OCALICON Program 2016

2016 November 16 – 18, 2016 Columbus, Ohio

What will their futures hold?

The Learning Spectrum’s educational and therapeutic programs prepare children on the autism spectrum for a smooth transition from preschool to grade school, and then on to high school. Since it’s a smaller setting tailored to the individualized needs of students, TLS is a perfect alternative for children who are overwhelmed or distracted by large schools or classrooms. We strive to prepare students for a future beyond our doors.

OUR MISSION: “To serve, with excellence, special children with special needs in their natural environment. To educate the whole child through a multi-disciplinary approach that meets each child’s individual needs and facilitates the highest level of success.”

CENTRAL 125 DILLMONT DR., COLUMBUS 614-844-5433 SUNBURY 36 HARRISON ST., SUITE D 740-936-5022 NEWARK 1935 TAMARACK RD. 740-281-0643 CANAL WINCHESTER 122 WASHINGTON ST., SUITE 401 614-834-1114

614-844-5433

thelearningspectrum.com

OCALI THANKS THE FOLLOWING SPONSORS FOR THEIR GENEROUS SUPPORT OF OCALICON 2016.

THE OUTREACH CENTER for Deafness and Blindness

Office for Exceptional Children

INTRODUCING TWO NEW THE OUTREACH CENTER for Deafness and Blindness

www.DeafAndBlindOutreach.org We work to increase access and equity for students, families, and communities through connections, resources, and supports. Building relationships, sharing resources, and reaching the community is instrumental as we strive to support students where they are, with what they need, when they need it – to learn, grow, and experience the good life.

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In partnership with the Ohio Department of Education, Office for Exceptional Children (OEC)

CENTERS POWERED BY OCALI

www.ATAEM.org The AT & AEM Center is a centralized, responsive resource center that empowers individuals with disabilities by providing accessible educational materials, access to assistive technologies and highly specialized technical assistance and professional development support..

CONTINUE THE Office for Exceptional Children

DISCUSSION – #OCALICON2016

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CONFERENCE SESSION REVIEWERS GENERAL INFORMATION Shawna Benson

Teaching Diverse Learners Center at OCALI

Amy Bixler Coffin

Donna Owens

Family Center at OCALI

Trisha Page

Autism Center at OCALI

North Dakota Department of Human Services Autism Services Division

Jennifer Bogin

Robert Pennington

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WELCOME

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GENERAL CONFERENCE INFO

Admissions, hotel info, evals, and more

Center for Human Development

University of Louisville

Heather Bridgman

Chris Robinson

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CONFERENCE SESSIONS

Myra Beth Bundy

Jan Rogers

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EXHIBIT HALL FEATURES

16

MAPS

19

CEUS/GRAD CREDIT

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EVENTS AT-A-GLANCE

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2016 OCALI AWARDS

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OHIO SUMMIT ON SENSORY DISABILITIES

AT & AEM Center at OCALI Eastern Kentucky University

Brooke Carson

Butler County Board of DD

AT & AEM Center at OCALI

Ron Rogers

Colorado Department of Education

UDL Center at OCALI

Tami Childs

Deborah Rooks-Ellis

Minnesota Autism Project

Aimee Craig

Belmont County Board of DD

Christine Croyle

University of Maine Autism Institute for Education and Research

Denise Rozell

Easter Seals

The Outreach Center for Deafness and Blindness

Tracy Samanich

Diane Dodson

Denise Sawan Caruso

Licking County Board of DD

Peter Doehring

ASD Roadmap

Christina Even

New Albany Elementary School

Carol Schall

Virginia Commonwealth University

Elizabeth Senften

Akron Public Schools

Chris Filler

Julie Short

Barb Gentille Green

Sheila Smith

State Support Team Region 7

Kathrine Gingerich Geauga County ESC

Heather Herbster

Autism Center at OCALI OCALI

Katie Sochor

Jill Hudson

Stephanie Sokolosky

Dublin City Schools

Office for Policy, Strategic Initiatives, & Stakeholder Engagement at OCALI

Texas Council on Autism and PDD

Debbie Irish

Minnesota Department of Education

Julie Knapp

Autism Center at OCALI

Knapp Center for Childhood Development

Paul LaCava

Rhode Island College

Lori Lowe

Ross Pike ESC

Wendy Szakacs

Bethany Newsome

Chillicothe City Schools

Margaret Oliver

Akron Public Schools

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WEDNESDAY SESSIONS Descriptions and locations

THURSDAY THURSDAY AT-A-GLANCE

Wendy Trotter

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THURSDAY SESSIONS

Iowa Department of Education

Descriptions and locations

Sondra Williams

State Support Team Region 9

PATINS Project

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38

Knows Autism

Jeff McCormick Daniel McNulty

WEDNESDAY AT-A-GLANCE

Jim Taylor

Autistic Global Initiative Self Advocate

UDL Center at OCALI

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Maci Spica

Laura Maddox-Bechard

Early Childhood Center at OCALI

WEDNESDAY

Brenda Smith Myles

Office for Policy, Strategic Initiatives, & Stakeholder Engagement at OCALI

The Outreach Center for Deafness and Blindness

Geneva Centre for Autism

Columbus and convention center

Autism Center at OCALI

Warren County ESC Lifespan Transitions Center at OCALI

Breakdown of session types

Christine Wnoroski

FRIDAY

Courtney Yantes

Early Childhood Center at OCALI

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FRIDAY AT-A-GLANCE

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FRIDAY SESSIONS

Barb Yavorcik

Parent

Descriptions and locations

Table of contents

OCALI ADVISORY BOARD EXHIBITORS 62

EXHIBIT HALL MAP

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EXHIBITORS LIST

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EXHIBITOR DESCRIPTIONS

Chair

Reginald Fields Ohio State Medical Association

Richard Cowan

Wendy Stoica

Michelle DePolo

Yolanda Talley

Kent State University

PRESENTERS 74 90

PRESENTER BIOS PRESENTER INDEX

KidsLink Neurobehavioral Center

Jocelyn Geib

KidsLink Neurobehavioral Center

Ohio Department of Education Ohio Department of Medicaid

Sarah Walker

State Support Team Region 2

Sondra Williams

Aimee Gilman

Autistic Global Initiative Self Advocate

BJ Henry

Autism Transition Coach and Consultant

Siegel, Agins, & Gilman, LLC Parent

Washington County Board of Developmental Disabilities

Matthew Wilson

Jacqueline Wynn

Sharon Knotek

Nationwide Children’s Center for Autism

Mary Murray

Parent

Geauga County ESC Bowling Green State University

Barb Yavorcik

Ginger O’Connor

Washington County Board of Developmental Disabilities

EMERITUS

Jan Osborn

Jon Peterson

Putnam County ESC

Chloe Rothschild

Young Leader, AGI Self Advocate

Scott Short

HOPE Intervention West Virginia Autism Transparency Center Parent

Jerod Smalley NBC 4 Columbus Parent

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W HAT’S H A PPE N IN G WELCOME TO OCALICON 2016 Happy Anniversary!

This is our 10th conference. Thank you for joining us. We’ve seen a lot of growth and changes over the years – from the very name of the event to its focus and offerings to the single most important element: you, the participant. Together, we have carved out several days each November to reflect on our current work and share ideas, practices, and strategies for improving the outcomes and opportunities for individuals with autism and low-incidence disabilities.

We’re especially pleased this year to debut, in partnership with the Ohio Department of Education, Office for Exceptional Children, two new centers at OCALI that will augment our services and offerings to provide support for individuals with sensory disabilities. The Outreach Center for Blindness and Deafness seeks to increase access and equity for students with blindness, visual impairment, deafness, and hearing impairment and their families.

The Assistive Technology & Accessible Educational Materials (AT & AEM) Center empowers individuals with disabilities by providing accessible educational materials, access to assistive technologies, and highly specialized technical assistance and professional development support.

Stop by their booth in the exhibit hall to meet the staff and check out our resources and offerings. All of our centers look forward to connecting with you, learning more about your interests and passions, and charting a course together that helps those we serve grow, thrive, and achieve.

Thank you again for being here to celebrate with us. Here’s to our next 10 years together.

Shawn A. Henry OCALI Executive Director OCALI

Lifespan Transitions Center

The Outreach Center for Deafness

Shawn Henry Sheila Smith Jen Bavry Kim Finnerty Jennifer Pollina Casey O’Mara Nathan Ticknor

Chris Filler Sue Beck Madeline Rosenshein

and Blindness

Office for Policy, Strategic Initiatives & Stakeholder Engagement Melissa Bacon Brenda Smith Myles Jill Hudson

Family Center Donna Owens Jody Fisher Melody Painter Autism Certification Center Carly McVey Kelli Yeagley

Autism Center

Early Childhood Center

Amy Bixler Coffin Patt Krug Denise Sawan Caruso Julie Short Wendy Szakacs

Laura Maddox-Bechard Laura Sfikas Courtney Yantes

Teaching Diverse Learners Center Shawna Benson Tamara Clinkscales Universal Design for Learning Center Jeff McCormick Ron Rogers

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Integrated Systems Team Mark Garrett Larry Sexton Mike Seemueler Simon Buehrer Kyle Knapp Hal Hixson Nicole LaGrasso Wouter Steegers

Christine Croyle Jennifer Catlin Jennifer Govender Kelli Henery Heather Herbster Brad Pritts Julie Stewart Mackenzie Workman AT & AEM Center Jan Rogers Julie Pashovich Vicki Knisely Heather Bridgman Kelly Houston Paula Mauro Lisa Modena Katie Robinson Judy Siens Contact Us 470 Glenmont Ave. Columbus, OH 43214 614.410.0321 phone | 614.262.1070 fax www.ocalicon.org | #ocalicon2016

SP EC IA L FE ATU R E S

OCALI CENTRAL Connect with OCALI on-site in OCALI Central – located in the Exhibit Hall. We’ve created a hospitality area where you can catch up on our latest doings and offerings, chat with OCALI staff, and learn how our programs and opportunities can support your ongoing efforts and work.

This year we’re especially excited to share with you our two new centers – The Outreach Center for Deafness and Blindness, and the Assistive Technology & Accessible Educational Materials (AT & AEM) Center. Meet the staff and learn more about our programs, offerings, and partnerships. ASD Strategies in Action also makes a return to OCALI Central. Learn how this innovative program is being utilized across the nation.

While you’re visiting OCALI Central, check out the multitude of resources available in the OCALI Lending Library.

Don’t miss the meet and greet with keynotes Zach Anner and Kathleen Quill on Wednesday and Thursday, respectively.

And don’t forget the Door Prize and Scavenger Hunt drawings for your chance to win some great prizes!

THE OUTREACH CENTER for Deafness and Blindness The Outreach Center for Deafness and Blindness works to build community capacity for services and education across Ohio.

Our core service areas are designed to provide support where it is needed: •

Family Engagement

•

Assessment

•

Literacy

•

Transition

•

Professional Development

Stop by to find out more about our services and offerings, and learn how they can benefit your family, school or organization!

ASD STRATEGIES IN ACTION Immediately adjacent to OCALI Central you’ll find the Autism Certification Center at OCALI. Stop by to experience the groundbreaking online video training program for everyone who interacts with individuals with ASD. ASD Strategies in Action provides practical information and skills demonstrated with real-life examples filmed in a variety of settings.

Finally, don’t forget to:

Grab a cup of coffee (on us).

The AT & AEM Center is a centralized, responsive resource center that empowers individuals with disabilities by providing accessible educational materials, access to assistive technologies and highly specialized technical assistance and professional development support.

Learn about the free Ohio Lending Library of assistive technology and the AT & AEM Center Clearinghouse collection of audio, braille, digital, and large print textbooks and educational aids.

Document your experience in the conference photo booth.

2016

Take a piece of OCALICON 2016 with you. Long sleeve comfy t-shirts are only $20.

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G E N E R A L CO N FE R E N CE IN FOR MAT IO N ADMISSIONS & CONFERENCE BADGES Admission to conference sessions and features is limited to registered conference attendees. Registered conference attendees receive an official conference badge, which serves as the “admission ticket” for gaining access to session rooms and featured areas.

All participants are required to wear a conference badge at all times while attending OCALICON 2016.

Lost or misplaced badges may be replaced at the Registration Area. There is a $25 charge to reprint a lost or misplaced badge.

CONFERENCE HOTELS Hampton Inn and Suites 501 N. High Street | 614.559.2000 Hilton Columbus Downtown 401 N. High Street | 614.384.8600 Hyatt Regency Columbus 350 N. High Street | 614.463.1234 Crowne Plaza – Columbus Downtown 33 E. Nationwide Blvd. | 614.461.4100

LUNCH ON YOUR OWN Lunch is on your own and available from food stations located inside the exhibit hall, the Food Court, and shops located at the south end of the convention center. There are also a variety of restaurants, as well as the North Market food court, across the street and in the immediate area surrounding the convention center. A map of options is on p.16.

Red Roof Inn Columbus Downtown 111 E. Nationwide Blvd. | 614.224.6539 Courtyard Columbus Downtown 35 West Spring St. | 757.428.1711

RECYCLING LOST AND FOUND The Lost and Found is located at the Registration Area.

Items not retrieved by the close of the conference will be turned over to convention center security (614.827.2547).

INTERNET Free basic WiFi is available in the main concourse and meeting rooms.

OCALI is committed to creating environmentallyfriendly educational events. Please join us in these ongoing efforts to reuse materials and reduce consumption and waste. Recycling receptacles for office paper, glass, plastic, and aluminum cans are available throughout the convention center.

Name badges may be recycled at the Registration Area before leaving the convention center. In an effort to reduce paper waste, OCALI seeks to minimize the distribution of paper copies and presenter handouts.

Presenters are encouraged to upload electronic copies of handouts and session documents which attendees can access through the online Session Sorter. New for 2016 – Online session and conference evaluations are now available.

This program is printed on FSC-certified paper.

SESSION SORTER SESSION SORTER Access the mobile-friendly OCALICON 2016 program through your smart phone or tablet computer.

KEEP THE CONVERSATION GOING!

You can build your own schedule, download handouts, and complete session evaluations! www.conference.ocali.org/session-sorter

Twitter: @ohioautism

Join us on social media: Facebook: OCALI Instagram: the_ocali Use the hashtag #ocalicon2016

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C O NFERENC E SE SSI ONS Over 175 sessions will be offered over the three days of OCALICON 2016, providing numerous opportunities to discover new ideas while furthering your knowledge and understanding. OCALICON offers a variety of session types designed to be engaging, innovative, scholarly, interactive, visual, and applicable to all kinds of learners in all kinds of settings.

KEYNOTE SESSIONS

HANDS-ON INTERACTIVE SESSIONS

Inspirational opening general sessions presented by nationally recognized leaders and speakers. Designed to start your day with thought-provoking, intriguing, and stimulating content based on years of research and reallife experiences.

An exploration and manipulation of technology, materials, and/or resources. These sessions encourage audience participation and engagement with concepts, ideas, role plays, and implementation strategies to better understand and make practical application of session content.

Note: The Keynote sessions take place on the main stage inside Hall E. LECTURE SESSIONS Classroom-style instructional sessions conducted by organization, school, state, and national leaders.

PANEL SESSIONS An interactive group of presenters who share ideas, viewpoints, and experiences on key topics and issues.

Panel sessions are designed to cultivate increased understanding and advance knowledge on a particular subject through the sharing of different perspectives.

Questions and comments from the audience are welcome and encouraged.

FACILITATED DISCUSSION SESSIONS A dynamic forum to engage the audience in sharing their thoughts, ideas, strategies, and perspectives.

A facilitated discussion differs from a panel session in that the presenters briefly introduce a topic then actively engage the audience in a lively and emerging exchange of viewpoints and ideas.

RESEARCH SYMPOSIUM POSTER SESSIONS Visual displays of innovative content, data, and/or findings presented by representatives from a variety of universities, programs, and agencies. The Research Symposium allows attendees to see and review topics at their leisure, and provides an opportunity to engage presenters in one-on-one discussions from 11:30 am - 12:30 pm, on Wednesday and Thursday.

LEARNING LAB SESSIONS A hands-on technology-based environment for discovering and practicing new skills and techniques with a variety of software and technology products.

The Learning Lab consists of an online computer lab facilitated by content experts. An overview of tools and resources will be accompanied by active demonstrations where participants get to explore and practice what they learn as they go.

Note: The Learning Lab is located in E151 on Thursday and Friday.

EXHIBITOR SESSIONS Presenters from leading companies and organizations showcase products and services, and engage in a question-and-answer exchange with participants.

THE THINK TANK – NEW LOCATION FOR 2016 The Think Tank is an area set aside on the exhibit hall floor to encourage your continued conversation, debriefing, brainstorming, and discussion of ideas, application, and implementation strategies. Equipped with flip charts, markers, Post-it ® notes, and other supplies, take advantage of the Think Tank to engage with other participants in stimulating and thought-generating discussion before you leave OCALICON 2016.

Note: The Think Tank is located in Hall E.

Note: The Research Symposium is located inside Hall E. SESSION ATTENDANCE

SESSION UPDATES AND CHANGES Last-minute changes and cancellations are sent out via Twitter (@ohioautism), posted in the Registration Area and on the cancelled session’s room sign.

CONTINUE THE DISCUSSION – #OCALICON2016

All sessions are available on a first-come, first-served basis. Please plan accordingly and arrive 10-15 minutes prior to the session start time to reserve a seat. When room capacity has been reached, sessions will be closed due to fire code regulations. Thank you for your cooperation and understanding.

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E XH IB IT H A L L FE ATUR E S CONFERENCE EXHIBITORS

FAMILY CORNER

Conference exhibitors include leading companies and organizations who demonstrate, showcase, and sell the latest products, services and assistive technology in support of ASD, sensory disabilities, lowincidence disabilities and related areas.

Be sure to schedule several hours in the exhibit hall to discover and learn more about their resources and solutions. The exhibit hall is open Wednesday 9:00 am – 6:00 pm and Thursday 9:00 am – 3:00 pm. Thirty-minute breaks between sessions and an extended lunch break provide multiple opportunities for meeting with exhibitors. Energy Breaks are held each afternoon from 2:00 – 2:45 pm in the exhibit hall. Live music, snacks, and more will help give everyone a mid-day boost.

The Autism Society of Ohio presents Family Corner, an informal meeting and collaboration area designed by families for families. Family Corner allows families of individuals with disabilities a chance to connect with one another and share ideas, tips, and suggestions on the latest resources and information.

ENERGY BREAK Recharge your afternoons during the mid-day break in the exhibit hall. Grab a snack and beverage, visit with exhibitors, and much more! The Energy Break is 2:00 – 2:45 pm on both Wednesday and Thursday.

THE OUTREACH CENTER for Deafness and Blindness

GALLERY BY OCALI A showcase of original artwork by individuals with disabilities. OCALI is pleased to present artwork from VSA Ohio’s Accessible Expressions Ohio (AEO) 2016 Exhibit and Tour, Hattie’s Creative Arts, and the ESC of Central Ohio Ventures/Arts Academy.

Sponsored by

CHILL ZONE

RESEARCH SYMPOSIUM

Do you need to get away from the excitement and bustle of OCALICON? Need some space to sit quietly for a few minutes?

Enjoy a time out from the conference commotion and conversation for a short time by visiting the Chill Zone in the back of the exhibit hall near the Family Corner.

The Research Symposium allows you to see and review topics at your leisure and also provides an opportunity for one-on-one discussion with researchers. Research is presented by representatives from a variety of universities, programs, and agencies.

Check out the Research Symposium as early as 7:00 am on Wednesday and Thursday.

Presenters will be with their posters from 11:30 am – 12:30 pm both days.

DOOR PRIZES Register for your chance to win great door prizes generously donated by LearnTools, RoboKind, Timocco, Columbus Crew SC, and more. The door prize drawing occurs on Wednesday at 2:30 pm in OCALI Central and Friday at 12:45 pm. Need not be present to win, but it’s more fun if you’re there.

NETWORKING NODES We’ve added extra tables and chairs and carved out some meeting space on the exhibit hall floor. Take advantage of these areas to mingle with fellow attendees and continue your conversations and networking.

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Sponsored by

OCALI LENDING LIBRARY The OCALI Lending Library is a free service for Ohio educators, therapists, parents, and other individuals. Items in the lending library include books, DVDs, assistive technology devices, assessment tools, and other media. Free materials shipping and pickup anywhere in Ohio. The Lending Library is located inside OCALI Central.

EXHIBIT HALL FE ATU R E S OCALI CENTRAL Connect with OCALI and learn how our programs and services can support your ongoing efforts and endeavors. OCALI staff will be on hand throughout the conference to answer your questions and help you find information, resources, and solutions to your concerns and challenges. Join us for an informal chat on the issues that matter most to you. Grab a cup of coffee, browse holdings from the Lending Library, take a selfie in the photo booth, buy a conference t-shirt, or just hang out for awhile.

THINK TANK The Think Tank is a space set aside to encourage your continued conversation, debriefing, brainstorming, and discussion of ideas, application, and implementation strategies. Equipped with flip charts, markers, Post-it® notes, and other supplies, take advantage of the Think Tank to engage with other participants in stimulating and thoughtgenerating discussion before you leave OCALICON 2016.

THE OUTREACH CENTER for Deafness and Blindness

We are excited to officially launch two new centers in partnership with the Ohio Department of Education, Office for Exceptional Children (OEC); The Outreach Center for Deafness and Blindness (The Outreach Center), and the Assistive Technology and Accessible Educational Materials Center (AT & AEM).

The Outreach Center and the AT & AEM Center, powered

by OCALI’s technology infrastructure – an integrated systems team – have the continued ability to get the right knowledge, to the right people, at the right time.

Combined with the regional supports it will ensure that knowledge and resources are available to local education agencies (LEAs) as well as families and communities.

Office for Exceptional Children

KEYNOTE MEET AND GREET Meet keynote Zach Anner and Kathleen Quill. Stop by the keynote meet and greet area immediately after the keynote sessions on Wednesday and Thursday.

Note: The Think Tank is located in Hall E. SCAVENGER HUNT You received a game card in your conference tote bag. Visit exhibitors on the card to learn about their great products and services, then have them mark your card.

Once you collect a minimum of 20 special marks, turn it in at OCALI Central for your chance to win prizes including an Amazon Echo, FitBit, or complimentary registration to OCALICON 2017.

Cards must be submitted by 2:15 pm, Thursday, November 17.

The drawing will be held at 2:30 pm.

The Autism Certification Center at OCALI has created a groundbreaking online video training program that will provide practical information and skills, demonstrated with real-life examples in a variety of settings, for those who interact with individuals with ASD. ASD Strategies in Action is a mobile-friendly, video training program that gives families and service providers tools to ensure they are equipped to effectively care for, support, educate, employ, or work with individuals on the autism spectrum from early childhood to young adulthood.

Visit with OCALI staff to find out more about this unique training program.

hio

CONTINUE THE DISCUSSION – #OCALICON2016

Department of Developmental Disabilities

hio

Department of Education

Governor’s Office of Health Transformation

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S P EC IA L F E AT UR E S EVALUATIONS New for 2016! Session evaluations and the overall conference evaluation are now available online! conference.ocali.org/evaluation Prefer a paper evaluation? No worries. Each session room will have paper evaluations on hand. Ask one of the volunteers in the orange shirts if you need assistance.

Overall conference evaluations are available at the Registration area, Accessibility area, and OCALI Central.

Ask an OCALI staff member if you need assistance.

ACCESSIBILITY DESK New for 2016! The Accessibility Desk helps promote full participation by all OCALICON participants. Centrally located in the main concourse, just south of the doors to the exhibit hall on the east wall, the Accessibility Desk provides information and resources to help you get the most out of your OCALICON experience. While many requests were received through the registration process, we may be able to provide additional on-site accommodations including accessible formats, facility orientation, maps, ASL interpreters, motorized scooters, and wheelchairs. Stop by any time during the conference if you have a question or need some assistance.

We’re here to help!

INNERVISION OCALI is pleased to welcome back InnerVision, the dynamic duo of Genene Blackwell (keyboards and vocals) and Sam Shepherd (vocals, harmonica, guitar, and trombone). The internationally award-winning group helps us kick off OCALICON in style on the big stage Wednesday morning. CDs will be on sale before and after their performance.

ASL Interpreters Attendees who requested ASL interpreters in advance can meet up with their assigned interpreters at the Accessibility Desk.

Mobility A limited number of wheelchairs and motorized scooters are available. Bring your driver’s license to reserve one for the day.

Service Animals Does your service animal need a bathroom break? Stop by, and we’ll help guide you to some outdoor options.

Electronic, Large Print, and Braille Documents Electronic versions of the conference program, session handouts received to date, and other documents are available. Large print paper copies of the convention center map, conference At-A-Glance schedule, session evaluation, conference evaluation, and conference certificate are available at the Accessibility Desk. A braille version of the conference At-A-Glance schedule is available at the Accessibility Desk.

OAKAPELLA Oakapella returns to OCALICON! Don’t miss their engaging, toe-tappin’, finger snappin’ performances during the afternoon Energy Breaks on Wednesday and Thursday.

Oakapella is an a capella singing group from Oakstone Academy here in Columbus, OH. The group performs modern music from artists including Bastille, Imagine Dragons, and Bruno Mars.

Oakstone Academy, a private non-profit school in Columbus, provides a full-inclusion placement program for students with ASD ages 18 months through high school and post-graduate. This academic and social immersion program boasts classrooms consisting of 40% children with ASD and 60% children who are typically developing.

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O A R FEAT U RED S E SSI ONS OAR FEATURED SESSIONS OCALI is honored to partner with The Organization for Autism Research (OAR) to offer featured sessions on applied research presented by OAR Scientific Council members.

Special Thanks to the entire OAR Scientific Council for continued leadership, research, and guidance in support of individuals with ASD and their families.

WEDNESDAY, NOVEMBER 16 8:00 – 9:15 am | E172 Moving Beyond the Basics: Strategies for Addressing Higher Level Language Skills Joanne Gerenser 12:45 – 2:00 pm | E172 An Initial Evaluation of an Evidence-Based Peer Education Program About ASD Jonathan Campbell 2:45 – 4:00 pm | E172 ASD Services Research Funded by National Institute of Mental Health Denise Juliano-Bult

Peter F. Gerhardt, Ed.D., Chair Joanne Gerenser, Ph.D., CCC-SLP, Vice Chair Jonathan Campbell, Ph.D. Kara Hume, Ph.D. Denise Juliano-Bult, M.S.W. Gerald P. Koocher, Ph.D. Suzanne Letso, M.A., BCBA Michael Londner, M.D., M.P.H., M.B.A. James A. Mulick, Ph.D. Brenda Myles, Ph.D. Daniel Openden, Ph.D., BCBA-D

THURSDAY, NOVEMBER 17

Paul Shattuck, Ph.D.

8:00 – 9:15 am | E171 Customized Programming to Enhance Quality of Life for Children and Families Suzanne Letso

Stephen Shore, Ph.D.

8:00 – 9:15 am | E172 Sexuality Education and Learners With ASD: Needs, Challenges, and Complexities Peter Gerhardt 12:45 – 2:00 pm | E172 Pivotal Response Treatment for Young Children With ASD Daniel Openden

Luke Tsai, M.D., FAACAP Mary Jane Weiss, Ph.D., BCBA Patricia Wright, Ph.D., MPH Thomas Zane, Ph.D. Glen Dunlap, Ph.D. (former member) Ann Wagner, Ph.D. (former member) Michael Maloney, Executive Director Organization for Autism Research

2:45 – 4:00 pm | E171 Making the World a Bit Easier to Navigate: Using Executive Function Skills Brenda Smith Myles 2:45 – 4:00 pm | E172 Leveraging Technology to Support Paraprofessional Professional Development Patricia Wright Want to attend an OAR session?

Look for the orange dot!

OAR Session

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A RE A M A P

Short North

More restaurants Marcella’s Stack City Burger Bar Eleven

A GOOD

Blackpoint

Hyde Park

EE LE STR

T

TREET HIGH S

PARK STREET

TREET S WA N S

Bar Louie

Java City

Greater Columbus Convention Center

Double Comfort

SPRUCE STRE ET

North Market

Barley’s Denmark on High Bareburger

Kooma Sushi

Starbucks

Food Court

REET VINE ST Martini Modern Italian

Hilton Hotel

C

V ON

EN

TIO

N

C

T EN

ER

I DR

VE

Coffee and Pastries

Arena District

Nationwide Arena, restaurants

South to Downtown More restaurants

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Lunch and Dinner Dinner Only

CONVENTION CENTER MAP

SHORT NORTH BALLROOMS

Second Floor

RESEARCH SYMPOSIUM

EXHIBITOR BOOTHS

FOOD OPTIONS

LENDING LIBRARY

GALLERY

BY OCALI FAMILY CORNER

CHILL ZONE

OCALI CENTRAL

Ohio Summit on Sensory Disabilities

CEUs/Grad Credit

Exhibit Hall E E172 E171 E170

THE OUTREACH CENTER for Deafness and Blindness

Registration

Exhibit Hall E Keynote Sessions

Bag Pick Up E162 E161 E160 A&B

E151

Exhibit Hall D

E150

D144- D142- D140D145 D143 D141

D240- D242- D244- D246 D241 D243 D245

2ND FLOOR

D132

D131

D130 D230

D231

D233

D235

HAMPTON INN

HILTON FOOD COURT COFFEE HYATT RED ROOF CROWNE PLAZA

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Special Needs Estate Planning  Guardianship Special Education  Transition Planning Hickman-Lowder.com । (614) 879-4143

Improve learning outcomes for students with autism The Robots4Autism research based curriculum utilizes eight evidence-based practices as suggested by the National Professional Development Council study in 2014 along with a human-like robot to engage and teach K-12 students with autism critical social and emotional behavior skills.

www.robots4autism.com 800-494-1206 18

C EU AND GRADUATE C R E DI T CEU CREDIT American Speech-Language Hearing Association (ASHA) 1.85 CEUs Ohio Counselor, Social Worker, and Marriage and Family Therapist Board (CSWMFT) 16.75 hours Ohio Department of Developmental Disabilities Pending at time of publication Ohio Occupational Therapist, Physical Therapist, and Athletic Trainer Board (OTPTAT) 18.75 hours Board Certified Behavior Analyst (BCBA) 1.5 credit per approved session Ohio Psychology Association MCE Pending at time of publication Registry of Interpreters for the Deaf (RID) Pending at time of publication

HOW TO OBTAIN GRADUATE CREDIT 1. OCALICON participants can earn 1 credit hour from Ashland University for attending the full conference.

2. Obtain a CEU Participation Form from the Graduate Credit counter. Record session information on the CEU Participation Form for each session attended. Please note: Sessions must be attended in their entirety. Partial credit will not be given.

3. Register for the graduate course and submit payment to the respective university. Payment is required on-site for Ashland University credit.

4. Submit completed CEU Participation Form and assignment to course instructor by Friday, December 2. Assignment details and instructor information are available at the Graduate Credit counter.

Professional Development Contact Hours (PDCH) 18.75 hours HOW TO OBTAIN CEU CREDIT 1. Visit the CEU counter on Wednesday, November 16, to pick up the CEU information packet. The packet includes a CEU Participation Form and listing of sessions eligible for credit. The CEU counter is located in Hall E near the Registration Area.

2. Record session information on the CEU Participation Form for each session attended. Note: Sessions must be attended in their entirety. Partial credit will not be given.

3. Submit your CEU Participation Form to the CEU counter on Friday, November 18, at the conclusion of the conference.

4. Please note: It is your responsibility to document session information for the sessions you attend and submit your completed form(s) on Friday, November 18. CEU forms will not be accepted after this date.

Need help at OCALICON 2016?

Ask a Volunteer!

2016

VOLUNTEER

Look for the orange shirts!

CONTINUE THE DISCUSSION – #OCALICON2016

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FOR FAMILIES 1. Research shows this is the best way to help your child!

In 2016, The Childhood League Center became the first licensed PLAY Project Center in the nation.

WHAT IS THE PLAY PROJECT?

It is an evidence-based, parent-implemented autism intervention that is based on relationships – the way children learn best. Families receive support from certified professionals, building their capacity to engage and impact their child’s development. An intensive, early intervention model that improves social interaction, communication and functional development.

Research shows: • • • •

Increased parent and child interaction Increased social interaction Improved social-emotional development Improved autism-related diagnostic category/symptoms

WWW.INTERVENINGEARLY.ORG

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2. Trust your instincts! You are an expert on your child and the best one to intervene.

3. Start building on your child’s development as soon as you begin to have concerns.

FOR PROFESSIONALS 1. Reach families earlier to maximize your impact.

2. Valuable information and trainings to fit your needs.

3. Effective, evidence-based model of early intervention for children with autism.

EVENTS AT-A-GLANCE

7:30 8:00 8:30 9:00

Thursday, November 17

MEETING TIME 7:30 – 8:00 AM

MEETING TIME 7:30 – 8:00 AM

SESSION 1 8:00 – 9:15 AM

SESSION 1 8:00 – 9:15 AM

KEYNOTE: ZACH ANNER 9:45 – 11:15 AM

KEYNOTE: KATHLEEN QUILL 9:45 – 11:15 AM

9:30

11:30 12:00

1:00 1:30 2:00 2:30

EXHIBIT HALL OPEN

12:30

RESEARCH SYMPOSIUM

11:00

POSTER PRESENTATIONS 11:30 – 12:30 PM

SESSION 2 12:45 – 2:00 PM

RESEARCH SYMPOSIUM

10:30

EXHIBIT HALL OPEN

10:00

SESSION 1 8:00 – 9:15 AM

SESSION 2 9:45 – 11:00 AM

SESSION 3 11:30 – 12:45 PM

SESSION 2 12:45 – 2:00 PM

ENERGY BREAK 2:00 – 2:45 PM

ENERGY BREAK 2:00 – 2:45 PM

SESSION 3 2:45 – 4:00 PM

SESSION 3 2:45 – 4:00 PM

SESSION 4 4:30 – 5:45 PM

SESSION 4 4:30 – 5:45 PM

3:00 3:30

POSTER PRESENTATIONS 11:30 – 12:30 PM

Friday, November 18

EXHIBIT HALL CLOSED ON FRIDAY

Wednesday, November 16

4:00 4:30 5:00 5:30 6:00 6:30 7:00

Ohio Summit on Sensory Disabilities

CONTINUE THE DISCUSSION – #OCALICON2016

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OC A L I AWA R D S

AWARDS

Organization for Autism Research Arlington, VA

Jerry Whittaker Westerville, OH

Joy Zabala Lake Jackson, TX

The Organization for Autism Research (OAR) was created in December 2001– the product of the shared vision and unique life experiences of OAR’s seven founders. Led by these parents and grandparents of children and adults on the autism spectrum, OAR set out to use applied science to answer questions that parents, families, individuals with autism, teachers and caregivers confront daily. As such, OAR is the only national autism organization whose mission is the promotion of applied research and the subsequent dissemination of evidence-based information. No other autism organization has this singular focus.

According to OAR’s Chairman, James Sack, “OAR’s mission is to apply research to the challenges of autism.

That implies three fundamental objectives: Raise money. Fund research. Change lives. It’s that simple, and the ultimate goal is to make a lasting impact on the lives of children and adults with autism.”

Jerry Whittaker has dedicated over 50 years of his life to serving students and adults with lowincidence disabilities. An amazing and dedicated professional, he works long hours to develop or improve resources such as templates, macros, and software that he shares with teachers or transcribers serving students with visual impairments and reading disabilities. In the commercial market, Jerry could patent and sell his work; however, he chooses to share his creations for free, so that they can help as many people as possible. Jerry set up Local Braille Production Centers throughout Ohio with the ODE/ ORCLISH Eisenhower Grants and through the CISAM/AT & AEM BEST Grants and was instrumental in starting the Prison Braille Program at Grafton Correctional Facility. After all his years of work, Jerry is still excited and dedicated, and strives to serve as many educators and students as he can.

Joy Smiley Zabala is a general and special educator who has worked with students, families, education agencies and others across the U.S. and abroad for more than 25 years to expand the use of assistive technology to increase the communication, participation and productivity of people with disabilities. She is the developer of the SETT Framework, a former president of the Technology and Media division of CEC, a founder of QIAT, and the facilitator of the QIAT List. Dr. Zabala is the co-director of the National Center on Accessible Educational Materials for Learning at CAST. She is a strong supporter of universal design for learning (UDL) as the foundational support for the education of all students and of accessible technologies and materials as complementary supports for those students who require them for active participation and achievement in UDL environments.

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OC A LI AWA R DS 2016 OCALI AWARDS OCALI is pleased to formally recognize and acknowledge the impact, leadership, and accomplishments of individuals across the nation who help improve the outcomes for people with autism, sensory disabilities, and low-incidence disabilities. To this end, we are honored to present the 2016 OCALI Awards.

Candidates were evaluated for their personal achievements and accomplishments, leadership skills and abilities, innovative ideas, practices, and solutions, collaboration and mentoring efforts, and overall impact on their communities. Excerpts from their nominations are included below.

Please join us in congratulating the 2016 OCALI Award winners on Thursday, at 9:45 am.

Know someone who is deserving of recognition for their efforts and accomplishments? The 2017 Award nomination window opens in late Spring 2017. Winners will receive complimentary registration and be acknowledged at OCALICON 2017, November 15-17, 2017.

Jon Peterson Lifetime Achievement Award Delaware, OH

Jerod Smalley Columbus, OH As a father of two sons with autism, Brady and Tyler, Jerod is an active, passionate, and dedicated father, public figure, and community leader.

One of his biggest contributions in recent years, The Autism Puzzle, is a regional Emmy award-winning (2011 and 2012) series on WCMHTV NBC 4 in Columbus. The series features local stories that showcase some of the challenges and achievements of individuals with autism and their families, and helps connect individuals and families to available resources and a support system of leading public and private organizations. Jerod has also served as co-chair for the Walk Now for Autism Speaks in Columbus – one of the most success fundraising walks in the nation. As the NBC4 Sports Director, Jerod has been named Best Anchor by the Ohio Associated Press in 2010 and 2011 and Best Sports Broadcaster from 2007-2009.

He has taken the opportunity as an accomplished broadcaster to serve as a true community leader and champion for individual’s with ASD and their families.

Representative Jon Peterson has committed his life to serving others. He is recognized as a champion across the Ohio autism community and known nationally among his legislative colleagues as a pioneer in policy change.

From 1999-2009, Peterson served in the Ohio House of Representatives working tirelessly to advocate for children and adults with autism spectrum disorder, as well as providing a voice for individuals with physical and developmental disabilities, those with mental illness, and children facing the crisis of daily hunger. In 2003, Rep. Peterson chaired the Ohio Autism Taskforce presenting to the Ohio General Assembly 43 recommendations to improve the lives of Ohioans with autism. As a parent of a daughter on the autism spectrum, Peterson understood the pleas of parents for options to better serve their child’s needs and pressed for changes that would provide the vital supports for these individuals and their families. Through these recommendations, Peterson authored the Autism Scholarship Program, which has served thousands of students across Ohio. In addition, Peterson worked closely with the Ohio Department of Education and Ohio General Assembly to establish OCALI and has continued to support their efforts serving on the OCALI Advisory Board. In honor of his advocacy efforts, the Ohio General Assembly and Kasich Administration enacted in June 2011, the Jon Peterson Special Needs Scholarship Program expanding the educational choices for students with special needs. Even today, Rep. Peterson continues to serve the community as a pastor and as the treasurer of Delaware County.

CONTINUE THE DISCUSSION – #OCALICON2016

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8:00 am – 5:45 pm Wednesday, November 16, 2016 Short North Ballrooms

Ohio Summit on Sensory Disabilities

The Outreach Center for Deafness and Blindness and the Assistive Technology and Accessible Educational Materials Center at OCALI present the 2016 Ohio Summit on Sensory Disabilities.

The Summit targets Ohio educational professionals who teach or support individuals with sensory impairments – including visual impairments, blindness, hearing impairments, deafness, and those who have dual-sensory impairments. Explore statewide initiatives, network with regional partners, and contribute to future planning for all learners. Come be a part of this important initiative. Your input matters!

The Ohio Summit on Sensory Disabilities is open to all OCALICON 2016 attendees.

SCHEDULE 8:00 am – 9:15 am Meet and Greet Welcome by Sue Zake, Ph.D., Director, Ohio Department of Education, Office for Exceptional Children Short North Ballrooms

2:00 pm – 2:45 pm Energy Break Hall E – Exhibit Hall 2:45 pm – 3:45 pm Sensory Disabilities Keynote Speakers: aj granda and Jelica Nuccio “Creating a Sustainable World through Culture, Language, and Community” Short North Ballrooms

9:15 am – 9:45 am Break 9:45 – 11:15 am OCALICON Keynote Speaker: Zach Anner Hall E – Keynote Stage

3:45 pm – 4:00 pm Break

11:15 am – 12:30 pm Lunch on Your Own

4:00 pm – 5:45 pm Planning the Future: Collaboration for Access and Outreach in Ohio – Blindness, Visual Impairment, Deafness, and Hearing Impairment Short North Ballrooms

12:30 pm – 2:00 pm Supports and Services for Diverse Learners Collaborative Regional Networking and Planning Short North Ballrooms

Hosted by THE OUTREACH CENTER for Deafness and Blindness

Note: Additional Sensory Disabilities sessions are offered on Thursday and Friday.

Look for the red square! Sensory Disabilities Session 24

WEDNESDAY Zach Anner When Life Gives You Wheelchair, Make Lemonade Two months early, underweight and under-prepared for life, Zach entered the world with cerebral palsy and an uncertain future. By his thirtieth birthday, he had grown into an adult with a career in entertainment, millions of fans, a loving family, and friends who would literally carry him up mountains.

With a mixture of hilarity and heart, hear Zach share his miraculous story.

Zach Anner is an award-winning comedian, show host, and public speaker.

In 2011, he won his own travel show on the Oprah Winfrey Network, Rollin’ With Zach. He also hosted the shows Have A Little Faith for Rainn Wilson’s media company SoulPancake, and Riding Shotgun and Workout Wednesdays on his own YouTube channel, which has over 10 million hits. Zach lives in Buffalo, NY, and Austin, TX, and spends most of his spare time in his underwear, thinking about how he can change the world.

WED N E S D AY AT-A-G LANCE 8:00 am – 5:45 pm | Ohio Summit on Sensory Disabilities Short North Ballrooms

The Ohio Summit on Sensory Disabilities Christine Croyle, Jan Rogers, Sheila Smith

8:00 – 9:15 am | Concurrent Sessions E150

You Are a Big, Fat, Yellow M&M®: Musings and Methods of the District Autism Consultant Amy Gaffney, Sarah Reaves, Erin Klonne, Gwynn Wills

E151

Universal Design for Learning: Exploration to Optimization George Van Horn

E160A

Supporting ALL Students in General Education Settings: Creating an Infrastructure that Works Cami Algaier

E160B

Meta-Play: A Curriculum for Developing and Fostering Imagination and Pretend Play Erin Tyler

E161

Evidence-Based Predictors and Practices for Promoting Positive Outcomes Carol Sparber, Rachel McMahan Queen

E162

Peer Supports for Middle and High School Students With Severe Disabilities Matthew Brock

E170

Movement Plus Mindfulness: A Formula for Self-Management Susan Aebker, Lisa Combs

E171

Reaching Students With Autism: Matching Teaching and Learning Jennifer Krumins

E172

Moving Beyond the Basics: Strategies for Addressing Higher Level Language Skills Joanne Gerenser

9:00 am – 6:00 pm | Exhibit Hall Hall E

Exhibit Hall Day One

9:45 – 11:15 am | Keynote Session Main Stage Hall E

When Life Gives You Wheelchair, Make Lemonade Zach Anner

11:30 am – 12:30 pm | Research Symposium Presentations Hall E – 501

Everything You Need to Know to Structure a Classroom Kathy Kelchner

Hall E – 503

Using Evidence-Based Practices to Teach Writing to Children With ASD Kristie Asaro-Saddler, Bruce Saddler

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OAR Session

Exhibitor Session

W EDNESDAY AT- A- GL A NC E Hall E – 505

Optimistic Voices: Engaging Hearts and Minds Through Musical Theater Heather Meeker, Jodi Kirk, Olena Zyga

Hall E – 507

Behavioral Sleep Intervention for a 7-Year-Old With ASD and Separation Anxiety Cindy Andree Bowen, Becky Payton

Hall E – 509

Sensory Processing Screening and Education in Early Childhood Education Elizabeth Koss, Kelly Tanner

Hall E – 511

Get the Energy Out! Heavy Work Routines and Activities for Preschool Classrooms Sarah Good

Hall E – 513

Movin' on Up! Tabitha Belhorn, Carrie Davenport

Hall E – 515

Social Opportunities and Pattern Art in a Group for Adolescents and Adults With ASD Myra Beth Bundy, Lisa Tecoulesco

Hall E – 517

Independent and Supported Living Housing Issues: Discussion on Olmsteads Real-Life Impacts Shawn Murphy, Alex Russo

Hall E – 519

Factors Related to Subjective Perceptions of Quality of Life for Adults With ASD Mariah Ryan, Stephanie Sopher

Hall E – 521

Reflections, Rewards, and Research! College Students' Views on a Community-Engaged Course Laura Bassette, Matthew Stuve

Hall E – 523

Safety Town-Plus Sharon Horn, Lance Apple

Hall E – 525

The Hidden Curriculum of Social Media: Supporting Healthy Online Behavior Brigid Rankowski, Lydia Wayman

Hall E – 527

Universal Design for Learning Jeff McCormick

Hall E – 529

Guidance for Small-Group Instruction for Students With Autism and/or Low-Incidence Disabilities Tim Morse

Hall E – 531

Creating Meaningful IEPs for Students With Autism and Special Needs Jennifer Krumins

Hall E – 533

Creative Ways to Promote Cognitive Thinking Josie Santomauro, Margaret-Anne Carter

12:45 – 2:00 pm | Concurrent Sessions E150

Autism Safety Training Across Diverse Demographics, Geography, and Technological Savvy Colleen Allen, Tammy Morris, Scott Schuelke, Calvin Gee

CONTINUE THE DISCUSSION – #OCALICON2016

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WED N E S D AY AT-A-G LANCE E151

Informal Assessment: The Gold Standard for Developing Supports for Students With ASD Barry Grossman, Ruth Aspy

E160A

Essential Oil Support for Individuals with ASD, their Families, and Caregivers Kay Duerst, Kathy Evans

E160B

Connecting Best Practice in Early Intervention With Intensive Treatment for Young Children With ASD Maggie Gons, Lisa Welsh, Monica Quezada Lott

E161

Funding of ASD Programs: A Primer for Advocates and Leaders Denise Rozell, Peter Doehring

E162

Increasing and Maintaining Engagement in Whole-Group Activities Christine Reeve, Susan Kabot

E170

Packaging Interventions for Successful Skill Development Lisa Cooper, Karen Blackburn

E171

Practical Solutions to Stabilize Students With Classic Autism Judy Endow

E172

An Initial Evaluation of an Evidence-Based Peer Education Program About ASD Jonathan Campbell

Main Stage Hall E

All in the Family: Relationships and Asperger Syndrome Jen Blackwell, Cameron Blackwell, Jamie Blackwell, Allyson Blackwell

2:00 – 2:45 pm | Energy Break Hall E

Energy Break – Snacks, Beverages, Door Prizes, Live Music from Oakapella

2:45 – 4:00 pm | Concurrent Sessions

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E150

Postsecondary Education: Building a Model Program for Success Katie Sochor, Karen Monfort, Becky Haselberger, Kellie Hampton

E151

Integrating Initiatives: Best Practices in Autism and Positive Behavior Systems in Schools Ellie Wilson, Maci Spica

E160A

Life Planning for a Child With Special Needs Blaine Brockman, Tabitha Woodruff

E160B

Reading for Meaning–Fluently Elaine Balum

E161

Developing Educators and Colleagues to Ignite Energy, Passion, and Commitment in ASD Elizabeth Doone, Karen Colucci

E162

Everything Is Awesome and Possible With LEGOS! Matt Mobilio, Michael Kennedy

OAR Session

Exhibitor Session

W EDNESDAY AT- A- GL A NC E E170

Social-Emotional Engagement Knowledge and Skills SEEKS Jennifer Townsend, Emily Rubin

E171

Assessment and Interventions for Interoception: The Eighth Sensory System Kelly Mahler

E172

ASD Services Research Funded by National Institute of Mental Health Denise Juliano-Bult

Main Stage Hall E

Self-Determination and Self-Advocacy Tom Iland, David Petrovic, James Williams

4:30 – 5:45 pm | Concurrent Sessions E150

The Essential Component of Effective Programs: Kindness Barry Grossman, Ruth Aspy, Brenda Smith Myles

E151

Creative Ways to Create Tasks From Interests and Collect the Data Lisa Orem

E160A

Evidence-Based Practices for Transition Youth Madeline Rosenshein, Rachel McMahan Queen

E160B

Engagement is Learning: Breakthroughs in Social Emotional Skill Development for Learners with ASD Gregory Firn

E161

Innovative Approaches to Developing a Multi-Agency, College-Based ASD Transition Program Peter Doehring

E162

Drawing a Blank: Improving Comprehension for Readers on the Autism Spectrum Emily Iland

E171

The Autism Behavioral Puzzle: Putting the Pieces Together With Practical Strategies Mo Buti

E172

AT for You and Me . . . Without a Fee! Teresa Clevidence

Main Stage Hall E

Learning, Loving, Living: A Fireside Chat with Lindsey Nebeker and David Hamrick David Hamrick, Lindsey Nebeker

DON’T LOSE THAT THOUGHT – VISIT THE THINK TANK IN THE EXHIBIT HALL

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WED N E S D AY SE SS ION S 8:00 am - 5:45 pm The Ohio Summit on Sensory Disabilities Short North Ballrooms

Christine Croyle, Jan Rogers, Sheila Smith Hosted by OCALI’s new Outreach Center and AT & AEM Center, the summit will provide time and space for professionals, from across Ohio to connect, learn, and grow in a shared understanding of the needs, resources, and potential solutions for students with deafness or blindness. An additional area of focus will be increased accessibility for all students. Explore statewide initiatives, network with regional partners, and contribute to future planning for learners. Come be a part of this important initiative – your input matters!

Type: Summit Level: Intermediate

Ohio Summit on Sensory Disabilities 8:00 - 9:15 am You Are a Big, Fat, Yellow M&M®: Musings and Methods of the District Autism Consultant E150

Amy Gaffney, Sarah Reaves, Erin Klonne, Gwynn Wills This session provides insights into the dayto-day efforts of district autism consultants as they work with students and educators of all ages and abilities. Panel members will discuss their roles and responsibilities as autism leaders in their respective districts and relate specific research-based strategies used in the consultative model. Included will be a discussion of the importance of the monthly Autism Academy roundtable meetings and the sense of support and community derived from the autism leaders.

Type: Panel Level: Intermediate

Universal Design for Learning: Exploration to Optimization E151

George Van Horn Universal design for learning (UDL) is the framework the Bartholomew Consolidated School Corporation utilizes to meet all learner needs. UDL’s focus is to make learning accessible for all students in primary and secondary learning environments. Participants in this session will gain insight about the process used to intentionally design learning environments to provide instruction for all students. A conversation about steps taken, highlighting successes and barriers, will be the focus of the session.

Type: Lecture Level: Introductory

Supporting ALL Students in General Education Settings: Creating an Infrastructure that Works

E160A

E161

Carol Sparber, Rachel McMahan Queen This presentation illustrates findings from the Ohio Longitudinal Transition Study (OLTS) as they relate to transition-age students with autism and moderate/intensive disabilities.

Evidence-based predictors and practices will be identified for promoting positive post-school outcomes for employment and postsecondary education. Engagement rates for employment and postsecondary education will be presented along with reasons for nonengagement. Evidence-based practices will be presented as tools for promoting positive outcomes.

Type: Lecture Level: Introductory

Peer Supports for Middle and High School Students With Severe Disabilities

Cami Algaier

E162

It is imperative to provide meaningful opportunities for students with significant cognitive disabilities and/or behavior challenges to participate in general education settings. Although inclusion for all students has historically been a goal for school districts, building a system that supports both teachers and students can be difficult.

Learn how schools can provide meaningful opportunities for students with significant cognitive disabilities and/or ASD to participate in general education settings. We will review the components necessary for an infrastructure that not only supports, but sustains, inclusive practices.

Peer support arrangements involve one or more peers without disabilities providing academic and/or social support to students with severe disabilities in general education classrooms under the direction of a teacher or paraprofessional. Based on our experience both implementing and training others to implement this practice, we will prepare participants to implement peer support arrangements with their own students. After briefly reviewing the evidence base for peer support, we will provide step-by-step directions and guide audience members to draft individualized peer support plans.

Matthew Brock

Type: Exhibitor Level: Introductory

Type: Hands-On Interactive Level: Introductory

Meta-Play: A Curriculum for Developing and Fostering Imagination and Pretend Play

Movement Plus Mindfulness: A Formula for Self-Management

Erin Tyler

Many individuals with autism struggle with anxiety. This can amplify the symptoms of ASD and trigger self-management struggles such as behavioral difficulties, aggression, and self-injury. Unfortunately, if the anxiety remains unmanaged, it may interfere with an individual’s ability to function at an optimal level and can negatively impact family functioning. By using a multimodal relaxation approach, individuals with autism, across the lifespan, may experience fewer challenges due to unmanaged anxiety. Come and practice some relaxation strategies that can be used by individuals of all ages.

E160B

Research shows that play is critical to the early development of children with autism because it creates meaningful opportunities for socialization, communication, and early skill acquisition. Meta-Play, based on the principles of ABA and the Dynamic Behavior Theory of Autism (DBT-A) – which suggests that autism is the result of early impairment in the ability to imagine, or meta-represent – provides educators, practitioners, and families with a comprehensive, play-based curriculum that sequentially teaches skills to foster the development of imaginative thinking, pretend play, and age-appropriate social skills.

Type: Exhibitor Level: Introductory

30

Evidence-Based Predictors and Practices for Promoting Positive Outcomes

E170

Susan Aebker, Lisa Combs

Type: Hands-On Interactive Level: Intermediate

OAR Session

Exhibitor Session

W EDNESDAY S E SSI ONS Reaching Students With Autism: Matching Teaching and Learning E171

Jennifer Krumins Around the globe the incidence of autism diagnoses is soaring, parents are begging for schools to meet their children’s needs, and educators are desperately seeking ways to do just that! Teachers of students with autism need practical, down-to-earth help in planning authentic and meaningful classroom programs based on sound science and experience.

Learn from a teacher who uses these principles in a classroom every day how and why the principles of applied behavior analysis make sense for students with autism. You will leave feeling empowered and encouraged!

Type: Lecture Level: Introductory

9:45 - 11:15 am When Life Gives You Wheelchair, Make Lemonade

Heather Meeker, Jodi Kirk, Olena Zyga

Two months early, underweight and underprepared for life, Zach Anner entered the world with cerebral palsy and an uncertain future.

By his thirtieth birthday, he had grown into an adult with a career in entertainment, millions of fans, a loving family, and friends who would literally carry him up mountains. With a mixture of hilarity and heart, hear Anner share his miraculous story.

Type: Keynote Level: Intermediate

Type: Poster Level: Intermediate

Zach Anner

Behavioral Sleep Intervention for a 7-Year-Old With ASD and Separation Anxiety Hall E – 507

E172

Cindy Andree Bowen, Becky Payton

Joanne Gerenser

Type: Lecture Level: Advanced

Hall E – 505

There is transformative power in musical theater – that distinctive combination of acting, music, and movement. When we believe and invest in creative play, story, character, and song, we open a gate to learning and understanding for every student. Learn about the Musical Theater Project’s journey to adapt their artist residency program for special needs classrooms and encourage participants to incorporate musical theater into lesson plans to support academic, social, and emotional learning.

Main Stage Hall E

Moving Beyond the Basics: Strategies for Addressing Higher Level Language Skills Despite advances in the development of speech and language, many individuals on the spectrum continue to struggle with the comprehension and use of abstract and non-literal language. Research in the areas of executive functioning, theory of mind, and central coherence theory have provided us with a framework to better understand some of these challenges. This session will provide an overview of the unique deficits in the use of higher level language. Specific strategies to move individuals with ASD beyond the comprehension and use of basic language will be presented.

Optimistic Voices: Engaging Hearts and Minds Through Musical Theater

11:30 am - 12:30 pm Everything You Need to Know to Structure a Classroom Hall E – 501

Kathy Kelchner A structured learning environment is important for success for students with autism. Other students benefit, too. Teachers have limited time to put it all together while developing meaningful individualized lessons. Participants in this session will see practical strategies and examples of how to implement best practices and optimize time.

Type: Poster Level: Introductory

Using Evidence-Based Practices to Teach Writing to Children With ASD Hall E – 503

Kristie Asaro-Saddler, Bruce Saddler This poster session discusses the cognitive, academic, language, and social/emotional characteristics of children with ASD that may impact their writing skills. The focus includes evidence-based practices for students with ASD and how these practices can be implemented in writing instruction. Finally, practical solutions will be shared that teachers and parents can use to help children with ASD improve their writing skills.

Type: Poster Level: Intermediate

CONTINUE THE DISCUSSION – #OCALICON2016

This poster session presents a case study examining a behavioral sleep intervention used to increase independence with self-soothing at bedtime for a 7-year-old child with ASD and separation anxiety. Strategies used within the intervention include social narratives, self-regulation techniques such as “tummy breathing,” progressive muscle relaxation, and individualized comfort behaviors derived from baseline information, a shaping procedure for the location of the caregiver, and a contingent reinforcement system based upon the number of bids for attention.

Type: Poster Level: Intermediate

Sensory Processing Screening and Education in Early Childhood Education Hall E – 509

Elizabeth Koss, Kelly Tanner Sensory processing differences can have a great impact on a child’s learning and development. The purpose of this project was to identify an assessment that could be used as a screening tool for sensory processing differences in young children. We reviewed 1,339 abstracts and included 24 articles in our analysis. Learn the assessment tools that can be utilized to identify which children need specific intervention strategies for sensory processing differences, leading to treatment as early as possible.

Type: Poster Level: Introductory

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WED N E S D AY SE SS ION S Get the Energy Out! Heavy Work Routines and Activities for Preschool Classrooms

Independent and Supported Living Housing Issues: Discussion on Olmsteads Real-Life Impacts

Sarah Good

Shawn Murphy, Alex Russo

Hall E – 511

During this poster session participants will be presented with ideas and activities for heavy work routines and activities to use in preschool classrooms. We will discuss how these activities benefit students and their sensory systems, as well as appropriate times to use the strategies and how to incorporate them for all children – not just exceptional students.

Hall E – 517

Movin’ on Up!

This poster session displays how to obtain permanent supportive housing for individuals with disabilities. It will pose questions based on supportive housing research, current policy changes, and success stories in other states. We will also identify key barriers to our aging population on receiving assistance for housing for family members with disabilities in the community. We will then identify key components to affect real change to have all community-based waivers managed by Medicaid in the community and not serviced in institution-like settings.

Tabitha Belhorn, Carrie Davenport

Type: Poster Level: Advanced

Type: Poster Level: Introductory

Hall E – 513

Families face a variety of challenges when making decisions related to raising a child who is deaf or hard of hearing. One of these challenges is the transition process from early intervention to preschool services. During this time, there is much to learn and navigate, including determining appropriate services and what to look for in preschool programs.

This poster session provides educators and families guidance on what qualities to look for in preschool programs, how to individualize the language and communication needs of a student, and help parents understand how to advocate for appropriate services.

Type: Poster Level: Intermediate

Social Opportunities and Pattern Art in a Group for Adolescents and Adults With ASD Hall E – 515

Myra Beth Bundy, Lisa Tecoulesco This poster reports on research that assessed and explored a pattern art group for adolescents and young adults with ASD. Pattern art was chosen to capitalize on ASD strengths and interests in visual spatial perception and patterning and to provide a potentially relaxing leisure skill. Participants were asked to report on their anxiety, mindfulness, and quality of life, as well as to offer perspective on each weekly art activity.

Qualitative analyses of the themes found in the written reactions to the art projects were of interest and will be presented.

Type: Poster Level: Intermediate

Factors Related to Subjective Perceptions of Quality of Life for Adults With ASD Hall E – 519

Mariah Ryan, Stephanie Sopher This poster session shares the results of a study investigating factors related to perceptions of quality of life (QoL) of adults with ASD. Participants completed a survey, that included items describing ASD severity, adaptive behavior skills, employment history, participation in organized activities, and housing characteristics. Participants also completed the World Health Organization QoL BREF to characterize perceptions of their QoL. Factors related to more positive perceptions of QoL and practical implications of this research will be discussed.

Type: Poster Level: Intermediate

Reflections, Rewards, and Research! College Students’ Views on a Community-Engaged Course Hall E – 521

Laura Bassette, Matthew Stuve University students benefit from a variety of experiences at the undergraduate level. The study shared in this poster session explored real (perceived and observed) changes in attitudes towards self and towards individuals with disabilities as a result of an immersive learning experience. Students participated in a for-credit course that included basic training on disabilities and then planned and implemented a summer camp for children with a variety of disabilities. Qualitative data of previous reflections and additional results from ongoing research will be shared and discussed.

Safety Town-Plus Hall E – 523

Sharon Horn, Lance Apple Safety Town-Plus is a free one-week safety program for up to 24 children who will be in grades K-3 and diagnosed with autism or some other developmental disability.

Materials are adapted to enhance learning and understanding. Physical activities are provided to help generalize curriculum material. The program covers street and bike safety, poison safety, 911 emergency calling, fire safety, bus safety, and pet safety. Active community support is provided by Akron Children’s Hospital, Medina County Sheriff’s Department, Granger Fire and Rescue, and many volunteers.

Type: Poster Level: Introductory

The Hidden Curriculum of Social Media: Supporting Healthy Online Behavior Hall E – 525

Brigid Rankowski, Lydia Wayman In this technological age, social media has become ingrained in our daily lives. With these tools come specific safety risks, time management issues, and the potential to affect our daily lives. Learn how to teach healthy online behaviors to those with disabilities using tangible situations and personal guidelines.

It’s important to remember that the Internet is forever and that impulsive actions made in their youth may follow those we support as they try to gain employment later on. Understanding and using the hidden curriculum for social media, therefore, is essential and can actually lead to more opportunities.

Type: Poster Level: Introductory

Universal Design for Learning Hall E – 527

Jeff McCormick The research is clear: what matters most is the quality of the teacher we put before every student. It is the interaction between teacher and student that is critical to producing high-level learning. Teachers face increasing pressure to improve student learning. This session highlights how universal design for learning offers a solution through the design of instruction that anticipates the full range of diversity found in classrooms and provides supports before they are needed. The instructional framework is a set of principles for curriculum development that gives all individuals equal opportunities to learn.

Type: Poster Level: Introductory

Type: Poster Level: Advanced

32

OAR Session

Exhibitor Session

W EDNESDAY S E SSI ONS Guidance for Small-Group Instruction for Students With Autism and/or Low-Incidence Disabilities Hall E – 529 Tim Morse

Due to various circumstances, teachers of students with autism and low-incidence disabilities in self-contained or resource room placements must present instruction in small-group arrangements as opposed to 1:1. These teachers need evidence-based guidance about small-group instruction, while researchers need to know how to advance the relevant knowledge base. Information from a systematic review of the peer-reviewed literature pertaining to small-group instruction with students with autism and/or low-incidence disabilities will be presented to address both types of needs.

Type: Poster Level: Intermediate

Creating Meaningful IEPs for Students With Autism and Special Needs Hall E – 531

Jennifer Krumins Does the mere thought of creating IEPs send shivers down your spine? Parents and educators alike tend to dread the development of these documents – often for good reason.

Too often they create conflict and impose feelings of doubt, anxiety, and resentment.

Perhaps more disturbing is the fact that they can be utterly useless for some students and teachers. But it doesn’t have to be this way.

IEPs can be created to be authentic, useful, and practical. Learn how to transcend the drudgery!

Type: Poster Level: Intermediate

Creative Ways to Promote Cognitive Thinking Hall E – 533

Josie Santomauro, Margaret-Anne Carter Children with ASD often experience negative self-talk. The starting point of stopping such negative dialogues inside your head is to be aware of it, challenge it, and replace it with helpful thinking. The objective of this session is to portray Cool Comics as a vehicle that assists children in recognizing negative self-talk. By working through the comic scenarios, children develop an awareness of negative self-talk and practice replacing it with more positive self-talk.

Type: Poster Level: Intermediate

12:45 - 2:00 pm Autism Safety Training Across Diverse Demographics, Geography, and Technological Savvy E150

Colleen Allen, Tammy Morris, Scott Schuelke, Calvin Gee This panel includes leadership as well as safety specialists with law enforcement background and technology consultants who have collaborated to provide a variety of face-toface trainings, support materials, resources, and tools using current and developing technology. Panelists will address high-risk behaviors commonly associated with autism, including, but not limited to wandering, elopement, aggression, and susceptibility to the justice system. Participants will gain ideas for complementing services in their own communities.

Type: Panel Level: Intermediate

Informal Assessment: The Gold Standard for Developing Supports for Students With ASD E151

Barry Grossman, Ruth Aspy Informal assessment tools are a highly valuable but under-utilized resource that can provide vital information about an individual’s needs. Such information is readily applicable to general and special education settings and translates into goals, accommodations, and supports. Informal assessment tools do not require specific training and are easy to administer and interpret. This session reviews a number of informal tools and will demonstrate strategies for using the data to support students with ASD in the general and special education settings.

Type: Lecture Level: Introductory

Essential Oil Support for Individuals with ASD, their Families, and Caregivers

E160A

Kay Duerst, Kathy Evans Parents know learning starts with optimal health of their children on all levels. Find out how essential oils support emotional and physical health, thereby increasing optimal health and enhancing the wellbeing of children with ASD and their families. We will address new studies that reveal how vitally important it is to support the digestive system and brain connection for children with ASD. This session will also discuss effective oils and methods of use for classroom management and the learning environment.

Connecting Best Practice in Early Intervention With Intensive Treatment for Young Children With ASD E160B

Maggie Gons, Lisa Welsh, Monica Quezada Lott This session provides an overview of the key principles of early intervention and how to apply them using an intensive, strength- and relationship-based intervention for young children with ASD. Type: Exhibitor Level: Introductory

Funding of ASD Programs: A Primer for Advocates and Leaders E161

Denise Rozell, Peter Doehring Improving or expanding programs depends on increased funding, but the funding sources, formulas, and policies remain a mystery to many program leaders and advocates.

In this session, we dissect examples of government and private funding models for programs based in schools, hospitals, universities, government, and other agencies to illustrate gaps, barriers, and opportunities for improvement and expansion. We focus on programs that draw on grants, fees, contracts, insurance, public funds, and philanthropy, offering valuable strategies and lessons for advocates and leaders promoting new programs.

Type: Lecture Level: Intermediate

Increasing and Maintaining Engagement in Whole-Group Activities E162

Christine Reeve, Susan Kabot Whether in a general education classroom or a self-contained environment, students with autism benefit from practicing skills in larger groups. Group activities give them the opportunity to practice and generalize skills to larger environments as well as work on social and communication skills that are critical to their development. This session focuses on hands-on activities to facilitate high levels of engagement and methods for meeting the needs of a wide variety of students.

Type: Hands-On Interactive Level: Intermediate

Type: Exhibitor Level: Introductory

HOW WAS YOUR SESSION? USE THE ONLINE SESSION SORTER TO SUBMIT AN EVALUATION.

33

WED N E S D AY SE SS ION S Packaging Interventions for Successful Skill Development

All in the Family: Relationships and Asperger Syndrome

Life Planning for a Child with Special Needs

Lisa Cooper, Karen Blackburn

Jen Blackwell, Cameron Blackwell, Jamie Blackwell, Allyson Blackwell

Blaine Brockman, Tabitha Woodruff

E170

Academic progress and behavioral gains are the goal! We need to lead skill development that blends academic, behavior, and daily living content to address gaps in performance by using student strengths to achieve growth.

Sounds like a monumental task, but it doesn’t have to be! This presentation will define the top research-based academic and behavioral interventions for students with autism and lowincidence disabilities. We will discuss and use a case-study approach to illustrate how to blend interventions into a “package” to address both behavioral and academic needs with a combined approach.

Type: Hands-On Interactive Level: Intermediate

Practical Solutions to Stabilize Students With Classic Autism E171

Judy Endow Based on the publication Practical Solutions to Stabilize Students With Classic Autism to Be Ready to Learn: Getting to Go this session delineates the nuts and bolts of what the presenter does when called in to consult for a student with classic autism. Included are many practical strategies for supporting a student to be all he can be – his best version of self – and most available for learning. The application of this information has been many students’ ticket onward to eventual placement in a more inclusive educational setting.

Type: Lecture Level: Intermediate

An Initial Evaluation of an Evidence-Based Peer Education Program About ASD E172

Jonathan Campbell The peer education program “Kit for Kids” (KfK) was developed to teach third to eighth graders about ASD. The KfK consists of a teacher guide, lesson plan, peer education booklet, and classroom poster. This session includes student and teacher perceptions of the KfK as well as findings from an analogue experimental investigation examining the impact of KfK on elementary school students’ (a) knowledge of ASD, (b) attitudes toward an unfamiliar student with ASD, and (c) selfefficacy about helping a student with ASD succeed within their classroom.

Type: Lecture Level: Intermediate

34

Main Stage Hall E

This session includes a young man diagnosed with Asperger Syndrome, his mother, sister, and wife. Topics to be discussed include family relationships, accommodations, siblings, social interactions, dating, school, and work.

Participants will have the opportunity to hear from each member of the family, their perspectives, concerns, and insights. There will also be time to ask questions.

Type: Panel Level: Introductory

E160A

Caring for a child or loved one with disabilities can be challenging, and navigating the complicated world of public benefits makes it no easier. Learn about the laws and government programs available to help children with special needs and their families. This session will discuss Medicaid, Social Security, special needs trusts, special education, guardianship, and more.

Type: Exhibitor Level: Introductory

Reading for Meaning–Fluently

2:45 - 4:00 pm Postsecondary Education: Building a Model Program for Success E150

Katie Sochor, Karen Monfort, Becky Haselberger, Kellie Hampton If you build it, they will come! What happens after high school? What are the secrets to success? How prepared are students for life after graduation? Learn how our innovative LIFE, PREP, and POWER Plus Programs achieve postsecondary success through the partnership between students, families, program staff, agencies, and our Dublin community. Our district-based postsecondary education program provides targeted transitional experiences and curriculum that assist students with varying ability levels plan for future employment, education, and independent living goals.

Type: Panel Level: Intermediate

Integrating Initiatives: Best Practices in Autism and Positive Behavior Systems in Schools E151

Ellie Wilson, Maci Spica Many educators and providers feel encumbered by multiple initiatives meant to enhance learning, participation, and desired behavior for students on the spectrum and their diverse classmates. This session offers a framework for simultaneously focusing on autism best practices, positive behavior supports, and even school-wide behavioral initiatives such as PBIS. Participants will leave empowered to balance these initiatives that, when used together, are the most effective tools for addressing behavior.

E160B

Elaine Balum Read Naturally combines three research-based strategies into one powerful strategy that has accelerated the reading development of Title I, special education, ELL, and mainstream students nationwide for over 20 years. Read Naturally supports vocabulary development and promotes comprehension as students work through each step of the strategy, using non-fiction stories to improve reading fluency.

This session includes an explanation of the role fluency plays in overall reading proficiency and the research on strategies used to develop fluency in beginning and struggling readers.

Type: Exhibitor Level: Introductory

Developing Educators and Colleagues to Ignite Energy, Passion, and Commitment in ASD E161

Elizabeth Doone, Karen Colucci The University of South Florida has developed a unique partnership model for preparing future educators to meet the challenges of educating students with ASD and other special needs that includes developing coaching and mentoring skills while empowering master teachers to mentor and supervise teacher candidates. This partnership elevates the roles of both the mentor teacher and the teacher candidate by focusing on the roles of paraprofessional or teacher candidate as future colleagues.

Type: Lecture Level: Introductory

Type: Lecture Level: Introductory

OAR Session

Exhibitor Session

W EDNESDAY S E SSI ONS Everything Is Awesome and Possible With LEGOS! E162

Matt Mobilio, Michael Kennedy Join us to see how the power of LEGO Education inspires students at Linden Grove School to be creative, better communicators, and make discoveries through hands-on learning. Lego Education enables every student to succeed regardless of their learning needs and challenges. It offers a hands-on approach that lays the foundation for students to become engaged learners. Students are given a voice through their LEGO builds and projects that allows them to be contributing members of any class.

Type: Hands-On Interactive Level: Introductory

Social-Emotional Engagement Knowledge and Skills SEEKS E170

Jennifer Townsend, Emily Rubin Research in social neuroscience is fostering our understanding of the development of social and emotional competence in the classroom.

Come learn how this translates into essential instructional elements for students with autism while creating a universal design for learning for all students. The outcomes of the Social Emotional Engagement Knowledge and Skills (SEEKS) focus on ensuring that learning strategies are implemented by fostering student engagement, presenting information in multiple ways, promoting student participation, and ensuring equitable access for students at various developmental stages.

Type: Hands-On Interactive Level: Intermediate

Assessment and Interventions for Interoception: The Eighth Sensory System E171

Kelly Mahler This presentation is for people who have a general knowledge of interoception and understand the impact it has on on our ability to “feel” the inside condition of our bodies. The focus will be on the assessment of interoception using three brand-new tools.

Additionally, practical strategies for improving interoception will be shared.

Type: Lecture Level: Advanced

ASD Services Research Funded

by National Institute of Mental Health

Creative Ways to Create Tasks From Interests and Collect the Data

Denise Juliano-Bult

In this session participants have the opportunity to see a variety of purposeful, functional, and fun tasks designed to promote the unique interests of children. Attendees will also learn how to collect the data behind the tasks efficiently, quickly, and collaboratively.

E172

This session provides an overview of the autism services research funding strategy at NIMH. It will highlight NIMH funding priorities in this area, requirements for applying, and study approaches, with some information about the scientific review process. The session will also include a review of studies that have been funded to date, with an emphasis on studies that serve as good examples of addressing the services research objectives of NIMH. Type: Lecture Level: Advanced

Self-Determination and Self-Advocacy Main Stage Hall E

Tom Iland, David Petrovic, James Williams Hear from a panel of young men who each have experience as an advocate at the individual, community, and/or the state level.

The voice of self-advocates is important and essential to the conversation. Come listen as they share highlights of how they are contributing to and impacting their community, and describe what they have found to be beneficial and should be replicated for others.

Type: Panel Level: Intermediate

E151

Lisa Orem

Type: Lecture Level: Introductory

Evidence-Based Practices for Transition Youth E160A

Madeline Rosenshein, Rachel McMahan Queen Learn about instructional strategies for your students that are supported by research. One of the teachers involved in an ongoing OCALI project to support implementation of these practices with students said, “It’s like having a blueprint to write the IEP.” The National Technical Assistance Center for Transition (NTACT) indicates that the implementation of evidence-based practices and predictors of postsecondary success during the middle and high school years improves adult outcomes for youth with developmental disabilities.

Participants will receive the evidencebased practices tool developed as part of Employment First. The session includes an overview of the practices and discusses the process of implementation planning for students.

4:30 - 5:45 pm

Type: Lecture Level: Intermediate

The Essential Component of Effective Programs: Kindness

Engagement is Learning: Breakthroughs in Social Emotional Skill Development for Learners with ASD

E150

Barry Grossman, Ruth Aspy, Brenda Smith Myles All effective programs for individuals with ASD have one thing in common – kindness.

When uncertain about how to be helpful, how to offer support, or what to teach, the best response is always the kindest response. The premise of this session is that kindness is a guiding principle for effective programming.

An analysis of evidence-based practices and comprehensive planning reveals that kindness is at the heart of all effective strategies.

Type: Lecture Level: Introductory

E160B

Gregory Firn In this participatory session, participants will learn the “what,” “why,” and “how” leveraging the combination of a robust curriculum informed by evidence-based practices and strategies with a humanoid social robot to engage, equip, and empower the development of social, emotional, and communicative skills for learners with ASD. The session features both quantitative and qualitative results as well as several opportunities to experience and interact with this innovative program.

Type: Exhibitor Level: Introductory

DON’T LOSE THAT THOUGHT – VISIT THE THINK TANK IN THE EXHIBIT HALL

35

WED N E S D AY SE SS ION S Innovative Approaches to Developing a Multi-Agency, College-Based ASD Transition Program

The Autism Behavioral Puzzle: Putting the Pieces Together With Practical Strategies

Learning, Loving, Living: A Fireside Chat with Lindsey Nebeker and David Hamrick

Mo Buti

David Hamrick, Lindsey Nebeker

Peter Doehring

More demands are being put on special education teachers than ever before.

Assessment and academic outcomes drive the day, and addressing behavior proactively gets lost. Many students with autism exhibit behaviors for which it might appear difficult to figure out a function. Many behaviors interfere with the learning of the student and peers, affect LRE placement, and create a negative school experience. Learn how looking at the underlying reasons why some of these behaviors might be occurring will assist in figuring out how to assist a student in learning to self-regulate and reinforce positive behavior.

E171

E161

This session describes a recently funded proposal to develop transition pathways to college and work for young adults with ASD, illustrating a collective impact approach to cross-agency collaboration that balances program development with targeted increases in services. We describe how the collegebased backbone functions to incubate program development and coordination for later integration into community-based programs.

We outline a funding model that sustainably braids local/state funding with philanthropy for specific elements related to program launch, expansion, and replication.

Type: Lecture Level: Advanced

Drawing a Blank: Improving Comprehension for Readers on the Autism Spectrum E162

Emily Iland This session highlights the direct link between the features of autism and more than 30 documented areas of comprehension breakdown. We will examine the limited research about ways to improve reading comprehension for readers with ASD and review/try out evidence-based practices, including anaphoric cuing, related narratives, primer passages, explicit instruction of idioms, and graphic organizers. This session can help parents and educators identify students struggling in silence, prevent comprehension failure, and remediate difficulties for otherwise capable students of all ages.

Type: Lecture Level: Introductory

Main Stage Hall E

Many individuals on the autism spectrum often report ongoing and sometimes exhausting challenges associated with social communication and interaction. What can we learn from these challenges, and how can we as parents, professionals, community members, and employers better teach, support, and work with individuals on the autism spectrum? Join us for a special session with a young couple featured in the recent documentary, Autism in Love. We’ll talk about their personal journey focusing on their experiences and accomplishments in school through adolescence, into adulthood, and in their marriage.

Type: Lecture Level: Introductory

AT for You and Me . . .

Without a Fee! E172

Teresa Clevidence Assistive technology (AT) comes in all shapes, sizes, and platforms. In this digital age it is hard to keep up with the numerous options that are available to help students access the curriculum. Join us for a fast-paced look at the world of AT and what tools you may be able to access without a fee.

Type: Lecture Level: Intermediate

Type: Hands-On Interactive Level: Advanced

SESSION SORTER 36

New for 2016. Online Evaluations!

Submit your session evaluation through the online Session Sorter! conference.ocali.org/session-sorter

THURSDAY Kathleen Quill Educating Individuals With Autism: Where Are We Now? The field of autism promotes the use of evidence-based practices to teach skills and change behavior. Special education emphasizes national academic standards, inclusion, and accommodations to achieve these goals. And the wish of families who love individuals with autism is to maximize their child’s social and emotional growth. This presentation explores how these three diverse needs can intersect and align through stories that span Quill’s 40 years of helping individuals with autism.

Kathleen Quill, BCBA-D, directs the Autism Institute, lectures internationally, conducts applied research on social-communication development in autism, and has authored numerous publications, including two bestsellers: Teaching Children With Autism and DO-WATCH-LISTEN-SAY. Quill was the leading consultant-developer of AutismPro, an innovative online system of comprehensive intervention and training. She is on the editorial board of major professional journals on autism and on the advisory board for numerous national organizations.

T H U R S D AY AT-A-G LANCE 8:00 – 9:15 am | Concurrent Sessions D130

Implementation of Evidence-Based Practices by Teachers Serving Students With ASD Cynthia Pearl

D131

ASD: “Engagement and the Steps of Being Social” Marci Laurel, Kathleen Mo Taylor

D132

Communication Strategies for Students With Hearing Loss and Low-Incidence Disabilities Abby White, Maria Dudzinski

D230

Everything You Ever Wanted to Know About Pooled Special Needs Trusts Amanda Buzo

D231

Aspects of Being a Professional with Vision and/or Hearing Loss Stephanie Smith Albert, Elizabeth Sammons, Daniel Kelley, aj granda

D233

Innovative Transition Programming for Students With ASD Who Present With Intense Needs Christina Even, Katie Strubbe

D235

Why a Growth Mindset Is Important to the Implementation of Universal Design for Learning Ron Rogers

E150

Student-Led Learning: It's Possible Amy Konkler, Amanda Welsh, Becky Shuster, JIll Schramm

E151

You Don't Have to Be an AT Expert to SIFT Through AT Features!

Heather Bridgman, Jan Rogers

E160

Family Engagement: A National and State Perspective for Local Action Barbara Boone

E161

Bottom-up and Top-down Systems Change: ASD Training and Technical Assistance in Virginia Carol Schall, Vicki Brooke

E162

FUNctional Communication: Increasing Language In Everyday Life Amber Huber, Amy Savage, LaQuita Schwartz

E170

Workplace Survival Skills 101: Debunking the Social Code Marjorie Bock, Jennie Long

E171

Customized Programming to Enhance Quality of Life for Children and Families Suzanne Letso

E172

Sexuality Education and Learners With ASD: Needs, Challenges, and Complexities Peter Gerhardt

9:45 – 11:15 am | Keynote Session Main Stage Hall E

38

Educating Individuals With Autism: Where Are We Now? Kathleen Quill

Sensory Disabilities Session

OAR Session

Exhibitor Session

T HURSDAY AT- A- GL A NC E 11:30 am – 12:30 pm | Research Symposium Hall E – 502

Completing Useful Evaluations to Drive Effective IEPs for Students With Autism and Low-Incidence Disabilities Allison Krupko, Andrea Speece

Hall E – 504

Evidence-Based Practices on Steroids: Using Technology to Supercharge Your Strategies Ann Sweet, Darla Ashton

Hall E – 506

Social Teaching Strategies for Individuals With ASD From the Animé Community James Williams

Hall E – 508

Golden Ideas for the Golden Child in Your Home Kathy Kelchner

Hall E – 510

The Effects of a Picture Racetrack on the Vocabulary Development of Preschoolers Who Are Deaf Carrie Davenport, Sheila Alber-Morgan

Hall E – 512

Vocabulary Instruction for Students Who Are Hard of Hearing: Conceptual and Strategic Lisa Handyside

Hall E – 514

Influencing Perception About Children With Autism and Their Parents Using Disclosure Cards Jillian Austin

Hall E – 516

Voice-Output Communication Aids in Adult Services: Identifying Supports for Implementation Sean Pierce

Hall E – 518

Meeting the Continuum of Needs for Adolescents With ASD in Community Programs Faleasha Wink, Kaitlin Palmer

Hall E – 520

Meta-Analysis of Comparative Studies of Social, Emotional, and Behavioral Adjustment in Siblings Hye Ran Park, Tala Karkar Esperat

Hall E – 522

Promoting Self-Regulation Using the Alert Program Shirley O'Brien, Rebecca Simpson-Pinkston

Hall E – 524

Targeting the Tourette's Triangle: How One Family Overcame the Obstacles Mary Callicoat

Hall E – 526

Training a Paraprofessional to Implement Video Prompting With a Student With ASD Rachel Seaman

Hall E – 528

Identifying Participant Characteristics in Evidence-Based Practices Literature Reviews for Learners With ASD L. Lynn Stansberry-Brusnahan, Meaghan McCollow

Hall E – 530

What Factors Influence the Identification Process For Children Who Are Deafblind?

Heather Herbster

DON’T LOSE THAT THOUGHT – VISIT THE THINK TANK IN THE EXHIBIT HALL

39

T H U R S D AY AT-A-G LANCE

Hall E – 532

Using Video Modeling, 3-D Models, and Project-Based Activities by Parents to Reduce Anxiety Barbara Lechner, Amy Rule

Hall E – 534

Impact of 3-D Printing on Conceptual Understandings of Students With Visual Impairments Karen Koehler, Tiffany Wild

Hall E – 536

A Driver's Perspective of Transporting Persons With Visual Impairments on a Public Bus Danene Fast, Tiffany Wild

12:45 – 2:00 pm | Concurrent Sessions

40

D130

But You Can Talk! Alternative Communication for Verbal Individuals With ASD Lydia Wayman, Conner Cummings, Chloe Rothschild

D131

Accessible Educational Materials, Accessible Technologies, and Best Practices Cohort Project Jan Rogers, Joy Zabala, Paula Mauro, and Various School District Personnel

D132

Bliss, Bias, and Creative Approaches to Assessment Patty Bena, Julia Donovan

D230

Motivating Students Toward Skillbuilding With Interactive Motion-Based Gaming Therapy Eran Arden

D231

Connecting Deafness, Hard of Hearing, Deafblindness, Low-Incidence Learners, and State Standards Mark Campano

D233

Pathways to Employment for Transition-Aged Youth With ASD Carol Schall, Vicki Brooke

D235

Expanding the Use of Learning Targets to Help Students Meet Behavioral Expectations Virginia Ressa, Emily Jordan

E150

Evaluation of a State-Wide Implementation of the PLAY Project Autism Early Intervention Model Richard Solomon, Marilyn Espe-Sherwindt, Katie Scott, Molly Kurtz

E151

Google Tools to Enhance Learning for All Students Michael Roush

E160

Fingertips to Lips: Food Groups for Sensory and Oral-Motor Feeding Problems in Schools Katy Ganz, Farrah Raines

E161

“What Do WE Need to Know?” Laying the Foundation for Greater Success in Schools Jim Taylor

E162

Peer Collaboration: Support Students Through Authentic Peer Relationships Karen Brothers, Erin Canaday, Megan Burton

E170

Learn to Create a Camp Where Everyone Wants to WANNAGOAGAIN! Joanne Quinn, Lisa McKay

Sensory Disabilities Session

OAR Session

Exhibitor Session

T HURSDAY AT- A- GL A NC E E171

Applied Studies Diploma: Improving Postsecondary Outcomes for Students With Disabilities Daniel Irwin

E172

Pivotal Response Treatment for Young Children With ASD Daniel Openden

2:00 – 2:45 pm | Energy Break Hall E

Energy Break – Snacks, Beverages, Scavenger Hunt Prizes, Live Music from Oakapella

2:45 – 4:00 pm | Concurrent Sessions D130

For the Love of Sense-ational Literacy: Facilitating the Early Literacy Skills Julie Stewart, Jenni Remeis, Shawna Benson

D131

Creating Exceptional Character: Social Skills Program for Students in Inclusive Settings Amanda Englehart

D132

Bullying Prevention and Intervention in Schools for Students With Disabilities Richard Cowan, Anna Quinn Denzer

D230

Life Planning for a Child With Special Needs Blaine Brockman, Tabitha Woodruff

D231

How We All Learn: The Brain, Body, and Communication Mark Campano

D235

Glass Half Full? Engaging Businesses in Employing Individuals With Disabilities Darlene Unger, Alfred Daviso

E150

What's Your Story? Parenting Children With Vision and/or Hearing Loss Allison Shardell, Molly Taylor, Janet Mastrangelo, Lois Kuhns

E151

Increasing Independence Through Mobile Technology Debra Bauder, Thomas Simmons

E160

Calm Moment Cards: Simple, Quick Solutions to Common School Stressors Alisa Deininger, Sarah Kolic, Denise Young

E161

Planning for the Future: Strategies for Transitioning to Employment Kate Palmer

E162

Living the Good Life Willie Jones, Pete Moore

E170

Empowering the Emerging Self-Advocate: Promoting Independence Using the ISA® Curriculum Susan Kelso, Chloe Rothschild, Valerie Paradiz

E171

Making the World a Bit Easier to Navigate: Using Executive Function Skills Brenda Smith Myles

E172

Leveraging Technology to Support Paraprofessional Professional Development Patricia Wright

CONTINUE THE DISCUSSION – #OCALICON2016

41

T H U R S D AY AT- A-GLAN CE 4:30 – 5:45 pm | Concurrent Sessions D130

Parent Engagement: Helping Families to Understand the Importance of Getting Involved Julie Stewart, Tabitha Belhorn

D131

Communication 101: A Course Designed to Teach Social Skills to Students With HFA Jennifer Schmidt

D132

The Importance of Mastery-Oriented Feedback Within the UDL Framework Ron Rogers, Denise Malkovits

D231

Words of Wisdom: Achieving Successful Jobs for Individuals With ASD Katina Demetriou

D235

Using Resource Officers to Improve Social Skills for Interactions With Law Enforcement Alicia Lutman

E151

Free Tech Tools to Support the Writing Process for All Students Michael Roush

E160

Friendly Facts: Program to Help Children Explore the Complexities of Friendship Josie Santomauro, Margaret-Anne Carter

E161

Do Dots: Coordinating Twelve Days of Adventure and Learning at an Immersive Adult Deafblind Training Elizabeth Sammons, Heather Herbster

E162

Making Learning Fun! Differentiating Math Activities for Preschool Inclusive Classrooms Sarah Good

E170

Opening the Book to Literacy: Strategies for Infants and Toddlers With Visual Impairments and Other Special Needs Kay Clarke

E171

Learning and Succeeding Together: Building Capacity through Building-Based Autism Teams Charles Kemp, Jamie Sibole

E172

Multi-Agency Planning (MAP) to Employment: Making Practical Application of the Process Rae Lynn Daviso, Alfred Daviso

Visit the OCALICON Think Tank in the Exhibit Hall.

Continue your conversation, idea-sharing, and brainstorming!

Flip charts, markers, Post-itÂŽ notes, and more are provided to help you capture and organize your thoughts, develop strategies to address your most pressing challenges, and sketch out a plan for implementation.

Come with ideas. Leave with solutions.

42

Sensory Disabilities Session

OAR Session

Exhibitor Session

T HU RSDAY S E SSI ONS 8:00 - 9:15 am Implementation of Evidence-Based Practices by Teachers Serving Students With ASD

Everything You Ever Wanted to Know About Pooled Special Needs Trusts

Why a Growth Mindset Is Important to the Implementation of Universal Design for Learning

Amanda Buzo

Ron Rogers

D230

Teachers who earned master’s degrees with a focus on ASD were surveyed post-graduation on their knowledge and implementation of 27 evidence-based practices identified by the National Professional Development Center on ASD. In addition to survey results and implications for practice, this session will share an overview of how EBPs are incorporated into the program of study.

This session explores special needs trusts, including a specific type known as a pooled trust, and why those trusts allow people to retain benefit eligibility. We will discuss trusts funded by a person with a disability compared to trusts funded by a third-party for a person with a disability. We will compare and contrast Ohio’s STABLE account and the Qualified Income trust to special needs trusts. This session will also focus on trust administration and how special needs trusts supplement, not supplant, government benefit eligibility.

Type: Lecture Level: Intermediate

Type: Exhibitor Level: Introductory

ASD: “Engagement and the Steps of Being Social”

Aspects of Being a Professional with Vision and/or Hearing Loss

D130

Cynthia Pearl

D131

Marci Laurel, Kathleen Mo Taylor “Engagement and the Steps of Being Social” is a visual model that provides discrete and objective steps for facilitating the development of social skills. This session highlights the extraordinary importance of considering social development in all aspects of an individual’s life. For the purpose of assessment and planning intervention, social skills are broken down into a series of steps that are delineated in terms of pivotal skills observed and linked to evidence-based strategies. “Engagement” is defined in observable language and described as the basis of all meaningful social interaction.

Type: Lecture Level: Intermediate

Communication Strategies for Students With Hearing Loss and Low-Incidence Disabilities D132

Abby White, Maria Dudzinski Communication for students with hearing loss and autism and/or low-incidence disabilities is challenging. Research on this population is scarce, and best practice is not established.

This session will present strategies that have been used to increase communication as well as discuss the challenges of working with this population, investigate case studies, and delve into other strategies that can be used with these students, including (but not limited to) sign, verbal language, LAMP (Language Acquisition through Motor Planning) and PECS.

D231

Stephanie Smith Albert, Elizabeth Sammons, Daniel Kelley, aj granda Professionals currently thriving in their fields discuss factors of their success story, their ideal work environment, transitioning from school to employment, and how they used assistive technology. Discussion will be followed by question and answer time.

Type: Panel Level: Introductory

Innovative Transition Programming for Students With ASD Who Present With Intense Needs D233

Christina Even, Katie Strubbe Project Warren County is a transition program for students with ASD who present with intense needs. These are students who display inappropriate behaviors for the community setting to include vulgar language, excessive refusal, and aggression. Rather than discount the possibility of community-based inclusion due to these behaviors, the team sought to implement evidence-based practices, sensory integration, and self-management strategies with a high staff-to-student ratio to teach appropriate skills in the natural environment.

D235

This session focuses on how educators with a growth mindset have an easy time implementing universal design for learning.

While those with fixed mindsets do not believe in the potential for people to grow and, therefore, see mistakes as failures, those with growth mindsets view mistakes as opportunities to improve. Please join us for a mind-blowing adventure where growth mindset trumps the fixed mindset.

Type: Facilitated Discussion Level: Intermediate

Student-Led Learning: It’s Possible E150

Amy Konkler, Amanda Welsh, Becky Shuster, JIll Schramm This session will guide participants to implement student-led learning in their classrooms. The presentation will consistent of lecture, actual classroom video clips, discussion, and question-and-answer sessions.

Type: Panel Level: Intermediate

You Don’t Have to Be an AT Expert to SIFT Through AT Features!

E151

Heather Bridgman, Jan Rogers This session guides participants through an important step of the AT assessment process – feature matching. An exciting online tool known as SIFTS – Student Inventory for Technology Supports will be demonstrated to assist with this process. This tool allows users to input specific strengths and needs of their students by answering simple multiple-choice questions. The result is a list of AT features that could be considered for the student, complete with text descriptions, images, and videos for deeper understanding. Join us for this handson session to explore SIFTS. Type: Learning Lab Level: Intermediate

Type: Lecture Level: Introductory

Type: Facilitated Discussion Level: Introductory

HOW WAS YOUR SESSION? USE THE ONLINE SESSION SORTER TO SUBMIT AN EVALUATION.

43

T H U R S D AY S E SS ION S Family Engagement: A National and State Perspective for Local Action

Workplace Survival Skills 101: Debunking the Social Code

E160

Marjorie Bock, Jennie Long

Barbara Boone Recent federal legislation and policy statements and state initiatives include strong, central family engagement components.

What opportunities does this create for Ohio’s schools and families? We’ll take a focused look at family engagement within the Every Student Succeeds Act, the joint policy statement from the U.S. Departments of Education and Health and Human Services and Ohio initiatives including Positive Behavioral Interventions and Supports, The Ohio Improvement Process, and others.

The purpose of this session is to link research to real life. Data from two single-subject studies investigating the effects of SODA (Stop, Observe, Deliberate, and Act) strategy training on the social interaction skills of an adult with ASD and an adult with a related cognitive disability in the workplace will be presented (Bock, M. A., in press a,b).

Participants will practice teaching the SODA strategy to one another. The session will conclude with a Q&A to facilitate discussion of the SODA strategy and its use in the workplace.

Type: Lecture Level: Intermediate

Type: Hands-On Interactive Level: Advanced

Bottom-up and Top-down Systems Change: ASD Training and Technical Assistance in Virginia

Customized Programming to Enhance Quality of Life for Children and Families

E170

E161

E171

Carol Schall, Vicki Brooke

Suzanne Letso

As ASD has changed from being a rare disability to becoming the fourth most common disability in Virginia, school districts and the Virginia Department of Education have struggled to keep pace with the needs of this heterogeneous population. In this session, we will present a comprehensive, state-wide systems change model that implemented comprehensive online and live training combined with school-district-specific strategic planning. We will also present examples of the services provided through the Virginia Commonwealth University Autism Center for Excellence using the bottom-up/top-down model.

Although a wide variety of published curriculum guides and other materials are now available to help behavior analysts design many aspects of a therapeutic program, our clients with autism often present unique needs that sometimes necessitate development of novel instructional strategies within a behavior analytic paradigm. This session discusses factors impacting the selection of instructional targets such as family priorities, time allocation, availability of resources, and other considerations. Examples of customized instructional programming and data will be provided.

Type: Lecture Level: Advanced

FUNctional Communication: Increasing Language In Everyday Life

Type: Lecture Level: Advanced

Sexuality Education and Learners With ASD: Needs, Challenges, and Complexities

E172

E162

Peter Gerhardt

Children who are nonverbal or who have limited language skills often feel overwhelmed and/or frustrated with the task of communicating their wants and needs. The benefits of using visuals for these students include increased independence, increased verbalizations, and increased ability to follow directions. Visuals can be easily made for use in the classroom or at home to open the lines of communication. Participants will learn how to make their own visuals for various parts of the day, including school, home, and community activities.

Persons with ASD are sexual beings. However, individual interest in sex or in developing an intimate sexual relationship with another person varies widely across individuals at all ability levels. Despite much discussion about decision-making skills in the self-determination literature, there continues to be lack of evidence supporting the effectiveness of sex education and training for persons with ASD. This presentation provides an overview of sexuality education from the professional and personal points of view in ASD with an emphasis on safety, knowledge, values, and social understanding.

Type: Hands-On Interactive Level: Introductory

Type: Lecture Level: Intermediate

Amber Huber, Amy Savage, LaQuita Schwartz

44

Sensory Disabilities Session

9:45 - 11:15 am Educating Individuals With Autism: Where Are We Now? Main Stage Hall E Kathleen Quill

The field of autism promotes the use of evidence-based practices to teach skills and change behavior. Special education emphasizes national academic standards, inclusion, and accommodations to achieve these goals. And the wish of families who love individuals with autism is to maximize their child’s social and emotional growth. Learn how these three diverse needs can intersect and align through stories that span Quill’s 40 years of helping individuals with ASD. Type: Keynote Level: Intermediate

11:30 am - 12:30 pm Completing Useful Evaluations to Drive Effective IEPs for Students With Autism and Low-Incidence Disabilities Hall E – 502

Allison Krupko, Andrea Speece Learn about various assessment methods for students with autism and low-incidence disabilities, including various means of collecting standardized, nonstandardized, observational, and descriptive data to individualize the assessment process. Uses for these various types of data will be featured with particular focus on how the information should drive IEP goals to best suit each student’s unique set of strengths and needs.

Type: Poster Level: Intermediate

OAR Session

Exhibitor Session

T HU RSDAY S E SSI ONS Evidence-Based Practices on Steroids: Using Technology to Supercharge Your Strategies

The Effects of a Picture Racetrack on the Vocabulary Development of Preschoolers Who Are Deaf

Voice-Output Communication Aids in Adult Services: Identifying Supports for Implementation

Carrie Davenport, Sheila Alber-Morgan

Sean Pierce

Hall E – 504

Hall E – 510

This poster session examines two case studies of students with significant behavioral and communication needs and how the team addressed their lagging skills and made their educational experience more meaningful.

The use of technology will be highlighted in support of evidence-based practices including data collection, functional communication training, prompting, modeling, scheduling, as well as in support of academic content areas. Additional examples of student successes will be discussed to highlight the lessons we learned as a district and how we are applying them to other students.

This poster session reports on a study that examined the effects of picture racetracks on the acquisition, maintenance, and generalization of picture labeling for two preschoolers who are deaf. A multiple-probeacross-picture-sets design demonstrated that playing the picture racetrack game was functionally related to increased acquisition of vocabulary for both participants. Implications for implementation and future directions for research are provided.

Ann Sweet, Darla Ashton

Type: Poster Level: Intermediate

Social Teaching Strategies for Individuals With ASD From the Animé Community Hall E – 506

James Williams Many people with ASD enjoy animé and manga, and are active in the Japanese animé fan community. To accommodate people with social skill deficits, the animé community has created a series of social rules and expectations for their members, along with methods of teaching and enforcing them, as well as animé-themed games that involve social challenges. Listen to an animé fan with autism – who works in the animé community – discuss some of these strategies and how they can be applied in social skills instruction.

Type: Poster Level: Intermediate

Golden Ideas for the Golden Child in Your Home Hall E – 508

Kathy Kelchner Having a child with a disability doesn’t make a disabled family! Putting some visual and behavior supports in place in the home can create a foundation for success as you rebuild your dreams for your child.

Type: Poster Level: Introductory

Type: Poster Level: Introductory

Vocabulary Instruction for Students Who Are Hard of Hearing: Conceptual and Strategic

Hall E – 512

Lisa Handyside This poster session reports the results from a research study conducted with students who are deaf or hard of hearing and who have additional disabilities. Six students participated in a 5- to 7-week conceptually based vocabulary intervention utilizing a singlesubject research design.

Type: Poster Level: Intermediate

Influencing Perception About Children With Autism and Their Parents Using Disclosure Cards Hall E – 514

Hall E – 516

Voice-output communication aids (VOCAs) can be empowering tools for individuals with multiple disabilities. However, nonverbal clients in adult services settings do not always have the opportunity to use these important devices. This poster describes a training model for introducing use of VOCAs in an adult setting. Overall, adult services staff require hands-on support in five major areas: availability of resources, staff motivation, modeling, differentiation, and total communication systems.

Type: Poster Level: Introductory

Meeting the Continuum of Needs for Adolescents With ASD in Community Programs Hall E – 518

Faleasha Wink, Kaitlin Palmer Implementing effective community programs for adolescents with ASD can be challenging. Building capacity is a critical skill for engagement and participation in local communities. This poster session reports on a process evaluation model used to evaluate a six-week interdisciplinary program for adolescents with ASD. Outcomes from the study suggest the importance of incorporating teamwork in community-based programs, congruent with the literature for addressing the unique needs of this population.

Type: Poster Level: Intermediate

Jillian Austin

Parents of children with autism are increasingly using disclosure cards to reduce negative perceptions. However, to date no research has shown the effectiveness of these cards. This poster reports on a study using vignettes of a parent-child interaction in which the child was “misbehaving” and investigated the efficacy of autism disclosure on perceptions of the parents. A survey was developed with two factors and showed those who received the disclosure card reported significantly lower Maternal Skill Deficit and Negative Reaction to the Dyad. These results provide validation for autism disclosure cards in buffering negative judgment.

Type: Poster Level: Intermediate

Meta-Analysis of Comparative Studies of Social, Emotional, and Behavioral Adjustment in Siblings Hall E – 520

Hye Ran Park, Tala Karkar Esperat ASD is well known for its unique characteristics such as social, emotional, and behavior problems. Many researchers have the controversial results of how children with ASD would affect their siblings’ social, emotional, and behavior adjustment. The purpose of this meta-analysis was to examine whether children with ASD affect their siblings on the three main deficits. Twenty one studies were selected by the specific identification criteria.

They had an experimental group (siblings of children with ASD) and a control group (typical siblings of children without disabilities). The statistic values to calculate effect sizes were driven from the domains of 20 different types of measurements.

Type: Poster Level: Introductory

DON’T LOSE THAT THOUGHT – VISIT THE THINK TANK IN THE EXHIBIT HALL

45

T H U R S D AY S E SS ION S Promoting Self-Regulation Using the Alert Program Hall E – 522

Shirley O’Brien, Rebecca Simpson-Pinkston Self-regulation is an expectation for successful social engagement and societal interaction.

This poster session describes how use of the Alert Program afforded a group of elementaryschool students the opportunity to build upon their internalization of regulatory needs while participating in an interdisciplinary social skills group for students with ASD. Students reported their engine levels upon arrival and at dismissal. Group activities reinforced the use of Alert Program terms.

Findings suggest improved internalization of self-regulatory needs.

Type: Poster Level: Intermediate

Targeting the Tourette’s Triangle: How One Family Overcame the Obstacles Hall E – 524

Mary Callicoat This poster session provides an overview of Tourette’s Syndrome, OCD, and ADD, and how they form what is commonly called the Tourette’s Triangle. The journey of getting a diagnosis, battles with school and teachers, and the tools to aid with coping with the triangle of co-morbid disorders will be presented.

Type: Poster Level: Introductory

Training a Paraprofessional to Implement Video Prompting With a Student With ASD Hall E – 526

Rachel Seaman Although an abundance of research has evaluated the practice of training practitioners to use evidence-based practices to teach a wide variety of skills, few studies have applied this training to the acquisition of vocational tasks. This poster session reports on a study evaluating the methods used to train a paraprofessional in implementation of video prompting with a student with ASD. Results indicate that the training package resulted in increased video prompting implementation behavior for the paraprofessional as well as increased vocational skill behavior for the student.

Type: Poster Level: Intermediate

Identifying Participant Characteristics in Evidence-Based Practices Literature Reviews for Learners With ASD

Impact of 3-D Printing on Conceptual Understandings of Students with Visual Impairments

Hall E – 528

Karen Koehler, Tiffany Wild

L. Lynn Stansberry-Brusnahan, Meaghan McCollow This poster reports on the result of a study, “Racial and Ethnic Diversity of Participants in Research Supporting Evidence-Based Practices for Learners With Autism Spectrum Disorder” (West, et al., 2016). Our study examined participant characteristics in the 27 identified interventions from the EvidenceBased Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder report (Wong et al., 2013). We found limited representation of diverse participants. When reported, white youth represented the large majority of participants. Implications and recommendations for future research will be discussed.

This poster session presents the findings of a pilot study on assessing middle school students with visual impairments’ conceptual understanding of Earth science concepts through the use of an inquiry-based curriculum as required by the Next Generation Science Standards. Two groups of middle school students participated in this study. During instruction, one group utilized traditional tactile graphics to supplement the instructional content and the other group was provided 3-D printed models to supplement the instructional content. The results of conceptual understanding, including misconceptions students held, will be reported and compared by methodology used in instruction (tactile graphics vs. 3-D printing).

Type: Poster Level: Advanced

Type: Poster Level: Introductory

What Factors Influence the Identification Process For Children Who Are Deafblind?

A Driver’s Perspective of Transporting Persons with Visual Impairments on a Public Bus

Hall E – 534

Hall E – 530

Hall E – 536

Heather Herbster

Danene Fast, Tiffany Wild

This poster session will expose attendees to a qualitative study focused on child identification in the category of deafblindness using multiple data sources to gather and analyze information regarding the evaluation process to gain a greater understanding of the factors that dictate decision-making on behalf of children. Research in the field of deafblindness has shown that the population is a very heterogeneous group with varying degrees of loss related to vision and hearing, and often times the presence of additional disabilities, which can lead to an underrepresentation of children who have the disability.

The field of orientation and mobility teaches professionals to provide independent travel training to persons with visual impairments; included in that skill set is teaching a person with a visual impairment how to access public transportation in a variety of venues. However, the field of orientation and mobility does not require individuals to learn how to transfer that knowledge on to the workers that will come in contact with a person with a visual impairment. This poster reports on a research study which examined the knowledge of public transportation workers about persons with a visual impairment and examines their attitudes toward blindness and knowledge about interacting with a person with a visual impairment on their bus.

Type: Poster Level: Intermediate

Using Video Modeling, 3-D Models and Project-Based Activities by Parents to Reduce Anxiety

Type: Poster Level: Introductory

Hall E – 532

Barbara Lechner, Amy Rule This poster session describes the projectbased activities in after-school and summer programs for children with autism. Learn how a mother used activities, video modeling, and 3-D models of “scary” situations to reduce her child’s anxiety, sensory issues, and rigidity and improve his executive functioning, social skills, communication skills, and community participation.

Type: Poster Level: Advanced

46

Sensory Disabilities Session

OAR Session

Exhibitor Session

T HU RSDAY S E SSI ONS 12:45 - 2:00 pm But You Can Talk! Alternative Communication for Verbal Individuals With ASD D130

Lydia Wayman, Conner Cummings, Chloe Rothschild As three verbal young adults with ASD, people used to assume that we were disconnected, unable, and faced limited futures. Because of our typed words, we are now powerful advocates and good friends. We will use our own stories and current research on autism and AAC to explain why we can say some things but not others, why our ability to speak is unpredictable, and which devices or methods we prefer. AAC has changed our lives, and we want other verbal individuals to find their voices.

Type: Lecture Level: Introductory

Accessible Educational Materials, Accessible Technologies, and Best Practices Cohort Project D131

Jan Rogers, Joy Zabala, Paula Mauro, and Various School District Personnel All students need useful learning materials in order to access, participate, and achieve in the general curriculum. However, the standard learning materials, both print and digital, that are purchased by school districts and used in the classroom are not always accessible or usable by all students. In response to these challenges, Ohio accepted an invitation as one of eight states to participate with the National Center on Accessible Educational Materials, in the AEM Best Practices Cohort project. This panel, featuring national, state, and district representatives, discusses the issues at both the policy and practical level, as well as the cohort project activities. The new Ohio AT and AEM Center will introduce supports and resources as well.

Type: Panel Level: Intermediate

Bliss, Bias, and Creative Approaches to Assessment D132

Patty Bena, Julia Donovan This session asks participants to engage with ideas essential to supporting individuals with major life transitions. “Bliss” is defined as the outcome of a well-defined service plan. Bias is introduced, not as something to fear, but as something to acknowledge and monitor. We examine creativity as a process, sometimes messy and chaotic, that explodes from an awakening of bliss and an understanding of bias. Based on the belief that everyone is capable of creativity, we will share specific creative assessment strategies that have been effective in our work.

Type: Facilitated Discussion Level: Advanced

Motivating Students Toward Skillbuilding with Interactive Motion-Based Gaming Therapy

Expanding the Use of Learning Targets to Help Students Meet Behavioral Expectations

Eran Arden

Virginia Ressa, Emily Jordan

D230

Young children can be hard to motivate, especially when working on tasks and skills that are uncomfortable or non-preferred.

Can computer games help improve motor, cognitive, communication, and social skills?

We will present cutting-edge technology, developed overseas and recently introduced to the U.S., that utilizes motion-tracking cameras and interactive games. While game-based motivation and learning is well established, engaging in learning activities through physical movement is new and very promising.

Research in the field of game-based learning and physical engagement will be presented.

Type: Exhibitor Level: Introductory

Connecting Deafness, Hard of Hearing, Deafblindness, LowIncidence Learners, and State Standards

D235

This session is designed to help intervention specialists and general education teachers to more intentionally teach, assess, track, and provide effective feedback on behavioral learning targets. Through a combination of positive behavioral interventions and supports (PBIS) and formative instructional practices, participants will discuss how to apply formative instruction to behavioral learning targets, thereby helping students to understand and meet expectations within multiple classroom and school environments.

Type: Facilitated Discussion Level: Introductory

Evaluation of a State-Wide Implementation of the PLAY Project Autism Early Intervention Model E150

D231

Richard Solomon, Marilyn Espe-Sherwindt, Katie Scott, Molly Kurtz

This session explores the essentials of connecting learners with deafness, hard of hearing, or deafblindness – as well as learners who are low incidence, high needs – to state standards. As federal mandates push us into the unknown, this session looks at how the brain connects to the world and gives those experiences meaning, thus giving educators a road map into the student’s world or a guide to create experiences from the student’s perspective that parallel and evolve towards state standards.

This four-person panel will discuss an evaluation of state-wide implementation of The PLAY Project’s autism intervention model in Ohio’s early intervention system. A state administrator from Ohio’s Department of Developmental Disabilities, the principal investigator of the evaluation research, the developer of the PLAY Project’s parentimplemented autism intervention model, and an early intervention (birth-to-three) provider will share their perspectives on this innovative program. Implications for other state autism systems will be explored.

Type: Lecture Level: Intermediate

Type: Panel Level: Advanced

Pathways to Employment for Transition-Aged Youth with ASD

Google Tools to Enhance Learning for All Students

Carol Schall, Vicki Brooke

Michael Roush

Mark Campano

D233

Achieving competitive, community-based employment continues to be a significant challenge facing transition-aged youth with ASD. Thus, the promise of independence and full participation in the workforce has yet to be realized by the majority of young adults with ASD. Nevertheless, some studies have demonstrated successful supports for individuals with ASD in employment. In this session, we will present the research on the impact of internships and employment while in high school, supported employment, and customized employment.

E151

This session demonstrates and gives participants time to practice with tools and techniques that increase access to the general curriculum for all learners. By using extensions as well as built-in features of the Google Apps for Education suite of tools, teachers can implement a variety of supports for diverse learners without reducing academic expectations.

Type: Learning Lab Level: Introductory

Type: Lecture Level: Intermediate

47

T H U R S D AY S E SS ION S Fingertips to Lips: Food Groups for Sensory and Oral-Motor Feeding Problems in Schools

Learn to Create a Camp Where Everyone Wants to WANNAGOAGAIN!

Katy Ganz, Farrah Raines

Joanne Quinn, Lisa McKay

E160

Feeding therapy used to be limited to clinics and hospitals. But as more students with severe disabilities are attending schools with their nondisabled peers, it is taking place in the classroom and lunchroom, often overwhelming teachers and overworking therapists. Food group therapy is the answer. In this session, we will show professionals how to implement this play-based, child-directed approach to feeding disorders in the schools. Through hands-on demonstrations and mock food group play, educators and therapists will learn how to guide students up a feeding hierarchy towards a more diverse diet.

Type: Hands-On Interactive Level: Introductory

“What Do WE Need to Know?”

Laying the Foundation for Greater Success in Schools E161

Jim Taylor What do teachers need to know about students with ASD and how they learn? What do students need to know about teachers?

Despite ever-improving training in autism, many teachers feel de-skilled on meeting their first student with ASD. Likewise, students with autism can be confused by what is required when they meet new teachers. This research-based session explores the needs of both teachers and students, seeking to learn what they need to know about each other.

Ultimately, it explores the question, “Can every teacher become an excellent teacher of students with autism?”

Type: Lecture Level: Advanced

Peer Collaboration: Support Students Through Authentic Peer Relationships E162

Karen Brothers, Erin Canaday, Megan Burton Featured on WCMH/NBC4, the Peer Collaboration Program is a high-impact, student-driven program that provides peer support, authentic friendships, and fosters a school and community climate that battles bullying. Peer collaboration is an excellent method for speech pathologists, occupational therapists, and intervention specialists to support generalization of goals. The peer collaborators support these goals daily and help with practice in an authentic environment.

Friendships are established as social, communication, and self-regulation goals are achieved.

Type: Hands-On Interactive Level: Intermediate

48

E170

Come learn in a hands-on session how to create a safe and engaging camp experience for campers with an ASD and related intellectual disabilities. You will learn the nuts and bolts of camp and evidencebased strategies used to make typical camp experiences accessible and fun for all.

Participants will learn firsthand how to structure all aspects of camp including cabins, cabin meetings, field day activities, special activities, swimming, boats and most important camp fire! We’ll teach you how to make it so both staff and campers WANNAGOAGAIN! Type: Hands-On Interactive Level: Introductory

Applied Studies Diploma: Improving Postsecondary Outcomes for Students With Disabilities E171

2:45 - 4:00 pm For the Love of Sense-ational Literacy: Facilitating the Early Literacy Skills D130

Julie Stewart, Jenni Remeis, Shawna Benson Being literate is a fundamental skill to function in today’s society. Because visual impairment and deafness are low-incidence disabilities, the classroom teachers are often unprepared to meet the unique needs of students with these disabilities to help them succeed academically.

Students often enter preschool with language delay/deprivation that affect their academic readiness. This session presents ideas that can be implemented in the classroom to promote literacy skills in our students.

Type: Lecture Level: Introductory

Creating Exceptional Character: Social Skills Program for Students in Inclusive Settings D131

Amanda Englehart

Daniel Irwin This session will cover the development and implementation of the Applied Studies Diploma in Virginia – a diploma option that is available for students with disabilities who meet the requirements of their IEP, but do not meet criteria for a standard diploma. A curriculum map has been created to guide IEP teams in developing goals and objectives that will help supplement statewide standards by addressing functional academic, independent living, and employment skills. Resources and guidance documents will be reviewed.

Type: Lecture Level: Introductory

Pivotal Response Treatment for Young Children With ASD

E172

Daniel Openden Pivotal Response Treatment (PRT) is an evidence-based model for children with ASD based on the science of ABA, and described in literature as a family-centered approach that may be implemented throughout the day and across natural environments. This session delineates the development of PRT and the implementation of procedures for improving the pivotal response of motivation to produce generalized improvements in language, social, and academic skills as well as reductions in disruptive behaviors. Video examples will be used to illustrate how parents and professionals can implement the motivational procedures of PRT. Type: Lecture Level: Intermediate

Sensory Disabilities Session

This session presents the Creating Exceptional Character Program designed to improve the educational, social, and extracurricular involvement of individuals with disabilities.

The program offers all individuals a diverse and accepting environment in which to grow and develop as unique individuals. The club and classroom design educate all students by providing age-appropriate, social situations, while the course offers opportunities to learn about the laws, history, disability categories, careers, etc., reversing the inclusive setting and expanding beyond the classroom to form meaningful peer-to-peer relationships.

Type: Lecture Level: Intermediate

Bullying Prevention and Intervention in Schools for Students With Disabilities D132

Richard Cowan, Anna Quinn Denzer This session will familiarize participants with the current status of bullying in schools for all students, including students with disabilities.

Participants will enhance their understanding of the bullying prevention literature as applied across systems and levels of support. We will discuss terminology associated with bullying, statistics related to bullying in students with and without disabilities, literature-derived prevention and intervention strategies, and potential roles for those who have frequent contact with students whose lives may be impacted by bullying.

Type: Facilitated Discussion Level: Intermediate

OAR Session

Exhibitor Session

T HU RSDAY S E SSI ONS Life Planning for a Child With Special Needs D230

Blaine Brockman, Tabitha Woodruff Caring for a child or loved one with disabilities can be challenging, and navigating the complicated world of public benefits makes it no easier. Learn about the laws and government programs available to help children with special needs and their families. This session will discuss Medicaid, Social Security, special needs trusts, special education, guardianship, and more.

Type: Exhibitor Level: Introductory

How We All Learn: The Brain, Body, and Communication D231

Mark Campano This session looks at typical aspects of learning and the individualized sensory and conceptual aspects of students with multiple disabilities and deafblindness. Inventories to identify how a student accesses the world will be presented, and data from these tools will be used to demonstrate how to create a meaningful and functional learning experience from the child’s perspective, thus creating the ability for the student to learn and communicate beyond their current means.

Type: Lecture Level: Introductory

Glass Half Full? Engaging Businesses in Employing Individuals With Disabilities D235

Darlene Unger, Alfred Daviso Following an overview of the evolving nature of employment supports for individuals with disabilities, participants will share their experiences and strategies for working with employers to hire and support individuals with disabilities in the workforce or in communitybased vocational training. Facilitators will engage participants in discussions around challenges and successes with engaging employers, readying the workplace to support successful employment experiences, and resources aimed at engaging employers to address the high unemployment of individuals with disabilities.

Type: Facilitated Discussion Level: Intermediate

What’s Your Story? Parenting Children with Vision and/or Hearing Loss

Planning for the Future: Strategies for Transitioning to Employment

Allison Shardell, Molly Taylor, Janet Mastrangelo, Lois Kuhns

Individuals with ASD can be productive contributors to the workforce, but are vastly un(der)employed. Resumes, networking, and interviewing skills are particular challenges to getting and keeping a job. This interactive session will discuss issues surrounding disclosure and self-advocacy, and will provide in-depth examples of how to navigate coworker interactions. Individuals on the spectrum, parents and family members, teachers, professionals, and clinicians will all benefit from this presentation on transition to employment.

E150

Parents currently raising children with “different abilities” discuss the biggest support factors in their journey, the ideal learning environment, communication successes and challenges, and how they use assistive technology. Discussion will be followed by question and answer time.

Type: Panel Level: Introductory

Increasing Independence Through Mobile Technology E151

E161

Kate Palmer

Type: Lecture Level: Introductory

Debra Bauder, Thomas Simmons This session will discuss how everyday technologies such as the iPhone, iPad, and iPod can be used to increase independence and inclusion for people with intellectual and other developmental disabilities. Material will be presented that include a variety of applications, software, and hardware that can be utilized in a functional approach in daily living/work environments.

Living the Good Life

E162

Willie Jones, Pete Moore

Calm Moment Cards: Simple, Quick Solutions to Common School Stressors

There is nothing more important than helping the people around us live a good life, which means we must live the Good Life.

With some great tools and effort, amazing things can happen. During this session, participants will be introduced to the work of the Ohio Association of County Board’s Good Life Network. Participants will gain an understanding of the importance of selfassessment, learn how and when to use some key Good Life tools, and walk away ready to take a fresh look at themselves and the people around them.

Alisa Deininger, Sarah Kolic, Denise Young

Type: Lecture Level: Introductory

Type: Learning Lab Level: Intermediate

E160

Anxiety is an increasingly prevalent condition affecting both special and general education students. Challenges in attention and focus during situational stressors at school can be a barrier to learning and socialization.

Calm Moment Cards offer quick solutions for reducing stress using thinking, focusing, relaxation, and sensory strategies. Participants will learn about anxiety related to 17 school stressors (e.g. start of the school day, transitioning between classes) the rationale behind each strategy, and how to embed the strategies throughout the school day.

Type: Hands-On Interactive Level: Introductory

Empowering the Emerging Self-Advocate: Promoting Independence Using the ISA® Curriculum E170

Susan Kelso, Chloe Rothschild, Valerie Paradiz The Integrated Self-Advocacy ISA® Curriculum was developed to teach autonomous initiation of communication about one’s needs, wants, and desires. The concept of self-advocacy is explored first, followed by an introduction to the ISA Curriculum. A first-person account will be presented, and participants will complete their own ISA Sensory Scan® as a means of demonstrating the utility of the program in supporting emerging self-advocates. Important implications for the ISA Curriculum include transition planning support and increased communication.

Type: Hands-On Interactive Level: Introductory

HOW WAS YOUR SESSION? USE THE ONLINE SESSION SORTER TO SUBMIT AN EVALUATION.

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T H U R S D AY S E SS ION S Making the World a Bit Easier to Navigate: Using Executive Function Skills

Communication 101: A Course Designed to Teach Social Skills to Students With HFA

Using Resource Officers to Improve Social Skills for Interactions With Law Enforcement

Brenda Smith Myles

Jennifer Schmidt

Alicia Lutman

E171

The newly defined 21st Century Skills have recognized the importance of executive function skills to life success. The multiple aspects of executive function challenges will be described with examples that relate to each of these environments. In addition, evidence-based interventions and supports will be introduced.

Type: Lecture Level: Intermediate

Leveraging Technology to Support Paraprofessional Professional Development E172

D131

D235

In the fall of 2007, Beavercreek High School piloted a new approach to teaching students the pragmatic language skills they need to find success and fulfillment in life. This communication class focuses on teaching social skills to high school students with HFA (and other communication disorders) using peer modeling. The class is based on and designed around current research in the field as well as evidence-based practices, and has been replicated successfully by others. This session provides an overview of the class and the research behind it as well as a step-by-step guide to implementation.

A gap exists between the education of first responders (law enforcement, in particular) and the education of individuals with social and behavioral challenges. First responders need to have education about how to best approach someone who has difficulty with self-regulation, social skills, and impulse control. Individuals who experience these challenges must be educated about how to interact effectively with first responders. In this session, learn how the opportunity for social skills training with the use of school resource officers provides social skills that could not be replicated in other settings.

Type: Lecture Level: Intermediate

Type: Facilitated Discussion Level: Intermediate

The Importance of MasteryOriented Feedback Within the UDL Framework

Free Tech Tools to Support the Writing Process for All Students

Ron Rogers, Denise Malkovits

This presentation will introduce the Five-Step Writing Process (Prewrite, Write, Edit, Revise, Publish) and explain how it can positively impact achievement and engagement for all students, across all content areas. Plenty of quality, free tech tools will be demonstrated that allow teachers to implement the FiveStep Writing Process for all students, including students with diverse needs. Time will be devoted to planning for implementing the Five-Step Writing Process in the curriculum, and supporting students in becoming accomplished, confident writers.

Patricia Wright This session provides a go-to strategy for effective paraprofessional training. Learn how school districts, including large urban and small rural schools, have paired ondemand video-based training with on-site coaching to increase the knowledge, skills, and effectiveness of paraprofessionals supporting children with ASD and other developmental disabilities. This session provides an overview of the model and strategy used, quantitative outcome data, and qualitative narratives regarding the impact and success of this initiative.

Type: Lecture Level: Intermediate

4:30 - 5:45 pm Parent Engagement: Helping Families to Understand the Importance of Getting Involved D130

Julie Stewart, Tabitha Belhorn Research indicates that the single-most important factor in predicting successful outcomes of newly identified deaf and hardof-hearing babies in early intervention is the active participation of their parents (YoshinagaItano, Coulter, & Thomson, 2000). Ninety-five percent of all children who are deaf or hard of hearing are born into hearing families (Mitchell & Karchmer, 2004). Learn about resources for finding information to support a child’s education such as Hands and Voices, deaf service centers, and hearing and speech clinics.

Type: Lecture Level: Introductory

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D132

This session focuses on the importance of mastery-oriented feedback and how it can enhance student engagement in the universal design for learning framework. During this session, we will specifically look over the principle of engagement and the guideline “options for sustaining effort and persistence” with a focus on increasing mastery-oriented feedback. The content of the presentation supplements Ohio’s current work with SPDG – the State Professional Development Grant, Co-Plan to Co-Serve Model, Building Leadership Teams, and Teacher-Based Teams.

Type: Facilitated Discussion Level: Intermediate

Words of Wisdom: Achieving Successful Jobs for Individuals With ASD

E151

Michael Roush

Type: Learning Lab Level: Introductory

Friendly Facts: Program to Help Children Explore the Complexities of Friendship E160

D231

Josie Santomauro, Margaret-Anne Carter

Creating and maintaining community-based employment opportunities for individuals with ASD is not easy. This practical session will share strategies, tips, and inspiration learned during a career in transition, employment, and community services. The session will include important considerations in placement planning, attracting and working with employers, building relationships that support partnerships, and creative ways to address barriers. Case studies will examine tough scenarios. Time for candid discussions of onthe-ground challenges will be offered.

For children with ASD, making and keeping friends is often not a simple process. These children need to be intentionally taught in developmentally appropriate, respectful, and supportive environments how to be a friend and how to make and keep friends. This presentation focuses on children ages 7-11, a period when friendships become increasingly complex and a lack of peer acceptance is all the more obvious and challenging. Through a variety of educational activities that appeal to different learning styles, children are scaffolded in their learning about making and keeping friends.

Type: Lecture Level: Introductory

Type: Hands-On Interactive Level: Intermediate

Katina Demetriou

Sensory Disabilities Session

OAR Session

Exhibitor Session

T HU RSDAY S E SSI ONS Do Dots: Coordinating Twelve Days of Adventure and Learning at an Immersive Adult Deafblind Training

Learning and Succeeding Together: Building Capacity through BuildingBased Autism Teams

Multi-Agency Planning (MAP) to Employment: Making Practical Application of the Process

Charles Kemp, Jamie Sibole

Rae Lynn Daviso, Alfred Daviso

Elizabeth Sammons, Heather Herbster

Today, more than ever before, students with autism are enjoying membership and participation in the general classroom.

Successful inclusion is possible when proper supports are in place for both students and staff. Knowing the characteristics of your student and having the ability to assess, design, and implement programing for these students is the work of building-based autism teams. This session will demonstrate how one team used tools to assess, design, and implement a comprehensive program for their student and the success enjoyed by both team and student.

E161

This presentation highlights logistical, interpersonal and success strategies from an administrative viewpoint on this first-ever program that involved eleven Ohio adults with low/no vision and hearing loss as they learned basic braille and activities of daily living and increased their independence in an immersive program at the Ohio School for the Deaf.

Type: Lecture Level: Intermediate

Making Learning Fun! Differentiating Math Activities for Preschool Inclusive Classrooms

E171

E172

This session will explain the MAP to Employment process, how it was utilized in an urban school district setting, and how to use the tools and resources to help students and families talk about and plan for a future beyond high school. Tools discussed include the resources available for Employment First such as Transition Assessment Planning Guide, Backward Planning Template, and EvidenceBased Practices for Transition Youth.

Type: Lecture Level: Intermediate

Type: Lecture Level: Intermediate

E162

Sarah Good During this session participants will be presented with ideas and activities for early mathematic concepts to supplement their current curriculum. We will discuss how to connect assessment results/information to the cognitive development to create engaging age-appropriate math activities in the classroom. We will also discuss ways to differentiate these activities to include multi-age and developmental levels into one learning activity. Multiple examples currently used in early childhood classrooms will be presented.

Type: Hands-On Interactive Level: Intermediate

Opening the Book to Literacy: Strategies for Infants and Toddlers with Visual Impairments and Other Special Needs E170

Kay Clarke Long before acquiring formal reading and writing skills, infants and toddlers engage in an important time of discovery from which they develop the foundation for a lifelong love of spoken and written words. Based on the upcoming American Printing House for the Blind Laptime and Lullabies kit, this session explores components, strategies, and resources to support families as they launch into literacy with their infants and toddlers who are blind or visually impaired. Most strategies are equally applicable for early learners with other special needs.

TippyTalk is an enhanced AAC platform that removes the person living with the nonverbal disorder from the frustration, isolation, and limitation of same room communication by opening the door to the world around them.

How it works Our solution allows a person living with a nonverbal disorder to communicate by translating picture-based communication into personalized text messages sent to a family member or caregiver’s phone. TippyTalk allows you the parent, caregiver, educator, or professional to capture images that are uniquely identifiable and familiar to the person living with the verbal disorder.

Simply take a picture of an object, place, or person and apply the appropriate text. You can also reinforce language development by recording your voice over each picture.

TippyTalk is unique in that it removes the person with the verbal disability from the limitations of same-room communication and by doing so increases personal communication, personal independence and personal choice.

Type: Hands-On Interactive Level: Introductory

CONTINUE THE DISCUSSION – #OCALICON2016

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Real People. Real Settings. Real Strategies.

A groundbreaking, online video training program for those who interact with individuals with autism spectrum disorder (ASD)

“This course was easy to utilize, very insightful and incredibly engaging.”

“Very insightful, provides an immense amount of knowledge and understanding with also providing relatability to ‘real-life’ situations.”

• 30+ Hours of Video Instruction in Autism Strategies • Early Childhood through Young Adulthood • For Schools, Families, Universities, and Agencies • Online and Blended Learning Opportunities • Easy-to-Use Learning Management System

www.AutismCertificationCenter.org Powered by

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Our Partners

hio

Department of Developmental Disabilities

hio

Department of Education

Governor’s Office of Health Transformation

FRIDAY Main Concourse Meet the program directors and team members of OCALI’s two new centers.

Find out more about our programs and services – and how you can partner with us!

THE OUTREACH CENTER for Deafness and Blindness

F R I DAY AT- A - GLANCE 8:00 – 9:15 am | Concurrent Sessions D130

Ain't Just Misbehavin': The Emerging Debate About the Neuroscience of Challenging Behavior Kari Dunn Buron

D131

Center for Autism Services and Transition: What Happens When You Age Out of Pediatrics?

Amy Hess, Polly Irwin, Sarah Elder

D132

Dynamic Connection Between Deaf and Hearing Siblings Marla Berkowitz

D230

Building CONNECTIONS: An Intervention Model for Toddlers With ASD and Their Families Marilyn Espe-Sherwindt, Amy Soranno, Ellyn Rideout

D231

Teaching Adults to Play: Strategies for Increasing Communication in Children With ASD Alicia Mrachko, Louise Kaczmarek

D233

Using Transition Assessments to Make Individually-Based Data-Driven Decisions Aaron Weisbrod

D235

Understanding Ohio’s STABLE Account Doug Jackson

E150

Autism and the Arts: A College Support Program Jane Thierfeld Brown, Lindsay Masters, Jennifer Runco, Alyssa Crane

E160

Finding the Right Assistive Technology for All Individuals Raymond Heipp

E161

Advocacy Star Wars Style: May the Voice Be With You Sondra Williams

E170

Sharing What Works: Showcasing Inclusive Practices Shawna Benson, Wendy Szakacs, Ron Rogers

E171

Improving Transition Outcomes Through Interagency Collaboration: Opportunities for Deaf and Hard of Hearing Ohioans Cameron Crane, Keady Delia, Katie Scheetz

E172

One Bite of the Elephant: Preventing Burn-Out Using Peer-Mediated Intervention and Instruction to Promote Social Growth in Teens Amanda Sheldon

9:45 – 11:00 am | Concurrent Sessions

54

D130

Improving Motivation for Social Interaction in Children With ASD Selene Johnson, Lizzy Donovan

D131

Functional Communication: An In-Depth Look at Reducing and Replacing Challenging Behaviors Lauren Williams, ShyJuan Larkin

D132

Using Collective Impact: Creating Policy in Ohio to Increase Quality of Life for Individuals With ASD Melissa Bacon, Shawn Henry, Brenda Smith Myles Sensory Disabilities Session

FRIDAY AT- A- GL A NC E D230

Video Modeling, Priming, and Prompting . . . Oh My! Carol Dittoe, Heather Bridgman

D231

How to Implement ASD Strategies in Action as an Effective Training Tool Within Your Organization Laura Maddox-Bechard, Carly McVey

D233

Hold Your Horses: Talk, Move, and Learn in a Natural, Nature-Based Environment Kimberly Hale, Pamela Jeffers

D235

Family-Centered Transition Planning for Youth With ASD Alan Kurtz, Janet May

E150

The Power of Neurodiverse and Neurotypical Adult Partnerships and Collaboration Camilla Bixler, John Comegys, Gregory Yates, Paul Nussbaum

E151

Digital Pedagogy Through a UDL Lens Debra Bauder

E160

DATA. DIFFERENTIATE. ADAPT. Improving Student Outcomes in an Integrated Preschool Setting Annette Kosmac, Sara Harris, Kathie O'Callaghan

E161

Improving the Lives of All Affected by Autism: An Update on the Autism Society Kathi Machle, Margaret Miller, Charmaine Kessinger, Linell Weinberg

E170

Co-Teaching, Co-Caring: Come Check out the Collaborative Classroom Sharon Robbins, Ellen Cress, Karen Weber

E171

Broadening Horizons: Moving Toward a Sensory Impairment Endorsement in Ohio Doug Sturgeon, Nanetta Fults

11:30 am – 12:45 pm | Concurrent Sessions D130

Generalization of Social and Communication Skills Kathleen Quill, L. Lynn Stansberry-Brusnahan

D131

Top Behavior-isms in Improving Behavioral Outcomes for Students with ASD Kelly Dunlap

D132

Taking the State! The Widespread Success of Peer-Mediated Interventions in Wisconsin Lana Collet-Klingenberg, Julie LaBerge, Kim Klister

D230

If the Shoe Fits, Wear It? Jeff McCormick, Joy Zabala

D233

Self-Regulation Techniques From the Perspective of a Young Adult and Her OT Patty Cunningham, Chloe Rothschild

D235

Interdisciplinary Support Program for Persons with Challenging Behaviors Carmela Campanella-Borraccia, Erin Lemcke

E150

Using AAC When the SLP Is Not Around: Creative, Easy Ideas for School, Work, or Home Laura Davis, Jennifer Hesseling, Andrea Ranney, Kathryn Wilson

CONTINUE THE DISCUSSION – #OCALICON2016

55

F R I DAY AT- A - GLANCE

56

E151

Blind and Low Vision Assistive Technology Sharing Workshop Jerry Whittaker, Jennifer Govender, Katie Robinson

E160

Shifting Gears on the Evidence-Based Practices: A Three-Tiered Model for Progress Lisa Combs, Carol Dittoe, Susan Aebker

E161

Ohio Transition Support Partnership and Workforce Innovation and Opportunity Act Updates Kristen Helling, Amy Szymanski

E170

Special Interests, Perseverative Topics and Ritualistic Behaviors of Individuals with Autism In Daily Instruction Bobby Huffman

E171

Trends and Postschool Outcomes for Students With Disabilities Alfred Daviso, Robert Baer

E172

Profile of Deaf and Hard-of-Hearing Students Julie Stewart, Molly Estes

FRIDAY S E SSI ONS 8:00 - 9:15 am Ain’t Just Misbehavin’: The Emerging Debate About the Neuroscience of Challenging Behavior D130

Kari Dunn Buron The past 10 years have seen unprecedented advances in neuroscience related to the development of social behavior and emotional regulation. These advances include information about social awareness, social attention, self-awareness, self-management, and selfcontrol. This research not only documents that these skills are brain-based, but emerging educational research indicates that these skills can be taught. This session includes a brief overview of social cognition, executive function, and emotional regulation as they relate to social anxiety and loss of emotional control.

Type: Lecture Level: Advanced

Center for Autism Services and Transition: What Happens When You Age Out of Pediatrics?

D131

Amy Hess, Polly Irwin, Sarah Elder The Center for Autism Services and Transition or CAST is headquartered in The Ohio State University Wexner Medical Center’s Hilliard Internal Medicine clinic. CAST offers clinical services delivered by primary care physicians certified in both pediatrics and internal medicine. CAST is the only place in central Ohio – and one of only a few places in the nation – where patients can access multiple services in a single setting by physicians who are experienced in providing comprehensive care for adults with autism and related, often complex, healthcare needs. Currently, CAST sees nearly 450 patients with autism and is experiencing rapid growth as word spreads throughout the autism community.

Type: Lecture Level: Introductory

Dynamic Connection Between Deaf and Hearing Siblings

D132

Marla Berkowitz If you are a sibling who grew up with a deaf and/or hard-of-hearing sibling, an interpreter who has or will interpret at family gatherings, VRS settings, IEP meetings, and/or medical appointments, or a professional working with families involving a deaf and/or hard of hearing sibling, then this session is for you.

Based on a book co-authored by the presenter, this session considers both deaf and hearing perspectives on the dynamics of adult sibling relationships, discusses the deaf-hearing sibling bonds, how deaf-hearing dynamics affect sibling roles as early socialization agents, and how their relationships were affected by the communication choices their parents made and the attitudes of society towards deaf and/ or hard-of-hearing people.

Type: Lecture Level: Introductory

Building CONNECTIONS: An Intervention Model for Toddlers With ASD and Their Families D230

Marilyn Espe-Sherwindt, Amy Soranno, Ellyn Rideout A growing body of research has shown that effective interventions for toddlers with ASD should include parent involvement and engagement with their child, and that outcomes are related to (a) the intensity of that engagement and (b) starting as early as possible. This session describes the development, implementation, and evaluation of CONNECTIONS, a developmental systems approach to short-term, intensive relationshipbased intervention for toddlers newly diagnosed with ASD and their families.

Type: Lecture Level: Intermediate

Teaching Adults to Play: Strategies for Increasing Communication in Children With ASD D231

Alicia Mrachko, Louise Kaczmarek Children with ASD struggle with socialcommunication skills, but research shows that when they receive interventions that combine applied behavior analysis (Sundberg & Michel, 2001) and developmental models (Rogers & Dawson, 2009), they show improvement.

In this session, the researchers describe two studies teaching a combination approach to paraprofessionals and teachers in home and school settings with children with ASD ages 3-6 years. Participants in the session will have an opportunity to practice the strategies from the intervention with coaching.

Using Transition Assessments to Make Individually-Based DataDriven Decisions D233

Aaron Weisbrod In order to accurately assess students’ transition needs, a variety of student-centered Age-Appropriate Transition Assessments (AATA) methods and tools should be used to determine the students’ preferences, interests, needs, and strengths. This session discusses why and how to select and use AATA as a basis for data-driven discussions and data-driven decisions with regard to transition planning in relation to employment, independent living, and education/training opportunities. Free online AATA resources for constructing IEPs and making transition plans will be reviewed as well.

Type: Lecture Level: Intermediate

Understanding Ohio’s STABLE Account D235

Doug Jackson Find out how the Ohio STABLE Account can increase the financial independence of people with disabilities by providing a tool to save, invest, and spend personal funds without affecting eligibility for federal or Ohio meanstested benefits programs like supplemental security income (SSI) or Medicaid.

Type: Lecture Level: Introductory

Autism and the Arts: A College Support Program E150

Jane Thierfeld Brown, Lindsay Masters, Jennifer Runco, Alyssa Crane Expanding opportunities for college students on the autism spectrum, Daemen College is building a program to support students in art and animation majors. Life skills coaching, mentoring, and intensive services have been developed to support students in their transition to college. While services will be available to any Daemen student with ASD who could benefit, there is particular focus on supporting students in the arts. This session discusses the program and its premise and includes a panel of life skills coaches who are students and instructors in the studio arts.

Type: Panel Level: Intermediate

Type: Hands-On Interactive Level: Advanced

HOW WAS YOUR SESSION? USE THE ONLINE SESSION SORTER TO SUBMIT AN EVALUATION.

57

F R I DAY S E S S IONS Finding the Right Assistive Technology for All Individuals E160

Raymond Heipp Choosing the right assistive technology for an individual can be an overwhelming process.

Aside from the wide variety of devices available, many myths influence decisions and cause questions. This session describes a variety of assistive technology devices and gives participants a chance to try them in sample activities. Anecdotal evidence and current research will be presented to help build a higher level of confidence for effectiveness.

Type: Hands-On Interactive Level: Intermediate

Advocacy Star Wars Style: May the Voice Be With You E161

Sondra Williams

Improving Transition Outcomes Through Interagency Collaboration: Opportunities for Deaf and Hard of Hearing Ohioans

E171

Cameron Crane, Keady Delia, Katie Scheetz Pepnet 2 was a federally funded project with a mission to increase the education, career, and lifetime choices available to individuals who are deaf or hard of hearing by sponsoring state teams throughout the country. Ohio’s team goal was to improve transition outcomes for Ohioans who are deaf or hard of hearing.

This session provides a recap of a twoday interagency summit including topics such as needs and community concerns, services provided by various agencies, opportunities for interagency collaboration, and the establishment of a network to record collaboration methods appropriate for Ohio and to take action toward a selected collaboration method.

This session explores the importance of the power of voice, learning how to effectively speak out for oneself with regard to advancing oneself – taking ownership of one’s voice and self-determination. Topics include how to set goals and work towards them and the importance of peer mentoring and hiring out.

Using the Star Wars theme, several quotes and images will enhance the meaning of this session.

Type: Lecture Level: Introductory

Type: Lecture Level: Intermediate

Amanda Sheldon

Sharing What Works: Showcasing Inclusive Practices E170

Shawna Benson, Wendy Szakacs, Ron Rogers Many districts have structures in place that support inclusive practices at the district, building, and classroom level. This interactive session provides an opportunity for participants to be the presenters and to share specific inclusive practices and structures that can be replicated in other districts. Come with ideas to share and questions to ask that will help your district build inclusive and equitable practices for each and every learner. Emphasis will be placed on including learners with significant disabilities with their peers in their district of residence. Success stories welcome!

Type: Hands-On Interactive Level: Intermediate

One Bite of the Elephant: Preventing Burn-Out Using Peer-Mediated Intervention and Instruction to Promote Social Growth in Teens E172

This session highlights recent work in a rural Ohio public school using Peer-Mediated Intervention and Instruction to train general education peers to model and prompt students with social communication deficits, integrate social skills groups within the school day, and engage students with disabilities in functional social learning activities. The session includes a discussion of how to begin, including selection and training of peers, how to engage at-risk students, and how to support growth in group settings. Data from peer models and at-risk students will be shared.

Type: Lecture Level: Introductory

9:45 - 11:00 am Improving Motivation for Social Interaction in Children With ASD D130

Selene Johnson, Lizzy Donovan Many children with autism do not find social interaction very rewarding. They may prefer to play alone; may not respond to social rewards; may not have diverse play interests; and may not be motivated to converse.

“Dawson and colleagues (Dawson, Webb, et al., 2002; Dawson et al., 2004; Dawson, Webb, & McPartland, 2005) have hypothesized that the biology of autism involves a fundamental deficiency in social motivation due to the young child’s relative lack of sensitivity to social reward.” This session focuses on byproducts of social motivation deficits, addresses the fundamental challenges in traditional treatment approaches, and suggests alternative treatment strategies that address social motivation.

Type: Lecture Level: Introductory

Functional Communication: An In-Depth Look at Reducing and Replacing Challenging Behaviors D131

Lauren Williams, ShyJuan Larkin The presenters will take an in-depth look at evidence-based strategies to help reduce and/or replace challenging behaviors utilizing functional communication training (FCT). Throughout the session, specific case studies and examples showing functional communication strategies implemented by a behavior specialist and a speech-language pathologist will be reviewed. FCT will be defined and reviewed as it relates to education and the selection of communication modalities.

Type: Lecture Level: Intermediate

Using Collective Impact: Creating Policy in Ohio to Increase Quality of Life for Individuals with ASD D132

Melissa Bacon, Shawn Henry, Brenda Smith Myles This session provides an overview of how Ohio has used collective impact to create strong cross-agency policies to benefit individuals with ASD and their families across the lifespan. Specifically, the role of the Interagency Workgroup on Autism (IWGA) and its backbone agency, OCALI, will be discussed relative to supporting Ohioans with autism to attain meaningful and successful lives.

Type: Lecture Level: Advanced

58

Sensory Disabilities Session

FRIDAY S E SSI ONS Video Modeling, Priming, and Prompting . . . Oh My!

Family-Centered Transition Planning for Youth With ASD

Carol Dittoe, Heather Bridgman

Alan Kurtz, Janet May

D230

D235

A Wizard of Oz theme makes this session on video modeling fun and engaging. The goal is to educate participants on this evidencebased practice to support learners with autism.

The availability of tablets and smartphones makes the implementation of video modeling easier than ever. Real-life examples and video will be shared to illustrate how video modeling can be used in the school setting.

The use of the iMovie editing app on the iPad will be demonstrated. Participants will leave this session inspired and confident to begin implementing the use of video modeling with their students.

The presenters will describe their two-state family-centered transition-planning project (FCTP) for youth with ASD. The FCTP model contains three major components: (a) family training; (b) ongoing person-centered planning; and (c) career exploration. Their research demonstrates that the model can lead to improvements in a number of areas associated with improved adult outcomes, including the quality of transition IEPs. Participants will be asked to share their experiences with transition and how they might adapt features of the project to improve transition outcomes.

Type: Lecture Level: Introductory

Type: Facilitated Discussion Level: Intermediate

How to Implement ASD Strategies in Action as an Effective Training Tool Within Your Organization

The Power of Neurodiverse and Neurotypical Adult Partnerships and Collaboration

Laura Maddox-Bechard, Carly McVey

Camilla Bixler, John Comegys, Gregory Yates, Paul Nussbaum

D231

ASD Strategies in Action is an online video program that provides practical information and instruction, demonstrated through video of real-life settings in home, school, community, and the workplace. It is designed to meet the needs of adult learners by providing anytime, anywhere learning opportunities, and can be implemented within any organization as an individual or group-based training and development opportunity. This session presents content and videos from the training, and equips participants with information to access and implement it as a training tool within their organization.

Type: Lecture Level: Introductory

E150

In AASCEND, adults with Asperger Syndrome and high-functioning autism unite with neurotypical adults as equal partners. As a result, both groups are empowered. Social connections, advocacy, information sharing, and innovative projects grow organically from this mutually beneficial collaboration, exceeding what either group could do alone.

The Job Club, the Police-Autism Training Project, and The Greenland Ice Cap Expedition are examples of recent initiatives that can be joined, shared, or replicated. The panelists, on and off the spectrum, provide details and perspectives.

Type: Panel Level: Intermediate

Hold Your Horses: Talk, Move, and Learn in a Natural, Nature-Based Environment

Digital Pedagogy Through a UDL Lens

D233

E151

Kimberly Hale, Pamela Jeffers

Debra Bauder

This session reviews the equine therapeutic and learning program provided by the Ross County Board of DD to preschoolers with special needs at the Charles and Daisy Black Farm in Chillicothe, OH. Students receive speech-language, physical, and occupational therapy services in mounted and unmounted equine activities in conjunction with equine specialists to increase communication, visualfine motor, movement, and self-regulation skills. An assessment matrix for student selection for hippo therapy, communication boards, adaptive equipment, and a naturebased resource will be shared.

Teachers are continually challenged to teach increasingly diverse students in their classrooms to high standards. To help teachers reach students, materials are needed that provide multiple representations and support multiple means of expression and engagement. As a framework, UDL requires educators to think proactively about the needs of all learners (CAST, 2015). This session demonstrates and discusses how mobile technology coupled with UDL principles can provide greater student involvement in their education.

Type: Lecture Level: Introductory

DATA. DIFFERENTIATE. ADAPT. Improving Student Outcomes in an Integrated Preschool Setting E160

Annette Kosmac, Sara Harris, Kathie O’Callaghan When your goal is to attain high levels of achievement and growth for all students, data collection, analysis, and differentiation is key! Participants will learn a variety of ways to quickly and easily collect data, receive resources for differentiation, and see first-hand how data analysis supports student outcomes.

Type: Hands-On Interactive Level: Intermediate

Improving the Lives of All Affected

by Autism: An Update on the Autism Society E161

Kathi Machle, Margaret Miller, Charmaine Kessinger, Linell Weinberg This session reports on the work of the Autism Society of America as they pursue three keys to improving the lives of all affected by autism throughout the lifespan: maximize quality of life, treat all with dignity, value all talents. The 15 outcomes aimed at achieving these goals will be discussed. Representatives of state and local affiliates will present on how the mission of the national organization comes to life in Ohio. Time will also be allotted to hear from participants about what additional programs and services are needed.

Type: Panel Level: Introductory

Co-Teaching, Co-Caring: Come Check out the Collaborative Classroom E170

Sharon Robbins, Ellen Cress, Karen Weber This interactive session will demonstrate strategies for teaching students with disabilities in the general education setting.

An administrator, general educator, and an intervention specialist will demonstrate a co-teaching model, including how to conduct mini-lessons, provide workshop activities, group students, and differentiate assessments.

Participants will brainstorm solutions to common barriers to inclusive environments and learn tips for dealing with the pitfalls of co-teaching. A video presentation will offer an inside glimpse of viewpoints from students, parents, and teachers.

Type: Hands-On Interactive Level: Advanced

Type: Learning Lab Level: Advanced

CONTINUE THE DISCUSSION – #OCALICON2016

59

F R I DAY S E S S IONS Broadening Horizons: Moving Toward a Sensory Impairment Endorsement in Ohio

Taking the State! The Widespread Success of Peer-Mediated Interventions in Wisconsin

Interdisciplinary Support Program for Persons With Challenging Behaviors

Doug Sturgeon, Nanetta Fults

Lana Collet-Klingenberg, Julie LaBerge, Kim Klister

Carmela Campanella-Borraccia, Erin Lemcke

E171

This presentation introduces the Broadening Horizons Sensory Impairment development project, which seeks to broaden the horizons of mild/moderate and moderate/intense licensed teachers to allow them to appropriately support some of the educational needs that arise in the day-to-day experiences of children with sensory impairments in their local school settings, especially in rural areas, Funding for this project was provided by the Ohio Dean’s Compact.

Type: Lecture Level: Intermediate

11:30 am - 12:45 pm

D132

This session details the successful implementation of peer-mediated instruction and intervention (PMII) as an evidence-based practice across the state of Wisconsin. The importance of professional communities of practice, collaborations between state, school, and higher education employees, and grassroots efforts will be highlighted. In addition, attendees will learn the details of peer-mediated programming on a budget and get to see and hear the positive outcomes for all involved. Materials for implementation will be shared.

Type: Lecture Level: Intermediate

Generalization of Social and Communication Skills

If the Shoe Fits, Wear It?

Kathleen Quill, L. Lynn Stansberry-Brusnahan

Does one shoe fit all? I like to wear size 9 slippers, but it wouldn’t be fair for me to expect everyone else to wear a pair of these slippers. What if you don’t wear a size 9, know how to walk in slippers, or feel these shoes are inappropriate for you? The same goes for education. As teachers, we tend to rely on techniques we are comfortable teaching and assume that students are fine with them.

But instead, we have to remind ourselves that these preferences might not always work for our students and that we may have to accommodate their individual needs.

D130

The purpose of this session is twofold: (a) to highlight the importance of assessing and programming for generalization of social and communication skills, and (b) to discuss how various evidence-based practices may be used to teach new skills and foster generalization.

Presenters will guide the audience to answer the following questions: How can we help students with autism generalize social and communication skills across many settings?

Does the literature on evidence-based practices give us any clues on how to plan for generalization?

Type: Lecture Level: Intermediate

Top Behavior-isms in Improving Behavioral Outcomes for Students With ASD D131

Kelly Dunlap An “ism” is a set of beliefs or practices, so in this session, behaviorisms are those practices that serve to prevent behavioral challenges for students with ASD. Utilizing a twist on the themes of visual schedules and supports, selfmanagement systems, and positive behavioral interventions and supports, this session offers creative examples and implementation plans for using student interests and inclinations to reduce behavioral challenges and improve pivotal behaviors, including engagement, independence, and social interaction.

Type: Lecture Level: Introductory

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D230

Jeff McCormick, Joy Zabala

Type: Lecture Level: Introductory

Self-Regulation Techniques From the Perspective of a Young Adult and Her OT D233

Patty Cunningham, Chloe Rothschild Multisensory approaches to ASD provide the foundation for interventions, including anxiety, sensory processing deficits, and community integration. This session demonstrates a framework for intervention for young adults with ASD from the perspective of a young adult and an occupational therapist.

Intervention techniques will be discussed along with theory and clinical results.

Type: Lecture Level: Intermediate

D235

In response to the growing need to provide safe, meaningful daytime activities for individuals with very challenging behaviors, the Geneva Centre has developed a new interdisciplinary model of service focusing on five domains to provide a comprehensive, structured day program where individuals with severe challenging behaviors are supported to acquire and develop life skills that will increase their overall quality of life. The interdisciplinary model contributes to ensuring individualization and self-determination, team effectiveness, and improved use of resources.

Type: Facilitated Discussion Level: Intermediate

Using AAC When the SLP Is Not Around: Creative, Easy Ideas for School, Work, or Home E150

Laura Davis, Jennifer Hesseling, Andrea Ranney, Kathryn Wilson Do you work with or have a child who is nonverbal? Does she have a device or a PECS book that she does not use independently?

Are you unsure how to incorporate it into what you are already doing at home or in the classroom? Do you feel like you should be doing more, but don’t know where to begin? If so, come learn how to recognize opportunities for AAC use in all environments, teaching and prompting techniques to increase independent use, and tracking methods to ensure continued progress. We are passionate about promoting a voice for all children and want to share our methods with you!

Type: Panel Level: Intermediate

Blind and Low Vision Assistive Technology Sharing Workshop E151

Jerry Whittaker, Jennifer Govender, Katie Robinson Participants are invited to share assistive technology they use in their classroom with students who are blind and visually impaired.

Topics could include useful websites, software, new hardware and assistive devices, and much more! Participants who wish to share should come prepared to demonstrate and explain how the technology is used with their students. Presenters will share how to prepare and access large print for an iPad and similar devices.

Type: Hands-On Interactive Level: Intermediate

Sensory Disabilities Session

FRIDAY S E SSI ONS Shifting Gears on the EvidenceBased Practices: A Three-Tiered Model for Progress

Trends and Postschool Outcomes for Students With Disabilities

Lisa Combs, Carol Dittoe, Susan Aebker

This session discusses 11 years of findings from the Ohio Longitudinal Transition Study as these relate to students with moderate/ intensive disabilities. Trends and predictors of post-school outcomes such as employment, postsecondary education, and independent living will be identified and discussed for program improvements. This information is vital to families and educators who are assisting students with disabilities make the transition from secondary education to adult life.

E160

This session provides participants an opportunity to apply a three-tiered model for implementation of evidence-based practices matched to student characteristics. After identifying the evidence-based practices for implementation, participants will learn to use the three-tiered framework for adjusting intervention intensity based on various factors, such as group size, skill level, and task demand, in order to maximize forward momentum in student progress.

Type: Hands-On Interactive Level: Advanced

Ohio Transition Support Partnership and Workforce Innovation and Opportunity Act Updates E161

Kristen Helling, Amy Szymanski Now in its second year, the Ohio Transition Support Partnership between the Ohio Department of Education and Opportunities for Ohioans with Disabilities, continues to expand vocational rehabilitation services and improve employment outcomes for students with disabilities. This session provides an update on the partnership, as well as an overview of the Workforce Innovation and Opportunity Act (WIOA), including preemployment transition services, coordination between schools and vocational rehabilitation, and section 511 of the Act which places limitations on the use of subminimum wage.

E171

Alfred Daviso, Robert Baer

Type: Lecture Level: Intermediate

Profile of Deaf and Hard-ofHearing Students

E172

Julie Stewart, Molly Estes On average, a teacher will have a deaf/hardof-hearing student once every seven years in an inclusive education setting. Teachers are often unprepared to meet the unique needs of D/HH students and help them succeed academically, including language abilities and literacy readiness. The most common requests for resources on teaching deaf/HH students include reading strategies, language scaffolding, language development, assistive technologies, quality of interpreting services, and social/identity. This session introduces resources and information that help promote student academic success.

Type: Lecture Level: Introductory

Type: Lecture Level: Intermediate

Special Interests, Perseverative Topics, and Ritualistic Behaviors of Individuals With Autism In Daily Instruction E170

Bobby Huffman Individuals with ASD often have perseverative interests (special interests) and restricted/ repetitive behavior patterns that impede on their learning and daily functioning in various settings. Over the past 20 years, several experimental studies have replicated the incorporation of these perseverative interests/restricted behavior patterns into daily instruction, adding this component to an already existing evidence-based intervention. This session illustrates several of these evidence-based strategies that have been utilized in the classroom, along with success stories that validate the use of this methodology.

How was your OCALICON experience?

Don’t forget to complete the conference evaluation! conference.ocali.org/evaluation

2016

Type: Hands-On Interactive Level: Intermediate

CONTINUE THE DISCUSSION – #OCALICON2016

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E XH IB IT H A L L MAP to Keynote Stage

Exhibitor Lounge ASD Strategies in Action

Family Corner Sponsored by

Chill Zone

W Lending Library

THE OUTREACH CENTER for Deafness and Blindness

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432

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Meet and Greet

Concessions

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417

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Think Tank

OCALI Gallery

Sponsored by

CEU/ Grad Credit

Registration

300

Bag Pick Up Presenter Storage

Entrance 62

420

Presentor Lounge

Research Symposium

EX H I B I TOR S AAPC Publishing

300

AASCEND

113

ACE ABA Software System

414

OCALI The Outreach Center for Deafness and Blindness AT & AEM Center

American Printing House for the Blind

318

Ohio Hands and Voices

426

AUinspired, LLC

332

Organization for Autism Research (OAR)

132

Autism Aspirations

225

OYO Camp

432

P.A.C.E. at National Louis University

312

Pamer Family Chiropractic

420

Positive Education Program

424

Praises, Prizes, and Presents

324

Autism Certification Center Autism Society of Ohio

ACC Booth Family Corner

OCALI CENTRAL

Autism Speaks

109

Behavior Analysis Online – University of North Texas

430

Prentke Romich Company

207

Bridgeway Academy

320

QBS, Inc.

205

Cincinnati Recreation Commission Therapeutic Recreation

232

Read Naturally

208

Recreation Unlimited

305

CIP – College Internship Program

217

Relax Saunas of Momentum98.com

410

Columbus Speech and Hearing Center

326

Relias Learning

412

Community Fund Management Foundation

428

REM Ohio, Inc.

325

RoboKind

329

Dayton Children's Hospital

107

Saltillo Corporation

214

Deaf Services Center

425

Disability Rights Ohio

413

Sancta Familia Center for Integrative Medicine

108

doTERRA – Essential Oils 4 Health

330

Sheryl's Autistic Impressions

212

Dublin City Schools Postsecondary Education

120

Signing Time

419

Snug Vest By Wearable Therapeutics, Inc.

406

FH&L Autism Services

124

SpedTrack

130

Florida Institute of Technology

105

STAR Autism Support, Inc.

226

Fluttering Families

417

StealthWear Protective Clothing, Inc.

422

Golden Child Resources

219

Step By Step Academy

211

Healthy Relationships Curriculum by Wesley Spectrum

118

Sunshine Communities

111

Hickman and Lowder Co., L.P.A.

206

TeachTown, Inc.

313

Independent Living Experience

311

The Childhood League Center

106

Lakeshore Learning Materials

411

The Learning Spectrum

229

LearnTools, Inc.

213

The Association for Behavior Analysis

231

Letterland

115

The Ohio Center for Deafblind Education

408

Milestones Autism Resources

314

Monarch Center for Autism – A Division of Bellefaire JCB

230

307

The Ohio State University Nisonger Center Timocco, Inc.

331

Nationwide Children's Hospital Center for Autism Spectrum Disorders

431

TippyTalk

126

Nova Southeastern University

423

Toledo Regional Autism Network

112, 114

Transitions

223

University of Cincinnati

429

Westminster Technologies, Inc.

306 63

E XH IB IT O R S AAPC Publishing 300

11209 Strang Line Rd. Lenexa, KS 66215 913.897.1004 www.aapcpublishing.net AAPC Publishing is your first source for practical solutions for autism spectrum and related disorders. We specialize in books and multimedia on ASD and related exceptionalities for individuals on the spectrum, their parents, families, peers, educators, and other professionals. We take pride in offering practical solutions that translate research into practice at affordable prices. Our books and other materials are designed to promote awareness and acceptance of children, adolescents, and adults with ASD as well as provide ready-to-use information related to: • sensory issues • self-regulation • behavior • vocational skills • academics

AASCEND 113

165 Montcalm St. San Francisco, CA 94110 415.285.4915 www.aascend.org Adults of all ages on the autism spectrum, their families and friends, academics and professionals in the autism field unite as a community in AASCEND. Our members sit down at the table as peers to support one another and work together to achieve AASCEND’S goals of Education, Networking and Development.

ACE ABA Software System 414

33 Turnpike Rd. Southborough, MA 01772 508.658.7557 www.acenecc.org The ACE® ABA Software System is the premier educational system for learners with autism.

The ACE® is a cloud-based teaching system that includes more than 1,900 customizable lesson plans, the ability to go paperless by teaching and collecting data from your mobile device, multiple assessments, and automated graphing features. The ACE® utilizes the principals of applied behavior analysis to help you ensure maximum progress. This all-in-one solution for autism education was designed by BCBAs at the world-renowned New England Center for Children®. Build your successful, progress-focused classroom or program around ACE®!

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American Printing House for the Blind 318

1839 Frankfort Ave. Louisville, KY 40206 800.223.1839 www.aph.org APH is the world’s largest company devoted to making products for people who are blind and visually impaired, and is the official supplier of educational materials for blind students in the U.S. working at less than college level.

AUinspired, LLC 332

4200 Regent St. – Suite 200 Columbus, OH 43219 479.685.3971 www.auinspired.com AUinspired, LLC, was created to be a positive platform to bring about awareness for individuals on the autism spectrum.

AU is an abbreviation for autism. Inspired can be defined as being filled with the urge to do something, especially creative, encouraging, or acknowledging worth, admiration, or respect of the amazing! We sell AUinspired merchandise and also provide fun and engaging trainings and seminars for professionals, caregivers, and families.

Autism Aspirations 225

61 Ridgewood Ct. Peterborough, Ontario K9J 8A1 Canada 705.742.5759 www.autismaspirations.com Autism Aspirations provides simple, practical solutions for all professionals (and parents) working with students with autism. We strive to give you tools that you need to plan an individualized, authentic and meaningful classroom program for a student with autism based on sound science and experience. The book Been There, Done That, Finally Getting it Right!, promises to be an easy to read, yet comprehensive reference for creating authentic and meaningful individual education plans for students with autism. The book One Step at Time: ABA and Autism in the Classroom Practical Strategies for Implementing Applied Behaviour Analysis for Student with Autism, offers practical, straightforward help for implementing ABA for students with autism in the general education classroom. Unlike other clinical texts, the books are based on the experience of a current classroom teacher (and mother) and are filled with personal examples of what to do (and not to do!)

Autism Certification Center ACC Booth

470 Glenmont Ave. Columbus, OH 43214 614.410.0321 www.autismcertificationcenter.org The Autism Certification Center at OCALI has created a groundbreaking online video training program that provides practical information and skills, demonstrated with real-life examples in a variety of settings. ASD Strategies in Action gives families and service providers tools to ensure they are equipped to effectively care for, support, educate, employ, or work with individuals on the autism spectrum from early childhood to young adulthood.

Autism Society of Ohio Family Corner

571 High St. – Suite 22 Columbus, OH 43085 614.619.5508 www.autismohio.org The Autism Society of Ohio is dedicated to improving the lives of all affected by autism in Ohio through information and referral, family support, advocacy, professional development, raising awareness, and resource development.

The Autism Society of Ohio is the voice for autism in Ohio, advocating for individuals with autism, their families, and those who work with them by collaborating with state agencies, the Governor, and the General Assembly to improve and increase services.

The Autism Society is also your local resource for information on autism and support where you live through eight local chapters around the state providing information and referral, newsletters, seminars, support groups, and family events. Visit our website to find a chapter near you.

Autism Speaks 109

470 Glenmont Ave. Columbus, OH 43214 614.716.8570 www.autismspeaks.org Autism Speaks is the world's leading autism science and advocacy organization. It is dedicated to funding research into the causes, prevention, treatment, and a cure for autism; increasing awareness of ASD; and advocating for the needs of individuals with autism and their families. Autism Speaks was founded in February 2005 by Suzanne and Bob Wright, the grandparents of a child with autism. Over the last 7 years, we have given out $4,200,000 in grants in Ohio as well as iPads and tool kits for families.

EX H I B I TOR S Behavior Analysis Online – University of North Texas

Cincinnati Recreation Commission Therapeutic Recreation

Community Fund Management Foundation

1155 Union Circle #310919 Denton, TX 76203 940-565-2561 bao.unt.edu

2335 Riverside Dr. Cincinnati, OH 45202 513.352.4945 www.cincyrec.org/tr

14955 W. Sprague Rd. – Suite 290 Strongsville, OH 44136 216.736.4540 www.cfmf.org

We implement goal-oriented programs for individuals with disabilities which promote a healthy lifestyle and provide exposure to cultural experiences in the community. Our programs encourage the development of physical, social, emotional and cognitive skills to enhance quality of life, while preparing each person for leisure involvement in their community.

Community Fund Management Foundation (CFMF) is a nonprofit foundation that administers trusts designed to benefit individuals with disabilities throughout Ohio by using private funds to enhance the beneficiary’s quality of life while attempting to safeguard eligibility for government benefits. CFMF is an active contributor to Ohio communities through our educational presentations, individual and nonprofit grant programs, and our partnerships with Jewish Federation of Cleveland, Hattie Larlham Foundation, The Arc of Ohio, and Association for the Developmentally Disabled.

430

Behavior Analysis Online is a pioneering program for online learning because we strive to teach our content using evidence-based, behavior analysis principles. Our mission is to deliver a quality learning tool that is empirical, robust, designed to go beyond traditional practices and which, most importantly, is suitable for a diverse range of learners.

Behavior Analysis is constantly evolving and we aim to produce course content designed using the latest practices. Our ethos is to do good by making advances in the field.

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CIP – College Internship Program 217

199 South St. Pittsfield, MA 01201 877.566.9247 www.cipworldwide.org

Bridgeway Academy 320

2500 Medary Ave. Columbus, OH 43202 614.262.7520 www.bridgewayohio.org Bridgeway Academy is a non-profit organization located in Columbus, OH with a mission to meet the educational and therapeutic needs of children with autism and other developmental disabilities. Bridgeway Academy’s highly trained staff provides students with a supportive, compassionate environment ensuring each child is working towards his or her full potential. The Education Center is a full-day private school program featuring small classroom sizes and low student-to-teacher ratios for students, early intervention through high school. The Therapy Center offers music, speech, physical and occupational therapies and psychological services for students enrolled in the Education Center as well as those who come strictly for therapeutic services. Camp Bridgeway provides families a safe and healthy option for students during the summer months.

The College Internship Program provides comprehensive individualized academic, internship and independent living experiences for young adults ages 18-26 identified with learning differences, Asperger Syndrome, PDDNOS, nonverbal learning differences, ADHD, and dyslexia. The year-round program has six sites: Lee, MA; Melbourne, FL; Bloomington, IN; Berkeley, CA; Amherst, NY; and Long Beach, CA. Two week summer programs and Mploy programs are also offered for teens and young adults.

Columbus Speech & Hearing Center 326

510 E. North Broadway St. Columbus, OH 43214-4114 614.263.5151 www.columbusspeech.org For over 93 years, Columbus Speech & Hearing Center has provided specialized services to Central Ohio through our core program areas of Speech, Audiology, and our Careers for People with Disabilities Jobs Program. Speech services include: diagnostic evaluations, individual and group therapy, and community outreach. Audiology services include hearing aids and audiological care. The CPD Jobs Program focuses on employment support for people with disabilities. CSHC strives to be the recognized leader for information, support, and care resulting in enhanced communication skills for all people.

CONTINUE THE DISCUSSION – #OCALICON2016

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Dayton Children's Hospital 107

One Children's Plaza Dayton, OH 45404 937.641.3000 www.childrensdayton.org Our primary mission is to provide quality health care for children from infancy through adolescence. Through our compassionate team of pediatricians, pediatric specialists, and clinical staff, we offer comprehensive care in an emotionally-supportive setting. Dayton Children’s Hospital’s new Autism Diagnostic Clinic provides multidisciplinary team evaluations for children and provides service coordination with community resources and treatment providers.

Deaf Services Center 425

5830 N. High St. Worthington, OH 43085 614.841.1991 www.dsc.org Deaf Services Center (DSC) is the largest non-profit organization of its kind serving deaf, deafblind, hard-of-hearing, and hearing populations in Ohio. Our centers in Northeast, Central, and Southeast Ohio provide communication services including American Sign Language (ASL) interpreting, live speech-to-text captioning and foreign language interpreting. Our community resource services include ASL classes, youth programs, equipment modification assistance, employment support services, child early intervention and much more. DSC would be proud to partner with you in meeting the needs of your consumers.

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E XH IB IT O R S Disability Rights Ohio

FH&L Autism Services

Golden Child Resouces

50 W. Broad St. – Suite 1400 Columbus, OH 43215 614.466.7264 www.disabilityrightsohio.org

701 Hill Rd. N. Pickerington, OH 43701 855.467.3273 www.fhlautism.com

2132 S. Woody Rd. Dallas, TX 75253 214.502.3370 www.goldenchildresources.com

Disability Rights Ohio is a non-profit corporation with a mission to advocate for the human, civil, and legal rights of people with disabilities in Ohio. We envision a society in which people with disabilities are full and equal members, enjoy the rights and opportunities of all people, are self-directed, make decisions about where, how and with whom they will live, learn, work and play, have access to needed services and supports, and are free from abuse, neglect, exploitation, and discrimination. At Disability Rights Ohio, we provide legal advocacy and rights protection to a wide range of people with disabilities. This includes assisting individuals with problems such as abuse, neglect, discrimination, access to assistive technology, special education, housing, employment, community integration, voting, and rights protection issues.

FH&L is focused on helping developmentally delayed children grow – specializing in autism – and serving children ages 18 months to 21-years-old. We are dedicated to providing the highest quality of services to the children we work with and their families. Our staff are highly qualified, trained, and supervised regularly. A thorough skills-based assessment is completed for a child to determine specific strengths and weaknesses. Programs are designed to meet the child's individual needs.

FH&L is ready to provide you with a team of workers to help you and your child narrow the deficit gap.

Resources and educational materials for students with autism and other developmental disabilities.

413

doTERRA – Essential Oils 4 Health 330

8411 Greenside Dr. Dublin, OH 43017 614.395.8404 www.mydoterra.com/e4health For people who care about improving their health and that of their loved ones, we provide simple, safe, and empowering solutions that enhance well-being.

Dublin City Schools Postsecondary Education

124

Florida Institute of Technology 105

150 West University Blvd.

Melbourne, FL 32901 321.674.8382 www.fit.edu/continuing-ed Why should you pursue a certification in applied behavior analysis (ABA)? The answer is marketability. There is a high demand for well-trained behavior analysts. Florida Tech is one of the few universities to offer an online professional development program in ABA, thereby preparing those with a previous degree for an advanced career role as a certified behavior analyst and offering continuing education to meet an array of educational needs.

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62 West Bridge St. Dublin, OH 43017 614.760.4556 www.dublinschools.net/postsecondary.aspx Dublin City Schools’ innovative postsecondary program opportunities are for students with disabilities that have met all secondary academic requirements, completed four years of high school, and whose IEP team has determined there is a need for ongoing skill development in the areas of employment, education, and independent living. Program participation is customized through a process of deferring the student's diploma. Levels of support and content instruction are varied across the tiered continuum to meet the needs of each student. Learn how a collaborative process can help lead students to greater independence in education, employment, and independent living.

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219

Healthy Relationships Curriculum

by Wesley Spectrum 118

221 Penn Ave. Pittsburgh, PA 15221 412.342.2349 www.healthyrelationshipscurriculum.org The Healthy Relationships Curriculum was developed for schools and organizations that serve students with autism and other cognitive challenges. The curriculum is designed from beginning to end to educate, inform, and promote healthy relationships so that students can successfully transition into adulthood.

The lessons included are specially designed to meet the needs of youth in the areas of hygiene, their bodies, and relationship development. The curriculum is packaged for ease of use so that instructors are ready to teach from day one. This unique curriculum includes more than 35 videos and myHRC, an online portal!

Hickman and Lowder Co., L.P.A. Fluttering Families 417

P.O. Box 133 Powell, OH 43065 614.859.0191 www.flutteringfamilies.org Fluttering Families is a non-profit corporation born from a mother’s love for her daughter with special needs. Our mission is to improve the lives of families of children with special needs by offering support, advocacy, innovative activities, and outreach. At Fluttering Families, we focus our efforts on adapting typical childhood events and activities for families of children with special needs. This includes an annual Easter egg hunt, Sweetheart Dance, private visit with Santa Claus, concerts, movies, and other entertainment. We want special families to feel valued, respected, and included in the community.

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6000 Venture Dr. – Suite B Dublin, OH 43017 614.879.4143 www.Hickman-Lowder.com Hickman & Lowder Co., L.P.A. offers comprehensive services to meet the lifetime legal needs of children and adults with disabilities, the elderly, and their families. Since 1981, our nationally-recognized attorneys have been dedicated to helping individuals throughout Ohio in the areas of special education, special needs estate planning, transition planning, and guardianship. From guiding parents through a difficult school year to obtaining public benefits and establishing an estate plan — we are here to help families work through the issues of today and plan for tomorrow. Visit our booth or contact one of our offices, conveniently located in Dublin, Cleveland, Sheffield Village, and Mentor, OH, to learn more about our services.

EX H I B I TOR S Independent Living Experience

Milestones Autism Resources

1101 W. 34th St. – Suite 604 Austin, TX 78705 888.664.9333 www.independentlivingexperience.com

23880 Commerce Park – Suite #2 Beachwood, OH 44122 216.464.7600 www.milestones.org

Independent Living Experience is a customized support service provider for adults with disabilities desiring a life of independence in their living, working, and social environments.

Our innovative, community-based service model operates outside of traditional state and residential programming by focusing on the individual needs and desires of each client.

Founded in 2003, Milestones Autism Resources improves the lives of individuals on the autism spectrum throughout Northeast Ohio by educating, coaching, and connecting the autism community with evidence-based information. Milestones is the first call for help at each transition of an individual’s life.

Milestones envisions a community in which individuals on the autism spectrum reach their full potential as contributing members of society, recognized for their strengths and supported in their challenges. Each year, Milestones serves more than 3,100 parents, professionals, and individuals of all ages and abilities, through an annual conference, trainings, and coaching services.

The website, milestones.org, connects 55,000 unique visitors to more than 1,000 autism resources.

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Lakeshore Learning Materials 411

2695 E. Dominguez St. Carson, CA 90895 310.537.8600 www.lakeshorelearning.com Since 1954, Lakeshore Learning Materials has been providing schools and educational programs with innovative products, training, and customized materials that span the curriculum. Designed to meet state and national standards in early childhood and elementary education, our top-quality products reflect the latest research in teaching and child development.

LearnTools, Inc. 213

1131 Fernwood Dr. Westlake, OH 44145 440.333.5976 www.learntools.org Featuring Mac’s Abacus as a complete Early Math development curriculum, this curriculum includes the highest quality abacus and fullcolor workbook with a teaching guide filled with 300 very attractive picture lessons. Our curriculum seamlessly guides children from the first notion of “counting” into comparing counts of groups, finger counting, concept of zero, numerals, addition, subtraction, lengths, time, our decimal system and money. Great for all kids!

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Monarch Center for Autism – A Division of Bellefaire JCB 307

22001 Fairmount Blvd.

Shaker Heights, OH 44118 216.932.2800 www.monarchcenterforautism.org Monarch School and Boarding Academy operate under the auspices of Bellefaire JCB. The goal of Monarch is to provide the ultimate in individualized programming for children on the autism spectrum. Our approach is dynamic and multidimensional. Through our partnership with Harvard Medical School, Children's Hospital Boston, and Massachusetts General Hospital, we have a state-of-the-art teaching model that is philosophy neutral. All of our programs are located on one campus, allowing for a wider breadth of treatment possibilities.

We are able to address co-occurring illness in clients, including those with substance abuse, learning disabilities and emotional problems.

Nationwide Children's Hospital Center for Autism Spectrum Disorders 431

187 W. Schrock Rd. Westerville, OH 43081 614.355.7500 www.nationwidechildrens.org/autism Nationwide Children’s Hospital Center for Autism Spectrum Disorders offers a wide variety of services to meet the needs of children with ASD and their families. Children with ASD from birth to 22 can receive services such as intensive behavioral intervention/ABA services, parent support/training, psychotherapy, social skills groups, school consultation, transition supports, and support for complex behavior problems. Families are supported along the way by autism resource coordinators, and can take advantage of community outreach services – such as Autism Academy, Sibshops, and summer camp programs.

Nova Southeastern University 423

3301 College Ave. Fort Lauderdale, FL 33314 954.262.7168 www.nova.edu/dais Nova Southeastern University provides programs in autism and applied behavior analysis at the undergraduate, master’s and doctoral levels. There are a number of direct service and clinical programs for individuals with ASD on the main campus in Fort Lauderdale. These include early intervention, preschool, and specialized college support.

Clinical services are offered in dentistry, optometry, audiology, feeding disorders, challenging behaviors, speech-language, occupational and physical therapy, family therapy, and psychology.

Letterland 115

P.O. Box 699 Enfield, NH 03745 877.538.8375 www.letterland.com For over 40 years, our mission has been to ensure that as many young children as possible have fun learning to read, write and spell.

We want our smallest customers to enjoy our books and to develop a love of reading that will stay with them for the rest of their lives.

CONTINUE THE DISCUSSION – #OCALICON2016

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E XH IB IT O R S OCALI The Outreach Center for Deafness and Blindness AT & AEM Center OCALI CENTRAL

470 Glenmont Ave. Columbus, OH 43214 614.410.0321 www.ocali.org OCALI was established through legislative action to serve individuals with autism and other disabilities and provide them with opportunities for a high quality of life throughout their lifespan. Our efforts focus on building the capacity, knowledge, and skills of families, educators, and other professionals through leadership, professional development, technical assistance, technology, and resource dissemination. Through ongoing collaboration with local, state, and national partners, OCALI’s world-class tools, products, and publications have made a significant impact in all 88 Ohio counties, all 50 states, and over 200 countries.

Stop by to learn about our two new centers – The Outreach Center for Deafness and Blindness, and AT & AEM Center.

THE OUTREACH CENTER for Deafness and Blindness

Ohio Hands and Voices 426

P.O. Box 392 Hilliard, OH 43026 844.644.6481 www.ohiohandsandvoices.org Ohio Hands & Voices is dedicated to supporting families with children who are deaf or hard of hearing without a bias toward communication modes or methodologies. We are a parent-driven, non-profit organization offering families the resources, networks and information they need to improve communication access and education outcomes for their children. Our focus is to enable deaf and hard of hearing children to reach their highest potential through outreach activities, parent-professional collaboration and advocacy efforts.

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Organization for Autism Research (OAR) 132

2000 N. 14th St – Suite 240 Arlington, VA 22201 703.243.9710 www.researchautism.org The Organization for Autism Research (OAR) was created in December 2001 – the product of the shared vision and unique life experiences of OAR’s seven founders. Led by these parents and grandparents of children and adults on the autism spectrum, OAR set out to use applied science to answer questions that parents, families, individuals with autism, teachers, and caregivers confront daily. No other autism organization has this singular focus.

OYO Camp – Ohio’s Camp for Deaf and Hard-of-Hearing Kids!

432

1500 W. 3rd Ave. Columbus, OH 43212 614.224.3667 www.oyocamp.org OYO Camp has been created and designed specifically for kids with hearing loss in mind; so all communication at camp will be geared towards each camper’s level of communication.

OYO Camp provides a communication barrier-free, overnight camp experience that empowers each camper. ASL will be used throughout camp, as well as other forms of visual and oral communication. Each and every camper’s communication style is valued which results in the kids thriving in a safe, nurturing, and fun atmosphere of friendship!

P.A.C.E. at National Louis University 312

122 South Michigan Ave. – Suite 3013 Chicago, IL 60603 312.261.3770 www.nl.edu/paceatnlu Path to Academics, Community and Employment (P.A.C.E) at National Louis University is a three-year, post-secondary certificate program designed to meet the transitional needs for young adults with multiple intellectual, learning and developmental disabilities. P.A.C.E. is one of the leading residential-based programs in the country that integrates employment preparation, independent living skills coaching, functional academic courses and social development into a curriculum that prepares students for independent living through experiential learning.

Pamer Family Chiropractic 420

246 W. Olentangy St. Powell, OH 43065 614.798.1419 www.pamerfamilychiropractic.com Since 2001, Pamer Family Chiropractic has been instrumental in changing the lives of people in Central Ohio. With an emphasis on spinal correction and education, Dr. MacKenzie Pamer believes in the principle that "the power that made the body, heals the body." Come by our booth for a free spinal screening to see if spinal misalignments could be affecting your well being.

Positive Education Program 424

3100 Euclid Ave. Cleveland, OH 44115 216.361.7761 www.pepcleve.org PEP helps troubled and troubling children (0-22) successfully learn and grow, blending quality education and mental health services in partnership with families, schools, and communities.

Praises, Prizes, and Presents 324

1228 Colony Dr. Saline, MI 48176 616.791.7003 www.praisesprizespresents.com Praises, Prizes, and Presents specializes in products that motivate and reward children with special needs.

Prentke Romich Company 207

1022 Heyl Rd. Wooster, OH 44691 800.262.1984 www.prentrom.com PRC believes that everyone deserves a voice.

Families, clinicians, and special educators select PRC augmentative and alternative communication (AAC) devices as part of a communication strategy to assist a wide range of individuals with communication disabilities.

For fifty years, PRC has led the industry in providing AAC solutions with advanced communication technology and language development systems. Visit us and learn more about our latest AAC solutions including our Accent™ family of devices, LAMP: Words for Life iPad application, new training opportunities and services, and updates to our AAC Language Lab.

EX H I B I TOR S QBS, Inc.

Relias Learning

RoboKind

49 Plain St. – Suite 200 North Attleboro, MA 02760 855.727.6246 www.qbscompanies.com

111 Corning Rd. - Suite 250 Raleigh, NC 27518 919.650.6628 www.reliaslearning.com

211 N. Ervay St. – Suite 1100 Dallas, TX 75201 800.494.1206 www.robots4autism.com

QBS Inc., a leading national behavioral training company, offers Safety-Care™ Behavioral Safety Training. Much more than the typical “crisis prevention course,” Safety-Care is founded upon the principles and procedures of ABA and PBIS and trains staff in evidencebased practices toward the prevention, minimization, and management of behavioral challenges. QBS offers a variety of other behaviorally-based training and consulting services.

Relias Learning, the leader in online training and compliance solutions for the healthcare market, offers a robust learning management system with unrivaled content and customizable solutions. The Relias Learning Management System (RLMS) gives customers the unique ability to create custom content and track live training and demonstration of skills and performance. With Relias' relevant and up-to-date courses, your organization can improve compliance and performance while minimizing travel, overtime, and hours spent away from your day-to-day responsibilities.

Each year, more than 2 million employees at 4,000 organizations take more than 25 million courses on the RLMS.

Robots4Autism is the first program of its kind to combine the power and engagement of advanced social robotics with a comprehensive curriculum in order to effectively teach social and emotional behavior and communication skills to students with autism.

The Robots4Autism curriculum utilizes the principles of ABA and 8 evidence-based practices with automated progress reporting to support the understanding and development of appropriate social skills. The curriculum is delivered via Milo, a humanoid robot who leverages the preference students with autism have for technology, engaging those students for greater learning outcomes and structured generalization of skills. Research confirms that, with Milo, learners with ASD maintain an 87% engagement rate versus only 3% with a therapist or facilitator. Visit http://www. robots4autism.com to learn more.

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Read Naturally 208

1284 Corporate Center Dr. – Suite 600 Saint Paul, MN 55121 800.788.4085 www.readnaturally.com Read Naturally provides research-proven reading interventions for struggling readers.

The flagship program has been improving reading fluency and comprehension skills for over 20 years. The newest version, Read Live, is completely web-based and compatible with iPads and Chromebooks. Read Naturally also offers programs targeting specific skills like phonics and vocabulary.

Recreation Unlimited 305

7700 Piper Rd. Ashley, OH 43003-9741 740.548.7006 www.recreationunlimited.org

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REM Ohio, Inc. 325

470 Portage Lakes Dr. – Suite 206 Akron, OH 44319 800.685.0071 www.rem-oh.com Founded in 1987, REM Ohio offers an array of services and support for people with intellectual and developmental disabilities, job seekers facing employment challenges, and individuals with other complex needs. Our flexible programs and services are structured around the needs of each individual we serve, and are designed to promote independence, skill development and growth in the communities that they call home.

The mission of Recreation Unlimited is to provide year-round programs in sports, recreation and education for individuals with disabilities and health concerns, while building self-confidence, self-esteem and promoting positive human relations, attitudes, and behaviors.

Relax Saunas of Momentum98.com 410

3509 N. High St. Columbus, OH 43214 614.262.7087 www.momentum98.com Featuring unique and uplifting holistic health products – products that can transform you and your life!

CONTINUE THE DISCUSSION – #OCALICON2016

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Saltillo Corporation 214

2143 Township Rd. – 112 Millersburg, OH 44654 800.382.8622 www.saltillo.com Saltillo Corporation is an Ohio-based company that manufactures and distributes AAC products for non-speaking individuals. We specialize in portable communication devices for children with autism.

Sancta Familia Center for Integrative Medicine 108

5925 Cleveland Ave. – Suite A Columbus, OH 43231 614.259.3760 www.sanctafamiliacenter.com At the Sancta Familia Center for Integrative Medicine, Dr. Allen Lewis and Nicole Snyder, CNP, use integrative medicine to address the neurological, behavioral, and physical symptoms associated with ADHD, autism, and other learning, mood, and behavior disorders.

They also treat autoimmune disorders (PANS/ PANDAS) and Lyme disease. Treatments include targeted nutrient therapy, biochemical imbalance testing/treatment, gastrointestinal care, immune system care, and hyperbaric oxygen therapy.

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E XH IB IT O R S Sheryl's Autistic Impressions

STAR Autism Support, Inc.

Sunshine Communities

25 East Crafton Ave. – Apt. 301 Pittsburgh, PA 15205 412.919.5995 www.sherylyeagerart.com

6663 SW Beaverton Hillsdale – Hwy Box 119 Portland, OR 97225 503.297.2864 www.starautismsupport.com

7223 Maumee Western Rd. Maumee, OH 43537 419.865.0251 www.sunshine.org

Original and award-winning artwork and prints, greeting cards, the children's book Emma the Giraffe, and more from artist Sheryl Yeager.

STAR® Autism Support is a leading provider of evidence-based curricula and staff development opportunities specifically designed for students with ASD, intellectual disabilities, and developmental disabilities ages 3 through adult. Curricula offered by STAR Autism Support are based on the principles of applied behavior analysis and can be successfully implemented in school and agency settings. Our commitment to comprehensive, sustainable solutions for school districts brings educators the tools they need for effective instruction right into their classroom.

Sunshine Communities has been creating community alongside people with intellectual and developmental disabilities in northwest Ohio since 1950. Today, it supports more than 400 men, women and children in Lucas and Fulton counties with its residential living options, family support services, vocational services and community supported employment. It also operates Maumee-based Georgette’s Fair Trade Grounds & Gifts and Sunshine Studios, two retail outlets that employ artists and staff with developmental disabilities. It opened its first family care home in 1978, and by the end of 2017, it will have opened five new homes for a total of 21. At its core is a mission of “mutuality” – an understanding that all can learn and find joy in each other.

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Signing Time 419

8249 Center St. Garrettsville, OH 44231 330.527.0278 www.signingwithabass.net We provide basic American Sign Language materials for parents, children, daycare centers and teachers. We have CDs, DVDs, boardbooks, flashcards, and onsite classes for all ages and locations.

Snug Vest By Wearable Therapeutics, Inc. 406

1200-555 West Hastings Street Vancouver, BC, Canada V6B 4N6 Canada 866.530.4440 www.snugvest.com Snug Vest is an award-winning therapy vest that inflates to feel like a hug! It helps individuals with autism and sensory disorders stay calm and focused by providing adjustable and evenly distributed pressure to the torso.

This comforting hug-like squeeze helps reduce anxiety, meltdowns, and self-injury in kids and adults with sensory challenges. The stylish Snug Vest promotes independence as the user can take control and self-regulate by inflating their vest discretely to get the exact amount of safe pressure they require. The Snug Vest enables the user to complete daily tasks with ease anywhere they go!

SpedTrack 130

3653 South Ave. Springfield, MO 65807 417.823.8449 www.spedtrack.com SpedTrack™ is web-based software that revolutionizes the management of special education programs (IEP's, evaluations and Section 504s) by allowing school districts to centralize information and processes into one comprehensive application. SpedTrack™ was designed from the ground up to maximize ease of use for school district end users, while providing the flexibility to easily respond to the constantly changing requirements of special education. Our product was developed hand in hand with special education professionals and represents more than 13 years of continued product design and development.

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StealthWear Protective Clothing, Inc. 422

68 Broadview Ave. – Suite B1 Toronto, ON M4M 2E6 Canada 888.880.3235 www.stealthwearclothing.com Stealthwear Protective Clothing provides streamlined impact and compression resistant clothing for special educators working in a high needs environment. Designed with an athletic apparel appearance, our Active Aide line of products provide protection from behaviors such as bites, scratches, pinches and hits, so that your focus can remain on what’s most important – helping your student reach their full potential. With Active Aide, special educators encounter fewer injuries, and become more confident in their ability to effectively work with their student.

Step By Step Academy 211

445 E. Dublin Granville Rd. – Bldg. G Columbus, OH 43085 614.436.7837 www.stepbystepacademy.org Step By Step (SBS) is a non-profit community mental health agency located in Worthington, OH, and serving Central Ohio and surrounding areas. SBS offers customized and integrated care that combines ABA, behavioral counseling and therapy, pharmacological management, center-based educational service, speech therapy, and other mental health services under one umbrella to help our consumers across all ages to achieve the best outcomes in school, home, and work. SBS is a certified mental health agency, a provider under the Ohio Department of Education's Autism Scholarship Program, and accredited through CARF (Commission on Accreditation of Rehabilitation Facilities).

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TeachTown, Inc. 313

330 West Cummings Park Woburn, MA 01801 800.283.0165 www.teachtown.com TeachTown provides education software and solutions for children with special needs and autism. Our online ABA therapy and social skills programs address language, learning, social skills, communication skills, and emotional development.

The Childhood League Center 106

670 S. 18th St. Columbus, OH 43205 614.253.6933 www.childhoodleague.org The Childhood League Center is a nonprofit organization that provides a variety of early intervention, therapeutic, and multidisciplinary high-quality early childhood experiences for children in the community. Children identified as needing additional supports, birth through age six, receive individualized interventions to support their development so that they can reach their full potential. The Childhood League Center recently launched their Intervening Early Initiative to help build awareness of the importance and benefits of intervening as soon as delays and needs are identified in children, the role of parents and other caregivers in intervention, and evidencebased therapy models that best support the development of young children. As part of this initiative, The Center was granted a license to become the first PLAY Project Center in the country. For more information, visit www.InterveningEarly.org

EX H I B I TOR S The Learning Spectrum 229

125 Dillmont Dr. Columbus, OH 43235 614.844.5344 www.thelearningspectrum.com The Learning Spectrum was formed in 2005 and has been serving kids with ASD and related disabilities for over 10 years now.

We have four locations throughout central Ohio. Our vision continues to be providing families with individualized services designed to meet the needs of children in and out of the school setting. As autism and Jon Peterson Scholarship providers, The Learning Spectrum is able to create individualized education programs as well as work within the IEP to help meet specific educational goals. In addition, The Learning Spectrum offers support in inclusive settings including daycares, preschool, and public/private schools. The overall goal of all intervention is to help children grow and prosper in their natural environments.

The Ohio Association for Behavior Analysis 231

P.O. Box 1072 Westerville, OH 43086 614.565.3254 www.ohaba.org Founded in 2008, The Ohio Association for Behavior Analysis (OHABA) is an affiliated chapter of the Association for Behavior Analysis International (ABAI). OHABA is an organization for people interested in behavior analysis and is primarily an interest group. The purpose of this nonprofit 501(c)(3) organization is to promote the science and theory of behavior analysis through the support of research, education, and practice. Not a member? Visit ohaba.org, and join today!

The Ohio Center for Deafblind Education 408

5747 Perimeter Dr. – Suite 100A Dublin, OH 43017 800.229.0844 www.ohiodeafblind.org The Ohio Center for Deafblind Education provides technical assistance services at no cost to children, birth through 21 years of age, with combined vision and hearing loss. Technical assistance includes on-site consultation, training and professional development, information dissemination, and other consultative services. In addition, the Center is responsible for maintaining an annual registry of children and youth who have been identified as being deafblind within the state of Ohio. Families, service providers, and agencies supporting children and youth with deafblindness may request services at any time.

The Ohio State University Nisonger Center 230

1581 Dodd Dr. Columbus, OH 43210 614.366.3276 www.nisonger.osu.edu The Research Unit on Pediatric Psychopharmacology at the Nisonger Center is a group of professionals engaged in pharmacological, psychiatric, behavioral, nutritional, and alternative reserach in children and adolescents with ASD, ADHD, and other childhood disorders.

Timocco, Inc. 331

526 S. Main St. – Suite 709A Akron, OH 44311 330.968.2879 www.timocco.com Timocco is an online, motion gaming platform that motivates children with disabilities to reach their IEP goals by enhancing their motor, cognitive and communication skills, all while having fun! Timocco’s ready-made functional skills-based plans develop and accelerate the foundation skills needed for crucial daily living skills in children ages 3-12.

Developed by occupational therapists and pediatric specialists, Timocco is accessed all over the world in hospitals, clinics, private, and public schools. Timocco’s games and the controllers can be modified to target areas of need, allowing individualization for each child. Timocco can be played on multiple platforms, from interactive whiteboards to PCs and Macs. No matter where Timocco is played, data is collected and organized into a comprehensive report, enabling therapists to monitor progress.

TippyTalk 126

Toledo Regional Autism Network 112, 114

2040 W. Central Ave. Toledo, OH 43606 419.291.7031 www.tranresources.org TRAN serves as a platform for providers to come together in dialogue and action to better serve individuals with autism and their families and caregivers. In addition to the missions of their respective organizations, members leverage resources and talents to advance agreed upon initiatives which benefit the community.

Transitions 223

P.O. Box 196 – 2736 State Highway 30 Mayfield, NY 12117 518.775.5384 www.transitionsusa.org Transitions is a post-secondary program that prepares young adults with autism and learning differences for independent living, educational achievement, and career success. Through partnerships with local colleges, internships, and employment in businesses and supported living, Transitions prepares its students for life and careers. Transitions also offers weekend and summer programs for teens and young adults with ASD and LD.

University of Cincinnati 429

P.O. Box 210002 Cincinnati, OH 45221-0002 888.325.2669 www.cech.uc.edu The University of Cincinnati offers endorsement programs and licensure programs for current teachers. Our professional development office is here to meet your needs.

Westminster Technologies, Inc.

HEAC Moylish Limerick Ireland 035.385.7479721 www.tippy-talk.com TippyTalk is the first communication solution that allows a person living with a nonverbal learning disorder instant access to whomever they chose anytime, anywhere. TippyTalk combines picture-based communication with personalized text messages, removing the frustration isolation and limitation of same room communication for the user, and their entire support network.

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1702 St. Clair Ave. NE Cleveland, OH 44114 844.881.2088 www.westminstertech.com Westminster Technologies, Inc., offers a wide range of specialized assistive technology solutions. Our product lines include the TAPit, ProxTalker, Skoog, NAO robot, Headpod, and others. We also offer customized consulting services and professional development.

Our mission is to enable those with differing abilities to reach their full potential.

CONTINUE THE DISCUSSION – #OCALICON2016

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Everyone Deserves to Live Life to the Fullest.

Every Day. REM Ohio has been supporting people with intellectual and developmental disabilities, including Autism, for nearly 30 years, through a range of services to include: 

Employment Supports & Services



Vocational Habilitation Services

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Day Programs & Support Services



24-Hour Residential Service



Supported Living Services



Shared Living/Host Homes



Respite

By providing a wide range of service options and adapting those services as the needs of the individual change, REM Ohio insures a quality experience for each person we serve, their families, community partners, and multiple funding sources.

For more information, please visit our website www.rem-oh.com or contact: Central & Southwest Ohio Eastern & Southeast Ohio Northern Ohio

(866)421-4031 (888)644-9730 (800)570-4868

REM Ohio currently offers programs throughout the state dedicated to supporting individuals with Autism. Contact an office near you for more details to see what we offer in your area!

Drive Autism Awareness...

Put More on Your Plate!

Ohio residents can support individuals with autism, their families, and service providers with the Autism Awareness license plate.

Details are available at www.autismohio.org Ask at your local BMV or visit www.oplates.com

ASO is a coalition of Autism Society of America affiliates including Autism Society Central Ohio, Autism Society of Greater Akron, Autism Society of Greater Cincinnati, Autism Society of Greater Cleveland, Autism Society of Mahoning Valley and Autism Society of Northwest Ohio. $25 of the annual $35 fee for the Ohio Autism Awareness License Plate supports local and statewide autism awareness and programming.

P RE S E N T E R S Susan Aebker

Susan Aebker, DHS, OTR/L, graduated from The Ohio State University and worked for 10 years as an occupational therapist in clinical care before becoming a school-based therapist with the Miami Valley Regional Center 14 years ago. She received her master’s and doctoral degrees from the University of Indianapolis where her studies focused on sensory modulation. She is currently an associate professor in Kettering College’s occupational therapy doctoral program and works as a consultant on the Autism/ Low-Incidence Coaching Team.

Sheila Alber-Morgan

Sheila R. Alber-Morgan, Ph.D., BCBA, is an associate professor of special education at The Ohio State University. Prior to that, she was a general and special education teacher for seven years in South Carolina.

She has authored more than 70 publications, including peer-reviewed research and practitioner articles, book chapters, and books. Alber-Morgan’s research focuses on literacy interventions for students with disabilities.

Stephanie Smith Albert

Stephanie Smith Albert became deaf at the age of five as a result of spinal meningitis. She has an associate’s degree in accounting from the National Technical Institute for the Deaf, a bachelor’s degree in marketing from Wright State University, and a master’s degree in school counseling and guidance from Gallaudet University. She is currently in the Principal Licensure Program at the University of Dayton. Smith Albert works as director of Student Life at Ohio School for the Deaf. She worked as a school guidance counselor for a total of ten years at three different deaf schools prior to her present position.

Cami Algaier

Cami Algaier, M.S., CCC-SLP, is a speech-language pathologist. She worked within the private sector for six years and the public school setting for 14 years. Within the school setting, Algaier was part of the assistive technology team, autism team, provided hands-on STAR training, and supervised SLPs and graduate students. She provided support for preschool programs for children with disabilities, functional life skills and structured teaching method classrooms. Algaier has a master’s degree in communication disorders and is currently seeking board-certified behavior analysis certification.

Colleen Allen

Colleen Allen, Ph.D., was appointed by Governor Snyder as the inaugural chair of the Michigan Autism Council in 2012. She is the founder and was director of the Henry Ford Health System’s Center for Autism and Developmental Disabilities until 2012. In her role as president/CEO of the Autism Alliance of Michigan, she has spent the past five years engaged in advocacy, programming, and trainings for families and service providers to improve employment opportunities for adults with autism and related disabilities. Allen was a founding board member of the Autism Alliance of Michigan.

Zach Anner

Zach Anner is an award-winning comedian, show host, and public speaker. In 2011, he won his own travel show on the Oprah Winfrey Network, Rollin’ With Zach. He also hosted the shows Have A Little Faith for Rainn Wilson’s media company SoulPancake, and Riding Shotgun and Workout Wednesdays on his own YouTube channel, which has over 10 million hits.

Anner lives in Buffalo, NY, and Austin, TX, and spends most of his spare time in his underwear, thinking about how he can change the world.

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Lance Apple

Lance Apple is a positive supports specialist with over 30 years of experience working with children and adults with autism, developmental disabilities, and behavior challenges in home, work, and school settings. Apple is currently employed at the Medina County Board of Developmental Disabilities.

Eran Arden

Eran Arden is the CEO of Timocco. He is an entrepreneurial pioneer in the growth and success of digital agencies and startup ventures, with a passion for turning groundbreaking ideas and visions into reality. With over 16 years of professional work experience as chief executive officer, founder, visionary, and an expert in international markets, Arden has worked with leading Israeli and international organizations including Volkswagen, Unilever, and Audi.

Kristie Asaro-Saddler

Kristie Asaro-Saddler, Ph.D., is an assistant professor in the Division of Special Education at the University at Albany. Her research interests focus on writing and self-regulatory strategies, specifically for students with ASD. She has published in special education journals, including the Journal of Special Education and Exceptional Children, and has made over eight presentations at international, national, and state conferences in the area of writing. Prior to joining the faculty at the University at Albany, she was a special education teacher for children with ASD.

Darla Ashton

Darla Ashton is the assistive technology coordinator and behavior team member for Carmel Clay Schools, in Carmel, IN. She has a B.S. in speech-language pathology, an M.S. in autism and applied behavior analysis, and is a board-certified behavior analyst.

She has presented at many conferences, including the Assistive Technology Industry Association, PATINS State Conference, and several Indiana Department of Education conferences. Ashton’s role in the school system is to coach teachers on best practices for technology and students with disabilities.

Ruth Aspy

Ruth Aspy, Ph.D., is a licensed psychologist in private practice with the Ziggurat Group. Aspy specializes in assessment and intervention for individuals with ASD. She is co-author of the Ziggurat Model, winner of the 2008 Autism Society of America Literary Work of the Year. Aspy speaks internationally. She has experience in both clinical and school settings.

Jillian Austin

Jillian Austin is a psychology doctoral student at the University of Wisconsin-Milwaukee. She is a board-certified behavior analyst with extensive autism experience. She completed her practicum at the Children’s Hospital of Wisconsin treating feeding disorders and encopresis. Austin is a Focused Treatment licensed supervisor at The Center for Autism Treatment. She is published in the Journal of Applied Behavior Analysis and Global Pediatric Health and has presented at national conferences, including the Association for Behavior Analysis International and Society of Pediatric Psychology.

Melissa Bacon

Melissa Bacon, program director of the Office for Policy, Strategic Initiatives, and Stakeholder Engagement at OCALI. She oversees the Interagency Workgroup on Autism, collaborating with state agencies to promote issues impacting and involving persons with ASD. Previously, she served as policy director for the Ohio Department of Health, coordinated policy for Health and Human Services, and was director of government affairs for the Ohio Department of Job and Family Services. She also worked as director of public policy and advocacy for the Ohio Children’s Hospital Association and as a policy aide for the Ohio Senate Republican Caucus.

Robert Baer

From 2005 to the present, Robert Baer, Ph.D, as the director of the Ohio Center for Innovation in Transition and Employment, developed and received ongoing funding to conduct research for the Office for Exceptional Children at the Ohio Department of Education. He directs the Ohio Longitudinal Transition Study (OLTS) and has been responsible for documenting and analyzing the postschool outcomes of students with disabilities across Ohio (see www. olts.org). Baer has co-authored a book, Transition Planning for Secondary Students With Disabilities (Flexer, Baer, Luft, & Simmons, 2013), which is now in its fourth edition.

Elaine Balum

Elaine Balum is a 35-year teaching veteran of language arts/reading in public education and has trained teachers at Susquehanna University. She has had outstanding success with the Read Naturally Strategy, and has used the program in her classroom since 1996. Balum is a past recipient of the Coca Cola/Health South Always Teaching Award, as well as the Susquehanna Valley Reading Teacher of the Year.

Laura Bassette

Laura Bassette, Ph.D., is an assistant professor of applied behavior analysis/autism at Ball State University. Bassette earned her Ph.D. from Purdue University and completed a post-doctoral fellowship with an emphasis in severe disabilities at the University of Illinois. She previously worked as a behavior analyst for adolescents and adults with developmental disabilities. Bassette’s research explores how technology can effectively deliver behavioral interventions to help facilitate learning through socially-valid community-engaged projects.

Debra Bauder

Debra Bauder, Ph.D., is an associate professor of special education at the University of Louisville.

For over 30 years, she has provided training on educational technology/assistive technology and its uses with persons with disabilities. She has worked with hundreds of professionals in general and special education providing technical consultation and training on effective methods of integrating technology into the classroom. Bauder is a nationally known speaker and has presented at conferences such as ATIA, CEC, ISTE, and SITE.

Tabitha Belhorn

Tabitha Belhorn has a bachelor of arts from Heidelberg University, where she studied psychology and vocal performance. She has three children, the oldest of whom is deaf. Belhorn is currently the executive director of Ohio Hands & Voices and has worked with families of children who are deaf, hard of hearing, deaf plus, or deaf-blind for over 10 years.

She has been a member of the State Advisory Panel for Exceptional Children and is currently serving as the co-chair for the Universal Newborn Hearing Screening Subcommittee.

P RESE NTE R S Patty Bena

Patty Bena is the team leader for developmental disabilities at Linking Employment, Abilities and Potential (LEAP). Her favorite tasks are career exploration and planning with young adults. She presented “Bliss, Bias, and Creative Approaches to Assessment” at the 2016 Systems Transformation Conference: Moving Forward Together, in Columbus, OH. Throughout her career, Bena has been a teacher, tutor, teacher’s aide, and habilitation specialist. She earned a B.A. in mathematics at Hiram College and an M.A. for teachers of mathematics at the University of Cincinnati, and is certified to teach math (grades 7-12).

Shawna Benson

Shawna Benson is the program director for the Teaching Diverse Learners Center at OCALI. Benson has worked as an associate professor and director of disability services at Urbana University, and with the Knox County ESC/SST 7 as the assistive technology, autism, and low-incidence consultant for the region.

Benson previously taught students with and without disabilities and has experience co-teaching in inclusive settings, providing academic instruction and intervention to students with a wide range of exceptionalities, ages, and needs.

Marla Berkowitz

Marla Berkowitz is the co-author of Deaf and Hearing Siblings in Conversation. She is a board member of Sister Brother Deaf, Inc., and is currently a faculty member of The Ohio State University’s American Sign Language program. She has a national certification with Registry of Interpreters for the Deaf, American Sign Language Teachers Association, and a state certification in court interpreting with the Supreme Court of Ohio. Berkowitz has two master’s degrees from New York University and the Jewish Theological Seminary in New York.

Camilla Bixler

Camilla Bixler has taught English as a Second Language at City College of San Francisco and abroad for 40 years. She is the mother of an adult son on the spectrum, born in 1981 before much was known about autism. She and her husband became founding and sustaining board members of Star Academy, a school for students with complex learning needs. Bixler later started the Asperger’s Teen and Young Adult Club and We Gotta Dance to provide social opportunities for the community. In 2000, she became a founding member of AASCEND for spectrum and neurotypical adult collaboration.

Karen Blackburn

Karen Blackburn has spent 19 years working with diverse populations in Wyoming and Ohio. Her passion is students with intensive behavioral and social/emotional needs and students from low socio-economic backgrounds. She is a nonviolent crisis intervention trainer, has presented at the Ohio CCBD Behavior Institute, and OCALI, and is a district-level trainer in various academic and behavior topics. She has developed the College-Career-Life Readiness Eight Essential Elements and Subskills, which are currently used in the Sandusky City Schools’ moderate/intensive behavior classrooms.

Allyson Blackwell

Allyson Blackwell is in the process of obtaining a degree in family therapy. She is married to Cameron Blackwell, who has Asperger Syndrome. They have a baby daughter named MeLynne. In high school, Blackwell spent many hours of service working with individuals with disabilities. She herself struggles with ADD and dyslexia.

Cameron Blackwell

Cameron Blackwell earned an academic honors diploma in high school, and since returning from a two-year mission for his church, he has attended Brigham Young University, Idaho. He and his wife, Allyson, are the parents of a daughter, MeLynne. He was diagnosed with Asperger Syndrome at age 8.

His special passion is music; he played with both his high school and college marching bands. He began speaking about ASD at age 10 and has presented with his family at numerous regional and national conferences.

Jamie Blackwell

Jamie Blackwell graduated from Jeffersonville (IN) high school where she played tuba in the band and was awarded a Gold Key from the National Scholastic Art Association. She attended BYU Idaho before serving a mission for her church in Spokane, WA. She enjoys presenting about topics in special education, particularly about her two brothers with ASD. Blackwell is especially passionate about preventing bullying. In her spare time, she loves to draw and write poetry.

Jen Blackwell

Jen Blackwell earned her degree in education and taught students with severe emotional disabilities.

Four children and two spectrum diagnoses later, she returned to work with students with special needs.

She currently teaches high school students with severe disabilities. She co-authored the 2010 Hidden Curriculum One-A-Day Calendar for Kids. Blackwell was also a contributing author to Asperger Syndrome: A Guide for Families and Professionals, 2nd Ed. She presents regionally and nationally with her family.

Marjorie Bock

Marj Bock, Ed.D., is a specialist in the field of special education. She is best known for developing practical interventions for persons with ASD and graduatelevel training programs for professionals who work with persons with ASD. Bock has published several articles and given numerous presentations related to these topics. She has served as the Rose Isabelle Kelly Fischer Endowed chairperson, is a Bush Teaching Scholar, and has received the Faculty Recognition Award for Excellence in Teaching.

Barbara Boone

Barbara Boone, Ph.D, is a strong advocate for family, school, and community partnerships – both as a mother and as a professional. She has 25 years of experience in education, family engagement, learning supports, and delivering training for professionals and parents. She is working with the Ohio Department of Education on several statewide initiatives building the capacity of professionals and families to be partners in supporting each child’s learning and healthy development. She received a bachelor of science degree from Michigan State University, a master of science from the University of Kentucky, and a Ph.D. from The Ohio State University.

Cindy Andree Bowen

Cindy Andree Bowen, M.A., BCBA, received her degree in elementary education with a minor in psychology at Wake Forest University. She earned a master’s in special education with a focus on ABA from Ball State University. She has a North Carolina teaching license for grades K-6, and is a boardcertified behavior analyst. Bowen has presented at state and national conferences on evidence-based practices in autism. She is a program supervisor at ABC of NC Child Development Center, an accredited nonpublic school for children with ASD.

Heather Bridgman

Heather Bridgman is a regional consultant for OCALI. She has been working in the field of assistive technology for more than 20 years. Her specialties include computer access, augmentative communication, and universal design for learning.

Bridgman has a master’s degree in systems engineering as well as a teaching license in high school mathematics. She has presented at numerous state and regional conferences on a wide variety of AT tools and systems to build capacity at a local level.

She is an adjunct instructor in AT at Bowling Green State University and Ashland University.

Matthew Brock

Matt Brock, Ph.D., is an assistant professor in the Department of Education Studies at The Ohio State University and a faculty associate at the Crane Center for Early Childhood Research and Policy. His research interests include instructional and support strategies for students with severe disabilities and effective dissemination of these strategies to educators. He has been a special education teacher, general education teacher, U.S. Peace Corps special education volunteer, and a technical assistance specialist with the National Professional Development Center on Autism Spectrum Disorders.

Blaine Brockman

Blaine P. Brockman, J.D., is an attorney with Hickman & Lowder and manages the office in Dublin, OH. He focuses his practice on special needs estate planning, special education, elder law, public benefits, probate, and guardianship. He is a member of the Academy of Special Needs Planners and the National Academy of Elder Law Attorneys. Brockman served for 12 years on the Madison County Board of DD and is on the boards of the ARC, Community Housing Network, Advocacy and Protective Services Inc., and Creative Housing. He received his J.D. from Capital University Law School with honors.

Vicki Brooke

Vicki Brooke has been with Virginia Commonwealth University since 1979 earning an M.Ed. in special education with an emphasis on employment. She is the director of training for VCU’s Autism Center for Excellence and manages a medium-sized CARF accredited employment services program as a vendor with the Virginia Department of Rehabilitative Services and the Virginia Medicaid Waiver program.

Recently, Brooke was appointed to the Advisory Committee on Increasing Competitive Integrated Employment for Individuals With Disabilities by the Secretary of Labor.

Karen Brothers

Karen Brothers, M.A., M.S., is a guidance counselor for Dublin City Schools. Brothers has been a teacher and counselor for over 31 years and is the parent of a 21-year-old son with autism. She started a peer collaboration program in 1999, which began with 10 children and now serves over 200 students at Dublin Coffman High School alone. She has dedicated years to research and application of programs that promote peer modeling and now has programs in many schools throughout her district as well as schools in Ohio and Indiana.

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P RE S E N T E R S Jane Thierfeld Brown

Jane Thierfeld Brown, Ed.D., is director of College Autism Spectrum and works at Yale Child Study. She worked in disability services in higher education for 36 years and consults widely. She co-authored Students with Asperger’s: A Guide for College Professionals, (2009), The Parent’s Guide to College for Students on the Autism Spectrum, (2012), and Behavior Management and Self-Regulation, (2012) along with many textbook chapters and articles.

Brown has three children, the youngest is a 24-yearold son with autism.

Myra Beth Bundy

Myra Beth Bundy, Ph.D., is a professor of psychology at Eastern Kentucky University and a licensed psychologist with graduate and postgraduate specialization in autism and developmental disabilities. She interned at the University of North Carolina’s TEACCH program. In the EKU psychology clinic, she works alongside graduate students with individuals on the autism spectrum across the lifespan. She writes and conducts research on autism and coordinates the EKU autism spectrum disorder certificate program. She enjoys spending time with individuals on the autism spectrum and their families.

Kari Dunn Buron

Kari Dunn Buron, Ms.Ed., taught students on the autism spectrum for 30+ years in Minnesota’s K-12 system. She received her master’s degree in learning and behavior disorders from Illinois State University, where she was recently inducted into the Education Hall of Fame. In 2000, Buron developed an autism spectrum disorders certificate program at Hamline University in St. Paul, MN, and was awarded a fellowship to study the behavioral impact of social cognition on students with autism. Buron has written several books related to autism, self-management, and emotional regulation.

Megan Burton

Megan Burton is a school counselor at Dublin Coffman High School. Previously, she worked as a social studies teacher at Franklin Heights High School and as a general education teacher with inclusion sections at Coffman High School. She received her bachelor’s of education degree in 2008 from Miami University and her master’s in school counseling from the University of Dayton in 2012. She is a contributing participant in the peer collaboration program at Dublin Coffman, which places students in classrooms as mentors, tutors, teacher aides, models, and other academic supports.

Mo Buti

Mo Buti, M.Ed.-BD, M.Ed-ADMIN, has been working in the field of special education for over 25 years with children/adults with severe and profound, moderate, and mild autism. She has served as a teacher, consultant, and coordinator of autism and intellectual disabilities in Chicago Public Schools. Buti was also director of program development at Neumann Family Services. Currently, she is the owner of AiepA (Advocate and Instructional Expert for People with Autism). She has a passion for learning, making visual modifications, and teaching, and is a dynamic international speaker.

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Amanda Buzo

Amanda M. Buzo, Esq., received a B.S. from The Ohio State University and her Juris Doctor from the University of Akron School of Law. She practiced in the areas of estate planning, trust administration, elder law, special needs estate planning, and probate before joining Community Fund Management Foundation as the executive director. Buzo’s responsibilities include reviewing distribution requests, managing daily operations, and community education and outreach. She is a frequent speaker and author, and was recognized as a 2010 and 2016 Rising Star by Ohio Super Lawyers and was included in the 2015 edition of The Best Lawyers in America.

Mary Callicoat

Mary Callicoat is an intervention specialist for VCS Ohio, an online charter school. She has won numerous awards at VCS Ohio for her commitment to her students’ success. She is dedicated to meeting the needs of students who receive special education services and offers them her greatest respect by always focusing on their strengths and guiding them to see what they can become. She received a master’s degree from the University of Rio Grande and a bachelor’s degree from Ohio University. She is the mom to two children, both of whom have disabilities.

Carmela Campanella-Borraccia

Carmela Campanella-Borraccia has been in the field of developmental services, specializing in ASD, for 15 years. During these years, she graduated with a master’s degree in psychology with a specialization in applied behavior analysis and became a boardcertified behavior analyst following graduation in 2007. She has consulted with group homes, parents, and teachers using a mediator model of teaching for children, youth, and adults with complex needs.

Mark Campano

Margaret-Anne Carter

Margaret-Anne Carer is a teaching academic with James Cook University in Australia. Previously, she worked in private practice as a behavior change specialist. Throughout her career Carter has been employed as both school guidance and district guidance counselor, and special education consultant.

She conducts research in young children’s social behavior, character education, educational leadership, ethics and blended learning, and cyberbullying – higher education.

Kay Clarke

Kay Clarke is a licensed teacher of children who are visually impaired, an orientation and mobility specialist, early intervention specialist, and preschool special needs teacher. She conducted statewide trainings for the Ohio Help Me Grow Program and is a state VIISA and INSITE trainer. Clarke developed the orientation and mobility training program at The Ohio State University and has authored two publications on strategies for serving young children who are blind or deafblind. She is completing an emergent literacy kit for families of infants and toddlers with vision loss through the American Printing House for the Blind.

Teresa Clevidence

Teresa Clevidence is an assistive technology consultant with the Southwestern Ohio Assistive Technology Consortium. She is a licensed speechlanguage pathologist with an ASHA certificate of clinical competence, as well as a licensed teacher of elementary and special education in the state of Ohio. Drawing on her numerous years of classroom and therapy experiences, she has given numerous presentations on various AT topics at the regional, state, and national level.

Lana Collet-Klingenberg

Mark Campano is the statewide coordinator of the Delaware Program for Children with Deaf-Blindness.

He has served children with deafblindness in five states in a variety of roles such as technical assistance specialist and project director. Prior to working in the field of deafblindness, Campano worked with emotionally challenged deaf adolescents in a 24/7, therapeutic milieu in a variety of roles. His education includes a B.A. in psychology/sociology and an M.Ed. in severe intensive special needs. He is K-12 certified in deafblindness.

Lana Collet-Klingenberg, Ph.D., is an associate professor at the University of Wisconsin-Whitewater with experience as a K-12 special educator and teacher educator. Her research interests include the use of evidence-based practices (EBP), transition from school to adult life, and college experiences for learners with ASD. Collet-Klingenberg has authored/ coauthored numerous publications, including journal articles, book chapters, a book, online modules, and grants. She regularly provides training and consultation to schools on the use of EBP for learners with ASD and other disabilities.

Jonathan Campbell

Karen Colucci

Jonathan M. Campbell is a licensed psychologist and professor of school psychology, Department of Educational, School, and Counseling Psychology, University of Kentucky. He completed pre- and postdoctoral training at the Yale Child Study Center in New Haven, CT, and serves as a member of the State of Kentucky’s Advisory Council on Autism Spectrum Disorders. Campbell has authored or co-authored over 60 articles and book chapters and co-edited a text on psychological assessment of children. He also serves on several editorial boards.

Erin Canaday

Erin Canaday has been in the teaching profession for 24 years. For the past 16 years, she has been a work study/transition coordinator focusing on transitioning students (ages 14-22) to work, community, and independence. Canaday has worked for Dublin City Schools for 13 years as a transition coordinator and the past seven years as the department chair for Dublin Coffman High School. Canaday has three children who have been involved in Dublin Coffman’s Peer Collaboration Program, which as been a benefit to the special education department in many ways.

Karen Colucci, Ph.D., coordinates the M.A. program in ASD at the University of South Florida and coordinates the professional practice partner program for master teachers serving as university supervisors and mentors for teacher candidates. She earned a B.S./M.S. degree in special education from Florida State University and a Ph.D. in curriculum and instruction/special education from USF. Her research/ professional interests focus on teacher education, alternative/unique approaches for students with autism such as the use of therapy dogs, school partnerships, and mentoring.

Lisa Combs

Lisa Combs, M.A., CAS, has B.S. and M.A. degrees in special education from Ball State University. Over the course of her 29-year career she has taught students with a wide range of disabilities, directed special education programs for several districts, was a regional coach for OCALI, and coordinates the Miami Valley Autism Coaching Team. She is on the faculty at Wright State University and also provides support for schools, agencies and families through her own business, Combs Educational Consulting, LTD. She is an author with AAPC Publishing.

P RESE NTE R S John Comegys

John Comegys has volunteered at AASCEND autism job club in San Francisco for four years. He has an M.A. in vocational rehabilitation counseling and is a certified rehabilitation counselor with 20 years of experience assisting people with disabilities in securing competitive employment. Comegys taught special education for 10 years and earned an interdisciplinary professional leadership certificate in autism in 2013 from Fresno Pacific University. He combines vocational expertise with those of special education with advanced training in autism. He was diagnosed with autism in 2015.

Lisa Cooper

Ellen Cress

Ellen Cress is a seventh-grade language arts teacher for Hudson City Schools. She graduated with a bachelor of science in middle grades education from Ashland University. She has co-taught with the seventh-grade intervention specialist teacher following a push-in model. Co-teaching with both general education and resource students has created an opportunity for her to educate students on the autism spectrum, which has strengthened her differentiation practices to develop a collaborative classroom for every type of learner.

Christine Croyle

Lisa Cooper is a special education coach for Sandusky City Schools and the co-owner and program director for Life Out Loud, LLC. Cooper earned degrees in education from Bowling Green State University and Cleveland State University, where she specialized in curriculum and instruction and attained an intervention specialist license. She has a wide variety of practical, hands-on experiences, including designing and implementing research-based intervention strategies for youth and adults with autism and low-incidence disabilities in classroom and community settings.

Christine Croyle, Ed.D., CCC-SLP, is the program director for The Outreach Center for Deafness and Blindness, which provides community-based supports for learners with sensory needs related to hearing and vision. She served as a school administrator for Pickaway County Board of Developmental Disabilities and as a speech-language pathologist at the Ohio State School for the Blind. Croyle has presented at state, national, and international conferences on leading inclusive models of education, instructional strategies, and designing spaces with accessibility in mind.

Richard Cowan

Conner Cummings

Richard Cowan, Ph.D., completed his graduate training in school psychology at the University of Nebraska-Lincoln. He is a tenured faculty member in the school psychology program at Kent State University. Cowan has been involved in multiple research projects, publications, presentations, and grants focusing on the implementation and evaluation of positive behavioral supports across settings for a variety of learners, including students with disabilities (e.g., autism) and students who are at risk for academic failure.

Alyssa Crane

Alyssa Crane is an artist/educator dedicated to providing quality arts education to K-16 students.

She completed a master’s of fine arts in visual studies from SUNY University at Buffalo in 2016, an M.A. in art education from the Maryland Institute College of Art in 2013, and a B.S. in art education from Daemen College in 2012. She has presented at the state and national level, including the 2015 National Art Education Association convention. Crane has taught high school art, and currently works at Daemen as an adjunct illustration instructor and a mentor for art students on the autism spectrum.

Cameron Crane

Cameron Crane is the statewide services and evaluation coordinator for the Ohio School for the Deaf. Crane has worked in both teaching and supervisory roles at the Willie Ross School for the Deaf and in mainstream deaf and hard-of-hearing programs. He earned an M.A. in deaf education from Lewis and Clark College and a B.A. from Sonoma State University. He completed a 9-month Fulbright-Nehru field study in northern India focusing on professionals working in deaf education, earned a MLIS at Kent State University in academic librarianship, and completed a clinical training program for Cochlear Implants at Children’s Hospital of Philadelphia.

Conner Cummings is a 23-year-old autistic selfadvocate who did not speak until he was 7 years old but now speaks in front of Congress. In 2015, Cummings won the Autism Society of America Advocate of the Year award for changing a Parental Support Law in Virginia – Conner’s Law #SB923 – for dependents with disabilities over the age of 18. When he is not advocating, Cummings can usually be found playing piano, studying foreign languages, at the ice skating rink preparing for his next local Special Olympics, taking photographs, or writing for his quickly growing Facebook page, Conquer for Conner.

Patty Cunningham

Patty Cunningham, M.Ed., OTR/L, has been providing intervention services to individuals with ASD for 32 years. She holds a graduate degree in special education and an autism certificate from Bowling Green State University. Her undergraduate degree is from The Ohio State University. She is employed in intensive autism programming for preschoolaged children and provides outpatient intervention.

Cunningham is a specialist in sensory processing disorders and has spoken nationally on this subject.

Carrie Davenport

Carrie Davenport is a doctoral student in the special education/applied behavior analysis program at The Ohio State University. Previously, she was the early childhood consultant for the Center for Outreach Services at the Ohio School for the Deaf. Davenport is a founding board member of Ohio Hands & Voices.

She has served on several boards and committees, including the Universal Newborn Hearing Screening subcommittee and the American Society for Deaf Children.

Laura Davis

Laura Davis, M.A., CCC-SLP, received a B.S. from Marquette University and an M.A. from Kent State University. She began her career at the Cleveland Clinic Center for Autism, but has worked at Oakstone Schools in Columbus since 2007, providing services to students with ASD. She is passionate about AAC use and teaching functional communication skills to those with profound language impairments. She has dedicated her professional career to facilitating communication in young adults with ASD and helping them recognize the importance and power of having a voice.

Alfred Daviso

Alfred Daviso, Ph.D., is an associate professor at the University of Akron. Since 2010, he has published 10 articles in the field of special education, focusing on transition services. Daviso worked as an intervention specialist and a transition coordinator in Akron Public School. In addition, he has presented at over 40 national conferences. He currently helps coordinate data collection and analysis for the Ohio Longitudinal Transition Study.

Rae Lynn Daviso

Rae Lynn Daviso has been an intervention specialist for students with moderate to intensive educational needs for over 12 years. She was employed at Akron Children’s Hospital as a child life specialist prior to her educational career. She is currently employed as a job training coordinator, providing job skill training to students with disabilities and testing accommodations in the career and technical courses at Akron Public Schools.

Alisa Deininger

Alisa Deininger, OTR/L, has over 25 years of experience in multiple settings, and is currently practicing in the Aurora City Schools. Trained in zones of regulation, mental health issues, and sensory processing, she has developed the knowledge required to assist in the creation of the Calm Moment Card Program. She has presented to teachers, school personnel, and parents on various topics including sensory processing, emotional control, and tier 1 & 2 interventions. Her primary mission is to instruct staff and assist students in achieving a positive learning environment.

Keady Delia

Keady Delia has been working within the deaf community for more than 15 years. Her experience and training includes school counseling, postsecondary transition planning, instruction, and interpreting. She joined the Ohio School for the Deaf as the statewide postsecondary transition education consultant and is now the school counselor. Prior, Delia was the school counselor at St. Rita School for the Deaf in Cincinnati. She earned an M.A. in school counseling and guidance from Gallaudet University, a bachelor’s in deaf education from Kent State University, and an associate of arts in interpreter education from Cincinnati State Technical and Community College.

Katina Demetriou

Katina Demetriou’s career focuses on transitioning individuals from school to community and from facility- to community-based employment. She is the director of the nationally recognized POW&R vocational services at Autism Delaware, which develops community-based opportunities in employment and day habilitation for adults with ASD. Demetriou helped design POW&R and today works with 100+ participants. She has spoken at the DE Transition Conference, ASA National Conference, CASVR National Conference, Missouri VR Workshop/ Webinar, and ICI/UMass Training for Employment Specialists.

Anna Quinn Denzer

Anna “Quinn” Denzer is a doctoral candidate in the school psychology program at Kent State University.

She holds a master’s degree in school psychology.

Denzer is currently working towards completing her doctoral dissertation, which discusses the role of teacher training in addressing the issue of bullying among students with disabilities. She is employed as the school psychologist for the Cardington-Lincoln Local School District in Cardington, OH. Within this role, Denzer serves all students district-wide in kindergarten through 12th grade.

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P RE S E N T E R S Carol Dittoe

Kay Duerst

Peter Doehring

Kelly Dunlap

Carol Dittoe, M.A., CCC-SLP, received a master’s of arts from Kent State University. She has over 30 years of experience in autism, augmentative communication, and assistive technology. Dittoe has worked in both hospital and educational settings providing evaluation and treatment for children with a variety of disabilities. In her current role, she provides educational teams across west central Ohio with ongoing assistance in implementing evidenced-based practices to support students with autism and lowincidence disabilities.

Trained as a clinical psychologist, Peter Doehring has worked with people with ASD for 25 years. He has led the development and expansion of school-, hospital-, and university-based programs integrating services, research, training, and policy. He has presented internationally, and published books evaluating evidence-based treatments for ASD, and the development of innovative ASD programs at the state and national level. He is also the father of an adolescent with multiple and complex developmental disabilities.

Julia Donovan

Julia Donovan, employment services director, joined Linking Employment, Abilities and Potential (LEAP) in 2011 during a crucial time in programmatic change. She implemented many changes within the employment program, creating greater effectiveness and improved outcomes. Donovan has presented at the National Transition conference in Washington, DC, as well as to businesses, such as KeyBank, to encourage them to change their perspective on hiring people with disabilities. Prior to LEAP, she worked in the nonprofit sector. Donovan holds a B.A. from Hiram College with a major in communications.

Lizzy Donovan

Lizzy Donovan is a senior program supervisor at ABC of North Carolina, an accredited nonpublic school for children with autism. She has over 14 years’ experience working with children who have autism and their families. Donovan is working toward becoming a board-certified behavior analyst. She was the Autism Society of North Carolina’s Professional of the Year in 2008. Last summer, she traveled to the Maldives as a member of the Knowledge for People: Autism Education Around the World team.

Elizabeth Doone

Elizabeth Doone, Ph.D., coordinates the MAT in Teaching & Gifted Programs at the University of South Florida. Combining interests in teacher education, partnership, and mentor development, Doone coordinates the professional practice partner program, developing mentors who serve as supervisors for final interns. She graduated from the University of North Carolina and served in the Peace Corps as a teacher trainer in Africa. She earned a master’s and Ph.D. from USF. Doone’s research interests include teacher and mentor development, technology, and nontraditional strategies such as the use of therapy dogs for students with ASD.

Maria Dudzinski

Maria Dudzinski works as a speech-language pathologist in hospitals, clinics, private practice, skilled nursing, home health, and public schools.

She works with children with hearing impairments, developmental delays, ASD and feeding issues, among others. She earned a B.A. from Otterbein University, an M.A. in speech-language pathology from Ohio University, an autism certificate from Liberty University, and an assistive technology certificate from BGSU. She holds a certificate of clinical competence from ASHA and is licensed by the state of Ohio.

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Kay Duerst began using essential oils in 1986 with her massage clients. Years later, she was introduced to doTERRA Essential Oils and life-changing possibilities through the use of high-quality essential oils. Her knowledge and experience quickly increased through self-education. Her interest in supporting the body with doTERRA essential oils has led her to become involved in teaching others the potential benefits and life-changing ability of an amazing wellness support system. Duerst specifically revels in the science behind essential oil usage.

Kelly Dunlap, Psy.S., received a degree in school psychology from Central Michigan University. She worked as a school psychologist and behavioral specialist before joining Grand Valley State University’s Statewide Autism Resources and Training (START) project in 2003. Dunlap works as an autism education and intervention specialist, providing training in positive behavioral interventions and supports, universal interventions and supports for students with ASD, IEP development and implementation, and the discovery process for improving employment outcomes for youth with disabilities.

Sarah Elder

Sarah Elder is the social worker for the Center for Autism Services and Transition (CAST) at The Ohio State University, where she focuses on transition in health care for youth and adults with autism. Elder has a strong background in the field of autism and transition, beginning as a LEND trainee through The Ohio State University’s UCEDD, the Nisonger Center.

Before joining the CAST team, she was a clinical social worker for Nationwide Children’s Hospital working with individuals with autism in the context of psychoeducation, individual therapy (CBT), family support and education, care coordination, and diagnostic assessment.

Judy Endow

Judy Endow, LCSW, author and international speaker, is part of Wisconsin Department of Public Instruction Statewide Autism Training Team and board member of the Autism National Committee. Endow works at Common Threads Family Resource Center in McFarland, WI, along with maintaining a private practice providing consultation for families, school districts, and other agencies. Besides having autism herself, she is the parent of three now-grown sons, one of whom is on the autism spectrum. In her spare time she enjoys expressing her thoughts and ideas through painting.

Amanda Englehart

Amanda Englehart, M.S., is a special education teacher at Kenston High School. She has a bachelor’s degree in special education, mild-moderate, a master’s in special education, moderate-intensive, and an autism spectrum intervention specialist certificate from Kent State University. She created a social skills group and developed curriculum to educate all students about people with disabilities. Englehart has received numerous awards, including the Franklin B. Walter Outstanding Educator, and was named Chagrin Valley Rotary Teacher of the Year and KHS Best Educator of Top Students.

Marilyn Espe-Sherwindt

Marilyn Espe-Sherwindt, Ph.D., is director of the Family Child Learning Center (FCLC), the early intervention demonstration, teaching, and research center at Akron Children’s Hospital. Her teaching, presentations, and research have focused on family-centered practices, parents with cognitive disabilities, program evaluation, systems change in early identification/intervention for toddlers with ASD, and using innovative technology to increase access to evidence-based early intervention services.

Espe-Sherwindt also serves as a consultant to early intervention programs in Portugal.

Tala Karkar Esperat

Tala Karkar Esperat is a Ph.D. student at Texas Tech University. Her research is focused around autism and online teaching. She is currently working as a research assistant at the TTU College of Education. She holds a master’s degree in public administration from Lamar University, and a B.A. in Teaching English as a Second Language from Bethlehem University.

Molly Estes

Molly Estes is a native American Sign Language signer, who works at the Ohio School for the Deaf as an ASL specialist, evaluating the sign language skills of deaf and hard-of-hearing students from all over Ohio as part of the Student Assessment Center team.

She was involved with developing a K-12 curriculum for learning ASL as a first language. Estes is a Sign Language Proficiency Interview:ASL (SLPI:ASL) coordinator/trainer and serves on the National SLPI:ASL Leadership Board (NSLB). She obtained a master’s degree in sign language teaching in 2012.

Kathy Evans

Kathy Evans is a certified holistic nutritionist and aromatherapy student at Bastyr University. She taught K-8 art for 16 years and continues to substitute teach.

Evans raised 3 grown children on complementary and alternative medicine. She aims to empower every parent and their children with safe, effective, and natural health care solutions, bringing them to their healthiest potential. Her thorough understanding of nutrition and background in wellness allows her to aide clients in achieving results.

Christina Even

Christina Even is a speech-language pathologist. She has been with the Warren County Educational Service Center for the last 12 years currently serving as the director of special education. Even has a passion for working with individuals on the autism spectrum with a focus on the skill sets of communication, social skills, and employment. She is an adjunct professor with the University of Cincinnati in the College of Education.

Danene Fast

Danene Fast is a scholar with the National Leadership Consortium for Sensory Disabilities, pursuing a doctorate in the College of Education, Department of Teaching and Learning, and a part-time manager for the programs in visual impairments, hearing impairments, and orientation and mobility (O&M) at The Ohio State University. She has a dual degree in elementary education and special education for children with visual impairments and M.A. in O&M. She has over 20 years’ experience in the field of visual impairments, including roles as a TVI, COMS, graduate assistant and outreach consultant, and is active in many professional organizations.

P RESE NTE R S Gregory Firn

Gregory Firn comes to RoboKind with over thirtythree years in public education, having served as a superintendent of schools and in other educational leadership roles in TX, NC, CT, WA, NV, and overseas.

Grounded in school effects research, Firn has been a pioneer in digital conversion where he twice led systemwide digital transformation initiatives including the implementation of human capital development programs. Firn is the product of the public school system, holds an undergraduate degree from Washington State University, and earned a doctorate from Seattle Pacific University where his research focused on learner-centered education.

Nanetta Fults

Nanetta Fults, Ed.D., has been a teacher, principal, and curriculum director and is currently a faculty member at the University of Rio Grande. She is also the secondary investigator for the Broadening Horizons Sensory Impairment grant project.

Amy Gaffney

Amy Moore Gaffney, M.A., CCC-SLP, is an autism consultant, a TEACCH-certified practitioner, and a speech-language pathologist. She received a master’s degree from the University of Kansas through the Communication and Autism Project. Over the last 14 years, Gaffney has worked in public schools, private clinics, and in-home settings. She has presented to local parent support groups, professional organizations, the Autism Society of America National Conference, National Chromosome 18 Conference and OCALICON. She currently works for Southside Special Services of Marion County in Indianapolis.

Katy Ganz

Katy Ganz, MA, CCC-SLP, is a speech-language pathologist for the Tuscarawas County Board of DD. She has experience providing communication, feeding, and behavioral supports to PK-12 grade students with disabilities. She earned a master’s degree in speech-language pathology from the University of Akron. Using assistive technology, she has staged puppet shows, science fairs, and concerts with nonverbal students. She is certified in SOS feeding interventions. Ganz presented at the 2016 PBIS Showcase on methods for communicating behavioral expectations to students with communication impairments.

Calvin Gee

Calvin Gee is a high-tech innovator and philanthropist. His current work is focused around building sustainable models for good, specifically within the health care industry. Through his health tech startup, InSilico, Gee aims to make autism care more accessible, affordable, and effective by creating software and platforms that reduce costs and increase efficiency. He also enjoys traveling the world as a Chevrolet Soccer ambassador, helping to bring change in underserved populations and connecting with communities through the universal language of play.

Joanne Gerenser

Joanne Gerenser, Ph.D., is the executive director of the Eden II Programs. She received her Ph.D. in speech and hearing sciences at the City University of New York Graduate Center. She is president of the Board of Directors of the Council of Autism Service Providers and the Interagency Council of NY on Developmental Disabilities, and a member of the Scientific Advisory Council for the Organization for Autism Research. She is an adjunct associate professor at Brooklyn College and the World Campus of Penn State University, and has authored a number of articles and book chapters relating to speech and language disorders, autism, and behavior analysis.

Peter Gerhardt

Kimberly Hale

Maggie Gons

Kellie Hampton

Peter Gerhardt, Ed.D., is the executive director of The EPIC School in Paramus, NJ. Gerhardt has more than 35 years’ experience utilizing the principles of applied behavior analysis in support of children and adults with ASD in educational, employment, residential, and community-based settings. He has authored and co-authored articles and book chapters on the needs of adolescents and adults with ASD and has presented internationally on this topic. Gerhardt serves as chair of the Scientific Council for the Organization for Autism Research and is on numerous professional advisory boards.

Maggie Gons, M.A., CCC-SLP, received a master’s in speech-language pathology from the University of Cincinnati and bachelor’s in speech and hearing sciences from The Ohio State University. She is a certified PLAY project consultant and is training to become a PLAY Project supervisor and trainer.

Gons has over 10 years’ experience in the field of early intervention and preschool age services and has completed a variety of continuing education coursework in the areas of language development, picture exchange communication, AAC, childhood apraxia of speech, language acquisition through motor planning (LAMP), early intervention, and ASD.

Sarah Good

Sarah Good is currently a preschool intervention specialist in southern Ohio. She holds degrees in early childhood education, early childhood intervention, educational leadership, and is currently working towards a Ph.D. in curriculum and instruction. She is an adjunct professor at Ohio University where she teaches introduction to early childhood education and introduction to child development. She presented in Huntington, WV, at the Early Childhood (HAECC) conference in April of 2016.

Jennifer Govender

Jennifer Govender is an outreach specialist for The Outreach Center for Deafness and Blindness. She has 13 years of experience in the field of special education as an early intervention specialist, assistive technology specialist and a teacher for visually impaired. Her experiences have provided her with the opportunity to work in-depth with diverse groups of students. She is constantly driven to research modern technology and techniques to maximize educational opportunities for all students.

AJ Granda

aj granda is a teacher, social justice activist, textile artist, and a mom. She has held various positions with the DeafBlind Service Center and at the Lighthouse for the Blind as an advocate, teacher, and internationally renowned Seabeck DeafBlind camp director. aj is one of the contributors to the National Project for Training Support Service Providers and DeafBlind people curriculum – the first training guide of its kind. She has collaborated with Jelica Nuccio to develop a new curriculum, providing trainings and contributing to emerging research in the area of Pro-Tactile.

Barry Grossman

Barry G. Grossman, Ph.D., is a licensed psychologist and author in private practice with the Ziggurat Group. He specializes in assessment and intervention for individuals with ASD. Grossman, along with Dr. Ruth Aspy, wrote The Ziggurat Model, an awardwinning book on designing interventions for students with Asperger Syndrome and high-functioning autism.

He and his co-author present on this model nationally and internationally. The Ziggurat Model has been adopted at district and statewide levels.

Kimberly Hale, B.A., M.A., CCC-SLP, is a speechlanguage pathologist with the Ross County Board of DD/Pioneer Center in Chillicothe, OH. Hale graduated from Ohio University in hearing and speech sciences and has over 30 years of experience in AAC. In 1996, she received the Fellow of the Association Award from the Ohio Speech-Language and Hearing Association for state-level advocacy for funding of speech-generating devices. Hale provides part-time speech-language pathology services through her private practice, TherapyTech, Inc., in Athens, OH.

Kellie Hampton is the lead teacher for the LIFE Postsecondary Program in Dublin City Schools. She has worked as an intervention specialist with Dublin City Schools for seven years, but has over 10 years’ experience working with students with multiple disabilities. Hampton received her bachelor’s degree in special education from The Ohio State University.

David Hamrick

Dave Hamrick is a 30-year-old with high-functioning autism. He is currently a meteorologist with the National Weather Service in Washington, DC. Hamrick holds both a bachelor’s and master’s degree in meteorology from North Carolina State University, and this subject has been a strong interest ever since early childhood. He is active in the autism community and regularly presents at conferences and workshops. Hamrick was a board member of the Autism Program of Virginia and an officer of a local ASA autism chapter.

Lisa Handyside

Lisa Handyside, Ph.D., is an associate professor in the School of Intervention Services at Bowling Green State University. She has taught a variety of students with special needs across the lifespan, with an emphasis on low-incidence disabilities. Handyside’s research involves the education of students with low-incidence disabilities, including those with hearing loss, with an emphasis on improving reading and vocabulary development. She has presented her research at multiple national and international conferences.

Sara Harris

Sara Harris is an early childhood intervention specialist with eight years of experience in preschool and elementary school settings. She received an undergraduate degree from Capital University in elementary education and a graduate degree from the University of Arkansas in special education. Harris works for the Little Miami Local School District. Prior to her work as an intervention specialist, she served as a curriculum director and area manager in private preschool settings.

Becky Haselberger

Becky Haselberger has 10 years of experience working with students with differing abilities. She has specialized training in autism and was an intervention specialist in a resource room for students with autism.

She has been working with students and families in postsecondary transition for six years and excels in the areas of differentiation, program development, program leadership, creativity-based and visual thinking strategies, program staff collaboration and team work, community-based instruction, and community partnerships. She participated in the Autism Certification Series: ASD Strategies in Action.

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P RE S E N T E R S Raymond Heipp

Raymond Heipp, Ph.D., is a 25+ year veteran of the classroom and school administration. He has worked with students with special needs, and is especially active with individuals with ASD. His expertise in assistive technology has enabled him to transition school programs into using updated approaches in working with students and giving them a strong voice in the world. Heipp firmly believes that all students have a voice (or spirit) and deserve a chance to succeed, and thinks we should never doubt them!

Kristen Helling

Kristen Helling joined Opportunities for Ohioans with Disabilities as an assistant deputy director for the Bureau of Vocational Rehabilitation. She oversees interagency agreements including the Employment First Task Force. Previously, she worked for the Ohio DODD as community advisor for the Division of Policy and Strategic Direction where she led implementation of the Governor’s Employment First Executive Order.

She was named a 2015 Employment First State Leadership Mentoring Program ambassador for the U.S. Department of Labor’s Office of Disability Employment Policy.

Shawn Henry

Shawn A. Henry is the executive director of OCALI. A major focus of his work is on systems change, advancing statewide capacity to improve outcomes for individuals with ASD. Henry holds leadership roles on national and state advisory boards and interagency workforces involving policymakers, parents, and professionals. He was previously the program director of professional development at the Kentucky Autism Training Center. He also served as an elementary special educator for students with autism. His Comprehensive Autism Planning System (CAPS) has been utilized across the country.

Heather Herbster

Heather Herbster, Ph.D., is an outreach specialist for the The Outreach Center for Deafness and Blindness at OCALI. Herbster is a licensed certified orientation and mobility specialist with experience in the areas of lifespan transitions, signed language modalities, and higher education instruction. She has had the opportunity to build partnerships utilizing both state and national initiatives focused on improving student outcomes and has research interests that include the examination of evaluative practices for children with vision and/or hearing loss.

Amy Hess

Amy Hess is the program director for the Center for Autism Services and Transition (CAST) at The Ohio State University. Her focus is on transition in health care for youth and adults with autism, and developing health care options and educational opportunities for individuals with autism and professionals. She is active in arts and autism community development across Columbus and Ohio and is also the parent of a teen (and artist) with autism!

Jennifer Hesseling

Jennifer Hesseling, M.A., CCC-SLP, works at Oakstone Academy Preschool with children 18 months through Pre-K. She graduated with a bachelor’s in speech and hearing science and a master’s in speech-language pathology from The Ohio State University. She loves working with children in social skills groups, in individual therapy sessions, and in their classroom setting working on generalizing their skills. Hesseling also enjoys working closely with parents on home programming, promoting the understanding and implementation of PECS, AAC, and using iPads educationally with children.

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Sharon Horn

Sharon W. Horn has taught children with disabilities for over 30 years, including the Medina County Board of Disabilities.

Amber Huber

Amber Huber is an early childhood intervention specialist at Little Miami where she teaches an integrated Pre-K model. Half of her students receive special services (occupational therapy, physical therapy, and/or speech) where the therapists pushin the classroom, and the other half pay tuition to attend. Huber is in her sixth year of teaching.

Prior to teaching, she attended Miami University in Oxford, OH, where she received licensure as an early childhood intervention specialist and a mild-moderate intervention specialist.

Bobby Huffman

Bobby Huffman is an intervention and behavioral specialist at Tremont Elementary in the Upper Arlington School District. He has nine years of teaching experience, and will finish a master’s degree in applied behavior analysis in Spring 2017 from The Ohio State University. Over the past five years, Huffman has actively conducted experimental research targeting the incorporation of special interests into daily instruction with students with ASD. In May 2016, one of his studies was published in the peer-reviewed journal, Behavior Analysis in Practice.

Emily Iland

Emily Iland, M.A., is an award-winning author, advocate, filmmaker, researcher, and leader in the autism field. The struggles of her son Tom inspired her to get a master’s degree in special education from Cal State University, Northridge, and focus on the comprehension issues faced by readers on the autism spectrum. Her new project, BE SAFE The Movie, uses multiple comprehension strategies to teach young adults with disabilities how to interact safely with the police. With Tom, Iland is writing a book on transition with insider tips and insights from experience.

Tom Iland

Tom Iland, B.S., CPA, is a graduate of California State University, Northridge. Iland is a young man on the autism spectrum who offers engaging presentations on topics such as employment, safety, and the benefits of explaining a person’s disability to them.

He has more than 15 years of experience training the police about autism and presenting autism awareness training for student groups. He is currently co-authoring a book on sharing practical suggestions to help parents, educators, and other self-advocates navigate transition to adulthood.

Daniel Irwin

Daniel Irwin is a behavior analyst and the education specialist for autism, intellectual disabilities, and assistive technology for the Virginia Department of Education. He is currently leading a project to create comprehensive and functional curriculum frameworks for students with disabilities who will not earn a standard diploma. He has worked as an educator and coach in public and private school settings and has been awarded grants by the National Professional Development Center on Autism Spectrum Disorder as well as Virginia Commonwealth University’s Autism Center for Excellence.

Polly Irwin

Polly Irwin is the nurse and care coordinator for the Center for Autism Services and Transition (CAST) at The Ohio State University focusing on transition in health care for youth and adults with autism.

Prior to CAST, she worked at the Cleveland Clinic Pediatric Neurology department. Irwin has a wealth of autism clinic experience and works with families and professionals. She provides assessments with new patients entering into primary care to assist with the transition.

Doug Jackson

Doug Jackson serves as the deputy director of STABLE Accounts for the Office of the Ohio Treasurer of State. His has been dedicated to the field of developmental disabilities for the past 18 years, and works with a passion to serve people with disabilities and their families through improving the support system and support staff. Jackson’s experiences include managing the services of a direct support agency, executive administration in Ohio’s County Board of DD system, teaching human services classes at Wright State University, and serving as superintendent of a state-operated developmental center.

Pamela Jeffers

Pamela Jeffers, TRS, TRI, ES, M.S., is a PATH therapy riding instructor and equine specialist with over 35 years of experience. Jeffers specializes in emotional regulation to aid in addressing behavioral health and adapting research-based techniques in equine-assisted programs for specific treatment or educational goals. She has completed trainings in trauma-focused equine psychotherapy and postadoption, and developed equine-assisted programs.

Jeffers has taught at Hocking College, presented, is a published author, and co-owns Natural Freedom, LLC.

Selene Johnson

Selene Johnson, M.Ed., BCBA, is the executive director of ABC of North Carolina Child Development Center, a specialized program for students with autism that provides a variety of services, including 1:1 and group instruction, parent education, social skills groups, professional workshops, and diagnostic services. Johnson has worked with students with autism for more than 20 years and has presented at state and national conferences. She is a boardcertified behavior analyst and a previously licensed special education teacher.

Willie Jones

Willie Jones is a professional development and culture specialist with the Ohio Association of County Boards (OACB). Prior to joining OACB, Jones worked for Belmont County Board of Developmental Disabilities as director of operations and spent 24 years working with private providers in the field of developmental disabilities. His specialty is training related to conflict and crisis resolution, and developing positive plans and supports. He has served on the boards for PAR and the Ohio SelfDetermination Association (OSDA). He has received both the ESDY award from OSDA and the Partners In Excellence award from OACB.

Emily Jordan

Emily Jordan, MSW, LISW, is a behavioral supports consultant with the Ohio Department of Education, Office for Exceptional Children, where her primary responsibilities consist of developing programs and policies to support the educational needs of students with serious social, emotional, and behavioral disabilities. Jordan co-coordinates Ohio’s Project AWARE grant, which works to raise awareness of the mental health needs in school-age youth and increase access to mental health services.

P RESE NTE R S Denise Juliano-Bult

Denise Juliano-Bult is chief of the Systems Research Program and the Disparities in Mental Health Services Research Program in the Division of Services and Intervention Research at the National Institute of Mental Health. She is the NIMH lead on developing a research portfolio on the effectiveness of autism services across the life-span. Juliano-Bult has a master’s degree in social work and a B.A. in psychology. Prior to joining the federal government, she worked as a social worker and therapist in outpatient mental health clinics, a homeless shelter, and a group home for teenage girls in the DC metropolitan area.

Susan Kabot

Charles Kemp

Erin Klonne

Michael Kennedy

Karen Koehler

Charles W. Kemp, Ed.D., is the supervisor of special education for Portsmouth City Schools, where he serves as a trainer of building and district-level autism teams. His case study research investigated state-level leaders’ perceptions of district readiness to include students with low-incidence disabilities. Kemp has presented at several state and national conferences on the topics of preparing the paraprofessional for the work of today’s classrooms, designing comprehensive programing for students with autism, and building social-emotional competence in young children with autism.

Susan Kabot, Ed.D., CCC-SLP, has extensive experience developing and administering programs for individuals with ASD. She provides consultation to school districts around the country, supporting their programs for students with ASD. Kabot also serves on the Florida Developmental Disabilities Council and the Panel of Professional Advisors for the Autism Society. She is the co-author of three books published

by AAPC: Setting up Classroom Spaces, Building Independence, and Taming the Data Monster.

Michael Kennedy has been a member of the Linden Grove School staff for nearly 2 years. He holds a master’s degree in education from Marygrove College and a bachelor of science in elementary education from Wright State University. He has taught elementary and middle school grades for 25 years in rural, suburban, and urban settings. Kennedy has instructed the LEGO Robotics and Build to Express (BTE) programs at Linden Grove School since 2015.

He is responsible for presenting the benefits of these programs during the Parent Sampler Nights.

Louise Kaczmarek

Charmaine Kessinger

Louise Kaczmarek, Ph.D., CCC-SLP, is an associate professor of special education, coordinator of the early intervention program, co-coordinator of the applied behavior analysis program, and a member of the LEND faculty at the University of Pittsburgh. She developed and expanded the autism specialization within the Early Intervention M.Ed. Program by receiving several training grants from the Office of Special Education Programs, U.S. Department of Education over the last 10 years. Her recent research interests include early social communication interventions for children with autism.

Charmaine Kessinger is the executive director of Autism Society of Greater Cincinnati. She started her career as a special education teacher and has worked in local nonprofit organizations in leadership positions, achieving agency or program accreditation in each position. She also is active as a volunteer consultant with Executive Services Corps of Cincinnati. As a younger sister whose late sister had Prader-Willi Syndrome, Kessinger was born into the role of advocate and caregiver.

Jodi Kirk

Kathy Haugen Kelchner, M.Ed., specializes in working with people with autism and developmental disabilities in Texas. She has been honored with numerous regional and state awards, and spoken at state, national, and international conferences.

Kelchner co-authored The Arc’s Self-Determination Assessment Scale, Whose Future Is It Anyway?, and Golden Ideas for Golden Students. Golden Ideas for Golden Children: Family Edition is in press. She is the sibling of a sister with autism.

Jodi Kirk is an arts educator, director, and actor, who has worked extensively in Northeast Ohio theater for more than 25 years. She formerly served as director of theater at Laurel School, associate artistic director at Near West Theater, and director of the school residency program at Great Lakes Theater. She is a graduate of the University of Mount Union and earned an M.A. in theater from Bowling Green State University. As a theater educator, Kirk has taught and worked with Cleveland School of the Arts, Lorain County Community College, Cleveland Signstage, and BGSU.

Daniel Kelley

Kim Klister

Kathy Kelchner

Daniel Kelley has taught at the Ohio State School for the Blind for 18 years. He provides guest lectures at The Ohio State University and owns a consulting business through which he helps adults learn their assistive technology.

Susan Kelso

Susan Kelso, M.A., ISA-CI, has worked with children with autism as a behavior therapist in home, school, and clinic settings. As a visiting professor of psychology, she taught at Claremont McKenna College and Cal State L.A. She has worked with school districts to implement best practices in special education classrooms and in mainstreaming situations. Kelso has written several book chapters and co-authored a manual detailing teaching techniques at The Claremont Autism Center. She is an integrated self-advocacy certified instructor.

An experienced, passionate advocate for students, Kim Klister is presently the director of special education at Gillett Public Schools. She has over 20 years’ experience working in special education as a teacher and an administrator. Klister wrote her master’s thesis on peer-mediated instruction and intervention (PMII)–Peer Support. As a school administrator, she continues to lead peer groups for students with autism and has established groups for students.

Erin Klonne, M.S. Ed., an autism consultant for Perry Township, OH, has over 18 years of experience teaching all areas of disabilities and is the mother of a teenager on the autism spectrum. She currently supports transition services for secondary students at seven schools, serves on the district’s assistive technology team, and provides educational and behavioral support and training to the staff, students, and parents of students with ASD. She has been instrumental in implementing the district’s structured teaching classrooms, a flexible resource model classroom for students on the autism spectrum.

Karen Koehler has served students with visual impairments for 27 years as the science teacher at the Ohio State School for the Blind. She is a certified Teacher of the Visually Impaired and a doctoral candidate at The Ohio State University. Her research focus is STEM education for students with visual impairments and public policy. She designs and instructs a STEM summer camp for students with visual impairments and serves on the executive boards of The Association for the Education and Rehabilitation of the Blind and Visually Impaired Ohio, and the Division of Visual Impairments and Deafblindness of The Council for Exceptional Children.

Sarah Kolic

Sarah Kolic, OTR/L, received a B.S. in occupational therapy from The Ohio State University. She has 20 years of experience working with children in the school setting. She is the supervisor of occupational therapy at the Stark County Educational Service Center in Canton, OH. She is certified in sensory integration through USC/WPS. She has presented locally to educational staff, community members, and parents on sensory processing and stress reduction.

She is passionate about sharing mind/body strategies with children in hopes they will use these practices to combat stress throughout their lifespan.

Amy Konkler

Amy Konkler is a first-grade teacher at South Elementary School in Morgan County, OH. She has taught preschool through third grade for 18 years.

She has an M.A.E. with both a teacher leader and reading endorsement. She serves on the building leadership and district leadership teams as well as various other committees throughout the school and community. In addition to being a mentor for a year-two resident educator, she is a trainer for the Kindergarten Readiness Test for the Morgan Local School District.

Annette Kosmac

Annette Kosmac, Ph.D., is a school psychologist with 10 years of experience working in preschool and elementary school settings. She received her undergraduate degree from the University of Dayton in psychology and her graduate degrees from the University of Cincinnati in school psychology.

Kosmac currently works for the Warren County Educational Service Center at the Little Miami Local School District. Prior to her work as a school psychologist, she served as an ABA therapist working with individuals with exceptionalities in home and community settings.

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P RE S E N T E R S Elizabeth Koss

Elizabeth Koss, B.S., S/OT, obtained a bachelor’s of science in psychology with Honors at Lindenwood University. She is in the process of obtaining a dual master’s of occupational therapy and Ph.D. in rehabilitation sciences with a pediatric specialization at The Ohio State University and is expected to graduate with her master’s degree in December.

She participated in the Leadership Education in Neurodevelopmental and Other Related Disabilities (LEND) Program during the 2015-2016 school year, and will complete her second year traineeship in the 2016-2017 school year.

Jennifer Krumins

Jennifer Krumins is the author of three books on autism and the owner of Autism Aspirations. An educator with 25 years of experience in special education and the general education classroom, she is also a certified Excelerator™ coach. She holds a master’s degree in human development and applied psychology from the Ontario Institute for Studies in Education. Krumins has studied at Queen’s University and Nipissing University in the area of special education and ASD. She is married with three children (one of whom has autism).

Allison Krupko

Allison Krupko is in her second year as a school psychologist and preschool coordinator in the West Branch School District. She completed undergraduate degrees in psychology and speech pathology at Kent State University and completed a master’s in education and educational specialist degree through Kent State’s school psychology program. Currently as a school psychologist at West Branch, Krupko focuses on implementing early intervention at the preschool level. She also completes all preschool evaluations and re-evaluations for middle school students with multiple disabilities.

Lois Kuhns

Lois Kuhns graduated from Gallaudet University with a bachelor’s degree in psychology with Honors and a minor in Spanish. She was an intern in several schools in Buenos Aires, Argentina, and lived in Austin, TX, for ten years before returning home to Columbus, OH. Her deaf parents provided the opportunity to experience both mainstream and residential schools.

To this day, Kuhns continues to observe how school environment can impact every child’s needs in mental, physical, social, emotional, and spiritual growth.

Kuhns is a mother to five children, and two of them are kids of deaf adults (KODAS). She currently sends her four children to three different school districts.

Alan Kurtz

Alan Kurtz, Ph.D., currently coordinates education and autism programs at the Center for Community Inclusion and Disability Studies at the University of Maine. A former special education teacher, he has more than 30 years of experience working with individuals with ASD and other developmental disabilities. Kurtz has conducted research on secondary transition for youth with ASD and has written about transition and employment for young adults on the spectrum. Kurtz has a sibling with ASD and serves as a guardian to a friend on the spectrum.

Molly Kurtz

Molly Kurtz, M.Ed., has worked for the Department of Developmental Disabilities since 2010. She implemented the formulation of a statewide infrastructure for the PLAY Project training of County Board of DD staff for families and children with ASD. She currently coordinates with OCALI to provide ongoing support to trained personnel. Prior to this, Kurtz worked for the Licking County Board of DD for 24 years as a special education teacher for children from birth to age 22. She served as director of education for 10 years before retiring in 2010.

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Julie LaBerge

Julie LaBerge is the associate director of special education for the Green Bay Area Public School District. She also teaches graduate courses on autism and positive behavior practices and is a co-author of an article on PMII. She coordinated the Bonduel School District’s model site project for the National Professional Development Center on ASD and has presented on PMII numerous times. PMII has now been replicated in Green Bay. LaBerge is the mother of 19-year-old identical twin boys, both diagnosed with autism. She also has a 14-year-old daughter.

ShyJuan Larkin

ShyJuan Larkin is a behavior specialist at Monarch Center for Autism in Shaker Heights, OH. Prior to completion of her degree in behavior analysis, Larkin earned a bachelor’s degree in sociology from Cleveland State University. Larkin has collaborated with applied behavior specialists, intervention specialists, and a speech-language pathologist at Monarch Center for Autism and Monarch Boarding Academies implementing direct intervention services for clients on the autism spectrum. She is part of a collaborative team that works directly with Dr. Howard Shane and his colleagues from Boston Children’s Hospital.

Marci Laurel

Marci Laurel is a speech-language pathologist with the University of New Mexico Center for Development and Disability, Autism and Other Developmental Disabilities Programs, providing services and training across New Mexico. She has been practicing for the past 30 years, providing direct services, consultation, training, and student supervision in public school, private practice, and university settings. Laurel has presented nationally for the past 25 years on topics related to sensory processing and communication, family issues, and ASD, and is the co-author of several related publications.

Barbara Lechner

Barbara Lechner, Ph.D., worked in a hospital setting for more than 30 years as a speech-language pathologist treating speech/language/hearing/ swallowing/cognitive delays/disorders in all ages.

Since 2010 she has concentrated on studying and applying autism research as she works with preschoolers to preteens in an effort to start model social and communication skills programs for those on the spectrum and to develop an infant program for all children. She has presented to parents and professionals at national (ASHA, OCALI), state (OSHLA), university (ECU, Denison University) and local levels.

Erin Lemcke

Erin Lemcke, BCBA, is the supervisor of adult services at Geneva Centre for Autism. She holds a bachelor of applied science from the University of Guelph and a master of science in applied behavior analysis and autism from Sage Graduate School. Lemcke began her career in intensive behavior intervention and has since filled various roles working with individuals with ASD and complex needs. She has worked in the field of developmental services since 2007.

Suzanne Letso

Suzanne Letso is the co-founder and CEO of the Connecticut Center for Child Development. She currently serves in leadership positions for numerous boards and organizations, and participates in the establishment of other service organizations and autism-related initiatives. She is a registered lobbyist for the Connecticut General Assembly and has worked as an advocate on a number of legislative issues in Connecticut and Alaska. She is a boardcertified behavior analyst, the parent of a son with autism, and the Association for Professional Behavior Analysts’ 2016 Jerry Shook Award recipient.

Jennie Long

Jennie Long, Ph.D., has taught at all levels, from early childhood through adulthood – in an early childhood special education preschool, an elementary autism classroom, as well as at the university level. Her Ph.D. is in special education with an emphasis in ASD and emotional-behavioral disorders. She has presented at state, regional, and national education and behavioral conferences. Currently, Long is an assistant professor at Emporia State University, teaching online courses within the early childhood unified master’s of science in education program.

Monica Quezada Lott

Monica Quezada Lott, M.S., is a certified PLAY Project and Teaching PLAY consultant, and a supervisor and trainer for The PLAY Project organization. She is also a training leader and expert DIR Floortime Provider, and a Profectum fellow. She received an M.S. in education from Mercy College in New York and has taught kindergarten and first grade in the NYC public school system. In 2008, she co-founded the Relate & Grow program in Columbus, OH. She provides training and educational consultation to parents of children with developmental challenges and conducts professional development trainings both nationally and internationally.

Alicia Lutman

Alicia Lutman, OTD, M.S., OTR/L ATC, is an assistant professor of occupational therapy at Shenandoah University and a 2005 graduate from the program.

She received her B.A. in exercise science from Concordia College in Moorhead, MN. Lutman has worked with students at SU to develop an education program for first responders working with individuals with autism. Her research has shifted to school resource officers and education about pediatric and adolescent mental health. She has clinical experience in both pediatric and geriatric settings with an emphasis on behavior.

Kathi Machle

Kathi Machle’s interest in child advocacy began as student at The University of Michigan Law School.

When her third child was diagnosed with ASD, her vocation and avocation expanded to include the needs of individuals with disabilities. She has been active for many years in the Autism Society of Central Ohio, Worthington Special Olympics, and various other community groups. She is the managing director of the Autism Society Central Ohio.

Laura Maddox-Bechard

Laura Maddox-Bechard is working to develop an Early Childhood Center at OCALI while she is co-directing the Autism Certification Center and OCALI’s online learning. Previously, she served as early childhood special education coordinator in Lincoln, NE, supervising special education personnel, programming, and professional development.

She also co-directed the Barkley Autism Project, a university-based ASD early intervention research and training project. As the state coordinator of the Nebraska ASD Network, she coordinated statewide training and technical assistance related to ASD.

P RESE NTE R S Kelly Mahler

Kelly Mahler, M.S., OTR/L, is an occupational therapist and autism consultant. She has presented numerous workshops at the international and national level.

Mahler is the author of four books: Interoception: The Eighth Sensory System; Sensory Issues and HighFunctioning Autism (with Myles and Robbins) – winner of 2015 National Parenting Publications Bronze Medal; Destination Friendship (with Benton, Hollis, and Womer); and Hygiene and Related Behaviors – winner of Mom’s Choice Awards Gold Medal 2011.

Denise Malkovits

Denise Malkovits works as a consultant with State Support Team Region 5 in Ohio specializing in inclusive best practices, including co-teaching strategies and structures and universal design for learning. She has taught both general and special education at the elementary, middle, and high school levels. She was a special education supervisor for four years for a small rural district in Ohio. Malkovits earned two master’s of education degrees from Youngstown State University, one in reading and the other in administration.

Lindsay Masters

Lindsay R. Masters, M.S., serves as a life skills coach supervisor and member of the supervising team for the Studio Support Program at Daemen College. She supervises peer life skills coaches, who aid students in strengthening their executive functioning and adaptive life skills to improve classroom behavior in unstructured art learning environments. She has facilitated various campus faculty/staff workshops on supporting students on the autism spectrum by recognizing common ASD manifestations, reducing potential triggers for disruptive behavior, and improving communication through universal design.

Janet Mastrangelo

Janet Mastrangelo is the mother of an 8-year-old son who has a bilateral sensorineural hearing loss. He is mainstreamed in the public school system through the ESC Hearing Impaired Program. Mastrangelo has a deep understanding of hearing loss and its impact on a child’s language, social, and cognitive development. She is a member of the Family Advisory Board for the Hearing Loss Program at Nationwide Children’s Hospital. Her focus for her son is on parental ownership of developmental and educational outcomes, active involvement in the IEP process, partnering with teachers and specialists, and teaching self-advocacy skills.

Paula Mauro

Paula Mauro is project manager in the new AT & AEM Center powered by OCALI. She manages special projects within the center including the statewide clearinghouse of AEM, Federal Quota, and NIMAS implementation. Together with the center program director she guides the daily activities of the AEM project and the BEST Grant. She works with the team to plan and facilitate professional development, technical assistance, and AEM for students with print disabilities, including students with visual impairments in Ohio. Mauro is the ex-officio trustee for the Federal Quota accounts and currently is the NIMAS coordinator for Ohio.

Janet May

Janet May is the coordinator of transition and adults at the Center for Community Inclusion and Disability Studies at the University of Maine. She has an M.Ed. in special education/transition from the University of Maine and is near completion of an M.S. in rehabilitation counseling from the University of Southern Maine. May worked on two federally-funded family-centered transition projects that examined the effectiveness of an innovative family-centered transition planning model for youth with ASD.

Meaghan McCollow

Meaghan M. McCollow is an assistant professor in the department of Counseling and Special Education at Central Michigan University. Her specific research interests include examining the effectiveness of self-management strategies, promoting teacher implementation of evidence-based practices, and identifying effective professional development for special educators, as well as cultural diversity and the development of cultural competence in educators. McCollow has published numerous articles and actively serves on many organizational and editorial boards.

Jeff McCormick

Jeff McCormick, M.S., is the program director at the Universal Design for Learning Center at OCALI. His mission is to improve education for all learners through innovative uses of modern multimedia technology and contemporary research in the cognitive neurosciences and through the instructional McCormick has worked in the framework of UDL. field of education since 1986 as a teacher in both public and alternative schools. He managed state projects and grants in assistive and educational technology at the Ohio Resource Center for Low Incidence and Severe Handicaps for over nine years.

Matt Mobilio

Matt Mobilio is a middle school teacher and technology and LEGO education coordinator at Linden Grove School. He has over eight years of experience in working with students with ASD. Mobilio is credited for spearheading the integration of the LEGO Education programs at LGS. In October 2015, he was the “Featured Teacher” in LEGO Education’s e-newsletter. Mobilio recently presented “Everything Is Awesome with LEGOS at LGS” at the 2016 Ohio Educational Technology Conference (OETC).

Karen Monfort

Karen Monfort is an occupational therapist and an assistive technology specialist in Dublin City Schools.

She has over 35 years’ experience working with children and families across multiple settings. She has given multiple presentations and professional development training sessions for the staff of Dublin City Schools as well as the Dublin Literacy Conference, the 2010 Ohio Special Education Leadership Conference, and OCALICON 2012 and 2015.

Pete Moore

Lisa McKay is a Special Olympics head coach and adapted physical education teacher. She attended The TEACCH Program in NC in 2009. When she returned home and had many “ah ha” moments, she implemented the simple techniques she learned to have a successful classroom/sports practice with huge SUCCESS! McKay is the past director of the Autism Project’s Camp Wannagoagain summer camp where she used the same simple techniques for a successful camp experience for campers with autism.

Pete Moore is chief of staff for the Ohio Association of County Boards. He previously served as the project manager for the Bridges to Transition Grant, a unique collaboration between the OACB, County Boards of Developmental Disabilities, Local Education Agencies, and the Opportunities for Ohioans with Disabilities. Moore has over 20 years of experience working with people with developmental disabilities and has provided training and technical support for many different programs and professionals across Ohio. He is a graduate of The University of Pittsburgh and received a master’s in counseling from Heidelberg University in Tiffin, OH.

Carly McVey

Tammy Morris

Lisa McKay

Carly McVey, M.Ed., is the program co-director for the Autism Certification Center at OCALI, which provides online video-based training in autism strategies for service providers and families. She has worked for the past four years, in both consultant and full-time capacities, to advance the organization’s online learning offerings and to lead the development of ASD Strategies in Action in partnership with the Ohio Departments of Developmental Disabilities and Education and Governor’s Office of Health Transformation.

Heather Meeker

Tammy Morris is chief program officer for the Autism Alliance of Michigan. Over the past 20 years Morris has worked in a variety of healthcare and educational settings, with both children and adults with special health care needs and challenges. She has also been on the faculty at several Michigan universities in the fields of speech-language and special education.

Morris previously served as the director of the Approved Autism Evaluation Center at Oakwood Healthcare.

Tim Morse

Heather Meeker serves as executive director for The Musical Theater Project (TMTP), an arts education nonprofit based in Cleveland, OH. She has directed programming, public relations, and fundraising efforts for arts, education, and cultural nonprofits for more than 25 years, including the National Inventors Hall of Fame, Hiram College, and Young Audiences of Northeast Ohio. Meeker is a graduate of Hiram College, earned her MFA in theater at Virginia Tech, and serves on the adjunct faculty of Hiram’s Professional and Graduate Studies Program.

Tim Morse, Ed.D., is the director of training and positive behavior support specialist for Mississippi’s Autism Demonstration School. He has earned undergraduate, master’s, and doctoral degrees in special education, and worked as a special education teacher, administrator, and university professor. Morse has published peer-reviewed articles pertaining to autism, effective instructional strategies for students with disabilities, and technology applications in special education. Additionally, he has made international, national, and state conference presentations on these topics.

Margaret Miller

Alicia Mrachko

Margaret Miller is the vice president of strategic advancement at the Autism Society. She leads the national network of 100 Autism Society affiliates and is responsible for the implementation of the lifespan services, education, and information and referral initiatives. Previously, Miller served as executive director of the Autism Society of East Tennessee, and had a successful career with the Girl Scouts of Colorado holding both programmatic and operational roles, including chief strategy officer. Miller is a planner and strategic thinker who seeks to improve the well-being of all through her work.

Alicia Mrachko is an assistant professor in the School of Intervention Services at Bowling Green State University, teaching in the inclusive early childhood undergraduate program and the autism graduate program. Her research concerns coaching teachers and paraprofessionals. Mrachko has presented at national conferences and recently received a research development grant from BGSU to further her research on coaching adults on a social communication intervention for children with ASD. She is a boardcertified behavior analyst and consults with school districts and charter schools in Ohio.

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P RE S E N T E R S Shawn Murphy

Shawn Murphy has a brother with autism and has been in the field of supported living for four years.

He is currently in the startup phase of a nonprofit called Independent Living Communities, which focuses on the acquisition and building of homes for individuals for disabilities. As a member of a Coalition on Homelessness and Housing in Ohio, Autism Society, and Children and Adults with Attention Deficit/Hyperactive Disorder, Murphy strives to learn as much as he can and share his unique perspective as a disability advocate, sibling of a person with a disability, and a nonprofit director.

Brenda Smith Myles

Brenda Smith Myles, Ph.D., Office of Policy, Strategic Initiatives, and Stakeholder Engagement at OCALI, is the recipient of the Autism Society’s Outstanding Professional Award, Princeton Fellowship Award, and CEC Burton Blatt Humanitarian Award. Myles has made over 500 presentations and written more than 150 articles and books on ASD. She was the co-chair of the National ASD Teacher Standards Committee.

In addition, in the latest survey conducted by the University of Texas, Myles was acknowledged as the second most productive applied researcher of ASD in the world.

Lindsey Nebeker

Lindsey Nebeker is a musician, artist and autism self-advocate currently living and working in the Washington, DC. metropolitan area. She holds a B.A. in music technology from the College of Santa Fe and is a Partners in Policymaking alumnus. Nebeker is active in the autism community, presents at conferences, and covers autism and sexuality on her blog Naked Brain Ink. She was featured in Glamour Magazine, National Public Radio, and ABC’s Good Morning America.

Jelica Nuccio

Jelica Nuccio’s life experience as a student, teacher, academic, presenter, and deafblind individual have come full circle with the establishment of Tactile Communications, LLC, in 2014. She spent her early career in the biological sciences, before getting her master’s in public health and going to work for Emory University and the Centers for Disease Control and Prevention providing health education to the deaf community. She has extensive experience lobbying at the state and federal level for deafblind rights.

Most recently, Jelica was in Washington DC to ask Congressional and House members to expand service options for DeafBlind individuals. Currently, in addition to being the director of TC, Jelica continues to provide Pro-Tactile trainings nationwide to DeafBlind people and service providers.

Paul Nussbaum

Paul Nussbaum was diagnosed at age 40 with Asperger Syndrome/high-functioning autism. After a long, hard struggle with employment, academics, and major communication and social issues, “the light went on.” Nussbaum found there was a huge population like him with the same struggles and began doing advocacy work to reach out to others in need. His hope in helping others, including future generations, is that others will not have to go through the same intense struggle that he went through for a productive, meaningful life. Nussbaum is a handyman, an autism speaker, and an advocate.

Shirley O’Brien

Shirley Peganoff O’Brien, Ph.D., OTR/L, FAOTA, is a professor of occupational therapy at Eastern Kentucky University. She has clinical, research, and teaching expertise in sensory modulation, leadership, and student development theory and practice. She is published and presents on ASD, sensory issues, and implications for school performance.

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Kathie O’Callaghan

Kathie O’Callaghan is an early childhood intervention specialist for Little Miami School District. While working with young children for over 30 years, O’Callaghan recently graduated with a degree in education and early childhood intervention to pursue her dream of working in education. Having worked as an assistant in an integrated preschool program for six years, upon graduation transitioned to teaching in 2012. She loves seeing children experience success in the classroom.

Daniel Openden

Daniel Openden, Ph.D., BCBA-D, is president and CEO of the Southwest Autism Research & Resource Center. He has expertise in pivotal response treatment; presented research at regional, state, national, and international conventions; served as associate editor for the Journal of Positive Behavior Interventions; and been published in several peerreviewed journals and book chapters. Openden is an adjunct professor at Arizona State University and serves on the Scientific Council of the Organization for Autism Research as well as numerous advisory councils and committees.

Lisa Orem

Lisa Orem is an intervention specialist with Dublin City Schools. She has a bachelor of science in education from Bowling Green State University and has been teaching for 24 years in the field of special education.

Last year, she participated in the filming of the ASD Strategies in Action Training Series for OCALI. Orem has supervised numerous student teachers from The Ohio State University and is the lead intervention specialist for Thomas Elementary.

Kaitlin Palmer

Kaitlin Palmer is pursing a master’s degree from Eastern Kentucky University in occupational therapy.

She graduated from Eastern with a bachelor’s degree in occupational science in May 2015. She is interested in ASD and has extensive experience working with this population. Palmer is seeking additional certification through the Autism Certification Program at EKU. She recently presented her research with individuals with ASD at the annual Occupational Therapy Research Day at Eastern Kentucky University.

Kate Palmer

Kate Palmer is the president/CEO of GRASP. She has a graduate degree in psychology and holds coaching and autism specialist certifications. She is also the regional facilitator for GRASP Hudson Valley and GRASP NYC Women. Her research focus is creating cognitive processes that bypass executive functioning deficits in adults with Asperger Syndrome, which intends to help solve employment, socialization, and transitional difficulties. She has worked with individuals with ASD and developmental differences for the past 20 years in academic, residential, and nonprofit settings.

Valerie Paradiz

Valerie Paradiz, Ph.D. is the director of Valerie Paradiz, LLC, a consultancy that provides technical assistance and strategic development to schools, universities, corporations, and agencies that support individuals with ASD. Paradiz is a national board member of Autism Speaks, where she also serves as chair of the Family Services Committee. In a part-time capacity, she is executive director of the Autistic Global Initiative (AGI). Paradiz is a regular columnist for the Simons Foundation Autism Research Institute’s Spectrum News.

Hye Ran Park

Hye Ran Park is a postdoctoral research fellow in IMMAP (Institute for Measurement, Methodology, Analysis, and Policy) at Texas Tech University. She received a master’s and doctoral degree in special education from the University of Kansas, where her focused area was ASD. Her research interest areas are siblings of individuals with ASD, girls with ASD, and early intervention.

Becky Payton

Becky Payton, B.S., BCaBA, is an assistant program supervisor at ABC of NC, a school in Winston-Salem, for children with ASD. She received a bachelor’s in recreation administration from York College of PA and is credentialed as a board-certified assistant behavior analyst. She has led numerous parent and teacher trainings on evidence-based practices for ASD and has presented a poster at the North Carolina Association of Behavior Analysis.

Cynthia Pearl

Cynthia Pearl, Ph.D., is co-principal investigator for four OSEP-funded low-incidence personnel preparation grants. She has directed Project ASD at the University of Central Florida since fall 2003. She worked closely with faculty, school districts, local agencies, and families to develop UCF’s Graduate Certificate in Autism Spectrum Disorders and teaches several certificate courses. She is a published author and has presented on teacher preparation and evidence-based best practices for working with students with ASD at state and national conferences.

David Petrovic

David Petrovic, an individual with ASD and Tourette’s, is a December 2015 cum laude graduate of Notre Dame College. He earned a bachelor of arts degree in middle childhood education and aspires to teach junior high language arts or social studies. Amidst certification, he volunteers where he interned. He coauthored Expect a Miracle: A Mother-Son Asperger Journey of Determination and Triumph. Petrovic is a motivational speaker who strives to increase awareness of autism and acceptance of differences.

He is involved in theater and choir and is also discerning the Catholic priesthood.

Sean Pierce

Sean Pierce is a special education teacher with Montgomery County Public Schools, MD, serving students with multiple severe disabilities and complex medical needs. He earned an M.Ed. in special education from Arcadia University in 2015.

He collaborates with adult medical day programs throughout Maryland to implement use of voiceoutput devices. Pierce seeks to help professionals understand the needs of individuals who are the most impacted by multiple disabilities.

Rachel McMahan Queen

Rachel McMahan Queen is the outreach director for the Center for Innovation in Transition and Employment at Kent State University. She coordinates personnel preparation grants for the U.S. Office of Special Education Programs, collaborates with LEAs and SSTs to collect post-school data as part of Ohio’s I-14 Requirement, and supports professional development across the state in coordination with the Transition-to-Work (TTW) and the identified needs of school-level teams. She consults with families regarding employment/behavioral supports and provides data consultation for implementation of evidence-based practices.

P RESE NTE R S Kathleen Quill

Kathleen Quill, BCBA-D, directs the Autism Institute, lectures internationally, conducts applied research on social-communication development in autism, and has authored numerous publications, including two bestsellers: Teaching Children With Autism and DO-WATCH-LISTEN-SAY. Quill was the leading consultant-developer of AutismPro, an innovative online system of comprehensive intervention and training. She is on the editorial board of major professional journals on autism and on the advisory board for numerous national organizations.

Joanne Quinn

Joanne Quinn is the director of The Autism Project in RI, an organization that provides training, social groups and support for individuals with ASD and those who support them. She has completed TEACCH Level 1 and 2, mentored with Michelle Garcia Winner, Conscious Discipline Level 1, and completed Ross Greene’s Advanced Training. She presented at the National Autism Society Conference, the NAC, OCALICON 2012, 2013, 2014, 2015 and, recently, was the discussant at a workshop at Brown University. She and her team worked with Hasbro, Inc., to create www.toyboxtools.com Quinn is the mother of three. Her youngest, Patrick, has autism.

Farrah Raines

Farrah Raines, COTA/L, LMT is employed by the East Central Ohio ESC. She has 12 years of experience in occupational therapy and 15 years in massage therapy. Raines provides occupational therapy services for the Tuscarawas County Board of DD, using her extensive background in the treatment of children and adolescents with autism and sensory processing disorders. Raines earned her degrees from Stark State College. She is certified in Sequential Oral Sensory (SOS) Approach to Feeding Therapy and treats students with sensory-based feeding needs.

Brigid Rankowski

Brigid Rankowski was diagnosed with ASD at age 13 and received a traumatic brain injury at age 15.

Despite her challenges, she finished high school and recently obtained a master’s degree. She is employed as a direct support professional, a teaching assistant, and freelance consultant. She has a blog about her life that she updates on a weekly basis. In her free time, Rankowski performs as Madame Sinclair with the award-winning vaudeville troupe Dark Follies.

She can also occasionally be seen in local films and theater productions.

Andrea Ranney

Andrea Ranney has been an intervention specialist at Oakstone Academy since 2012, currently working with students grades 5 though 11. Ranney is passionate about working with students with severe disabilities who engage in challenging behavior. She graduated from the University of Kentucky with a B.S. in special education-moderate/severe disabilities. In May 2016, she graduated from The Ohio State University with a master’s degree in applied behavior analysis. As third author, her work involving training teachers on evidence-based practices has been submitted to Exceptional Children for publication.

Sarah Reaves

Sarah Reaves, M.S., CCC-SLP, is a speech-language pathologist who works as an autism consultant with Southside Special Services of Marion County in Indianapolis, IN. She completed a graduate degree in speech-language pathology from Indiana State University in 1998. Reaves has presented on service delivery options in public schools at the Indiana Speech-Language Hearing Association and enjoys leading professional development trainings related to ASD for parents and educators.

Christine Reeve

Christine Reeve, Ph.D., BCBA-D, has more than 25 years of professional experience working in a variety of settings serving individuals with autism and other developmental disabilities. Reeve currently provides systemic consultation to school systems, creates educational materials, blogs, and serves as adjunct faculty at Nova Southeastern University. She is the author of Functional Vocabulary for Children and coauthor of Setting up Classroom Spaces That Support Children With Autism Spectrum Disorders, Building Independence, and the Functional Vocabulary for Daily Living series.

Jenni Remeis

Jenni Remeis is the infant/preschool outreach consultant at the Ohio State School for the Blind and has 19 years of teaching experience. She is a board member of AERO, guest lecturer for The Ohio State University, and member of the OSU Sensory Advisory Board and Ohio EI/VI group. Remeis earned a B.A. in special education from Ohio Dominican University and an M.Ed. from OSU. Additional licensures include early childhood special education and intervention specialist-visually impaired. She is also an ACVREPcertified orientation and mobility specialist.

Virginia Ressa

Virginia Ressa works for the Ohio Department of Education in the Office for Exceptional Children.

Her work focuses on providing professional learning resources and serving as the project coordinator for FIP Your School Ohio (Formative Instructional Practices). A former middle school teacher, Ressa is committed to providing Ohio educators with the resources necessary to meet the needs of all students.

Ellyn Rideout

Ellyn Rideout is an early intervention specialist and licensed independent social worker at the Family Child Learning Center in Tallmadge, OH. She works in early intervention with families who have young children with ASD, speech and language disorders, and social-emotional behavioral concerns. She sees families both in person and virtually via video technology. Rideout co-developed and continues to provide services using the Connections curriculum, a short-term, intensive developmental program for toddlers newly diagnosed with autism and their families.

Sharon Robbins

Sharon Robbins is an intervention specialist at Hudson Middle School in Hudson, OH. She has taught resource and inclusion classes for 12 years. In addition, she is the proud parent of an adult son who is on the autism spectrum. She received a master’s in special education from Kent State University as well as a reading endorsement. Robbins also holds a bachelor’s in nursing degree from Ursuline College. Her career shift was inspired by her son as he navigated the academic arena. She is nationally board-certified and participates in autism support groups.

Katie Robinson

Katie Robinson is the production assistant for the Assistive Technology & Accessible Educational Materials (AT & AEM) Center at OCALI. She has worked in accessible materials production for six years. She is a certified Literary Braille Transcriber, and lifelong accessible materials user.

Jan Rogers

Jan Rogers, M.S., OTR/L, ATP, is the program director of the Assistive Technology & Accessible Educational Materials (AT & AEM) Center. Her work includes oversight of activities and resources designed to improve outcomes for students with disabilities through statewide capacity building in the area of AT supports and services. She has worked in a variety of programs serving the needs of individuals with disabilities as well as teaching at The Ohio State University and Bowling Green State University. Rogers is a frequent presenter at local, state, and national conferences and has authored peer-reviewed journal articles as well as book chapters.

Ron Rogers

Ron B. Rogers, M.Ed., is a regional consultant for OCALI. He works directly with Ohio’s 16 State Support Teams on universal design for learning, braiding it into an overall system of support. In the past, Rogers worked with district leadership teams through the Ohio Improvement Process (OIP), assisting districts that were in continuous improvement. He has 28 years of professional expertise in the areas of education and criminal justice. Rogers has served as a curriculum specialist, director, principal, technology consultant, and classroom teacher.

Madeline Rosenshein

Madeline Rosenshein has been an administrator and director for vocational training and job placement programs for universities, state, and community agencies. While at a regional resource center, she developed transition and assistive technology training and networks for school personnel. She has been successful in obtaining funding for many regional and state projects. She is the author of several publications and products, a board member and officer for professional organizations, and has presented at a wide range of national conferences.

Chloe Rothschild

Chloe Rothschild is a young adult who has PDD-NOS. She enjoys using her talent and love for writing to raise awareness about autism. Rothschild is a young leader for the Autistic Global Initiative (a program through the Autism Research Institute), a managing editor for the Autism Research Institute’s Adults With Autism eBulletin, and a member of the OCALI Advisory Board. Rothschild also writes blogs and operates a public Facebook page where she shares her story with others.

Michael Roush

Michael Roush is a member of the Information Technology Department at Wilmington College. He previously worked in the areas of school improvement and special education, specializing in instructional and assistive technology. Roush and his wife, Angie, have six children, two of whom have low-incidence disabilities. He has presented at local, regional, and state conferences on using technology to increase access to the general curriculum and universal design for learning.

Denise Rozell

An attorney by training, Denise Rozell has been working on federal and state disability policy for the past 25 years. Currently the assistant vice president, state government relations with Easter Seals, she serves as the primary resource to Easter Seals’ 75 affiliates in building state government activity and connects affiliates on common issues of state policy and systems change, including autism, Medicaidmanaged care, and health delivery system reform.

Rozell is the primary author of the Easter Seals Autism State Profiles, a yearly updated analysis of autism services and legislation by state.

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P RE S E N T E R S Emily Rubin

Emily Rubin, M.S., CCC-SLP, is the director of the educational outreach program at the Marcus Autism Center at Emory University. As an adjunct faculty member at Yale University, she served as a member of the Autism and Developmental Disabilities Clinic.

Her publications have focused on early identification and programming guidelines for social-emotional development. She is a co-author of the SCERTS Assessment Process. Rubin participated on the ASHA’s Ad Hoc Committee on Autism Spectrum Disorders to develop guidelines for the diagnosis, assessment, and treatment of ASD.

Amy Rule

Amy Rule is mother to and advocate for her son, who has shown signs of being on the spectrum since he was about 3. He is medically undiagnosed due to his anxiety, though he has an educational diagnosis of ASD and qualifies for services at school. Rule and her husband have made it their mission to educate themselves and to do as much as possible to help their son succeed at school and in life. She has worked hard to increase her son’s ability to control his anxiety and sensitivities when faced with sensory overload and to boost his confidence as he tries new (potentially scary) things.

Jennifer Runco

Jennifer Runco serves as co-director for the Studio Support Program and coordinator of Disability Services at Daemen College in Amherst, NY. Runco holds an M.Ed. in student development in higher education and B.A. in communication sciences and disorders from the University of Maine. She has worked on a federally-funded grant initiative with the goal of assisting young adults with disabilities receiving social security benefits to transition to employment. Runco has presented to faculty, staff, and parents about autism and other disabilities and best practices for working with students.

Alex Russo

Alex Russo is an entrepreneur whose career concentration is residential real estate. He is also owner of a pharmaceutical company located in Cleveland, OH. Russo’s real estate career focuses on residential real estate investing and understanding how markets develop. He specializes in how to identify opportunities for individuals at all levels.

Russo is a board member of Independent Living Communities, a nonprofit that specializes in acquiring and renovating housing for people with disabilities that is safe, affordable, and accessible.

Mariah Ryan

Mariah Ryan graduated from Lakeview High School in 2013. She is currently working on an undergraduate degree in speech pathology and audiology at Kent State University. She has a minor in psychology and a certificate in disability studies and community inclusion.

Bruce Saddler

Bruce Saddler, Ph.D., is an associate professor and director of the Division of Special Education at The University of Albany. A military veteran and former special education teacher and teacher of the year, he has taught courses in inclusion, reading, writing, and learning disabilities. His current primary research interests center on writing disabilities. He has presented at over 90 regional, national, and international research and professional conferences and has published over 40 scholarly articles in national and international journals. He has also authored two books on writing.

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Elizabeth Sammons

Elizabeth L. Sammons serves as program administrator in the Bureau of Services for the Visually Impaired under the Opportunities for Ohioans with Disabilities agency. Her academic focus was journalism and linguistics. While normally involved in outreach and written communications at her agency, Sammons was excited to administer a deaf-blind project this summer to help adults learn greater independence and literacy. As someone growing up blind, she was used to ney-sayers and facing barriers.

She used the tenacity developed in her youth and professional years to coordinate this first-of-its-kind adventure.

Josie Santomauro

Josie Santomauro is a full-time Australian writer and published in over 50 resources on ASD and fiction (pseudonym Montano). Her son Damian, diagnosed at five with Asperger Syndrome, completed his doctorate and research on autism. Josie received the Parent/Carer Award Autism Queensland in recognition of her outstanding achievements and recently a Certificate of Recognition as Community Mentor – Naturally Autistic People Awards, BC, Canada.

JIll Schramm

Jill Schramm currently teaches Reading Recovery at South Elementary in Morgan County, OH. She has taught for 19 years in grades 4 through 8 before becoming a Reading Recovery teacher in 2014. She has an MAE with both a reading and teacher leader endorsement. Schramm serves on the building intervention committee and the district LPDC committee. In addition to being a mentor for teachers, she is an advisor for the student mentoring Change of Heart program at South Elementary.

Scott Schuelke

Scott Schuelke is the autism safety specialist for the Autism Alliance of Michigan and has been instrumental in the autism safety training movement in Michigan. Sgt. Schuelke has provided training on ASD, including most common situations and best strategies for safe outcomes. Schuelke was also instrumental in developing active violence incident response training for all law enforcement in Clinton, Eaton, and Ingham Counties. He retired from the Lansing Police Department in 2010 where he served as a supervisor in the Investigations Division.

LaQuita Schwartz

Amy Savage, M.S., CCC-SLP, is a speech-language pathologist with 20 years of experience in diverse settings. She currently works for Little Miami Schools in the integrated preschool program. She provides therapy in the classroom to provide an inclusive environment for all of her students. She is passionate about providing children with the functional language skills they need to be as independent as possible across settings.

LaQuita Schwartz is employed as a certified, licensed speech-language pathologist in the Little Miami Preschool Program, within the Little Miami Local School District in Morrow, OH. She has over 15 years of experience in a variety of settings, including schools, pediatric hospitals, Head Start programs, private practice, and early intervention programs. She enjoys working collaboratively with team members to help children overcome their communicative challenges and to increase their ability to interact and communicate with others more effectively.

Carol Schall

Katie Scott

Amy Savage

Carol Schall, Ph.D., is the co-director of the Virginia Commonwealth University Autism Center for Excellence. She has over 30 years’ experience supporting adolescents and adults with ASD as a teacher, administrator, researcher, and consultant.

Schall provided consultation and instructional technical assistance for the Project SEARCH Plus ASD Supports program at Virginia Commonwealth University and was the research coordinator for the project. She has consulted nationally and internationally on issues related to adolescents and young adults with ASD.

Katie Scheetz

Katie Scheetz is a statewide program specialist with Opportunities for Ohioans with Disabilities (OOD).

She manages the contracts with Ohio’s Community Centers for the Deaf and the Personal Care Assistance Program, and coordinates several statewide initiatives designed to improve services to deaf, hard of hearing, and deafblind Ohioans. Previously, Scheetz served as an employer services specialist and rehabilitation counselor for the deaf at OOD. She holds a postgraduate certificate in rehabilitation administration from San Diego State University and a master’s degree in rehabilitation counseling from Wright State University.

Jennifer Schmidt

Jennifer M. Schmidt, M.Ed., is an intervention specialist at Beavercreek High School in Beavercreek, OH. She has 19 years of teaching experience in both general and special education settings. Schmidt piloted a communication class in the fall of 2007, and the class continues to this day. She was recognized as Beavercreek City Schools Teacher of the Year in 2012, and in 2014 was awarded the Beavercreek Chamber of Commerce Educator of the Year recognition as a result of her innovative communication class.

Katie Scott, M.S., LISW, works for the West Central Ohio Network as a PLAY consultant for Ohio counties.

She has a master’s degree in child development from the Erikson Institute and an MSW from Loyola University of Chicago. Scott worked as a PLAY tutor for several years, became a trained PLAY consultant and a PLAY Supervisor, and is certified in teaching PLAY.

Rachel Seaman

Rachel Seaman, M.Ed., BCBA, is a doctoral student in the Department of Special Education and Applied Behavior Analysis at The Ohio State University. Her research interests include vocational interventions for transition-age students with autism, job and vocational coach training, and school practitioner training. Seaman has worked as a behavior analyst, school consultant, and researcher.

Allison Shardell

Allison Shardell, Ph.D., has a doctorate in human services and counseling, with a focus on autism and developmental disorders. She is working towards a degree in American Sign Language Interpreting. She is the director of religious education, an American Sign Language choir, and special needs ministry through a local Catholic Church. She is a facilitator for special needs courses through the University of Dayton, training Catholic educators in the diocese of Columbus and around the world on working with children with autism and other special needs. She is the proud mother of four children, including one with autism and one who is profoundly deaf.

P RESE NTE R S Amanda Sheldon

Amanda Sheldon, M.S., CCC-SLP, is a speechlanguage pathologist who works for an educational service center and provides intervention to PK-12 students with a variety of disabilities. She has a professional interest in pragmatic language and its impact on social acceptance, integration, and transition to adulthood. Sheldon has provided a variety of services to individuals with disabilities in her work as a behavior technician, camp counselor, and peer mentor. Her perspective is continually informed by engagement in community disability advocacy and awareness efforts.

Becky Shuster

Becky Shuster teaches fourth grade at South Elementary School in Morgan County, OH. She has taught for 24 years in grades 1-6. She received the South Elementary Exemplary Educator Award in 2012 and 2014. Although her specialty is math, she has taught language arts, science, and social studies.

Shuster has an MAE and is currently working on a teacher leader endorsement. She has served on various committees, including the building leadership team and serving as a vertical team leader. Finally, she has held the position of math coach and mentor, and presently serves as building coordinator.

Jamie Sibole

Jamie Sibole is an intervention specialist teaching in a multiple disability resource room along with organizing and overseeing the individual education of students with autism in the inclusion setting.

She is also an acting member of the educational identification of autism team and has been a facilitator for the Waverly High School autism team and a coach to the Waverly Primary School autism team. Sibole continues to be involved in program development, improving the educational experiences of students with autism.

Thomas Simmons

Thomas Simmons, Ph.D., has been involved in supported employment and transition service delivery for nearly 30 years. He received a doctorate in special education and rehabilitation counseling from Kent State University. He is also a certified rehabilitation counselor. His experiences include management, supervision, and direct service in rehabilitation and special education. As such, he has managed more than 30 projects in transition, supported employment, employer collaboration, Projects with Industry, personnel preparation, and postsecondary services for persons with disabilities.

Rebecca Simpson-Pinkston

Rebecca Simpson-Pinkston is an occupational therapy student at Eastern Kentucky University. She is a graduate of Georgetown College where she received a B.S. in biology with minors in chemistry and Spanish. Simpson-Pinkston has previously worked as a paraeducator for children with special needs at Fayette County Public Schools and as a swim instructor and coach for children of varying backgrounds. At EKU, she is a scholar in the autism certificate program and a recipient of the PREPaRE grant.

Sheila Smith

Sheila M. Smith, Ph.D., is the assistant director at OCALI where she oversees OCALI’s new centers for sensory disabilities, building capacity to serve those with vision and hearing loss. Smith led the development of OCALI’s online modules including the Autism Internet Modules (AIM) and collaborated with state agencies and organizations to build other online modules (OLAC, OASC-E, etc.). She has held positions as professional development specialist, administrator, university instructor and teacher across seven states. Her numerous presentations and publications reflect her wide-range of experiences within the field of special education.

Katie Sochor

Katie Sochor is a program instructor for Dublin City Schools POWER Plus Program. Sochor has over 19 years of teaching experience and was designated master teacher in 2012. She provides students and families with multiple resources to facilitate positive transitional experiences for young adult students.

She is an integral part of the district’s transition team and has been a part of multiple presentations for both staff and parents. Her work, and that of her staff, has been featured in ASD Strategies in Action training series.

Richard Solomon

Richard Solomon, M.D., is board certified in pediatrics and developmental/behavioral pediatrics. His experience diagnosing and treating children with autism spans 25 years. His career includes faculty positions in academic centers, extensive research experience, and volunteer positions with nonprofit boards and state-appointed committees. Solomon has an active developmental/behavioral pediatrics practice, serves as a consulting medical director to two health systems, leads the PLAY Project Organization, and is an active facilitator of PLAY Project autism early intervention training.

Stephanie Sopher

Stephanie Sopher is a senior, undergraduate speech-language pathology and audiology student at Kent State University. She is an undergraduate research assistant studying quality of life in autistic adults. Sophor has received Dean and President’s List honors. Upon graduation, she hopes to continue her education at Kent State University to complete a master’s degree in speech-language pathology and someday work in a rehabilitation facility or hospital.

Amy Soranno

Amy Soranno, M.S., is an early intervention specialist at the Family Child Learning Center in Tallmadge, OH. She currently works in early intervention with families who have children with ASD, speech and language disorders, and social-emotional behavioral concerns, both in person and virtually via video technology. Soranno co-developed and continues to provide services to families using the Connections program, a short-term intensive developmental program for toddlers newly diagnosed with autism and their families, incorporating strategies from the Responsive Teaching and Triple P curricula.

Carol Sparber

Carol Sparber, Ph.D., is an instructor at Kent State University, where she teaches courses in assessment and evidence-based practices to undergraduate and master’s-level students. She has conducted studies using video modeling as an intervention to improve socially-based employment skills. She has also conducted research on evidence-based practices as they relate to post-school outcomes for students with disabilities using the Ohio Longitudinal Transition Study (OLTS) data. Sparber has worked in a professional capacity for more than 20 years and has presented at local and national conferences.

Andrea Speece

Andrea Speece, M.S., BCBA, is a behavior analyst in home and school settings. She is a licensed intervention specialist and worked as a special education teacher for seven years. She is currently assistant director at a summer camp for students with disabilities and program director for Focus Hippotherapy. Speece has a bachelor’s degree in exercise science and a master’s in special education with a focus on autism and related disabilities. She presented at the ABA autism conference in January 2012 and at OCALICON 2012, 2013, 2014, and 2015.

Maci Spica

Maci Spica, BCBA is the state ASD specialist at the Minnesota Department of Education and an adjunct professor at the University of St. Thomas. She is a board-certified behavior analyst and is licensed in special education with an endorsement in ASD. Prior to working for the Department, she worked as a behavior/autism consultant in Alaska, Texas, and Minnesota and has volunteered internationally to develop programs for children with neurological differences. Spica is committed to continuing work that supports best outcomes for students, families, and educators in MN.

L. Lynn Stansberry-Brusnahan

Lynn Stansberry-Brusnahan, Ph.D., is the parent of a young adult with autism and an associate professor at the University of St. Thomas, where she directs the ASD license, certificate, and master’s program. Stansberry-Brusnahan has served on numerous boards, including the Autism Society of America, Autism Society of Wisconsin, Autism Society of Southeastern Wisconsin, Council for Exceptional Children-Division on Autism and Developmental Disabilities, Wisconsin Board for People with Development Disabilities, and Minnesota Life College.

Julie Stewart

Julie Stewart is an outreach specialist for The Outreach Center for Deafness and Blindness at OCALI. She received a master’s of science in deaf education in Rochester, NY. After teaching for 10 years at Ohio School for the Deaf as a classroom teacher with the Pre-K and elementary departments and teaching ASL to K-12 Deaf students, Stewart joined the Center of Outreach Services at OSD as a Pre-K-12 education consultant. She has presented at conferences such as American Society for the Deaf Children and Ohio Chapter Registry for Interpreters for Deaf.

Katie Strubbe

After accidentally landing in a social communication room for her first teaching position, Katie Strubbe fell in love with the students who needed a different type of support. She has worked for Clermont, Miami, and Warren County ESCs. Within just seven years, she has taught students from K-22 years old. This past year she helped implement the Warren County transition partnership with the University of Cincinnati, which offers 18- to 22-year-old students the chance to have different work experiences on campus. She completed a master’s to become a BCBA.

Doug Sturgeon

Doug Sturgeon, PhD., has been involved in Deaf Education since 1987. He is a faculty member at Shawnee State University and lead investigator for the Broadening Horizons Sensory Impairment grant project.

Matthew Stuve

Matthew Stuve is an associate professor of educational psychology and directs the Center for Technology in Education (CTE) at Ball State University.

His research areas include media psychology, classroom assessment, interaction design, and educational informatics (using computational and network systems to represent and generate information about learning). He primarily conducts applied research in service to teacher education and teacher professional development. Stuve’s more basic research interests are focused on student learning with digital media and/or online learning.

87

P RE S E N T E R S Ann Sweet

Ann Sweet is an autism consultant and behavior team member for the Carmel Clay School district in Carmel, IN. She has an M.S. in speech-language pathology and holds a certificate of clinical competence as an SLP. She is also a board-certified behavior analyst. She regularly presents within her school district to train staff on evidenced-based practices for ASD. Sweet’s role in the school district is to coach staff on the best ways to support students with ASD and related challenges within their least restrictive environment.

Wendy Szakacs

Wendy Szakacs, Ms.Ed., is a regional consultant with OCALI. She has worked with persons with disabilities for 24 years, specializing in autism for the past 17 years. She develops evidence-based materials and provides technical assistance and professional development. Szakacs has a bachelor’s degree in special education and a master’s in special education with a focus on autism, both from Youngstown State University.

Amy Szymanski

Amy Szymanski, M.Ed. has over 20 years of experience in the field of education, primarily in the area of special education and secondary transition for students with disabilities. Szymanski currently works as a secondary transition and workforce development consultant with the State Support Team Region 1 and is contracted for statewide work by the Ohio Department of Education, Office for Exceptional Children.

Kelly Tanner

Kelly Tanner, Ph.D., OTR/L, is the occupational therapy research coordinator at Nationwide Children’s Hospital and a faculty member in the LEND program at The Ohio State University Nisonger Center. Tanner completed a master’s of occupational therapy and Ph.D. in health and rehabilitation sciences at OSU. She has published several articles related to ASD on early signs, selective eating, and interventions to address social participation, play, leisure, and repetitive behaviors. Tanner has presented on these and other topics at the state, national, and international level.

Jim Taylor

Jim Taylor has worked in the field of ASD for over 37 years. In 2015, he was awarded a Lifetime Achievement Award by the National Autistic Society.

Taylor has extensive experience in promoting and improving services to people with ASD and is currently involved in exciting projects in schools and adult services in Scotland and around the UK. Chair of the NAS’s Standards Body, he also advises many education authorities and other providers. In 2015, Taylor was very proud to receive the 2015 Award for Excellence in Educational Leadership from OCALI.

Kathleen Mo Taylor

Kathleen Mo Taylor, OTR/L, is an occupational therapist with a 26-year history of working with children, adolescents, and adults with ASD. She currently works with the University of New Mexico Autism and Other Developmental Disabilities programs at the Center for Development and Disability and also has a private practice where she provides therapy, consultation, and training for people with ASD across the lifespan. She has shared her experiences through trainings around New Mexico and internationally. Her career has been devoted to better real-life outcomes for all individuals.

88

Molly Taylor

Molly Taylor was a intervention specialist for 10 years before she brought her daughter home from China.

She then transitioned into a career as a reading specialist. She is the parent to Lily, a spunky and tenacious kindergartner who is deafblind. Taylor has two other children, a 10-year-old son and a 2-year-old son who is also from China.

Lisa Tecoulesco

Lisa Tecoulesco has an M.A. in philosophy from the University of Kentucky. She taught English as a second language in Hungary for many years. She has an M.S. in school psychology from Eastern Kentucky University where she completed the autism spectrum certificate program as well. She wrote a master’s thesis on adaptive behavior and autism characteristics. Tecoulesco plans to continue her education at the doctoral level studying language acquisition and ASD.

Jennifer Townsend

Jen Townsend is an educational consultant with expertise in social-emotional learning differences; she co-wrote the Social Emotional Engagement Knowledge and Skills (SEE-KS) program. She has worked with school districts to build capacity for educating students with ASD and related disabilities using best practices paired with appreciative inquiry coaching, and has experience in home-based programming, implementation of evidence-based practices, and universal design for learning. Townsend has a master’s in education and a postgraduate certification in ASD, both from Johns Hopkins University.

Erin Tyler

Erin Tyler, M.Ed., has over 8 years of experience supporting individuals with autism, intellectual disabilities, developmental delays and emotional/ behavioral disorders in a large, metropolitan school district with a special needs population of 17,500+. She spent 6 years as a licensed teacher in a self-contained, special education setting. Upon completion of a master’s degree in applied behavior analysis, she spent an additional 2 years providing behavioral training, coaching and support to administrators, teachers and students. She currently provides support to educators across the U.S. as a national consultant for TeachTown.

Darlene Unger

Darlene Unger is a professor of special education and disability studies at Kent State University. She has worked in the special education and rehabilitation field since 1988, holding faculty appointments at DePaul University and Virginia Commonwealth University. Her experiences have focused on the education of youth with significant disabilities and the delivery of transition-focused education and customized employment. Her publications include chapters and articles on transition, supported employment, and technology integration.

George Van Horn

George Van Horn, Ph.D., is director of special education for the Bartholomew Special Services Cooperative in Columbus, IN, and a member of the CAST UDL faculty cadre. Van Horn completed both a bachelor’s of science and master’s of science degrees at the University of Dayton. He received his doctor of education degree from Indiana University with a concentration in school administration and special education.

Lydia Wayman

Lydia Wayman is an autistic advocate with a B.S. in education and an M.A. in English and nonfiction writing. Her presentations, writing, and art use her experience to educate others about ASD. She is a young leader with the Autistic Global Initiative and has led youth with disabilities at a leadership conference and spoken to Scout troops, parents, and several times at OCALICON. She writes about autism in magazines, books, and newspapers. Wayman enjoys mentoring younger autistic friends and supporting families by helping them understand how their kids see the world.

Karen Weber

Karen Weber is an assistant principal in the Hudson City School District. Her position focuses on the middle level child and their academic and emotional needs. She believes that forming strong relationships with students, families, and staff lays the groundwork for collaboration and success. As an elementary teacher in the Copley-Fairlawn City Schools, her focus was on differentiating the curriculum in grades 2-4. Her classrooms were a blend of ability levels, purposefully designed to include students with gifted identification, students with SLD identification, and strong readers.

Linell Weinberg

Linell Weinberg is the director of the Autism Society of Northwest Ohio. In addition to managing the agency, she plans educational programs and events, runs a Sibshop, serves on various community committees, and presents nationally. In 2011, Weinberg received a Community Partner Award from the Lucas County Board of DD for promoting inclusion of people with autism in the community, and in 2005, was given a Community Hero Award in the Community Service category from Big Brothers Big Sisters for her work with families affected by autism.

Weinberg holds a master’s degree in social work from the University of Michigan.

Aaron Weisbrod

Aaron Weisbrod, Ms.Ed., started his career as a high school language arts teacher before moving into special education, where he spent over a decade working extensively with students across all disability categories. He also gained two master’s degrees in education from Bowling Green State University and taught at a local college to gain insight into how to best prepare students with disabilities for successful postsecondary opportunities. Weisbrod is very passionate about transition and serving students with specialized learning needs.

Amanda Welsh

Amanda Welsh currently teaches first grade at South Elementary School in Morgan County, OH. She has taught first grade for nine years. She has a master’s degree K-6 in reading and math with an endorsement for middle childhood grades 4 and 5 in any content area, a bachelor’s in early childhood education PK-3 as well as a teacher leader endorsement. She recently received gifted intervention specialist endorsement.

Welsh serves on the South Building Leadership Team where she puts her vast amount of expertise to work for the entire school community.

Lisa Welsh

Lisa Welsh, M.Ed., oversees the early intervention team and supervises the Help Me Grow service coordinators at The Childhood League Center. As both a developmental specialist and a parent, she understands the benefits of intervening early. In addition to her active involvement in county and statewide work groups, she underwent intensive training with the Ohio DODD to become a master coach. She has presented to 33 counties and their 350 early intervention providers on evidence-based early intervention practices.

P RESE NTE R S Abby White

Abby White is a teacher for deaf and hard-of-hearing students and a communication specialist employed by the Ross County Board of Developmental Disabilities.

She has a master’s of education for students with hearing impairments and a bachelor’s in speech and hearing science from The Ohio State University. White has an advanced plus rating on the SLPI and more than 10 years of experience working with individuals who are deaf or hard of hearing using a variety of communication modalities.

Jerry Whittaker

Jerry Whittaker is a consultant who provides technical assistance on specialized technologies related to students with visual impairments for school districts throughout Ohio. He troubleshoots hardware and software problems and assists personnel in learning to use hardware and software to produce braille, large print and tactile graphics; assists schools in integrating and sharing specialized devices with their current computer technology; and provides professional development on a variety of computer and software topics related to students with print disabilities.

Tiffany Wild

Tiffany Wild, Ph.D., is an assistant professor in the Department of Teaching and Learning and coordinates the program in visual impairment at The Ohio State University. She was awarded a prestigious doctoral fellowship with the National Center for Leadership in Visual Impairments and her dissertation was awarded the “Dissertation of the Year” by the CEC’s Division on Visual Impairment. Wild is the president-elect for the Division on Visual Impairment and Deafblind, and president of the Ohio Chapter for the Association for Education and Rehabilitation of the Blind and Visually Impaired. She has published and presented internationally.

James Williams

James Williams was born in 1988, and was diagnosed with autism in 1991. He gave his first presentation on autism in 2000. Today, he travels around the U.S. lecturing on autism. He is the author of two novels featuring children with autism, Out to Get Jack and The H.A.L. Experiment, and a children’s picture book, When Gary Comes to Play. He is a professional recorder player who has performed at venues such as the National Hobo Convention in Britt, IA. Williams also serves on the staff for Animecon.org, an organization that organizes animé conventions throughout the Midwestern United States.

Lauren Williams

Lauren Williams, M.A. CCC-SLP, is a speech-language pathologist at Monarch Center for Autism in Shaker Heights, OH. Prior to completion of her clinical fellowship, Williams earned a master’s degree from the University of Akron and worked full time collaborating with applied behavior specialists, implementing direct intervention services for clients on the autism spectrum. She is part of a collaborative team that works directly with Dr. Howard Shane and his colleagues from Boston Children’s Hospital.

Sondra Williams

Sondra Williams, an individual with ASD residing in Columbus, OH, is a published author and national speaker on autism and trauma-related topics. She was the 2013 recipient of the Courage Award from Governor Kasich in the state of Ohio. She sits on many local, state, and national boards. She is the founder of S.P.E.A.K.S. ART PROGRAM and loves mentoring teens and adults with autism.

She is the parent of four young adults with autism, as well as four grandchildren, one of whom has ASD. Williams is in the main character in the film The Leprechaun’s Wife.

Gwynn Wills

Gregory Yates

Ellie Wilson

Denise Young

Kathryn Wilson

Joy Zabala

Gwynn Willis has worked for 38 years serving children with special needs. She received a B.S. from East Tennessee State University in communicative disorders and has held positions as a speechlanguage therapist, preschool coordinator and teacher, psychoeducational therapist and most recently as an autism consultant. She has worked mainly in public schools in Tennessee and Indiana in addition to working for the TEACCH Program in North Carolina. She currently is employed as an autism consultant for Avon Community School Corporations in Indiana.

Ellie Wilson is the director of educational programs at the Autism Society of Minnesota. As such, she oversees all AuSM training and community education initiatives throughout the state of Minnesota. She attended the University of Minnesota for her master’s degree in public health with an emphasis on disability policy. She was awarded a LEND Fellowship at the Institute for Community Integration and is a Fellow of the Institute for Educational Leadership. Wilson has more than five years of leadership experience in the training and supervision of those who support individuals with ASD.

Kathy Wilson is an early intervention teacher at Oakstone Academy Preschool in Columbus, OH. She has taught students with ASD ages 2-4 alongside their typically developing peers for 12 years. Wilson enjoys working with students on developing early communication skills and introducing PECS in a variety of settings to her young learners. She structures her classroom to promote language and communication through daily routine, play, and structured learning opportunities. Wilson graduated from Otterbein College with a degree in early childhood education.

Faleasha Wink

Faleasha Wink is a graduate student in occupational therapy at Eastern Kentucky University. She has a bachelor’s degree in psychology from the University of Kentucky. Her interests and expertise are in the area of ASD and community programming. Wink, as a component of her graduate education, is seeking advanced certification through the autism certificate program at Eastern Kentucky University. She has volunteered extensively with individuals on the spectrum, and recently presented her research at the annual Occupational Therapy Research Day at Eastern Kentucky University.

In childhood, Gregory Yates was a head-banging, toe-walking and sensory-overloaded “little professor.”

Born to a family of “big professors,” he studied brain science at UC Berkeley and briefly in a Ph.D. program at MIT. With this background, Yates realized that he was on the autism spectrum. He then co-founded and now co-chairs ASCEND – one of America’s oldest adult-autism support nonprofits. He continues work in brain science (autismtheory.org, dragonpuzzle.net) and is a student of nondogmatic spiritual practice, with decades of experience in zen meditation, prayer, and suicide prevention.

Denise Young is an OTA working for Stark County ESC in Canton, OH. She received an associate’s of science degree from Stark State College. Young has worked with a focus on pediatrics with cognitive delay, developmental delay, or social emotional difficulties in public schools. She participated in the NE Ohio CoP, Every Moment Counts, Promoting Mental Health Throughout the Day. It is through this initiative that she, along with two other therapists, developed the Calm Moment Cards program. When not working, she loves to spend time in her home art/ craft studio.

Joy Zabala, Ed.D., is the director of technical assistance for CAST and the National Center on Accessible Educational Materials (AEM) for Learning.

She is the developer of the SETT Framework, a tool that helps collaborative teams select, develop and use a variety of solutions to support the communication, participation, and achievement of students with disabilities. Zabala is a strong supporter of universal design for learning, accessible materials and assistive technology as complementary supports for student achievement.

Olena Zyga

Olena Zyga, B.A., is a clinical psychology graduate student at Case Western Reserve University in Cleveland, OH. Her current clinical and research efforts focus on better understanding the socioemotional characteristics of various developmental disorders and how intervention may be able to target these difficulties across various populations.

Tabitha Woodruff

Tabitha M. Woodruff, J.D., is an attorney with Hickman & Lowder. She focuses her practice on special needs estate planning, special education, elder law, public benefits, probate, and guardianship.

She is a member of the Academy of Special Needs Planners and the National Academy of Elder Law Attorneys. Woodruff serves on the boards of Ohio SIBS, Inc. and the Central Ohio Rescue and Restore Coalition. She received her J.D. from Ohio State Moritz College of Law.

Patricia Wright

Patricia Wright, Ph.D., MPH, BCBA-D, has a commitment to ensuring all individuals with disabilities have access to effective services and supports that has guided her work over the past 25 years. She has served as a special educator, in state and national-level program management, and as the national director of Autism Services for Easter Seals.

Currently, she is the vice president of professional services for Rethink. Wright has held advisory roles for professional associations and advocacy groups, has provided expert testimony at congressional hearings, and is a frequent contributor in the media.

MA RK Y O U R C A L E NDA R

2017 NOVEMBER 15 – 17 FEATURED KEYNOTE PETER VERMEULEN GREATER COLUMBUS CONVENTION CENTER 89

I N DE X Aebker, Susan

26, 30, 56, 61, 74

Clevidence, Teresa

Alber-Morgan, Sheila

39, 45, 74

Albert, Stephanie Smith

38, 43, 74

Collet-Klingenberg, Lana

55, 60, 76

Algaier, Cami

26, 30, 74

Colucci, Karen

28, 34, 76

Allen, Colleen

27, 33, 74

Combs, Lisa

26, 30, 56, 61, 76

Anner, Zach

25, 26, 31, 74

Comegys, John

55, 59, 77

Apple, Lance

27, 32, 74

Cooper, Lisa

28, 34, 77

Arden, Eran

40, 47, 74

Cowan, Richard

41, 48, 77

Asaro-Saddler, Kristie

26, 31, 74

Crane, Alyssa

54, 57, 77

Ashton, Darla

39, 45, 74

Crane, Cameron

54, 58, 77

Aspy, Ruth

28, 29, 33, 35, 74

Cress, Ellen

55, 59, 77

Austin, Jillian

39, 45, 74

Croyle, Christine

26, 30, 77

Bacon, Melissa

54, 58, 74

Cummings, Conner

40, 47, 77

Baer, Robert

56, 61, 74

Cunningham, Patty

55, 60, 77

Balum, Elaine

28, 34, 74

Davenport, Carrie

27, 32, 39, 45, 77

Bassette, Laura

27, 32, 74

Davis, Laura

55, 60, 77

Bauder, Debra

41, 49, 55, 59, 74

Daviso, Alfred

Belhorn, Tabitha

27, 32, 42, 50, 74

41, 42, 49, 51, 56, 61, 77

Bena, Patty

40, 47, 75

Benson, Shawna

41, 48, 54, 58, 75

Berkowitz, Marla

54, 57, 75

Bixler, Camilla

55, 59, 75

Blackburn, Karen

28, 34, 75

Blackwell, Allyson

28, 34, 75

Blackwell, Cameron

28, 34, 75

Blackwell, Jamie

28, 34, 75

Blackwell, Jen

28, 34, 75

Bock, Marjorie

38, 44, 75

Boone, Barbara

38, 44, 75

Bowen, Cindy Andree

27, 31, 75

Bridgman, Heather

38, 43, 55, 59, 75

Brock, Matthew

26, 30, 75

Brockman, Blaine

28, 34, 41, 49, 75

Brooke, Vicki

38, 40, 44, 47, 75

Brothers, Karen

40, 48, 75

Brown, Jane Thierfeld

54, 57, 76

Bundy, Myra Beth

27, 32, 76

Buron, Kari Dunn

54, 57, 76

Burton, Megan

40, 48, 76

Buti, Mo

29, 36, 76

Buzo, Amanda

38, 43, 76

Callicoat, Mary

39, 46, 76

Campanella-Borraccia, Carmela

55, 60, 76

Campano, Mark

40, 41, 47, 49, 76

Campbell, Jonathan

15, 28, 34, 76

Canaday, Erin

40, 48, 76

Carter, Margaret-Anne

27, 33, 42, 50, 76

Clarke, Kay

42, 51, 76

90

29, 36, 76

Daviso, Rae Lynn

42, 51, 77

Deininger, Alisa

41, 49, 77

Delia, Keady

54, 58, 77

Demetriou, Katina

42, 50, 77

Denzer, Anna Quinn

41, 48, 77

Dittoe, Carol

55, 56, 59, 61, 78

Doehring, Peter

28, 29, 33, 36, 78

Donovan, Julia

40, 47, 78

Donovan, Lizzy

54, 58, 78

Doone, Elizabeth

28, 34, 78

Dudzinski, Maria

38, 43, 78

Duerst, Kay

28, 33, 78

Dunlap, Kelly

55, 60, 78

Elder, Sarah

54, 57, 78

Endow, Judy

28, 34, 78

Englehart, Amanda

41, 48, 78

Espe-Sherwindt, Marilyn

40, 47, 54, 57, 78

Esperat, Tala Karkar

39, 45, 78

Estes, Molly

56, 61, 78

Evans, Kathy

28, 33, 78

Even, Christina

38, 43, 78

Fast, Danene

40, 46, 78

Firn, Gregory

29, 35, 79

Fults, Nanetta

55, 60, 79

Gaffney, Amy

26, 30, 79

Ganz, Katy

40, 48, 79

Gee, Calvin

27, 33, 79

Gerenser, Joanne

15, 26, 31, 79

Gerhardt, Peter

15, 38, 44, 79

Gons, Maggie

28, 33, 79

Good, Sarah

27, 32, 42, 51, 79

Govender, Jennifer

56, 60, 79

granda, aj

24, 38, 43, 79

Grossman, Barry

28, 29, 33, 35, 79

Hale, Kimberly

55, 59, 79

Hampton, Kellie

28, 34, 79

Hamrick, David

29, 36, 79

Handyside, Lisa

39, 45, 79

Harris, Sara

55, 59, 79

Haselberger, Becky

28, 34, 79

Heipp, Raymond

54, 58, 80

Helling, Kristen

56, 61, 80

Henry, Shawn

54, 58, 80

Herbster, Heather

39, 42, 46, 51, 80

Hess, Amy

54, 57, 80

Hesseling, Jennifer

55, 60, 80

Horn, Sharon

27, 32, 80

Huber, Amber

38, 44, 80

Huffman, Bobby

56, 61, 80

Iland, Emily

29, 36, 80

Iland, Tom

29, 35, 80

Irwin, Daniel

41, 48, 80

Irwin, Polly

54, 57, 80

Jackson, Doug

54, 57, 80

Jeffers, Pamela

55, 59, 80

Johnson, Selene

54, 58, 80

Jones, Willie

41, 49, 80

Jordan, Emily

40, 47, 80

Juliano-Bult, Denise

15, 29, 35, 81

Kabot, Susan

28, 33, 81

Kaczmarek, Louise

54, 57, 81

Kelchner, Kathy

26, 31, 39, 45, 81

Kelley, Daniel

38, 43, 81

Kelso, Susan

41, 49, 81

Kemp, Charles

42, 51, 81

Kennedy, Michael

28, 35, 81

Kessinger, Charmaine

55, 59, 81

Kirk, Jodi

27, 31, 81

Klister, Kim

55, 60, 81

Klonne, Erin

26, 30, 81

Koehler, Karen

40, 46, 81

Kolic, Sarah

41, 49, 81

Konkler, Amy

38, 43, 81

Kosmac, Annette

55, 59, 81

Koss, Elizabeth

27, 31, 82

Krumins, Jennifer

26, 27, 31, 33, 82

Krupko, Allison

39, 44, 82

Kuhns, Lois

41, 49, 82

Kurtz, Alan

55, 59, 82

Kurtz, Molly

40, 47, 82

I NDE X LaBerge, Julie

55, 60, 82

Larkin, ShyJuan

54, 58, 82

Quill, Kathleen

37, 38, 44, 55, 60, 85

Quinn, Joanne

40, 48, 85

Laurel, Marci

38, 43, 82

Lechner, Barbara

40, 46, 82

Raines, Farrah

40, 48, 85

Rankowski, Brigid

27, 32, 85

Lemcke, Erin

55, 60, 82

Letso, Suzanne

15, 38, 44, 82

Ranney, Andrea

55, 60, 85

Long, Jennie

38, 44, 82

Reaves, Sarah

26, 30, 85

Lott, Monica Quezada

28, 33, 82

Reeve, Christine

28, 33, 85

Remeis, Jenni

Lutman, Alicia

42, 50, 82

41, 48, 85

Machle, Kathi

55, 59, 82

Ressa, Virginia

40, 47, 85

Maddox-Bechard, Laura

55, 59, 82

Rideout, Ellyn

54, 57, 85

Mahler, Kelly

29, 35, 83

Robbins, Sharon

55, 59, 85

Malkovits, Denise

42, 50, 83

Robinson, Katie

56, 60, 85

Masters, Lindsay

54, 57, 83

Rogers, Jan

26, 30, 38, 40, 43, 47, 85

Mastrangelo, Janet

41, 49, 83

Mauro, Paula

40, 47, 83

Rogers, Ron

38, 42, 43, 50, 54, 58, 85

May, Janet

55, 59, 83

Rosenshein, Madeline

29, 35, 85

McCollow, Meaghan

39, 46, 83

Rothschild, Chloe

40, 41, 47, 49, 55, 60, 85

McCormick, Jeff

27, 32, 55, 60, 83

McKay, Lisa

40, 48, 83

Roush, Michael

40, 42, 47, 50, 85

McVey, Carly

55, 59, 83

Rozell, Denise

28, 33, 85

Meeker, Heather

27, 31, 83

Rubin, Emily

29, 35, 86

Miller, Margaret

55, 59, 83

Rule, Amy

40, 46, 86

Mobilio, Matt

28, 35, 83

Runco, Jennifer

54, 57, 86

Monfort, Karen

28, 34, 83

Russo, Alex

27, 32, 86

Moore, Pete

41, 49, 83

Ryan, Mariah

27, 32, 86

Morris, Tammy

27, 33, 83

Saddler, Bruce

26, 31, 86

Morse, Tim

27, 33, 83

Sammons, Elizabeth

38, 42, 43, 51, 86

Mrachko, Alicia

54, 57, 83

Santomauro, Josie

27, 33, 42, 50, 86

Murphy, Shawn

27, 32, 84

Savage, Amy

38, 44, 86

Myles, Brenda Smith

15, 29, 35, 41, 50, 54, 58, 84

Schall, Carol

38, 40, 44, 47, 86

Scheetz, Katie

54, 58, 86

Nebeker, Lindsey

29, 36, 84

Schmidt, Jennifer

42, 50, 86

Nuccio, Jelica

24, 84

Schramm, JIll

38, 43, 86

Nussbaum, Paul

55, 59, 84

Schuelke, Scott

27, 33, 86

O'Brien, Shirley

39, 46, 84

Schwartz, LaQuita

38, 44, 86

O'Callaghan, Kathie

55, 59, 84

Scott, Katie

40, 47, 86

Openden, Daniel

15, 41, 48, 84

Seaman, Rachel

39, 46, 86

Orem, Lisa

29, 35, 84

Shardell, Allison

41, 49, 86

Palmer, Kaitlin

39, 45, 84

Sheldon, Amanda

54, 58, 87

Palmer, Kate

41, 49, 84

Shuster, Becky

38, 43, 87

Paradiz, Valerie

41, 49, 84

Sibole, Jamie

42, 51, 87

Park, Hye Ran

39, 45, 84

Simmons, Thomas

41, 49, 87

Payton, Becky

27, 31, 84

Pearl, Cynthia

38, 43, 84

Simpson-Pinkston, Rebecca

39, 46, 87

Petrovic, David

29, 35, 84

Smith, Sheila

26, 30, 87

Pierce, Sean

39, 45, 84

Sochor, Katie

28, 34, 87

Queen, Rachel McMahan

26, 29, 30, 35, 84

Solomon, Richard

40, 47, 87

Sopher, Stephanie

27, 32, 87

Soranno, Amy

54, 57, 87

Sparber, Carol

26, 30, 87

Speece, Andrea

39, 44, 87

Spica, Maci

28, 34, 87

Stansberry-Brusnahan, L. Lynn

39, 46, 55, 60, 87

Stewart, Julie

41, 42, 48, 50, 56, 61, 87

Strubbe, Katie

38, 43, 87

Sturgeon, Doug

55, 60, 87

Stuve, Matthew

27, 32, 87

Sweet, Ann

39, 45, 88

Szakacs, Wendy

54, 58, 88

Szymanski, Amy

56, 61, 88

Tanner, Kelly

27, 31, 88

Taylor, Jim

40, 48, 88

Taylor, Kathleen Mo

38, 43, 88

Taylor, Molly

41, 49, 88

Tecoulesco, Lisa

27, 32, 88

Townsend, Jennifer

29, 35, 88

Tyler, Erin

26, 30, 88

Unger, Darlene

41, 49, 88

Van Horn, George

26, 30, 88

Wayman, Lydia

27, 32, 40, 47, 88

Weber, Karen

55, 59, 88

Weinberg, Linell

55, 59, 88

Weisbrod, Aaron

54, 57, 88

Welsh, Amanda

38, 43, 88

Welsh, Lisa

28, 33, 88

White, Abby

38, 43, 89

Whittaker, Jerry

22, 56, 60, 89

Wild, Tiffany

40, 46, 89

Williams, James

29, 35, 39, 45, 89

Williams, Lauren

54, 58, 89

Williams, Sondra

54, 58, 89

Wills, Gwynn

26, 30, 89

Wilson, Ellie

28, 34, 89

Wilson, Kathryn

55, 60, 89

Wink, Faleasha

39, 45, 89

Woodruff, Tabitha

28, 34, 41, 49, 89

Wright, Patricia

15, 41, 50, 89

Yates, Gregory

55, 59, 89

Young, Denise

41, 49, 89

Zabala, Joy

22, 40, 47, 55, 60, 89

Zyga, Olena

27, 31, 89

91

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