Professional Guidance and Contribution

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1 Professional Guidance and Contribution AutismPro was developed and is supported by Board Certified Behavior Analysts (BCBAs) and educators. Below is a highlight of some of the team involved in development and support of AutismPro. Linda LeBlanc Ph.D, BCBA-D Content development for AutismPro, under the professional guidance of Linda A. LeBlanc, Ph.D., BCBA-D. Dr. LeBlanc is a Doctoral Level Board Certified Behavior Analyst and a Licensed Psychologist She is a licensed clinical psychologist and a board certified behavior analyst. Her current research focuses on the behavioral treatment of autism and developmental disabilities across the lifespan, verbal behavior, staff training and OBM in human service settings and incorporating technology into behavioral interventions. Dr. LeBlanc has published over 80 articles and book chapters and is a current associate editor of Education and Treatment of Children and Behavior Analysis in Practice, and a former associate editor of the Journal of Applied Behavior Analysis. She serves as an editorial board member for Behavioral Interventions, Behavioral Modification, European Journal of Behavior Analysis, Journal of Applied Behavior Analysis, Research in Autism Spectrum Disorders, Research in Developmental Disabilities and The Behavior Analyst. Dr. LeBlanc serves on the Board of Directors of the Association for Professional Behavior Analysts and the Alabama Autism Provider Network and has worked with state agencies in both Michigan and Alabama on improving identification and education and treatment practices for individuals with autism and improvement of training and professional preparation systems for autism providers. Dr. LeBlanc is also the President-Elect of the Alabama Association for Behavior Analysis. Adrienne Perry Dr. Perry is a Psychologist and an Associate Professor in the Department of Psychology, Faculty of Health, at York University. Dr. Perry joined the York faculty in She teaches graduate courses in the Clinical-Developmental program including: psychoeducational assessment, clinical assessment and diagnosis, supervision and consultation, and autism and developmental disorders. She supervises a large number of graduate students both academically and clinically. Her research focus is in the area of autism and developmental disabilities including assessment/diagnosis, family issues, and intervention effectiveness, particularly intensive behavioural intervention. Dr. Perry practices as a 1

2 scientist/practitioner, whereby her research, clinical practice, training & supervision, and policy work are all integrated. She maintains a private practice in assessment and consultation and is a Board Certified Behavior Analyst. She is actively involved in Ontario-based organizations related to autism, developmental disabilities, and behavior analysis. Dr. Perry has also worked as a Psychologist and Coordinator of Research for the TRE-ADD program (Treatment, Research, and Education for Autism and Developmental Disorders) at Thistletown Regional Centre for 12 years, and continues to consult to the program. In addition, Dr. Perry has consulted extensively to the provincial Ministry of Children and Youth Services regarding early intervention for children with autism and related matters. She has served on various expert panels related to these controversial issues. Amanda Boutot Amanda Boutot is an Associate Professor in the Department of Curriculum and Instruction in the College of Education, Texas State University-San Marcos. She received her Ph.D. from the University of Texas at Austin. Her research is in the area of Special Education and Autism. Anthony L. Menendez, Ph.D., BCBA-D Dr. Anthony Menendez is an Associate Professor who teaches undergraduate and graduate courses within the Moderate-Intensive Special Education content area. For the past two years, he has shared the role of coordinator for Programs in Special Education. More recently, as a Board Certified Behavior Analyst-Doctoral (BCBA-D), he has been instrumental in the development of the Cleveland State University course sequence designed to support graduate students seeking the credential of Board Certified Behavior Analyst (BCBA). Prior to joining the Department of Teacher Education in 2004, Dr. Menendez taught students with disabilities and worked as a behavior specialist in public schools. In his spare time, Dr. Menendez volunteers to teach violin to primary and middle grade students who reside in the Cleveland area. Brenda Smith Myles Brenda Smith Myles is an associate professor in the Department of Special Education at the University of Kansas where she codirects a graduate program in Asperger Syndrome and autism. She has written numerous articles and books on Asperger Syndrome and autism, including Asperger Syndrome and Difficult Moments: Practical Solutions for Tantrums, Rage, and Meltdowns (with Southwick), Asperger Syndrome and Sensory Issues: Practical Solutions for Making Sense of the World (with Cook, Miller, Rinner, and Robbins), and Asperger Syndrome and Adolescence: Practical Solutions for School Success (with Adreon), the winner of the Autism Society of America¹s outstanding literary work. Brenda is on the executive boards of the Asperger Syndrome Coalition of the United States, Maap Services Inc., Aspen, the International Council for Learning Disabilities, and Advocates for Individuals with High Functioning Autism, Asperger¹s Syndrome, and Other Pervasive Developmental Disorders. She is also the editor of Intervention in School and Clinic, the third largest journal in special education. 2

3 Collet-Klingenberg, L. L. Professor Special Education. B.S., M.S., University of Illinois, Urbana Champaign, Champaign, IL Dawn Fraser, M.S. Ed. Dawn Fraser, M.S.Ed. is a doctoral student in the Special Education Teacher Preparation program at Johns Hopkins University. She earned her Master s degree in Early Childhood Special Education from Loyola College in Maryland and her Bachelor s degree in Psychology from UMBC. She has worked in special education for thirteen years, starting at Kennedy Krieger Institute s Neurobehavioral Unit and LEAP (Lifeskills and Education for Students with Autism and other Pervasive Behavioral Challenges) program, Anne Arundel County and most recently was the Regional Autism Specialist in Queen Anne s County Public Schools. Her current research interests include adaptive living and social skills in students with autism spectrum disorders. Edward Gary Carr Edward G. "Ted" Carr was a teacher, researcher and pioneer in the field of positive behavior support. His early career work focused on examining the environmental origins of self-injurious behavior in children with autism. This early work laid the foundation for his subsequent research on functional communication training and, ultimately, to the conceptual and procedural foundations of positive behavior support. He spent over 30 years as a professor of psychology at Stony Brook University, where he directed research and training activities in positive behavior support and autism in collaboration with his students and colleagues across the country. Ted was one of the key founders of positive behavior support. His contributions to the definition and the vision of positive behavior support were unmatched. He was an inspiring advocate who argued with tenacity for an infrastructure that would provide for a sustainable and dynamic foundation for theemerging discipline. As such, his was the foremost and most compelling voice that led to the creation of the Journal of Positive Behavior Interventions, and his vision, persistence and persuasiveness led also to the establishment of the Association for Positive Behavior Support. As the organization s first president, Ted was instrumental in helping the organization become a major force in disseminating values-based, scientific practices for people with challenging behavior. 3

4 Gail G. McGee, Ph.D. Dr. McGee graduated with training in clinical psychology from Auburn University, following an internship in Connecticut at Norwich Hospital. She received postdoctoral training in autism and developmental disabilities at the Princeton Child Development Institute and the University of Massachusetts, Amherst. She has served on the faculty at Emory University School of Medicine for 17 years, and she is currently an associate professor of and director of the Emory Autism Center. James Halle James is a Professor has been a professor of special education at the University of Illinois since He has been involved in research related to communication and language development of children with disabilities. This program of research has focused on examining both social communication of young children with significant intellectual disability, and the ecological factors that facilitate and discourage communicative growth. He has also worked on developing interventions to encourage more effective and efficient communication by these children. John J. Wheeler Dr. John Wheeler conducted research in the areas of autism, developmental disabilities and positive behavior supports and has co-written six-textbooks, with five of these published by Pearson. He has served as a Professor, Director, Associate Dean and Dean and have also been active in grant funded projects in the areas of professional development and capacity building through technical assistance to underserved and rural schools. Jonathan Weiss Dr. Weiss is a Clinical Psychologist and Associate Professor in the Department of Psychology. He completed a pre-doctoral internship at Surrey Place Centre (Toronto) and a post-doctoral fellowship in the Dual Diagnosis Program at the Centre for Addiction and Mental Health, and was a research fellow in the Department of Psychiatry at the University of Toronto. He holds the CIHR Chair in Autism Spectrum Disorders Treatment and Care Research. 4

5 Lynn Stansberry Brusnahan, Ph.D. Lynn Stansberry Brusnahan is the parent of a young adult with autism. She coordinates the autism spectrum disorders certificate, license and master s program. Lynn earned her Ph.D. in Urban Education from the University of Wisconsin-Milwaukee (2007). She received a Masters degree at the University of Wisconsin-Milwaukee in Special Education and her undergraduate degree from Purdue University. Her professional experiences include being an independent inclusion, autism and behavioral specialist working with individuals with a wide range of abilities and challenges in school and community settings. Lynn's graduate studies focused on autism spectrum disorders and the inclusion of children with disabilities in early childhood and childcare settings. Lynn has served on board for the Autism Society of America, Autism Society of Wisconsin, and was a Past President of the Autism Society of Southeastern Wisconsin. She was appointed by the Governor of Wisconsin to the Council for People with Developmental Disabilities and she is on the advisory board for the Minnesota Life College. Lynn s research interests include: autism, developmental disabilities, paraprofessionals, transition, and professional development of educators. Lynn has presented locally, regionally, nationally and internationally on autism spectrum disorders. Mark Wolery, Ph.D. Dr. Wolery is a Professor of Special Education at Peabody College of Vanderbilt University. His research interest focuses on evaluating the effectiveness and efficiency of instructional practices in inclusive preschool classrooms. Michael Mayton, Ph.D., BCBA-D Dr. Mayton areas of expertise include Applied Behavior Analysis, Autism Spectrum Disorders and Intellectual Disabilities. He holds the following academic degree professional certifications: Ph.D. Tennessee Technological University, Major: Exceptional Education, M.A. Tennessee Technological University, Major: Special Education, B.S. Tennessee Technological University, Major: English Education, Tennessee Professional Teaching Certificate, Secondary English Education 7-12, Special Education K-12, Board Certified Behavior Analyst-Doctoral (BCBA-D). He is also involved in the Council for Exceptional Children and Association for Applied Behavior Analysis. Richard L. Simpson Richard L. Simpson is Professor of Special Education at the University of Kansas where he has directed numerous University of Kansas and University of Kansas Medical Center demonstration programs for students with autism spectrum disorders and other disabilities and coordinated a variety of federal grant programs related to students with autism spectrum disorders and other disabilities. He has also worked as a special education teacher, school psychologist and coordinator of a community mental health outreach program. He has authored numerous books, articles and tests on a variety of topics connected to students with disabilities. Simpson is the former senior editor of the 5

6 professional journal Focus on Autism and Other Developmental Disabilities. Awards include the Council for Exceptional Children Research Award, Midwest Symposium for Leadership in Behavior Disorders Leadership Award, Autism Society of Kansas Leadership Award, and numerous University of Kansas awards and distinguished roles, including the Gene A. Budig Endowed Teaching Professorship of Special Education. Robert Horner Rob Horner is professor of special education at the University of Oregon and director of the Educational Community Supports (ECS), a research unit within the College of Education that focuses on the development and implementation of practices that result in positive, durable, and scientifically validated change in the lives of individuals with disabilities and their families. Horner's 25-year history of research, grants management, and systems change efforts related to school reform and positive behavior support include helping schools and school administrators develop systems for embedding school-wide systems of positive behavior support. Sally J. Rogers, Ph.D. Dr. Rogers specializes in conducting research into autism and other developmental disorders and treating patients with developmental disabilities, especially young children with autism and their families. Dr. Rogers studies early social, cognitive, and emotional development, development of motor skills, communication, imitation, and language in children with severe disabilities, development of social relationships in people with disabilities, and treatment efficacy in autism at the UC Davis MIND Institute. Her clinical interests include early diagnosis and intervention for children with autism spectrum disorders, and evaluation of cognitive, behavioral, social, emotional, and adaptive functioning in children with other developmental disorders. She has written extensively in her field, authoring numerous articles and books and developing training videos on child development. Dr. Rogers serves on the editorial board of many publications, including the Journal of Autism and Developmental Disorders, Topics in Early Childhood Special Education, and Infants and Young Children. She also reviews various periodicals such as the American Journal of Mental Retardation, Journal of Early Intervention, Journal of Child Psychology and Child Psychiatry, Child Development, and Development and Psychopathology. Samuel Odom Samuel L. Odom is the director of the Frank Porter Graham Child Development Institute and professor in the School of Education at the University of North Carolina. He is the author or co-author of many refereed journal articles and editor or co-editor of seven books on early childhood intervention and developmental disabilities. 6

7 He was previously a member of the National Academy of Science Committee on Educating Children with Autism, which published a report on effective educational programs for young children with Autism Spectrum Disorders in He also was a member of the committee that developed the 10- Year Roadmap for Autism Research, coordinated by the National Institute on Mental Health and the Interagency Autism Research Committee. Currently, Odom is the principal investigator of the National Professional Development Center on Autism Spectrum Disorders and a treatment comparison study of different early intervention comprehensive treatment models for young children with autism, funded by the Institute of Education Sciences. His recent articles with his doctoral students have addressed the efficacy of a variety of focused intervention approaches for children with Autism Spectrum Disorders, such as peer-mediated interventions, sibling-mediated interventions, parent-child intervention to promote joint attention and an independent work systems approach to promote learning. In 2007, he received the Outstanding Research Award from the Council for Exceptional Children. Tamara Marder, Ph.D. Tamara Marder serves as the program coordinator for the programs in Applied Behavior Analysis; Autism; and Severe Disabilities. A licensed psychologist and a board certified behavior analyst (BCBA-D), she has worked in the field of applied behavior analysis since 1994 and has extensive experience working with children with developmental disabilities and families in a variety of settings, including hospitals, homes and schools. She specializes in functional behavior assessments, evidence-based interventions, autism, developmental disabilities and applied behavior analysis. Her research interests include improving learning outcomes for students with developmental disabilities and autism through effective training and preparation of educators and professionals who provide educational services. This includes training educators on implementing evidence-based practices (EBPs) with fidelity, and preparing special educators in the field of applied behavior analysis (ABA). In 2015, she received the Excellence in Teaching Award from the Johns Hopkins University Alumni Association. 7

AutismPro. Professional Advisory Board

AutismPro. Professional Advisory Board AutismPro Professional Advisory Board January 2009 AutismPro Professional Advisory Board The AutismPro Professional Advisory Board represents some of the world s leading autism researchers, educators and