Presentations Planning to Offer ASHA CEUs for Eden II Annual Conference 2022
- Beyond Discrete Trial Instruction: Evidence-based Approaches for Individuals with ASD Mary McDonald, Ph.D., BCBA
This session will focus on a variety of research-based teaching strategies that extend
beyond discrete trial teaching and demonstrate success for individuals with autism spectrum disorder (ASD). Specific interventions will be reviewed, such as peer-mediated interventions, incidental teaching, schedule-following and joint activity schedules, script-fading, and technology-based instruction. Research articles will be highlighted along with teaching methods as they apply across curriculum domain areas.
- Attendees will describe the importance of the use of research-based teaching
procedures to increase skills across domains for individuals with autism spectrum disorder (ASD).
- Attendees will identify a minimum of two research-based teaching methods used with individuals with ASD to increase communication and socialization skills.
- Attendees will list a minimum of two ways a schedule-based teaching procedure can be used with an individual with ASD.
15 min Discussion of the importance of research-based teaching methods
40 min Discussion of research-based teaching methods beyond discrete trial
5 min Question and Answer
Dr. McDonald is the Associate Executive Director for Long Island Programs and Chairperson of Eden II’s Research Review Committee. In addition, she is a Professor in the Special Education Program at Hofstra University where she directs advanced certificate programs and oversees a course sequence in applied behavior analysis. She has 30 years of experience directing programs for students with ASD utilizing the principles of ABA from early intervention through adulthood. She received her Ph.D. in Learning Processes from the Graduate Center, City University of New York, and is a Board-Certified Behavior Analyst- Doctoral level and a licensed behavior analyst in NY and Connecticut. Dr. McDonald currently serves on advisory boards such as QSAC and Accelerations Educational Software. She has received a number of awards for her work through the years from NYSABA, ABAI, Eden II Programs, and Hofstra University as well as awards of distinction from Oyster Bay and Northport. She presents often locally and nationally on topics related to autism, applied behavior analysis and special education. She has published a book on including students with ASD as well as chapters on technology and evidence-based interventions. She currently serves on the Editorial Board for Behavior Analysis in Practice, Journal of the American Academy of Special Education and Special Education, Research Policy and Practice of which she was a founding member. Dr McDonald has published peer-reviewed articles on topics such as: self-management, social reciprocity, PECS, scripts and semantic mapping and creativity. She also publishes a blog and popular articles to reach a broader audience. She is a regular contributor to medium.com on topics related to autism and special
- Evidence-Based Teaching Strategies to Increase Communication Skills in Individuals with ASD – Jan M. Downey, MA, CCC-SLP, TSHH
There are several evidence-based teaching methodologies to increase communication and socialization skills in individuals with autism spectrum disorder (ASD). This presentation will describe a few of those strategies, such as scripts, social stories, and video modeling. Successful implementation of these teaching strategies along with resources will be presented.
- Attendees will list several evidence-based teaching methodologies to increase communication and socialization skills in individuals with autism spectrum disorder (ASD).
- Attendees will describe the teaching strategies and their implementation with individuals with ASD.
- Attendees will identify resources to increase their knowledge of the evidence-based methodologies presented.
Time Order Agenda
10 minutes- Presentation of several evidence-based teaching methodologies to increase communication and socialization skills in individuals with autism spectrum disorder (ASD)
35 minutes -Description and discussion of each methodology and its implementation
10 minutes -Presentation of resources to further knowledge of the teaching methodologies discussed
5 minutes-Questions and Answers
Jan M. Downey is the Director of Long Island Speech-Language Services for Eden II Genesis Programs. She is also an adjunct professor in the Communication Sciences Departments at Long Island University/C.W. Post Campus in Greenvale, New York and Adelphi University in Garden City, New York. Jan is a licensed Speech-Language Pathologist in New York State and holds the Certificate of Clinical Competence from the American Speech-Language and Hearing Association (ASHA). She is a certified teacher of the speech and hearing handicapped (TSHH). Jan received her bachelor’s and master’s degrees from Long Island University/C.W. Post in Speech-Language Pathology and is currently pursuing her Doctorate at Adelphi University’s Doctoral Program in Speech-Language Pathology. She is an active participant in the Eden II Genesis Outreach Program conducting live and virtual presentations in speech-language and other topics related to autism spectrum disorders (ASD) and catatonia in ASD both locally and nationally. Jan has published popular articles for the Autism Spectrum News (ASN), Association for Science in Autism Treatment (ASAT) Newsletter, the Organization for Autism Research (OAR), and the Eden II and Genesis Newsletters. She serves on the continuing education advisory board committee for ASHA. On a personal note, Jan is the mother of two sons with ASD, one of whom developed comorbid catatonia, bringing both her personal and professional knowledge and perspectives to the presentations.
- Working Together with Less: Going from One to One to Dyads and Groups- Lauren Cuttone, MS Ed. and Mary McDonald, Ph.D., BCBA
Children diagnosed with autism spectrum disorder (ASD) often demonstrate deficits that interfere with learning including difficulty transitioning from 1:1 instruction to a dyad or group setting. The current staffing crisis increases the need for students to learn to work in dyads and/or groups. Therefore, the importance of teaching children with ASD to work cooperatively and collaboratively and tolerate the presence of peers during instruction is critical. This presentation will focus on teaching the necessary skills for students to learn in dyads and groups including developing social, communication, and language skills. Interventions based in the science of applied behavior analysis (ABA) will be presented as well as positives gleaned from remote instruction.
- Attendees will identify three models of instruction and transitioning from 1:1 to dyads and groups.
- Attendees will describe methods of planning for dyad and group instruction to improve communication, language, social and academic skills.
- Attendees will list a minimum of two methods for incorporating speech and language skills into their dyads or group instruction using evidence-based teaching strategies based in the science of applied behavior analysis (ABA).
Time Order Agenda:
10 minutes- Presentation of instructional models and transitioning from 1:1 instruction
15 minutes- Discussion of the benefits of dyads and groups
15 minutes- Preparing and Planning for instruction in dyads and groups
15 minutes- Curriculum/ data
5 minutes- Question & Answers
Lauren Cuttone is a Special Education teacher at The Genesis School. She has been employed by Eden II Genesis Programs since 2013, when she began as a teacher assistant. She has held numerous positions within the agency, such as behavior intervention specialist, parent trainer, in-home supervisor, and teacher. Lauren has two master’s degrees, both from Hofstra University, and holds the New York State Professional Certifications in Teacher of Students with Disabilities, Generalist (7-12) and Business and Marketing Education (K-12). Her passion for learning has led her to begin the journey of becoming a Board-Certified Behavior Analyst (BCBA) and obtaining an Advanced Certificate in Applied Behavior Analysis.
- Using Technology with Individuals with ASD
Janine Kipp, M.A., CCC-SLP
Advances in technology have had a tremendous impact when teaching individuals with autism spectrum disorder (ASD). A variety of dedicated systems and applications (apps) are available to increase acquisition of skills across environments. This presentation will provide an overview of the most effective augmentative/alternative communication (AAC) systems and the importance of the clinical team to all target language and social-communication skills using the individual’s AAC system.
- Attendees will describe the process of choosing the most effective technology solution for successful communication based on the individual with autism spectrum disorder (ASD).
- Attendees will identify additional areas of concern including promoting augmentative/alternative Communication (AAC) usage in the classroom and across environments.
- Attendees describe usage of various applications on “smart” technology-based systems.
- Attendees will define the importance of all clinical team members targeting speech-language and communication skills.
Time Ordered Agenda:
10 minutes: Presentation of the process of choosing the most effective technology system for successful communication on an individual basis.
15 minutes: Compare and contrast various technology systems regarding an individual’s needs.
10 minutes: Discussion of the role of the speech-language pathologist along with the clinical team in implementing speech-language and communication goals using the AAC system d
20 minutes: Demonstration of usage of various applications on “smart” technology-based systems
5 minutes: Summary – Questions and Answers
Janine earned her undergraduate and master’s degree in speech language pathology from Kean University. She is the supervisor of speech services for the Eden II school programs in Staten Island, NY. Janine has been with the agency since 2008 and worked with students with autism ranging from 7-21 years old. She has presented on topics related to the positive effects of naturalistic teaching, promoting spontaneous communication, using technology to increase communication (using iPad applications), and teaching a variety of social skills to adolescents with autism. In addition, Janine works as a speech provider for the department of education and services individuals with a variety of speech and language disorders while working in their home. Janine is currently in school to obtain a master’s level certificate in Assistive Technology.
- Parent Professional Partnerships in Applied Behavior Analysis During Times of Crisis Joanne Gerenser, Ph.D.
Communicating effectively with families of individuals with autism spectrum disorder (ASD) requires empathy, compassion, and perspective. Parents raising a child with autism face challenges that significantly impact their lives. In addition, these challenges can change dramatically as the child gets older and approaches different milestones. This panel will include five parents of children with ASD of different ages providing attendees with insights regarding what parents deal with daily. Panelists will attempt to answer questions from the audience to provide them with a better understanding of the demands families face with the goal of becoming a more empathetic and effective communicator.
Following this presentation, participants will:
- Attendees will have a better understanding of the stages of grief a parent may go through when raising a child with autism.
- Attendees will be able to describe a number of different challenges parents may face when raising a child with autism
- Attendees will be able to list at least three things parents need from staff to help them in their journey of raising a child with autism.
Time Ordered Agenda:
10 minutes: Introductions: Overview of family as well as children
10 minutes: Overview of common challenges during early and middle childhood
10 minutes: Overview of how these challenges change during adolescence and adulthood
10 minutes: Discussion of effective and less effective communications with staff that families have experienced
10 minutes: A wish list from parents regarding needs from staff
10 minutes Q & A
Joanne Gerenser is the executive director of the Eden II Programs in Staten Island, NY. She is an adjunct associate professor at Brooklyn College. She received her Master’s degree in Speech and Hearing Sciences at the Ohio State University and her Ph.D. in Speech and Hearing Science from the City University of New York Graduate Center. Joanne is Vice-Chair of the Scientific Advisory Council for the Organization for Autism Research. She is the founder and past president of the Board for the Council of Autism Service Providers, a national coalition of autism service providers. In addition, Joanne serves on boards of the Staten Island Not for Profit Association and the Interagency Council of NY. She is co-editor of the book “ABA for SLPs: Interprofessional Collaboration for Autism Support Teams”. Joanne sits on several professional advisory boards for autism service providers nationally and internationally. She has received many awards for her work in autism and not for profits, including the Lou Miller Business Leadership Award and the SIEDCs Executive Woman of the Year.