14thAnnualConferenceUniversityofCaliforniaCenterforResearchonSpecialEducation,

DisabilitiesandDevelopmentalRisk

2020ConferenceScheduleandInformationPacket

WelcometoLosAngeles!Established in 2005, UCSPEDDR is dedicated to research on special education, disabilities, and developmental risk needs in California schools. The center contributes to the statewide need to train teachers and researchers focused on special education. UCSPEDDR brings together faculty expertise across the University of California campuses to focus on the educational needs of children within the contexts of special education. Over these last 15 years, UCSPEDDR has grown to include presentations and discussions with faculty across all ten UC campuses.

In addition, UCSPEDDR has focused on doctoral student training, providing this yearly conference for graduate students to present, to network, and to discuss research with colleagues across the state. The conference is directed by a committee of doctoral students (the Doctoral Student Advisory Committee, or DSAC) across the UC campuses who have been elected by UCSPEDDR faculty members to work alongside the UCSPEDDR faculty to meet the center’s short-and long-term goals, to encourage local collaborations with fellow colleagues across all UC campuses, and to strengthen the quality of research disseminated on special education, disabilities, and developmental risk across UC campuses. We are happy to welcome you for our first year in the Los Angeles area. Our aim is to keep moving the conference around to different UC campuses to provide graduate students with more opportunities to travel around California to highlight the different types of research happening across our state. We hope you all get a chance to explore the UCLA campus (where the conference and poster session will be held). If you need recommendations about particular events or locations to check out, just ask around! This conference also could not happen without the support and help of many individuals across the UC system. Thank you to all of our presenters this year and to the members of the Doctoral Student Advisory Council (DSAC). DSAC includes graduate student members across the UC system who help with blind conference abstract reviews, communications across campuses and across faculty members, and everything it takes to make this conference happen. A major thank you to the entire Faculty Steering Committee and to Dr. Rollanda O’Connor, the Chair of the Faculty Steering Committee. This conference would not be able to happen without their continued support and guidance. If you have any questions, please do let us know. And please make sure to fill out either a paper survey or the electronic survey shortly following the conference! We hope you have a great two days here in Los Angeles. -Doctoral Student Advisory Council Taffeta Wood, UCI, Council Chair Kyle Sterrett, UCLA, Conference Chair Lauren Baczewski, UCLA Anabel Castillo, UCM Megan Ledoux, UCR Sarah Manchanda, UCB Jessica Miguel, UCSD Laurel Towers, UCD

ConferenceLocationInformation

UCLAAckermanStudentUnion:ViewpointConferenceRooms.RoomA201308WestwoodPlaza,LosAngeles,CA90095FridayandSaturdayConferenceLocation

TheAckermanStudentUnionislocatedcentrallyonUCLA’sbeautifulcampus.TheStudentUnionhasanumberofhighqualitystudentservicesincludingrestaurants,apostoffice,creditunionaswellasmanystudyloungesandworkspaces.

UCLALabSchool:CommunityHall330CharlesEYoungDrN,LosAngelesCA90095FridayPosterSessionLocation

TheUCLALabSchoolisthelaboratoryschooloftheUCLAGraduateSchoolofEducationandInformationStudiesandhasbeenonUCLA’scampussince1947.Thebeautifulcampussupportseducationalresearchandhasanexplicitfocusoninnovativeeducationaltechniquesandprograms.

CampusMap

ConferenceLocation

PosterSessionLocation

FridayJanuary31st,2020Day1UCLAAckermanStudentUnion8:00 AM Registration Open (with coffee and pastries)

9:00 AM Opening Remarks 9:15 AM Keynote Frederick Morrison Ph.D. 10:30 AM

Coffee Break

10:45 AM

Oral Presentations

Educator Perceptions of Promoting Self- Determination through Student-Centered IEP Development Jenny Bisha

Academic Engagement for Young Students with ASD: The Role of Student-Teacher Relationship Quality Losh, A., Eisenhower, A., & Blacher, J.

11:30 AM Coffee Break 11:40 AM

Oral Presentations

Heterogeneity in Math and Reading Scores Jennifer C. Bullen, Lindsay Swain Lerro, Matthew Zajic, Nancy McIntyre, and Peter Mundy

Caregiver Fidelity: What can we learn from a Caregiver-Mediated Intervention for Toddlers with ASD? Maria Pizzano, Jonathan Panganiban, Amanda Gulsrud, Connie Kasari

12:30 PM

Lunch with Faculty (meet the expert)

1:30 PM Work in Progress Roundtables Trajectories of Adult Outcomes in a Longitudinal Sample of Autism

Spectrum Disorder (ASD) Elaine Clarke

Observed Effects of the PEERS Social Skills Intervention for Adolescents with ASD: A Predominantly Latinx Sample Elina Veytsman, BA, Elizabeth Baker, BA, Katherine Stavropoulos, PhD

Teaching Academically Struggling Heritage Speakers in Inclusive Dual-Language Classrooms Veronica Pedroza

Transition to Kindergarten for Children with Autism Spectrum Disorder: Perspectives of Korean-American Families Sohyun Kim

Impact of Parentification on Sibling Engagement among Dyads of Typically-Developing and ASD Siblings Nicole Rosen, James McCauley, Catherine Lord

U.S. Policy in Practice: Educational Placement Trends for Students with Autism, Intellectual Disabilities, and Learning Disabilities Caitlin Solone

The Influence of Familial Autism Risk on the Emerging Autism Phenotype in Infancy Torrey Cohenour

Voices on the Margins: Promoting Exceptional Learners’ Agency as Readers and Writers through Inclusive uses of Digital Technologies Yenda Prado

3:30 PM Closing Remarks and Poster Session Details 3:45 PM Break until Poster Session

Friday January 31st, 2020 UCLA Lab School 5:30 PM Poster Session Begins Peer-Mediated Interventions for Children and Youth with Autism in

General Education Settings Ruiwen Zheng

A Synthesis of Interventions Targeting Prosody Aya Shhub, Zaira Jimenez, Michael Solis

Success in Small Victories”: Lessons in Resilience from Practicing Special Education Teachers in Southern California Melissa Mendoza

The influence of the ADOS-2 E-codes on the assessment and classification of autism spectrum disorder Megan Ledoux, Michelle Heyman, Yasamin Bolourian, Katherine Stavropoulos, Jan Blacher

Improving Reading Comprehension for Students with Intellectual Disability: the Effectiveness of the Main Idea and Self-Monitoring Strategy Emad Alussaif

What are the odds?: Predicting the likelihood of negative episodes using parent and child behaviors Amanda Marilyn Nunnally, Kyle Sterrett, Amanda Gulsrud, Connie Kasari

GAIN: Global Autism Interactive Network- An Innovative Approach to Maintaining Calibration and Fidelity on the ADOS-2 Kourtney Christopher, M. Ed., Vanessa Bal, Ph.D., Somer Bishop Ph.D., Amy Esler Ph.D., & Stephen Kanne Ph.D.

Supporting Emotion Regulation in Students with Autism Spectrum Disorder across Classroom Contexts Laurel Towers, Sana Karimi, Nicole Sparapani

Juvenile Justice: Factors of Transition for Youth and Young Adults with a Special Education Designation Catherine Sturm

Student and Classroom-level Characteristics Associated with Joint Attention from Early to Middle Childhood Sandy Luong Birkeneder

Integrating Attribution Theory and The Social Model of Disability Corrine Aramburo & Renee Starowicz

Examining Potential Differences in Teachers’ Responsiveness Toward Individual Students with Autism During Small Group Classroom Activities Johanna Vega Garcia, Helen Fann, Laurel Towers, Nicole Sparapani

Patterns of Service Acquisition for Infant- Toddlers with ASD Kyle Sterrett, Amanda Gulsrud PhD, Connie Kasari PhD

The Clinical Global Impressions-Severity (CGI-S) Scale: Measuring Severity of Social Communication Impairment Among Minimally Verbal Children with Autism Andy Schlink and Connie Kasari

Experiences of Students with Autism Spectrum Disorder (ASD) in Higher Education: A Large-scale Survey Approach Lauren Baczewski, M.A., Alexandra Sturm, PhD., & Connie Kasari, PhD

Exploring Socio-Emotional Differences Between Monolingual and Bilingual Children With Autism Spectrum Disorders Anabel Castillo, Lukas Lopez, Jeffrey Gilger

Cognitive ability gains predicted by adaptive behaviors in toddlers with ASD James Yang, Maria Pizzano, Amanda Gulsrud, & Connie Kasari

Teaching Computational Thinking to Exceptional Learners: Lessons from Two Diverse Classrooms Using Scratch Yenda Prado, Sharin Jacob, Mark Warschauer

7:30 PM Poster Session Ends- See you tomorrow!

SaturdayFebruary1st,2020Day2UCLAAckermanStudentUnion8:00AM RegistrationOpen(withcoffeeandpastries)9:00AM 10:00AM WIPOralPresentation ClassDojoasaTokenEconomyMethodforStudentsIdentifiedwithEmotionaland

BehavioralDisordersDanielle A. Cravalho

InitialResponsesofChildrenwithAutismSpectrumDisorderininteractionswiththesocialrobotJiboandtheiraideincomparisontointeractionswiththeiraideJessica Johnson

AugmentingCommunicationwithTouchandMusicRachel Chen, Arianna Ninh, Betty Yu

10:40AM Work-in-ProgressPanel TheNeedforSpEED:UnpackingthePotentialofSpecialEducationEmbodiedDesign

Sofia Tancredi, Rachel Chen, Christina Krause 12:00PM LunchwithFacultyDiscussion

1:00PM ClosingRemarks