KEYNOTE: Dr. Greg Hanley

Grey Hanley

March 4, 2021

9:00-10:00 a.m.

Dr. Hanley has been applying the principles of learning to improve socially important behaviors of children and adults with and without disabilities just under 30 years. He worked and trained at the Kennedy Krieger Institute, was degreed at the University of Florida, was tenured at the University of Kansas, and directed the Behavior Analysis Doctoral Program and Life Skills Clinic at Western New England University (WNEU).

Dr. Hanley has published over 100 book chapters and articles in peer-reviewed journals in areas such as the assessment and prevention of problem behavior, teaching tactics for young children, and evidence-based values. Dr. Hanley is a Fellow of the American Psychological Association (Div. 25), past Associate Editor of The Behavior Analyst, and past Editor of the Journal of Applied Behavior Analysis and of Behavior Analysis in Practice.

He currently serves as a Research Professor at WNEU, an Adjunct Professor of Psychiatry at the University of Massachusetts Medical School, and CEO of FTF Behavioral, an international training and consulting group based in Worcester Massachusetts. This group of researcher-practitioners supports professionals attempting to create meaningful outcomes with practical functional assessment processes and skill-based treatments for addressing emerging and severe problem behavior, intractable stereotypy, food selectivity and mealtime problem behavior, and sleep problems.

Mike Smith BCBA & David Ellison

Mike Smith
David Ellison

March 4, 2021

10:15-11:15 a.m.

This presentation will discuss a model of innovative and evolving community partnerships that provide equal value to employers, non-profit enterprises, and most importantly, individuals with autism and other I/DD who are seeking meaningful work and community connections. Topics covered will include Vocational “Discovery” from the perspective of the individual job seeker, as well as from the perspective of an employer.


Mike Smith

Employment Services - 38 years of service to individuals with autism and other intellectual/developmental disabilities. Employee of the Groden Network of Programs; an agency considered a pioneering agency in the treatment and support of individuals with autism spectrum disorder.

Director of Vocational and Employment Services for over 25 years; responsible for developing employment and other community-based services with individuals with a variety of disabilities. Led the development of meaningful paid employment for over 50 individuals with Autism Spectrum Disorders and other cognitive and behavioral challenges.

Clinical Consultant at the Groden Network – Develop and oversee behavior support plans for adults served through the Cove Center (Groden Adult Services).

Conducted state-wide trainings in Functional Analysis, Positive Behavior Support and Supporting Meaningful Employment practices for the Community Provider Network of Rhode Island, the University Affiliated Program/Sherlock Center at Rhode Island College; and Salve Regina University in Newport. Trained over 300 individuals and received consistently high evaluations as a trainer and presenter.

Presentations at national and regional conferences including Autism Society of America, (ASA), Association of Developmental Disability Providers (ADDP), Association for People in Supported Employment (APSE), (COSAC), statewide autism conferences in Rhode Island, Connecticut, Massachusetts, Florida, and Georgia

Founding Board member of National Association of Residential Providers for Adults with Autism (NARPAA). First chairperson of NARPAA Standards Committee; responsible for developing standards of quality care and treatment for adults with autism.

Contributing editor to the “Rehabilitation of Adults with Autism Spectrum Disorder”, a publication and training guide for Vocational Rehabilitation personnel

Consultant to schools, agencies and individuals regarding issues in autism, behavior challenges, transition, and employment

Education

  • B.A. in Psychology from the University of Rhode Island,
  • M.A., Personality and Social Psychology - Rhode Island College,
  • Post graduate work in School Psychology - University of Rhode Island. BCBA – (Board Certified Behavior Analyst)- UMass-Boston, May, 2011.

 

David Ellison

Born in Scotland

  1. Studied Technical and Manufacturing processes in London, England
  2. Three years military service
  3. 28 years working for a large Global Polymer Manufacturer in Rhode Island. Manufacturing, Procurements, Global Sales/ Customer Service.
  4. 2008 Founded Lorimer Studios, designing and building all styles of tables. Sold the business in 2018 to a large Corporation.
  5. 2018 Founded edge and end LLC. A for profit design and woodworking company that is also involved with the trade training and employment searches for adults with disabilities.

Karen S. Fairchild

Karen Fairchild

March 4, 2021

10:15-11:15 a.m.

Autism is a life-long journey. We sometimes approach it like a 5K when it's more like a marathon. This panel is designed for parents, educators, and other professionals seeking understanding and perspective on how to support the entire family experiencing autism with balance, hope, and sustainable energy.

Karen S. Fairchild is a Licensed Clinical Social Worker (LCSW) at Utah Valley Psychology in Orem, Utah where she provides mental health counseling for individuals and families living with Autism. She has been serving as Co-Chair of Autism Resources of Utah County (ARUCC). Three of Karen’s 5 children have disabilities, including Autism Spectrum Disorders, anxiety, and depression. After spending 20 years at home with 5 children, Karen completed a Master’s degree at BYU so that she could better serve other families dealing with the challenges that come with children with special needs. She has taught many local workshops on topics to support families who have members with disabilities. She worked for almost 10 years in Early Intervention at both Kids on the Move and Kids Who Count as well as almost 9 years for Wasatch Mental Health's GIANT Steps Autism Preschool program. While raising her children, she was actively involved at both the state and county level in promoting autism awareness, supporting autism legislation, and linking families to supports and services. She has been married to and supported by Don Fairchild for 38 years and is the proud grandma of four beautiful, blonde grandsons.

Shahla Ala’i, Ph.D., BCBA-D, LBA

Shahla Alai

March 4, 2021

11:30 a.m.-12:30 p.m.

This presentation is based, in part, on LeBlanc, Sellers & Alai (2002) Building and Sustaining Meaningful and Effective Relationships as a Supervisor and Mentor https://www.sloanpublishing.com/supervision and Miller, Re Cruz & Alai (2019) Inherent Tensions and Possibilities: Behavior Analysis and Cultural Responsiveness.

Abstract

Section 1.05 of the BACB Compliance Code focuses on professional relationships between people of differing ages, genders, races, ethnicities, national origins, religions, sexual orientations, disabilities, languages, and socioeconomic status. Ideally, professionals should be non-discriminatory and be developing increasingly more cultural responsiveness when working with people of differing backgrounds, life experiences and preferences. This presentation will: 1) review basic terms and concepts related to culturally responsiveness practices in educational and clinical settings; 2) consider the how the intersections of autism and race, ethnicity, gender and affluence and impacts a life.; and, 3) suggest pathways to caring and heartfelt responses to people in our professional and personal lives.

Learning Objectives

1. To identify the basic terms related to culturally responsive practices.

2. To identify how the intersections of autism and race, ethnicity, gender and affluence impacts a life.

3. To identify pathways to caring and heartfelt responses to people in our professional and personal lives.

 

Shahla Ala’i, Ph.D., BCBA-D, LBA

In November 2020 Shahla Alai received her B.S. from Southern Illinois University and her M.A. and Ph.D. from the University of Kansas. She is an Associate Professor in the Department of Behavior Analysis at the University of North Texas. Shahla and her students collaborate with community partners to serve people who are under resourced and marginalized within current societal structures. Shahla is a member of an interdisciplinary lab that includes faculty and students from Woman’s and Gender Studies, Applied Anthropology and Behavior Analysis. Shahla teaches courses on technology transfer, ethics, autism intervention, parent training, behavioral systems, applied research methods, behavior change techniques, and assessment. Shahla has served on several boards and disciplinary committees, most notably the ABAI Practice Board and the ABAI Diversity, Equity and Inclusion Board. She has published and presented research on social justice, ethics in early intervention, play and social skills, family harmony, change agent training, supervision and the relationship between love and science in the treatment of autism. She coauthored a book on supervision and mentoring and another on love and science in the treatment of autism. Shahla has over four decades of experience working with families and has trained hundreds of behavior analysts. She was awarded an Onassis Foundation Fellowship for her work with families, was the recipient of UNT’s prestigious “’Fessor Graham” teaching award, received the 2019 Texas Association for Behavior Analysis Career Contributions award, and the UNT 2020 Community Engagement award.

Lavinia Gripentrog

Lavinia Gripentrog

March 4, 2021

11:30 a.m.-12:30 p.m.

Transition to adulthood can be a challenging time for students and families, but with early planning and a positive vision, students with developmental disabilities can achieve a meaningful life and successful transition from school to post school settings. In this session, families, students and educators will learn how to plan for effective transition by incorporating evidence-based practices and access resources for a more positive post school outcome.

Lavinia Gripentrog has a rich history in the field of transition and special education. She began her career supporting adults with developmental disabilities in employment and community settings for an adult provider in 1991. She then became a special education teacher and taught students ages 5-22 with varying disabilities for over 20 years. Her main focus has been on transition aged students with developmental disabilities. She was the post-high school teacher and transition specialist for Murray School District for 12 years. Lavinia holds a Master’s degree in special education from the University of Utah in significant disabilities and a Master’s degree from Utah State University in Transition.

Lavinia currently serves as an Education Specialist in Secondary Transition at the Utah State Board of Education (USBE) since 2017. Lavinia works with school district and charter school staff, representatives of outside agencies, parent groups, community and advocacy groups – any individual or group of individuals who work with and support transition-aged youth.

Lavinia’s responsibilities include providing professional development and technical assistance to educators, administrators, families,and other state and community agencies regarding transition planning, agency collaboration. Lavinia has been involved in the Utah Partnerships in Employment (PIE) grant School-to-Work Project both as a site team leader and as an interagency leadership council partner.

Dr. Mikle South

Mikle South

March 4, 2021

1:30-2:30 p.m.

Anxiety, depression and other mental health concerns occur very often alongside autism, and significantly disrupt quality of life including well-being and success in relationships and school/work settings. However, mental health in autism is traditionally viewed from a framework that doesn't include thinking about how mental health experience is unique in autism. We conduct research using a variety of methods ranging from surveys to neuroimaging and important to interviews with people with autism about their own experience. We strive to conduct clinically-informed research that is also informative for helping adults with autism and those who are close to them to better understand the hows and whys of mental health difficulties.

The takeaways from our presentation are: listen to people with autism, and believe them; don't insist on making your frameworks fit onto the people you are seeing; and think about how some unique things that are common in autism can help you (clinician, teacher, family, individual) better understand mental health challenges and support them more effectively. This presentation represents dissemination of knowledge to benefit the whole community. The presentation is organized around themes of anxiety and autism; depression and autism; suicide and autism; gender identity and autism; and how better understanding of these topics can inform better support and help.

Mikle South is Professor of Psychology and Neuroscience at Brigham Young University. He received a BA from Yale University followed by a PhD in Child Clinical Psychology at the University of Utah, working with Dr. Sally Ozonoff. He returned to Yale for postdoctoral training in developmental neuroimaging with Bob Schultz. His research program is focused on understanding the interaction of anxiety and autism in brain and behavior, with recent projects more specifically investigating mental health and risk for suicide in autistic adults, and how autistic adults sleep. He loves playing soccer, hiking with his wife Kristin, and eating proper pizza.

Jake Fink, B.A.

Jake Fink

March 4, 2021

1:30-2:30 p.m.

LifeWith is a non-profit organization focused on helping individuals and their families on the autism spectrum. We do this through a user-friendly web site that allows you to search resources in your area (we are currently in Utah and Washington state and will soon be in Idaho). You can also create a profile to help organize your various documents and contacts and record and track progress.

Jake's inspiration comes from his youngest brother who is on the spectrum. Jake is the President and Co-founder of LifeWith. Jake holds a B.A. from Brigham Young University and is completing a Master’s at Georgetown University.

Kari Bushman

Kari Bushman

March 4, 2021

2:45-3:45 p.m.

Individuals with autism face unique challenges in the transition to adulthood, with one of the biggest challenges being housing. Research estimates that 87% of individuals on the spectrum live with parents. As a Housing Specialist at ScenicView Academy, Kari Bushman teaches young adults on the autism spectrum the skills needed for finding and maintaining appropriate housing, and living independently in the community. Join Kari for a discussion on ways to prepare young adults (and their parents) for the exciting transition to independent living.

Kari Bushman is a Transition Specialist at ScenicView Academy, and a co-creator of AutCon, a yearly convention held for autistic adults by autistic adults. In 2019 she received national recognition as the "Direct Care Worker of The Year" from the National Association of Private Special Education Centers. Kari has a degree in Communication from UVU where she also minored in Autism Studies. During her time at UVU, Kari worked with young adults in the Passages Program, and as a life skills coach for young adults with autism at Pacia New Perspectives in Heber City. She is currently pursuing her Master's Degree in Community Leadership from Westminster College in Salt Lake City where her research is directed toward building inclusive communities for autism.

Wes Dotson

Wes Dotson

March 4, 2021

2:45-3:45 p.m.

Difficulty building and maintaining relationships is a defining struggle for students with ASD. Given the overarching importance of relationships to quality of life and independent functioning, it is vital that students with ASD receive mindful and targeted support to develop the social skills and awareness of their unique relationship preferences throughout their educational experience. This talk will focus first on the sorts of social skills required for school-age students with ASD to interact successfully with peers and adults. Then, the talk will transition to a discussion of the importance of individualized social goals and the power of preference in the expression of social skills with peers. Finally, it will conclude with tips for ways to integrate social skills teaching, prompting, and experiences into every facet of the school day.

Wes Dotson is an Associate Professor in the Special Education Department in the College of Education and the Director of Applied Behavioral Intervention Services at the Thompson Center for Autism & Neurodevelopmental Disorders at the University of Missouri. After earning his Ph.D. in Behavioral Psychology in 2010 from the University of Kansas, he spent ten years at Texas Tech University and the Burkhart Center for Autism before coming to Missouri. He has been a BCBA since 2008. He has spent over 19 years in special education and clinical practice, working with individuals with autism and other developmental disabilities of all ages across school, clinic, home, community, and residential treatment settings. His primary areas of research and practice are social skills, relationship development, and successful life outcomes for adolescents and young adults with autism, as well as the preparation of teachers and other professionals to work successfully with individuals on the spectrum.

Dr. Erik Carter, PhD

Erik Carter

March 5, 2021

9:00-10:00 a.m.

We flourish most in the midst of community. Yet too many schools, workplaces, congregations, and neighborhoods still struggle to become places of belonging for people with disabilities and their families. In this keynote, Erik Carter will challenge us to pursue a destination that lies beyond integration and inclusion. Moreover, he will share a practical framework for reflecting upon and fostering belonging within the different communities that matter most to people.

Erik Carter, PhD, is an Cornelius Vanderbilt Professor of Special Education at Vanderbilt University and a member of the Vanderbilt Kennedy Center. His research and teaching focuses on evidence-based strategies for supporting inclusion and valued roles in school, work, community and congregational settings for individuals with autism and developmental disabilities. Prior to receiving his doctorate, he worked as a high school teacher and transition specialist with youth with disabilities. He has co-authored 6 books and more than 150 articles and book chapters. He was the recipient of the Distinguished Early Career Research Award from the Council for Exceptional Children, the Early Career Award from the American Association for Intellectual and Developmental Disabilities, the Patricia Sitlington Research Award from the Division on Career Development and Transition, and the Research Award from CEC's Division on Autism & Developmental Disabilities. He lives outside of Nashville, Tennessee, with his wife and three children.

Jared Stewart, M.Ed.

Jared Stewart

March 5, 2021

10:15-11:15 a.m.

Join us for a panel discussion with adults living with autism at varying life stages and experiences as they share their perspective regarding their path to adulthood and their lives at home, work and in the community.

Jared Stewart, M.Ed., was named the 2018 Presenter of the Year by the National Association of Therapeutic Schools and Programs and the 2011 Educator of the Year by the National Association of Private Special Education Centers. He is a Program Director for Provo Utah’s ScenicView Academy— a transitional school for adults with autism and other neurodiversities targeting functional independence— and is an adjunct professor at Utah Valley University, where he is one of the primary instructors and curriculum developers for the Passages program at the Melisa Nellesen Center for Autism. He was recently elected Vice Chairperson of the Utah Developmental Disabilities Council and serves on numerous state committees and advisory boards. Jared has shared his views on the techniques and mindsets that lead to improved outcomes for individuals on the autism spectrum with many local and national audiences. His passion for the subject arises from personal experience: he has family members with ASD and was diagnosed with Asperger's Syndrome himself as an adult.

Christine Reeve, Ph.D., BCBA-D

Christine Reeve

March 5, 2021

10:15-11:15 a.m.

With limited research on distance learning in special education and the quick need for transition this past year, the shift to distance education was the biggest challenge in education in our lifetimes. However, educators and families have risen valiantly to make it work. As we continue to move forward with remote learning, this presentation will focus on potential solutions for the challenges that distance learning raises for students with disabilities, particularly those in need of explicit instruction. A primary focus will be reviewing methods for planning and implementing instruction to meet IEP needs. Participants will also receive information and tools to implement best practices in distance learning for their caseload. Finally, methods for collaboration between families and teachers will also be discussed.

From writing and podcasting at Autism Classroom Resources to creating teacher resources, Dr. Christine Reeve’s driving goal has always been about bringing special educators together and helping them serve their students in the best ways they can. With a doctorate in psychology and as a Board Certified Behavior Analyst-Doctoral, she has spent the last 25 years working with a wide variety of special education programs as a behavior specialist, an administrator, university faculty, and primarily as a trainer and consultant. Chris has co-authored several books for special education teachers including Taming the Data Monster and Setting Up Classroom Spaces for Students with Autism Spectrum Disorder. She is currently the founder and director of Autism Classroom Resources & Reeve Autism Consulting, LLC.

Learning Objectives

1. Outline critical elements of planning instruction for distance learning.

2. Identify tools and strategies to implement distance learning successfully.

3. Review methods for collaborating with families for facilitating remote learning for students.

Thomas S. Higbee, Ph.D., BCBA-D, LBA

Kassidy S. Reinert, M.S., BCBA, LBA

Stephanie L. Mattson, M.S., BCBA, LBA

Thomas Higbee
Kassidy Reinert
Stephanie Mattson

March 5, 2021

10:15 a.m-12:15 p.m.

Photographic activity schedules have been demonstrated to be an effective tool for increasing independent task completion and reducing the need for step-by-step prompting for individuals with autism and related disabilities. Behavior analytic teaching procedures, such as Discrete Trial Teaching (DTT) have also been shown to be effective in teaching fundamental skills. Historically, both of these teaching technologies have been designed and implemented by Behavior Analysts and teachers in clinical, classroom, and home settings. In this workshop, participants will learn how to use freely available online tools to create and disseminate both digital activity schedules and digital learning activities to promote learning when face-to-face instruction is limited. Systematic task analyses of how to create digital activity schedules and digital learning activities will be provided and demonstrated. Strategies for providing coaching and support that enables parents/caregivers to use these technologies with their children will also be provided.

Dr. Thomas S. Higbee, PH.D., BCBA-D, LBA is Professor and Department Head in the Special Education and Rehabilitation Counseling Department at Utah State University, where he has worked since 2002. He is also the Executive Director of the Autism Support Services: Education, Research, and Training (ASSERT) program, an early intensive behavioral intervention program for children with autism that he founded in 2003. He is a doctoral-level Board Certified Behavior Analyst (BCBA-D) and a Licensed Behavior Analyst in the state of Utah. His research focuses on the development of effective educational and behavioral interventions for children with autism spectrum disorders and related disabilities as well as the development of effective training strategies for teaching parents and professionals to implement effective interventions. He is a former associate editor for the Journal of Applied Behavior Analysis (JABA) and the European Journal of Behavior Analysis. Dr. Higbee is committed to the dissemination of effective behavioral interventions and has helped to create intensive behavior analytic preschool and school programs for children with autism and related disorders in Brazil, Russia, Portugal, and throughout his home state of Utah. He is the past president of the Utah Association for Behavior Analysis (UtABA) and has served as a member of the Practice Board of the Association for Behavior Analysis International (ABAI) and the Utah Psychologist Licensing Board.

Kassidy S. Reinert, M.S., BCBA, LBA is the clinical director for the ASSERT Autism Program, where she has worked for 10 years. She case manages students at ASSERT and provides clinical supervision to junior case managers. She also trains instructors, professionals, and international colleagues from Russia and Brazil. Kassidy is the consultant for with Weber School District, where she provides training to special education teachers and paraprofessionals to implement behavior analytic services. She is a Board Certified Behavior Analyst (BCBA), a Licensed Behavior Analyst (LBA) in the state of Utah, and provides BCBA supervision. Kassidy received her Master of Science Degree in Special Education with an emphasis in Applied Behavior Analysis from Utah State University. She earned a Bachelor of Arts in Psychology with minors in Disability Studies and Human Development & Family Sciences from the University of Wyoming. Her research interests include activity schedules, technology in teaching, and parent training

Stephanie L. Mattson, M.S., BCBA, LBA received her BS in Special Education and her M.S. in Special Education with an emphasis in Applied Behavior Analysis (ABA) from Utah State University. Stephanie is currently pursuing her doctorate in Disability Disciplines with an emphasis in ABA and is working at the Autism Support Services: Education, Research, and Training (ASSERT) preschool. Her previous experience includes providing early intervention services to children with autism and teaching middle school students with mild/moderate disabilities. Her current research interests include efficient, contextually-appropriate interventions that facilitate independence for children with disabilities, staff training, and assessment and treatment of problem behavior.

Calleen Kenney

Calleen Kenney

March 5, 2021

11:30 a.m.-12:30 p.m.

This panel aims to spread awareness of the intensity of severe behaviors, the level of isolation many parents feel and what others in the community can do to help.

Calleen Kenney has worked with the autism community in Utah for over 20 years. She has volunteered with the Autism Council of Utah (ACU) for the past 15 years and is the current ACU President. Calleen also works as a Parent Consultant for Utah Family Voices at the Utah Parent Center. Calleen lives in Sandy with her husband, Alan, and their 3 kids.

Robin O’Shea, M.A.T. and Cassie Velasquez, M.Ed., M.D.R

Robin Oshea
Cassie Velasquez

March 5, 2021

11:30 a.m.-12:30 p.m.

Developing a positive, collective culture during the IEP meeting empowers all team members to work together and take responsibility for implementing the program across disciplines and in the student's community. Mutual agreement is achieved through an informed facilitated discussion where all IEP team members have equal opportunity to express viewpoints and to discuss issues critical for the student’s education. This session presents specific strategies team members can use to ensure all members actively participate in the meeting, feel valued, and stay focused on the need of the student.

Robin O’Shea, M.A.T. is a prominent public speaker on the subject of IEP facilitation and conflict prevention and resolution. As co-owner and managing partner for Key2ed, she speaks regularly at local and national events. Robin has worn many hats in special education. With over 30 years of experience in education, her career has encompassed being special education teacher, behavior specialist, curriculum specialist, and administrator. While an administrator, she provided educational leadership to staff and the community by focusing on parent-professional team partnerships, effective collaboration within school teams, and improving student outcomes. As an IEP meeting facilitator and certified mediator, she brings real life experiences and scenarios to her training participants. Currently, Robin is pursuing her doctoral degree at University of Northern Colorado where she is completing a Ph.D. in Special Education with an emphasis on effective family-professional partnerships and conflict prevention.

Cassie Velasquez, M.Ed., M.D.R., is a public speaker on the subject of IEP Facilitation related to prevention and resolution of conflict and speaks at state and national events. She is co-owner and managing partner for Key2Ed, a company that focuses on collaboration between school and family teams related to the Individual Education Plan. With over 30 years of educational experience, a Master’s degree in Special Education and a Master’s degree in Dispute Resolution, she brings a wealth of expertise to her trainings and speaking engagements.

Dr. Jane Carlson, BCBA-D

Jane Carlson

March 5, 2021

1:30-2:30 p.m.

Dr. Jane Carlson is a licensed psychologist and Board Certified Behavior Analyst with more than 35 years of experience working with children and adults with autism and other developmental disabilities. Dr. Carlson began her career as a special education teacher and received her PhD in clinical psychology from the State University of New York at Stony Brook. Dr. Carlson has held leadership roles at a number of programs serving individuals with ASD, including, The Groden Center in Providence, RI, and The May Institute in Randolph, MA.

She served as an expert panelist on the National Standards Project, a review of evidence-based practices in the treatment of autism, produced by the National Autism Center. She served as Education Director of the Autism Center at Virginia Commonwealth University and as Assistant Professor in the Department of Psychiatry at the Medical College of Virginia/Virginia Commonwealth University. In addition, she has served as Director of the Autism Inclusion Project at the Developmental Disabilities Institute in Smithtown, NY, providing technical assistance and training to public schools to build capacity to serve students with autism spectrum disorders. Dr. Carlson is currently Director of the Melisa Nellesen Center for Autism as well as Assistant Professor and Verified Course Sequence Coordinator for the M.Ed. in Applied Behavior Analysis Program. She also serves as the President Elect of UtABA. Dr. Carlson has presented her work at national and international conferences and her publications have been translated for international audiences.

Key Collaborations: A panel of parents and educators working together for optimum online learning.

Change

March 5, 2021

1:30-2:30 p.m.

This panel presentation brings together parents and educators for a conversation regarding the realities of online learning for students with exceptional needs. There will be a focus on ways to collaborate and bridge support between the classroom and home experience. Parents and educators alike, will discuss some of the difficulties from online learning and ways to collaborate for optimum outcomes for the students.

Katherine DeCotiis Wiedemann, MAT, BCBA

Katherine Wiedemann

March 5, 2021

2:45-3:45 p.m.

This training will focus on two specific behavior analytic strategies parents can use (and teachers can reinforce!) to keep kids engaged and responsive when learning virtually. Specifically, attendees will learn: -how to design and implement token reinforcement systems and visual schedules -how (and when) to use prompts effectively

This presentation will offer information about ABA in a user-friendly, functional way that will allow attendees to put their newfound knowledge to practical use immediately.

Katherine is an innovative, energetic and personable Special Education Consultant and Board Certified Behavior Analyst with over 12 years of experience in the fields of education and and Applied Behavior Analysis (ABA). She is currently working towards a PhD in Special Education at the University of Northern Colorado, where she also serves as a Teaching Assistant in the graduate ABA program.

Katherine's philosophy of education and behavioral intervention is that every child deserves an individualized plan for success, regardless of their diagnosis or classification. She is driven by the belief that inclusivity, empathy and kindness are invaluable to getting a kid on the right path. She has clinical and school-based experience treating children, adolescents and young adults with ASD, ADHD, ODD, OCD, PTSD, anxiety, learning disabilities and other mental and behavioral health concerns.

Through her private practice Every Child Behavior Solutions (www.everychildnj.com), Katherine currently consults to school districts across the state of NJ, focusing on creating effective special education programs, training educators, and implementing data-driven IEP solutions, especially in disadvantaged areas. She also provides evaluations for families, and often testifies as an expert witness in court. A dynamic public speaker and entertaining presenter, she has been a contributing writer for Behavioral Science in the 21st Century, (www.bsci21.org), and has conducted over 150 training presentations to medical organizations, school personnel and parent groups.

Captain William A. Cannata, Jr.

William Cannata

March 5, 2021

2:45-3:45 p.m.

Captain William A. Cannata, Jr. Westwood Fire Department (Retired) Bill is a retired member of the fire service after 35 years. Bill was an officer with the Westwood Fire Department for 15 years. He was also a Massachusetts Fire Academy instructor for 15 years. Bill became a member of Autism and Law Enforcement Education Coalition (ALEC) in November 2003. In January of 2006, he became the statewide coordinator of ALEC. ALEC currently educates first responders in Massachusetts and other states about Autism Spectrum Disorder and how to better understand a person who is on the spectrum. ALEC has trained over 42,000 first responders. Bill is also the parent of a child with ASD.

As a parent, care provider, or teacher, what is your role in preparing your loved one for emergency situations? What is your role in informing your local First Responder agencies about your loved one diagnosed with an Autism Spectrum Disorder? How do you go about doing these things?

This workshop will discuss how to help individuals with ASD to stay safe in emergency situations and from dangerous environments.

The learning objectives for the workshop:

How to connect with the 911 system

How to prepare emergency information for the individual with ASD

How to prevent wandering and discussing the tools available to locate individuals that have wandered

How to implement safety drills at home and at school