OCALICON 2014 Program by OCALI

November 19 – 21, 2014 Columbus, Ohio

CO N T IN U E TH E DIS CUS S ION – # OC ALIC O N2014

OCALI THANKS THE FOLLOWING SPONSORS FOR THEIR GENEROUS SUPPORT OF OCALICON 2014.

Educational Identification of Students Ed ID Series Ad with ASD Series January 2015 â&#x20AC;&#x201C; May 2015 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). Hurry. The registration deadline is December 19, 2014.

January 21, 2015 Educational Identification and the Law March 6, 2015 Trans-Disciplinary Evaluation Teams April 21, 2015 Developing a Comprehensive Evaluation Team Report and Providing Parent and Staff Feedback May 6 â&#x20AC;&#x201C; 7, 2015 Assessment Tools Presenter: Ruth Aspy, Ph.D.

For more information visit www.ocali.org/ed_id_series

Partnering with OCALI P

5,500 teachers trained in standards-based instruction 14,735 conference attendees since inception

14,346 paraprofessionals received

28,000 participants in professional dev

35,000 OCALI Parent Guid

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CALI autism resources customers worldwide states, and all 88 Ohio counties served

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TA BL E O F CO N TE N TS

CONFERENCE SESSION REVIEWERS GENERAL INFORMAT ION

Kevin Aldridge OCALI

Paul LaCava Rhode Island College

Shawna Benson OCALI

Jessica Logan Trumbull County ESC

Amy Bixler Coffin OCALI

Cathy Longstroth Utah Personnel Development Center

Jennifer Bogin State of Conn. Dept. Dev. Services

Laura Maddox OCALI

Shannon Boyd Maumee City Schools

Jeff McCormick OCALI

Heather Bridgman OCALI

Patricia McDaid Alaska Behavior Solutions

Karla Brown Meigs Local School District

Julie O’Neil Lake County ESC

Myra Beth Bundy Eastern Kentucky University

Cyndi O’Toole Education Service Center, Region 13

UNIVERSITY SUMMIT

Cory Camden Gallia Academy Middle Schools

Margaret Oliver Akron Public Schools

NEXUS EXHIBIT HALL FEATURES

Lisa Combs Miami Valley Region 10

Donna Owens OCALI

CEUS/GRAD CREDIT

Sue Constable Rhode Island Dept. of Education

Lara Palay OCALI

Sheri Dollin SW Autism Research and Resource Center

Patti Porto State Support Team Region 3

EVENTS AT-A-GLANCE

2014 OCALI AWARDS

MAPS

Marc Ellison Autism Training Center at Marshall University Chris Filler OCALI Kelly Fonner Fonner Consulting Barb Gentille Green State Support Team Region 7 Leah Gongola Youngstown State University Amy Grattan Sherlock Center on Disabilities Jennifer Heim State Support Team Region 2 Dawn Hendricks Virginia Commonwealth University William (BJ) Henry Washington County Board of Developmental Disabilities Heather Herbster The Ohio Center for Deafblind Education Debbie Irish Geneva Centre for Autism Krista James Special Education Service Agency Lora Jenkins Gallia County Family and Children First Council Susan Kabot Nova Southeastern University Charles Kemp Portsmouth City Schools Rachel Krauss Medina ESC

Cathy Pratt Indiana Resource Center for Autism Christine Reeve Reeve Autism Consulting, LLC

WELCOME

SPECIAL FEATURES

10 11

Wi-Fi, OCALI Central, Mobile Program

GENERAL CONFERENCE INFO

Hotel info, admissions, evals, and more

CONFERENCE SESSIONS

Breakdown of session types

Columbus and convention center

Jan Rogers OCALI Ron Rogers OCALI Deborah Rooks-Ellis Maine Autism Institute for Education and Research, UMaine Emily Rubin Marcus Autism Center Tammy Salmons Parent

W EDNESDAY 24

WEDNESDAY AT-A-GLANCE

WEDNESDAY SESSIONS Descriptions and locations

Denise Sawan Caruso OCALI Julie Short OCALI Rebekah Silla Perry Local Schools Sheila Smith OCALI Brenda Smith Myles OCALI

T HURSDAY 38

THURSDAY AT-A-GLANCE

THURSDAY SESSIONS Descriptions and locations

Wendy Szakacs OCALI Megan Trowbridge State Support Team 14 Christine Wnoroski Stark County ESC 15 Patricia Wright Rethink

FRIDAY 54

FRIDAY AT-A-GLANCE

FRIDAY SESSIONS

Descriptions and locations

TA BLE O F C ONTE NTS

OCALI ADVISORY BOARD E XH I B I TO R S 60

EXHIBITORS LIST

EXHIBITOR HALL MAP

EXHIBITOR DESCRIPTIONS

P R E S E N TE R S 73 89

PRESENTER BIOS PRESENTER INDEX

Co-Chairs

Jon Peterson Delaware County Office of Treasurer

Reginald Fields Ohio State Medical Association

Kay Brown

Jerod Smalley

Regional Autism Advisory Council of SW Ohio Parent

NBC 4 Columbus Parent

Richard Cowan Kent State University

Michelle DePolo

Sarah Walker State Support Team Region 2

Sondra Williams

KidsLink Neurobehavioral Center

Autistic Global Initiative Self Advocate

Jocelyn Geib

Jacqueline Wynn

KidsLink Neurobehavioral Center

Nationwide Children’s Center for Autism

Aimee Gilman Siegel, Agins & Gilman LLC Parent

Barb Yavorcik Parent

William (BJ) Henry Washington County Board of Developmental Disabilities

Sharon Knotek Geauga County ESC

EX-OFFIFCIO Melissa Bacon

Mary Murray

Ohio Department of Job and Family Services

Bowling Green State University

Ohio Department of Health

Ginger O’Connor

Wendy Stoica

Washington County Board of Developmental Disabilities

Ohio Department of Education

Jan Osborn Putnam County ESC

Chloe Rothschild

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

Young Leader, AGI Self Advocate

Janet Seide Parent

Scott Short HOPE Intervention West Virginia Autism Transparency Center Parent

W HAT’S H A P PE NING WELCOME TO OCALICON 2014. We’re so glad you’re here. We celebrate our 8th year in 2014. Thanks for being a part of it. Even though the conference name has gone through several changes and iterations, the mission and goal remain the same – to connect you to research-based, world class, cutting edge information, strategies, and tools for supporting and empowering individuals with autism and lowincidence disabilities across the lifespan. 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 almost 1,500 of you here this week from 40+ states, plus Canada and the United Kingdom. It’s a great opportunity to make connections on a national, even an international scale.

OCALI CENTRAL Check out OCALI’s new location 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 Wednesday after the keynote for a meet and greet with writer Justin Martin.

Add the OCALICON 2014 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 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!

#OCALICON2014

Document your experience in the conference photo booth. Or share your thoughts on video – What does OCALI mean to you? You could be featured in our next commercial!

KEEP THE CONVERSATION GOING! 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 #ocalicon2014. Didn’t bring your own computer or device? No worries. The free Internet Park is located in the Nexus Exhibit Hall.

Take a piece of OCALICON 2014 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 and watch him in action!

SP EC IA L FE ATU R E S WEDNESDAY – OHIO STATE SCHOOL FOR THE BLIND MARCHING BAND 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 Dr. Ami Klin’s keynote address.

WEDNESDAY – JUSTIN MARTIN Justin Martin is a poet, writer, philosopher, educator, and 12thgrade 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. This past summer, he attended the prestigious Kenyon Review Young Writers Workshop. 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 help kick off OCALICON 2014 by reading some of his poetry on Wednesday morning prior to Dr. Ami Klin’s keynote address. Be sure to stop by OCALI Central after the keynote for a chance to meet Justin.

WEDNESDAY AND THURSDAY SCAVENGER HUNT Ready for a little fun and excitement while you try to win some fabulous prizes? Play the Nexus Exhibit Hall Scavenger Hunt! Your game board is inserted into the 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 Sponsored by

32” 1080p Flat Screen HDTV Sponsored by

WEDNESDAY – DOOR PRIZES Register for your chance to win great door prizes from COSI, the Columbus Blue Jackets, Renewal Acupuncture, Studio Movie Grill, and more. The door prize drawing occurs after the Wednesday afternoon panel session at 5:30 pm from the main stage in Hall E.

CO N T IN U E TH E DIS CUS S ION – # OC ALIC O N2014

2015

Registration to OCALICON 2015 Cards must be submitted by 2:30 pm EST, Thursday, November 20. Drawing will be held at 2:45 pm EST. Need not be present to win. Winner responsible for any shipping or transportation costs. *

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 “admission 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 2014 EVALUATIONS How was your experience at OCALICON 2014? 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.

Hampton Inn and Suites 501 N. High St. | 614.559.2000 Hilton Columbus Downtown 401 N. High Street | 614.384.8600 Arena District Hyatt 350 N. High Street | 614.463.1234 Crowne Plaza – Columbus Downtown 33 E. Nationwide Blvd. | 614.461.4100

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

RECYCLING OCALI is committed to creating environmentally-friendly educational events. Please join us in these ongoing efforts to reuse materials and reduce consumption and waste. Recycling receptacles for office paper, glass, plastic, and aluminum cans are available throughout the convention center. Name badges may be recycled at the Registration Area before leaving the convention center. A CD of presenter handouts is included in the conference tote bag. In an effort to reduce paper waste, OCALI seeks to minimize the distribution of paper copies and presenter handouts. This program is printed on FSC-certified paper.

Drury Inn & Suites Convention Center 88 E. Nationwide Blvd. | 614.221.7008 Red Roof Inn Columbus Downtown 111 E. Nationwide Blvd. | 614.224.6539

C O NFERENC E SE SSI ONS LECTURE SESSIONS

FACILITATED DISCUSSIONS

Classroom-style breakout sessions conducted by state and national leaders and scholars. Over 100 total 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

NATTAP/NALS

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

Sessions that focus on national and state-level issues such as building capacity, continuity of services, and training and technical assistance in autism. KEYNOTE SESSIONS

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.

Opening general sessions presented by nationally recognized leaders. 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 one-onone 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 E150

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.

Last-minute changes and cancellations are sent out via Twitter (@ohioautism) and posted in the Registration Area as well as the room where the session was to have occurred.

CO N T IN U E TH E DIS CUS S ION â&#x20AC;&#x201C; # OC ALIC O N2014

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 Courtney Yantes Jennifer Pollina

Where We Are

Autism Center Amy Bixler Coffin Wendy Szakacs Julie Short Denise Sawan Caruso

OCALICON 470 Glenmont Ave. Columbus, OH 43214 614.410.0321 (p) | 614.262.1070 (f) ocalicon.org | #ocalicon2014

Teaching Diverse Learners 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

Family Center Donna Owens Melody Painter Center for Systems Change Kevin Aldridge Lara Palay National and State Outreach Jill Hudson Laura Sfikas Casey Oâ&#x20AC;&#x2122;Mara Autism Certification Center Carly McVey Brenda Smith Myles Jennifer Bavry Online Learning Laura Maddox Kelli Yeagley Integrated Systems Team Mark Garrett Larry Sexton Hal Hixson Simon Buehrer Kyle Knapp Nicole LaGrasso

University Summit sponsored by

University Summit Thursday, November 20 | D131 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:

•

To provide a forum for university faculty to connect, discuss, and collaborate on development of high-quality pre-service 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-to-practice gap

University Summit 2014 follows the successful design of the 2013 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 created and directed by the Summit participants. One feature of the Summit is the “Open Mic” which provides an opportunity for participants to share innovation, research, program development, and other pertinent information with their peers.

AGENDA 2:45 – 4:00 pm Welcome, “Open Mic” 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. 4:00 – 5:00 pm Collaborative Group Work on Common Issues Breakout style small group work to develop collaborative solutions to common issues. Summit participants drive topic choices. 5:00 – 8:00 pm Networking at Barley’s Brewing Company (467 N High St, Columbus, OH 43215) At the request of last year’s University Summit participants a networking venue has been provided at Barley’s. Please plan to meet with your colleagues and follow up on discussions generated at the Summit. Use the time to network and build relationships! Appetizers will be provided with an accompanying cash bar. A great way to finish up the 2014 University Summit. The University Summit networking event is sponsored by Bowling Green State University.

CO N T IN U E TH E DIS CUS S ION – # OC ALIC O N2014

N E XU S E X H I B I T H ALL F E ATU R E S

The Exhibit Hall is now known as the Nexus Hall. The Nexus Hall is the central hub where chance meetings, productive networking, and meaningful conversations happen. From research to innovation to arts and entertainment the Nexus Hall is OCALICON’s idea and energy center. NEXUS – n. a relationship or connection between people and things; a connected group or series

CONFERENCE EXHIBITORS 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 at 9:00 am and Thursday at 7:30 am. Thirty-minute breaks between sessions and an extended lunch break provide multiple opportunities for meeting with exhibitors. Note: The exhibit hall closes at 3:00 pm on Thursday.

ENERGY BREAK NEW for 2014! Recharge your afternoons during the mid-day break in the Nexus Exhibit Hall. Grab a snack and beverage, enjoy some live music, visit with exhibitors, enter to win fabulous door prizes, and much more! The Energy Break is 2:00 - 2:45 on Wednesday and Thursday.

SCAVENGER HUNT

FAMILY CORNER

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 2015. Cards must be submitted by 2:30 pm EST, Thursday, November 20, 2014. Drawing will be held at 2:45 pm EST. Need not be present to win. Winner responsible for any shipping or transportation costs.

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.

Sponsored by

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. The Research Symposium opens at 7:30 am each day. Researchers and contributors will present their findings 11:30 am 12:30 pm each day. Check the session schedule for complete details.

Sponsored by

INTERNET PARK 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. Sponsored by

GALLERY BY OCALI A showcase of original artwork by individuals with disabilities. OCALI is pleased to present artwork from VSA Ohio’s Accessible Expressions Ohio (AEO) 2014 Exhibit and Tour. Sponsored by

EXHIBIT HALL FE ATU R E S Artist-in Residence OCALI is pleased to feature painter Tony Hoover of Columbus, OH. Tony began making art more than twenty years ago at United Cerebral Palsy and has not stopped since. Of his style he says, “I work in colorful acrylics, specializing in landscapes.” His painted creations are comprised of many short, staccato brushstrokes that work together to create an image. Tony will set up his workspace in the Gallery – stop by to see him at his craft. Share a few words, maybe buy a print or two.

INNOVATION playground

OCALI CENTRAL

INNOVATION PLAYGROUND

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. NEW for 2015 – Video Testimonials! We want to hear from you! Tell us how OCALI has impacted your work or life. OCALI staff will record your short response. Who knows? Maybe your video will find its way onto the OCALI website or into the next OCALI commercial.

NEW for 2014! Get hands-on experience with cutting edge hardware, software, devices, and more from new and emerging companies and organizations. This special showcase inside the OCALICON Nexus Exhibit Hall features ongoing demonstrations on Wednesday and Thursday and touch-feel-do opportunities that will introduce you to new products, new ideas, and new solutions for addressing your biggest challenges and needs.

Wednesday, November 19 11:30 am – 2:30 pm.

OCALI LENDING LIBRARY

CHILL ZONE Do you need to get away from the excitement and bustle of OCALICON? Need some space to sit quietly for a few minutes? Visit the Chill Zone in back of the ASO Family Corner, where you can take a time out from the conference commotion and conversation for a short time.

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. The Lending Library is located inside OCALI Central.

CO N T IN U E TH E DIS CUS S ION – # OC ALIC O N2014

CE U A N D G R AD U ATE CR E DITS

CEU CREDIT PRECONFERENCE | November 18, 2014 American Speech-Language Hearing Association (ASHA) Pending at the time of publication Ohio Counselor, Social Worker, and Marriage and Family Therapist Board (CSWMFT) 6 hours Approval code: MCST111412 Ohio Department of Developmental Disabilities Kleinert/Kearns - 6 hours; approval code: 1401246-1 Bellini - 6 hours; approval code: 1401246-2 Ohio Occupational Therapist, Physical Therapist, and Athletic Trainer Board (OTPTAT) 6 hours Approval code: 150071 Ohio Psychology Association MCE Not approved

HOW TO OBTAIN CEU CREDIT 1. Visit the CEU/Graduate Credit counter on Wednesday, November 19, 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 counter is located in Hall E near the Registration Area. 2. Record session information on the CEU Participation Form for each session attended. Note: Sessions must be attended in their entirety. Partial credit will not be given. 3. Submit your CEU Participation Form to the CEU/Graduate Credit counter on Friday, November 21, at the conclusion of the conference. 4. Please note: It is Your responsibility to document session information for the sessions you attend and submit your completed form(s) on Friday, November 21. CEU forms will not be accepted after this date.

Board Certified Behavior Analyst (BCBA) Not approved Professional Development Contact Hours (PDCH) 6 hours

CONFERENCE | November 19-21, 2014 American Speech-Language Hearing Association (ASHA) Pending at the time of publication Ohio Counselor, Social Worker, and Marriage and Family Therapist Board (CSWMFT) 15.25 hours Approval code: MCST111412 Ohio Department of Developmental Disabilities 1 hour per approved session Approval code varies per session Ohio Occupational Therapist, Physical Therapist, and Athletic Trainer Board (OTPTAT) 19 hours Approval code: 150072ETH Ohio Psychology Association MCE 1 credit per approved session Board Certified Behavior Analyst (BCBA) 1.5 credits per approved session Professional Development Contact Hours (PDCH) 19.25 hours

HOW TO OBTAIN GRADUATE CREDIT 1.

OCALICON Participants can earn 1-2 credit hours from either Ashland University or Bowling Green State University. One credit hour is available for attending the full conference. Two credit hours are available for attending a preconference workshop 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 the graduate course and submit payment to the respective university. Payment is required on-site for Ashland University credit. Participants earning credit through BGSU will be billed later. 4. Ashland Students: Submit completed CEU Participation Form and assignment to course instructor by Wednesday, December 3. BGSU Students: Submit completed CEU Participation Form and assignment to course instructor by Monday, December 15. Assignment details and instructor information are available at the CEU/Graduate Credit counter.

EVENT S AT- A - GL ANC E

Wednesday, November 19

8:00 8:30 9:00

MEETING TIME 7:30 – 8:00 AM

SESSION 1

8:00 – 9:15 AM

KEYNOTE: AMI KLIN

KEYNOTE: DANI BOWMAN 9:45 – 11:30 AM

9:30

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

EXHIBIT HALL OPEN

12:00

9:45 – 11:30 AM

POSTER PRESENTATIONS 11:30 – 12:30 PM

RESEARCH SYMPOSIUM

11:30

RESEARCH SYMPOSIUM

11:00

EXHIBIT HALL OPEN

10:00 10:30

Friday, November 21

POSTER PRESENTATIONS 11:30 – 12:30 PM

SESSION 2

12:45 – 2:00 PM

ENERGY BREAK

2:00 – 2:45 PM

EXHIBIT HALL CLOSED ON FRIDAY

7:30

Thursday, November 20

SESSION 2 9:45 – 11:00 AM

SESSION 3 11:30 – 12:45 PM

3:00 3:30

SESSION 3

2:45 – 4:00 PM

4:00 4:30 5:00

PANEL

SESSION 4

4:30 – 5:30 PM

4:30 – 5:45 PM

5:30 6:00 6:30 7:00 University Summit

CO N T IN U E TH E DIS CUS S ION – # OC ALIC O N2014

O CA L I AWA R DS 2014 OCALI AWARDS OCALI is pleased to formally recognize and acknowledge the impact, leadership, and accomplishments of individuals across the nation who help improve the outcomes for people with autism and low-incidence disabilities. To this end, we are honored to present the 2014 OCALI Awards. Candidates were evaluated for their personal achievements and accomplishments, leadership skills and abilities, innovative ideas, practices, and solutions, collaboration and mentoring efforts, and overall impact on their communities. Please join us in congratulating the 2014 OCALI Award winners on Thursday, at 9:45 am. Know someone who is deserving of recognition for their efforts and accomplishments? The 2015 Award nomination window opens in late Spring 2015. Winners will receive complimentary registration and be acknowledged at OCALICON 2015, November 18 - 20, 2015.

Dr. DeeDee Dransfield Chauncey, OH

Phil Sievers Minneapolis, MN

Brian Focht Willow Grove. PA

DeeDee Dransfield has long been regarded as the “go to” person in Southeastern Ohio when seeking guidance and support for serving individuals with autism. She has also been the team leader of Kathe’s Autism Project (KAP), named in honor of the late Kathe Shelby, Director of the Office for Exceptional Children at the Ohio Department of Education. This project began in 2011 due to a recognized need to improve services to students with autism in districts served by the State Support Team 16. Under DeeDee’s leadership, a team of intervention specialists, school psychologists, speech therapists, and occupational therapists were assembled and trained in evidencedbased practices and evaluation techniques. DeeDee recognized that for services to improve, district personnel must be empowered and skilled. Thus, she chose a coaching model rather than an expert model.

Phil Sievers has been the guiding force in the state of Minnesota to ensure that students with autism spectrum disorders receive a quality education in the least restrictive environment from teachers who understand the challenges associated with autism. Through his leadership, proposed competencies for special education teachers were crafted and later utilized when the Autism Society worked with the Council for Exceptional Children’s teacher competencies for students with DD/ASD. Under his charge, Minnesota was able to add autism specific competencies to a new mild to moderate disability special education teacher license. Even more impressively, Minnesota passed a special educator license specifically focused on autism making it one of about 5 states to have educators with this designation. Phil has also been a member of NATTAP for many years.

Brian Focht is chief of the Willow Grove Volunteer Fire Company and the father of Daniel, a twelveyear-old young man with autism. As chief of a suburban volunteer fire company, Brian has encountered many situations concerning emergency response and individuals with autism. To address what he saw as a huge gap in police/EMS/fire training, he researched, wrote, and developed an educational program for first responders on understanding autism, especially in an emergency situation. He was the instrumental force in bringing together the Upper Moreland Police Department and Hatboro Horsham EMS along with Willow Grove Fire Department to create a video - Looking Through the Smoke: Autism and First Responders. Brian is committed to educating first responders to help them be better prepared for emergency situations involving people with autism.

OC ALI AWAR DS

Brian Broseus Mount Vernon, OH Brian Broseus is the metal fabrication and welding instructor at the Knox County Career Center. Approximately 35% of the students enrolled in the welding program are students with special needs. Brian has worked collaboratively with intervention specialists, oneon-one educational aides, behavior specialists, autism specialists, board of DD representatives, transition specialists, and school administration to develop and implement an IEP for a young man with autism in his transition to adulthood. He has behavior therapists and clinicians from Nationwide Children’s Hospital, and transition specialists from The Ohio State University in his welding lab on a regular basis. Brian Broseus taught me that if you put the right child, in the right program, with the right instructor, the possibilities are endless.

Cameron Mitchell/ Rusty Bucket Team Columbus, OH Cameron Mitchell, an entrepreneur and innovator, is a critical partner with the Hospitality Management Program at Ohio State University. Cameron has supported efforts with our Big Dish Event, hosted students as interns and most recently partnered with us on “Hospitality Listens.” From conception, many of his key leaders - some of which also serve on our Hospitality Management Advisory Board - have been supportive. They have helped us learn how to execute information provided by parents of children on the spectrum. His team has taken our knowledge and developed training material to execute and deliver in all of his 20 restaurants as well as Rusty Bucket, his sister company’s 16 locations. We anticipate other companies will follow in his footsteps to better serve this community.

CO N T IN U E TH E DIS CUS S ION – # OC ALIC O N2014

Agility Angels Toledo, OH Agility Angels was founded in 2008 by Kim Holmes and Melissa Voetsch. It is a program where children and young adults on the autism spectrum work with volunteer coaches and therapy dogs on an agility obstacle course. Individuals learn so much more than dog agility, though. They learn and practice social skills, communication skills, gross motor skills, teamwork, and more – all while having fun! Agility Angels is a place that many children and young adults with autism go where they can be themselves. It is like a home away from home. Coaches volunteer their time and are there simply because they want to be there. Some of these coaches knew about autism when they started at Angels, and some did not, but knew about agility training and dogs and were willing to learn about autism. Agility Angels truly gives children and young adults with autism the chance to fly.

A RE A MA P

Short North Marcella’s

Eleven GOOD

Hyde Park

REE ALE ST

TREET HIGH S

PARK STREET

TREET S WA N S

Deepwood Bar Louie

Double Comfort SPRUCE STRE ET

Japanese Steak House

North Market

Columbus Convention Center

Barley’s Bareburger REET VINE ST

Kooma Sushi

Martini Modern Italian TREET WA L L S

Hilton Hotel

N VE

TIO

Coffee and Pastries Lunch and Dinner

South to Downtown

Dinner Only

C ONVENT ION C EN TE R M AP

GALLERY BY OCALI

RESEARCH SYMPOSIUM

EXHIBITOR BOOTHS

PARENTS’ CORNER

FOOD OPTIONS

LENDING LIBRARY

CHILL ZONE

OCALI CENTRAL

CEUs/Grad Credit

PRESENTER LOUNGE

Exhibit Hall E Registration

E172 E171 E170

Exhibit Hall F INNOVATION playground

Keynote Sessions

Bag Pick Up E162 E161 E160

E151

E150

D144- D142- D140D145 D143 D141

Exhibit Hall D D132

D131

D130

HAMPTON INN

HILTON HYATT RED ROOF CROWNE PLAZA DRURY

FOOD COURT

CO N T IN U E TH E DIS CUS S ION – # OC ALIC O N2014

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.

Stop By our Booth A P P Ly T O D Ay • 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 - online master’s in special education with a specialization in secondary transition - intervention Specialists who complete the 15-credit hour Secondary transition certificate program will be recommended to the ohio Department of education for the transition-to-Work (ttW) endorsement.

w w w. b g s u . e d u / O C A L I C O N 22

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

W E D N E S D AY Keynote: Dr. Ami Klin 9:45 am | Hall F Individuals with ASD have limitless potential, which can be more easily realized when identification and diagnosis occur at an early age. This presentation highlights new information on the neurology and characteristics of ASD in a user-friendly format and introduces a groundbreaking method of identifying children with ASD as young as six months of age. In addition, emphasis is placed on interventions that match the neurology and characteristics of ASD that lead to positive life outcomes.

Meet the Keynote! Stop by the Hasbro Booth (#112) immediately after the keynote session for a chance to meet Dr. Ami Klin.

Sponsored by

CO N T IN U E TH E DIS CUS S ION â&#x20AC;&#x201C; # OC ALIC O N2014

WED N E S D AY AT-A-G LANCE 8:00 - 9:15 am | Concurrent Sessions D130

Whole School Approach to Social Skills, Behavior Management, and Self-Regulation Ruby Laux-Jacobs, Haley Roesch

D131

Comprehensive Intervention Planning: Matching Interventions to Individuals With ASD Ruth Aspy, Barry Grossman, Brooke Wright

D132

TBI, Recovery, and Transition to School Tony Cochren

D140-141

PBIS in the Elementary School Setting: TeachTown Social Skills Curriculum and Assessment Lynnette White

D144-145

Environmental Enrichment as an Effective Treatment for Autism Rich Bohne, Kim Pomares

E150

The Emerging Role of HIPAA Compliance in Autism Therapy Kelly Kerns

E151

What Is Universal Design for Learning? One Size Does Not Fit All! Jeff McCormick

E161

Framing the IEP Through Transition: How Transition Drives the IEP Aaron Weisbrod

E162

We're All in This Together: Co-Teaching to Facilitate Inclusion L. Lynn Stansberry-Brusnahan

E170

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

E171

Use What You've Got: Building an Autism Team to Effect Districtwide Change Jessica James, Nancy Nagle, Jane Reilly Perry

E172

Sparking Your Learning to Ignite Student Success Patti Porto, Tracy Mail, Michael Roush 9:00 am - 6:00 pm | Nexus Exhibit Hall

Hall El

Exhibit Hall Day One 9:45 - 11:30 am | Keynote

Hall F

Autism Spectrum Disorders: From Early Identification to Life Success Ami Klin 11:30 am - 12:30 pm | Research Symposium Presentations

Hall E – 500

Supporting Students With ASD Through Postsecondary Education: Personal Perspectives Grant Snowden, Ryan Williams, Kathryn Jones

Hall E – 501

Misconceptions and Realities of Working With Students With ASD in a College Setting Ryan McKenna, Kayla Sweeney, Jeanna Smith, Caleb Harper

Hall E – 504

Strategies for Promoting Success in College for Students With Autism Spectrum Disorders Brittany Joseph

Hall E – 505

All Aboard the Autism Education Train! A Mystery Tour! Karen Bowen Dahle, Caroline Gomez

Hall E – 508

Community-Based Social Skills Practice: Inclusive Strategies Natasha Walski, Jennifer Gonda

Hall E – 509

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

Hall E – 512

“Creating Exceptional Character”: Social Skills for ALL Students in Inclusive Settings Amanda Englehart

Hall E – 514

Happy Campers: A Summer Camp Partnership That Works for All Involved Lorna Timmerman, Ruth Jones, Brenda Stoffel, Natalie Sachs

NATTAP or NALS Session

Exhibitor Session

Bring Your Own Device

W EDNESDAY AT- A - GL ANC E Hall E – 515

Reaching Out: A Summer Camp Model for Enhancing Peer Engagement and Social Skills Support Leah Gongola, Rebecca Szanto, Carrie Fiol

Hall E – 518

Communicating With Children With Autism: A Case Study Kristen Metz, Carol McIntyre, Susan Baker

Hall E – 519

Enhancing the Language Skills of a Toddler With Autism Through a Matrix Training Procedure Emily Curiel, Diane Sainato

Hall E – 522

Preparing Your Students for Online Testing Roger Minier

Hall E – 525

Improving Parent-Child Interactions Involving Children With ASD Through Web-Based Supports Nicholas Harris, Ann Baloski

Hall E – 526

Parent Experiences With Early Symptoms and Diagnosis of Children With Mild Autism Allison Shardell

Hall E – 529

Balancing Work and Home: Navigating the Family and Medical Leave Act and Benefits to Care for Your Child with Special Needs Tom Collins, Jodi Collins

Hall E – 532

Handwriting and Autism: Two Perspectives From the Inside Kate Gladstone, James Williams

Hall E – 533

Adapting Strategies that Work to the Writing Process Megan Trowbridge

Hall E – 536

Hippotherapy: Is It for Me? Andrea Speece, Dawn Speece, Stephanie Taranto

Hall E – 537

Supporting Our Adult Population: Selecting the Best Assistive Technology Raymond Heipp

Hall E – 542

A BIP in the Hand is Worth 2 in the File Elizabeth Senften, Lezlie Fahl Kinder

Hall E – 543

Using Antecedent Interventions to Evoke Appropriate Behavior by Students With Autism Tim Morse

Hall E – 546

Active and Brain-Based Learning in Diverse Classrooms Michelle Elia

Hall E – 548

Using Apps to Improve Reading Instruction: K-3 Common Core Standards Alfred Daviso 12:45 - 2:00 pm | Concurrent Sessions

D130

Creating Systems for Success: Building Language Through Play and Social Interaction Melinda McDaniel

D131

Sensory System Personal Perspectives Stephen Shore, Lydia Wayman, Brigid Rankowski, Chloe Rothschild, Brenda Smith Myles

D132

Drowning in Internet Information: Making Sense of the Research Christine Reeve, Susan Kabot

D140-141

Opening the World of Play to All Joanne Quinn, Karen Davis

D142-143

CodeMetro 2-Part Session: 1) The Good, The Bad, And The Ugly About Running An ABA Practice and 2) The Benefits of Autism Assistance Dogs Kim Finger, Thomas McCaffrey, Kelly Camm

D144-145

A Sensory Integrative Approach to Children's Developmental and Academic Success Steven Curtis, Shelley Ullom, Mary Kay Graessle

E150

Google Tools to Support Access to the General Curriculum Michael Roush

CO N T IN U E TH E DIS CUS S ION – # OC ALIC O N2014

WED N E S D AY AT-A-G LANCE E151

The Dog Didn't Eat My Homework: Technology to Support Executive Functioning Part 1 Tracy Mail, Wendy Szakacs, Jan Rogers

E160

Outsmarting Explosive Behavior Judy Endow

E161

Using Constant Time Delay to Teach New Skills to Students With Autism Matthew Brock

E162

Promoting Cultural Inclusivity and Eliminating Barriers in Service Delivery Elizabeth Donovan, Lauren Arbolino, Nicole Adams-Fompun, Carol Monroe-Beasley

E170

Surveying Statewide Programs for Services, Training, and Policy: Lessons for Leaders Peter Doehring

E171

Utilizing the Autism Internet Modules Sheila Smith, Terri Cooper Swanson, Brooke Carson

E172

Self-Determination to Hurdle the Barriers: Transition to College for Students With ASD Lorna Timmerman 2:00 - 2:45 pm | Nexus Hall Energy Break

Hall E

Wednesday Afternoon Break – Snacks, Beverages, Door Prize Sign-up, and More 2:45 - 4:00 pm | Concurrent Sessions

D130

Supporting Social and Emotional Learning Using Positive and Practical Strategies Sue Constable

D131

Using Evidence-Based Practices for ASD With Schoolwide Impact Kristi Jordan, Cathy Pratt, Kristie Lofland

D132

Making Inclusion Possible: Can UDL Minimize the Need for Accommodations? Lorna Timmerman

D140-141

Using Collaborative Visual Technology to Promote Academic Success and Life Skills Melissa Michaud

D142-143

Possibilities Within Community Connections Sharon Galloway, Karen Thomas

D144-145

Don't Leave Safety to Chance: Teaching Teens and Adults to Interact Safely With Police Emily Iland

E150

The Dog Didn't Eat My Homework: Technology to Support Executive Functioning Part 2 Tracy Mail, Wendy Szakacs, Jan Rogers

E151

Preparing for a Life Without Limits Julie Short, Dee Marks, Tammy Salmons, Scott Short, Chris Filler

E160

Educating Students Who Need Intensive Supports in a UDL Environment Jeff McCormick, Joy Zabala, Daniel McNulty, Joan Breslin Larson

E161

Educational Identification of Autism Amy Bixler Coffin, Jara Packer, Tracy Samanich, Mariah Bailey, Julie Pitman

E162

Developing and Monitoring a Behavior Intervention Plan Amanda Fishley, Bryan Droesch

E170

Developing Student Growth Measures and Student Learning Objectives for Students With Significant Cognitive Disabilities Shawna Benson

E171

Build Communication With Collaborative AAC “With a Little Help From My Friends” Kimberly Hale, Anna Cenci, Abby White 4:30 - 5:30 pm | Panel Discussion

Hall F

Individuals With Autism: Our Story. Our Experience. Our Perspective. Sondra Williams, Stephen Shore, Chloe Rothschild, Cameron Blackwell, Lydia Wayman, Chris Filler

NATTAP or NALS Session

Exhibitor Session

Bring Your Own Device

Everyone Deserves to Live Life to the Fullest. Every Day. REM Ohio has been supporting people with intellectual and developmental disabilities, including Autism, for nearly 30 years, through a range of services to include: 

Employment Supports & Services



Vocational Habilitation Services



Day Programs & Support Services



24-Hour Residential Service



Supported Living Services



Shared Living/Host Homes



Respite

For more information, please visit our website www.rem-oh.com or contact: Central & Southwest Ohio Eastern & Southeast Ohio Northern Ohio

(866)421.4031 (888)644.9730 (800)570.4868

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.

COMING IN 2015! Two new Autism specific programs across Ohio. Please contact your local office for more details.

CO N T IN U E TH E DIS CUS S ION – # OC ALIC O N2014

WED N E S D AY SE SS ION S 8:00 - 9:15 am Whole School Approach to Social Skills, Behavior Management, and Self-Regulation D130 Ruby Laux-Jacobs, Haley Roesch

This presentation discusses how Michele Garcia Winner’s social skills curricula, Superflex® and Incredible Flexible You™, can be used to support Common Core Standards, address the need for a schoolwide social skills program, and create common language, a universal approach to behavior management, and self-regulation. Applicable lessons, materials, and a scope and sequence will be presented. Type: Hands-On Interactive Level: Intermediate

Comprehensive Intervention Planning: Matching Interventions to Individuals With ASD D131 Ruth Aspy, Barry Grossman, Brooke Wright

Research shows that partial or “piecemeal” interventions are ineffective. In contrast, the comprehensive approach presented here is sufficient to address the complex needs of individuals with ASD. The Ziggurat Model, a guide for designing comprehensive behavior interventions, centers on a five-level intervention system. The premise of the model is that underlying needs and characteristics related to ASD must be addressed and matched specifically to the individual. Type: Lecture Level: Advanced

TBI, Recovery, and Transition to School D132 Tony Cochren

This presentation discusses brain injury, rehabilitation, transition to high school, planning for college, and how a family plans and copes with life issues of a person with brain injury. Type: Lecture Level: Introductory

PBIS in the Elementary School Setting: TeachTown Social Skills Curriculum and Assessment

What Is Universal Design for Learning? One Size Does Not Fit All!

Learn about the TeachTown Social Skills Curriculum and Assessment – a highly engaging video modeling curriculum with 5 behavioral domains: Following Directions, Interpersonal Skills, Communication, Friendship, and Self-Regulation/Coping Skills. Included are 50 targeted behaviors with clearly defined behavioral objectives, lesson plans, and support materials appropriate for primary students. Learn about the research identifying evidenced-based practices for teaching social skills to individuals with ASD and understand how the curriculum and assessment can be utilized within a PBIS model.

In this session, participants will gain an understanding of universal design for learning (UDL), a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a framework for creating instructional goals, methods, materials, and assessments that work for everyone. It is not a single, one-size-fits-all solution, but flexible approaches that can be customized and adjusted for individual needs.

Type: Exhibitor Level: Intermediate

Framing the IEP Through Transition: How Transition Drives the IEP

D140-141 Lynnette White

Environmental Enrichment as an Effective Treatment for Autism

D144-145 Riche Bohne, Kim Pomares

In the first successful clinical trial with humans using a treatment known as sensory or environmental enrichment, researchers documented marked improvement in young boys diagnosed with ASD when compared to boys treated with traditional behavioral therapies. Mendability® was founded to help parents do this new therapy in their home. Type: Exhibitor Level: Introductory

E150 Kelly Kerns

Are you currently and inadvertently violating HIPAA? If you exchange information electronically with other caregivers about a student, take Medicare, or transmit claims to healthcare insurance companies, then you are required to comply with HIPAA regulations. But HIPAA is not an information technology regulation, and using software does not guarantee HIPAA compliance. Attend this session on HIPAA compliance and learn how you can remove any doubts about securing your records.

AT Learning Lab Sponsored by

NATTAP or NALS Session

Type: Lecture Level: Introductory

E161 Aaron Weisbrod

This presentation shows how teachers of all age groups of students may frame the IEP creation/implementation process through the lens of transition with the end result being a compliant IEP that focuses on preparing all students for a successful life after school, involving either college or employment. Topics include backwards planning, formal vs. informal age-appropriate transition assessment examples/usage, and a walk-through of how to make sure all IEP components align with transition, with a focus on transitioning youth with ASD and other low-incidence disabilities. Type: Lecture Level: Intermediate

The Emerging Role of HIPAA Compliance in Autism Therapy

Type: Hands-On Interactive Level: Intermediate

E151 Jeff McCormick

We’re All in This Together: Co-Teaching to Facilitate Inclusion E162 L. Lynn Stansberry-Brusnahan

This session highlights how to foster and develop collaborative teaching relationships and increase successful inclusion of students with autism. Specifically, we’ll review various co-teaching models and the roles and responsibilities of teachers in a co-teaching arrangement. Learn a framework for planning and creative ways to ensure co-planning time. Gain an understanding of the use of universal design for learning, differentiated instruction, tiered instruction, and flexible grouping in a co-taught class. Plus, learn some ideas for how to work on an individual student’s IEP goals within the general education classroom. Type: Lecture Level: Introductory

Exhibitor Session

Bring Your Own Device

W EDNESDAY S E SSI ONS I Hate to Write! Strategies to Help Students With ASD Become Successful Writers E170 Kathy Oehler, Cheryl Boucher

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 evidencebased practices, technology, and UDL into the learning environment to help students with ASD become happy, successful writers. Type: Lecture Level: Intermediate

9:45 - 11:30 am Autism Spectrum Disorders: From Early Identification to Life Success Hall F Ami Klin

Individuals with ASD have limitless potential, which can be more easily realized when identification and diagnosis occur at an early age. This presentation highlights new information on the neurology and characteristics of ASD in a user-friendly format and introduces a groundbreaking method of identifying children with ASD as young as six months of age. In addition, emphasis is placed on interventions that match the neurology and characteristics of ASD that lead to positive life outcomes. Type: Keynote Level: Intermediate

Use What You’ve Got: Building an Autism Team to Effect Districtwide Change

Type: Lecture Level: Intermediate

Sparking Your Learning to Ignite Student Success

E172 Patti Porto, Tracy Mail, Michael Roush This fast-paced session is presented by assistive technology professionals from across Ohio in Ignite fashion. This means that each speaker will have 20 slides, automatically advancing every 15 seconds, for a total of 5 minutes per presentation (igniteshow.com). Our plan is to ignite your interest and motivate you to learn more about assistive technology and universal design for learning.

Hall E – 501 Ryan McKenna, Kayla Sweeney, Jeanna Smith, Caleb Harper

This session displays misconceptions and realities of working with college students with ASD from the perspective of a college staff team. They will draw from their views they held prior to working with these students and what they learned as a result of working with them on an individual basis. They will also focus on the relational aspect of working with students and how necessary this is to understand these individuals in the immediate context and in various future workplaces. Specific topics include mentor relationships, how to be a friend to a student on the spectrum, tutoring, and more. Type: Poster Level: Introductory

Sponsored by

Strategies for Promoting Success in College for Students With Autism Spectrum Disorders

E171 Jessica James, Nancy Nagle, Jane Reilly Perry

Faced with the challenges of student needs, LRE, staffing, cuts to funding, and the rise in the incidence of ASD, the Mayfield City School district, with OCALI and Regional State Support Team 3, set out to effect change across the district for all stakeholders. Members from the Mayfield District Autism Team will present an overview of their dynamic work, including how to provide professional development, offer resources, and advocate for shared responsibility of students with ASD utilizing existing resources, thoughtful planning, and a cross-disciplinary approach.

Misconceptions and Realities of Working With Students With ASD in a College Setting

Hall E – 504 Brittany Joseph

11:30 am - 12:30 pm Supporting Students With ASD Through Postsecondary Education: Personal Perspectives Hall E – 500 Grant Snowden, Ryan Williams, Kathryn Jones

This poster gives insight and advice on supporting college students on the spectrum through postsecondary education. College students with ASD will pull from personal experiences during their college careers. Non-ASD tutors will share their experiences of tutoring students with autism and how tutoring at the Kelly Autism Program is different from typical tutoring environments. Topics to be addressed include challenges faced by ASD students, strategies, and advice for families, educators, and individuals with ASD who plan to attend college. Type: Poster Level: Introductory

Type: Lecture Level: Introductory

This poster presentation is useful for those who support students with ASD as they transition to college. A strengths-based approach to supporting students is used to address common challenges that students with ASD face in their first year of college. Participants will learn useful techniques for supporting students with ASD in the college setting while closely examining possible solutions to challenges that students experience in their transition to life in college. Type: Poster Level: Intermediate

All Aboard the Autism Education Train! A Mystery Tour! Hall E – 505 Karen Bowen Dahle, Caroline Gomez

Alabama is a rural state with 38.7-58.3% of counties falling within the poverty or lowincome guidelines; services vary or are nonexistent in many areas. Collaborative efforts among agencies and the state legislature have resulted in recommendations to address the pressing needs. However, no legislative funds have been appropriated to implement the evidence-based practices endorsed. This university model offers advanced training for educators and related services personnel in an Ed.S. program. Graduates have been designated as ASD experts in their districts based on successful completion of this unique program. Type: Poster Level: Introductory

CO N T IN U E TH E DIS CUS S ION – # OC ALIC O N2014

WED N E S D AY S E SS ION S Community-Based Social Skills Practice: Inclusive Strategies Hall E – 508 Natasha Walski, Jennifer Gonda

Students with autism and related disabilities are often isolated and lack the skills to build relationships with their peers. This session emphasizes that giving these students opportunities in the community to facilitate friendships and build relationship skills with their typically developing peers is an essential way to help them learn how to maintain healthy relationships. Typically developing peers benefit by undergoing training in order to learn skills such as understanding, patience, and leadership. Type: Poster Level: Introductory

The Steps of Being Social: Promoting Engagement and Social Development for People With ASD Hall E – 509 Marci Laurel, Kathleen Mo Taylor

The “Steps of Being Social” is a unique visual and practical tool developed to guide assessment and intervention across severity levels and age groups for individuals with ASD. This poster session highlights the importance of considering social development in all aspects of an individual’s life. Components of social engagement will be defined, and specific steps of “being social” will be identified. In addition, evidence-based practices will be linked to teaching specific social skills. Varied examples derived from the presenters’ clinical experience will also be discussed. Type: Poster Level: Intermediate

“Creating Exceptional Character”: Social Skills for ALL Students in Inclusive Settings Hall E – 512 Amanda Englehart

The Creating Exceptional Character group and course improve the educational, social, and extracurricular involvement of students with disabilities. Individuals are offered a diverse and accepting environment to grow and develop. The club and classroom design educates all students by providing age-appropriate, organic social situations for students to socialize while the course teaches about the laws, history, disability categories, and careers. This presentation offers examples of curriculum and programming to teach peers how to interact with students with special needs.

Happy Campers: A Summer Camp Partnership That Works for All Involved

Enhancing the Language Skills of a Toddler With Autism Through a Matrix Training Procedure

Hall E – 514 Lorna Timmerman, Ruth Jones, Brenda Stoffel, Natalie Sachs

Hall E – 519 Emily Curiel, Diane Sainato

Students with ASD have few opportunities to participate in summer camp experiences. This poster session presents highlights of a successful camp that arose from partnerships with the local school, community foundation, and nearby university. The camp story is relayed through multiple outlooks – camper/parent, camp team, director, and service provider. Undergrad students were trained as camp counselors for an immersive service learning experience where they implemented a two-week camp for schoolchildren with various disabilities. All involved learned to capitalize on strengths and cherish diversity. Type: Poster Level: Intermediate

Delays in language are a core deficit in children with autism. Therefore, interventions are often designed to address this need. Woods and Wetherby (2003) note the importance of teaching communication skills to children with autism as this skill is pivotal for social interaction, development of relationships, and the ability to participate in activities. This session introduces an intervention using matrix training, one form of generative instruction, which allows for direct teaching of certain receptive language skills so that others emerge without direct teaching. Type: Poster Level: Intermediate

Preparing Your Students for Online Testing

Reaching Out: A Summer Camp Model for Enhancing Peer Engagement and Social Skills Support

Hall E – 515 Leah Gongola, Rebecca Szanto, Carrie Fiol In school settings, many children with autism struggle socially and are at risk of being isolated by same-age peers. Research indicates that an inclusive experience alone does not have a significant impact on social skills and social success for students with autism (Banda et al., 2010; Sperry et al., 2010). This poster session discusses current research and introduces an applied model for facilitating peer training, engagement, and relationship building during summer camps and other school-based environments. Type: Poster Level: Intermediate

Communicating With Children With Autism: A Case Study

Hall E – 522 Roger Minier

Discover what you must do, when to prepare staff and students, and why online testing is critical for our students’ lifelong success. Recommendations for teacher professional development, the roles various staff members will play, and how to conduct a meaningful run-through before test day will be presented. A list of specific computer skills students must master to be successful will also be provided. Partnership for Assessment of Readiness for College and Careers (PARCC) accommodation options will be mentioned, but are not the focus of the session. Type: Poster Level: Introductory

Improving Parent-Child Interactions Involving Children With ASD Through Web-Based Supports Hall E – 525 Nicholas Harris, Ann Baloski

This session reports on a case study on the communication skills of a student with autism. Team members completed the Communication Matrix to determine present levels of functioning. The team also completed the WATI to determine how assistive technology could be used to support the student’s communication within the overall goal to further enhance the student’s communication and access in the special education classroom.

The purpose of this poster session is to compare the results of web-based training to web-based training and video coaching and feedback on (a) increased parental/legal guardians’ knowledge about increasing compliance, (b) improving parent/legal guardian interactions with the child, (c) improved compliance with parent-delivered commands, (d) the implications of these results in terms of direct and indirect benefits, and (e) how the outcomes of this study may be used to inform parent-child interaction treatment development.

Type: Poster Level: Intermediate

Type: Poster Level: Introductory

NATTAP or NALS Session

Hall E – 518 Kristen Metz, Carol McIntyre, Susan Baker

Exhibitor Session

Bring Your Own Device

W EDNESDAY S E SSI ONS Parent Experiences With Early Symptoms and Diagnosis of Children With Mild Autism Hall E – 526 Allison Shardell

This poster session reports on a study of parent experiences of the early development of children later diagnosed with forms of autism, in addition to parent perspectives of the autism diagnostic process. It was found that screening tools often failed to identify children with mild autism, resulting in a significant delay in receiving a diagnosis. In addition, parents reported a high rate of negative experiences with the diagnostic process. The poster examines these findings and discusses how parent experiences can help reshape how mild forms of autism are screened for and how families can be supported. Type: Poster Level: Intermediate

Balancing Work and Home: Navigating the Family and Medical Leave Act and Benefits to Care for Your Child with Special Needs Hall E – 529 Tom Collins, Jodi Collins

In today’s workplace employees are subject to company policies and laws. Parents of children and adults with special needs will learn how to navigate company policy and FMLA to help balance their home and work lives. FMLA leave is available to care for a son or daughter with a serious health condition who is under 18 or at least 18 and incapable of self-care because of a disability. It is important for parents to maximize their rights under their company’s policies and the law. This is practical advice you can use with your HR department tomorrow. Type: Poster Level: Intermediate

Handwriting and Autism: Two Perspectives From the Inside Hall E – 532 Kate Gladstone, James Williams

Prepare for surprises! Two adults on the spectrum share their “lives with handwriting”: their struggles to master this skill and selfremediation strategies that empowered them to help others (on and off the spectrum) who experience handwriting issues. The perspectives of two self-advocates, approaching handwriting issues from differing directions, raise the question: how can handwriting instruction become autism-friendly instead of autism-hostile?

Adapting Strategies that Work to the Writing Process

A BIP in the Hand is Worth 2 in the File

“Writing comes more easily if you have something to say” -- Sholem Asch. Many students with ASD struggle with writing in that they do not know what to say or how to go about organizing their thoughts into written expression. This poster session uses the strategies and ideas discussed in Simple Strategies That Work! and ties them to the writing processes of prewriting, drafting, and editing.

Teams often spend hours writing behavior plans only to see them end up in filing cabinets. This poster session presents a two-sided visual support for practical implementation of a behavior plan. One side is visual support for the student, and the other side is the plan/script for staff. The behavior visual aligns with crisis prevention intervention and incorporates evidence-based strategies of visual supports, reinforcement, a 1-5 scale, and social autopsy. Data collection and examples are included. Session information will be available for take-away through QR code technology.

Hall E – 533 Megan Trowbridge

Type: Poster Level: Introductory

Hippotherapy: Is It for Me? Hall E – 536 Andrea Speece, Dawn Speece, Stephanie Taranto

Based on the name alone, much confusion surrounds hippotherapy. Many parents and practitioners are misinformed regarding hippotherapy and who it may benefit. Hippotherapy can be a valuable therapy tool for individuals with motor and language deficits. Research has demonstrated positive effects, such as improved balance and posture, increased muscular symmetry, and gains in functional motor performance. Novel research also demonstrates gains in motivation and adaptive behavior. Based on this research, this shows that hippotherapy can be a fun, functional therapy tool for individuals with differing abilities. Type: Poster Level: Intermediate

Supporting Our Adult Population: Selecting the Best Assistive Technology Hall E – 537 Raymond Heipp

This session focuses on the adult population and the assistive technology that best meets their needs. Assistive technology is not onesize-fits-all, and has to shift dependent upon the needs of the individual and the daily tasks. Assistive technology will be reviewed through research and anecdotal information to create a knowledge base from which the caregiver or instructor can work. A general rubric for assessment of need will be presented with instructions for how to modify it for specific individuals. Stories from the field will be shared as concrete examples. Type: Poster Level: Intermediate

Hall E – 542 Elizabeth Senften, Lezlie Fahl Kinder

Type: Poster Level: Intermediate

Using Antecedent Interventions to Evoke Appropriate Behavior by Students With Autism Hall E – 543 Tim Morse

Antecedent interventions refer to “events that immediately precede . . . academic or behavioral performance” (Kerns & Clemmens, 2007). These interventions are an evidencebased practice that can evoke appropriate student behavior (NPDC-ASD, 2014). This poster session presents information about antecedent interventions that are predicated upon the characteristics of thinking and learning of individuals with autism (Mesibov, Shea, & Schopler, 2005) and appropriate for use in school programs. Schoolwide applicability of the interventions will be emphasized. Type: Poster Level: Intermediate

Active and Brain-Based Learning in Diverse Classrooms Hall E – 546 Michelle Elia

This poster session will explain the connections between brain research and student learning and behavior. Learn how to apply active learning strategies to classroom instruction. Explore the impact on student achievement and behavior through brain breaks, Brain Rules, Whole Brain Teaching, movement, gestures, and more. See pedagogy, get physical! Type: Poster Level: Introductory

Type: Poster Level: Introductory

CO N T IN U E TH E DIS CUS S ION – # OC ALIC O N2014

WED N E S D AY S E SS ION S Using Apps to Improve Reading Instruction: K-3 Common Core Standards Hall E – 548 Alfred Daviso

Drowning in Internet Information: Making Sense of the Research D132 Christine Reeve, Susan Kabot

Type: Poster Level: Introductory

The Internet presents an overwhelming amount of information about interventions for individuals with autism. Much of that information is not vetted, and dependence upon it does not allow parents or professionals to make informed decisions. This session presents guidelines for evaluating research designs most commonly used in the autism field and methods for choosing interventions for specific individuals based on the research.

12:45 - 2:00 pm

Type: Lecture Level: Intermediate

Creating Systems for Success: Building Language Through Play and Social Interaction

D140-141 Joanne Quinn, Karen Davis

This poster session focuses on applications for use with students with disabilities struggling with English and language arts K-3. Applications will be presented based on the Common Core Standards to help students reach the Third Grade Reading Guarantee.

D130 Melinda McDaniel

This session provides strategies for increasing functional play by setting up the environment and incorporating special interests. Participants will learn strategies for interacting with children by getting into their world to increase attention to task, social engagement, and verbal and nonverbal communication. Parents and professionals alike will benefit from this material as all children can become more successful with increased social skills, language, and ways to spend leisure time in appropriate ways. Type: Hands-On Interactive Level: Intermediate

Sensory System Personal Perspectives

D131 Stephen Shore, Lydia Wayman, Brigid Rankowski, Chloe Rothschild, Brenda Smith Myles Join us for a facilitated discussion focused on the sensory system. Hear a variety of individuals with ASD share their perspectives and experiences. Identify with their challenges and solutions to support their sensory system, and learn the importance of self-advocacy. 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

Opening the World of Play to All

Learn how a grassroots organization is helping to make play more accessible for children and easier for caregivers.”What’s a good toy for children with autism?” “What can I get for my grandson with CP for his birthday?” After hearing questions like these over and over, The Autism Project connected with a team at Hasbro, Inc., to develop the tools to teach and support play across multiple levels of development and abilities. Why reinvent toys when there are simple supports available to make toys and games available to all kids? Type: Exhibitor Level: Introductory

CodeMetro 2-Part: 1) The Good, The Bad, And The Ugly About Running An ABA Practice and 2)The Benefits of Autism Assistance Dogs

D142-143 Kim Finger, John McCaffrey, Kelly Camm Part 1: Whether you’re a start-up or an established organization, CodeMetro has great insight on how to be a successful ABA practice so that you can focus on what you do best – providing the best possible clinical services and support to your clients. Join us as we share with you stories and the 5 most important tips to running a successful and revenue-generating practice. You don’t want to miss this – it will change the way you conduct business. Part 2: 4 Paws for Ability was the first service dog agency in the United States to place highly skilled autism assistance dogs and the first agency to place assistance dogs with life-saving tracking skills. Type: Exhibitor Level: Introductory

NATTAP or NALS Session

A Sensory Integrative Approach to Children’s Developmental and Academic Success

D144-145 Steven Curtis, Shelley Ullom, Mary Kay Graessle

Find out more about sensory processing dysfunctions and how to identify children who are candidates for a unique sensory integration treatment approach that encompasses vision therapy, occupational therapy, and multisensory tutoring. These interventions are commonly part of a child’s overall remediation, however they are traditionally provided separately. A multidisciplinary approach provided at the Vision Performance Center of Columbus provides a synergistic result by applying all three interventions in one setting. Learn how combining light, sound, and motion in a non-cognitive intervention can address sensory issues. Type: Exhibitor Level: Introductory

Google Tools to Support Access to the General Curriculum

E150 Michael Roush

This session highlights technology tools from Google that support students in accessing the general curriculum. Many of the tools are available at no cost. The session demonstrates supports for students in finding and reading material online and producing work as evidence of learning. Type: Lab Level: Introductory AT Learning Lab Sponsored by

The Dog Didn’t Eat My Homework: Technology to Support Executive Functioning Part 1 E151 Tracy Mail, Wendy Szakacs, Jan Rogers

In this session, participants will learn about executive dysfunction, the impact on student learning, and how the continuum of low to high technology can support students in the educational environment. Executive functioning refers to cognitive processes to plan and direct activities. We will focus on aligning technology features to support students in the areas of self-organization, time management, information management, and materials management. Type: Lecture Level: Introductory

Exhibitor Session

Bring Your Own Device

W EDNESDAY S E SSI ONS Outsmarting Explosive Behavior E160 Judy Endow

This presentation, based on Outsmarting Explosive Behavior, A Visual System of Support and Intervention for Individuals With Autism Spectrum Disorders, describes an effective way to support individuals with explosive behaviors by using a visual system of four train cars to depict the stages of explosive behavior along with stop and go signs to show effective support strategies to use during each stage in the explosive behavior cycle. Type: Lecture Level: Intermediate

Using Constant Time Delay to Teach New Skills to Students With Autism E161 Matthew Brock

Surveying Statewide Programs for Services, Training, and Policy: Lessons for Leaders

E170 Peter Doehring

In this presentation, we summarize ASDspecific statewide programs addressing planning, information/advocacy, funding, training, research, and specific service/training networks (e.g., for early intervention, adults, school, and physical/behavioral health). We examine their leadership, funding, impact, and role of advocates by synthesizing reports and querying leaders directly. We expect that some categories of statewide programs are more commonly implemented (e.g., ASD insurance and inter-agency workgroups) while others rarely are (e.g., initiatives addressing the needs of adults). Type: NATTAP Level: Intermediate

Constant time delay is a simple yet powerful strategy for teaching new skills to students with autism. This practical how-to presentation offers a step-by-step guide for how to implement constant time delay, video models of constant time delay being implemented with students with autism, and opportunities for audience member to practice implementing constant time delay (through role-play) and receive constructive feedback from the presenter. Finally, audience members will have an opportunity to create individualized intervention plans with support from each other and the presenter.

Utilizing the Autism Internet Modules

Type: Hands-On Interactive Level: Intermediate

Type: Facilitated Discussion Level: Advanced

Promoting Cultural Inclusivity and Eliminating Barriers in Service Delivery

E162 Elizabeth Donovan, Lauren Arbolino, Nicole Adams-Fompun, Carol Monroe-Beasley An individual’s cultural background is often not considered when formulating treatment goals for a disability, providing parent training, or communicating with family and team members. Families from minority groups frequently face significant barriers to service, so this oversight can discourage them from pursuing services. In this presentation, participants will develop a better understanding of culturally appropriate techniques for service delivery, reflect upon their experiences and assumptions, receive practical recommendations, and learn about resources to increase their cultural competence. Type: Panel Level: Intermediate

E171 Sheila Smith, Terri Cooper Swanson, Brooke Carson Join us for a facilitated discussion focused on using the Autism Internet 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.

Self-Determination to Hurdle the Barriers: Transition to College for Students With ASD E172 Lorna Timmerman

Compared to their neurotypical peers, students with ASD find transition especially stressful and encounter additional barriers when transitioning to college. These barriers are both informational and attitudinal, and include lack of awareness of how one’s disability affects learning; failure to disclose one’s disability, advocate for one’s needs, and request accommodations; faulty expectations; and low levels of the self-determination skills of autonomy, self-regulation, self-realization, and psychological empowerment. Come learn about the good news – these skills can be taught and students with ASD can experience lifelong success. Type: Lecture Level: Intermediate

CO N T IN U E TH E DIS CUS S ION – # OC ALIC O N2014

2:45 - 4:00 pm Supporting Social and Emotional Learning Using Positive and Practical Strategies D130 Sue Constable

This session covers what is meant by the term social and emotional learning (SEL) and the skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. The session will offer promising practices to teach SEL to all children, as well evidenced-based strategies to teach specific SEL skills to children and youth with autism. Examples of measurable goals and objectives in the area of SEL will also be provided. Type: Lecture Level: Introductory

Using Evidence-Based Practices for ASD With Schoolwide Impact

D131 Kristi Jordan, Cathy Pratt, Kristie Lofland This session overviews 24 evidence-based practices for autism, as researched by the National Professional Development Center for ASD. Representatives from the Indiana Resource Center for Autism will share how they have developed and implemented professional development in schools using these practices, resulting in improved student outcomes and schoolwide interventions. Type: NATTAP Level: Intermediate

Making Inclusion Possible: Can UDL Minimize the Need for Accommodations? D132 Lorna Timmerman

Instructors who use UDL strategies find that students are more actively engaged and demonstrate their knowledge more effectively by capitalizing on their unique needs, preferences, and cultural and learning differences. UDL promotes inclusion through flexible learning environments where instructors present information in a variety of ways and students have a range of options to choose from to demonstrate learning. By embedding instruction with UDL, this session highlights how all students benefit, transfer of knowledge increases, and the need for accommodations for special learning needs diminishes. Type: Lecture Level: Intermediate

WED N E S D AY SE SS ION S Using Collaborative Visual Technology to Promote Academic Success and Life Skills

The Dog Didn’t Eat My Homework: Technology to Support Executive Functioning Part 2

D140-141 Melissa Michaud

E150 Tracy Mail, Wendy Szakacs, Jan Rogers

This session aims to demonstrate the importance of personalizing visual supports to promote communication, life skills, and independence for individuals with cognitive impairments. We will identify gaps in language learning trends while illustrating a visually immersive language framework that builds on comprehension and supports language development. Differentiated instruction will be reviewed across multiple contexts using visual supports embedded within one tool to enhance teacher efficiency and collaboration with caregivers to truly support the life experiences of these individuals.

In this session, participants will build on knowledge obtained in Part 1 by exploring technology tools and collaboratively discussing solutions for challenges including executive dysfunction, the impact on student learning, and how the continuum of low to high technology can support students in the educational environment.

Type: Exhibitor Level: Intermediate

Possibilities Within Community Connections D142-143 Sharon Galloway, Karen Thomas

This session is designed to provide understanding for ways we develop and sustain meaningful community connections. Engaging the business community, college staff-faculty, and other community members through common interests, we discover ways for our students to find personal success and increased independence. Our aim is to teach awareness and inclusive practices by providing strategies to our partners, typically unfamiliar with the students we serve, and generate avenues for social mentoring, internships, and individual contributions made by students through community participation. Presentation slides and handouts will be made available. Type: Exhibitor Level: Intermediate

Don’t Leave Safety to Chance: Teaching Teens and Adults to Interact Safely With Police

D144-145 Emily Iland

Many individuals with ASD have unsafe or even disastrous encounters with law enforcement officials. Teaching safe behaviors directly and explicitly to teens and adults with ASD and related disabilities is essential for promoting safety during police encounters. This session highlights evidence-based methods and materials for teaching safety and skills, including BE SAFE The Movie, a videomodeling safety tool made by young adults with disabilities at Joey Travolta’s Inclusion Films Studio.

Type: Lab Level: Intermediate AT Learning Lab Sponsored by

Preparing for a Life Without Limits E151 Julie Short, Dee Marks, Tammy Salmons, Scott Short, Chris Filler

As parents, we want the very best for our children. When you have a child with a disability, that statement takes on a whole new meaning. The challenges to make sure your child “fits in” or is “accepted” by the norm can be overwhelming and exhausting for a parent. Join us as we each take you through our journey, one filled with advocacy, hard work, and determination to build a strong support system to create a life without limits for those we love. Type: Panel Level: Introductory

Educating Students Who Need Intensive Supports in a UDL Environment E160 Jeff McCormick, Joy Zabala, Daniel McNulty, Joan Breslin Larson

With a growing number of students with disabilities 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 explores how to put them into a position to compete if they have the proper supports in place. Type: Panel Level: Intermediate

E161 Amy Bixler Coffin, Jara Packer, Tracy Samanich, Mariah Bailey, Julie Pitman Many students entering school have not yet been identified with ASD but are in direct need of specialized services. The responsibility for determining eligibility for services under the IDEA category of autism falls on the school district and does NOT require a clinical diagnosis. Inaction of the public schools until receipt of an outside diagnosis is illegal and may deny a student FAPE. Through an extensive training series, many Ohio school districts have established trans-disciplinary autism evaluation teams and are committed to conducting comprehensive evaluations – the focus of this session. Type: Facilitated Discussion Level: Intermediate

Developing and Monitoring a Behavior Intervention Plan E162 Amanda Fishley, Bryan Droesch

This session discusses the steps in developing and monitoring a behavior intervention plan for students of all ages. The presentation will first focus on helping classroom staff and administrators identify appropriate, evidencebased interventions to use in the classroom, and secondly how to monitor the effectiveness of the interventions and modify them over time. The presentation includes current research and case examples of intervention applications in a classroom setting. Type: Lecture Level: Intermediate

Developing Student Growth Measures and Student Learning Objectives for Students With Significant Cognitive Disabilities E170 Shawna Benson

It is sometimes difficult to assess what some students know due to alternate modes of communication, writing, and/or physical, visual, or print barriers to traditional testing. This makes it challenging for some teachers to participate in state processes such as the development of Student Growth Measures (SGM) and Student Learning Objectives (SLO). This session provides an overview and samples of both SLOs and SGMs specifically designed for learners with complex needs. A brief discussion about planning for yearly standardsbased instruction is also included. Type: Lecture Level: Intermediate

Type: Exhibitor Level: Introductory

Educational Identification of Autism

NATTAP or NALS Session

Exhibitor Session

Bring Your Own Device

Build Communication With Collaborative AAC “With a Little Help From My Friends”

E171 Kimberly Hale, Anna Cenci, Abby White This session presents the collaborative efforts utilized at Pioneer Center Preschool to employ natural aided language (NAL) intervention with children with complex communication needs. A comparison of NAL with other interventions such as ABA and PECS is included, as is video of student use of manual displays, iPads, and dedicated speechgenerating devices. Important collaboration strategies are reviewed by a classroom teacher. Finally, resources and education training for professionals, paraprofessionals, and parents implementing AAC will be reviewed.

4:30 - 5:30 pm Individuals With Autism: Our Story. Our Experience. Our Perspective. Hall F Sondra Williams, Stephen Shore, Chloe Rothschild, Cameron Blackwell Lydia Wayman, Chris Filler

This special panel session provides the opportunity to hear stories and perspectives from adult individuals with ASD. Learn about their experiences growing up, being in school, transitioning to adulthood, making friends, finding mentors, and much more. Type: Panel Level: Intermediate

Type: Lecture Level: Intermediate

CO N T IN U E TH E DIS CUS S ION – # OC ALIC O N2014

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T H U R S D AY Keynote: Dani Bowman 9:45 am | Hall F Dani Bowman is an 18-year-old college student from Sherman Oaks, CA. An animator and illustrator, she founded her own animation company, Powerlight Studios, at age 11. At 14, she founded her own production company. As an individual on the autism spectrum, Bowman decided to share her passions and interests with other children on the spectrum by traveling the nation and teaching animation workshops. Learn about her experiences as a student, a young entrepreneur, and a mentor. Bowman’s goal is to help change the world’s perception of autism.

Meet the Keynote! Stop by the Hasbro Booth (#112) immediately after the keynote session for a chance to meet Dani Bowman.

Sponsored by

CO N T IN U E TH E DIS CUS S ION – # OC ALIC O N2014

T H U R S D AY AT-A-G LANCE 7:30 am - 3:00 pm | Nexus Exhibit Hall Hall E

Exhibit Hall Day Two

D130

Implementing Effective Programming for Students With ASD Lisa Bonner, Deirdre Dransfield, Ruth Aspy

D131

Reading Comprehension and Autism Patricia McCoy, Erin Lash

D132

Making Sense of Problematic Behaviors Ingrid Kanics, Colleen Moran

8:00 - 9:15 am | Concurrent Sessions

D140-141

Supporting Inclusion and Common Core State Standards Through Innovative Technology Courtney Monastra, Anthony Gerke

D142-143

Secondary Students with ASD: A Comprehensive Approach to Generating Positive Outcomes Through Evidence-Based Practices Kara Magee-Arick

D144-145

Priming the Brain for Therapy and Learning Rich Bohne, Crystal Coffman

E150

Using Twitter as Your Personal Learning Network for Universal Design for Learning Ron Rogers, Stephanie Shouldis

E151

Oh, the Thinks You Can Think! Kari Dunn Buron

E160

Let's Talk About Sex Melissa Dubie

E161

Taking the Guesswork out of Creating Individual Schedules and Work Systems Terri Cooper Swanson, Lori Chambers

E162

How to Build Better Diets for Picky Eaters with Autism Selene Johnson, Lizzy Donovan

E170

Developing Student Leaders Within the ASD Community Joanne Quinn, Cheryl Cotter

E171

Strategies and Techniques for Effective ASD Professional Development in Schools Annette Wragge, Teri McGill, Sonja Chatfield-Peetz

E172

Using Ohio's Leadership Advisory Council as a Resource to Meet the Needs of Diverse Learners Jim Gay, Don Washburn 9:45 - 11:30 am | Keynote Session

Hall F

Believe It: The Dani Bowman Story Dani Bowman 11:30 am - 12:30 pm | Research Symposium Presentations

Hall E – 502

Transitioning Older Adolescents Living With Autism Spectrum Disorder to a Medical Home Kathleen Rogers

Hall E – 503

Being Able to Drive: Implications for Adolescents With ASD Shirley O'Brien, Kaycie Evans, Amy Davenport

Hall E – 506

Preparing Students With Disabilities for Employment Through Meaningful Work Experiences Holly Pope, Molly Mahaney

Hall E – 507

Vocational Training of Individuals with Significant Disabilities: A Literature Review Helen Malone, John Schaefer

Hall E – 510

How to Grow A Healthy Person Brigid Rankowski

NATTAP or NALS Session

Exhibitor Session

Bring Your Own Device

T HURSDAY AT- A- GL ANC E Hall E – 511

Beyond Person-First Language: Self-Advocacy and the Words We Use Kate Gladstone

Hall E – 513

Who Do They Think We Are? Images of Autism in Children's Books Elizabeth Bridges

Hall E – 516

What's in Your Tool Box? Visual Tools to Support Individuals With Autism Carol Dittoe, Susan Aebker

Hall E – 517

Structured Supports for Students on the Autism Spectrum, Grades K-12 Julie Raccio, Brittany Murray, Grant Riesen

Hall E – 520

Using Systematic Instruction – Graphic Organizers to Teach Science to Students With Autism Darlene Unger

Hall E – 521

New Methods and Techniques for Teaching Students With ASD and Related Disabilities Lori Jackson, Steven Peck

Hall E – 523

Co-Teaching Strategies for Effective Classrooms: Practical Applications Jennifer Gonda, Natasha Walski

Hall E – 524

Strategies for Supporting and Supervising Paraprofessionals Within the Classroom Setting Niamh Welp, Karen Fletcher

Hall E – 527

Get Your Class out of Diapers: Toilet Training Young Students With ASD Stephanie Holladay, Cindy Andree Bowen

Hall E – 528

The Transition Classroom Brittni Mejac, Christy LaPaglia

Hall E – 530

Teaching Games to Young Children With Autism Using Video Modeling and Restricted Interests Sunhwa Jung, Diane Sainato

Hall E – 531

How to Create an Effective Integrated Preschool That Meets the Needs of All Learners Jody Bailey, Amber Huber, LaQuita Schwartz

Hall E – 534

Trauma in Autism and Intellectual Disabilities: Reducing Trauma-Triggered Aggression Jennifer LaLuzerne, Dimitrios Makridis, Christine Austin

Hall E – 535

Implications for Counseling: Exploring the Mental Health of Parents of Children With ASD Rebecca Szanto

Hall E – 538

Research on “Sit for Autism”: Strategies for Short-Term Care of Individuals With ASD Kimberly Bean

Hall E – 539

Cognitive Behavior Therapy and High-Functioning Autism: Addressing Anxiety and Coping Lauren Arbolino, Tracy Guiou, Jody Heywood, Benjamin Wiley

Hall E – 540

Interventions Recommended for Deaf Students With ASD Stacey Jones Bock, Nikki Michalak, Christy Borders

Hall E – 541

Educator-Perceived Effects of Autism Spectrum Disorder on Deaf Children Myra Beth Bundy, Brittany Biddle

Hall E – 544

All DAT and More: Creating a District Autism Team Newsletter Rachel Berkowitz, Alison Dreher

Hall E – 545

An Interdisciplinary Approach to Training Autism Professionals in the Developing World Elizabeth Kleine, Maci Spica

Hall E – 547

Transdisciplinary Teaming in a Summer Practicum for Children With ASD Ruth Eren, Deborah Weiss, Barbara Cook

Hall E – 549

Using Apps to Improve Math Instruction: K-5 Common Core Standards Alfred Daviso

CO N T IN U E TH E DIS CUS S ION – # OC ALIC O N2014

T H U R S D AY AT-A-G LANCE 12:45 - 2:00 pm | Concurrent Sessions D130

Transition in Translation: Using PBS Principles to Facilitate Successful Life Transitions Bonnie Marquis, Angela Bryson

D131

Ohio's Answer to Early Diagnosis Courtney Yantes, Marilyn Espe-Sherwindt

D140-141

Authentic Access: Curriculum, Current Events, Communication, and Culture Anne Johnson-Oliss

D142-143

Making Sense of Assistive Technology Raymond Heipp

E150

The Common Core Plus Apps Plus UDL Equals Innovation Sean Smith

E151

Evaluation of the Paraprofessionals in Autism Resource and Achievement Project Dawn Hendricks

E160

Utilizing Antecedent Strategies to Enhance Success in Educational Settings Richard Cowan

E161

The Impact of ASD on a Family: Various Perspectives Julie Short, Jen Blackwell, Eric Blackwell, Cameron Blackwell, Jordan Blackwell, LeTreese Jones, Fred Jones, Misha Hemphill

E162

Developing a Statewide Autism Program: A Training Model for Serving Students With ASD Joel Arick

E170

Bullying: Practical Solutions for Eradicating Bullying of Individuals With Autism Stephen Shore

E171

Communication Technology for Students Who Have Visual Impairment and Multiple Disabilities M. Chris Ross 2:00 - 2:45 pm | Nexus Hall Energy Break

Hall E

Thursday Afternoon Break â&#x20AC;&#x201C; Snacks, Beverages, Scavenger Hunt Prizes and More

D130

But I Can't Do One More Thing! Embedding Social Competence Into the School Day Shawn Henry, Wendy Szakacs, Brenda Smith Myles

2:45 - 4:00 pm | Concurrent Sessions

D144-145

The Reading and Language Intervention for Children With Down Syndrome Ann Jacobson

E150

Symbols Are Everywhere: How Do I Get Them Into My Classroom Instruction? Caryn Timmerman

E151

Using Video Prompting to Teach Students With Moderate to Profound Disabilities Helen Malone, Eliseo Jimenez

E160

An Evidence Base for Sensory Processing, Movement, and Exercise Jan Rogers, Asha Asher, Joy D. Nichols (Garand), Susan Aebker, Lisa Combs, Deana Dufficy

E161

Fulfilling Your Dreams â&#x20AC;&#x201C; Overcoming Obstacles and Going for It All Cameron Blackwell, Jordan Blackwell

E162

Brain, Body, and Heart: The Foundations of Healing Trauma Lara Palay

E170

Supporting Parents, Students, and Teachers Through the District Autism Team Natalie Harmeling, Jenny Adkins, Lindsey Callahan

E171

Teaching Self-Regulation to Early Childhood Special Education (ECSE) Students Rachel Kopke, Mari MacFarland

NATTAP or NALS Session

Exhibitor Session

Bring Your Own Device

T HURSDAY AT- A- GL ANC E 2:45 - 5:45 pm | University Summit D131

University Summit Sheila Smith 4:30 - 5:45 pm | Concurrent Sessions

D144-145

Agency Collaboration: How to Make Transition Work in Rural Settings Sonja Chatfield-Peetz, Sue Van Housen, Lenette Sprunk

E150

Customizable Instruction to Make Data-Driven Decisions in a Flash Courtney Monastra, Anthony Gerke, Jennifer Heim

E151

Expanding Traditional Perspectives of Functional Behavior Assessments Maci Spica, Reyna Sigurdson, Patricia McDaid

E160

Autism Practice Validation – A Pathway to Improving Practice in Classrooms and Beyond Jim Taylor

E161

Supporting Students With Executive Function Deficits in the Common Core Classroom Sheri Wilkins, Carol Burmeister

E162

Improving Statewide Identification of ASD: Child Find and the “Medical Diagnosis” Debacle Ruth Aspy, Barry Grossman

E170

Understanding Factors Impacting Dysregulation From Two Fun Ladies Dena Gassner, Chloe Rothschild

E171

How the iPad Can Make a Difference for the Child With Autism Karina Barley

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

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CO N T IN U E TH E DIS CUS S ION – # OC ALIC O N2014

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T H U R S D AY S E SS ION S 8:00 - 9:15 am Implementing Effective Programming for Students With ASD

D130 Lisa Bonner, Deirdre Dransfield, Ruth Aspy Critical to effective programming for students with ASD is a comprehensive picture of the student that captures her unique characteristics and how they impact the student’s academic and social progress and participation in the general curriculum. This session introduces the tools used to assess, plan, and implement services for students with ASD. Participants will hear how district teams have successfully implemented these tools to enhance the assessment, program planning, and implementation of evidence-based strategies. Type: Lecture Level: Introductory

Reading Comprehension and Autism

Supporting Inclusion and Common Core State Standards Through Innovative Technology

D140-141 Courtney Monastra, Anthony Gerke

E150 Ron Rogers, Stephanie Shouldis

Educators today need efficient ways to prepare, effective ways to present, and economical ways to share individualized content presented in an appropriate learning style for their students to be successful. The growing prominence of innovative technology in education is providing special education teachers with new opportunities and strategies for empowering their students to be independent and successful learners and workers. Learn how the web-based program VizZle helps educators create, edit, and share lessons and tools that quickly and easily access curriculum and present a customized lesson set in an engaging, interactive manner..

Learn how to use Twitter to collaborate with other professionals and create a strong personal learning network (PLN). Whether you are an administrator or educator, Twitter is a great tool for staying connected to the latest educational trends, ideas, and up-tothe-minute learning strategies. In this session, you will learn how a successful PLN in universal design for learning works. This is a BYOD session, so bring your device – and start to build your own PLN!

Secondary Students With ASD: A Comprehensive Approach to Generating Positive Outcomes Through Evidence-Based Practices

D142-143 Kara Magee-Arick

This presentation provides insight into the benefits and challenges of teaching literacy skills to learners with autism. The discussion will include the characteristics of ASD and their effect on the process of reading comprehension. The session will explore evidence-based instructional strategies that teachers and parents can use to support reading instruction and literacy development for learners on the spectrum. Finally, various resources will be explored to encourage participants to expand their knowledge in this critical area of learning.

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 country are building capacity to provide an appropriate education to students of all ages, while preparing their 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.

Making Sense of Problematic Behaviors D132 Ingrid Kanics, Colleen Moran

Sensory processing disorder can affect how a child interacts with the environment, behavioral demands, and other people, causing what appear to be dysfunctional and inappropriate behaviors in given situations. This presentation explores the link between sensory processing and behavior, providing participants with ways to identify the sensory causes of some behaviors and create strategies that can be used in multiple environments to support positive behaviors for those with sensory processing disorders. Type: Lecture Level: Intermediate

Type: Lab Level: Intermediate AT Learning Lab Sponsored by

Type: Exhibitor Level: Introductory

D131 Patricia McCoy, Erin Lash

Type: Lecture Level: Intermediate

Using Twitter as Your Personal Learning Network for Universal Design for Learning

Type: Exhibitor Level: Intermediate

Priming the Brain for Therapy and Learning

D144-145 Rich Bohne, Crystal Coffman

New research shows that there are two simple things you can do to increase the alertness and responsiveness of any child to therapy and learning. We will show you how to bring decades of environmental enrichment science into your therapy or classroom. The protocols demonstrated take only a minute to do, are naturally safe to do, and require no special equipment.

Oh, the Thinks You Can Think! E151 Kari Dunn Buron

Research in the area of neuroscience and social and emotional intelligence has exploded in the past two years, bringing to the forefront solid scientific information regarding the neuroscience of social behavior. This presentation demonstrates how to use the science to (a) frame the behavior; (b) develop fun and innovative interventions; and (c) help our mainstream neighbors rethink how they think about challenging behavior. Type: Lecture Level: Advanced

Let’s Talk About Sex E160 Melissa Dubie

Sex education may seem like a formidable task, but empowering individuals on the autism spectrum to make informed choices and decisions regarding their bodies and their relationships is crucial for lifelong health and well-being. Educators, parents, and caregivers have an obligation to teach sexual health to adolescents with ASD. Learn how to utilize evidence-based practices (e.g., visuals, social narratives, peer mediation instruction, video modeling) as they pertain to learning about individuals’ sexual health needs. Type: Lecture Level: Advanced

Type: Exhibitor Level: Intermediate

NATTAP or NALS Session

Exhibitor Session

Bring Your Own Device

T HURSDAY S E SSI ONS Taking the Guesswork out of Creating Individual Schedules and Work Systems E161 Terri Cooper Swanson, Lori Chambers

This interactive session provides a handson experience with the Direction and Mode Assessment, an informal assessment using “everyday” items from the student’s natural environment to systematically assess an individual’s preferences and understanding of concrete and/or abstract concepts. The results of the assessment are then used to develop individualized schedules and structured work systems at a level that the learner understands best. Session participants will receive electronic files to begin creating their own Mode and Direction Assessment kit. Type: Hands-On Interactive Level: Intermediate

How to Build Better Diets for Picky Eaters with Autism E162 Selene Johnson, Lizzy Donovan

Self-restricted diet is a symptom of autism that sometimes poses a threat to a child’s health, development, and socialization. Presenters share hands-on, practical tips for expanding the diets of children with autism who have behaviorally-based food selectivity. Using a combination of evidence-based strategies, interventionists and parents can teach children to become more flexible eaters, to be more cooperative during mealtimes, and even to enjoy the process of diet expansion. Type: Lecture Level: Intermediate

Developing Student Leaders Within the ASD Community

Strategies and Techniques for Effective ASD Professional Development in Schools

E171 Annette Wragge, Teri McGill, Sonja Chatfield-Peetz

Learn about ASD Network’s STEPS program developed to enhance the capacity of Nebraska educators to provide comprehensive quality programming to students on the autism spectrum. The training provides content on the essential components of effective educational programming for individuals with ASD paired with onsite, mentored experiences. Research indicates that repeated exposure to critical content, opportunities for teachers to practice skills, and active involvement in learning and self-evaluation are crucial elements that lead to implementation of new skills and positive child outcomes. Type: NALS Level: Intermediate

9:45 - 11:30 am Believe It: The Dani Bowman Story Hall F Dani Bowman

Dani Bowman is an 18-year-old college student from Sherman Oaks, CA. An animator and illustrator, she founded her own animation company, PLA Studios, at age 11. At 14, she founded her own production company. As an individual on the autism spectrum, Bowman decided to share her passions and interests with other children on the spectrum by traveling the nation and teaching animation workshops. Learn about her experiences as a student, a young entrepreneur, and a mentor. Bowman’s continued goal is to help change the world’s perception of autism. Type: Keynote Level: Introductory Sponsored by

Using Ohio’s Leadership Advisory Council as a Resource to Meet the Needs of Diverse Learners E172 Jim Gay, Don Washburn

Today’s districts are called on to serve an increasingly diverse student body while ensuring high levels of learning for all students, including those whose learning may be affected by the economic conditions in which they live; factors related to ethnicity, race, culture, language, and gender; and/or levels of ability and/or disability. This session focuses on OLAC resources that may be used to help educators better meet the needs of diverse learners. Type: Lecture Level: Intermediate

E170 Joanne Quinn, Cheryl Cotter

The teen years are a short window of opportunity to guide students with or without a disability to be leaders among their peers. This is assumed to be particularly challenging for teens with a social communication disorder. Come see why it’s not! This session shows evidence-based practices used for a diverse group of teens to (a) identify their personal strengths and challenges; (b) learn how to communicate their perspective of the world to peers and adults; and, (c) advocate for their individual supports and the needs of the autism community as a whole.

11:30 am - 12:30 pm Transitioning Older Adolescents Living With Autism Spectrum Disorder to a Medical Home Hall E – 502 Kathleen Rogers

A growing number of children are being diagnosed with ASD, and a notable number of children and adolescents are living with ASD. This increasing incidence and prevalence supports the need for care coordination within a medical home model that must continue into adulthood. Nursing must work within an interdisciplinary framework to educate adult healthcare providers on the needs of adolescents living with ASD and to evaluate medical home transition models for this vulnerable population living with a chronic condition. Type: Poster Level: Introductory

Type: Lecture Level: Introductory

CO N T IN U E TH E DIS CUS S ION – # OC ALIC O N2014

T H U R S D AY S E SS ION S Being Able to Drive: Implications for Adolescents With ASD Hall E – 503 Shirley O’Brien, Kaycie Evans, Amy Davenport

The potential of being able to drive a motor vehicle greatly increases access to engaging in community, employment, and recreational activities. This poster session reports on a driving group formed at a university through collaborative efforts of OT, psychology, and traffic safety. Group sessions were organized using structured preparatory activities and driver training curricula. Results revealed opportunities for training supports for young adults with ASD and challenges in skill areas. Accommodations are suggested. Type: Poster Level: Introductory

Preparing Students With Disabilities for Employment Through Meaningful Work Experiences Hall E – 506 Holly Pope, Molly Mahaney

This session shares the development and operation of a high school coffee shop run by students with significant disabilities. Presenters will explain their expectations for the coffee shop and what their students learned by working in the coffee shop – even skills they hadn’t anticipated. Type: Poster Level: Introductory

Vocational Training of Individuals with Significant Disabilities: A Literature Review Hall E – 507 Helen Malone, John Schaefer

In this session, we describe a literature review in which we analyzed questions related to vocational skills training for individuals with severe-to-profound disabilities. Specifically, we analyzed what, where, and how skills were taught, the ages and types of disability of participants, and study outcomes. Based on more than 60 studies, findings indicated that participants could learn various vocational skills. Unfortunately, most studies occurred in sheltered workshops, and long-term outcomes were rarely reported. Directions for future research will be shared. Type: Poster Level: Intermediate

How to Grow A Healthy Person Hall E – 510 Brigid Rankowski

Many people are faced with the big question of “how.” How can you help a person on the autism spectrum reach his full potential? How can you support a person on the spectrum while still promoting the development of self-advocacy? How do I know things will be good for them in the future? How will life look like for somebody with a traumatic brain injury? This visual display helps promote the relentless positivity, optimism, and limitless potential of people on the spectrum and people with TBI by demonstrating ways they can achieve greatness. Type: Poster Level: Introductory

Beyond Person-First Language: Self-Advocacy and the Words We Use Hall E – 511 Kate Gladstone

What are the implications of person-first language, the form of language professionals who work with children, teens, and adults with autism are expected to use? Why have a growing number of self-advocates with ASD decided to disagree with person-first language? In this presentation, a self-advocate and professional with ASD discusses and shares the different perspectives people with ASD have regarding person-first language in the autism world. Type: Poster Level: Intermediate

This poster session presents the most current data supporting the use of visual support tools for individuals with autism. Members of the Miami Valley Autism and Low Incidence Coaching Team (A.C.T.) will share some of the most powerful visual tools they have used to support educational teams serving students with autism and other low-incidence disabilities. Team members will be available to answer questions and share case studies. Visitors to this poster session can also learn how to access the A.C.T Now Website where they can download templates and get directions for using these tools. Type: Poster Level: Introductory

Structured Supports for Students on the Autism Spectrum, Grades K-12 Hall E – 517 Julie Raccio, Brittany Murray, Grant Riesen

In this session, participants are introduced to evidence-based practices for students with ASD covering grades K-12. Participants will receive examples of practices and strategies, as well as resources for learning, finding, and creating various tools for use with students on the autism spectrum.

Using Systematic Instruction – Graphic Organizers to Teach Science to Students With Autism

Hall E – 513 Elizabeth Bridges

This session focuses on the image of the autistic child as presented in children’s and middle-grade literature. Because children look for images of themselves in the books that are read to them and those they read independently, literature that includes characters on the autism spectrum must be chosen with wisdom and care. Learn how to select appropriate books and how to avoid literature with stereotypes. Plus, learn how to collaboratively evaluate one or more books for their appropriateness and receive a bibliography of literature to use in your classroom.

NATTAP or NALS Session

Hall E – 516 Carol Dittoe, Susan Aebker

Type: Poster Level: Intermediate

Who Do They Think We Are? Images of Autism in Children’s Books

Type: Poster Level: Introductory

What’s in Your Tool Box? Visual Tools to Support Individuals With Autism

Hall E – 520 Darlene Unger

This session describes how teachers can use response prompting procedures (e.g., constant time delay) with multiple exemplars (e.g., technology-enhanced graphic organizers) to facilitate the learning and generalization of standards-based science vocabulary and processes for middle-level students with autism. Examples of technology-enhanced instructional programs used with three middlelevel students with ASD across science core content (e.g., ecosystems, photosynthesis, properties of earth) will be presented. Type: Poster Level: Intermediate

Exhibitor Session

Bring Your Own Device

T HURSDAY S E SSI ONS New Methods and Techniques for Teaching Students With ASD and Related Disabilities

Get Your Class out of Diapers: Toilet Training Young Students With ASD

How to Create an Effective Integrated Preschool That Meets the Needs of All Learners

The number of students with ASD and atypical learning profiles is rising. Traditional special education models focusing on acquisition or remediation of academic skills do not adequately address the needs of this growing population. A comprehensive look at the neuropsychological profile of these students shows strong, often advanced cognitive potential. Yet, these students have significant behavioral difficulties and trouble producing academic work. This session presents a new way to understand and remediate this complex learning profile.

For many children with ASD and their families, toilet training is a frustrating experience with poor results. This session describes an intervention package that was developed to teach basic toileting skills to children with ASD in a preschool inclusion classroom. Each child who participated in the classroombased instruction acquired new toileting skills. Additionally, the intervention yielded valuable information that was used to create individualized recommendations for toilet training at home, resulting in generalization of skills across settings.

School districts throughout the state of Ohio are mandated to provide preschool special education through either center-based or itinerant services. At Little Miami Local Schools, we have created an integrated pre-K program that not only prepares students for kindergarten but also meets the needs of all learners in the least restrictive environment. This session highlights strategies, support, and materials necessary to create a structured learning environment within the preschool classroom.

Type: Poster Level: Intermediate

Type: Poster Level: Introductory

Co-Teaching Strategies for Effective Classrooms: Practical Applications

The Transition Classroom

Hall E – 521 Lori Jackson, Steven Peck

Hall E – 523 Jennifer Gonda, Natasha Walski Building effective co-teaching relationships enhances the academic environment and allows for greater collaboration. This presentation will show how a structured classroom supports students with autism and related disabilities and provides opportunities to generalize the skills they have learned with general and special educators. Type: Poster Level: Introductory

Strategies for Supporting and Supervising Paraprofessionals Within the Classroom Setting Hall E – 524 Niamh Welp, Karen Fletcher

The presenters share what they have learned about how to effectively reach and teach paraprofessionals within the special needs environment. Effective ideas for handling classroom expectations, building expectations, modeling activities, and all-year teamwork training programs for paraprofessionals will be discussed. Presenters will discuss how to train using the Autism Modules, as well as hands-on training for employment. The presentation will go on to describe how to perform quarterly checks to address any ongoing issues and why it is important to establish a team approach. Type: Poster Level: Introductory

Hall E – 527 Stephanie Holladay, Cindy Andree Bowen

Hall E – 528 Brittni Mejac, Christy LaPaglia Participants in this session will learn to (a) identify how to successfully transition students from a most restrictive environment to a least restrictive environment, (b) run a transition classroom in a most restrictive environment to minimize behaviors and increase academic skills, and (c) identify a variety of interventions and strategies that may have to be added to increase students’ success in the educational and community settings once they go back to a least restrictive environment. Type: Poster Level: Intermediate

Teaching Games to Young Children With Autism Using Video Modeling and Restricted Interests Hall E – 530 Sunhwa Jung, Diane Sainato

This presentation reports on a study to investigate the effectiveness of embedding the special interests of three children with ASD within a video modeling intervention and on their engagement with the games and with their peers. Results indicate that all three children with ASD demonstrated increased engagement with the games and social engagement with their peers. The effects were maintained during the followup and generalized to a novel game. Finally, social validity data indicate that the study was meaningful and the intervention was feasible and effective. Type: Poster Level: Intermediate

Hall E – 531 Jody Bailey, Amber Huber, LaQuita Schwartz

Type: Poster Level: Introductory

Trauma in Autism and Intellectual Disabilities: Reducing TraumaTriggered Aggression Hall E - 534 Jennifer LaLuzerne, Dimitrios Makridis, Christine Austin

Traumatic experiences impact the lives of those with autism and intellectual disabilities to a significant degree. Deficits in communication, language, and social skills may lead to a lack of reporting or awareness of a trauma. These individuals experience an array of emotions at the time of trauma and afterwards. This presentation reports on a study of an 18-year-old male with autism, moderate ID, and a history of trauma, who was taught behavioral relaxation training techniques to reduce anxiety responses. Data demonstrate that he learned de-escalation strategies and showed a decrease in the magnitude and duration of explosive episodes. Type: Poster Level: Intermediate

Implications for Counseling: Exploring the Mental Health of Parents of Children With ASD Hall E – 535 Rebecca Szanto

Raising a child with an ASD can be stressful for parents. While some families remain resilient, others experience an abundance of stressors that often result in symptoms of depression (Zablotsky et al., 2013). Both coping skills and social support have been found to have alleviating effects on the mental health of mothers with children on the autism spectrum (Benson, 2006). This presentation focuses on research findings suggesting a need for specifically tailored counseling for these families such as interventions that include positive behavior support strategies. Type: Poster Level: Intermediate

CO N T IN U E TH E DIS CUS S ION – # OC ALIC O N2014

T H U R S D AY S E SS ION S Research on “Sit for Autism”: Strategies for Short-Term Care of Individuals With ASD

Educator-Perceived Effects of Autism Spectrum Disorder on Deaf Children

Transdisciplinary Teaming in a Summer Practicum for Children With ASD

This poster session displays research on “Sit for Autism,” a training program designed for parents, caregivers, and babysitters to learn evidence-based strategies that may be used with individuals with autism during short-term care. These strategies may help to engage and/or reduce anxiety of our individuals with ASD. Along with research findings, components of the “Sit-Kit” will be displayed and described.

The relationship between ASD and deafness continues to be relatively unexplored. This presentation reports on a survey of administrators of schools for the deaf around the nation asking individuals with first-hand experience to describe: the areas in which Deaf children with autism struggle the most, methods that best help this population of students learn, and which approaches to communication worked best for these students.

Speech-language pathologists and special education graduate student teams worked intensively with children on the autism spectrum during a summer practicum experience that focused on social communication skills. This poster session showcases the results of a questionnaire administered at baseline and upon completion of the practicum experience to measure the graduate students’ attitudes, knowledge, and comfort with engaging in transdisciplinary practice when working with students with ASD as well as graduate students’ reflections from a focus group discussion following the practicum experience.

Hall E – 538 Kimberly Bean

Type: Poster Level: Intermediate

Cognitive Behavior Therapy and High-Functioning Autism: Addressing Anxiety and Coping Hall E – 539 Lauren Arbolino, Tracy Guiou, Jody Heywood, Benjamin Wiley

Research demonstrates that children with anxiety benefit from CBT. However, these services have been less examined in individuals with high-functioning autism. CBT has been found to lessen anxiety symptoms of children with ASD. Adolescents with ASD often present with comorbid disorder (anxiety and ADHD; Wood, 2009).Therefore, CBT must be modified. (Wood, 2009). Highfunctioning adolescents with ASD become aware of the difficulties they experience during social interactions and feel isolated, rejected, ignored, teased, and bullied (Frankel, 2009). Improvements to adolescents’ skills and reduction to anxiety will be examined in this session. Type: Poster Level: Intermediate

Interventions Recommended for Deaf Students With ASD Hall E – 540 Stacey Jones Bock, Nikki Michalak, Christy Borders

Every component of our world is based upon interaction. Failure to develop interactions in the typical fashion results in the inability to learn and progress. Two populations with language-based disorders that require specialized interventions are students who are deaf/hard of hearing and students with ASD. According to the Gallaudet Research Institute (GRI, 2010), 1 deaf student in 59 receives services for both a hearing loss and autism. This presentation reports on a study to identify interventions recommended for students with a dual diagnosis.

Hall E – 541 Myra Beth Bundy, Brittany Biddle

Hall E – 547 Ruth Eren, Deborah Weiss, Barbara Cook

Type: Poster Level: Introductory

All DAT and More: Creating a District Autism Team Newsletter Hall E – 544 Rachel Berkowitz, Alison Dreher

Given the prevalence of ASD, all school district employees will likely come in contact with students with ASD. All staff members can make a difference in the lives of students with ASD. The Mayfield District Autism Team (DAT) with the help of OCALI and SST-3, has begun to educate all staff members about ASD and strategies to support students with ASD. A subgroup of the DAT creates and distributes e-mail newsletters to all staff members. This session presents our process and product, plans for expansion, and suggestions for districts or organizations to implement their own publications.

Type: Poster Level: Introductory

Using Apps to Improve Math Instruction: K-5 Common Core Standards Hall E – 549 Alfred Daviso

This presentation focuses on applications for use with students with disabilities in mathematics instruction. Apps will be presented using the Common Core Standards for grades K-5 using the response-tointervention (RTI) framework. Type: Poster Level: Intermediate

Type: Poster Level: Intermediate

12:45 - 2:00 pm

An Interdisciplinary Approach to Training Autism Professionals in the Developing World

Transition in Translation: Using PBS Principles to Facilitate Successful Life Transitions

Hall E – 545 Elizabeth Kleine, Maci Spica

D130 Bonnie Marquis, Angela Bryson

Training for autism professionals in developing countries often focus on a single modality. Our model identifies the specific needs and areas of greatest interest from partner organizations around the world. We assess areas of strengths and deficits, then draw on the expertise of a multidisciplinary team of professionals to develop and implement a customized programming solution, that is applied across systems. This approach creates an interdisciplinary, collaborative, and meaningful training experience. Type: Poster Level: Introductory

This session highlights three individuals as they navigate major transitions to independent living, employment, and college. In each instance, the principles of positive behavior support and person-centered planning were applied to assist in successfully navigating the challenges faced. Emmy-award-winning company Envision Multimedia helped capture intimate moments and a range of perspectives in a short documentary that will be shown during the session. Presenters will share with participants how agencies can apply similar tools and principles in their own settings. Type: Lecture Level: Intermediate

Type: Poster Level: Intermediate

NATTAP or NALS Session

Exhibitor Session

Bring Your Own Device

T HURSDAY S E SSI ONS Ohio’s Answer to Early Diagnosis

D131 Courtney Yantes, Marilyn Espe-Sherwindt Ohio has implemented a process through the Autism Diagnosis Education Project (ADEP) aimed at providing a local, standardized, comprehensive evaluation for families with a young child suspected of having ASD. Through ADEP, trained diagnostic teams have decreased lag time, from the time the family first suspects to the time of the diagnosis, as well as the average age of diagnosis. Join us as we share Ohio’s model for early diagnosis, the barriers teams have overcome, and the possibilities for sustaining and implementing the model in other states and systems. Type: NALS Level: Intermediate

Authentic Access: Curriculum, Current Events, Communication and Culture

D140-141 Anne Johnson-Oliss

Access is more than physical adaptations to the environment. n2y provides access to the curriculum through Unique Learning Systems’ various levels and types of agerespectful and engaging content. Readers at all levels, including emerging readers, have unprecedented access to content standards and materials. n2y facilitates authentic access to current events knowledge and literacy with users’ choice of four support levels and comprehension activities. SymbolStix© support authentic access to ever-changing pop culture vocabulary and concepts as well as personal care and communication needs. Type: Exhibitor Level: Introductory

Making Sense of Assistive Technology

The Common Core Plus Apps Plus UDL Equals Innovation

E150 Sean Smith

Apps and more apps have altered what is possible for students, parents/family members, and teachers. While there are countless ways to apply Apps to instructional and social/emotional needs, increasingly the field is clamoring for ways to identify, integrate, and consider effective outcomes for Apps and similar technology innovations that advance the Common Core while aligning to the principles of UDL. This presentation features ways we can address Common Core considerations through UDL-based innovations, including Apps. Type: Lab Level: Intermediate AT Learning Lab Sponsored by

Evaluation of the Paraprofessionals in Autism Resource and Achievement Project E151 Dawn Hendricks

The Virginia Commonwealth University Autism Center for Excellence has provided a statewide initiative designed to enhance the skills of paraprofessionals who support students with ASD for two years. This presentation provides an overview of the professional development activities that target effective instructional and behavior support. Activities include training targeted to paraprofessionals as well as the teachers who supervise them. The presentation also summarizes program data. Type: Lecture Level: Intermediate

D142-143 Raymond Heipp

Educators often struggle with determining which assistive technology would best benefit their students. Many find themselves trying to help the student, learn the devices themselves, assimilate the devices into the curriculum, and teach the rest of the class. This process can be quite overwhelming! This presentation presents best practices for assistive technology adoption and integration that have been developed in schools and therapy centers throughout the United States. Within the discussion of best practices, several approaches to professional development will also be discussed.

Utilizing Antecedent Strategies to Enhance Success in Educational Settings E160 Richard Cowan

Although applied behavior analysis is concerned with utilizing both antecedentand consequence- based strategies to teach adaptive behavior and decrease disruptive behavior, interventionists often rely primarily on consequence-based practices. This session is designed to enhance participants’ knowledge about when and how to utilize research-based antecedent strategies to prevent disruptive behavior and increase ontask performance and compliance of students with disabilities in a variety of educational settings. Implications for data-based decision making will also be discussed. Type: Lecture Level: Intermediate

The Impact of ASD on a Family: Various Perspectives

E161 Julie Short, Jen Blackwell, Eric Blackwell, Cameron Blackwell, Jordan Blackwell, LeTreese Jones, Fred Jones, Misha Hemphill Join us for a facilitated discussion focused on the impact of ASD from the perspective of various family members. Hear their stories and 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 Statewide Autism Program: A Training Model for Serving Students With ASD

E162 Joel Arick

What are the essential elements needed to provide effective and sustainable evidencebased programs for students with ASD across the age range? How can effective programs be replicated across a large system? Come learn how the OrPATS Project (funded by the Oregon Department of Education) has developed a model to serve students and support staff. Type: NALS Level: Advanced

Type: Exhibitor Level: Introductory

CO N T IN U E TH E DIS CUS S ION – # OC ALIC O N2014

T H U R S D AY S E SS ION S Bullying: Practical Solutions for Eradicating Bullying of Individuals with Autism

The Reading and Language Intervention for Children With Down Syndrome

Using Video Prompting to Teach Students With Moderate to Profound Disabilities

“I am sorry,” says the bully. Whether he means it or not, the often long-lasting damage has been done. Those who are bullied remember the events, often for a lifetime. People with autism often experience bullying in many arenas, commonly resulting in lifelong negative implications such as lowered self-esteem, difficulties in relationships, and depression. Learn how to identify and eradicate bullying on the individual, classroom, and schoolwide levels.

Come learn about the Reading and Language Intervention (RLI) for Children With Down Syndrome, an evidence-based program designed to teach reading and language skills to children with Down syndrome ages 5-11. RLI incorporates best practice in structured activities delivered in fast-paced daily teaching sessions. It was evaluated in a randomized controlled trial and found to improve rates of progress compared to ordinary teaching. RLI offers a well-defined structure for individualized teaching to meet the particular learning needs of students with Down syndrome.

In this session, we review current trends in using video prompting to teach new skills to individuals with moderate to profound disabilities, including how videos are presented, teaching students to manipulate technology independently, and what types of environments fit well with using video prompting. We will also demonstrate and provide guided practice in arranging video prompting sessions, collecting data on skill acquisition, determining what skills are appropriate for teaching using video prompting, and setting up technology to use video prompts.

Type: Lecture Level: Intermediate

Type: Hands-On Interactive Level: Intermediate

Symbols Are Everywhere: How Do I Get Them Into My Classroom Instruction?

An Evidence Base for Sensory Processing, Movement, and Exercise

E170 Stephen Shore

Type: Lecture Level: Intermediate

Communication Technology for Students Who Have Visual Impairment and Multiple Disabilities E171 M. Chris Ross

This presentation provides a brief explanation of visual impairments most commonly associated with multiple disabilities and technology to address such communication needs. Specific strategies include demonstration of iPad apps, auditory scanning techniques via iPad apps, and use of Intellitools with modified overlays. Type: Lecture Level: Introductory

2:45 - 4:00 pm

D144-145 Ann Jacobson

E151 Helen Malone, Eliseo Jimenez

E150 Caryn Timmerman

Using pictures with text assists students not only with reading, but also comprehension. This session shows special educators, related services personnel, and paraprofessionals ways to provide picture supports without spending more money or consuming time, including how to use Microsoft Office. The discussion will cover the types of pictures that may be beneficial, and time will be given to exploring free web resources that provide picture supports for text, communication, and behaviors. Type: Lab Level: Introductory AT Learning Lab Sponsored by

But I Can’t Do One More Thing! Embedding Social Competence Into the School Day

E160 Jan Rogers, Asha Asher, Joy D. Nichols (Garand), Susan Aebker, Lisa Combs, Deana Dufficy Join us for a facilitated discussion focused on the importance of an evidence base for addressing sensory processing, movement, and exercise for individuals with ASD. Hear a variety of professionals share their perspectives. Then engage in a robust discussion of issues and generate ideas and strategies that can be implemented across ages and settings. Type: Facilitated Discussion Level: Advanced

Fulfilling Your Dreams – Overcoming Obstacles and Going for It All E161 Cameron Blackwell, Jordan Blackwell

D130 Shawn Henry, Wendy Szakacs, Brenda Smith Myles

Brothers Cameron and Jordan Blackwell share their goals and dreams and how they have worked to achieve those goals. The session includes discussion of obstacles they have met along the way, strategies that have been implemented, and supports that have helped them overcome daily struggles. They also address defining success and how each person involved in their lives has played a part in their continuing achievements.

How can we guide our students in gaining social competence? Research tells us that our students need a lot of structured, planned practice opportunities throughout the school day. Chances are you already use strategies that teach social competence. We will share additional strategies and ways to embed social competence in your academic teaching throughout the day. Gaining social competence gives individuals with disabilities a better chance at doing well in school, gaining and maintaining employment, being involved in their community, and having friends.

Type: Lecture Level: Introductory

Type: Lecture Level: Intermediate

NATTAP or NALS Session

Exhibitor Session

Bring Your Own Device

T HURSDAY S E SSI ONS Brain, Body, and Heart: The Foundations of Healing Trauma E162 Lara Palay

Individuals with developmental disabilities, including autism, are at higher risk of bullying and victimization than the general public. This presentation reviews the incidence of bullying and other forms of abuse for this population, the vulnerabilities that place them at higher risk, trauma, and social pain from emotional and neurological perspectives, the effects of traumas from daily stressors and unseen oppression, and recent brain science. Practical approaches to help establish positive selfidentity based on interactions with others, strengths and virtues, positive experiences, and reframed cognition are also discussed.

2:45 - 5:45 pm University Summit D131 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

Type: Lecture Level: Intermediate

4:30 - 5:45 pm

Supporting Parents, Students, and Teachers Through the District Autism Team (DAT)

Agency Collaboration: How to Make Transition Work in Rural Settings

E170 Natalie Harmeling, Jenny Adkins, Lindsey Callahan

D144-145 Sonja Chatfield-Peetz, Sue Van Housen, Lenette Sprunk

The session reviews the action plan and steps the DAT has taken over the past two years to support parents, students, and teachers in the district. The team will also discuss its future vision and how team members have continued to build capacity within their district to support the needs of everyone.

This panel discusses how relationships and partnership help create quality transition plans for students with low-incidence disabilities. Assistive technology is a vital supportive aid to assist in employment when rural settings are limited in resources. Real-life examples and situations are shared as well as tools that assist in the collaboration process.

Type: Panel Level: Intermediate

Teaching Self-Regulation to Early Childhood Special Education (ECSE) Students

E171 Rachel Kopke, Mari MacFarland Behavior-behavior-behavior ... or is it communication? When working with ECSE students, one of the most challenging aspects is facilitating communication while dealing with often intense student behaviors. The educator and parent challenge is to learn how to teach young children regulation strategies to prevent the behavior as well as ways to facilitate communication in order to identify emotions. Come and learn various strategies – both child and adult oriented – that can be implemented across environments to facilitate self-regulation and increased student communication. Type: Lecture Level: Introductory

Type: Lecture Level: Intermediate

Customizable Instruction to Make Data-Driven Decisions in a Flash

E150 Courtney Monastra, Anthony Gerke, Jennifer Heim

Come explore and create using the awardwinning software VizZle, a program that provides visual and interactive instruction for diverse learning needs. Access an engaging customizable curriculum in a peer-reviewed shared library or create your own with easyto-use templates. Individualize using images, video, and audio clips from a vast image database or import your own. Take advantage of the intrinsic engagement of displaying interactively on any computer, iPad/tablet, or electronic whiteboard, all while automatically tracking improvement by IEP goals and objectives.

Expanding Traditional Perspectives of Functional Behavior Assessments E151 Maci Spica, Reyna Sigurdson, Patricia McDaid

Our goal in this presentation is to (a) expand traditional functional behavior assessments to incorporate considerations of neurologically based slow triggers such as impairments in social cognition and executive functioning; and (b) illustrate our process in developing a tool to adequately screen for such deficits. Type: Lecture Level: Advanced

Autism Practice Validation – A Pathway to Improving Practice in Classrooms and Beyond E160 Jim Taylor

This session introduces a new review and evaluation tool, the Autism Practice Validation (APV) process, which enables services for children and for adults to be peer reviewed. The APV measures sound autism practice as defined in relation to a shared and consistent philosophy of five key themes. The presentation demonstrates how the process can be used and implemented in classrooms, at home, or for individual work. Type: Lecture Level: Intermediate

Supporting Students With Executive Function Deficits in the Common Core Classroom E161 Sheri Wilkins, Carol Burmeister

Do you work with students who are disorganized, inflexible, and impulsive, and who struggle with planning and problem solving? Are you concerned that they will struggle meeting the demands that will be placed on them as we move to Common Core State Standards? If so, then this professional learning experience is designed for you! In this dynamic, content-rich learning session, you will be introduced to powerful evidence-based strategies you can implement immediately that will enable students with executive function deficits to thrive in a Common Core classroom. Type: Lecture Level: Intermediate

Type: Lab Level: Introductory AT Learning Lab Sponsored by

CO N T IN U E TH E DIS CUS S ION – # OC ALIC O N2014

Improving Statewide Identification of ASD: Child Find and the “Medical Diagnosis” Debacle

E162 Ruth Aspy, Barry Grossman

Early identification is key to improved outcomes, yet the statewide school identification rate trails far behind the national (CDC) and international rate. The first to recognize “red flags” of ASD may be parents, educators, or pediatricians. Misguided practices and widespread myths in the schools and private/medical community have resulted in lack of or delay in identification of students with ASD. This presentation explores reasons for this gap and provides a framework for collaboration among families, schools, and private practitioners in the ASD identification process.

Understanding Factors Impacting Dysregulation From Two Fun Ladies

How the iPad Can Make a Difference for the Child With Autism

Being unregulated is confusing, anxietyand fear-inducing for individuals with ASD. Understanding how dysregulation happens and creating proactive strategies can reduce anxiety, reduce fear, and empower the person to try new things. In this presentation, we look at sleep, medication, past trauma, and transitioning to new activities for wonderful outcomes.

How do children with disabilities learn? Based on her observations in a classroom, the presenter discovered that the majority of her students with autism were extremely competent using technology. Bearing this in mind, she has spent the past four years researching the use of iPads, applications that work best, and how to use them. This presentation is a reflection of this research, and illustrates what applications and strategies work, how to use them, and ultimately how to increase educational and behavioral outcomes for clients or students.

E170 Dena Gassner, Chloe Rothschild

Type: Lecture Level: Introductory

E171 Karina Barley

Type: Lecture Level: Introductory

Type: NATTAP Level: Intermediate

In many ways, Shawn is a typical 19-year-old. But his life is also complex. Shawn has been diagnosed with a severe Autism Spectrum Disorder and needs 24/7 supervision. Taz was able to take on the full-time role of caring for his son, thanks to the professional and financial support of Caregiver Homes. Caregiver Homes helps individuals with disabilities enjoy a high quality of life at home and in their communities through the Ohio Shared Living program. To accomplish this, we: • Pay and train a full-time, live-in, family or non-family caregiver • Provide professional supports and services from a dedicated nurse and care manager • Help people find and access all necessary services and supports

For more information call: 866.797.2333 or visit our website: www.caregiverhomes.com

Hasbro is proud to support

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CURRICULUM & INSTRUCTION EDUCATIONAL ADMINISTRATION

Visit us in the Exhibitor Hall at OCALICON 2014 LEARN MORE

855-393-9455 • KU.edu/p12online 52

Accepting applications for Spring/Summer 2015

F R I D AY

CO N T IN U E TH E DIS CUS S ION – # OC ALIC O N2014

F R I DAY AT- A - GLAN CE 8:00 - 9:15 am D131

Peer Support Arrangements for Middle and High School Students With Autism Matthew Brock, John Schaefer

E150

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

E151

Reaching Every Student through Universal Design for Learning and Formative Instructional Practices Virginia Ressa, Mary Peters

E160

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

E162

Extended Standards: Planning, Implementation, and Transition Kristen Metz, Shawna Benson

E170

Building Community Alliances for Supported Families and Schools Tammy Mahon, Chris Bohn

E171

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

E172

ASD in Action: Autism Certification Series Powered by OCALI Amy Bixler Coffin, Laura Maddox, Brenda Smith Myles 9:45 - 11:00 am

D131

Enhancing Communication in ALL Children With Autism Spectrum Disorder: Expecting More Dawn Hendricks

D132

Autism in the Arctic Tara Maltby

E150

Technology Tools to Support Access to Statewide Assessments Patti Porto, Tracy Mail, Jennifer Heim, Michael Roush

E151

Helping Children Diagnosed With ASD and Their Parents: Parent Training Kenneth Miller, Susan Miller, Richard VanVoorhis

E160

Identifying, Implementing, and Analyzing the Effectiveness of Evidence-Based Practices Wendy Szakacs, Paul LaCava, Dawn Fraser, Tamara Marder, Katie Smith, Jennifer Rountree

E161

Promoting Positive Outcomes for Students with Moderate Intensive Disabilities Alfred Daviso

E162

Help! Am I Your Paraprofessional or Just a Girl Friday? Charles Kemp

E170

Peer-to-Peer Mentoring and Self-Advocacy Sondra Williams

E171

Interoception: The Eighth Sensory System Kelly Mahler, Brenda Smith Myles

E172

Classroom Data on Behavior: How to Accurately Collect and Effectively Use Data Hal Houseworth, Trisha Rahe

NATTAP or NALS Session

Exhibitor Session

Bring Your Own Device

FRIDAY AT- A- GL ANC E 11:30 am - 12:45 pm D131

This Is Not a Drill: Real Skills for Real Life With Autism Mo Buti

D132

When Autism and the Justice System Collide Stephanie Sokolosky

E150

Supporting Literacy in Individuals With ASD Through Assistive Technology Amy Bixler Coffin, Jan Rogers, Shawna Benson

E151

The A-LIST: Peer Coaching to Build Capacity for Use of Evidence-Based Interventions Lisa Combs, Carrie Prickett, Emily Ottmar, Allison Officer

E161

Beyond Compliance: Creating Quality Outcomes for Students With Disabilities Amy Todd, Marvin Horton, Betsy Chadd

E162

From Tantrums to Talking Maci Spica, Crystal Hansen

E170

Using Professional Learning Modules to Increase Collaborative Professional Development Tami Childs, Michele Glynn

E171

Got AIM? Providing Accessible Instructional Materials for Students With Print Disabilities Paula Mauro, Kathryn Robinson, Nicole Morris, James Duffield

E172

A Book Club Model for Social Interaction and Community Inclusion Thomas Fish, Elizabeth Beu

CO N T IN U E TH E DIS CUS S ION â&#x20AC;&#x201C; # OC ALIC O N2014

F R I DAY S E S S I ONS 8:00 - 9:15 am Peer Support Arrangements for Middle and High School Students With Autism D131 Matthew Brock, John Schaefer

Students with autism benefit from opportunities to interact with and learn alongside their peers without disabilities. Peer support arrangements offer an evidencebased approach for supporting students with autism and their peers to work together in general education classes. Research shows that both students with autism and their peers benefit from peer support arrangements. After a brief review of the supporting research, this presentation will focus on a step-by-step guide on how to implement peer support arrangements for middle and high school students with autism. Type: Lecture Level: Introductory

Apps Smack Down for Curriculum Access

E150 Heather Bridgman, Ron Rogers, Jan Rogers Participants will lead this session! Bring your mobile device to share your favorite app. iOS and Android devices are welcome. A microphone and document camera will be provided. In addition to sharing your app, be prepared to explain how the app allows your students to access the general education curriculum. We will also discuss the differences between assistive technologies and instructional/educational technologies and categorizing the apps presented as such. Come join this exciting and fun session moderated by OCALI AT and UDL Center staff! Type: Lab Level: Introductory AT Learning Lab Sponsored by

Reaching Every Student through Universal Design for Learning and Formative Instructional Practices E151 Virginia Ressa, Mary Peters

This session introduces Formative Instructional Practices (FIP) modules and tools to meet the needs of all learners. We explore the Reaching Every Student module series that is deeply rooted in Universal Design for Learning (UDL). Both UDL and FIP offer an orientation to student learning that focuses on how to create adaptive environments that are good for all students. These practices help students to know where they are in their learning, where they are going, and how they can get there. FIP teachers constantly examine if their efforts result in students becoming clear, confident, and self-reliant on their path to mastery. Type: Lecture Level: Intermediate

Building Community Alliances for Supported Families and Schools E170 Tammy Mahon, Chris Bohn

This session focuses on engagement of communities through events to support families with disabilities. When community members collaborate and share resources, their efforts improve outcomes for families and loved ones with disabilities. Connecting the community through events concerning disabilities offers opportunities to learn and gain insights into what services are available. It also provides schools with creative ways to partner with communities to provide students with an education that is comprehensive and responsive to the demands of real life. Type: Hands-On Interactive Level: Advanced

A Framework for Shaping the Social EYE

Monnis' Autism, My Life

E171 Chris Abildgaard, Linda Grimm

E160 Monnis Pachinger, Christy LaPaglia, Tara McEndree, Alison Krema Experience education, elementary through high school, from the perspective of a student with autism spectrum disorder. Learn about her perspective of educational, therapy, and behavioral interventions. Hear her thoughts and feelings as she recalls social and community experiences and inclusion in the regular education setting. Hear how these experiences are driving her goals for her future. Guiding the session will be an administrator and intervention specialist, speech-language pathologist, and occupational therapist all of whom will provide additional details on interventions and outcomes.

This comprehensive approach to social cognitive development acknowledges the significance between the growth of social skills, social performance, and the evershifting self and parental identity through the changing lens of one's life. The method takes into account a global and systems approach to helping the individual, family, and school to improve the developmental progression of the Social EYE (or â&#x20AC;&#x153;Iâ&#x20AC;?) within different contexts. Attendees will leave with an understanding of and strategies to implement a comprehensive approach to social cognitive development. Type: Lecture Level: Intermediate

ASD in Action: Autism Certification Series Powered by OCALI

Type: Panel Level: Intermediate

Extended Standards: Planning, Implementation, and Transition

E172 Amy Bixler Coffin, Laura Maddox, Brenda Smith Myles

With standards-based planning in classrooms for children with significant cognitive disabilities, teams struggle to find a balance between standards, planning, implementation, and transitioning. Many components can combine to form very successful programs. This session describes how one district has developed programming for students with significant cognitive disabilities utilizing each of the components.

This presentation introduces an online videobased learning series produced by OCALI, designed to provide instruction in social and behavioral interventions for those working directly with individuals with ASD. The series targets the frontline worker seeking practical guidelines for evidence-based strategies and supports in a video format that engages through showing what works rather than telling. Individuals, teams, and organizations can leverage the series as on-the-spot training or within a broader professional development strategy. Various mechanisms can be enacted to maximize application and impact.

E162 Kristen Metz, Shawna Benson

Type: Lecture Level: Intermediate

Type: NALS Level: Introductory

NATTAP or NALS Session

Exhibitor Session

Bring Your Own Device

FRIDAY S E SSI ONS 9:45 - 11:00 am Enhancing Communication in ALL Children With Autism Spectrum Disorder: Expecting More D131 Dawn Hendricks

It is critical to enhance the communication skills of all children with ASD. Yet, these skills are often not an educational focus. The Virginia Commonwealth University Autism Center for Excellence developed a protocol and resources to assist teams in improving the communication capabilities of all children with ASD. This presentation provides an overview of the communication tools developed and outlines the steps VA is taking to educate teams on assessment, goal identification, implementation of learning opportunities, and commitment to developing a long-term communication system. Type: Lecture Level: Intermediate

Autism in the Arctic

D132 Tara Maltby

The Alaska Autism Resource Center (AARC) has a mission to increase understanding and support for Alaskans of all ages with ASD through collaboration with families, schools, and communities throughout the state. In 2013, the AARC was awarded an Autism Speaks Community Grant for our project entitled â&#x20AC;&#x153;Implementing Evidence-Based Practice: Capacity Building in Rural Alaska.â&#x20AC;? This session focuses on how this grant allowed us to provide training to the individuals, families, paraprofessionals, and community members, and the results of the project. Type: NATTAP Level: Advanced

Technology Tools to Support Access to Statewide Assessments

E150 Patti Porto, Tracy Mail, Jennifer Heim, Michael Roush

Join us for a hands-on session led by Ohio AT consultants to explore free technology tools to facilitate access to Ohio's Next Generation Assessments (ONGA) and the Partnership for Assessment of Readiness for College and Careers (PARCC) assessments. A new era of online statewide testing has begun. Many accessibility features are built into these statewide assessments, but students must become familiar with them to be able to use them. Come learn about the types of accessibility features and accommodations available for statewide tests and who might use them. Type: Lab Level: Introductory AT Learning Lab Sponsored by

Helping Children Diagnosed With ASD and Their Parents: Parent Training E151 Kenneth Miller, Susan Miller, Richard VanVoorhis

The Stepping Stones Positive Parenting Program (SSTP) was designed for parents of children with disabilities to improve parenting styles, parental satisfaction, and parental competency and to reduce parental stress and child problem behaviors. This session reports on a study focused on SSTP training for parents whose children were diagnosed with ASD. Results revealed a statistically significant improvement for parents in the treatment group on the Parenting Scale total score and on the Laxness subscale from pretest to posttest. Implications for service providers are discussed. Type: Lecture Level: Advanced

Identifying, Implementing, and Analyzing the Effectiveness of Evidence-Based Practices E160 Wendy Szakacs, Paul LaCava, Dawn Fraser, Tamara Marder, Katie Smith, Jennifer Rountree

Join us for a facilitated discussion focused on evidence-based practices. Hear a variety of professionals share their perspectives on the research-to-practice gap, the various components that make up evidence-based practices, and how to improve effectiveness through modification, individualization, and implementation with fidelity. 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: Advanced

Promoting Positive Outcomes for Students with Moderate Intensive Disabilities E161 Alfred Daviso

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

Help! Am I Your Paraprofessional or Just a Girl Friday? E162 Charles Kemp

Paraprofessionals are key team members, especially when they directly support students with disabilities in the general education setting. However, sometimes they do not feel valued as vital members of the team, lack understanding about what type of information can be discussed with others, and do not understand how to promote themselves with their colleagues to promote a good working relationship. This session addresses these concerns and provides tips and suggestions to help paraprofessionals understand their value to the team. Type: Lecture Level: Intermediate

CO N T IN U E TH E DIS CUS S ION â&#x20AC;&#x201C; # OC ALIC O N2014

F R I DAY S E S S I ONS Peer-to-Peer Mentoring and Self-Advocacy E170 Sondra Williams

This session shares the story of an selfadvocate on her journey to identify what was missing in her life and how to build selfadvocacy. Thoughtful questions about various critical components, including transitions, social, emotional, and communication, will be addressed. Type: Lecture Level: Intermediate

Interoception: The Eighth Sensory System

E171 Kelly Mahler, Brenda Smith Myles This session highlights interoception, a lesser known but very important sensory system related to the physiological condition of the body. Common interoceptive issues experienced by individuals with HF-ASD will be discussed and practical solutions will be provided. Particular attention will be spent on the crucial link between interoception and self-regulation. Type: Lecture Level: Intermediate

Classroom Data on Behavior: How to Accurately Collect and Effectively Use Data E172 Hal Houseworth, Trisha Rahe

11:30 am - 12:45 pm This Is Not a Drill: Real Skills for Real Life With Autism D131 Mo Buti

People with autism have a very specific set of characteristics and, therefore, require those who work with them to use specific strategies. In this session, we discuss the specific characteristics of people with autism, how this can look as they become adults, and strategies that have been found to be successful for people with autism in the real world, including social skills and behavior management. Real-life stories will be shared. Type: Lecture Level: Introductory

The A-LIST: Peer Coaching to Build Capacity for Use of EvidenceBased Interventions E151 Lisa Combs, Carrie Prickett, Emily Ottmar, Allison Officer

This session features four exemplar teachers sharing their experiences in a researchbased teacher-to-teacher coaching program. Extensive evidence supporting job-embedded coaching as one of the most effective professional development strategies is the basis for the A-LIST program, a peer coaching approach in a six-county region in Ohio to support evidence-based practices for teaching students with autism and low-incidence disabilities in a variety of least restrictive environments. Type: Panel Level: Advanced

When Autism and the Justice System Collide

Beyond Compliance: Creating Quality Outcomes for Students With Disabilities

D132 Stephanie Sokolosky

The purpose of the judicial system is to provide an impartial and independent forum for evaluating cases. When an individual with autism is accused of a crime, the characteristics of autism increase the complexity of this difficult situation. In this presentation we review current research, analyze problems that often occur when individuals with autism interact with this system, examine several personal experiences, and identify strategies that lead to promising outcomes when individuals with autism collide with the justice system.

Data collection on challenging behaviors in the classroom is a difficult task for many school professionals. This presentation focuses on strategies that teachers and paraprofessionals can use to collect accurate and useful data. Approaching data collection with a strategy in mind and having the tools to do so will result in quality data. We will discuss how, once collected, data can be used to make data-driven decisions that result in positive outcomes for everyone.

Type: Lecture Level: Introductory

Type: Lecture Level: Intermediate

Research shows that students with ASD often struggle with various components of reading. Are you struggling with implementing assistive technologies that support students' access to reading activities? Do you know how to match the specific needs of students with ASD with technology features to improve curriculum access? Join us as we discuss common barriers to reading for individuals with ASD, how to select assistive technology based upon feature matching, and products that contain the identified technology features. Case study examples will be utilized.

E161 Amy Todd, Marvin Horton, Betsy Chadd This session reveals the steps of a series of professional development that leads teams through an investigation of their current systems to serve students with disabilities, moving teams beyond the compliance found on paper to the quality of the practices employed. Ultimately, it ends with the plan for improvement driven by the desired results. Type: Panel Level: Intermediate

From Tantrums to Talking

Supporting Literacy in Individuals With ASD Through Assistive Technology

E150 Amy Bixler Coffin, Jan Rogers, Shawna Benson

E162 Maci Spica, Crystal Hansen

This presentation details methods for building early communication skills and supporting behavior of children with developmental delays through the eyes of a multidisciplinary team. Video examples will be provide real-life examples. Type: Lecture Level: Introductory

Type: Lab Level: Intermediate AT Learning Lab Sponsored by

NATTAP or NALS Session

Exhibitor Session

Bring Your Own Device

Using Professional Learning Modules to Increase Collaborative Professional Development E170 Tami Childs, Michele Glynn

This session introduces the Professional Learning Module (PLM) “Increasing Social Skills in Students with Autism Spectrum Disorder Using Evidence-Based Practices (EBPs).” This online module is the first in a series of PLMs designed to address the need for ASD educators to engage in meaningful collaborative professional development. Specifically, this process is intended to guide teams of participants in identifying individual student needs, choosing an appropriate EBP, engaging in data-based decision making, and implementing the practice with fidelity.

Got AIM? Providing Accessible Instructional Materials for Students With Print Disabilities

A Book Club Model for Social Interaction and Community Inclusion

A panel, including a teacher serving students with learning disabilities and visual impairments, a producer of accessible instructional materials (AIM), the CISAM NIMAS coordinator, and the director of CISAM, will discuss AIM for students with print disabilities, the importance and impact of providing AIM, and how to obtain AIM for students with print disabilities.

This presentation provides an overview of the Next Chapter Book Club model, which is used in more than 250 book clubs across the country and around the world. We discuss how individuals with ASD can benefit from participating in book clubs as a way to develop social interaction skills. Since clubs meet in bookstores and coffee shops, members have an opportunity to meet weekly for an hour in a community setting to read and hang out with one another.

E171 Paula Mauro, Kathryn Robinson, Nicole Morris, James Duffield

Type: Panel Level: Introductory

Type: Lecture Level: Intermediate

E172 Thomas Fish, Elizabeth Beu

Type: Lecture Level: Intermediate

Transition and Life Skill Training OT Speech Music Educational Services

Serving Individuals with Autism Preschool Through Adult CO N T IN U E TH E DIS CUS S ION – # OC ALIC O N2014 http://thelearningspectrum.com

(614) 844-5433

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

311

North Coast Tutoring Services

122

302 , 401, 403

Nova Southeastern University

412

ABPathfinder

229

Aspects of Autism Translated

407

Assistive Technology of Ohio

109

Autism Society of Ohio

425, 427, 429

Autism Speaks

104

BE SAFE The Movie

102

Berkshire Hills Music Academy

103

Bowling Green State University

406

C8 Sciences c/o Becaid, LLC

228

Cardinal Cushing Centers

303

Caregiver Homes

125

Center for Instructional Supports and Accessible Materials (CISAM)

105

Center for Outreach Services Ohio School for the Deaf

128

Chapel Haven, Inc.

101

Cincinnati Children's Hospital Medical Center, Division of Child and Adolescent Psychiatry

204, 206

OCALI

OCALI CENTRAL

Pamer Family Chiropractic

307

Positive Education Program

422

Praises, Prizes, and Presents

321, 323

Prentke Romich Company

414

QBS, Inc.

315

Recreation Unlimited

121

REM Ohio, Inc.

224

Rethink

225

RoboKind

330

Safe and Found Rescue Network, LLC

228

Sheryl's Autistic Impressions

415

Signing Time

417

Snug Vest

228

SpecialNeedsWare

301

STAR Autism Support, Inc.

208

Step by Step Academy, Inc.

328

CIP â&#x20AC;&#x201C; College Internship Program

318

Summit Academy Management

124

CodeMetro, Inc.

410

TeachTown, Inc.

317

College Living Experience

123

The Beaver Creek Candle Company

304

Deaf Services Center

130

The Learning Spectrum

408

Defiance College

313

The Ohio Center for Deafblind Education

203

Disability Rights Ohio

106

Tobii Dynavox

228

Edward Jones Investments

223

Toledo Regional Autism Network

Florida Institute of Technology

411

University of Cincinnati

405

Got-Autism

201

University of Kansas

423

Hasbro, Inc.

112

University of St. Thomas â&#x20AC;&#x201C; Online

227

Helping Hands Center for Special Needs

218

Innovation Playground

228

Mayer-Johnson/Boardmaker

221

VizZle by Monarch Teaching Technologies, Inc.

Mendability

222

WASCO's Heart to Art Galleria

306

Meyer Design, Inc.

205

Westminster Technologies, Inc.

322, 324, 326

Milestones Autism Resources

413

Minnesota Life College

305

Monarch Center for Autism

316

N2Y, Inc.

308

National Autism Resources

421

Nationwide Children's Hospital Center for Autism Spectrum Disorders

212

Nexsyis, Inc.

126

214, 216

Vision Performance Center

202

Vista Vocational and Life Skills Center

107 312, 314

EXHIBIT H AL L M AP Hall F Keynote Sessions

OCALI Gallery

OCALI Central Lending Library

130

229

128

227

125

126

225

123

124

223

224

121

122

221

Exhibitor Lounge

Keynote Meet-and-Greet

112

330

429

328

427

326

425

323

324

423

222

321

322

421

218

317

318

417

216

315

316

415

214

313

314

413

414

212

311

312

411

412

INNOVATION playground

228

109

Internet Park

422

410

107

208

307

308

407

408 406

105

106

205

206

305

306

405

103

104

203

204

303

304

403

101

102

201

202

301

302

401

CEU/ Grad Credit

Concessions

Family Corner

Registration

Research Symposium

Chill Zone

Bag Pick Up

Hall E Entrance

CO N T IN U E TH E DIS CUS S ION â&#x20AC;&#x201C; # OC ALIC O N2014

E XHI B ITO R S 9th Planet, LLC

ABPathfinder

Autism Society of Ohio

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

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

9th Planet, LLC produces engaging social skill modeling videos and ready-to-use teaching plans for teens and young adults with highfunctioning 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.

The incidence of autism is overwhelming educators and therapists, who still use paper and pencil to track data about their teaching sessions. ABPathfinder is a cloud-based software tool that allows educators to collect, graph and analyze data in real-time, cutting their administrative and planning time in half, allowing them to focus more on the child. The result is that children with autism gain skills up to 20% faster when ABPathfinder is part of the process. But we don’t stop there - all of this data being entered by educators and therapists is useful to researchers. With data on over 1,500 patients, ABPathfinder can work with researchers, pharmaceutical companies, educators, and therapists to provide the best possible outcomes for children with autism.

The Autism Society of Ohio (ASO) is the ‘State Affiliate’ of the Autism Society of America (ASA), the country’s largest grassroots autism advocacy network. ASO is dedicated to improving the lives of all affected by autism in Ohio, through provision of information and referral services, family support programs, advocacy, professional development, raising awareness, and resource development. ASO 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 General Assembly to improve and increase services. The Autism Society is also your Ohio resource for locating information about autism and local services that are available through seven ASA affiliate offices, situated throughout the state. These local affiliate offices provide information and referral services, seminars, support groups and family events. Visit our website or call the ASO number to connect with an affiliate near you.

311

AAPC Publishing

229

302, 401, 403

P.O. Box 23173, Shawnee Mission, KS 66283 877.277.8254 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

Aspects of Autism Translated 407

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

Assistive Technology of Ohio 109

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.

425, 427, 429

Autism Speaks 104

470 Glenmont Ave. Columbus, OH 43214 614.716.8570 www.autismspeaks.org Autism Speaks is the world's leading autism science and advocacy organization. It is dedicated to funding research into the causes, prevention, treatment, and a cure for autism; increasing awareness of ASD; and advocating for the needs of individuals with autism and their families. Autism Speaks was founded in February 2005 by Suzanne and Bob Wright, the grandparents of a child with autism. Over the last 7 years, we have given out $4,200,000 in grants in Ohio as well as iPads and tool kits for families. To learn more, visit autismspeaks.org

EXH I B I TOR S BE SAFE The Movie

Bowling Green State University

Cardinal Cushing Centers

26893 Bouquet Canyon Rd. #C-333 Saugus, CA 91350 661.297.4205 www.besafethemovie.com

451 Education Building Bowling Green, OH 43403 419.372.6826 www.bgsu.edu/grad-special-ed

405 Washington St. Hanover, MA 02339 781.829.1205 www.cushingcenters.org

BE SAFE The Movie is an instructional DVD that teaches teens and adults how to interact safely with the police. Seven realistic scenarios with real officers show what to do and say in a variety of every day situations ranging from an innocent mistake to an arrest. BE SAFE Teaching Edition includes a 300-page differentiated companion curriculum.

Bowling Green State University offers unique graduate degree programs in education, which were recently recognized as one of the best online master of education programs for 2014 in rankings released by U.S. News and World Report. Program offerings include:

Cardinal Cushing Centers serves people of all ages, varied abilities, and diverse backgrounds. Almost all of our students and adults have some developmental or intellectual delays covering the full spectrum of functioning levels. Many of our students also have secondary conditions including behavioral, emotional, and mental health concerns. Both day and residential programs provide a full complement of support services including educational and vocational assessments, physical, speech, and occupational therapies, adaptive physical education, art and music therapies, and recreation. In additional to community employment opportunities, our on-site vocational programs include Bass Village Café, a consignment shop, culinary arts and horticulture programs, and a boutique.

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48 Woodbridge St. South Hadley, MA 01075 413.540.9720 www.berkshirehills.org 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.

Autism Spectrum Disorders Graduate Certificate Program Master of Education in Special Education with a specialization in ASD Assistive Technology Graduate Certificate Program Master of Education in Special Education with a specialization in Assistive Technology Secondary Transition Graduate Certificate Program and Transition to Work Endorsement Master of Education in Special Education with a Specialization in Secondary Transition

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Caregiver Homes 125

200 E. Campus View – Suite 200 Columbus, OH 43235 614.493.7030 www.caregiverhomes.com

C8 Sciences c/o Becaid, LLC 228

5 Science Park New Haven, CT 06511 877.360.9229 www.c8sciences.com C8 Sciences develops brain training programs to solve one of the most significant problems facing children and aging adults – attention disorders. The newest of our programs, ACTIVATE™, has been shown to measurably strengthen neurocognitive functions through a multi-month course of cognitive and physical exercises by dramatically improving executive function skills like working memory, selfcontrol, and sustained attention. It is a cloudbased SaaS solution (based on proprietary research at Yale University) that is successfully used by schools, clinics, and parents.

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Caregiver Homes from Seniorlink is an innovative, proven model of full-time in-home care and support for elders and 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 elders and those with disabilities.

E XHI B ITO R S Center for Instructional Supports and Accessible Materials (CISAM) 105

5220 N. High Street Columbus, OH 43214 614.644.8465 cisam.ossb.oh.gov How can you provide accessible educational materials in your classroom or school to improve student achievement for your students who struggle with reading and/ or using grade level text? Visit the CISAM booth to find out information about accessible instructional materials (AIM) and serving students who can benefit from access to AIM CISAM is a statewide project serving students with print disabilities (reading disabilities, physical limitations, and blindness and visual impairments). Our mission is to promote excellence in educational opportunities for students with print disabilities by providing access to quality AIM, professional development/learning opportunities, and technical assistance.

Center for Outreach Services Ohio School for the Deaf 128

500 Morse Rd. Columbus, OH 43214 614.995.1566 www.ohioschoolforthedeaf.org/outreach The Center for Outreach Services at the Ohio School for the Deaf provides support through consultations, professional development opportunities, and resources to educators, interpreters, parents, and school districts who work with deaf or hard-of-hearing students throughout the state of Ohio. It also offers American Sign Language competency assessments and works with other state agencies through programs and collaborations. Our mission is to share and promote best practices in education among all educational partners serving deaf, deaf-blind and hard-of-hearing learners in Ohio. The services provided by the Center for Outreach are free and available to any program, professional or parent involved with a deaf or hard-of-hearing child.

Chapel Haven, Inc.

CodeMetro, Inc.

1040 Whalley Ave. New Haven, CT 06515 203.397.1714 www.chapelhaven.org

1333 S. Mayflower – Suite 350 Monrovia, CA 91016 877.796.9883 www.codemetro.com

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.

CodeMetro is the leading business operations management company exclusively focused on the special needs industry. Its professional offerings have become a “must have” for autism therapy providers, physical therapists, speech language pathologists and occupational therapists striving for efficiency and maximum revenue. Providing NPAWorks practice management software, medical insurance billing and professional administrative services under one roof, CodeMetro offers its customers cost-effective, comprehensive systems that streamline operations, reduce overhead and increase staff satisfaction.

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Cincinnati Children's Hospital Medical Center, Division of Child and Adolescent Psychiatry 204, 206

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.

College Living Experience 123

401 N. Washington – Suite 420 Rockville, MD 20850 800.486.5058 www.experiencecle.com College Living Experience (CLE) is a postsecondary program for students who require additional support with academic, social, independent living, and career development skills. CLE provides intensive assistance to students with learning differences at six locations across the nation. Contact National Admissions at 800.486.5058.

CIP – College Internship Program 318

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

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Deaf Services Center 130

5830 N. High St Worthington, OH 43085 614.841.1991 dsc.org Established in 1991, Deaf Services Center's (DSC) mission is “To empower the Deaf and Hard of Hearing people and to promote access to communication, services and events in the community.” DSC provides Central and Southeastern Ohio with interpreting and C-Print captioning services. Our community resource department programs include Deaf Leadership, Deaf Kids Teen Club, Deaf Equipment Modification Program, and a Regional Infant Hearing Program.

EXH I B I TOR S Defiance College

Florida Institute of Technology

Hasbro, Inc.

701 N. Clinton St. Defiance, OH 43512 419.783.2365 www.defiance.edu

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

1027 Newport Ave. Pawtucket, RI 02862 401.727.5409 www.hasbro.com

Defiance College offers the ASD Affinity Program, providing opportunities for college students with autism spectrum disorders to have a fulfilling college experience. The ASD Affinity Program implements a comprehensive range of services offering academic, social, and residential support for qualifying students to enable them to adjust to and succeed at Defiance College. Defiance College is uniquely suited to develop this program with its size, community support, the already established Hench Autism Studies Program, and a welcoming and nurturing environment for all who wish to earn their college education.

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.

Hasbro, Inc. is a branded play company dedicated to fulfilling the fundamental need for play for children and families through the creative expression of the Company’s world class brand portfolio, including TRANSFORMERS, MONOPOLY, PLAY-DOH, MY LITTLE PONY, MAGIC: THE GATHERING, NERF and LITTLEST PET SHOP. From toys and games, to television programming, motion pictures, digital gaming and a comprehensive licensing program, Hasbro strives to delight its global customers with innovative play and entertainment experiences, in a variety of forms and formats, anytime and anywhere. The Company's Hasbro Studios develops and produces television programming for more than 180 territories around the world, and for the U.S. on Hub Network, part of a multi-platform joint venture between Hasbro and Discovery Communications. Through the company's deep commitment to corporate social responsibility, including philanthropy, Hasbro is helping to build a safe and sustainable world for future generations and to positively impact the lives of millions of children and families every year. It has been recognized for its efforts by being named one of the “World's Most Ethical Companies” and is ranked as one of Corporate Responsibility Magazine's “100 Best Corporate Citizens.”

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Got-Autism 201

Disability Rights Ohio 106

50 W. Broad St. – Suite 1400 Columbus, OH 43215 614.466.7264 www.disabilityrightsohio.org Disability Rights Ohio is a non-profit corporation with a mission to advocate for the human, civil, and legal rights of people with disabilities in Ohio. We envision a society in which people with disabilities are full and equal members, enjoy the rights and opportunities of all people, are self-directed, make decisions about where, how and with whom they will live, learn, work and play, have access to needed services and supports, and are free from abuse, neglect, exploitation, and discrimination. At Disability Rights Ohio, we provide legal advocacy and rights protection to a wide range of people with disabilities. This includes assisting individuals with problems such as abuse, neglect, discrimination, access to assistive technology, special education, housing, employment, community integration, voting, and rights protection issues.

10052 Commerce Park Dr. Cincinnati, OH 45246 888.237.4988 www.got-autism.com Got-Autism sees the potential in all children. We offer a comprehensive line of developmental and therapeutic solutions for the autism spectrum and other developmental disabilities. Created by a mom who knows first-hand what it means to live and work with autism, our selections are carefully chosen based on quality, cost, durability, and therapeutic relevance. Our aim is not to present you with an endless array of therapy tools and toys, but to bring you the very best therapeutic, educational and sensory solutions all in one location. We have products for all ages, abilities, and budgets. Got-Autism? Yes! We do, too!

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Edward Jones Investments Lynn Tramontano, Financial Advisor 223

1500 W. Third Ave. – Suite 102 Columbus, OH 43212 614.488.4717 www.edwardjones.com Investment firm serving more than 7 million investors. Logo with Registration Marks

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E XHI B ITO R S Helping Hands Center for Special Needs 218

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.

Innovation Playground 228

Check out and test drive new products and tools in the OCALICON Innovation Playground. Get hands-on experience with cutting edge hardware, software, devices, and more from new and emerging companies and organizations. This special showcase features ongoing demonstrations from Snug Vest, C8 Sciences, Safe and Found Rescue Network, LLC, and more. These touch-feeldo opportunities will introduce you to new products, new ideas, and new solutions for addressing your biggest challenges and needs.

Mayer-Johnson/Boardmaker

Meyer Design, Inc.

2100 Wharton St. – Suite 400 Pittsburgh, PA 15203 800.588.4548 www.mayer-johnson.com

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

Boardmaker Online District is the most complete system for finding, creating, organizing, and delivering special education instructions ... all from the web! Features include:

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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Support collaboration by sharing students between instructors Help teachers save time with private district-wide activity sharing Staff can conveniently create activities from anywhere on any Mac or Windows computer Easily print and play activities – all online Quickly deliver assignments to students using the extensive library of included activities already aligned to education standards Students can access activities from any Mac or Windows computer or from an iPad Easily track student progress and staff usage all from one system

Mendability 222

915 South 500 East – Suite 101 American Fork, UT 84003 801.692.6830 www.mendability.com Mendability is a new, home-based, costeffective, clinically proven therapy for autism. Mendability uses sensory enrichment therapy to activate brain plasticity in children with autism and help them overcome the symptoms and challenges of autism. This therapy involves parents and therapists administering drug-free, carefully constructed sensory exercises to their child. Mendability creates appreciable and lasting results across a wide range of symptoms. In human clinical trials therapy proved 6 times more effective when standard care was combined with Mendability. To get started with the therapy, visit: www.mendability.com

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Milestones Autism Resources 413

23880 Commerce Park – Suite 2 Beachwood, OH 44122 216.464.7600 www.milestones.org Founded in 2003, Milestones Autism Resources improves the lives of individuals on the autism spectrum by educating, coaching and connecting the autism community with evidence-based information. We envision a community in which individuals on the autism spectrum reach their full potential as contributing members of society, recognized for their strengths and supported in their challenges. Each year, Milestones serves more than 3,000 parents, professionals, and individuals of all ages and abilities, through an annual conference, trainings, teen/adult services and coaching. The website milestones.org connects 50,000 unique visitors to more than 1,000 autism resources.

EXH I B I TOR S Minnesota Life College

National Autism Resources

North Coast Tutoring Services

7501 Logan Ave. S. Richfield, MN 55423-3741 612.869.4008 www.mnlifecollege.org

6240 Goodyear Rd. Benicia, CA 94510 877.249.2393 www.nationalautismresources.com

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

Minnesota Life College (MLC) transforms the lives of individuals and families affected by autism spectrum and learning differences. As a not-for-profit, MLC offers a three-year undergraduate program, three-week summer programs, and for program graduates, a lifelong Community Living Program. Our students are involved in a challenging workreadiness, social, and independent living curriculum with an emphasis on Real Skills for Real Life™ participants may also explore traditional academic college classes if they wish. Our students learn by doing beyond the classroom developing lifelong skills and communities of support that allow them to have happy, meaningful, and whole lives.

National Autism Resources Inc. is a global leader in providing cost effective, research based therapeutic tools that meet the needs of people on the autism spectrum across their lifespan since 2006. Our tools and adaptive technologies work together to improve skills and significantly decrease impairment. We provide school districts, insurance companies and family members of the autism community with proven tools that improve the independence and quality of life for people on the autism spectrum.

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. Also learn about our Career Exploration Workbook for teens with disabilities and a parent workbook that explains IQ and achievement testing.

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Monarch Center for Autism 316

22001 Fairmount Blvd. Shaker Heights, OH 44118 216.932.2800 www.bellefairejcb.org Monarch School and Boarding Academy operate under the auspices of Bellefaire JCB. The goal of Monarch is to provide the ultimate in individualized programming for children on the autism spectrum. Our approach is dynamic and multidimensional. Through our partnership with Harvard Medical School, Children's Hospital Boston, and Massachusetts General Hospital, we have a state-of-the-art teaching model that is philosophy neutral. All of our programs are located on one campus, allowing for a wider breadth of treatment possibilities. We are able to address co-occurring illness in clients, including those with substance abuse, learning disabilities and emotional problems.

N2Y, Inc. 308

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

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.

Nexsyis, Inc. 126

7202 E. 87th St., #115 Indianapolis, IN 46256 888.222.7008 www.nexsyis.com Nexsyis, Inc.® was founded in 1998 with a billing and receivables application for Physicians. Today our NEXconnex software is a fully integrated application incorporating scheduling, receivables management, electronic health records, document management, and financials. NEXconnex is successfully implemented in over one hundred healthcare provider offices nationwide.

Serving the special education community with a variety of products. Channel current events with News-2-You™, an Internet newspaper published weekly in four levels. Acquire a complete, standards-based special education curriculum with Unique Learning System™. Communicate with a truly dynamic symbol set, SymbolStix©.

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Nova Southeastern University 412

3301 College Ave. Fort Lauderdale, FL 33314 954.262.7168 www.nova.edu/dais Nova Southeastern University provides programs in autism and applied behavior analysis at the undergraduate, master's, and doctoral levels. These programs are offered on-site, online, or through blended delivery systems. Also, on the main campus in Fort Lauderdale, FL, there are a range of direct service programs and clinics serving individuals with autism and their families.

OCALI

OCALI Central 470 Glenmont Ave. Columbus, OH 43214 614.410.0321 www.ocali.com OCALI was established through legislative action to serve individuals with autism and other disabilities and provide them with opportunities for a high quality of life throughout their lifespan. Our efforts focus on building the capacity, knowledge, and skills of families, educators, and other professionals through leadership, professional development, technical assistance, technology, and resource dissemination. Through our ongoing collaboration with local, state, and national partners, OCALI’s world-class tools, products, and publications have made a significant impact in all 88 Ohio counties, all 50 states, and over 150 countries.

E XHI B ITO R S Pamer Family Chiropractic

QBS, Inc.

Rethink

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

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

19 W. 21st. St. – Suite 403 New York, NY 10010 877.988.8871 www.rethinkautism.com

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.

QBS, Inc., supports organizations that serve people with behavioral challenges. Whether a school, residential program, psychiatric hospital, nursing facility, or family, QBS has the experience and background to provide you with the support you need. Serving all ages and all diagnoses, QBS is your solution to help reduce behavioral crises, improve staff competences, and effectively meet your goals. Using evidence-based procedures supported by decades of scientific research in ABA, we can help you design safe and effective interventions, including staff training, incident tracking, new program development, and accomplish the changes necessary to achieve a safe, positive, humane environment in which to work, learn, and grow.

Rethink is an award-winning research-based program model for supporting students with disabilities in specialized through fully included settings. Our dynamic online solution includes comprehensive video-based curriculum aligned to the Common Core, job-embedded professional development and parent training modules, individualized assessment tools, behavior intervention planning and an IEP Builder -- all developed by nationally recognized experts in the field. We also offer data-based reports for school and district leaders to automatically monitor progress with LRE Goals and a proven implementation support model guided by our team of experienced clinicians.

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Positive Education Program 422

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

Praises, Prizes, and Presents 321, 323

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

Prentke Romich Company 414

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 new Accent 800, 1000, and 1200, Words for Life NOVA Edition, LAMP: Words for Life iPad application, and new training opportunities/services.

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Recreation Unlimited 121

7700 Piper Rd. Ashley, OH 43003-9741 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.

REM Ohio, Inc. 224

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

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RoboKind 330

1910 Pacific Ave. – Suite 7050 Dallas, TX 75201 800.494.1206 hansonrobokind.com/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.

Safe and Found Rescue Network, LLC 228

2400 4th Ave #402 Seattle, WA 98121 866.808.FIND (3463) www.safeandfound.com Safe and Found is a virtual tracking network that locates people who have wandered or run away. Our unique network identifies the geographical location of your loved one by using two types of technology: GPS and QR codes. Our Easy2Find GPS device provides location updates every 5 minutes to our website which can be viewed on your Smartphone or computer. Build a geofence, a virtual boundary, around any address and our network will alert you when it has been violated. Have your loved one wear a QR Identifier Tag so that when lost, they may be scanned and returned to you … Safe and Found.

EXH I B I TOR S Sheryl's Autistic Impressions

SpecialNeedsWare

Step by Step Academy, Inc.

25 East Crafton Ave. Apt. 301 Pittsburgh, PA 15205 412.919.5995 sherylyeagerart.com

344 West 38th St. – Suite 502 New York, NY 10018 646.278.9959 www.autismate.com

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

Original and award-winning artwork and prints, greeting cards, the children's book Emma the Giraffe, and more from artist Sheryl Yeager.

SpecialNeedsWare was founded with the vision of providing a pathway to independence for individuals with developmental disabilities. In 2012, the company launched AutisMate, a comprehensive life and learning platform that utilizes personalized visual supports to build self-management and communication skills simultaneously. AutisMate is currently used by thousands of parents and professionals throughout the world. This year, SpecialNeedsWare will launch TeachMate365, the AutisMate school edition.

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.

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Signing Time 417

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

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Summit Academy Management 124

STAR Autism Support, Inc. 208

Snug Vest 228

#320 - 887 Great Northern Way Vancouver, BC V5T 4T5 866.530.4440 www.snugvest.com Snug Vest is an award-winning therapy vest that inflates to feel like a hug! It helps individuals with autism and sensory disorders stay calm and focused by providing adjustable and evenly distributed pressure to the torso. This comforting hug-like squeeze helps reduce anxiety, meltdowns, and self-injury in kids and adults with sensory challenges. The stylish Snug Vest promotes independence as the user can take control and self-regulate by inflating their vest discretely to get the exact amount of safe pressure they require. The Snug Vest enables the user to complete daily tasks with ease anywhere they go!

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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.

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

TeachTown, Inc. 317

330 West Cummings Park Woburn, MA 01801 800.283.0165 www.teachtown.com TeachTown provides education software and solutions for children with special needs and autism. Our online ABA therapy and social skills programs address language, learning, social skills, communication skills, and emotional development.

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E XHI B ITO R S The Beaver Creek Candle Company

Toledo Regional Autism Network

Vision Performance Center

8330 County Home Rd. Lisbon, OH 44432 330.424.0598 www.ccbdd.net

2040 W. Central Ave. Toledo, OH 43606 419.291.7031 www.tranresources.org

3600 B Olentangy River Rd. Columbus, OH 43214 614.451.7244 www.sensorylearning-columbus.com

Candles handcrafted by individuals with developmental disabilities. 100% of proceeds go to the workers and operation of facilities.

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 talents to advance agreed upon initiatives which benefit the community.

The Vision Performance Center provides a comprehensive approach to enhancing a patient’s learning development by correcting deficits in foundational sensory integration, sensory-motor skills, visual efficiency skills, and visual processing skills. We also integrate and transfer these enhancements via academic tutoring to provide an educational finish.

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The Learning Spectrum 408

125 Dillmont Dr. Columbus, OH 43235 614.844.5344 thelearningspectrum.com The vision of TLS is to provide families with individualized services designed to meet the needs of children in and out of the school setting. As Autism Scholarship providers, the Learning Spectrum is able to create individualized education programs as well as work within a student’s IEP to help meet specific educational goals. In addition, The Learning Spectrum offers support in inclusive settings including daycares, preschools and public/private schools. The overall goal of all intervention is to help children grow and prosper in their natural environments.

The Ohio Center for Deafblind Education 203

5747 Perimeter Dr. – Suite 100A Dublin, OH 43017 800.229.0844 www.ohiodeafblind.org The Ohio Center for Deafblind Education provides technical assistance services at no cost to children, birth through 21 years of age, with combined vision and hearing loss. Technical assistance includes on-site consultation, training and professional development, information dissemination, and other consultative services. In addition, the Center is responsible for maintaining an annual registry of children and youth who have been identified as being deafblind within the state of Ohio. Families, service providers, and agencies supporting children and youth with deafblindness may request services at any time.

Tobii Dynovox 228

333 Elm St. Dedham, MA 02026 781.461.8200 tobii.com

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University of Cincinnati 405

PO Box 210002 Cincinnati, OH 45221-0002 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.

University of Kansas 423

1450 Jayhawk Blvd. Lawrence, KS 66045 651.283.7654 www.ku.edu/p12online The University of Kansas now offers online education with graduate programs from their nationally-ranked School of Education. Students at the University of Kansas are part of a vibrant academic community and are dedicated to making a difference in their lives, careers, and communities. They learn from world-renowned faculty in top-ranked degree programs, form rich personal and professional relationships, and graduate with the skills they need to achieve their goals.

University of St. Thomas – Online 227

9417 Princess Palm Ave. Tampa, FL 33619 813.621.6200 www.stthomasonline.com The University of St. Thomas (UST) offers special education graduate degrees, teaching licensure and certificates 100% online to help you gain knowledge and skills to positively impact learners ages K-21. Special education focus area includes Autism Spectrum Disorders. New program offerings Academic Behavior Strategist (Cross-Categorical) and Developmental Disabilities will start January 2015.

Vista Vocational and Life Skills Center 107

107 Bradley Rd. Madison, CT 06443 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.

VizZle by Monarch Teaching Technologies, Inc. 312, 314

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 Heart to Art Galleria 306

340 Muskingum Dr. Marietta, OH 45750 740.373.3418 ext. 17 www.wascoinc.org One-of-a-kind unique dichroic glass jewelry created by adults with developmental disabilities. Antique ceiling panels custom made on behalf of individuals with disabilities.

Westminster Technologies, Inc. 322, 324, 326

1702 St. Clair Ave. NE Cleveland, OH 44114 844.881.2088 www.westminstertech.com 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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Drive Autism Awareness... Put More on Your Plate! Ohio residents can support individuals with autism, their families, and service providers with the Autism Awareness license plate.

Details are available at www.autismohio.org Ask at your local BMV or visit 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 S Chris Abildgaard

Asha Asher

Karina Barley

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 related to social cognitive deficits and social skills programs. Other areas of practice include exploring methods for integrating cognitive behavioral therapy with tools to improve executive and social functioning.

Asha Asher, M.S., occupational therapy and special education, has provided pediatric occupational therapy services across four countries (U.S., Canada, Belgium, India). She works with Sycamore Community Schools in Cincinnati and additionally adjunct teaches. Asher is a member of the autism task force of AOTA and is board certified in school systems. She has several publications and has presented internationally, nationally, and locally. Asher received a Fulbright grant to lecture in South Asia.

Karina Barley is an experienced Australian teacher, international speaker, and course developer. She has dedicated the last four years to developing technological strategies focusing on curriculum and differentiated learning in mind. Barley has several online courses with Teacher Training Australia and Digital Learning Tree on technology, autism, and individualized learning. An autism consultant, she 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 individuals with autism.

Nicole Adams-Fompun Nicole Adams-Fompun, M.Ed., LPC, is a licensed professional counselor employed as a forensic adult recovery coordinator at Behavioral Healthcare Partners of Central Ohio. She is the mother of four children, including an 11 year-old boy with ASD. Adams-Fompun co-founded Minority Communities for Autism Awareness after attending autism awareness events and noticing minorities were underrepresented. She and her team lead seminars to empower parents and spread autism awareness in communities where cultural beliefs are a barrier to children receiving a proper diagnosis and early intervention.

Jenny Adkins Jenny Adkins has been a guidance counselor for the past nine years, at both the elementary and high school level. Prior to working in education, she was employed as a therapist, specializing in chemical dependency. Adkins has been very active volunteering with Special Olympics in Clinton County, serving as a co-coordinator for 14 years. As a parent of a child with sensory processing disorder, her goal is to not only be a support and resource to others but to continue to learn and grow along the way.

Ruth Aspy Ruth Aspy, Ph.D., is a licensed psychologist in private practice with the Ziggurat Group. Aspy specializes in assessment and intervention for individuals with ASD. She is co-author of the Ziggurat Model, winner of the 2008 Autism Society of America Literary Work of the Year. Aspy speaks internationally. She has experience in both the clinic and school settings.

Christine Austin Christine Austin, M.S., is the director of clinical operations at Step By Step, Inc. She obtained her master's from The Sage Colleges in applied behavior analysis with a concentration in autism and is a board-certified behavior analyst. Austin is responsible for educating and training senior-level behavior analysts on behavioral health interventions, SBS's policies, developing the structure of the center's programs and the organization's training on applied behavior analysis.

Jody Bailey Jody Bailey is preschool director for Little Miami Local Schools' integrated preschool program.

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

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.

Joel Arick Joel Arick, Ph.D., is the director of the Oregon Program Regional Training Sites and Supports. Arick has over 35 years of experience in the field of autism. He is co-author of (among others) the STAR Program (Arick, Loos, Falco, Krug 2004), ASIEP-3 (Autism Screening Instrument for Educational Planning-3, 2004), the KADI (Krug Asperger Disorder Index, 2003), and the Links Curriculum. He is also an author of a chapter in the Handbook on Autism (2005). Arick is professor emeritus at Portland State University.

Kimberly Bean, Ph.D., is a professor at Southern Connecticut State University in the Department of Special Education and Reading. She holds a master's degree in special education in the autism spectrum disorders concentration from Southern Connecticut State University. She has written and provided training sessions for the Center of Excellence on Autism Spectrum Disorders at Southern Connecticut State University. She also was a special education teacher for nine years in Connecticut.

Shawna Benson Shawna Benson is the program director of the Center for Teaching Diverse Learners at OCALI. Previously, she was an associate professor at Urbana University and AT, ASD, and low-incidence consultant through Knox County ESC at SST 7. 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 ages and exceptionalities.

Rachel Berkowitz Mariah Bailey

Susan Aebker

Kimberly Bean

Mariah Bailey, is a school psychologist for the South Central Ohio Educational Service Center. She is a graduate of Marshall University and currently serves as the preschool psychologist for Scioto County as well as the psychologist for New Boston Local Schools. She is the team leader for transdisciplinary autism evaluation teams and has presented and taught workshops on individual and group therapy techniques as well as the neuropsychology of reading, learning, and memory.

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 from Cleveland State University.

Ann Baloski Ann Baloski, BCBA, is a graduate of Western Michigan University’s Applied Behavior Analysis program. She is the current vice president of the Hoosier Association for Behavior Analysis, and has been involved with the public policy committee since 2012. She is the executive director of BehaviorWorks ABA, a provider of home and community-based behavioral service. In the past year, Baloski collaborated with Ball State University’s Center for Autism Spectrum Disorders, where she conducts research on web-based supports for parents and teachers.

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Rachel Berkowitz, M.A. CCC-SLP, is a speechlanguage pathologist in the Mayfield City School District. She has worked with individuals with autism, multiple handicaps, mental retardation, and severe behaviors. She has presented locally, nationally, and internationally on augmentative/alternative communication and autism. She has been a member of the Mayfield District Autism Team since its inception, and co-authors the District Autism Team's newsletter. Berkowitz supervises graduate students in speech-language pathology and is an adjunct instructor at Case Western Reserve University.

Elizabeth Beu Elizabeth Beu has been volunteering with Next Chapter Book Club for two years. Her favorite part of being a co-facilitator is meeting and getting to know new people. She also enjoys seeing how she and the book club members have grown socially. Beu is a local/statewide trainer for Project STIR, a training program for self-advocates designed to provide individuals with the tools to advocate for themselves. She likes helping and being around people.

Brittany Biddle Brittany Biddle graduated in May 2014 summa cum laude from Eastern Kentucky University with a Bachelor of Science degree in psychology and a minor in American Sign Language. Biddle has presented at the National Collegiate Honors Conference and the Kentucky Honors Roundtable.

P RESE NTE R S Cameron Blackwell

Lisa Bonner

Heather Bridgman

Cameron Blackwell, 22, earned an academic honors diploma in high school, and since returning from a two-year mission for his church, he 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.

Lisa Bonner, M.Ed., is a special education consultant for State Support Team Region 16. She assists districts in providing supports for students with low-incidence disabilities within the context of the Ohio school improvement process. Bonner worked as an intervention specialist for 12 years in the public school system. For the past three years, she has worked directly with local school districts using The Ziggurat Model to develop and implement effective program planning and intervention strategies for students with ASD.

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.

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 co-founder of AutismNotes.com.

Jen Blackwell 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 setup and repair.

Stacey Jones Bock Stacey Jones Bock, Ph.D., is an associate professor and interim chairperson in the Department of Special Education at Illinois State University. For nine years she was co-principal investigator on a grant that provided technical assistance to families of children and youth with ASD. She co-created online professional development and undergraduate and graduate courses on ASD, and she co-authored the Asperger Syndrome Diagnostic Scale (ASDS). Bock continues to publish on ASD and provide service and support to local families.

Chris Bohn Chris Bohn, M.A., is child services grant coordinator for Grant County Special Ed Co-op, where she provides support and training for teachers of students with ASD, develops community supports for families of children with ASD, and community training/ awareness events. Bohn is a member of Indiana's autism specialists headed by IRCA and a contract staff for BSU. As a board-certified behavior analyst, she is a member of ABAI and APBA. She presented at the PATINS Tech Conference and CASE. Bohn has a passion for assisting individuals with autism, their families, educators, and communities.

Rich Bohne Rich Bohne currently is the CEO of MendabilityÂŽ and has 25 years of experience as a senior executive in the software industry. Most recently he was the vice president of sales for the Americas at Dell Software Group and was a member of the Quest Software executive team, ultimately acquired by Dell, that grew the company from a startup to over $850M in revenue. He is also a parent of a child with autism and has been actively involved in the autism community for almost two decades.

Christy Borders Christy Borders, Ed.D., is an assistant professor in the Department of Special Education at Illinois State University in the deaf and hard of hearing (D/HH) sequence. She frequently publishes in the field of D/HH on interventions related to evidence-based practices for students with a dual diagnosis of D/HH and ASD. Borders serves on the state D/HH leadership team, provides professional development to teachers, and is the current president of ITED.

Cheryl Boucher Cheryl Boucher, M.S., OTR, is an occupational therapist with a master's degree in special education. With over 30 years of experience as an OTR, she has worked in a large urban school district for the past 20 years supporting teachers, families, and students with autism and related disorders. Boucher has presented nationally on sensory processing/visual motor and writing skills impacting students with autism and related disorders. She is co-author with Kathy Oehler of the book â&#x20AC;&#x153;I Hate To Write!â&#x20AC;?: Tips for Supporting Students With Autism and Related Disorders to Be Happy Successful Writers.

Cindy Andree Bowen Cindy Andree Bowen, B.A., received her degree in elementary education with a minor in psychology at Wake Forest University. She has 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.

Dani Bowman Dani Bowman, an 18-year-old college student with autism and a love of animation, illustration, and creating fun entertainment for children, founded Powerlight Studios at age 11. She has worked professionally since age 14, partnering with Joey Travolta, and teaching animation to others with autism at his summer camp program. Bowman aspires to be the Temple Grandin of her generation, working to change the world's perception of autism and demonstrate the abilities that people with autism have while striving for acceptance and integration within society, and employing them at Powerlight Studios.

Elizabeth Bridges Elizabeth Bridges is a language arts content specialist in assessment development at the Ohio Department of Education. She has an extensive background with children's literature with a specific focus on literature that represents those persons/groups that are seldom seen or are misrepresented in children's books. She currently serves as a foster parent for the Buckeye Ranch, providing advocacy and support to children with a variety of special needs

Matthew Brock Matt Brock, Ph.D., is an assistant professor in the Department of Education Studies at The Ohio State University. His research interests include instructional and support strategies for students with moderate and severe disabilities, and effective dissemination of such strategies to school personnel. Brock has been a special education teacher, general education teacher, U.S. Peace Corps special education volunteer, and a technical assistance specialist with the National Professional Development Center on Autism Spectrum Disorders.

Angela Bryson Angela Bryson, mother of a son diagnosed in 1987, has researched therapies, resources and supports throughout his life. She began working with the West Virginia Autism Training Center in 1994 as an intake and family resource coordinator for parents. Bryson has developed a program called Family Coaching that allows her to train parents by phone on various everyday issues. She also serves on many grassroots committees that support state autism services. Bryson recently transitioned her son on the spectrum to his own home.

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 autism and 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.

Carol Burmeister Carol Burmeister's professional experience spans over 40 years, working as a paraprofessional, general education teacher, special education teacher, program specialist, and consultant in a wide variety of educational settings. She has trained nationally on topics related to understanding the unique strengths of students with autism and related disorders and determining how to best meet their academic, behavioral, and social-emotional needs. Burmeister participated as a reviewer in the National Professional Development Center on ASD's recent update on evidence-based practices.

P RE S E N T E R S Kari Dunn Buron

Betsy Chadd

Crystal Coffman

Kari Dunn Buron, Ms.Ed., taught students on the autism spectrum for 30+ years in Minnesota’s K-12 system. She received her 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.

Betsy Chadd is the director of curriculum and gifted services for Bellbrook-Sugarcreek Schools. Here she works closely with the director of special education and building principals to ensure high-quality, standards-based instruction and seamless integration of services between special, gifted, and general education.

Crystal Coffman has more than eight years of experience as an occupational therapist, encompassing extensive and diverse knowledge of principles, methods, and procedures for evaluation and treatment of physical, mental, and social dysfunction for children of all ages. She is proficient in coordinating individualized therapeutic treatments and has experience as a director of schoolbased therapy services as well as a staff pediatric occupational therapist for a school for children with special needs. She is currently one of the therapy coaches at Mendability.®

Mo Buti Mo Buti, M.Ed.-BD, M.Ed-ADMIN, has been in the field of special education for more than 24 years, working with children and adults with severe and profound, moderate, and mild autism. She has served as a teacher, a consultant and then coordinator of autism and intellectual disabilities in Chicago Public Schools for over five years. Now director of Neumann Family Services, she has a passion for learning, making visual modifications, and teaching. Known as a dynamic international speaker, Buti has presented both nationally and internationally.

Lindsey Callahan Lindsey Callahan has served as a school psychologist for nine years. Currently, she serves students in preschool through 8th grade.

Kelly Camm Kelly Camm has over 20 years of experience in marketing, brand management, product development, planning, communications, cause marketing, and public relations. Camm first encountered 4 Paws for Ability in 2006 while working on her MBA at Thomas More College. After graduation, she started volunteering as a fundraiser for 4 Paws, primarily working on a cause marketing plan she had developed during her studies. She then joined the board of trustees and eventually became vice president and then president of the board. In 2010, she left the board and became an employee.

Brooke Carson Brooke D. Carson, Ph.D., is state autism specialist for the Colorado Department of Education (CDE). In this role, she oversees a statewide initiative for developing model demonstration sites in school districts around Colorado, coordinates the Autism Leadership Cadre which includes autism professionals across the state employed to carry out CDE initiatives, and coordinates professional development in the area of ASD. Carson has held positions as a state and district autism specialist, district coordinator, university author and instructor, project director, and teacher in four states.

Anna Cenci Anna Cenci is an intervention specialist employed by the Ross County Board of DD/Pioneer Center in Chillicothe, OH. Cenci has a master of arts degree in education from the University of Rio Grande and a bachelor of science degree in special education from Ohio University. Cenci has 14 years of experience with over 100 preschool students with special needs. She also provides supervision and mentorship with intervention specialists in training. Cenci currently provides direct services to preschoolers in a special needs class and implements AAC with many of her students.

Lori Chambers Lori Chambers, M.S., is the regional systems coordinator for TASN Autism and Tertiary Behavior Supports where she provides technical assistance and training in autism. She has been a speech-language pathologist for 24 years, working with families in home, clinical and school settings in Oklahoma, Utah and Kansas. In 2006, she was recognized as Autism Teacher of the Year by Autism Southwest Kansas. Lori earned her master's in communication disorders from Oklahoma University Health Sciences Center.

Sonja Chatfield-Peetz Sonja Chatfield-Peetz, M.S.E, NE autism spectrum disorders coordinator for Nebraska ASD Network, provides technical assistance to school districts and families with students, 0-21 with ASD. She has worked with students on the spectrum for over 20 years. She is a frequent presenter at local, state, and national conferences.

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

Tony Cochren Tony D. Cochren, B.S., M.Ed., has spent 20 years in special education as a classroom teacher and administrator. He has a B.S. from Indiana University, an M.Ed. from Miami University, a PreK-12 Principal's License from Wright State University, and a Superintendent's License from the University of Dayton. A survivor of brain injury, he has presented on the topic of brain injury rehabilitation at Indiana University, Indiana-Purdue at Ft. Wayne, Miami University, the University of Evansville, the Ohio Brain Injury Association and OCALI conferences.

Jodi Collins Jodi Kempner Collins, MSW, LISW-S, is the owner of Generational Solutions LLC, a social work consulting firm specializing in behavioral, therapeutic and case management work with children and families dealing with medical and developmental disabilities. She received her undergraduate degree in psychology from BGSU and her master's degree in social work from the University of Cincinnati. In addition to over a decade of work with children in educational and therapeutic settings, she is the proud mother and advocate of her own two children with special needs.

Tom Collins Tom Collins, M.S., is the senior manager of human resources for Honda Logistics North America and holds a master's degree in human resource management and development. Collins possesses many years of human resources, organizational development and training experience while working for Honda, Levi Strauss, Mattel, Inc., Chapman University and the University of Cincinnati as an adjunct instructor. He is passionate about helping employees, parents and children make the most of their resources at home and in the workplace. Collins is a parent of a child with special needs.

Lisa Combs Lisa Combs, M.A., is supervisor 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 and Spectrum Autism Solutions, providing coaching and consultation to schools and families outside of Ohio.

Sue Constable Amy Bixler Coffin Amy Bixler Coffin, M.S., is program director of the Autism Center at OCALI. A special educator for 24 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.

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Sue Constable is the coordinator of autism support with the Rhode Island Technical Assistance Project at the Department of Education (RIDE) and Rhode Island College (RIC). Constable supports public school districts across the state in building their capacity with educating students with autism. She teaches at RIC within the Certificate of Graduate Study in Autism program and also leads a statewide ASD community of practice, which includes the graduates of the program. She co-leads a state-wide initiative on Social and Emotional learning (SEL) at RIDE

P RESE NTE R S Barbara Cook

Amy Davenport

Lizzy Donovan

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

Amy Davenport, OTS, is a first-year graduate student at Eastern Kentucky University pursuing her master's degree in occupational therapy. She is also completing an Interdisciplinary ASD certificate offered by EKU.

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.

Cheryl Cotter 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.

Richard Cowan Richard Cowan, Ph.D., NCSP, 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 students at risk for academic failure.

Emily Curiel Emily S. L. Curiel is a doctoral student in special education and applied behavior analysis 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 teaching young children with autism in natural environments and strategies for generalization.

Steven Curtis 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.

Karen Bowen Dahle Karen Dahle, Ed.D., is an associate professor and coordinates an Ed.S. year degree in ASD. This program is unique in the state of Alabama. Her doctorate is in administrative and supervision of special education. She serves as a field editor of the JOADD and guest editor for the JOECE. Dahle holds multiple licenses and certifications. She speaks nationally and participates with the NALS and the University Summit.

Karen Davis Karen Davis is responsible for the global philanthropic programs of Hasbro, Inc., including grantmaking, product donations, employee volunteer programs, cause-related marketing, and strategic philanthropic relationships. These programs and partnerships annually help over four million children in need worldwide. Davis currently leads the company's efforts around “generationOn,” the global youth service enterprise under the Points of Light. Under her leadership, the Committee Encouraging Corporate Philanthropy and Bloomberg News have recognized Hasbro for its corporate citizenship efforts.

Alfred Daviso 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 35 national conferences. He currently helps coordinate data collection and analysis for the Ohio Longitudinal Transition Study.

Carol Dittoe Carol Dittoe has over 25 years of experience in autism augmentative communication and assistive technology. As a speech pathologist, she worked with an occupational therapist 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.

Peter Doehring Peter Doehring, trained originally as a clinical psychologist, has been working with individuals with ASD for more than 20 years. He has led the development of programs integrating research, training, and policy in health and in education at the regional or state level, in Canada and the US. He has published and presented internationally, including books evaluating evidence-based treatments and strategies for developing services, training, research, and policy at the regional and national level. Doehring is the father of an adolescent with multiple and complex disabilities.

Elizabeth Donovan Elizabeth Donovan, Ph.D., is a post-doctoral fellow in autism treatment at Nationwide Children's Hospital and auxiliary faculty in the Department of Behavioral Pediatrics at OSU. Donovan received degrees from Kent State University (Ph.D.), the University of Hartford (M.S.), and Sarah Lawrence College (B.A.). She has worked in schools and clinical settings in the U.S. and internationally. Donovan has presented and published on topics related to cross-cultural service delivery. In Columbus, she engages in outreach with minority groups to raise autism awareness.

Deirdre Dransfield DeeDee Dransfield, Ph.D., has taught students with multiple disabilities, learning disabilities, and autism and has served as the early childhood coordinator, and autism consultant for 27 school districts in SE Ohio. She has also taught special education courses for Ohio University and Kent State University. Currently, 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.

Alison Dreher Alison Dreher, B.S., M.Ed., is an intervention specialist teaching students with autism in grades 3, 4 and 5 in the Mayfield City School District. She received her bachelor's in special education and a master's in reading education from Ohio University. She has 13 years of teaching experience spanning kindergarten to 12th grade and a variety of special education settings. She is a three-year member of Mayfield's District Autism Team and a co-author of Mayfield's autism newsletter, All DAT and More.

Bryan Droesch Bryan Droesch, Ms.Ed, PC, BCBA, has over 20 years' experience working with individuals with developmental disabilities. In 2004, he became a behavior support specialist with the OSU Nisonger Center Adult Behavior Support Clinic. Here his work focused on completing functional behavior assessments and developing and monitoring behavioral interventions. Since then, Droesch has also served as a behavior analyst for Dublin City Schools and Haugland Learning Center. He has completed many professional trainings and presentations on behavior analytic topics.

Melissa Dubie Melissa Dubie is an educational consultant at Indiana Resource Center for Autism, where she provides training on using evidence-based practices, puberty, and sexual health. Along with her colleague Catherine Davies, Dubie published Intimate Relationships and Sexual Health: A Curriculum for Teaching Adolescents/Adults with High-Functioning Autism Spectrum Disorders and Other Social Challenges (2012). They hope this curriculum enables individuals on the autism spectrum to make informed proactive choices for themselves throughout adulthood.

P RE S E N T E R S Deana Dufficy

Ruth Eren

Thomas Fish

Deana Dufficy, CCC-SLP, received her M.S. in speech-language pathology from the University of Rhode Island in 1997 and a certificate in autism education from Rhode Island College in 2010. She has provided services to individuals across the age span, specializing in work with those who have complex communication needs and ASD. Dufficy has presented on topics including autism and augmentative-alternative communication at professional conferences statewide. She is presently a consultant/trainer with the Autism Project, consulting to schools, community, and residential programs throughout RI.

Ruth Eren, Ed.D., is the director of the Center of Excellence on Autism Spectrum Disorders and associate professor at Southern Connecticut State University in New Haven, where she led the development of the master's degree program in Special Education with a concentration in ASD and other developmental disabilities. She has presented to state and national audiences on topics related to professional development for teaching students with ASD. Her publications include both journal articles and book chapters related to reaching children with ASD.

Tom Fish, Ph.D., is director of social work and family support at The Ohio State University Nisonger Center. He is the founder of the Next Chapter Book Club as well as Aspirations, a social vocational support program for young adults with ASD. Fish has a national reputation for his work with siblings of people with developmental disabilities.

James Duffield

Marilyn Espe-Sherwindt

James Duffield has been working with children with special needs for over 42 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.

Marilyn Espe-Sherwindt is director of the Family Child Learning Center at Akron Children's Hospital. Her 30year career has encompassed direct service, teaching, administration and collaborative systems change. Her research publications, presentations and workshops have focused on early identification/intervention for toddlers with ASD, collaboration, family-centered practices, and family engagement in both Part C and Part B preschool special education. She has played a leadership role in the innovation of practices such as the Autism Diagnosis Education Project and TeleEarly Intervention.

Michelle Elia

Kaycie Evans

Michelle Elia, M.Ed., serves as a consultant at the State Support Team Region 5, working to increase teacher awareness of inclusive best practice and instructional strategies to that will engage all students in their classrooms. She is a part-time professor at both Youngstown State and Walsh University, teaching courses in special education and literacy. Previously, Elia worked for fifteen years in the Canfield Local School system as an intervention specialist, and for one year as a preschool teacher in a small school in Youngstown.

Kaycie Evans is currently in the transition master's program for occupational therapy at Eastern Kentucky University and working toward an ASD certification. She is presently teaching neuroanatomy labs at EKU. Her bachelor's is in interior design with a minor in studio art from EKU. She worked 7 years with adults with intellectual disabilities as a direct care provider. In the summer of 2013, she worked as a teacher in a preschool in Cincinnati for children with special needs and volunteered at the Cincinnati Children's Hospital in the rehabilitation department.

Judy Endow

Kim Finger

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.

Kim Finger, Ph.D., serves as chief executive officer at CodeMetro, Inc. Finger has extensive experience in professional development, contracts and negotiation, strategic planning, client relations, and sales and marketing. Prior to joining CodeMetro in 2011, she served as chief operating officer at Autism Spectrum Therapies – a prominent autism services provider headquartered in Southern California. She also worked as the director of client services at Corporate Coaching International. Finger has a master’s degree and doctorate in cognitive psychology from Claremont Graduate University.

Amanda Englehart Amanda Englehart, M.S., is a special education teacher at Kenston High School. She has a bachelor's degree in special education, mild-moderate, a master's in special education, moderate-intensive, and an autism spectrum intervention specialist certificate from Kent State University. She created a social skills group and developed curriculum to educate all students about people with disabilities. Englehart was a Franklin B. Walter Outstanding Educator Award Recipient for founding the Creating Exceptional Characters program and was nominated for the Chagrin Valley Rotary Teacher of the Year.

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 continued her education at Youngstown State University, obtaining a master’s degree concentrating on students who have intensive disabilities, as well as obtaining the autism certificate. She is teaching at Canfield High School in the moderate/intensive unit. She is finishing her coursework to become a board-certified behavior analyst at Kent State University.

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Amanda Fishley Amanda Fishley, M.A., BCBA, is a behavior analyst at Haugland Learning Center. A board-certified behavior analyst, she received her master's degree in ABA/special education from The Ohio State University. She has conducted, published, and presented research on choice and preference assessments, including presenting at the Association for Applied Behavior Analysis International. Fishley has over seven years of experience serving children and adolescents with a variety of developmental disabilities and mental health disorders in home, school, and community settings.

Karen Fletcher Karen Fletcher, B.S. Ed., teaches children from pre-K to third grade diagnosed with ASD, ED, CP, developmental delays and Down Syndrome. She has been teaching for eight years at Camelot - NWCA, in DeKalb, Il. Fletcher utilizes a variety of teaching programs, curricula, and strategies to ensure learning in the classroom. She is trained in PECS, Touchmath, Handwriting Without Tears and TCI. She has led a team of up to 12 paraprofessionals at a time.

Dawn Fraser Dawn Fraser, M.Ed., is a third-year doctoral fellow at Johns Hopkins University in special education teacher preparation and applied behavior analysis. She taught special education for nine years prior to enrolling in the program. Her most recent publication appeared in Teaching Exceptional Children on creating independent activities aligned with the Common Core State Standards for students with moderate to severe disabilities. Most recently, she presented her work at the Council for Exceptional Children conference as well as the TED and DADD division conferences.

Sharon Galloway A community inclusion specialist for many years, Galloway recently joined the College Internship Program in Bloomington as the admissions coordinator. She crafts her support of people with complex challenges to include life-long learning, employment, healthcare literacy, and participatory community living through person-centered planning and sustainable resource development. Galloway created a student-centered project called, Success Defined, designed to develop strategies for transition and build capacity within families who want more for their students than traditional legacy services.

Dena Gassner 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 serves on many boards, including ASA and GRASP. In March 2014 she taught a special education master class at the University of Birmingham, UK. She recently testified to the U.S. House and the Interagency Autism Coordinating Committee.

P RESE NTE R S Jim Gay

Leah Gongola

Crystal Hansen

Jim Gay, Ph.D., is the project director for the Ohio Leadership Advisory Council. He previously was the superintendent of Tecumseh Local Schools and held positions at Trotwood-Madison City Schools, Miami Valley Special Education Regional Resource Center, and Miami East Local Schools. Gay has a B.S. in elementary education and special education from Bowling Green State University, a master's in educational administration from the University of Dayton, and Ph.D. in educational leadership from the University of Dayton. He joined the Ohio Leadership Advisory Council in 2013.

Leah Gongola, Ph.D., BCBA-D, is an associate professor in the special education department at Youngstown State University. Previous, 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 company, 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.

Crystal Hansen, a licensed specialist in school psychology (LSSP), was the first LSSP to serve on Houston Independent School District's autism team. During her tenure on the autism team, she conducted assessments, teacher trainings, and developed district program and psychological services. Hansen worked with the non-profit Knowledge for the People in supporting outreach for individuals with ASD. During her professional career, she developed a passion for supporting children, parents, and professional educators with the philosophy of Social Thinking.

Anthony Gerke Anthony Gerke is vice president of professional services for Monarch Teaching Technologies, maker of the award-winning software VizZle. Before joining Monarch Teaching Technologies, Gerke was the director of education at the Autism Academy of Learning, a year-round, public school 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.

Kate Gladstone Kate Gladstone, M.L.S., is a self-advocate and internationally respected specialist in handwriting instruction and remediation. Her advocacy work includes publication in the AUTISM ADVOCATE. Her handwriting intervention material includes published courseware as well as peer-reviewed journal publication.

Michele Glynn Michele Glynn is a special education teacher and interventionist for Minneapolis Public Schools, working with students with ASD and consulting with other autism teachers. Glynn has over 20 years of experience developing programs and interventions for students with disabilities. She has presented statewide on using evidence-based practices for students with ASD in the classroom.

Caroline Gomez Caroline Gomez, Ph.D., received her doctorate in rehabilitation and special education with specialization in ASD from Auburn University in 2003 and has worked with the ASD community for 30 years, providing diagnostic, consultation, and training services. During her two-year tenure as Alabama's first state autism coordinator, Gomez led the Alabama Interagency Autism Coordinating Council toward a statewide system of care for the ASD community. She has published a number of articles, serves on several state boards, and presents nationally.

Jennifer Gonda Jennifer Gonda, Ms.Ed, BCBA, is a doctoral candidate at Kent State University. She is the director of Supported And Facilitated Environments, a nonprofit organization dedicated to creating opportunities for persons with disabilities to have similar experiences as their peers. One of the programs she created was Mahoning Valley Circle of Friends. She works at Youngstown Summit Academy High School for Autism. Gonda is a member of the advisory board for the Autism Society of Ohio, Mahoning Valley, and the director of the special needs summer day camp, Camp F.R.I.E.N.D.

Mary Kay Graessle Mary Kay Graessle, M.Ed., is a licensed teacher, trained Otron-Gillingham instructor, and certified dyslexia screener and consultant. She received her bachelor’s education and her master’s in curriculum and instruction from Ohio Dominican University. She received the Anne Sullivan Award for her dedication to students with exceptional needs and was a twotime recipient of the Teacher of the Year award.

Linda Grimm Linda Grimm has been an educational leader and pioneer in the field of autism for over 30 years. 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.

Barry Grossman Barry G. Grossman, Ph.D., is a licensed psychologist and author in private practice with the Ziggurat Group. He specializes in assessment and intervention for individuals with ASD. Grossman, along with Dr. Aspy, wrote The Ziggurat Model, an award-winning book on designing interventions for students with Asperger Syndrome and high-functioning autism. He and his co-author present on this model nationally and internationally. The Ziggurat Model has been adopted at district and statewide levels.

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. Jacquie 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.

Kimberly Hale Kimberly Hale, B.A., M.A., CCC-SLP, is a speechlanguage pathologist employed by the Ross County Board of DD/Pioneer Center in Chillicothe OH. 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 and Hearing Association for state-level advocacy for funding of speech-generating devices. Hale provides part-time speech-language pathology services through her private practice, TherapyTech, Inc. in Athens, OH.

Natalie Harmeling Natalie Harmeling has been in education for 17 years within rural and urban settings serving in various roles as classroom teacher, assistant principal, principal, and district administration. Throughout all of these roles, serving diverse learners and meeting their needs has always been her priority.

Caleb Harper Caleb Harper is a graduate student at Western Kentucky University obtaining a master's degree in clinical mental health counseling while working as a graduate assistant at the Kelly Autism Program. Harper completed his undergraduate degree in psychology at Western Kentucky University and studied in Berlin and Amsterdam. Harper conducted supervised research in sport and exercise psychology during his undergraduate years and has held a position as a case manager at a counseling facility in Bowling Green, KY.

Nicholas Harris Nicholas Harris, M.S., is a graduate student at Ball State University in the school psychology doctoral program with a cognate in applied behavior analysis. He is also working towards becoming a boardcertified behavior analyst. He received his master's degree in clinical psychology, and has worked in a residential treatment facility and in public schools. He is currently part of a team of professionals and graduate students who provide teacher and parent training through Ball State under the supervision of Dr. Susan Wilczynski.

Jennifer Heim Jennifer Heim has over 25 years' experience in 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 degrees in both speechlanguage 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.

Raymond Heipp Raymond Heipp, Ph.D., is a 25+ year veteran of the classroom and school 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. Heipp firmly believes that all students have a voice (or spirit) and deserve a chance to succeed, and thinks we should never doubt them!

P RE S E N T E R S Misha Hemphill

Hal Houseworth

Eliseo Jimenez

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.

Hal Houseworth is a board-certified behavior analyst in Dayton, OH. Hal has worked with children ages 20 months to 18 years old using the principles of applied behavior analysis. Houseworth is the owner of Key Behavior Services, LLC, providing training and consulting services to families, schools, and other organizations. He has worked directly with students in home and school environments, designing individualized ABA programs and training therapists, family members, and school staff. He has provided ABA training to schools and organizations across the U.S. and Canada.

Eliseo Jimenez is currently a doctoral student at The Ohio State University under the supervision of Dr. Helen Malone. He received his M.Ed. from The University of Texas at Austin with a specialization in autism and other developmental disabilities. Jimenez has worked as a first-grade teacher, in-home ABA consultant, ABA clinic behavior specialist, ABA/VB therapist, and an adult home care staff member. His interests include challenging behavior, functional behavior assessments, staff training, and video prompting. He is also a board-certified behavior analyst.

Dawn Hendricks, Ph.D., is as an assistant professor at Virginia Commonwealth University, where she serves in a dual role. As director of training for the VCU Autism Center for Excellence, she directs statewide 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.

Amber Huber

Selene Johnson

Amber Huber is an early childhood intervention specialist at Little Miami where she teaches an integrated pre-K model. Half of her students receive special services (occupational therapy, physical therapy, and/or speech) and the other half pay tuition to attend. All services are provided in the classroom to provide an inclusive school environment. Huber is in her fourth year of teaching.

Shawn Henry

Emily Iland

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, professional workshops, and diagnostic services. Johnson has worked with students with autism for 20 years and has presented at state and national conferences. She is a board-certified behavior analyst and a previously licensed special education teacher.

Shawn A. Henry is the executive director of OCALI. As such, a major focus of his work is on systems change, advancing statewide capacity to improve outcomes for individuals with ASD. Henry holds leadership roles on national and state advisory boards and interagency workforces involving policymakers, parents, and professionals. He was previously the program director of professional development at the Kentucky Autism Training Center. He also served as an elementary special educator for students with autism. His Comprehensive Autism Planning System (CAPS) has been utilized across the country.

Emily Iland, M.A., is an award-winning author, advocate, film-maker, researchers, and leader in the autism field. As the mother of a young man with ASD, she brings personal experience and insight to her professional roles. Iland's new film, BE SAFE The Movie, uses video modeling to explicitly teach young adults with ASD and other disabilities how to interact safely with the police. She is the author of the Autism Society-Los Angeles Police Department autism awareness program.

Jody Heywood

Lori Jackson is an educational psychologist who has extensive experience working with students and families with ASD and other global disabilities. She is the co-director of the Connections Program which serves public school students with spectrum disorders, emotional behavioral disorders, and other low-incidence disabilities. Jackson has presented nationally on new methods and approaches for working with students with ASDs and other global disabilities.

Dawn Hendricks

Jody Heywood works at Nationwide Children's Hospital Center for Autism Spectrum Disorders, specializing in 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. She also provides consultation in school and community settings and collaborates with developmental pediatricians, clinical psychologists, case managers and aides to assist children with behavioral challenges.

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 eight years in home and center-based programs.

Marvin Horton Marvin Horton, Ph.D., is the pupil services director at Twin Valley Community Local Schools, responsible for assessing students for special services, ensuring compliance with exceptional children documentation and services, and developing capacity of teacherbased teams in analysis and use of data. He received his doctorate in school psychology and his master's in community counseling from Ball State University. Horton previously worked as a mental health therapist, intake clinical, and residential supervisor in in-patient, out-patient, and residential settings.

Lori Jackson

Ann Jacobson Ann Jacobson, M.Ed, MRT, is the program manager for the Instructional Support Team in the Special Education Department at Education Service Center Region 13 in Austin. Her 10-member team provides training and technical assistance to staff in 60 surrounding school districts on inclusive practices for students with disabilities. Jacobson has been a district autism specialist, a classroom teacher, and a lecturer at Texas State University. She holds a master's degree in reading education and is a Texas master reading teacher.

Anne Johnson-Oliss Anne Johnson-Oliss, M.Ed., has served students with challenging instructional needs as a teacher, supervisor, and product developer. With more than 20 years of experience in education and assistive technology, Johnson-Oliss now serves as director of symbols for n2y, developer of special education curriculum and materials, on the team that delivers quality symbols, content, and assessments to classrooms all over the world.

Fred Jones Fred Jones has more than 22 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.

Kathryn Jones Kathryn Jones is a junior at Western Kentucky University, where she studies sports management and marketing. She is involved with the Kelly Autism Program, and is excited to present for the second year with her peers. In her spare time, Jones works alongside other WKU students for the non-profit organization Young Life.

Jessica James

LeTreese Jones

Jessica James, M.A./CCC-SLP, M.Ed., is a speechlanguage pathologist with the Mayfield City School District working in the preschool early childhood program and hearing impaired program. She holds a master's degree in speech-language pathology from the University of Akron and a master's degree in education curriculum instruction in literacy from Ashland University. James is a member of the Mayfield District Autism Team. She has a younger brother with a severe form of autism.

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, experience and legal background to assist herself 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.

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P RESE NTE R S Ruth Jones

Charles Kemp

Alison Krema

Ruth Jones, Ph.D., was a K-12 educator and administrator prior to being appointed assistant professor at Ball State University. Her teaching responsibilities focus on special education law, assessment and response to intervention. Jones' research interests focus on reading interventions, immersive learning for undergraduate students, and various aspects of autism. Her most recent publications include research in differentiated instruction (reading interventions) and the effects of immersive learning experiences on the selfperception of college students.

Charles W. Kemp, doctoral candidate, is the supervisor of special education for the Portsmouth City School District. He has served as assistant principal at middle and high school levels and as principal at the elementary level. Kemp is a Step Up to Quality-certified presenter. He also provides professional development with Region 15 State Support Autism Training Team.

Alison Krema, M.A., works as a speech-language pathologist 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 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.

Kelly Kerns

Kristi A. Jordan is an occupational therapist and educational consultant for Indiana Resource Center for Autism at Indiana University's Institute on Disability and Community. After graduating from Indiana University, she worked as an occupational therapist in Indiana, Illinois, and California. She provides training in autism, sensory integration, technology, and evidence-based practices.

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.

Brittany Joseph

Lezlie Fahl Kinder

Brittany Joseph, Ms.Ed., is an instructor in the College of Education & Human Development at Bowling Green State University, where she currently teaches online courses in ASD and AT while coordinating the online cohort programs. Joseph holds a master of education degree in educational leadership and is currently a doctoral student studying leadership in higher education with a specialization in special education.

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 help students not only to succeed but to thrive.

Kristi Jordan

Sunhwa Jung Sunhwa Jung, Ph.D., is associate professor at Otterbein University. Jung had extensive experience working with young children with special needs and their families before she earned a Ph.D. in special education/applied behavior analysis at The Ohio State University. Her research interests include facilitating social interactions and play skills, engagement in group instruction, and independent performance of young children with ASD. Her publications are related to these topics.

Susan Kabot Susan Kabot, Ed.D., CCC-SLP, has extensive experience developing and administering programs for individuals with ASD, including Nova Southeastern University's Baudhuin Preschool, Starting Right, and the Autism Consortium. She provides consultation to school districts around the country, supporting their programs for students with ASD. Kabot also serves on the Florida Developmental Disabilities Council and the Panel of Professional Advisors for the Autism Society. She is the co-author of two books published by AAPC: Setting Up Classroom Spaces and Building Independence.

Ingrid Kanics Ingrid M. Kanics, OTR/L, is the director of therapy services at the Hattie Larlham Center for Excellence. Previously, she was the senior play environment specialist at the Center for Creative Play in Pittsburgh. Since 2000, she has been a team member for Camp Gizmo in Romney, WV. She received her master's in occupational therapy from Duquesne University. Kanics is a consultant for universal design projects for museums across the U.S.

Paul LaCava Paul G. LaCava, Ph.D., is an assistant professor of special education at Rhode Island College, where he directs two graduate programs and teaches 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 on topics such as PBIS, ASD historical perspectives, NCLB, social-emotional methods, evidence-based practices, and technology.

Jennifer LaLuzerne Jennifer LaLuzerne, MSW, is a clinic director at Step By Step Academy. She obtained her MSW from The Ohio State University and is a board-certified behavior analyst. She has worked with individuals with autism from ages 2-21 for 18 years. LaLuzerne is responsible for the treatment of approximately 42 adolescents (ages 12-21) through the supervision of behavior specialists, classroom instructors, and direct care staff, as well as collaborating in the development and monitoring of treatment plans and behavior plans to ensure ongoing treatment integrity.

Elizabeth Kleine

Christy LaPaglia

Elizabeth Kleine has been working with children with autism and their families since 2004. Her experience working with children with autism has ranged from ages 14 months to 22 years old in home, school, and clinical settings. In 2009 she began working on autism intervention research at Seattle Children's Hospital and in late 2010 she started working with the international autism outreach organization Knowledge for People, to which she now serves as executive director. Additionally, Kleine continues to work in research as well as a child and family therapist in the Seattle area.

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.

Ami Klin Ami Klin, Ph.D., is the chief of autism and related disorders at the Marcus Center. He is a Georgia Research Alliance Eminent Scholar at Emory University and director of the Division of Autism and Related Developmental Disabilities in the Department of Pediatrics at Emory University. Klin is an internationally recognized psychologist and researcher. His primary research activities focus on the social mind and brain, and aspects of autism from infancy through adulthood. His research goal is to identify individuals with ASD as early as possible so that potential therapies can have their maximal effect.

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. In 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.

Joan Breslin Larson Joan Breslin Larson, M.Ed., received her master’s 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.

Erin Lash Erin Lash, M.S., is a positive behavior support trainer at the West Virginia Autism Training Center at Marshall University. She was previously a public school speech-language pathologist for 17 years. Lash has presented at the national level, including the 2011 American Speech-Language Hearing Association convention.

P RE S E N T E R S Marci Laurel

Kara Magee-Arick

Dimitrios Makridis

Marci Laurel is a speech-language pathologist with the University of New Mexico Center for Development and Disability Autism and Other Developmental Disabilities Programs, providing services and training across New Mexico. She has been practicing for the past 30 years, providing direct services, consultation, training, and student supervision in public school, private practice, and university settings. Laurel has presented nationally for the past 25 years on topics related to sensory processing and communication, family issues, and ASD, and is the co-author of several related publications.

Kara Magee-Arick, M.S., BCBA, is an autism specialist with the Gresham-Barlow School District in Oregon. She conducts workshops and hands-on 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.

Dimitri Makridis is a behavior specialist for Step by Step in Worthington, OH. A graduate of The Ohio State University, he is pursuing his master of arts degree at The Chicago School of Professional Psychology with an emphasis in ABA. Currently, he oversees the treatment of a group of adolescents through a program focusing on daily living, vocational, functional communication, leisure, and self-management skills. His interests lie in increasing parent and community education regarding the unique problems associated with reaching adulthood for individuals with autism.

Molly Mahaney

Helen Malone

Molly Mahaney is an intervention specialist at Wooster High School in her second year of teaching in a resource room with students who have cognitive disabilities. Co-founder of General Grounds, a coffee shop in Wooster High School run by students with special needs, Mahaney leads the high school's transition committee and serves on the district's transition committee. She received her B.S. as an intervention specialist moderate to intensive from Ashland University. She plans to earn her M.A. from Ashland University to become a school psychologist in the near future.

Helen Cannella-Malone, Ph.D., is an associate professor of special education at The Ohio State University. Her research focuses on interactions between choice, preference, and challenging behavior, and the use of technology to teach daily living skills. A Switzer Fellowship awardee, she recently completed work that focused on refining video technology to teach skills to students of transition age with moderate and severe intellectual and developmental disabilities.

Kelly Mahler

Tara Maltby, M.Ed., is both a certified general education and a certified special education teacher. She has worked with people with special needs for 15 years in a variety of settings, including a camp for children with behavioral/emotional impairments, a resource room, a center-based school for students with severe autism, and a self-contained room in a general education school setting. Maltby loves working with students with special needs because every day she learns something new.

Ruby Laux-Jacobs Ruby Laux-Jacobs has been a special education teacher for six years in an inclusionary setting. She has a M.A.Ed. in elementary education. She believes that a strong social skills curriculum is needed for all students to become successful learners. Laux-Jacobs recently presented at the Indiana Regional Autism Conference.

Kristie Lofland Kristie Lofland is an educational consultant at the Indiana Resource Center for Autism at the Indiana Institute on Disability and Community at Indiana University. She worked in the public school setting and clinical setting for 36 years as a speechlanguage pathologist, audiologist, autism consultant, and general education and special education administrator. Lofland has presented at ASA, OCALI, Indiana Speech-Language and Hearing Association, Geneva Center for Autism, and other state and national conferences.

Mari MacFarland Mari MacFarland is a doctoral student in special education at Michigan State University, where her research interests involve use of video-based and peer mediated instruction to facilitate the generalization of social behavior by adolescents with ASD. She served as a project manager for a two-year development study examining the adoption and sustained use of video-based group instruction for adolescents with ASD within a public high school setting. Prior to her doctoral studies, MacFarland served two Detroit-area districts as a special education teacher and assistant school leader.

Laura Maddox Laura Maddox is program director for online learning at OCALI where she oversees online professional development. Previously, Maddox served as early childhood special education coordinator for Lincoln Public Schools, NE, where she supervised special education personnel, programming, and professional development. From 2008-2011, she co-directed the Barkley Autism Project, a university-based ASD early intervention research and training project. As the state coordinator of the Nebraska ASD Network from 2003-2008, she coordinated statewide training and TA related to ASD.

Kelly Mahler, MS, OTR/L, is a pediatric occupational therapist as well as co-founder of Destination Friendship, an organization providing fun opportunities targeted at developing friendship skills in young people with ASD. Mahler is the author of three books: Sensory Issues and High Functioning Autism (with Myles and Robbins); Destination Friendship (with Benton, Hollis, and Womer) and Hygiene and Related Behaviors for Children and Adolescents With Autism Spectrum and Related Disorders. The latter is winner of Mom's Choice Awards Gold Medal 2011.

Tammy Mahon Tammy Mahon, Ph.D., assistant professor, Indiana Wesleyan University, has taught students from preschool to high school in both public and private schools. Currently, in her 31st year in education, she teaches graduate and undergraduate levels. Professional activities include memberships in Indiana Council of Administrators of Special Education, East Indiana Special Education Roundtable, and Council for Exceptional Children. She is a reviewer for the Council for Exceptional Children. Her professional partnerships include both public and private schools to support greater student outcomes.

Tracy Mail Tracy Mail is a consultant with Ohio's State Support Team Region 8. Her background is speech-language pathology, and she has worked as a consultant and professional developer for assistive technology, autism, and school improvement for the past 17 years. Mail is also a part-time instructor for Kent State University and an adjunct for Ashland University.

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Tara Maltby

Tamara Marder Tamara Marder, Ph.D., BCBA-D, is an assistant professor at Johns Hopkins University School of Education. Working in the field of applied behavior analysis since 1994, she has served children and families in hospitals, homes, and schools. She specializes in functional behavior assessments, evidence-based practices, ASD, and developmental disabilities. Marder's most recent publication was in the journal, Rural Special EducationQuarterly. In 2013 she presented her work at the Council for Exceptional Children TED and DADD conferences.

Dee Marks Dee Marks, mother of two children with significant disabilities, has advocated for her children to be fully included in their school and community. Marks is president of Dublin's Special Education Advancement Council (SEAC), which helps parents of children with special needs address their child's unique education challenges. Marks has a strong background in special education law and the ability to foster positive, collaborative communication. She is an Ohio Parent Mentor for Dublin City Schools. Her business, DEE Services, LLC, provides academic support for high school students.

P RESE NTE R S Bonnie Marquis

Melinda McDaniel

Brittni Mejac

Bonnie Marquis, M.A., is a special educator with nearly 25 years of experience working with children and adults across the spectrum of abilities, especially behavioral issues both at home and in the classroom. She currently works with the West Virginia Autism Training Center at Marshall University as a clinical instructor and positive behavior support trainer serving families and school communities throughout southwestern West Virginia.

Melinda McDaniel, Ms.Ed., 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 community-based 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.

Brittni Mejac received a bachelor's degree in hearing, speech, language science from Ohio University, and a license as a mild to moderate intervention specialist from Notre Dame College. She is currently working toward her master's degree. Mejac works at the Cleveland Clinic Center for Autism as a classroom behavior therapist in the early childhood classroom. She continues to work at CARES (Cardinal Autism Resource and Education School in Mentor Ohio) as a classroom teacher.

Paula Mauro Paula Mauro is the project director for the Center for Instructional Supports and Accessible Materials (CISAM). Through the CISAM Project, Mauro offers free statewide services, including professional development activities/learning opportunities, technical assistance, and accessible instructional materials, to Ohio students with print disabilities, including students who are blind and visually impaired.

Thomas McCaffrey Thomas “Mac” McCaffrey serves as director of business development at CodeMetro, Inc. Mac has over 30 years of business-to-business (B2B) experience, confirming his dedication to the importance of cultivating customer relationships to build solid and strong foundations. He never tires of placing qualified prospects with a product or service that works for them, and makes them happy. Moreover, Mac feels fortunate to work with a dedicated team of professionals who share his commitment to unequaled customer service.

Jeff McCormick Jeff McCormick is the program director for the Universal Design for Learning Center at OCALI. Working in the field of education since 1986, he has been a special education teacher in both public and alternative schools. McCormick has also 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.

Patricia McCoy Pat McCoy, M.A., CCC-SLP, works with the West Virginia Autism Training Center, serving as an education specialist and clinical instructor for Marshall University. She has worked with public school systems in a variety of capacities, including educational diagnostician, special education coordinator, and speech-language pathologist. She received training as a district autism consultant through Missouri's Project Access. McCoy has presented at several state and national conferences, including the American Speech-Language-Hearing national conference, WVSHA state conferences, and OCALI.

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.

Tara McEndree Tara McEndree, OTR/L, is an occupational therapist with clinical and school-based experience. 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 districtwide 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.

Teri McGill Teri McGill, Ms.Ed., worked in the early childhood special education program at Lincoln Public Schools for 18 years teaching children with a variety of disabilities, including autism. She is currently a regional coordinator for the Nebraska ASD Network, providing training, consultation, and resources to school districts in and around the Omaha metro area.

Carol McIntyre Carol McIntrye is currently working in the Elyria City Schools as a paraprofessional for the autism specialist. In this role, she works with students on the autism spectrum in grades preK-12.

Ryan McKenna Ryan McKenna is a senior at Western Kentucky University majoring in mathematics. He is in his third year working at the Kelly Autism Program as a math tutor and student mentor. McKenna graduated from WKU in May and plans to attend graduate school to study finance.

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 K-6 special education teacher, McNulty maintains a current Indiana K-12 teaching license and highly qualified teaching status. In 2006, McNulty received the Purdue University Distinguished Education Alumni Young Educator Award for “outstanding dedication and contribution to students with special needs and their families.” He has been making 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 8, and her certificate in ASD 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.

Nikki Michalak Nikki Michalak, M.S., is an instructional assistant professor in the Department of Special Education at Illinois State University. She was co-principal investigator on a grant for nine years that provided technical assistance to families of children and youth with ASD, she co-created online professional development and undergraduate and graduate courses on ASD, and serves as master's advisor for graduate studies. Michalak publishes in the field of ASD, continues to provide support to families and teachers, and informs local service provision through service on multiple leadership boards.

Melissa Michaud Melissa Michaud holds a bachelors degree in psychology from Eastern Connecticut State University, and has over five years of educational and field experience in applied behavior analysis. Currently, she is the lead clinical manager at SpecialNeedsWare. She directs the clinical team and collaborates with the Center for Communication Enhancement and the Autism Language Program at Boston Children’s Hospital on research for augmentative communication and visual immersion programs.

Kenneth Miller Kenneth L. Miller, Ph.D., PCC-S, NCC, is a licensed and certified professional clinical counselor and supervisor. A professor in the Department of Counseling, Special Education and School Psychology at Youngstown State University, Miller has published numerous book chapters and articles in professional journals and has presented more than 150 papers and workshops at international, national, and regional professional conferences and meetings on research related to the effectiveness of parent training programs in families with a child diagnosed with autism, child abuse, and cultural bias.

P RE S E N T E R S Susan Miller

Nicole Morris

Shirley O'Brien

Susan Miller, Ph.D., is an educational psychologist with expertise in research and evaluation, teaching and learning, diversity, and technology. She earned a bachelor's degree at the University of Chicago and master's and doctoral degrees at Purdue University. Her scholarship includes 24 chapters and refereed journal articles, 20 proceedings and professional reports, and 96 professional presentations. She has been an external evaluator on federally funded projects and has received several state and federal grants.

Nicole Morris is the NIMAS coordinator with the Center for Instructional Supports and Accessible Materials (CISAM). Before joining CISAM, she taught special education and served as an IEP coordinator and consulting teacher in Brooklyn, NY. She coordinates the provision of specialized formats (braille, large print, digital text, and audio) to Ohio students with print disabilities, including students with reading disabilities, physical limitations, blindness, and visual impairments.

Shirley Peganoff O'Brien, Ph.D., OTR/L, FAOTA, is a professor of occupational therapy at Eastern Kentucky University. She has clinical, research, and teaching expertise in sensory modulation, leadership, and student development theory and practice. She is published and presented on the topic of ASD and other sensory issues and implications for school performance.

Tim Morse

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 on the advisory board of Autism Asperger Digest, is author of “Please Don't Make Me Write!” (January 2013), and is co-author of Low Cost/No Cost Sensory Strategies for the Classroom. Kathyis also 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.

Roger Minier Roger W. Minier, Ph.D., is director of the Northwest Ohio Educational Technology EdTech agency located at Bowling Green State University. He has also worked as a district tech coordinator, and as a regional media director. Minier has over 12 years' classroom teaching experience. He earned his Ph.D. in curriculum and instruction from the University of Toledo. Currently, Minier serves as executive director of NWOET EdTech Agency at Bowling Green State University.

Courtney Monastra Courtney Monastra is a member of the professional development team for Monarch Teaching Technologies, maker of the award-winning software Vizzle. Before joining Monarch Teaching Technologies, Monastra taught for seven years in both a social-emotional support classroom and autism spectrum support classroom. She has a intervention specialist undergraduate degree from Bowling Green State University and a master's in literacy instruction and intervention from Cleveland State University. Monastra has a passion for using visual and technological supports to serve individuals with special needs.

Carol Monroe-Beasley Carol Monroe-Beasley founded and teaches at Creative Childcare North’s preschool program. She is the childhood development coordinator for Minority Communities for Autism Awareness. MonroeBeasley holds education degrees from OSU and OU. Additionally, she is a mother of three wonderful children, including a son on the autism spectrum. She became a passionate advocate several years ago when she was told that her son would never learn to do simple math. Instead of being discouraged, she became determined. This year, her son is graduating high school and plans to attend Marshall University.

Colleen Moran Colleen Moran, M.S., graduated from Eastern Kentucky University with both her B.S. and M.S. in clinical psychology. She is a licensed psychologist practicing in Charleston, WV, focusing primarily in the area of pediatrics. Much of her experience has been with children who have ASD or other developmental delays, as well as ADHD and anxiety. She enjoys working with individuals who have challenging behaviors and has recently become interested in how sensory issues affect behavior. For the past 17 years, Colleen has participated in Camp Gizmo.

Tim Morse, Ph.D., is the director of training and positive behavior support specialist for Mississippi's Autism Demonstration School. He has earned undergraduate, master's, and doctoral degrees in special education, and worked as a special education teacher, administrator, and university professor. He has published peer-reviewed articles pertaining to autism, effective instructional strategies for students with disabilities, and technology applications in special education. Additionally, he has made international, national, and state conference presentations on these topics.

Brittany Murray Brittany Murray, B.S., 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., is resident scholar, autism leadership development consultant at OCALI. She is the recipient of the Autism Society's Outstanding Professional Award, Princeton Fellowship Award, and CEC Burton Blatt Humanitarian Award. Myles has made over 500 presentations and written more than 150 articles and books on ASD. She was the co-chair of the National ASD Teacher Standards Committee. In addition, in the latest survey conducted by the University of Texas, Myles was acknowledged as the second most productive applied researcher in ASD in the world.

Nancy Nagle Nancy L. Nagle, M.Ed., is an early intervention specialist with the Mayfield City School District in Cleveland, OH. She received her bachelor's in education from Ohio University and her M.Ed. from Bowling Green State University. Nagle has taught students with autism across a variety of settings that include self-contained classes, co-teaching models, and general education. She is a member of the Mayfield District Autism Team. She is also a parent of an adult son with special needs.

Joy D. Nichols (Garand) Joy D. Nichols (Garand), M.Ed., is a special education teacher who has supported children with autism and multiple challenges in a variety of settings for 19 years. She has been an adjunct professor at Xavier University for 11 years. She has presented at conferences nationally on such topics as autism, Social Stories™, facilitated communication, circle of friends, lunch buddies, inclusion, transdisciplinary models and adapting curriculum. She has served on the local and state board of directors for the Autism Society for 13 years. She has been published in FOCUS and by Prentice-Hall.

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Kathy Oehler

Allison Officer Allison Officer has worked with children and young adults with ASD and other disabilities in the classroom, summer camps, and through in-home tutoring. She currently works in the Mad River Local Schools District in Riverside, OH, as a K-4 intervention specialist in a cross-categorical resource room. Officer has a model classroom for the Miami Valley Regional Center's Autism/Low Incidence Coaching Team's Autism-Low Incidence Support Team (A-LIST).

Emily Ottmar Emily Ottmar, M.A., is a teacher working with young students with moderate to severe disabilities in a cross-categorical classroom setting. She has a master's degree in education, with a concentration in reading and licensure as an intervention specialist. She has worked with children with autism for 10 years with a focus on classroom design and curriculum development.

Monnis Pachinger Monnis Pachinger is a 16-year-old diagnosed with ASD. Her twin sister, Marissa, also has autism. Pachinger attends Mentor High School in Ohio 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 likes talking to people about, as she puts it, “her autism.”

Jara Packer Jara Packer, M.A., Ms.Ed., a licensed speechlanguage pathologist, works as a student services coordinator for Dublin City Schools, where she has been for 13 years. She has also served as an adjunct professor at 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.

P RESE NTE R S Lara Palay

Holly Pope

Julie Raccio

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.

Holly Pope, M.A., is an intervention specialist serving a multiple disabilities population at Wooster High School where she has taught for four years. She is an aspiring director of pupil services. She was a runnerup for the Franklin B. Walter Outstanding Educator Award for SST9 in 2013. She developed General Grounds, a high school coffee shop run by students with special needs. She serves on district Special Education Procedures, Inclusive Practices, Extended Standards Grade Cards, and Transition Committees.

Julie Raccio is an intervention specialist with the Educational Service Center of Central Ohio (ESC) working with students grades 9-12 in the STACK program (Structured Teaching for Autistic and Communication-Delayed Kids). Raccio's 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.

Steven Peck Steve Peck is a severe special needs educator with over 13 years' experience working with students with multiple, severe impairments. A master at technological innovation and integration for students with various disabilities, Peck is also an active coach, who brings his skills from the field into the classroom motivating even the most resistant student. He is currently co-director of the Connections program, which serves students with spectrum disorders and other emotional disabilities that affect behavior, social, and academic development.

Mary Peters Mary Peters is a senior project director at Battelle for Kids, overseeing the Formative Instructional Practices Your School Ohio partnership with the Ohio Department of Education. Prior to joining Battelle for Kids, Peters served as the director of assessment and planning for the Westerville City School District where she was responsible for building the district’s assessment system. She also formerly served as a special education teacher, supervisor, and college instructor. She is passionate about making sure all students have access to a high-quality education.

Jane Reilly Perry Jane Reilly Perry, M.A., taught students with special needs for 14 years as an intervention specialist and has served on the District Autism Team as a special education coordinator with Mayfield Schools in Cleveland, OH, for five years. She received her B.S. in education from Ohio Dominican College and her master’s in educational administration from Cleveland State University.

Julie Pitman Julie Pitman currently serves as a school psychologist in Pickerington Local Schools where she works with students in preschool and middle school. Her professional passions include autism, reading, and preschool services. During the 2012-2013 school year, Pitman attended the Autism Assessment Team training by Ruth Aspy, Ph.D., offered by the SST 11. During the 2013-2014 school year, the team participated in 17 autism assessments. Pitman has learned a great deal from working as a transdisciplinary team, and found Pickerington's A-Team to be a meaningful addition to the district.

Kim Pomares Kim Pomares is co-founder of Mendability® which is a completely new, cost-effective, clinically proven therapy for autism. He has been intimately involved with sensory enrichment therapy for over a decade. Pomares spearheaded the clinical validation of the therapy and the development of the tools that would enable families to do the therapy at home effectively and affordably. He is currently focusing much of his expertise in the area of social media and marketing content creation for Mendability.®

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.

Cathy Pratt Cathy Pratt, Ph.D., a board-certified behavior analyst, is the director of the Indiana Resource Center for Autism at the Indiana Institute on Disability and Community located at Indiana University. Pratt is also on faculty at Indiana University. She also presents internationally. Pratt serves on numerous advisory boards, is a member of NATTAP (Network of Autism Training and Technical Assistance Programs), and assists with the coordination of the Autism Special Interest Group (SIG) through the Association of University Centers on Disability (AUCD).

Carrie Prickett Carrie Prickett, B.S., is an intervention specialist at Jane Chance Elementary in Miamisburg, OH, serving students in the multiple disabilities classroom. She has worked in both elementary and middle school classrooms and has extensive experience with adapting curriculum and materials, coordinating related services staff and paraprofessionals, and making learning fun. She has presented inservices on the topics of using iPad and iPod Touch applications in the classroom.

Joanne Quinn Joanne Quinn is the director of the Autism Project in Rhode Island, an organization that provides training and support for individuals with ASD and those who support them. She has 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.

Trisha Rahe Trisha Rahe is an intervention specialist in Springboro Community City School District. She currently teaches as the multiple disabilities classroom teacher for grades 6-8. She is currently in her fifth year teaching as an intervention specialist. She received her undergraduate and graduate degrees from the University of Cincinnati in special education and educational leadership. She also has a certificate in Autism Studies and is currently working on her Behavior Analysis certificate from UC.

Brigid Rankowski Brigid Rankowski was diagnosed on the autism spectrum at age 13 and received a traumatic brain injury at age 15. Despite her challenges, she finished high school and completed college. She is employed as a direct support professional, a teaching assistant, and is working towards her master's degree. She has a blog about her life that she updates on a weekly basis. In her “free time” Rankowski also performs as Madame Sinclair with the award-winning vaudeville troupe Dark Follies. She can also occasionally be seen in local films or other theater productions.

Christine Reeve Christine Reeve, Ph.D., BCBA-D, has more than 25 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.

Virginia Ressa Virginia Ressa works for the Ohio Department of Education as the project coordinator for Formative Instructional Practices Your School Ohio. A former middle school teacher, she is committed to ensuring that Ohio educators have high-quality professional learning tools that support their transition to new standards.

Grant Riesen Grant Riesen is an intervention specialist with the Educational Service Center of Central Ohio working with students in grades 6-8 in the STACK program (Structured Teaching for Autistic and CommunicationDelayed Kids). Grant has his B.S. in special education from The Ohio State University.

P RE S E N T E R S Kathryn Robinson

Chloe Rothschild

Tracy Samanich

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 four 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 is a certified literary braille transcriber. She also trains teachers and individuals with visual impairments how to use iPads with braille refreshable displays.

Chloe Rothschild is a young adult who has PDD-NOS. She enjoys using her talent and love for writing to raise awareness about autism. Rothschild is a young leader for the Autistic Global Initiative (a program through the Autism Research Institute), an editor-intraining for the Autism Research Institute's Adults with Autism eBulletin, and a member of the OCALI Advisory Board. Rothschild also writes for Squag blog and Special-ism.

Tracy Samanich, Ph.D., earned her B.S. (education) from Ashland University, and both her M.A. and Ph.D. (school psychology) from The Ohio State University. In her current position for New Albany Plain Local Schools since 2002, she has worked as a school psychologist for 17 years, primarily with grades 2 and 3. Her areas of specialty include reading disabilities and developing systems of support for siblings of children with special needs. Supporting children with ASD in the school setting has recently become an additional area of focus.

Haley Roesch Haley Roesch has been an elementary special education teacher for 10 years. She holds a B.A.Ed in elementary and special education. Roesch has transitioned from a self-contained class to an inclusionary setting.

Jan Rogers Jan Rogers, M.S., 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 has presented at local, state, and national conferences on assistive technology.

Kathleen Rogers Kathleen Rogers, MSN, RN, CNE, has been an assistant professor at Ursuline College's Breen School of Nursing since 2006. She is a registered nurse. She is completing a doctor of nursing practice degree. Her Capstone project involves educating advancedpractice nurses about adolescents and young adults with ASD transitioning into adult healthcare. Rogers presented a poster for the Ohio Association of Advanced Practice Nurses and presented at the Midwest Nursing Research Society. Rogers serves on the Center for Autism Studies at Youngstown State University.

Jennifer Rountree Jennifer Rountree is a program specialist with the Desert/Mountain SELPA, instructor for the University of California Riverside, chairperson of the Region 10 Autism Committee, California Autism Professional Training and Information Network cadre member, and former special education teacher. She has over 13 years' experience working with individuals with autism and supporting families and professionals in the classroom, home, and community. To remain active in the field, Rountree works in classrooms with students while training and coaching others through modeling and demonstration.

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.

Natalie Sachs Natalie Sachs graduated from Ball State University with a bachelor's degree in psychological science and a minor in counseling. Sachs is currently a master's student in the counseling program, school counseling track, at Ball State University and is also pursuing LMHC licensure. She participated in the High Riding Art and Equestrian Camp during the summer of her junior year at Ball State and served as the assistant camp director during the summer of her senior year. During her third year, Sachs worked as a practicum student as part of her practicum in school counseling.

Ron Rogers

Diane Sainato

Ron B. Rogers, M.Ed., a regional consultant for OCALI, has served as a director, principal, technology consultant, classroom teacher, and assistive technology consultant. Specializing in universal design for learning, Rogers is one of the leading presenters on UDL in Ohio. 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 27 years' experience in the areas of education and criminal justice. Rogers received a master's of education from The Ohio State University.

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.

M. Chris Ross M. Chris Ross, a speech-language pathologist for 23 years, is currently a speech-language pathologist at the Ohio State School for the Blind. Her areas of interest include working with children with multiple disabilities, including visual impairment and deafblind. She is an adjunct professor at Ohio Dominican University where she teaches a course on special education for school principals. Her current research interests include language development in typically developing children who are blind or visually impaired.

Tammy Salmons Tammy Salmons is the wife and mother of three children. Her oldest son, now 19, was diagnosed with high-functioning autism. She has an associate degree in radiology, but autism awareness is her passion. Because of Adam, she became the first president of a local support group, Autism Project of Southern Ohio, started the first Walk for Autism in Scioto County, and spoke at superintendents' meetings. In addition, she has been a stage mom for theatre productions, a football, cross country and track mom, and helped form her area's Challenger baseball league. She was a reviewer for OCALICON 2013 and OCALICON 2014.

CO N T IN U E TH E DIS CUS S ION – # OC ALIC O N2014

John Schaefer John Schaefer is a Ph.D. student in special education at The Ohio State University. With extensive K-12 teaching experience, he has worked with a range of ages (5-21) and ability levels (mild LD, ED, and profound ID) in a variety of school settings. His research interests include teacher preparation and mentorship of new teachers and helping practitioners implement evidence-based practices in their own classrooms. He is also interested in research in peer-mediated interventions with an emphasis on supporting relationship building for people with profound disabilities.

LaQuita Schwartz LaQuita Schwartz, a speech-language pathologist, has been serving children with various communication disorders for 14 years. Currently, she works in a preschool program for children ages 3-5 who have a variety of speech and language delays. She provides speech and language services within the classroom setting and works collaboratively with a team to ensure that all needs of the children are being met. The team is continuously challenged by the students to find new and exciting ways to promote learning and communication within the educational setting.

Elizabeth Senften Elizabeth A. Senften, M.A., CCC-SLP, is a schoolbased speech-language pathologist, providing service to low-incidence classrooms. She has presented on assistive technologies, visual supports/ strategies to enhance communication, therapeutic use of iPads, social-emotional strategies for selfregulation, and team collaboration.

Allison Shardell Allison Shardell, Ph.D., is a parent of a child with autism. She earned her Ph.D. after publishing her dissertation, Parent Experiences with Early Symptoms and Diagnosis of Children With Mild Autism and Asperger's Syndrome. She was a behavior specialist at the New England Center for Children and My Place to Be, and offers behavior consultations there as needed. She is the director of religious education at St. Leonard in Heath, where she is developing a sacramental preparation program for children with special needs.

Stephen Shore Stephen Shore, Ed.D., nonverbal until age 4 and recommended for institutionalization, is a professor at Adelphi University focusing on matching best practice to the needs of people with autism. Internationally known, Shore presents and consults on issues pertinent to education, relationships, employment, advocacy, and disclosure, as discussed in his numerous books and publications. President emeritus of the Asperger's Association of New England, he serves on the Interagency Autism Coordinating Committee, the Advisory Board of the Autism Society, and other autism-related organizations.

P RESE NTE R S Julie Short

Sean Smith

Maci Spica

Julie Short, M.A., is a regional consultant for OCALI, specializing in ASD. In that role, 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. She is a parent of a child with autism. She also oversees a non-profit organization in her community - H.O.P.E. Intervention - providing resources and support to those affected by ASD.

Sean Smith, Ph.D., is associate professor of special education at the University of Kansas. In addition, he chairs the State of Kansas Special Education Advisory Committee and serves as a facilitator for the statewide Assistive Technology Initiative. He has published numerous articles and chapters, presented, and conducted research and development in the area of technology-based solutions for individuals with disabilities, especially those with autism. Smith authored an OCALI AIM Modules on Assistive Technology. He is the father of four, one of whom is a school-aged child with a disability.

Maci Spica, M.S., is a behavior specialist for Osseo Area Schools in Maple Grove, MN. Her career has taken her to many places in the U.S., including working in rural Alaska for the Special Education Service Agency. She is a licensed special education teacher with an endorsement in 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.

Stephanie Shouldis Stephanie Shouldis is an intervention specialist at Davis Middle School in Dublin, OH. She earned her bachelor's degree as a moderate/intensive intervention specialist from Bowling Green State University in 2006. Shouldis has taught students in grades K-12 throughout her career. She has experience teaching students with emotional disabilities, cognitive delays, learning disabilities, ADHD, and autism. She avidly uses Twitter (@StephShouldis) in order to make connections with educators around the world.

Reyna Sigurdson Reyna Sigurdson pursued an autism graduate degree at the University of Oregon, and is currently an autism specialist at SESA. Her interests include solving challenges related to serving students in rural areas.

Jeanna Smith Jeanna Smith is a junior in the Honors College at Western Kentucky University majoring in communication sciences and disorders. She hopes her work with the Kelly Autism Program will help her as she pursues a future career in speech-language pathology.

Katie Smith Katie Smith, B.S., Ms.Ed., is a special education teacher from Pekin, IL, working with students who have been diagnosed with ASD and emotional disabilities. Smith received her undergraduate and graduate degrees in special education from Illinois State University. Her research has focused on the impact of teacher training on successful inclusion of students with autism.

Sheila Smith Sheila M. Smith, Ph.D., is assistant director at OCALI. Here, 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.

Grant Snowden Grant Snowden is a graduate of Western Kentucky University with a degree in psychology. His two areas of interests are autism and mind wandering. Snowden has been a employee of Kelly Autism Program for three years working as mentor for students with autism. He aspires to continue in the ASD field.

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 has an undergraduate degree in education from University of Houston, a master's of professional studies from Pratt Institute (Brooklyn, NY) in art therapy and creativity development, and a doctorate of education in education, Texas Tech University. She is a boardcertified behavior analyst, doctoral level.

Andrea Speece Andrea Speece, M.S., BCBA, is a behavior analyst both in home and in school settings. She is a licensed intervention specialist and worked as a special education teacher for seven years. She is currently assistant director for a summer camp for students with disabilities and program director for Focus Hippotherapy. Speece has a master's in special education with a focus on autism and related disabilities. She presented at the ABA autism conference in January 2012 and at OCALICON 2012 and 2013.

Dawn Speece Dawn Speece received a degree in physical therapy from The Ohio State University. She has worked in schools since 1989, serving as supervisor of PT for the Mahoning County ESC from 2001- 2013. Speece started Focus Hippotherapy in 1993, a program that links horses with therapies to serve children with special abilities. She assisted Youngstown State University with research involving hippotherapy as an intervention for autism. Speece is a member of the American Physical Therapy Association and American Hippotherapy Association.

Lenette Sprunk Lenette Sprunk is a regional educational assistive technology specialist serving 15 counties in rural Nebraska. She has been working with students with special needs for over 10 years. Her current position provides services to children with disabilities ages 0-21, helping them find assistive technology to support their educational and daily living needs.

L. Lynn Stansberry-Brusnahan Lynn Stansberry-Brusnahan, Ph.D., is the parent of a young adult with autism and an associate professor at the University of St. Thomas, where she directs the ASD license, certificate, and master's program. Stansberry-Brusnahan has served on numerous boards, including the Autism Society of America, Autism Society of Wisconsin, Autism Society of Southeastern Wisconsin, Council for Exceptional Children-Division on Autism and Developmental Disabilities, Wisconsin Board for People with Development Disabilities, and Minnesota Life College.

Brenda Stoffel Brenda Malcolm Stoffel has extensive training and experience in the area of equestrian therapy. She has been employed in the medical field for over 20 years and is the owner of Oak Hill Farms, providing recreational and therapeutic riding experiences to adults and children with and without disabilities. Stoffel has been the equine specialist with the High Riding Art and Equestrian Camp since its inception in 2010. She is also a leader in the social intervention therapy program at Deer Ridge Elementary School.

Terri Cooper Swanson Terri Cooper Swanson, Ph.D., is the coordinator of the Pittsburg State University autism certificate program and a consultant for Kansas TASN-Autism and Tertiary Behavior Supports. She has worked with children and adults with ASD and low-incidence disabilities and provided consultation to their families and teachers for over 15 years.

Kayla Sweeney Kayla Sweeney is a senior at Western Kentucky University studying English for secondary teachers. She has worked for the Kelly Autism Program since August 2012 as an English tutor and mentor. Sweeney especially loves working with the collegeaged group at KAP and enjoys the friendships that come as a part of it.

Wendy Szakacs Wendy Szakacs, Ms.Ed., is a regional consultant with OCALI. She has worked with persons with disabilities for 24 years, specializing in autism for the past 17 years. She develops evidence-based materials and provides technical assistance and professional development. Szakacs has a bachelor's degree in special education and a master's in special education with a focus on autism, both from Youngstown State University.

P RE S E N T E R S Rebecca Szanto

Caryn Timmerman

Darlene Unger

Rebecca Szanto is a master's student at Youngstown University in the Clinical Mental Health Counseling and Autism Certificate program. She graduated from Hiram College with a bachelor's in psychology. She works as a youth counselor at Bellefaire JCB in Cleveland with adolescents with autism. She provides applied behavioral analysis-based tutoring to youth with developmental disabilities. She has presented at multiple conferences, including the 14th Annual Meeting of the Society for Personality and Social Psychology and published in Terapia Psicologica and Guidelines.

Caryn Timmerman, Ms.Ed., is a speech-language pathologist employed with the Mercer County ESC and the State Support Team Region 6. Her focus as an SLP has primarily been on students with multiple disabilities as well as students on the autism spectrum. Timmerman's other responsibilities include serving as assistive technology consultant in the region, as well as facilitator of the assistive technology center located at the SST-6 in Wapakoneta, OH.

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.

Stephanie Taranto

Lorna Timmerman earned a doctoral degree in adult, higher and community education at Ball State University. Her dissertation explored how varying levels of self-determination among incoming college students affect behaviors related to retention and success. Other research interests include the use of accommodations for enhancing success for college students with disabilities, universal design for learning, the changing demographics of both faculty and students in institutions of higher education, best practices for teaching, and assessment of student learning and engagement.

Stephanie Taranto, M.S., is a physical therapist with 12 years of clinical experience. She has a bachelor degree and a master's in physical therapy from The Ohio State University with a focus on pediatrics. The title of her master's thesis was Reliability and Validity of the HASTe in Assessing Bilateral Sensory Function in Children With Hemiplegia. Taranto has worked with children in outpatient, inpatient, and school settings for the past 10 years.

Jim Taylor Jim Taylor, an experienced professional in autism, has worked in the field for over 35 years. He was formerly director of education in Scottish Autism. He was responsible for the development of New Struan School, one of the first schools designed specifically around the learning needs and styles of people with autism. Taylor is involved in a number of projects around the UK and Ireland, focusing on the development of services to children and young people with autism. He is chair of the National Autistic Society's Accreditation Standards Body and is a board member of Music Therapy Scotland.

Lorna Timmerman

Amy Todd Amy Todd serves as a consultant with the State Support Team in Region 10. She provides professional development and technical assistance in multi-tiered systems of support for students with disabilities in districts throughout the six counties she serves. She has been an intervention specialist/ administrator serving all populations of students/ teachers/families in various environments at all three levels (elementary, middle and high) for 17 years. She is proud to serve as an ambassador to inclusive practices in all settings.

Kathleen Mo Taylor

Megan Trowbridge

Kathleen Mo Taylor, OTR/L, is an occupational therapist with a 26-year history of working with children, adolescents, and adults with ASD. She currently works with the University of New Mexico Autism and Other Developmental Disabilities programs at the Center for Development and Disability and also has a private practice where she provides therapy, consultation, and training for people with autism across the lifespan. She has shared her experiences through trainings around the state and internationally. Her career has been devoted to better real-life outcomes for all individuals.

Megan Trowbridge, Ed.D., is the autism/lowincidence consultant for Region 14 State Support Team. She was previously an intervention specialist in a social communication classroom and a district level autism/behavioral consultant. She most recently attended Northern Kentucky University where she earned her doctor of education in educational leadership with a focus on special education. Trowbridge presents regularly on special education topics in her region.

Karen Thomas Karen Thomas is a special educator who has supported young people with developmental disabilities and learning differences in secondary classrooms and community settings for nearly 25 years. Since 2005, she has directed the CIP Program in Bloomington, IN, providing student-centered services to young adults. Collaborative partnerships with organizations, business leaders, Indiana University, and Ivy Tech Community College have increased student opportunities to make influential connections, develop job options, and define successful college experiences.

Shelley Ullom Shelley Ullom, MOT, OTR/L, receceived her bachelor’s degree in psychology from Ohio University, and master’s degree in occupational therapy from the University of Indianapolis. While in Indianapolis, Ullom gained extensive experience working with the pediatric population utilzing sensory intergration and the tool of hippotherapy. She also worked part time as a low vision therapist, assisting older individuals in the home setting. She currently works with pediatric patients in multiple settings, and is excited to be part of the unique team at the Vision Performance Center.

CO N T IN U E TH E DIS CUS S ION – # OC ALIC O N2014

Sue Van Housen Susan Van Housen, SLP/M.A., has an endorsement in deaf education and certification as a transition specialist. Van Housen serves schools in seven counties in rural Nebraska, assisting in trainings, interagency linkages, and educational program planning for students with special needs.

Richard VanVoorhis Richard VanVoorhis, Ph.D., YSU School Psychology program director, has been a Youngstown State University faculty member since 2009. VanVoorhis was a school psychologist in the public schools of Illinois and Ohio for 17 years. At YSU, VanVoorhis has taught a number of school psychology, counseling, and special education courses. His research interests include role and function of school psychologists, career development and counseling topics, special education service delivery, low-incidence disabilities, and assessment and identification issues.

Natasha Walski Natasha Walski, a general education teacher, has worked with students with autism for seven years in a school setting. She co-founded Supported and Facilitated Environments, a nonprofit organization dedicated to creating opportunities for persons with disabilities to have the same experiences as their typically developing peers. One of the programs she created through this organization was Mahoning Valley Circle of Friends. She currently works at Youngstown Summit Academy High School for Autism. During the summer she works at Camp F.R.I.E.N.D., a special needs day camp in Youngstown.

Don Washburn Don Washburn began his career in special education as a teacher. His career path expanded to include administration as a building principal, district superintendent, director of Lawrence County Career Development Program and director of PILASCOROSS Special Education Regional Resource Center. Washburn works to build capacity and support systems through his role as a field liaison for superintendents for the Ohio Department of Education, his work as the director of Ohio Leadership Advisory Council, and leadership in BASA.

Lydia Wayman Lydia Wayman is an author and advocate from the Pittsburgh area. She has a B.S. in elementary education and M.F.A. in English and creative writing. Wayman has spoken locally and nationally about a strength-based approach to autism. She is author of several books and has also been published in national and international publications. She is the project and media coordinator for Parents in Toto, a nonprofit autism resource center, as well as the young adult advisor to their board. Wayman is also a young leader with the Autistic Global Initiative.

P RESE NTE R S Aaron Weisbrod

Sheri Wilkins

Joy Zabala

Aaron Weisbrod, Ms.Ed., started his career a high school language arts teacher before moving into special education, where he then spent over a decade working extensively with students across all disability categories. He also gained two master's degrees in education from Bowling Green State University and taught at a local college to gain insight into how to best prepare students with disabilities for successful postsecondary opportunities. He is very passionate about transition and serving students with specialized learning needs.

Sheri Wilkins has worked in education for over 30 years at the preschool, elementary, high school, and university levels. She has dedicated her professional career to serving students with disabilities and building the capacity of educators to better serve this population. Sheri has presented nationally on a variety of topics focused on improving academic and behavioral performance of struggling students. She teaches university classes on special education, autism, and leadership. She participated as a reviewer in the NPDC on ASD recent update on evidencebased practices.

Joy Zabala, Ed.D., is the director of technical assistance for CAST and the National Center on Accessible Educational Materials (AEM) for Learning. 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, accessible materials and assistive technology as complementary supports for student achievement.

Deborah Weiss Deborah Weiss, Ph.D. is a professor and department chairperson in the Department of Communication Disorders at Southern Connecticut State University. Areas of interest and expertise include child language disorders, autism, cultural and linguistic diversity including second language acquisition and speech perception in bilingual individuals, dynamic language assessment, oral and written language disorders and curricular issues.

Niamh Welp Niamh Welp, MSW, MEL, is a school administrator at a therapeutic day school in the Chicago suburbs. She has a BSW in social work from Western Michigan University, a MSW from Wayne State University, and a MEL from Aurora University. She has focused her career on working with students on the autism spectrum and also those with other mental health challenges.

Abby White Abby White is a communication specialist and early intervention specialist at Pioneer Center. She is a licensed teacher for deaf and hard of hearing students with a master’s of education and a bachelor's degree in speech and hearing science both from The Ohio State University. She started Hands to Learn to provide direct instruction, curriculum modification, and consultative services for students with hearing loss, and she is a trainer in Visual Phonics. White has an Advanced Plus rating on the SLPI and over ten years of experience working with individuals that are deaf or hard of hearing.

James Williams James Williams was diagnosed with autism at the age of 3, in 1991. He travels across the U.S. presenting on autism, and is the author of two novels featuring children with autism, Out to Get Jack, and The H.A.L. Experiment, and a children's picture book, When Gary Comes to Play.

Ryan Williams Ryan Williams is a student at Western Kentucky University with a major in exercise science. Among the college students participating in the Kelly Autism Program, he has spoken in elementary schools. He participates in the men's volleyball club at WKU and is one of WKU's huge sports fans.

Sondra Williams Sondra Williams is an adult diagnosed with highfunctioning autism. She has been married for almost 21 years and has 4 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.

Annette Wragge 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.

Lynnette White Lynnette White, M.A., is a board certified behavior analyst with 16 years’ experience working in the school setting supporting individuals with ASD. She spent 11 years in a large metropolitan school district with an autism population of 1,000 providing training, coaching, and support in the classroom setting. She provides support in the area of applied behavior analysis as a national consultant for TeachTown, a company that offers educational curriculum for individuals with autism and related disabilities, that utilizes the principles and techniques of applied behavior analysis.

Brooke Wright 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 bachelor's in special education from Ohio University and a master's in educational administration from The Ohio State University.

Benjamin Wiley Benjamin Wiley, B.A., is a case supervisor working at Nationwide Children's Hospital, CASD, providing individual therapy and counseling services and group services to children and adolescents on the autism spectrum. He also leads a summer sports camp designed for children with ASD. Wiley has worked in the field of autism at Nationwide Children's for over 10 years. He previously served as a case supervisor and behavioral intervention aide by providing treatments to build skills and reduce challenging behaviors. He received his B.A. in psychology from Ohio University.

Courtney Yantes 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 higher education and the non-profit sector, 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.

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Adams-Fompun, Nicole

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Adkins, Jenny

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Arbolino, Lauren

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Arick, Joel

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Austin, Christine

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Bailey, Jody

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Benson, Shawna

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Berkowitz, Rachel

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Beu, Elizabeth

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Blackwell, Eric

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Blackwell, Jen

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Blackwell, Jordan

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Bock, Stacey Jones

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Bohn, Chris

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Bohne, Rich

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Bonner, Lisa

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Borders, Christy

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Bowen, Cindy Andree

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Bowman, Dani

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Bridges, Elizabeth

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Bridgman, Heather

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Brock, Matthew

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Bryson, Angela

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Bundy, Myra Beth

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Buron, Kari Dunn

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Callahan, Lindsey

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Carson, Brooke

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Chadd, Betsy

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Chambers, Lori

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Childs, Tami

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Coffin, Amy Bixler

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Coffman, Crystal

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Hansen, Crystal

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Collins, Jodi

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Harmeling, Natalie

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Collins, Tom

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Harper, Caleb

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Combs, Lisa

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Harris, Nicholas

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Constable, Sue

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Heim, Jennifer

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Cook, Barbara

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Heipp, Raymond

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Hemphill, Misha

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Cowan, Richard

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Hendricks, Dawn

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Curiel, Emily

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Henry, Shawn

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Curtis, Steven

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Heywood, Jody

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Dahle, Karen Bowen

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Holladay, Stephanie

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Davenport, Amy

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Horton, Marvin

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Davis, Karen

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Houseworth, Hal

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Daviso, Alfred

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Huber, Amber

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Iland, Emily

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Jackson, Lori

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Jacobson, Ann

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James, Jessica

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Jimenez, Eliseo

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Johnson-Oliss, Anne

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Johnson, Selene

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Jones, Fred

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Jones, Kathryn

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Jones, LeTreese

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Jones, Ruth

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Jordan, Kristi

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Joseph, Brittany

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Jung, Sunhwa

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Kabot, Susan

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Kanics, Ingrid

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Kemp, Charles

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Kinder, Lezlie Fahl

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Kleine, Elizabeth

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LaCava, Paul

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Larson, Joan Breslin

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Lash, Erin

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Laurel, Marci

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Laux-Jacobs, Ruby

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Lofland, Kristie

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MacFarland, Mari

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Maddox, Laura

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Mahaney, Molly

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Mahler, Kelly

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Mahon, Tammy

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Dittoe, Carol

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Donovan, Elizabeth

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Elia, Michelle

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Endow, Judy

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Espe-Sherwindt, Marilyn

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Fish, Thomas

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Gongola, Leah

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Graessle, Mary Kay

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Grossman, Barry Guiou, Tracy Hale, Kimberly

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CO N T IN U E TH E DIS CUS S ION â&#x20AC;&#x201C; # OC ALIC O N2014

I NDE X Mail, Tracy

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Quinn, Joanne

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Taylor, Kathleen Mo

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Raccio, Julie

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Thomas, Karen

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Malone, Helen

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Rankowski, Brigid

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Maltby, Tara

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Reeve, Christine

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Ressa, Virginia

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Trowbridge, Megan

Marks, Dee

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McCaffrey, Thomas

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Walski, Natasha

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Rogers, Ron

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Rothschild, Chloe

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Welp, Niamh

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Minier, Roger

25, 30, 83

Monastra, Courtney

38, 41, 42, 49, 83

Monroe-Beasley, Carol

26, 33, 83

Moran, Colleen Morris, Nicole

Rountree, Jennifer

54, 57, 85

Roush, Michael

24, 25, 29, 32, 54, 57, 85

White, Lynnette

24, 28, 88

Sachs, Natalie

24, 30, 85

Wiley, Benjamin

39, 46, 88

Sainato, Diane

25, 30, 39, 45, 85

Wilkins, Sheri

41, 49, 88

Salmons, Tammy

26, 34, 85

Williams, James

25, 31, 88

Samanich, Tracy

26, 34, 85

Williams, Ryan

24, 29, 88

Schaefer, John

38, 44, 54, 56, 85

Williams, Sondra

26, 35, 54, 58, 88

Schwartz, LaQuita

39, 45, 85

Wragge, Annette

38, 43, 88

Senften, Elizabeth

25, 31, 85

Wright, Brooke

24, 28, 88

Shardell, Allison

25, 31, 85

Yantes, Courtney

40, 47, 88

Shore, Stephen

25, 26, 32, 35, 40, 48, 85

Zabala, Joy

26, 34, 88

38, 42, 83

Short, Julie

26, 34, 40, 47, 86

55, 59, 83

Short, Scott

26, 34, 86

Morse, Tim

25, 31, 83

Shouldis, Stephanie

38, 42, 86

Murray, Brittany

39, 44, 83

Sigurdson, Reyna

41, 49, 86

Myles, Brenda Smith

25, 32, 40, 48, 54, 56, 58, 83

Smith, Jeanna

24, 29, 86

Smith, Katie

54, 57, 86

Nagle, Nancy

24, 29, 83

Smith, Sean

40, 47, 86

Nichols, Joy D. (Garand)

40, 48, 83

Smith, Sheila

26, 33, 41, 49, 86

O'Brien, Shirley

38, 44, 83

Snowden, Grant

24, 29, 86

Oehler, Kathy

24, 29, 74, 83

Sokolosky, Stephanie

55, 58, 86

Officer, Allison

55, 58, 83

Speece, Andrea

25, 31, 86

Ottmar, Emily

55, 58, 83

Speece, Dawn

25, 31, 86

Pachinger, Monnis

54, 56, 83

Spica, Maci

39, 41, 46, 49, 55, 58, 86

Packer, Jara

26, 34, 83

Sprunk, Lenette

41, 49, 86

Palay, Lara

40, 49, 84

Peck, Steven

39, 45, 84

Stansberry-Brusnahan, L. Lynn

24, 28, 86

Perry, Jane Reilly

24, 29, 84

Stoffel, Brenda

24, 30, 86

54, 56, 84

Swanson, Terri Cooper

26, 33, 38, 43, 86

Pitman, Julie

26, 34, 84

Sweeney, Kayla

24, 29, 86

Pomares, Kim

24, 28, 84

Szakacs, Wendy

Pope, Holly

38, 44, 84

26, 32, 34, 40, 48, 54, 57, 86

Porto, Patti

24, 29, 54, 57, 84

Szanto, Rebecca

25, 30, 39, 45, 87

Pratt, Cathy

26, 33, 84

Taranto, Stephanie

25, 31, 87

Prickett, Carrie

55, 58, 84

Taylor, Jim

41, 49, 87

Peters, Mary

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