2023 ABA/SPEECH VIRTUALCONFERENCE
7th Annual Merging Our Worlds:
Behavior Analysts & Speech Pathologists Improving Outcomes for Individuals with Autism Spectrum Disorders (ASD)
Disciplines Working Together to Ensure Academic Success and Social-Emotional Development in General Education Settings
Presenters:
Joanne Gerenser, PhD
Executive Director
Eden II Programs
Alison Moors Lipshin, MA, BCBA
Director of Special Projects
Eden II Programs
Abstract:
The CDC recently announced that the incidence of autism is now 1 in 36. This means that more and more children with autism will be in general education settings. Some children will be included for the purposes of social development and interactions with neurotypical peers. Others, however, will be on or near grade level and will need to succeed academically to graduate. This workshop will provide an overview of the challenges many of these learners can face in general education settings along with the responsibilities of these settings to address them. It can be quite daunting for general education teachers who may have minimal training or experience in ASD. Collaboration among several disciplines will be essential to both ensure academic success but also to help foster social-emotional development. This presentation will focus specifically on the collaboration between general education teachers, special education teachers, SLPs and BCBAs. Cases studies will be presented to illustrate the contributions and roles of each discipline. Special emphasis will be placed on helping the team understand what variables a given student’s primary barrier may be and how to distinguish between them. In some cases, it may be difficult attending, in others in may be subtle challenges in language comprehension and for some, it may be difficulty regulating. Lastly, strategies to help support the given learner profiles will be discussed.
Learning Objectives:
Following this workshop, participants will be able to:
- Identify at least three challenges a student with ASD may face in a general education setting
- Describe the contributions of the education staff, the SLP and the BCBA in addressing challenges for autistic learners in general education
- Describe some strategies that can be used to support students with autism in general education settings.
Time Ordered Agenda:
10 minutes: Overview of learner profiles of students in general education settings
10 minutes: Overview of challenges that learners with ASD often face in general education settings
15 minutes: Strategies for team to help determine underlying causes of challenges for a given learner
15 minutes: Review of 2 case studies to illustrate the benefits of a team collaboration that includes educators, SLP and BCBA
10 minutes: Discussion and Q & A
You Take Data on What? -Data Collection Across Disciplines
Presenters:
Mary Borcherding, M.A., CCC-SLP, TSSLD
Coordinator of Speech Services
Eden II Genesis Program
Nyla Baboolal-Fong, MS Ed., BCBA, LBA
Clinical Coordinator
Eden II Genesis Program
Abstract:
A key feature of Applied Behavior Analysis incorporates data collection and review to ensure effectiveness of intervention. Key features of autism spectrum disorder include distinct learning characteristics as well as deficits in language and communication. These deficits often coincide with higher rates of problem behavior. Collaboration between Behavior Analysts and Speech Language Pathologists is necessary to achieve the best outcomes. Data based programs must include areas that are relevant to the individual student’s needs and must address functional skills across environments. This presentation will highlight strategies for effective data collection across disciplines and environments.
Learning Objectives:
- Describe language, behavior, and learning characteristics of individuals with Autism
- Describe strategies for clinical collaboration between Behavior Analysts and Speech Language Pathologists
- Describe methods to reduce maladaptive behavior using an interdisciplinary model.
- Identify target goal areas and methods for data collection using an interdisciplinary model
Time Ordered Agenda:
20 Minutes- Overview of Language, Learning and Behavior Characteristics of Individuals with Autism
10 Minutes- Strategies for clinical collaboration between Behavior Analysts and Speech Language Pathologists
30 Minutes- Explanation of goal selection and implementation of data collection procedures
Gestures, Emotions, and Body Language: Keys to Teaching Nonverbal Communication to Individuals with ASD
Mary E. McDonald, Ph.D., BCBA, LBA
Associate Executive Director
Eden II Genesis Programs
Jan M. Downey, M.A., CCC-SLP, TSHH
Director of Speech Services
Eden II Genesis Programs
Abstract:
Nonverbal communication is a crucial aspect of personal communication that includes body language, gestures, and emotions. Individuals with autism spectrum disorder (ASD) often struggle to understand and utilize these forms of communication which can lead to maladaptive behaviors. This presentation will address the prerequisite skills, such as imitation and modeling, necessary to teach different types of nonverbal communication. The use of nonverbal communication in conversation will be explored, along with evidence-based teaching strategies to enhance the acquisition of these skills. Research highlights will be provided to support the effectiveness of these strategies.
Learning Objectives:
- Attendees will identify the importance of nonverbal personal communication.
- Attendees will describe the different types of nonverbal communication.
- Attendees will identify the prerequisite skills necessary to teach nonverbal communication skills.
- Attendees will describe evidence-based teaching strategies to increase acquisition of nonverbal communication skills in individuals with autism spectrum disorders.
- Attendees will identify ways to include non-verbal communication into conversations to enhance the quality of the communication
Time Ordered Agenda:
20 Minutes- Different types of nonverbal communication and important elements of nonverbal personal
Communication
15 Minutes- Prerequisite skills needed / teaching prerequisite skills
40 Minutes- Evidence-based teaching strategies to increase acquisition of nonverbal personal
communication skills in individuals with autism spectrum disorders
40 Minutes- Incorporating non-verbal communication into conversational exchanges
5 Minutes – Q & A
