2026 Schedule & Sessions

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

CLINICAL PRACTICE & RESEARCH

Aging in Autism: Increased Propensity for Neurodegenerative Conditions
Gregory Wallace, PhD

Very little is known about aging for autistic people including their risk for neurodegenerative conditions like dementia or Parkinson’s disease. Nevertheless, the limited evidence to date suggests possible increased rates and early development of these conditions among autistic adults. This session will review current evidence, including the presenter’s own groundbreaking research.

Objectives:
1. Attendees will delineate possible contributors to risk for cognitive decline among autistic people. 
2. Attendees will describe parkinsonism and its defining features.
3. Attendees will identify medications, commonly prescribed to autistic people, that could contribute to concerns over cognitive decline and/or parkinsonism.

CE Available: APA, CME

From chi

EDUCATION & COMMUNITY

Meaningful Learning Experiences for Students with Profound Autism
Jenny Root, PhD, BCBA

This session will focus on research-based strategies for ensuring students with profound autism have meaningful learning experiences. The stages of learning will be used as a framework for attendees to use to identify student learning needs and select aligned instructional practices.

Objectives:
1. Attendees will identify barriers in the learning environment for students with profound autism.
2. Attendees will describe identify instructional strategies that can be used to align students to their phase of learning.
3. Attendees will describe how to proactively design instruction and learning environments to address barriers to meaningful learning.

CE Available: APA, BACB, CME

BEHAVIOR ANALYSIS IN PRACTICE

Instructive Feedback for Generalizing Tacts

Description coming soon!

CLINICAL PRACTICE & RESEARCH

Mental Health Therapy for Autistic Adults: Evidence, Experiences, and Fit
Micah Mazurek, PhD

Autistic adults experience high rates of mental health challenges, which have serious negative effects on overall wellbeing and quality of life. As a result, autistic adults need access to appropriate outpatient mental health services that are tailored to their unique needs. Both autistic adults and clinicians need to know which treatment options will be most effective for them in promoting positive mental health and well-being. This session will provide an overview of common mental health challenges faced by autistic adults and current evidence on specific mental health therapies, including a series of studies examining autistic adults’ therapy experiences, perceptions, and preferences. Practical recommendations and considerations for selecting mental health therapy strategies based on autistic clients’ individual profiles, needs, and preferences will be discussed.

Objectives:
1. Attendees will identify common mental health conditions experienced by autistic adults.
2. Attendees will identify evidence-based mental health therapy strategies.
3. Attendees will describe how to select and adapt therapy strategies to meet the needs and preferences of autistic clients.

CE Available: APA, CME

EDUCATION & COMMUNITY

Strengthening Interprofessional Collaboration to Improve Educational and Clinical Supports for Autistic Learners
Cindy Gevarter, PhD, BCBA-D, Jaime Branaman, SLP, and Jessica Nico, SLP & Self Advocate

Autistic students often receive support from multiple professionals, including teachers, speech-language pathologists, behavior analysts, related service providers, and family members. While collaboration is essential to creating cohesive and effective supports, professionals frequently face barriers related to differing training backgrounds, terminology, philosophies, and communication styles. This session examines the foundations of effective interprofessional collaboration in educational and clinical settings and provides practical strategies for improving communication among team members. Participants will explore common barriers that contribute to misunderstandings and conflict, learn evidence-based approaches for fostering professional humility and mutual respect, and engage in case-based discussions focused on real-world school scenarios. Emphasis will be placed on developing shared goals, building productive partnerships, and translating collaborative practices into meaningful support for autistic students and their families. Attendees will leave with actionable tools that can be immediately applied within schools, clinics, and community settings.

Objectives:
1. Attendees will identify key competencies that support effective collaboration among educators, speech-language pathologists, behavior analysts, and other service providers.
2. Attendees will apply practical interprofessional communication strategies to improve teamwork, problem-solving, and shared decision-making in educational settings.
3. Attendees will analyze common barriers to collaboration and implement strategies that foster respectful, student-centered partnerships across disciplines.

CE Available: APA, BACB, CME

BEHAVIOR ANALYSIS IN PRACTICE

Effective Treatments for Toileting and Intimate Care Skills
Molly Oshinski, PhD, BCBA-D, LBA

Supporting toileting and intimate care skills is essential for promoting autonomy, dignity, and safety for individuals with autism and developmental disabilities, yet these skills are often overlooked, undertaught, or avoided due to discomfort and limited training. This session provides a clear, behavior analytic framework for assessing, teaching, and sustaining toileting and intimate hygiene skills using evidence based practices. Attendees will learn how to break these routines into teachable components, identify common barriers to independence, and select behavioral strategies that increase success while maintaining privacy, respect, and social validity. Emphasis will be placed on practical, compassionate instruction that empowers learners and reduces caregiver burden.

Objectives:
1. Attendees will identify at least three evidence based intervention components used to teach toileting and intimate care skills to autistic individuals.
2. Attendees will describe the steps of a behavioral task analysis for a toileting or intimate hygiene routine, including observable learner responses and corresponding teaching procedures.
3. Attendees will list at least three common barriers to teaching toileting and intimate care skills and state a corresponding behavioral strategy for addressing each barrier.

CE Available: APA, BACB, CME

CLINICAL PRACTICE & RESEARCH

AI and Social Behavior
Jim Rehg, PhD

Description coming soon!

EDUCATION & COMMUNITY

Neuroaffirming Special Education and IEPs
Destiny Huff, PhD, LPC

Traditional special education practices often focus on deficits, compliance, and reducing behaviors without examining what a learner may be communicating or what barriers within the environment are contributing to difficulty. Neuroaffirming special education shifts the focus from changing the learner to understanding and supporting the learner. In this session, Dr. Destiny Huff will explore how neuroaffirming principles can be applied throughout the IEP process, including evaluations, present levels, goals, accommodations, services, behavior supports, and team decision-making. Participants will examine how language, assumptions about competence, communication differences, sensory and regulation needs, executive functioning, and fluctuating capacity can influence both educational access and how disability is interpreted within schools. Through practical examples, participants will learn strategies for developing IEPs that support meaningful access, autonomy, regulation, communication, and participation while maintaining individualized and measurable educational programming.

Objectives:
1. Attendees will identify at least three deficit-based or compliance-centered practices within special education and describe neuroaffirming alternatives that support autonomy, communication, regulation, and access.
2. Attendees will apply neuroaffirming principles to key components of the IEP, including present levels, goals, accommodations, services, and behavior or regulation supports.
3. Attendees will differentiate between learner capacity, skill, performance, and behavior in order to develop supports that address underlying disability-related needs rather than relying on assumptions about motivation, compliance, or competence.

CE Available: APA, CME

BEHAVIOR ANALYSIS IN PRACTICE

Skill Acquisition in Dyad and Group Environments
Sarah Connolly, PhD, BCBA

Despite a strong evidence base supporting early intensive behavioral intervention (EIBI) for young children with autism, relatively little research has focused on how to transition learners from 1:1 therapy to more naturalistic, group-based environments. This presentation will examine the implementation of group interventions within applied behavior analysis (ABA), highlighting models that promote social engagement, instructional readiness, and skill generalization. The presenter will outline a staged framework for progressing learners through dyad and group instruction, with an emphasis on procedures for establishing instructional motivation and systematically pairing peers with reinforcement. Intervention components—including thematic instruction across a diverse range of learner profiles will be discussed in the context of building skills across language, social, behavioral, and adaptive domains. Learner profiles indicative of readiness for group-based services will be reviewed, along with clinical decision-making strategies for grouping learners and selecting goals. Attendees will gain practical knowledge of procedures that help bridge the gap between intensive 1:1 ABA and traditional classroom settings, supporting learners’ successful participation in group learning environments.

Objectives:
1. Attendees will recognize the gap in existing literature and services for group-based models of ABA intervention​.
2. Attendees will identify different stages of promoting dyad and group instruction​.
3. Attendees will discuss effective intervention practices when delivering ABA services within dyad and group contexts.

CE Available: APA, BACB, CME

CLINICAL PRACTICE & RESEARCH

CCAND: A New Model for Adult Care
Peter Crino, MD, PhD

This session will explore the workflow for a dedicated clinical program for adults with neurodevelopment disorders. The Clinical Center for Adults with Neurodevelopmental Disorders (CCAND) provides comprehensive clinical assessment, diagnostic testing, and collaborative engagements for adults with neurodevelopment disorders. The CCAND staff consists of a neurologist, behavioral health specialist, clinical genetics counselor, social worker, and advanced provider. CCAND is supported by funding from the state of Maryland.

Objectives:
1. Attendees will identify challenges in healthcare delivery for adults with neurodevelopment disorders.
2. Attendees will describe the workflow for evaluation, assessment, testing, and care planning for adults with neurodevelopment disorders.
3. Attendees will explore how new strategies for care for adults with neurodevelopment disorders can augment care transition from pediatric to adult practices.

CE Available: APA, CME

EDUCATION & COMMUNITY

Puberty and Profound Autism  

BEHAVIOR ANALYSIS IN PRACTICE

A Culturally Responsive Approach to Supporting Black Children with Autism
Sarah Williams, PhD, BCBA

Description coming soon!

CLINICAL PRACTICE & RESEARCH

Anxiety in Young Children with Autism

Description coming soon!

EDUCATION & COMMUNITY

Structured for Success: Developing Centers to Support Engagement and Independence for Students with Autism
Shannon Wess, MSW, BCBA, LBA

MAKE AND TAKE! In this session, attendees will learn how to design and implement structured classroom centers that support engagement and independence for students with autism. They will explore strategies such as visual schedules and supports aimed at creating predictable and individualized environments. Through a hands-on “make and take” activity, participants will design materials that can be immediately applied in their classrooms. By the end of the session, participants will have the knowledge and resources to create autism-friendly centers that promote autonomy, reduce challenging behaviors, and enhance learning outcomes for students.

Objectives:
1. Attendees will identify and apply key principles of structured environments in special education classrooms to design and create practical, engaging centers that support students with autism.
2. Attendees will identify strategies to create predictable routines and environments within small group and independent learning centers.
3. Attendees will develop center materials during the make-and-take activity, using evidence-based strategies to support engagement, independence, and skill development for students with autism.

CE Available: APA, CME

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