15 Contact Hours
Tuition for 2-day Conference- $345.00
Tuition for 1-day-$199.00
Course Faculty:
Pat Mirenda, PhD, Department of Educational and
Counseling Psychology and Special Education at the University of
British Columbia
Rebecca Klaw, MS, M.Ed., Autism Services by Klaw
Soma Mukhopadhyay, MS, Executive Director of Education for HALO (Helping Autism Through Learning Outreach)
Carla A. Brooks, MA, CCC-SLP, Private Practice Speech-Language Pathologist
March 19 & 20, 2009
(Thursday & Friday)
Embassy Suites Hotel- Lynnwood
Greater Seattle, Washington Area
Sponsored by Rehab Seminars
(360) 379-6994 – phone (360) 379-5271 – fax
www.rehabseminars.org
Target Audience:
Professionals working with children with autism in schools, private
practice, hospitals, outpatient clinics, home health, and other
educational settings.
• Speech-Language Pathologists
• Teachers
• Occupational Therapists
• Physical Therapists
• School Psychologists
• Administrators, Special Education Directors and Principals
• Paraprofessionals, Assistants, and Parents
Program Description:
The purpose of this conference is to provide up-to-date information on
autism research and treatment strategies. This conference provides
numerous opportunities for professionals to acquire new information and
ideas to work collaboratively in meeting the needs of individuals with
autism. Therapists and educators will enhance their knowledge of best
practice in instructional strategies. Participants will have the
opportunity to hear nationally and internationally recognized speakers
on autism. Concurrent sessions are offered, allowing you to better meet
your professional needs.
ACCREDITATION
CONTINUING EDUCATION – CONTACT HOURS:
ALL PARTICIPANTS: Certificates of Course Completion for 15
contact hours (1.5 CEUs) will be provided to participants upon
completion of course requirements, enabling you to register your credit
with the appropriate licensing boards or associations. You
may apply for other accreditation using the procedure established by
the specific organization. This program can be applied toward
license renewal in most states. Check with your state’s licensing
board or association to determine how to receive credit for this
conference, if approval is not listed below.
SPEECH-LANGUAGE PATHOLOGISTS: Rehab Seminars has been approved
by the Continuing Education Board of the American
Speech-Language-Hearing Association (ASHA) to provide continuing
education activities in speech-language pathology and audiology.
This two-day program is offered for 1.5 CEUs, (Intermediate level;
Professional area). ASHA CE Provider approval does not imply
endorsement of course content, specific products, or clinical
procedures.
Western Washington University College Credit: This two-day
conference has been reviewed and approved by Western Washington
University's Communication Sciences & Disorders department for 1
college credit (400 level course). To register for credit,
immediately following the conference, mail the WWU forms provided in
your registration packet. The cost of the credit is $50 with
payment being made directly to
WWU.
OSPI CLOCK HOURS- Psychologists, Physical Therapists,
Occupational Therapists, Teachers and Speech-Language Pathologists
working in the Washington State School Districts: Washington
State clock hours are sponsored by the Washington Speech & Hearing
Association. This program is approved for 15 CECHs.
Individuals wishing to receive OSPI continuing education clock hours
must sign an OSPI clock hour registration form available at the
registration desk when signing-in at this course. (There is a $10.00
fee for OSPI clock hours; see registration form).
Occupational Therapists: Rehab Seminars is an American
Occupational Therapy Association Approved Provider (#6274). This
two-day conference is offered for 1.5 CEUs. (intermediate level).
The assignment of AOTA CEUs does not imply endorsement of specific
course content, products, or clinical procedures by AOTA.
Criteria of Course Completion:
All attendees must sign in at the conference each morning and after
lunch, each day. Attendees must attend and participate in the
entire conference and submit a completed course evaluation form.
For participants seeking College Credit, ASHA CEUs or OSPI Clock
Hours, you must complete the appropriate participant forms. Staff
will be available at registration to assist you at the conference.
Course Faculty:
Keynote Speaker
Pat Mirenda, PhD, is a Professor in the Department of
Educational and Counseling Psychology and Special Education at the
University of British Columbia. She is also a Board Certified
Behavior Analyst (BCBA). In 2004, Dr. Mirenda received the
Killiam Faculty Teaching Prize in the Faculty of Education at UBC and
was named a Fellow of the American Speech-Language-Hearing Association.
In 2008, she was named a Fellow of the International Society for
Augmentative and Alternative Communication. Her primary areas of
interest are autism/developmental disabilities, augmentative and
alternative communication, positive behavior support, inclusive
education, and literacy development. The Autism and Developmental
Disabilities Lab (ADD Lab) was established by Dr. Pat Mirenda in 2000.
The ADD Lab is engaged in a wide variety of research topics related to
augmentative and alternative communication (AAC), problem behavior,
early intervention, and literacy for individuals with autism and other
developmental disabilities. Dr. Mirenda has published numerous
books, chapters and articles on the topic of Autism, AAC, and
behavioral intervention. For an extensive list of Dr. Mirenda’s
publications, visit her website at
http://www.educ.ubc.ca/faculty/pmirenda/mirenda.htm. Dr. Mirenda’s
current research project is titled, Autism Spectrum Disorders: Pathways
to Better Diagnosis and Outcomes. The goal of this project is to
describe developmental pathways in a sample of 400 Canadian children
with autism spectrum disorders and their families and to identify
factors associated with differential outcomes.
Rebecca Klaw, MS, M.Ed., has been working with children with
special needs for over 25 years. She has worked in outpatient
mental health, in Birth to Three, and most recently as the
Director of the Center for Autism at Pressley Ridge in
Pittsburgh. Rebecca is currently working full-time as a
consultant and trainer, presenting nationally on a range of topics
related to autism and guiding families, schools and residential
facilities in their endeavors to meet the needs of individuals with
autism. Rebecca has produced two DVDs, one on relationship-based
intervention and the other on responding to meltdowns, and has
co-written a book on writing goals and collecting data using a
developmental model. She runs four different parent support groups,
guides a discussion group for adults with autism, and consults
regularly with mental health therapists. Rebecca was the
recipient of the first Grandin Award given to outstanding individuals
in the field of autism in Western Pennsylvania.
Soma Mukhopadhyay, MS, is the Executive Director of Education
for HALO (Helping Autism Through Learning and Outreach) in Austin,
Texas. Soma obtained her Masters degree in chemistry in India in
1987. She obtained her Bachelors degree in education at Layola
College in India in 1991. Soma had no formal training in autism before
she had her son, Tito, who was diagnosed with severe autism at three
years of age. She developed her own intensive educational curriculum
that included reading textbooks, teaching him to point to numbers and
letters, and giving him age appropriate education. In 1999, when Tito
was 11-years-old, Dr. Lorna Wing, Dr. Judith Gould and Dr. Beate
Hermelin of the National Autistic Society (UK) assessed and determined
Tito to be gifted. In 2000, the BBC documentary "Tito's Story" was
released and Tito's first book "Beyond the Silence" was published. In
2001, Soma came to the United States through a fellowship to try her
teaching method at a school in Los Angeles. She relocated to the HALO
clinic in 2004 where she has refined her trademark Rapid Prompting
Method® while instructing over 700 students with autism and similar
disorders throughout the United States. Soma's work garnered national
attention when she was featured on “CNN International” in 2008 and in
the past, "60 Minutes II,” “PBS,” and “BBC” among others. Soma's vision
for HALO and her Rapid Prompting Method® is to increase academic
learning and communication and promote understanding and respect for
ASD students around the globe. For more information about Soma®
Rapid Prompting Method®, visit HALO’s website at www.halo-soma.org.
Carla A. Brooks, MA, CCC-SLP, Speech-Language Pathologist, has
worked in a variety of settings during her 36-year career. While
working in the schools, the University of Washington, Seattle
Children’s Hospital and a private practice.. Ms.Brooks has developed a
special interest in social communication skills and social
thinking. She has shared her clinical experience presenting at
conferences, workshops and as a keynote speaker nationally and in the
Pacific Northwest. She is known for creating functional
approaches from research-based evidence and for affirming the knowledge
and experience of skilled clinicians.
Conference Schedule
Day One
Thursday, March 19, 2009
7:30-8:30 Registration- Ballroom
Entrance Coffee &
Tea Served
If you are pre-registered, sign-in at the registration table and pick
up your name tag. You must have your issued nametag to
enter the conference.
8:30-10:00
All Participants- Ballroom
Keynote Speaker- Dr. Pat Mirenda
Communication Supports: A Bridge Over Troubled Water
Both parents and professionals generally acknowledge the strong
relationship between communication and problem behavior for individuals
with autism spectrum disorders. This keynote will address the
implications of this relationship for behavior assessment, behavior
support, lifestyle enhancement, and social relationships.
Session Objectives
Participants will be able to:
• Identify the key elements of positive behavior support.
• Identify three types of communication supports related to problem behavior.
• Describe the relationship between communication, self-determination, and quality of life.
8:30-9:00 Characteristics of Positive Behavior Support
9:00-9:30 Examples of Augmented Input Supports
9:30-10:00 Communication and Self-Determination
10:00-10:15 Break
Concurrent Sessions Begin
Concurrent Sessions #1 & 2
10:15am -5:30pm
Lunch Break 12:00-1:00pm
Concurrent Session #1
Dr. Pat Mirenda
Planting Two Trees with One Seed: AAC Supports for Problem Behavior
By Pat Mirenda
This two-part session will provide practical information about
designing and implementing empirically-supported augmentative and
alternative communication (AAC) supports for individuals with autism
and problem behavior. Strategies for individualized symbol selection
and examples of contingency maps, wait symbols, and functional
communication training will be included.
Session Objectives
Participants will be able to:
• Explain two research-based formats for conducting a symbol assessment and when to use each.
• Explain the five elements in a contingency map.
• Identify four key principles that apply to functional communication training and give an example of each.
Session Timeline
10:15-12:00 Introduction and symbol assessment
12:00-1:00 Lunch-on your own-Sign-in after lunch
1:00 -2:00 Contingency maps and wait symbols
2:00-3:00: Functional communication training key principles and examples
3:00-3:15 Break
Concurrent Session #1 (continued)
3:15-5:30
“What’s next after PECS?”
Using Voice Output Technology to Enhance the Development of Social Communication of Students with Autism Spectrum Disorders
By: Dr. Pat Mirenda
Difficulty in the areas of communication and social interaction are
hallmarks for students with autism spectrum disorders. For individuals
who struggle with oral communication, the successful use a Picture
Exchange Communication System (PECS) (Frost & Bondy, 2002,) enables
them to get their needs and wants met. This has a profound and
positive effect on their behavior. This presentation discusses the use
of voice output technology to assist students with autism spectrum
disorders to develop social communication skills beyond the
communication functions of behavioral regulation. We will discuss
how to design and use voice output technology to assist the students to
expand their social communication beyond PECS and more fully
participate in the peer culture of their classrooms. Also
discussed will be the importance of participation in peer culture
(Wolfberg, 1999) as a critical component for the development of social
communication.
Session Objectives
Participants will:
• Explore the considerations for the selection
of a voice output communication aids (VOCA) for
students who are moving from a Picture Exchange Communication
System (PECS).
• Learn about VOCA programming that facilitates
students with autism to develop the skills to become social
communicators.
• Look at social inclusion as an essential component of the development of a communication system beyond PECS.
• Examine some of the design features of augmentative communication therapy that may impact upon success.
Concurrent Session #2
Rebecca Klaw, MS, M.Ed.
Relationship-based Intervention for Young Children (0-8 yr.) with Autism Spectrum Disorders
by Rebecca Klaw
This presentation will describe why and how to make the social
connection that builds growth and development in young children with
autism spectrum disorders. The information presented is an eclectic
blending of personal philosophy, Stanley Greenspan, Richard Solomon,
and Susan Sonders supplemented by current research on autism. The
presenter will augment the material with anecdotes from over 25 years
of experience working in the field of developmental disabilities. Video
clips will be used throughout to illustrate techniques.
Session Objectives
Participants will be able to:
• Develop an understanding of early development and how it differs in young children with ASD.
• Gain an appreciation of how relationships drive growth and development.
• Understand the impact of sensory difficulties in young children with ASD
• Become familiar with a variety of techniques for engaging young children and building social routines.
Session Timeline
10:15 – 12:00 Early child development (typical development vs. the
development of the child with autism). Philosophy of relationship-based
intervention.
12:00-1:00 Lunch-on your own-Sign-in after lunch
1:00 – 3:00 Basic philosophy continued. Strategies
for engaging young children with autism described and illustrated
through video examples.
3:00-3:15 Break
3:15-5:30 The description of basic strategies will
continue as well as combining the strategies to create social
routines. More video examples will be provided. Ample time for
Question &Answer will be provided at the end of the day.
Day Two
Friday March 20, 2009
7:30-8:30 Registration- Ballroom
Entrance Coffee &
Tea Served
Sign-in at the registration table. You must have your issued nametag to enter the conference.
Concurrent Sessions Begin Concurrent Sessions #3 & 4
8:30am -3:00pm Lunch Break 12:00-1:00p
Concurrent Session #3
Soma Mukhopadhyay, MS
Using the Rapid Prompting Method® to Teach Communication and Academics
This presentation will provide initial exposure and a basic
understanding of Soma® Rapid Prompting Method (RPM). Soma® RPM is
an individualized learning program. While the subject matter may follow
classical textbook materials for general education, the implementation
of teaching is different and individualized. The teaching is geared
toward engaging the student through the student’s primary and secondary
open learning channels. This innovative and neurologically based method
was developed by Soma Mukhopadhyay. During the past 20 years, Soma
Mukhopadhyay has continued to refine her method. Soma has taught
academics and communication to over 700 students with autism and
similar disorders using this method. For additional information on
Soma® Rapid Prompting Method, visit the HALO website at:
halo-soma.org. Participants will view many video clips detailing
how to implement RPM appropriately, as well as describing the
different types of open learning channels of students.
Participants will:
• Obtain a basic knowledge of the neurological reasoning behind the methodology of Soma® RPM.
• Understand what the primary and secondary channels
of learning are and how to identify a student’s “open learning channel.”
• Learn how to prepare an RPM lesson plan and implement Soma® Rapid Prompting Method.
• Learn about the hierarchy of response modes
including: choices, stencil pointing, letter-board, handwriting,
keyboard, and speech.
• Understand the fundamentals of Soma® Rapid Prompting Method.
Session Timeline
8:30- 10:00
Basic knowledge of the neurological reasoning behind the methodology of Soma® RPM.
Open learning channels and how they can be identified through the “stims” of the learner.
10:00- 10:30
identifying the open learning channels of students by watching video clips
10:30-10:45 Break
10:45-12:00
Discussion of open learning channels.
Implementation of Soma® Rapid Prompting Method- Where to start: How to assess a student.
12:00-1:00 Lunch- On Your Own
1:00 – 2:00 Understanding the hierarchy of response
modes. Which mode of response to use: Two choices? Letterboard?
Pointing to stencils? Handwriting? Speech?
2:00 – 3:00 How to prepare an RPM® lesson plan. Questions and Answers.
Concurrent Session #4
Rebecca Klaw, MS, M.Ed.
Writing Measurable Goals So That Data is Meaningful and Informative
This presentation will address the need to think outside the box when
measuring progress and collecting data with students with autism
spectrum disorders who may, by the nature of their diagnoses, need to
work on skills that are untraditional in a school setting. A full range
of techniques for measuring progress will be discussed with an emphasis
on techniques other than percentage data. Methods for collecting the
data will be explored as well as how to understand that data.
Experiential exercises and a video will help illustrate the information.
Session Objectives
Participants will:
• Understand the necessity of writing developmental goals that match the unique needs of students with ASD.
• Learn how to choose a measurement system that provides meaningful feedback about the student's progress.
• Learn how to shape the goals into. measurable objectives and data questions
• Understand the limitations of percentage data.
Session Timeline
8:30-10:30
Need for writing goals that measure non-academic growth. Methods
and techniques for gathering frequency data using a variety of methods.
10:30-10:45 Break
10:45-12:00
Methods of measurement and data collection techniques other than
frequency data will be described. Video clip; group exercise.
12:00-1:00 Lunch- On Your Own- Sign in after lunch
Thoughtful Response to Agitation, Escalation and Meltdown in Individuals with Autism Spectrum Disorders
session #4 continued- by Rebecca Klaw
1:00-3:00
This workshop will propose a way of understanding individuals with
autism spectrum disorders and using that understanding to guide both
proactive and, if necessary, reactive responses to escalating
agitation. The premise of this presentation is that consequences don't
always, or even often, work with individuals with ASD who are, by the
nature of their diagnoses, easily frustrated and often inflexible.
Session Objectives
Participants will:
• Become familiar with the characteristics of the
inflexible, easily frustrated, and often explosive child/teen.
• Learn how provide an environment that decreases the likelihood of outburst behaviors.
• Learn how to proactively respond to agitation so that it dissipates.
• Learn how to respond to meltdowns when proactive measures have been ineffective.
• Understand the serious limitations to applying
consequences as a way of managing explosive behaviors in children with
ASD.
Session Timeline
1:00-3:00 Techniques will be presented for decreasing the frequency of
explosive episodes. Effective ways to react to meltdown behaviors
discussed. Understanding why individuals with ASD have meltdowns will
be discussed followed by suggestions for proactive and reactive
responses to agitation and outbursts.
3:00-3:15 –Break
3:15 – 5:30 PM
All Participants
“What Can Frogs Teach Us about Pragmatics and Social Thinking?”
Assessing More than Narrative Skills Using Wordless Books
By: Carla A. Brooks, MA, CCC-SLP
Use of picture books (such as the Mercer Mayer “frog” series) is a
well-known method of assessing a child’s narrative language
skills. Research has confirmed the validity and value of this
method for evaluating discourse in children with language delays and
disorders as well as with youngsters with Asperger Syndrome. The
research in this area feels complex and difficult to translate into
functional methods of assessment and interpretation of results.
This workshop will provide functional ideas for evaluating the core
challenges of Asperger Syndrome including the social cognitive skills
of perspective-taking and central coherence skills as well as pragmatic
skills. It will also offer guidelines for selecting the best
wordless books for this task and for selection of other visual
materials for intervention.
Session Objectives
Participants will be able to:
• Identify the core challenges in Asperger Syndrome
that can be evaluated through a nonverbal/illustrated activity as well
as narrative task analysis.
• Describe the elements of traditional narrative
analysis (macro- and micro-structures) that have relevance to the core
challenges.
• Create an individualized assessment framework for a student or client.
• Describe the visual aspects of illustrations that support assessment of nonverbal communication.
5:30-Question and Answer Period
Complete Program Evaluation Forms
Pick up Your Certificates of Course Completion (only for participants that meet criteria for course completion)
LOCATION:
The Autism Summit will be held in the conference area in the ballroom
at the Embassy Suites Hotel Seattle- North/Lynnwood located at
20610 44th Ave W, Lynnwood, WA 98036. Embassy Suites is
located 12 miles north of downtown Seattle at the confluence of the I-5
and I-405 freeways. To view the hotel website, go to
www.seattlenorthlynnwood.embassysuites.com.
DIRECTIONS:
A confirmation packet including maps, written directions, parking
information, transportation, and restaurant list will be mailed to
participants upon receipt of their registration form and tuition
payment.
HOTEL ACCOMMODATIONS:
A block of discounted rooms are reserved at the Embassy Suites Hotel
where the Autism Summit will be held. Rates: King Bed $129/night
+ tax; Double Rooms $144/night + tax (Double rooms can
accommodate several people). Rooms are reserved for March 18
& 19th, 2009. Refer to the group name “Rehab Seminars-Autism
Summit” to receive the discounted room rate. To book your hotel
room, call 1-800-EMBASSY or directly with the hotel at
425-775-2500. Visit their website for detailed hotel information
at: www.seattlenorthlynnwood.embassysuites.com.
TAX DEDUCTIBILITY:
Expenses of training, tuition, tuition reimbursement, travel, lodging
and meals to maintain or improve your professional skills may be tax
deductible. Consult your tax advisor, and your employer for state
and federal funds available for tuition reimbursement.
CANCELLATION POLICY:
Registration fee less a 20% processing fee is refundable if
cancellation occurs before March 6, 2009. After March 6, 2009,
fees are NON-REFUNDABLE. If this course is cancelled for any
reason, including labor strikes or acts of God, liability is limited to
a full refund of registration fees.
REGISTRATION SPECIFICS:
Make checks payable to Rehab Seminars. If you require special
arrangements at this conference, please call (360) 379-6994 at least 30
days prior to the conference.
Group Discounts- registrations must be mailed, faxed or called
in together to receive the discounted rate. Tuition discounts are
given to groups of 3 or more.
$15 per person discount for 3 or 4 in a group. $30 per person
discount for 5 or more in a group. Subtract the discount from the
tuition fee. Groups may not be formed after individual
registrations are received or called in.
AUTISM SUMMIT – REGISTRATION FORM
March 19 & 20, 2009
2- DAY REGISTRATION FEE: $345.00 BEFORE MARCH 6, 2009
$365 AFTER MARCH 6, 2009
Please provide a registration form for each person attending.
Visit our website at: www.rehabseminars.org to register on-line.
Mail Registration Forms To: Rehab Seminars 500 Goss Road, Port Townsend, WA 98368
Or Fax Registration Forms To: (360) 379-5271
Name:
Address:
Street
City
State
Zip
Phone:
Home
Work
Fax #:
Email Address:
Payment Type: Check Visa MasterCard Purchase Order #_________________
Credit Card Number:
Signature:
Expiration
Date:
CVC Code:
( 3
digit number on back of card)
Professional Profile:(choose one category in each section that best applies to you).
__ Speech Pathologist __ Teacher __ Occupational Therapist __ Physical Therapist
__ School Psychologists __ Administrator
__Assistant
Other:_______________________
Check Concurrent Sessions You Wish To Attend
March 19, 2009, THURSDAY - Choose One
Session #1
OR Session #2
Dr. Pat Mirenda-session #1 OR Rebecca Klaw- session #2
March 20, 2009, FRIDAY - Choose One
Session #3 OR Session #4
Soma Mukhopadhyay-session #3 OR Rebecca Klaw-session #4
Session choice availability is based on a “first-come, first-served” basis.
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