Thursday, October 8th
Breakfast (provided) 7:30 a.m. – 9:00 a.m.
Announcements & Keynote 9:00 a.m. – 10:30 a.m.
Linking My World to Yours an an Autistic Therapist
Kaelynn Partlow
Author, Autistic Therapist, Self-advocate
More information coming soon!
Break 10:30 a.m. – 10:45 a.m.
Breakout Sessions 10:45 a.m. – 12:00 p.m.
CLINICAL PRACTICE & RESEARCH
Autism Therapeutics: Current and Emerging Practices in Autism Support
Jonathan T. Megerian, MD, PhD
This session will provide an overview of current evidence-based and emerging approaches being explored to address the core characteristics of autism as well as common co-occurring conditions. Participants will also examine ongoing debates and controversies related to autism treatment approaches and theories of causation that continue to receive attention in the media and public discourse.
Objectives:
1. Attendees will describe the current state of non-behavioral based treatments for autism and co-occurring conditions.
2. Attendees will explore the focus on ongoing research for drug and device approaches to treatment.
3. Attendees will discuss the promises and pitfalls of currently discussed treatments as well as risk factors for ASD.
CE Available: APA, CME
EDUCATION & COMMUNITY
Self-Determination: The Only Real Goal
Tom Holub, PhD
From childhood through the K-12 education experience and into adulthood, systems and families posit well-intended goals for our nation’s children. This session will address the goals that surround a personhood full of autonomy, resilience and success into adulthood. Some of the best goals are ones that are difficult to envision and create action plans for. The goal of this session is that, by introducing the construct of self-determination, professionals and families can coalesce and agree to work toward a self-determined personhood for all.
Objectives:
1. Attendees will describe self-determination.
2. Attendees will explore ways stakeholders can and should promote self-determination.
3. Attendees will identify how systems and institutions play a role in the self-determination process.
CE Available: APA, CME
BEHAVIOR ANALYSIS IN PRACTICE
Increasing Social Communication Skills in Children with Autism Using Audio Scripts in Naturalistic Group Settings
Meral Koldas, BCBA-D, LBA
Expanding social communication skills in children with autism is often a central focus of behavioral interventions due to its critical role in language development. While script-fading procedures have been shown to be effective for teaching children with autism to engage in social interactions without vocal prompts from adults, there has been no demonstration of a generalized repertoire of social interactions under the control of naturally occurring relevant stimuli. In this study, six participants with autism were taught to engage in three social interactions (showing and sharing, complimenting, descriptive commenting) during craft activities through the use of an audio script device (Talkido) in a naturalistic group environment. A multiple-baseline design across behaviors was used to assess the effects of audio script and script-fading procedures. The results showed social interactions were successfully established across all behaviors under the control of naturalistic group activities. Importantly, after audio script training, all participants generalized their newly learned social communication skills in novel and naturalistic group activities. These findings contribute to the limited but growing body of research on promoting social behaviors in children with autism, which is crucial for improving their social communication outcomes.
Objectives:
1. Attendees will describe the procedures used to teach social communication skills through audio script and script-fading interventions in naturalistic group settings.
2. Attendees will identify the effects of audio script and script-fading procedures on the acquisition and generalization of social communication skills in children with autism.
3. Attendees will evaluate the advantages and limitations of using audio script technology to promote independent social interactions during group activities.
CE Available: APA, BACB, CME
Lunch 12:00 p.m. – 1:00 p.m.
Breakout Sessions 1:00 p.m. – 2:15 p.m.
CLINICAL PRACTICE & RESEARCH
The Relationship Between Autism and Parkinson’s
Gregory Wallace, PhD
Description coming soon!
From chi
EDUCATION & COMMUNITY
Adapting Classroom Learning Experiences for Students with Profound Autism
Jenny Root, PhD, BCBA
Description coming soon!
BEHAVIOR ANALYSIS IN PRACTICE
Coming soon!
Break 2:15 p.m. – 2:30 p.m.
Breakout Sessions 2:30 p.m. – 3:45 p.m.
CLINICAL PRACTICE & RESEARCH
Inner Thinking Patterns and Perceptions of Mental Health Therapy Among Autistic Adults
Micah Mazurek, PhD
Description coming soon!
EDUCATION & COMMUNITY
Collaboration in Schools: Increasing Interprofessional Communication Skills
Cindy Gevarter, PhD, BCBA-D, Jaime Branaman, SLP, and Jessica Nico, SLP & Self Advocate
Description coming soon!
BEHAVIOR ANALYSIS IN PRACTICE
Toileting and Intimate Care Skills for People with Profound Autism
Poster Session 3:45 p.m. – 5:30 p.m. (immediately following the last session)
Friday, October 9th
Breakfast (provided) 7:30 a.m. – 9:00 a.m.
Announcements & Keynote 9:00 a.m. – 10:30 a.m.
Understanding Profound Autism
Alison Singer, MBA
President, Autism Science Foundation
Twenty-six percent of people diagnosed with autism have profound autism. This presentation will explore the growing scientific and clinical recognition that autism is not a single, uniform condition. Attendees will learn the distinction between Profound Autism and Autism Spectrum Disorder, including why clearer diagnostic language is essential to accurately describe individuals with significant intellectual disability, minimal or no functional language, and high support needs. The session will review emerging research demonstrating the presence of multiple biologically and clinically meaningful autism subtypes, highlighting how advances in genetics, neurobiology, and developmental science are reshaping our understanding of heterogeneity across the spectrum. Attendees will leave with a deeper understanding of why precision in diagnosis, research, and policy is critical to ensuring that individuals with the most significant needs are seen, understood, and appropriately supported.
Objectives:
1. Attendees will identify the difference between profound autism and Autism Spectrum Disorder and why different diagnoses are needed.
2. Attendees will explore new scientific studies confirming the presence of multiple autism subtypes.
3. Attendees will identify services and supports necessary for people with profound autism.
CE Available: APA, CME
Break 10:30 a.m. – 10:45 a.m.
Breakout Sessions 10:45 a.m. – 12:00 p.m.
CLINICAL PRACTICE & RESEARCH
AI and Social Behavior
Jim Rehg, PhD
Description coming soon!
EDUCATION & COMMUNITY
Intensive Behavior Interventions in Schools
BEHAVIOR ANALYSIS IN PRACTICE
Group-Based Behavioral Interventions and Thematic Instruction
Sarah Connolly, PhD, BCBA
Description coming soon!
Lunch 12:00 p.m. – 1:00 p.m.
Breakout Sessions 1:00 p.m. – 2:15 p.m.
CLINICAL PRACTICE & RESEARCH
Clinical Care for Adults with Autism
Peter Crino, PhD
EDUCATION & COMMUNITY
Puberty and Profound Autism
BEHAVIOR ANALYSIS IN PRACTICE
Coming Soon!
Break 2:15 p.m. – 2:30 p.m.
Breakout Sessions 2:30 p.m. – 3:45 p.m.
CLINICAL PRACTICE & RESEARCH
Coming soon!
EDUCATION & COMMUNITY
Tools for Supporting Engagement and Independence in the Classroom
BEHAVIOR ANALYSIS IN PRACTICE
Reducing Risk and Enhancing Outcomes in the Assessment and Treatment of Challenging Behavior
Emily Sullivan, PhD, BCBA-D, LBA
To effectively reduce the impact of challenging behavior, it is essential to understand why it occurs. Functional analysis is a widely used assessment methodology that aims to identify environmental variables influencing the occurrence of challenging behavior. The outcomes of these assessments provide clinicians with the information necessary to develop individualized, function-based interventions. That is, interventions designed to simultaneously establish a repertoire of meaningful skills and reduce challenging behavior, enabling individuals to more effectively access the reinforcers identified to maintain it. However, typical procedures used in the assessment and treatment process often expose the individuals involved to evocative or distressing events, raising concerns about physical and emotional safety. This talk will discuss various modifications to commonly employed functional assessment and treatment procedures that align with trauma-informed and compassionate care practices. Strategies to mitigate risk and improve assessment and treatment outcomes for both clients and care providers will be highlighted.
Objectives:
1. Attendees will describe features of the assessment and treatment process that may expose individuals involved to evocative or distressing events.
2. Attendees will consider proactive and response strategies that can mitigate the risk posed by challenging behavior throughout the assessment and treatment process.
3. Attendees will identify key features of the assessment and treatment process that can be modified to align with trauma-informed and compassionate care practices.
CE Available: APA, BACB, CME