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FIFTH ANNUAL

May 15- 16, 2019Georgia State University Student Center

General Conference Information

Admission and Conference BadgesAdmission to conference sessions and features is limited to registered conference attendees. Your name badge serves as the “admission ticket” for gaining access to all conference activities.

Whova App or Web-based AccessFor more information about the 2019 Autism Conference and Expo of Georgia pleasedownload the Whova app to your Android or iOS smartphone or tablet. Once you download the app, search for the conference’s name and sign in using the email address you used to register on Eventbrite. You can use the app to access the agenda, create your own schedule, network with other attendees, and access other information about the event. If you would prefer to access the web-based version, please input the following web address into your browser:https://whova.com/webapp/e/acaeo_201905/. The web-based version contains similar information and gives you access to most of the app’s features.

*** All important conference updates will be posted in Whova by the “Conference Coordinator”. In order to stay up-to-date with all conference happenings, be sure to check Whova throughout the event.

Breakout SessionsBreakout sessions are located on the second floor and will have limited seating. Indicating a session on your personal schedule on Whova (app or web-based versions) will guarantee aspot in the session. We do not anticipate session filling to capacity, but please note that thisis a possibility. We ask that you arrive to your session promptly to ensure you have a seat. A “Session Full” sign will be placed on the door if a room has reached capacity. If you see that a session is full, please find a different breakout session to attend during that time.

Session Feedback and Conference EvaluationEvaluations give attendees the opportunity to provide feedback on presenters, speakers, and the overall conference. You can provide session feedback for each session you attend directly through the Whova app by clicking on the session and selecting “Rate”. If you are using theweb-based version, click on the session and select “Send Feedback”. Please be sure to complete this at the end of the session. A conference evaluation survey is also available through Whova. We can also send a link to our survey to complete the conference evaluation electronically.Upon completion, you will be provided a link to print the conference certificate of attendance.

Exhibitor ExpoRepresentatives from leading agencies, organizations, and companies will showcase their products and services, and engage in a question and answer exchange with attendees.Exhibitors are located in the Ballroom.

Sensory RoomThe Sensory Room is open to anyone, who may need a safe space or “chill out zone” during the conference. This room is located on the second floor, in Room 203. You are welcome to access this space at any point during the day.

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CART ServicesCommunication Access Real-time Translation will be available for sessions taking place in the Speaker’s Auditorium. This service provides captioning services for the audience. This will be available on television monitors located at the front left- and right-hand side of the stage.

Spanish Interpretation ServicesAll sessions in the Speaker’s Auditorium will be simultaneously interpreted from English to Spanish on both days of the conference. This service is provided to all conference attendees that registered for the Spanish Track. If you do not need this accommodation, please fill the seats located in the center and/or left-hand side of the stage (facing the stage).

InternetFree basic WiFi is available throughout the venue. To connect, select the GSU-Guest network. Your browser may open automatically to the GSU Guest login screen or you may have to opena browser webpage to access the GSU Guest login screen.

LunchWe will be providing a buffet-style lunch on Thursday, May 16, 2019. Two identical food stations are located in the Ballroom for your convenience. If you indicated that you have specific dietary needs or restrictions when you registered, please notify a volunteer or aPanther Dining attendant to acquire the alternate meal.

Lunchtime Networking and DiscussionsThis will be your opportunity to connect and network with professionals, community members, and advocates. Please check the map for table topics and facilitators.

Door Prize GiveawayYou received a game card in your conference bag. Visit exhibitors on the card to learn about their products and services, then have them sign your card. All fields must be complete inorder to be eligible to win. Game cards must be placed in the Silver Gift Box by 3:05 pm tobe eligible for the prize drawings. The prize drawings will take place in the Speakers’Auditorium at 4pm and you must be present to win.

Questions?If you have any questions or concerns, please see a volunteer, Center for Leadership in Disability staff member at the registration desk located in the pre-function area, or send an electronic message directly to the “Conference Coordinator” attendee through the Whova app!

Keep the Conversation Going!

@CLD_GSU and @AutismPlanForGA • #ACEGA2019

Center for Leadership in Disability • #ACEGA2019

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ESP

Autism Conference & Expo of Georgia

Claire was co-Founder and now Executive Director of Spectrum Autism Support Group, a non-profit organization providing support, education, and resources for individuals and families impacted by autism. From its start in 1998 serving a few families, Spectrum has grown to serving over 1500 families and their children in the Gwinnett and metro Atlanta area. She oversees camps, education and training, programming, curriculum development, fundraising,

an annual road race, events, grant-writing, and management of the organization.

Claire is deeply involved in statewide advocacy. She currently serves on the Autism Plan for Georgia Advisory Council, the Community Advisory Council of the Center for Leadership in Disability at Georgia State University (GSU), the Gwinnett Coalition for Health and Human Services Nonprofit CEO roundtable, the Gwinnett Disability Resource Connection steering committee, the Georgia Interagency Transition Council, the PCORI Autism Advisory Board, and as past-president of the Duluth Civitan Club. Claire served as a lobbyist for three years while working with Parent to Parent of Georgia as Community Engagement Manager.

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Claire Dees Outstanding Achievement Award


While in this role, she she enjoyed enjoyed being a part of policy change in Georgia, actively working on Autism Insurance coverage and waiver funding.

Claire has over 30 years of experience in the field of disabilities both as a parent and a professional. She holds a Bachelor of Science in Business Administration from Presbyterian College in Clinton, South Carolina. She is also an alumna of the GaLEND Program at GSU and a graduate of Partners in Policymaking. Claire and her husband Mark reside in Suwanee, GA. She is the parent of three adult children, one of whom lived with autism until his early passing in 2011. Claire’s passion is creating communities where people of all abilities can live, work, play and worship together. As Spectrum has grown, it has intentionally sought to reach out to new populations -- including adults living with autism and Spanish-speaking families. For Claire, all really means ALL!

Today, we want to celebrate today Claire’s leadership and contributions to the lives of individuals with autism and their families in Georgia with our 2019 Outstanding Achievement Award.

Supporter • Advocate • Strategist • Facilitator • Makes it Happen!

Claire Dees Outstanding Achievement Award

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12:00 pm - 6:30 pm Autism Expo Exhibitors

12:00 pm - 6:30 pm Sensory Room

12:00 pm - 12:45 pm Check-in

Ballroom

Room 203

Pre-function Area

Lindee Morgan – Marcus Autism Center

12:45 pm - 1:00 pm Conference Welcome Speaker’s Auditorium

Pathogenic insight into ASD from the study of neonatal brain-behavior transitions

Sarah Shultz – Assistant Professor, Marcus Autism Center

The first months of a baby’s life are a period of tremendous growth and change in brain and behavior. This talk will describe ongoing research examining the brain-behavior bases of emerging social disability in very early infancy. Findings from this research may offer new mechanistic insight into the pathogenesis of ASD, and identify new targets for innovative early interventions.

Early identification of children with developmental disabilities: A public health perspective

Lisa Wiggins – Scientist, CDC

The Centers for Disease Control and Prevention (CDC) estimates that about 1 in 6 children have a developmental disability (DD) and 1 in 59 children have autism spectrum disorder (ASD). Early identification of children with DD and ASD can improve skills and outcomes, increase school readiness, reduce parent stress, and empower families to help their children reach their full potential. Yet disparities in early identification of children with developmental problems still exist and, although clinicians can reliably diagnose many cases of ASD by 2 years, the average age of first ASD diagnosis is after 4 years. This presentation will highlight CDC’s work to promote developmental monitoring of all children, learn more about general developmental and ASD screening, and track the age when children are first evaluated and first diagnosed with ASD.

3:15 pm - 3:45 pm Break and Poster Setup

1:00 pm - 2:00 pm Speaker’s Auditorium


Schedule for Wednesday, May 15

From the lab to the community: Eye-tracking technology as a diagnostic indicator for autism spectrum disorder

Cheryl Klaiman – Marcus Autism Center

This talk will focus on our eye-tracking research and how it has evolved from a basic science tool to one that can possible significantly advance the care for children at risk for autism spectrum disorder. This talk will overview the studies of eye-tracking in adults, school age children, toddlers and infants and how it has led to a multi-site, national FDA regulated pivotal clinical trial which is currently underway. Implications for future of care for children with autism will also be discussed.


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4:45 pm - 6:30 pm Poster Session and Reception Pre-function Area & Ballroom

Psychosocial Correlates of Autistic Traits: Implications for Higher Education Settings

Poster Authors: Loizos Nikolaou, Delia Lang, Michael Morrier

A Social Network Analysis of Middle and High School Students with ASD in an Inclusive Public Charter

Poster Authors: Laura A. Edwards, Tonna Harris-Bosselmann, Greta Massetti, Barbara Boone, Lindee Morgan, Michael Siller

Social, Economic, and Structural Barriers to Autism Services in Metro Atlanta

Poster Authors: Jennifer S. Singh, Leslie Rubin, and Olivia Rea

Social Camouflaging in the Presentation of Suspected Autism Spectrum Disorder in Toddler Girls

Poster Authors: Emily Ronkin, Erin B. Tone, Christine Hall, & Laura Dilly

Temperament Variability among Socio-demographic and Clinical Subgroups of Children with Autism Spectrum Disorder in the Study to Explore Early Development

Poster Authors: Brian Barger, Eric Moody, Steven Rosenberg, Lisa Wiggins

Embedding AAC Intervention in Existing Curriculum and Routines

Poster Authors: Larissa Beecher and Jennifer Thomas

Differences in Temperament between Children with Autism Spectrum Disorder and Typical Development in the Study to Explore Early Development

Poster Authors: Brian Barger, Eric Moody, Steven Rosenberg, Lisa Wiggins

Assessing Differing Quality of Care in Autism Services among Medicaid vs. Non-Medicaid Patients

Poster Authors: Stephanie Wagner, Jennifer S. Singh, Leslie Rubin

Targeted Parent Support of Social Behavior Among Toddlers With Autism

Poster Authors: Danielle M. Moore, Kathleen M. Baggett, Brian Barger, Hannah Schertz, Brooke DiPetrillo

Neuropsychiatric Phenotypes in 3q29 Deletion Syndrome and Novel Features of ASD: Results from the 3q29 Registry

Poster Authors: Rebecca M Pollak, Melissa M. Murphy, Michael P. Epstein, Michael E. Zwick, Cheryl Klaiman, Celine A. Saulnier, Jennifer G. Mulle

Effects of a Parent-Mediated Intervention on Expressive Language Among Toddlers with Autism:A Randomized Controlled Trial

Poster Authors: Kathleen M. Baggett, Chloe Beacham, Brian Barger, Hannah Schertz, Alexandria Patterson, & Danielle Moore

Schedule for Wednesday, May 15 Cont.

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8:00 am - 4:00 pm Sensory Room Room 203

Schedule for Thursday, May 168:00 am - 9:00 am Check-in & Exhibitors (Exhibitors until 4:00pm) Pre-function Area

9:00 am - 10:00 am Speaker’s Auditorium

10:10 am - 11:00 am Speaker’s Auditorium

An optimistic approach to helping individuals with challenging behaviors

Mark Durand – University of South Florida St. Petersburg

Learning Objectives:

• Identify the role of thoughts and beliefs in successful behavioral intervention • Identify the how the consequences of thoughts and beliefs can impact challenging behavior• List three techniques for creating more optimistic thinking when using behavioral interventions

Q&A: An optimistic approach to helping individuals with challenging behaviors

Mark Durand – University of South Florida St. Petersburg

• Describe how parents can identify the consequences of their thoughts and beliefs on their child’s behavior

• Describe how to use the technique of Disputation to assess if parental thoughts and beliefs are accurate and what impact they may have

• Describe how to use the technique of Distraction to interrupt negative parental thoughts and beliefs• Describe how to use the technique of Substitution to introduce more positive, productive

parental thoughts and beliefs

Keynote School Age through Transition Panel Spanish Limited SeatingBirth to Eight

Daniel Crimmins – Center for Leadership in Disability, Georgia State University

8:45 am - 9:00 am Conference Welcome Speaker’s Auditorium

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Aceptando nuestras diferencias para entender el autismo

Lola Hernandez

Dirigida a adultos y adolescentes en general, interesados en comprender e integrar la empatía cómo una herramienta eficaz ante la confrontación con otros. Entender que la individualidad en nuestra biológica, educación y sistema familiar nos hace ser diferentes, nos llevará a determinar ¿qué código ético podemos utilizar en nuestra sociedad para juzgar los actos de nuestros semejantes?

Room 218

Legal rights and autism

Talley Wells – GA Appleseed Center for Law and Justice

11:10 am - 12:00 pm Speaker’s Auditorium


10:10 am - 11:00 am

Schedule for Thursday, May 16 Cont.

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10:10 am - 11:00 am Room 217

Exploring the Program for the Education and Enrichment of Relational Skills (PEERS):Evidence-based practice for adolescents and young adults with autism

Molly Tucker – Center for Leadership in Disability

The PEERS® (Program for the Education and Enrichment of Relational Skills) Curriculum is a manualized evidence-based and ecologically valid social skills training for adolescents with Autism Spectrum Disorder. The PEERS® curriculum is taught over the course of 16 weeks and focuses on how to make and keep friends, as well as how to manage conflict and rejection. Each lesson consists of didactic instruction, as well as role-plays, behavioral rehearsals, and homework assignments. During this presentation, participants will be introduced to the 15 topics covered during the curriculum, as well as have the opportunity to participate in an abridged version of one of the didactic lessons.

10:10 am - 11:00 am Room 216

Recognizing and treating feeding problems in children with ASD

Lindsey Burrell – Assistant Professor, Licensed Psychologist, Marcus Autism Center

Learning Objectives

• Describe type(s) of feeding problems commonly observed in children with ASD• Identify the potential cause and consequences of feeding problems in children with ASD• Discuss the variability in severity and treatment intensity when addressing feeding problems

in children with ASD


Self-Advocacy – Panel

Mark Crenshaw (Moderator) – Center for Leadership in DisabilityKayla Rodriguez (Panelist) – Vice President and Chief Ambassador of Autistic Self-Advocacy Atlanta (ASAA)Miyah Sundermeyer (Panelist) – Research and Project Assistant, Center for Leadership in DisabilityEmmanuel Abua (Panelist) – Ventures ATLBrandt White (Panelist) – GA Peer Support Specialist and Disabilities Advocate, Augusta Georgia

11:10 am - 12:00 pm Room 218

Transition planning for college-bound students with ASD

Kelsey Bohlke – Counselor, Emory Autism Center

Transition from high school into whatever comes next for students with Autism Spectrum Disorder (ASD) is challenging for students and families alike. Even those individuals that are academically high achieving and college-bound tend to struggle in college environments and have poor outcomes despite their intellectual abilities. This presentation aims to review supports necessary at the high school level in order to increase success at the college level (e.g., IEP goals, extending time in high school, elective classes that address social, vocational and independent living skills, etc.). We will also discuss the supports available at the college level (academic accommodations, peer mentoring, academic coaching, etc.) and how these college supports will differ (sometimes drastically) from the support system students experienced in high school.

11:10 am - 12:00 pm Room 217

Going deeper into the most challenging behaviors: How understanding the brainsystems behind challenging behaviors can inform respectful and compassionatepractices in the classroom and beyond

Shelley Carnes – Hirsch Academy

Shelley will explain the neurological systems behind behaviors and their relationship to these challenging situations. She will share concrete strategies of what she has learned from her students and from the self-advocate community: those who have experienced and moved through challenging situations. The presentation will discuss how to support students, staff, and parents through the hardest of these moments – those children and students with behaviors that are described as “aggression”, “impulsivity”, “inattention”, “resistance”, “manipulation”, “lying”, “obstinate”, “disinterested”, “self-injurious”, etc. Shelley will offer a different lens to these behaviors that will inform a more effective path to providing compassionate, accessible, succinct and practical strategies for your students. Audience members--> come with your most challenging behavior examples and Shelley wil offer time throughout the presentation to address your specific situations.

11:10 am - 12:00 pm Room 216

Keynote School Age through Transition Panel Spanish Limited SeatingBirth to Eight11


12:00 pm - 1:00 pm Lunch, Facilitated Discussions, and Exhibition Ballroom

Sensory delays related to Autism Spectrum Disorders

Facilitator: LaMuriel Ojo

Language Acquisition Through Motor Planning (LAMP)

Facilitators: Larissa Beecher and Jennifer Thomas

Special Education Advocacy: Getting Appropriate School Programming in Place for Your Child

Facilitator: Brandi Tanner

Positive behavior support training for educators and caregivers

Facilitator: Allison O’Hara

Adelante Autismo

Facilitator: Allison O’Hara

Program for the Education and Enrichment of Relational Skills (PEERS)

Facilitator: Molly Tucker

Autism Airport Rehearsal Tours

Facilitator: Miyah Sundermeyer

Sensory Affective Play - How the senses relate to behavior

Facilitator: Jule Kagan

Thinking about guardianship?

Facilitator: Dana Lloyd

Establishing a continuum of services for children with Autism Spectrum Disorder (ASD) through multi-agency collaboration

Facilitator: Synita Griswell

Autism Disparities in Georgia

Facilitators: Jennifer S. Singh and Leslie Rubin

Educational and medical transition for youth with Autism Spectrum Disorder

Facilitators: Cheryl Rhodes, Claire Dees and Susan Brasher

Navigating your changing relationship with your child on the spectrum into young adulthood

Facilitators: Stephanie and Sydney Holmes


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Adults with autism spectrum disorder: Diagnosis and treatment

Opal Ousley – Marcus Autism CenterAnjel Burgess – Disability Helpline

This presentation will provide an overview of the assessment and treatment needs of adults with autism spectrum disorder (ASD). Topics to be covered include confirming the diagnosis of ASD in adulthood, quantifying outcomes in ASD, community living and integration, safety and unanticipated challenges, defining standards of care, and applying for disability benefits.

Caregiver coaching in natural environments for young children with ASD

Jennifer Brown – University of Georgia

Teaching in the everyday routines, activities, and places that young children with ASD and their parents participate support children to build social communication skills when the skills are functional and meaningful and promote generalization of both child and parent interaction skills. This session will highlight a systematic caregiver coaching approach that blends evidence based family relationship building strategies with adult learning principles that promote independent and generalized use of intervention supports by parents within everyday routines. Practical tools, video illustrations, and examples of how to coach caregivers in routines and activities as they occur will be infused throughout the session.

State policy and practice - Panel

Daniel Crimmins (Moderator) Director, Center for Leadership in Disability, Georgia State UniversitySynita Griswell (Panelist) Department of Public HealthBreanna Kelly (Panelist) Autism Project Coordinator, DBHDDDeborah Reagin (Panelist) Program Specialist, Georgia Dept. of Education - Special Education


1:10 pm - 2:00 pm Room 217

1:10 pm - 2:00 pm Room 216



Social Emotional Engagement (SEE-KS) in Fayette County Preschools

Stefanie Henry – Fayette County Public SchoolsBeth Huber – Fayette County Public SchoolsKatherine LoMonaco – Fayette County Public Schools

In Fayette County Schools, we have implemented professional development focused on helping our staff identify and supporting the three “I’s” of social emotional engagement: Investment, Independence and Initiation. Although we are implementing this training from preschool through middle school settings, in this session we will focus on how Social Emotional Engagement – Knowledge and Skills (SEE-KS) has been implemented in our preschool programs. We we will share how we have supported our teachers to mentor one another by identifying what is already working within classroom lessons and then brainstorming any opportunities to increase engagement. Videos will be shared to illustrate strategies that have been effective for our young learners with autism and related social emotional learning differences.

2:10 pm - 3:00 pm Room 216

Employee/Employer - Panel

Scott Kramer (Moderator) Program Director, GCA Centre for Adult Autism, GCA Centre for Adult AutismJamie Mackintosh (Panelist) Electronic Graphics Operator, CNNI’sha Williams (Speaker) Georgia Vocational Rehabilitation AgencyBrandt White (Panelist) GA Peer Support Specialist, Employment First Council



La comunicación social: Punto de partida

Karen Guerra – Bilingual Speech-Language Pathologist, Marcus Autism Center

Los trastornos del espectro autista (TEA) son una discapacidad del desarrollo que puede provocar problemas sociales, comunicacionales y conductuales significativos (CDC). La detección temprana del trastorno del espectro autista (TEA) significa un acceso más temprano a la intervención. Sin embargo, varios estudios de familias latinas de niños con TEA encontraron que la falta de información en la comunidad forma una barrera para el uso de servicios (Magaña et al, 2013). Esta presentación se va enfocar en estrategias y enseñanza orientadas hacia la comunidad Latin X para aumentar el conocimiento sobre los signos y síntomas tempranos del autismo con respecto a la comunicación social. Aprendiendo estrategias para apoyar la comunicación (social) también nos sirven como herramientas para prevenir problemas de comportamiento.

1:10 pm - 2:00 pm Room 218


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Fostering the ability in disability: The importance of adaptive behavior forfunctional independence

Celine Saulnier – Founder & Owner, Neurodevelopmental Assessment & Consulting Services

Adaptive behavior is generally defined as the independent performance of daily activities that are required for personal and social self-sufficiency. Deficits in adaptive behavior are, by definition, criteria for Intellectual Disability. Yet in ASD, adaptive delays tend to be above and beyond what would be expected based on cognitive impairments, especially for individuals with ASD who do not have cognitive or even language impairment. This gap between cognition and adaptive behavior appears to widen with age and impedes functional independence into adulthood. This presentation will outline these profiles of adaptive behavior and discuss the importance of assessing for and teaching adaptive skills from initial diagnosis throughout the lifespan.

2:10 pm - 3:00 pm 217

Cuidado personal y compasión, la base para nuestro bienestar

Andrea Garcia – Owner, ProLingual Spanish, LLC

Al finalizar la presentación los participantes tendrán:

La oportunidad de entender más claramente sus necesidades personales y sus dificultades, y también de evaluar la función del cuidado personal en su rol como padres de niños con TEA, trastorno del espectro del autismo.

La oportunidad de analizar y evaluar lo que significa el aplicar cuidado personal siendo padres de niños con TEA en el contexto de valores universales de aspiraciones de felicidad y compasión.

Un entendimiento de los principios del protocolo de CBCT (Entrenamiento de Compasión de Base Cognitiva) y sus beneficios basado en testimonios e investigación científica.

2:10 pm - 3:00 pm Room 218

Outstanding Achievement Award Presentation to Claire Dees

Catherine Rice (Presenter) – Executive Director, Emory Autism CenterClaire Dees (Awardee) – Spectrum Autism Support

4:00 pm - 4:15 pm Door Prizes and Closing Speaker’s Auditorium




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Autism Conference and Expo of Georgia Exhibitors

Platinum

Silver

Gold

Friends of CLD and Contributors

Autism Conference and Expo of Georgia Sponsors

19

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