Southern Utah Autism Conference Speakers 2016
Jared Stewart, M.Ed., was named the 2011 Educator of the Year by the National Association of Private Special Education Centers (NAPSEC). After graduating Magna Cum Laude from BYU he has spent the past decade working with adults with autism, and 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. He is the head of the education department at Provo’s ScenicView Academy, (a transitional school for adults with autism and other learning disabilities), and an adjunct professor of social work at Utah Valley University, where he teaches classes on autism and works with UVU’s Passages program to create successful transition outcomes for students with ASD. His passion for the subject arises from personal experience: he has family members on the spectrum and has been diagnosed with Asperger’s Syndrome himself.
Kyle Bringhurst holds both a Bachelor's and a Master’s Degree in Social Work. He worked for 10 years with Wasatch Mental Health as a school based therapist, and then Program Manager of autism services. Kyle has expanded autism programs in Utah County and throughout the State, and is involved with the legislative process.
Tom is a passionate Special Education teacher. He started his teaching career in 2002 teaching at a private institution in California for Emotionally Disturbed students. In 2012, he earned a Master’s Degree in Special Education specializing in ADHD. Upon finishing his Masters Degree Tom went back to school and completed a four course, 12 credits, Autism Credentialing Program. Tom has a California Autism endorsement and a Nevada Autism Credential. Tom’s experience includes ABA strategies such as PECS, Augmentative Communication Devices (Go-Talk 20), Token Boards, Choice Boards and reinforcement systems, as well as other autism interventions in the classroom.
My family has been blessed with a child with special needs that has forever changed my perspective on raising children. I decided to change my professional endeavors and concentrate on Special Education. I have loved working at Spectrum Academy and also being a member of the CEC (Council for Exceptional Children) and, USEAP (Utah Special Education Advisory Panel); representing Individuals with Disabilities as a parent of a student with disabilities. I have two very special people in my life that began my desire to work with special-needs children. The first is my son Jackson. He was diagnosed with Autism. The second is my nephew Jacob. These wonderful children inspired both my husband and I to return again to school and complete my Degree in Special Education. I am currently employed at Spectrum Academy as an elementary school Principal. Spectrum Academy concentrates on helping students with high functioning Autism and other disabilities.
Jessica Bowman, M.Ed
Jessica Bowman received her M.Ed in Teacher Leadership and her BS in Elementary Education and Moderate and Severe Disabilities from the University of Louisville. Jessica is the Autism and Significant Cognitive Disabilities Specialist at the Utah State Office of Education. Previously, she taught in a special class setting for students with moderate and severe disabilities, including autism in the Louisville, KY area. Jessica’s love in working with children with disabilities began as a child, as she has two brothers who both have autism.
Michelle holds a Bachelor’s Degree in Psychology from California Polytechnic, San Luis Obispo and a Master’s Degree in Human Behavior from National University. She is a Certified Behavior Analyst and completed her Applied Behavior Analysis coursework through Florida Institute of Technology. She has been formally trained in different ABA approaches from clinical based Discrete Trial Training to natural learning based Pivotal Response Training. She has provided training and support to Special Education teachers and classroom aides, and supervised group homes for juvenile sex offenders as well as developmentally delayed children and adolescents.
Dr. TJ Glahn
My professional career has been varied and rewarding both nationally and internationally. Love for being with children, adolescents and adults with Autism started over 30 years ago as a graduate student at the University of California, Santa Barbara (UCSB). This passion has never wavered, just taken diversified paths. It has expanded to include an emphasis for training those persons delivering instruction. Work has led me from being a Psychologist at a California State Hospital, to being a Research Psychologist at UCSB, to developing and conducting research regarding least restrictive living settings known as Teaching Homes, and to then work in the area of early intervention. My most recent professional work is in the areas of developing clinics and preschool settings emphasizing “naturalistic” teaching strategies inclusive of Positive Behavioral Supports (PBS) in both the United States and Canada. I truly believe in the Power of Nature to instruct and influence all persons to learn and explore this great big world, but ever mindful of presenting constant functional learning experiences within a Behavioral framework. Nature promotes self-initiation, exploration and creativity, areas needing additional study in Autism and with those individuals whose lives we impact. This focus on naturalistic teaching first started many years ago for me in Santa Barbara, when I founded a school and research center for persons with Autism and related disorders. As children watch a butterfly or touch a leaf, they learn in a holistic sensory manner to stop-look-learn, thus providing communication & learning opportunities. My work has focused on developing FUN & FUNCTIONAL learning opportunities and strategies utilizing an expanded, contextualized ABA Framework.
Krisanne received her BS in Psychology and her Master’s Degree in occupational therapy from the University of Utah. She currently works as the Student Services Coordinator for Spectrum Academy in North Salt Lake, Utah, collaborating with teachers and providing occupational therapy services to children with a variety of disabilities. She has worked with children with ASD and other disabilities in Texas and Utah, and has worked in clinical, early intervention, home, and education-based settings. She is an adjunct faculty member at the University of Utah and enjoys teaching adults almost as much as kids! She is certified in sensory integration and in the administration/interpretation of the SIPT (Sensory Integration and Praxis Test) and has extensive experience with sensory integration. Her interests include best practices in providing inclusive educational opportunities for children with disabilities. She currently lives in Utah with her husband and children.
Suzanne has worked with adults who are on the Autism Spectrum and those with Learning Disabilities for the past 8 years. She believes that developing problem solving skills and using a
strengths based approach are vital to her clients’ growth. She has co-developed and currently teaches a social skills curriculum that is geared specifically for teens and adults. Suzanne has had the opportunity to present at many national conferences on social skills and transitioning into adult services. Suzanne graduated from Brigham Young University with a B.A. in Political Science and spent 10 years working in various government agencies.
Ryan Hawks, ACMHC, TRS/CTRS
After working for ScenicView Academy for 6 years as a recreation therapist, Ryan was recently hired as a psychotherapist at ScenicView. He earned a bachelor’s degree in Recreation Management from Brigham Young University, and recently finished his master's degree in Mental Health Counseling from University of Phoenix. He has presented at a local, state, and national level on topics such as transition planning, ScenicView’s recreation therapy and social skills programs, and working with individuals with ADHD.
Scott Wood, CMHC Scott graduated from the University of Phoenix with a Master’s degree in Mental Health Counseling. Scott has worked for ScenicView since it opened, and has enjoyed seeing its growth, and seeing the students benefit from the services provided there. Scott also works with the WHY TRY organization as a National Training Consultant helping youth and others develop the social and emotional skills necessary to reach their goals.
Aaron J. Fischer, PhD, BCBA-D, LP
has been working with individuals with autism spectrum disorder (ASD) and their families for over 10 years. He graduated from the University of Miami, where he earned a bachelor’s degree in psychology and worked as a research coordinator at the Center for Autism and Related Disabilities. Dr. Fischer completed his master’s and doctoral degree in school psychology at Louisiana State University. Before arriving at the University of Utah in 2014, he completed his predoctoral internship in clinical psychology at the May Institute in Massachusetts. His internship and graduate work focused on providing evidence-based practice in schools, hospitals, and mental health clinics to children with disabilities and their families. Specifically, Dr. Fischer’s clinical interests concentrate on the assessment and treatment of children and adolescents with ASD, as well a providing support and training to their families. As such, his scholarship is considerably influenced by his applied work in those areas. Currently, Dr. Fischer is an assistant professor of school psychology, an adjunct assistant professor of psychiatry, and director of the UNI HOME interdisciplinary pediatric feeding disorders clinic at the University of Utah. Additionally, Dr. Fischer is a Licensed Psychologist and Board Certified Behavior Analyst. He has experience in the assessment and treatment of problem behavior, as well as the acquisition of adaptive skills, in individuals with ASD and developmental disabilities.
Kristen Wilson, MS, CCC-SLP, BCBA.
Kristen received her Bachelors and Masters degrees from Brigham Young University. She has spent the majority of her career working in Utah, California and Florida as a pediatric Speech-Language Pathologist; with most of her time spent working in the schools, clinics and private settings. She has worked with children from birth to adulthood with varying disabilities and abilities.:) Several years ago, Kristen began a search for information to help her maximize her limited therapy time with preschool children on the spectrum. That search led her to pursue her Board certification in Behavior Analysis, which she obtained through the Florida Institute of Technology. Kristen whole-heartedly believes that ALL children can learn and communicate when you establish a relationship with them and tap into their highest levels of motivation. She now has her "dream job" at Spectrum Academy in Pleasant Grove where she has been working as an SLP and as a BCBA. She has also assisted in oversight and collaboration of the school's Functional Skills program. She has also been trained as an Instructor in Professional Crisis Management and has trained staff members to assist students in crisis. Kristen is now beginning a new adventure as an Assistant Principal. She is excited to be able to broaden her influence as she serves the students, parents and staff of Spectrum.
Sarah Sanders holds a Master’s in Special Education and has been a Board Certified Behavior Analyst since 2008. She co-founded Utah Behavior Services and currently oversees the Central and Southern regions of Utah. She specializes in developing treatment and teaching programs for achieving skill growth and positive behavior change within an applied, home-centered environment. Sarah supervises individuals seeking their own certification, and believes in the efficacy and power of a collaborative team. Her passion is preserving families and preparing individuals for independent living.
Southern Utah Autism Conference 2016
Keynote Speaker-Jared Stewart
Autism -- It Takes a Village!
Autism is a family affair. The symptoms, challenges, and successes do not happen in a vacuum, but the focus has understandably been on the individual with the autism-spectrum disorder. This presentation will briefly review some of the major issues faced by families with a loved one on the spectrum, (including siblings, sleep, long-term care, diet, and even the possibility of marriage and families of their own), and discuss tips for minimizing negative impacts while facilitating optimal outcomes.
Autism and Sexuality-- what we don't know CAN hurt us!
Among all the research and discussion of issues related to Autism Spectrum Disorders, one subject is consistently overlooked: sexuality. And yet, despite the developmental delays associated with ASD, people with autism are still people—with the same hormones, same urges, and same physical development; and who face the same decisions that neurotypicals do. Parents, professionals, and caregivers may find it awkward or unpleasant to address sexual issues, but ignoring the subject is neither helpful nor possible. In this interactive presentation, participants will learn both the critical importance of sexual education and a host of tips for effective teaching and intervention across the lifespan.
Autism and Executive Function-- as easy as PIE (Planning, Initiation, Execution)
Individuals with autism often struggle with what are known as Executive Functions--all of the cognitive processes required for producing and sustaining consciously controlled, intentionally goal-directed behaviors. They have a hard time making decisions, taking action, following through, and exhibiting necessary self-awareness along the way. This presentation will cover the basics of assessing and addressing EF deficits, including some tips on dealing with the anxiety that often complicates the process even further.
Autism and Transition--preparing for the cliffs
In the midst of all the constant interventions and advocacy which characterize autism-spectrum disorders in childhood, it is easy to forget that children with autism grow up to be adults with autism, and that transition must be prepared for. This presentation will cover the TWO autism service "cliffs" and tips to prepare successfully for them.
ACT & Autism: Being Present as a workable way of of achieving psychological flexibility, the most current ABA approach
ACT (Acceptance and Commitment Therapy) is an evidence-based form of Behavior Therapy that was developed in the 1980's (Hayes, S.C, Strosahl, K.D., & Wilson, K.G., 2002), thoroughly defined in the 1990's and has impacted the way in which Behavior Therapy is conducted. One of the central premises associated with ACT rests with the need for parent, caregiver, teacher, and interventionist's need to BE PRESENT when working with the person diagnosed with Autism. Enhancing one's level of awareness to the nuances of the interaction can and will improve the therapeutic relationship and treatment outcome. ACT & Autism will be explored and current work being done in this area will be presented. Attendees will walk away with easy to implement techniques for ensuring Being Present during engagement and learning activities. Additionally, Being Present can facilitate social awareness and reduce social awkwardness. Social exchange exercises will be defined and modeled for immediate application by attendees.
Nature Deficit Disorder & Its Remediation
Teaching outside with ease can be both simple and necessary to combat technologies' downside. Our children with autism are learning to learn from screens better than from other experiences. Teaching the BIG PICTURE and learning TO LOOK UP will teach viable ways to reduce the individual's isolation and facilitate inclusion; inclusion in our natural world. As Temple Grandin said last year at an Arizona conference, "It is time to get out of the basement"...and might I add, into the outdoors.
Nature-Based Play Area & Landscapes
Spaces for fostering exploration, calming, reviving and creativity are needed. We will discuss needs, options and then create a PLACE OF NATURAL VALUE for all to share together. This need not be costly, but it does take thought to clarify the mission and collaboration for its creation and sustainability..........a nature space will become possible for all to create. Its value can be overwhelming for the joy it brings and the receptiveness to learn through self-directed exploration.
Audience-Concerned Citizens for all levels
"FUN & FUNCTIONAL Learning" In The Classroom
Incorporating naturalistic teaching as an ABA driven approach. Naturalistic Teaching has been listed in connection with incidental teaching and PRT. Let's learn how to successfully balance all ABA procedures to create a more contextual classroom including the designing of curriculum. The result can be enhanced learning for the student with autism and related disorders as well as a more fluid instructional setting that flows evenly between Discrete Trial (DTT) and Naturalistic Teaching (NT).
Audience-Teachers, Parents, intermediate to advanced level
Sensory vs. Behavior
Sensory Integration and Behavior management strategies will be compared and contrasted. Participants will learn how to combine the approaches, and also when they should use a sensory-based approach vs. a behavior remediation approach. Information will be presented about how to identify the purpose of a "behavior".
Audience-pre-K to adolescents
Sensory Integration Strategies in the Classroom
Participants will learn practical, hands-on strategies for addressing sensory-based behaviors in the classroom. Strategies will include environmental modifications, individual treatment strategies, and group (classroom management) techniques.
Sensory Integration Theory
Participants will learn about the background and research base supporting Sensory Integration treatment. Treatment strategies will not be discussed in this session. Participants will learn to identify common signs of sensory processing differences, and will evaluate the research behind commonly used sensory strategies.
Handwriting: Best Practice
Participants will evaluate the research base regarding handwriting instruction in order to determine evidence-based teaching methods/strategies. Participants will learn how a child's handwriting skills affect reading, math, and composition abilities. Specific programs will be discussed, including Handwriting Without Tears, Zaner-Bloser, and others. In addition, common methods for handwriting instruction will be discussed, in order to allow professionals to determine the most effective instructional methods for their classrooms.
Audience-pre-K to 6th grade
Seen and Unseen
One of the most challenging aspects about relationships is learning how to appropriately respond to what we cannot see in ourselves—our thoughts and feelings; and what we cannot see in others—their thoughts and feelings. In addition to these components, we are all part of a continuous chain of events that are all connected. This means an experience I have may influence the next experience I have even though the two may be completely disconnected and unrelated. In other words, my interactions with others will be influenced by unseen thoughts, emotions, and previous experiences of myself and those I am interacting with. Pretty complicated stuff!
The intent of this presentation is to help make sense of some of the unseen aspects that influence our interactions in preparation for focusing on the ‘seen’ parts of interactions—what we say and do.
Audience-Parents and Educators
Our interactions with others are like a major highway system
Human interaction is very complex. Our day-to-day interactions with others are made up of thoughts, feelings, experiences, body-language, and of course, words. There are unspoken social norms and rules we expect each other to abide by, and not following such rules can lead to awkwardness, embarrassment, even pain. But as we learn how to navigate interactions with others, it can become a meaningful way to get our needs met.
Our interactions with others are like a major highway system. There are rules to follow, signs to guide us, and if done right, we not only get where we need to go, we may enjoy our time driving. Just like in social interactions, there will be bumps in the road, maybe even major car crashes when we misread a sign or a cue, or don’t follow the rules of the road.
A person who is first learning to drive is going to feel extremely intimidated by the fast hustle and bustle of a freeway covered with various lines, signs, and speeding drivers. That is why a beginning driver starts on safe, simple roads until they become comfortable. Then they can venture into faster, more complicated territory. This lesson is set up the same way. Here, participants will begin to learn about the basics of how to connect with others through conversations. As the presentation progresses, it is much like gradually going from a single lane road to a major highway wherein we will teach students different rules and signs to help them have social success.
Utah Autism Data
This session will look at SAGE/DLM and early literacy assessment scores for students with autism statewide. We will also look at least restrictive environment data, and discuss possible implications and next steps according to the data.
ABA for the SLP
How speech language pathologists can apply the principles of ABA to their sessions and supervision.
Making Life Easier
Using the principles of ABA at home. Teaching parents to use scientifically based principles easily in the home (routines, schedules, etc.) to make each day easier.
Audience-Parents and Educators
Building Up instead of Melting Down
How to use ABA and communication strategies to enhance student/child learning, reduce frustration, increase communication and keep from having meltdowns.
Supporting Students in the Classroom
Many general education teachers have had limited training on how to support students with autism in the classroom. Despite working with a special education teacher, resources and support may be inconsistent. This presentation will offer several quick, low-cost, and easy-to-implement strategies for supporting a student with and without autism in the inclusive classroom. Strategies include areas such as instruction, measuring mastery, sensory integration, social skills instruction, and more.
Social Skills Programs
Social skills instruction has proven to be a critical component when programming for a student with autism. This presentation will review the most recent research regarding autism, social skills, and the long-term effects for individuals as they transition into adulthood. Strategies for how to develop a solid program with emphasis on social skills instruction through adulthood will be presented.
Treating and Identifying Mental Health Conditions
Co-occurring mental health conditions associated with Autism Spectrum Disorder, how to identify them and treat them.
Strengthening and Developing Relationships
“A child whose behavior pushes you away is a child who needs connection before anything else”,
Children with autism typically experience a range of behaviors and emotions that can push others away at home and school, and their relationships with parents, teachers, and peers can often be strained. Children with autism can sometime have stressful interactions with their parents or teachers that make it difficult for them to establish and maintain strong relationships. This lack of a strong relationship in their lives can lead to difficulties at school and at home and can display lower levels of academic achievement and motivation.
Having my own son with autism, and working with countless children who have autism and other disabilities over the past eight years, has helped me to realize that the foundation for working with difficult behaviors needs to be founded on a good relationship.
Building a relationship with someone who is trying to push you away however is not easy. Knowing when and how to approach a child (or teenager) who is exhibiting a difficult behavior is not magic, it is a skill like anything else. Understanding and developing these skills can help build relationships with not only children with autism but can be used with anyone that you interact with.
Putting the students’ emotional needs first is critical. Without feeling safe and listened to, no instructional strategies will be effective. If we build strong relationships in the classroom and at home, children will feel valued, safe, and real learning can occur.
There are certain skills that can help those working with children (and teenagers) with autism understand what to do and not do, how to approach the child, and how to stay calm in stressful situations. I would love to have the opportunity to share the skills that I have learned over the years to help others learn to strengthen and develop relationships with our wonderful children who have autism.
Your Son has Autism
I remember the day. Sitting in a doctor's office with my husband hearing the results. "Your son has Autism Spectrum Disorder." I remember the feelings of relief, yes relief. Something was obviously different about our fourth child, but until that day, all we had was fear. Now we had a name, and a starting point. We chose to accept this news as an opportunity and that has made all of the difference."
If you have recently learned that your child has or might have a developmental disorder, or even if you have been living with this special situation for some time. You worry about what comes next. You may be unsure about how to best help your child, how to keep your family together.
A diagnosis of developmental disorder affects every member of the family in different ways. There are times when the demands of living with a special needs child can be great, and families frequently experience high levels of stress. Developing coping skills can make a monumental difference to all involved, including parents, siblings, grandparents, extended family, and friends. The proverbial "silver lining" is real; the quicker that you find it the quicker the opportunities present themselves.
Each child with autism is unique which makes the experience of living with autism different for each family. But there are some consistent themes or issues that most families, and those that work with those with autism, will want to be aware of to be able to provide the best support to the individual and to their family members. While it is true that autism is not something a person simply "grows out of," there are many skills that can help families learn to cope with a wide variety of challenges. With the right skills in place, and a lot of love and support, your child and family can learn, grow, and thrive.
These coping skills will help to equip families with some of the basic tools they may need to provide the best outcomes for their loved ones on the autism spectrum. Application of these coping skills moves a family and a classroom out of "surviving" and into enjoying the rewarding challenges that lie ahead.
Audience-Teachers, Parents, administrators, all grade levels
Go back to when you were a student for a minute and imagine that learning in that school setting is not happening easily. Maybe there is a lot going on in that classroom, maybe there are noises or lights that are making it difficult for you to concentrate, or maybe the teachers lesson pace is so fast that you can’t process all of the information. The school environment can be difficult for any student but for students with autism who are struggling to make meaning of their educational experience it can be detrimental.
There are certain tips that can help teachers, paraprofessionals, related service providers and Special Education administrators that work with students in an autism classroom or self-contained special education classroom. Tips such as how to implement schedules and reward systems and how to differentiate. How to set up the classroom for sensory and processing needs and many more.
Schools need to provide a welcoming environment for students with autism and other special education students. Setting up the classroom environment helps so that effective classroom strategies can then be successfully implemented. There are tactics to consider when building a learning environment.
Audience-Teachers, parents, administrators, all grade levels
Ryan Hawks and Scott Wood, LCSW.
The Bridges We Call Relationships: 10 Activities to Improve Family Bonds and Social Interactions
Why is it that as parents we sometimes feel as if we are standing on one side of a canyon and our child is standing on the other? We can see and feel the need to build some sort of bridge, but are not sure how to or what the bridge should look like. This session will help identify tools you already possess, as well as additional skills necessary to build those bridges – and strengthen those already established. Presenters will focus on 10 hands-on activities you can use with your family to help strengthen family bonds, enhance your child’s ability to make friends and generally improve interpersonal relationships.
Audience-Parents and Educators
Token Boards and Reinforcement Systems That Work!
This presentation will include ABA skills that work and can be generalized in most settings. The participants will learn how to establish a strong reinforcement system in the classroom/home. They will learn how to identify which reinforcers will be most motivating to their student. Learn how to effectively reward children based upon the type of response (verbal/nonverbal) the child gives.
Learn how data collection is used to identify trends in behavior. By analyzing accurate behavioral data, progress or regression patterns can be identified and reinforcements can be adjusted according to need. New behavioral patterns can also be targeted through behavioral data collection. Learn how to confidentially account for target behaviors, on your white board and individual rewards systems.
Audience-K-5 Severe/Mild Moderate Teachers, Pathologists, Behavioral Therapists, Autism Teachers, Special Education Directors, principals and parents
Uh-Oh! Transition Times and Meltdowns.
This presentation includes personal experiences in applying behavioral analysis to trigger behaviors and meltdowns. Ways to identify and modify these behaviors before they escalate will be discussed. Explanation of the function and support of the behaviors will also be reviewed. Discuss ways to use ABA skills to devise a plan to manage meltdowns throughout the day with behavioral analysis techniques and the application of positive reinforcement systems.
Audience-K-5 Severe/Mild Moderate Teachers, Pathologists, Behavioral Therapists, Autism Teachers, Special Education Directors, principals and parent
Nicole Stevens, LMFT, BCBA
Partnering with teens for success!
Strategies and techniques for involving teens in successful interventions and developing prosocial behaviors. Bring your real-life examples - time will be spent applying principles to your specific scenarios.
Audience-Teachers and Parents
Sarah Sanders, M.Ed., BCBA & Michelle Nadalsky, M.A., BCBA
How the Autism Mandate Law impacts your students and classrooms
Teachers and parents will be provided with an overview of EIBI (Early Intensive Behavioral Intervention) and the specific early learner skills that are targeted, as well as a discussion of why and how this should have an impact on the students and classrooms they attend, and what that impact might look like.
Audience-Teachers and Parents
Dr. Aaron Fischer
Problem-Solving Behavior Needs Using Telepresence Robots
Typically, school and parent consultation (e.g., conjoint behavioral consultation) is conducted face-to-face; however, the application of videoconferencing, through mobile telepresence robots, offers a potentially viable alternative to conduct the consultative process, especially for teachers and parents in rural areas. Furthermore, the use of mobile robotic telepresence within the consultative framework may further the utility of videoconferencing by increasing efficiency and utility, and facilitate mobility of the remotely located consultant.
Audience-Elem and Secondary
Increase Student Compliance Using Telepresense Robots
Compliance to teacher requests/demands are an integral aspect of classroom management (Bertsch et al., 2009). Student compliance facilitates appropriate classroom behavior (Thompson & Webber, 2010) and reduces the occurrence of disruptive behavior (Killu et al., 1998). Interventions with components targeting specific behavior functions are effective at reducing problem behaviors that would continue to worsen without treatment (Wacker et al., 2013). The current study evaluated the use of telepresence robotics to consult with and coach teachers and paraprofessionals to implement behavior intervention plans (BIP) developed to increase student compliance. A concurrent multiple baseline design across students and classrooms was conducted using a three-step prompting procedure to increase student compliance. Through teleconsultation, consultants were able to develop BIPs and coach teachers and paraprofessionals to implement a three-step prompting and provide performance feedback to ensure treatment integrity. The results of this study indicate that teleconsultation through telepresence robotics is an effective modality to consult with and coach teachers and paraprofessionals to implement three-step prompting with high levels of treatment integrity, and improve student compliance.
Saturday, April 23, 2016
Canyon View High School, Cedar City, UT
Southwest Educational Development Center (SEDC) and the Utah State Office of Education (USOE) are pleased to announce the date of this year’s Autism Conference to be held at Canyon View High School in Cedar City, Utah on April 23, 2016. This conference has provided much needed information, education, collaboration and networking opportunities to parents, educators and professionals for over twelve years.
Our Keynote speaker will be Jared Stewart, M.Ed., who was named the 2011 Educator of the Year by the National Association of Private Special Education Centers (NAPSEC). After graduating Magna Cum Laude from BYU he has spent the past decade working with adults with autism, and 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.
There will be over thirty sessions to choose from, all taught by experts in the field on topics such as Sensory Integration, Applied Behavior, Social Skills, Token Economies and much more!
A light breakfast will be served at 8:30, with the Conference starting at 9:00. Lunch will be served at 12:15 and sessions will continue until 3:15.