OCALICON 2015 Program

November 18 – 20, 2015 Columbus, Ohio

AD

Summit Academy Schools are a non-profit public

school for children with ADHD, Autism Spectrum Disorders & Other Related Disorders.

Now enrolling 5 years and older!

1-800-442-5753

S U M M I TA C A D E M I E S . O R G Summit Academy Ad

OCALI THANKS THE FOLLOWING SPONSORS FOR THEIR GENEROUS SUPPORT OF OCALICON 2015.

Office for Exceptional Children

Provides practical information and skills, demonstrated with real-life examples, filmed in a variety of settings.

ASD Strategies in Action fills critical gaps: •

the need for more trained service providers to meet a growing demand and

•

the need for more consistent, broad-based community support for parents and families.

The program was funded under the leadership of the Ohio Department of Developmental Disabilities in collaboration with the Ohio Department of Education and the Governor’s Office of Health Transformation.

A better trained support system means a better quality of life for individuals and families. www.autismcertificationcenter.org 4

A groundbreaking, online video training program for those who interact with individuals with autism spectrum disorder (ASD)

The Training • Gives families and service providers tools to ensure they are equipped to effectively care for, support, educate, employ or work with individuals on the autism spectrum.

• Is organized by age - from early childhood through young adulthood - and by strategy to allow easy access to the information that is most relevant to the user.

• Provides practitioners the option to earn professional development hours and a certificate.

• Is designed so that every user can gain knowledge and implement the skills learned immediately.

• Is developed by OCALI’s new Autism Certification Center in consultation with a blue-ribbon panel of internationally renowned experts.

• IS FREE TO ALL OHIOANS, available anywhere, and soon to be exported across the globe to impact millions throughout the world.

Interested in the training, but not from Ohio?

Individual subscriptions are available! $90 for 6 months

$150 for 12 months

Group and state-based subscriptions are available. If interested, please contact us at 614.410.0998 or acc_info@ocali.org.

Our Partners Governor’s Office of Health Transformation

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Department of Developmental Disabilities

Department of Education

Powered by:

A division of the ESC of Central Ohio

CONFERENCE SESSION REVIEWERS Sue Beck

OCALI

Shawna Benson

Jeff McCormick OCALI

Daniel McNulty

OCALI

PATINS Project

Amy Bixler Coffin

Mary Murray

OCALI

Bowling Green State University

Jennifer Bogin

Margaret Oliver

Center for Human Development

Heather Bridgman

Donna Owens

OCALI

Myra Beth Bundy

Trisha Page

Tami Childs Metro ECSU

Christine Croyle

Pickaway County ESC

Bre Crum

Elyria City Schools

Peter Doehring

CEUS/GRAD CREDIT

Crystal Phillips

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EVENTS AT-A-GLANCE

Patti Porto

16

2015 OCALI AWARDS

Cathy Pratt

18

MAPS

22

UNIVERSITY SUMMIT

Chillicothe City Schools State Support Team Region 3

Ron Rogers

OCALI

Geauga County ESC

OCALI

Michelle Elia

Tracy Samanich Denise Sawan Caruso

OCALI

Elizabeth Senften

Akron Public Schools

Jody Fisher

Stephen Shore

OCALI

Autism Spectrum Disorder Consulting

Barb Gentille Green

Julie Short

Kathrine Gingerich

Geauga County ESC

Jennifer Heim

State Support Team Region 2

Dawn Hendricks

Virginia Commonwealth University

Kathy Hubbard

W EDNESDAY 24

WEDNESDAY AT-A-GLANCE

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WEDNESDAY SESSIONS Descriptions and locations

OCALI

Sheila Smith

OCALI

Brenda Smith Myles

OCALI

Stephanie Sokolosky

Texas Council on Autism and PDD

Maci Spica

Licking Heights Local Schools

Minnesota Department of Education

Debbie Irish

Lee Stickle

Geneva Centre for Autism

Kansas Instructional Support Network

Thomas Kitchen

Sharon Svette

Ross-Pike ESC

Columbus and convention center

New Albany ES

OCALI

State Support Team Region 7

CONFERENCE SESSIONS

Breakdown of session types

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Dana Eggers

Chris Filler

11

Robert Pennington

University of Louisville

Jan Rogers

Warren County ESC

Hotel info, admissions, evals, and more

EXHIBIT HALL FEATURES

Sheri Dollin

Christina Even

GENERAL CONFERENCE INFO

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Indiana Resource Center for Autism

State Support Team Region 5

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WELCOME

North Dakota Department of Human Services Autism Services Division

AJ Drexel Autism Institute, Drexel University SARRC

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Akron Public Schools

OCALI

Eastern Kentucky University

GENERAL INFORMAT ION

T HURSDAY 40

THURSDAY AT-A-GLANCE

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THURSDAY SESSIONS Descriptions and locations

Elyria City Schools

Rhode Island College

OCALI

Wendy Szakacs

FRIDAY

Lori Lowe

Jim Taylor

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FRIDAY AT-A-GLANCE

Laura Maddox-Bechard

Joy Zabala

56

FRIDAY SESSIONS

Paul LaCava

Ross Pike ESC OCALI

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Knows Autism National AEM Center and CAST

Descriptions and locations

TA BLE O F C ONTE NTS

OCALI ADVISORY BOARD EXH I B I TO R S

Co-Chairs

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EXHIBITORS LIST

Delaware County Office of Treasurer

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EXHIBITOR HALL MAP

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EXHIBITOR DESCRIPTIONS

P R E S E N TE R S 71

PRESENTER BIOS

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PRESENTER INDEX

Jon Peterson 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

Mary Murray Bowling Green State University

Ginger O’Connor Washington County Board of Developmental Disabilities

Jan Osborn Putnam County ESC

Chloe Rothschild Young Leader, AGI Self Advocate

Janet Seide Parent

Scott Short HOPE Intervention West Virginia Autism Transparency Center Parent

EX-OFFICIO Wendy Stoica Ohio Department of Education

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

W HAT’S H A P PE NING WELCOME TO OCALICON 2015 Whether this is your first OCALICON experience or you’re a multi-year veteran, we’re pleased, honored, and humbled that you’ve carved some time out of your November schedule to spend it here. We know you have lots of options for professional growth and personal development, so we work hard to create a program and structure worthy of your presence and energies.

We celebrate our 9th year in 2015. Even though the conference has gone through several changes and iterations, tweaks, updates, and revisions, the core mission and goal remain the same – to connect you to research-based, world-class, cutting-edge information, strategies, tools, experts, and practitioners to help support and empower individuals with autism and low-incidence disabilities across the lifespan.

We are excited for you to share your ideas, practices, suggestions, and dreams with professionals and parents from around Ohio and across the United States. There are almost 1,500 of you here this week from 42 states, plus Australia, Canada, and the United Kingdom. It’s a fantastic opportunity for conversations and connections on a national, even an international scale.

OCALI is privileged to serve as your host. Please let us know if there is anything we can do to improve your experience while you’re here. This grand experiment is a continuous work in progress, and we’re always eager to refine and improve our program and offerings.

Thanks again for being here. We couldn’t do this without you.

Shawn Henry OCALI Executive Director 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

National and State Policy to Practice Team Melissa Bacon Jill Hudson Laura Sfikas Casey O’Mara

OCALICON 470 Glenmont Ave. Columbus, OH 43214 614.410.0321 (p) | 614.262.1070 (f) ocalicon.org | #ocalicon2015

The Ohio Center for Autism and Low Incidence (OCALI) was established in 2004 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.

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Autism Center Amy Bixler Coffin Wendy Szakacs Julie Short Denise Sawan Caruso 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 Jody Fisher Melody Painter Autism Certification Center Carly McVey Laura Maddox-Bechard Brenda Smith Myles Jennifer Bavry Online Learning Laura Maddox-Bechard Kelli Yeagley Integrated Systems Team Mark Garrett Larry Sexton Hal Hixson Simon Buehrer Kyle Knapp Nicole LaGrasso

SP EC IAL F E ATU R E S

OCALI CENTRAL Connect with OCALI on-site in OCALI Central – located in the Exhibit Hall. We’ve created a hospitality area where you can catch up on our latest doings and offerings, chat with OCALI staff, and learn how our programs and opportunities can support your ongoing efforts and work.

This year we’re especially excited to share with you our latest program – ASD Strategies in Action. This innovative online learning platform is designed to provide practical ideas and strategies to anyone who cares for, works with, teaches, supports, or mentors an individual with autism spectrum disorder. Visit the Autism Certification Center – right next to OCALI Central – and learn how ASD Strategies in Action works and how it can help you.

While you’re visiting OCALI Central, check out the multitude of resources available in the OCALI Lending Library. You can also stop by after the keynote sessions for a meet and greet with Emily Rubin and Tim Harris on Wednesday and Thursday, respectively. And don’t forget the Door Prize and Scavenger Hunt drawings! Stop by OCALI Central to find out how you can win some fabulous and exciting prizes!

Finally, don’t forget to:

Grab a cup of coffee (on us).

Document your experience in the conference photo booth.

Take a piece of OCALICON 2015 with you. Long sleeve comfy t-shirts are only $20.

ASD STRATEGIES IN ACTION Immediately adjacent to OCALI Central is the headquarters of the new Autism Certification Center at OCALI. Stop by to experience the groundbreaking online video training program for everyone who interacts with individuals with ASD. ASD Strategies in Action provides practical information and skills demonstrated with real-life examples filmed in a variety of settings.

Learn how to access this exciting new program. Set up an account while you’re here and take it for a test drive.

Meet some of the key participants, creators, and developers. Find out how ASD Strategies in Action can help address some of your most pressing challenges and needs.

Our Partners

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Department of Developmental Disabilities

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Department of Education

Governor’s Office of Health Transformation

CO N T IN U E TH E DIS CUS S ION – # OC ALIC O N2015

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G E N E R A L CO N FE R E N CE IN FOR MAT ION ADMISSIONS & CONFERENCE BADGES Admission to conference sessions and features is limited to registered conference attendees. Registered conference 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.

CONFERENCE HOTELS Hampton Inn and Suites 501 N. High Street | 614.559.2000 Hilton Columbus Downtown 401 N. High Street | 614.384.8600 Le Méridien Columbus, The Joseph 620 N High Street | 614.227.0100 Hyatt Regency Columbus 350 N. High Street | 614.463.1234

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

A map of options is on p. 20.

Crowne Plaza – Columbus Downtown 33 E. Nationwide Blvd. | 614.461.4100 Red Roof Inn Columbus Downtown 111 E. Nationwide Blvd. | 614.224.6539

RECYCLING LOST AND FOUND The Lost and Found is located at the Registration Area.

Items not retrieved by the close of the conference will be turned over to convention center security 614.827.2547).

OCALICON 2015 EVALUATIONS How was your experience at OCALICON 2015?

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.

OCALI is committed to creating environmentallyfriendly 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. In an effort to reduce paper waste, OCALI seeks to minimize the distribution of paper copies and presenter handouts.

Presenters are encouraged to upload electronic copies of handouts and session documents which attendees can access through the online Session Sorter This program is printed on FSC-certified paper.

SESSION SORTER Access the mobile-friendly OCALICON 2015 program through your smart phone or tablet computer. You can even build your own schedule! www.conference.ocali.org/session-sorter

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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 #ocalicon2015.

C O NFERENC E SE SSI ONS Over 175 session by more than 280 presenters are offered over the three days of OCALICON 2015, providing numerous opportunities to discover new ideas while furthering your knowledge and understanding. OCALICON offers a variety of session types designed to be engaging, innovative, scholarly, interactive, visual, and applicable to all kinds of learners in all sorts of settings.

KEYNOTE SESSIONS

THE THINK TANK - NEW FOR 2015!

Inspirational opening general sessions presented by nationally recognized leaders. Designed to start your day with thought-provoking, intriguing, and stimulating content based on years of research and real life experiences. Emily Rubin and Tim Harris are the OCALICON 2015 keynote speakers.

The Think Tank is a room set aside to encourage your continued conversation, debriefing, brainstorming, and discussion of ideas, application, and implementation strategies. Equipped with flip charts, markers, Post-it notes, and other supplies, take advantage of the Think Tank to engage with other participants in stimulating and thought-generating discussion before you leave OCALICON 2015.

Note: The Keynote sessions take place on the main stage inside Hall E. LECTURE SESSIONS Classroom-style instructional sessions conducted by organizational, school, state, and national leaders from a single point of view.

PANEL SESSIONS An interactive group of presenters who share ideas, viewpoints, and experiences on key topics and issues. Panel sessions are designed to cultivate increased understanding and advance knowledge on a particular subject through the sharing of various viewpoints. Questions and comments from the audience are welcome.

FACILITATED DISCUSSION SESSIONS A dynamic forum to engage the audience in sharing their thoughts, ideas, strategies, and perspectives.

A facilitated discussion differs from a panel session in that the presenters briefly introduce a topic then actively engage the audience in a lively and emerging exchange of viewpoints and ideas.

RESEARCH SYMPOSIUM POSTER SESSIONS Visual displays of innovative content, data, and/or findings 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 provides an opportunity to engage presenters in one-on-one discussions from 11:30 am - 12:30 pm, on Wednesday and Thursday.

Note: The Research Symposium is located inside Hall E.

Session Updates and Changes 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.

Note: The Think Tank is located in E150.

HANDS-ON INTERACTIVE SESSIONS An exploration and manipulation of technology, materials, and/or resources. These sessions encourage audience participation and engagement with concepts, ideas, role plays, and implementation strategies to better understand and make practical application of session content.

LEARNING LAB SESSIONS A hands-on technology-based environment for discovering and practicing new skills and techniques with a variety of software and technology products.

The 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 get to explore and practice what they learn as they go.

Note: The Learning Lab is located in D132.

EXHIBITOR SESSIONS Presenters from leading companies and organizations showcase products and services, and engage in a question-and-answer exchange with participants.

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

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

CO N T IN U E TH E DIS CUS S ION – # OC ALIC O N2015

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E XHI B IT H A L L F E ATU R E S CONFERENCE EXHIBITORS Conference exhibitors include leading companies and organizations who 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 is open Wednesday, 9:00 am to 4:30 pm, and Thursday, 7:30 am to 3:00 pm. Thirtyminute breaks between sessions and an extended lunch break provide multiple opportunities for meeting with exhibitors.

Energy Breaks are held each afternoon from 2:00 – 2:45 pm in the exhibit hall. Live music, snacks, and more will help give everyone a mid-day boost.

ENERGY BREAK Recharge your afternoons during the midday break in the exhibit hall. Grab a snack and beverage, enjoy live music from Zayne Harshaw of Blue Spectrum, visit with exhibitors, and much more! The Energy Break is 2:00 – 2:45 pm on both Wednesday and Thursday.

NEIGHBOR TO NEIGHBOR FAMILY CORNER 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.

Special Lunchtime Event! Join us during your lunch break in the Family Corner for a special town hall meeting with a representative from the OCALI Family Center and board member Marla Root from the Autism Society of Ohio.

Conversations will be driven by parent questions! Topics may include but are not limited to: • waiver access • diagnosis • services and resources • family support Sponsored by

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? Enjoy a time out from the conference commotion and conversation for a short time by visiting the Chill Zone in the back of the exhibit hall near the Neighbor to Neighbor Family Corner.

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) 2015 Exhibit and Tour.

Special thanks to

DOOR PRIZES Register for your chance to win great door prizes generously donated by many of this year’s exhibitors. The door prize drawing occurs on Wednesday at 4:00 pm in OCALI Central. Need not be present to win, but it’s more fun if you’re there.

NETWORKING NODES NEW for 2015! We’ve added extra tables and chairs and carved out some meeting space on the exhibit hall floor.

Take advantage of these areas to mingle with fellow attendees and continue your conversations and networking.

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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.

Check out the Research Symposium as early as 7:00 am on Wednesday and Thursday.

Presenters will be with their posters from 11:30 am – 12:30 pm.

OC ALI C ENT RA L F E ATU R E S OCALI CENTRAL 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.

OCALI LENDING LIBRARY The OCALI Lending Library is a free service for Ohio educators, therapists, parents, and other individuals. 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.

OCALI’s new Autism Certification Center has created a groundbreaking online video training program that will provide practical information and skills, demonstrated with real-life examples in a variety of settings, for those who interact with individuals with autism spectrum disorder (ASD).

Debuting at OCALICON 2015, ASD Strategies in Action is a mobile-friendly, video training program free to all Ohioans, available anywhere, and soon to be exported across the globe to impact millions throughout the world. Be among the first to watch the videos. Talk with OCALI staff about this unique training program. Chat with parents and practitioners involved in the filming. Explore one of the courses.

Learn how you can get started.

hio

Department of Developmental Disabilities

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Department of Education

Governor’s Office of Health Transformation

KEYNOTE MEET AND GREET Meet keynote Emily Rubin and Tim Harris!

Stop by OCALI Central after the keynote each day.

SCAVENGER HUNT 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 mark your card. Once you collect a minimum of 20 special marks, turn it in at OCALI Central for your chance to win an iPad mini, one-year subscription to Timocco plus a webcam and 3 glove balls, a collection of Hasbro Toys, or complimentary registration to OCALICON 2016.

Cards must be submitted by 2:15 pm, Thursday, November 19. Drawing will be held at 2:30 pm.

Win one of these Fabulous and Exciting Prizes!

2016 iPad Mini

1-year Subscription to Timocco

Collection of Toys from Hasbro, Inc.

Registration to OCALICON 2016

Need not be present to win. Winner responsible for any shipping or transportation costs.

CO N T IN U E TH E DIS CUS S ION – # OC ALIC O N2015

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CE U A N D G R AD U ATE CR E DITS CEU CREDIT PRECONFERENCE | November 17, 2015 American Speech-Language Hearing Association (ASHA) .6 CEUs Ohio Counselor, Social Worker, and Marriage and Family Therapist Board (CSWMFT) 6 hours Ohio Department of Developmental Disabilities 6 hours Ohio Occupational Therapist, Physical Therapist, and Athletic Trainer Board (OTPTAT) 6 hours Ohio Psychology Association MCE Not approved

HOW TO OBTAIN CEU CREDIT 1. Visit the CEU counter on Wednesday, November 18, to pick up the CEU information packet. The packet will include a CEU Participation Form and listing of sessions eligible for credit. The CEU 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 counter on Friday, November 20, 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 20. CEU forms will not be accepted after this date.

Board Certified Behavior Analyst (BCBA) 6 credits for Pennington only Step Up to Quality 6 hours Professional Development Contact Hours (PDCH) 6 hours

CONFERENCE | November 18-20, 2015 American Speech-Language Hearing Association (ASHA) 1.85 CEUs Ohio Counselor, Social Worker, and Marriage and Family Therapist Board (CSWMFT) 16.75 hours Ohio Department of Developmental Disabilities 1 hour per approved session

HOW TO OBTAIN GRADUATE CREDIT OCALICON participants can earn 1-2 credit hours from Ashland University or 1 credit hour from Bowling Green State University.

Ohio Occupational Therapist, Physical Therapist, and Athletic Trainer Board (OTPTAT) 18.75 hours

For Ashland University, one credit hour is provided for attending the full conference, and two credit hours are provided for attending a preconference workshop and the full conference.

Ohio Psychology Association MCE 1 credit per approved session

For Bowling Green State University, one credit hour is provided for attending the full conference.

Board Certified Behavior Analyst (BCBA) 1.5 credit per approved session

Details are available at the CEU/Graduate Credit counter.

Step Up to Quality 18.75 hours Professional Development Contact Hours (PDCH) 18.75 hours

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EVENT S AT- A - GL ANC E Wednesday, November 18

8:00 8:30 9:00

MEETING TIME 7:30 – 8:00 AM

MEETING TIME 7:30 – 8:00 AM

SESSION 1

SESSION 1

SESSION 1

8:00 – 9:15 AM

8:00 – 9:15 AM

8:00 – 9:15 AM

KEYNOTE: EMILY RUBIN

KEYNOTE: TIM HARRIS 9:45 – 11:15 AM

9:30

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

EXHIBIT HALL OPEN

12:00

9:45 – 11:15 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 20

POSTER PRESENTATIONS 11:30 – 12:30 PM

SESSION 2

SESSION 2

12:45 – 2:00 PM

12:45 – 2:00 PM

ENERGY BREAK

ENERGY BREAK

2:00 – 2:45 PM

2:00 – 2:45 PM

EXHIBIT HALL CLOSED ON FRIDAY

7:30

Thursday, November 19

SESSION 2 9:45 – 11:00 AM

SESSION 3 11:30 – 12:45 PM

3:00 3:30

SESSION 3

SESSION 3

2:45 – 4:00 PM

2:45 – 4:00 PM

SESSION 4

SESSION 4

4:30 – 5:45 PM

4:30 – 5:45 PM

4:00 4:30 5:00 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 N2015

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OC A L I AWA R D S

AWARDS

Margaret Burley Marion, OH

Stephanie Childers Portsmouth, OH

Jim Taylor Stirling Scotland, UK

Margaret Burley is the executive director of the Ohio Coalition for the Education of Children with Disabilities. Her youngest son, Tom, is challenged with multiple disabilities from Congenital Rubella Syndrome. After struggling to ensure his education and not finding many resources to help the family, Margaret decided to make assisting families of children with disabilities her life’s work. Being the parent of a child with a disability has made her aware of the needs of other children with special needs. Seeing the many families and children with special needs over the years kept Margaret focused, always striving to learn more, to reach out more, and to make the needs of the children first and foremost in her endeavors.

Margaret has dedicated her life to the children and delightfully shares that she “simply cannot and will not ever quit helping our children meet life’s challenges, to be all they can be and to succeed in life.”

Stephanie was a dedicated educator to children with special needs for over 35 years. Her most recent work was with the State Support Team 15 as a special education consultant. She was highly respected and thought of as a champion for individuals with low-incidence disabilities, in particular autism spectrum disorder and their families.

She contributed to many boards and associations and penned numerous grants and presentations. She was an avid supporter of OCALI and exemplified the true meaning of collaboration. She personally and professionally inspired many people from all walks of life. During the last four years, Stephanie battled cancer and fought it courageously, continuing to work everyday and advocating for those with special needs. We lost our good friend on August 16, 2015. However, her legacy lives on.

Jim Taylor has worked in autism for 36 years. Former director of education, Scottish Autism, he designed New Struan School, A Centre for Autism, one of the world’s first buildings designed specifically around the learning styles of pupils with ASD. Currently involved in projects in schools and adult services around Europe, Taylor works with individuals with ASD, their families, and relevant professionals.

Chair of the NAS’s Accreditation Body, he also advises many providers and education authorities. What makes Jim different is his total focus on autism. Through addressing the impact of autism and on placing an emphasis on developing each person’s strengths and potential, he believes that barriers can be overcome. He knows that a greater understanding of the individual and how autism affects them will lead to an improvement in service provision and in life experiences.

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OC ALI AWAR DS 2015 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 2015 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. Excerpts from their nominations are included below.

Please join us in congratulating the 2015 OCALI Award winners on Thursday, at 9:45 am.

Know someone who is deserving of recognition for their efforts and accomplishments? The 2016 Award nomination window opens in late Spring 2016. Winners will receive complimentary registration and be acknowledged at OCALICON 2016, November 16-18, 2016.

James Williams Northbrook, IL

Hasbro, Inc. Pawtucket, RI

Lisa Ebersole Roaming Shores, OH

James Williams learned that he had autism when he was eight years old. He said it was a relief to realize he had a disability because he’d assumed that everyone suffered the pain and confusion that he felt, but others just dealt with it more successfully. At age 11, James was invited to speak before a live audience in Milwaukee. Despite his initial terror, his presentation was a success, and he got more offers to speak. Gradually he evolved from a shy kid who read from a script to a seasoned presenter who could speak spontaneously before any size audience. James has now been on the road full-time for over five years, and he has a large network of friends with disabilities who contact him via phone and Facebook for moral support and advice. Offering support to individuals is his true calling – he knows what they are going through, and he wants to make their lives better in his own personal way.

What started out as a local collaboration between Hasbro and The Autism Project has gone global with ToyBox tools. ToyBox Tools helps children experience the joy of play with three levels of tools available for those who need support: basic play, expanding play, and social play levels. Parents and caregivers can visit the ToyBox Tools site, access the tools they need, download and print them for use at home or in the classroom. ToyBox Tools recognizes that parents and caregivers know their child’s ability best and encourages them to use their judgment in selecting the right product and level of play appropriate for their child. Hasbro meets their mission to empower childhood by bringing “the sparkle of hope, the joy of play + the power of service” into the lives of children who need it most. Their philanthropy and service to children of all abilities and need is global and the core of their work.

Rural counties rarely have adequate access to resources for individuals with disabilities; this is true for Ashtabula, but Lisa made it easier for parents to find the connections with professionals and parents they needed to with her parent-founded group – Ashtabula County Autism Action Group. Parents throughout the county come to meet with her and other parents monthly to learn about new providers, IEP goals that work, and how to help their children reach their full potential. The group also has social activities for the children and teens to interact with others, who are often very isolated, as well as enjoy an experience in the community. While there are still challenges for her own transitionaged son with ASD, she knows that what will best increase the chances of her son getting meaningful, timely, and appropriate services is the mass amount of parents she has organized demanding equal opportunity in schools, employment, and housing.

CO N TIN U E TH E D IS CUS S ION – # O C ALIC O N2015

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A RE A MA P

Short North Marcella’s

Stack City Burger Bar Eleven Blackpoint Hyde Park

GOOD

REE ALE ST

T

TREET HIGH S

PARK STREET

TREET S WA N S

Bar Louie

Double Comfort SPRUCE STRE ET

Japanese Steak House North Market

Greater Columbus Convention Center

Barley’s Denmark on High Bareburger REET VINE ST

Kooma Sushi

Martini Modern Italian TREET WA L L S

Hilton Hotel

CO

N

N VE

TIO

N

CE

NT

ER

DR

IV

E

Coffee and Pastries Lunch and Dinner

South to Downtown

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Dinner Only

C ONVENT ION C EN TE R M AP

EXHIBITOR BOOTHS

LE MÉRIDIEN THE JOSEPH

RESEARCH SYMPOSIUM FOOD OPTIONS

LENDING LIBRARY

GALLERY

BY OCALI FAMILY CORNER

CHILL ZONE

OCALI CENTRAL

CEUs/Grad Credit

PRESENTER LOUNGE

Exhibit Hall E

Exhibit Hall E

Keynote Sessions

Registration

E172 E171 E170

Bag Pick Up E162 E161 E160

E151

E150

Exhibit Hall D

D144- D142- D140D145 D143 D141 D240- D242- D244- D246 D241 D243 D245

D132

D131

2ND FLOOR

D130

D231D230 D232

D233D234

D235

HAMPTON INN

HILTON HYATT RED ROOF CROWNE PLAZA

FOOD COURT

CO N T IN U E TH E DIS CUS S ION – # OC ALIC O N2015

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OC A L ICO N 2 0 15 MUS ICAL GU E ST S ZAYNE HARSHAW OF BLUE SPECTRUM Don’t miss Zayne Harshaw of Blue Spectrum each afternoon during the Energy Break!

OAKAPELLA OCALI welcomes Oakapella back to OCALICON after last year’s successful performances during the afternoon Energy Breaks. This year, the group takes the big stage and helps us kick off the conference Wednesday morning.

Oakapella is an a capella singing group from Oakstone Academy here in Columbus, OH. The group performs modern music from artists including Bastille, Imagine Dragons, and Bruno Mars. Oakapella is directed by Aaron Loskota, Music & Theatre Director.

Zayne is a 19-year-old blues guitarist from central Ohio, who’s going to keep the energy and enthusiasm going well into the afternoon with some sweet guitar licks and positive vibes. Look for Zayne in the exhibit hall on Wednesday and Thursday at 2:00 – and get ready to get your groove on!

A groundbreaking, online video training program for those who interact with individuals with autism spectrum disorder (ASD).

www.autismcertificationcenter.org 20

OAR is proud to support OCALI’s 9th annual conference OCALICON 2015

Stop by the

TAKE-ONE TABLE and pick up

FREE resources!

While supplies last!

CO N T IN U E TH E DIS CUS S ION – # OC ALIC O N2015

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University Summit

University Summit Wednesday, November 18 | E151 The University Summit is a unique forum designed to address common issues universities face when preparing highly qualified professionals in the area of ASD.

sponsored by

Goals: •

To provide a forum for university faculty to connect, discuss, and collaborate on development of high-quality preservice and graduate experiences for those striving to increase their expertise in the field of ASD

•

To increase collaboration among a network of university programs for problem solving common issues and bridging the research-to-practice gap

University Summit 2015 follows the successful design of the 2014 Summit. Central to the agenda is designated time for collaborative work on 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 special 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 – 3:45 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 presentations/discussions on current research, and opportunities for sharing innovative ideas.

3:45 – 5:45 pm Collaborative Group Work on Newly Launched ASD Strategies in Action ASD Strategies in Action launches Wednesday, November 18. We are excited to offer University Summit participants an opportunity to view some of this new video series!

Participants will divide into groups to evaluate the program and discuss application to current course content in their respective university programs. Feedback will also be gathered on supplemental resources.

5:45 – 8:00 pm Networking at Denmark on High (463 N High St, Columbus, OH 43215) Please plan to meet up with colleagues and continue the 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 2015 University Summit.

The University Summit networking event is hosted by Bowling Green State University.

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W E D N E S D AY Keynote: Emily Rubin Social Emotional Engagement Within a Universal Design for Learning in the Classroom

9:45 am | Hall E Main Stage Results of research in the neuroscience of social emotional engagement has fostered our ability to create a universal design for learning in our classrooms.

When school communities gain knowledge of a social and emotional scope and sequence of skills and how to facilitate student growth in these domains, the outcome is a positive school climate that is focused on the success of every student. The Social Emotional Engagement - Knowledge and Skills (SEE-KS) program helps ensure that learning environments address the needs of our diverse learners by fostering student engagement, presenting information in multiple ways, and promoting student participation.

Meet the Keynote! Stop by OCALI Central immediately after Emily’s keynote address!

CO N T IN U E TH E DIS CUS S ION – # OC ALIC O N2015

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

A System of Staff Development for Students With ASD: How to Get There and Stay There Debbie Ware

D131

Visual Strategies Impacting Reading Comprehension Judy Endow

D132 – Lab D140-141

TeachTown Registered Behavior Technician Course: Providing Quality Behavior Services Lynnette White Crisis Intervention Considerations With Preschoolers Travis Ickes, Pamela Sikorski

D230

Higher Education Supports and Success for Individuals with ASD Zach Zaborny, Spencer Winters, Kerrie Harris, Jessika Vance-Morgan, Sandy Petrovic, David Petrovic, Gretchen Walsh, Nick Formica, Wendy Szakacs

D235

TBI, Recovery, and Transition to School Tony Cochren

E160-161

Interoception the Eighth Sense: Strategies for Improving Self-Regulation and Social Cognition Kelly Mahler

E162

Using Video Prompting to Teach Students With Severe to Profound Disabilities Helen Malone

E170

It's Always About Behavior: Setting up the Classroom for Success Tamara Ratley, Matthew Sampsel, Dacia McCoy

E171

Am I Your Paraprofessional or Just Your “Girl Friday”?

Charles Kemp

E172

UDL From Design to Deliver Jeff McCormick, Joy Zabala, George Van Horn, Loui Lord Nelson 9 9:00 am – 4:30 pm | Exhibit Hall

Hall E

Exhibit Hall Day One 9:45 – 11:15 am | Keynote Session

Hall E – Main Stage

Social Emotional Engagement Within a Universal Design for Learning in the Classroom Emily Rubin 11:30 am – 12:30 pm | Research Symposium Presentations

Hall E – 503

Activities and Results of Project-Based Summer and After-School ASD Programs Barbara Lechner, Tori Flowers

Hall E – 504

Differentiated 4H Jonathan Lambert

Hall E – 507

Progressive Vision Loss and Autism: Preparing for the Future Cindy Andree Bowen, Becky Payton

Hall E – 508

Push-In, Pull-Out: Operationalizing Services for Students With Intensive Needs Marvin Horton, Abigayle Horton

Hall E – 511

Helping Disorganized Students ... There Are Apps for That Laura Clarke, Dusty Columbia Embury

Hall E – 512

App It Up! Using Apps to Increase Engagement in the Middle School Classroom Laura Clarke, Dusty Columbia Embury

Hall E – 513

Using Apps to Improve Reading Instruction: K-3 Common Core Standards Alfred Daviso, Sarah Noble

Hall E – 514

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

Hall E – 519

Increasing Independent Responses Using a Variable-Ratio Schedule of Reinforcement Amy Walker, Megan Henning

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Exhibitor Session

W EDNESDAY AT- A- GL ANC E Hall E – 520

Transition Songs: A Strategy for Everyone, Not Just Musicians!

Alyssa Graber

Hall E – 522

Tiered Reinforcement as a Means of Classroom Management Samantha Banks, Sara Boettcher

Hall E – 527

Cognitive Behavior Therapy for ASD: Outcomes and Impressions Lauren Arbolino, Kathleen Cruse

Hall E – 528

Using Behavioral Data to Validate Sensory Supports: A Case Study Kathrine Gingerich

Hall E – 529

Why Isn't It Working? A Look at Function-Based Behavior Intervention Plans Jessika Vance-Morgan, Sharon Trew

Hall E – 530

Using Positive Behavior Supports in a Specialized Learning Center and Inclusion Setting Emily Biddle

Hall E – 531

Using a Token Economy in the Classroom to Promote Positive Behavior of Students With ASD Rachel Seaman

Hall E – 532

The Transfer of Stimulus Control From One Practitioner to Another Ashley Krznar, Carrie Fiol-Miller

Hall E – 537

One Size DOES NOT Fit All! Jeff McCormick

Hall E – 539

National Survey of Special Educators: Communication Use for Students With Disabilities Natalie Andzik

Hall E – 541

Frequency of Mand Instruction Reported in Behavioral, Special Education, and SLP Journals Robert Pennington, Jon Burt

Hall E – 542

Interpreting Services for Preschoolers Who Are Deaf or Hard of Hearing Carrie Davenport

Hall E – 547

Co-Parenting and Relationship Satisfaction of Parents Raising Children With Autism Allen McConnell

Hall E – 548

Developing a Manualized Program for Parents of Children With Autism Kathleen Stumpf

Hall E – 549

The Transition Classroom Brittni Mejac

Hall E – 550

Never too Early: Transition Planning in Elementary School Natasha Walski, Jennifer Gonda

Hall E – 555

Profiles of BASC-2 Parent and Teacher Reports for Children on the DSM-5 Autism Spectrum Kimberly Ellison, Myra Beth Bundy

Hall E – 556

Including Students With Disabilities in Online Assessments Kristi Borcherdt 12:45 – 2:00 pm | Concurrent Sessions

D130

The National Autism Indicators Report: The Transition Into Young Adulthood Peter Doehring

D131

In the Shadows of Trauma, Autism, and PTSD Sondra Williams

D140-141

Living With Autism: Three Perspectives John Miller, David Petrovic, Daniel Durany, Amy Bixler Coffin

D142-143

ASD Affinity Program: College Support for Students With ASD Clarissa Barnes

D144-145

Effective Therapeutic Enhancement to Ease Anxiety and Improve Daily Functioning Monica McMahen

D230

Student-Led Learning: It's Possible Becky Shuster, Amy Konkler

D O N ’T L O S E TH AT TH OUGH T – VISIT T HE T HINK TA NK IN RO OM E150

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WED N E S D AY AT-A-G LANCE 12:45 – 2:00 pm | Concurrent Sessions (con’t) D231-232

Shift: A Guide to Changing One's Perspective to Help Alter a Student's Mindset Kerry Mataya, Hollis Shaffer

D233-234

Functional Skills: Teaching Activities of Daily Living Through the Use of Visual Language Kara Smith, Kristy Yurichak

D235

Autism Over 65: How to Enhance the Golden Years Susan Moreno

E151

What About Students With Fetal Alcohol Spectrum Disorders?

Sr. Suzette Fisher

E160-161

Uniquely Human: Challenging the Concept of “Autistic Behavior” Barry Prizant

E162

Peer Collaboration: Supporting Students, Building Friendships, Bullying Prevention Karen Brothers, Megan Burton, Erin Canaday

E171

Tools for Teachers: Strategies for ASD in the General and Special Education Classroom Brooke Wright, Julie Raccio

E172

If You Build It ...The Results Will Come! Building Districtwide Capacity in Planning Kathleen Pero, Andrew Menner, Bre Crum, Sharon Svette 2:00 – 2:45 pm | Energy Break

Hall E

– Wednesday Afternoon Break – Snacks, Beverages, Live Music from Zayne Harshaw of Blue Spectrum 2:45 – 4:00 pm | Concurrent Sessions

D130

Outcomes Matter! Discovering Postsecondary Success Through District-Based Program Options Katie Sochor, Karen Monfort, Jennifer Earley, Cheryl Shumaker

D131

Teaching Social and Emotional Skills Across the Day in Alignment With the Common Core Cheryl Cotter, Joanne Quinn

D132 – Lab

You Don't Have to be an AT Expert to SIFT through AT Features!

Heather Bridgman, Jan Rogers

D140-141

Black Lives Matter: Engaging African Americans Affected by Autism LeTreese Jones, Fred Jones, Misha Hemphill, Gwendolyn Harshaw, Gene Harshaw, Allegra Lewis, Donna Owens

D142-143

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

D144-145

Combining Assistive Technology Tools for a Positive Living and Learning Environment Raymond Heipp

D230

One Tool for Successful Interactions With Police: The Wallet Card Diane Adreon, Matthew Dietz, Bart Barta

D231-232

Addressing Problematic Behaviors Using Principles of ABA and PBS Cathy Pratt

D233-234

Takin' It to the Streets: From Classroom to Community Elizabeth Senften, Lezlie Fahl Kinder

E160-161

SEE-KS: Social Emotional Engagement – Knowledge and Skills Emily Rubin, Jennifer Townsend

E162

Using UDL to Design and Implement Formative Assessments Loui Lord Nelson, Ron Rogers, Denise Malkovits

E170

STOP. LOOK. LISTEN – Structured Teaching in an Integrated Preschool Setting Susan Bault, Amy Savage, Kimberly Ksander

E171

Self-Regulation Techniques From the Perspective of a Young Adult Chloe Rothschild, Patty Cunningham

E172

A Collaborative Statewide Approach to Early Intervention for Young Children With ASD Deborah Rooks-Ellis, MaryBeth Mitchell, Debra Rainey, Roy Fowler

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Exhibitor Session

W EDNESDAY AT- A- GL ANC E 2:45 – 5:45 pm | University Summit E151

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

D130

Use Your Words! Empowering Language to Empower Our Kids Lydia Wayman

D131

ASD Strategies in Action: Autism Certification Series Powered by OCALI Carly McVey, Laura Maddox-Bechard,

D132 – Lab

Free Google Tools to Support Access to the General Curriculum Michael Roush

D142-143

FASD In Adolescence Sr. Mary Sartor

D231-232

Strengthen Executive Function to Support Individuals in ALL Environments Sheri Wilkins, Carol Burmeister

D233-234

Appy Hour Mo Buti

D235 E160-161

It Takes Two! Training Peers to Model and Prompt Social Skills for Students With ASD Tami Childs, Michele Glynn Improving Statewide Identification of ASD: Child Find and the Medical Diagnosis Debacle Barry Grossman, Ruth Aspy

E162

It Takes a TEAM!: A Hands-On Workshop With Relevant Discussion Kristen Metz, Sherri Riccardi, Susan Baker, Carrie Pope

E170

A Tool to Tackle Tough Least Restrictive Environment Decisions Carol Young, Lawrence Dennis, George Csanyi

E171

A Tiered Professional Development Model to Support Educators Serving Students With ASD Carol Schall, Daniel Irwin

E172

Reaching Across the Table: Effective Communication Between Families and Schools Dee Marks, Elaine Hamilton, Jara Packer, Amanda Chiles

C O N T IN U E TH E D IS CUS S ION – # OC ALIC O N2015

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WED N E S D AY S E SS ION S 8:00 – 9:15 am A System of Staff Development for Students With ASD: How to Get There and Stay There D130 Debbie Ware

The National Professional Development Center on ASD and the National Standards Project have provided school districts with extensive information on essential practices for educators serving students with ASD. This session describes an innovative model of staff development that has been effective in moving evidence-based practices into the classroom.

Long-term sustainability of evidence-based practices and a cohesive system of supports will be described.

Type: Lecture Level: Intermediate

Visual Strategies Impacting Reading Comprehension D131 Judy Endow

This session describes several visual systems the presenter has used to help increase reading comprehension for students with ASD. Come prepared to learn how to use a variety of easily made visual supports and systems designed to support the thinking flexibility needed to follow a changing story line and, ultimately, to comprehend the written or spoken word. This session may even change your own thinking about autistic people and reading comprehension!

Type: Lecture Level: Intermediate

TeachTown Registered Behavior Technician Course: Providing Quality Behavior Services D132 – Lab Lynnette White

With the growing need for quality interventions and behavior services, the Behavior Analysis Certification Board announced the newest credential, the Registered Behavior Technician (RBT).

TeachTown has created an online course that meets these requirements, giving educators tools to bring theory and practice to life in the school setting. The course is interactive and engaging, with a rich pool of authentic classroom videos highlighting teachable moments and evidence-based practices. This session reviews the requirements outlined by the board and reviews the course developed

by TeachTown.

Type: Exhibitor Lab Level: Introductory

Crisis Intervention Considerations With Preschoolers D140-141 Travis Ickes, Pamela Sikorski

If you work with children ages 3-6, you cannot afford to miss this session! We'll explore unique factors that can cause crises to arise within this age group and what sorts of intervention strategies are developmentally appropriate. A case study will be featured.

We will also discuss issues surrounding the use of physical intervention strategies with young children.

Type: Facilitated Discussion Level: Intermediate

Higher Education Supports and Success for Individuals with ASD D230 Zach Zaborny, Spencer Winters, Kerrie Harris, Jessika Vance-Morgan, Sandy Petrovic, David Petrovic, Gretchen Walsh, Nick Formica, Wendy Szakacs

Individuals with ASD are increasingly attending college. This forum will discuss college readiness and transition supports, existing university programs and personal perspectives from college students and university support program professionals. Supports and strategies will be presented in relation to academics, social interactions, relationships, time management skills, independence, daily living skills, and self-advocacy.

Type: Facilitated Discussion Level: Intermediate

TBI, Recovery, and Transition to School D235 Tony Cochren

The purpose of this session is to give attendees a personal perspective on TBI and considerations the survivor's family had to think about when planning and dealing with the transition to school and college. Attendees will come away with practical ideas for how to plan and prepare for the transition back to school and planning for the future.

Type: Lecture Level: Introductory

Interoception the Eighth Sense: Strategies for Improving SelfRegulation and Social Cognition E160-161 Kelly Mahler

Interoception is an important sensory system that helps us to feel the internal states of our body like hunger, thirst, needing to go to the bathroom, pain, sexual arousal, heart rate and muscle tension. Research indicates that interoception is closely tied to our emotional experience. This session gives an overview of research on interoception and how to apply it. The discussion focuses on the link between interoception and important skill areas, including self-regulation and social cognition.

Practical strategies for assessing and improving interoception will be shared.

Type: Lecture Level: Intermediate

Using Video Prompting to Teach Students With Severe to Profound Disabilities E162 Helen Malone

This session reviews current trends in using video prompting to teach new skills to individuals with severe 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 also demonstrate and provide guided practice targeting setting up 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: Hands-On Interactive Level: Intermediate

It's Always About Behavior: Setting up the Classroom for Success

E170 Tamara Ratley, Matthew Sampsel, Dacia McCoy A behavioral framework will be given for the school or classroom through which student success can be supported. Discussion areas will include positive behavior supports, developing classroom environments, use of behavior systems, behavior plans, curriculum instruction, and use of staff self-inventories.

While the presenters support intensive-need students in a specialized school, they will talk about application of these supports to all settings including the general education classroom. Participants will walk away with lots of materials to assist them in their varied instructional settings.

Type: Hands-On Interactive Level: Intermediate

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W EDNESDAY SE SSI ONS Am I Your Paraprofessional or Just Your “Girl Friday”?

E171 Charles Kemp

The role of paraprofessionals has changed as more students participate in inclusive education opportunities. Understanding the paraprofessional's role is important for teachers, parents, administrators, and paraprofessionals alike. This session addresses how teachers can better prepare for paraprofessionals in the classroom as well as ethical and professional guidelines for paraprofessionals.

Type: Lecture Level: Introductory

UDL From Design to Deliver

E172 Jeff McCormick, Joy Zabala, George Van Horn, Loui Lord Nelson Is your school district interested in learning how to successfully integrate the instructional framework of universal design for learning into your daily curriculum? The framework provides an approach to designing flexible curricula, instruction, and materials that are accessible to all students. The instructional framework supports initiatives that are already in place in schools, including Race to the Top, Response to Intervention, and 21st-Century Learning.

Learn from experts who have successfully implemented UDL. Type: Panel Level: Intermediate

9:45 – 11:15 am Social Emotional Engagement Within a Universal Design for Learning in the Classroom Hall E – Main Stage Emily Rubin

Results of research in the neuroscience of social emotional engagement has fostered our ability to create a universal design for learning in our classrooms. When school communities gain knowledge of a social and emotional scope and sequence of skills and how to facilitate student growth in these domains, the outcome is a positive school climate that is focused on the success of every student. The Social Emotional Engagement – Knowledge and Skills (SEE-KS) program helps ensure that learning environments address the needs of diverse learners by fostering student engagement, presenting information in multiple ways, and promoting student participation.

Type: Keynote Level: Intermediate

11:30 am – 12:30 pm Activities and Results of ProjectBased Summer and After-School ASD Programs Hall E – 503 Barbara Lechner, Tori Flowers

This poster session describes the activities and results of project-based, after-school, and summer programs for children with ASD. The children had basic reading skills and had 1:1 trained mentors. The program was available for 15 months once a week after school and 22 weeks during 3 summers (9 weeks, 6 weeks, and 7 weeks). Each session lasted from 3-4.5 hours.

Type: Poster Level: Advanced

Differentiated 4H Hall E – 504 Jonathan Lambert

4H has existed for more than 100 years, providing leadership growth for young people all over America. This great program can at times be limiting to students with special needs. Through differentiation, a 4H club can meet the unique needs of its participants by adapting topics, activities, and projects. In this session, you will learn how to start a 4H club for children with special needs. Learn how to adapt activities to effectively educate students with a variety of academic needs as well as how to adapt a 4H project.

Type: Poster Level: Introductory

Progressive Vision Loss and Autism: Preparing for the Future Hall E – 507 Cindy Andree Bowen, Becky Payton

This poster session focuses on a case study comparing the efficacy of two tactile cues to teach receptive object labels to a child with ASD and Usher syndrome, a rare genetic disorder that results in a combination of hearing loss and visual impairment. The use of tactile cues resulted in a significant increase in the number of receptive object labels acquired by the learner. The most effective tactile cue for teaching new receptive object labels was the object cue. This is particularly significant because the use of object cues may be used to transition to Braille, a common source of information for the visually impaired community.

Type: Poster Level: Intermediate

Push-In, Pull-Out: Operationalizing Services for Students With Intensive Needs Hall E – 508 Marvin Horton, Abigayle Horton

This session reports on a push-in/pull-out program for students with intensive needs that balances half day within the resource room, where students work on content using Ohio's Extended Standards, and half day within the general education setting with peers working on academic skills, in electives, and in specials. The program also includes peer interaction time in lunch group focusing on age-appropriate social skills. Finally, a component for ESY was added in which siblings attended with students to see and learn appropriate social interaction. Stories of success will be shared.

Type: Poster Level: Introductory

CO N T IN U E TH E CONV E R SATION – VISIT T HE T HINK TANK IN ROOM E15 0

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WED N E S D AY S E SS ION S Helping Disorganized Students ...

There Are Apps for That Hall E – 511 Laura Clarke, Dusty Columbia Embury

Do you have students who need help organizing? This session includes visuals of apps to increase student organization and apps that support learners with disabilities in inclusive classrooms. Participants will learn how to create an action plan for their classroom to support all learners who need help with organization.

Type: Poster Level: Introductory

App It Up! Using Apps to Increase Engagement in the Middle School Classroom

Hall E – 512 Laura Clarke, Dusty Columbia Embury Teachers are required to use technology in meaningful ways with students across the learning continuum. Middle school students with disabilities require additional supports, and apps can help increase student participation and engagement. This poster session provides resources and demonstrates apps that can help teachers increase student engagement. Apps focus on support for students with ASD and other low-incidence disabilities.

Type: Poster Level: Introductory

Using Apps to Improve Reading Instruction: K-3 Common Core Standards Hall E – 513 Alfred Daviso, Sarah Noble

This poster session focuses on applications for use with students with disabilities in transition service provision, behavior management and general academic delivery. Participants will have an opportunity to see a variety of programs that help track student progress and communicate with parents and other stakeholders. These apps are aligned to the K-3 reading standards.

Type: Poster Level: Intermediate

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Using Apps to Improve Math Instruction: K-5 Common Core Standards Hall E – 514 Alfred Daviso, Sarah Noble

This poster session focuses on applications for use with students with disabilities in mathematics instruction. Apps will be shared using the Common Core Standards for grades K-5 using the response to intervention (RTI) framework.

Type: Poster Level: Intermediate

Increasing Independent Responses Using a Variable-Ratio Schedule of Reinforcement Hall E – 519 Amy Walker, Megan Henning

The benefits of utilizing variable schedules are well documented in the research. Yet, controlled use of variable schedules in applied settings is rare. This poster session illustrates the effective use of a variable-ratio schedule on independent responding to reduce elopement of a 9-year old boy with autism within a classroom. Learn an easy way for staff to track the ratio requirements for a variable schedule, as well as how to thin the schedule.

Type: Poster Level: Advanced

Transition Songs: A Strategy for Everyone, Not Just Musicians!

Hall E – 520 Alyssa Graber

Children with ASD and other special needs often have difficulty transitioning between activities of daily living, especially if they are moving from a preferred activity to a nonpreferred activity. This poster session explores how parents, educators, support staff and anyone else who interacts with children can use transition songs to aid in transitions between activities of daily living. Current research on transition songs will be shared as well as practical strategies for how participants can implement transition songs in their daily lives.

Type: Poster Level: Introductory

Tiered Reinforcement as a Means of Classroom Management Hall E – 522 Samantha Banks, Sara Boettcher

Disruption in the classroom leads to missed learning opportunities for everybody within the room. This poster session describes how a criterion-based differential reinforcement of other behaviors was used to increase appropriate classroom behavior in a class of five students; a tiered reinforcement system aided in the delivery of reinforcement across an entire classroom. The elements of this system have led to an increase in appropriate classroom behavior, such as attending to instruction and task completion.

Type: Poster Level: Intermediate

Cognitive Behavior Therapy for ASD: Outcomes and Impressions Hall E – 527 Lauren Arbolino, Kathleen Cruse

The implementation of cognitive behavior therapy is a promising area of intervention for adolescents with high-functioning autism. Data collected from a sample of participants who received this intervention will be reviewed and discussed, and modifications to CBT will be shared. Future research will be covered.

Type: Poster Level: Intermediate

Using Behavioral Data to Validate Sensory Supports: A Case Study Hall E – 528 Kathrine Gingerich

Research validating the effectiveness of sensory integration therapy is frequently challenged. Best practice in working with children with ASD dictates that there must be evidence to demonstrate the effectiveness of interventions. This poster session not only depicts a method for gathering data to validate the effectiveness of sensory supports in diminishing interfering behaviors within a school setting, but also provides a case study using this method.

Type: Poster Level: Introductory

W EDNESDAY S E SSI ONS Why Isn't It Working? A Look at Function-Based Behavior Intervention Plans

Hall E – 529 Jessika Vance-Morgan, Sharon Trew As teachers and related professionals we are often perplexed by the behavior of some of our students with autism and find ourselves looking to various “quick fixes” to ward off explosive behaviors. This poster session provides the necessary tools to identify, assess, and understand common problem behaviors for students on the autism spectrum.

Participants will receive hands-on materials to use as they learn the basic steps of how to conduct a functional assessment of behavior in the classroom.

Type: Poster Level: Intermediate

Using Positive Behavior Supports in a Specialized Learning Center and Inclusion Setting Hall E – 530 Emily Biddle

This poster session introduces three positive behavior support plans that use strategies such as differential reinforcement of other behaviors and differential reinforcement of low rates of behavior, a “how does your engine run” scale and Social Stories™. Behaviors targeted in these plans include out-of-seat, off-task, and disruptive behaviors.

Type: Poster Level: Introductory

Using a Token Economy in the Classroom to Promote Positive Behavior of Students With ASD Hall E – 531 Rachel Seaman

The Transfer of Stimulus Control From One Practitioner to Another Hall E – 532 Ashley Krznar, Carrie Fiol-Miller

The transfer of stimulus control is rarely discussed in the field of education. Although it exists, perhaps without conscious awareness of its existence, the use of stimulus control is a critical component in modifying behavior and facilitating instruction. In this poster session, the presenters are looking specifically at the empirical support of its application and process, specific strategies that can be utilized with practitioners in multiple roles, benefits and limitations of its use, as well as implications for its use and further research.

Type: Poster Level: Advanced

One Size DOES NOT Fit All! Hall E – 537 Jeff McCormick

Many children struggle in school because the way they are being taught is incompatible with the way they learn. In this session, learn how universal design for learning (UDL) provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone. Not a single, one-size-fits-all solution, UDL provides flexible approaches that can be customized and adjusted to individual needs.

Type: Poster Level: Introductory

National Survey of Special Educators: Communication Use for Students With Disabilities Hall E – 539 Natalie Andzik

A token economy is an evidence-based practice improving the behavior of students with ASD. This strategy can be used to increase pro-social behaviors, promote selfregulation, decrease challenging behaviors, and aid in overall classroom management.

Through step-by-step instruction, this poster session will provide a guide for participants to develop, implement and modify a token economy for students with ASD.

This poster session reports on the findings of a nationwide survey of teachers who serve students with communication disorders. The following topics were identified: (a) prevalence of students with and without functional ways of communicating; and (b) the efforts teachers are making to remedy this problem. The results of this survey will help drive the continued discussion about how educators can support the communication access for all students. All are welcome to share their experiences and offer suggestions.

Type: Poster Level: Introductory

Type: Poster Level: Intermediate

Frequency of Mand Instruction Reported in Behavioral, Special Education, and SLP Journals Hall E – 541 Robert Pennington, Jon Burt

The authors reviewed 10 years of research literature on teaching mands to individuals with developmental disabilities. Articles were selected from journals associated with three professional organizations (e.g., Association for Behavior Analysis, Council for Exceptional Children, and American Speech-Language and Hearing Association). In this poster session, we report on findings as frequencies of publication across journals. Furthermore, we report on the contextual variables reported within each study (i.e., age of participants, setting, change agent, response topography, generalization).

Type: Poster Level: Intermediate

Interpreting Services for Preschoolers Who Are Deaf or Hard of Hearing Hall E – 542 Carrie Davenport

The majority of preschool children who are deaf or hard of hearing are educated in inclusive settings. Some are provided with an interpreter or other professional providing communication access. However, there is a lack of research in this area. This poster session shares findings from a national survey of those who are providing interpreting services in preschool settings, and will raise questions about gaps in the research literature, training issues, strategies and challenges when working with this population, and resources available.

Type: Poster Level: Introductory

Co-Parenting and Relationship Satisfaction of Parents Raising Children With Autism Hall E – 547 Allen McConnell

Co-parenting focuses on the way parents work together. This poster session reviews how parents raising young children with autism divide their household responsibilities, engage in supportive versus undermining behaviors, deal with conflict, form an agreement on parenting, and are able to develop a close relationship. Interventions and resources that enhance co-parenting and relationship satisfaction will also be shared.

Type: Poster Level: Intermediate

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WED N E S D AY S E SS ION S Developing a Manualized Program for Parents of Children With Autism Hall E – 548 Kathleen Stumpf

The At Home Too intervention is a manualized, occupational therapy program designed to help relieve stress for parents raising a child with autism. In the program, occupational therapists work with parents to identify problem areas that may trigger stress. This manualized intervention program allows for customization yet adheres to a structured session-by-session format to promote intervention fidelity. The manual was reviewed by key stakeholders. Based on quantitative and qualitative data, revisions were made to create a final draft for use in a pilot program.

Type: Poster Level: Intermediate

The Transition Classroom Hall E – 549 Brittni Mejac

Learn how to transition children from a mostrestrictive to a less-restrictive environment.

Identify how to successfully run a transition classroom to minimize behaviors and increase academic skills, including a variety of interventions that were used in the education of a student with ASD in a transition classroom in a most-restrictive environment. View strategies that may need to be added to increase the success of a student with ASD in educational and community settings when going back to a least-restrictive environment.

Type: Poster Level: Intermediate

Never too Early: Transition Planning in Elementary School Hall E – 550 Natasha Walski, Jennifer Gonda

Dateline NBC's special “On the Brink” brought the challenges of transitioning to adulthood for individuals on the spectrum into the living rooms of America. However, parents of children with autism have been aware of these challenges for years. Despite guidelines to start transition planning in a student's early teens, IEP teams can start the process earlier, and in many situations, they should.

Transition planning in the elementary school may seem early but has long-term implications on postsecondary outcomes. Assessments and sample plans will be provided to help guide the process.

Type: Poster Level: Introductory

Profiles of BASC-2 Parent and Teacher Reports for Children on the DSM-5 Autism Spectrum Hall E – 555 Kimberly Ellison, Myra Beth Bundy

D131 Sondra Williams

This poster session will report on a study using both the parent and the teacher forms of the Behavior Assessment System for Children, Second Edition (BASC-2) to determine if a pattern of behavior, as reported on the BASC2, exists for individuals with ASD. BASC-2 data were collected from 50 archived client files. Two reviewers confirmed DSM-5 ASD diagnoses and assigned severity-level ratings.

High and low profile points for the group on adaptive scales, more features of the group's profiles, and comparisons between teacher and parent reports will be reflected.

This personal perspective will recount experiences with autism and PTSD – the result of a lifetime of trauma, abuse from family, institutional settings, and various mental health systems. We will examine how current systems are evolving, and where systems are still lagging in meeting the needs of persons with autism. Known triggers and coping and managing techniques will be shared, along with an examination of the importance of boundaries, abuse of power, manipulation, and accountability. Data gathered from a variety of resources throughout the state of Ohio and nationally will be shared.

Type: Poster Level: Intermediate

Type: Lecture Level: Introductory

Including Students With Disabilities in Online Assessments

Living With Autism: Three Perspectives

Hall E – 556 Kristi Borcherdt

About two thirds of special education students have needed accommodations in statewide assessments according to the individual's IEP. As educators are beginning to utilize online testing, computer-based assessments can potentially incorporate builtin accommodations to help students perform at their greatest potential (Thompson, Thurlow, & Moore, 2003). A recent online assessment, PARCC, focuses on expanding student access, increasing student participation, and providing fair and equal opportunities with students who have disabilities. Is it working? Stop by this posters session to find out.

Type: Poster Level: Introductory

12:45 – 2:00 pm The National Autism Indicators Report: The Transition Into Young Adulthood D130 Peter Doehring

There is little research on how people with autism fare as adults. This session presents analyses of the National Longitudinal Transition Study-2 and the Survey of Pathways to Diagnosis and Services, focused on service needs and life outcomes of adolescents and young adults on the autism spectrum.

We describe indicators related to transition planning, services access, unmet needs, health and mental health, employment, postsecondary education, living arrangements, social participation, and safety and risk.

We also describe strategies to facilitate dissemination and utilization of these findings.

Type: Lecture Level: Introductory

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In the Shadows of Trauma, Autism, and PTSD

D140-141 John Miller, David Petrovic, Daniel Durany, Amy Bixler Coffin Hear from three men as they share their experiences and perspectives on living with ASD. They will recount the challenges and struggles of their journeys, as well as the interventions, self-discoveries, and coping strategies implemented along the way that built their confidence and strength.

Type: Facilitated Discussion Level: Intermediate

ASD Affinity Program: College Support for Students With ASD D142-143 Clarissa Barnes

The ASD Affinity program at Defiance College offers residential, social, and academic support for college students with ASD. All services are provided via peer interventionists working under the supervision of professional staff. The goal of the program is for students to reach their personal, professional, and academic goals through individualized services. This session focuses on the program design and implementation with an emphasis on continuous program improvement.

Type: Exhibitor Level: Introductory

W EDNESDAY SE SSI ONS Effective Therapeutic Enhancement to Ease Anxiety and Improve Daily Functioning

Functional Skills: Teaching Activities of Daily Living Through the Use of Visual Language

We all know the five senses, but did you know there are two more? Join us to discover how proprioception and the vestibular sense impact individuals with ASD, and how deep pressure therapy can regulate the sensory system. Easy techniques for home, the classroom, and the community reduce anxiety in individuals of all ages with ASD. This leads to increased focus, improved learning, and reduced sensory overload. Find out about assistive technology that can help users self-regulate throughout the day, and the research behind deep pressure therapy.

This presentation illustrates how the Visual Immersion System, researched predominantly

by Howard Shane, Ph.D., CCC-SLP, is being collaboratively applied by an occupational therapist and speech-language pathologist in a real class. Attendees will be exposed to ideas and group lesson plans backed by current autism research that focus on functional activities (e.g., hand washing, clothing management). Examples of how different levels of visual language is both embedded and targeted specifically in coordination with the acquisition of these skills will be highlighted throughout the session.

D144-145 Monica McMahen

Type: Exhibitor Level: Introductory

Student-Led Learning: It's Possible D230 Becky Shuster, Amy Konkler

This session will guide participants to implement student-led learning in their classrooms. They will receive strategies to teach students to self monitor and select activities to continue developing their knowledge. Areas of organization and management of activities will also be discussed. The information will be presented through lecture, actual classroom video clips, and discussion through question and answer sessions.

Type: Facilitated Discussion Level: Intermediate

Shift: A Guide to Changing One's Perspective to Help Alter a Student's Mindset D231-232 Kerry Mataya, Hollis Shaffer

This presentation is given from the perspectives of a professional who works with students with ASD and a student who is on the spectrum to illustrate the impact that the teacher's perspective has on the success of a student. While including common problems teachers face with obstacles in the student's mindset, this session focuses on providing practical strategies for teachers to help their students reach their highest potential.

Type: Lecture Level: Intermediate

D233-234 Kara Smith, Kristy Yurichak

Type: Lecture Level: Intermediate

Autism Over 65: How to Enhance the Golden Years D235 Susan Moreno

It is only in the past few years that we have begun to pay special attention to those on the autism spectrum who are past school age. As we address their challenges and create new approaches and supports, we need to turn to the final frontier of autism: those on the spectrum over age 65. In this presentation, we point out the classic changes of aging and how they differ in individuals with autism. Positive tips and personal experiences will be shared.

Type: Lecture Level: Introductory

What About Students With Fetal Alcohol Spectrum Disorders?

E151 Sr. Suzette Fisher

The likelihood of every school having one or more students with fetal alcohol spectrum disorders (FASD) is high. Often these students are undiagnosed and display troubling behaviors. This session will help participants understand the effects of prenatal alcohol exposure on brain function and resulting behaviors. Six basic principles and strategies for working with children with FASD in school and at home will be introduced. Participants who apply them can improve student success.

Uniquely Human: Challenging the Concept of “Autistic Behavior” E160-161 Barry Prizant

ASD is defined by a checklist of impairments, often leading to approaches that are focused on reducing “autistic behaviors.” Based on research and first-person accounts, a new and compelling paradigm will be presented that explains many patterns as “human behavior” – strategies to communicate and cope resulting in different approaches to education/treatment.

Type: Lecture Level: Introductory

Peer Collaboration: Supporting Students, Building Friendships, Bullying Prevention E162 Karen Brothers, Megan Burton, Erin Canaday

This presentation introduces the Peer Collaboration Program – a high-impact, student-driven program that provides peer support and authentic friendships, and fosters a school and community climate that battles bullying. Research documenting the impact on special needs, at-risk, and typical students will be shared.

Type: Hands-On Interactive Level: Intermediate

Tools for Teachers: Strategies for ASD in the General and Special Education Classroom E171 Brooke Wright, Julie Raccio

Participants will learn tools and intervention strategies that can be matched to observed characteristics of students with ASD with the goal of improving the overall school experience and success for both students and teachers. They will learn how to match behaviors to characteristics of autism (from the Underlying Characteristics Checklist) and then select successful tools for each individual student. Participants will also see examples of research-based tools and strategies and how these tools can be implemented in both the special and the general education classroom.

Type: Lecture Level: Introductory

Type: Lecture Level: Intermediate

CO N T IN U E TO BR AIN STOR M – VISIT T HE T HINK TANK IN ROOM E150

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WED N E S D AY S E SS ION S If You Build It ... The Results Will Come! Building Districtwide Capacity in Planning E172 Kathleen Pero, Andrew Menner, Bre Crum, Sharon Svette

Find out how one district planned for over three years and saw results in alternate assessment scores, access for students, communication, and seamless services! The panel will be facilitated by OCALI's Shawna Benson, who mentored and encouraged the changes. The panel also includes a district perspective from an administrator, autism and moderate/intensive specialist, intervention specialists, a paraprofessional, and related service providers. The panel will answer questions, discuss the truths about roadblocks, and show that planning is the key to any kind of change districtwide!

Type: Panel Level: Intermediate

2:45 – 4:00 pm Outcomes Matter! Discovering Postsecondary Success Through District-Based Program Options D130 Katie Sochor, Karen Monfort, Jennifer Earley, Cheryl Shumaker

This session provides an overview of district programming options for students who have met their high school graduation credits and wish to defer their diploma for ongoing job training. The panel will share program development with data-driven results across various learning environments. Highlights include (a) partnership development; (b) lesson planning; (c) strategies for independence including job aide examples; (d) direct soft skills instruction strategies; (e) technology resources; (f) classroom systems; (g) program methodologies; and (h) student success stories.

Type: Panel Level: Intermediate

Teaching Social and Emotional Skills Across the Day in Alignment With the Common Core D131 Cheryl Cotter, Joanne Quinn

Do you ever leave a conference full of ideas for helping your students but wondering where to start or how to teach the concepts?

Come and learn how to teach critical skills for all students with a new curriculum that is tied to the Common Core. You will see the results of a pilot program where an SEL curriculum is taught to grades 1 through 5 in a single elementary school building over 8 weeks. See evidence-based practices incorporated into lessons for all students and staff to improve student outcomes. We will also present how to identify and teach Tier 2 and 3 students.

Type: Lecture Level: Intermediate

You Don't Have to be an AT Expert to SIFT through AT Features!

D132 – Lab Heather Bridgman, Jan Rogers

This session guides participants through an important step of the AT assessment process – feature-matching. An exciting online tool known as SIFTS – Student Inventory for Technology Supports – will be demonstrated to assist with this process. This tool allows the user to input specific strengths and needs of their students by answering simple multiple-choice questions.

The result is a list of AT features that could be considered for the student, complete with text descriptions, images, and videos for deeper understanding. Join us for this hands-on session to explore SIFTS. Type: Lab Level: Intermediate

Black Lives Matter: Engaging African Americans Affected by Autism

D140-141 LeTreese Jones, Fred Jones, Misha Hemphill, Gwendolyn Harshaw, Gene Harshaw, Allegra Lewis, Donna Owens As much as we try to dance around the subject, race does matter. Autism prevalence figures have grown steadily from 6.9 to 10.2 per 1,000 eight-year-old children. Although African Americans seem to be missed when casting the net, these families will openly and honestly dialogue with participants in hopes of launching effective change. Presenters will share their experiences with family, community, the educational system, and service providers.

Type: Facilitated Discussion Level: Introductory

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Ensuring Quality of Life for Loved Ones With Special Needs D142-143 Lynn Tramontano

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

Type: Exhibitor Level: Introductory

Combining Assistive Technology Tools for a Positive Living and Learning Environment D144-145 Raymond Heipp

Parents, educators, support staff, and therapists often struggle with finding the right balance in assistive technology and how it is used during a given day. Many find themselves trying to help the individual, learn the devices themselves, assimilate the devices into daily activities, and take care of the rest of their duties. This session presents best practices for assistive technology adoption and integration that have been developed. Evidence of proper combinations will be discussed along with approaches to making assistive technology more universal in how it is being used.

Type: Exhibitor Level: Introductory

One Tool for Successful Interactions With Police: The Wallet Card

D230 Diane Adreon, Matthew Dietz, Bart Barta This session provides an overview of a legal training designed for high-functioning teenagers and adults with ASD and their families. It explains how to interact successfully with police and discusses applicable laws using concrete examples and hypothetical scenarios. Suggestions regarding how to safely and effectively disclose a diagnosis of ASD using a wallet card are also included.

The session ends with a question-and-answer period with representatives of DIG (Disability Independence Group), who are disability law experts.

Type: Facilitated Discussion Level: Introductory

W EDNESDAY S E SSI ONS Addressing Problematic Behaviors Using Principles of ABA and PBS D231-232 Cathy Pratt

Individuals who engage in problematic behaviors create a tremendous challenge for families and professionals. In this session, the role of crisis management and FBA will be discussed. A model for problem solving and for linking information gained to behavior plan development will be illustrated.

Type: Lecture Level: Intermediate

Takin' It to the Streets: From Classroom to Community D233-234 Elizabeth Senften, Lezlie Fahl Kinder

Community experiences provide opportunities to generalize skills and positive behaviors from the school setting to the real world.

This session focuses on developing relevant community experiences. Steps include: evaluating priorities based on family needs, getting administration and staff on board, obtaining cost-effective transportation that simulates family trips, proactive steps to prevent behavior issues, visual supports, selfregulation/sensory supports and curriculum development, data collection while out and about, family communication, and more.

Type: Lecture Level: Intermediate

SEE-KS: Social Emotional Engagement Knowledge and Skills E160-161 Emily Rubin, Jennifer Townsend

The Social Emotional Engagement – Knowledge and Skills (SEE-KS) program is focused on ensuring that learning strategies address the needs of diverse learners by fostering student engagement, presenting information in multiple ways, promoting student participation, and obtaining equitable access for students who are before words, developing emerging language, and conversational. This session discusses how systemwide professional development has focused on sustainability, including identifying internal resources, schoolwide trainings, and building effective coaching practices.

Type: Lecture Level: Intermediate

Using UDL to Design and Implement Formative Assessments E162 Loui Lord Nelson, Ron Rogers, Denise Malkovits

This session focuses on the importance of UDL when designing and implementing formative assessments. We begin with a brief overview of why we conduct formative assessment, what formative assessment is, and how is it done.

We launch into a discussion about our use of the UDL framework, the conditions we need to perform formative assessments, knowing how to collect accurate formative assessment evidence, and building instruction from assessment results. Participants will engage in group conversations and examples of formative assessment.

Type: Hands-On Interactive Level: Intermediate

STOP. LOOK. LISTEN. – Structured Teaching in an Integrated Preschool Setting E170 Susan Bault, Amy Savage, Kimberly Ksander

We often overwhelm and overstimulate our students in an attempt to provide a fun learning environment. This results in undesired behavior and a chaotic environment. This presentation reminds participants to STOP, take a step back, LOOK at the environment, and LISTEN to what the behaviors are telling us. Do we need to: Reduce verbal directives and replace with visuals? Add sensory tools, self-regulation supports or movement? Add structure to eliminate chaos? Once we evaluate all of those things, we can design structured routines that are infused with sensory and visual supports, creating a successful learning environment.

Type: Hands-On Interactive Level: Introductory

Self-Regulation Techniques From the Perspective of a Young Adult

A Collaborative Statewide Approach to Early Intervention for Young Children With ASD E172 Deborah Rooks-Ellis, MaryBeth Mitchell, Debra Rainey, Roy Fowler

Child Development Services, Maine’s lead agency for early intervention, and the University of Maine’s Autism Institute for Education and Research have partnered to deliver family-centered, evidence-based interventions for infants and toddlers with autism in their natural environment. Hear diverse perspectives about Maine’s statewide systemic early intervention approach, which combines the Routines-Based Early Intervention (McWilliam, 2009) Model with the Early Start Denver Model (Rogers & Dawson, 2010), and learn about training, front-line service, fidelity of EI professionals, and family satisfaction.

Type: Panel Level: Advanced

2:45 – 5:45 pm University Summit E151 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. The University Summit provides a forum for university faculty to connect, discuss, and collaborate on development of high-quality preservice and graduate experiences for those striving to increase their expertise in the field of ASD, and to increase collaboration among a network of university programs for problem solving common issues and bridging the research-to-practice gap.

Type: Summit Level: Advanced Sponsored by

E171 Chloe Rothschild, Patty Cunningham

Multisensory approaches to ASD provide the foundation for interventions, including anxiety, sensory processing deficits, and community integration. This session demonstrates a framework for intervention for young adults with ASD from the perspective of a young adult and an occupational therapist.

Intervention techniques will be discussed along with theory and clinical results.

Type: Lecture Level: Intermediate

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WED N E S D AY S E SS ION S 4:30 – 5:45 pm Use Your Words! Empowering Language to Empower Our Kids D130 Lydia Wayman

Individuals with autism grow up with a constant nudge: Use your words! As professionals in the autism field, we know the need for a common language for educators, but some of these common terms impact students and the way others see them in unintended but harmful ways. In this session, learn how subtle shifts will allow professionals to better connect with students and send the message that they are capable learners. Empowering language guides students to form positive identities as the unique and capable individuals they are – a lesson they'll take far beyond the classroom.

Type: Lecture Level: Intermediate

ASD Strategies in Action: Autism Certification Series

Fetal Alcohol Spectrum Disorder In Adolescence D142-143 Sr. Mary Sartor

Fetal alcohol spectrum disorder (FASD) is an umbrella term describing the range of effects that can occur in an individual whose mother drank alcohol during pregnancy to include physical, mental and behavioral/ learning disabilities. Children with an FASD have permanent organic brain damage, which expresses itself in characteristic behaviors/ primary disabilities. As children with an FASD become teens, the resulting brain changes impact expression of the primary disabilities.

This session addresses these changes and provides strategies to allow both adolescents and caregivers to navigate the teenager years more successfully.

It Takes Two! Training Peers to Model and Prompt Social Skills for Students With ASD D235 Tami Childs, Michele Glynn

This session highlights recent work in Minneapolis schools using peer-mediated intervention and instruction (PMII) to train general education peers to model and prompt students with special needs in the area of social development to engage in age-level social interactions. The session includes the step-by-step process used to select and train peers as well as implement social interaction sessions. A free online professional learning module designed for collaborative professional development (including professional learning communities to implement PMII will be introduced.

Type: Lecture Level: Intermediate

Type: Lecture Level: Intermediate

Strengthen Executive Function to Support Individuals in ALL Environments

Improving Statewide Identification of ASD: Child Find and the Medical Diagnosis Debate

D131 Carly McVey, Laura Maddox-Bechard

D231-232 Sheri Wilkins, Carol Burmeister

The new Autism Certification Center created a groundbreaking online video training program that provides practical information and skills, demonstrated with real life examples, filmed in a variety of settings, for those who interact with individuals with ASD. This program gives families and service providers tools to ensure they are equipped to effectively care for, support, educate, employ, or work with individuals on the autism spectrum – from early childhood to young adulthood.

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.

Do you work with disorganized, inflexible, impulsive students who struggle with planning and problem solving? Executive function (EF) skills assist us in organizing, planning, problem solving, and self-regulating. In this dynamic session, you will be introduced to powerful evidence-based strategies you can implement immediately to support students with EF deficits to thrive in all environments, including the general education classroom.

These strategies can improve student behavior and increase engagement, reducing anxiety and stress in both students and the adults who work with them.

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 session explores reasons for this gap and provides a framework for collaboration among families, schools, and private practitioners in the identification of ASD process.

Type: Lecture Level: Intermediate

Type: Lecture Level: Intermediate

Appy Hour

It Takes a TEAM!: A Hands-On Workshop With Relevant Discussion

Type: Lecture Level: Introductory

Free Google Tools to Support Access to the General Curriculum D132 – Lab Michael Roush

Many schools are turning to Google Apps for Education to provide staff and students with a powerful and popular platform for accessing information, creating content, and collaborating with peers. However, many students require additional supports to take full advantage of these features. This session presents some free, high-quality apps and extensions for Google Chrome and Drive that help students with a wide range of abilities participate more effectively in the general curriculum and reach increased levels of academic achievement.

Type: Lab Level: Introductory

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D233-234 Mo Buti

With so many apps out there, how do you know which ones are good? Use an app search engine, of course. But wait, there are also so many of those. Learn about some of the most effective search engines for apps that address specific deficit or need areas for children with disabilities. Then explore favorite apps (free or inexpensive) and how they can support your students' educational, social, organizational, and behavioral needs. This will be a fast-paced and fun session!

Type: Lecture Level: Intermediate

E160-161 Barry Grossman, Ruth Aspy

E162 Kristen Metz, Sherri Riccardi, Susan Baker, Carrie Pope

It takes a TEAM to plan, invest, brainstorm, implement and see RESULTS! Participants are encouraged to come as a team to this makeit take-it hands-on session. No team? NO WORRIES! We will set up grade band tables where you can brainstorm, chat, problem solve, and share ideas with like colleagues.

The team of presenters will join tables to help facilitate discussions, pose questions, celebrate successes, and help spark the planning needed to see results. (Bring your own technology and creative ideas!!)

Type: Hands-On Interactive Level: Intermediate

W EDNESDAY S E SSI ONS A Tool to Tackle Tough Least Restrictive Environment Decisions E170 Carol Young, Lawrence Dennis, George Csanyi

The LRE Decision Tool was developed to assist IEP teams in making tough LRE decisions.

It is a product of four years of action research coordinated by the Office for Exceptional Children, State Support Team Region 7 (SST7), and university researchers. Utilizing a dynamic PDF format, the tool guides IEP teams through prioritization of a child's needs and consideration of a continuum of placements to address those needs. The tool generates metrics to assist an IEP team in arriving at their decision of a “best fit” LRE for the student.

Type: Hands-On Interactive Level: Introductory

A Tiered Professional Development Model to Support Educators Serving Students With ASD E171 Carol Schall, Daniel Irwin

This session provides an overview of the training and technical assistance model of the Virginia Commonwealth University Autism Center for Excellence. VCU-ACE implements a tiered model of professional development to meet the needs of educators who serve students with ASD. The tiered model is designed to enhance knowledge and skills by targeting the needs of the emergent, developing, and sustaining learner. VCU-ACE incorporates training activities and resources as well as technical assistance across the state as it strives to impact systems change.

Type: Lecture Level: Intermediate

Reaching Across the Table: Effective Communication Between Families and Schools E172 Dee Marks, Elaine Hamilton, Jara Packer, Amanda Chiles

Research has shown that there is a positive correlation between collaborative relationships between families and schools and a student's education. Finding a way to effectively communicate when the school and family do not agree can be difficult. Hear various strategies of how parents of children have successfully navigated the special education system.

Visit the OCALICON Think Tank in room E150

Continue your conversation, idea-sharing, and brainstorming!

Flip charts, markers, Post-It notes and more are provided to help you capture and organize your thoughts, develop strategies to address your most pressing challenges, and sketch out a plan for implementation.

Type: Panel Level: Introductory

Come with ideas.

Leave with solutions.

CO N T IN U E TH E DIS CUS S ION – # OC ALIC O N2015

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T H U R S D AY Keynote: Tim Harris Leading an Awesome Life

9:45 am | Hall E Main Stage The famous quote from Walt Disney, “If you can dream it, you can do it” has been the driving force behind the life of Tim Harris. Born in 1986 with Down Syndrome, Tim’s life has been defined by exceeding expectations and inspiring those around him. In his teen years, Tim began to dream of owning his own restaurant. He began working in local restaurants, including Red Robin, where the management had tangible proof that revenue went up during Tim’s shifts. In the fall of 2004, Tim moved to Roswell, New Mexico to attend Eastern New Mexico University. Tim lived in a college dorm and graduated in 2008. In October of 2010, the next chapter began and with the help of his family, Tim’s dream of owning his own business came true. Tim’s Place opened its doors in Albuquerque, NM, as one of the first and only restaurants to be owned by a man with Down Syndrome. Tim’s Place is open daily, serving breakfast, lunch, and hugs. Tim’s hugs have reached everyone from music legend Stevie Wonder to the president of the United States.

Meet the Keynote! Stop by OCALI Central immediately after Tim’s keynote address!

Sponsored by

CO N T IN U E TH E DIS CUS S ION – # OC ALIC O N2015

T H U R S D AY AT-A-G LANCE 8:00 – 9:15 am | Concurrent Sessions D130

Improving Employment Outcomes for Students With Disabilities Kristen Helling, Amy Szymanski

D131

AAC: The Literacy Effect Ruth Prystash, Jekereen Barrozo, Gaby Toledo

D132 – Lab

Doing More With Less Courtney Monastra

D140-141

What to Do After Diagnosis? A Guide to Services and Supports for Families and Providers Melissa Lawrence, Stacey Fredrix, Jacqueline Wynn

D142-143

Providing Group Instruction for Students With ASD: Have a Plan!

Cami Algaier

D144-145

Promoting Inclusion of Students With ASD Through Peer Education Chelsea Budde, Denise Schamens

D230

Personal Perspectives on Bullying: Awareness and Advocacy Brigid Rankowski, Melissa Williams, John Miller, Wendy Szakacs

D231-232

Autism and Problems With Object Permanence and Not Poor Theory of Mind Brynn Dombroski

D233-234

Teaching Emotional Regulation: Essential Skills for Students With ASD Lori Jackson

E151 E160-161

Math for Students With Autism: Good News Stephanie Sokolosky, Sonya Sherrod Come One, Come All: A Tool for Planning Evidence-Based Practice Through Universal Design Lisa Combs, Susan Aebker

E170

New Directions in Teaching Written Expression to Students With ID and ASD Robert Pennington

E171

BE SAFE: Teaching Essential Skills for Interacting Safely With Police Emily Iland, Tom Iland

E172

The Power of Family Engagement Julie Short, Chris Filler, Dee Marks, Donna Owens 9:45 – 11:15 am | Keynote Session

Hall E – Main Stage

Leading an Awesome Life Tim Harris 11:30 am – 12:30 pm | Research Symposium Presentations

Hall E – 501

Vocational Interventions for Adults With ASD: A Literature Review Rachel Seaman

Hall E – 502

Student Internship for Trade Exploration for Youth With ASD Laurie Collins

Hall E – 505

Share the Joy of Equine Therapy From Oak Hill Farm Brenda Stoffel

Hall E – 506

Anxiously Anticipating! Galloping Toward Equestrian Camp!

Ruth Jones, Lorna Timmerman

Hall E – 509

The Grab and Go: An Essential Tool You Can Make!

Erin Lombard

Hall E – 510

Now I Get It! How Visual Supports Add to Your Classroom Kristen Metz, Carol McIntyre

Hall E – 515

The Care and Keeping of You: A Social Group for Girls With ASD Kathleen Cruse, Lauren Arbolino

Hall E – 516

Social Thinking Embedded Into the Iowa Core Melissa Grennan, Jessica Beem

40

Exhibitor Session

T HURSDAY AT- A- GL ANC E Hall E – 517

Selecting Socially Valid Interventions for Children With Autism: Review of Best Practices Jennifer Gonda, Natasha Walski

Hall E – 518

Use of Rational Emotive Behavior Therapy With Individuals With ASD Mark Taracuk

Hall E – 523

Occupational Therapy and Applied Behavior Analysis: We Are Better Together Jon Burt, Elizabeth Grant

Hall E – 524

Crisis Plans 101 to Support Students With Disabilities Laura Clarke, Dusty Columbia Embury

Hall E – 525

Preparing for Medical Procedures: Evidence-Based Strategies for Children With ASD Stephanie Holladay, Kristin Toruno

Hall E – 526

The Thinking Types of Autism: Chaos Dynamics, Susceptibility, and Outcome Diversity Lori Hogenkamp

Hall E – 534

This Is How We “Relate” to the Extended Standards Susan Baker, Sherri Riccardi

Hall E – 535

Designing Lessons Using Evidence-Based Practices for Students With Autism Tim Morse

Hall E – 536

Utilizing Evidence-Based Practices With Students With Autism in the Classroom Setting Lynnette White

Teacher-Implemented Facilitated Communication Training in the Classroom: Hall E – 540 A Review of the Literature Natalie Andzik Hall E – 543

Zones of Regulation: Adaptation for Early Childhood Elizabeth Senften, Heather Brolly

Hall E – 545

Getting an Early Start: The Toddler Program at Nationwide Children's Hospital CASD Christine Eichelberger, Abby Parker

Hall E – 546

Intervention Approaches for Toddlers With ASD Emily Curiel, Diane Sainato

Hall E – 551

Let's Play! Protecting Youth With ASD From Bullying Through Individual Team Sports Rebecca Marrie, Rebecca Szanto

Hall E – 553

Theraplay: Using Your Playground for Therapy Ingrid Kanics

Hall E – 554

Let's Get Moving: Using Exercise as an Evidence-Based Practice Andrea Speece

Five Methods to Promote Positive Communication Between Service Providers, Hall E – 557 Teachers, and Parents Karly Pallante, Rachael Dobson Hall E – 559

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

Hall E – 560

Social Exploration of Young Adults on the Autism Spectrum Through Photography Myra Beth Bundy, MaryEllen Thompson 12:45 – 2:00 pm | Concurrent Sessions

D130 D132 – Lab

ASD is Not a Boys Club: Identifying and Serving Females With ASD Barry Grossman, Ruth Aspy Apps Smack Down for Curriculum Access Jan Rogers, Heather Bridgman

D140-141

Communication for Students With Hearing Loss and Autism or Low-Incidence Disabilities Abby White, Maria Dudzinski

D142-143

Are You Ready for College?

Karen Thomas

D O N ’T L O S E TH AT TH OUGH T – VISIT T HE T HINK TA NK IN RO OM E150

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T H U R S D AY AT-A-G LANCE 12:45 – 2:00 pm | Concurrent Sessions (con’t) D230

Navigating Obstacles, Overcoming Challenges, and Redefining Success: Perspectives From Families Jen Blackwell, Jordan Blackwell, Emily Iland, Tom Iland, Kat McMahon, Zach Zaborny, Julie Short

D231-232

Free Tools to Support the Five-Step Writing Process for All Students Michael Roush

D233-234

Striving for Wellness Ali Carine

E151

Can Students With ASD Improve Skills and Behavior by Using the Power Card Strategy?

Paul LaCava

E160-161

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

E162

Autism for the Real World: Helping Teach Outsiders How to Understand Autism Trisha Page

E170

Get More Out of Your Visual Supports Jennifer Rountree

E171

Reaching Every Student Through UDL and Formative Instructional Practices Virginia Ressa

E172

State Policy Issues Impacting Persons With ASD Melissa Bacon, Michael Wasmer, Gary Tonks, Lynn Tramontano 2:00 – 2:45 pm | Energy Break

Hall E

– Thursday Afternoon Break – Snacks, Beverages, Scavenger Hunt Prizes, Live Music from Zayne Harshaw of Blue Spectrum 2:45 – 4:00 pm | Concurrent Sessions

D130

Communication 101: A New Approach to Teaching Social Skills to Students With ASD Jennifer Schmidt, Lisa Combs

D131

How to Design Effective Interventions Based on the Reason Behind a Student's Behavior Natalie Andzik, Matthew Brock

D132 – Lab D140-141 D230

Utilizing OCALI's Online Learning Modules Sheila Smith Real Men Do Cry: Impact of Disabilities, Including ASD, on Fathers Dean Pulliam, Scott Short, Thomas Hess, Gene Harshaw, Donna Owens Battling the Homework Beast: Strategies for Building Organizational Skills Lorna Timmerman, Ruth Jones

D231-232

Tips and Tricks: Providing Training for Specialist Teachers of Students With ASD Dawna Sigurdson, Teri McGill

D233-234

Nutrition for the Brain and Body to Make it Happen: Sleep, Food, and Supplements for Support While Doing it All Kelly Barnhill

E151 E160-161

42

Boo and Bibi: An Interactive Story Program for Young Children With Special Needs Kimberly Hale, Penelope LaRock Handwriting and Autism: Three Perspectives from the Inside Kate Gladstone, James Williams, Andrew Haber

E162

How Do You Drive Instruction? In a High-Performance Hybrid or an Unpredictable Clunker?

Rebecca Silva, Ruth Prystash

E171

Using Systematic Instruction in Workplaces to Support Youth With Autism in Employment Darlene Unger, Alfred Daviso

E172

We Are the Autistic Global Initiative Young Leaders Sondra Williams, Chloe Rothschild, Lydia Wayman, Brigid Rankowski

Exhibitor Session

T HURSDAY AT- A- GL ANC E 4:30 – 5:45 pm | Concurrent Sessions D130 D132 – Lab

Conversation Process: A Step-by-Step Guide to Teaching Conversational Fluency Kerry Mataya, Hollis Shaffer Dr. Seuss Presents Concepts to Engage Learners!

Jeff McCormick, Ron Rogers

D140-141

Providing High-Quality ASD Training Through a Collaborative Model on a Shoestring Budget Annette Wragge, Lee Stickle, Brooke Carson

D142-143

Talking With Individuals With ASD About Puberty And Sexuality Lorna Timmerman, Steve Becker, Denise Sawan Caruso

D144-145

The Kindergarten Transition: How to Advocate for a Smart Start for the Child With ASD Margaret Oliver

E151 E160-161

Building Better Diets for Picky Eaters With ASD Selene Johnson, Lizzy Donovan Implementing Antecedent Strategies to Increase Compliance and On-Task Performance Richard Cowan

E162

Eye Gaze Is Not Just About AAC and Speech-Generating Devices Dan Lipka, Jessica McCoy, Sherry Lanyi

E170

The Collaborative Classroom: We Belong Sharon Robbins, Ellen Cavallaro, Karen Weber

E171

Using Video Modeling to Teach Employment-Related Social Skills Carol Sparber, Rachel McMahan Queen

E172

A Rationale for a Transdisciplinary Approach to Autism Identification Marcia Kress, Amy Wade, Lisa Saylor

Take a piece of OCALICON with you!

Only $20!

Stop by OCALI Central in the exhibit hall.

CO N T IN U E TH E DIS CUS S ION – # OC ALIC O N2015

43

T H U R S D AY S E SS ION S 8:00 – 9:15 am Improving Employment Outcomes for Students With Disabilities D130 Kristen Helling, Amy Szymanski

What to Do After Diagnosis?

A Guide to Services and Supports for Families and Providers D140-141 Melissa Lawrence, Stacey Fredrix, Jacqueline Wynn

The Ohio Department of Education and the Opportunities for Ohioans with Disabilities Agency have established a partnership to improve coordination between vocational rehabilitation, career technical planning districts (CTPDs), and other local education agencies (LEAs) statewide in order to enhance pre-employment transition services for students ages 14-21 with disabilities leading to improved outcomes in competitive, integrated employment.

Care for a child with ASD is usually only geared toward one aspect of a child's life – diagnosis, intervention, or education. However, research and practice parameters suggest that care should include all aspects of a child's life for optimal success. Nationwide Children's Hospital has created a comprehensive system of care for patients through their childhood that includes caregivers and community partners. This session will serve as a forum for those interested in identifying and accessing services options for all ages of those diagnosed with ASD.

Type: Lecture Level: Intermediate

Type: Facilitated Discussion Level: Intermediate

AAC: The Literacy Effect

Providing Group Instruction for Students With ASD: Have a Plan!

D131 Ruth Prystash, Jekereen Barrozo, Gaby Toledo Nonverbal students with ASD are more successful with literacy activities and are more proficient in the areas of vocabulary and reading comprehension when given access to AAC devices. This session evaluates the success of AAC in literacy instruction based on a study in which two groups of nonverbal preschool-age students with ASD received literacy instruction focused on vocabulary and reading comprehension. One group was given extensive training with and access to AAC devices for use during literacy activities, and the other group used signs or pictures.

Type: Hands-On Interactive Level: Advanced

Doing More With Less D132 – Lab

D142-143 Cami Algaier

The benefits of including students with ASD in group instructional opportunities is well documented. The challenge for educators becomes providing these instructional opportunities while ensuring that all learners have meaningful participation. This session will discuss: (a) systematically planned group instructional activities targeting important skills such as observational learning, joint attention, turn-taking, sharing, and waiting; (b) environmental and visual supports for students focusing on participation and independence during group activities; (c) differentiating instruction to address a wide range of learner needs; and (d) ideas and supports for teachers to assist in planning for successful group instruction.

Type: Exhibitor Level: Introductory

Courtney Monastra In today's educational world, we need efficient ways to prepare, effective ways to prepare, and economical ways to share individualized content – along with the ability to always be taking meaningful data to prove our hard work!

Thankfully, advances in technologies make it possible to meet the needs of students.

This session explores how using technology can cut down on planning time, engage students at their instructional level, make it easier and more efficient to track meaningful data, and make modifying curriculum and inclusion a more successful process. Come explore and play hands-on with the awardwinning software, VizZle by Monarch Teaching Technologies.

Type: Lab Level: Introductory

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Promoting Inclusion of Students With ASD Through Peer Education D144-145 Chelsea Budde, Denise Schamens

Preparing the environment to be inclusive of a student with autism goes beyond the physical space. Typically-developing peers also need to be equipped with positive knowledge about their classmate with autism's differences, so they can build healthy relationships. Two research studies on Good Friend's elementary school interventions by professors from University of Wisconsin – Whitewater have demonstrated both the need for and efficacy of student and staff training on ASD and disability harassment.

Type: Exhibitor Level: Introductory

Personal Perspectives on Bullying: Awareness and Advocacy D230 Brigid Rankowski, Melissa Williams, John Miller, Wendy Szakacs

Individuals with ASD are often targeted as victims of bullying. Join this discussion to hear personal perspectives on being bullied, how to identify the warning signs of bullying, strategies to put in place to reduce the risk of being bullied and promote self-advocacy, and how to heal from previous bullying incidents.

Type: Facilitated Discussion Level: Intermediate

Autism and Problems With Object Permanence and Not Poor Theory of Mind D231-232 Brynn Dombroski

The connection between ASD and delayed object permanence is rarely understood.

This session explores this idea and suggests reasons for why such development of object permanence may be delayed and the possibility that difficult behaviors seen in children with ASD are less likely to be due to poor theory of mind and more connected to lack of generalized concepts of object permanence.

Type: Lecture Level: Advanced

Teaching Emotional Regulation: Essential Skills for Students With ASD D233-234 Lori Jackson

The DSM-V does not include emotional regulation (ER) as a criterion for diagnosis of an ASD. Yet, behavioral concerns are often the most observed and most reported challenges for children. New research shows compelling evidence that ER is, in fact, a critical component of the disorder with fMRI evidence confirming deficit areas of the brain.

This session reviews the latest research on ER and its direct impact on students. Additionally, the session will offer a proven method to remediate the behaviors seen in the classroom using an iPad application that employs a cognitive behavioral approach.

Type: Lecture Level: Advanced

T HURSDAY S E SSI ONS Math for Students With Autism: Good News E151 Stephanie Sokolosky, Sonya Sherrod

A conceptual understanding of math is necessary to prepare today's students for tomorrow's workplace. Most classroom teachers were not trained to teach math in this way, and many parents are unable to help their children master these concepts. This session addresses challenges found in general education math instruction when teaching for conceptual understanding. Evidence-based interventions, applied to teaching math conceptually, will be highlighted as the most effective methods for instructing students with autism and similar disabilities.

Type: Lecture Level: Advanced

Come One, Come All: A Tool for Planning Evidence-Based Practice Through Universal Design E160-161 Lisa Combs, Susan Aebker

This session provides an interactive opportunity to explore how several evidencebased practices for ASD can be implemented through the principles of universal design for learning to remove barriers for learners with ASD in the general education classroom in a manner that will likely have a positive educational impact on ALL learners. Case studies, planning tools, and resources will be presented to work through a guided planning process in which groups will apply UDL principles to evidence-based practices for autism within the general education classroom.

BE SAFE: Teaching Essential Skills for Interacting Safely With Police E171 Emily Iland, Tom Iland

While it is essential to train the police to interact with individuals with disabilities, we must also thoughtfully teach safety skills to teens and adults with special needs. This presentation identifies seven key skills that can prevent escalation and improve outcomes in police interactions. We will explore practical strategies, tools, and resources for teaching these skills. The messages of safety, boundaries, and following instructions in this presentation are relevant to every teen and adult – and can be lifesaving.

Type: Lecture Level: Advanced

The Power of Family Engagement E172 Julie Short, Chris Filler, Dee Marks, Donna Owens

Research now emphasizes the positive results of families becoming partners in a youth's planning and education. Too often, however, professionals struggle to know how to engage family members to be active in their child's education and beyond. Join a facilitated discussion focusing on family engagement to learn about barriers for both professionals and families. Hear various perspectives from the journey of others and engage in a robust conversation to generate ideas and strategies that can be implemented across ages and settings.

Type: Facilitated Discussion Level: Intermediate

Type: Hands-On Interactive Level: Advanced

New Directions in Teaching Written Expression to Students With ID and ASD E170 Robert Pennington

In this session, the presenter will describe findings related to the investigation of two new procedures for teaching writing skills to students with ASD and intellectual disabilities.

These instructional packages involved the novel application of evidence-based practices that included video modeling, response prompting, and self-management. The researcher will describe, model, and provide opportunities for participants to practice the procedures so that they may apply them in their own educational settings.

9:45 – 11:15 am Leading an Awesome Life Hall E – Main Stage Tim Harris

Come meet Tim Harris and hear about his inspiring message. Tim Harris graduated from Eastern New Mexico University in 2008 with certificates in food service, office skills, and restaurant hosting. In 2010, with the help of his family, Tim's Place opened its doors in Albuquerque, NM, as one of the first and only restaurants to be owned by a man with Down Syndrome. Tim's Place is open daily, serving breakfast, lunch, and hugs. Tim's hugs have reached everyone from music legend Stevie Wonder to the president of the United States.

In 2014, he started Tim's Big Heart Foundation to help other individuals with disabilities start or grown their own business.

Type: Keynote Level: Intermediate Sponsored by

11:30 am – 12:30 pm Vocational Interventions for Adults With ASD: A Literature Review Hall E – 501 Rachel Seaman

With a disproportionately high unemployment rate, obtaining and maintaining employment has proven to be exceptionally difficult for individuals diagnosed with ASD. This review of the literature focuses on vocational training interventions targeted specifically for adolescents and adults with ASD. Twenty articles evaluating pre-employment, specific vocational skill training and job retention interventions are discussed. Finally, trends in intervention characteristics of this body of literature are highlighted, as well as recommendations for future research.

Type: Poster Level: Intermediate

Type: Hands-On Interactive Level: Introductory

CO N T IN U E TH E DIS CUS S ION – # OC ALIC O N2015

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T H U R S D AY S E SS ION S Student Internship for Trade Exploration for Youth With ASD

The Grab and Go: An Essential Tool You Can Make!

Geneva Centre for Autism receives a growing number of youth into our programs who are unsure of what they want to do for a career.

The SITE program, a partnership with George Brown College, is an initiative that invites youth with ASD to experience multiple skilled trades in labs and on job sites, while learning pre-employment skills in workshops. Autism interveners deliver ABA-based curriculum that supports the youth in generalizing skills into real world employment settings. The SITE program provides youth with ASD exposure to trades and potential employment opportunities.

This poster session provides an opportunity for participants to view a “Grab and Go” tool – a visual toolbox that includes visual reminders, a schedule, First Then, a Timer, and a “Here” card. The presenter learned about this tool 13 years ago at a conference and continues to utilize it to this day!

Hall E – 502 Laurie Collins

Type: Poster Level: Introductory

Share the Joy of Equine Therapy From Oak Hill Farm Hall E – 505 Brenda Stoffel

This session includes a discussion of how children benefit from bonding with a horse and are able to transfer their experiences to real life and interactions with others in society. Our program provides life skills to progress beyond high school into a self-sustaining life. We will provide photo examples along with success stories from clients.

Type: Poster Level: Introductory

Anxiously Anticipating! Galloping Toward Equestrian Camp!

Hall E – 506 Ruth Jones, Lorna Timmerman

This poster session highlights a summer camp planned collaboratively with public schools, community foundations, and a university. The camping experience will be relayed through two perspectives – the camper/parent and the camp team. Trained undergraduate students became day camp counselors for a service learning project and planned and implemented a two-week camp for children with ASD and other disabilities. They kept journals during the months before camp, and these journal entries detail the ups and downs of camp preparation for both the camper and the counselor. These journal entries are the basis for this presentation.

Type: Poster Level: Intermediate

Hall E – 509 Erin Lombard

Type: Poster Level: Introductory

Now I Get It! How Visual Supports Add to Your Classroom Hall E – 510 Kristen Metz, Carol McIntyre

The use of visual supports has been found to enhance student learning and improve behavior. Learn how visual supports are used to clearly define a schedule, routine, explain social situations, increase student awareness, and help students monitor their behavior.

Type: Poster Level: Introductory

The Care and Keeping of You: A Social Group for Girls With ASD Hall E – 515 Kathleen Cruse, Lauren Arbolino

Adolescence is a time for girls when intimate groups form. Girls with high-functioning ASD often can feel isolated with social pressures and the onset of puberty. Indeed, research suggests that there can be an increase in internalizing symptoms with this cohort. This poster session reports on the Girls Group at Nationwide Children's Hospital Center for ASD aimed at creating a social group for girls with HFA over 6-8 weeks. Topics include, but are not limited to: friendships, navigating puberty, and handling conflict. Participants are rated on severity in functioning based on social, emotional, physical, and school functioning.

Type: Poster Level: Intermediate

Social Thinking Embedded Into the Iowa Core Hall E – 516 Melissa Grennan, Jessica Beem

This poster session will help participants understand how Social Thinking language and instruction can be incorporated throughout the entire school day for grades preschool12th grade. The Iowa Core was used to guide the instruction. Examples of lesson plans and visual tools will be displayed.

Type: Poster Level: Intermediate

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Selecting Socially Valid Interventions for Children With Autism: Review of Best Practices Hall E – 517 Jennifer Gonda, Natasha Walski

Selecting the most efficacious intervention for a child with ASD is often complicated by a plethora of curricula and ideas available.

Recommendations often list interventions without a clear rationale or procedures for implementation. This presentation highlights best practices for choosing socially valid interventions and outlines key questions to answer when making these decisions.

Evaluating when it is time to change an intervention and other troubleshooting tips will also be covered.

Type: Poster Level: Introductory

Use of Rational Emotive Behavior Therapy With Individuals With ASD Hall E – 518 Mark Taracuk

The CDC currently estimates that 1 in 68 children in the United States have an ASD (2014). As ASD involves symptoms manifesting in a wide range of behaviors, a diverse range of therapies could potentially be implemented in treatment. Rational emotive behavior therapy (REBT) was developed in the 1950s; however, there is little published literature and research on the use of REBT with individuals with ASD. Learn how REBT can be beneficial by addressing multiple aspects of an individual, in terms of his or her thoughts, emotions, and behaviors.

Type: Poster Level: Intermediate

Occupational Therapy and Applied Behavior Analysis: We Are Better Together Hall E – 523 Jon Burt, Elizabeth Grant

The education of individuals with ASD often requires a collaborative effort among a team of practitioners. This poster session presents a brief outline of evidence-based practices for students with ASD and related disorders and includes the strengths and limitations of each discipline. Learn about some of the barriers to successful collaboration as well as some strategies to achieve and maintain communication, compromise, and cooperation among multidisciplinary teams.

Type: Poster Level: Introductory

T HURSDAY SE SSI ONS Crisis Plans 101 to Support Students With Disabilities

This Is How We “Relate” to the Extended Standards

In an era of increasing risk for students (natural disasters, school shootings, etc), teachers need effective analysis and planning tools to support vulnerable populations. This poster session explores the needs of students with disabilities in such situations and includes tools for analyzing current school plans and developing individual crisis plans for students with disabilities.

It takes a team to help make extended standard planning and implementation a success. Find out different ways that a speechlanguage pathologist and an occupational therapist have incorporated goals and objectives into classroom activities.

Hall E – 524 Laura Clarke, Dusty Columbia Embury

Type: Poster Level: Introductory

Preparing for Medical Procedures: Evidence-Based Strategies for Children With ASD Hall E – 525 Stephanie Holladay, Kristin Toruno

This poster session provides attendees with strategies that can be used to prepare a child with ASD for medical procedures.

Evidence-based strategies, including video modeling, social narratives, shaping, differential reinforcement, task analysis and visual supports, will be explained in depth with supporting examples. The importance of gaining cooperation with medical procedures will also be discussed.

Type: Poster Level: Intermediate

The Thinking Types of Autism: Chaos Dynamics, Susceptibility, and Outcome Diversity Hall E – 526 Lori Hogenkamp

Learn from someone on the spectrum communicating the complex science behind the experience of autism. The presenter has spent the last 20 years living with autism and studying stress mechanisms of the human brain and body. She has an in-depth understanding of autism from living with it, studying it and close interactions with many others sharing their experiences on the spectrum. She takes a stress-perspective approach to both delineate the gene-environment causations and the practical application that this model can add to current treatment and research paradigms.

Type: Poster Level: Intermediate

Hall E – 534 Susan Baker, Sherri Riccardi

Type: Poster Level: Intermediate

Designing Lessons Using EvidenceBased Practices for Students With Autism Hall E – 535 Tim Morse

Much has been written about evidence-based practices (EBP) for students with autism. There exists a need to show educators how to use these practices in their daily lessons. In this poster session, participants will learn how to use EBPs for students with autism within daily lessons that simultaneously employ effective teaching practices. Additionally, participants will learn how this approach to instruction applies to students with other developmental disabilities who are being taught alongside students with autism in various settings that comprise the continuum of alternative placements.

Type: Poster Level: Intermediate

Utilizing Evidence-Based Practices With Students With Autism in the Classroom Setting Hall E – 536 Lynnette White

This presentation discusses the evidencebased practices identified in a meta-analysis conducted by the National Professional Development Center for Autism Spectrum Disorders (2014) and the National Standards Project (2009). Application of these evidence-based practices in the classroom setting and the challenges teachers face with implementation will be reviewed.

Implementation checklists from the National Professional Development Center will be shown for each evidence-based practice.

Teacher-Implemented Facilitated Communication Training in the Classroom: A Review of the Literature Hall E – 540 Natalie Andzik

Meeting the needs of students with communication disorders and challenging behaviors can be a major struggle for teachers.

This poster session stresses that although dozens of studies have been conducted since the development of FCT suggesting its effectiveness at reducing challenging behaviors, very few studies have been conducted within the classroom with the teacher as the primary implementer. Although FCT shows effectiveness at decreasing challenging behaviors and increases communication responses, the research continues to need evidence supporting the generalized use of FCT in the classroom when implemented by the teacher.

Type: Poster Level: Intermediate

Zones of Regulation: Adaptation for Early Childhood Hall E – 543 Elizabeth Senften, Heather Brolly

The Zones of Regulation by Leah Kuypers is a curriculum designed to promote self-regulation and emotional control. The presenters adapted the Zones of Regulation program for the early childhood environment through the use of popular children's literature, developmentallyappropriate visuals, and thematic units for each of the “zones.” The adapted Zones of Regulation program has been taught as a class-wide Tier 1 intervention in both integrated and self-contained early childhood classrooms. Resources, lesson plans, visual supports, strategies, and preliminary findings will be shared.

Type: Poster Level: Intermediate

Type: Poster Level: Intermediate

CO N T IN U E TH E CONV E R SATION – VISIT T HE T HINK TANK IN ROOM E15 0

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T H U R S D AY S E SS ION S Getting an Early Start: The Toddler Program at Nationwide Children's Hospital CASD Hall E – 545 Christine Eichelberger, Abby Parker

This poster session reviews research supporting the efficacy of intensive behavioral intervention for children with ASD before age 3. Learn about the NCH Toddler Program and the collaboration involved with other agencies.

We will also describe the early intensive behavioral intervention (EIBI) services provided to our clients, including a focus on incidental teaching through play and daily routines and an emphasis on social communication. A review of the results of outcome data for clients using the Autism Impact Measure (AIM) and information on funding available for EIBI services will also be provided.

Type: Poster Level: Intermediate

Intervention Approaches for Toddlers With ASD

Theraplay: Using Your Playground for Therapy Hall E – 553 Ingrid Kanics

The community or school playground can be used for a lot more than just play. In this session, participants will learn how the playground can be used to support therapy goals for children in their care such as how different senses are activated while children play on different playground equipment.

This poster session depicts how to utilize a playground to help develop sensory strategies that can be used with students to enhance the school experience.

Type: Poster Level: Introductory

Let's Get Moving: Using Exercise as an Evidence-Based Practice Hall E – 554 Andrea Speece

Interventions designed specifically for toddlers with ASD are at the foreground of research especially now that a reliable diagnosis can occur before age 3. This poster session reports on a review of 14 single-subject design research articles that exclusively focused on toddler-aged participants. The studies were analyzed using the Council for Exceptional Children Standards for Evidence-Based Practices in Special Education (2014). The review provides recommendations for practice and research.

Individuals with autism are more likely to have motor deficits and less likely to engage in physical activity than their nondisabled peers (Lang, 2010). The National Professional Development Center on Autism (NPDC) has identified exercise as an evidence-based practice. Several studies show benefits for individuals with autism, including reduced stereotypic behaviors (Levinson & Reid,1993), reduced maladaptive behavior (Morrison, 2011), and increased academic engagement (Nicholson, 2011). This poster session reviews current literature on using exercise as an evidence-based practice and provides suggestions for practical ways to incorporate exercise into daily routines.

Type: Poster Level: Intermediate

Type: Poster Level: Intermediate

Let's Play! Protecting Youth With ASD From Bullying Through Individual Team Sports

Five Methods to Promote Positive Communication Between Service Providers, Teachers, and Parents

Hall E – 546 Emily Curiel, Diane Sainato

Hall E – 551 Rebecca Marrie, Rebecca Szanto

Hall E – 557 Karly Pallante, Rachael Dobson

Although previous research has identified children with ASD as being at a significantly greater risk of being bullied than their typical peers, few studies have investigated bullying experiences among these children (Hebron & Humphrey, 2014). Common traits of ASD that place these individuals at a greater risk for bullying will be addressed, as well as the possible protective factors individual team sports may offer, such as gains in selfconfidence (Tilindiene & Gailuniene, 2012).

Children on the autism spectrum require a range of individualized services to succeed academically, socially, and behaviorally.

Professionals providing related services often struggle to communicate successfully as a team. Specifically, there is often a lack of communication between in-home providers and school providers. To gather a comprehensive picture of the child and his/her individual needs, communication from all settings is key. The methods presented in this poster session have been shown to increase and maintain positive communication between home and school providers to create consistency in all instructional areas.

Type: Poster Level: Introductory

Type: Poster Level: Intermediate

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Promoting Positive Outcomes for Students With Moderate to Intensive Disabilities Hall E – 559 Alfred Daviso, Carol Sparber

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

Type: Poster Level: Intermediate

Social Exploration of Young Adults on the Autism Spectrum Through Photography Hall E – 560 Myra Beth Bundy, MaryEllen Thompson

This poster session describes a research study of a photography/social group for adolescents and young adults with ASD. Participants were interviewed twice: once about how socializing fit into the four domains of the Lifestyle Performance Model (self-care, intrinsic gratification, social contribution, and interpersonal relatedness) and once about the photographs they took. Qualitative analysis included photovoice, visual storytelling, and cross-case analysis. Emerging themes will be shared.

Type: Poster Level: Introductory

12:45 – 2:00 pm ASD is Not a Boys Club: Identifying and Serving Females With ASD D130 Barry Grossman, Ruth Aspy

There are more males than females with ASD; however, the imbalance may be exaggerated.

The description of ASD, and consequently the tools used to identify ASD, is based on what ASD looks like in males. As a result, females with ASD are often not referred or are misidentified – they fall through the cracks.

Unidentified/misidentified, and poorly served, their path is a difficult one. One disorder may cascade into others, such as anxiety and depression. This session provides strategies and solutions for better identifying and serving females with ASD. Type: Lecture Level: Introductory

T HURSDAY S E SSI ONS Apps Smack Down for Curriculum Access D132 – Lab Jan Rogers, Heather Bridgman This is a participant-lead session, so you are encouraged to 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, please share how it 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 accordingly.

Come join this exciting and fun session moderated by OCALI AT Center staff.

Type: Lab Level: Introductory

Communication for Students With Hearing Loss and Autism or Low-Incidence Disabilities D140-141 Abby White, Maria Dudzinski

Communication for students with hearing loss and autism or other low-incidence disabilities is challenging. Research on this population is scarce and best practice is not established.

This session presents strategies that have been used to increase communication and discusses the challenges of working with this population, investigates case studies, and delves further into other strategies that can be used with these students, including but not limited to sign, verbal language, LAMP, and PECS. Type: Facilitated Discussion Level: Introductory

Are You Ready for College?

D142-143 Karen Thomas

Discover a toolkit of questions your students can ask themselves to check if they have the academic, social, executive functioning, and emotional skills to handle college. Good questions help students see for themselves what they can and cannot do (yet) and open them up to alternatives and solutions to help them succeed. Leave this session with a toolbox of questions, solutions, and assessments to help students build their capacity to problem solve so they can succeed.

Navigating Obstacles, Overcoming Challenges, and Redefining Success: Perspectives From Families D230 Jen Blackwell, Jordan Blackwell, Emily Iland, Tom Iland, Kat McMahon, Zach Zaborny, Julie Short

Hear from three mother-son pairs as they share their journeys full of obstacles, challenges, successes and strengths. Topics such as family dynamics, therapy, flexibility and adjustment of expectations, disclosing a diagnosis, cultivating self-acceptance, awareness and advocacy will be discussed.

Type: Facilitated Discussion Level: Intermediate

Free Tools to Support the Five-Step Writing Process for All Students D231-232 Michael Roush

The Five-Step Writing Process provides a natural scaffolding system for students who struggle with any or all parts of writing – from coming up with ideas to organizing them and publishing the final results. Come learn about free technology tools that support one or more steps of the writing process to help all students become accomplished, confident writers.

Type: Lecture Level: Introductory

Striving for Wellness D233-234 Ali Carine

Navigating the emotional and physical needs of special needs children, their caregivers, teachers, and providers is difficult. There is much discussion about therapies, diets, educational tools, and medical care for those we care for – but how does one remain well enough to stay in the game? This session addresses prioritization, organizational strategies, self-care, caring for deep problems, and not letting them consume you by setting healthy and appropriate boundaries. We will discuss priorities for parents and professionals who must and do give their all for the children they serve.

Type: Lecture Level: Intermediate

Type: Exhibitor Level: Introductory

Can Students With ASD Improve Skills and Behavior by Using the Power Card Strategy?

E151 Paul LaCava

Power Cards (Gagnon, 2001) use a student's special interest as motivation to change behavior or learn skills. Six empirical studies currently support using Power Cards to address a variety of skills across age ranges.

This session reports on a study investigating the efficacy of using Power Cards to improve the skills or behavior of five students with ASD/DD in an elementary school. A multiple baseline design was implemented to assess experimental control through baseline, intervention, and follow-up phases. Results and implications will be shared.

Type: Lecture Level: Introductory

Schoowide Approach to Social Skills, Self-Regulation, and Behavior Management E160-161 Ruby Laux-Jacobs, Haley Roesch

This session discusses how various research-based social skills curricula can be incorporated into a whole-school approach. It will also connect social skills to state standards, address the growing need for a schoolwide social skills program, create a common language and a universal approach to behavior management, and show the importance of self-regulation in the school environment. In addition, presenters will show how to use the curricula individually, in small groups, or with whole classes.

Type: Lecture Level: Intermediate

Autism for the Real World: Helping Teach Outsiders How to Understand Autism E162 Trisha Page

How can one possibly understand ASD without having ASD? This session is an interactive opportunity to experience some of the sensory challenges that individuals on the spectrum may face in their daily lives and gain insight into how to better accommodate them. This session also presents ways whereby parents and professionals can better support and advocate for individuals on the spectrum, even in small communities with limited supports. (NOTE: This session is highly stimulating and may be aversive to individuals with sensory concerns.)

Type: Hands-On Interactive Level: Introductory

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T H U R S D AY S E SS ION S Get More Out of Your Visual Supports E170 Jennifer Rountree

Using hands-on materials and student vignettes, participants in this session will discuss how visual supports are being used to support student achievement. Participants will determine when visual supports are being used effectively and when they are not. We will discuss how to improve effectiveness through modification, individualization, and implementing with fidelity. In small groups, participants will work to modify visual supports to meet the needs of a variety of individuals. Participants will leave with a better understanding of visual supports and materials to make two samples of their own.

Type: Hands-On Interactive Level: Intermediate

Reaching Every Student Through UDL and Formative Instructional Practices E171 Virginia Ressa

Attendees will be introduced to several Formative Instructional Practices (FIP) resources to aid them in meeting the needs of all learners. We will explore the Reaching Every Student module series, 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.

FIP help teachers and students gather and respond to evidence of learning, helping students to know where they are, where they are going, and how they can get there.

Type: Lecture Level: Intermediate

State Policy Issues Impacting Persons With ASD E172 Melissa Bacon, Michael Wasmer, Gary Tonks, Lynn Tramontano

Understanding policy issues impacting persons with ASD is critical for families, educators, providers – anyone touching the life of a person with ASD. This session focuses on three topics: the Able Act, new Centers for Medicare and Medicaid (CMS) guidelines, and insurance reform legislation pending before the Ohio General Assembly.

Type: Panel Level: Intermediate

2:45 – 4:00 pm Communication 101: A New Approach to Teaching Social Skills to Students With ASD D130 Jennifer Schmidt, Lisa Combs

In the fall of 2007, Beavercreek High School, in Beavercreek, OH, piloted a new approach to teaching students the pragmatic language skills they need to find success and fulfillment in life. This communications class focuses on using peer modeling to teach high school students with high-functioning autism (and other communication disorders) appropriate social skills. The class is based on and designed around current research in the field as well as evidence-based practices, which will also be presented in this session.

Type: Lecture Level: Intermediate

How to Design Effective Interventions Based on the Reason Behind a Student's Behavior D131 Natalie Andzik, Matthew Brock

Many students with ASD and other disabilities have significant challenging behavior that interferes with their ability to learn and interact socially. In this session, we will share how to develop interventions based on the reason why a student is engaging in a given behavior – what behaviorists call the function of the behavior. In particular, we will focus on developing evidence-based intervention plans to decrease the target behavior while simultaneously teaching a more appropriate behavior. Presenters have experience implementing these interventions and will share practical tips.

Type: Hands-On Interactive Level: Intermediate

Utilizing OCALI's Online Learning Modules D132 – Lab Sheila Smith Join us for an interactive session with OCALI’s online learning modules (AIM, ATIM, etc.) in preservice training and professional development. Hear from professionals sharing their perspectives. Engage in a conversation as we discuss engaging learners with modules in your setting to build capacity and raise knowledge level and skills.

Type: Lab Level: Advanced

Real Men Do Cry: Impact of Disabilities, Including ASD, on Fathers

D140-141 Dean Pulliam, Scott Short, Thomas Hess, Gene Harshaw, Donna Owens Little research is available on the experience of fathers in raising children with disabilities.

Research informants are typically mothers, and as a result, family support strategies are often designed with the mother of the child in mind. The focus of this session is to learn from fathers about their experience and perspective on raising a child with a disability so that service providers can consider outreach strategies that might be more effective in supporting fathers.

Type: Facilitated Discussion Level: Introductory

Battling the Homework Beast: Strategies for Building Organizational Skills D230 Lorna Timmerman, Ruth Jones

Many students with ASD feel overwhelmed at the prospect of doing homework. At the heart of this issue is a lack of executive functioning (EF) skills – a set of invisible, yet highly important abilities to plan, organize, sequence, prioritize, and manage time and resources.

Too often, we assume students naturally develop EF skills. However, as with social skills training, many students with ASD need explicit training in the EF skills that can make or break a homework session. This session will provide tips to help students gain the EF skills necessary for taming the homework beast.

Type: Facilitated Discussion Level: Intermediate

Tips and Tricks: Providing Training for Specialist Teachers of Students With ASD D231-232 Dawna Sigurdson, Teri McGill

This session presents information for districts on how to train specialist teachers (art, physical education, music, and electives) to serve students with ASD. Content includes: identifying key deficit areas for highfunctioning autism/Asperger Syndrome, the importance of building relationships, using reinforcement to improve success of students in special classes, and making modifications and adaptations in the specialists' environment. Participants will receive a webinar link and tools to support positive changes in the environment and in adult interactions with students.

Type: Lecture Level: Intermediate

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T HURSDAY SE SSI ONS Nutrition for the Brain and Body to Make it Happen: Sleep, Food, and Supplements for Support While Doing it All D233-234 Kelly Barnhill

This session reviews the key components to success by focusing on two major components that wear us down – poor sleep habits and poor nutrition. Come learn about sleep hygiene and natural sleep support options, healthy dietary intake for all, and nutritional supplements to consider for acute support when needed.

Type: Lecture Level: Intermediate

Boo and Bibi: An Interactive Story Program for Young Children With Special Needs E151 Kimberly Hale, Penelope LaRock

The Boo and Bibi storytelling format reduces the cognitive load of information, which facilitates acquisition of language and fineand gross-motor skills for preschool children across disabilities. Active student participation following each story is enlisted through the use of multisensory strategies and video modeling.

Type: Lecture Level: Advanced

Handwriting and Autism: Three Perspectives from the Inside E160-161 Kate Gladstone, James Williams, Andrew Haber

Prepare for surprises! Listen to three adults with autism sharing their “lives with handwriting” – their struggles mastering this skill and self-remediation strategies that empowered them to help others with handwriting issues. Their perspectives and approaches raise the question: how can handwriting instruction become more autism-friendly?

Type: Lecture Level: Introductory

How Do You Drive Instruction?

In a High-Performance Hybrid or an Unpredictable Clunker?

E162 Rebecca Silva, Ruth Prystash

Students can achieve! High expectations combined with data-driven instructional planning produced a dramatic rise in achievement for students in the Reach Autism Program. This interactive session gives participants an opportunity to experience the collaborative process that created this highly successful instructional system. Participants will learn the process, which includes prescriptive instructional planning based on systematic assessment, and will experience the collaborative process using sample data and student case studies.

Type: Hands-On Interactive Level: Advanced

Using Systematic Instruction in Workplaces to Support Youth With Autism in Employment E171 Darlene Unger, Alfred Daviso

Findings indicate stark disparities in employment outcomes for young adults with ASD compared with outcomes for nondisabled and other disability populations. The increased prevalence of ASD coupled with unique social, communication, and behavioral characteristics translate into the need for services to help them achieve employment success. This session describes the use of an evidencebased practice, systematic instruction, which includes the use of task analysis, chaining, and prompting to support competitive employment for individuals with ASD. Type: Lecture Level: Intermediate

We Are the Autistic Global Initiative Young Leaders

E172 Sondra Williams, Chloe Rothschild, Lydia Wayman, Brigid Rankowski A panel of young leaders for the Autistic Global Initiative will share who they are and what role they play as a young leader. They will discuss their contributions, work, and dreams as they move into adulthood. Finally, they will address the importance of having peer-to-peer mentors and how this has impacted their lives.

Type: Panel Level: Introductory

4:30 – 5:45 pm Conversation Process: A Step-by-Step Guide to Teaching Conversational Fluency D130 Kerry Mataya, Hollis Shaffer

“My student is good at having conversation in the speech room, but it's not generalizing.”

Many educators are familiar with statements like this. Anxiety can make it difficult for students to remember the rules of conversation in a natural setting. This session provides practical strategies to aid students in overcoming common challenges by breaking conversation down into a step-bystep process that is easy for individuals with HF-ASD to understand and easy for teachers to implement. The program focuses on developing habitual behavior during each of the three conversation steps until mastery is achieved.

Type: Lecture Level: Intermediate

Dr. Seuss Presents Concepts to Engage Learners!

D132 – Lab Jeff McCormick, Ron Rogers “You Have Brains in Your Head. You Have Feet in Your Shoes. You Can Steer Student Success in the Direction YOU Choose!” It has often been said that there's so much to learn that you can never teach by using just one word.

Use the universal design for learning (UDL) framework to broaden your lessons, so that all of your learners can grasp all the sessions. So to the teachers that teach, and to the learners that learn, let's open the doors so all can be heard. In this session, you will be absorbed and attracted to all the stuff about how students can be active! (50 FREE website resources!)

Type: Lab Level: Intermediate

Providing High-Quality ASD Training Through a Collaborative Model on a Shoestring Budget D140-141 Annette Wragge, Lee Stickle, Brooke Carson

The state departments of education from Colorado, Kansas, and Nebraska have partnered to develop web-based professional development opportunities for school teams in the area of ASD. Examples of the tri-state web-based training products will be shared along with discussions by representatives from each state regarding how they are addressing quality, evidence-based practices to meet the growing numbers of professionals and families.

Type: Facilitated Discussion Level: Intermediate

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T H U R S D AY S E SS ION S Talking with Individuals With ASD About Puberty And Sexuality D142-143 Lorna Timmerman, Steve Becker, Denise Sawan Caruso

This session focuses on emerging puberty and sexuality related to individuals with ASD. Topics include how to discuss this critical information with teens, why the information is important to communicate, and how the information and experiences differ for males and females – as well as how to evaluate our own attitudes about these topics and discuss coping strategies and interventions to navigate the critical adolescent years.

Type: Facilitated Discussion Level: Intermediate

The Kindergarten Transition: How to Advocate for a Smart Start for the Child With ASD D144-145 Margaret Oliver

Kindergarten is the opening gate to formal education where parents face a learning curve that, along with all of their other responsibilities, will demand time and thought.

Increased knowledge leads to a shortened learning curve. This session helps answer questions and gives the how-tos that parents need so that they are the most effective, upto-speed advocates for their child. Educators, service providers, and parents of preschool through elementary school students will benefit, too.

Type: Lecture Level: Introductory

Building Better Diets for Picky Eaters With ASD E151 Selene Johnson, Lizzy Donovan

Self-restricted diet is a symptom of ASD that can pose a threat to a child's health, development and socialization. Presenters will share hands-on, practical tips for expanding the diets of children who have behaviorallybased food selectivity. Using a combination of evidence-based strategies, interventionists and parents can teach children to become more flexible eaters, more cooperative during mealtimes, and even enjoy the process of diet expansion.

Type: Lecture Level: Intermediate

Implementing Antecedent Strategies to Increase Compliance and On-Task Performance E160-161 Richard Cowan

E171 Carol Sparber, Rachel McMahan Queen

Noncompliance and failure to demonstrate adequate levels of on-task performance remain some of the most challenging barriers to student success. This session – which will encourage active audience participation – is designed to enhance participants' knowledge about using research-based antecedent strategies to prevent disruptive behavior, increase compliance with requests, and enhance on-task performance and engagement with curriculum of students in a variety of educational settings. Approaches to gathering reliable and valid data to inform practice will also be discussed.

Video modeling is an evidence-based intervention that presents a variety of visual examples to facilitate acquisition of new behaviors and subsequently support maintenance and generalization of the learned behavior. This presentation provides an overview of video modeling and the presenters' experience using this as an intervention to improve socially-related employment skills for students in a work experience program at Kent State University.

This session provides families, educators, and practitioners with a practical and effective strategy for improving socially-related employment skills.

Type: Lecture Level: Intermediate

Type: Lecture Level: Introductory

Eye Gaze Is Not Just About AAC and Speech-Generating Devices

A Rationale for a Transdisciplinary Approach to Autism Identification

E162 Dan Lipka, Jessica McCoy, Sherry Lanyi

E172 Marcia Kress, Amy Wade, Lisa Saylor

Eye gaze technology has grown in capability and interest for the past five to seven years, but there is general misunderstanding about how the technology works and how it can be used. This session will discuss and demonstrate the more common uses of eye gaze access for speech-generating devices and computers. In addition, we will cover eye gaze as a tool for learning and recreation.

Different types of eye gaze hardware and software will be available for participants to try or demonstrate. Finally, eye tracking software that measures where a person looks will also be demonstrated and discussed.

A longitudinal review of autism assessments, completed by the Miami Valley Regional Center autism assessment team, reinforced the need for the use of a battery of wellresearched tools and diagnostic procedures for an IDEIA identification of ASD. Data from seven years of assessment demonstrated the risks of using a single instrument, even the gold standard like the ADOS-2. For example, relying on limited data may overlook functional and relevant behaviors in a variety of settings as well as other disabilities and mental health diagnoses that may mimic autism.

Type: Hands-On Interactive Level: Intermediate

The Collaborative Classroom: We Belong E170 Sharon Robbins, Ellen Cavallaro, Karen Weber

A general educator, a special education teacher, and an administrator present strategies for co-teaching students in the general education classroom who were previously taught in the resource setting.

This interactive session allows participants to engage in the development of workshoplike activities for students to practice newly learned skills, design methods for grouping diverse learners, respond to “fairness” in the classroom, differentiate assessments, and teach social skills in authentic group settings.

Type: Hands-On Interactive Level: Intermediate

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Using Video Modeling to Teach Employment-Related Social Skills

Type: Panel Level: Intermediate

F R I D AY

Main Concourse Meet up with the program directors and support team and continue to explore the groundbreaking online video training program for anyone who interacts with individuals with ASD

CO N T IN U E TH E DIS CUS S ION – # OC ALIC O N2015

F R I DAY AT- A - GLAN CE 8:00 – 9:15 am | Concurrent Sessions D130

Future Planning for Transition Across Grade Levels Alfred Daviso, Darlene Unger

D131

Self-Advocacy Skills Training: Deciding on Haircuts, Snack Choices, and Workplaces Beth Thompson

D132 – Lab

Connecting the Dots: Matching OCALI Resources to Professional Development Needs Amy Bixler Coffin

D140-141

SWPBIS: A Systemic Approach to Prevention and Improvement of Problem Behaviors Karen Blackburn

D144-145

Book Study Magic in an HQPD World: Why It's Important and How to Make It Happen Ron Rogers, Denise Malkovits

E160-161

Teaching Generalization of Social and Communication Skills L. Lynn Stansberry-Brusnahan

E162

How to Train Paraprofessionals to Provide Evidence-Based Instruction and Support Matthew Brock, Rachel Seaman

E170

FUN: Making Learning Meaningful and Motivating in a Common Core World Ruth Prystash, Gaby Toledo, Rene DeLoss

E171

Meet Jordyn Christy LaPaglia, Jordyn Zimmerman 9:45 – 11:00 am | Concurrent Sessions

D130

Adolescence: A Discussion About Puberty, Relationships, and Sexuality Amanda Tipkemper, Thaddeus Nestheide

D131

Creating the Perfect Fit: Tailoring Self-Management Strategies to Suit the Individual Student Susan Aebker, Lisa Combs, Kara Hartke

D132 – Lab

Assisting Your Students: Google Chrome Extensions for Struggling Learners Teresa Clevidence

D140-141

Make a Difference With Video Modeling: A Discussion of the Benefits and Challenges Carol Dittoe, Heather Bridgman

D142-143

Parent-Mediated ASD Intervention: A Call to Action Richard Solomon, Kari Sherwood, Colleen Zunk

D144-145

A Case for Inclusion: What Peers Get From Their Classmates With Significant Disabilities John Schaefer

E151

Creating Exceptional Character: Social Skills Program for Students in Inclusive Settings Amanda Englehart

E160-161

“I Hate to Write!” Strategies to Help Students With ASD Become Successful Writers Kathy Oehler

E162

A Fun Movement Approach to Improve Attention, Behavior, and Focus In All Settings Cara Koscinski

E170

Growing Plants, Communication, and Functional Skills in School Gardens Shannon Fenix, Tamitha Blake

E171

Using Informal Assessment to Develop Intervention Strategies for General Educators Barry Grossman, Ruth Aspy

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FRIDAY AT- A- GL ANC E 11:30 am – 12:45 pm | Concurrent Sessions D130

Beyond Requesting: Use of Visual Supports to Expand Functions of Communication Melissa Baker, Lauren Williams

D131

Lessons Learned: Family Training, Resources, and Support Across a Lifetime Joanne Quinn

D140-141

Four Square Champs: Winning the Game of Medical Advocacy Lydia Wayman, Sondra Williams, Chris Filler

D142-143

Using Collaborative Inquiry to Meet the Needs of All Learners Jim Gay, Don Washburn

D144-145

A System of Professional Development for School and Birth-to-Three Service Providers Jennifer McFarland-Whisman, Marc Ellison, JoDonna Burdoff

E151 E160-161

This School Knows Autism: A Study of an Outstanding School Jim Taylor Case Studies in the Treatment of Severe Behavior Jackie Crissinger, Jackie Bosley, Jocelyn Geib, Michelle DePolo

E162

Don't Hit the Switch: Authentic Use of AT and AAC to Develop Lifelong Leisure Skills Jodi Click, Amy Dendinger

E170

Assessment of Preferences in Individuals With Severe and Profound Disabilities Helen Malone

E171

Serving up More Than Just Coffee Holly Pope, Molly Mahaney

E172

Complexities Within Diagnosis and Treatment: Exploring Anxiety and ASD Rebecca Szanto, Jennifer Gonda, Jennifer Loudon, Dru Perren

INTRODUCING

Learning Pathway Matching Our Resources to Your Needs OCALI’s Learning Pathway matches OCALI resources to professional development needs in the areas of assessment, learning standards, behavior, and least restrictive environment (LRE). www.ocali.org/learning-pathway

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F R I DAY S E S S I ONS 8:00 – 9:15 am Future Planning for Transition Across Grade Levels D130 Alfred Daviso, Darlene Unger

This session examines promising practices in transition service provision in the elementary and middle-level grades. These practices will assist educators to better prepare students with disabilities to make informed choices as transition services are mandated and critical to student postschool success.

Type: Lecture Level: Intermediate

Self-Advocacy Skills Training: Deciding on Haircuts, Snack Choices, and Workplaces D131 Beth Thompson

Participants in this session will receive an overview of what self-advocacy skills can look like for children and adults of different abilities and ages. At any age or stage, children can learn how to self-advocate for themselves but children with ASD may need specific training.

Participants will gain specific activities and tools to use to help children with ASD develop self-advocacy skills. Examples will be provided on how to help children and adults with ASD communicate their interests and challenges, including trips to the barber, local recreational center, and university.

Type: Lecture Level: Intermediate

Connecting the Dots: Matching OCALI Resources to Professional Development Needs D132 – Lab Amy Bixler Coffin

The Learning Pathway is an online tool that matches OCALI resources to professional development needs in the areas of learning standards, behavior, assessments and leastrestrictive environment. This session provides attendees the opportunity to explore the online Learning Pathway and learn about the ways they can utilize it within their school district or organization.

Type: Lab Level: Introductory

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SWPBIS: A Systemic Approach to Prevention and Improvement of Problem Behaviors

How to Train Paraprofessionals to Provide Evidence-Based Instruction and Support

Do you ever feel like you have tried everything to manage problem behavior and nothing seems to work? Positive Behavioral Interventions and Supports may be the answer.

This session will further one's understanding of the PBIS framework and provide strategies for prevention and improvement of problem behavior. It will include tools for data collection and eight essential elements for college, career, and life readiness that can be embedded in classroom practices.

Paraprofessionals are important members of special education teams, but they often receive little formal training. Research shows that when given relatively brief training that involves promising strategies, paraprofessionals can implement evidencebased instruction and support for students with ASD and other disabilities. This session provides a step-by-step guide for how teachers and administrators can design embedded training for paraprofessionals. Participants will practice some of the promising training strategies through role play.

D140-141 Karen Blackburn

Type: Facilitated Discussion Level: Intermediate

Book Study Magic in an HQPD World: Why It's Important and How to Make It Happen D144-145 Ron Rogers, Denise Malkovits

Whether online, face to face, or through a blended approach, book studies can be used as universal high-quality professional development (HQPD) for your district to enhance/create a personal learning network or professional learning community to increase student achievement. Participants in this session will leave with digital resources to guide them in the development of a tailored book study.

Type: Facilitated Discussion Level: Introductory

Teaching Generalization of Social and Communication Skills E160-161 L. Lynn Stansberry-Brusnahan

The purpose of this interactive session is to (a) highlight the importance of assessing and programming for generalization of social and communication skills, and (b) provide a summary of how various evidence-based practices may be used to teach skills and foster generalization in individuals with autism. The presenter is an author, lecturer, consultant on autism and a college professor, who is also a parent of a young adult on the spectrum. This session is targeted toward an experienced audience with an advanced level of expertise.

Type: Lecture Level: Advanced

E162 Matthew Brock, Rachel Seaman

Type: Hands-On Interactive Level: Introductory

FUN: Making Learning Meaningful and Motivating in a Common Core World

E170 Ruth Prystash, Gaby Toledo, Rene DeLoss To enable students with severe disabilities to access the Common Core, educators must incorporate meaningful activities and highinterest materials, plus that most elusive and powerful tool – FUN! Come and learn how.

Type: Hands-On Interactive Level: Advanced

Meet Jordyn

E171 Christy LaPaglia, Jordyn Zimmerman Jordyn Zimmerman is a 20-year-old with autism. She is primarily nonverbal and went through the education system as an observer.

It wasn't until 2014, after being given an iPad, that the world was able to see what an intelligent and amazing young lady she really is. Join us as Jordyn explains how her autism affects her, how technology has changed her life, and her hopes and dreams for the future.

Come prepared to ask her questions.

Type: Lecture Level: Introductory

FRIDAY SE SSI ONS 9:45 – 11:00 am Adolescence: A Discussion About Puberty, Relationships, and Sexuality

D130 Amanda Tipkemper, Thaddeus Nestheide The presenters will share current data and research about puberty, relationships, and sexuality and discuss what we should be doing to ensure healthy sexuality. Specific examples and case studies will be provided, and numerous resources will be discussed.

Type: Lecture Level: Intermediate

Creating the Perfect Fit: Tailoring Self-Management Strategies to Suit the Individual Student D131 Susan Aebker, Lisa Combs, Kara Hartke

In this session, participants will learn about the steps in creating a self-management program for behavioral regulation and how to modify a program to increase the participation of students with ASD. Participants will have an opportunity to complete a problem-solving form that will help them develop a general plan for identifying who, what, and how the self-management instruction will occur for use upon return to their own school setting.

Type: Hands-On Interactive Level: Intermediate

Assisting Your Students: Google Chrome Extensions for Struggling Learners D132 – Lab Teresa Clevidence

Has your school gone towards Google Apps for Education? Are you searching for economical ways to provide alternatives to specialized assistive technology software?

Google Chrome offers many free apps and extensions that allow students to be more independent and successful in their reading and writing.

Type: Lab Level: Intermediate

Make a Difference With Video Modeling: A Discussion of the Benefits and Challenges

Creating Exceptional Character: Social Skills Program for Students in Inclusive Settings

Video modeling is an evidence-based practice that can be used in conjunction with other evidence-based strategies to support individuals with autism. This facilitated discussion is for participants with a range of experience – from no experience to experts. We would like participants to share the challenges of video modeling and the many ways video modeling has been beneficial. We will talk about video priming, behavior modeling, video prompting, and video instruction.

The Creating Exceptional Character Program improves the educational, social, and extracurricular involvement of individuals with disabilities. We offer everybody a diverse and accepting environment to grow and develop as unique individuals. The club and classroom design educate all students by providing ageappropriate social situations for students to socialize, while the course offers opportunities to learn about the laws, history, disability categories, careers, etc. Learn how to reverse the inclusive setting and expand beyond the classroom to form meaningful peer-to-peer relationships.

D140-141 Carol Dittoe, Heather Bridgman

Type: Facilitated Discussion Level: Introductory

Parent-Mediated ASD Intervention: A Call to Action D142-143 Richard Solomon, Kari Sherwood, Colleen Zunk

Parents are their child's first and best teacher; however, parent-mediated interventions (PMI) that empower parents to provide intensive autism intervention are not widely available.

Attendees of this presentation will learn about PMI from a diagnostician, PMI service provider, and a parent receiving PMI services.

The PLAY Autism Intervention, an evidencebased PMI, will be described. PMI offers a solution to the public health crisis for more early autism intervention. We present a call to action for decision-makers to ensure that families have the option of parent-mediated autism intervention.

Type: Facilitated Discussion Level: Intermediate

A Case for Inclusion: What Peers Get From Their Classmates With Significant Disabilities D144-145 John Schaefer

This session presents the findings of a review of 53 studies on peer-mediated interventions for students with significant disabilities with an emphasis on outcomes for the general education peers. Results indicate that peer-mediated interventions can have both academic and social benefits for all students involved. The session will include a discussion of how to use this information to advocate for inclusion in schools. We will also discuss the social and emotional benefits that have not been examined yet, including a chance to share opinions about what research priorities should be targeting next.

Type: Facilitated Discussion Level: Advanced

E151 Amanda Englehart

Type: Lecture Level: Intermediate

“I Hate to Write!” Strategies to Help Students With ASD Become Successful Writers E160-161 Kathy Oehler

Most students with ASD hate to write. Even simple writing assignments require skills in language, organization, sensory, as well as visual motor areas. This session will help teachers look at the writing process through the eyes of a student with ASD. By focusing on the four aspects of writing that are most problematic for students with ASD – language, organization, sensory, and visual motor skills – teachers will learn new ways to incorporate evidence-based practices, technology and UDL into the learning environment to help their students with ASD become happy, successful writers.

Type: Lecture Level: Intermediate

A Fun Movement Approach to Improve Attention, Behavior, and Focus In All Settings E162 Cara Koscinski

Optimal functioning of our bodies occurs when our sensory and motor systems are strong and able to adapt to the demands of the environment. Today's children often struggle with fidgeting, decreased attention, and immature motor patterns that manifest themselves through frustration and behavior issues. When our body's systems are not integrated to form a strong foundation, difficulties in many areas occur. This session focuses on using movement to improve overall function. Instruction and hands-on movement activities are provided.

Type: Hands-On Interactive Level: Intermediate

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F R I DAY S E S S I ONS Growing Plants, Communication, and Functional Skills in School Gardens

Lessons Learned: Family Training, Resources, and Support Across a Lifetime

This session focuses on the development and implementation of an outdoor learning program, in which gardens are used therapeutically in the school setting to promote communication and functional skills.

Information supported by literature on the benefits of gardening and the types of goals that can be addressed and achieved through outdoor learning experiences will be shared.

The session will discuss how to begin a school gardening program and provide hands-on, take-away experiences.

Receiving the news your child has an ASD can be difficult. Learn how an organization of parents and professionals worked together to create a continuum of support, education, and empowerment for family members across the lifespan. We began 16 years ago with one parent training and now provide information for supporting people of all ages and abilities.

Learn key program components (for example: multiple training series, support groups, and parent resource specialists) to build a family support program.

Type: Hands-On Interactive Level: Introductory

Type: Lecture Level: Intermediate

Using Informal Assessment to Develop Intervention Strategies for General Educators

Four Square Champs: Winning the Game of Medical Advocacy

Informal assessment tools are a highly valuable but underutilized resource that can provide vital information about an individual's needs. This information is readily applicable to general education settings and translates into goals, accommodations, and supports.

Informal assessment tools do not require specific training and are easy to administer and interpret. This session reviews a number of informal tools and demonstrates strategies for using the data to support students with ASD in the general education setting.

Adults with autism – and many families – feel like bouncing balls as they run up against four barriers to appropriate healthcare: communication, social/emotional, sensory issues, and advocacy. This session introduces Four Square, a method to navigate medical situations that equips patients with strategies for overcoming these four barriers.

Professionals in the medical field need insight into the needs and concerns of their patients. When patients come prepared and professionals know how to accommodate their autistic patients, the experience is a positive one for all involved. That's how to win the game!

E170 Shannon Fenix, Tamitha Blake

E171 Barry Grossman, Ruth Aspy

Type: Lecture Level: Introductory

11:30 am – 12:45 pm Beyond Requesting: Use of Visual Supports to Expand Functions of Communication D130 Melissa Baker, Lauren Williams

This session describes specific strategies for teaching functions of communication based on the Visual Immersion System, a proprietary approach to communication used at Monarch School. Although the model includes seven functions, this session focuses on four: commenting, directives, protesting, and questioning. The discussion about the commenting function will include a detailed discussion of the Monarch Pain and Illness Curriculum.

Type: Lecture Level: Intermediate

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D131 Joanne Quinn

D140-141 Lydia Wayman, Sondra Williams, Chris Filler

Type: Facilitated Discussion Level: Intermediate

Using Collaborative Inquiry to Meet the Needs of All Learners D142-143 Jim Gay, Don Washburn

When a district adopts an instructional approach based on the presumed competence of all of its learners, the focus tends to be on designing and delivering the right instruction and supports to assist each child, rather than on finding a placement outside the general education classroom where the child should be educated. This session focuses on the tools and resources available on the Ohio Leadership Advisory Council (OLAC) website that can be used to build the capacity of staff to meet student needs in the least-restrictive environment. Emphasis will be placed on structures that support inclusion.

Type: Facilitated Discussion Level: Advanced

A System of Professional Development for School and Birth-to-Three Service Providers D144-145 Jennifer McFarland-Whisman, Marc Ellison, JoDonna Burdoff

In response to increasing numbers of children identified as having ASD, the WV Autism Training Center developed two statewide initiatives – one with the WV Department of Education and the other with WV Birth to Three, focusing on the creation of a professional development system to support educators and early intervention providers in implementing evidence-based practices. This presentation briefly describes each project, discusses successes and barriers, illustrates future endeavors, and engages attendees in discussing how their states might develop similar initiatives.

Type: Facilitated Discussion Level: Intermediate

This School Knows Autism: A Study of an Outstanding School E151 Jim Taylor

Following the launch of the Autism Practice Validation (APV) process at OCALICON 2014, a number of schools in the UK have now worked through the process, which involves an audit of the school with a particular emphasis on the autism practice. One school in particular has demonstrated outstanding practice and has become the first school to be awarded a Knows Autism award. This session will focus on the qualities that define a specialist service for young people with autism and provide examples of best practice.

Type: Lecture Level: Advanced

Case Studies in the Treatment of Severe Behavior E160-161 Jackie Crissinger, Jackie Bosley, Jocelyn Geib, Michelle DePolo

Individuals diagnosed with ASD may engage in severe problem behaviors that require careful functional behavior assessment or analysis (FBA) to inform effective behavior intervention planning. This workshop will briefly review the four functions of behavior as well as associated interventions. Then, six case studies will be presented highlighting the FBA findings and behavior plans that were used to reduce or eliminate the severe problem behaviors.

Type: Hands-On Interactive Level: Advanced

FRIDAY S E SSI ONS Don't Hit the Switch: Authentic Use of AT and AAC to Develop Lifelong Leisure Skills E162 Jodi Click, Amy Dendinger

When students with multiple disabilities leave school, they need a repertoire of leisure and recreational activities in which they can independently engage. This session provides tools to take the guesswork out of utilizing assistive technology and augmentative and alternative communication to support leisure skill development. Participants receive a hands-on opportunity to use these tools to facilitate future independence, as well as strategies to build authentic assessments to further drive instruction.

Type: Hands-On Interactive Level: Intermediate

Assessment of Preferences in Individuals With Severe and Profound Disabilities

Complexities Within Diagnosis and Treatment: Exploring Anxiety and ASD E172 Rebecca Szanto, Jennifer Gonda, Jennifer Loudon, Dru Perren

Research has demonstrated that individuals with intellectual disabilities and ASD “may be at an increased risk for anxiety disorders” (Hagopian & Jennett, 2008, p. 467). Due to this risk, there is an increased need to identify diagnostic tools and treatments for these individuals (White & Roberson-Nay, 2009). Presenters will detail experiences from the perspectives of BCBAs, special educators, and mental health counselors.

This presentation includes a discussion of diagnosis, etiology, and treatments for individuals with ASD experiencing anxiety symptoms.

Type: Panel Level: Intermediate

E170 Helen Malone

This session provides a background and rationale for conducting preferences assessments with individuals who have severeto-profound disabilities. We will practice several methods for assessing preferences, including what materials will be needed, how sessions should be prepared and conducted, and how data should be collected and analyzed.

Type: Hands-On Interactive Level: Intermediate

Serving up More Than Just Coffee E171 Holly Pope, Molly Mahaney

Learn how opening a high school coffee shop run by students with exceptionalities has created amazing opportunities. We will discuss how the coffee shop provides vocational training and experience, a means for making academic standards more relevant, and a place for every student to experience success.

We will outline our process of starting and running a coffee shop to help others open their own coffee shop or vocational setting for exceptional learners.

Type: Lecture Level: Intermediate

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

432 302, 304, 401, 403

Otterbein University

216

Pamer Family Chiropractic

420

Assistive Technology of Ohio

114

Pathways to Independence of Central Ohio

116

AUinspired

332

Pearson Clinical Assessment

113

Penchura, LLC

325

PLAY Project Training and Development Organization

427

Positive Education Program

426

Praises, Prizes, and Presents

326

Prentke Romich Company

414

PresenceLearning

111

Recreation Unlimited

308

Relias Learning

206

REM Ohio, Inc.

321

Rethink

226

Saltillo Corporation

424

Autism Society of Ohio

429, 431

Bowling Green State University

109

Center for Outreach Services Ohio School for the Deaf

316

Cincinnati Children’s Hospital Medical Center – Autism Research Group

107

CIP – College Internship Program

222

Deaf Services Center

425

Defiance College

313

Different Roads to Learning

208

Disability Rights Ohio

412

doTERRA - Essentials 4 Health

314

Down Syndrome Association of Central Ohio (DSACO)

121

Sheryl's Autistic Impressions

214

Edward Jones Investments

228

Signing Time

408

Fidget Club

105

406

Florida Institute of Technology

Snug Vest

By Wearable Therapeutics, Inc.

407

Fluttering Families

STAR Autism Support, Inc.

218

410

Good Friend, Inc.

StealthWear Protective Clothing, Inc.

422

323

Got-Autism

Step By Step Academy

318

213

Hasbro, Inc.

Summit Academy Management

305

106

Helping Hands Center

Take One Table

219

217

Lakeshore Learning Materials

TeachTown, Inc.

317

307

LearnTools, Inc.

The Horizons School

118

215

LessonPix, Inc.

The Ohio Center for Deafblind Education

430

315

Lineagen, Inc.

The Silver Lady II

103

428

Milestones Autism Resources

Timocco, Inc.

327

110

Monarch Center for Autism – A Division of Bellefaire JCB

207

Nationwide Children's Hospital Center for Autism Spectrum Disorders

224

Notre Dame College – Academic Support Center

119

Nova Southeastern University

310

Ohio Center for Autism and Low Incidence (OCALI)

60

OCALI Central

Toledo Regional Autism Network

328, 330

Tobii Dynavox

120

TSA Disability Branch

108

University of Cincinnati

409

VizZle by Monarch Teaching Technologies, Inc.

209

We Teach SPED-TPT

205

Westminster Technologies, Inc.

413, 415, 417

EXHIBIT H AL L M AP to Keynote Stage

Exhibitor Lounge

ASD Strategies in Action

Family Corner

Chill Zone

W

M

Meet and Greet

431

432

330

429

430

228

327

328

427

428

226

325

326

425

426

224

325

424

222

323

422

121

120

219

119

118

217

218

317

318

419

116

215

216

315

316

417

114

213

214

313

314

415

113

Concessions

332

420

111

414 412

109

110

209

107

108

207

208

307

105

106

205

206

305

103

OCALI Gallery Registration

310

409

408

308

407

408

Research Symposium

406 304

403

302

401

Bag Pick Up

CEU/ Grad Credit

Entrance

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E XHI B ITO R S 9th Planet, LLC

AUinspired, LLC

Bowling Green State University

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

4200 Regent St – Suite 200 Columbus, OH 43219 www.auinspired.com

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

432

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.

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AUinspired, LLC, was created to be a positive platform to bring about awareness for individuals on the autism spectrum. AU is an abbreviation for autism. Inspired can be defined as being filled with the urge to do something, especially creative, encouraging, or acknowledging worth, admiration, or respect of the amazing! We sell AUinspired merchandise and also do training and seminars for childcare at providers, parents, and cooperations.

AAPC Publishing

302, 304, 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

Assistive Technology of Ohio 114

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.

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Autism Society of Ohio 429, 431

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

The Autism Society of Ohio is the voice for autism in Ohio, advocating for individuals with autism, their families, and those who work with them by collaborating with state agencies, the Governor, and the General Assembly to improve and increase services.

The Autism Society is also your local resource for information on autism and support where you live through eight local chapters around the state providing information and referral, newsletters, seminars, support groups, and family events. Visit our website to find a chapter near you.

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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: • 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

Center for Outreach Services Ohio School for the Deaf 316

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.

EXH I B I TOR S Cincinnati Children’s Hospital Medical Center – Autism Research Group 107

3333 Burnet Ave. – MLC 4002 Cincinnati, OH 45229 513.803.7226 www.cincinnatichildrens.org We provide research opportunities that look to improve treatment outcomes for families and children with developmental disorders. Our research group has openings for all ages and recruits for industry studies, family biobank studies, and investigational drug trials.

CIP – College Internship Program 222

199 South St. Pittsfield, MA 01201 877.566.9247 www.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, PDDNOS, 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.

Preparing Young Adults with Learning Differences for Success Since 1984

Deaf Services Center 425

5830 N. High St. Worthington, OH 43085 614.841.1991 www.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 Speech-To-Text captioning services. Our community resource department programs include Deaf Leadership, Deaf Kids Teen Club, Deaf Equipment Modification Program, and a Regional Infant Hearing Program.

Defiance College

doTERRA - Essentials 4 Health

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

614.395.8404 www.mydoterra.com/e4health

313

Defiance College offers the ASD Affinity Program, providing opportunities for college students on the autism spectrum to have a fulfilling experience in a traditional college setting. 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 in a college environment.

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.

Different Roads to Learning 208

37 E. 18th St. – 10th Fl. New York, NY 10003 800.853.1057 www.difflearn.com Different Roads to Learning, a New Yorkbased certified MWBE company, specializes in educational materials for students diagnosed with autism. Our materials are used for applied behavior analysis and verbal behavior intervention and assessment. Our wide range of products include books, manuals, curricula, assessment kits, flashcards, timers, puzzles, and manipulatives. We also carry DVDs, CDs, and educational software. We have served children on the spectrum for over 20 years.

Disability Rights Ohio 412

50 W. Broad Street – 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.

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For people who care about improving their health and that of their loved ones, we provide simple, safe, and empowering solutions that enhance well-being.

Down Syndrome Association of Central Ohio (DSACO) 121

510 E. North Broadway – 4th floor Columbus, OH 43214 614.263.6020 www.dsaco.net The Down Syndrome Association of Central Ohio (DSACO) is the leading source of information, support and referral assistance to families throughout 18 Central Ohio counties.

Our mission is to support families, promote community involvement and encourage a lifetime of opportunities for people with Down syndrome.

Edward Jones Investments Lynn Tramontano, Financial Advisor 228

1500 W. Third Ave. – Suite 100 Columbus, OH 43212 614.488.4717 www.edwardjones.com As an Edward Jones financial advisor, I bring my full career experience and my passion into my practice. I believe that it’s important to invest my time to understand your family’s goals, and we both know the importance of a strategy to help protect your loved ones with special needs. Every day I assist families with difficult issues. For example, “I worry about what will happen to my son/daughter when I pass away. What is the best way for me to leave my estate to my loved one?” I have the unique experience and heartfelt passion to work with families of loved ones with special needs and provide solutions for families through trust funding, retirement, and meeting other financial goals such as college savings.

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E XHI B ITO R S Fidget Club

Good Friend, Inc.

Hasbro, Inc.

244 Riverside Dr. 5J New York, NY 10025 516.286.3507 www.fidgetclub.com

407 N. Grand Ave. Waukesha, WI 53186 414.510.0385 www.goodfriendinc.com

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

Fidget club is a company run by people with sensory processing differences for people with sensory processing differences and other developmental differences. Fidget Club is not just a company, but a symbol of selfempowerment and hope. Developmental differences such as autism and ADHD do not prevent one from living a happy and productive life. People contribute to society not in spite of their differences, but because of them. Through sharing our favorite toys, products, solutions, and ideas, Fidget Club is trying to spread this message.

A nonprofit organization founded in 2007 for the purpose of creating autism awareness, teaching acceptance of differences, and fostering empathy for students with ASD among their typically-developing peers.

Good Friend offers products and services to support the mission, including peer sensitivity DVDs for elementary and middle school students, staff in-services on the importance of social support and disability harassment, and developmentally-specific student presentations.

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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323

Florida Institute of Technology 407

150 West University Blvd.

Melbourne, FL 32901 321.674.8382 www.fit.edu/continuing-ed 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.

Fluttering Families 410

P.O. Box 133 Powell, OH 43065 614.859.0191 www.flutteringfamilies.org Fluttering Families is a non-profit corporation born from a mother’s love for her daughter with special needs. Our mission is to improve the lives of families of children with special needs by offering support, advocacy, and innovative educational and outreach services.

At Fluttering Families, we focus our efforts on adapting typical childhood events and activities for families of children with special needs. This includes an annual Easter egg hunt, Sweetheart Dance, private visit with Santa Claus, concerts, movies, and other entertainment. We want special families to feel valued, respected, and included in the community.

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Got-Autism 213

10052 Commerce Park Dr. Cincinnati, OH 45246 888.237.4988 www.got-autism.com Empower & Inspire Online retailer Got-Autism offers the best of the best therapeutic, behavioral, and sensory solutions for autism spectrum and other developmental disabilities. Got-Autism’s product offering addresses the cognitive and behavioral challenges associated with autism spectrum, ADHD, SPD, learning disabilities, and other developmental differences. Our solutions-based product line supports all ages, abilities, and budgets. We believe that with the right supports and therapeutic interventions, children with special needs can achieve amazing things. At Got-Autism, we not only want our customers to be inspired, but empowered.

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Helping Hands Center 217

2500 Medary Ave. Columbus, OH 43202 614.262.7520 www.helpinghandscenter.com Helping Hands Center is a non-profit organization with a mission to meet the educational and therapeutic needs of children with autism and other developmental disabilities. The Education Center offers an academic year school program for EI-9th grade. The Therapy Center provides OT, PT, speech, and music therapy services for students enrolled in the Education Center as well as those strictly needing therapeutic services. An 8-week summer camp program continues social, recreational, and academic skill development outside of the school year.

Over the past 10 years, Helping Hands Center has experienced exponential growth and will become Bridgeway Academy in January 2016.

EXH I B I TOR S Lakeshore Learning Materials

Lineagen, Inc.

2695 E. Dominguez St. Carson, CA 90895 310.537.8600 www.lakeshorelearning.com

2677 E. Parley’s Way Salt Lake City, UT 84109 801.931.6200 www.linegan.com

Since, 1954, Lakeshore Learning Materials has been providing schools and educational programs with innovative products, training, and customized materials that span the curriculum. Designed to meet state and national standards in early childhood and elementary education, our top-quality products reflect the latest research in teaching and child development.

At Lineagen, our mission is to accelerate and enhance the diagnostic evaluation of medical conditions so that the best possible outcomes can be achieved for patients and their families. Our first commercial offering, FirstStepDx, provides physicians with a fully integrated genetic testing, counseling, and developmental screen service to aid in the clinical evaluation of children with ASD and other forms of developmental delay. Our First Step test has the highest CMA clinical detection rate, and we use a buccal swab vs. the traditional blood draw, which is less traumatic to the patient. We also want to partner with local organizations and institutions around community and parent outreach programs.

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LearnTools, Inc. 215

1131 Fernwood Dr. Westlake, OH 44145 440.333.5976 www.learntools.org Featuring Mac’s Abacus as a complete Early Math development kit. The kit includes the highest quality Abacus and full-color workbook and teaching guide filled with 300 very attractive picture lessons. The kit seamlessly guides children from the first notion of ‘counting’ into comparing counts of groups, finger counting, concept of zero, numerals, addition, subtraction, lengths, time, our decimal system, and money. Great for all kids!

LessonPix, Inc. 315

35246 U.S. Hwy 19N #139 Palm Harbor, FL 34684 727.437.2465 www.lessonpix.com LessonPix provides high-quality, low cost custom visual materials for individuals with special needs. Parents and professionals can use any online device to create hundreds of materials such as: • AAC Overlays • Picture Cards for Exchange Systems • Printable Games for Visual Learners • and much more – all for just $36/year!

428

Monarch Center for Autism – A Division of Bellefaire JCB 207

22001 Fairmount Blvd.

Shaker Heights, OH 44118 216.932.2800 www.monarchcenterforautism.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.

Milestones Autism Resources 110

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 throughout Northeast Ohio by educating, coaching, and connecting the autism community with evidence-based information. Milestones is the first call for help at each transition of an individual’s life.

Milestones envisions 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 3,100 parents, professionals, and individuals of all ages and abilities, through an annual conference, trainings, and coaching services. The website, milestones.org, connects 55,000 unique visitors to more than 1,000 autism resources.

Nationwide Children's Hospital Center for Autism Spectrum Disorders 224

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.

Notre Dame College – Academic Support Center 119

4545 College Rd. South Euclid, OH 44121 216.373.5176 www.notredamecollege.net The mission of the Academic Support Center is to provide quality educational opportunities and support services above and beyond those required by law to individuals with documented learning disabilities who are traditionally underserved in postsecondary education. The mission of the Academic Support Center parallels the mission of Notre Dame College which is to educate a diverse population in liberal arts for personal, professional, and global responsibility.

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E XHI B ITO R S Nova Southeastern University

Pamer Family Chiropractic

Penchura, LLC

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

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

889 S. Old U.S. 23 Brighton, MI 48114 888.778.7529 www.penchura.com

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.

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.

Ohio Center for Autism and Low Incidence (OCALI)

Pathways to Independence of Central Ohio

Since 2006, Penchura, LLC, has been known for providing customers with the highest quality products and service beyond their expectations. Their team is comprised of park and recreation professionals with more than 50 years combined experience in the industry.

By providing safe, exciting, innovative and fun places for our children, we are improving our communities, fighting childhood obesity, encouraging environmental responsibility, and bringing back the value to play!

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

7020 D Huntley Rd. Columbus, OH 43229 614.378.2498 www.pathways2independenceohio.org

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 200 countries.

Pathways to Independence of Central Ohio is a non-profit organization that provides vocational and supported employment to young adults with disabilities. We have a fully functional doggy day care that we use to teach individuals basic job skills while we work on vocational assessments, resume building, and interview skills. We have found that the dogs provide a sense of comfort and motivation to our friends with disabilities and we use that to our advantage while teaching job skills.

These skills are then generalized to different settings with an end goal of locating long term employment within the community.

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OCALI Central

420

116

Pearson Clinical Assessment 113

Otterbein University 216

1 South Grove St. Westerville, OH 43081 614.823.1346 www.otterbein.edu Learn about the latest in teacher education of intervention specialists – both initial licensure and adding licensure candidates. Otterbein University has developed an integrative program, focused on co-teaching and collaboration, a balanced program, focused on leadership, best practices, and research in special education, and an accessible program, supportive of individual learning needs, busy schedules, and investments of one’s time and finances. Visit us to learn more about the intervention specialist programs at Otterbein University.

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5601 Green Valley Dr. – 4th Floor Bloomington, MN 55437 800.627.7271 www.pearsonclinical.com Pearson has a long history of developing assessments used in clinical and educational settings to understand a person's cognitive, behavioral, emotional, language, and occupational strengths and weaknesses.

We have been a trusted partner since 1921, and today we are a global market leader in clinical assessment. We provide efficacy-based solutions to assess and positively impact educational, occupational, and quality-of-life outcomes. Our wide range of assessment and intervention products are used by over 300,000 psychologists, speech-language pathologists, occupational therapists, and related practitioners. Our portfolio includes WISC-V, KTEA-3, CELF-5, GFTA-3, Review360, and Q-interactive Pearson new digital system.

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PLAY Project Training and Development Organization 427

3031 Miller Rd. Ann Arbor, MI 48103 734.585.5333 x207 | training@playproject.org www.playproject.org PLAY Project is an evidenced-based parentimplemented autism intervention that improves the language, development, social skills, behavior, and autism severity of children with autism. As a professional training and development company, the PLAY Project organization develops training curriculum for professionals and parents; establishes systems of care through health systems, early intervention programs, community mental health programs, and private practice; organizes training events; and manages the credentialing process of the Certified PLAY Project consultant program. The early intervention system in Ohio offers PLAY Autism intervention in 45+ Ohio counties. PLAY is an acronym derived from “Play and Language for Autistic Youngsters.”

Positive Education Program 426

3100 Euclid Ave. Cleveland, OH 44115 216.361.7761 www.pepcleve.org PEP helps troubled and troubling children (0-22) successfully learn and grow, blending quality education and mental health services in partnership with families, schools, and communities.

EXH I B I TOR S Praises, Prizes, and Presents

Recreation Unlimited

Rethink

3822 Richmond St. NW Grand Rapids, MI 49534 616.791.7003 www.praisesprizespresents.com

7700 Piper Rd. Ashley, OH 43003-9741 740.548.7006 www.recreationunlimited.org

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

Praises, Prizes, and Presents specializes in products that motivate and reward children with special needs.

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.

Rethink is an award-winning research-based program model for supporting students with disabilities in specialized 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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Prentke Romich Company 414

1022 Heyl Rd. Wooster, OH 44691 800.262.1984 www.prentrom.com For nearly fifty years, Prentke Romich has led the industry in providing AAC solutions with advanced communication technology and language development systems. Visit us to learn about our Accent™ family of devices including the Accent™ 1400, our most powerful and flexible AAC Solution. Also featuring CoreScanner™ – our AAC language program designed for switch scanning, LAMP: Words for Life™, and new services and training opportunities.

PresenceLearning 111

580 Market Street – 6th Floor San Francisco, CA 94104 415.512.9000 www.presencelearning.com PresenceLearning is the leading provider of online speech and occupational therapy, behavioral and mental health services, and assessments for K-12 districts and families of children with special needs. PresenceLearning’s nationwide network of online professionals and telehealth providers includes hundreds of highly qualified speech-language pathologists, occupational therapists, special education teachers, and behavioral and mental health professionals. Treatment sessions are delivered “anytime anywhere” via live videoconferencing using the latest in evidence-based practices combined with powerful progress reporting.

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Relias Learning 206

111 Corning Rd. – Suite 250 Raleigh, NC 27518 919.650.6628 www.reliaslearning.com Relias Learning, the leader in online training and compliance solutions for the healthcare market, offers a robust learning management system with unrivaled content and customizable solutions. The Relias Learning Management System (RLMS) gives customers the unique ability to create custom content and track live training and demonstration of skills and performance. With Relias' relevant and up-to-date courses, your organization can improve compliance and performance while minimizing travel, overtime, and hours spent away from your day-to-day responsibilities.

Each year, more than 2 million employees at 4,000 organizations take more than 25 million courses on the RLMS.

REM Ohio, Inc. 321

470 Portage Lakes Dr. – Suite 206 Akron, OH 44319 800.685.0071 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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Saltillo Corporation 424

2143 Township Rd. – 112 Millersburg, OH 44654 800.382.8622 www.saltillo.com Saltillo Corporation is an Ohio-based company that manufactures and distributes AAC products for non-speaking individuals. We specialize in portable communication devices for children with autism.

Sheryl's Autistic Impressions 214

25 East Crafton Ave. – Apt. 301 Pittsburgh, PA 15205 412.919.5995 www.sherylyeagerart.com Original and award-winning artwork and prints, greeting cards, the children's book Emma the Giraffe, and more from artist Sheryl Yeager.

Signing Time 408

8249 Center St. Garrettsville, OH 44231 330.527.0278 www.signingwithabass.net We provide basic American Sign Language materials for parents, children, daycare centers, and teachers. We have CDs, DVDs, boardbooks, flashcards, and onsite classes for all ages and locations.

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E XHI B ITO R S Snug Vest By Wearable Therapeutics, Inc.

Step By Step Academy

The Horizons School

445 E. Dublin Granville Rd. Bldg. G Columbus, OH 43085 614.436.7837 www.stepbystepacademy.org

2018 15th Avenue South Birmingham, AL 35205 205.322.6606 www.horizonsschool.org

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!

Step By Step (SBS) is a non-profit community mental health agency located in Worthington, OH, and serving Central Ohio and surrounding areas. SBS offers customized and integrated care that combines ABA, behavioral counseling and therapy, pharmacological management, center-based educational service, speech therapy, and other mental health services under one umbrella to help our consumers across all ages to achieve the best outcomes in school, home, and work. SBS is a certified mental health agency, a provider under the Ohio Department of Education's Autism Scholarship Program, and accredited through CARF (Commission on Accreditation of Rehabilitation Facilities).

The Horizons School offers our young adults a college-like experience as they live away from home, develop a group of lifelong friends, prepare for careers, and establish and practice setting, planning, and evaluating personal goals. We offer individuals and their families an inclusive, holistic life preparatory program as we try to consider all aspects of learning and living needs for students and families.

STAR Autism Support, Inc.

Summit Academy Management

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305

6663 SW Beaverton Hillsdale – Hwy Box 119 Portland, OR 97225 503.297.2864 www.starautismsupport.com

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

Summit Academy operates 26 schools in the State of Ohio which are all non-profit community schools specifically designed for students with ADHD, 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.

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#320 - 887 Great Northern Way Vancouver, BC V5T 4T5 Canada 866.530.4440 www.snugvest.com

StealthWear Protective Clothing, Inc. 422

68 Broadview Ave. – Suite B1 Toronto, ON M4M 2E6 Canada 888.880.3235 www.stealthwearclothing.com Stealthwear Protective Clothing provides streamlined impact and compression resistant clothing for special educators working in a high-needs environment. Designed with an athletic apparel appearance, our Active Aide line of products provide protection from behaviors such as bites, scratches, pinches and hits, so that your focus can remain on what’s most important – helping your student reach their full potential. With Active Aide, special educators encounter fewer injuries, and become more confident in their ability to effectively work with their student.

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Take One Table 219

Flyers, brochures, catalogs, and more from non-exhibiting companies and organizations including Chapel Haven, Inc., CPI (Crisis Prevention Institute), Organization for Autism Research, and WithinU Life Coaching. Stop by and pick up one of each!

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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The Ohio Center for Deafblind Education 430

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.

The Silver Lady II 103

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

EXH I B I TOR S Timocco, Inc.

TSA Disability Branch

We Teach SPED-TPT

526 S. Main St. – Suite 709A Akron, OH 44311 330.968.2879 www.timocco.com

701 S. 12th St. Arlington, VA 20598 202.684.5002 www.tsa.gov

10911 NW 12th Place Plantation, FL 33322 954.684.4497 www.autismclassroomresources.com

Timocco is an online motion gaming platform that motivates children with disabilities to reach their IEP goals by enhancing their motor, cognitive, and communication skills, all while having fun! Timocco’s ready-made functional skills-based plans develop and accelerate the foundation skills needed for crucial daily living skills in young children (ages 3-12). Timocco’s games and the controllers can be modified to target areas of need, allowing individualization for each child. The versatility and portability of Timocco makes it simple for occupational and physical therapists to incorporate Timocco into their daily therapy sessions, while the games graphics and positive feedback motivates children to work on their IEP goals. Timocco can be played on multiple platforms, from interactive whiteboards to PCs and Macs. Children can play their assigned Plans in the classroom during center work or at home in the evenings and on weekends. No matter where Timocco is played, data is collected and organized into a comprehensive report, enabling therapists to monitor progress and easily print for meetings.

The Transportation Security Administration Disability Branch supports the Department of Homeland Security policy agenda, including: reviewing and conducting inquiries, making determinations regarding disability-related complaints, and developing, managing, and strengthening partnerships with the disability and medical condition community.

We are a group of independent teacherauthors from Teachers Pay Teachers who focus on developing educational resources and materials for students in special education including autism and other low-incidence disabilities. We develop visual and behavioral supports, academic materials, life skills and functional curriculum materials, and communication tools. All of our supports are developed by authors with significant experience working in the classroom and are developed with the teacher (or homeschool instructor) in mind. Stop by the booth and check out some free samples.

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Tobii Dynavox 120

2100 Wharton St. Pittsburgh, PA 15203 800.588.4548 www.tobiidynavox.com Tobii Dynavox is the global leader and pioneer in touch and eyetracking based augmentative and alternative communication (AAC) devices. Our 100% focus and commitment to customers helps to empower and enable them to realize more successful and meaningful communication.

Toledo Regional Autism Network 328, 330

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

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University of Cincinnati 409

P.O. Box 210002 Cincinnati, OH 45221-0002 888.325.2669 www.cech.uc.edu The University of Cincinnati offers a wide variety of opportunities for K-12 teachers to enhance their current credentials, meet the requirements of state licensure, and further their education through professional development opportunities. Students can complete coursework in a flexible online delivery format, which is ideal for earning graduate credits required to renew a teaching license or to reinstate an expired teaching license. Tuition for all professional development programs are offered at reduced tuition rates. Ask us about our online, self-paced license renewal courses, or our certificate programs including Autism Spectrum Disorders and Intervention Specialist Licensure. We offer many other programs as well. We look forward to meeting you!

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Westminster Technologies, Inc. 413, 415, 417

1702 St. Clair Ave. NE Cleveland, OH 44114 844.881.2088 www.westminstertech.com Westminster Technologies, Inc., offers a wide range of specialized assistive technology solutions. Our product lines include the TAPit, ProxTalker, Skoog, NAO robot, Headpod, and others. We also offer customized consulting services and professional development. Our mission is to enable those with differing abilities to reach their full potential.

VizZle by Monarch Teaching Technologies, Inc. 209

23625 Commerce Park – Suite 150 Beachwood, OH 44122 800.593.1934 www.monarchtt.com VizZle provides a library of more than 14,000 lessons and the tools and media to customize them or create your own. Tailor lessons to any grade level, assign to any student, play on any tablet, laptop or desktop, and data will be tracked automatically. This award-winning interactive web-based software is developed collaboratively with educators. Easily engage and focus students to help with behavioral and academic issues. Data can be filtered by IEP goals and exported. Audio and video clips are attachable to any lesson. ALS videos are available and TTS can be authored for any lesson.

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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

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.

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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

Inspired Opportunities an autism specific program in Akron, Ohio opened it’s doors in 2015!!

P RESE NTE R S Diane Adreon Diane Adreon, Ed.D., is the associate director of the University of Miami-Nova Southeastern University Center for Autism and Related Disabilities. She presents and consults internationally on highfunctioning autism and Asperger Syndrome. Adreon is co-author of Asperger Syndrome and Adolescence: Practical Solutions for School Success (2001), winner of the Autism Society of America Literary Achievement Award.

Susan Aebker Susan Aebker, DHS, OTR/L, graduated from The Ohio State University and worked for 10 years as an occupational therapist in clinical care before becoming a school-based therapist with the Miami Valley Regional Center 13 years ago. She received a master's and doctoral degrees from the University of Indianapolis where her studies focused on sensory modulation.

Cami Algaier Cami Algaier, M.S., CCC-SLP. is a speech-language pathologist. She worked within the private sector for 6 years and the public school setting for 14 years. Within the school setting Algaier was part of the assistive technology team, autism team, provided hands-on STAR training, and supervised SLPs and graduate students. She provided support for preschool programs for children with disabilities, functional life skills and structured teaching method classrooms. Algaier has a master’s degree in communication disorders and is currently seeking board certified behavior analysis certification.

Natalie Andzik Natalie Andzik, M.A. Ed., BCBA, is a doctoral student in the Department of Educational Studies at The Ohio State University. Her research interests include promoting communication access for students with moderate to severe disabilities and supporting teachers to ensure communication access for their students. Andzik has been a special education teacher for eight years and a board-certified behavior analyst since 2012.

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 implement researchbased interventions for children with behavioral disorders and evaluating effective academic and behavioral interventions for children with behavior disorders.

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 clinic and school settings.

Melissa Bacon Melissa Bacon, program director of Policy and Interagency Collaboration at OCALI, oversees the Interagency Workgroup on Autism, collaborating with state agencies to promote issues impacting and involving persons with ASD. Prior, she served as policy director for the Ohio Department of Health, coordinated policy for Health and Human Services, and was director of government affairs for the Ohio Department of Job and Family Services. She also worked as director of public policy and advocacy for the Ohio Children’s Hospital Association and as a policy aide for the Ohio Senate Republican Caucus.

Melissa Baker Melissa Baker, M.S., CCC-SLP, is a speech-language pathologist with 17 years of experience in the field of autism. She has worked in a variety of private and public school settings. For the past nine years, she has been the supervisor of the speech therapy department at Monarch Center for Autism in Shaker Heights, OH. Baker has been published in ADVANCE for Speech-Language Pathologists & Audiologists as well as in Autism Spectrum Quarterly. She is a frequent presenter at both state and national conferences.

Susan Baker Susan Baker has worked for the Elyria City Schools as a speech-language pathologist since 2001. She received a undergraduate degree from Northern Arizona University and a master's degree from Cleveland State University. Her caseload includes students with a variety of disabilities, including autism. She has previously presented with her team at OCALICON. The team received the 2014 Franklin B. Walter Outstanding Educators Award from SST2.

Samantha Banks Samantha Banks received a bachelor of science in early childhood education from Ohio University and a master of science in psychology with a concentration in applied behavior analysis from Kaplan University.

She has worked as a substitute teacher, a behavior technician in both the clinical and school settings and is a board-certified behavior analyst. Banks has presented at both ABAI and OHABA.

Clarissa Barnes Clarissa Barnes, Ph.D., BCBA-D, is the director of the Hench Autism Studies Program and an assistant professor in special education at Defiance College. Her research interests include exploring (a) instructional methods to establish basic and complex verbal repertoires in individuals with and without disabilities, (b) the efficacy of teaching procedures to establish relational responding, and (c) staff training methods that are both effective and accessible to the non-behavior analytic community.

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

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

Bart Barta Bart Barta is a lieutenant with the Coral Gables Police Department and serves as the commander of the Special Investigations Section where he oversees vice, intelligence, and narcotics operations. Barta has been a member of the Coral Gables Police Department for 27 years. He is a certified law enforcement instructor and serves as a trainer for the Eleventh Judicial Circuit Court's Mental Health Project – Crisis Intervention Team. He has trained over two thousand officers in how to safely interact with individuals with ASD.

Susan Bault Susan Bault is a graduate of the University of Kansas and has worked as an occupational therapist for 28 years. She has experience with both adults and children, but has specialized in pediatrics for most of her career. Susan has worked for Little Miami Local Schools in Ohio since 2007.

Steve Becker Steve Becker received his Ph.D. in abnormal psychology and special education from the University of Missouri and then began a behavior consulting practice. He has worked as a special education teacher for 12 years and since 1985 as a homebased parent educator. He has presented at many professional conferences and has authored two books on autism – Practical Social Skills and Practical Parenting.

Jessica Beem Jessica Beem, M.A., is an autism consultant with Grant Wood Area Education Agency (GWAEA) in Cedar Rapids, IA. Prior to working at GWAEA, she taught special education for PreK-7th grade for seven years. Beem has master's degrees in early childhood education and special education. She is working on an Ed.S. in educational administration.

Emily Biddle Emily Biddle is an intervention specialist in the Olentangy Local School District. She attended the University of Kentucky and earned a degree in special education-moderate to intensive disabilities. She is attending Ball State University to obtain a master's degree in applied behavior analysis. She plans to become a board-certified behavior analyst.

Karen Blackburn Karen Blackburn has spent 19 years working with diverse populations in Wyoming and Ohio. Her passions include students with intensive behavioral and social/emotional needs and students from low socio-economic backgrounds. She is a Nonviolent Crisis Intervention Trainer, has presented at the Ohio CCBD Behavior Institute, and is a district-level trainer in various behavior topics. She has developed the College-Career-Life Readiness Eight Essential Elements and Subskills, which are currently used in the moderate/intensive behavior classrooms at Sandusky City Schools.

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P RE S E N T E R S Jen Blackwell Jen Blackwell earned a 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 17-year-old high school senior diagnosed with autism at age 2. He is working towards his Eagle Scout, played tuba with the high school band that performed at Carnegie Hall, and is on his way to earning a dual academic and technology honors diploma. After high school, he plans to serve a two-year mission for his church and then attend college, majoring in electrical engineering. He wants to eventually work in the computer field.

Tamitha Blake Tamitha “Tammy” R. Blake, OTD, OTR/L, received a bachelor of science degree in occupational therapy from Virginia Commonwealth University and a doctorate in occupational therapy from Rocky Mountain University of Health Professions. She has worked as an occupational therapist since 1992 in acute and sub-acute rehabilitation centers, residential treatment centers, and public school settings. She has worked in public schools for over 10 years and has collaborated with teachers, speech-language pathologists, and other therapists for local and regional presentations and workshops.

Sara Boettcher Sara Boettcher received an undergraduate degree in early childhood education from Capital University.

Previously, she served as a teacher in a preschool classroom for both typically developing children and children with developmental disabilities. Currently, she is working toward a master's degree in special education with an emphasis in ASD. She is an intervention specialist at Step by Step Academy, a behavior treatment center for children with autism, and teaches in the educational transition program.

Kristi Borcherdt Kristi Borcherdt is a lecturer at Bowling Green State University in the Intervention Services Department, primarily teaching practicum and methods courses at the junior and senior level. Prior to her tenure at Bowling Green State University, she was a special education teacher and general education teacher at Springfield Local Schools in Holland, OH. She attended Bowling Green State University, receiving a bachelor's of science in special education, and the University of Toledo, where she received a master's of education.

Jackie Bosley Jackie Bosley, M.Ed, BCBA, is a licensed teacher, principal, and board-certified behavior analyst.

She obtained bachelor’s and master’s degrees in education from John Carroll University and completed behavior analysis coursework through Penn State. She is a certified instructor in non-violent crisis intervention for the Crisis Prevention Institute.

Bosley has worked in the field of special education and behavior management for 12 years, working with children of varying ages and instructional levels in the home, school, and work environments.

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Cindy Andree Bowen

Myra Beth Bundy

Cindy Andree Bowen, M.A., BCBA, received her degree in elementary education with a minor in psychology at Wake Forest University. She earned a master’s in special education, focus on ABA, from Ball State University. She has a North Carolina teaching license for grades K-6, as well as board certification as a 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.

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 ASD certificate program.

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

Heather Bridgman Heather Bridgman is a regional consultant for OCALI. She has worked in the field of assistive technology for more than 20 years. Her specialties include computer access, augmentative communication, and universal design for learning. She has a master's degree in systems engineering as well as a teaching license in high school mathematics. She has presented at numerous state and regional conferences on a wide variety of AT tools and systems to build capacity at a local level. She is also an adjunct professor in AT at Bowling Green State University.

JoDonna Burdoff

Matthew Brock

Carol Burmeister

Matt Brock, Ph.D., is an assistant professor in the Department of Educational 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 these strategies to school personnel. He 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.

Heather Brolly Heather A. Brolly, ECIS, is an early childhood intervention specialist who has provided service to students preschool through third grade. She has experience in both public and alternative school placements. Brolly has a strong desire for children to succeed in the least-restrictive environment which is why she has pursued further coursework in selfregulation, behavior, and motivation.

Karen Brothers Karen Brothers, M.A., M.S., is a guidance counselor for Dublin City Schools. Brothers has been a teacher and counselor for over 30 years and is the parent of a 20-year-old with autism. She started a peer collaboration program in 1999, which began with 10 children and now serves over 200 students at Dublin Coffman High School alone. She has dedicated years to research and application of programs that promote peer modeling and now has programs in many schools throughout her district as well as schools in Ohio and Indiana.

Chelsea Budde The mother of two children with differently-wired brains, Chelsea Budde has spent 16 years discovering how best to interact with, support, and empower neurologically diverse youth. She co-founded the nonprofit Good Friend, Inc., which has reached 35,000+ people with a message of autism awareness, acceptance, and empathy. Though she has a B.A. in English from St. Norbert College, most of her related training has come from conferences, workshops, professional collaborations, and field experience. She is also a writer, university guest lecturer, and state and national conference presenter.

JoDonna Burdoff is the autism coordinator for the West Virginia Department of Education/Office of Special Programs (WVDE/OSP) and adjunct professor at Fairmont State University. Her main focus is school, classroom, and early childhood positive behavior support. She has participated in the development and facilitation of the Autism Academies and the Pre-K Autism Academies for the WVDE/OSP. Currently, she is involved in the facilitation and development of WV PBIS Academies.

Carol Burmeister's professional experience spans more than 40 years, working as a paraprofessional, general education teacher, special education teacher, program specialist, and consultant in a wide variety of educational settings. She served as a reviewer in the National Professional Development Center on Autism Spectrum Disorder's recent update on evidencebased practices and has presented at local, national, and international levels on topics related to effective implementation of research-based interventions for students with autism and related disorders.

Jon Burt Jon Burt is pursuing a Ph.D. in curriculum and instruction at the University of Louisville. He received a master's degree in special education from Vanderbilt University and served as a teacher of students with mild/moderate disabilities for six years in elementary and secondary public schools in Tennessee and Indiana. He is a board-certified behavior analyst and serves as a consulting behavior analyst for the University of Louisville Autism Center.

Megan Burton Megan Burton is a school counselor at Dublin Coffman High School. Previously, she worked as a social studies teacher at Franklin Heights High School and as a general education teacher with inclusion sections at Coffman High School. She received a bachelor's of education degree in 2008 from Miami University and a master’s in school counseling from the University of Dayton in 2012. She is a contributing participant in the Peer Collaboration program at Dublin Coffman, which places students in classrooms as mentors, tutors, teacher aides, models, and other academic supports.

Mo Buti Mo Buti, M.Ed.-BD, M.Ed-ADMIN, has been working in the field of special education for over 24 years with children/adults with severe and profound, moderate, and mild autism. She has served as a teacher, a consultant, and coordinator of autism and intellectual disabilities in Chicago Public Schools.

Buti is currently the director of program development at Neumann Family Services. She has a passion for learning, making visual modifications, teaching, and is a dynamic international speaker.

P RESE NTE R S Erin Canaday

Amanda Chiles

Laurie Collins

Erin Canaday has worked for Dublin City Schools for 13 years as a transition coordinator and the past 7 years as the department chair for Dublin Coffman High School. She began her career teaching self-contained, cross-categorical special education in Illinois and Ohio at elementary and middle school levels. For the past 17 years, she has been a work study/transition coordinator with a focus on transitioning students to work, community, and independence.

Amanda Chiles is the parent of two children, including one with special needs, and is a parent mentor with Westerville City Schools. She had the opportunity to learn Dr. Bruce Perry's neurosequential model of therapeutics, which has helped many families in her district and the school staff.

Laurie Collins has been with Geneva Centre for Autism for over seven years. She has worked with youth and adults with disabilities for over 15 years, as a community visiting nurse supervisor, ABI services administrator, a manager of respite services and a non-violent crisis intervention trainer. Collins holds a degree in health administration, health services management. As director of youth and adult services at Geneva Centre, she leads a team of highly specialized staff providing an empowerment-oriented service approach whereby strengths and interests of each individual are emphasized.

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

Brooke Carson Brooke D. Carson, Ph.D., is a 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 and coordinates the Autism Leadership Cadre, which includes autism professionals across the state employed to carry out CDE initiatives, as well as 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.

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

Ellen Cavallaro Ellen Cavallaro is a seventh-grade language arts teacher for Hudson City Schools. She graduated with a bachelor of science in middle grades education from Ashland University. She has co-taught with the seventh-grade intervention specialist teacher following a push-in model. Co-teaching with both general education and resource students has created an opportunity for her to educate students on the autism spectrum, which has strengthened her differentiation practices to develop a collaborative classroom for every type of learner.

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.

Laura Clarke Laura Clarke is an assistant professor of special education at Eastern Kentucky University. She has published in Teaching Exceptional Children, Beyond Behavior, Psychology in the Schools, Teacher Educator Special Educator (TESE) and Preventing School Failure. Her research interests include supporting preservice teachers and P-12 students in technology use, the flipped classroom, universal design for learning, supporting students with disabilities in crises, and working with students with moderate to severe disabilities in areas such as incontinence and communication.

Teresa Clevidence Teresa Clevidence is an assistive technology consultant with the Southwestern Ohio Assistive Technology Consortium. She is a licensed speechlanguage pathologist with an ASHA certificate of clinical competence as well as a licensed teacher of elementary and special education in the state of Ohio. Drawing on her classroom and therapy experiences, she has given numerous presentations on various AT topics at the regional, state, and national level.

Jodi Click Jodi Click is a special education teacher at an alternative high school program with Fort Wayne Community Schools and a private assistive technology/AAC consultant. She has over 15 years' experience working with teens and adults with severe and multiple disabilities, autism, and emotional disabilities in various school and adult service settings. She triple-majored in special education, music therapy, and music education at the University of Evansville and is currently pursuing a master's degree in assistive technology.

Tony Cochren Tony D. Cochren, B.S., M.Ed., has spent 21 years in special education as a classroom teacher and administrator. He has 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, IndianaPurdue at Ft. Wayne, Miami University, the University of Evansville, the Ohio Brain Injury Association and OCALICON.

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 co-author of Out and About: Preparing Children With Autism Spectrum Disorders to Participate in Their Communities.

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Lisa Combs Lisa Combs, M.A., is supervisor of the Miami Valley autism and low incidence coaching team through the Montgomery County Educational Service Center, which provides job-embedded coaching to hundreds of educational teams. Combs has been a special education teacher and director, autism coach with OCALI, and adjunct instructor for Wright State University. She has a consulting business, Combs Educational Consulting, Ltd. and is the author of Push to Open: A Teacher's QuickGuide to Universal Design for Teaching Students on the Autism Spectrum in the General Education Classroom.

Cheryl Cotter Cheryl Cotter, Ms.Ed., works in classrooms across Rhode Island educating teachers and supporting students with ASD and SEL challenges. She received a master's from Providence College, studied structured teaching at UNC, attended Ross Greene's Advanced trainings, 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 conferences. She credits her son, Ryan, a young adult with Asperger Syndrome, with being her best teacher.

Cotter led the ToyBoxTools project with Hasbro, Inc.

Richard Cowan Richard Cowan, Ph.D., NCSP, completed graduate training in school psychology at the University of Nebraska-Lincoln. He is a core faculty member in the school psychology program at Kent State University.

Cowan has been involved in multiple 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 autism and students who are at risk for academic failure.

Jackie Crissinger Jaclyn “Jackie� Crissinger, M.S., BCBA, has worked with children and adults with autism and developmental delays for 10 years. She has held positions as a classroom teacher in public schools, a behavior specialist in a school for students with developmental delays, and currently works at KidsLink Neurobehavioral Center as a behavioral consultant. Crissinger is a certified special education teacher and a board-certified behavior analyst.

Bre Crum Bre Crum has her master's degree from Ashland University and is an intervention specialist for Elyria City Schools. She is teaching in a moderate/intensive resource room at the middle school level, 6-8 grade band levels. Her previous teaching includes 17 years as a mild/moderate intervention specialist at the elementary level.

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P RE S E N T E R S Kathleen Cruse

Rene DeLoss

Rachael Dobson

Kathleen Cruse, LPC, is a counselor at Nationwide Children's Hospital Center for Autism Spectrum Disorders. She received a B.A. in psychology from Denison University and a M.S. in counseling psychology from Northeastern University. Her focus is on children with ASD, but she has done research in health psychology, investigating the effects of stress on risk factors for angina and learning psychology, examining the results of learned helplessness on test performance. Cruse leads outpatient groups for substance disorders, including groups with individuals experiencing domestic violence.

Rene DeLoss is a special education teacher with the Reach Autism program in Riverside, CA. She has worked with individuals with autism and their families for over 10 years, as both a teacher and an ABA interventionist. She completed a bachelor's degree and teaching credential at the University of California, Riverside. DeLoss serves on the leadership and staff development teams for the Reach program. She also acts as mentor and coach for other teachers and paraprofessionals.

Rachael Dobson, M.S.Ed., BCBA, has a bachelor's in psychology from Kent State University and a master's in special education from Youngstown State University. While completing her master's degree, she also completed certification coursework in applied behavior analysis at Penn State. She works as a behavior analyst at The Rich Center for Autism at Youngstown State University. Her research interests include staff training, positive behavioral interventions, and communication development.

Amy Dendinger

Peter Doehring

Amy Dendinger is an intervention specialist with Perkins Local School District in Sandusky, OH. She currently works in the 3-5 ACCESS program (Accommodations and Creative Classroom Education Specialized for Students) for students with multiple disabilities.

Peter Doehring has been working with individuals with ASD for 25 years. Trained as a clinical psychologist, he has led the development and expansion of health and education programs integrating research, training, and policy at the regional and state level. He has published and presented internationally, including books evaluating evidence-based treatments and strategies for developing services, training, research, and policy at the state and national level. He is the father of an adolescent with multiple and complex developmental disabilities.

George Csanyi George M. Csanyi is the director of the State Support Team Region 7. He supervises the implementation of the provision of differentiated and tiered information, professional development, and technical assistance based on the needs of priority districts or programs identified by the Ohio Department of Education.

Csanyi has presented on topics related to systems change, school improvement, and school climate in order to meet the needs of students of all abilities.

Patty Cunningham Patty Cunningham, M.Ed., OTR/L, has been providing intervention services to individuals with ASD for 30 years. She holds a graduate degree in special education and an autism certificate from Bowling Green State University. She is employed in intensive autism programming for preschool-aged children and provides outpatient intervention. Cunningham is a specialist in sensory processing disorders and has spoken nationally on this subject.

Emily Curiel Emily S. L. Curiel is a doctoral candidate in special education and applied behavior analysis at The Ohio State University. 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.

Carrie Davenport Carrie Davenport is a doctoral student in the special education/applied behavior analysis program at The Ohio State University. Previously, she was the early childhood consultant for the Center for Outreach Services at the Ohio School for the Deaf. Davenport is a founding board member of Ohio Hands & Voices.

She has served on several boards and committees, including the Universal Newborn Hearing Screening subcommittee and the American Society for Deaf Children.

Alfred Daviso Alfred Daviso, Ph.D., is an associate professor at the University of Akron. Since 2010, he has published nine articles in the field of special education, focusing on transition services. In addition, he has presented at over 30 national conferences. He currently helps coordinate data collection and analysis for the Ohio Longitudinal Transition Study.

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Lawrence Dennis Lawrence Dennis is an educational consultant for the Office for Exceptional Children with expertise in secondary transition services and special education program development. He has been involved with the development and implementation of the Least Restrictive Environment Decision Tool initiative. Dennis was the assistant director of program monitoring and development for the Office for Exceptional Children, Ohio Department of Education. He currently coordinates the LRE Project with SST 7.

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

Matthew Dietz Matthew W. Dietz is a litigation director and president of Disability Independence Group, Inc., a nonprofit disability rights advocacy center in Miami, FL. He has been practicing in the arena of civil rights litigation since 1996 and handled over 400 matters in administrative, trial, and appellate courts involving the Americans with Disabilities Act, Fair Housing Act, and other civil rights laws regarding the rights of persons with disabilities and others seeking equal rights under the law.

Carol Dittoe Carol Dittoe has over 30 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.

Brynn Dombroski Brynn Dombroski is a neuroscientist with an A.A. in psychology, A.S. in criminal justice technology from the College of Central Florida, a B.A. in psychology, a minor in marketing from Florida Gulf Coast University, and an M.S. and Ph.D. in anatomical sciences and neurobiology at the University of Louisville School of Medicine. She has worked in an educational, behavioral, and clinical capacity with neurotypical, high-risk, underprivileged, and children with special needs. She is a public speaker on topics on leadership, learning and memory, neuroplasticity, Alzheimer's, and autism.

Lizzy Donovan Lizzy Donovan is a senior program supervisor at ABC of North Carolina, an accredited non-public school for children with autism. She has over 14 years' experience working with children who have autism and their families. 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.

Maria Dudzinski Maria Dudzinski works as a speech-language pathologist in hospitals, clinics, private practice, skilled nursing, home health, and public schools.

She works with children with hearing impairments, developmental delays, ASD, and feeding issues, among others. She earned a B.A. from Otterbein University, an M.A. in speech-language pathology from Ohio University, an autism certificate from Liberty University, and an assistive technology certificate from BGSU. She holds a certificate of clinical competence from ASHA and is licensed by the state of Ohio.

Daniel Durany Daniel Durany graduated from Texas Christian University with a bachelor of science degree in communication studies. He makes public speaking appearances at autism conferences, school districts, and universities all over the state of Texas. Durany brings an enthusiastic perspective about Asperger Syndrome in school, the job world, and dating/relationships. In spring 2013, he was appointed by the governor to serve the state of Texas on the Council on Autism and Pervasive Developmental Disorders.

P RESE NTE R S Jennifer Earley

Amanda Englehart

Tori Flowers

Jennifer Earley is a job coach for Dublin City Schools POWER Plus postsecondary transition program. She coaches students in onsite job training placements, classroom, and community experiences. She creates visual, auditory, and kinesthetic job aids and handson learning tools to reinforce necessary job skills and tasks to meet the individual learning style of each student. Previously, she worked as a program coordinator at OSUMC, Nisonger Center: Special Education and Transition Services. She holds a B.A. in social work and is a certified Orton-Gillingham teacher.

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 has received numerous awards, including the Franklin B. Walter Outstanding Educator, and was named Chagrin Valley Rotary Teacher of the Year, and KHS Best Educator of Top Students.

Tori Flowers is a senior at Granville High School. She runs cross country and track, is the president of the Spanish Club, and on the student council leadership team at St. Edwards youth group.

Christine Eichelberger

Shannon Fenix

Christine Eichelberger, Ph.D., BCBA-D, is a psychologist at Nationwide Children's Hospital Center for Autism Spectrum Disorders and an adjunct assistant professor in the Department of Pediatrics at The Ohio State University. She is responsible for supervision and training in the toddler and early intensive behavioral intervention programs. In addition, she provides assessments, behavioral consultation, and parent-training services.

Eichelberger is a graduate of the doctoral program in MRDD psychology at The Ohio State University.

Shannon Fenix, M.S., OTR/L, received a bachelor of science in food, nutrition, and exercise from Virginia Tech and a master of science in occupational therapy from Virginia Commonwealth University. She has worked as an occupational therapist since 2003 and practiced in acute rehabilitation and private outpatient clinics with both children and adults. She has over 10 years' experience in the public school system. She has collaborated with colleagues to develop programs and shared her experiences with peers in professional presentations.

Kimberly Ellison

Chris Filler

Kimberly Ellison holds a master's in clinical psychology with a specialized certificate in ASD. She has worked with individuals with autism for the last three years in a variety of settings.

Chris Filler is the program director of the Lifespan Transitions Center at OCALI. She has worked with individuals/families with ASD and developmental disabilities for over 25 years as an early intervention service coordinator, family resource specialist, autism/behavior consultant, and private consultant.

Currently, her focus is transition to adulthood and creating supports that promote a meaningful adult life. To this end, Filler is working extensively with the Ohio Employment First Initiative to develop community living and employment.

Marc Ellison Marc Ellison, Ed.D., is a licensed professional counselor who for 30 years has provided personcentered support, services, and advocacy to individuals with ASD, their families, and those who support them. He has supported individuals with ASD throughout their lifespan, as they moved to the community from state-supported institutions, searched for and obtained employment, entered into relationships, and transitioned into college. Ellison is the executive director of the West Virginia Autism Training Center at Marshall University.

Dusty Columbia Embury Dusty Columbia Embury is an associate professor of special education at Eastern Kentucky University.

She has published articles on inclusion and access for students with disabilities in Teaching Exceptional Children, Teacher Education and Special Education, Educational Action Research and the international Journal of Special Education. She serves as an associate editor for the journal Action Research.

Embury has presented her research at the annual conferences for the Council for Exceptional Children, American Middle-Level Educators and Teacher Education Division.

Judy Endow Judy Endow, MSW, author and international speaker, is part of the Wisconsin Department of Public Instruction Statewide Autism Training Team, and 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 expressing her thoughts and ideas through painting.

Carrie Fiol-Miller Carrie Fiol-Miller is a graduate of Youngstown State University with a bachelor's in special education. She is an applied behavior analysis tutor for home-based programs with students on the autism spectrum.

Miller 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 and is finishing her coursework at Kent State University to become a board-certified behavior analyst.

Sr. Suzette Fisher Sr. Suzette Fisher, Fetal Alcohol Spectrum Disorders (FASD) specialist and director of client services, co-founded Double ARC, where she provides education, intervention, and advocacy services. She was instrumental in developing Double ARC's FAS diagnostic team and continues to serve on it. She led the development of a comprehensive FAS curriculum for parents and teachers funded by the CDC. Sr. Fisher gives FASD presentations at local, state, and national conferences. Previously, she served in education for over 20 years as teacher and principal in schools in Ohio, Illinois, and Indiana.

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Nick Formica Nick Formica is assistant director of admissions at Notre Dame College (NDC) and works with students interested in the Academic Support Center (ASC) through the admissions process. Formica has experienced NDC in several different capacities over the past decade – as a student, member of the first golf team at NDC, and as head men's and women's golf coach before joining the admissions office. His work with the ASC has developed into a passion for advocacy for students with learning differences.

Most recently, he applied his recruiting skills to the development and major gift fundraising for the ASC.

Roy Fowler Roy Fowler has more than 20 years of experience working with young children with special needs. He has held a variety of positions over the course of his career, including educational aide, classroom teacher, consultant, early intervention specialist, program manager, site director, and state technical advisor.

In his current role with Maine Child Development Services, Fowler has helped to spearhead the statewide implementation of Routines-Based Early Intervention and the Early Start Denver Model.

Stacey Fredrix Stacey Fredix's educational background includes a B.S. in psychology and a master's in social work from The Ohio State University. She is also a licensed independent social worker in the state of Ohio.

She is currently employed at the Center for Autism Spectrum Disorder at Nationwide Children's Hospital as a lead autism resource coordinator. Her main job duties include coordinating care after a child's autism diagnosis, walking families through funding options for different autism treatments, and community outreach.

Jim Gay 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 a Ph.D. in educational leadership from the University of Dayton. He joined the Ohio Leadership Advisory Council in 2013.

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

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P RE S E N T E R S Kathrine Gingerich

Melissa Grennan

Tim Harris

Kathrine Gingerich, B.S., graduated magna cum laude from Cleveland State University in occupational therapy. She has served children with special needs for more than 10 years in a public school setting.

Her continuing education has focused on sensory integration and autism. Gingerich has presented on sensory integration and embedding sensory strategies into a classroom setting. She is passionate about helping each student realize his/her potential.

Melissa M. Grennan, M.A., CCC-SLP, has been a speech-language pathologist for Grant Wood Area Education Agency for the past 10 years. Her caseload currently consists of students 3 years of age to high school. She has experience working with AAC and students with a wide range of disabilities, including autism, Down syndrome, Rett syndrome, and CHARGE syndrome.

Tim Harris graduated from Eastern New Mexico University with certificates in food service, office skills, and restaurant hosting. In 2010, with the help of his family, Tim's Place opened its doors in Albuquerque, NM, as one of the first and only restaurants to be owned by a man with Down syndrome. Tim's Place is open daily, serving breakfast, lunch, and hugs.

Harris's hugs have reached everyone from music legend Stevie Wonder to the president of the United States. In 2014, Harris started Tim's Big Heart Foundation to help other individuals with disabilities start or grown their own business.

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 25 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.

Jennifer Gonda Jennifer Gonda, Ms.Ed., BCBA, is a doctoral candidate at Kent State University. She is a part-time instructor at Youngstown State University and also works as a behavior analyst and collaborates with schools and families to build structured supports for students with autism through Aaris Therapy Group and Proactive Behavior Services. She is the director of Supported and Facilitated Environments, a nonprofit dedicated to creating opportunities for persons with disabilities to have similar experiences as their peers; this includes Mahoning Valley Circle of Friends and Camp F.R.I.E.N.D.

Alyssa Graber Alyssa Graber, MME, MT-BC, is a board-certified music therapist, currently employed by Helping Hands Center for Special Needs and Central Ohio Music Therapy. She has been working with children with ASD since 2013. Graber has a bachelor's degree from Concordia College in Moorhead, MN, where she majored in music and minored in psychology. She went on to earn a master's degree in music therapy at the University of Kansas. Her thesis focused on using transition songs with children with ASD.

Elizabeth Grant Elizabeth Grant is an occupational therapist who has been practicing for over 15 years. She has experience in a variety of pediatric settings, including early intervention, school system, and a tertiary center. For the past four years, she has been a senior occupational therapist at University of Louisville Weisskopf Center and University of Louisville Autism Center at Kosair Charities where she provides evaluation and treatment in individual and group settings. Currently, she is pursuing a master's degree in occupational therapy at Eastern Kentucky University.

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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 Ruth 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.

Andrew Haber Andrew Haber was diagnosed with Asperger Syndrome and obsessive-compulsive disorder and a variety of neuropsychological diagnoses related to poor motor control, stuttering, and poor socialization with peers. He attended regular classes in New York City public schools, although he took remedial speech classes in elementary school.

Haber worked for the New York State Department of Taxation and Finance as an attorney for 31 years.

In 1993, he married Kate Gladstone, who has a neuropsychological diagnosis similar to his. Together they started a company, Handwriting Repair/ Handwriting That Works.

Kimberly Hale Kimberly Hale, B.A., M.A., CCC-SLP, is a speechlanguage pathologist with the Ross County Board of DD/Pioneer Center in Chillicothe, OH. Hale graduated from Ohio University with degrees 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 SpeechLanguage 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.

Elaine Hamilton Elaine Hamilton is a parent mentor for Columbus City Schools, where she supports families that have children with disabilities. She received her education from Kent State University and Columbus State Community College in mental health. Hamilton is the parent of two children, one of whom is diagnosed with autism.

Kerrie Harris Kerrie Harris, M.A., is a student support specialist for the college program for students with autism spectrum disorder at Marshall University. She is a licensed professional counselor in the state of West Virginia and holds a bachelor's degree in counseling and a master's degree in mental health counseling. Harris has provided individualized and person-centered supports in academic, social, and independent living skills for individuals with autism spectrum disorders for six years.

Gene Harshaw Gene Harshaw is a father with a B.A. and works in financial compliance. Sixteen years ago, his son, Zayne, was diagnosed with autism. He and his wife Gwen began educating themselves about ASD and served as parent mentors for the autistic teen social group, Aspirations, at OSU's Nisonger Center.

Harshaw now manages Zayne's band, Blue Spectrum.

Harshaw speaks as an advocate and minister to spread the message that also serves as the band's motto: “We do not look at life through the single lens of a diagnosis but live life through the Spectrum of potential, promise, and purpose.”

Gwendolyn Harshaw Gwendolyn Harshaw is a wife and mother to Zayne Harshaw, who was diagnosed with autism 16 years ago at the age of four. The diagnosis transformed their lives. Harshaw left the corporate world of finance to begin educating herself about ASD in order to help her son. This led to becoming an advocate for other families dealing with ASD. She has served as a parent mentor for the teen group, Aspirations. She is a frequent attender and participant in ASD seminars in order to be a source of information for others.

Kara Hartke Kara Hartke, OTR/L, is a school-based occupational therapist for the Montgomery County ESC. She has worked in a variety of public and private educational settings providing OT services to children in California and Ohio over the last 14 years.

Hartke graduated with honors from The Ohio State University. Her research study, “Cognitive Impairment After Unilateral Hemispheric Injury of Congenital or Adult Origin,” was published in the American Journal of Occupational Therapy in March 2002.

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 RESE NTE R S Kristen Helling Kristen Helling joined Opportunities for Ohioans with Disabilities as an assistant deputy director for the Bureau of Vocational Rehabilitation. She oversees interagency agreements including the Employment First Task Force. Previously, she worked for the Ohio Department of Developmental Disabilities as community advisor for the Division of Policy and Strategic Direction where she led implementation of the Governor’s Employment First Executive Order.

She was named a 2015 Employment First State Leadership Mentoring Program ambassador for the U.S. Department of Labor’s Office of Disability Employment Policy.

Misha Hemphill Misha Hemphill is a junior at the University of Toledo, where she is pursuing a degree in pharmaceutical sciences with a concentration in medicinal and biological chemistry. Hemphill was recently accepted into the professional division of the University of Toledo's College of Pharmacy and Pharmaceutical Sciences. The treasurer and vice president of fundraising for the university's chapter of Autism Speaks, she enjoys volunteering with the SibShop program of the Autism Society of Northwest Ohio.

Megan Henning Megan Henning is a board-certified behavior analyst. She earned a master's degree in behavior analysis and therapy at Southern Illinois University, Carbondale, and has worked in the field of applied behavior analysis for over seven years.

Her experiences include working with individuals with autism, training staff on behavioral principles, implementing behavior support plans, assisting with research projects, and writing and monitoring treatment and behavior support plans. Currently, she serves as a clinic director at Step by Step Academy in Worthington, OH.

Thomas Hess Tom Hess has 15 years of experience working with Ohio agencies, individuals, and families with disabilities. He has national and international program development experience specific to autism and leadership experience with programs that cross multiple systems. Hess previously held the position of director of transition services at the Licking county Board of DD. Prior to that he was the disability program manager at The Ohio State University Wexner Medical Center. Hess is the National Co-Chair of the Autism Treatment Network Family Advisory Committee.

Lori Hogenkamp Lori Hogenkamp is an individual on the autism spectrum with a degree in psychology from Miami University in Ohio. She has studied neuroscience and stress-related behaviors for over 20 years. Her love of science drives her passion for understanding the complex patterns of abilities and disabilities of those on the autism spectrum.

Stephanie Holladay Stephanie Holladay received an undergraduate degree in psychology at Kennesaw State University.

She is currently an assistant behavior analyst 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 nine years in home and center-based programs.

Abigayle Horton

Lori Jackson

Abigayle Horton attends Kent State University and plans to major in speech-language pathology with an emphasis in ASD. While attending Twin Valley South High School, she helped as a positive peer during lunch group and in language therapy groups. She completed flex credit hours in high school by working with the district intervention specialists and speechlanguage pathologists.

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 autism spectrum disorders, emotional behavioral disorders, and other low-incidence disabilities. Jackson has presented nationally on new methods and approaches for working with students with ASD and other global disabilities.

Marvin Horton Marvin Horton, Ph.D., is the special education director and psychologist at New Lebanon Local Schools, responsible for assessing students and data collection, ensuring compliance, and developing the capacity of teachers. Horton received a doctorate in school psychology from Ball State University. He previously worked as a mental health therapist, intake clinician, and residential supervisor in in-patient, outpatient, and residential settings. Prior to his current position, he was the director of pupil services at Twin Valley Community Local Schools.

Travis Ickes Travis Ickes is a global professional instructor with Crisis Prevention Institute. He conducts trainings with groups of professionals on the topics of nonviolent crisis intervention. Prior to his time with CPI, Ickes served as an intervention specialist for students with emotional/behavioral disorders and ASD. He also provided ABA programming for individuals on the autism spectrum.

Emily Iland Emily Iland, M.A., is an award-winning author, advocate, filmmaker, researcher, and leader in the autism field. As the mother of a young man with ASD and advocate for more than 300 families, she brings great experience to her professional roles. She is also an adjunct professor in the Department of Special Education at California State University, Northridge.

Recent projects include program development for safety, inclusion, and equity. Her new film, BE SAFE The Movie, teaches young adults with ASD how to interact safely with the police, which is particularly crucial for transition-age students.

Tom Iland Tom Iland, a graduate of California State University, Northridge, is a certified public accountant.

Diagnosed with autism at 13, he has worked hard to achieve many of his goals: full-time employment, driving, living in his own apartment, and having a girlfriend. He is currently co-authoring a book, sharing practical suggestions based on personal experiences to help parents, educators, and other self-advocates navigate transition and adulthood. He enjoys public speaking and offers unique insights with heart and humor in his engaging presentations.

Daniel Irwin Daniel Irwin is the education specialist for autism, intellectual disabilities, and assistive technology for the Virginia Department of Education. He is currently leading a project to create comprehensive and functional curriculum framework for students with disabilities who will not earn a standard or advanced standard diploma. He has worked as an educator and coach in public and private school settings and has been awarded grants by the National Professional Development Center on Autism Spectrum Disorder as well as Virginia Commonwealth University's Autism Centers for Excellence.

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

Fred Jones Fred Jones has more than 23 years' experience with 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.

LeTreese Jones LeTreese Jones is the CEO and founder of The A.F.F.E.C.T Institute, Inc., a local nonprofit organization dedicated to outreach, awareness, and education of the unserved and underserved.

An administrative professional with over 15 years' experience in public, private, and nonprofit 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.

Ruth Jones Ruth Jones, Ed.D., was a K-12 educator and administrator prior to being appointed assistant professor at Ball State University. Her teaching responsibilities include 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 address research in differentiated instruction, sustainability in higher education, reading instruction, use of rubrics in college courses, impact of service learning, and response to intervention.

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P RE S E N T E R S Ingrid Kanics

Marcia Kress

Christy LaPaglia

Ingrid Kanics, OTR/L, has worked for 10 years helping communities create amazing places where all children can play together. She was senior consultant for the Center for Creative Play, Pittsburgh, PA. She continued this work as therapy director at Hattie Larlham, Mantua, OH. She has worked with numerous communities and children's museums helping them expand their understanding of universal design and the importance of sensory play in every child's development. Kanics has presented at a number of conferences on play, sensory processing, and universal design.

Marcia Kress, M.A., NCSP, is a licensed school psychologist employed at the Miami Valley Regional Center as a member of the educational assessment team and a state support team consultant. She provides professional development to school districts on a variety of topics, including RTI, Ethics, and DIBELS. Seven years ago, Kress and her assessment team colleagues formed an autism educational evaluation team to assist school districts in identifying students with ASD. This team created the webinar “Educational Assessment of Autism: A Team Approach,” available through the OCALI website.

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 20 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.

Charles Kemp

Ashley Krznar

Charles W. Kemp, doctoral candidate, is the supervisor of special education for the Portsmouth City School District. He has also served in building leadership roles at all levels. Kemp serves as a trainer of building and district-level autism teams.

He has presented to educators and parents on the characteristics of autism and how to build quality programming for students with ASD. He is conducting research concerning state-level leaders' perceptions of district readiness for the inclusion of PK-12 students with low-incidence disabilities.

Ashley Krznar, M.S.Ed., is completing her final coursework at Kent State University in pursuit of becoming a BCBA. She earned a bachelor's and master's degrees in special education at Youngstown State University. She is currently employed as an ABA therapist working with students with mild and significant exceptionalities in home and school settings. Her research interests include vocational training for adolescents and adults with disabilities, using behavior analytic tactics in non-academic settings, functional communication training, and special education law.

Lezlie Fahl Kinder Lezlie Fahl Kinder, OTR/L, is an occupational therapist in Lake County, OH, where she provides services in low-incidence classrooms, primarily to students on the autism spectrum. She has worked with children with special needs for 29 years. She has presented to parents and educators on subjects such as iPad technology, sensory/behavioral needs, and finemotor 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.

Amy Konkler Amy Konkler is a first-grade teacher at South Elementary School in Morgan County Ohio. She has taught preschool through third grade for 17 years.

She has a M.A.E. with both a teacher leader and reading endorsement. She serves on the building leadership and district leadership teams as well as various other committees throughout the school and community. In addition to being a mentor for a year-two resident educator, she is also a trainer for the Kindergarten Readiness Test for the Morgan Local School District.

Cara Koscinski Cara Koscinski, MOT, OTR/L, pediatric occupational therapist, is the author of The Pocket Occupational Therapist Book series. She has founded two pediatric therapy clinics, created CDs for children with autism, and written articles featured in many publications including, Parents Magazine. She provides OT consultations, trainings, and seminars on autism, behavior, sensory and movement. Koscinksi is on the advisory board for Autism Asperger's Digest and Asperkids. She is the mother of two children who have autism.

Kimberly Ksander Kimberly Ksander is an early childhood intervention specialist for Little Miami Local Schools. She has been teaching integrated Pre-K for seven years. She also serves as the district representative for her school, Butlerville Primary School. She graduated from Purdue University with dual licensure in special education. Her favorite part about being an educator is being able to have daily collaboration with her colleagues and watching her students grow and learn.

Paul LaCava Paul G. LaCava, Ph.D., is an associate 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.

Jonathan Lambert Jonathan Lambert is an educator with Out of the Box Behavioral Solutions (OOTBBS) in Akron, OH. He is a graduate of Azusa Pacific University in Southern California, where he earned a bachelor of arts in practical theology and religion. As the electives coordinator with Out of the Box, his responsibilities include organizing and leading the only 4H club for students with special needs in Summit County, coordinating clubs, developing an electives program for OOTBBS, facilitating math and science classes, and assisting in behavioral interventions.

Sherry Lanyi Sherry Lanyi, M.A., works at the Perlman CenterCincinnati Children's Hospital. As coordinator of speech pathology, she provides evaluations, treatment, and training for patients with complex communication disorders, specializing in AAC needs/physical disabilities. Her experience includes EI, CP, ALS, SMA, Rhett Syndrome, autism, CVA/aphasia and other disorders. Lanyi advocates for improved funding for SGD's. She has 20 years' experience in AAC and presents locally, regionally, and nationally.

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Penelope LaRock Penelope LaRock, M.A., is a speech-language pathologist employed by the Ross County Board of DD/Pioneer Center in Chillicothe, OH. She received master's degrees from Lewis and Clark College in Portland, OR, and Ohio University in Athens, OH. LaRock is a part-time instructor at the Ohio University-Chillicothe Early Childhood Department on storytelling techniques and is the co-founder of the Southern Ohio Storytelling Guild.

Ruby Laux-Jacobs Ruby Laux-Jacobs, M.A.Ed., has been a special education teacher for seven years in an inclusionary setting. Laux-Jacobs has spent several years teaching social skills in small groups but continually saw a lack of carryover into other environments. She believes that a strong social skills curriculum is needed for all students to become successful learners. Laux-Jacobs presented at the Indiana Leadership Conference and OCALICON 2014.

Melissa Lawrence Melissa Lawrence, MPA., is the program and family services supervisor and a case supervisor at Nationwide Children's Center for ASD, where her primary responsibilities include serving as a resource for families and members of the community who have questions or need service connection for children with an ASD. She has assisted with the creation and implementation of a comprehensive interdisciplinary model of care that supports over 700 families annually and handles over 2,000 calls monthly.

Lawrence has been working with individuals with autism for over 19 years.

Barbara Lechner Barbara Lechner, Ph.D., worked in a hospital setting for more than 30 years as a speech-language pathologist treating speech, language, hearing, swallowing, cognitive delays, and disorders in all ages. Since 2010 she has concentrated on studying and applying autism research as she works with preschoolers to preteens in an effort to start a model social and communication skills program for those on the spectrum and to develop an infant program for all children. She has presented to parents and professionals at national (ASHA), state (OSHLA), university (ECU, Denison University) and local levels.

Allegra Lewis Allegra Lewis was born and raised in Columbus, OH, where she attended Independence High School and graduated in 1990. She attended Columbus State Community College and graduated from Columbus State in 1993 with an associate’s degree in public safety. She worked in the security field for 20 years and gained an extensive array of security-related work experience including CPR/first aid instructor for over 15 years, serving as an assistant security director, and as a court security specialist.

P RESE NTE R S Dan Lipka

Denise Malkovits

Jeff McCormick

Dan Lipka, MS.Ed., is an occupational therapist with 40 years of experience in assistive technology, more specifically adaptive computer access and speechgenerating devices. Lipka has worked for about 10 years in regional special education centers and over 20 years with adaptive seating and mobility.

He is past president of the National Registry of Rehabilitation Technology Suppliers, past vice president of Ohio OT Association, Rehabilitation Engineering and Assistive Technology Society (RESNA) board member, and is active in many other professional organizations and associations.

Denise Malkovits works as a consultant with State Support Team Region 5, specializing in inclusive best practices including co-teaching strategies and structures and universal design for learning. She has taught both general and special education at the elementary, middle, and high school levels. She was a special education supervisor for four years for a small rural district in Ohio. Malkovits earned two master's of education degrees from Youngstown State University, one in reading and the other in administration.

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 10 years.

Erin Lombard Erin Lombard, M.Ed., BCBA, is a behavior analyst providing behavioral and ABA consultation in Columbus, OH. She is a board-certified behavior analyst and a former certified special education teacher. She is currently working on her Ph.D. in psychology. Lombard has presented to parents and professionals at national conferences including OCALICON, and the Association for Behavior Analysis International Annual Conference and Autism Conference.

Jennifer Loudon Jennifer Loudon, Ph.D., BCBA-D, is an interventionist for Aurora City Schools, OH, where she has taught in a multiple disabilities class for the past 21 years.

Loudon also teaches part time at Youngstown State University and has conducted research in the area of social skills with students with ASD.

Laura Maddox-Bechard Laura Maddox-Bechard is program director for Online Learning and co-director of the Autism Certification Center at OCALI. Previously, she served as early childhood special education coordinator for Lincoln Public Schools in Lincoln, NE, where she supervised special education personnel, programming, and professional development. From 2008-2011, Maddox-Bechard 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 technical assistance related to ASD.

Molly Mahaney Molly Mahaney is an intervention specialist at Wooster High School in her fourth year of teaching students with 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 also serves on the district’s Results Driven Accountability Team and the school's Faculty Advisory Council, Assistive Technology Team, and Mentorship Council.

She received a B.S. as an intervention specialist from Ashland University.

Kelly Mahler Kelly Mahler, M.S., OTR/L, is an OT, autism consultant, and co-founder of Destination Friendship, an organization providing fun opportunities targeted at developing the friendship skills of people with ASD. She has presented numerous workshops at the international and national levels. Mahler is the author of three books: Sensory Issues and High-Functioning Autism (with Myles and Robbins) winner of 2015 National Parenting Publications Bronze Medal; Destination Friendship (with Benton, Hollis, and Womer); and Hygiene and Related Behaviors, winner of Mom's Choice Awards Gold Medal 2011.

Helen Malone

Dacia McCoy

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 students of transition age with moderate and severe intellectual and developmental disabilities.

Dacia McCoy, Ph.D., BCBA, is an assistant professor of the behavior analysis programs at the University of Cincinnati. She completed a doctorate in school psychology at the University of Cincinnati. McCoy is a former elementary general education and middle school special education teacher. She is a boardcertified behavior analyst, who consults with schools and provides supervision in the Cincinnati region. Her consultation and publications focus on identifying effective and efficient interventions to support students and teachers in educational settings.

Dee Marks

Jessica McCoy

Dee Marks, mother of two children with significant disabilities, has advocated for her children to be fully included in their school and community. 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 personal business, DEE Services, LLC, provides academic support for high school students with disabilities in the private school sector.

Jessica McCoy is an occupational therapist at the Aaron W. Perlman Center, part of Cincinnati Children's Hospital Medical Center. At the Perlman Center, she provides evaluations and treatment related to assistive technology, most particularly regarding AAC technology. McCoy received a master's of occupational therapy at Xavier University.

She has presented at OOTA conferences and the AOTA national conference, and has also guest lectured at Miami University for the department of speech pathology and audiology.

Rebecca Marrie Rebecca Marrie graduated from The Ohio State University with a bachelor of arts in journalism. She is currently working toward her graduate degree in clinical mental health counseling at Youngstown State University and an autism certificate from YSU's special education graduate program. Marrie is a certified grant writer by the American Grant Writing Association.

Kerry Mataya Kerry Mataya, M.S.Ed., founder of Bridgeway Services, provides intervention-based services, including school consultations, summer camps, after-school social groups, and individualized programming for individuals with high-functioningASD. She has a master's in education with an emphasis in autism and Asperger Syndrome from the University of Kansas. Mataya contracts with schools for individualized teaching, social skills programming, executive functioning skill development, and behavior and academic support. She is author of Successful Problem-Solving for High-Functioning Students With ASD.

Jennifer McFarland-Whisman Jennifer McFarland-Whisman, Ph.D., BCBA, is an assistant graduate professor at Marshall University, where she teaches courses on ASD and consults with local school systems. She is coordinator for a collaborative project between WV Birth to Three and WV Autism Training Center to address the needs of families and young children with ASD. She is a member of WV Team Autism and the WV PBS Network. McFarland-Whisman is interested in all aspects of positive behavior support, especially systems change, family activism, school support, and team planning.

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.

Allen McConnell

Carol McIntyre

Allen McConnell, Psy.D., received a doctoral degree in clinical psychology at Union Institute and University. He is currently completing his postdoctoral fellowship at Daily Behavioral Health in Cleveland. He has over 15 years of experience working with individuals with developmental disabilities in various social service agencies and clinical settings. He was written extensively on topics related to coparenting, mood disorders, integration of religion and psychotherapy, and developmental disabilities.

Carol McIntyre works 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.

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P RE S E N T E R S Monica McMahen

Courtney Monastra

Sarah Noble

Monica McMahen is the marketing specialist for Snug Vest, a deep pressure therapy tool for individuals with sensory regulation challenges, and co-producer of the video series Inside the Spectrum: Interviews with Autism Thought Leaders. Through her work with Snug Vest, McMahen has collaborated with teachers, parents, and individuals on the autism spectrum to increase understanding of sensory challenges and ways to support individuals with ASD. She has presented sensory integration tools and therapies to local and state audiences ranging from school district administrators to therapists to community members.

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.

Sarah Noble, a licensed professional counselor, is a counselor education and supervision Ph.D. student at the University of Akron. She has four years of clinical experience working with children in a behavioral health setting, including children on the autism spectrum. She has presented and led workshops on mental health throughout the state of Ohio and holds multiple leadership positions in the counseling profession.

Kat McMahon Kat McMahon has been an Asperger's advocate for years, largely due to the fact that her son, Zach Zaborny, is on the autism spectrum. She has a bachelor of arts in communications studies from SUNY Oswego and has worked in education and sales. She enjoys volunteering, loves to travel, and cherishes time with family.

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

Andrew Menner Andrew Menner has a bachelor's degree from Ashland University and is a PreK-3 intervention specialist for Elyria City Schools. He has been a baseball and basketball coach for people with developmental delays and is currently the assistant director for the Elyria Special Olympics.

Kristen Metz Kristen Metz, B.S., Ms.Ed., is the autism specialist for the Elyria City Schools in Ohio, working with children and teachers from preschool through 12th grade. She received a bachelor's in education of the deaf and hard of hearing, a master's degree in the education of children with intensive disabilities birth to age 8, and a certificate in ASD from Bowling Green State University. She is a member of the Elyria Schools autism and assistive technology committees and works with teachers in the district on extended standards implementation.

John Miller John Miller has taught students with varying degrees of autism for over a decade. He utilizes his personal experiences of living with autism to help students grow and reach their potential. For eight years, he has conducted workshops and presented on a variety of topics that are of great importance to those in the autism field. His book Decoding Dating, focuses on dating and relationships for males with high-functioning ASD. Currently, he serves on the executive board of the Autism Society of Florida and the FAU CARD constituency committee.

MaryBeth Mitchell MaryBeth Mitchell earned a master's of education in early intervention. She currently works at Maine Child Development Services as a primary service provider.

Mitchell provides support to young children with autism and their families and uses Early Start Denver Model principles and coaching strategies.

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Karen Monfort Karen Monfort is an occupational therapist and a member of the assistive team in Dublin City Schools.

She has over 30 years' experience working with children and families across multiple settings. She has given multiple presentations in professional development for the staff of Dublin City Schools as well as the Dublin Literacy Conference, the 2010 Ohio Special Education Leadership Conference, and OCALICON 2012.

Susan Moreno Susan Moreno is the founder and CEO of Maap Services for Autism and Asperger Syndrome. She obtained a master of arts in applied behavioral science at Valparaiso University. Moreno has written three books on autism. She is an advisor to multiple organizations, including the Leaves and Lizzards Horse as Mentor camps in Costa Rica, the Association Integrar in Colombia, South America, Autism Spectrum Quarterly, and the College Internship program.

Tim Morse Tim Morse, Ed.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.

Loui Lord Nelson Loui Lord Nelson, Ph.D., is an author, international consultant and trainer specializing in universal design for learning. She is also the UDL specialist for the School Wide Integrated Framework for Transformation center (SWIFT). Her book, Design and Deliver: Planning and Teaching Using Universal Design for Learning, is a practical guide to implementing UDL.

Thaddeus Nestheide Thaddeus Nestheide, Psy.D., is a psychologist working with children and adults with intellectual and developmental disabilities. He is currently employed by the Hamilton County Developmental Disabilities Services (HCDDS). Prior to HCDDS, he worked with adults at the Southwest Ohio Developmental Center and with children at The Kelly O'Leary Center for Autism Spectrum Disorders at Cincinnati Children's Hospital Medical Center. Nestheide completed his doctoral work at Xavier University, an internship at Kennedy Krieger and Johns Hopkins, and a fellowship at Cincinnati Children's Hospital Medical Center.

Kathy Oehler 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, author of Please Don't Make Me Write!, and co-author of Low Cost/No Cost Sensory Strategies for the Classroom. Oehler is 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.

Margaret Oliver Margaret Oliver advocates for students with autism spectrum disorder in her roles as a teacher, parent, and author. She joins parents and professionals to share successful strategies that open the world for children with ASD with the goal of helping them reach their full potential. Oliver has published numerous articles about educational strategies for children with ASD and will release a book in 2016 about the kindergarten transition for children on the spectrum.

Donna Owens Donna Owens, M.A., is the program director of the Family Services Center at OCALI. A special educator, Owens has worked in multiple systems, public schools, mental health agencies, residential and vocational programs, and as a trainer for parents for Ohio's PTI. She has also served as a consultant to state special education programs in the seven-state midwest region and was the director for a national project on family support programs. She has provided training and presentations at conferences for parents, families, and professionals at the national, state, and local level.

Jara Packer Jara Packer is a student services coordinator for Dublin City Schools and has served the district for 13 years. She has a B.A. and M.A. in speech-language pathology from the University of Akron and an M.Ed. in educational leadership. She is currently enrolled in the Ed.D. program at The Ohio State University.

Packer has been an integral part of the planning and organization of helping staff members implement best practices for children with special needs. She is committed to finding ways to serve the whole child – academically, emotionally, socially, and behaviorally.

Trisha Page Trisha Page has over a decade of experience in living and working with autism. Her son was diagnosed with ASD at age 3 in a small community with limited resources. Rather than moving away to a big city with more abundant resources, she has taken pioneering in a new direction, learning about ASD interventions and strategies when and wherever possible, taking them back to her rural state, and sharing what she learns with parents, teachers, and others. This approach has resulted in great progress for her son and benefited many other families, too.

P RESE NTE R S Karly Pallante

David Petrovic

Ruth Prystash

Karly Pallante is a special education student at Youngstown State University majoring in mild/ moderate/intensive studies. She is the secretary for the university's chapter of the Council for Exceptional Children as well as a founding board member of Supported and Facilitated Environments, a nonprofit organization in the Mahoning Valley providing an inclusive social experience for children with and without disabilities. Pallante is also an ABA tutor working for Supported and Facilitated Environments and Proactive Behavior Services, LLC, in the Youngstown area.

David Petrovic, a person with ASD and Tourette's, is a fulfilled senior at Notre Dame College. He is pursuing a bachelor of arts degree in middle childhood education and hopes to teach junior high language arts/social studies. He was inducted into the Delta Alpha Pi International Honor Society and is active in theatre, choir, and campus ministry. He recently coauthored a book with his mom, Expect a Miracle: A Mother/Son Asperger Journey of Determination and Triumph. He is an inspirational speaker, who shares his life experiences at schools and events to motivate and help others.

Ruth Prystash is an autism specialist and co-founder of the Reach Autism Program. She graduated from Stanford University and has worked in the field of autism for over 35 years, with all ages and in a variety of settings. She has worked as a private consultant with schools and families and as university instructor.

Prystash was a finalist for 2010 California Teacher of the Year. She is known as a lively and entertaining presenter, whose audiences are constantly surprised by her unpredictable antics and bag of toys.

Abby Parker

Sandy Petrovic

Abby Parker, B.A., is an autism resource coordinator at Nationwide Children's Hospital Center for Autism Spectrum Disorders (CASD). She helps parents establish services through the CASD and make a smooth transition of funding/services. She provides training to parents of young children with autism prior to the start of early intensive behavioral intervention services. Previously, she was a case supervisor at CASD, designing behavioral intervention services for clients, training parents/staff in behavioral techniques, and consulting with related service providers.

Sandy Petrovic, RN, BSN, CDE, earned a bachelor of science in nursing degree from Frances Payne Bolton School of Nursing, Case Western Reserve University.

She has over 20 years of critical care experience.

Her son, David, has ASD. They recently co-authored Expect a Miracle: A Mother/Son Asperger Journey of Determination and Triumph. Petrovic speaks from a parent's perspective at schools, events, and autism conferences.

Becky Payton Becky Payton, B.S., BCaBA, is a lead teacher at ABC of NC, a school in Winston-Salem, NC, for children with ASD. She received her bachelor's in recreation administration from York College of PA and is credentialed as a board-certified assistant behavior analyst. She has led numerous parent and teacher trainings on evidence-based practices for ASD and has presented a poster at the North Carolina Association of Behavior Analysis.

Robert Pennington Robert Pennington, Ph.D., is an assistant professor of special education at the University of Louisville.

He has 20 years' experience serving individuals with intellectual disabilities and ASD in a variety of capacities, including teacher, therapist, consultant, and researcher. Pennington has published his work in several refereed journals and book chapters. He presents nationally in the areas of communication, instructional strategies, and writing for students with cognitive disabilities and ASD.

Carrie Pope Carrie Pope earned a bachelor’s degree from Bowling Green State University and a master’s degree from Ashland University. Pope has spent her entire educational career with Elyria City Schools. She began her career as an intervention specialist and was promoted to special education supervisor in 2000.

Holly Pope 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, Results Driven-Accountability and Transition Committees.

Cathy Pratt

Kathleen Pero has a master's degree from Kent State University and is an intervention specialist for Elyria City Schools. She has been teaching for 15 years at the K-2 and 3-5 grade levels. Her team from Elyria City Schools presented at OCALICON 2012 and 2013, and multiple times for State Support Team 2.

The Elyria Team received the 2014 Franklin B. Walter Outstanding Educators Award from SST2.

Cathy Pratt, Ph.D., BCBA-D, is director of the Indiana Resource Center for Autism – a statewide training and technical assistance program. She has served on the board of the national Autism Society and is immediate past chair. In 2010, she was invited to the White House. Pratt has been honored by the Autism Society, received the 2005 Princeton Fellowship Award, and has been recognized by the United States House of Representatives. In 2008, she was awarded the Distinguished Service Award by the Indiana Council of Administrators of Special Education.

Dru Perren

Barry Prizant

Dru Perren, M.S., LPCC, BCBA, is a mental health counselor at Homes for Kids Child and Family Solutions specializing in autism. She has a master's in clinical mental health counseling with specialization in ASD. Perren is also a board-certified behavior analyst and has experience with behavior analytic consultation work. She has presented on autism and various interventions at numerous conferences, including ASA, ABA Autism, OCALICON, and AOCC.

Barry Prizant has 40 years' experience as a researcher and international consultant for persons with ASD. He is an adjunct professor at Brown University and director of childhood communication services.

His publications include The SCERTS Model and 120 chapters and articles. Prizant has presented 700 seminars internationally. Honors include 2014 Honors of the American Speech-Language-Hearing Association, 2005 Princeton University-Eden Career Award in ASD, and 2013 Divine Neurotypical Award of GRASP. His latest book is Uniquely Human: A Different Way of Seeing Autism.

Kathleen Pero

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Dean Pulliam Dean Pulliam attended the University of Illinois UC, earning a B.S. in therapeutic recreation and an M.S. in administration special therapies. He “helped raise” seven children – four boys and three girls. Each girl is uniquely challenged; ASD affects the youngest.

He has served in direct care, supervisory, and chief executive roles at mental health/human service sites in four states. He has provided strategic leadership to many agencies, successfully coaching boards and management teams to prevail even in stress-filled, crisis-packed, challenging environments. His greatest challenge has been ASD.

Rachel McMahan Queen Rachel McMahan Queen is the outreach director for the Center for Innovation in Transition and Employment at Kent State University. She coordinates personnel preparation grants for the U.S. Office of Special Education Programs, collaborates with LEAs and SSTs to collect post-school data as part of Ohio’s I-14 Requirement, and supports professional development across the state in coordination with the Transition-to-Work and the identified needs of school-level teams. She consults with families regarding employment/behavioral supports and provides data consultation for implementation of evidence-based practices.

Joanne Quinn Joanne Quinn is the director of The Autism Project in Rhode Island, an organization that provides training, social groups, and support for individuals with ASD and those who support them. She has completed TEACCH Level 1 and 2, mentored with Michelle Garcia Winner, and completed Ross Greene's Advanced Training. She presented at the National Autism Society Conference, the NAC, OCALICON 2012, 2013, 2014, and, recently, was the discussant at a workshop at Brown University. She and her team worked with Hasbro, Inc., to create ToyBox Tools.

Quinn is the mother of three. Her youngest, Patrick, has autism.

Julie Raccio Julie Raccio is an intervention specialist with the Educational Service Center of Central Ohio working with students grades 9-12 in the STACK program (Structured Teaching for Autistic and CommunicationDelayed Kids). Raccio's experiences as a music educator and paraprofessional brought to heart the special needs of her 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.

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P RE S E N T E R S Debra Rainey

Haley Roesch

Michael Roush

Debra Rainey, M.Ed., is an early childhood specialist with over 25 years' experience in early care and education. She earned a degree in early childhood special education and an M.Ed in early intervention.

She has worked with young children and families in a variety of settings and programs, providing developmental therapy and special instruction. She is currently working toward certification in the Early Start Denver Model for teaching young children with autism.

Haley Roesch has been a special education teacher for 10 years in both inclusionary and self-contained settings. She has obtained a Level 1 Social Thinking certification. She believes that all children – not just students with IEPs – need access to tools to selfregulate and to socially interact with others. Roesch presented at the Indiana Leadership Conference in 2014 and OCALICON 2014.

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.

Jan Rogers

Emily Rubin

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 Rehabilitation Engineering and Assistive Technology Society of North America-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.

Emily Rubin, M.S., CCC-SLP, is an educational outreach specialist at the Marcus Autism Center at Emory University. As an adjunct faculty member and lecturer at Yale University, she served as a member of the Autism and Developmental Disabilities Clinic. Her publications focus on early identification, intervention models, and programming guidelines. She is a co-author of the SCERTS Assessment Process. She participated on the ASHA's Ad Hoc Committee on Autism Spectrum Disorders to develop guidelines for speech-language pathologists in the diagnosis, assessment, and treatment of ASD.

Ron Rogers

Diane Sainato

Ron B. Rogers, M.Ed., is a regional consultant for OCALI. He works directly with Ohio's 16 State Support Teams on universal design for learning, braiding it into an overall system of support. In the past, Rogers worked with district leadership teams through the Ohio Improvement Process, assisting districts that were in continuous improvement. He has 27 years of professional expertise in the areas of education and criminal justice. He has served as a curriculum specialist, director, principal, technology consultant, and classroom teacher.

Diane M. Sainato, Ph.D., is an associate professor 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 a Ph.D. from the University of Pittsburgh.

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 recently obtained a master's degree.

She is employed as a direct support professional, teaching assistant, and freelance consultant. She has a blog about her life that she updates on a weekly basis. In her free time Rankowski 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.

Tamara Ratley Tamara Ratley is a regional autism consultant and the principal of CEC-North, which serves students with social communication, behavioral, and/or medical needs. She received an associate's in education from the University of Cincinnati, a bachelor's in elementary education and a master's in special education from Northern Kentucky University, and a master's in education administration from Scranton University. Over the years, she has been the recipient of a variety of awards, including most recently the Faces of Autism Award. She is a parent of several children with special needs.

Virginia Ressa Virginia Ressa works for the Ohio Department of Education as the project coordinator for FIP (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.

Sherri Riccardi Sherri Riccardi is an occupational therapist for Elyria City Schools. She received a bachelor of science degree in occupational therapy from Cleveland State University. Following graduation, she worked in a rehab setting at Mercy Hospital in Lorain with all age groups. Her current caseload consists of students with a variety of disabilities ranging from mild to intensive.

Sharon Robbins Sharon Robbins is an intervention specialist at Hudson Middle School in Hudson, OH. She has taught resource and inclusion classes for 12 years.

In addition, she is the proud parent of an adult son who is on the autism spectrum. She received a master's in special education from Kent State University as well as a reading endorsement. She also holds a bachelor's in nursing degree from Ursuline College. Her career shift was inspired by her son as he navigated the academic arena. She has National Board Certification and participates in autism support groups.

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Deborah Rooks-Ellis Deborah L. Rooks-Ellis, Ph.D., is an assistant professor and the director of the Maine Autism Institute for Education and Research. She serves as PI for two MDOE grants, MAIER and the Early Start Denver Model, and as Co-PI for the OSEP personnel preparation project ECHO Scholars. Rooks-Ellis is a member of the Maine State Personnel Development Grant Advisory Committee and has been directly involved in the statewide implementation of Maine's Early Intervention model. She has published articles and presented at national conferences in the areas of early intervention and autism.

Chloe Rothschild Chloe Rothschild is a young adult who has PDD-NOS. She enjoys using her talent and love of writing to raise awareness about autism. Rothschild is a young leader for the Autistic Global Initiative (a program through the Autism Research Institute), a managing editor for the Autism Research Institute's Adults with Autism eBulletin, and a member of the OCALI Advisory Board. Rothschild also writes blogs and operates a public Facebook page where she shares her story with others.

Jennifer Rountree Jennifer Rountree is a program specialist with the Desert/Mountain SELPA, chairperson of the Region 10 Autism Committee, California Autism Professional Training and Information Network cadre member and regional chair, and former special education teacher. She has over 15 years' experience working with individuals with ASD and supporting families and professionals in the classroom, home, and community. She spends her time training, researching and coaching others on the practical application of evidence-based practices and autism, both in person and through online platforms.

Matthew Sampsel Matthew Sampsel is an intervention specialist in a separate facility autism unit. He received a master's in language and behavioral disorders from Georgetown College as well as a master's in educational leadership from the University of Cincinnati. He has been working with students on the autism spectrum for the past six years and has provided consultations for teachers regarding behavior management and ways to support their students. He has presented to the Regional Autism Advisory Council (Southwest Ohio Chapter) on behavioral supports as well as on sensory needs.

Sr. Mary Sartor Sr. Mary Sartor, director of education for Double ARC, is an fetal alcohol spectrum disorders (FASD) specialist. She has worked in the field of FASD since 2004, serving as executive director of Double ARC for 4 years. Currently, she oversees the educational and training efforts of the organization and coordinates its FAS diagnostic team. She has presented on topics relative to FASD at national, state, and local conferences. Sr. Sartor collaborated in the development of Double ARC's parent curriculum and created the facilitator training program that accompanies the curriculum.

Amy Savage Amy Savage, M.S., CCC-SLP, is a speech-language pathologist with 20 years of experience in diverse settings. She currently works for the Little Miami School in the integrated preschool program. She was a contributor to a poster session at OCALICON 2014 and is a recipient of ASHA's ACE award for continuing education.

P RESE NTE R S Lisa Saylor

Elizabeth Senften

Cheryl Shumaker

Lisa Saylor is a school psychologist with 20 years of experience, 17 years on the educational assessment team at the Miami Valley Regional Center. For the past seven years, her involvement in the development/implementation of the MV Educational Autism Assessment Team has provided autism support to school districts. Saylor completed a undergraduate degree in psychology at Wright State University and a master's in school psychology at the University of Dayton.

Elizabeth A. Senften, M.A., CCC-SLP, is a schoolbased speech-language pathologist, who has worked with students with low-incidence disabilities for over 15 years. She is currently working in the Akron Public Schools as a special education consultant. She has provided service to students preschool through high school transition and has presented on assistive technology, visual supports/strategies to enhance communication, therapuetic use of iPads, socialemotional strategies for self-regulation, and team collaboration.

Cheryl Shumaker is a job coach with Dublin City Schools POWER Plus postsecondary transition program, where she creates successful training environments allowing students to learn the necessary work skills to become gainfully employed in the future. She provides specialized on-the-job training to ensure that students learn to perform jobs accurately, efficiently, and safely. She is a parent of a young adult with special needs, who is navigating his own transition to “life after graduation.”

John Schaefer John Schaefer is completing a Ph.D. in special education at The Ohio State University. He has been involved in special education most of his life, both as a student with a disability and as a teacher for children with intellectual and developmental disabilities. His research interests include supporting inclusion for students with significant disabilities and special educator preparation. He has published and presented at national conferences, including OCALICON and the Council for Exceptional Children Annual Convention, on issues impacting individuals with significant disabilities.

Carol Schall Carol Schall is the director of technical assistance at the Virginia Commonwealth University Autism Center for Excellence. She is completing a randomized clinical trial of Project Search for students with ASD. Her research interests include monitoring of psychotropic medication for individuals with ASD, transition from school to work, and adulthood and training for parents and professionals serving individuals with ASD. In addition to many journal articles, Schall is co-editor and author of Autism and the Transition to Adulthood: Success Beyond the Classroom.

Denise Schamens Denise Schamens, B.S., has three children, two with special needs. She served for 10 years as a family engagement liaison for CESA 1 in Wisconsin. Her insight into the needs of children with ASD gave rise to Good Friend, Inc., a 501(c)(3) charity dedicated to creating autism awareness, teaching acceptance, and fostering empathy. Schamens serves as co-founder, vice president, and board director. She has provided autism awareness, acceptance, and empathy training to more than 30,000 K-9th grade students. She is also a film editor and director, a university guest lecturer, and conference presenter.

Jennifer Schmidt Jennifer M. Schmidt, M.Ed., is an intervention specialist at Beavercreek High School in Beavercreek, OH. She has 18 years of teaching experience in both general and special education settings.

Schmidt piloted a communications class in the fall of 2007, and the class continues to this day. She was recognized as Beavercreek City Schools Teacher of the Year in 2012 and in 2014 was awarded the Beavercreek Chamber of Commerce Educator of the Year recognition as a result of her innovative communications class.

Rachel Seaman Rachel Seaman, M.Ed., BCBA, is a doctoral student in the Department of Special Education and Applied Behavior Analysis at The Ohio State University. Her research interests include vocational interventions for transition-age students with autism, job and vocational coach training, and using selfmanagement techniques in the workplace. Seaman has worked as a behavior therapist, behavior analyst, and school consultant.

Hollis Shaffer Hollis Shaffer is a freshman at Samford Unversity. In 2011, he was diagnosed with Asperger Syndrome under the DSM-IV. After receiving services, he currently works for Bridgeway Services during after-school social groups assisting other students with high-functioning ASD. He is also working on writing projects that systemize learning for others like himself. During OCALICON 2014, he presented with Kelly Mahler and Dr. Brenda Smith Myles on “Interoception: The Eighth Sense.” He continues to speak on topics such as spirituality and ASD and successful problem solving for students with HF-ASD.

Sonya Sherrod Sonya Sherrod holds a B.S. and M.A. in mathematics and a Ph.D. in curriculum and instruction. She teaches mathematics at Texas Tech University to prospective elementary and middle school teachers. As a mathematics intervention facilitator in the RE:FLECT project, her role is to provide constructive feedback to middle school and high school teachers on ways to improve the delivery of their mathematics lessons.

Kari Sherwood Kari Sherwood, M.S., is an instructional designer specializing in e-learning. Sherwood received a B.S in human development and family science and an M.S. in educational leadership studies from Oklahoma State University. She is currently pursuing an M.Ed. in special education – autism spectrum disorders from Bowling Green State University. She has a 5-year-old daughter and 3-year-old son, both on the autism spectrum. Sherwood serves on the executive leadership committee for Autism Speaks of Ohio.

Julie Short

Becky Shuster Becky Shuster teaches fourth grade at South Elementary School in Morgan County, OH. She has taught for 24 years in grades one through six. She received South Elementary Exemplary Educator Award in 2012 and 2014. Although her specialty is math, she has taught language arts, science, and social studies. Shuster has an MAE and is currently working on her teacher leader endorsement. Her various committees include the building leadership team and serving as a vertical team leader. She has held the position of math coach and mentor, and presently serves as the building coordinator.

Dawna Sigurdson Dawna Sigurdson serves as coordinator of the Central Region Autism Spectrum Disorders Team as a part of the Nebraska ASD Network. Sigurdson earned a bachelor's in social work followed by graduate degrees in counseling and school psychology. She has 24 years' experience as a school psychologist, 12 of them focused on equipping schools to meet the needs of individuals on the spectrum.

Pamela Sikorski Pamela Sikorski has a degree in social work from Marquette University. She worked in a variety of direct service and management positions within the disability field before dedicating her career full time to training staff working in this and other human service or educational settings through her roles at CPI, Inc. She has national conference speaking and international training experience and has written articles and blog postings for multiple publications on a variety of autism and trauma-related topics.

Rebecca Silva

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 also oversees a non-profit organization in her community – H.O.P.E. Intervention – providing resources and support to those affected

by ASD. She is a parent of a child with autism.

Rebecca Silva, Ph.D., is the special education administrator for the Riverside County Office of Education. She has had over 30 years' experience working with students with special needs in the roles of special education teacher, grant coordinator, university instructor, principal, and administrator. She currently coordinates the Reach Autism Program, providing evidence-based interventions in classroom and in-home settings. In addition, Silva directs the professional development program providing intensive training for teachers, staff, and parents.

Scott Short

Kara Smith

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 12 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 nonprofit organization, H.O.P.E. Intervention, which serves as a resource for those affected by ASD in Southeast Ohio. He serves on the OCALI advisory board.

Kara T. Smith, M.S., CCC-SLP, is a speech-language pathologist and assistive technology specialist at Monarch Center for Autism. After receiving her degree from Ithaca College, she traveled to Quito, Ecuador, to volunteer in communication services there. Since her return, she has been working on building a specialty in assistive technology, utilizing iPads, SMART Boards, speech-generating devices, and alternative access. She has previously presented at Milestones in Cleveland, OH, and at the Ohio Speech-Language and Hearing Association Conference in Columbus, OH.

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P RE S E N T E R S Sheila Smith

Andrea Speece

Wendy Szakacs

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.

Andrea Speece, M.S., BCBA, is a behavior analyst in home and in school settings. She is a licensed intervention specialist and has 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 bachelor's degree in exercise science and 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, 2013, and 2014.

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.

Katie Sochor

L. Lynn Stansberry-Brusnahan

Katie Sochor is a program instructor for Dublin City Schools POWER Plus Program. For the last seven years, she has lead the district's postsecondary job training program for young adult students. Sochor has over 18 years of teaching experience and was designated master teacher in 2012. She provides students and families with multiple resources to facilitate positive transitional experiences for students with varying ability levels. She is an integral part of the district's transition team and has been a part of multiple presentations for both staff and parents.

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.

Stephanie Sokolosky

Lee Stickle

Stephanie Sokolosky is a consultant with S&S Behavioral Consultants in Harlingen, TX, where she provides services for individuals with autism, including young adults, and in public school settings.

She has a B.S. in education from University of Houston, a master's of professional studies from Pratt Institute (Brooklyn, NY) in art therapy, and an Ed.D. from Texas Tech University. She is a board-certified behavior analyst-doctoral level and a licensed specialist in school psychology. She serves as vice chair for the Texas Autism Council and chair for the Texas Employment First Task Force.

Lee Stickle, Ms.Ed., is the co-director of the Kansas Instructional Support Network, which provides technical assistance and training in the area of ASD. She received her undergraduate degrees in special education, recreation, and psychology from Southern Illinois University. Stickle taught for five years in a self-contained classroom for children with emotional disturbance before taking a position in a residential center. She has worked in the area of autism for 19 years. She has spoken at state, national, and international levels.

Richard Solomon Richard Solomon, M.D., is board certified in pediatrics and developmental/behavioral pediatrics.

His experience diagnosing and treating children with autism spans 25 years. His career includes faculty positions in academic centers, extensive research experience, and volunteer positions with nonprofit boards and state-appointed committees. Solomon has an active developmental/behavioral pediatrics practice, serves as a consulting medical director to two health systems, leads the PLAY Project Organization, and is an active facilitator of PLAY Project autism early intervention training.

Carol Sparber Carol Sparber, Ph.D., is an instructor at Kent State University, where she teaches courses in assessment and evidence-based practices to undergraduate and master's-level students. She has conducted studies using video modeling as an intervention to improve socially-based employment skills. She has also conducted research on evidence-based practices as they relate to post-school outcomes for students with disabilities using the Ohio Longitudinal Transition Study data. She has worked in a professional capacity for more than 20 years and has presented at local and national conferences.

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Brenda Stoffel Brenda Malcolm Stoffel has extensive training and experience in 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.

Kathleen Stumpf Kathleen “Kal” Stumpf earned her B.S. in occupational therapy and M.S. in educational psychology. She received her OTD from Thomas Jefferson University. Stumpf is an occupational therapist in the Boulder Valley School District, where she provides services for children with ASD. She is also an instructor for Colorado State University.

She has presented at the Wisconsin and American Occupational Therapy Association conferences and the National Alzheimer's Association Conference.

Sharon Svette Sharon Svette has a bachelor's degree from Kent State University and is an intervention specialist for the Elyria City Schools. She has taught for 37 years, 32 of them at the secondary level. She received the 2008 Franklin B. Walter Outstanding Educator's Award.

Rebecca Szanto Rebecca Szanto has an M.S.Ed. in clinical mental health counseling, an autism certificate, and is completing coursework and supervision towards becoming a board-certified behavior analyst. She is a counselor intern at Homes for Kids where she provides counseling for children and families. She also works as an ABA tutor, and serves as a lead teacher at Camp Sunshine of Aurora, a nonprofit summer camp designed to meet the needs of students with disabilities. She has presented at multiple conferences, including the 2015 American Counseling Association national conference.

Amy Szymanski Amy Szymanski, M.Ed., is a consultant with State Support Team Region 1 in Toledo, OH. She has 20 years of professional expertise in special education.

Szymanski received a bachelor’s of special education concentrated in specific learning disabled and developmentally handicapped from Bowling Green State University and a master’s of elementary and early childhood education and a reading endorsement from the University of Toledo.

Mark Taracuk Mark Taracuk is a graduate student in community mental health counseling at Indiana University, specializing in counseling children and adolescents.

He received a bachelor's degree in psychology with an emphasis on children and adolescents from The Ohio State University. He previously worked in assessments at the Center for Autism Spectrum Disorders at Nationwide Children's Hospital, logging over 1,600 hours of psychological testing. His research interests include assessment in counseling, contemporary counseling theories with children and adolescents, and autism spectrum disorders.

Jim Taylor Jim Taylor has worked in autism for 36 years. As former director of education, Scottish Autism, he designed New Struan School, A Centre for Autism, one of the world's first buildings designed specifically around the learning styles of pupils with ASD. Currently involved in projects in schools and adult services around Europe, Taylor works with individuals with ASD, their families, and relevant professionals.

Chair of the NAS's Accreditation Body, he also advises many providers and education authorities.

He was awarded a Lifetime Achievement Award by the National Autistic Society in March 2015.

Karen Thomas Karen Thomas is a certified massage therapist and has practiced craniosacral therapy for almost three decades. Her holistic background and study of the human brain proved essential when her own son was diagnosed with autism in 2006, at age 11. She is the author of Naturally Healing Autism: The Complete Step-By-Step Resource Guide for Parents.

P RESE NTE R S Beth Thompson Beth Thompson, MSSA, LSW, is the teen/adult services manager for Milestones Autism Resources in Beachwood, OH, and principal staff for The Roadmap to Adulthood Project. Thompson earned an undergraduate degree from Hiram College and a master's degree in social science administration from Case Western Reserve University. She serves on the transition advisory committee for State Support Team Region 3. Thompson is certified as a customized employment specialist and serves on the Employment First Initiative Leadership Council for the state of Ohio.

MaryEllen Thompson MaryEllen Thompson, Ph.D., is an occupational therapist with over 35 years' experience. She has worked in a variety of areas, including pediatrics, the school system, NICU, acute in-patient, outpatient, and early intervention. For the last 17 years she has taught occupational therapy students at the bachelor's, master's and doctoral levels.

She has presented and published nationally and internationally on a variety of topics, including Tourette Syndrome, inclusion of students with disabilities, sensory integration, qualitative research methods, and diabetes management.

Lorna Timmerman 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, differentiated instruction, best practices for teaching, and assessment of student learning and engagement.

Amanda Tipkemper Amanda Tipkemper is the autism services manager at the Children's Home of Cincinnati, where she serves as the principal of the high school for students with autism and related disorders. Tipkemper earned a B.S. in psychology from the University of Cincinnati and a master's in special education from Xavier University. She recently completed requirements for an administrative licensure through the state of Ohio.

She has served the autism community in a variety of roles since 2004 in both paid and volunteer positions.

Gaby Toledo Gabriela Toledo, M.A., is a classroom teacher and early intervention specialist with the Reach Autism Program in Riverside County, CA, and a university instructor at University of California, Riverside. She also works as a staff development trainer for teachers and paraprofessionals and has helped create a parent training program serving several hundred parents.

She specializes in ABA and in the application of evidence-based strategies within a classroom setting.

Gary Tonks Gary Tonks is the chief executive officer of The Arc of Ohio. Prior, he was The Arc’s executive director in California and Alabama, and served as a local chapter executive director in Pennsylvania. He has been a teacher, case manager, direct service staff person, program director in an intermediate care facility, community residential director and advocate, was one of the authors of Ohio’s Medicaid redesign legislation (HB 94), and represents individuals and their families in all negotiations related to the creation of Ohio’s current developmental disabilities system.

Kristin Toruno Kristin Toruno, BCBA, is a program supervisor at ABC of NC Child Development Center. She has a B.S. in psychology and early childhood special education from James Madison University as well as a MAT in ECSE.

Jennifer Townsend Jennifer Townsend is an educational consultant with expertise in social emotional learning differences.

She co-wrote the Social Emotional Engagement Knowledge and Skills (SEE-KS) program. Townsend has worked with school districts to build capacity for educating students with ASD and related disabilities using best practices paired with appreciative inquiry coaching, and has experience in home-based programming, implementation of evidence-based practices, and universal design for learning. Townsend has a master's in education and a postgraduate certification in ASD, both from Johns Hopkins University.

Lynn Tramontano Lynn Tramontano has worked with families of loved ones with special needs since 1994. For many years, she helped adults with disabilities in employment readiness and directed several non-profit organizations focusing on providing comprehensive services for persons with disabilities. Edward Jones has been helping the individual investor since 1922.

With the focus on the individual investor, Tramontano has a great company to partner with as she provides personalized and individualized service. She provides full investment services, which includes insurance protection.

Sharon Trew Sharon Trew is a board-certified behavior analyst with Jefferson County Public Schools in Louisville, KY, serving two special schools within the district. She focuses on assisting students that exhibit learning differences and/or developmental delays as well as profound emotional and behavioral problems. Her current passion is found in classroom management, group contingencies, and preventive measures. Prior to her current position, she worked as a communitybased clinician in a variety of settings.

Darlene Unger Darlene Unger is an associate professor and research director for the Center for Autism Studies at Youngstown State University. She has worked in the special education and rehabilitation field since 1988, holding faculty appointments at DePaul University and Virginia Commonwealth University.

Her experiences have focused on the education of youth with significant disabilities and the delivery of transition-focused education and customized employment. Her publications include chapters and articles on transition, supported employment, and technology integration.

George Van Horn George Van Horn, Ph.D., is director of special education for the Bartholomew Special Services Cooperative in Columbus, IN, and a member of the CAST UDL faculty cadre. Van Horn completed both a bachelor's of science and master's of science degrees at the University of Dayton. He received a doctor of education degree from Indiana University with a concentration in the areas of school administration and special education.

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Jessika Vance-Morgan Jessika Vance-Morgan is a licensed and boardcertified behavior analyst. Vance-Morgan practices in Kentucky and provides clinical supervision to clinicians and individuals who are studying to obtain their BCBA. Her passion focuses on the development of behavior support plans using function-based techniques and innovative implementation of empirically-based strategies in classroom, home, community, and institutional settings. She works for Eastern State Hospital, contracts with various community providers, and is an adjunct instructor at Eastern Kentucky University.

Amy Wade Amy Wade, M.S., SLP, conducts assessments and trainings in AAC and AT. She has been formally trained in the administration and interpretation of the Autism Diagnostic Observation Scale. She has 16 years' experience working with students with ASD in the general education setting and with those requiring placement in a separate facility. Wade has presented to teachers in Bolivia and has conducted numerous presentations on AAC and therapeutic speech and language strategies at the Miami Valley Regional Center.

Amy Walker Amy Walker is a board-certified behavior analyst. She earned a master's degree in ABA at St. Cloud State University and has worked in the field of ABA for over seven years. Her experiences include working with children and adolescents with autism, training staff on behavioral principles and the implementation of behavior support plans, and writing and monitoring the progress of treatment and behavior support plans. Currently, she works as a behavior analyst at Step by Step Academy in Worthington, OH.

Gretchen Walsh Gretchen Walsh, director of the Academic Support Center, has an extensive background as both an instructor and a counselor. She graduated magna cum laude from John Carroll University with degrees in history and English, later earning a master's in education with a specialization in reading and literacy. She began her career as a vocational rehabilitation counselor with the Bureau of Vocational Rehabilitation. Since 2005, Walsh has been with Notre Dame College as director and founder of the Academic Support Center.

Natasha Walski Natasha Walski is the IEP coordinator at Summit Academy Secondary – Youngstown. Previously, she was a classroom teacher for eight years in a specialized program dedicated to students with autism. 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. During the summer, she works at Camp F.R.I.E.N.D., a day camp for individuals with special needs in Youngstown.

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P RE S E N T E R S Debbie Ware

Abby White

Sondra Williams

Debbie Ware is a speech-language pathologist who works as a statewide consultant with Easter Seals of Arkansas – Outreach Program. She provides hands-on consultation to teachers and therapists in the state of Arkansas. Previously, she worked in the San Diego Unified School District in San Diego, CA, where she received extensive training in the field of autism.

She was on a team that opened the first preschool classroom for children with autism using evidencebased practices in the San Diego Unified School District.

Abby White is a teacher for deaf and hard-of-hearing students and a communications specialist employed by the Ross County Board of Developmental Disabilities. She has a master's of education for students with hearing impairments from The Ohio State University and a bachelor's in speech and hearing science also from OSU. She has an advanced plus rating on the SLPI and more than 10 years of experience working with individuals who are deaf or hard of hearing using a variety of communication modalities.

Sondra Williams is an adult with ASD and a national speaker and presenter. She serves on many local and national boards and committees. Her focus is on systems change and trauma with regard to persons with autism and PTSD. She is married and mother to four adults, all with Asperger Syndrome, and nana to four children one of which is diagnosed with ASD. She is employed at Step by Step Academy, part time as director of the S.P.E.A.K.S. arts division.

Don Washburn

Lynnette White

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.

Lynnette White, M.A., is a board-certified behavior analyst with 16 years' experience supporting individuals with ASD in the school setting. 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 ABA as a national consultant for TeachTown, a company that offers educational curriculum for individuals with autism and related disabilities, utilizing the principles and techniques of ABA.

Michael Wasmer

Sheri Wilkins

Michael Wasmer, director of State Government Affairs for Autism Speaks, has over 10 years’ experience in autism advocacy and government relations. He lead the passage of autism insurance reform and ABLE laws in numerous states, advocated for the addition of meaningful autism coverage in selffunded health benefit plans, and created the Autism Speaks Insurance Link. Since 2002, he has served as an appointed member of the Kansas Governor’s Commission on Autism, and founded the Kansas Coalition for Autism Legislation in 2006. Wasmer is the father of two children including a teenager with autism.

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. Wilkins has presented nationally on a variety of topics focused on improving academic and behavioral performance of struggling students.

She teaches university classes and works with remote indigenous schools in Australia. Wilkins participated as a reviewer in the NPDC on ASD recent update on evidence-based practices.

Lydia Wayman Lydia Wayman is an autistic advocate with a B.S. in elementary education and an M.A. in English and creative nonfiction. A young leader with the Autistic Global Initiative, Wayman has spoken to Girl Scout troops, parent support groups and twice as a panelist at OCALICON. Her writing and editing appear in various publications both online and in print. She is the media communications manager at Parents in Toto, an autism nonprofit, where she developed an iPad program, enjoys mentoring younger girls, and supports families in taking new perspectives and forming strong connections.

Karen Weber Karen Weber is an assistant principal in the Hudson City School District. Her position focuses on the middle level child and their academic and emotional needs. She believes that forming strong relationships with students, families, and staff lays the groundwork for collaboration and success. As an elementary teacher in the Copley-Fairlawn City Schools, her focus was differentiating the curriculum in grades 2-4. Her classrooms were a blend of ability levels, purposefully designed to include students with gifted identification, students with SLD identification, and strong readers.

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James Williams James Williams was born in 1988, and diagnosed with autism in 1991. He gave his first presentation on autism in 2000. Today, he travels around the U.S. lecturing on autism. He 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. In addition, he is a professional recorder player.

Lauren Williams Lauren Williams, M.A. CF-SLP, is a speech-language pathologist at Monarch Center for Autism in Shaker Heights, OH. Prior to beginning her clinical fellowship, Williams earned her master's degree from the University of Akron and worked full time collaborating with applied behavior specialists, implementing direct intervention services for clients on the autism spectrum. She is part of a collaborative team that works directly with Dr. Howard Shane and his colleagues from Boston Children's Hospital.

Melissa Williams Melissa Williams is an adult living with autism. She is an emerging speaker and presenter, speaking on bullying and other topics. She is the daughter of Sondra Williams.

Spencer Winters Spencer Winters is a student support specialist for the college program for students with autism spectrum disorder at Marshall University. She holds a bachelor's degree in counseling and is pursuing a master's degree in mental health counseling from Marshall University. Winters provides a mentored environment to program participants and leads a social skills building group – Discovery Group – designed to teach social awareness and communication skills to college students with ASD.

Annette Wragge Annette Wragge, Ms.Ed., is the state coordinator for the Nebraska ASD Network. In that capacity, she 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, the Social Narratives Autism Internet Module and the Screening and Autism Autism Internet Module.

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 a bachelor's in special education from Ohio University and a master's in educational administration from The Ohio State University.

Jacqueline Wynn Jacqueline W. Wynn, Ph.D., a licensed psychologist, is the director of Nationwide Children's Center for Autism Spectrum Disorders. She received a Ph.D. in psychology from UCLA, where she worked with Ivar Lovaas to research outcomes of behavioral intervention. She has taught behavioral interventions for autism at UCLA and The Ohio State University.

Wynn is a clinical assistant professor of pediatrics and an assistant adjunct professor of special education at OSU. She is a member of the Ohio Autism Coalition for Applied Behavior Analysis and serves on the OCALI Advisory Board.

Carol Young Carol S. Young, Ph.D., is an instructor at Otterbein University and a school improvement consultant.

She has 35 years of experience as a teacher and administrator in public education, and over 10 years of experience in higher education. She has worked as a speech-language pathologist, special education and reading teacher, school principal, curriculum director, and school superintendent in two Ohio school systems. Young is an active researcher with primary interests in autism spectrum disabilities, LRE, and language learning.

P RESE NTE R S Kristy Yurichak Kristy Yurichak, MOT, OTR/L, received a master's of occupational therapy degree from Wayne State University. Currently, she is an occupational therapist at Monarch Center for Autism, specializing in organizing and implementing programs that improve independence within the areas of activities of daily living, fine/gross motor, visual perception, vocational, sensory processing, and leisure. Yurichak is also a supervisor for Level II occupational therapy graduate students. She has given poster presentations at the Michigan Occupational Therapy state conference.

Joy Zabala 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.

M AR K YOU R CALE NDA R

2016

Zach Zaborny Zach Zaborny is a quality assurance software tester for Specialisterne Midwest, a funeral assistant for Korsmo Funeral Service, and the campus pastor for Faith United Methodist Church. He earned a bachelor's degree in mass communications from Kansas State University. At 8 years of age, he was diagnosed with Asperger Syndrome. Zaborny serves on the board of directors for the Red River Valley Asperger-Autism Network. An international speaker and autism self-advocate, he speaks at conferences around the world, sharing his story and providing hope through humor and education through acceptance.

Jordyn Zimmerman Jordyn Zimmerman is a 20-year-old on the autism spectrum. She went through the education system with an inadequate means of communication. It was not until February of 2013 when she began to use an iPad to communicate that her world opened up and people began to see her true potential. She enjoys speaking to educators and anyone else who is interested in hearing her story. Zimmerman attends Hudson High School as well as The Cardinal Autism Resource and Education School. She is looking forward to graduating and attending a four-year accredited college.

November 16 – 18 Greater Columbus Convention Center

Colleen Zunk Colleen Zunk has worked in the field of disabilities for over 25 years in a variety of capacities. As a recreation therapist and educator, she found her niche 11 years ago working as a developmental therapist in Montgomery and Miami Counties. Over the last four years, Colleen has become a certified P.L.A.Y. Project (Play and Language for Autistic Youngsters) home consultant serving children ages 18 months to 7 years. She is working with the West Central Ohio Network (WestCON) providing P.L.A.Y. services to families in their homes in an eight-county region.

CO N T IN U E TH E DIS CUS S ION – # OC ALIC O N2015

87

INSPIRE

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w w w. b g s u . e d u / a u t i s m 88

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

I NDE X Adreon, Diane

26, 34, 71

Aebker, Susan

40, 45, 54, 57, 71

Algaier, Cami

40, 44, 71

Andzik, Natalie

25, 31, 41-42, 47, 50, 71

Arbolino, Lauren

25, 30, 40, 46, 71

Aspy, Ruth

27, 36, 41, 48, 54, 58, 71

Combs, Lisa

40, 42, 45, 50, 54, 57, 73

Cotter, Cheryl

26, 34, 73

Cowan, Richard

43, 52, 73

Crissinger, Jackie

55, 58, 73

Crum, Bre

26, 34, 73

Cruse, Kathleen

25, 30, 40, 46, 74

Bacon, Melissa

42, 50, 71

Csanyi, George

27, 37, 74

Baker, Melissa

55, 58, 71

Cunningham, Patty

26, 35, 74

Baker, Susan

27, 36, 41, 47, 71

Curiel, Emily

41, 48, 74

Banks, Samantha

25, 30, 71

Davenport, Carrie

25, 31, 74

Barnes, Clarissa

25, 32, 71

Daviso, Alfred

Barnhill, Kelly

42, 51, 71

24, 30, 41, 42, 48, 51, 54, 56, 74

Barrozo, Jekereen

40, 44, 71

Barta, Bart

26, 34, 71

Bault, Susan

26, 35, 71

Becker, Steve

43, 52, 71

Beem, Jessica

40, 46, 71

Biddle, Emily

25, 31, 71

Blackburn, Karen

54, 56, 71

Blackwell, Jen

42, 49, 72

Blackwell, Jordan

42, 49, 72

Blake, Tamitha

54, 58, 72

Boettcher, Sara

25, 30, 72

Borcherdt, Kristi

25, 32, 72

Bosley, Jackie

55, 58, 72

Bowen, Cindy Andree

24, 29, 72

Bridgman, Heather

26, 34, 41, 49, 54, 57, 72

Brock, Matthew

42, 50, 54, 56, 72

Brolly, Heather

41, 47, 72

Brothers, Karen

26, 33, 72

Budde, Chelsea

40, 44, 72

Bundy, Myra Beth

25, 32, 41, 48, 72

Burdoff, JoDonna

55, 58, 72

Burmeister, Carol

27, 36, 72

Burt, Jon

25, 31, 41, 46, 72

Burton, Megan

26, 33, 72

Buti, Mo

27, 36, 72

Canaday, Erin

26, 33, 73

Carine, Ali

42, 49, 73

Carson, Brooke

43, 51, 73

Caruso, Denise Sawan

43, 52, 73

Cavallaro, Ellen

43, 52, 73

Childs, Tami

27, 36, 73

Chiles, Amanda

27, 37, 73

Clarke, Laura

24, 30, 41, 47, 73

Clevidence, Teresa

54, 57, 73

Click, Jodi

55, 59, 73

Cochren, Tony

24, 28, 73

Coffin, Amy Bixler

25, 32, 54, 56, 73

Collins, Laurie

40, 46, 73

DeLoss, Rene

54, 56, 74

Dendinger, Amy

55, 59, 74

Dennis, Lawrence

27, 37, 74

DePolo, Michelle

55, 58, 74

Dietz, Matthew

26, 34, 74

Dittoe, Carol

54, 57, 74

Dobson, Rachael

41, 48, 74

Doehring, Peter

25, 32, 74

Dombroski, Brynn

40, 44, 74

Donovan, Lizzy

43, 52, 74

Dudzinski, Maria

41, 49, 74

Durany, Daniel

25, 32, 74

Earley, Jennifer

26, 34, 75

Eichelberger, Christine

41, 48, 75

Ellison, Kimberly Ellison, Marc

25, 32, 75 55, 58, 75

Haber, Andrew

42, 51, 76

Hale, Kimberly

42, 51, 76

Hamilton, Elaine

27, 37, 76

Harris, Kerrie

24, 28, 76

Harris, Tim

39, 40, 45, 76

Harshaw, Gene

26, 34, 42, 50, 76

Harshaw, Gwendolyn

26, 34, 76

Hartke, Kara

54, 57, 76

Heipp, Raymond

26, 34, 76

Helling, Kristen

40, 44, 77

Hemphill, Misha

26, 34, 77

Henning, Megan

24, 30, 77

Hess, Thomas

42, 50, 77

Hogenkamp, Lori

41, 47, 77

Holladay, Stephanie

41, 47, 77

Horton, Abigayle

24, 29, 77

Horton, Marvin

24, 29, 77

Ickes, Travis

24, 28, 77

Iland, Emily

40, 42, 45, 49, 77

Iland, Tom

40, 42, 45, 49, 77

Irwin, Daniel

27, 37, 77

Jackson, Lori

40, 44, 77

Johnson, Selene

43, 52, 77

Jones, Fred

26, 34, 77

Jones, LeTreese

26, 34, 77

Jones, Ruth

40, 42, 46, 50, 77

Kanics, Ingrid

41, 48, 78

Kemp, Charles

24, 29, 78

Kinder, Lezlie Fahl

26, 35, 78

Embury, Dusty Columbia

24, 30, 41, 47, 75

Konkler, Amy

25, 33, 78

Endow, Judy

24, 28, 75

Koscinski, Cara

54, 57, 78

Englehart, Amanda

54, 57, 75

Kress, Marcia

43, 52, 78

Fenix, Shannon

54, 58, 75

Krznar, Ashley

25, 31, 78

Filler, Chris

40, 45, 55, 58, 75

Ksander, Kimberly

26, 35, 78

Fiol-Miller, Carrie

25, 31, 75

LaCava, Paul

42, 49, 78

Fisher, Sr. Suzette

26, 33, 75

Lambert, Jonathan

24, 29, 78

Flowers, Tori

24, 29, 75

Lanyi, Sherry

43, 52, 78

Formica, Nick

24, 28, 75

LaPaglia, Christy

54, 56, 78

Fowler, Roy

26, 35, 75

LaRock, Penelope

42, 51, 78

Fredrix, Stacey

40, 44, 75

Laux-Jacobs, Ruby

42, 49, 78

Gay, Jim

55, 58, 75

Lawrence, Melissa

40, 44, 78

Geib, Jocelyn

55, 58, 75

Lechner, Barbara

24, 29, 78

Gingerich, Kathrine

25, 30, 76

Lewis, Allegra

26, 34, 78

Gladstone, Kate

42, 51, 76

Lipka, Dan

43, 52, 79

Glynn, Michele

27, 36, 76

Lombard, Erin

40, 46, 79

Gonda, Jennifer

25, 32, 41, 46, 55, 59, 76

Loudon, Jennifer

55, 59, 79

Maddox, Laura

27, 36, 79

Mahaney, Molly

55, 59, 79

Mahler, Kelly

24, 28, 79

Malkovits, Denise

26, 35, 54, 56, 79

Malone, Helen

24, 28, 55, 59, 79

Marks, Dee

27, 37, 40, 45, 79

Graber, Alyssa

25, 30, 76

Grant, Elizabeth

41, 46, 76

Grennan, Melissa

40, 46, 76

Grossman, Barry

27, 36, 41, 48, 54, 58, 76

CO N T IN U E TH E DIS CUS S ION – # OC ALIC O N2015

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I N DE X Marrie, Rebecca

41, 48, 79

Ressa, Virginia

42, 50, 82

Thompson, Beth

54, 56, 85

Mataya, Kerry

26, 33, 43, 51, 79

Riccardi, Sherri

27, 36, 41, 47, 82

Thompson, MaryEllen

41, 48, 85

McConnell, Allen

25, 31, 79

Robbins, Sharon

43, 52, 82

Timmerman, Lorna

Roesch, Haley

42, 49, 82

40, 42, 43, 46, 50, 52, 85

McCormick, Jeff

24, 25, 29, 31, 43, 51, 79

26, 34, 41, 49, 82

54, 57, 85

24, 28, 79

Rogers, Jan

Tipkemper, Amanda

McCoy, Dacia

40, 44, 54, 56, 85

McCoy, Jessica

43, 52, 79

Rogers, Ron

26, 35, 43, 51, 54, 56, 82

Toledo, Gaby Tonks, Gary

42, 50, 85

Rooks-Ellis, Deborah

26, 35, 82

Toruno, Kristin

41, 47, 85

Rothschild, Chloe

26, 35, 42, 51, 82

Townsend, Jennifer

26, 35, 85

Rountree, Jennifer

42, 50, 82

Tramontano, Lynn

26, 34, 42, 50, 63, 85

Roush, Michael

27, 36, 42, 49, 82

Trew, Sharon

25, 31, 85

Rubin, Emily

23, 24, 26, 29, 35, 82

Unger, Darlene

42, 51, 54, 56, 85

Sainato, Diane

41, 48, 82

Van Horn, George

24, 29, 85

Sampsel, Matthew

24, 28, 82

Vance-Morgan, Jessika

24, 25, 28, 31, 85

Sartor, Sr. Mary

27, 36, 82

Wade, Amy

43, 52, 85

Savage, Amy

26, 35, 82

Walker, Amy

24, 30, 85

Saylor, Lisa

43, 52, 83

Walsh, Gretchen

24, 28, 85

Schaefer, John

54, 57, 83

Walski, Natasha

25, 32, 41, 46, 85

Schall, Carol

27, 37, 83

Ware, Debbie

24, 28, 86

Schamens, Denise

40, 44, 83

Washburn, Don

55, 58, 86

Schmidt, Jennifer

42, 50, 83

Wasmer, Michael

42, 50, 86

Seaman, Rachel

25, 31, 40, 45, 54, 56, 83

Wayman, Lydia

27, 36, 42, 51, 55, 58, 86

McFarland-Whisman, Jennifer

55, 58, 79

McGill, Teri

42, 50, 79

McIntyre, Carol

40, 46, 79

McMahen, Monica

25, 33, 80

McMahon, Kat

42, 49, 80

Mejac, Brittni

25, 32, 80

Menner, Andrew

26, 34, 80

Metz, Kristen

27, 36, 40, 46, 80

Miller, John

25, 32, 40, 44, 80

Mitchell, MaryBeth

26, 35, 80

Monastra, Courtney

40, 44, 80

Monfort, Karen

26, 34, 80

Moreno, Susan

26, 33, 80

Morse, Tim

41, 47, 80

Nelson, Loui Lord

24, 26, 29, 35, 80

Nestheide, Thaddeus

54, 57, 80

Senften, Elizabeth

26, 35, 41, 47, 83

Weber, Karen

43, 52, 86

Noble, Sarah

24, 30, 80

Shaffer, Hollis

26, 33, 43, 51, 83

White, Abby

41, 49, 86

Oehler, Kathy

54, 57, 80

Sherrod, Sonya

40, 45, 83

White, Lynnette

24, 28, 41, 47, 86

Oliver, Margaret

43, 52, 80

Sherwood, Kari

54, 57, 83

Wilkins, Sheri

27, 36, 86

Owens, Donna

26, 34, 40, 42, 45, 50, 80

Short, Julie

40, 42, 45, 49, 83

Williams, James

17, 42, 51, 86

Short, Scott

42, 50, 83

Williams, Lauren

55, 58, 86

Shumaker, Cheryl

26, 34, 83

Williams, Melissa

40, 44, 86

Shuster, Becky

25, 33, 83

Williams, Sondra

Sigurdson, Dawna

42, 50, 83

25, 32, 42, 51, 55, 58, 86

Sikorski, Pamela

24, 28, 83

Winters, Spencer

24, 28, 86

Silva, Rebecca

42, 51, 83

Wragge, Annette

43, 51, 86

Smith, Kara

26, 33, 83

Wright, Brooke

26, 33, 86

Smith, Sheila

27, 35, 42, 50, 84

Wynn, Jacqueline

40, 44, 86

Sochor, Katie

26, 34, 84

Young, Carol

27, 37, 86

Sokolosky, Stephanie

40, 45, 84

Yurichak, Kristy

26, 33, 87

Solomon, Richard

54, 57, 84

Zabala, Joy

24, 29, 87

Sparber, Carol

41, 43, 48, 52, 84

Zaborny, Zach

24, 28, 42, 49, 80, 87

Speece, Andrea

41, 48, 84

Zimmerman, Jordyn

54, 56, 87

Stansberry-Brusnahan, L. Lynn

Zunk, Colleen

54, 57, 87

54, 56, 84

Stickle, Lee

43, 51, 84

Stoffel, Brenda

40, 46, 84

Stumpf, Kathleen

25, 32, 84

Svette, Sharon

26, 34, 84

Szakacs, Wendy

24, 28, 40, 44, 84

Szanto, Rebecca

41, 48, 55, 59, 84

Szymanski, Amy

40, 44, 84

Taracuk, Mark

41, 46, 84

Taylor, Jim

16, 55, 58, 84

Thomas, Karen

41, 49, 84

Packer, Jara

27, 37, 80

Page, Trisha

42, 49, 80

Pallante, Karly

41, 48, 81

Parker, Abby

41, 48, 81

Payton, Becky

24, 29, 81

Pennington, Robert

25, 31, 40, 45, 81

Pero, Kathleen

26, 34, 81

Perren, Dru

55, 59, 81

Petrovic, David

24, 25, 28, 32, 81

Petrovic, Sandy

24, 28, 81

Pope, Carrie

27, 36, 81

Pope, Holly

55, 59, 81

Pratt, Cathy

26, 35, 81

Prizant, Barry

26, 33, 81

Prystash, Ruth

40, 42, 44, 51, 54, 56, 81

Pulliam, Dean

42, 50, 81

Queen, Rachel McMahan

43, 52, 81

Quinn, Joanne

26, 34, 55, 58, 81

Raccio, Julie

26, 33, 81

Rainey, Debra

26, 35, 82

Rankowski, Brigid Ratley, Tamara

90

40, 42, 44, 51, 82 24, 28, 82

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.

CEA-7501-A-A4

Being part of the community means

OCALICON 2015

Visit Lynn in Booth #228!

Lynn R Tramontano Financial Advisor .

1500 W Third Ave Suite 102 Columbus, OH 43212 614-488-4717

www.edwardjones.com Member SIPC