2025 Schedule & Sessions

Clinical PRACTICE & REsearch

Caregiver Reporting and Perception of Infant Behavior and Development in the Study of Early Autism Indicators
Erin Andres, PhD

Caregivers often recall differences from infancy in their children who are later diagnosed with autism spectrum disorder (ASD). However, there are still limited prospective reports available to understand developmental trajectories of behaviors and milestone attainment from infancy in children who go onto be diagnosed with autism. Dr. Andres will present on recent findings of caregiver report during infancy from a prospective longitudinal study of a general birth cohort (Andres et al., 2025; Ped Research). Caregiver characteristics and perception may impact their report of infant behavior and milestones. Infant milestone and behavior trajectories, of reports from 6-, 9-, and 12-months, accounting for subclinical autism characteristics in the caregivers report will be presented (n = 800+). Milestones related to social communication and behaviors related to temperament and adaptability will be highlighted.

Objectives:
1. Attendees will understand the importance of prospective longitudinal studies, especially of a general population birth cohort, and their role in advancing the precision of early screening of autism spectrum disorders (ASD).
2. Attendees will identify milestones that are most informative, at 6, 9, and 12months, in differentiating groups of infants who do and do not show characteristics of autism at 12 months of age.
3. Attendees will consider the role of parent report in early identification of autism and the extent that caregiver’s own characteristics and perspectives should be considered in understanding their report.

CE Available: APA, ASHA, CME

EDUCATION & Community

Strategies to Enhance the Effectiveness and Implementation of Evidence-Based Practices
Karen O’Connor, PhD, BCBA
Kimberly Selders, PhD

In this session, we will cover several topics to support practitioners in implementing evidence-based practices. First, we will share resources for identifying evidence-based practices for a variety of skill targets. Second, we will provide information on planning the implementation of evidence-based interventions with skill generalization and fading of interventions in mind. Third, we will discuss the role of incorporating student and/or caregiver voice and choice in enhancing the implementation and success of evidence-based strategies. Fourth, methods for effective communication and collaboration with relevant parties, such as implementers, classroom teachers, and guardians, will be discussed. Finally, the role of coaching and performance feedback during the implementation of evidence-based practices will be covered. Throughout the presentation, practical strategies, tools, and examples will be provided. The content of this session aligns with, and focuses on, the use of behavior analytic strategies and is applicable to professionals implementing evidence-based practices in a variety of settings.

Objectives:
1. Attendees will describe ways to identify Evidence-Based Practices.
2. Attendees will identify ways to plan for generalization, incorporating student voice, and enhancing collaboration and communication with relevant parties (student, family, teachers).
3. Attendees will identify strategies to increase fidelity of implementation of Evidence-Based practices.

CE Available: APA, ASHA, BACB, CME

Behavior Analysis IN PRACTICE

The Scientist-Practitioner Approach to Promoting Autonomy in Challenging Behavior Treatment
Cynthia Livingston, PhD, BCBA-D, LBA

This presentation explores the integration of a scientist-practitioner approach to functional communication training (FCT), focusing on the role of mand modality preference assessments in treating challenging behavior in children with developmental disabilities. Functional communication training aims to replace maladaptive behaviors with effective communication. Incorporating the individual’s preferred mand modality has the potential to enhance treatment outcomes while promoting patient autonomy. The session will highlight the importance of conducting mand modality preference assessments, discussing how caregivers’ input and the individual’s needs influence the selection of communication methods. Attendees will gain an understanding of how choosing the right modality can improve communication skills while reducing challenging behaviors. By emphasizing a collaborative, data-driven approach, this presentation also underscores how research can directly inform and improve clinical practice. Practical strategies and real-world example swill be provided to demonstrate how incorporating choice in treatment promotes both individual autonomy and effective behavior change. Ultimately, this session offers insights into how behavior analysts can utilize a scientist-practitioner approach to create more individualized, effective interventions for children with developmental disabilities.

Objectives:
1. Attendees will describe the scientist-practitioner approach to mand modality preference assessments and its role in treating challenging behavior.
2. Attendees will identify key factors influencing mand modality selection and how incorporating choice can promote autonomy for individuals and caregivers.
3. Attendees will evaluate research findings on mand modality preference and discuss their implications for functional communication training in clinical practice.

CE Available: APA, ASHA, BACB CME

Clinical Practice & ReSEARCH

Surviving and Thriving in the Real World: Targeting Life Skills in Autistic Adolescents
Amie Duncan, PhD

Surviving and Thriving in the Real World (STRW) is the first evidence-based intervention package that has shown clinically meaningful gains in essential life skills (e.g., hygiene, cooking, cleaning, laundry, money management) for autistic adolescents. The recent results of two randomized clinical trials on the STRW intervention will be discussed. Based on collaboration with and feedback from autistic teens and their families over the last 12 years, attendees will learn about the essential treatment components needed (e.g., naturalistic teaching opportunities, contract with clear goals) and the use of evidence-based strategies(e.g., technology, task analysis, video modeling) to facilitate the learning and practicing of life skills at home and within the community.

Objectives:
1. Attendees will describe the development and evaluation of the Surviving and Thriving in the Real World intervention for autistic adolescents.
2. Attendees will identify how to apply essential treatment components and evidence based strategies when working with autistic adolescents and their families.
3. Attendees will identify resources and support networks available to professionals working with diverse populations in the autism community.
4. Attendees will describe the importance of targeting life skills to facilitate positive outcomes in work, college, independent living, and quality of life.

CE Available: APA, ASHA, CME

EDUCATION & COMMUNITY

Building Inclusive PK-12 Systems Through Collective Responsibility and Leadership
Kari Adams, MA
Audri Sandoval Gomez, PhD

Creating truly inclusive PK–12 educational systems requires a cultural shift grounded in shared responsibility and intentional leadership. This shift must center the needs and strengths of all learners, including neurodivergent students, by embracing variability, honoring diverse ways of thinking and learning, and designing environments where every student feels seen, valued, and supported. In this interactive session, we will explore the Thompson Policy Institute’s Inclusive Leadership Framework, a research-based guide designed to transform systems and create a culture of belonging. You’ll learn about the framework’s five core competencies, building an inclusive vision, centering professional development on inclusion, fostering diverse and inclusive instruction and curriculum, and creating safe, supportive schools, all woven together by a foundation of inclusive culture and mindset. Participants will discuss practical strategies to apply these principles in their daily work, whether as educators, therapists, medical professionals, or family partners. Together, we’ll explore how small, intentional shifts in language, practice, and expectations can create big impacts on student experiences. Leave with concrete tools, reflective questions, and a renewed commitment to advancing inclusion, no matter your role.

Objectives:
1. Attendees will identify the core competencies of the TPI Inclusive Leadership Framework and how they promote access, equity, and belonging for all students.
2. Attendees will explore strategies for fostering collective responsibility across roles and departments to support system-wide inclusion in PK–12 settings.
3. Attendees will reflect and plan actionable steps to integrate inclusive practices into daily interactions with students, colleagues, and families to create more supportive and equitable environments.

CE Available: APA, ASHA, CME

Behavior Analysis in Practice

Incorporating Neurodiversity Acceptance into Behavioral Planning
ABA Inside Track

Understanding neurodiversity, and how neurodivergent presentations may impact individuals receiving behavior analytic services, is critical for providing compassionate and responsive care. Similarly, practitioners should recognize ableism and ableist practices that may adversely affect neurodivergent clients. Incorporating neurodivergent client considerations into best educational practices requires a balanced approach. Selecting behavioral planning goals to ensure they are supportive of neurodivergent experiences and center the long-term autonomy and quality of life for the client will be the skill we address within this talk.

Objectives:
1. Attendees will define neurodiversity, neurodivergent, and ableism.
2. Attendees will identify identify potentially ableist behavioral goals.
3. Attendees will practice navigating the complex process of selecting behavioral goals that meet these criteria.

CE Available: APA, ASHA, BACB, CME

Clinical Practice & RESEARCH

Centering Repetitive Behavior Models and Research on the Autistic Experience
Benjamin Yerys, PhD

The study of repetitions, routines, and sensory sensitivities has largely happened without considering the perspective of the autistic community. Here, I review current models of these behaviors, and how they fail to explain the broad array of reasons people with autism engage in repetitive behaviors. I will also discuss my recent research where teens and their families report on the presence and intensity of behaviors, as well as their emotions that lead them to engage in repetitive behaviors. I close with how the study of repetitive behaviors can move forward while centering our questions and models on autistic people’s experience.

Objectives:
1. Attendees will identify 3 models that attempt to explain repetitive behavior.
2. Attendees will identify at least two reasons why autistic people’s lived experience contrasts with conventional beliefs that repetitive behaviors are not functional.
3. Attendees will describe the overlap and differences in how teens and their caregivers rate the presence and intensity of repetitive behaviors.

CE Available: APA, ASHA, CME

EDUCATION & COMMUNITY

Intersectionality of Race and Autism in Young Black Youth
Amber Davis, PhD

This session will examine the disparities, risk factors and resilience factors that are specific to Black autistic youth in the United States. Implications for practice among providers will be explored in depth.

Objectives:
1. Attendees will identify at least two autism-related disparities faced by Black autistic youth.
2. Attendees will identify 2-3 sociocultural factors that relate to strengths and resilience of Black autistic youth and their families.
3. Attendees will describe the impact of race-disability intersectionality for Black youth facing transition to adulthood.

CE Available: APA, ASHA, CME

Behavior Analysis in Practice

Incorporating Virtual Reality into Applied Behavior Analysis: Innovation and Interdisciplinary Opportunity
Casey Clay, PhD, BCBA-D

Several industries are leveraging virtual reality (VR) training to teach a variety of skills. These trainings have been shown to be efficacious, provide cost savings, and offer the potential for more efficient and replicable training. Behavior analysts have expertise in crafting effective learning programs making this area ripe for interdisciplinary collaboration. One example of an effective behavior analytic training procedure is Behavioral Skills Training (BST) involving written and verbal instructions, modeling of the skill, rehearsal of the skill, and feedback on the performance. This training, like other trainings in related fields, typically involves extensive in vivo experience in which trainees and trainers are exposed to risk (e.g., bodily harm to trainer, trainee, and client; and errors in teaching performance). Including BST in a virtual reality (VR) context involving virtual experiences in which training experiences are difficult to be recreated or put an individual at risk may be an effective training method and ameliorates challenges. The purpose of the current presentation is to outline and describe how virtual reality is currently being used across industries and within behavior analysis to guide and train a range of individuals. Furthermore, a case example including data on VR training on behavior assessment and intervention will be provided and discussed.

Objectives:
1. Attendees will identify novel and effective uses of VR in ABA.
2. Attendees will explore and identify opportunities for interdisciplinary collaboration to incorporate virtual reality into their research and practice.
3. Attendees will describe how skills training can be accomplished via the use of technology including virtual reality.

CE Available: APA, ASHA, BACB, CME

CLINICAL PRACTICE & RESEARCH

Community Partnerships in Autism and Neurodevelopmental Research
Allison Wainer, PhD

Throughout the last decade, there have been growing calls to increase patient and community involvement in autism and neurodevelopmental research. Proponents argue that community members are best equipped to understand their own needs, and that community-guided research is likely to be more relevant, impactful, and equitable. The goal of this session is to describe models of community engagement that can be applied to the field of autism and neurodevelopmental research, and to use examples from past and current projects to show the value in this approach. Lessons learned from this work will be summarized to help guide others interested in community-engaged research moving forward.

Objectives:
1. Attendees will describe different types of community engagement in research.
2. Attendees will provide an example of how community engagement has been used in autism research.
3. Attendees will identify two “lessons learned” from the community engaged work presented in the session.

CE Available: APA, ASHA, CME

EDUCATION & COMMUNITY

Power of Choice: Building Self Determination for Lifelong Impact
Lauren Bruno, PhD
Ben Edwards, BS

This session will explore the concept of self-determination, including its core components and its critical role in the lives of people with disabilities. Participants will leave equipped to define self-determination, explain its significance for advocacy and independence, and identify key skills and strategies to support individuals in becoming causal agents and setting meaningful goals.

Objectives:
1. Attendees will define self-determination and identify its core components.
2. Attendees will describe the significance of self-determination for people with disabilities, particularly as it relates to promoting advocacy, independence, and full participation in community life.
3. Attendees will identify ways to foster self-determination by identifying key self-determined skills and abilities that support people being causal agents in their lives and promotes goal-setting.

CE Available: APA, ASHA, CME

Behavior Analysis in Practice

Fit 4 All: Promoting Wellness for Individuals of All Abilities
Brandon May, PhD, MSW, BCBA-D

Individuals with Autism and developmental disabilities (DD) are more likely to be overweight and obese than the general population, which reduces the quality and longevity of their lives. Barriers to wellness include sedentary lifestyles, access to healthy foods, food selectivity, and more. Fit 4 All is a health and wellness curriculum designed to promote exercise, nutrition, and healthy lifestyles for individuals of all ages and ability levels. This workshop will highlight the importance of including wellness strategies in clinical practice, identify common tools utilized to assess and monitor health outcomes, and review behavioral approaches to improve exercise and nutrition.

Objectives:
1. Attendees will understand the barriers to wellness that affect individuals with Autism and Developmental Disabilities.
2. Attendees will identify behavioral strategies to improve exercise and nutrition in individuals with Autism and DD.
3. Attendees will learn how to measure outcomes when implementing wellness programs into clinical practice.

CE Available: APA, ASHA, BACB, CME

Clinical Practice & RESEARCH

Aging in Autistic Adults: Neurodegenerative Risk and Support Programs
B. Blair Braden, PhD

Autistic adults are at higher risk for both Alzheimer’s and Parkinson’s diseases than non-ASD. Since autism spectrum disorder (ASD) is a life long condition with ~2% prevalence, there will soon be a large population of elderly with an ASD diagnosis. To better understand how aging might uniquely affect autistic adults, we have established one of the largest and longest running longitudinal cognitive and brain aging studies in middle-age and older autistic adults. Our initial findings show accelerated longitudinal memory decline and high rates of self-reported parkinsonism symptoms, along with related brain markers. Through whole-genome analysis, we have identified potentially sex-specific, genetic risk factors for increased Alzheimer’s disease risk in autistic adults. We have also observed persistent challenges in executive functioning, social communication, and mental health across the lifespan for autistic adults. Despite other research groups from around the world noting similar persistent lifelong challenges, there are virtually no evidence-based support programs for this population beyond transition-age, young-adulthood. To address this need, our research group developed the Strengthening Skills Program (SSP) for autistic adults of all ages. We combine (1) social strategies from the Program for the Education and Enrichment of Relational Skills (PEERS®) for young-adults; (2) mindfulness strategies inspired by Mindfulness-Based Stress Reduction, and (3) cognitive training inspired by aspect of Mayo Clinic’s Healthy Action to Benefit Independence & Thinking (HABIT®) program for adults with Mild Cognitive Impairment. In a pilot randomized controlled trial, the SSP was found to be highly feasible and acceptable to autistic adults across the lifespan. Our preliminary efficacy findings also showed that the SSP improves functional independence and quality of life, compared to a delayed treatment control group. Collectively, findings suggest that combining aspects of cognitive, mindfulness, and social skills training is a promising approach for addressing the needs of autistic adults of any age.

Objectives:
1. Attendees will explore the evidence suggesting increased risk for neurodegenerative conditions in autistic adults.
2. Attendees will identify potential biological factors leading to increased risk for neurodegenerative conditions in autistic adults.
3. Attendees will explore the feasibility and acceptability of a multi-component support program with preliminary efficacy for addressing low quality of life adaptive functioning challenges in autistic adults across the lifespan.

CE Available: APA, ASHA, CME

EDUCATION & COMMUNITY

Challenging Behavior in the Classroom: Practical Strategies for Prevention
Timothy Landrum, PhD

Challenging behavior in classrooms remains the most frequent concern teachers identify. In this session we describe several low-intensity, antecedent strategies that have strong evidence of effectiveness (e.g., positive greetings at the door, behavioral momentum, instructional choice, pre-correction). Moreover, we describe how these strategies are consistent with a relationship-focus in classrooms, as well as core principles of both informed care and culturally responsive practice. Attendees will be pointed to specific, practical resources that can support easy implementation of the strategies described.

Objectives:
1. Attendees will describe the concept and benefits of antecedent, preventative approaches to managing challenging behavior.
2. Attendees will identify the consistencies between evidence-based, positive, antecedent strategies and the concepts of a relationship-building focus, trauma-informed care, and culturally responsive practice.
3. Attendees will describe specific steps in the application of at least three low-intensity, antecedent strategies.

CE Available: APA, ASHA, CME

Behavior Analysis in Practice

Examining and Improving Service Receipt Among Autistic Individuals and Their Families
Meghan Burke, PhD, BCBA-D

This presentation will highlight advocacy initiatives aimed at improving access to services for families of autistic individuals. One project focused on developing and testing a program to help families of transition-aged youth with autism navigate adult disability services. Another project involved exploratory research with autistic individuals and their families on accessing school-based supports through Section 504 of the Rehabilitation Act. Throughout both efforts, I collaborated closely with community-based organizations and partnered with autistic individuals and their families at every stage of the process.

Objectives:
1. Attendees will identify the barriers and potential facilitators to service access for autistic individuals and their families.
2. Attendees will describe extant interventions to improve service access for autistic individuals and their families.
3. Attendees will explore ways to elicit feedback from autistic individuals and their families to develop interventions.

CE Available: APA, ASHA, BACB, CME

Clinical Practice & RESEARCH

Food Selectivity in Autistic Youth: Personalizing and Expanding Treatment Options
Emily Kuschner, PhD

Food selectivity is a common concern for autistic youth and their families. Available treatments have been focused on the early childhood years and fewer options are available for school-age children. The Building Up Food Flexibility Program (BUFFET) was designed specifically for school-age children who have autism. BUFFET is a cognitive behavioral treatment that emphasizes the developmental hurdles of the school-age (8-12 years) years, including greater ability to use thoughts to impact behavior and a need for highlighting self-determination and autonomy within treatment supports. This presentation will provide a review of the development of BUFFET, how meaningful treatment outcomes are measured in BUFFET, and ways in which BUFFET could be used in the context of co-occurring medical concerns like weight management or a diagnosis of obesity.

Objectives:
1. Attendees will explore the available treatment options for food selectivity in autistic youth and describe the importance of considering a child’s developmental level as well as severity and acuity of food selectivity presentation in determining the best treatment choice.
2. Attendees will describe the unique food selectivity treatment needs of autistic children in the school-age years and beyond.
3. Attendees will describe the development of the Building Up Food Selectivity and Exposure Treatment program as an example of food selectivity treatment tailored for autistic school-age youth.

CE Available: APA, ASHA, CME

EDUCATION & COMMUNITY

Authentic Friendship Development for College-age Students with and without IDD
Lindsay Athamanah, PhD, CCC-SLP

The higher education environment provides a unique context for young adults with and without intellectual and developmental disabilities (IDD) to build friendships, socialize, engage in the campus community, and build social support networks (Athamanah et al., 2020; Gibbons et al., 2018). For
individuals with IDD, participation in higher education improves overall health, employment, education, attitudes, and relationships (Butler et al., 2016; Griffin et al., 2012). For individuals without IDD, learning, working, and socializing with those with IDD in an inclusive postsecondary education (IPSE) environment can improve their attitudes about disability, build vital advocacy skills, enhance interpersonal skills, and increase understanding of disability (Athamanah et al., 2020; Farley et al., 2014). Yet, simply including those with IDD on campus does not guarantee that others will interact or potentially change their attitudes and perspectives about disability (Griffin et al., 2016) or promote an inclusive campus community. A concerted effort to provide opportunities for social interactions through formal peer programs within higher education is warranted (Harrison et al., 2019). This presentation will describe the UMSL Social Peers Program at the University of Missouri-St. Louis, and the program’s impact on students, both with and without IDD. Implications for practice and research will be shared.

Objectives:
1. Attendees will describe a social peer program that is embedded within an inclusive postsecondary education program.
2. Attendees will the explore impact of a social peer program on students with and without intellectual and developmental disabilities.
3. Attendees will identify who they could partner with to
start a social peer program at their workplace or institution.

CE Available: APA, ASHA, CME

Behavior Analysis in Practice

Intimate Relationships and Social Validity
Susan Wilczynski, PhD, BCBA-D

A person’s sexual and intimate relationships can significantly improve their quality of life. Despite this fact, sexuality education is often unavailable to or insufficient for Autistic people. Understanding how ableism and other biases contribute to the absence or poor quality of sexuality education can help practitioners adapt existing sexuality education curricula so they are a better fit for their Autistic clients. In addition, recognizing that sexual and gender diversity is more common among Autistic people will help families and practitioners appreciate why sexuality education curricula for Autistic people must center around all genders and sexual orientations. Examples of adapting sexuality education curricula will be offered.

Objectives:
1. Attendees will explain how ableism reduces Autistic people’s axis to sexuality education.
2. Attendees will identify how sexual and gender diversity are related to Autism Spectrum Conditions.
3. Attendees will describe how being Autistic can be associated with differences in sexual experiences.

CE Available: APA, ASHA, BACB, CME