLOGY LAB SESSIONS 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. BYOD! Bring your own Device, and follow along! Note: AT Lab Sessions are located in E151

BRING YOUR OWN DEVICE

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 at the Registration Area. Last-minute changes and cancellations are posted in the Registration Area as well as the room where the session was to have occurred.

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Special thanks to

for their vision and ongoing partnership with OCALI

Who We Are

OCALI

Conference Coordinators: Simon Buehrer Jill Hudson Laura Sfikas

Shawn Henry Sheila Smith Kim Finnerty Jennifer Pollina

Where We Are OCALICON 470 Glenmont Ave. Columbus, OH 43214 614.410.0321 (p) | 614.262.1070 (f) ocalicon.org | #ocalicon2013

Autism Center Amy Bixler Coffin Wendy Szakacs Julie Short Denise Sawan Caruso Disabilities Center Shawna Benson Tamara Clinkscales UDL Center Jeff McCormick Ron Rogers Assistive Technology Center Jan Rogers Heather Bridgman Vicki Knisely Lifespan Transitions Center Chris Filler Sue Beck Madeline Rosenshein

O CA L ICON 2013

Family Center Donna Owens Melody Painter Center for Systems Change Kevin Aldridge Lara Palay National and State Outreach Brenda Smith Myles Jill Hudson Courtney Yantes Laura Sfikas Orly Amor Casey Oâ&#x20AC;&#x2122;Mara Integrated Systems Team Mark Garrett Larry Sexton Hal Hixson Simon Buehrer Kyle Knapp Mike Seemueller

SP EC IAL F E ATU R E S WEDNESDAY – OHIO STATE SCHOOL FOR THE BLIND MARCHING BAND

WEDNESDAY AND THURSDAY SCAVENGER HUNT

The Ohio State School for the Blind (OSSB) Marching Band is the first and only blind marching band in the nation! Started in 2005, the band has performed at events around Ohio and across the nation -- including marching a Braille Script Ohio at an Ohio State Buckeyes football game earlier this fall and during the 2010 Tournament of Roses Parade prior to the 2010 Rose Bowl. The OSSB Marching Band, under the direction of Carol Agler and drill writer, field director Jeffrey Schneider, will kick off OCALICON on Wednesday morning prior to Connor Gifford’s keynote address.

Ready for a little fun and excitement while you try to win some fabulous prizes? Play the Exhibit Hall Scavenger Hunt! Your game board is included in your conference program found in your conference tote bag. Visit at least 20 of the great exhibitors listed on the game board and secure a stamp for each one. Once you’ve finished*, turn in your game board at OCALI Central. You could win one of the below:

iPad Mini

THURSDAY – JUSTIN MARTIN Justin Martin is an 11th grade honor student at Hilliard Darby High School. His love for writing began when he was in 2nd grade and recovering from a major surgery. Unable to move for a couple of months, he dictated a story that had been running through his head to a caregiver. The story became a book and found its way to his second grade gifted services teacher who was so impressed by it that she encouraged Justin to continue writing stories and poetry and has mentored him along the way. In 2009, Justin received the national Council for Exception Children “Yes I Can!” award which honors children and youth with disabilities who excel. Justin will share some of his poetry with us on Thursday morning prior to Lee Stickle’s keynote address. Then stop by OCALI Central after the Thursday keynote for a special meet and greet with Justin Martin.

32” 1080p Flat Screen HDTV Sponsored by

WEDNESDAY – OCALICON RECEPTION Celebrate possibility after a great day of sessions and networking. Join us in the exhibit hall for refreshments, live music, and your chance to win door prizes from Prentke Romich Company, COSI, SuperDuper, Studio Movie Grill, and more. Meet up with old colleagues and new contacts and spend some quality time learning about the highquality products and services offered by OCALICON 2013 exhibitors. The Reception is 5:00 - 7:00 pm in Hall E.

Annual Conference

2014 Registration to OCALICON 2014 Cards must be submitted by 4:15 pm EST, Thursday, November 21. Drawing will be held at 4:25 pm EST. Need not be present to win. Winner responsible for any shipping or transportation costs. *

November 20 – 22, 2013 Columbus, OH

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E XHI B IT H A L L F E ATU R E S

CONFERENCE EXHIBITORS

FAMILY CORNER

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. Note: The exhibit hall closes at 4:30 pm on Thursday.

The Autism Society of Ohio presents Family Corner, an informal meeting and collaboration area designed by families for families. Family Corner allows families of individuals with disabilities a chance to connect with one another and share ideas, tips, and suggestions on the latest resources and information.

INTERNET PARK SCAVENGER HUNT New for 2013! You received a game card in your conference tote bag. Visit exhibitors on the card to learn about their great products and services, then have them stamp your card. Once you collect a minimum of 20 stamps, turn it in at OCALI Central for your chance to win an iPad mini, 32” flat screen HDTV or registration to OCALICON 2014. Cards must be submitted by 4:15 pm EST, Thursday, November 21, 2013. Drawing will be held at 4:25 pm EST. Need not be present to win. Winner responsible for any shipping or transportation costs.

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.

GALLERY BY OCALI

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

A showcase of original artwork by individuals with disabilities. OCALI is pleased to present artwork from VSA Ohio’s Accessible Expressions Ohio (AEO) 2013 Exhibit and Tour and from Ventures Academy, a program that serves students in grades 1-12 who are in need of social and behavioral intervention.

NEW for 2013 – Extended viewing hours. Check out the Research Symposium 7:00 - 9:30 am before the exhibit hall opens each day.

Stop by the Gallery and meet artist-in-residence, painter Tony Hoover. Wednesday, 10:00 am – 2:00 pm.

O CA L ICON 2013

EXHIBIT HALL FE ATU R E S Hall F Keynote Sessions

CONNECTIONS 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.

Exhibitor Lounge

Family Corner

Lending Library

Gallery

Connections

Concessions

Connect with OCALI and learn how our programs and services can support your ongoing efforts and endeavors. OCALI staff will be on hand throughout the conference to answer your questions and help you find information, resources, and solutions to your concerns and challenges. Join us for an informal chat on the issues that matter most to you. Grab a cup of coffee, browse holdings from the Lending Library, buy a conference t-shirt, or just hang out for awhile.

Registration OCALI LENDING LIBRARY

Research Symposium

Internet Park

OCALI CENTRAL

Hall E Entrance

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. Free materials shipping and pickup anywhere in Ohio. NEW for 2013 â&#x20AC;&#x201C; The Lending Library is located inside OCALI Central.

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CE U A N D G R AD U ATE CR E DITS CEU AND GRADUATE CREDIT OCALI has applied for continuing education units from the following organizations and licensing boards: American Speech-Language Hearing Association (ASHA) 1.85 ASHA CEUs (Various level, Related area) Ohio Counselor, Social Worker and Marriage and Family Therapist Board (CSWMFT) 16.75 hours 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. Ohio Psychology Association MCE (Mandatory Continuing Education) 1 credit hour per attended approved session Board Certified Behavior Analyst (BCBA) 1.5 credit hours per attended approved session Help Me Grow 1.25 credit hours per attended approved session Professional Development Contact Hours (PDCH) 18.75 hours Ashland University Graduate Credit 1 credit hour for full conference 2 credit hours for full conference + preconference Note: Graduate credit is NOT available for the preconference workshop only.

HOW TO OBTAIN CEU CREDIT 1. Visit the CEU/Graduate Credit counter on Wednesday, November 20, 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. 3. Submit your CEU Participation Form to the CEU/ Graduate Credit Counter on Friday, November 22, 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 22. CEU forms will not be accepted after this date. HOW TO OBTAIN CEU OR 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 either Peter Gerhardt or Michael McSheehan 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 #6145 L4) or OCALICON + Preconference (course #6145 M4) 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 22. The cost is $225 per credit hour. 4. Submit completed CEU Participation Form and assignment to course instructor by Tuesday, December 10. Assignment details and instructor information are available at the CEU/Graduate Credit counter.

O CA L ICON 2013

EVENT S AT A GL ANC E

Wednesday, November 20

Thursday, November 21

Friday, November 22

7:30 8:00

MEETING TIME

7:30 – 8:30 AM

7:30 – 8:30 AM SESSION I

8:30 9:00 9:30

SESSION I

8:30 – 9:45 AM

8:00 – 9:15 AM

10:00

SESSION II

12:30 1:00 1:30 2:00

10:15 – 11:45 AM

RESEARCH PRESENTATIONS 12:00 – 1:00 PM

RESEARCH SYMPOSIUM

12:00

RESEARCH SYMPOSIUM

11:30

EXHIBIT HALL OPEN

11:00

KEYNOTE: CONNOR GIFFORD

EXHIBIT HALL OPEN

9:30 – 10:45 AM

10:30

KEYNOTE: LEE STICKLE 10:15 – 11:45 AM SESSION III 11:00 – 12:15 PM RESEARCH PRESENTATIONS 12:00 – 1:00 PM

SESSION II

1:00 – 2:15 PM

SESSION III

2:45 – 4:00 PM

2:30 3:00 3:30 4:00 4:30

5:30 6:00 6:30

SESSION IV

4:30 – 5:45 PM

OCALICON RECEPTION

5:00

7:00

University Summit

TBI Summit

Early Childhood Focus

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S UM MIT A G E ND AS

University Summit

UNIVERSITY SUMMIT Wednesday, November 20 | D233-235 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). Goals: •

Sponsored by: •

To provide a forum for university faculty to connect, discuss, and collaborate on development of high-quality preservice and graduate experiences for those striving to increase their expertise in the field of ASD To increase collaboration among a network of university programs for problem solving common issues and bridging the research-topractice gap

University Summit 2013 follows the successful design of the 2012 Summit. Central to the agenda is designated time for collaborative work on common issues facing university faculty as they strive to develop content and rich experiences for preservice and graduate students in the area of ASD. With a participant-focused design and time for networking this is really an event directed by the Summit participants.

AGENDA 1:00 - 2:15 Welcome, “Open Mic,” and Collaborative Group Work on Common Issues The University Summit provides a relaxed atmosphere for faculty, adjuncts, and instructors to network and connect on common issues. Following a brief welcome, the “Open Mic” segment of the agenda allows for program updates, short presentation/discussion on current research, and opportunities for sharing innovative ideas. 2:15 - 2:45 Networking 2:45 - 3:45 Continued Collaborative Group Work on Common Issues Breakout style small group work to develop collaborative solutions to common issues. Summit participants drive topic choices. 3:45 - 4:00 Planning for the Future/Networking Planning for work to be done during the year in preparation for University Summit 2014 4:00 | Adjourn

O CA L ICON 2013

SUMMIT AGE NDAS

Traumatic Brain Injury Summit

TRAUMATIC BRAIN INJURY SUMMIT Thursday, November 21 | D233-235 The TBI Summit provides information about current research on serving children/youth with TBI and will target interventions at the child, family, educator, and systems levels. Time is also set aside to meet with TBI educational partners from Ohio and neighboring states to develop a plan for infusing evidence-based practices in school settings for children with TBI and how to partner more effectively in the future.

In collaboration with: National Collaborative on Children’s Brain Injury Rehabilitation Research and Training Center (RRTC) for Pediatric TBI Interventions RRTC is funded by the National Institute for Disability and Rehabilitation Research 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 Center on Brain Injury Research and Training, Teaching Research Institute, Western Oregon University National Collaborative on Children with Brain Injury

AGENDA 8:30 - 8:35 am Welcome/Opening Video | Shari Wade, Ph.D. 8:35 - 9:05 am TBI Summit Keynote: Preservice, Inservice, Daily Service: Teachers and ABI Roberta DePompei, Ph.D., University of Akron 9:05 - 9:35 am Panel with Parents and Their Kids with Brain Injury What Brain Injury Has Been Like for Them 9:35 - 10:10 am In-Depth Anatomy of a Brain Injury Keith Yeates, Ph.D., Nationwide Children’s Hospital 10:15 - 11:45 am OCALICON Keynote – Bring Your Hardhat: Building Bridges, Not Barriers Lee Stickle, Kansas Department of Education 11:45 am - 1:00 pm Sponsored Working Lunch Provided by The Center on Brain Injury Research & Training 1:00 - 2:00 pm | Breakout Sessions What is a TBI, and Why is it Different? | Brenda Eagan Brown, M.Ed., BrainSTEPS, BIAPA What Educators Need to Know About Family Issues Shari Wade, Ph.D., Cincinnati Children’s Medical Center Concussion Management: What Educators Need to Know | Ann Glang Ph.D., CBIRT 2:10 - 3:10 pm | Breakout Sessions Addressing Communication Issues for Students with Brain Injury Roberta De Pompei, Ph.D. Assessment and Eligibility for Students with TBI | Deborah Ettel, Ph.D., CBIRT Instructional Accommodations for TBI | Melissa Nowatzke, M.S. 3:20 - 4:20 pm | Breakout Sessions Emotional Care | Deborah Ettel, CBIRT Establishing Care Giver to School Communication | Ann Glang Ph.D. Transition from School to Postsecondary Life for Students with TBI Susan Davies, Ph.D., University of Dayton 4:20 - 5:00 pm | Closing

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A RE A MA P

Short North Marcella’s Mo Joe Lounge Eleven

Sushi Rock Hyde Park

GOOD

REE ALE ST

TREET HIGH S

PARK STREET

TREET S WA N S

Deepwood

Bar Louie

Knead SPRUCE STRE ET

Japanese Steak House

North Market

Columbus Convention Center

Barley’s REET VINE ST

Kooma Sushi

Martini Modern Italian TREET WA L L S

Hilton Hotel

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Coffee and Pastries Lunch and Dinner

South to Downtown

O CA L ICON 2013

Dinner Only

C ONVENT ION C EN TE R M AP

RESEARCH SYMPOSIUM

EXHIBITOR BOOTHS

PRESENTER LOUNGE

PARENTS’ CORNER

FOOD OPTIONS

LENDING LIBRARY

Exhibit Hall E

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GALLERY BY OCALI

CONNECTIONS

OCALI CENTRAL

Exhibit Hall F Keynote Sessions

Registration Bag Pick Up

E162 E161 E160

E151

Second Floor Above DPod

E150

D144- D142- D140D145 D143 D141 D240- D242D241 D243

D244D246 D245

Exhibit Hall D D132

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D233D235

HAMPTON INN

HILTON SHUTTLE DROP OFF/PICK UP FOOD COURT

CONTINUE T HE DISC USSION – #O C ALIC O N20 1 3

WEDNESDAY Keynote: Connor Gifford Connor Gifford is an historian, writer, illustrator, and dreamer. His 2009 book, America According to Connor Gifford (co-authored with Victoria Harris), received the 2009 IPPY Outstanding Book of the Year Independent Spirit Award. Gifford believes that a better understanding of our past is essential to our interpretion of current events and helps us build toward a stronger future.

University Summit University Summit

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.

CONTINUE T HE DISC USSION â&#x20AC;&#x201C; #O C ALIC O N20 1 3

WED N E S D AY AT A G LANCE 7:00 – 9:30 am | Research Symposium Preview Hall E

Preview Research Posters 8:30 – 9:45 am | Concurrent Sessions

D230-231

Classroom Communication Support Tools Carol Dittoe, Lisa Combs, Susan Aebker

D240-241

Painted Words: Aspects of Autism Translated Judy Endow

D242-243

Don't Just Customize, Personalize: Innovative iPad APP Implementation for Unique Learners Jonathan Izak

D244-245

How to Interrupt Negative Behaviors in Just a Few Seconds Kim Pomares

D246

Using Interactive Technology to Help Special Education Teachers Do MORE With LESS Anthony Gerke

E150

What Teachers and Students Need in a UDL Environment Jeff McCormick, Ron Rogers, Daniel McNulty, Joan Breslin Larson

E151

Teaching and Learning With the iPad Michael Riley, Phyllis Jones, Dianne Chambers, Karina Barley, Lindsey Cargill, Heather Bridgman

E160

Autism, Technology, and Supported Employment Monica Meyer

E161

Water Towers, Mr. Bean, and Geographic Anomalies: Social Motivation Meets YouTube Kari Dunn Buron

E162

Every Second Counts: Embedding Functional Learning Tasks Throughout the School Day Melinda McDaniel

E170

Including Students With ASD in SWPBIS Systems Krista James, Patricia McDaid

E171

OhioAACTS 2013: Negotiating the Funding Maze for Speech-Generating Devices With ODJFS Kimberly Hale, Noah Trembly, Kristen Henry, Dan Lipka

E172

Using Assistive Technology With Today’s Generation and the CCSS Tim Gardner 9:30 am – 7:00 pm | Exhibit Hall

Hall E

Exhibit Hall Day One 10:15 – 11:45 am | Keynote

Hall F

When Opportunity Knocks, Make History! Connor Gifford 12:00 – 1:00 pm | Research Symposium Presentations

Hall E – 501

Autism: Oh the Possibilities in Physical Education Joann Judge

Hall E – 502

The Benefits of School Art Therapy for Students With ASD Kim Roberts

Hall E – 503

The Connection Process Dena Gassner

Hall E – 504

Evidence-Based Practices for Intensive Diet Expansion Programs for Children With Autism Selene Johnson, Lizzy Donovan

Hall E – 513

How to Promote Teacher and Paraprofessional Collaboration Denise Uitto

O CA L ICON 2013

W EDNESDAY AT A GL ANC E

Hall E – 514

In Your Own Backyard: Collaboration Between Public School and Behavior Analysts Gabriel Valley, Christine Austin

Hall E – 515

Inclusive School Communities Are for Every Child – Stories of the Possibilities Barbara McKenzie

Hall E – 516

Collaboration in Inclusive Environments for Students With ASD Carrie Fiol, Leah Gongola

Hall E – 517

Collaborating Out of the Box – It's Not a Them or Us. It's a Win-Win for WE! Jan Turbes, Barbara Lyle, Cindy Munn, Julie Case

Hall E – 518

Building Trust and Support: Establishing Authentic Partnerships With Families Lucinda Kramer

Hall E – 521

Virtual Therapy: Exploring the Use of Teletherapy During Language Intervention Rachel Kopke

Hall E – 522

Using Robots to Teach Texting to Students With Disabilities Robert Pennington, Karla Welch, Mohammad Nasser Saadatzi

Hall E – 527

Linking Student Achievement to the Common Core for Students With Autism Jennifer Gonda, Natasha Walski

Hall E – 528

The Canary in the Coal Mine: How to Avoid Low Grades Nancy Zimmerman, Erin Klonne

Hall E – 529

Ten Tools for Teaching Students With Autism Katie Dietrich, Cari Rohrbach-Fisher

Hall E – 530

What We Should Know About Our Students or Clients Who Have Autism Karina Barley

Hall E – 535

A Review of 25 University Autism Spectrum Training Programs Myra Beth Bundy

Hall E – 536

Highly Qualified Special Education Teachers of Students With ASD: A Preliminary Study Kristin Lierheimer

Hall E – 537

Making Data Practical and Effective to Work for You and Your Team Tiffany Neal, Naomi Swiezy 1:00 – 4:00 pm | Summit

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University Summit Sheila Smith 1:00 – 2:15 pm | Concurrent Sessions

D230-231

Guidance for Teaching Safety Skills to Students With Autism in School and Beyond Tim Morse

D240-241

Overcoming Barriers to Community Employment for People With Developmental Disabilities Chris Filler, Kristen Helling, Rose Reed

D242-243

Transition Planning: We Have It in the Data! Kathy Staugler

D244-245

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

E150

Technology, Video, and the Observation Learning Method to Target Social Skills Jennifer Jacobs

E151

Improving Autism Therapy Outcomes With Clinical Decision Support Systems Kelly Kerns

E160

CSESA: Building Exemplary High School Programs for Students With ASD Ann Cox, Samuel Odom

E161

I Hate to Write: Strategies to Help Students With ASD Become Successful Writers Kathy Oehler, Cheryl Boucher

CONTINUE T HE DISC USSION – #O C ALIC O N20 1 3

WED N E S D AY AT A G LANCE

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How Should I Respond When My Patients or Parents Ask Me About Special Diets for Autism? Kelly Barnhill

E170

Beyond the Walls: Maintaining Inclusive Education Wherever the Student Is Raymond Heipp

E171

Accessible Instructional Materials and AT: A Panel Discussion Jennifer Govender, Deana Adams, Deborah Dargham, Mary Jo Wendling

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Introduction of a National Program: Transforming Autism Educational Practice in the UK and US Karen Guldberg, Emily Rubin 2:45 – 4:00 pm | Concurrent Sessions

D230-231

Medical Autism Care Ali Carine

D240-241

Using Technology to Provide Positive Outcomes for Successful Transition to Independence Kathryn George

D242-243

Using Tablets to Improve the Effectiveness of Visual Learning and Assessment in the Classroom Stephanie O'Brien, James McClafferty

D244-245

Finding Solutions to Problem Behaviors at Home, in the Community, and in the Classroom Sandra Curran

E150

“All Means All” – The Value of 1:1 Reading Mentoring for All Students With Disabilites Amy Freeman, Jan Osborn, Jennifer Wene

E151

Google Tools to Improve Access to Instructional Materials Michael Roush

E160

Bullying: Prevention, Intervention, and Impact Karen Brothers, Julie Donnelly, Richard Cowan, Anna Denzer, Craig Wright, Wendy Szakacs

E161

Matching Classroom Interventions to Individual Characteristics of Students With ASD Brooke Wright, Brittany Murray, Julie Raccio

E162

Every Moment Counts: Promoting Mental Health Throughout the Day for All Students Susan Bazyk, Lezlie Fahl Kinder

E170

The 21st-Century Dream Class – You Can Do It!! Amy Guerke, Meghan Murphy, Terri Bednarik

E171

Improving Relationships Between Schools and Families: A Parent Training Series Initiative Annette Wragge, Dawna Sigurdson, Melissa Trautman

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Transition Is One Long Road: Navigating My Roadblocks Coty Marks, Judy Marks 4:30 – 5:45 pm | Concurrent Sessions

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Effective Training Tools to Equip Paraprofessionals to Implement Evidence-Based Practice Matthew Brock

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Integrating the Autism Internet Modules Into Training and Professional Development Jara Packer, Sloane Burgess, Sheila Smith

E150

Developing a Multi-Tiered System of Support for College Students with ASD Amy Matthews, Jamie Owen-DeSchryver, Ken Pierson

E151

Video Modeling: If I Can See It, I Can Do it! Carol Dittoe, Heather Bridgman

E161

Collaboration Between Parents, Clinicians, and Educators for Care of a Child With Special Needs Jane Johnson, Kelly Barnhill, Ali Carine

E162

The Ultimate Classroom Tool Mo Buti

E170

Going Viral With Peer-Mediated Interventions Lana Collet-Klingenberg, Julie LaBerge, Kim Klister, Carrie Stoss

O CA L ICON 2013

Everyone Deserves to Live Life to the Fullest. Every Day. W EDNESDAY S E SSI ONS REM Ohio has been specializing in serving the needs of people with intellectual and developmental disabilities, including Autism, for over 25 years, through a range of services to include:

For more information, please visit our website

www.rem-oh.com or Contact:

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Employment Supports & Services

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Vocational Habilitation Services

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Day Programs & Support Services

Central & Southern Ohio - 866.421.4031

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Northern & Western Ohio - 800.570.4868

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Host Homes

Eastern Ohio - 888.644.9730

By providing a wide range of service options and adapting those services as the needs of the individual change, REM Ohio insures a quality experience for each person we serve, their families, community partners and multiple funding sources.

WED N E S D AY SE SS ION S 8:30 – 9:45 am Classroom Communication Support Tools

D230-231 Carol Dittoe, Lisa Combs, Susan Aebker The presenters will share tools developed by the Miami Valley Autism Coaching Team to support educational teams serving students with autism and low-incidence disabilities. This session will focus on three tools: (a) The Wh-Flipbook, a tool for students who struggle with receptive and expressive language; (b) The Functional Communication Inventory, a tool used to identify the communication needs and skills to teach; and (c) The Response Cue Ring, a communication tool to ensure that the adults are all responding to behaviors in a consistent and effective manner. Type: Lecture Level: Introductory

Painted Words: Aspects of Autism Translated D240-241 Judy Endow

Based on her latest book, Endow uses her paintings, sculptures, prose, and poetry to instruct and encourage attendees to understand and appreciate the neurology of autism. Type: Lecture Level: Introductory

Don't Just Customize, Personalize: Innovative iPad APP Implementation for Unique Learners D242-243 Jonathan Izak

This session will focus on advancing clinical outcomes through customization and personalization in implementing AAC and behavior learning technology. Research will be presented on topics including visual scene displays and just-in-time programming that demonstrates how specific customizations, allowed for by advancements in technology, can increase joint attention, turn taking, and language acquisition in learners. Practical applications of research is presented. Type: Exhibitor Level: Introductory

How to Interrupt Negative Behaviors in Just a Few Seconds D244-245 Kim Pomares

When a child loses all control of his emotions, how can you reach in and help him calm down and regroup? Recent research shows that it is possible to interrupt episodes of destructive behaviors and anxiety in a single step, almost every time, using the sense of smell. Type: Exhibitor Level: Advanced

Using Interactive Technology to Help Special Education Teachers Do MORE With LESS

Teaching and Learning With the iPad

E151 – AT Learning Lab Michael Riley, Phyllis Jones, Dianne Chambers, Karina Barley, Lindsey Cargill, Heather Bridgman Join us for a facilitated discussion focused on teaching and learning with the iPad for students with autism, low-incidence disabilities, and diverse learners. Hear a variety of professionals share their 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

D246 Anthony Gerke

Mobile devices and “apps” have transformed the autism classroom. As professionals, mobile devices hold exciting potential but we must always look beyond just the iPad. Explore with us how VizZle provides educators with the unique opportunity to find, create and share personalized, student-centered interactive activities for classroom computers, interactive whiteboards, iPads and even home use with real-time unified progress monitoring. Type: Exhibitor Level: Introductory

What Teachers and Students Need in a UDL Environment E150 Jeff McCormick, Ron Rogers, Daniel McNulty, Joan Breslin Larson

This session provides educators with knowledge, skills, strategies, and tools that maximize learning opportunities for all students. Our panel of UDL staff developers will discuss what supports are employed to meet the needs of a UDL environment. Join in the facilitated discussion, ask questions, and take away new ideas and resources. Type: Panel Level: Introductory

BRING YOUR OWN DEVICE AT Learning Lab Sponsored by

Autism, Technology, and Supported Employment E160 Monica Meyer

The purpose of this project was to give young adults with autism an opportunity to perform a variety of structured, community tasks. The aim was to increase workers' ability to communicate, develop employment social skills and independence to know where to work, what work, how much work, what finished looks like, and what is next. In addition, the project trained community employment providers on autism-specific support strategies, assessed the use of assistive technology, and developed a Vocational Assessment Profile ready for the DVR counselor. Type: Lecture Level: Intermediate

Water Towers, Mr. Bean, and Geographic Anomalies: Social Motivation Meets YouTube E161 Kari Dunn Buron

A problem with social skills not only leads to social failure, but over time it can lead to defensive feelings about social skills. Teachers often complain that their students refuse to go to social skills groups, or if they go, refuse to participate. This presentation addresses such sensitivities and offers solutions based on the use of humor, special interests, relationship building, and preferred learning styles as motivators. Type: Lecture Level: Advanced

O CA L ICON 2013

W EDNESDAY S E SSI ONS Every Second Counts: Embedding Functional Learning Tasks Throughout the School Day E162 Melinda McDaniel

This session provides hands-on strategies to support student learning and increase quality teach time for children with autism and other significant developmental delays. Participants will learn techniques that support preschool and early elementary-aged children in progressing both socially and academically. The main focus is to decrease unwanted behavior and increase student success and independence through functional learning tasks, visual supports, and aided-language boards. Type: Hands-On Interactive Level: Intermediate

Using Assistive Technology With Today’s Generation and the CCSS E172 Tim Gardner

From anytime-anywhere access to supporting Common Core State Standards for today’s generation, assistive technology is about using all of the curriculum you have to the absolute fullest. Embedded technology in everyday life helps all students succeed in college and career readiness. Kurzweil-firefly is the latest edition of the industry leading reading, writing, study skills and ELL support program. Learn how Kurzweil-firefly helps you differentiate instruction without differentiating curriculum. Type: Exhibitor Level: Introductory

10:15 – 11:45 am Including Students With ASD in SWPBIS Systems

When Opportunity Knocks, Make History!

E170 Krista James, Patricia McDaid

School-wide positive behavioral supports (SWPBIS) is widely used when positive behavioral supports are used universally for all students in the school. Often students with ASD are automatically classified as needing Tier 2 or Tier 3 levels of support in the SWPBIS system, which often prevents them from acquiring the Tier 1 skills. This training looks at adapting Tier 1 supports to include students with ASD in order to teach positive behaviors and provide interventions at the student's level of understanding. Type: Lecture Level: Intermediate

Hall F Connor Gifford

This keynote session shares the experiences of Connor Gifford – a historian, writer, illustrator, and dreamer. Through hard work, self-advocacy, and a strong support team, Gifford has achieved personal success by recognizing his dreams, believing in himself, and preparing for the future. His 2009 book America According to Connor Gifford (co-authored with Victoria Harris) received the 2009 IPPY Outstanding Book of the Year Independent Spirit Award. Gifford will share his life experiences – the joys and struggles – which have helped to make him who he is today. Type: Keynote Level: Intermediate

OhioAACTS 2013: Negotiating the Funding Maze for SpeechGenerating Devices With ODJFS E171 Kimberly Hale, Noah Trembly, Kristen Henry, Dan Lipka

Ohio Department of Job and Family Services (ODJFS) denials from Ohio managed care organizations (MCOs) and prior authorization continue to present barriers to timely acquisition of speech-generating devices (SGDs) by consumers. Appropriate evaluation protocol, clarification, and advocacy measures of ODJFS rule 5101:3-10-24 will be presented by a panel of professionals, disability advocates, and vendor representatives who can provide assistance in obtaining a SGD for a consumer. Issues surrounding funding of mobile devices (iPad/Droids) as SGDs devices may be addressed.

12:00 – 1:00 pm Autism: Oh the Possibilities in Physical Education Hall E – 501 Joann Judge

This presentation provides insight into ASD as it relates to adapted physical education and physical activity for students K-21. The session will (a) briefly identify the roles and responsibilities on an adapted physical education teacher; and (b) demonstrate how evidence-based strategies and interventions used in the classroom can be implemented in physical education. Several innovative ideas and instructional strategies/assessment techniques will be presented. Type: Poster Level: Intermediate

The Benefits of School Art Therapy for Students With ASD Hall E – 502 Kim Roberts

This session educates participants about art therapy and how it can be beneficial to students with ASD. By engaging in a handson art experience, participants will understand how art can increase communication, social skills, and imagination, thus decreasing unwanted behaviors. Type: Poster Level: Introductory

The Connection Process Hall E – 503 Dena Gassner

Upon receiving a diagnosis the family and the individual must reframe their thinking such that the individual can be supported in understanding, integrating, and adapting to consider his or her autism. This session discusses strategies such as priming, predicting, prompting, and post-experiential review provided in a structured and supported environment, to foster cognitive flexibility for new neuropathways. Other topics include participation in the "family culture" of autism and the importance of early integration of self for self-awareness and acceptance. Type: Poster Level: Introductory

Type: Panel Level: Intermediate

CONTINUE T HE DISC USSION – #O C ALIC O N20 1 3

WED N E S D AY SE SS ION S Evidence-Based Practices for Intensive Diet Expansion Programs for Children With Autism

Inclusive School Communities Are for Every Child – Stories of the Possibilities

Building Trust and Support: Establishing Authentic Partnerships With Families

Self-restricted diet is a symptom of autism that sometimes poses a threat to a child's health, development, and socialization. Case studies are presented to illustrate programs for participants with histories of self-limited diet. Baseline data for all students indicated refusal (aggression, gagging, elopement). Interventions were implemented to increase novel food acceptance. For all participants, post-intervention presentations of novel foods resulted in acceptance of food and decreases in refusal.

Inclusive education is NOT about choice or an option for some or a place on the continuum. It is about FULL membership, relationships, participation, and learning for ALL students within inclusive neighborhood school communities. Quality indicators for inclusive education and successful stories will be shared to demonstrate what can happen. Together we will reflect on what has worked and generate additional steps we might take using our collective energy to make inclusive school communities the norm rather than the exception.

This poster presents the practical strategies used in establishing transformative interactions with families based on the belief that we must change ourselves if we are to change families. This poster describes Skilled Dialogue, an alternative approach to interactions with families that emphasizes two things: (a) modeling the changes we seek to inspire and (b) accessing and mining family strengths and resources.

Hall E – 504 Selene Johnson, Lizzy Donovan

Type: Poster Level: Intermediate

How to Promote Teacher and Paraprofessional Collaboration Hall E – 513 Denise Uitto

The collaborative process between teachers and paraprofessionals begins with clearly defined roles, schedules for each member of the team, and an emphasis on clear communication and professional ethics. The CEC Standards for Paraeducators are discussed to support paraprofessionals' need for knowledge of instructional methods, student needs, classroom experiences, including positive behavior supports, and shared responsibilities for students to build a collaborative team focused on student needs within the least restrictive environment. Type: Poster Level: Introductory

In Your Own Backyard: Collaboration Between Public School and Behavior Analysts Hall E – 514 Gabriel Valley, Christine Austin

This session provides a descriptive analysis of the collaboration between the Marion City Schools district and Step By Step Academy, an alternative education placement for students with ASD, to bring intensive behavioral intervention services to the elementary school setting. The session will provide case studies describing students participating in the program, as well as share information regarding teaching methods, outcomes from student participation, and how behavioral intervention goals can be carried across services students are accessing. Type: Poster Level: Introductory

Hall E – 515 Barbara McKenzie

Type: Poster Level: Intermediate

Collaboration in Inclusive Environments for Students With ASD

O CA L ICON 2013

Type: Poster Level: Intermediate

Virtual Therapy: Exploring the Use of Teletherapy During Language Intervention Hall E – 521 Rachel Kopke

Collaboration is an abstract concept to understand. Collaboration between general and special educators is often difficult because of time constraints and training needs. With inclusion practices becoming more dynamic, general and special educators need the tools to effectively collaborate to support students with autism in the general education environment. Honing in on practitioners' expertise in the classroom, collaboration has a chance to positively enhance the education of all students.

This session reports on a study of video teleconferencing as a means to provide language intervention. Skype was used to model four read-aloud strategies to parents of three SLI students. Subsequent sessions provided feedback and support to parents as they implemented read-aloud strategies independently. Data were collected on students' vocabulary growth, parent knowledge and use of strategies, and parent perceptions of teletherapy. Results indicate teletherapy was perceived as an efficient, effective, and positive way to provide strategies for facilitating language and vocabulary growth.

Type: Poster Level: Intermediate

Type: Poster Level: Introductory

Collaborating out of the Box – It's Not a Them or Us. It's a Win-Win for WE!

Using Robots to Teach Texting to Students With Disabilities

Hall E – 516 Carrie Fiol, Leah Gongola

Hall E – 517 Jan Turbes, Barbara Lyle, Cindy Munn, Julie Case

In order to have a partnership or collaborative relationship, families and professionals must value the contribution that each of them bring to the table. Through the past two decades, our two groups have worked together on common ground to support the children, families with ASD and support staff. Come with us on the journey of setting up a support group which includes social skills training, educational opportunities and numerous other opportunities at no cost for the parent. We have grown from a budget of $0 to $40,000 annually. Type: Poster Level: Introductory

Hall E – 518 Lucinda Kramer

Hall E – 522 Robert Pennington, Karla Welch, Mohammad Nasser Saadatzi

In this session, the researchers present the results of an investigation of the use of a robot to teach text-message construction skills to young adults with intellectual disabilities. Type: Poster Level: Intermediate

W EDNESDAY S E SSI ONS Linking Student Achievement to the Common Core for Students With Autism

What We Should Know About Our Students or Clients Who Have Autism

Making Data Practical and Effective to Work for You and Your Team

Students with autism or other significant cognitive disabilities benefit when actively involved in the Common Core Standards (Courtade, Spooner, Browder, & Jimenez, 2012). Utilizing the Ohio Academic Content Standards Extended, educators can provide clear learning objectives, formative assessment, and incentives for meeting learning targets to propel students with autism to be involved in their academic success. Pre-assessment, formative assessment, and summative assessment results demonstrate achievement when students are invested to achieve meaningful, discrete academic targets.

It is vitally important for teachers to be aware of how "autism" impacts their students. The autism world can be a literal sensory minefield for students, and all environments need be secure spaces that are autism friendly. Children with ASD have different learning styles, and as educators we need to know how to cater to the various styles. This session emphasizes the need for educators to be more creative, imaginative, and to step outside of the box.

Instruction and intervention must be datadriven for all students. Participants in this session will add to their data toolbox ideas regarding opportunities where data can be utilized, recognizing data already being collected, and using data to inform both academic and behavioral programming. The session emphasizes collaboration in helping meet students' needs, informing instruction, and refining strategies or interventions. Participants will engage in activities to see these concepts in practice, and will receive materials to apply such concepts when they return to their settings.

Type: Poster Level: Intermediate

A Review of 25 University Autism Spectrum Training Programs

Hall E – 527 Jennifer Gonda, Natasha Walski

Hall E – 530 Karina Barley

The Canary in the Coal Mine: How to Avoid Low Grades Hall E – 528 Nancy Zimmerman, Erin Klonne

Letter grades in school are the canary in the coal mine. As soon as the canary gets sick, it is time to get out. As soon as there are low grades, it is time for action. Getting low grades is a common problem for many middle and high school students, especially those with high-functioning ASD or ADHD. Failure to turn in assignments and difficulty completing long-term projects have a negative effect on grades. This session shares practical strategies, including The Power of Zero, that parents and teachers can use to help students earn the credits to work toward a diploma. Type: Poster Level: Intermediate

Type: Poster Level: Introductory

Hall E – 535 Myra Beth Bundy

This project is a review of autism spectrum programs at 25 universities in the northeast and southeast regions of the United States during fall semester 2012. The following information was collected from each university: hours requirements, courses requirements, program goals, admissions requirements, types of student, type of degree or certificate, and whether or not the program included BCBA preparation coursework. Type: Poster Level: Intermediate

Highly Qualified Special Education Teachers of Students With ASD: A Preliminary Study

Hall E – 537 Tiffany Neal, Naomi Swiezy

Type: Poster Level: Introductory

1:00 – 4:00 pm

University Summit University Summit D233-235 Sheila Smith

The University Summit is a unique forum designed to address common issues universities face when preparing highly qualified professionals in the area of ASD. Type: Summit Level: Advanced Sponsored by

Hall E – 536 Kristin Lierheimer

Ten Tools for Teaching Students With Autism Hall E – 529 Katie Dietrich, Cari Rohrbach-Fisher

This session presents 10 strategies to use while teaching students. These "tools" are multisensory approaches that can be placed in a "tool belt" that can be carried by the teacher or parent. This hands-on session will provide examples of visual supports and other strategies that can be used by teachers and parents. The "tools" are all with in an arm's reach when placed in an apron. Participants will learn more than enough examples for even the most challenging student.

This study surveyed recently graduated teachers who received a degree in special education from public universities in Missouri regarding their instruction in the area of ASD. The purpose of the study was to determine if teachers in Missouri are highly qualified to teach students with ASD and if certain teacher characteristics make them more likely to be highly qualified to teach students with ASD. Type: Poster Level: Intermediate

Type: Poster Level: Intermediate

CONTINUE T HE DISC USSION – #O C ALIC O N20 1 3

WED N E S D AY SE SS ION S 1:00 â&#x20AC;&#x201C; 2:15 pm Guidance for Teaching Safety Skills to Students With Autism in School and Beyond D230-231 Tim Morse

Parents of students with autism have reported that their child's safety is a paramount concern, and various authors have called upon schools to address safety skills instruction within these students' curricula. Such instruction must address school-specific safety concerns (responding to a fire alarm) and safety skills that extend beyond school (responding to questions asked to a child who is lost). Information about the application of evidence-based practices to design and implement a comprehensive safety skills curriculum will be presented. Type: Lecture Level: Introductory

Overcoming Barriers to Community Employment for People With Developmental Disabilities

D240-241 Chris Filler, Kristen Helling, Rose Reed Employment First represents a shift in culture and practice designed to make community employment a reality for people with disabilities. Many adults with disabilities are un- or under-employed, which creates barriers to economic, social, and career advancement. The goal of Employment First is to address and remove barriers to community employment at all levels to achieve meaningful community employment. In this session, previously identified barriers are explained, information provided, and group discussion is facilitated to examine implementation of strategies to address barriers. Type: Facilitated Discussion Level: Intermediate

Transition Planning: We Have It in the Data! D242-243 Kathy Staugler

For students with significant cognitive disabilities, transition planning must weave in and out of all aspects of the educational program from a very young age until the age of 22. As part of the Unique Learning System, n2y has developed a seamless transition process, including assessment, instruction, and data collection. Participants will view a range of online rubrics, charts, and other data collection tools. The data collection information follows students through all grades via a secure cloud-based system. Type: Exhibitor Level: Intermediate

Sensory Learning Program: Improving Perception, Understanding, and the Ability to Learn D244-245 Steven Curtis

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

Technology, Video, and the Observation Learning Method to Target Social Skills E150 Jennifer Jacobs

This presentation showcases the effectiveness and increase in motivational levels associated with video modeling instruction to enhance the development of social skills of students, especially students on the autism spectrum, students with emotional disabilities, and other students with deficient social skills. Attendees will be trained on research, practical application methods, and generalization based on the observation learning method. Type: Lecture Level: Intermediate

O CA L ICON 2013

Improving Autism Therapy Outcomes With Clinical Decision Support Systems E151 â&#x20AC;&#x201C; AT Learning Lab Kelly Kerns

The goal of any autism therapy program is to maximize results for patients. New software tools make that more possible than ever. Clinical Decision Support Systems (CDSS) have been used in medical organizations to reduce administrative time and increase the reliability and visibility of critical data to better focus on patient outcomes, and now these tools are available for autism therapy. This session explores the initial results from a pilot study to determine how a CDSS applied to an autism therapy program resulted in increased skill acquisition for the subject. Type: Hands-On Interactive Level: Intermediate

BRING YOUR OWN DEVICE AT Learning Lab Sponsored by

CSESA: Building Exemplary High School Programs for Students With ASD E160 Ann Cox, Samuel Odom

This session provides an overview of the newly funded Center on Secondary Education for Students With Autism Spectrum Disorders (CSESA). This multi-site research and development center will develop and rigorously evaluate a school-and communitybased comprehensive treatment model for high school students with ASD. Key findings from the intervention development phase will be summarized and applied to developing the full five-component model: academic; social competence; personal responsibility, independence, and self-management; transition and family; and professional development. Type: Lecture Level: Intermediate

W EDNESDAY S E SSI ONS I Hate to Write: Strategies to Help Students With ASD Become Successful Writers

Accessible Instructional Materials and AT: A Panel Discussion

Most students with ASD 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 ASD. By focusing on the four aspects of writing that are most problematic for students with ASD: language, organization, sensory, and visual motor skills, teachers will learn new ways to incorporate evidence-based practices, technology, and UDL into the learning environment to help individuals with ASD become happy, successful writers.

This session features a panel of AT representatives from selected Ohio school districts who will speak about their organized and systematic approaches to the delivery of accessible instructional materials (AIM) and the AT to support AIM for students with disabilities. Participants will learn how each district has developed effective and efficient systems for obtaining, managing, creating, implementing, and using AIM.

Type: Lecture Level: Intermediate

Introduction of a National Program: Transforming Autism Educational Practice in the UK and US

Type: Exhibitor Level: Introductory

This presentation will take the audience through three sets of materials to enhance knowledge and practice in schools for pupils on the autism spectrum. A set of National Autism Education Standards (Quality Indicators) for self-evaluation by schools and a Competency Framework to enable professionals to identify their training needs will be shared as well. The presenters will outline how the materials have been used in both the UK and the US. The workshop will give participants an opportunity to discuss and explore these free resources.

D242-243 Stephanie O'Brien, James McClafferty

E171 Jennifer Govender, Deana Adams, Deborah Dargham, Mary Jo Wendling

E161 Kathy Oehler, Cheryl Boucher

How Should I Respond When My Patients or Parents Ask Me About Special Diets for Autism? E162 Kelly Barnhill

At first glance, the research behind special diets for autism appears to be mixed, yet parents often insist on trying them. Learn how to untangle autism dietary myths from realities and examine relevant information from published medical research. Type: Lecture Level: Intermediate

Beyond the Walls: Maintaining Inclusive Education Wherever the Student Is E170 Raymond Heipp

Today's classrooms offer many different possibilities for teachers and typical students. However, students with special needs are often at a disadvantage when it comes to incorporation of technology and modern tools. How can educators create an environment outside of the classroom walls that enhances and augments the learning within the walls for all students, especially those with special needs? This presentation reviews research, software, hardware, and planning that lends itself to the creation of a holistic learning environment. Type: Exhibitor Level: Intermediate

Type: Panel Level: Introductory

E172 Karen Guldberg, Emily Rubin

Type: Lecture Level: Intermediate

2:45 – 4:00 pm Medical Autism Care D230-231 Ali Carine

This session reviews the role of "medical home" in families with autism. It also reviews common non-traditional treatment options and provides a framework for families to understand the various treatments and therapies. Type: Lecture Level: Intermediate

Using Technology to Provide Positive Outcomes for Successful Transition to Independence D240-241 Kathryn George

This session introduces an array of programs that, while a great help to educators and students alone, when combined allow for a comprehensive view of students' potential and transition needs. The programs include: (a) the WayPoint System, which includes postsecondary work or school options and three assessments – vocational aptitude, visual interest, and personality; (b) the TALK Series, which includes JobTalk and Let’s TALK; (c) the PAES® Program; and (d) the Money Manager Program. Each uses varying mediums, including interactive whiteboards, computers, tablets, and the Internet.

Using Tablets to Improve the Effectiveness of Visual Learning and Assessment in the Classroom

A lot of hype and skepticism has surrounded the iPad and tablets as magical solutions for everything in the classroom. This session shows how the iPad can improve the effectiveness of visual learning and assessment in the classroom. Topics include introducing the iPad to the classroom, using it in a one-to-one and a group setting, developing individualized student assessments, increasing student participation, and improving student behavior and social skills. Type: Exhibitor Level: Intermediate

Finding Solutions to Problem Behaviors at Home, in the Community, and in the Classroom D244-245 Sandra Curran

Support 4 Teachers & Families specializes in finding permanent solutions for problem behaviors frequently demonstrated by persons with autism. We work collaboratively with families and schools addressing the significant issues that isolate this population from their peers. Type: Exhibitor Level: Introductory

CONTINUE T HE DISC USSION – #O C ALIC O N20 1 3

WED N E S D AY SE SS ION S “All Means All” – The Value of 1:1 Reading Mentoring for All Students With Disabilites

Matching Classroom Interventions to Individual Characteristics of Students with ASD

Improving Relationships Between Schools and Families: A Parent Training Series Initiative

Learn about a project that has positively impacted children with disabilities since 1999. Project MORE is an effective, evidence-based process that is affordable and replicable. A one-to-one volunteer reading and mentoring program, Project MORE improves the reading levels of students with disabilities and those who are at risk. Project MORE currently partners with about 300 K-12 schools and can be used as an effective response-tointervention methodology. In this session, you will learn about Project MORE's amazing results.

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 also learn a variety of research-based tools and intervention strategies that can be matched to student characteristics. Participants will be provided with examples of tools and strategies as well as resources for learning, finding, and creating various tools.

This session shares information on a collaborative training initiative where educators with expertise in ASD were given training materials and resources to provide a parent training series in their school district. The training was developed to provide up-todate, comprehensive information to families of individuals with ASD, empower skilled providers, and enhance educator-parent relationships.

E150 Amy Freeman, Jan Osborn, Jennifer Wene

Type: Lecture Level: Introductory

Google Tools to Improve Access to Instructional Materials E151 – AT Learning Lab Michael Roush

Google offers a variety of tools that can assist students of all ability levels (including students with disabilities) in accessing important materials. Many of these tools are free! This session demonstrates some of the more powerful tools available to assist students with a variety of needs. Type: Lecture Level: Introductory

BRING YOUR OWN DEVICE AT Learning Lab Sponsored by

Bullying: Prevention, Intervention, and Impact E160 Karen Brothers, Julie Donnelly, Richard Cowan, Anna Denzer, Craig Wright, Wendy Szakacs

Join us for a facilitated discussion focused on bullying, including topics such as awareness, prevention methods, intervention strategies, impact, and recovery. 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

O CA L ICON 2013

E161 Brooke Wright, Brittany Murray, Julie Raccio

Type: Lecture Level: Intermediate

Every Moment Counts: Promoting Mental Health Throughout the Day for All Students E162 Susan Bazyk, Lezlie Fahl Kinder

This session reviews an Ohio Department of Education initiative focusing on meeting the mental health needs of students with and without disabilities and mental health challenges in inclusive academic and nonacademic settings. The project emphasizes building capacity of school personnel using a variety of professional development activities to promote positive mental health throughout the day (classroom, recess, cafeteria, and after school) using indigenous resources. Year 1 programs, toolkits, and outcomes will be summarized. Type: Lecture Level: Introductory

The 21st-Century Dream Class – You Can Do It!! E170 Amy Guerke, Meghan Murphy, Terri Bednarik

The dream class of the 21st century is a compilation of best practices and technology that supports instruction, assessment, and classroom management for students with moderate to severe disabilities. Video demonstrations, classroom materials, and everyday examples will provide participants in this session with the necessary tools to understand and implement their 21st-century classroom. Type: Lecture Level: Intermediate

E171 Annette Wragge, Dawna Sigurdson, Melissa Trautman

Type: Lecture Level: Introductory

Transition Is One Long Road: Navigating My Roadblocks E172 Coty Marks, Judy Marks

Being a college student on the autism spectrum presents challenges, inlcuding constantly having to adjust and adapt to a new, unpredictable and unstructured world of adulthood and college life. Higher education does mean higher expectations and transition does not end with high school. The continuation of positive supports and services as well internal motivation are critical and crucial for navigating roadblocks to success. Discussions on roadblocks include the hidden curriculum in transition from IEP, adulthood, social arena, and college. Type: Lecture Level: Introductory

4:30 – 5:45 pm Effective Training Tools to Equip Paraprofessionals to Implement Evidence-Based Practice D230-231 Matthew Brock

Paraprofessionals play an important role in serving students with autism and lowincidence disabilities. However, most paraprofessionals do not receive training to implement evidence-based instructional strategies. This presentation provides supervisors, administrators, and special educators with practical and effective training tools to equip paraprofessionals to implement evidence-based practice. Strategies were identified based on a systematic review of the research literature and findings from a randomized controlled trial. Type: Lecture Level: Intermediate

W EDNESDAY S E SSI ONS Integrating the Autism Internet Modules Into Training and Professional Development

Collaboration Between Parents, Clinicians, and Educators for Care of a Child With Special Needs

D246 Jara Packer, Sloane Burgess, Sheila Smith,

E161 Jane Johnson, Kelly Barnhill, Ali Carine

Join us for a facilitated discussion focused on using the AIM modules in preservice training and professional development. Hear a variety of professionals share their 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

Developing a Multi-Tiered System of Support for College Students With ASD

E150 Amy Matthews, Jamie Owen-DeSchryver, Ken Pierson This session discusses the importance of a multi-tiered system of support for college students on the autism spectrum. A multitiered system includes a range of supports under development at Grand Valley State University – from a student organization focused on ASD awareness and social networking to a Campus Links program that offers peer mentoring, living supports, and a targeted university course. Discussion of the levels of support will be provided, including how various campus departments have partnered to improve social and academic experiences that lead to successful graduation. Type: Lecture Level: Intermediate

Video Modeling: If I Can See It, I Can Do it!

E151 – AT Learning Lab Carol Dittoe, Heather Bridgman This session reviews the benefits of video modeling for students with ASD, including priming students for transitions or new environments, teaching social skills, recognizing facial and body language cues, and teaching independent task completion. Participants will learn how to transfer video from their own camera, iPad, or iPhone to the Mac computer where they can edit it using iMovie.

Panelists will discuss the importance of communication between all the members of every child's team and methods for improving it. Type: Panel Level: Advanced

The Ultimate Classroom Tool E162 Mo Buti

This session introduces a print and electronic tool to assist staff in creating and monitoring programs for children with ASD and moderate-to-severe cognitive disabilities. Link resources are included to assist new and seasoned teachers. Administrators can use it to evaluate a program to determine the level of supports needed. It consists of a rubric and a scoring version. The rubric breaks down quality indicators as (a) not present, (b) emerging, and (c) meets and exceeds in the areas of environment, academics, communication, behavior, social, hygiene, motor/sensory, transition, and other. Type: Lecture Level: Intermediate

Going Viral With Peer-Mediated Interventions

E170 Lana Collet-Klingenberg, Julie LaBerge, Kim Klister, Carrie Stoss This panel presentation focuses on successful implementation of peer-mediated instruction and intervention across three school districts in Wisconsin, beginning with one model site school for the National Professional Development Center. Attendees will learn how each program was implemented and the powerful impact it had on everyone involved (students with ASD, typical peers, staff, and families). Lessons learned and ideas for launching PMII programs will be discussed and implementation materials will be shared. Type: Panel Level: Intermediate

Type: Hands-On Interactive Level: Introductory

BRING YOUR OWN DEVICE AT Learning Lab Sponsored by

CONTINUE T HE DISC USSION – #O C ALIC O N20 1 3

INSPIRE

Students with exceptionalities need professionals who will help them build on their strengths and meet their diverse needs. Be the one who equips them with the skills they need to succeed. Through our programs at Bowling Green State University, you will develop the expertise needed to support the growth, development and learning of individuals across the lifespan.

A P P ly N o w f o R SPRINg 2014 • aSSiStive technology - online graduate certificate - online master’s in special education with a specialization in assistive technology • aUtiSm SpectrUm DiSorDerS - online graduate certificate - online master’s in special education with a specialization in autism spectrum disorders • SeconDary tranSition - online graduate certificate - coming soon (pending approval) in fall 2014

edhd.bgsu.edu/ocalicon 36

O CA L ICON 2013 B o w l i n g

g r e e n

S t a t e

U n i v e r S i t y

THURSDAY Keynote: Lee Stickle “The greatest challenge we face is time. So many people talk about the resource of money – and while that certainly plays a part in what we can do, it is more often the challenge that educators face finding the time to attend training and put into place everything that kids need. The demands on educators are off the charts, so many work very long hours to try to meet the needs of a very diverse student population. The success we have had is really a tribute to the educators – the passion that they have, their willingness to never give up, and their dedication to kids.”

2013 OCALI Awards Honoring an Administrator, Educator, and Paraprofessional.

Traumatic Brain Injury Summit

TBI Summit The TBI Summit provides information about current research on serving children/youth with TBI and will target interventions at the child, family, educator, and systems levels.

CONTINUE T HE DISC USSION – #O C ALIC O N20 1 3

T H U R S D AY AT A G LANCE 7:00 – 9:30 am | Research Symposium Preview Hall E

Preview Research Posters 8:30 am – 5:00 pm | Summit

D233-235

TBI Summit Donna Owens, Shari Wade, Ann Glang 8:30 – 9:45 am | Concurrent Sessions

D230

Response Modes, Instructional Strategies, and Assessment, Oh My! Jennifer Heim

D231

Child's Progress Seems to Have Plateaued? Try Priming His Brain for Enhanced Plasticity Kim Pomares

D240-241

Humanoid Robots as an Autism Intervention Tool to Improve Social Behaviors and Understanding Claude Bove, Pamela Rollins

D242-243

Creating Welcoming and Inclusive Classrooms Sharon Greene

E150

Beyond the Walls: Maintaining Inclusive Education Wherever the Student Is Raymond Heipp

E151

Technology for SLPs Shannon Boyd

E161

Supporting Behavior Change in Students With Brain-Based Learning Differences Patricia McDaid, Reyna Sigurdson

E162

Creating a Backward Plan for Transition-Age Youth Sue Beck

E170

Literacy Instruction for Children With Intensive Disabilities: A Balanced Approach Kristen Metz, Kathleen Pero, Susan Baker

E171

UDL and AIM: Complementary Supports for ALL Learners! Joy Zabala

E172

Meeting the Common Core Standards for Students with Autism: The Challenge for Educators Susan Constable, Stephanie Sokolosky, Karen Bowen Dahle 9:30 am – 4:30 pm | Exhibit Hall

Hall E

Exhibit Hall Day Two 10:15 – 11:45 am | Keynote

Hall F

Bring Your Hardhat – Building Bridges Not Barriers Lee Stickle 12:00 – 1:00 pm | Research Symposium Presentations

Hall E – 506

Selecting Function-Based Strategies and Replacement Behaviors for Challenging Behaviors Hal Houseworth

Hall E – 507

Peer-Mediated Intervention for Students With ASD: Students With EBD as Leaders Rachel Pasquerilla, Lindsey Tornow

Hall E – 508

Bullying Prevention in the Schools: Implications for Students With Disabilities Richard Cowan, Anna Denzer

Hall E – 509

Differentiating Behavior Objectives for a Class-Wide Token Economy Natasha Walski, Jennifer Gonda

Hall E – 510

Strategies to Empower Administrators to Lead vs. Manage Behavior Change Sally Lewis, Shannon Miller

O CA L ICON 2013

T HURSDAY AT A GL ANC E

Hall E – 511

Using Comprehensive Treatment Teams to Address Challenging Behavior Leah Gongola, Carrie Fiol, Sally Lewis

Hall E – 512

Practical Application of Intensive Behavioral Intervention for Young Children With Autism Andrea Speece, Leah Gongola

Hall E – 519

Adapting Instructional Materials for Inclusive Settings Tiffany Neal, Naomi Swiezy

Hall E – 520

Using Apps to Improve Class Participation and Community Integration Alfred Daviso

Hall E – 523

Visual Cues: The Use of Signaling to Reduce Repetitive Requests by a Child With ASD Stephanie Holladay, Cindy Andree Bowen

Hall E – 524

Creating Tactile Symbols for Educational and Communicational Needs Pamela Pinney

Hall E – 525

Making Sense of Information and Misinformation About ASD in the Popular Media Kristin Lierheimer

Hall E – 526

What Can I Do With a Dollar? Supporting Students With Creative Items From the Dollar Store™ Colleen Zillich, Amy Gaffney, Glenda Pate

Hall E – 531

Open Court Orientation for People With Exceptional Needs in Court Andie Trail Ryley, David Kovach

Hall E – 532

Developing an Autism Awareness Training Program for First Responders Alicia Lutman

Hall E – 533

Resumé Cover Letter Writing Instruction for Adults on the Autism Spectrum Myra Beth Bundy, Naomi Guffy, Robert Pennington

Hall E – 534

What Comes Next? A Look at Functional Transition Programming for Adolescents With Autism Cara Inglis, Janette Long 1:00 – 2:15 pm | Concurrent Sessions

D230

Journeying Together: Succeeding as a Family Cameron Blackwell, Jen Blackwell, Jordan Blackwell, Eric Blackwell

D231

The Paraprofessionals in Autism Resource and Achievement Project Dawn Hendricks

D232

Yes We Can! Making the Most of Different Approaches for Students With ASD Christy LaPaglia, Kathrine Gingerich, Rachel Krauss, Vicki Kelly

D242-243

Secondary Students With ASD: A Practical Guide to Generating Positive Outcomes Kara Magee-Arick

E150

Transition Into the 21st Century: Applying UDL Principles Jeff McCormick, Jan Rogers

E151

Appy Days Are Here Again! Teresa Clevidence, Deborah McGraw, Jill Jump

E160

Silently Seizing: Common, Unrecognized, and Frequently Missed Seizures in Autism Caren Haines, Patricia Polchowski

E161

Peer Collaboration – Supporting Students, Battling Bullying Karen Brothers, Ron DeMuesy, Kristin Masters

E162

Behavior Design on a Dime: Effective Behavior Planning on a Budget Erica Richley, Michael Burkett

E170

Designing an Autism Center on a Limited Budget Mike Bright

CONTINUE T HE DISC USSION – #O C ALIC O N20 1 3

T H U R S D AY AT A G LANCE

E171

College Students, Social Behavior and Self-Regulation Jane Thierfeld Brown, Lisa King, Kari Dunn Buron

E172

Choosing a Communication System for an Individual With Limited Communication Denise Sawan Caruso, Jennifer Hood, Angelia Parsons, Brandis Showalter 2:45 â&#x20AC;&#x201C; 4:00 pm | Concurrent Sessions

D230

Reducing Challenging Behaviors in the Workplace for Adults With ASD Beth Thompson

D231

Healing, Learning, and Empowering With Fruits and Vegetables in Your Classroom or Kitchen Gay Russell, Lisa Mogge

D232

The Haugland Model of Positive Behavior Support Morten Haugland, Bryan Droesch

E150

Why It Works: Refining Interventions for Individuals With Complex Needs Wendy Szakacs, Denise Sawan Caruso

E160

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

E161

The Development of a Social Skills Program for Adolescents With Autism Tiffany Kaid, Mari MacFarland

E162

Cognitive Behavior Therapy for Children and Adolescents With High-Functioning Autism Lauren Arbolino, Christin McDonald, Tracy Guiou, Jody Heywood

E170

From Compliance to Excellence: Creating Standards of Practice to Drive Program Development Peter Doehring

E171

Individuals With Autism: Our Stories. Our Perspectives. Kristen Guin, Kathryn Jones, Zach Pennington, Katherine Hicks, Cameron Blackwell, Jordan Blackwell, Chris Filler

E172

Cell Mates vs. Team Mates: How to Build and Maintain Healthy Relationships Julie Short, Scott Short 4:30 â&#x20AC;&#x201C; 5:45 pm | Concurrent Sessions

D230

Using Mobile Technology to Improve Employment Outcomes Madeline Rosenshein

D232

Grief and Loss in Individuals With Intellectual and Developmental Disabilities Lara Palay

E150

Searching for Apps: Make the APPropriate Match Nick Weiland

E160

Using Comprehensive Assessment to Guide Treatment for Children With ASD Christin McDonald, Mark Taracuk, Anya Froelich

E161

Starting Friendship Groups Using the Destination Friendship Model Carol Hollis, Mary Benton, Kelly Mahler

E162

District Autism Teams: Champions of Change Andrea Schneider, Jane Reilly Perry, Jennifer Updike, Patti Porto, Amy Bixler Coffin

E170

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

E171

Let's Do More Than Talk: Peer-to-Peer Support and Mentoring Sondra Williams, Chloe Rothschild

E172

Incorporating Sensory and Brain-Based Techniques to Assist With Fine Motor and Learning Elisabeth Wharton, Lori Berry

O CA L ICON 2013

Thanks to our Partners and Collaborators, OCALI is a State Center With a Global Impact

Helping to ensure individuals and their families have an opportunity for a high quality of life

T H U R S D AY S E SS ION S 8:30 am – 5:00 pm TBI Summit

D233-235 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: Advanced

8:30 – 9:45 am Response Modes, Instructional Strategies, and Assessment, Oh My! D230 Jennifer Heim

Students with significant cognitive disabilities need a reliable mode of communication to be able to demonstrate their knowledge and understanding during daily instruction as well as when participating in Ohio's new Alternate Assessment. This session introduces participants to many communication, instructional, and assessment strategies that can be embedded throughout the school day and mirror the structure of the new Ohio Alternate Assessment, affording students with practice throughout their day in responding during instruction and checking for understanding. Type: Lecture Level: Introductory

Child’s Progress Seems to Have Plateaued? Try Priming His Brain for Enhanced Plasticity D231 Kim Pomares

In some cases, it seems that no matter what you try, the child you are working with does not seem to make any progress. New research shows that there are two things you can do to increase the brain’s plasticity and responsiveness to therapy and enable you to break through the child’s progress plateau. Type: Exhibitor Level: Advanced

Humanoid Robots as an Autism Intervention Tool to Improve Social Behaviors and Understanding D240-241 Claude Bove, Pamela Rollins

Learn about a tool designed around the strengths of children with ASD to augment traditional therapy with evidence-based interventions delivered by a humanoid robot. Robots4Autism can engage children who were previously unable or unwilling to interact, provide nonthreatening and consistently delivered interventions, intrinsically motivate children, and deliver research-based lessons. This session provides an introduction to this revolutionary therapy tool, describes preliminary collaboration with autism experts, illustrates therapy expectations, and outlines our search for demonstration sites. Type: Exhibitor Level: Intermediate

Creating Welcoming and Inclusive Classrooms D242-243 Sharon Greene

In this session, we share how to create a classroom environment that is conducive for students of all abilities, discuss the challenges of students with autism and related diagnoses, and present strategies to help differently-abled learners to improve social skills, communication, and socially appropriate behavior. Type: Exhibitor Level: Intermediate

Beyond the Walls: Maintaining Inclusive Education Wherever the Student Is E150 Raymond Heipp

O CA L ICON 2013

Technology for SLPs

E151 – AT Learning Lab Shannon Boyd This session demonstrates ways SLPs can integrate affordable technology into their speech therapy sessions, such as speech frequency mapping (spectrograms) for articulation therapy and generating mp3's of story retells to boost students' expressive vocabulary skills. SLPs will also learn how to use technology to manage group therapy more effectively. Type: Lecture Level: Intermediate

BRING YOUR OWN DEVICE AT Learning Lab Sponsored by

Supporting Behavior Change in Students With Brain-Based Learning Differences E161 Patricia McDaid, Reyna Sigurdson

Many students with ASD and other brainbased learning differences face a variety of challenges every day at school. For some students, their stress, frustration, and/or confusion result in challenging behavior. In this interactive session, we will discuss "invisible" difficulties that can contribute to the occurrence of challenging behavior and strategies to enhance the FBA and provide appropriate replacement behaviors as well as additional skills instruction related to the results of the FBA. Type: Lecture Level: Intermediate

Creating a Backward Plan for Transition-Age Youth E162 Sue Beck

Backwards planning is person-centered and an effective process for multi-agency teams working with youth to achieve adult outcomes. Teams first script an informal plan before making formal commitments on official agency forms. A backwards plan provides a tool for communicating in "everyday" language to youth, their families, next year's IEP team, future adult service providers, etc., the youth's intended adult outcomes and the pathway for achieving them. In this session, participants will practice the process with a case study youth. Type: Hands-On Interactive Level: Intermediate

T HURSDAY S E SSI ONS 10:15 – 11:45 am

Literacy Instruction for Children With Intensive Disabilities: A Balanced Approach

E170 Kristen Metz, Kathleen Pero, Susan Baker Creating a literacy-rich environment for children with intensive disabilities can be challenging. Professionals struggle with assessment and instruction techniques that uniquely fit their students' needs and abilities. With the help of related service providers and paraprofessionals, special educators can create an environment that focuses on reading and writing instruction at each student's ability level. Not only can reading and writing happen, it can happen successfully for students with a variety of learning needs.

Bring Your Hardhat – Building Bridges Not Barriers Hall F Lee Stickle

Service providers, parents, and caregivers have access to a burgeoning set of evidencebased strategies and interventions to use when working with persons with autism. While the focus has been on proving the effectiveness of these strategies, we have lost sight of the importance of building strong relationships. How we interface with one another sets the stage for growth and success. The good news is this: Autism is not a mystery, nor is it a puzzle. We can positively impact the outcomes for persons with autism by providing meaningful opportunities that enhance their quality of life.

Type: Lecture Level: Introductory

Type: Keynote Level: Intermediate

UDL and AIM: Complementary Supports for ALL Learners! E171 Joy Zabala

Peer-Mediated Intervention for Students With ASD: Students With EBD as Leaders Hall E – 507 Rachel Pasquerilla, Lindsey Tornow

PMI is used to address social skills challenges in students with ASD by involving peers with EBD. Students with EBD are often deemed "socially incompetent" struggling with success, specifically relationships, which negatively impacts academic success. Interventions in ABA are successful for students with ASD with aggressive behaviors. This literature review explores role reversal using students with EBD as peer models. The prospect of giving purpose and increasing self-valuation is promising. Type: Poster Level: Intermediate

Bullying Prevention in the Schools: Implications for Students With Disabilities Hall E – 508 Richard Cowan, Anna Denzer

This session digs deeply into the four parts of the UDL curriculum and broadens your understanding of accessible educational materials that are usable across the widest range of student variability. Explore the importance of collaborative planning at all levels of the organization for UDL implementation. Learn more about how purchasing digital materials that are accessible "right out of the box" enables teachers to use those materials to fully implement a flexible, responsive curriculum that addresses the strengths and needs of all learners. Type: Lecture Level: Intermediate

Meeting the Common Core Standards for Students With Autism: The Challenge for Educators

E172 Susan Constable, Stephanie Sokolosky, Karen Bowen Dahle How can we ensure that students with ASD have access to the curriculum that is provided to all students? This session addresses the core challenges of students with ASD that can greatly impact their ability to access the Common Core State Standards (CCSS) in English Language Arts and Math. Specific CCSS that are particularly difficult will be highlighted. Evidence-based interventions addressing these challenges will be emphasized throughout the presentation.

12:00 – 1:00 pm Selecting Function-Based Strategies and Replacement Behaviors for Challenging Behaviors Hall E – 506 Hal Houseworth

This presentation focuses on helping professionals working with children who exhibit various behavior challenges to determine effective proactive strategies and replacement behaviors to decrease disruptive challenging behaviors. All information will be based on the principles of ABA, and research will be cited to support the various strategies. Practical strategies to use reinforcement and take effective data will also be discussed. The presentation will be helpful to a variety of audiences, including school personnel and other professionals. Type: Poster Level: Intermediate

This session is designed to familiarize participants with the current status of bullying in schools for all students, including those with disabilities. The session includes an overview of the nature of and terminology associated with bullying, statistics related to bullying with regard to students with and without disabilities, literature-derived prevention and intervention strategies, and potential roles for those who come into contact with students impacted by bullying. Type: Poster Level: Intermediate

Differentiating Behavior Objectives for a Class-Wide Token Economy Hall E – 509 Natasha Walski, Jennifer Gonda

Token economies are an evidence-based strategy designed to reduce problem behavior, increase appropriate behavior, and achieve academic, social, and communication outcomes for all students (Turnbull, Turnbull, & Wehmeyer, 2010; Vargas, 2009). A wholeclassroom token economy is effective for achieving a specified behavior objective (Filcheck & McNeil, 2004; McGinnis, 1999). Utilizing a token system with the same principles but different behavior objectives, frequency of token delivery, and reinforcement is an effective way to manage a classroom and promote individualized goals. Type: Poster Level: Introductory

Type: Lecture Level: Intermediate

CONTINUE T HE DISC USSION – #O C ALIC O N20 1 3

T H U R S D AY S E SS ION S Strategies to Empower Administrators to Lead vs. Manage Behavior Change

Practical Application of Intensive Behavioral Intervention for Young Children With Autism

Visual Cues: The Use of Signaling to Reduce Repetitive Requests by a Child With ASD

Strategies are available to empower school administrators to become leaders in supporting school teams and students with autism toward positive behavior change. Most school discipline programs rely heavily on reward and punishment strategies rather than teaching lagging skills and solving problems. In this session, school administrators will learn how to effectively and efficiently address challenging behavior by developing a better understanding of what students with autism are struggling to communicate.

National and state policies insist on the use of evidence-based practices when working with children with autism. Educators and parents are often vaguely informed about what is considered an evidence-based practice. Intensive behavioral intervention offers a solution to those in search of practices to help improve academic, functional, and social behaviors. This poster session offers validation for the use of IBI while informing participants about intervention components. IBI offers an evidence-based option with potential to positively influence skill attainment for young children with autism.

This case study illustrates the development of a visual cue system for a student who engaged in repetitive perseverative requesting, which significantly impacted his productivity during the school day (loss of functional instructional time and limited appropriate social interactions with others). A visual cue system to reduce perseverative requesting was implemented, resulting in considerable behavioral improvement for the student. The impact of the system on the student's classroom as a whole will also be presented.

Hall E – 510 Sally Lewis, Shannon Miller

Type: Poster Level: Introductory

Using Comprehensive Treatment Teams to Address Challenging Behavior Hall E – 511 Leah Gongola, Carrie Fiol, Sally Lewis

Professionals have had an "epiphany" in terms of understanding that it is unrealistic for one individual to hold all of the answers (Osborn et al., 2004). Thus, the time has come for a paradigm shift in which professionals and parents capitalize on each other's expertise by blending and collaborating (Friend & Cook, 2009) to inform the development of evidence-based treatment plans for students with autism and dual mental health needs. Treatment teams must provide dynamic, collaborative services in order to produce positive behavioral outcomes for students across settings. Type: Poster Level: Advanced

Hall E – 512 Andrea Speece, Leah Gongola

Hall E – 523 Stephanie Holladay, Cindy Andree Bowen

Type: Poster Level: Intermediate

Type: Poster Level: Introductory

Adapting Instructional Materials for Inclusive Settings

Creating Tactile Symbols for Educational and Communicational Needs

Hall E – 519 Tiffany Neal, Naomi Swiezy

The learning styles of students with an ASD can tell us a lot about the way these individuals learn. How do we take this information and develop instructional material in a way that matches their learning style? During this session, we present key components to consider and include when developing teaching materials for students who aren’t grasping concept(s) through traditional means. Type: Poster Level: Intermediate

Using Apps to Improve Class Participation and Community Integration Hall E – 520 Alfred Daviso

This presentation focuses on applications for use with student with disabilities in transition service provision, behavior management, and general academic delivery. Participants will have an opportunity to view a variety of programs that help track student progress and communicate with parents and other stakeholders. Type: Poster Level: Introductory

Hall E – 524 Pamela Pinney

This session provides a hands-on, interactive, and engaging exploration of how to use tactile symbols for students with multiple disabilities, vision impairments, and autism. Participants will learn how to change a concrete object to a tactile symbol, adapt classroom and daily living tools using tactile textures, use their "touch" instead of the "sight" to determine the effectiveness of a tactile symbol for vision impaired students, and how to use tactile symbols to expand students' communication skills. Type: Poster Level: Introductory

Making Sense of Information and Misinformation About ASD in the Popular Media Hall E – 525 Kristin Lierheimer

The manner in which individuals with ASD are portrayed in the media can affect the education of these students in the classroom. This presentation provides the results of a systematic review of recent news in the popular media about ASD and introduces an online tool to access current information. It also includes an overview of trends in interventions, contrasted with news regarding evidencebased practices of students with ASD. Participants will be equipped to address public concerns about students with ASD and provide a high-quality education for these students. Type: Poster Level: Advanced

O CA L ICON 2013

T HURSDAY S E SSI ONS What Can I Do With a Dollar? Supporting Students With Creative Items From the Dollar Store™

Developing an Autism Awareness Training Program for First Responders

Hall E – 526 Colleen Zillich, Amy Gaffney, Glenda Pate

Faced with limited budgets and scarce materials, the Dollar Store™ is a wonderful place for educators to find inexpensive materials to help support students in the classroom. This presentation shares examples of reinforcers and behavioral supports, structured teaching materials, academic and instructional items, sensory tools, and visual supports. Creative and practical uses of a variety of materials will be demonstrated so that participants will leave with an idea bank of inexpensive, yet effective materials to use with their students. Type: Poster Level: Introductory

Open Court Orientation for People With Exceptional Needs in Court

Hall E – 532 Alicia Lutman

Journeying Together: Succeeding as a Family

First responders frequently come into contact with individuals with special needs, especially individuals with autism. Unfortunately, there is no national standard with regard to autism awareness training or education due to the variety of training requirements within each independent locality. This presentation discusses the four years of results and modifications to an educational training program designed to meet the needs of both basic and advanced first responders developed through a Shenandoah University research project in Northern Virginia.

Autism spectrum disorder diagnoses affect all members of a family – mom, dad, and siblings. Each has a unique perspective and unique challenges. In this session, members of a family share their innermost struggles as well as greatest achievements and successes in an honest, open format. Topics include home, family, community, and school interactions; bullying; parenting issues; sibling relationships; and team building.

D230 Cameron Blackwell, Jen Blackwell, Jordan Blackwell, Eric Blackwell

Type: Poster Level: Intermediate

Type: Panel Level: Introductory

Resumé Cover Letter Writing Instruction for Adults on the Autism Spectrum

The Paraprofessionals in Autism Resource and Achievement Project

Hall E – 533 Myra Beth Bundy, Naomi Guffy, Robert Pennington

Hall E – 531 Andie Trail Ryley, David Kovach

1:00 – 2:15 pm

This presentation provides an overview of a project developed by the Ohio Bar Association Foundation Fellows Class of 2011 and collaborating partners throughout Ohio. Participants will learn how to access and use a free educational video series and supporting materials developed to help teach youth with autism and other developmental disabilities about the court process, appropriate behavior, as well as rights and responsibilities. Participants will also learn ways to support everyone involved in preparing individuals with disabilities for a court appearance.

This session reports on a multiple-baseline design that assessed the effectiveness of simultaneous prompting to teach resumé cover letter writing to cognitively averagerange adults with ASD. This replicates similar work conducted with a different group of participants on the spectrum. The logistics of instruction and data collection with an adult sample were challenging, but results suggest that this system of prompting, editing, and self-monitoring was effective. Four of the five participants reached near criterion or full criterion after two sessions of the intervention procedure.

Type: Poster Level: Intermediate

What Comes Next? A Look at Functional Transition Programming for Adolescents With Autism Hall E – 534 Cara Inglis, Janette Long

Many children with ASD spend years receiving early intensive behavior intervention services, and some require more services through their teenage years in the home. Intensive behavior intervention services have a different structure once the child reaches adolescence, and programming has different priorities. This session presents when and why to start functional programming, the goals of functional programming, structure of sessions, and next steps for parents to prepare their children for adulthood.

D231 Dawn Hendricks

The Virginia Commonwealth University Autism Center for Excellence launched a state-wide initiative designed to enhance the skills and knowledge of paraprofessionals who support students with ASD through professional development strategies. This presentation provides an overview of the activities offered to improve the capabilities of paraprofessionals as well as summarizes program data. Activities include training targeted to paraprofessionals as well as the teachers who supervise them. Type: Lecture Level: Intermediate

Yes We Can! Making the Most of Different Approaches for Students With ASD D232 Christy LaPaglia, Kathrine Gingerich, Rachel Krauss, Vicki Kelly

Why can’t a student on the autism spectrum participate in programming that incorporates a variety of methodologies/interventions? It doesn’t have to be ABA or structured teaching. It can be both and much, much more! Hear how a panel of professionals with expertise in ABA, structured teaching, sensory processing, or developmental/relationship based programming have integrated the various approaches into their practice. Type: Panel Level: Intermediate

Type: Poster Level: Introductory

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T H U R S D AY S E SS ION S Secondary Students With ASD: A Practical Guide to Generating Positive Outcomes D242-243

Kara Magee-Arick This session discusses a practical solution for teaching secondary students the critical skills necessary for success in school and beyond. Learn how school districts across the nation are building capacity to provide an appropriate education to students of all ages, while preparing students for transition into postsecondary life. See examples of effective, evidence-based strategies and researchbased tools to assist instructors to conduct assessment, instruction, data collection and progress monitoring. The needs of students in both inclusive and self-contained environments will be discussed. Type: Exhibitor Level: Intermediate

Transition Into the 21st Century: Applying UDL Principles E150 Jeff McCormick, Jan Rogers

Educators continue to struggle with how to meet both the demands of academic standards and transition planning. These two responsibilities sometimes seem too difficult to manage. By applying the principles of universal design for learning (UDL), teachers can successfully reach students of all disABILITIES and collect data that can support individual students in planning and reaching their academic and transition goals. In this session, participants will explore the principles of UDL and how to apply the principles to the transition process. Type: Lecture Level: Intermediate

Appy Days Are Here Again!

E151 â&#x20AC;&#x201C; AT Learning Lab Teresa Clevidence, Deborah McGraw, Jill Jump Turn those gray skies into blue ones for students who struggle with reading, writing, and/or study and organization skills. This session presents various iDevice apps in the areas of reading, writing, and study/ organization skills to assist students throughout their school day. Features and creative uses of each will be discussed so that you can select the best fit for your student. Type: Lecture Level: Intermediate

BRING YOUR OWN DEVICE AT Learning Lab Sponsored by

Silently Seizing: Common, Unrecognized, and Frequently Missed Seizures in Autism E160 Caren Haines, Patricia Polchowski

Designing an Autism Center on a Limited Budget E170 Mike Bright

This session highlights the hidden connection between partial epilepsy and autism and how in 50% of cases these silent seizures account for the behaviors that lead to the diagnosis of autism. Additionally, EEG tests currently used to identify these seizures often fail to pick them up, leading parents and doctors to reach the wrong conclusions. In reality, these seizures are easily treated and for many children who have them, once treated, the autism ceases to exist. For others with additional neurological problems, treating the seizures leads to dramatic overall improvement.

This session addresses development and operations strategies for a state or local autism center, based on the positive experiences of the Texas Autism Research and Resource Center, a small but effective program in Austin. This session will demonstrate, through concrete examples, that extensive funding and staffing are not necessary to make a significant difference for the autism community. Advocacy, management support, collaboration, leveraging of existing resources, creativity, and hard work are equally important in the formula for center success.

Type: Lecture Level: Intermediate

Peer Collaboration â&#x20AC;&#x201C; Supporting Students, Battling Bullying

College Students, Social Behavior and Self-Regulation

E161 Karen Brothers, Ron DeMuesy, Kristin Masters

E171 Jane Thierfeld Brown, Lisa King, Kari Dunn Buron

Featured on WCMH/NBC4, the Peer Collaboration Program is a high-impact, student-driven program providing peer support and authentic friendships, fostering a school and community climate that battles bullying. Participants will be presented with research that documents the impact on all students â&#x20AC;&#x201C; typical, at risk, and those with special needs. Participants will also receive a step-by-step plan to establish a program.

When students with ASD transition to college, the supports that helped them manage their emotions and behavior as children are no longer there. The 5-Point Scale (Buron and Curtis) is one option we have used on college campuses to assist students in managing behavior. By adapting these scales to suit the environment, students have increased their community involvement through creating systems for understanding their emotions and self-regulating. This session uses case studies from our work with college students to demonstrate how the adult scales have been used effectively to deal with issues.

Type: Lecture Level: Introductory

Behavior Design on a Dime: Effective Behavior Planning on a Budget E162 Erica Richley, Michael Burkett

Schools need to find a cost-effective way to implement positive behavior supports. This session presents a successfully implemented behavior system and discussion of the schooland classroom-wide behavior systems that serve as the framework along with how data are tracked quickly and easily in the classroom. Data collected over a two-year period will be presented to show effectiveness with regard to office referrals and suspensions. The session concludes with tips for implementing this system in any school setting. Type: Exhibitor Level: Intermediate

Type: Lecture Level: Intermediate

Choosing a Communication System for an Individual With Limited Communication

E172 Denise Sawan Caruso, Jennifer Hood, Angelia Parsons, Brandis Showalter A functional communication system is a fundamental right. This session focuses on the important considerations related to choosing a communication system for individuals with limited expressive communication. The panel includes two speech-language pathologists and two parents of children with limited expressive communication. The discussion will focus on cognitive, receptive language, motor skills, and communication decisions for participation in academic activities and social interactions at school, at home, and in the community. Type: Panel Level: Introductory

O CA L ICON 2013

T HURSDAY S E SSI ONS 2:45 – 4:00 pm

The Haugland Model of Positive Behavior Support D232 Morten Haugland, Bryan Droesch

Reducing Challenging Behaviors in the Workplace for Adults With ASD D230 Beth Thompson

This presentation reviews aspects of evidence-based interventions that can be used in adult work settings to manage challenging behaviors, including strategies to set up a successful work environment and how to manage difficulties as they arise. Participants will learn how to reduce prompts and foster embedded, natural prompt systems. Other topics include self-motivation enhancement strategies that can be used in both competitive and supported employment sites and aspects of successful employment programs for individuals with ASD. Type: Lecture Level: Intermediate

Type: Exhibitor Level: Intermediate

Why It Works: Refining Interventions for Individuals With Complex Needs

Healing, Learning, and Empowering With Fruits and Vegetables in Your Classroom or Kitchen

E150 Wendy Szakacs, Denise Sawan Caruso

D231 Gay Russell, Lisa Mogge

Fruits and vegetables are the fuel for our bodies healing. They are the true source of vitamins and minerals. Any other protocol we add to support recovery from disabilities, autism or normal everyday stress is magnified by optimal nutrition and yet, our busy lifestyle, picky eaters, therapy schedules, sensory sensitivities, or cost, make getting fruits and vegetables into our family a challenge. Come learn what foods fuel our neurotransmitters; which nutrients are off balance in the presence of attention deficit or are low when you feel judgmental, depressed, or anxious. Type: Exhibitor Level: Introductory

Haugland Learning Center specializes in education for students with autism. This session focuses on HLC’s overall behavior management strategies, including a description of our “no punishment” approach to behavior management. We emphasis a de-escalation of behaviors and preventing behaviors from becoming unmanageable. The majority of behaviors are addressed by focusing on teaching replacement behaviors through systematic use of positive reinforcement of appropriate behaviors and by placing unwanted behaviors on extinction. A description of HLC’s crisis prevention model is provided.

This session introduces the Strategy Assessment and Revision Tool – 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. Case study examples will demonstrate use of the forms and guiding questions. Participants will have an opportunity to explore the tool with the profile of a student with whom they work with support from OCALI staff. Type: Hands-On Interactive Level: Intermediate

The Importance of Attaining Critical Mass for Learners With ASD E160 Brenda Smith Myles

This session will provide an conceptual overview of critical mass for learners with autism spectrum disorder using the hidden curriculum as a conduit for change. Type: Lecture Level: Intermediate

The Development of a Social Skills Program for Adolescents With Autism E161 Tiffany Kaid, Mari MacFarland

The purpose of a research project at Michigan State University is to develop and conduct preliminary assessments of a manualized social skills program that combines video modeling with group instructional tactics to promote social competence among adolescents with severe autism and intellectual disability. The program is currently being administered to 11 adolescents on a daily basis within a public school. This session shares data from the program, including student outcomes, training, and coaching time needed to prepare educators, procedural integrity, and social validity outcomes. Type: Lecture Level: Intermediate

Cognitive Behavior Therapy for Children and Adolescents With High-Functioning Autism E162 Lauren Arbolino, Christin McDonald, Tracy Guiou, Jody Heywood

The development of cognitive behavior therapy for children with high-functioning autism is a promising area of intervention for use within this population. The discussion involves the presentation of case examples and useful modifications of this therapeutic approach to this population as well as barriers to effectiveness. Type: Panel Level: Introductory

From Compliance to Excellence: Creating Standards of Practice to Drive Program Development E170 Peter Doehring

Leaders of health and education programs often struggle to comply with many different kinds of "best practices": evidence-based practices, legal and regulatory standards, moral/ethical considerations, and internal agency guidelines. We describe how agencies can build critical program elements (e.g., timing and scope of services, training, staffing) around core standards of practice, and we illustrate with concrete examples relevant to both health and education agencies: initial evaluation and behavior support. Type: Lecture Level: Advanced

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T H U R S D AY S E SS ION S Individuals With Autism: Our Stories. Our Perspectives.

E171 Kristen Guin, Kathryn Jones, Zach Pennington, Katherine Hicks, Cameron Blackwell, Jordan Blackwell, Chris Filler Join us for a facilitated discussion focused on the stories and perspectives of individuals with autism. Hear a variety of individuals share their 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

Cell Mates vs. Team Mates: How to Build and Maintain Healthy Relationships E172 Julie Short, Scott Short

Individuals with disabilities must overcome many challenges throughout their lifetime â&#x20AC;&#x201C; from barriers to learning to gaining access to everyday life in their communities as adults. Parents are the leaders in addressing these challenges and their responsibility often impacts their relationship within the family and extended family and with friends and professionals. For families and professionals, the journey can be demanding and stressful. This session highlights strategies to help build and maintain healthy relationships. Type: Lecture Level: Introductory

4:30 â&#x20AC;&#x201C; 5:45 pm Using Mobile Technology to Improve Employment Outcomes D230 Madeline Rosenshein

Mobile technology, such as cell phones, tablet computers, iPads, and iPods, is widely available and relatively inexpensive compared to specialized assistive technology. Research has shown that the use of mobile technology in work settings by individuals with developmental disabilities results in improved job task completion and can foster independence and self-determination with the use of video models, schedules, and other apps. Find out more about the resources Employment First is developing to implement this evidence-based practice. Type: Lecture Level: Intermediate

O CA L ICON 2013

Grief and Loss in Individuals With Intellectual and Developmental Disabilities D232 Lara Palay

In this session, we will review grief and loss in individuals with IDD and discuss the consequences of unacknowledged grief. After a review of the tasks of grieving and how they present in individuals with IDD, practical techniques and clinical practices will be introduced for effectively recognizing and supporting grieving, including simple rituals and celebrations for agency settings or at home. We will also discuss some indicators and risk factors for complicated bereavement, including trauma. Type: Lecture Level: Introductory

Searching for Apps: Make the APPropriate Match E150 Nick Weiland

If you are a parent or teacher who uses mobile technology such as an iPad, you are constantly on a search for apps with features that meet teaching and learning needs. This session takes a hands-on look at a variety of web resources that recommend and/or evaluate apps for individuals with disabilities. Note: This session will focus exclusively on apps for the iPad. Type: Hands-On Interactive Level: Intermediate

Using Comprehensive Assessment to Guide Treatment for Children With ASD E160 Christin McDonald, Mark Taracuk, Anya Froelich

Klin et al. (2007) described diagnostic symptomatology of ASD as reflecting aspects of disability, while adaptive behavior describes aspects of ability. This ability encompasses a number of skill areas, such as socialization, communication, completion of self-care tasks, and the ability to be independent (Perry et al., 2009). This session presents comprehensive assessments of both ability and disability as integral to evaluating a child's progress in intensive behavioral intervention over time, tracking a reduction of symptomology, and guiding evidence-based intervention. Type: Lecture Level: Advanced

Starting Friendship Groups Using the Destination Friendship Model E161 Carol Hollis, Mary Benton, Kelly Mahler

Friendships are one of the most vital aspects of childhood. Using the Destination Friendship Model, this session provides a framework for developing fun and interactive friendship groups for students with ASD and other social challenges. Participants will learn how to get groups started: who to select, where to hold the group, how to gather information regarding the participants, and so much more. They will also learn about fun and motivating activities and easy-to-implement strategies to use within the group setting. Type: Panel Level: Introductory

District Autism Teams: Champions of Change

E162 Andrea Schneider, Jane Reilly Perry, Jennifer Updike, Patti Porto, Amy Bixler Coffin The sharp increases in the number of children being identified as having an ASD within Ohio school districts has prompted districts to evaluate the way that they are educating such students. In response, several districts have committed to working with OCALI and Regional State Support Teams to design district-wide plans to address the multi-faceted needs of students with ASD. Through assessment, intervention design, and implementation, district autism teams are championing their districts in developing comprehensive programming for students on the autism spectrum. Type: Facilitated Discussion Level: Introductory

Assessing Emergent Literacy for Students with ASD and Significant Disabilities E170 Christi Carnahan, Pamela Williamson

Interested in literacy development for students with significant disabilities? If so, this session is for you! The purpose of this session is to provide educators with tools for assessing emergent literacy skills of students with ASD and other significant disabilities. Using videos and vignettes, we will discuss the specific skills to assess, provide a variety of tools for assessing those skills, and offer a list of resources for future use. Type: Lecture Level: Intermediate

T HURSDAY S E SSI ONS Let's Do More Than Talk: Peer-to-Peer Support and Mentoring

E171 Sondra Williams, Chloe Rothschild This co-presentation addresses a variety of issues regarding self-advocacy, peer-topeer supports, and mentoring. Williams will share on the work of being a mentor and Rothschild will share what it meant to her to be mentored. Both will share the things they learned and how their shared interests and diagnosis allowed them not only to be peers in the same area of work but friends who enjoy communicating through Facebook, email, and in person. Type: Lecture Level: Intermediate

Incorporating Sensory and BrainBased Techniques to Assist With Fine Motor and Learning E172 Elisabeth Wharton, Lori Berry

Children learn through play. Steps for learning include attend, engagement, and sustained attention. Being able to comprehend and appropriately respond to sensory information received is necessary. Fine- and perceptual motor skills are fundamental for schoolrelated activities â&#x20AC;&#x201C; reading, writing, and math. Once a solid sensory foundation is built, different materials for writing/drawing and construction activities may be used. Evidencebased research materials will be discussed and made available. Type: Lecture Level: Intermediate

CONTINUE T HE DISC USSION â&#x20AC;&#x201C; #O C ALIC O N20 1 3

Pioneer the Future of Autism Therapy Support

Robots4Autism Currently Selecting 25 Demonstration Sites

Visit us at Booth 324 and Learn How Our Matching Funds Partnership Program Can Bring Robots4Autism to Your Institution Benefits of Robots4Autism  Engages children who were previously unable or unwilling to interact  Provides nonthreatening and consistently delivered interventions  Intrinsically motivates children  Uses research-based interventions Robots4Autism uses its unique humanoid robots to connect with children who have autism to teach them how to interact with others, read emotions and social cues, and other life skills.

Robots4Autism.com 50

800.494.1206

Partnership@Robots4Autism.com

O CA L ICON 2013

FRIDAY Early Childhood Focus Todayâ&#x20AC;&#x2122;s early childhood sessions provide a framework of intervention options and a variety of methodologies to implement with children age birth to six years. Presentation topics include collaboration and teamwork, assessment and identification, early literacy, and building local capacity. These sessions also allow early childhood educators and service providers to network and share ideas with other professionals in their field.

CONTINUE T HE DISC USSION â&#x20AC;&#x201C; #O C ALIC O N20 1 3

F R I DAY AT A G LANCE 8:00 â&#x20AC;&#x201C; 9:15 am | Concurrent Sessions D230

Transition Issues for Cognitively Able Individuals With Autism: Round Pegs in Square Holes Susan Moreno

D231

Embedding Formative and Summative Assessments in a Standards-Based Thematic Unit Kathleen Pero, Kristen Metz

D232

Monnis' Autism, My Life Tara McEndree, Monnis Pachinger, Alison Krema

D233-234

Special Ways and Techniques for Achieving Meaningful Inclusion of People With Autism Stephen Shore

D235

Severe Behavior Programming: Developing Outpatient Programs to Treat Challenging Behavior Nikki Powell, Jennifer Hamilton, Whitney Sims

E150

Why Does This Behavior Keep Occurring? We Created a Behavior Intervention Plan!!! Jessika Vance-Morgan, Myra Beth Bundy

E151

Using Pinterest for Professional Resources Patti Porto, Kalin Wilburn, Pamela Ann Taylor, Jan Rogers

E160

Learning and Living in the Living Classroom Diane Witt

E161

Building Capacity Across the Nation: State Training and Technical Assistance Agencies Christine Reeve, Julie Donnelly, Sheri Dollin, Susan Kabot

E162

Peer-to-Peer Support for Students With ASD Maureen Ziegler, Kelly Dunlap

E170

What are AIM and How Do You Obtain AIM for Your Students With Print Disabilities? Paula Mauro, James Duffield, Kathryn Robinson, Amy Kruse

E171

Expanding the Child's World Through Literacy Margaret Oliver

E172

Early Intervention Treatment Options for Toddlers With Autism Erin Lombard 9:30 â&#x20AC;&#x201C; 10:45 am | Concurrent Sessions

D230

Promoting Positive Outcomes for Students With Moderate Intensive Disabilities Alfred Daviso, Carol Sparber

D231

Simple Strategies for Teaching Others to Implement Evidence-Based Practices Robert Pennington

D232

A Framework for Shaping the Social EYE Chris Abildgaard, Linda Grimm

D233-234

Keep Calm and Carry On: An In-Depth Look at Strategies for Self-Regulation Elizabeth Senften, Lezlie Fahl Kinder

D235

Building Relationships Between Families and Schools Margaret Oliver, Ronda Schelvan, Donna Owens

E150

Using Apps to Increase Participation in Core Content for Secondary Students Laura Clarke

E151

Educating Students Who Need Intensive Supports in a UDL Environment Ron Rogers, Jeff McCormick

E160

Using Technology to Support Instruction, Assessment, and the Home-School Connection Patricia DeWitt, Jean-Marie Fahey, Margaret McGarvie

E161

Implementing Effective Programming for Students With ASD: A Team Approach Debra Buck, Deirdre Dransfield

E162

Enough Already, We're Going to Target Joanne Quinn, Cheryl Cotter

O CA L ICON 2013

FRIDAY AT A GL ANC E

E170

Learners With Deaf-Blindness: Accessing Common Core Standards Via Targeted Resources Shawna Benson

E171

Strategies for Teaching Very Young Children With Autism in Natural Environments Emily Levy, Bobby Huffman, Diane Sainato

E172

Building Local Capacity for Screening and Diagnosis Sheila Archer, Joanne Hayward, Barb Blass, Carla Rumas, Courtney Yantes 11:00 am – 12:15 pm | Concurrent Sessions

D230

The CT Adult Autism Waiver: Design, Implementation, and Opportunities for Replication Jennifer Bogin

D232

Individuals With Disabilities: A Flexible Model for Community Assessment and Planning Kevin Aldridge

D233-234

Sometimes Words Get in the Way Susan Kabot, Christine Reeve

D235

Legal, Ethical Competencies – Evaluation and Training for Paraeducators Karen Bowen Dahle

E150

Using Shakespeare to Teach Children With Autism Marc J. Tasse

E151

Apps Smack Down for Curriculum Access Jan Rogers, Jeff McCormick, Heather Bridgman, Ron Rogers

E160

One Size Fits All? Differentiating Instruction and Assessment Deborah Kiefer, Elizabeth Houck

E161

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

E162

Going to College: A Bridge to Employment for Students With Autism Margaretha Vreeburg Izzo, Seamus McCord, Darlene Unger, Bill Bauer

E170

Behavior Modeling, Social Stories, and Communication Building Through Video Angela Tatar-Schulz, Susan Bleck

E171

What Do Early Childhood Educators Say About Their Collaboration With Clinicians Who Diagnose ASD? Paul LaCava, Kristin Kaulas, Amy Grattan

E172

Make Mine to Go: Portable Potty Plans for Children With Autism Jennifer Suppo

CONTINUE T HE DISC USSION – #O C ALIC O N20 1 3

F R I DAY S E S S I ONS 8:00 – 9:15 am Transition Issues for Cognitively Able Individuals With Autism: Round Pegs in Square Holes D230 Susan Moreno

With better educational supports in place, many individuals with autism spectrum differences are succeeding in the academic world, either with a high school, college, or postgraduate degree. This academic success does not correlate with success in living successfully in the community. This session discusses the challenges of the existing entitlement and support services for adults and suggested solutions for helping them to live happy and productive lives. Type: Lecture Level: Intermediate

Embedding Formative and Summative Assessments in a Standards-Based Thematic Unit D231 Kathleen Pero, Kristen Metz

In this session, we will provide samples of how our team created formative and summative assessments to collect data during our content-rich thematic units. Multiple preand post-assessments were used to gather information on exactly what and how much the students learned during a particular science or social studies unit. We will also discuss how our team created a report card statement to document how students performed during a unit. Finally, we will talk about how we used formative assessments to prepare students to take the new alternate assessment. Type: Lecture Level: Intermediate

Monnis' Autism, My Life

D232 Tara McEndree, Monnis Pachinger, Alison Krema Experience education – elementary through high school – from the perspective of a student with ASD. Learn about her perspective on educational, therapy, and behavioral interventions. Hear her thoughts and feelings as she recalls social and community experiences and inclusion in the general education setting and how these experiences are driving her goals for her future. Guiding the session will be a speechlanguage pathologist and occupational therapist to provide additional details on interventions and outcomes. Type: Lecture Level: Intermediate

O CA L ICON 2013

Special Ways and Techniques for Achieving Meaningful Inclusion of People With Autism

Using Pinterest for Professional Resources

This presentation examines the development and use of educational accommodations as extensions of sound teaching practice. For example, a student with autism in a general education choral class who is unable to stand still and sing can be afforded another way of meaningfully participating in the choir performance. Attendees will come away with easy-to-implement, practical solutions for including children with autism and other special needs into the general education experience.

Join us for a facilitated discussion focused on using Pinterest for professional resources. Hear a variety of professionals share their perspectives. Then engage in a robust conversation to discuss issues and generate ideas and strategies that can be implemented across ages and settings.

D233-234 Stephen Shore

Type: Lecture Level: Intermediate

Severe Behavior Programming: Developing Outpatient Programs to Treat Challenging Behavior D235 Nikki Powell, Jennifer Hamilton, Whitney Sims

E151 – AT Learning Lab Patti Porto, Kalin Wilburn, Pamela Ann Taylor, Jan Rogers

Type: Facilitated Discussion Level: Intermediate

BRING YOUR OWN DEVICE AT Learning Lab Sponsored by

Learning and Living in the Living Classroom E160 Diane Witt

High prevalence rates of challenging behavior are found in children with developmental disabilities. Interventions for severe challenging behavior can be difficult to implement in an outpatient context. For example, difficulties can arise in the transfer of skills from a trained therapist to caregivers in the home. Intensive parent involvement is a critical component in successful implementation of a comprehensive behavior plan for severe challenging behavior. This presentation describes the development and outcomes of severe behavior outpatient programs developed at a local autism center.

The steps to develop and maintain a best practice, community-based classroom for students with significant disabilities, ages 18-22, will be outlined along with discussions of administrative responsibilities, educational staff needs and training, and the need for a collaborative, interagency team. The Living Classroom is for students on IEPs who have "aged out" of the traditional high school setting. All instruction occurs in an apartment and in the community, developing independence to each student's maximum potential in all domains of school-to-adult transition.

Type: Lecture Level: Intermediate

Type: Lecture Level: Introductory

Why Does This Behavior Keep Occurring? We Created a Behavior Intervention Plan!!!

Building Capacity Across the Nation: State Training and Technical Assistance Agencies

E150 Jessika Vance-Morgan, Myra Beth Bundy As teachers and related professionals we are often perplexed by the behaviors of some of our students with autism and find ourselves looking to various "quick fixes" to redirect various target behaviors. This session gives participants the necessary tools to identify, assess, and understand common problem behaviors for students on the autism spectrum. Participants will receive materials to use as they learn the basic steps of conducting a functional assessment of behavior. Type: Lecture Level: Intermediate

E161 Christine Reeve, Julie Donnelly, Sheri Dollin, Susan Kabot

Presenters from three states highlight a variety of technical assistance approaches designed to build capacity of autism providers in their areas. The presentation will include brief overviews of the approaches of each of the organizations followed by a question-andanswer opportunity about providing support to organizations serving individuals on the spectrum. Presentations will include models of coaching, professional development, mentoring, and modeling leaders in the autism field. Type: Panel Level: Intermediate

FRIDAY S E SSI ONS Peer-to-Peer Support for Students With ASD

Early Intervention Treatment Options for Toddlers With Autism

A Framework for Shaping the Social EYE

This session covers the steps necessary to develop a peer-to-peer support program for students with ASD, including information on the process for recruiting general education students, the training they require, and the strategies for maintaining the students and program as a whole. The session also includes information on the concept of medium of exchange – strategies for connecting general education students with students with ASD. All the forms and tools necessary for developing, implementing, and maintaining the program are also available.

A diagnosis of an ASD has been reliably identified for children as young as 18 months old. However, such early identification may only be beneficial if parents and children have access to proven effective methods of treatment of autism for very young children. This presentation explores the reliability of early identification and diagnosis of ASD. A detailed review of current methods and treatments for toddlers with autism will be presented, along with recommendations for what to do when accessibility to intervention is limited.

Type: Lecture Level: Intermediate

Type: Lecture Level: Introductory

This comprehensive approach to social cognitive development acknowledges the significance of the growth of social skills, social performance, and the ever-shifting self and parental identity through the changing lens of one's life. This method explores a global and systems approach to helping the individual, family, and school to improve the developmental progression of the Social "EYE" (or "I") within different contexts. Attendees will leave with an understanding and strategies to use when implementing a comprehensive approach to social cognitive development.

What are AIM and How Do You Obtain AIM for Your Students With Print Disabilities?

9:30 – 10:45 am

E162 Maureen Ziegler, Kelly Dunlap

Promoting Positive Outcomes for Students With Moderate Intensive Disabilities

E170 Paula Mauro, James Duffield, Kathryn Robinson, Amy Kruse

A panel including a teacher of the visually impaired, a teacher serving students with visual impairments and learning disabilities, a producer of AIM (who used AIM during school and continues to use alternate formats), and the director of Ohio's CISAM (Center for Instructional Supports and Accessible Materials) will discuss what AIM are, the importance and impact of providing AIM, and how to obtain AIM for students with print disabilities, including students with visual impairments. Type: Panel Level: Introductory

D230 Alfred Daviso, Carol Sparber

This presentation discusses the findings from the Ohio Longitudinal Transition Study related to students with moderate/ intensive disabilities. Predictors of postschool 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. Type: Lecture Level: Intermediate

Expanding the Child's World Through Literacy E171 Margaret Oliver

Literacy skills support life skills, especially communication and comprehension. This session offers research-based and classroomtested interventions for young students with ASD. In addition to using the interventions in formal instructional settings, most can be applied to casual, everyday opportunities. Children can learn in and out of the classroom while parents and educators focus on a few fun strategies to support literacy. Type: Lecture Level: Intermediate

E172 Erin Lombard

Simple Strategies for Teaching Others to Implement EvidenceBased Practices D231 Robert Pennington

This session describes an effective method for training others to implement evidencebased practice. The presenter will posit thought-provoking reasons why consultation sometimes fails and then provide solutions to increase the probability of desirable training outcomes. Attendees will participate in roleplay and rich discussion.

D232 Chris Abildgaard, Linda Grimm

Type: Lecture Level: Intermediate

Keep Calm and Carry On: An In-Depth Look at Strategies for Self-Regulation D233-234 Elizabeth Senften, Lezlie Fahl Kinder

Instructing students in managing sensory, social, and emotional skills is difficult but necessary for effective behavioral selfregulation. Using videos and case examples, this session will present an in-depth review of how evidence-based strategies can be adapted in order to develop a comprehensive user-friendly approach to meet the behavioral needs of diverse learners. Key concepts include a 0-5 scale, color-coded sensory strategies, self-advocacy scripts, and social autopsy. Type: Lecture Level: Advanced

Building Relationships Between Families and Schools D235 Margaret Oliver, Ronda Schelvan, Donna Owens

Join us for a facilitated discussion focused on building relationships between families and schools as a variety of perspectives are shared. 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

Type: Lecture Level: Intermediate

CONTINUE T HE DISC USSION – #O C ALIC O N20 1 3

F R I DAY S E S S I ONS Using Apps to Increase Participation in Core Content for Secondary Students E150 Laura Clarke

Given the rise of iPad/tablet applications in language arts and math, it is difficult for teachers and parents to assess which apps might engage their student and increase content knowledge. This session includes data, apps, and a checklist to determine app acceptability from a one-on-one tutoring program that used iPad apps for language arts and math remediation for students with autism and learning disabilities. Type: Lecture Level: Intermediate

Educating Students Who Need Intensive Supports in a UDL Environment E151 â&#x20AC;&#x201C; AT Learning Lab Ron Rogers, Jeff McCormick

With a large number of students with disabilities in our nation's public schoolsÂ needing intensive supports, every teacher can expect to find students with diverse learning needs in the classroom. Success for all students requires a focus on individual achievement, individual progress, and individual learning. Despite obstacles, recent research tells us that we can teach these students how to learn. This session focuses on how to put them into a position to compete with the proper supports in place. Type: Hands-On Interactive Level: Intermediate

BRING YOUR OWN DEVICE AT Learning Lab Sponsored by

Using Technology to Support Instruction, Assessment, and the Home-School Connection E160 Patricia DeWitt, Jean-Marie Fahey, Margaret McGarvie

In 2011 Anne Arundel County Public Schools (AACPS) took a step in enhancing technology to serve students with unique needs by implementing VizZle in 190+ classrooms across the district. This session discusses why AACPS chose to implement VizZle, how they have been using it to support instruction tied to the Common Core State Standards, how they have been using it to support student assessments, and how it has supported the home-school connection. Stories, strategies, and data will be included. Type: Lecture Level: Intermediate

Implementing Effective Programming for Students With ASD: A Team Approach E161 Debra Buck, Deirdre Dransfield

Critical to effective programming for students with ASD is a comprehensive picture that captures the characteristics unique to the student and how they impact the student's academic and social progress and participation in the general curriculum. This session will define, describe, and discuss the tools and strategies that Kathe's Autism Project (KAP) is using to gather, integrate, share, and organize student information for ETRs, IEPs, and implementation of comprehensive intervention plans. KAP is a three-year grant funded by ODE, OEC. Type: Lecture Level: Intermediate

Enough Already, We're Going to Target

E162 Joanne Quinn, Cheryl Cotter Too often a diagnosis of autism results in extended isolation for families just learning how to support their child across the day. This presentation gives participants concrete strategies to use to support a child with autism in the community. Learn how to communicate expectations to the child and then use strategies during the outing to have a successful experience at a store, restaurant, park, or doctor's office. Type: Lecture Level: Introductory

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Learners With Deaf-Blindness: Accessing Common Core Standards Via Targeted Resources E170 Shawna Benson

This session highlights strategies and resources available on the "All Children Can Read" website and demonstrates how it has been used to facilitate a holistic approach to instructional planning. Opportunity will be provided to discuss connections to the broader curriculum and to develop gradelevel standards-based learning activities. Type: Lecture Level: Introductory

Strategies for Teaching Very Young Children With Autism in Natural Environments E171 Emily Levy, Bobby Huffman, Diane Sainato

With the increase in the prevalence of autism comes a growing need for evidencebased, well-designed interventions that target developmental skills such as joint attention, play, communication, and imitation. Most services for children typically begin at age 3. However, many children are being diagnosed before the age of 2. This presentation provides an overview of the current intervention research on toddlers with autism. Strategies for embedding intervention in natural environments during routines to enhance language, play, joint attention, and imitation will be discussed. Type: Lecture Level: Intermediate

Building Local Capacity for Screening and Diagnosis

E172 Sheila Archer, Joanne Hayward, Barb Blass, Carla Rumas, Courtney Yantes Join us for a facilitated discussion focused on screening and diagnosis at the local level. Hear a variety of professionals share their 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

FRIDAY S E SSI ONS 11:00 am – 12:15 pm

Legal, Ethical Competencies – Evaluation and Training for Paraeducators

The CT Adult Autism Waiver: Design, Implementation, and Opportunities for Replication

D235 Karen Bowen Dahle

D230 Jennifer Bogin

All too often individuals on the autism spectrum without Intellectual Disability (ID) end up with limited or no services. The needs of these individuals are different yet essential. This presentation will describe the CT Autism Waiver which creates a system of supports and services for these individuals. Services are developed with a Level of Need assessment and teaming around functional objectives. Pilot data demonstrate improvement in: social interaction, communication, and living skills. This unique and effective model has proven to be an ideal way to deliver services to this population. Type: Panel Level: Advanced

The recently published promulgations for the Individuals with Disabilities Education Act provide specific legal regulations for paraeducators to be developed by each state. Complementing the official responsibilities and proposed requirements for evaluation and training of paraprofessionals, the Council for Exceptional Children has published professional competencies. The session encourages a dialogue about paraprofessionals and their role in special education. Type: Lecture Level: Intermediate

Using Shakespeare to Teach Children With Autism E150 Marc J. Tasse

This presentation highlights the elements of a Shakespeare-based social skills intervention used with children with ASD. The session will also present preliminary results from an ongoing study.

Individuals With Disabilities: A Flexible Model for Community Assessment and Planning D232 Kevin Aldridge

While it is common for policy makers to gather suggestions through stakeholder surveys and focus groups, it is rare for them to foster lasting partnerships with communities. This presentation discusses the challenges encountered in supporting meaningful community action. The result is a planning model for communities to include individuals with disabilities. This approach allows people to create practical inclusion strategies specifically tailored to their community, yet flexible enough to be adapted to any community. Type: Lecture Level: Intermediate

Sometimes Words Get in the Way D233-234 Susan Kabot, Christine Reeve

Professionals from several disciplines are trained to address the language and communication needs of individuals with ASD, including speech-language pathologists, special and general educators, and behavior analysts. Each of these disciplines has a specialized vocabulary that is used to name and describe different elements of language and communication. Sometimes these different terms interfere with working collaboratively in a multidisciplinary or interdisciplinary framework. This presentation presents a crosswalk between vocabularies.

Type: Lecture Level: Intermediate

Apps Smack Down for Curriculum Access

One Size Fits All? Differentiating Instruction and Assessment E160 Deborah Kiefer, Elizabeth Houck

Learn how to use Ohio Extended Standards to develop a curriculum for all learners to deliver an inclusive, engaging, successful learning experience. Research-based strategies of differentiated instruction meet the diverse learning styles of students. Students are encouraged to express the information they have internalized in the way that is most appropriate for them. Differentiated instruction practice increases student engagement and produces greater retention of material with application to life skills, success on classroom assessments, and standardized tests. Type: Hands-On Interactive Level: Intermediate

The Real Home Life of Autism E161 LeTreese Jones, Misha Hemphill, Fred Jones

Not all families who 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 chance to hear perspectives from a father, mother, and sibling on the relational effects of autism. The panelists will share how their experiences have propelled them to serve in various capacities within the community.

E151 – AT Learning Lab Jan Rogers, Jeff McCormick, Heather Bridgman, Ron Rogers

Type: Panel Level: Introductory

This session is participant presented! You are encouraged to bring your mobile device to share an app of your choice with the other participants. iOS and Android devices welcome. We will provide the microphone and document camera. In addition to sharing your app, be prepared to share how the app allows your students to access the general education curriculum. Come join this exciting and fun session of participant sharing moderated by the OCALI AT and UDL Center staff.

Going to College: A Bridge to Employment for Students With Autism

Type: Hands-On Interactive Level: Introductory

BRING YOUR OWN DEVICE AT Learning Lab Sponsored by

E162 Margaretha Vreeburg Izzo, Seamus McCord, Darlene Unger, Bill Bauer

Specialized college programs for students with autism or other low-incidence disabilities are increasing across Ohio and the nation. Find out where these programs are, what types of services and supports are available, and what these programs cost. Most important, hear from students who attend these programs and their parents on the benefits, including increased employment outcomes, for college youth with autism or other intellectual and developmental disabilities. Type: Panel Level: Intermediate

Type: Lecture Level: Intermediate

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F R I DAY S E S S I ONS Behavior Modeling, Social Stories, and Communication Building Through Video E170 Angela Tatar-Schulz, Susan Bleck

This session helps participants understand different uses for video modeling within their homes and classrooms. Specific videos will feature models of behavior, Social Storiesâ&#x201E;˘, and communication building. Participants will learn the steps involved in making a successful video, as well as tools for editing and creating. Participants will also gain an understanding as to why video modeling is important to children with ASD and other disabilities and the data that have been collected to prove the success of this classroom intervention. Type: Lecture Level: Introductory

What Do Early Childhood Educators Say About Their Collaboration With Clinicians Who Diagnose ASD?

E171 Paul LaCava, Kristin Kaulas, Amy Grattan Early childhood (EC) educators and early intervention (EI) providers are responsible for creating and implementing goals for children with ASD. However, clinical diagnosis takes place outside of these systems and evaluation reports are given to families (including recommendations for goals, supports, etc.). This session reports on research that surveyed Rhode Island stakeholders in the EI and EC field about their experiences and opinions about their relationships with clinical practitioners (clinical psychologists, developmental pediatricians, etc.) during and after the ASD diagnostic process. Type: Lecture Level: Introductory

Make Mine to Go: Portable Potty Plans for Children With Autism E172 Jennifer Suppo

Acquisition of toileting skills is a necessary part of the quality of life and independence of children with autism, and the inability to self-toilet can present barriers to establishing routines, such as successful socialization with peers (Rinald & Mirenda, 2012). Parents and educators may help facilitate toileting skills by creating a portable plan that harnesses the power of visual supports, which is a wellestablished, evidence-based approach for helping children with autism acquire new skills and successfully navigate their environments (Odom et al., 2003). Type: Lecture Level: Introductory

Special thanks to

for their leadership and collaboration with OCALI

FRIDAY S E SSI ONS Did you know the ESC of Central Ohio has a comprehensive menu of professional development offerings that are aligned to Ohio’s professional development standards? From large group presentations to professional consulting and small group facilitation, we are central Ohio’s first choice for educator professional development. Offerings include (but are not limited to): • Project-based learning • Educational leadership • Common core and revised state standards • Ohio’s model curriculum • Data tools for teachers • Student learning objectives (SLOs) • The STACK summer institute • Early childhood special education supervisors network • Quality transition plan training • And much, much more! The ESC’s Conference Center is conveniently located near both Port Columbus International Airport and Easton Town Center. For information about all of our professional development offerings, visit www.escco.org or call 614-445-3750.

Located on the Connecticut shoreline, Vista offers a continuum of post-secondary services to adults with learning disabilities, autism spectrum disorders and other neurological impairments. In a nurturing community, Vista helps individuals reach their full potential. Vista is nationally accredited by NCASES

Helping adults with disabilities work successfully, live independently & enjoy long term friendships 107 Bradley Road Madison, CT 06443

www.vistavocational.org CONTINUE T HE DISC USSION – (860) 399-8080

1356 Old Clinton Road #O C ALIC O N20 1 3 CT 06498 59 Westbrook,

E XHI B ITO R L I ST 9th Planet, LLC

108

AAPC Publishing

300

ABPathfinder, LLC

329

Achievement Centers for Children

Nova Southeastern University

415

OCALI

OCALI CENTRAL

207

Pamer Family Chiropractic

307

AERI Behavioral Health Services

422

Positive Education Program

426

Aldebaran Robotics

200

Praises, Prizes, and Presents

223, 225

Assistive Technology of Ohio

126

Prentke Romich Company

208

Autism and Special Needs Furniture

129

ProxTalker.com, LLC

217

Autism Society of Ohio

123, 125, 127

Reach Educational Services, LLC

112

Autism Speaks

424

Recreation Unlimited

114

AutisMate

407

REM Ohio, Inc.

224

Autistic Global Initiative/ Autism Research Institute

408

RoboKind

324

School Choice Ohio

206

Berkshire Hills Music Academy

103

Signing Time

419

Bowling Green State University

204

STAR Autism Support, Inc.

309 325

Brain Parade, LLC

328

Step by Step Academy, Inc.

Cambium Learning Technologies â&#x20AC;&#x201C; Kurzweil/Intellitools

222

Summit Academy Management

228

Cardinal Autism Resources and Education School (CARES)

Support 4 Teachers and Families, Inc.

323

212

Take One Table

214

Caregiver Homes

109

Center for Instructional Supports and Accessible Materials (CISAM)

105

Center for Outreach Services/ Ohio School for the Deaf

315

Chapel Haven, Inc. Cincinnati Children's Hospital Medical Center, Division of Child and Adolescent Psychiatry CIP â&#x20AC;&#x201C; College Internship Program

314

College Living Experience

121

COSI Ohio's Center of Science and Industry

116

Talent Assessment, Inc. - TAI

213

TeachTown, Inc.

317

The Dibble Institute

215

The Elijah Glen Center

327

The Ohio Center for Deafblind Education

226

102

The Sensory Learning Program

202

106

The Silver Lady II

101

The Watson Institute

111

Toledo Regional Autism Network

316, 318

University of Cincinnati

406

Edward Jones Investments

227

Florida Institute of Technology

124

Food for Good Thought

417

Haugland Learning Center

413

Helping Hands Center for Special Needs

216

Judy Endow

404

Juice Plus+

409

Mendability

313

Meyer Design, Inc.

209

Milestones Autism Organization

203

Monarch Center for Autism

305

N2Y, Inc.

308

Nationwide Children's Hospital Center for Autism Spectrum Disorders

326

North Coast Tutoring Services

122

O CA L ICON 2013

Virtual Community School of Ohio

312

Vista Vocational and Life Skills Center

107

Vivana

428

VizZle by Monarch Teaching Technologies, Inc. 301, 303 WASCO's River City Jewelry

306

Westminster Technologies, Inc.

100, 201

EXHIBIT H AL L M AP Hall F Keynote Sessions

Exhibitor Lounge Family Corner

Lending Library

Gallery

129

329

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428

127

126

227

226

327

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426

125

124

225

224

325

324

424

123

122

223

222

323

Internet Park

Concessions

121 318

419

Connections

422

116

217

216

317

316

417

114

215

214

315

314

415

112

213

212

313

312

413

109

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107

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407

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111

105 103

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Registration

404

300

Research Symposium

228

Hall E Entrance

CONTINUE T HE DISC USSION â&#x20AC;&#x201C; #O C ALIC O N20 1 3

E XHI B ITO R S 9th Planet, LLC

ABPathfinder, LLC

Aldebaran Robotics

5865 Neal Ave. N. #214 Stillwater, MN 55082 651.269.5002 www.9thplanet.org

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

374 Congress St. Boston, MA 02210 857.263.8381 www.asknao.com

9th Planet, LLC produces engaging social skill modeling videos and ready-to-use teaching plans for teens and young adults with high-functioning autism. Teaching plans include role play, improvisation, social story, and student video production activities. A young man on the spectrum is the key actor and editor for the videos. Individuals on the spectrum are cast members in many of the videos. Topics in the series include a wide range of social and job search skills, from "Saying Hello" to "Recognizing False Friends." The videos are produced by a creative team of teaching, animation, and video production professionals.

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.

The ASK NAO initiative, created by Aldebaran Robotics, is shaping the special education classroom of tomorrow by offering teachers a user-friendly robotic assistant to support their daily in-class requirements while helping children with autism reach new levels of greatness with a robotic friend. This initiative was developed after noticing that many children with autism seem impulsively attracted to technology which therefore allows NAO to become the perfect bridge between technology and our human social world. The ASK NAO initiative is driving special education into the future! Are you ready?

108

329

AAPC Publishing

Assistive Technology of Ohio

300

11209 Strang Line Lenexa, KS 66215 913.897.1004 www.aapcpublishing.net AAPC Publishing is your first source for practical solutions for autism spectrum and related disorders. We specialize 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-touse information related to: • sensory issues • self-regulation • behavior • vocational skills • academics

126

Achievement Centers for Children 207

4255 Northfield Rd. Highland Hills, OH 44128 216.292.9700 www.achievementcenters.org Achieve Consulting, a division of Achievement Centers for Children, offers professional development workshops and educational consulting services ranging from individual student consult through full classroom program development for students with ASD. The services are available to public school districts, private schools, and agencies.

O CA L ICON 2013

1314 Kinnear Rd. – Area 1700 Columbus, OH 43212 800.784.3425 www.atohio.org Assistive Technology of Ohio is Ohio’s A.T. Act Program. We offer a variety of services to help Ohioans learn about and obtain the types of technologies that help people with disabilities live independently. To learn more about our device lending library, our computer refurbish and recycle program, or other valuable services, visit atohio.org.

Autism and Special Needs Furniture 129

AERI Behavioral Health Services 422

PO Box 1786 Greensburg, PA 15601 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.

200

1851 River Rd. Eugene, OR 97404 541.689.8435 www.autismfurniture.com Family owned and operated since 1973, Autism & Special Needs Furniture creates high-quality, affordably priced pillow furniture pieces perfect for your special needs! Our unique foam filling helps to calm, center, and focus individuals with its safe and enveloping hug-like feel. Our pieces are constructed from high-grade microfiber or premium velvet fabrics, for decades of durability, and removable, water-proof covers are also available for extra protection. We offer a wide range of shapes and sizes perfect for many different disabilities, including autism, Asperger’s, cerebral palsy, individuals with seizures, and more!

EXH I B I TOR S Autism Society of Ohio

AutisMate

Berkshire Hills Music Academy

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

902 Broadway Floor 6 New York, NY 10010 646.278.9959 www.autismate.com

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.

AutisMate is an iPad app that uses a comprehensive approach to both communication and behavioral development. AutisMate is easily personalized and can grow with changing needs over time. Our research-based approach progresses through emerging communicators from intuitive scenes to more advanced sentence-building. AutisMate also promotes independence through video-modeling and visual schedules.

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.

123, 125, 127

407

Autism Speaks 424

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. Itâ&#x20AC;&#x2122;s time to listen.

103

Autistic Global Initiative/ Autism Research Institute

Bowling Green State University

408

204

4182 Adams Ave. San Diego, CA 92116 619.281.7165 www.autism.com

451 Education Building Bowling Green, OH 43403 419.372.6826 www.bgsu.edu/autism

The Autistic Global Initiative (AGI), a program of the Autism Research Institute (ARI), is comprised of a team of adults diagnosed with autism spectrum conditions. Our members hail from all regions of the United States, representing the broad life span of autistic experience and expression. We are active as professionals and consultants in many fields within the autism community, including education, social work, medicine, employment, fitness and wellness, rehabilitation counseling, and the visual and graphic arts.

Bowling Green State University offers a graduate certificate and a master's program in autism spectrum disorders (ASD), open to special and general educators, medical and educational professionals, parents, and others who work with individuals on the autism spectrum. Stop by our booth if youâ&#x20AC;&#x2122;re interested in understanding and supporting the growth, development, and learning of individuals across the lifespan with ASD.

CONTINUE T HE DISC USSION â&#x20AC;&#x201C; #O C ALIC O N20 1 3

E XHI B ITO R S Brain Parade, LLC 328

1177 High Ridge Rd. – Suite 109 Stamford, CT 06905 203.329.8136 www.brainparade.com Brain Parade® is a developer of learning solutions for children with autism and other special learning needs. The company is the creator of See.Touch.Learn.®, an iPad application and online community, which serves as a visual learning and assessment system that can be shared with others. It is specifically designed for teachers to use in any situation where concepts, relationships, and vocabulary can be taught using images. The award-winning app is available in a FREE and a Pro edition and provides over 4,000 high-quality images and over 2,000 exercises. More than 300,000 users in 104 countries have used See.Touch.Learn. to instruct learners with autism, speech delays, down syndrome, traumatic brain injuries, stroke victims, as well as with Alzheimer’s patients, typical children and with English and foreign language learners. The Brain Parade® Community allows these users around the world to share their exercises with each other, putting potentially hundreds of thousands of lessons at your fingertips.

Cambium Learning Technologies – Kurzweil/Intellitools 222

24 Prime Parkway – #300 Natick, MA 01760 800.547.6747 www.cambiumtech.com Cambium Learning Technologies creates software and hardware products serving students ranging from pre-K through adult. Home to Kurzweil Educational Services, Inc., and IntelliTools, Inc., we are best known by our flagship programs -- Kurzweil 3000® and Classroom Suite®.

O CA L ICON 2013

Cardinal Autism Resources and Education School (CARES)

Center for Outreach Services/ Ohio School for the Deaf

5028 Forest Rd. Mentor, OH 44060 440.257.5951 www.mentorschools.net/cares

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

CARES, in partnership with parents and the community, provides a nurturing environment to develop the full potential of differentlyabled students on the autism spectrum using a multidisciplinary approach that addresses individual needs.

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 hardof-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.

212

Caregiver Homes 109

200 E. Campus View Columbus, OH 43235 866.797.2333 www.caregiverhomes.com Caregiver Homes from Seniorlink is an innovative, proven model of full-time in-home care and support for individuals with disabilities that offers families a quality alternative to care that depends on facilities or home health aides. Through financial assistance, as well as dedicated care managers and nurses who provide daily support and monitoring to ensure success for both the consumer and caregiver, Caregiver Homes makes it possible for families to provide around-the-clock care for those with disabilities.

Center for Instructional Supports and Accessible Materials (CISAM) 105

5220 N. High Street Columbus, OH 43214 614.644.8465 cisam.ossb.oh.gov The Center for Instructional Supports and Accessible Materials (CISAM) is a statewide project serving students with print disabilities including students with reading disabilities, physical limitations, and visual impairments. Our mission is to promote excellence in educational opportunities for students with print disabilities and their families by providing access to and the availability of quality accessible instructional materials (AIM), professional development/learning opportunities, and technical assistance.

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Chapel Haven, Inc. 102

1040 Whalley Ave. New Haven, CT 06515 203.397.1714 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 Medical Center, Division of Child and Adolescent Psychiatry 106

5642 Hamilton Ave. Cincinnati, OH 45224 513.636.4124 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.

EXH I B I TOR S CIP – College Internship Program

Florida Institute of Technology

Haugland Learning Center

199 South St. Pittsfield, MA 01201 877.566.9247 cipworldwide.org

150 West University Blvd. Melbourne, FL 32901 321.674.8382 www.fit.edu/continuing-ed

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

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

Why should you pursue a certification in applied behavior analysis (ABA)? The answer is marketability. There is a high demand for well-trained behavior analysts. Florida Tech is one of the few universities to offer an online professional development program in ABA, thereby preparing those with a previous degree for an advanced career role as a certified behavior analyst and offering continuing education to meet an array of educational needs. For more information, visit our booth or online at www.fit.edu/bst

Haugland Learning Center 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.

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College Living Experience 121

Food for Good Thought

7150 Columbia Gateway Dr. – Suite J Columbia, MD 21046 443.718.5737 www.experiencecle.com

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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 116

333 W. Broad St. Columbus, OH 43215-2738 888.819.2674 www.cosi.org Science education resources for all grade levels from America's number one science center for families.

Edward Jones Investments Lynn Tramontano, Financial Advisor 227

1500 W. Third Ave. – Suite 102 Columbus, OH 43212 614.488.4717 lynn.tramontano@edwardjones.com Investment firm serving more than 7 million investors.

4185 N. High St. Columbus, OH 43214 614.447.0424 www.foodforgoodthought.com Food for Good Thought, located in Clintonville, OH, provides employment services as well as supported employment to individuals with autism. Founded in 2009 by Dr Audrey Todd, Food for Good Thought works with individuals in our supported employment facility (a gluten free bakery) to help build and strengthen job skills. Food for Good thought also works with individuals to help find competitive, meaningful employment outside our facility through career exploration, job development, job carving, job coaching, and more. Food for Good Thought is certified through GriffinHammis and is able to provide customized employment services to those individuals who are looking for employment specialized to their interests and skills.

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Helping Hands Center for Special Needs 216

2500 Medary Ave. Columbus, OH 43202 614.262.7520 www.helpinghandscenter.com Helping Hands Center for Special Needs is a non-profit education and therapy center with a mission to serve the educational and therapeutic needs of children with autism and other developmental disabilities. The Education Center features small classroom sizes and low student-to-teacher ratios for students pre-K through middle school. The Therapy Center serves individuals of all ages, providing music, speech, physical, and occupational therapy, as well as psychological, behavioral, and educational services to both the students enrolled in the Education Center as well as individuals who come strictly for therapeutic services. The center offers an integrated approach to meet each client’s individual needs in a collaborative environment. Clinicians and teachers use research-based principles of applied behavior analysis and follow state standards to target individual language, social-emotional, motor, behavioral, and academic goals.

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E XHI B ITO R S Judy Endow

Mendability

Milestones Autism Organization

925 S. Gammon Rd. Madison, WI 53719 608.332.2313 www.judyendow.com

#202, 14 Crystalridge Dr. Okotoks, Alberta T1S 2C3 Canada 403.776.4435 www.mendability.com

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

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Aspects of Autism Translated. Prints of acrylic paintings and greeting cards illustrating different aspects of autism for sale. Descriptions of the aspect of autism depicted are included on the back of each card and print. Judy’s newest book Painted Words: Aspects of Autism Translated also available.

Juice Plus+ 409

1443 W. Schaumburg Rd. – Suite 110 Schaumburg, IL 60194 847.524.2110 www.gayrussell.juiceplus.com Fruits and vegetables are the fuel for our body's healing. They are the true source of our needed vitamins and minerals. Stop by the Juice Plus+ booth to see and taste the Tower Garden produce and whole foods in a convenient easy-to-consume form. Add this excellent tool for meaningful employment, school tasks, or to involve your children in growing whole foods.

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Mendability® is a new, cost-effective, clinically proven therapy for autism. Mendability® uses sensory enrichment therapy to activate brain plasticity in kids with autism and help them overcome the symptoms of autism. The therapy involves parents or therapists administering non-pharmaceutical, carefully constructed sensory exercises. Mendability®’s specific protocols of sensory enrichment maximize neuroplasticity and neurogenesis. In a recent clinical trial conducted by the University of California, Irvine, nearly half of the kids participating were no longer diagnosed as fully autistic after 6 months of Mendability® therapy. For a risk-free trial go to www.mendability.com

Meyer Design, Inc. 209

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!

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Milestones Autism Organization is dedicated to improving the quality of life for individuals on the autism spectrum. Milestones provides education and training for families and professionals in evidence-based practical strategies. The organization offers parent coaching and consultations, teen and adult services, annual conferences and workshops, continuing education opportunities, and more than 800 online resources. Don’t miss Milestones 2014 Conference on Autism Spectrum Disorders, June 18-19, at the Cleveland I-X Center.

Monarch Center for Autism 305

22001 Fairmount Blvd. Shaker Heights, OH 44118 216.932.2800 | 800.879.2522 www.bellefairejcb.org

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

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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.

EXH I B I TOR S N2Y, Inc.

Nova Southeastern University

Positive Education Program

P.O. Box 550 Huron, OH 44839 419.433.9800 www.n2y.com

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

3100 Euclid Ave. Cleveland, OH 44115 216.361.7761 www.pepcleve.org

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©.

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.

As 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 strength-based special education and mental health services in partnership with families, schools, and communities.

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Praises, Prizes, and Presents OCALI

OCALI Central 470 Glenmont Ave. Columbus, OH 43214 614.410.0321 www.ocali.org

Nationwide Children's Hospital Center for Autism Spectrum Disorders

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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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.

North Coast Tutoring Services 122

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

Pamer Family Chiropractic 307

As the "education problem solvers," we specialize in working with students with 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 problem-solver cookbook, Tastes Great Cookbook and . . . Healthy Too, for individuals with food sensitivities and allergies. All 150 recipes are gluten, dairy, soy, and egg free.

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

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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.

Prentke Romich Company 208

1022 Heyl Rd. Wooster, OH 44691 800.262.1984 www.prentrom.com PRC believes that everyone deserves a voice. Families, clinicians, and special educators select PRC augmentative and alternative communication (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 our Accent 800, 1000, and 1200, LAMP: WORDS for Life application, new training opportunities and services, and updates to our AAC Language Lab.

Since 2001, Pamer Family Chiropractic has been instrumental in changing the lives of people in Central Ohio. With an emphasis on spinal correction and education, Dr. MacKenzie Pamer believes in the principle that "the power that made the body, heals the body." Come by our booth for a free spinal screening to see if spinal misalignments could be affecting your well being.

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E XHI B ITO R S ProxTalker.com, LLC

REM Ohio, Inc.

Signing Time

327 Huntingdon Ave. Waterbury, CT 06787 203.721.6074 www.proxtalker.com

791 White Pond Dr. – Suite B Akron, OH 44320 330.864.5895 www.rem-oh.com

8249 Center St. Garrettsville, OH 44231 330.527.0278 www.signingwithabass.com

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Manufacturer of the LOGAN® PROXTALKER® AAC device providing moveable picture communication. Encoded picture sound tags are used to form sentences and produce voice output. The LOGAN® BrailleCoach™ Braille training device accelerates the attainment of Braille literacy by allowing convenient, independent self-teaching of Braille.

Reach Educational Services, LLC 112

3254 Henderson Rd. Columbus, OH 43220 614.451.4465 www.reachohio.com Reach Educational Services is an Autism Scholarship provider located in Central Ohio. We provide center-based and inhouse programming for students with autism between the ages of 3-21.

Recreation Unlimited 114

7700 Piper Rd. Ashley, OH 43003 740.548.7006 www.recreationunlimited.org The mission of Recreation Unlimited is to provide year-round programs in sports, recreation and education for individuals with disabilities and health concerns, while building self-confidence, self-esteem and promoting positive human relations, attitudes, and behaviors.

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Founded in 1987, REM Ohio offers an array of services and support for people with intellectual and developmental disabilities, job seekers facing employment challenges, and individuals with other complex needs. Our flexible programs and services are structured around the needs of each individual we serve, and are designed to promote independence, skill development, and growth in the communities that they call home.

Robots4Autism by RoboKind 324

1910 Pacific Avenue – Suite 7050 Dallas, TX 75201 800.494.1206 www.robokindrobots.com/productsprograms/robots4autism RoboKind has been a world leader in the robotics industry for many years. Using breakthrough technology, we created a human-like robot specifically to assist providers and parents with therapy for children with autism. Robot therapy provides a bridge between academic success and social and behavioral developmental needs.

School Choice Ohio 206

88 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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We provide basic American Sign Language materials for parents, children, daycare centers and teachers. We have CDs, DVDs, boardbooks, flashcards, and on-site classes for all ages and locations.

STAR Autism Support, Inc. 309

6663 SW Beaverton Hillsdale Hwy Box 119 Portland, OR 97225 503.297.2864 www.starautismsupport.com STAR® Autism Support is a leading provider of evidence-based curricula and staff development opportunities specifically designed for students with ASD, intellectual disabilities, and developmental disabilities ages 3 through adult. Curricula offered by STAR Autism Support are based on the principles of applied behavior analysis and can be successfully implemented in school and agency settings. Our commitment to comprehensive, sustainable solutions for school districts brings educators the tools they need for effective instruction right into their classroom.

Step by Step Academy, Inc. 325

445 E. Dublin Granville Rd. Worthington, OH 43085 614.436.7837 www.stepbystepacademy.org Using our Continuum of Care™ approach, Step By Step, Inc. (SBSA) offers customized, integrated care that combines the best of ABA, behavioral counseling and therapy, pharmacological management, education, speech therapy and mental health services under one umbrella to help our clients across all ages to achieve the best outcomes in center, school, home, work, and community settings. SBSA offers small group behavioral intervention. Behavior Support Plans will be developed by board certified behavior analysts or BCBA students.

EXH I B I TOR S Summit Academy Management

Talent Assessment, Inc. – TAI

The Dibble Institute

2791 Mogadore Rd. Akron, OH 44312 330.670.8470 www.summitacademies.com

P.O. Box 5087 Jacksonville, FL 32247-5087 800.634.1472 www.talentassessment.com

P.O. Box 7881 Berkeley, CA 94707 800.695.7975 www.dibbleinstitute.org

Summit Academy operates 26 schools in the State of Ohio which are all non-profit community schools specifically designed for students with ADHD, autism spectrum disorders (ASD) and related disorders. Summit Academy’s proven therapeutic academic program is designed to fulfill the academic, social, emotional, and physical requirements of students with special needs. All our schools are committed to providing an extraordinary, safe, and nurturing environment where students reach their full potential. We educate students K-12..

Since 1980, TAI - Talent Assessment, Inc. has produced and developed hands-on comprehensive assessment and training programs for schools in the United States as well as internationally. Talent Assessment provides not only special education resources, but software and staff training for evaluation and assessment to help both exceptional and general education students and adults transition to the real world. Special needs, special education and exceptional education programs that we provide have been proven effective for over three decades.

It's no news that teens with autism and intellectual disabilities want friendships and romantic connections just like their peers. The secular, non-profit Dibble Institute presents Mike's Crush, an innovative curriculum/video program that teaches young people how to establish healthy and safe relationships with their peers. Mike's Crush uses research-based teaching strategies that are recommended for students on the autism spectrum.

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The Elijah Glen Center 327

445 E. Dublin Granville Rd. Worthington, OH 43085 614.436.7837 www.elijahglencenter.org

TeachTown, Inc. 317

Support 4 Teachers and Families, Inc.

330 West Cummings Park Woburn, MA 01801 800.283.0165 www.teachtown.com

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30400 Detroit Rd. – Suite 208 Westlake, OH 44145 440.471.7911 www.s4ts4f.com

TeachTown, Inc., is exclusively focused on providing software and solutions for students diagnosed with ASD, intellectual disabilities, and developmental disabilities. Through a blend of adaptive computer-delivered and teacher-led ABA instruction, TeachTown’s research-based and scientifically proven solutions engage and motivate while building student independence. Through a robust automatic assessment and data system, student data is captured to measure progress and reports and graphs are created, disseminated, and inform customized instruction. Data is collected every day, every week, and every month –– with every click of the mouse.

Support 4 Teachers and Families, Inc., provides behavior supports in the school, community, and work. We are researchedbased and data-driven. Our experts employ methodologies that can be customized for both educators and parents alike and can facilitate simple, effective strategies for positive behavior supports.

The Elijah Glen Center is a unique residential treatment program located on a spacious 45-acre campus in the heart of Ohio. Our experienced staff serves adolescents with ASD and individuals with an intellectual or developmental disability who need a shortterm residential treatment or step-down care program. Our continuum of care provides individualized treatment for stabilization in a safe and nurturing environment. Elijah Glen is intended to reduce challenging and dangerous behaviors and increase self-coping and functional skills so the individual can successfully integrate back into the family.

Take One Table 214

Literature from non-exhibiting companies and organizations including SuperDuper, ADHD CoachConnect, LLC, and others. Stop by and pick up a brochure or catalog.

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E XHI B ITO R S The Ohio Center for Deafblind Education 226

5747 Perimeter Dr. â&#x20AC;&#x201C; 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.

The Sensory Learning Program 202

3600 B Olentangy River Rd. Columbus, OH 43214 614.451.7244 www.sensorylearning-columbus.com The Sensory Learning Center offers a 30-day drug-free noninvasive program that helps improve the lives of those suffering with sensory issues.

The Silver Lady II 101

5339 Hickory Tr. Ln. Cincinnati, OH 45242 513.543.1241 www.silverlady2.com Enormous private collection of jewelry imported from Mexico, Thailand, and Bali sold at wholesale prices.

O CA L ICON 2013

The Watson Institute

Virtual Community School of Ohio

301 Camp Meeting Rd. Sewickley, PA 15143 412.749.2860 www.thewatsoninstitute.org

340 Waggoner Rd. Reynoldsburg, OH 43068 614.501.9473 www.vcslearn.org

The Watson Institute, through its family of schools and services, helps children and youth with special needs to achieve their fullest potential in all aspects of their lives. Watson strives to provide programs that serve the needs of children with ASD, neurological impairments or serious emotional challenges with diagnostic, educational, and therapeutic support; support to the families of these children through education, counseling, wraparound, outpatient services and respite programs; and training and technical support to educators, psychologists, therapists, and others working in this field.

Virtual Community School of Ohio offers students in grades K-12 a free, high-quality, accredited, online education from the comfort and safety of home.

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Toledo Regional Autism Network 316, 318

2040 W. Central Ave. Toledo, OH 43606 419.291.7031 www.tranresources.org The Toledo Regional Autism Network (TRAN) is made of 16 organizations in Northwest Ohio that serve families affected by autism. TRAN serves as a platform for providers to come together in dialogue and action to better serve individuals with autism and their families and caregivers. In addition to the missions of their respective organizations, members leverage resources and talent to advance agreed-upon initiatives which benefit the community.

University of Cincinnati 406

P.O. Box 210002 Cincinnati, OH 45221 888.325.2669 www.cech.uc.edu The University of Cincinnati offers endorsement programs and licensure programs for current teachers. Our professional development office is here to meet your needs.

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Vista Vocational & Life Skills Center 107

1356 Old Clinton Rd. Westbrook, CT 06498 860.399.8080 www.vistavocational.org Vista Vocational & Life Skills Center is a fully accredited, nationally recognized postsecondary transition program for adults with neurological disabilities and ASD. Vista, located along the Connecticut shoreline, provides services to 175+ individuals. Students begin in the Entrance Program, first living in the Residence (dormitory-style living) then move to the Transition Apartment (apartment living). Vista also offers a longterm, community-based Outreach Program. With experiential and individualized training, Vista helps students transition to adulthood and learn the skills necessary to live as independently as possible.

Vivana 428

1009 San Luis Rd. Tallahassee, FL 32304 954.802.4279 www.vivana.com Vivana provides collaborative care technology for therapists and parents in individual, school, and clinic environments. The entire care team, including parents, may communicate, collaborate, and make important connections that accelerate success in school, home, and community. Effortlessly document, analyze, graph, and track behaviors in a HIPAA-compliant environment. Vivanaâ&#x20AC;&#x2122;s cloud-based technology includes the ability to upload files, including video, easily retrieve and store historical data, and generate reports. Vivana supports parents in better understanding the often challenging IEP process by providing many opportunities to easily input and read care team information throughout the behavior change program.

EXH I B I TOR S VizZle by Monarch Teaching Technologies, Inc. 301, 303

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 peer-reviewed 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.

WASCO's River City Jewelry

Westminster Technologies, Inc.

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

1702 St. Clair Ave. NE Cleveland, OH 44114 216.224.4420 www.westminstertech.com

One of a kind dichroic glass jewelry and a variety of hand made “must haves” created by adults with disabilities. Antique ceiling panels custom made on behalf of adults with disabilities.

Westminster Technologies, Inc., believes that every person has an inner voice. However, due to having differing abilities, some are not able to express that voice completely. We provide solutions that include assistive hardware, inclusive software, and professional development to create an environment where all voices can be expressed.

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“We made the right decision.

We have support now, and our lives have improved.” After all the programs that had supported her throughout her life came to an end when she graduated, Arielle and her mom Kelly needed a solution. Determined to find a way to provide quality care for her daughter, Kelly now relies on professional and financial support from Caregiver Homes to make full-time caregiving possible.

Caregiver Homes helps individuals with disabilities enjoy a high quality of life at home

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• Pays & trains a full-time, live-in caregiver • Provides professional support from a dedicated nurse and care manager • Helps you find & access all necessary services

CONTINUE T HE DISCour USSION – www.caregiverhomes.com #O C ALIC O N20 1 3 71 FOR MORE INFORMATION: Call 866-302-5961 or visit website

P RE S E N T E R S Chris Abildgaard

Sheila Archer

Bill Bauer

Chris Abildgaard is the director of the Social Learning Center at Benhaven, CT. He is a nationally certified school psychologist, a nationally certified counselor and a licensed professional counselor with a specialization in ASD and social cognitive interventions. Abildgaard has published and spoken nationally on topics around social cognitive deficits and improving social skills programs. Other areas of practice include exploring methods for integrating cognitive behavioral therapy with tools to improve executive and social functioning.

Sheila Archer is a speech-language pathologist and the coordinator of outpatient pediatric rehabilitation at Wheeling Hospital in Wheeling, WV. She has an undergraduate degree in speech pathology and audiology from Illinois State University and a graduate degree in communication disorders from Saint Louis University. Archer has worked with children in outpatient clinics and early intervention programs. She was also a full-time faculty member at Saint Louis University teaching undergraduate courses and mentoring students.

Bill Bauer, Ph.D., is a certified rehabilitation counselor and former elementary school teacher and principal. He teaches courses on exceptional children, educational psychology, behavior management, sign language, and research design at Marietta College. Bauer is a founding member of Disability Rights of Ohio, which provides protection and advocacy for people with disabilities. In 2012, he was selected by the United States Department of Education to serve as member of the Primary Study Group of the 38th Institute on Rehabilitation Issues, Serving Traditionally Underserved Populations.

Deana Adams

Christine Austin

Deana Adams is the supplemental services teacher for Hilliard City Schools. She teaches and supports students with vision and hearing impairments. She is a member of the Hilliard Assistive Technology Team. She has taught students with special needs at Hilliard Darby High School and North Union High School and Middle School. Adams earned her bachelor of science degree in special education from Ohio Dominican University. Her master of arts degree was earned at The Ohio State University in the area of sensory disabilities â&#x20AC;&#x201C; vision impairment. Adams is an Ohio Master Teacher.

Christine Austin, MS, BCBA, is the director of clinical operations at Step By Step Academy in Columbus, OH. 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 behavior analyst, Austin trained in applied behavior analysis with the University of North Texas. She also completed a master's in applied behavior analysis and autism through The Sage Colleges.

Susan Aebker Susan Aebker, DHS, OTR/L, graduated 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 11 years ago. She received her master's and doctoral degrees from the University of Indianapolis where her studies focused on sensory modulation.

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, and a master's degree in philosophical theology and ethics from Northern Seminary. 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.

Lauren Arbolino Lauren A. Arbolino, Ph.D., is a school psychologist at Nationwide Children's Hospital Child Development Center and a clinical assistant professor of pediatrics at The Ohio State University. Her research interests include training professionals to effectively implement research-based interventions for children with behavioral disorders and evaluating effective academic and behavioral interventions for children with behavior disorders.

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Susan Baker 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.

Karina Barley Karina Barley is an Australian teacher, international speaker, and course developer with over 25 years' experience. She has dedicated the last three years to studying iPads, developing strategies and best practice with curriculum in mind. Barley has written two online courses with Digital Learning Tree on iPads and autism awareness. She is also an autism consultant and is passionate in her belief that all children can achieve their potential. Barley believes that her future work will lend a voice to educational and social equality for autism.

Kelly Barnhill Kelly Barnhill, CN, CCN, serves as the nutrition coordinator for the Autism Research Institute. She is also director of the nutrition clinic and the clinical care coordinator at the Johnson Center for Child Health and Development. In her private practice, Barnhill focuses on building appropriate dietary and supplementation protocols for children with developmental delays and disorders, siblings of affected children, and children with significant gastrointestinal disease. She also has expertise in prenatal and infant nutrition. She practices in Austin, TX.

Susan Bazyk Susan Bazyk, Ph.D., OTR/L, FAOTA, is a professor in the occupational therapy program at Cleveland State University where she has taught for 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.

Sue Beck Sue Beck currently coordinates a statewide grant focused on launching Ohio's Employment First effort. "Realizing Employment First for Youth" is working to identify systemic barriers to successful transition from school to integrated community employment for youth with significant disabilities. Beck was associated with the Miami Valley Regional Center for over 20 years in various roles, including coordinating Ohio's Employability Skills Project. She is a graduate of Wright State University with a master's in curriculum, supervision, and educational leadership.

Terri Bednarik Terri Bednarik is an elementary low-incidence specialist with Anne Arundel County Public School System in Annapolis, MD. She has been a special educator for 29 years working in non-public and public school systems with early childhood and elementary-aged children. She is also an adjunct professor at Anne Arundel Community College with the TEACH Institute. BednarikÂ has previously presented at the TASH and CEC conventions.

Shawna Benson Shawna Benson is the program director of the Disabilities Center at OCALI. She is also an associate 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.

P RESE NTE R S Mary Benton

Barb Blass

Cindy Andree Bowen

Mary Benton, M.Ed., BCBA, is a retired special educator with a private practice as a board-certified behavior analyst serving individuals with ASD and/or developmental disabilities. She is a cofounder of Destination Friendship, an organization that provides fun, community-based opportunities targeted at developing friendship skills in children and adolescents with ASD. She is co-author in a recently published book on these activities entitled Destination Friendship.

Barb Blass is the early childhood coordinator at the Allen County Board of Developmental Disabilities. She earned her bachelor of science degree in elementary education from Kentucky Christian University and her master of science in education and applied professions from the University of Dayton. Blass currently supervises early intervention specialists, Help Me Grow's home visiting, service coordination, central intake as well as the county's Maternal Infant Early Childhood Home Visiting program and Autism Diagnosis Education Project. She has been a guest lecturer at The Ohio State University, Lima campus.

Cindy Andree Bowen, B.A., 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, as well as a 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.

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. She is also a mom to three boys, one of whom has tendencies of ADHD, OCD, and Asperger Syndrome.

Cameron Blackwell Cameron Blackwell, 22, earned an academic honors diploma in high school, and since returning from a 2-year mission for his church, is attending Brigham Young University – Idaho. He was diagnosed with Asperger Syndrome at age 8. His special passion is music; he played with both his high school and college marching bands. He began speaking about ASD at age 10 and has presented with his family at numerous regional and national conferences.

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

Susan Bleck Susan Bleck, M.A. CCC-SLP, is a speech-language pathologist with 24 years of experience in rehabilitation, county board of DD, and public school settings. She has worked in the Mentor Public School District for the past 12 years specializing in working with students with ASD in Mentor's Structured Language Program. She is also a TEACCH trainer in Northeast Ohio using TEACCH methodology in classroom and therapy settings to create a visually structured learning environment.

Jennifer Bogin Jennifer Bogin is the director of the Autism Division for the State of Connecticut Department of Developmental Services. Bogin is a board certified behavior analyst with a master's degree from Simmons College. After completing her master's, Bogin worked as an autism and behavior consultant. Prior to DDS, she worked as a program manager at the Association of University Centers on Disabilities on the "Learn the Signs. Act Early" campaign. She is the proud sister of an adult with developmental disabilities.

Jen Blackwell earned her degree in education and taught students with severe-emotional disabilities. 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 Curriculum One A Day Calendar for Kids. She presents regionally and nationally with her family.

Jordan Blackwell Jordan Blackwell is a 15-year-old high school sophomore diagnosed with autism at age 2. He is working towards his Eagle Scout, plays tuba with the high school band, and is on his way to earning a dual academic and technology honors diploma. After high school, he wants to work with computers in set-up and repair.

Shannon Boyd is a speech-language pathologist with Maumee City Schools, Maumee, OH. She currently serves fourth-grade through high-school students. Boyd enjoys integrating technology into her speech therapy sessions and has shared about her research and experiences at the Ohio School Speech Educational Audiology Coalition, Ohio Speech-Language-Hearing-Association, and eTech Ohio conferences.

Heather Bridgman Heather Bridgman is a regional consultant for OCALI. She has worked in the field of assistive technology for the past 20 years in both medical and educational environments. 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 high school mathematics. Bridgman has presented at numerous state and regional conferences on a wide variety of assistive technology software, hardware, and market trends.

Mike Bright

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 is published in ARC publications. She is co-author of "I Hate to Write": Tips for Helping Children With Autism Spectrum Disorders Become Happy, Successful Writers.

Mike Bright is coordinator of the Texas Autism Research and Resource Center. He is the former executive director of The Arc. Bright served on many agency advisory committees, including the Texas Promoting Independence Advisory Committee and the Money Follow the Person Advisory Committee, and as chair of the Texas Disability Policy Coalition. He sat on the board of the Texas Association on Intellectual and Developmental Disabilities and won its 1998 Distinguished Leadership Award. In 2012, Bright was recognized by the Texas State Senate for 40 years of service to Texans with disabilities.

Claude Bove

Matthew Brock

Claude Bove is a senior sales executive with over 20 years of experience in educational software sales. He has extensive experience in instructional design, management, and professional development. Bove understands the unique needs of the education industry in meeting the needs of their students. At RoboKind he educates potential customers on the benefits of robots and maintains exceptional service for customers.

Matt Brock, M.A., is a doctoral student in special education at Vanderbilt University. His research interests include instructional and support strategies for students with moderate and severe disabilities and effective strategies for dissemination of these strategies to school personnel. Brock has been a special education teacher and a technical assistance specialist with the National Professional Development Center on Autism Spectrum Disorders.

Cheryl Boucher Jen Blackwell

Shannon Boyd

CONTINUE T HE DISC USSION – #O C ALIC O N20 1 3

P RE S E N T E R S Karen Brothers

Sloane Burgess

Ali Carine

Karen Brothers, M.A., M.S., is a guidance counselor for Dublin City Schools, Dublin, OH. Brothers has been a teacher and counselor for over 29 years and is the parent of a 18-year-old with autism. She started a peer collaboration 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 many schools throughout her district.

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.

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. 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.

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 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 UConn School of Law and consultant to the UConn University Center for Excellence in Developmental Disabilities (UCEED). She has worked in disability services for 34 years. She coauthored Students With Asperger’s: A Guide for College Professionals, The Parent’s Guide to College for Students on the Autism Spectrum, and Behavior Management and Self-Regulation. Brown consults with colleges, students, and families on issues for students with ASD. She has three children, the youngest, a 21-year-old son on the spectrum.

Debra Buck Debbi Buck has a master's in school psychology from Ohio University. She has practiced in both public school districts and private practice, and is currently employed as lead special education consultant for State Support Team (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. Buck presented at OCALICON 2012 and at the second Special Education Leadership Conference sponsored by OEC.

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.

O CA L ICON 2013

Michael Burkett Michael Burkett, a graduate of Akron University's clinical counseling graduate program, is a professional counselor and a licensed chemical dependency counselor. He currently works at Summit Academy, where he serves as a behavior specialist, conducting therapy groups, overseeing the building's school and classroom-wide behavior system, and conducting assessments. He has successfully implemented behavioral systems in multiple Summit Academy Schools. Burkett also conducts crisis screenings for a counseling agency part time.

Kari Dunn Buron Kari Dunn Buron taught in Minnesota’s K-12 system with students on the autism spectrum for 30+ years. She received a master’s degree in learning and behavior disorders from Illinois State University, where she was recently inducted into the Hall of Fame. In 2000, Buron developed an Autism Spectrum Disorders Certificate program at Hamline University in St. Paul, MN, and was awarded a fellowship to study the behavioral impact of social cognition on students with autism. Buron has written several books related to autism, self-management, and emotional regulation.

Mo Buti Mo Buti, M.Ed.-BD, M.Ed-ADMIN, has been in the field of special education for more than 23 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 across the country.

Lindsey Cargill Lindsey Cargill, M.A., CCC-SLP, is the speech therapy department supervisor at Helping Hands Center, a school and therapy center for children with autism in Columbus, OH. She serves on an interdisciplinary therapy and education team by providing direct service and consultation. She is also a trainer for the Center for AAC and Autism's Language Acquisition through Motor Planning (LAMP) program. As a trainer, she provides consultation and training for children with autism, their families, and providers. She has presented at a variety of national and international conferences.

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

Denise Sawan Caruso Denise Sawan Caruso is a licensed SLP in the state of Ohio. She currently provides consultations, inservices, and workshops to schools and families living and working with individuals with developmental disabilities. She has presented nationally on behavior, autism, and parentprofessional collaboration. She has served as a member of the Autism Society of Ohio board of directors for 20 years and is serving as an ad hoc board member with the Autism Society of America. She is chair of the Chapter Affiliate Committee.

Julie Case Julie Case has a high-school age son diagnosed with autism. She has been involved in numerous school and church volunteer activities and has served as president of the Autism Support Group for the past eight years. She is a tireless volunteer with a very positive attitude.

Dianne Chambers Dianne Chambers is a senior lecturer at the University of Notre Dame Australia in Fremantle, Western Australia. She coordinates and teaches units on catering for students with disabilities, inclusion, and behavior management at the undergraduate level. Postgraduate teaching areas include adaptive education, behavior management and social skills, children with special needs, contemporary issues in special education, and educating students who are gifted and talented. She is published in the field of inclusive education, assistive technology, and children with ASD.

Laura Clarke Laura Clarke is an assistant professor of special education at Ball State University. She has a teenage son with autism, and has taught both self-contained and resource classrooms at the elementary level. Clarke has co-authored articles in Teaching Exceptional Children and Beyond Behavior.

P RESE NTE R S Teresa Clevidence

Cheryl Cotter

Karen Bowen Dahle

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. Drawing on her classroom and therapy experiences, she has given numerous presentations on various assistive technology topics at the regional and state level.

Cheryl Cotter, Ms.Ed., works in classrooms across Rhode Island educating teachers and professionals on supporting 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.

Karen Dahle, Ed.D., is an associate professor. Her doctorate is in administrative and supervision of special education, her masterâ&#x20AC;&#x2122;s degree is in clinical psychology, and her undergraduate degree is in autism/behavior disorders. She serves as a field editor of the JOADD and guest editor for the JOECE. Dahle holds the following credentials: APA practitioner, national board of clinical counselors with specialty endorsement in mental health counseling, and licensed school psychologist, as well as comparable teaching endorsements.

Richard Cowan Richard Cowan, Ph.D., completed his graduate training in school psychology at University of Nebraska-Lincoln. He is currently an associate professor in the school psychology program at Kent State University. Cowan has been involved in research projects, publications, presentations, and grants focusing on the implementation and evaluation of positive behavioral supports across settings for a variety of learners, including students with disabilities (e.g., autism) and those who are at risk for academic failure.

Deborah 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 implementation of accessible instructional materials in the New Albany Schools, New Albany, OH. 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 through training and modeling interventions with students.

Ann Cox

Susan Davies

Ann W. Cox, Ph.D., is a scientist at the Frank Porter Graham Child Development Institute and investigator with the Center on Secondary Education for Students with Autism Spectrum Disorders (CSESA). As former director of the National Professional Development Center on ASD, Cox participated in the development of the professional development model that is a core component of CSESA. She is currently modifying the model for an early intervention context as co-principal investigator of the Toddler Initiative funded by Autism Speaks.

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.

Sandra Curran

Alfred Daviso, Ph.D., is an assistant professor at the University of Akron. He has published eight articles in special education focusing on transition services. In addition, he has presented at over 25 national conferences. He currently helps coordinate data collection and analysis for the Ohio Longitudinal Transition Study.

Amy Bixler Coffin Amy Bixler Coffin, M.S., is program director of the Autism Center at OCALI. A special educator for 23 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.

Lana Collet-Klingenberg Lana Collet-Klingenberg, Ph.D., is an associate professor at the University of Wisconsin-Whitewater with experience as a K-12 special educator and teacher educator. Her research interests include the use of evidence-based practices (EBP), transition from school to adult life, and college experiences for learners with ASD. Collet-Klingenberg has authored/coauthored numerous publications, including journal articles, book chapters, a book, online modules, and grants. She regularly provides training and consultation to schools on the use of EBP for learners with ASD and other disabilities.

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 for Wright State University and has a private business, Combs Educational Consulting, Ltd., providing consultation and professional development to school districts in Ohio.

Sandra Curran has twenty years of experience with children and young adults experiencing the challenges associated with autism. Her skills range from providing direct instruction to clients, supervising direct service staff members, supporting family systems, and case management. Additionally, she supervises teachers for the University of Akron. She is a licensed social worker, intervention specialist and is also certified as a highly qualified teacher in the areas of reading, math, social studies, and science.

Susan Constable

Steven Curtis

Susan Constable is the autism coordinator with the Rhode Island Technical Assistance Project. She works with public school districts supporting them to increase their capacity to educate students with ASD. Constable teaches at Rhode Island College within the graduate program in autism and also leads a state-wide ASD Community of Practice. Constable earned her undergraduate degree in education at Wheelock College and her master's degree at Framingham State College. Previously, she was a teacher of students with ASD in Massachusetts for 10 years.

Steven J. Curtis, O.D., FCOVD, received his doctorate of optometry degree from The Ohio State University. In 2010, Curtis was awarded board certification from the College of Optometrists in vision development. He was awarded Optometrist of the Year by Novamed Alliance in 2005 and selected as one of the Consumer Report's Top 100 Optometrists in 2003. He is a member of American Optometric Association and the Ohio Optometric Association.

Deborah Dargham

Alfred Daviso

Ron DeMuesy Ron DeMuesy is a certified mental health 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 non-violent physical crisis intervention instructor, which includes additional training in advanced physical techniques. He has served as an adjunct instructor for the University of Dayton.

CONTINUE T HE DISC USSION â&#x20AC;&#x201C; #O C ALIC O N20 1 3

P RE S E N T E R S Anna Denzer

Peter Doehring

Bryan Droesch

Anna Quinn Denzer is a doctoral student in the school psychology program at Kent State University. She holds an undergraduate degree in psychology from The College of Wooster and a master's degree from Kent State University. Denzer is currently employed as a teaching assistant for multiple courses at Kent State University. Her research interests address bullying prevention for students with disabilities and school-based accommodations for children with pediatric illnesses. She has presented at regional, state, and national conferences on bullying and working with students with disabilities.

Peter Doehring, Ph.D., trained originally as a clinical and research psychologist. Over the past 20 years, he has led the development of programs that seek to integrate research, training, and policy in health and in education at the regional or state level in Canada and in the United States. He recently edited a volume reviewing evidence-based treatments for autism and a second book in press describes strategies for developing services, training, research, and policy at the regional and national level. Doehring is the father of a child with multiple and complex disabilities.

Bryan Droesch has 20 years' experience working with individuals with developmental disabilities. Starting in 2004, he focused on decreasing an individual's maladaptive behaviors by completing functional behavior assessments and developing behavioral interventions. He served as a behavior analyst for the Adult Behavior Support Services at Nisonger Center and Dublin City Schools. Droesch holds a BA in psychology from The Ohio State University and a MS.Ed. from the University of Dayton. He is a professional counselor and a board certified behavior analyst.

Sheri Dollin

James Duffield

Sheri S. Dollin, M.Ed., is director of training and education programs at The Southwest Autism Research and Resource Center in Phoenix, AZ, where she uses 30 years' experience to train and support schools and families. She co-wrote the FRIEND Program, a social inclusion/peer sensitivity training. Dollin is a member of NATTAP, served on the National Teacher Competencies Committee, and is on the Arizona Education Autism Steering Committee. Dollin attended the University of Arizona. She received a master's degree in early childhood education from Wheelock College, Boston.

James Duffield has been working with children with special needs for over 40 years. He enjoys using assistive technology and accessible materials to help students achieve their best work. Though his primary field is children with visual impairments, Duffield has worked with children with learning disabilities and children with emotional disturbances. He has presented at a variety of national, state, and local conferences and has taught assistive technology classes at The Ohio State University and the University of Dayton.

Julie Donnelly

Kelly Dunlap received her specialist degree in school psychology from Central Michigan University. She worked for five years as a school psychologist and behavioral specialist before joining Grand Valley State University's Statewide Autism Resources and Training (START) project in 2003. Dunlap works as an autism education and intervention specialist for the START grant, providing training in positive behavioral interventions and supports, universal supports for students with ASD, IEP development and implementation, the discovery process, and team process.

Roberta DePompei 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 cognitivecommunicative 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.

Patricia DeWitt Patricia DeWitt has over 25 years of experience in the field of special education as an educator and teacher support specialist and has held multiple leadership positions. She is currently the special education coordinator for the Office of Special Services in Anne Arundel County Public Schools. In this capacity, she is responsible for overseeing services for occupational, physical and speechlanguage therapy, vision, hearing, and assistive technology services. Under her leadership, the Office of Special Services works as a transdisciplinary team to support student achievement.

Julie A. Donnelly, Ph.D., has over 30 years of teaching and consulting experience in autism. She is an adjunct associate professor at the University of Missouri where she teaches autism classes for their master's in autism degree. Donnelly recently retired from the position of associate director of the Missouri autism education agency Project ACCESS. She also has a private practice, Autism Support Services, through which she gives workshops and trainings. She is the mother of Jean-Paul Bovee, who experiences autism.

Kelly Dunlap

Judy Endow

Katie Dietrich

Lizzy Donovan

Katie Dietrich has worked with individuals with ASD for the last 10 years in Western Ohio. She began her journey as an applied behavioral analysis tutor while completing her bachelor in arts degree in psychology. Next she worked with adults with ASD in a sheltered workshop and group home setting. While working with adults, she earned her master's in education with a intervention specialist major and began teaching students with ASD in kindergarten to fifth grade. She currently works for Auglaize County ESC as a primary autism classroom teacher.

Lizzy Donovan is a senior program supervisor at ABC of North Carolina, an accredited non-public school for children with autism. She has over 13 years' experience working with children who have autism and their families. Currently, Donovan is working toward becoming a board certified behavior analyst. She was the Autism Society of North Carolina's Professional of the Year in 2008. Last summer, she traveled to the Maldives as a member of the Knowledge for People: Autism Education Around the World Team.

Judy Endow, MSW, author and international speaker, is part of Wisconsin Department of Public Instruction Statewide Autism Training Team, board member of both the Autism Society of America, Wisconsin Chapter, and the Autism National Committee. Endow maintains a private practice in Madison, WI, providing consultation for families, school districts, and other agencies. Besides having autism herself, she is the parent of three now grown sons, one of whom is on the autism spectrum. In her spare time she enjoys showing her thoughts and ideas through painting.

Carol Dittoe

Deirdre Dransfield

Deborah Ettel

Carol Dittoe has over 25 years of experience in autism augmentative communication and assistive technology. As a speech pathologist, she worked with an OT to develop the augmentative communication and assistive technology program at Dayton Children's Hospital. 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. Dittoe provides educational teams with ongoing assistance in the areas of autism, communication supports, and technology.

DeeDee Dransfield, M.Ed., is completing her Ph.D. in special education from Kent State University. She has taught 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 SE Ohio. She has also taught special education courses for Ohio University and Kent State University. She is the project coordinator for Kathe's Autism Project (KAP), a three-year grant awarded to State Support Team 16 by the Ohio Department of Education, Office for Exceptional Children.

Deborah Ettel, Ph.D., is an associate research professor at the Center on Brain Injury Research and Training (CBIRT) at Western Oregon University. She directs the Oregon TBI teams and provides research design and analysis for CBIRT studies.

O CA L ICON 2013

Jean-Marie Fahey Jean-Marie Fahey has been working with students with autism for nine years. She currently teaches students in third to fifth grades at the regional autism site in Anne Arundel County, MD.

P RESE NTE R S Chris Filler

Tim Gardner

Connor Gifford

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 Filler's 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.

Tim Gardner is a graduate of Kent State University with a B.A. in telecommunications and speech/theatre arts. He began his career as a classroom teacher and has served on the staff of both public and private K-12 school districts as well as Hiram College and Cuyahoga Community College. Since 2001, he has provided support and services to K-20 educators and students as an account executive for Educational Testing Services, Pearson Digital Learning, and Cambium Learning Technologies. He works in Ohio, Michigan, and Indiana representing CLT flagship software from IntelliTools and Kurzweil Educational Systems, Inc. He currently works in Ohio, Michigan, and Indiana representing CLT flagship software from IntelliTools and Kurzweil Educational Systems, Inc.

Connor Gifford became one of the first people with developmental disabilities to graduate with his peers from Perrysburg High School after being fully included in all aspects of elementary through high school. He attended Cape Cod Community College and in 2006 graduated from a specially designed education and living studies program called Project Forward. He fulfilled one of his biggest dreams – to write an American history book, entitled America According to Connor Gifford, co-authored by Victoria Harris. He currently works at the Dreamland Theatre and remains on the Board for STAR, an innovative provider of sport-related services to children with special needs.

Dena Gassner

Katherine Gingerich, B.S., graduated magna cum laude from Cleveland State University in occupational therapy. Since graduation she has served children with special needs from 1999 through 2005 and 2009 to present in a public school setting. Her service delivery model includes direct one-on-one therapy, small-group therapy, and consultation. Her continuing education has focused on sensory integration and autism. Gingerich has presented on sensory integration and embedding sensory strategies into a classroom setting. She is passionate about helping each student realize his or her potential.

Carrie Fiol Carrie Fiol is a graduate of Youngstown State University with a bachelor's in special education. She is also an applied behavior analysis tutor for home-based programs with students on the autism spectrum. Fiol is continuing her education at Youngstown State University as a graduate assistant under Dr. Leah Gongola and will obtain a master's degree concentrating on students who have intensive disabilities, as well as obtaining the autism certificate.

Amy Freeman Amy Freeman, Ms.Ed., is the Project MORE director. With a master's in special education from Bowling Green State University, Freeman has conducted over 75 state-wide conference presentations about Project MORE. A former special education teacher, consultant, and administrator, she has been the Project MORE Director since 1999. Freeman coauthored a Project MORE study that was published in the Education and Training in Developmental Disabilities journal in December 2007.

Anya Froelich Anya M. Froelich, PsyD, is a licensed clinical psychologist in Ohio and currently part of the clinical staff at Nationwide Children's Hospital Center for Autism Spectrum Disorders. She completed her graduate training at Xavier University in Cincinnati, OH, and an APA-accredited internship focused on assessment of autism and developmental disabilities at Nationwide Children's Hospital Child Development Center. Her clinical interests focus on early intensive behavioral intervention services and assessment in the context of treatment development and outcome.

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 13 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 and OCALICON 2012. She currently works for Southside Special Services and MSD Decatur Township Schools in Indianapolis, IN.

Dena Gassner, professional service provider and national speaker, directs the Center for Understanding, providing direct hand-over-hand case management to adults and transition-aged teens with ASD. She has been published in multiple magazines, is the co-author of Scholars with Autism Achieving Dreams and contributes to many boards, including ASA, GRASP, Tennessee Autism Summit Team, and the Community Advisory Council for the UT Memphis Boling Center on Developmental Disabilities. This year she has testified to the U.S. House and the Interagency Autism Coordinating Committee.

Kathryn George Kathi Donohue George has represented the state of Ohio for TAI Talent Assessment for the last five years. During this time she has spread the word about effective ways to help meet state and federal mandates in regards to transition. Her passion is helping teachers implement programs to help students successfully and effectively transition to the work world. Valid assessments, data collection and management, as well as planning and placement, help administrators see that their students have a reasonable chance for success.

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

Kathrine Gingerich

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 web-based intervention programs in injury prevention and TBI family support.

Jennifer Gonda Jennifer Gonda received a graduate degree in special education: autism and related disabilities at Youngstown State University and completed board certified behavior analyst coursework at Penn State University. She received a bachelor's degree in educational policy from New York University. Gonda works at Youngstown Summit Academy Secondary as an intervention specialist. Her interests include functional communication training, social skills for teenagers, and utilizing ABA strategies in conjunction with academics to promote learning and successful classroom behavior.

CONTINUE T HE DISC USSION – #O C ALIC O N20 1 3

P RE S E N T E R S Leah Gongola

Amy Guerke

Kimberly Hale

Leah Gongola, Ph.D., BCBA-D, is an associate professor in the special education department at Youngstown State University. Previously, she was a special educator working with students with autism and intensive disabilities. She continues to consult and work directly with children with autism through her business, Proactive Behavior Services, and as director for Camp Sunshine of Aurora. Gongola has presented at numerous conferences and has published on reinforcement-based behavioral interventions for children with autism.

Amy Guerke is an assistive technology specialist for Anne Arundel County Schools in Maryland. She received an undergraduate degree from Clarion University of Pennsylvania in special and elementary education and a master's degree in special education technology from Johns Hopkins University. Her teaching background is with students who have autism, intellectual disabilities, and multiple disabilities. Guerke has presented at TASH and CEC on using visual supports for students with significant disabilities to support instruction and classroom management.

Kimberly Hale, B.A., M.A., CCC-SLP, is a private practice SLP. Hale graduated from Ohio University in hearing and speech sciences and has over 30 years of experience in AAC. In 1996, she received the Fellow of the Association Award from the Ohio Speech-Language-Hearing Association for statelevel advocacy for funding of speech-generating devices through Ohio Medicaid. Hale currently provides individual and consultative speech-language pathology and assistive technology services through her private practice, TherapyTech, Inc.

Jennifer Govender Jennifer Govender, M.Ed., is the teacher for the visually impaired and the assistive technology specialist at Pickerington Local School District, OH. 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 at The Ohio State University in teaching students with visual impairments. Govender enjoys learning about different types of technology and is an advocate for helping to implement technology with students and in classrooms.

Amy Grattan Amy Grattan works for the Sherlock Center on Disabilities, Rhode Island's University Center for Excellence in Developmental Disabilities 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.

Sharon Greene Sharon Greene is the director of individualized education services at AERI. She has fourteen years of experience working with children with ASD and multiple disabilities. Through AERI, she serves as chair of the Central Westmoreland Transition Council and is on the management team of the Westmoreland County Special Olympics. Greene is also an adjunct professor at St. Vincent College. She is a national certified trainer of the Olweus Bullying Prevention Program and works across Pennsylvania to implement the program. She has a master’s of special education from Seton Hill University.

Linda Grimm Linda Grimm has been an educational leader and pioneer in the field of autism for over 30 years. She is the founder and director of the Benhaven Learning Network located in Connecticut. She was instrumental in the development of the Interactive Collaborative Autism Network, a project supported by the U.S. Department of Education. Grimm contributed to the CT State Department of Education Guidelines for Identification and Education of Children and Youth With Autism and developed autism orientation training video modules for CT Department of Developmental Services Autism Services.

O CA L ICON 2013

Naomi Guffy Naomi Louise Guffy is a graduate student of clinical psychology at Eastern Kentucky University. Under the guidance of Dr. Myra Beth Bundy, she has coordinated various social skills groups for the autism community of central Kentucky. Guffy has clinical and non-clinical experience with individuals with autism and expects to continue her research through EKU.

Kristen Guin Kristen Guin is the Kentucky chapter leader for the Autistic Self Advocacy Network, founder of the increasingly popular online community for LGBTQ+ disabled people, Queerability, and an autistic person. She is a junior at Western Kentucky University majoring in business administration.

Tracy Guiou Tracy Guiou, Ph.D., is a licensed psychologist in the State of Ohio and a doctoral-level board certified behavior analyst. She received her doctorate degree at the University of California, Los Angeles, and has worked in the field of autism since her undergraduate career at UCLA under the mentorship of Dr. Ivar Lovaas and Dr. Jaquie Wynn. She currently works at Nationwide Children's Hospital Center for Autism Spectrum Disorders directing services for children and adolescents with high-functioning autism and Asperger Syndrome.

Karen Guldberg Karen Guldberg, Ph.D. is a senior lecturer in autism studies and director of the Autism Centre for Education and Research (ACER) at the School of Education, University of Birmingham, UK. Guldberg was recently commissioned by the Autism Education Trust to lead the development of three levels of training materials for the education workforce in England. The ACER team also produced a set of national standards (quality indicators) and competencies for the workforce. Her research focus is in exploring best practice educational interventions for children.

Caren Haines Caren Haines is the mother of a 24-year-old son diagnosed with autism as a young child. As a registered nurse, Haines relied upon her nurse's training to assist her in deciphering the origins of many of her son's perplexing behaviors. Based on knowledge gained from years of intensive research as well as information provided by top researchers in the field of autism, Haines is helping families become free from the debilitating symptoms of silent seizures and psychosis.

Jennifer Hamilton Jennifer Hamilton holds a special education teaching certificate in the state of Ohio. She is case supervisor at Nationwide Children's Hospital Center for Autism Spectrum Disorder where her primary responsibilities include serving as a resource for families in need of guidance and oversight in their behavioral intervention program for children with an ASD. She has assisted with the creation and ongoing supervision of community outreach programs such as the Center's Summer Buddy Program. Hamilton has been working with individuals with autism for over 7 years.

Morten Haugland Morten Haugland, Ph.D., has over 20 years' experience serving individuals with disabilities. He holds a Ph.D and an M.Ed. in ABA/Special Education from The Ohio State University, a B.S. in psychology from Northern Michigan University, and an M.S. in psychology from St. Cloud State University. In 2004, he started Haugland Learning Center, an educational program serving students with autism. Haugland is an adjunct professor at OSU and frequently presents nationally and internationally on topics related to precision teaching, behavior analysis, and effective educational practices.

Joanne Hayward Joanne Hayward is a registered nurse with over 27 years of experience in the area of pediatrics and public health. She has worked as a clinical supervisor and project director for Help Me Grow through the Wood County Health District, and was the early intervention coordinator through the Wood County Board of Developmental Disabilities. In 2008, she participated in the initial Autism Diagnostic Education Pilot Project assisting in the development of algorithms for use in the early diagnosis of children with autism.

Jennifer Heim Jennifer Heim has over 25 years' experience in the field of assistive technology and has supported students with a wide range of disabilities in school district as well as county board of developmental disability settings. Heim holds master’s degrees in speech-language pathology and assistive technology. She currently serves as the autism/low incidence/assistive technology consultant for Region 2 State Support Team, which serves Erie, Huron, and Lorain counties in Ohio.

P RESE NTE R S Raymond Heipp

Jody Heywood

Hal Houseworth

Raymond Heipp, Ph.D., is a 25+ year veteran of the classroom and administration. He has worked with students with special needs, and is especially active with individuals with ASD. His expertise in assistive technology has enabled him to transition school programs into using updated approaches in working with students and giving them a strong voice in the world. He firmly believes that all students have a voice (or spirit) and deserve a chance to succeed – and thinks we should never doubt them!

Jody Heywood works at Nationwide Children's Hospital Center for Autism Spectrum Disorders. Her work focuses on individual counseling with children and adolescents with ASD as well as group treatment focusing on skill acquisition in the areas of emotional regulation and social skills.

Hal Houseworth, a board certified behavior analyst, completed his graduate studies in education at Wright State University. He has worked in the field of applied behavior analysis as a behavioral therapist and consultant for in-home ABA programs. He has also consulted for schools and has provided professional development to staff at schools in the United States, Canada, and Jamaica through his position at Trumpet Behavioral Health, a nationwide provider of ABA services. He oversees the use of online professional development and case management systems that were developed using ABA principles.

Kristen Helling As project manager for Employment First, Kristen Helling coordinates activities and projects for DODD and the Ohio Employment First Taskforce and Advisory Committee. She is working closely to identify training and resource needs to help improve employment outcomes in all areas of the state, as well as coordinating efforts to raise awareness of community employment as a preferred outcome. Prior to joining DODD, Helling was on the Bridges to Transition Project Management Team at the Ohio Association of County Boards.

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. The treasurer and vice president of fundraising 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., is as an assistant professor at Virginia Commonwealth University where she serves in 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.

Kristen Henry Kristen Henry is a staff attorney with Disability Rights Ohio, the agency designated under state and federal law to protect and advocate for the rights of individuals with disabilities. Henry has represented dozens of individuals and their families in obtaining prior authorization for funding for speech-generating devices through Ohio Medicaid, including administrative hearings and appeals. She has also advised individuals, families, and professionals about the Medicaid prior authorization process, including a presentation to school speech-language pathologists.

Katherine Hicks Katherine Hicks is an undergraduate clinician at the Western Kentucky University speech clinic. She has a passion for working with individuals on the spectrum and began working for the Kelly Autism Program at Western Kentucky University in the fall of 2011. At the Kelly Autism Program, she serves as a mentor and tutor for both college and school-aged students with autism. Hicks currently attends Western Kentucky University as a communication disorders major and plans to graduate in the spring of 2014.

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 7 years in home and center-based programs.

Carol Hollis Carol Hollis has been employed with the Capital Area Intermediate Unit in Harrisburg, PA, as an educational consultant for autism for 13 years. She has a B.A. in elementary education, an M.Ed. in special education, is a board certified behavior analyst, and is a certified coach for the Competent Learner Model. Hollis co-authored a book, with three colleagues, entitled Destination Friendship: Developing Social Skills for Individuals With Autism Spectrum Disorders (2012). She has presented at numerous national, state, and local conferences on subjects related to autism.

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 and provides training and support for district teams on the selection, acquisition, and use of assistive technology devices.

Elizabeth Houck Elizabeth Houck is an intervention specialist for students with multiple disabilities at Marietta Middle School in Ohio. She started her career at the Ohio Valley ESC and was awarded the East Ohio Gas Educational Excellence Award. She wrote and implemented an environmental curriculum for which she was awarded Washington County Environmental Teacher of the Year. Her school was recognized by ODE for Outstanding Achievement and as Best Service-Learning Project. In 2009, Houck was recognized as a Jennings Scholar and received the Golden Apple Award.

Bobby Huffman Bobby Huffman is an early childhood intervention specialist at Oakstone Academy in Columbus, OH. He has been teaching for five years and holds two teaching licenses – early childhood education and early childhood intervention. He is working on his master's degree in special education/applied behavior analysis. His research interests include developing strategies to increase learning opportunities for students with autism in inclusive settings.

Cara Inglis Cara Inglis, PsyD, is a psychologist at Nationwide Children's Hospital Center for Autism Spectrum Disorders. She is responsible for assessments, supervision, and training for intensive behavioral intervention (ABA) cases. Her clinical and research interests include treatment outcomes for adolescents and young adults with autism receiving intensive behavioral intervention. Inglis is a graduate of the doctoral program in clinical psychology at Xavier University. She completed her internship and postdoctoral training at the Kennedy Krieger Institute, Johns Hopkins University School of Medicine.

Jonathan Izak Jonathan Izak is an entrepreneur and computer engineer with a background in speech recognition. Before founding SpecialNeedsWare, he specialized in speech recognition research at the University of Pennsylvania. Izak has a younger brother who is diagnosed with autism and was inspired to start SpecialNeedsWare with the vision of using modern technology to help those with cognitive impairments similar to that of his younger brother. Izak has guest lectured on AAC and technology at a number of national conferences and universities.

Margaretha Vreeburg Izzo Margaretha Vreeburg Izzo is professor and director for the special education and transition program at the Nisonger Center at The Ohio State University. With over 33 years’ experience in the special education field, Izzo has extensive experience with transition to careers and colleges for students with low-incidence disabilities. Currently, she is the principal investigator of three federally funded grants designed to improve the academic and transition outcomes of students with disabilities.

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P RE S E N T E R S Jennifer Jacobs

Kathryn Jones

Susan Kabot

Jennifer Jacobs, M.S., is an SLP specializing in the treatment of children with ASD. She has conducted social groups and counseled families and professionals on improving children's pragmatic skills in various environments. Jacobs develops methods and researches the validity of video modeling to target social awareness and understanding. She is published in ASQ, ADVANCE, The Advocate, and AAD. She also speaks at state and national conventions such as ASHA, ASA, and ATIA.

Kathryn Jones currently studies sport management and marketing at Western Kentucky University. She is involved with the Kelly Autism Program at WKU. When she's home in California, Jones volunteers at the Dorothy Visser Senior Center, The Basset Hound Rescue of Southern California, and works with Young Life.

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.

Krista James Krista James, M.Ed., is the program coordinator of the Alaskan Autism Resource Center. Previously, she worked for the Louisiana State University Health Sciences Center – HDC in New Orleans on a state autism project designed to train and provide technical assistance to multidisciplinary teams across Louisiana. Most importantly, she is a special education teacher who has taught students with autism and other significant disabilities in several states and in a variety of instructional settings. James received her master's in special education from Wilmington University.

Jane Johnson Jane Johnson is the managing director of the Autism Research Institute and the co-author with Dr. Bryan Jepson of Changing the Course of Autism: A Scientific Approach for Parents and Physicians, and the co-editor, with Anne Van Rensselaer, of Families of Adults With Autism: Stories and Advice for the Next Generation and Siblings: The Autism Spectrum Through Our Eyes. She lives in New York City with her husband and three children.

Selene Johnson Selene Johnson, M.Ed., BCBA, is the executive director of ABC of North Carolina Child Development Center, a specialized program for students with autism that provides a variety of services, including 1:1 and group instruction, parent education, social skills groups, and professional workshops. Johnson has worked with students with autism for 20 years and has presented at several state and national conferences. She is a board certified behavior analyst and a licensed special education teacher.

Fred Jones Fred Jones has more than 20 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, Jones 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 continues to serve his local community as an advocate for unserved and underserved persons.

O CA L ICON 2013

LeTreese Jones LeTreese Jones is the CEO and founder of The A.F.F.E.C.T Institute, Inc., a local non-profit organization dedicated to outreach, awareness, and education of the unserved and underserved. An administrative professional with over 15 years' experience in public, private, and non-profit sectors, she has used her extensive knowledge and experience to assist her and 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 for their child(ren) and/or loved ones.

Tiffany Kaid Tiffany Kaid is a doctoral student at Michigan State University from which she also received her undergraduate degree in special education – learning disabilities and her master's in autism. She has 3 years of teaching experience. Her interests include video modeling and teaching social skills to students with autism.

Phyllis Jones

Kristin Kaulas

Phyllis Jones, Ph.D., is an associate professor at the University of South Florida, where she leads and teaches graduate programs in ASD and/or severe intellectual disabilities. Jones is author of Inclusion in the Early Years: Stories of Good Practice, co-author of Collaborate Smart, and lead editor of A Pig Don't Get Fatter the More You Weigh It: Classroom Assessment That Works, Leading for Inclusion and Creating Meaningful Inquiry in the Inclusive Classroom.

Kristin Kaulas is a research assistant at the Sherlock Center on Disabilities at Rhode Island College. She holds a master's degree in education from Rhode Island College in special education – severe/profound disabilities.

Joann Judge Joann P. Judge is a doctoral student at the University of Virginia. She has a B.S. in sports science from East Stroudsburg University (PA), a teacher certification in health and physical education/adapted physical education from West Chester University (PA), and an M.Ed. in special education/autism from West Chester University. She is a nationally certified adapted physical educator (CAPE) and has served six years as an adapted PE specialist for the School District of Lancaster (PA). Her research interests include autism, technology, and adapted physical education.

Jill Jump Jill Jump, M.A., CCC-SLP, has over 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 currently employed at the Hamilton County Educational Services Center as a regional consultant to the schools in the area of assistive technology.

Vicki Kelly Vicki Kelly is the director of early childhood education at The Childhood League Center, an early childhood and intervention program for children birth to 5-years old in Columbus, OH. She has over 30 years of experience in mental health and early intervention, with the past 15 years in administration and program development for children and families. Kelly has a B.S. in occupational therapy from the University of Findlay.

Kelly Kerns Kelly Kerns is co-founder, COO, and chief architect of ABPathfinder. Kerns's unique combination of technical skills and understanding of patient care provided him the vision to create ABPathfinder's solution. He has served as a Navy corpsman and an Army medical service corps officer and has worked for a number of organizations. He holds a master's in computer science in bioinformatics and database management and a B.S. in computer science and telecommunications. He serves as an adjunct instructor of computer science at the University of Missouri-Kansas City.

Deborah Kiefer Deborah Kiefer, M.Ed., teaches students with communication disorders at Marietta City Schools in Ohio. She graduated summa cum laude from Marietta College in 1990. Kiefer was nationally board certified in 2000 and recognized as a Martha Holden Jennings Scholar. Kiefer was Outstanding Teacher of Environmental Education in 1997 and the Pioneer Ladies Civitan Special Education Teacher of the Year in 2008. In addition to other presentations, Kiefer presented at the 2002 Ohio Confederation of Teacher Education Organizations, Growing Connections: A College/Middle School Partnership.

P RESE NTE R S Lezlie Fahl Kinder

David Kovach

Julie LaBerge

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. 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, and fine-motor skills. She has great interest in collaboration and empowering all members of educational teams to use effective, “user-friendly” strategies to helping students to not only succeed, but thrive.

David Kovach, a former assistant Ohio attorney general, who had the privilege of representing the Ohio Departments of Development Disabilities and Mental Health for 15 years, is a veteran trial and appellate attorney. While practicing law for 35 years, Kovach also has umpired high school and college baseball, served on several bar committees, taught legal writing and trial advocacy, raised five children, and now enjoys being "pop pop" to his two grandchildren.

Julie LaBerge is the director of pupil services/school psychologist for the Bonduel School District in Wisconsin. She also teaches graduate courses on autism and presents on special education topics. She coordinated the Bonduel School District's Model Site Project for the National Professional Development Center on ASD and has presented on peer-mediated instruction and intervention at local and state conferences. She is a co-author of an article on PMII. LaBerge is the mother of 16-year-old identical twin boys, both diagnosed with autism. She also has an 11-year-old daughter.

Lisa King

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 the Division for Early Childhood's Multicultural Committee, has trained educators across the country, and is published in the field of culturally responsive practice and preservice teacher education.

Lisa King has been a disability specialist and consultant in higher education for 20 years, and has worked extensively with students with ASD. She is co-director of College Autism Spectrum where she provides training and assistance to college campuses and direct support to students. She is a co-author of The Parent's Guide to College for Students on the Spectrum, and Social Behavior and Self-Management: 5 Point Scales for Adolescents and Adults.

Kim Klister Kim Klister has taught special education for 20 years and has a master's degree in education. She is currently a special education teacher for the Clintonville Public School District in Wisconsin. She wrote her master's thesis on the impact of peermediated instruction on middle school students with special needs. The Power of Peer Support group (POPS) has had a remarkable impact on social interactions for students with disabilities, their peers, and families.

Erin Klonne Erin Klonne is an autism consultant for Perry Township, a large urban school district in Indianapolis. She has over 15 years of experience teaching all areas of disabilities. She teaches social skills groups to 60+ middle school students, serves as the district's assistive technology coordinator, and provides educational and behavioral support and training to the staff, students, and parents of students with ASD. She has been instrumental in the design and implementation of the district's structured teaching classrooms, a flexible resource model classroom for students on the autism spectrum.

Rachel Kopke Rachel Kopke, M.A., CCC-SLP, works with the birth to 6-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 using technology for long-distance learning and parent training.

Lucinda Kramer

Rachel Krauss Rachel Krauss is a board certified behavior analyst, licensed teacher, and currently the behavior specialist for Medina County Schools’ Educational Service Center, servicing 13 districts throughout Medina and Summit Counties. She started her career 16 years ago as a classroom teacher, then transitioned to work privately with families with children on the autism spectrum. She joined the Medina County Schools’ ESC in August of 2011.

Alison Krema Alison Krema works as an SLP in the educational setting. She has experience working with students, ages 3 years old through high school, on the autism spectrum, with developmental delay, and with primary speech and language disorders. She received her bachelor of arts from the University of Iowa in speech and hearing science and went on to receive her master's of arts in communicative disorders from Northern Illinois University. Krema holds a certificate of clinical competence from the American Speech-Language-Hearing Association.

Amy Kruse Amy Kruse is a special education intervention specialist with 16 years' experience teaching children with visual impairments. She currently works with students in Wood, Henry and Defiance Counties. Kruse received her bachelor's degree in elementary education at Bowling Green State University and completed her licensure in special education/visual impairments from the University of Toledo. As a provider of accessible instructional materials (AIM), she is committed to providing her students with the most appropriate educational accommodations to meet their unique needs.

Paul LaCava Paul LaCava, Ph.D., is an assistant professor of special education at Rhode Island College in Providence. He directs two graduate programs and teaches both undergraduate and graduate courses in special education, assessment, research, and autism. He also conducts research at RIC's Paul V. Sherlock Center on Disabilities. LaCava has published and presented numerous times on topics such as PBIS, ASD historical perspectives, NCLB, seclusion and restraint, evidence-based practices, and technology.

Christy LaPaglia Christy LaPaglia is the director of the Cardinal Autism Resource and Education School in Mentor, OH. She has worked in special education as a teacher, consultant, and autism awareness educator for over 16 years. She began her career in the first classroom in Northeast Ohio designed specifically for children with autism and recently had the privilege of developing the first public school designed solely for educating students on the autism spectrum. LaPaglia has trained in many autism methodologies but her primary focus is the TEACCH methodology.

Joan Breslin Larson Joan Breslin Larson holds an M.Ed. in adult education from the University of Minnesota. Her work focuses on professional development, collaborative decision making, and supports and strategies for children with low-incidence disabilities and the educators who support them. She is currently a supervisor at the Minnesota Department of Education, special education division.

Emily Levy Emily S. Levy is a doctoral student in special education and early intervention at The Ohio State University. Previously, she taught young children with autism for five years in Fresno Unified School District in California. She earned a bachelor's degree in psychology, a master's degree in special education, and a teaching license in moderate to severe disabilities from California State University, Fresno. Her research interests include strategies for teaching young children with autism in natural environments.

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P RE S E N T E R S Sally Lewis

Barbara Lyle

Kristin Masters

Sally Lewis, Ph.D., teaches in the Department of Counseling and Special Education at Youngstown State University. She has extensive experience training preservice candidates in special and gifted education, leadership, collaboration, and assessment. Also, she has worked extensively with children with disabilities and gifts and their families in school and community agency settings to assess and address student academic and behavioral needs.

Barbara Lyle has worked for Northwest AEA in Iowa for 34 years and has been involved with training opportunities related to ASD. She currently serves on the Siouxland Autism Support Board. She has been involved with the Parent Support Group for the past 20 years.

Kristin Masters, BA, LISW-S, is employed by Dublin City Schools, OH, 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.

Kristin Lierheimer Kristin Lierheimer, M.Ed., is a faculty member at Bowling Green State University and a doctoral candidate at the University of Missouri. Lierheimer has experience teaching and assessing individuals with ASD and other exceptionalities, including 15 years in the classroom and 2 years in the clinical setting. She has worked as an administrator, developed and implemented in-service programming, and provided behavior consultation. She has presented at state, national, and international conferences and has written articles about individuals with ASD and other exceptionalities.

Dan Lipka Dan Lipka, Ms.Ed., is an occupational therapist with 40 years of experience in assistive technology, more specifically with adaptive computer access and speech-generating devices. Lipka has worked for about 10 years in regional special education centers and over 20 years with adaptive seating and mobility. He is past president of the National Registry of Rehabilitation Technology Suppliers, past vice president of Ohio OT Association, Rehabilitation Engineering and Assistive Technology Society (RESNA) Board member, and active in many other professional organizations and associations.

Erin Lombard Erin Lombard, M.Ed., BCBA, is a behavior analyst providing behavioral and ABA consultation in Columbus, OH. 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.

Janette Long Janette Long is a case supervisor at Nationwide Children's Hospital Center for Autism Spectrum Disorders, where she has worked for 8 years. She is also a board certified behavior analyst. Long received her bachelor's of arts in psychology from Bowling Green State University and her master's of arts in applied behavior analysis from The Ohio State University.

Alicia Lutman Alicia Lutman, OTD, MS, OTR/L, ATC, is an assistant professor of occupational therapy at Shenandoah University (SU) and a 2005 graduate from the program. She received her B.A. in exercise science from Concordia College in Moorhead, MN. Lutman has been working with students at SU to develop an education program for first responders working with individuals with autism during emergency situations. Her clinical experience has been in both pediatric and geriatric settings.

O CA L ICON 2013

Mari MacFarland Mari MacFarland has served as a special education teacher, curriculum coach, assistant school leader and adjunct professor over the past 13 years. Since she began the doctoral program at Michigan State University in the fall of 2011, she has participated in research involving the experimental analyses of video modeling, video-based group instruction and peer-mediated interventions as strategies for teaching communication and social skills to pre-K through 12th-grade students with autism.

Kara Magee-Arick Kara Magee-Arick, M.S., BCBA, is an autism specialist with the Gresham-Barlow School District in Oregon. She conducts workshops and handson training across the nation for STAR Autism Support. Her primary role is to assist school district staff to bring evidence-based practices into a classroom setting. Magee-Arick is co-author of the Links Curriculum and Sunshine Literacy Program. Previously, she was a classroom teacher of students with autism and other developmental disabilities. She has specialized expertise in establishing autism programs using the principles of ABA in public schools.

Kelly Mahler Kelly Mahler, MS, OTR/L, is a pediatric OT as well as co-founder of Destination Friendship, an organization providing fun opportunities targeted at developing friendship skills in young people with ASD. Kelly is author of two books: Destination Friendship: Developing Social Skills for Individuals With Autism Spectrum Disorders (with Benton, Hollis, and Womer) and Hygiene and Related Behaviors for Children and Adolescents With Autism Spectrum and Related Disorders: A Fun Curriculum with a Focus on Social Understanding. The latter is winner of Mom's Choice Awards Gold Medal 2011.

Coty Marks Coty Marks, a young adult with autism, attends Stark State College working towards his degree in computer science. He graduated from Perry High, OH, class of 2011. In 2009, he was the recipient of the R.A. Horn Award for outstanding achievement. Marks presents to local ASD and mental health groups and volunteers as a peer mentor for Out of the Box Behavioral Solutions, LLC. He has been published in Autism Spectrum Quarterly, September 2012.

Judy Marks Judy L Marks, B.A., is an autism advocate, behavior consultant, IEP specialist, parent advocate, and a secondary-level transition facilitator with Autism Advocates and Consultants, LLC as a private provider. She is also the mother of two children on the autism spectrum. Marks is currently pursuing her master's and has made numerous presentations on advocacy, autism, and parental supports. She has been a contributing committee member for OCALI.

Amy Matthews Amy Matthews, Ph.D., is an associate professor of psychology at Grand Valley State University. She received her doctorate in clinical psychology from Binghamton University. Matthews teaches courses related to childhood disabilities, including an autism practicum that involves direct experience working with young children. She is the director of START, a project funded by the Michigan Department of Education, which offers state-wide training and technical assistance to educational professionals and families to more effectively support students with ASD in schools and communities.

Paula Mauro Paula Mauro is director of the Center for Instructional Supports and Accessible Materials (CISAM) and the Braille Excellence for Students and Teachers (BEST) Grant, National Instructional Materials Accessibility Standard (NIMAS) coordinator, and facilitator of Targeted Technical Assistance with the National AIM Center focusing on accessible instructional materials for students with print disabilities. Mauro has a master's in administration of special education and a teaching degree in special education. She has had experience providing AIM to students with print disabilities for over 30 years.

James McClafferty Jim McClafferty, founder and president of Brain Parade, has over 20 years' technology and management experience in large and small companies across many industries. He received his bachelor 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.

Seamus McCord Seamus McCord is a student enrolled in The Ohio State University Transition Options in Postsecondary SettingsÂ (TOPS) program. He has enrolled in and audited college classes with the assistance of educational coaches. He has also had three internships at a dental clinic, mail delivery assistant, and the Columbus Zoo.

P RESE NTE R S Jeff McCormick

Margaret McGarvie

Monica Meyer

Jeff McCormick is the program director for the Universal Design for Learning 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.

Margaret McGarvie is an SLP at Pasadena Elementary School in Maryland. She earned a B.S. in communicative disorders and sciences from SUNY Geneseo and a master's in communicative disorders and sciences from SUNY Buffalo. She earned ASHA certification and a Maryland state licensure. She works with students pre-K through fifth grade and helps assess and treat speech and language disorders and delays. She also provides intense speech, language, and pragmatic therapy for students with ASD. She is ADOS certified, HANEN certified in It Takes Two To Talk, and PROMPT certified.

Monica Meyer is an ethical activist for appropriate supports for individuals with ASD with a special interest in adults with classic autism. She believes individuals should be members of their community by designing structured opportunities in "reallife" settings to create choices in home, work, and community. In Washington state, Meyer provides ASD training to educators, providers, and families. Her most recent work has provided technical assistance for adults with autism who moved from a state residential habilitation center to community homes and employment.

Patricia McDaid Patricia McDaid, Ph.D., works as an autism specialist for the Special Education Service Agency of Alaska (SESA). SESA provides individual student consultation, training, and technical assistance to rural and remote school districts across the state. McDaid presents frequent trainings on supports for learners with ASD and other brain-based learning differences, best practices in inclusive education, individualized positive behavioral supports and interventions (PBIS) and schoolwide PBIS.

Deborah McGraw Deborah McGraw is a licensed SLP with ASHA certificate of clinical competence. She has given numerous presentations on assistive technology at both the regional and state level. She works for the Hamilton County Educational Service Center and State Support Team 13.

Melinda McDaniel

Barbara McKenzie

Melinda McDaniel is an early childhood special education teacher for the Hays West Central Kansas Cooperative in Hays, KS. She works with severe needs preschool children and collaborates with their parents to create home, daycare, and communitybased interventions. She is also regional autism consultant for the state of Kansas. She received her bachelor's in elementary education and her master's in special education from Fort Hays State University. She prides herself on creating interactive and functional ways to teach new skills.

Barbara McKenzie has a B.S. in education from Bowling Green State University and extensive experience as an advocate, presenter, and facilitator working with families and educators. The chair of Ohio TASH, she participates on international inclusive education and community living committees. She is the author of Reflections of Erin – The Importance of Belonging, Relationships, and Learning With Each Other, a collection of stories, observations, and images inspired by daughter Erin's life, which demonstrate the rich connections and relationships possible in an inclusive learning community.

Christin McDonald Christin A. McDonald, Ph.D., is a Trueman PostDoctoral Fellow at the Center for Autism Spectrum Disorders at Nationwide Children's Hospital, auxiliary faculty at The Ohio State University, and affiliate research faculty at the Institute for Autism Research at Canisius College. Her research interests include assessment and evidence-based treatments for individuals with ASD.

Tara McEndree Tara McEndree, OTR/L, is an occupational therapist with clinical and school-based experience. She is a certified TEACCH instructor with extensive knowledge and experience working with students with ASD. Her experience extends beyond traditional therapy services as she is actively involved in district-wide program development, presentation of seminars and inservices, and multidisciplinary educational programming for students with ASD and other disabilities. McEndree works to develop and implement functional and prevocational activities into the curriculum for students with ASD.

Daniel McNulty Daniel G. McNulty, B.A., M.S., serves as the state director of the Promoting Achievement through Technology and INstruction for all Students (PATINS) Project. A former classroom K-6 special education teacher, McNulty 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.

Kristen Metz Kristen Metz, B.S., Ms.Ed., is the autism specialist for the Elyria City Schools in Ohio. She currently works with children and teachers from preschool through 12th grade. She received her bachelor's 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 and works with teachers in the district on extended standards implementation.

Shannon Miller Shannon Miller graduated from Kent State University (KSU) with an education specialist degree. She has served as a summer instructor at the Rich Center in Youngstown, as school psychologist, and presently, as a supervisor of programs for students with multiple disabilities. Miller is a limited service instructor at Youngstown State University. She is a member of the board of directors, Valley Counseling Services, and she serves on various committees at both YSU and KSU. She has presented at national conferences and received the Franklin B. Walter Outstanding Achievement Award in 2011.

Lisa Mogge Lisa Mogge, Ms.Ed., is an early childhood special education teacher. Her classroom is now held in her home with her son who has autism and apraxia, and her daughter who has ADHD and sensory processing disorder. Mogge serves her community as a wellness educator for Juice Plus+.

Susan Moreno Susan Moreno, M.A.A.B.S., is director of Maap Services for Autism and Asperger Syndrome. As director of Maap, Moreno gives supportive information and advice to parents, teachers, healthcare professionals, and others about all aspects of individuals with autism and Asperger Syndrome. She has two daughters, one of whom has autism.

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, master's, 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 peer-reviewed 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.

CONTINUE T HE DISC USSION – #O C ALIC O N20 1 3

P RE S E N T E R S Cindy Munn

Stephanie O'Brien

Donna Owens

Cindy Munn serves in the role of regional facilitator/supervisor at Northwest Iowa Area Education Agency with the autism resource team. The autism team provides resources and supports to students, educators, parents, and community members. She works through collaborative partnerships with all stakeholders to reach and support individuals with autism.

Stephanie O'Brien, M.S., BCaBA, has been working with children with autism and other developmental delays for over 11 years. She obtained her master's 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.

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 also as a parent advocate and trainer for Ohio's PTI. She has served as a consultant to special education programs in a seven-state region and directed a national technical assistance project for consumerrun family support programs. She presents at conferences for parents, families, and professionals at the national, regional, and state levels.

Meghan Murphy Meghan Murphy is a low-incidence specialist for Anne Arundel County Public Schools in Maryland and also teaches a class entitled "Autism Spectrum Disorders" for Anne Arundel County Community College. She received her bachelor's degree in special education from Pennsylvania State University and her master's degree in curriculum and instruction from McDaniel College. She is a national board certified teacher in exceptional needs.

Brittany Murray Brittany Murray is in her fourth year of teaching students with ASD. She currently teaches a kindergarten and first-grade STACK (Structured Teaching for Autistic and Communication-Delayed Kids) classroom. She received her B.S. in special education from Ohio Dominican University and is working on her master's in applied behavioral analysis at The Ohio State University.

Brenda Smith Myles Brenda Smith Myles, Ph.D., a consultant with OCALI and the Ziggurat Group, is the recipient of the Autism Society’s Outstanding Professional Award, Princeton Fellowship Award, and CEC Burton Blatt Humanitarian Award. She has made over 1,000 presentations and written more than 200 articles and books on ASD. She was co-chair of the National ASD Teacher Standards Committee and was on the strategic planning consortium for the NIMH’s Interagency Autism Coordinating Committee. In the latest survey conducted by the University of Texas, Myles was named the second most productive applied researcher in ASD in the world.

Tiffany Neal Tiffany Neal, Ed.S., assistant director for the HANDS in Autism Interdisciplinary Training and Resource Center in Indiana, received training in school psychology from Ball State University. With experience as a school psychologist, she has been actively involved with numerous trainings and presentations in the areas of neuropsychology, applied behavior analysis, functional behavioral assessment, behavioral interventions, data-driven decision making, ASD, and response to instruction.

Melissa Nowatzke 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.

O CA L ICON 2013

Samuel Odom

Monnis Pachinger

Samuel L. Odom, Ph.D., is principal investigator of the Center on Secondary Education for Students with Autism Spectrum Disorders (CSESA) and director of Frank Porter Graham Child Development Institute at UNC. Odom has served on several national initiatives on autism. His recent publications have addressed the efficacy of focused intervention approaches for children with ASD.

Monnis Pachinger is a 16-year-old diagnosed with ASD. Her twin sister Marissa, also has autism. Paschinger attends Mentor High School in Ohio and is in a self-contained classroom designed to meet the needs of students on the autism spectrum. She is a member of the Sparkle cheerleading squad and enjoys cheering for Mentor High's football and basketball teams. She enjoys talking to people about, as she puts it, "her autism."

Kathy Oehler

Jara Packer

Kathy Oehler, MS, CCC-SLP, presents workshops at the state, national, and international level designed to help teachers meet the needs of students with ASD. Oehler is author of “Please Don't Make Me Write!”, which appeared in the January 2013 issue of Autism Asperger Digest. She is also the co-author of the book, I Hate to Write! Tips for Helping Students With Autism Spectrum and Related Disorders Increase Achievement, Meet Academic Standards, and Become Happy, Successful Writers.

Jara Packer, a licensed speech and language pathologist, works as a student services coordinator for Dublin City Schools. She has served the Dublin City School District for 13 years, and has taught as an adjunct professor for Ashland University. She has a master of arts degree in speech-language pathology as well as a master’s of education in educational leadership and administration. Packer has been an integral part of the planning and organization of implementing best practices for children with special needs. She serves the whole child academically, emotionally, socially, and behaviorally.

Margaret Oliver Margaret Oliver is an advocate for students with ASD. As a teacher, parent, and columnist for Autism Asperger Digest, she is dedicated to supporting (and learning from) parents and professionals with the goal of helping children reach their full potential. She has a particular interest in supporting literacy for those on the spectrum.

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.

Jan Osborn

Angelia Parsons

Jan Osborn has worked for the Putnam County Educational Service Center for 39 years. His specialization is administration and special education.

Angelia Parsons, MSW, LISW, is a parent of a teenage son with autism. After receiving her master's in social work from the University of Kentucky, Parsons worked as a child care director, a social worker, served in the field of child protection, and on the Logan County Board of Developmental Disabilities, and helped form a family support group in Logan County. She provides training about ASD to professionals and providers in schools and community agencies. She is a contributing author to the Ohio Parent's Guide to Autism Spectrum Disorders.

Jamie Owen-DeSchryver Jamie Owen-DeSchryver, Ph.D., is an associate professor of psychology at Grand Valley State University in Grand Rapids, MI, where she teaches courses in clinical psychology and special education and conducts research in the area of autism. She earned a doctorate degree in clinical psychology from the State University of New York at Stony Brook and a master's in special education from Johns Hopkins University. Owen-DeSchryver is also project faculty on the Statewide Autism Resources and Training (START) project.

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 in Ohio. 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.

P RESE NTE R S Glenda Pate

Pamela Pinney

Joanne Quinn

Glenda Pate, Ph.D., has a B.A. in psychology, M.S. and Ed.S. degrees in school psychology, and a doctorate in special education/early childhood curriculum and instruction. Pate worked as a school psychologist for 15 years in public schools, juvenile correctional facilities, and in private practice, and as an assistant special education director for five years before becoming a director in 2002. Pate has served as the leader of the Central Indiana Autism Academy since 2003. She presents at the CIAA monthly meetings doing an "Appy Hour" focusing on the use of iPads in education.

Pamela Pinney is an intervention specialist teaching students with multiple disabilities for Hillsboro City Schools in Ohio. She taught four years at the elementary level, and is currently teaching students at the middle school level. She taught in Fredericksburg, VA. She received her M.Ed. at University of Mary Washington and has a B.S. in art education from Virginia Commonwealth University, which she incorporates into her instruction for finemotor tasks to create tactile and picture symbols and adapt materials to provide a hands-on learning experience for all students.

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, completed Ross Greene's Advanced Training on Collaborative Problem Solving, and attended extensive trainings on autism. She presented at the National Autism Society Conference, the NAC, OCALICON 2012 and, recently, was the discussant at a workshop at Brown University. Quinn is the mother of three. Her youngest, Patrick, has autism.

Robert Pennington

Patricia Polchowski

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, Education and Treatment of Children, and Focus on Autism and Other Developmental Disabilities.

Patricia Polchowski is a board certified behavior analyst and special education teacher working with children with autism and co-morbid conditions. She has worked with children from preschool to high school age. She is currently working with children who have autism and a seizure disorder. Pochowski has presented at the PBIS National Conference, Chicago, The Geneva Centre Autism Conference, Toronto, Canada, The Southeastern Georgia Autism Conference, and many conferences across the United States. She has a teenage son with autism who was recently diagnosed with a seizure disorder.

Kim Pomares

Zach Pennington Zach Pennington is a student of physics and mathematics at Western Kentucky University. He was diagnosed with ASD at the age of 18. He is currently a participant and math tutor at the Kelly Autism Program.

Kathleen Pero Kathleen Pero has been an intervention specialist at Elyria City Schools in Ohio for 14 years. In 2013, she presented at OCALI on using the Ohio Content Standards to build thematic units for students who have exceptionalities. Pero earned her bachelor's and master's degrees at Kent State University.

Jane Reilly Perry Jane Reilly Perry received her B.S. from Ohio Dominican College and M.A. in educational administration from Cleveland State University. She holds teaching licenses in elementary education, special education, and educational administration. She has worked for four years as an intervention specialist and four years as the special education coordinator in Mayfield Schools in Ohio.

Ken Pierson Ken Pierson is a junior at Grand Valley State University. Currently, he is a peer mentor for Campus Links, a residential peer mentoring program that supports students on the autism spectrum. His work as a peer mentor has led to an independent study project focused on the creation of a student organization that will raise awareness about ASD on campus and develop social networking opportunities for students. He also provides community living supports to youth with ASD.

Kim Pomares is the CEO of Mendability® for Autism. Mendability® for Autism is a completely new, cost-effective, clinically proven therapy for autism. Mendability® uses Sensory Enrichment therapy to activate brain plasticity in kids with autism and help them overcome the symptoms of autism. The therapy involves parents or therapists administering non-pharmaceutical, carefully constructed sensory exercises.

Patti Porto Patti Porto serves on State Support Team Region 3 in the areas of assistive technology and school improvement. She previously worked at the Family Child Learning Center involved in federal grant projects focusing on AT. As a faculty member for the Ohio Assistive Technology Distance Learning Project, she developed and taught online courses in AT. In addition, she has taught undergraduateand graduate-level courses in augmentative communication and AT for Kent State University, the University of Akron, and Walsh University.

Nikki Powell Nikki Powell, PsyD, BCBA-D, is a licensed psychologist and board certified behavior analyst. She is presently employed at Nationwide Children's Hospital, Center for Autism Spectrum Disorders, where she heads up the severe behavior program. Her current clinical interests involve treatment of significant challenging behavior and parent training. Powell's recent publications are in the area of verbal behavior; her present research interests include program development and parent training for intervention with problem behavior.

Julie Raccio Julie Raccio is an intervention specialist with the Educational Service Center of Central Ohio working with students grades 2-5 in the STACK program (Structured Teaching for Autistic and Communication-Delayed Kids). Experiences as a music educator and paraprofessional brought to heart the special needs of her brother and cousins. Subsequently she resolved to seek licensure as an intervention specialist. Raccio earned her bachelor of music education from Kent State University and her moderate to intensive intervention specialist license through The Ohio State University.

Rose Reed Rose Reed is the Bureau of Vocational Rehabilitation assistant deputy director for the Opportunities for Ohioans with Disabilities Agency. She has worked in the vocational rehabilitation field since 1988 as a vocational rehabilitation counselor, VR supervisor, assistant area manager and area manager. Reed has a master’s degree in rehabilitation counseling, is a certified rehabilitation counselor and is licensed as a supervising professional counselor in Ohio. Reed is the representative from Opportunities for Ohioans with Disabilities Agency to the Ohio Employment First Task Force.

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, Building Independence, and the Functional Vocabulary for Daily Living series.

Erica Richley Erica Richley is a graduate of Youngstown State University's clinical counseling graduate program and is a supervising professional clinical counselor. She has presented at conferences on topics such as ADHD, managing behavior, and special education regulations. She serves as the northern special education director for Summit Academy Management in Ohio, where she provides oversight to the special education program. She conducts psychological testing, and provides clinical supervision to dependently licensed counselors working towards their independent license as well as staff training.

CONTINUE T HE DISC USSION – #O C ALIC O N20 1 3

P RE S E N T E R S Michael Riley

Cari Rohrbach-Fisher

Carla Rumas

Michael Riley is a doctoral student in the Department of Special Education at the University of South Florida. He is a teacher of students with disabilities with 12 years of experience, the past 7 years of which have been specifically serving students with ASD in middle schools. He is currently a member of research teams investigating preservice teacher education, the construction of the worker with autism in discourse, the future of educational assessment, and an international study of teacher use of iPads in the classrooms.

Cari Rohrbach-Fisher taught high school students and adults with ASD for five years. She now teaches middle school students with ASD. She enjoys working with children with ASD. She has 5 children of her own. She has a bachelor's in early childhood pre-K through fifth grade and a master's as an intervention specialist K-12.

Carla Rumas completed the pre-med program and graduated from Ohio University with a bachelor’s degree in zoology, and received a postgraduate degree in physical therapy from Ohio State University. As director of early childhood programs at Richland Newhope, she developed a multi-faceted and progressive program of therapy services. Ruams has been involved in the local Help Me Grow program and served as the chairperson for the Richland County Help Me Grow Collaborative. She has over 42 years of experience in the fields of pediatrics, geriatrics, orthopedics, and developmental disabilities.

Kim Roberts Kim Roberts received her master's in art therapy from Wright State University and her bachelor's in art education from The Ohio State University. She is a board certified art therapist and licensed as an art teacher K-12 in the state of Ohio. Roberts has worked in alternative education for the ESCCO for the past 12 years. Her experience in schools also includes 4-1/2 years in Nashville, TN, public schools. Prior to that she worked for 11 years with a wide variety of clients, including psychiatric and drug and alcohol inpatient, outpatient, and partial hospitalization programs.

Kathryn Robinson Kathryn Robinson is a graduate of DeVry University with an associate of science degree in computer networking systems administration. She has worked for the Center for Instructional Supports and Accessible Materials (CISAM) for three years as an accessible media specialist producing braille, large print, audio, and digital textbooks for students with print disabilities, including students with visual impairments. She trains teachers and individuals with visual impairments how to use iPads with braille refreshable displays.

Jan Rogers Jan Rogers, MS, OTR/L, ATP, is program director for 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. Additionally, 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.

O CA L ICON 2013

Pamela Rollins Pamela Rollins, M.S., CCC-SLP, Ed.D., is an associate professor in the School of Behavior and Brain Sciences at the University of Texas – Dallas Callier Center for Communication Disorders. Her passion and primary professional goals are early identification and intervention for children with ASD. She has dedicated 30+ years to education, research, teaching and clinical practice to understanding, identifying and treating children with ASD. Her new book, Early Communication, Language and Social Skills: From Theory to Practice is due out Spring 2014.

Gay Russell Gay Russell is a licensed social worker with over 30 years' experience working with children and families. She is the founder of Feeling Whole Counseling Services, which makes a difference through innovative non-medication protocols for enhancing focus, concentration, and behavioral success.

Madeline Rosenshein

Andie Trail Ryley

Madeline Rosenshein has been an administrator and director for vocational training and job placement programs for universities, state, and community agencies. While at a regional resource center, she developed transition and assistive technology training and networks for school personnel. She has been successful in obtaining funding for many regional and state projects. She has been the author of several publications and products, a board member and officer for professional organizations, and has presented at a wide range of national conferences.

Andie Trail Ryley, M.Ed., has been working with individuals with ASD for over 35 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.

Chloe Rothschild Chloe Rothschild is a young adult who has PDDNOS. 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! Rothschild is a young leader for the Autistic Global Initiative (AGI), a program sponsored by the Autism Research Institute (ARI).

Michael Roush Michael Roush works with Ohio's Region 14 State Support Team in the areas of school improvement and special education, specializing in instructional and assistive technology. He also serves as the organization's technology coordinator. He has presented at local, regional, and state conferences on using technology to increase access to the general curriculum and universal design for learning.

Emily Rubin Emily Rubin, M.S., CCC-SLP is an educational outreach specialist at the Marcus Autism Center, at Emory University. As an adjunct faculty member and lecturer at Yale University, she served as a member of the Autism and Developmental Disabilities Clinic. Her publications focus on early identification, intervention models, and programming guidelines. She is also a co-author of the SCERTS Assessment Process. She participated on the ASHA's Ad Hoc Committee on Autism Spectrum Disorders to develop guidelines for speech-language pathologists in the diagnosis, assessment, and treatment of ASD.

Mohammad Nasser Saadatzi Mohammad Nasser Saadatzi obtained his B.Sc. and M.Sc. in electrical engineering from Iran University of Science and Technology. His studies, so far, have resulted in three conference and two journal papers.

Diane Sainato Diane M. Sainato, Ph.D., is associate professor in special education at The Ohio State University. Her areas of study are early childhood special education and applied behavior analysis. Sainato is 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.

Ronda Schelvan Ronda Schelvan, M.S., has more than 30 years' experience in special education, supporting students with special needs and their families. She presents nationally and internationally. The co-chair of S.W. Washington's Autism Consulting Cadre for 10 years, she also collaborated on the Autism Guidebook for Washington State. She is also a co-author of the books, The Hidden Curriculum: Practical Solutions for Understanding Unstated Rules in Social Situations and The Hidden Curriculum: Practical Solutions for Understanding Unstated Rules in Social Situations for Adolescents and Young Adults.

P RESE NTE R S Andrea Schneider

Brandis Showalter

Carol Sparber

Andrea Schneider has been an SLP with the Kenton City Schools in Ohio for nearly four years. She graduated from the University of Akron with a master's degree in 2011 as part of the OMNIE intern-program. Schneider serves students K-12, both in the general education setting and in the district's SWSD units. She is currently the district autism team facilitator for Kenton and is part of the district's autism identification team.

Brandis Showalter is the mother of an autistic child. Her son Kolston is 5 years old and he just started kindergarten. Kolston is nonverbal and he uses an communication device Vantage lite. He has had the Vantage for about 8 months and uses it in school, at therapies, and at home.

Carol Sparber is a doctoral student in special education at Kent State University (KSU). She has worked in a professional capacity with students for 18 years collaborating with families, school districts, and teachers to foster academic achievement and develop individualized plans for children with special needs. She has been a guest instructor for undergraduate and graduate special education classes at KSU. Sparber presents locally and nationally on evidence-based interventions that promote post-school success. She is the 2013 recipient of the Herbert J. Prehm Student Presentation Award.

Elizabeth Senften Elizabeth A. Senften, M.A., CCC-SLP, is an SLP with the Lake County ESC in Ohio, providing service to low-incidence classrooms in the Willoughby-Eastlake School District. She has presented on assistive technologies, visual supports/strategies to enhance communication, therapeutic use of iPads, socialemotional strategies for self-regulation, and team collaboration.

Stephen Shore 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.

Julie Short Julie Short, M.A., is a regional consultant for OCALI, specializing in autism and low-incidence disabilities. She coordinates and provides regional and statewide professional development, consultation services, and technical assistance. She was a classroom teacher for 14 years, teaching both general education and special education. A parent of a child with autism, Short oversees a non-profit organization in her community – H.O.P.E. Intervention – providing resources and support to those affected by ASD.

Scott Short Scott Short is the family coordinator liaison for the West Virginia Autism Training Center at Marshall University. He has worked in the field of ASD for the past 10 years. He spent eight years working in ASD and genetic research as a clinical studies coordinator for Duke University and University of Miami, FL. He is the father of a child with autism. He is also the founder of a non-profit organization, H.O.P.E. Intervention, which serves as a resource for those affected by ASD in Southeast Ohio. Short serves on the OCALI advisory board and ASA-ASO board of directors.

Dawna Sigurdson Dawna Sigurdson serves as coordinator of the Central Region Autism Spectrum Disorders Team as a part of the Nebraska ASD Network. Sigurdson earned her bachelor’s degree in social work followed by graduate degrees in counseling and school psychology. She has 22 years’ experience working as a school psychologist, 10 of which have been focused on meeting the needs of individuals on the spectrum and the schools that serve them.

Reyna Sigurdson Reyna Sigurdson has been in the field of special education for 16 years. After working as a paraprofessional, she pursued a master's in education with a SPED certification. She taught students with multiple disabilities and then joined the Peace Corps where she traveled to different SPED centers and assisted host country nationals in developing comprehensive programs. Sigurdson has worked as an autism specialist at SESA, in Anchorage, AK, for two years. She presented at OCALICON last year, and has presented yearly at the Alaska statewide special education conference.

Whitney Sims Whitney Sims graduated from The Ohio State University with a B.A. with distinction in research in psychology. She is currently pursuing a master’s of arts in applied behavior analysis with an emphasis in autism through Ball State University and working towards becoming a certified BCBA. Sims has been a case supervisor at Nationwide Children's Hospital Center for Autism Spectrum Disorders for the past year and a half.

Sheila Smith 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.

Stephanie Sokolosky Stephanie Sokolosky is a consultant with S&S Behavioral Consultants in Harlingen, TX, where she provides services for individuals with autism, including preschool children, young adults, and public school settings. Sokolosky's formal education includes an undergraduate degree in education from University of Houston, master's of professional studies from Pratt Institute (Brooklyn, NY) in art therapy and creativity development, and doctorate of education in education, Texas Tech University. She is a board certified behavior analyst, doctoral level.

Andrea Speece Andrea Speece, M.S., BCBA, is an intervention specialist working with students who have moderate to intensive disabilities. She has worked as an inhome ABA therapist for the past two years and is currently 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 is also a board certified behavior analyst. She has presented at the ABA autism conference in January 2012 and at OCALICON 2012.

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.

Lee Stickle 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.

Carrie Stoss Carrie Stoss has a certification in special education and regular education with a master's degree in computers in education. She is employed with the Shawano School District in Wisconsin as an autism program support teacher and math interventionist. She is also the WSPEI parent liaison for the Bonduel School District. She was involved in Bonduel School District's model site project for the National Professional Developmental Center on ASD. Stoss and her husband have four children, daughter 17 diagnosed with PDD-NOS, son 15, daughter 12, and a 6-year-old son.

CONTINUE T HE DISC USSION – #O C ALIC O N20 1 3

P RE S E N T E R S Jennifer Suppo

Angela Tatar-Schulz

Noah Trembly

Jennifer Suppo, Ph.D., is an assistant professor of education at Seton Hill University where she teaches undergraduate and graduate courses in special education, including the online graduate certificate program in autism. She has taught in both autism support and life skills middle school classrooms. Suppo has published articles on topics in autism. She is the parent of a child with autism.

Angela Tatar is in her eighth year as a structured language teacher at Lake Elementary in Mentor, OH. She has taught children with ASD ranging from kindergarten to third grade. She has a bachelor's degree from Kent State University as a K-12 intervention specialist for moderate to intense disabilities, and a master's in curriculum and instruction from Ashland University. Tatar-Schultz promotes student independence by addressing functional life skills in an environment that is rich with technology. She currently serves on her district's technology board and special education task force.

Noah Trembly is an educator, speaker, and advocate. Having utilized a speech-generating device for over 20 years, Trembly teaches AAC at Ohio University and speaks at schools and conferences about overcoming obstacles stemming from living with a disability. His experience includes self-advocacy to maintain independent living and advocating for positive changes through the state legislature. A member of the Athens City Commission on Disabilities, Trembly founded and maintains Ohioans for Access to Assistive and Communication Technology Services (OFAACTS).

Pamela Ann Taylor

Jan Turbes

Pamela Ann Taylor has been a teacher for 18 years. She has a bachelor's degree in elementary education from The Ohio State University, and a master's degree from Ashland University. Taylor is as an intervention specialist in the fifth grade at Crestview Middle School in Ashland, OH.

Jan Turbes has been involved with students with ASD for the past three decades, the past 25 years working as a consultant for students with ASD. She recently completed a four-year program through the Iowa Department of Education and Center for Disabilities and Development through Iowa City focusing on assessment of challenging behaviors and how it relates to functional behavior assessment and behavior intervention plans. Turbes has presented her research at National ABA (2011) and Autism ABA (2012) conference, along with numerous state and national autism workshops.

Naomi Swiezy Naomi Swiezy, Ph.D., HSPP, is a faculty member at Indiana University School of Medicine, specializing in applied behavior analysis, caregiver training, and behavioral assessment and treatment of ASD. Swiezy developed the HANDS in Autism (Helping Answer Needs by Developing Specialists in Autism) training model. Swiezy presents and publishes widely on autism and the development of the HANDS program.

Wendy Szakacs Wendy Szakacs is a regional consultant with OCALI. She has worked with persons with disabilities for 23 years, while specializing in autism for the past 16 years. She develops evidence-based materials, provides technical assistance and professional development. Szakacs has a B.S. in special education and a masterâ&#x20AC;&#x2122;s in special education with a focus on autism, both from Youngstown State University.

Mark Taracuk Mark Taracuk is the assessment coordinator and psychometrician for the Nationwide Children's Hospital Center for Autism Spectrum Disorders. He primarily specializes in cognitive, achievement, and language assessments and their administration procedures, especially those relevant to children with autism. He has logged over 1,600 hours of psychological testing and administered assessments to over 400 children. He attended Indiana University and The Ohio State University.

Marc J. Tasse Marc Tasse, Ph.D., is the director of The Ohio State University Nisonger Center, a University Center for Excellence in Developmental Disabilities, where he is also a professor in the Departments of Psychology and Psychiatry. He has over 25 years of experience in conducting research and providing clinical services in the area of intellectual disability and ASD. He is co-author of the 11th edition of the AAIDD Terminology and Classification Manual and the AAIDD Supports Intensity Scale as well as the lead author on the development of the Diagnostic Adaptive Behavior Scale.

O CA L ICON 2013

Beth Thompson Beth Thompson, MSSA, is the teen/adult services manager for Milestones Autism Organization in Beachwood, OH, and principal staff for The Roadmap to Adulthood Project. Thompson earned her undergraduate degree from Hiram College and her master's degree in social science administration from Case Western Reserve University. She serves on the Transition Advisory Committee for State Support Team Region 3. Thompson is certified as a customized employment specialist and serves on the Employment First Initiative Leadership Council for the state of Ohio.

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, PBS, sensory integration, and crisis prevention. 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.

Melissa Trautman Melissa L. Trautman, Ms.Ed., is a regional coordinator for the Nebraska Autism Spectrum Disorders Network. She is the author of My New School: A Workbook to Help Students Transition to a New School and co-author of The Hidden Curriculum: Practical Solutions for Understanding Unstated Rules in Social Situations.

Denise Uitto Denise Uitto serves as the interim associate dean for The University of Akron Wayne College. She works with the State Support Team 9 in presenting professional training to paraprofessionals and teachers who supervise their work. In her career, Uitto has served as an intervention specialist, supervisor of special education, director of preschool special education, and principal prior to her work as a college professor, retiring in May of 2012. As a member of the CEC-Para Special Interest Group, she served with a group of national consultants to develop the CEC Standards for Paraprofessionals.

Darlene Unger Darlene Unger is an associate professor and research director for the Center for Autism Studies at Youngstown State University. She has worked in the special education and rehabilitation field since 1988 holding faculty appointments at DePaul University and Virginia Commonwealth University. Her experiences have focused on the education of youth with significant disabilities and the delivery of transition-focused education and customized employment. Her publications include chapters and articles on transition, supported employment, and technology integration.

Jennifer Updike Jennifer Updike is the assistant principal at ClintonMassie Elementary School, a rural school that serves approximately 920 students. Prior to that, she taught in a variety of elementary grades for 16 years. Updike earned her undergraduate degree at Wright State University and master's in educational leadership at the University of Dayton.

P RESE NTE R S Gabriel Valley

Karla Welch

Pamela Williamson

Gabriel Valley has been working in the field of applied behavior analysis since 2006, during his junior year of college. Just prior to graduation, Valley began working at Step By Step Academy, Inc., where he previously served as the executive assistant to the director of clinical operations. He currently serves as the outreach manager.

Karla Welch, Ph.D., is as an assistant professor in the electrical and computer engineering department at the University of Louisville. She earned her master's and doctorate in the Department of Electrical Engineering and Computer Science at Vanderbilt University. Her research interests include machine learning, adaptive response technologies, pattern recognition, physiological signal processing, robotics, and human-computer/human-robot interaction. She has presented at international conferences focused on robotics, engineering education, and autism research.

Pamela Williamson, Ph.D., associate professor at the University of North Carolina at Greensboro, 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 is the coeditor of the book Quality Literacy Instruction for Students with Autism Spectrum Disorders.

Mary Jo Wendling

Diane Witt is a special education coordinator for Wood County ESC. She focuses on transition and program development for students with lowincidence disabilities, having developed several partnerships with community agencies and colleges. Witt is also an adjunct professor at the University of Toledo teaching life skills curriculum. She assisted UT with the development of their transition-to-work endorsement and spent the summer assisting Bowling Green State University in their online Transition to Work endorsement. She also taught special education in the public schools for 10 years.

Jessika Vance-Morgan Jessika Vance-Morgan, M.S., is a board certified behavior analyst. In addition to teaching in the psychology department at Eastern Kentucky University, Vance-Morgan practices as a BCBA in Kentucky and provides clinical supervision to clinicians and individuals who are studying to obtain their BCBA. Vance-Morgan focuses her practice on the assessment of the behavior of individuals with autism and other developmental disabilities. Her passion is to develop individualized programs for older individuals with ASD who did not have access to early intervention as children.

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 Childrenâ&#x20AC;&#x2122;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.

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.

Jennifer Wene

Diane Witt

Annette Wragge

Jennifer Wene has been employed by Worthington City Schools since 1984 having served as director of special education and elementary principal. She is currently the director of academic achievement and professional development. Her specializations include administration, leadership development, and professional development.

Annette Wragge, Ms.Ed., is the state coordinator for the Nebraska ASD Network. As state coordinator, Wragge provides technical assistance and training opportunities to support the needs of teachers, administrators, and parents of children with ASD. She has presented locally and nationally on topics related to ASD. She co-authored the 2011 Hidden Curriculum One-a-Day Calendar for Kids.

Natasha Walski

Elisabeth Wharton

Brooke Wright

Natasha Walski holds a 4-9 teacher license in math and science with reading endorsement from Youngstown State University and has been working with students with autism for six years. Within her classroom, she utilized positive behavior support systems to motivate learning. She currently works at Youngstown Summit Academy Secondary as part of a program for academic and life skill progress for students with autism. Her research interests include incorporating the Ohio Alternate Learning Content Standards and Common Core Standards to differentiate instruction for students with special needs.

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 worked with individuals with a variety of disabilities, including traumatic head injury, stroke, spinal cord injury, ASD, multiple disabilities, visual impairments, and orthopedics.

Brooke Wright, B.S., 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. Previously, 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.

Kalin Wilburn

Nick Weiland Nick Weiland has been working in the field of disabilities with a focus on assistive technology for 37 years. He has worked as an SLP in a community speech and hearing center and in the public schools, coordinated staff development and a resource library for a special education resource center, as a school improvement consultant with State Support Team Region 16, and as an assistive technology consultant for OCALI. He is currently in private practice as an SLP with an emphasis on assistive technology.

Kalin Wilburn is the professional development coordinator for North Central Ohio Computer Cooperative, an Instructional Technology Center (ITC) that services over 20 public, private, and community school districts, instructing staff on implementing various technologies. She has a master's of education from The Ohio State University and a bachelor's in English/philosophy from Heidelberg College. She is a certified middle school language arts/social studies teacher and an adjunct for Ashland University. She has spoken at eTech Ohio and the Ohio Moodle Moot.

Craig Wright Craig Wright has a bachelor's degree from Ohio University and a master's from the University of Rio Grande. He recently received a post-master certificate in school principalship from Marshall University. Wright is an active advocate for his school system and has been an employee of the district for 10 years. He was a varsity wrestling coach for 15 years and served as the athletic director at Gallia Academy High School for two years before becoming the Gallia Academy middle school principal.

Sondra Williams Sondra Williams is an adult diagnosed with highfunctioning autism. She has been married for almost 21 years and has four children, all officially diagnosed with Asperger Syndrome with varying degrees of challenges. Williams is the author of Reflections of Self and a video entitled Define Me.

CONTINUE T HE DISC USSION â&#x20AC;&#x201C; #O C ALIC O N20 1 3

P RE S E N T E R S

Courtney Yantes

Nancy Zimmerman

Courtney Yantes serves as the Early Childhood Grants Coordinator for OCALI, overseeing statewide initiatives in the area of early diagnosis and early intervention for children with ASD, including the Autism Diagnosis Education Project. She previously worked in both the higher education and nonprofit sectors, advising undergraduate fraternity and sorority members. She graduated from William Woods University with a bachelor’s of arts in history and a master’s of business administration.

Nancy Zimmerman is a school psychologist who has specialized in autism for 20 years, first as preschool coordinator and school psychologist, then as autism consultant, and now as a special education administrator. She is a founding member of the Central Indiana Autism Academy, a gathering of autism leaders from 25 school districts who have been meeting monthly since 1998 to support each other and share/develop materials to support students, teachers, and families. Her favorite training topics are autism assessment and putting evidencebased practices into practical use.

Keith Yeates Keith Owen Yeates, Ph.D., ABPP/CN, is director of the division of Pediatric Psychology and Neuropsychology at Nationwide Children’s Hospital, director of the Center for Biobehavioral Health at The Research Institute at Nationwide Children’s Hospital and professor of pediatrics, psychology and psychiatry at The Ohio State University College of Medicine. His clinical responsibilities include inpatient and outpatient neuropsychological assessment services, primarily via clinical supervision in the Pediatric Neuropsychology program. His research focuses on the outcomes of childhood brain disorders, especially traumatic brain injury.

Joy Zabala Joy Zabala is the director of technical assistance for CAST and 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.

Maureen Ziegler Maureen Ziegler received her bachelor's and master's degrees in special education from Slippery Rock University and her educational specialist degree from Eastern Michigan University. Ziegler is an autism education and intervention specialist for the Statewide Autism Resources and Training Project (START) at Grand Valley State University. In this role, she provides training in peer-to-peer supports and educational strategies for students with ASD. Ziegler has previously worked as a classroom teacher, a teacher consultant, and a supervisor of an autism program.

Colleen Zillich Colleen H. Zillich is the co-author of the book The Classroom and Communication Skills Program. She is an autism consultant and SLP for two public school systems in Indianapolis. She has presented at OCALI, ASHA, and ASA national conferences, Purdue and Ball State University, and at various local conferences.

O CA L ICON 2013

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 The fee for the Ohio Autism Awareness License Plate is $35. $25 of this fee goes directly to The Autism Society of Ohio.

P RE S E N T E R IN D E X Abildgaard, Chris

52, 55, 72

Adams, Deana

26, 33, 72

Aebker, Susan

24, 28, 72

Aldridge, Kevin

6, 12, 53, 57, 72

Arbolino, Lauren

40, 47, 72

Archer, Sheila

53, 56, 72

Austin, Christine

25, 30, 72

Baker, Susan

38, 43, 72

Barley, Karina

24-25, 28, 31, 72

Barnhill, Kelly

26, 33, 35, 72

Bauer, Bill

53, 57, 72

Bazyk, Susan

26, 34, 72

Beck, Sue

6, 12, 38, 42, 72

Bednarik, Terri

26, 34, 72

Benson, Shawna

6, 12, 53, 56, 72

Benton, Mary

40, 48, 73

Berry, Lori

40, 49, 73

Blackwell, Cameron

39-40, 45, 48, 73

Blackwell, Eric

39, 45, 73

Blackwell, Jen

39, 45, 73

Blackwell, Jordan

39-40, 45, 48, 73

Blass, Barb

53, 56, 73

Bleck, Susan

53, 58, 73

Bogin, Jennifer

53, 57, 73

Boucher, Cheryl

25, 33, 73

Bove, Claude

38, 42, 73

Bowen, Cindy Andree

39, 44, 73

Boyd, Shannon

38, 42, 73

Bridgman, Heather

6, 12, 24, 26, 28, 35, 53, 57, 73

Bright, Mike

39, 46, 73

Brock, Matthew

Guiou, Tracy

40, 47, 78

Guldberg, Karen

26, 33, 78

Haines, Caren

39, 46, 78

Hale, Kimberly

24, 29, 78

Hamilton, Jennifer

52, 54, 78

Haugland, Morten

40, 47, 78

Hayward, Joanne

53, 56, 78

Heim, Jennifer

38, 42, 78

Heipp, Raymond

26, 33, 38, 42, 79

Helling, Kristen

25, 32, 79

Hemphill, Misha

53, 57, 79

Hendricks, Dawn

6, 39, 45, 79

Henry, Kristen

24, 29, 79

Heywood, Jody

40, 47, 79

Hicks, Katherine

40, 48, 79

Holladay, Stephanie

39, 44, 79

Hollis, Carol

40, 48, 79

Hood, Jennifer

40, 46, 79

Houck, Elizabeth

53, 57, 79

Houseworth, Hal

38, 43, 79

Huffman, Bobby

53, 56, 79

Inglis, Cara

39, 45, 79

Izak, Jonathan

24, 28, 79

40, 47, 76

Izzo, Margaretha Vreeburg

53, 57, 79

Duffield, James

52, 55, 76

Jacobs, Jennifer

25, 32, 80

Dunlap, Kelly

52, 55, 76

James, Krista

24, 29, 80

Endow, Judy

24, 28, 60, 66, 76

Johnson, Jane

26, 35, 80

Ettel, Deborah

19, 76

Johnson, Selene

24, 30, 80

Fahey, Jean-Marie

52, 56, 76

Jones, Fred

53, 57, 80

Filler, Chris

6, 12, 25, 32, 40, 48, 77

Jones, Kathryn

40, 48, 80

26, 34, 73

Fiol, Carrie

25, 30, 39, 44, 77

Jones, LeTreese

53, 57, 80

Brothers, Karen

26, 34, 39, 46, 74

Freeman, Amy

26, 34, 77

Jones, Phyllis

24, 28, 80

Brown, Brenda Eagan

19, 74

Froelich, Anya

40, 48, 77

Judge, Joann

24, 29, 80

Brown, Jane Thierfeld

39, 46, 74

Gaffney, Amy

39, 45, 77

Jump, Jill

39, 46, 80

Buck, Debra

52, 56, 74

Gardner, Tim

24, 29, 77

Kabot, Susan

52-54, 57, 80

Bundy, Myra Beth

6, 25, 31, 39, 45, 52, 54, 74, 78

Gassner, Dena

24, 29, 77

Kaid, Tiffany

40, 47, 80

George, Kathryn

26, 33, 77

Kaulas, Kristin

53, 58, 80

Gerke, Anthony

24, 28, 77

Kelly, Vicki

39, 45, 80

Gifford, Connor

13, 17, 23-24, 29, 77

Kerns, Kelly

25, 32, 80

Gingerich, Kathrine

39, 45, 77

Kiefer, Deborah

53, 57, 80

Glang, Ann

19, 38, 42, 77

Kinder, Lezlie Fahl

26, 34, 52, 55, 81

Gonda, Jennifer

25, 31, 38, 43, 77

King, Lisa

39, 46, 81

Gongola, Leah

25, 30, 39, 44, 77-78

Klister, Kim

26, 35, 81

Govender, Jennifer

26, 33, 78

Klonne, Erin

25, 31, 81

Grattan, Amy

6, 53, 58, 78

Kopke, Rachel

25, 30, 81

Greene, Sharon

38, 42, 78

Kovach, David

39, 45, 81

Grimm, Linda

52, 55, 78

Kramer, Lucinda

25, 30, 81

Guerke, Amy

26, 34, 78

Krauss, Rachel

39, 45, 81

Guffy, Naomi

39, 45, 78

Krema, Alison

52, 54, 81

Guin, Kristen

40, 48, 78

Kruse, Amy

52, 55, 81

Burgess, Sloane

26, 35, 74

Burkett, Michael

39, 46, 74

Buron, Kari Dunn

24, 28, 39, 46, 74

Buti, Mo

26, 35, 74

Cargill, Lindsey

24, 28, 74

Carine, Ali

26, 33, 35, 74

Carnahan, Christi

40, 48, 74

Caruso, Denise Sawan

6, 12, 40, 46-47, 74

Case, Julie

25, 30, 74

Chambers, Dianne

24, 28, 74

Clarke, Laura

52, 56, 74

Clevidence, Teresa

39, 46, 75

Coffin, Amy Bixler

6, 12, 40, 48, 75

O CA L ICON 2013

Collet-Klingenberg, Lana

26, 35, 75

Combs, Lisa

24, 28, 75

Constable, Susan

38, 43, 75

Cotter, Cheryl

52, 56, 75

Cowan, Richard

7, 26, 34, 38, 43, 75

Cox, Ann

25, 32, 75

Curran, Sandra

26, 33, 75

Curtis, Steven

25, 32, 75

Dahle, Karen Bowen

38, 43, 53, 57, 75

Dargham, Deborah

26, 33, 75

Davies, Susan

19, 75

Daviso, Alfred

39, 44, 52, 55, 75

DeMuesy, Ron

39, 46, 75

Denzer, Anna

26, 34, 38, 43, 76

DePompei, Roberta

19, 76

DeWitt, Patricia

52, 56, 76

Dietrich, Katie

25, 31, 76

Dittoe, Carol

24, 26, 28, 35, 76

Doehring, Peter

6, 40, 47, 76

Dollin, Sheri

52, 54, 76

Donnelly, Julie

26, 34, 52, 54, 76

Donovan, Lizzy

24, 30, 76

Dransfield, Deirdre

52, 56, 76

Droesch, Bryan

P RESENTE R I NDE X LaBerge, Julie

26, 35, 81

Owens, Donna

6, 12, 38, 42, 52, 55, 84

Smith, Sheila

6, 12, 25-26, 31, 35, 87

LaCava, Paul

6, 53, 58, 81

Pachinger, Monnis

52, 54, 84

Sokolosky, Stephanie

38, 43, 87

LaPaglia, Christy

39, 45, 81

Packer, Jara

26, 35, 84

Sparber, Carol

52, 55, 87

Larson, Joan Breslin

24, 28, 81

Palay, Lara

6, 12, 40, 48, 84

Speece, Andrea

39, 44, 87

Levy, Emily

53, 56, 81

Parsons, Angelia

40, 46, 84

Staugler, Kathy

25, 32, 87

Lewis, Sally

38-39, 44, 82

Pasquerilla, Rachel

38, 43, 84

Stickle, Lee

13, 17, 19, 37-38, 43, 88

Lierheimer, Kristin

25, 31, 39, 44, 82

Pate, Glenda

39, 45, 84

Stoss, Carrie

26, 35, 88

Lipka, Dan

24, 29, 82

Pennington, Robert

Suppo, Jennifer

53, 58, 88

Lombard, Erin

52, 55, 82

25, 30, 39, 45, 52, 55, 85

Swiezy, Naomi

25, 31, 39, 44, 88

Long, Janette

39, 45, 82

Szakacs, Wendy

6, 12, 26, 34, 40, 47, 88

Lutman, Alicia

39, 45, 82

Taracuk, Mark

40, 48, 88

Lyle, Barbara

25, 30, 82

Tasse, Marc J.

53, 57, 88

MacFarland, Mari

40, 47, 82

Tatar-Schulz, Angela

53, 58, 88

Magee-Arick, Kara

39, 46, 82

Taylor, Pamela Ann

52, 54, 88

Mahler, Kelly

40, 48, 82

Thompson, Beth

40, 47, 88

Marks, Coty

26, 34, 82

Tornow, Lindsey

38, 43, 88

Marks, Judy

26, 34, 82

Trautman, Melissa

26, 34, 88

Masters, Kristin

39, 46, 82

Trembly, Noah

24, 29, 88

Matthews, Amy

26, 35, 82

Turbes, Jan

25, 30, 88

Mauro, Paula

52, 55, 82

Uitto, Denise

24, 30, 88

McClafferty, James

26, 33, 82

Unger, Darlene

53, 57, 88

McCord, Seamus

53, 57, 82

Updike, Jennifer

40, 48, 89

McCormick, Jeff

6, 12, 24, 28, 39, 46, 52-53, 56-57, 83

Valley, Gabriel

25, 30, 89

Vance-Morgan, Jessika

52, 54, 89

Wade, Shari

19, 38, 42, 89

Walski, Natasha

25, 31, 38, 43, 89

Weiland, Nick

40, 48, 89

Welch, Karla

25, 30, 89

Pennington, Zach

40, 48, 85

Pero, Kathleen

6, 38, 43, 52, 54, 85

Reilly Perry, Jane

40, 48, 85

Pierson, Ken

26, 35, 85

Pinney, Pamela

39, 44, 85

Polchowski, Patricia

39, 46, 85

Pomares, Kim

24, 28, 38, 42, 85

Porto, Patti

6, 40, 48, 52, 54, 85

Powell, Nikki

52, 54, 85

Quinn, Joanne

52, 56, 85

Raccio, Julie

26, 34, 85

Reed, Rose

25, 32, 85

Reeve, Christine

52-54, 57, 85

Richley, Erica

39, 46, 85

Riley, Michael

24, 28, 85

McDaid, Patricia

24, 29, 38, 42, 83

Roberts, Kim

24, 29, 86

McDaniel, Melinda

24, 29, 83

Robinson, Kathryn

52, 55, 86

McDonald, Christin

40, 47-48, 83

Rogers, Jan

McEndree, Tara

52, 54, 83

6, 12, 39, 46, 52-54, 57, 86

McGarvie, Margaret

52, 56, 83

McGraw, Deborah

39, 46, 83

McKenzie, Barbara

25, 30, 83

McNulty, Daniel

24, 28, 83

Metz, Kristen

6, 38, 43, 52, 54, 83

Meyer, Monica

24, 28, 83

Miller, Shannon

38, 44, 83

Mogge, Lisa

40, 47, 83

Moreno, Susan

52, 54, 83

Morse, Tim

25, 32, 83

Munn, Cindy

25, 30, 84

Murphy, Meghan

Rogers, Ron

6, 12, 24, 28, 52-53, 56-57, 86

Wendling, Mary Jo

26, 33, 89

Rohrbach-Fisher, Cari

25, 31, 86

Wene, Jennifer

26, 34, 89

Rollins, Pamela

38, 42, 86

Wharton, Elisabeth

40, 49, 89

Rosenshein, Madeline

12, 40, 48, 86

Wilburn, Kalin

52, 54, 89

Rothschild, Chloe

40, 49, 86

Williams, Sondra

7, 40, 49, 89

Roush, Michael

26, 34, 86

Williamson, Pamela

40, 48, 89

Rubin, Emily

26, 33, 86

Witt, Diane

52, 54, 89

Rumas, Carla

53, 56, 86

Wragge, Annette

26, 34, 89

Russell, Gay

40, 47, 86

Wright, Brooke

26, 34, 90

Ryley, Andie Trail

39, 45, 86

Wright, Craig

26, 34, 90

26, 34, 84

Saadatzi, Mohammad Nasser

25, 30, 86

Yantes, Courtney

12, 53, 56, 90

Murray, Brittany

26, 34, 84

Sainato, Diane

53, 56, 86

Yeates, Keith

19, 90

Myles, Brenda Smith

6, 12, 40, 47, 87

Schelvan, Ronda

52, 55, 86

Zabala, Joy

38, 43, 90

Neal, Tiffany

25, 31, 39, 44, 84

Schneider, Andrea

40, 48, 87

Ziegler, Maureen

52, 55, 90

Nowatzke, Melissa

19, 84

Senften, Elizabeth

52, 55, 87

Zillich, Colleen

39, 45, 90

O’Brien, Stephanie

26, 33, 84

Shore, Stephen

52, 54, 87

Zimmerman, Nancy

25, 31, 90

Odom, Samuel

25, 32, 84

Short, Julie

6, 12, 40, 48, 87

Oehler, Kathy

25, 33, 84

Short, Scott

7, 40, 48, 87

Oliver, Margaret

52, 55, 84

Showalter, Brandis

40, 46, 87

Osborn, Jan

7, 26, 34, 84

Sigurdson, Dawna

26, 34, 87

Sigurdson, Reyna

38, 42, 87

Sims, Whitney

52, 54, 87

Owen-DeSchryver, Jamie

26, 35, 84

CONTINUE T HE DISC USSION – #O C ALIC O N20 1 3

P RE S E N T E R IN D E X

Experience a brand new AIM

Visit the new Autism Internet Modules site to earn Graduate Credit, Professional Development Certificates or to explore dozens of modules on a wide range of topics related to autism.

www.autisminternetmodules.org 94 O CA L ICON 2013

Monarch Center for Autism A Division of Bellefaire JCB

Providing A Full Array of Services and Programs for Individuals Ages 3 Through Adulthood with Autism Spectrum Disorders (ASD) Monarch Boarding Academy Unique residential treatment program for ages 8 to 22 with an ASD diagnosis. Comfortable, secure, home-like setting is designed and staffed to enhance social, behavioral, communicative, functional and academic growth. All activities are designed to complement classroom experiences at Monarch School.

Monarch School Chartered non-public school, licensed by the Ohio State Board of Education, specifically for ages 3 to 22 with an ASD diagnosis. Oneon-one and small group instruction and intensive therapeutic intervention provided by a team of intervention specialists, speech/ language pathologists, occupational therapists, behavior specialists, associate teachers, a music therapist, an art therapist, a gross motor teacher, and a swimming instructor.

Monarch Preschool Half- and full day classes available 11 months a year for ages 3 to 6 with a suspected or confirmed ASD diagnosis. A provider for Ohio Autism Scholarship Program, classes address social and play skill development; language-based communication; executive functioning; pre-academic skills; activities of daily living; fine, gross motor and imitation skills; sensory intervention; and behavioral support.

Monarch Adult Autism Program Individualized day program for adults ages 18 and older with ASD who are no longer in high school. The program incorporates Monarchâ&#x20AC;&#x2122;s evidenced-based model and combines pre-vocational and vocational habilitation, daily functioning living skills, and social and recreational opportunities.

We invite you to learn more at www.monarchcenterforautism.org @monarchohio

@monarchcenterforautism

Monarch Center for Autism I One Pollock Circle I 22001 T Fairmount Boulevard I Shaker Heights, OhioC44118 I 800-879-2522 CONTINUE HE DISC USSION â&#x20AC;&#x201C; #O ALIC O N20 1 3

O CA L ICON 2013