7:30 AM – 8:30 AM CONFERENCE REGISTRATION 7:30 AM – 9:00 ... Detailed Conference Book Schedule... · work on ourselves in our own relationships? In a semi -informal atmosphere,

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2020 ASD State Conference Schedule THURSDAY, APRIL 2nd 2020

*General, Behavior, Early Childhood, Transition/Adult, Communication, Social/Circle of Friends (CoF) and Family Member are noted to help participants determine the focus and content of breakout sessions. Participants are welcome to attend any session of their choosing, regardless of Track. 7:30 AM – 8:30 AM CONFERENCE REGISTRATION 7:30 AM – 9:00 AM CONTINENTAL BREAKFAST 8:30 AM -10:00 AM KEYNOTE WINDSOR BALLROOM

Keynote: Let's Get Personal: A Heart-to-Heart Conversation with Dave & Lindsey

Lindsey Nebeker and Dave Hamrick _________________________________________ Windsor Ballroom Type: Keynote

Many individuals on the autism spectrum and their loved ones may express ongoing and sometimes exhausting challenges associated with relationships, interpersonal communication and interaction. What can we learn from these challenges, and how can we as a community better support and enable those who are neurodivergent to feel empowered, and what can we work on ourselves in our own relationships? In a semi-informal atmosphere, Dave and Lindsey (featured in Autism in Love) will talk about their personal journey of finding love and navigating through life, expressed through spoken word, imagery, and selected scenes from the Emmy-nominated documentary film. Join us for a special session with the lovebirds as they share their stories of celebration, loss, encouragement, sorrow, wisdom, companionship, truth, power and vulnerability -- and what they have learned so far through their adventure as individuals and as a couple. Disclosure Information: Financial: Receives payment from ASD Network for presenting, Complimentary registration for ASD Network Conference; Nonfinancial: No nonfinancial relationships to disclose

10:00 AM - 5:00 PM EXHIBITOR BOOTHS OPEN 10:00 AM - 10:30 AM MORNING BREAK 10:30 AM - 11:45 AM CONCURRENT SESSIONS

"It's okay to talk about it": Navigating Mental Health & Autism Lindsey Nebeker ________________________________________________________________Dapper I & II Ages: All Track: General Level: Intermediate In recent years, our society has become more informed on understanding mental health conditions, identifying the issues that associate with them, and learning how we can provide support to those who need help.

However, the intersection of neurodiversity and mental health contains some unique differences. Unfortunately, our world is not as “fluent” in how to identify when people on the autism spectrum

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are experiencing a mental health crisis; nor are we able to clearly identify how to provide support that would be applicable while at the same time being neurodiverse-friendly.

In this presentation, we will be highlighting the unique barriers in the autism / mental health “intersection”, how to locate “red flags”, and how to best utilize our approach to care (for loved ones and for ourselves) that will improve the quality of life for people who are navigating that “intersection”. Learner Outcomes: At the end of the session participants will be able to:

o Identify possible barriers (at home, at school, in the community, etc.) that can make it especially difficult for autistics with coexisting mental health conditions.

o Identify a short list of “red flags” that indicate when a person on the spectrum is experiencing anxiety, depression, or a mental health crisis.

o Identify a short list of effective approaches to treatment (crisis response, facilities, therapy) to ensure a more stable recovery journey for the autistic individual.

o Identify some helpful approaches for those involved in the person’s everyday life (family members, educators, coworkers, etc.) and Identify some helpful approaches to self-care.

Disclosure Information: Financial: Receives payment from ASD Network for presenting, Complimentary registration for ASD Network Conference; Nonfinancial: No nonfinancial relationships to disclose

Teaching Language Using AAC Jessica Broderick __________________________________________________________________Dapper III Ages: All Track: Communication Level: Advanced You’ve done the trials, acquired the system, set everything up...now what? What words do I start with? How do I teach them? How do I make sure they’re participating? What about the content curriculum? This session will teach participants how to go forward with teaching language to AAC users and making sure those students are active participants in their classroom. We will discuss the importance of core vocabulary (and when to use fringe), ways to incorporate aided language stimulation into everyday routines, and teaching methods for AAC use and grade-level content. Please bring an AAC system if you have one not currently being used by a student and your laptop, tablet, or phone. We will be exploring lots of resources and gets some hands-on practice! Learner Outcomes: At the end of the session participants will be able:

o Describe the importance of using core vocabulary when working with students using AAC. o Define aided language stimulation and three ways this can be done. o Compare and contrast referential and descriptive teaching in AAC.

Disclosure Information: Financial: Complimentary registration for ASD Network Conference; Nonfinancial: No nonfinancial relationships to disclose The Power of Our Words in Having Conversations that Matter, and Positively

Impact Collaborative Relationships – Part 1 Lynn Loving ______________________________________________________________________Windsor I & II Ages: All Track: General Level: Intermediate “In order to have a conversation with someone you must reveal yourself.” James Baldwin

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Professional communities are born and nurtured in webs of conversation. What we talk about in our communities and how we talk about these things says much about who we are, who we think we are and who we wish to be. Parents, students and educators need opportunities to talk with and influence each other, and believe they can positively affect desired outcomes. These sessions will introduce tools which can lead to these desired outcomes. Participants will have opportunities to practice and personalize their learning. Learner Outcomes: At the end of the session participants will be able to:

o Understand the role conversations play in our relationships o Understand the variety of tools available to help us have impactful conversations


A Lesson for Success: Teaching Soft Skills to High School Students with High Functioning ASD

Allyson Judson, Rebecca Spellman, Katie Wright _______________________________Windsor VII & VIII Ages: Middle/High School Track: Social/Transition Level: Intermediate The purpose of this session is to support the development of a social skills and executive functioning class at the secondary level within the school setting. Students with high functioning ASD are often resistant to individualized social and life skill instruction however, require direct instruction in order to develop these soft skills. Students with high functioning ASDs often know the appropriate social responses, but fail to generalize responses due to executive functioning deficits. Daily instruction is needed to see success in this area. Through the social skills course students are provided this direct instruction and given opportunities to use the newly taught skills in authentic settings. Learner Outcomes: At the end of the session participants will be able to:

o Structure and develop a class designed to facilitate executive functioning and social skill development in students with high functioning ASD

o Identify students appropriate for a social skills and executive functioning class o Identify and assess skill development in students with high functioning ASD

Disclosure Information: Financial: Complimentary registration for ASD Network Conference; Nonfinancial: No nonfinancial relationships to disclose

Preparing Young Adults with ASD for Employment Michaela Ahrens, Jana Dye _____________________________________________________Windsor IX &X Ages: Post Secondary/Adult Track: Transition/Adult Level: Introductory It is estimated that 50,000 individuals with autism are transitioning into adulthood each year. For many, that will involve entering the workforce. Concurrently, Nebraska is in the midst of a workforce crisis with employers unable to fill 36,000 positions across the state. In the Greater Omaha area, the unemployment rate is 3%. With the unemployment rate so low, employers are desperately seeking quality job candidates and are willing to try nontraditional means to address their needs. To help bridge this gap, Autism Action Partnership started its PACE Program (Partnership for Career Employment) in 2015. Since there were no other local workforce programs dedicated solely to individuals with autism, there has been a great deal of learning along the path toward developing an effective program.

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PACE uses a “best practice” workforce model that focuses on serving on two customer groups: job seekers and employers. Additionally, there are several international and national programs focused on recruiting, hiring, and retaining autistic adults, which PACE looks to for guidance. With support from autism employment experts at Specialisterne, SAP launched their Autism at Work program, which has expanded to 13 countries and has served as a model to many other large companies (e.g., Microsoft, JP Morgan Chase, EY, HPE, DXC Technology, etc.). Another leader, Auticon provides a similar international workforce model being successfully replicated in multiple countries, including the U.S. We have also connected with a program in California, called Uniquely Abled, to better understand their career pathways model for young adults with autism. All of these entities have common practices which PACE has adopted. Employers are recognizing the benefits of hiring individuals with disabilities in general and more specifically with autism because of the unique talents they bring to the workplace. These global efforts are making headlines in the business world, especially in the field of technology and among Human Resources professionals where “diversity & inclusion” efforts are trending. Local interest in hiring individuals with autism continues to grow. PACE has seen a steady increase of businesses seeking training to learn how to tap into this highly reliable and skilled talent pool. Thus, it is important that job seekers with autism are prepared to answer the call. What can you do to help young adults with ASD best position themselves to take advantage of these opportunities? This session will provide you with key strategies to increase job readiness. We will discuss topics such as career exploration, skill assessment and acquisition, and the importance of cultivating relationships for references and professional networking. Attendees will learn how job seekers with ASD can showcase their strengths and abilities during a job search and beyond. Getting a job is the first step, but certainly not the last. We will also share insights about how individuals with ASD can stay focused on retention. Topics will include disclosure, feedback solicitation, and the importance of identifying a workplace mentor. Learner Outcomes: At the end of the session participants will be able to:

o Understand the workforce landscape for individuals with autism seeking competitive Employment

o Understand how job seekers with autism can capitalize on current opportunities o Help prepare young adults with ASD to get and keep a job


Sensory Integration and Improving Developmental Skills: Beyond Vests and Chewy Tubes

Tara Carroll, Krista Honig_____________________________________________________________Windsor III Ages: Infant/Toddler/Preschool Track: Early Childhood Level: Intermediate The ability to accurately process environmental stimuli, particularly early in development, is necessary for typical development in social, cognitive, and communication skills. Impairments in sensory processing are commonly associated with ASD. The purpose of this session is to use knowledge of neural development and the sequence of skills learned in early childhood to individualize various sensory integration strategies. Emphasis will be on strategies that decrease the effects of disorganization on skill development. Learner Outcomes: At the end of the session participants will be able to:

o Understand the sensory systems and sensory integration in young children.

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o Learn the developmental sequence of social, communication and cognitive skills and know how to identify problems in these area for individuals with autism.

o Understand how difficulties with sensory processing affect the child’s neural development. o Learn inexpensive and fun sensory integration strategies parents, day care providers, and

therapists can use with young children with ASD. o **Instruction will include how to implement individualized, daily activities that help organize

the brain - leading to skill development. Disclosure Information: Financial: Complimentary registration for ASD Network Conference; Nonfinancial: No nonfinancial relationships to disclose

Important Tips about the IEP Heidi Sommer_________________________________________________________________________Gatsby Ages: All Track: Family Member/General Level: Introductory The purpose of this session would be to inform participants about key components of the IEP and how to engage in IEP meetings that appropriately advocate for the student. This is important because many students with ASD have IEPs and when written and provided with fidelity, outcomes should improve. The subject of the session is Individualized Education Plans and is based on rules and regulations from IDEA and Rule 51. Evidence-based practices are discussed as the methods used to achieve goals. Several tips and information will be provided so that participants will feel more knowledgeable and comfortable participating in the IEP process. Learner Outcomes: At the end of the session participants will be able to:

o Knowledgably be able to participate in the IEP process o Affectively advocate to build an appropriate IEP for a student(s) with a team o Learn new ways to gather information in order to understand a student's/child's needs

better o Work effectively and appropriately with different people as part of an IEP team


Introduction to Autism Spectrum Disorders for Individuals with Complex Needs ASD Network _____________________________________________________________ Fedora I Ages: All Ages: All Track: General Level: Introductory This presentation will provide an overview of the characteristics of autism spectrum disorders, national and local prevalence data, and considerations for selecting and individualizing interventions. Learner Outcomes: At the end of the session participants will be able to:

o Define autism o Recognize common characteristics of autism spectrum disorders for individuals with limited

verbal and cognitive skills o Identify common facts and myths about classic autism


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What’s New with Autism in Early Childhood? Updates and Recommendations for the Field

Johanna Taylor______________________________________________________________Sugarloaf Ages: Infant/Toddler/Preschool Track: Early Childhood Level: Intermediate This presentation will provide attendees with an update on autism issues in early childhood (ages birth to five). An overview of the current landscape related to diagnosis and identification of autism will be provided. Then, current research supporting intervention approaches for young children will be shared, including a focus on service delivery within Early Intervention (Part C) services. Finally, recent recommendations from the American Academy of Pediatrics will be discussed along with considerations for children with autism in early childhood programs using a Multitiered Systems of Supports (MTSS). Learner Outcomes: At the end of the session participants will be able to:

o Understand general issues related to autism and early childhood services o Identify research supported intervention components for young children with autism o Identify recommendations from the American Academy of Pediatrics for young children

with autism Disclosure Information: Financial: Complimentary registration for ASD Network Conference; Nonfinancial: No nonfinancial relationships to disclose 11:45 AM – 1:00 PM LUNCH WINDSOR BALLROOM 1:00 PM – 2:15 PM CONCURRENT SESSIONS Taking the Mystery out of FBAs and BIPS: Easy Steps for Creating Function Based

Behavior Plans - Matt McNiff – Part 1 Matt McNiff, Ph.D. ________________________________________________________________Dapper I & II Ages: All Track: Behavior Level: Intermediate Functional Behavioral Assessment (FBA) is a common request for discovering the reason why a child does a behavior. We often think functionally about behavior but we may not use data to guide our decisions. Furthermore, knowing what to do with the data that we have can make the entire process a mess. This session will focus on how to do a functional behavioral assessment for a student and how to implement the behavior intervention plan that can address multiple areas. Participants will have access to materials that they can use for data collection and to complete a behavior intervention plan. Learner Outcomes: At the end of the session:

o Participants will be familiar with the parts of a functional behavioral assessment. o Participants will know how to collect data to support the hypothesis of a behavioral

function. o Participants will be able to complete a behavior intervention plan.


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Sleep Issues for People with Autism Dave Hamrick______________________________________________________________________Dapper III Ages: All Track: General Level: Introductory Many people with autism experience problems with sleeping on a regular basis. Many of these problems can be contributed to diet, medical, sensory, and especially environmental factors. This presentation will address how to make the bedroom a better place to sleep, and discuss certain routines that can help the person be ready to sleep when it is bedtime.

Learner Outcomes: At the end of the session participants will be able to: o Identify sleep problems that are related to environmental factors o Identify ways to modify the bedroom to be more conducive to sleep o Identify routines that can support good sleep behaviors

Disclosure Information: Financial: Receives payment from ASD Network for presenting, Complimentary registration for ASD Network Conference; Nonfinancial: No nonfinancial relationships to disclose The Power of Our Words in Having Conversations that Matter, and Positively

Impact Collaborative Relationships – Part 2 Lynn Loving ______________________________________________________________________Windsor I & II Ages: All Track: General Level: Intermediate “In order to have a conversation with someone you must reveal yourself.” James Baldwin Professional communities are born and nurtured in webs of conversation. What we talk about in our communities and how we talk about these things says much about who we are, who we think we are and who we wish to be. Parents, students and educators need opportunities to talk with and influence each other and believe they can positively affect desired outcomes. These sessions will introduce tools which can lead to these desired outcomes. Participants will have opportunities to practice and personalize their learning. Learner Outcomes: At the end of the session participants will be able to:

o Understand the role conversations play in our relationships o Understand the variety of tools available to help us have impactful conversations


PEERS Curriculum: School-Based Social Skills Training For Adolescents and Adults with ASD – Part 1

Mary Schlieder________________________________________________________________Windsor VII & VIII Ages: Middle/HS/Adult Track: Social Level: Intermediate PEERS Curriculum is an extensively tested social skills program designed to meet the unique social instruction needs of adolescents with autism. This middle/high school curriculum focuses on skills related to managing peer conflict and making and keeping friends. Rules and steps of social behavior are created from research evidence regarding: 1) the common social errors often committed by those with ASD, 2) the core social skills needed to make and keep friends,

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and 3) the ecologically valid ways in which socially accepted teens handle peer conflict and rejection. Learner Outcomes: At the end of the session participants will be able to:

o Identify social deficits among teens/adults with ASD o Recognize the importance of improving friendships o Explore limitations of existing social skills interventions and research findings related to

social skills instruction o Learn how to implement the PEERS curriculum for teens and adults


Beyond Requesting - Using Visuals to Build Communication Throughout a Childs Day

Diane Ellis, Melissa Wood and Sarah Lach_________________________________________Windsor IX &X Ages: Infant/Toddler/Elementary Track: Communication Level: Introductory Visual Supports has been used as an effective intervention for children with Autism Spectrum Disorders and others who have significant communication disorders. This session will provide a brief description of using visuals to support communication as well as give the participants information regarding the benefits of using visual supports and how to embed communication throughout a child’s day for more than just requesting. There will be examples provided of Visual Supports in action with a variety of users. Participants will be provided with information on how to obtain additional resources and training if desired. Learner Outcomes: At the end of the session participants will be able to:

o Describe the benefits of using visuals with certain students o Identify the difference between types of visual supports for communication, social

emotional and behavior regulation o Identify communicative functions and skills that visuals can be used to support o Explore ways visuals can be embedded in the classroom/home routine for a variety of o communicative functions beyond requesting


Weitz Grant Autism Screening Protocol In Early Childhood Jean Ubbelohde, Kelli Krause, McKayla LaBorde______________________________________Windsor III Ages: Infant/Toddler/Preschool Track: Early Childhood Level: Intermediate Early identification of Autism is crucial and over the past year a steering committee of educators, parents, and community advocates has been working towards increasing the use of screening in both school districts and physician offices. Through a grant from The Weitz Family Foundation, best practice protocols for early screening of young children for Autism Spectrum Disorders from other states were researched including New York State Department as well as the Phoenix and San Diego areas. The steering committee developed and implemented practices to screen all children in one school district and created Child Find practices specifically related to autism. Evidence based tools were researched and the committee selected the MCHAT due to its simple format and alignment to the recommendation from the American Academy of Pediatrics. The Social Communication Questionnaire is used with children over 30 months. Join us to learn more

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about screening young children for Autism and how one school district has integrated a universal screening procedure within their existing evaluation process to promote early identification. Learner Outcomes: At the end of the session participants will be able to:

o Identify similarities in behavioral characteristics between autism and visual impairment in young children.

o Identify issues in assessing autism in students with visual impairment. o Identify potential strategies for assessing autism in students with visual impairment.


Diagnosis and Treatment of Obsessive-Compulsive Disorder in Students with Autism Spectrum Disorder

Dr. Luke Tsai___________________________________________________________________________Gatsby Ages: All Track: General/Medical Level: Intermediate The purpose of this presentation is to emphasize that students with Autism Spectrum Disorder (ASD) can also develop Obsessive-Compulsive Disorders (OCD) which will add more deficits in academic learning and social lives of these students. Currently the ASD literature suggests that substantially high proportion (i.e. up to about 35%) of students with ASD may also have OCD. This presentation will comprehensively review the literature regarding the different clinical features of OCD in the subtypes of ASD (i.e. Autistic Disorder, Asperger Disorder, PDDNOS) and how they may affect the direction of interventions for these students. Based on the presenter’s more than 25 years of clinical experience in dealing with ASD, the presenter will offer helpful suggestions for professionals and parents to pursue needed medical assessments and to obtain evidences-based medical and/or cognitive/behavioral treatments for students with ASD plus OCD. Learner Outcomes: At the end of the session participants will be able to:

o Learn how to recognize OCD symptoms in the students with ASD; o Learn that cognitive function and communication skills will affect the OCD rate and

treatment approaches in ASD subtypes; o Learn when to refer the students with ASD plus OCD for evidence-based medication

and/or behavioral/cognitive therapies; o Learn how to work with physicians and/or behavioral/cognitive therapists to achieve the

most effective intervention result Disclosure Information: Financial: Complimentary registration for ASD Network Conference; Nonfinancial: No nonfinancial relationships to disclose

Partnering with Family Caregivers to Improve the Healthcare Experience for Children Diagnosed with ASD

Dr. Patricia Sullivan____________________________________________________________________Fedora I Ages: All Track: General/Medical Level: Introductory Children diagnosed with Autism Spectrum Disorder present with unique challenges when seeking health care. The healthcare environment is unfamiliar, and to patients with sensory differences it can even feel hostile with its bright lights, crowded rooms, and loud unfamiliar noises. In addition, there may be difficulties in a child’s receptive and expressive communication as well as fear and anxiety around medical procedures.

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The PATCH Program at Childrenʼs was created in response to parent input. By working with parents or guardians as experts on their children to provide information about specific triggers, calming measures, communication skills, and past healthcare experiences, an Adaptive Care Plan (ACP) can be created and implemented to support each patient’s unique needs. It borrows strategies from the IEP, such as use of social stories and augmentative communication systems as well as parental involvement, but it differs in that it is specific to the healthcare experience. A comparison of these two tools (ACP and IEP) including their intent, function, and implementation will be presented along with results of the PATCH pilot, which includes analysis of the more than one hundred adaptive care plans that have been developed and successfully implemented. Link to EBP: The concept of the adaptive care plans in healthcare is relatively new and the research somewhat limited; however, there is evidence that family collaboration is very helpful in reducing outward behaviors that can occur in the healthcare setting due to sensory overload. (Balakas, Gallaher, & Tilley, 2015; Bultas, MeMillin, & Zand, 2016; Davignon et al., 2014); modifications to the environment have been shown to reduce stressors and patient anxiety, and thereby improve experiences and outcomes in children on the autism spectrum (Koller & Goldman, 2012; Kopecky, Broder-Fingert, Iannuzzzi, & Connors, 2013; Liddle et al., 2018); and, the quality of the staff’s interpersonal communication skills with the patient was identified as a high determinant of parent-satisfaction with healthcare encounter of their child with ASD (Kirsch, Meryash, Gonzales-Arevalo, 2018). Learner Outcomes: At the end of the session participants will be able to:

o Describe the challenges patients diagnosed with ASD face when seeking care in the hospital or Clinic

o Describe how healthcare workers can effectively partner with parents to better understand their child’s ability to cope with the healthcare experience.

o Explain the similarities and differences between Adaptive Care Plans (ACP) and IEPs o Describe how parents/guardians can use ACPs to advocate for their child diagnosed with

ASD


Introduction to Autism for Individuals with Average to Above Average Verbal and Cognitive skills

ASD Network Team Member_________________________________________________________Sugarloaf Ages: All Track: General Level: Introductory This presentation will focus on individuals with ASD who have average to above average cognition and verbal skills. Participants will gain information on supports for individuals with ASD to increase meaningful participation and success in a variety of settings. Learner Outcomes: Participants will be able to:

o Identify information about characteristics and differences specific to individuals with autism spectrum disorder (ASD)

o Gain information on supports for individuals with ASD to increase meaningful participation and success in a variety of settings

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o Gain information about evidence based practices that can support individuals with an ASD


2:15 PM – 2:30 PM AFTERNOON BREAK 2:30 PM – 3:45 PM CONCURRENT SESSIONS Taking the Mystery out of FBAs and BIPS: Easy Steps for Creating Function Based

Behavior Plans - Matt McNiff – Part 2 Matt McNiff, Ph.D. ________________________________________________________________Dapper I & II Ages: All Track: Behavior Level: Intermediate Functional Behavioral Assessment (FBA) is a common request for discovering the reason why a child does a behavior. We often think functionally about behavior but we may not use data to guide our decisions. Furthermore, knowing what to do with the data that we have can make the entire process a mess. This session will focus on how to do a functional behavioral assessment for a student and how to implement the behavior intervention plan that can address multiple areas. Participants will have access to materials that they can use for data collection and to complete a behavior intervention plan. Learner Outcomes: At the end of the session:

o Participants will be familiar with the parts of a functional behavioral assessment. o Participants will know how to collect data to support the hypothesis of a behavioral

function. o Participants will be able to complete a behavior intervention plan.


Autism a Personal Perspective Ryan Foley and DeAnn Foley_______________________________________________________Dapper III Ages: All Track: General/Family Member Level: Introductory Ryan shares with his audience some of the core challenges of having autism and strategies he has used to overcome those challenges. He begins his story with memories of early childhood that include how he became interested in oscillating fans and a comparison between his experiences in a self-contained classroom and his experiences in an inclusive school setting. Also discussed are the many benefits he received from the interventions and supports provided by his teachers, therapists, and classmates along with the enduring relationships that developed. Lastly, Ryan discusses his experiences during his college years and his aspirations for the future. What makes Ryanʼs story so powerful is he was served in an inclusive setting in the early 1990s, when there was little knowledge on how to successfully include a student with autism in the general education classroom. Learner Outcomes: At the end of the session participants will be able to:

o Understand key aspects of autism spectrum disorder as they relate to the educational environment

o Define effective elements for building relationships between providers and individuals with

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autism o Summarize the family and individuals perspective on autism o Identify key elements for successful transition to adulthood for individuals with autism

spectrum disorder Disclosure Information: Financial: Received payment from ASD Network for presenting, Complimentary registration for ASD Network Conference; Nonfinancial: No nonfinancial relationships to disclose

Getting Unstuck: No Matter Your Age, the Secrets Behind Moving Through Daily Routines

Dr. Diane Marti ___________________________________________________________________Windsor I & II Ages: All Track: Behavior Level: Advanced Transitioning from one activity to another is one of the most challenging aspects of any individual with ASD's day. Whether you are a parent attempting to help your child get off their "tablet" to eat dinner or an adult attempting to get their daily tasks completed - transitions and change are the most commonly reported times when tension and/or meltdowns can occur. By providing a standardized approach to solving for these variables life brings, there will be more consistency for our ASD community resulting in less trial and error in dealing with those moments of "becoming stuck". This session will provide an overview of why ASD individuals struggle with transitions. It will also provide the tools to enable the parent, teacher and/or individual themselves to develop a tailored plan that can turn the meltdowns and shutdowns into a memory from the past. Learner Outcomes: At the end of the session participants will be able to:

o Successfully manage daily routines by using tools associated with “SCRAP” (structure, consistency, routine, accountability and predictability) and “Color Zoning” key routines of the day.

o Prepare for unexpected change by using the SCRAP and Color Zoning tools o Minimize potential meltdowns and to plan what to do if meltdowns do happen utilizing the

“SCRAP” tools Disclosure Information: Financial: Received payment from ASD Network for presenting, Complimentary registration for ASD Network Conference; Nonfinancial: No nonfinancial relationships to disclose

PEERS Curriculum: School-Based Social Skills Training For Adolescents and Adults with ASD – Part 2

Mary Schlieder________________________________________________________________Windsor VII & VIII Ages: Middle/HS/Adult Track: Social Level: Intermediate PEERS Curriculum is an extensively tested social skills program designed to meet the unique social instruction needs of adolescents with autism. This middle/high school curriculum focuses on skills related to managing peer conflict and making and keeping friends. Rules and steps of social behavior are created from research evidence regarding: 1) the common social errors often committed by those with ASD, 2) the core social skills needed to make and keep friends, and 3) the ecologically valid ways in which socially accepted teens handle peer conflict and rejection. Learner Outcomes: At the end of the session participants will be able to:

o Identify social deficits among teens/adults with ASD o Recognize the importance of improving friendships o Explore limitations of existing social skills interventions and research findings related to

social skills instruction

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o Learn how to implement the PEERS curriculum for teens and adults Disclosure Information: Financial: Complimentary registration for ASD Network Conference; Nonfinancial: No nonfinancial relationships to disclose

Promoting Independence as an Alternative to Guardianship Mary Phillips_____________________________________________________________________Windsor IX & X Ages: High School/Adults Track: Transition/Family Members Level: Introductory The purpose of this session is to introduce teachers and parents to alternatives to Guardianship and show how Supported Decision-Making (SDM) can be used to help people with disabilities, including those on the spectrum, in making their own decisions, and in reducing more restrictive means of support. Based on the idea of Self Determination, teachers of students who are transition age will learn how to support students in decision making skills with a sample SDM form. Learner Outcomes: At the end of the session participants will learn:

o How SDM can help preserve a person’s autonomy and independence, while still providing support from family, friends, and community

o Alternatives to Guardianship in the state of Nebraska o How to develop Self Advocacy & Self Determination Skills


Paraeducator Perspectives: A Key Piece of the Puzzle Kristin Nelson, Mary Harris___________________________________________________________ Windsor III Ages: Pre-K/Elementary/Middle/High School Track: General Level: Introductory The focus of this session is to celebrate the importance and value of strong Paraeducators as a key piece of special education student’s development. From the perspective of Paraeducators (professionals with specialized skills on the front line), we want to share how this role is an important part of the puzzle, including how paras support Parents, Special Education Teachers, Classroom Teachers, School Administration, Specialists (OT/PT/SLP, /Psychologists) fellow Paraeducators on their team, and most importantly, the Students they serve! We want to share how strong Paraeducator practices directly influence shorter- and long-term Student progress and success by looking at data collected on specific Students over a period of time. With the above in mind, we also want to spend some time focusing on Best Practices for Paraeducators with practical tips to encourage consistency, good habits, communication, and support that encourage daily Student growth and success. Learner Outcomes: At the end of the session participants will be able to:

o Understand the role of the paraeducator as being more than “just a para” o View paraeducators as an integral part of supporting a student with autism’s growth &

development o Understand that paraeducators are an important part of a school support team with a

unique skill set o View paraeducators as a collaborative part of Special Education services due to their

close working relationships & hours spent with Students o **We want to celebrate the very unique & complex role of the Paraeducator!

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“Do I know you?” The connection between autism and facial blindness (Prosopagnosia)

Ashley Peterson_______________ ________________________________________________________Gatsby Ages: Pre-K/Elementary/Middle/High School Track: General Level: Introductory How much of your child or students difficulty with social skills might be related to their inability to recognize faces? Does your child or student ever go up to random strangers or walk by a teacher or friend without acknowledging them? These could be symptoms of prosopagnosia or facial blindness. Prosopagnosia is a neurological condition that makes it difficult or impossible to recognize others by looking at their face. It is estimated that two-thirds of individuals with autism may also have prosopagnosia, yet most parents and teachers have not heard about this condition. Learn more about the research connecting autism and prosopagnosia, how to recognize and screen for the condition, and specific strategies to use with someone who struggles with facial recognition. The presenter will also share some anecdotes and strategies from her own experiences as someone with prosopagnosia. Learner Outcomes: At the end of the session participants will be able to:

o Understand the connection between autism and prosopagnosia o Learn how people process and recognize faces o Recognize the signs of prosopagnosia o Develop strategies for working with someone with prosopagnosia o Know where to go to get additional information about prosopagnosia


Student-Led IEPs - Let's Do This! Jennifer Miller____________________________ ____________________________________________Fedora I Ages: Elem/Middle/High School Track: General Level: Intermediate The purpose of this session is to provide participants with information and strategies that will help increase student participation in IEP meetings and help students who have ASD work on their communication and self-advocacy skills, as well as increase their knowledge and self-confidence The information and strategies will address ways to improve student engagement in the planning of their education and how to take ownership of their goals as well as have a positive impact on parent involvement in the IEP process. Participants will be able to take the lesson plan ideas and student participation strategies from this learning session and implement them immediately into their work with students who have ASD, which will include collaboration with parents of students with ASD. Resources will be provided so participants will have the tools for implementation. Learner Outcomes: At the end of the session participants will be able to:

o Promote meaningful student participation in IEP meetings o Understand what students need to know about themselves and their IEPs in order to

benefit from the student-led IEP process o Help students write their own self-advocacy plan o Identify effective strategies to build self-determination in students


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3:45 PM – 4:00 PM BREAK 4:00 PM – 5:00 PM NETWORKING RECEPTION WINDSOR BALLROOM 5:15 PM – 7:30 PM AWARDS & DINNER KEYNOTE WINDSOR BALLROOM

How My Brother on the Spectrum Changed My Outlook on Life

Jenny Anderson, ____________________________________________________________Windsor Ballroom Co-Founder & CEO_ Celebrate EDU & Brent’s Sister Type: Keynote Jenny Anderson is a leader in entrepreneurship and employment for people with disabilities. Inspired by the lack of opportunities available for her brother, Jenny’s positive approach to a challenging situation is taking the disability world by storm. In this session, Jenny will share the heartfelt, humorous, and transformative lessons that have shaped her life. Her passion for inclusion and empowerment are inspiring change within the disability community and beyond.

FRIDAY, APRIL 3rd, 2020

*General, Behavior, Early Childhood, Transition/Adult, Communication, Social/Circle of Friends (CoF) and Family Member are noted to help participants determine the focus and content of breakout sessions. Participants are welcome to attend any session of their choosing, regardless of Track.

7:45 – 9:00 AM CONTINENTAL BREAKFAST 8:30 AM -10:00 AM KEYNOTE WINDSOR BALLROOM

Interoception, The Eighth Sense: Influence on Self-Regulation and

Positive Mental Health Chloe Rothschild, Kelly Mahler________________________________________________Windsor Ballroom

Type: Keynote

One of the most overlooked foundations of independence and emotional well-being is interoception, our eighth sense. Many autistic children and adults have differences in interoception and often times these differences go unnoticed or misunderstood. This presentation will provide participants with an overview of what research tells us about interoception as well as how this sense influences self-regulation and positive mental health. Multiple personal accounts of what it is like to live with interoception differences will be presented, including how to use these insights to maximize the independence and emotional well-being of autistic individuals. Disclosure Information: Financial: Receives payment from ASD Network for presenting, Complimentary registration for ASD Network Conference; Nonfinancial: No nonfinancial relationships to disclose 10:00 AM - 10:15 AM BREAK 10:00 AM - 4:00 PM EXHIBITOR BOOTHS OPEN

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10:15 AM - 11:30 AM CONCURRENT SESSIONS

Interoception, The Eighth Sense: Practical Strategies and Supports Kelly Mahler _____________________________________________________________________________Dapper I & II Ages: All Track: General Level: Intermediate Research indicates that interoception has an important influence on many aspects of life including self-regulation and positive mental health, therefore it should be an important part of the supports we use with learners that have self-regulation challenges. This session will provide multiple evidence-based strategies for outsmarting and/or improving interoception challenges. Learner Outcomes: At the end of the session participants will be able to:

o Develop an understanding of interoception, the 8th sense and how it impacts areas such

as emotional understanding, self-regulation, health and well-being o Gain an understanding of how interoceptive differences may impact an autistic person o Learn about strategies to help improve interoceptive awareness

Disclosure Information: Financial: Receives payment from ASD Network for presenting, Complimentary registration for ASD Network Conference; Nonfinancial: Alyson has children with autism and shares personal stories in her presentations.

Turning Interests into Work Opportunities Jenny Anderson _____________________________________________________________________________Dapper III Ages High School/Adult Track: Transition/Family Member Level: Introductory The employment opportunities available for people with disabilities are limited and antiquated. The long-standing philosophy is to place people in any available low-level job rather than finding the opportunities best-suited for the person. In this session, Jenny Anderson will share how entrepreneurship education allows self-advocates to use their interests and strengths to create employment opportunities and give tips for how every family member, service provider, and self-advocate can shift their thinking about what is possible. Learner Outcomes: At the end of the session participants will be able to:

o Describe the relationship between strengths and interests, self advocacy and employment opportunities

o Identify tips for all involved to advocate, dream and identify what is possible in the area of employment


Using Video Modeling to Increase Student Independence Ashley Meyer, Meggin Funk, Jessica Broderick______________________________________Windsor I & II Ages: All Track: General Level: Introductory * Participants will create their own video model of a simple task. Please bring an iPhone, iPad, or Mac device with iMovie pre-loaded. The use of video modeling was identified as an evidence-based practice for autism spectrum disorder (ASD) by both The National Professional Development Center on Autism Spectrum

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Disorder in 2014 and the National Standards Project in 2015. Video modeling can be used with individuals of all ages to teach a wide variety of skills, including academic, vocational, social, and life skills. The structure of this session will include 20-30 minutes of lecture covering basic information about video modeling and how to complete a task analysis. The rest of the session will be hands-on exploration time of using iMovie as a quick and easy resource to create video models. Learner Outcomes: At the end of the session participants will be able to:

o Identify different types of video models and the evidence base behind them. o Complete task analyses of various activities in order to create video models. o Utilize iMovie to create video models.


Autism and Depression and Anxiety (oh my!) Carol Salber, Natalie L. Swift______________________________________________________Windsor VII & VIII Ages: High School/Adult Track: General/Medical Level: Intermediate The purpose of the session is to increase awareness, understanding and knowledge of the interrelationship between an Autism Spectrum Disorder and mental health conditions. Of noted importance is helping others recognize mental health conditions, manage symptoms, obtain and/or offer support to someone with an ASD and co-occurring mental health conditions. The prevalence of mental health conditions in individuals with an ASD is approximately 70%. Mental health conditions often go undetected, misdiagnosed or untreated which can further impact a person's ability to function and carry out daily demands, relate to others, and live a quality life. Increasing awareness of this topic helps inform and empower individuals and families to be responsive to the onset of a mental health condition and learn how to manage symptoms and maintain mental wellness. This informative session will highlight current evidenced-based treatments, primarily focusing on how they pertain to autism, depression and anxiety. Learner Outcomes: At the end of the session participants will be able to:

o Be informed of the prevalence of co-occurring mental health conditions with ASD. o Identify common symptoms of mental health conditions in an individual with ASD. o Learn strategies to manage symptoms based upon evidence-based treatment strategies. o Know when to refer or seek out more intensive supports and/or treatment. o Know how to access community based supports for individuals and families.


Ten Common Mistakes Parents Make During IEP Meetings DeAnn Foley__________________________________________________________________Windsor IX & X Ages: 0-21 Track: Family/General Level: Introductory The article “Ten Common Mistakes Parents Make During IEP Meetings” was first published in 1999 for Carol Grayʼs The Morning News. The information presented in the article is still relevant for parents of students receiving special education in the public school setting. Matt and DeAnn Foley continue to receive requests for its reprint. For many students with autism their parents are their most important educational advocates. Through the Education for Persons with Special

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Education Needs Act, 2004 (ESPEN), parents have the opportunity for shared decision making with educators. For this reason, it is important that parents become informed and involved decision makers in their childʼs education. The more skills parents have and the more information they learn, the better they can advocate for their child. DeAnn Foley will list some of the common mistakes parents make during IEP meetings and provide some suggestions for avoiding them. Learner Outcomes: At the end of the session participants will be able to:

o Identify key elements of the IEP process o Define effective elements for building collaborative relationships between educators,

families, and individuals with autism. o Summarize the parentʼs role in the IEP process


Circle of Friends - A Program Worth Advocating For in Your School Danica Olson, Amber Moore_______________________________________________________________Windsor III Ages: School Age Track: Social/CoF Level: Introductory The purpose of this session would be to inform stakeholders of the importance of a Circle of Friends group. Presenters will provide information on the process of implementing a Circle of Friends group. They will share how important it is to have conversations with others of the impact that a Circle of Friends group has on students who are on the Autism Spectrum. Students from the presenters school based Circle of Friends group will be sharing their experience participating in CoF. Attendees will be provided information and supports to help with the implementation of creating and sustaining a Circle of Friends group Learner Outcomes: At the end of the session participants will be able to:

o Be able to form a Circle of Friends group for any age o Leave with a toolbox of activities and lessons that can be implemented o Gain confidence in knowing the long-lasting impact of peer mentoring programs for

students with ASD Disclosure Information: Financial: Complimentary registration for ASD Network Conference; Nonfinancial: No nonfinancial relationships to disclose

Student-Centered Programming: What every student deserves - Part 1 Patty Galbraith, Abby Pfister__________________________________________________________________Gatsby Ages: Elem/Middle/High School Track: General Level: Intermediate School districts struggle to provide quality programs for students with developmental disabilities, many who have autism. Teachers typically are not trained in how to put together a structured program for this low-incidence population, and so instruction is often a random series of activities instead of predictable, systematic instruction based on data and IEP goals. The Student-Centered Program model, based on research by Dr. Lou Brown, is a whole team approach, with parents being an integral part of the school team. With input from all team members, motor, social, communication and academic skill needs are identified, embedded and taught within individualized curriculum in selected school/non-school environments. Participants in this

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workshop will be guided through the process of how to build a student-centered program that is meaningful, data driven and unique to the needs of each student, ensuring that every moment of the school day is a teaching moment. Learner Outcomes: At the end of the session participants will be able to:

o Plan for predictable, systematic instruction based on data on IEP goals o Embed a student’s motor, social, communication and academic skill needs throughout a

students day in both school and non-school environments o Build a Student- centered program that is meaningful, data-driven and unique to each

individual's needs Disclosure Information: Financial: Complimentary registration for ASD Network Conference; Nonfinancial: No nonfinancial relationships to disclose 11:30 AM – 12:30 PM LUNCH *ASN Basket Raffle- 12:00 WINDSOR BALLROOM

12:30-1:45 PM CONCURRENT SESSIONS

Nebraska - We have a “Short” Problem Teresa Coonts, Amy Rhone_______________________________________________________________Dapper I & II Ages: 0-21 Track: General Level: Introductory The purpose of this session is to discuss problems with shortened days made by IEP teams or at the request of a parent and the concern for a Free Appropriate Public Education (FAPE). This practice has increased lots with children with ASD because of behavior challenges, transportation issues, lack of staff, and scheduling of outside therapies. Come to this session and learn some evidence based practices that can assist teams in keeping all children in school the full day. Learner Outcomes: Participants will be able to:

o Understand how to increase the amount of time for students on a shortened day o Increase their skills and knowledge on the requirement of both state and federal laws for

keeping students in school full-time o Gain knowledge of the expectations of equity for all children including those with autism


Redefining Advocacy: From Preparing to Battle to Coming Together as a Team Wendy Andersen __________________________________________________________________Dapper III Ages: 0-21 Track: Family/General Level: Introductory I once heard a mom say, “My kidʼs IEP meeting is tomorrow. So, Iʼm putting the armor on, gearing up, and Iʼll be ready for the fight.” Yet, from the other side of the table, Iʼve heard teachers and administrators say, “Weʼre hoping itʼs not going to be a fight this time.” No one likes to battle, to fight, to have to gear up and be ready to take the other side on. Throughout this relatable presentation Wendy challenges what being an advocate looks like to both parents/caregivers as well as school personnel. The key is knowing how to build the bridge between the two parties in order to come together and do whatʼs best for the child. Being an advocate should be fun, energizing and the ultimate demonstration of teamwork by two parties.

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Learn simple and effective ways to move from being ready to battle to working together as a unified team with the same goal. You arenʼt meant to do this alone and redefining what being an advocate means for you and your situation is the key to building a strong foundation. Learner Outcomes: At the end of the session participants will be able to:

o Define what being an advocate means to them. o Define what being an advocate looks like in their world. o Learn simple ways to bridge the gap between the advocacy world of the school and the

home Disclosure Information: Financial: Receives payment from ASD Network for presenting, Complimentary registration for ASD Network Conference; Nonfinancial: No nonfinancial relationships to disclose

Integrating Assistive Technology Meaningfully into a Students Educational Program Brian Wojcik _________________________________________________________________________Windsor I & II Ages: 0-21 Track: Communication Level: Introductory Assistive technology (AT) may serve as a tool or system of tools to improve the academic and/or functional performance of students with ASD. (Aljehany & Bennett, 2019; Chebli, Lanovaz, & Dufour, 2017, 2019; Gentry, Lau, Molinelli, Fallen, & Kriner, 2012; Hughes & Yakubova, 2016). However, there are often questions that arise about how to meaningfully integrate AT into studentsʼ Individualized Educational Programs (IEPs) or Individualized Family Service Plan (Ahmed, 2018; Almeida, Jameson, Riesen, & McDonnell, 2016; AndersoIn & Putman, 2019; Atanga, Jones, Krueger, & Lu, 2019; Lamond & Cunningham, 2019). These questions relate to providing quality AT services through considering the need for AT, determining how to effectively match AT to a studentʼs needs, incorporating AT into the IEP/IFSP, developing an effecting plan for AT implementation, and evaluating the effectiveness of AT for a student. The purpose of this session is to provide participants with a framework and tools to help with the delivery of quality AT services to students with ASD. Participants will gain an understanding of processes that help to foster quality AT services along with tools and strategies they can employ when working with other professionals, family members, and students themselves within the context IEP or IFSP processes. Learner Outcomes: At the end of the session participants will be able to:

o Identify 4 key phases within quality AT services delivery processes o Articulate 3 potential outcomes of effective AT consideration o Identify 7 key areas where AT may be written into an IEP o State at least 5 key components of a well-defined AT implementation Plan o Identify at least one strategy for determining the effectiveness of AT


ABCs of ABA from an SLP Perspective: My Personal Journey in Dual Certification Meggin Funk ___________________________________________________________________Windsor IX & X Ages: All Track: Communication/Behavior Level: Intermediate As an SLP, I was often presented with questions concerning behaviors, that I just couldn't answer. In seeking to find answers, Applied Behavior Analysis came onto my radar. Is it possible to integrate two professions that seem to have so much tension between them? This session will

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highlight how the strengths of both professions can help to maximize student outcomes. Learner Outcomes: At the end of the session participants will be able to:

o Identify the historical tension between SLPs and BCBAs o Dispel common myths and demonstrate similarities between the two professions o Recognize the importance of teaming o Explore the strengths of the two professions to support maximum student outcomes


It Takes a Spark to get the Fire Going Missy Timmerman, Sami Buchli, Sarah Bartlett _____________________________________Windsor IX & X Ages: Infant/Toddler/Preschool Track: Early Childhood Level: Introductory Beatrice Community Preschool has gone through the growing stages to help all of our students achieve success. Our staff saw the need for intensive teaching for our early learners that were missing skills. We will talk about are journey through training of structured teach and Verbal Behavior, including object sorts, Potty Training Boot Camp and PBIS. Our journey hasn't always been an easy one, but it is what is best for kids and it is working! Learner Outcomes: At the end of the session participants will be able to:

o Identify components of intensive teaching programs in the preschool setting o Locate resources for teaching potty training using a team approach o Understand and appreciate the importance of the home to school team approach


From a Functional Skills Program to Homecoming Queen: A Case Study Describing

Individualized Programming in a High School Setting Ali Sweitzer, Megan Riege ____________________________________________________________________Windsor III Ages: Middle/High School Track: Behavior, General Level: Intermediate The importance of this session is to describe effective skills and strategies that have been successfully used in a high school ACP program to allow for success of students with autism and challenging behaviors. Some of these effective strategies include, the use of AFLS to create verbal behavior programs, generalization of skills through natural environment training and role playing, teaching zones of regulation through verbal behavior and practicing through real life scenario reenactment, building independence through structured teach tasks, and the effectiveness of training paraprofessionals on prompting and individual student programming and plans. Attendees will be able to take the information provided and use it in their school settings. Learner Outcomes: At the end of the session participants will be able to:

o Identify an increased amount of tools in their toolbox for programming within a high school alternative curriculum setting

o Understand the importance of natural environment training and skill practice outside of a direct teaching session

o Have a broader understanding of skills that can be taught within a sit down verbal behavior session and how to support generalization of those skills

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Student-Centered Programming: What every student deserves - Part 2 Patty Galbraith, Abby Pfister__________________________________________________________________Gatsby Ages: Elem/Middle/High School Track: General Level: Intermediate School districts struggle to provide quality programs for students with developmental disabilities, many who have autism. Teachers typically are not trained in how to put together a structured program for this low-incidence population, and so instruction is often a random series of activities instead of predictable, systematic instruction based on data and IEP goals. The Student-Centered Program model, based on research by Dr. Lou Brown, is a whole team approach, with parents being an integral part of the school team. With input from all team members, motor, social, communication and academic skill needs are identified, embedded and taught within individualized curriculum in selected school/non-school environments. Participants in this workshop will be guided through the process of how to build a student-centered program that is meaningful, data driven and unique to the needs of each student, ensuring that every moment of the school day is a teaching moment. Learner Outcomes: At the end of the session participants will be able to:

o Plan for predictable, systematic instruction based on data on IEP goals o Embed a student’s motor, social, communication and academic skill needs throughout a

students day in both school and non-school environments o Build a Student- centered program that is meaningful, data-driven and unique to each

individual's needs Disclosure Information: Financial: Complimentary registration for ASD Network Conference; Nonfinancial: No nonfinancial relationships to disclose 2:00 PM – 3:30 PM KEYNOTE

Facilitated Panel Presentation

Autism: The Family, School, and Life After School Experience Lynn Loving, Ryan and DeAnn Foley, Mitch and Ginger Sleep __________________Windsor Ballroom Ages: All Track: General Level: Introductory Insight into the life of a person with Autism Spectrum Disorder and his/her family is invaluable. One of the best ways for us to understand that insight is through first hand experiences. This keynote presentation will allow conference attendees to hear the voices of a diverse panel of people with autism and their families. The panel participants will discuss their individual experiences and ASD’s unique impact on their lives and tools they have developed to successfully navigate the social world around them. The panel will be facilitated and there will be an opportunity for those in attendance to interact with the panelists through questions and open dialogue. Disclosure Information: Financial: Receives payment from ASD Network for presenting, Complimentary registration for ASD Network Conference; Nonfinancial: No nonfinancial relationships to disclose

Documents

7:30 AM – 8:30 AM CONFERENCE REGISTRATION 7:30 AM – 9:00 ... Detailed Conference Book Schedule... · work on ourselves in our own relationships? In a semi -informal atmosphere,