Wednesday, October 9, 2013 from 7:30 am - 4:00 pm
Registration/Continental Breakfast from 7:30 am - 8:30 am
Cheektowaga, NY | Salvatore’s Restaurant
6461 Transit Rd Depew, NY 14043
Morning Session (Begins at 8:30am) — Improving the Social Behavior and Observational Learning Skills of Children with Autism
Bridget A. Taylor, PsyD, BCBA-D Co-founder and Executive Director, Alpine Learning Group
Existing research has documented the efficacy of a wide of range of interventions to facilitate social responses in children with autism (e.g., incidental teaching, video modeling, script fading, audio-tape prompts, and contrived establishing operations). Less well researched are procedures to increase observational learning skills. This presentation will review research-based strategies for increasing the social responses of children with autism, and emerging research examining procedures to facilitate observational learning. The presentation will also focus on specific variables that affect motivation to enhance generalization and maintenance of skills beyond structured teaching interactions. Videotaped examples will be used to illustrate both teaching procedures and specific skills to target.
Afternoon Session (Begins at 1:00pm) — Team Collaboration in the provision of Evidence Based services for children with autism: Learning Opportunities among Therapists, Educators, Psychologists, and Behavior Analysts to assist the Child & Parents
Coleen Sparkman, M.A. CCC-SLP Director, Therapeutic Pathways/Kendall School
Autism therapies are considered in the context of differences in theory, practice, and acceptable evidence from the disciplines of psychology, behavior analysis, and speech and language pathology and other related therapies/proprofessionals. Real conversations from IEPs, team meetings, and fair hearings will be used to demonstrate how these disciplinary differences lead to confusion for parents trying to determine what is best for their child. Contributions from the presenter’s practice of integrating speech and language therapy goals, developmental benchmarks, and applied behavior analysis practices will identify learning opportunities where aggressive language programming might be beneficial to the child.