Research Informed Practice - CEC DADD
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19 th International Conference on
Autism, Intellectual Disability &
Developmental Disabilities
Research Informed Practice
Council for Exceptional Children
Division on Autism &
Developmental Disabilities
January 17 – 19, 2018
Clearwater Beach, Florida
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On behalf of the Council for Exceptional Children’s Division on Autism
and Developmental Disabilities (DADD), I would like to welcome you to
the 19th International Conference on Autism, Intellectual Disability, and
Developmental Disabilities.
This year’s conference is once again centered on research informed
practice, including strategies, innovations, and information related to
best practices for teaching students with autism, intellectual disability,
and other developmental disabilities. Planning for this conference
began in earnest over one year ago with the selection of the venue,
updates to the session proposal process, as well as selection of our keynote speakers. This past
summer over 60 of your fellow DADD members, including classroom teachers, professors,
consultants, administrators and everything in between, assisted in the anonymous proposal review
process. In late summer and early fall, sessions were selected and many, many other details were
finalized to ensure that 2018 is our best conference yet.
I, along with the conference coordinator, the conference committee, and the board of directors am
very proud to present this year’s annual division conference with both a continuation of our
tradition of excellence in content as well as ample opportunity for professional networking.
The program begins with two pre-conference training institutes on Wednesday. Institute I, led
by David Cihak, Ph.D., Don McMahon, Ph.D., Amanda McMahon, Doctoral Student, and Rachel
Wright, Ph.D., will focus on cutting edge technology for use in the classroom. Institute II contains a
two-part focus on ethics and collaboration for effective practice. Part one, led by Amanda
Boutot, Ph.D., BCBA-D. Sam DiGangi, Ph.D., BCBA-D, will describe best practices in consulting
and supervising in general education while part two, led by Peggy Schaefer-Whitby, Ph.D.,
BCBA-D, will focus on strategies and considerations for working with the IEP team. Our main
program kickoff will include a keynote presentation from former Florida State Senator, and
longtime advocate for individuals with developmental disabilities, Andy Gardiner. Senator
Gardiner will describe his work and success for individuals with disabilities in the state of Florida as
well as advocacy strategies for non-politicians wishing to have a meaningful impact on law
and policy. Immediately following will be the President’s welcome reception and the first of
three poster sessions. The following two days will include a full schedule of insightful lectures
and poster sessions, DADD informational sessions, committee meetings, and opportunities for
connections with colleagues. Our program will conclude on Friday afternoon with our second
keynote speaker, Robert Pio Hajjar, author and self-advocate. Robert will share his inspirational
message, I Can, YOU Can.
As a division, we are aware that you have many choices in your conference attendance.
We sincerely thank you for choosing the Division on Autism and Developmental Disabilities.
And, to the many presenters who make this conference one of the most timely and relevant in the
field, we say a heartfelt thank you. On behalf of the board of directors, we wish you a refreshing,
engaging, and enlightening week! I look forward to seeing you around.
Sincerely,
Jordan Shurr, Ph.D.
President
CEC-DADD
The Conference Committee extends appreciation to
the following individuals for their work on the conference:
Cindy Perras, M.Ed., Conference Co-ordinator & Past President
Special Education Consultant, CLP Educational Consulting
Ontario, Canada
Dr. Elizabeth West, Immediate Past President
DADD Conference Committee Co-chair, 2016
Special Education Director, Longview School District
Dr. Jordan Shurr, President
DADD Conference Committee Co-chair, 2017
Associate Professor, Counseling and Special Education
Central Michigan University
Dr. Michael Wehmeyer, President Elect
DADD Conference Committee Co-chair, 2018
Ross and Marianna Beach Distinguished Professor of Special Education
Director and Senior Scientist, Beach Center on Disability
Co-Director, Kansas University Center on Developmental Disabilities
Dr. Ginevra Courtade, Vice President
DADD Conference Committee, 2018
Associate Professor, Chair, Department of Special Education
University of Louisville
Dr. Teresa Taber Doughty, Executive Director & Past President
Dean, College of Education
University of Texas at Arlington
Dr. Gardner Umbarger, Treasurer
Special Education, Disability and Health Consultant, Blue Ridge Bioethics
Marion, Virginia
Dr. Stanley H. Zucker, Editor & Past President
Professor, Educational Leadership and Innovation
Mary Lou Fulton Teachers College, Arizona State University
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Conference at a Glance
Tuesday, January 16, 2018
TIME LOCATION EVENT
4:00 – 7:00 p.m. Sand Key Room DADD Board of Directors’ Meeting
Wednesday, January 17, 2018
TIME LOCATION EVENT
7:30 – 8:30 a.m. Gulf/Palm/Bay Foyer Pre-Conference Training Institute Registration
Palm Room Continental Breakfast
8:30 a.m. – 3:30 p.m. Gulf Room Pre-Conference Training Institute I:
Using Current and Emerging Technologies
8:30 a.m. – 3:30 p.m. Bay Room Pre-Conference Training Institute II:
Ethical and Supervising Considerations
11:30 a.m. – 12:30 p.m. Poolside Lunch
4:30 – 6:00 p.m. Gulf/Palm/Bay Ballroom Opening General Session
4:30 – 8:00 p.m. Lobby II Vendor/Exhibitor Display
6:00 – 7:30 p.m. Poolside Poster Presentations & President’s Reception
7:30 – 10:00 p.m. Mainstay Tavern Student Social
Thursday, January 18, 2018
TIME LOCATION EVENT
7:30 a.m. – 4:30 p.m. Gulf/Palm/Bay Foyer Conference Registration
Lobby II Vendor/Exhibitor Display
8:00 – 9:30 a.m. Poolside Poster Presentations/Continental Breakfast
9:45 – 10:45 a.m. Meeting Rooms * Concurrent Breakout Sessions
11:00 a.m. – 12:00 noon Meeting Rooms Concurrent Sessions
11:45 a.m. – 12:45 p.m. Room 801 Conference Committee Meeting
12:00 – 1:00 p.m. Poolside Lunch & Networking
Early Career Lunch – Designated Tables
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1:00 – 2:00 p.m. Meeting Rooms Concurrent Breakout Sessions
1:30 – 2:00 p.m. Room 801 Awards Committee Meeting
2:00 – 3:00 p.m. Room 801 Critical Issues Committee Meeting
2:15 – 3:15 p.m. Meeting Rooms Concurrent Breakout Sessions
3:00 – 4:00 p.m. Room 801 Communications Committee Meeting
3:30 – 4:30 p.m. Meeting Rooms Concurrent Breakout Sessions
4:00 – 5:00 p.m. Room 801 Finance Committee Meeting
5:00 – 6:00 p.m. Sand Key Room DADD Annual General Business Meeting
Friday, January 19, 2018
TIME LOCATION EVENT
7:30 a.m. – 3:30 p.m. Gulf/Palm/Bay Foyer Conference Registration
Lobby II Vendor/Exhibitor Display
8:00 – 9:30 a.m. Poolside Poster Presentations/Continental Breakfast
9:00 – 10:00 a.m. Room 801 DADD Membership Committee Meeting
9:45 – 10:45 a.m. Meeting Rooms Concurrent Breakout Sessions
11:00 – 12:00 noon Meeting Rooms Concurrent Breakout Sessions
Room 801 DADD Publication Committee Meeting
12:00 – 1:00 p.m. Poolside Luncheon/Networking
Student Lunch – Designated Tables
DADD Diversity Committee Meeting
1:00 – 2:00 p.m. Meeting Rooms Concurrent Breakout Sessions
1:30 – 2:30 p.m. Room 801 DADD Subdivision Presidents’ Meeting
2:15 – 3:15 p.m. Gulf/Palm/Bay Ballroom Closing General Session
4:00 – 6:30 p.m. Sand Key Room DADD Board of Directors’ Meeting
*Please note: Meeting rooms include Beach, Gulf, Palm, Bay, Sand Key, Island I, and Island II, on the main lobby
level and conference rooms Coquina, Sundial, Cardita, Conch, Starfish and Sand Dollar, located on floors 3-8. Please
refer to resort map on the inside back cover.
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Wednesday, January 17, 2018
Pre-Conference Training Institutes
8:30 a.m. – 3:30 p.m.
Gulf Using Current and Emerging Technologies to Enhance Outcomes for Students
with ASD and/or Intellectual Disability: Practical Training for Educators
Don McMahon, Ph.D., & Amanda McMahon, Doctoral Student, Washington State University, Rachel Wright,
Ph.D., Common Threads Family Resource Center, Madison, WI, and David Cihak, Ph.D. University of
Tennessee
This full-day training session combines practical demonstrations for educators and families while providing
updated research evidence supporting interventions for students with ASD and/or intellectual disability (ID).
Immersive learning tools such as augmented reality (AR), virtual reality (VR), and wearable devices provide us
with new resources to build a more inclusive future for everyone. This session will feature applications of these
technologies for students with disabilities. In addition to the demonstrations, the audience will have
opportunities to try different tools in stations with our experienced session leaders.
Participants will be taught how to use classroom and community ready AR, VR, and wearable devices.
Participants will also have hands on opportunities to use more advanced AR and VR tools such as smartglasses
and VR headsets to explore new educational resources to support academic and functional needs. These
immersive learning tools can be used to creatively meet the academic and functional needs of a wide range of
diverse learners with ASD and/or ID. Enjoy hands on demonstrations of dozens of engaging new technologies
that are easy to use. These demonstrations will be paired with the necessary research evidence to establish
how AR, VR, and wearable devices can be used to help students with disabilities. This session will provide
suggestions for future research and implementation of these technologies.
Learner Outcomes:
• Participants will learn about the capabilities of augmented reality, virtual reality, and wearable devices to
support individuals with ID and ASD in academic skills.
• Participants will be able to utilize augmented reality, virtual reality, and wearable devices to help support
the functional needs of individuals with ID and ASD.
• Participants will walk away with resources to implement no cost/low cost augmented reality and virtual
reality educational experiences that support student with ID and/or ASD.
Bay Ethical and Supervising Considerations When Working with School-based Teams
Note: 6 BCBA CEUs available for this institute (3 in supervision, 3 in ethics)
♦ Morning – Making Friends and Influencing Teachers: Supervising and Consulting in General
Education Settings. Amanda Boutot, Ph.D., BCBA-D, Texas State University, Sam DiGangi, Ph.D., BCBA-D,
Arizona State University
This workshop is intended for specialists and BCBAs working at the district level or as outside consultants who
work with students with disabilities and their teachers in general education settings. We will discuss issues
related to: finding a common language; data collection; training and fidelity; feedback and effective
communication; collaboration; and promoting FAPE. Participants will be encouraged to share successes and
challenges in large and small group discussions. This workshop will utilize discussion, presentation, and role play.
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Learner Outcomes – by the end of the workshop, participants will:
• Describe the role of the behavior/BCBA specialist/consultant in general education classrooms.
• Discuss potential challenges for behavior/BCBA specialist/consultants in general education classrooms and
describe ways to diminish/prevent these.
• Describe effective collaboration.
• Analyze real life scenarios and discuss potential solutions to issues presented.
• Explain the use of the Inclusion Planning Matrix in promoting FAPE for students with disabilities in general
education classrooms
! Afternoon - Ethics and School Based Services: Working with the IEP Team Peggy Schaefer-Whitby,
Ph.D., BCBA-D, University of Arkansas Fayetteville
Many behavior analysts report concerns regarding ethical issues related to providing school based services in
the public school setting. This maybe complicated by the differing governing bodies and ethical guidelines set
forth by different professions. Schools follow guidelines for teaching and behavior support outline by the
Individuals with Disabilities Education Act. Special Education teachers follow ethical guidelines set forth by
the Council for Exceptional Children. Behavior Analysts follow ethical guidelines set forth by the Behavior
Analyst Certification Board. Many times the issues that behavior analysts face are related to supervision,
implementation, and support plan development. This session will focus on ethical dilemmas faced by behavior
analysts providing services in public school settings. By understanding the laws and ethical guidelines as they
relate to each other, behavior analyst can work with IEP teams to improve services and resolve ethical
dilemmas in the school setting. Case studies and problem solving strategies will be provided.
Learner Outcomes – by the end of the workshop, participants will:
• Understand the governing bodies that guide education and behavior services in the public school setting.
• Develop problem-solving strategies to dissipate ethical dilemmas when providing services in the public
school setting.
• Evaluate situations so they better understand when to remove themselves from problematic situations that
arise when providing services in the school based setting.
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4:30 – 6:00 p.m.
Gulf/Palm/Bay Ballroom
Opening Keynote Speaker
Andy Gardiner, Senior Vice President of External Affairs and Community
Relations, joined Orlando Health in June 2008. He oversees the strategy for
corporate external affairs and is responsible for all community and business
relations activities for the organization.
Previously, Mr. Gardiner was the president of the Apopka Chamber of
Commerce, a position he held for ten years. Mr. Gardiner is a former member
of the Florida State Senate. He served as President of the Senate for 2015-
2016. He holds a Bachelor of Science degree from Stetson University (1992).
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Mr. Gardiner’s professional memberships include Florida Hospital Association Advocacy Committee; Florida Medical
Association Council on Legislation; Central Florida Commission on Homelessness Board of Directors; Orlando
Economic Partnership Executive Committee; LIFT Orlando Board of Directors; YMCA of Central Florida Board of
Directors; and Orlando Museum of Art Board of Trustees.
This opening keynote session will describe recent legislative advocacy on behalf of individuals with developmental
disabilities in the state of Florida. The inspiration and process as well as the noted success of these initiatives for
improving quality of life and increased opportunities for many will be shared. In addition, attendees will hear tips
for non-politicians to positively impact policy in their own communities and beyond. have a positive impact on policy.
Poster Presentations and President’s Reception
6:00 – 7:30 p.m.
Poolside
1. Evaluating the Gap Between Research and Practice In Mathematics Instruction for Students with Autism
and Intellectual Disability
Dr. Jenny Root, BCBA, Florida State University
High quality mathematics instruction for students with Autism (ASD) and Intellectual Disability (ID)
enhances their quality of life by increasing skills needed for independence and employment. This session will
present the current state of mathematics research based on a comprehensive literature review on
mathematics instruction for students with ASD/ID and the current state of practice based on a nationwide
survey of over 500 special education teachers of students with extensive support needs. Learner
Outcomes:
• Participants will describe the current state of research in teaching mathematics to students with
ASD/ID.
• Participants will identify areas of need in teacher preparation, planning, and instruction to increase the
quality and quantity of mathematics instruction for students with ASD/ID.
• Participants will analyze the discrepancy between research knowledge and current practices.
2. Creating Independent Community Engagement Through Mobile Assistive Technology
Dr. Kimberly Maich, Memorial University of Newfoundland, Canada
Twelve pilot project participants with ID used mobile devices, smartwatch technology, and individualized
apps to support independence and community engagement. Participants reported decreased need for direct
staff support and an increase in related interests, self-esteem, and self-confidence. Duration data
suggested an overall change in the amount and quality of supports.. Learner Outcomes:
• Participants will learn about a community-based pilot project for adults with ID.
• Participants will discover how everyday mobile devices and assistive technology applications can work
together for successful outcomes.
• Participants will listen to feedback from project participants from multiple points of view, including the
voices of the involved adults with ID.
3. University-Based Peer Mentoring Between Students with Autism: A Case Study
Dr. Debra Cote and Dr. Erica Howell, California State University at Fullerton
This case study explored the role of a college student with autism spectrum disorder (ASD) as a mentor to
university peers with ASD. The examination will share how a student with ASD successfully advocated and
equipped peers on a college campus through the Peer Assisted College Support Program (PACS). Learner
Outcomes:
• Participants will be presented with an overview of the PACS program.
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• Participants will understand what supports can be given to mentees.
• Participants will review data that suggests the benefits of PACS for mentees and mentors with ASD.
4. The Effects of Covert Audio Coaching on the Attending Behavior of Elementary Students with Autism
Spectrum Disorder
Dr. Kyle Bennett, Florida International University
Using a multiple probe design, we examined the effects of covert audio coaching on attending behaviors of
students with ASD. Covert audio coaching involves a practitioner providing feedback to students using an
earbud speaker connected to a walkie-talkie. Results showed that participants' attending behavior
increased as a result of the intervention. Learner Outcomes:
• Participants will be able to describe covert audio coaching.
• Participants will be able to describe the steps involved in covert audio coaching.
• Participants will be able to note limitations of covert audio coach in regards to student, task, and
setting variables.
5. The Effectiveness of Electronic Visual Schedules on Task Completion and Independent Transitioning of
Adolescents with Developmental Disabilities
Dr. Amy Accardo, Rowan University
Students with ASD and developmental disabilities may benefit from visual supports to increase
independence. The use of an electronic visual schedule application on iPods was found to be effective on the
task completion and independent task transitioning of four adolescent students with developmental
disabilities in a private high school setting. Learner Outcomes:
• Participants will consider strategies for promoting independence of students with developmental
disabilities through the use of electronic visual schedule applications.
• Participants will increase knowledge of specific procedures for applying electronic visual schedules in
both classroom and community settings.
• Participants will discuss possible next steps in research and practice using assistive technology apps
such as the First Then Visual Schedule High Definition iPad application.
6. Effects of Embedding Video-based Instruction in Visual Activity Schedules
Dr. Amy Spriggs & Dr. Sally Shepley, University of Kentucky, and Dr. Emily Sartini, Western Illinois
University
This poster will provide evidence of visual activity schedules with embedded videos as a means of self-
instruction to increase daily living, vocational, and academic skills for learners with intellectual disability
and autism. Results from three studies will be provided; directions for future research will be discussed.
Learner Outcomes:
• Participants will explore research related to video-based self instruction (i.e., visual schedules with
embedded video models or prompts).
• Participants will discuss trends, issues, and ideas for replications to further this line of research.
• Participants will discuss implications for practice and directions for future research using visual
schedules with embedded video models or prompts for self instruction..
7. The Effectiveness of a Visually-based Breathing app on the Reduction of Anxiety Among Individuals with
ASD
Dr. Toni Van Laarhoven, Dr. Jesse (Woody) Johnson, BCBA-D, Dr. Stephanie DeSpain, Northern Illinois
University, and Elizabeth Monterosso, Jennifer McCormick, & Maggie Hoffman, Special Education
Teachers and Students at Northern Illinois University
The purpose of this research is to determine the effectiveness of wearable biosensor technology on
measuring physiological processes associated with stress and anxiety among individuals with ASD/ID.
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Specifically, the purpose of this study is to evaluate the effectiveness of a visually-based breathing app on
reducing stress/anxiety during anxiety-provoking situations. Learner Outcomes:
• Participants will be able to describe physiological markers related to anxiety and stress.
• Participants will become familiar with various wearable devices that measure stress-related biomarkers.
• Participants will become familiar with breathing apps that can assist learners with self-calming.
8. State of the Science: High-tech AAC as an EBP for Individuals with DD
Dr. Ee Rea Hong, The University of Tsukuba, Japan
The number of individuals who require augmentative and alternative communication (AAC) supports has
risen while the use of mobile technology has become ubiquitous. This poster will present the results of a
review of the quality of the design and evidence for the use of AAC with individuals with IDD. Learner
Outcomes:
• Participants will be able to describe the quality of the single-case literature for high-tech AAC.
• Participants will be able to describe the critical issues in improving the quality of single-case
experimental research.
• Participants will be able to describe the quality of the evidence of the use of high-tech AAC in
comparison with low-tech AAC.
9. Enhancing Social Interactions through Play: A Teacher’s Guide
Dr. Kate Zimmer, Kennesaw State University
This presentation provides strategies that can easily be implemented by educators and caregivers to
enhance social development opportunities for children with autism throughout the school day. All
strategies are evidenced-based and if put into practice could lay the groundwork for increase in joint
attention as well as emergent literacy skills. Learner Outcomes:
• Participant will be able highlight the importance of social interaction for children with autism.
• Participant will be able to explain 7 effective research-based strategies that teachers and caregivers
can use throughout the day to increase social opportunities for children with autism.
• Participant will leave with a better understanding of how to effectively provide social interaction to
ensure that children with autism students are exposed to language-learning, social opportunities that
incorporate the child’s existing interests.
10. Building Leaders in the Disability Field through Inter-professional Training
Dr. Cynthia Chambers, East Tennessee State University
The Vanderbilt Consortium Leadership Education in Neurodevelopmental Disabilities (LEND) program
prepares graduate-level health professionals across 15 disciplines to assume leadership roles for serving
children with neurodevelopmental and related disabilities (NDD). This presentation will describe the 300-
hour program including the curriculum, projects/activities, and outcomes. Learner Outcomes:
• Participants will identify key elements of the leadership and neurodevelopmental disabilities training.
• Participants will recognize the importance of varied disciplines receiving training collectively.
• Participants will consider ways to increase interdisciplinary opportunities at their universities.
11. Hanging Out’: Meeting IDEA’s Requirements for Recreation Planning
Dr. Juliet Hart Barnett and Dr. Stanley Zucker, Arizona State University
Participation in recreation offers social and therapeutic value for youth with autism spectrum disorders
(ASD), including improved quality of life and social acceptance. Adolescents with ASD engage in limited
recreation activities. We describe IDEA's requirements for recreation and present strategies to engage
family, peers, and the community in promoting meaningful recreation for ASD students. Learner Outcomes:
• Participants will develop an understanding of the importance of recreation and leisure to the
socialization and quality of life of individuals with ASD.
10• Participants will develop an understanding of IDEA's basic requirements for recreation/leisure as part
of the IEP planning process.
• Participants will acquire evidence-based strategies to promote opportunities for meaningful
recreation/leisure activities for their students with ASD.
12. Using Read-Alouds of Grade-Level Social Studies Text and Systematic Prompting to Promote
Comprehension for Students with Severe Disabilities
Dr. Ginevra Courtade, University of Louisville
During this session, the presenter will describe the results of a study during which three students with
severe disabilities were taught to answer comprehension questions during read-alouds of social studies text
using a modified system of least prompts and a graphic organizer. Implications for practice and ideas for
future research will be discussed. Learner Outcomes:
• Participants will describe the research base for teaching social studies to students with severe
disabilities.
• Participants will identify strategies to teach social studies concepts during a read aloud.
• Participants will identify implications for practice related to teaching academics to students with
severe disabilities.
13. Difficult Conversations with College Students with Disabilities: Interior Preparation is Key
Dr. Karen Myers & Dr. Mark Pousson, Saint Louis University
Difficult conversations occur with students regardless of disability. This interactive presentation focuses
on difficult conversation preparation as a developmental tool for faculty and student affairs professionals.
Topics of discussion include the brain and perceived threat, the emotional triggering cycle, and strategies
to mitigate the effects of the triggering cycle. Learner Outcomes:
• Participants will understand the emotional triggering cycle.
• Participants will identify cognitive and emotional strategies to help navigate the terrain of a difficult
conversation.
• Participants will identify methods for preparing for the topic of the difficult dialogue.
14. Postsecondary Education and Gender Outcomes for Individuals with Disabilities
Dr. Shannon Sparks, California State University, San Bernardino
Transition planning is important for students with disabilities. The teacher’s role is to help individuals with
disabilities understand the expectations of various jobs helping them set goals (Wehman, 2006).
Unemployment rates are even higher for females (Lindsay, 2011). Gender is affecting employment in the
workplace for individuals with disabilities. Learner Outcomes:
• Participants will recognize the importance of implementing transition services for females with
disabilities and how it has lasting effects on post school outcomes (i.e., autism, intellectual disability)
• Participants will identify the importance of providing all individuals with disabilities (i.e., autism,
intellectual disability) with job experience, vocational and occupational opportunities.
• Participants will be able to describe and identify postsecondary options for individuals with disabilities.
15. Trends in Predictors and Prevalence of Developmental Disabilities and Autism: A Ten-year Study
Dr. Robert Baer, Kent State University
This session will provide the results of 10 years of tracking secondary transition outcomes of more than
10,000 youth with disabilities in a Midwestern state. It will identify the course of study and service
characteristics of successful transition plans and how educators can improve post school work and college
outcomes by 30-60%. Learner Outcomes:
11• Participants will identify successful transition plans and predictors for work, college, and overall
engagement for students with DD.
• Participants will understand how disability type, gender, and ethnicity moderated these predictors.
• Participants will apply this knowledge in developing transition plans.
16. A Framework for Understanding the Role of Family Members in Adult Couples with an Intellectual
Disability
Rebecca Kammes, MA, Michigan State University
This presentation will provide a theoretical framework for understanding adult couples in which one or both
has an intellectual disability, created through literature reviews on romantic relationship and disability, and
case study examples. Emphasis will be placed on further understanding the unique role family members have
within these relationships. Learner Outcomes:
• Participants will discover what high school teachers from a large urban school feel their role is in
contributing to education and training in support of students' specific transition goals.
• Participants will be able to discuss the different roles that family members play in these dynamics.
• Participants will be able to summarize the dynamics that are most important for adult couples with an
intellectual disability.
17. High School Teachers' Perceived Role in Education and Training in Support of Student Transition Goals
Anne Mulligan, M.Ed., Dr. Peggy D’Antonio-Schleich & Dr. Rebecca Reimers, Phoenix Union High School
District
Twenty high school teachers share their perceived role in supporting students’ specific transition goals, list
barriers to delivering instruction geared toward these goals, and offer strategies for structuring
instruction in support of students’ specific transition goals. Information from this study can direct
professional development efforts to improve student transition outcomes. Learner Outcomes:
• Participants will understand the effective interventions designed to increase verbal mands for young
children with autism.
• Participants will learn what high school teachers in a large urban school perceive as barriers to
delivering education and training geared toward specific student transition goals.
• Participants will be given a list of strategies and tips used by practitioners that serve to connect
education and training with specific student transition goals.
18. Social Instruction Strategies for Individuals with Autism from the Anime Community
James Williams, University of Wisconsin-Madison Waisman Center's Community of Practice on Autism
Spectrum Disorders and Developmental Disabilities
Many people with autism, and social skills deficits, enjoy anime. As a result, a series of teaching strategies,
activities, and apps are utilized within the anime fan community to teach appropriate social skills among its
members. This presentation will demonstrate how professionals can implement them during social skills
instruction. Learner Outcomes:
• Participants will describe teaching strategies, activities, games, and apps from the anime fan community
that can be utilized during social skills instruction for individuals with autism.
• Participants will analyze specific scenarios that commonly appear in Japanese anime films and shows
that can be utilized during social skills instruction for individuals with autism.
• Participants will summarize common social rules taught to individuals in the anime fan community, and
how they relate to social rules commonly taught during social skills instruction for individuals with
autism.
19. Perceived Barriers to Occupational Therapists Role in the Transition Planning Process
Dr. Patrick Leytham, Touro University Nevada and Briel Paige, MA, BCBA, LBA, Center for Autism and
Developmental Disabilities
12Interagency collaboration with related service personnel (i.e., occupational therapists) in the transition
planning process is a critical step towards improving quality of life outcomes for adolescents with
exceptionalities. This session will identify perceived barriers to collaboration in transition planning and
report findings from a study conducted with occupational therapists. Learner Outcomes:
• Participants will identify the perceived barriers to occupational therapy participation in the transition
planning process for adolescents with exceptionalities.
• Participants will identify the types of formal/informal assessments occupational therapists use in the
transition planning process for adolescents with exceptionalities.
• Participants will discuss the potential ways to collaborate more effectively and efficiently with other
disciplines in the transition planning process.
20. The VRA Instructional Sequence for Supporting Students with MID and Other Disabilities
Dr. Emily Bouck, Michigan State University, Dr. Jordan Shurr, Central Michigan University and Laura
Bassette, Ball State University
This session presents research regarding the effectiveness of virtual manipulatives and the Virtual-
Representational-Abstract (VRA) instructional sequence for elementary and secondary students with
disabilities - particularly students with mild intellectual disability and autism - on developmentally-
appropriate academic mathematics. Learner Outcomes:
• Participants will discuss the use of virtual manipulatives in comparison to concrete manipulatives as well
as the use of virtual manipulatives within the instructional sequence of virtual-representational-
abstract (VRA).
• Participants will the research shared in this presentation to make data-based decision regarding
mathematics manipulatives and instructional strategies for students with mild intellectual disability and
autism.
• Participants will gain an opportunity to explore the virtual manipulatives and instructional sequence
(VRA) shared in the presentation.
21. Mediating effect of social problem-solving between stress and distress among mothers and fathers of
children with an intellectual disability
Dr. Lise Lachance, Université du Québec à Montréal and Dr. Louis Richer, Université du Québec à
Chicoutimi
Comparisons between mothers and fathers of children with an intellectual disability on parental stress,
psychological health and problem-solving style revealed few significant differences. However, negative
orientation towards problems seems an important dimension in parental coping stress. This should be
considered in order to prevent parental distress. Learner Outcomes:
• Participants will learn that when contextual factors are taken into account, very few differences
between mothers and fathers of children with an intellectual disability are observed.
• Participants will learn that fathers adopt a more avoiding problem-solving style than mothers. This
could be an intervention target to prevent distress among them.
• Participants will learn that the negative orientation towards problems seems an important dimension in
the process of coping with stress contrarily to positive orientation and problem-solving style.
22. Parent and Teacher Perspectives on Social Communication Assessment for Children with Autism
Spectrum Disorder
Dr. Colleen Butcher, Medical University of South Carolina
Social communication deficits are a core feature of Autism Spectrum Disorder, however there is limited
research into how to most effectively assess social communication functioning. This qualitative research
study sought to understand caregiver perspectives about relevant skills to measure and assessment
methods that are most informative. Learner Outcomes:
13• Participants will learn behaviors that caregivers identify as being important in measuring social
communication functioning.
• Participants will learn various assessment techniques that can be used to examiner social communication
functioning.
• Participants will learn strategies to link social communication assessment measures to intervention
goals.
23. Social Skill Interventions for Youth and Adults with Autism Spectrum Disorder: A Systematic Review
Dr. Kelly Whalon & Joonmo Yun, Doctoral Candidate, Florida State University
This poster session will report findings from a research synthesis investigating the effectiveness of
interventions designed to enhance the social competence of youth and adults with ASD. Forty-two studies
met the inclusion criteria and were coded descriptively and quantitatively (effect size estimates).
Limitations and implications for instruction will be shared. Learner Outcomes:
• Participants will identify effective social competence interventions for youth and adults with ASD.
• Participants will learn the importance of teaching social competence skills to youth and adults with
ASD.
• Participants will discuss methods used to teach social skills in contexts serving youth and adults with
ASD.
24. Peer-Assisted Learning Strategy Enhanced with Video Modeling to Address Literacy Challenges in a
Second-grade Student with Autism Spectrum Disorder
Dr. Cean Colcord, Whittier College, Dr. Juliet Hart Barnett & Dr. Stanley Zucker, Arizona State University
Students with autism spectrum disorders (ASD) experience challenges in reading decoding, fluency, and
comprehension. In this research, a combination of PALS instruction supplemented with video self-modeling
delivered via an iPad was implemented to address student reading difficulty. Results of this multiple
baseline study will be presented along with implications for teacher practice. Learner Outcomes:
• Participants will learn about research on Peer-Assisted Learning Strategies (PALS) and Video
Modeling/Video Self-Modeling (VM & VSM)) and their effectiveness for students with ASD.
• Participants will learn how to incorporate evidence-based strategies, specifically PALS and VM/VSM, to
improve reading skills of students with ASD
• Participants will learn about implications for teacher education in ASD and literacy.
25. A Review of Toilet Training for Children with Developmental Delays Implemented in the School and Home
Dr. Rachel Cagliani, BCBA and Dr. Kevin Ayres, BCBA-D, University of Georgia
Toilet training is often a difficult skill for individuals with developmental disabilities to acquire. Toilet
training commonly takes place in the school or home leaving educators and parents with the responsibility
of developing and implementing multifaceted protocols. The review evaluated the implementation of toilet
training in the classroom and home. Learner Outcomes:
• Participants will gain knowledge of published treatment packages for implementing toilet training in the
classroom and home setting.
• Participants will be able to describe the procedures associated with various treatments including the
results associated with the various components.
• Participants will be able to describe recommendations for implementing research-based toilet training
packages in the classroom and home.
26. The Role of Pronouns in Reading Comprehension of Chinese-American Children with ASD
Dr. Shirley Charles, Saint Thomas Aquinas College
This study investigates the role of pronouns in reading comprehension by determining whether correlations
exist between measures of sight word vocabulary, the use of pronouns, pronoun reversals, and the reading
comprehension of Chinese-American children with ASD. Significant relationship was found with reading
comprehension for sight vocabulary and the pronoun variables. Learner Outcomes:
14• Participants will learn that there is a relationship between sight vocabulary and reading comprehension.
• Participants will learn that there is a relationship between the use of pronouns, pronoun reversals and
reading comprehension.
• Participants will learn about the implications of the study and the needs for further research.
27. Early Numeracy Skill for Students with Severe Disabilities and Complex Communication Needs
Dr. Victoria Knight & John Wright, Doctoral Student, Vanderbilt University
Students with complex communication needs exist in nearly every special education classroom. Research
into mathematics interventions for these students is lacking. The purpose of the current study is to expand
the research in early numerical fluency and mathematic skill acquisition to include students with severe
disabilities who also have complex communication needs. Learner Outcomes:
• Participants will learn about the efficacy of early numeracy interventions for students with severe
disabilities and complex communication needs (CCN).
• Participants will understand potential modifications to curriculum materials that lend support to
students with CCN.
• Participants will be able to apply strengths and weaknesses of commercially available curriculum to their
classrooms or research sites.
28. Examination of Dialogic, Shared, and Digitally Enhanced Storybook Reading on Vocabulary Acquisition
Dr. Kim Floyd & Dr. Colleen Wood-Fields, West Virginia University
Vocabulary development is a critical component of a competent reader; therefore, it’s imperative to
investigate multiple modalities/ intervention types to reach every learner. This work examines dialogic,
shared, and digitally enhanced reading opportunities on the vocabulary, oral language, and engagement of
preschool children with autism spectrum disorders and other disabilities. Learner Outcomes:
• Participants will identify key features of dialogic reading.
• Participants will be able to create interactive digital storybooks as well as squishy books.
• Participants will be able to design effective instruction for multiple vocabulary enhanced learning
environments.
29. Art as a Coping Skill for Adults with Elevated Anxiety and Autism Spectrum Disorders and/or
Intellectual/Developmental Disabilities
Jordan Hobbs, Student and Dr. Kelly Carrero, BCBA, Texas A&M University-Commerce
Art therapy is an emerging approach for people with mental health concerns. This poster will present the
results of a study examining methods for teaching adults with autism and/or intellectual/developmental
disabilities how to identify when they are experiencing anxiety and the effectiveness of using art-based
activities to decrease anxiety. Learner Outcomes:
• Participants will be able to describe the approach to teaching adults with ASD and/or IDD how to
identify when they are beginning to become anxious..
• Participants will be able to list and describe the empirical support for using art-based therapy for
people with elevated anxiety.
• Participants will be able to describe the effectiveness of using art-based activities to decrease anxiety
for adults with ASD or IDD and elevated anxiety.
30. Physical Activity Program for Elementary School Students with ASD: Pilot Study Results
Dr. Christopher Denning, University of Massachusetts-Boston and Dr. Amy Moody, University of North
Carolina-Wilmington
The purpose of this pilot study was to evaluate the feasibility and effectiveness of a community-informed
and teacher-delivered physical activity intervention for elementary school students with autism spectrum
disorder. The intervention protocol included three components: (a) 10-15 minutes of exercise, (b) 10
minutes of motor development activities, and (c) a 5 minute focused cool down. Results and impacts on
future research will be discussed. Learner Outcomes:
15• Participants will understand why increasing opportunities for physical activity and motor development is
important for students with ASD.
• Participants will understand key components to include in a physical activity and motor development
program for students with ASD.
• Participants will understand potential impacts and future directions for the intervention.
31. The Congenital Zika Syndrome and What it Means for Teachers
Dr. Nikki Murdick, Dr. Joy Voss & Dr. Jo Nell Wood, Saint Louis University
If a pregnant woman contracts the Zika virus during the first trimester of her pregnancy, she has a high
chance the baby may have severe, rare brain defects. For teachers, the question is how to address issues
inherent in providing appropriate education for children with this severe systemic disorder. Learner
Outcomes:
• Participants will be able to discuss the pattern of conditions, called congenital Zika syndrome.
• Participants will be able to identify methods for working with children with rare brain defects.
• Participants will be able to explain the issues related to children with congenital Zika syndrome when
they enter the school system.
32. The Use of an iPad to Promote Early Numeracy Skills Through Virtual Manipulatives
Dr. Bree Jimenez, University of Sydney & Mater Dei School, New South Wales, Australia
The use of iPads to support learning for students with disability is on the rise. This single case research
study focuses on the use of virtual manipulatives via iPad application to increase early numeracy skill
acquisition through evidence based systematic prompting and feedback three elementary students with
moderate intellectual disability, including autism. Learner Outcomes:
• Participants will identify EBP to support math instruction.
• Participants will investigate use of technology to support evidenced-based instructional practices.
• Participants will analyze ways in which virtual manipulatives can be developed and used within their own
classroom/research to promote general curriculum access.
Conference Sessions & Speakers
Thursday, January 18, 2018
8:00 – 9:30 a.m.
Poolside
Poster Presentations/Continental Breakfast
1. The Effects of Least-to-Most Prompting and Mobile Technology on Teaching Grocery Shopping Skills to
Students with Intellectual Disability
Dr. Kyle Bennett, Florida International University
We examined the effects of least-to-most prompting and mobile technology to teach grocery shopping
skills to students with intellectual disability. Sessions were completed in the community twice a week. Each
of the three students showed improvements in their shopping skills. These results and the implications for
practitioners will be discussed. Learner Outcomes:
• Participants will be able to describe the effects of least-to-most prompting combined with mobile
technology use on the acquisition of grocery shopping skills.
• Participants will be able to describe potential issues with teaching skills entirely in the community.
16• Participants will be able to discuss the need for teaching functional daily living skills to individuals with
intellectual disability.
2. All Hands on Deck: Building University Program Competencies to Improve Statewide Practice for
Students with Severe Disabilities and ASD
Dr. Robert Pennington, BCBA-D & Dr. Ginevra Courtade, University of Louisville, and Dr. Melinda Ault,
University of Kentucky
In this session, the presenters will describe a process by which faculty from multiple universities within
the same state collaborate to improve services for students with severe disabilities. The presenters will
share several products including a set of program competencies for use by faculty and community
stakeholders. Learner Outcomes:
• Participants will describe issues related to building capacity for programs in rural settings.
• Participants will identify key university program competencies for severe disability programs.
• Participants will identify strategies for collaboration across universities.
3. Decreasing Shouting Out Behaviors of a Child with Autism in a General Education Setting using Social
Stories
Dr. Stanley Zucker & Dr. Sam DiGangi, BCBA-D, Arizona State University
A Social Story™, addressing shouting out was used throughout the school day and then again after each
incidence of shouting out as an intervention to decrease the problem behavior of shouting out. Implications
for inclusion will be discussed. Learner Outcomes - Participants in this presentation will develop their
knowledge base regarding strategies for successful inclusion of young learners with autism through:
• Presentation of a practical intervention which diminishes teacher dependency and increases appropriate
behavior.
• Discussion of skill mastery in the targeted location of the general education setting.
• Description of successful elimination of prompt dependence.
4. Promoting Mindfulness in Adolescents with an Intellectual Disability Through the Support of a Wearable
Device
Amanda McMahon, M.S., Doctoral Student, & Dr. Donald McMahon, Washington State University, and Dr.
Rachel Wright, Common Threads School
The practice of mindfulness has been shown to benefit psychological and physical health, however
individuals with an intellectual disability (ID) are not always mindful. The MUSE, a wearable device, can
promote mindfulness in individuals with an ID through guiding sounds and providing biofeedback in a
mindfulness session. Learner Outcomes:
• Participants will learn more about the practice of mindfulness.
• Participants will learn how to promote the practice of mindfulness for individuals with an ID.
• Participants will learn about the numerous benefits that can be experienced from practicing
mindfulness.
5. Reading Interventions by Using iPad, Tablets or Handheld Devices in Pre-K to Grade 12
Seyma Intepe, M.Ed. & Bonnie Henning, M.A., Florida State University
This presentation will provide an overview of reading interventions that used iPads/tablets/handheld
devices. Reading intervention studies were identified using a systematic literature review. Findings suggest
that technology can be used to effectively support the reading skills of students with ASD. Implications
will be discussed for practitioners. Learner Outcomes:
• Participants will learn about available apps used to improve reading skills.
• Participants will learn methods to incorporate technology to support literacy instruction.
• Participants will learn about effectiveness of the available apps for reading components.
176. Practices Every Educator Should be Familiar With for Transition: Person-centered Planning, Summary of
Performance and Guardianship
Dr. Lynn Stansberry Brusnahan, University of St. Thomas, Dr. Debra Cote, California State University,
Fullerton and Dr. Shannon Sparks, California State University, San Bernardino
This session introduces person centered planning, the summary of performance, and guardianship as it
relates to individuals with developmental disabilities including autism and intellectual disability.
Participants will learn effective transition practices; discuss benefits and barriers to these practices; and
leave with a variety of transition resources. Learner Outcomes:
• Participants will learn effective person centered planning (PCP), summary of performance (SoP), and
guardianship practices to meet the needs of individuals with developmental disabilities (DD) including
autism spectrum disorder (ASD) and intellectual disability (ID).
• Participants will benefits and barriers to creating a PCP, SoP, and guardianship for individuals with DD
including ASD and ID.
• Participants will present a variety of resources for the PCP, SoP, and guardianship for individuals with
DD including ASD and ID.
7. Measuring Communication and Engagement in Young Children Diagnosed with ASD: A Comparison of
Electronic and Traditional Books
Dr. Amelia Moody, University of North Carolina Wilmington and Dr. Christopher Denning, University of
Massachusetts at Boston
The purpose of this study was to examine the communication and engagement behaviors in children, ages 3 -
6 years, diagnosed with ASD, and attending a low-income school. Children were read electronic books
(eBooks) and traditional books, using an alternate treatment design. Results indicated that children had
higher communication levels while reading the eBook, while engagement remained high for both conditions.
Children showed definite preferences for the eBooks when offered a choice. Learner Outcomes:
• Participants will understand the research on Ebook use with children at-risk and diagnosed with
disabilities.
• Participants will view videos and photographs of the intervention to better understand child behaviors.
• Participants will understand study methods and results for the purposes of duplication of the research.
8. Partnerships with Purpose – How Service Learning Benefits Pre-service Teacher Preparation
Christine Scholma, Trinity College, Palos Heights, IL
Can you incorporate service learning to improve student growth and foster mutually beneficial
collaborations at your school? This session shares the results of collaborative projects between pre-service
teachers and both international and local special education programs. Participants will explore benefits of
service learning with diverse populations in teacher education programs. Learner Outcomes:
• Participants will identify the benefits of service learning in education.
• Participants will increase multicultural awareness and competencies.
• Participants will identify strategies for integrating service learning into classroom instruction.
9. A Decade of Undergraduate Student Research and Practicum Projects: Topic Overview and Application of
Music Techniques to Individualized Practice
Dr. Michele Gregoire, MT-BC, Flagler College
The study describes trends over a decade of undergraduate projects with a focus on those using music
with students in the practicum assignment during the capstone ESE course. Pre-service teachers illustrated
their interest in music to facilitate positive change in ESE students through several projects that applied
music to enhance learning/behavior. Learner Outcomes:
• Participants will learn how special education teachers, through presentation of selected research, can
use music to facilitate learning and behavior change in students with autism and/or intellectual
disability.
18• Participants will be informed of basic techniques in the use of music that ESE teachers can successfully
apply in their teaching through review of pre-service teacher projects.
• Participants will learn the scope of undergraduate research in one program preparing dual certified
elementary and ESE teachers.
10. No Gravity in My Poetry: Poetry Workshop as Social-Emotional Literacy Learning
Donald Welch, Creative Writing Teacher, Rebecca School, New York
Poetry workshops are shared social spaces where students interact with both literature and each other.
Drawing on theories and research connecting music therapy to social-emotional learning and applying them
to literature, this session will show that students with Autism benefit as writers, communicators, and self-
advocates when participating in poetry workshops. Learner Outcomes:
• Participants will gain a fundamental knowledge of social-emotional learning and understand how it
enhances reading and writing groups.
• Participants will learn the benefits of and how to incorporate sensory activities and regulating
movements into reading lessons.
• Participants will understand how teaching elements of poetry, such as hyperboke, imagery and
metaphor, help students who struggle with abstraction develop symbolic thinking and a more refined
self-identity.
11. What We Know (and Don’t Know) About College Students with ASD
Dr. Amy Accardo, Rowan University
Young adults with autism spectrum disorder are participating in postsecondary education in increasing
numbers, yet research on the factors that contribute to their success in higher education is limited. The
purpose of this presentation is to review the existing research, report on current research, and propose
future research directions. Learner Outcomes:
• Participants will learn about past research on the experience of and supports for college students with
ASD.
• Participants will learn about current research on factors that are related to the success of college
students with ASD.
• Participants will earn about priorities for future research on college students with ASD.
12. Examining the Effects of Numbered Heads Together upon On-Task Behavior and Employability Skills
content of Students Identified with Intellectual Disability in a Post-Secondary Education Program
Adrain Christopher, M.A.T., Director of Instructional and Curriculum Unit, UMID TigerLIFE, Ed.D Student,
University of Memphis
There has been an emergence of post-secondary programs at the university level designed for students
with ID, which provides opportunities to learn employment skills. This session will discuss post-secondary
instruction and numbered heads together strategy to promote active student engagement and enhance
interpersonal skills. Learner Outcomes:
• Participants will recognize benefits of implementing numbered heads together strategy.
• Participants will identify steps involved in implementing numbered heads together strategy.
• Participants will identify methods used to address the learning deficits of students with intellectual
disability.
13. Prioritizing Transition Competencies for Teachers of Transition-Aged Youth: Stakeholder's Perceptions
Of Greatest Student Needs
Dr. Sandra Miller, Grand Valley State University
This study ranked transition components by greatest perceived need across three stakeholder groups.
Findings revealed little agreement among results. Outcomes will be discussed in light of current
educational shifts from functional to mainstreamed academics as well as research questioning secondary
special educators’ ability to plan & deliver effective transition services. Learner Outcomes:
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