Issues in Education for School-Age Students on the Autism Spectrum

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Harley University Center One South Avenue Garden City, New

1 Issues in Education for School-Age Students on the Autism Spectrum Saturday, October 24, :15 a.m. 4:30 p.m. Adelphi University Ruth S. Harley University Center One South Avenue Garden City, New York

2 Dear professional, family member, friend or individual on the autism spectrum: The purpose of this conference and the collaboration between AHA and CHI is to address the educational, social and behavioral issues pertaining to students with autism spectrum disorder (ASD). Our nationally known speakers present current and effective strategies for higher-functioning students, and important voices from the spectrum offer insights from their personal experience. The overarching goal of CHI is to be a leader in promoting the health and well-being of people living on the autism spectrum, their families, caregivers and communities at large. We have made this a priority of the center and we hope our work with AHA will continue to lead us in that direction. Elizabeth Cohn, Ph.D., R.N. Executive Director Center for Health Innovation (CHI) Pat Schissel, LMSW Executive Director Asperger Syndrome and High Functioning Autism Association (AHA) Conference Coordinator ABOUT THE CENTER FOR HEALTH INNOVATION (CHI) The Center for Health Innovation (CHI) serves as a regional resource and academic partner to communities seeking to promote a culture of health across Long Island. We define health as more than physical wellbeing or absence of disease or injury. It is a constellation of factors economic, social, political, ecological, cultural, psychological and physical that comprise healthy, high-quality lives for individuals and communities. Core to our mission is promoting high-quality life and health for those living on the spectrum and their families. ABOUT THE ASPERGER SYNDROME AND HIGH FUNCTIONING AUTISM ASSOCIATION (AHA) The Asperger Syndrome and High Functioning Autism Association (AHA) serves individuals with Asperger s syndrome and related conditions, their families and the professionals who work with them, providing crucial resources and support as they face challenges, build on their strengths and fulfill their potential. Founded in 1988 and based on Long Island, New York, with a satellite office in New York City, AHA is directed by a dedicated volunteer executive board and expert professional advisory board. AHA s services reach nearly 10,000 people annually through one-to-one phone and e-support, more than a dozen monthly support meetings, a highly informative weekly AHA e-newsletter, family recreation events, biannual education conferences, a biannual print publication, On the Spectrum, and signature fund-raisers such as its annual ROCK N BOWL. By maintaining efficient administrative practices, 90 percent of every dollar donated to AHA goes directly to providing and expanding its services. Conference registration includes a handbook containing materials from the presenters. A continental breakfast and boxed lunch are also included. Agency, school, camp, recreation and other service provider representatives will be available with information at our Resource Walkway. Books will be available for purchase at the conference bookstore. Presenting authors will be available to sign their books. Should you, or your guests, require an accommodation based on a disability, or need to request an ASL interpreter, please contact the Office of Disability Support Services by phone at or at DSS@adelphi.edu. Please allow for a reasonable time frame prior to the event; we suggest a minimum of five business days.

3 SCHEDULE OF EVENTS Check-in, bookstore, resources and continental breakfast Greetings from Adelphi and AHA MORNING PRESENTATION 8:15 a.m. 8:45 a.m. 8:45 a.m. 9:00 a.m. 9:00 a.m. 10:45 a.m. TREATING THE PERSON, NOT THE DIAGNOSIS Michelle Garcia Winner, M.A., CCC-SLP Leslie Sickels, LCSW Developing strong treatment programs requires carefully observing a student s social functioning and related social competencies. It is important to examine an individual s strengths and challenges, rather than to use treatment solely based on a diagnostic label. Social thinking focuses on helping professionals and families to better understand the unique needs of an individual in order to provide relevant and meaningful treatment programs. In this workshop, Winner will demonstrate to professionals and families six critical factors to better understand how each student thinks and responds socially. Sickels will present case study examples to demonstrate the effectiveness of these techniques. This information then leads us to better develop our treatment programs based on our students individual social learning profiles. Describe what the forgiveness factor means and why this is relevant for providing support to students who appear to look more neurotypical. Describe how social attention relates directly to one s ability to interpret information. Describe a core difference in treatment when working with students with world-based anxiety versus social anxiety. MICHELLE GARCIA WINNER, MA, CCC-SLP, is a speech-language pathologist and founder of Social Thinking. She specializes in the treatment of individuals with social cognitive learning challenges and is a Senior Therapist at the Social Thinking Center in California. She is a prolific national and international speaker and award-winning author. Winner works with clients, consults with families and schools, and travels giving workshops to professionals and state policy makers to help develop programs for schools. She was honored to receive the Congressional Special Recognition Award in 2008, which recognized Social Thinking s unique approach to teaching communication and relationship building. LESLIE SICKELS, LCSW, specializes in individual, couples and group therapy for individuals on the autism spectrum with a focus on relationship building, gender and sexuality. She also holds certifications in trauma-focused therapy. Resource Walkway and book signing 10:45 a.m. 11:00 a.m. VOICES FROM THE SPECTRUM Moderator: Suzy Moeller, LCSW Presenters: Becca Lory and our teen panel 11:00 a.m. 12:15 p.m. Teachers and professionals need to have an insight into the issues affecting teens and children in the school system. Becca Lory, an adult on the spectrum, will reflect on her late diagnosis and lead a group of teens in discussing their insights and personal and school experiences. SUZY MOELLER, LCSW, is the intake coordinator for Westbrook Preparatory School. She is a graduate of the State University of New York at Albany and holds an M.S.W. from Adelphi University. BECCA LORY, a graduate student in psychology at Adelphi, diagnosed with Asperger s syndrome as an adult, has published several articles and spoken publicly to spread awareness, understanding, and encourage self-advocacy for individuals on the autism spectrum. Lunch, Resource Walkway and book signing 12:15 P.M. 1:00 P.M.

4 AFTERNOON PRESENTATION 1:00 p.m. 2:45 p.m. SOCIAL THINKING FOR TWEENS AND TEENS: LEARNING TO READ BETWEEN THE SOCIAL LINES Michelle Garcia Winner, M.A., CCC-SLP Leslie Sickels, LCSW The ability to blend in socially is far more about social problem solving than it is about memorizing social skills to apply across different situations. It is through problem solving that we figure out how to choose and adapt our social skills to meet the hidden rules of any situation. Social problem solving also leads us to improved conflict resolution skills. This workshop will explain how social problem solving is at the heart of social interpretation, social communication/social skills and relationship building. In order to teach social problem solving, we must also address theory of mind, social executive functioning and central coherence. This leads us to teaching flexible thinking, exploring others points of view, making choices, identifying consequences and a range of strategies for helping individuals initiate communication related to their problems in times of stress. Sickels will provide examples of how this social problem-solving technique has been effective with her groups. Attendees will be provided a tool and a series of activities to engage students in the social problem-solving process. This information is critical for encouraging our students improved social communication competencies. Describe how social problem solving is at the heart of using good social skills. Explain how to help individuals recognize what makes for a good or poor choice when problem solving. Define at least four critical elements to explore with a student when teaching them the problem-solving process. Resource Walkway and book signing BREAKOUT SESSIONS (Choose one.) 2:45 p.m. 3:00 p.m. 3:00 p.m. 4:30 p.m. 1. TRANSITIONS: PREPARING FOR THE NEXT STEP Susan Deedy, J.D., Cheryl Gitlitz, LCSW, and Mitch Nagler, M.A., LMHC Moving to the next stage in a student s education can be an exciting new endeavor. However, for students on the autism spectrum, even small transitions during a school day can be anxiety provoking. In addition, the transitions from preschool to kindergarten, elementary school to middle school, and middle school to high school also mean changes in program recommendation, support services and academic rigor. As a student gets older, he or she needs to be actively involved in the Committee on Special Education (CSE) process, which means self-advocacy skills become paramount. The social component also becomes more complicated as students move through each phase. This workshop will answer questions about the laws at each stage, the time when planning should begin, common concerns and steps that parents and educators can take to make the transition to the next phase run smoothly and successfully. Define the key components in a successful transition plan. Describe the steps that parents and educators need to take for a smooth transition. Identify the laws at each stage for transition planning. SUSAN DEEDY, J.D., represents school districts and parents, specializing in Education Law. She serves on AHA s advisory board and holds seminars for disability organizations and lawyers. Deedy has children in elementary, middle and high school. CHERYL GITLITZ, LCSW, created an award-winning student program and is the transition coordinator for Bellmore-Merrick Central High School District. Previously, she worked for the National Center for Disability Services and the NYIT-VIP Program. MITCH NAGLER, M.A., LMHC, directs the Bridges to Adelphi program, and is the assistant director of Adelphi s Student Counseling Center. He maintains a private practice to individuals on the spectrum in Merrick, Long Island.

5 2. SCHOOL TOOLS: DEVELOPING EXECUTIVE FUNCTIONING SKILLS Katherine Cody, Psy.D., and Leslie Sickels, LCSW This workshop will provide an understanding of common executive functioning needs observed in students with ASD, and how to develop effective educational supports associated with those needs. Supports will focus upon appropriate development of accommodations, modifications and IEP goals to facilitate the development of compensatory strategies. The value of provision of direct instruction in executive functioning compensatory skill to students with ASD will be emphasized. Strategies for providing this direct instruction using instructional methodologies with an evidence base for students with ASD will be provided. Additionally, strategies parents can use in the home setting to support executive functioning challenges will also be discussed. Develop an understanding of the executive functioning needs associated with symptoms of ASD. Identify skills in developing effective modifications and accommodations related to executive functioning needs for students with ASD. Define strategies to support development of compensatory skills related to executive functioning difficulties. KATHERINE KATE CODY, Psy.D., conducts psychological and neuropsychological evaluations and psychotherapy services. She also trains and supervises externs and interns in school and clinical psychology. LESLIE SICKELS, LCSW, specializes in individual, couples and group therapy for individuals on the autism spectrum with a focus on relationship building, gender and sexuality. She also holds certifications in trauma-focused therapy. 3. SUCCESS COMES FROM LIFE SKILLS Dena Gassner, M.S.W. Bright kids, or those considered on the higher end of the spectrum, need to be taught basic life skills. No matter how high functioning individuals on the spectrum may be or may become, they function better as adults if they have had a chance to learn basic skills, from being on time to good personal hygiene. But many reach adulthood without those skills. This workshop will give practical examples of how to teach competency in activities of daily living through direct instruction. These classes are most often reserved for those more challenged, and yet our kids, intelligent and able, suffer by not learning them as well. Identify areas of challenge in adaptive living skills for students with ASD. Define the various instruction methods that work most effectively for the student. Teach the individual how to generalize these skills across the classroom, home and community. DENA GASSNER, M.S.W., is an Adelphi University Ph.D. student in social welfare who serves on the national boards for The Arc, GRASP and the Autism Society. She spoke at the UN about the diagnosis of autism in women. 4. THE THREE A S: AWARENESS, ACCEPTANCE AND ADVOCACY C. Faith Kappenberg, Ph.D., LCSW, and Stephen Shore, Ed.D. Awareness, acceptance and advocacy are essential for development of self and future interdependence. This workshop explores how gaining an understanding of the diagnosis of autism spectrum disorder enables children and adults to achieve self-acceptance, understand their identities and learn self-advocacy. Dr. Shore s model, Using Strengths to Meet Challenges, will provide effective strategies and examples for educational, community, family and work settings. Often, transitions present emotional, cognitive and communication challenges for parents and professionals, as well as for children and adults with ASD, when preparing for major educational and life changes. Strategies from cognitive behavior therapy, social work practice and organizational principles will be discussed to increase awareness, reduce stress and plan effective transitions leading to greater independence. Explain the process individuals experience to gain awareness and understand their autism diagnosis. Evaluate options in the decision-making process of whether or not to disclose a diagnosis. Identify emotional, cognitive and communication challenges when preparing for major educational and life transitions requiring decisions about self-advocacy and disclosure. FAITH KAPPENBERG, Ph.D., LCSW, served as a faculty member at the Fay J. Lindner Center, Molloy College and Adelphi School of Social Work. Dr. Kappenberg is co-founder and clinical director of Westbrook Preparatory School and serves on AHA s Advisory Board. STEPHEN SHORE, Ed.D., teaches special education courses at Adelphi University. He presents and consults internationally on educational and social inclusion, as well as issues concerning relationships, employment, advocacy and disclosure.

, and Patricia Schissel, LMSW A panel of two technology experts and two student users will demonstrate and discuss the proven value of assistive and educational technologies for enhancing classroom

6 5. THE IMPACT OF TECHNOLOGY ON ENHANCING PARTICIPATION IN SCHOOL, AT WORK AND LEISURE ACTIVITIES Beth Rosenberg, M.A., M.S., Mark Surabian, A.B.D., and Patricia Schissel, LMSW A panel of two technology experts and two student users will demonstrate and discuss the proven value of assistive and educational technologies for enhancing classroom participation and productivity, social interaction through hobbies and gaming, and preparation for possible technology career paths. After presentations on the various technologies, together with students, we will explore the impact such learning technologies have had upon their education, socialization and career aspirations. This session will conclude with an opportunity for audience member participation. Resources will be provided. Identify assistive technologies used for reading, writing, math, note taking and organization. Define educational technologies for increasing collaborative learning through play. Identify the experiences of student users and the impact technology has had on their lives. BETH ROSENBERG, M.A., M.S., teaches at NYU-Polytechnic Institute and directs TechKidsUnlimited. She develops school curricula, program outreach and educational materials. Rosenberg is also the parent of a teen on the spectrum. MARK SURABIAN, A.B.D., teaches at Pace University and directs ATHelp s assistive technology program at JCC Manhattan. He trains educators and consults for the New York City Department of Education, New York State Acces-VR and school systems. PATRICIA SCHISSEL, LMSW, executive director of AHA, serves on Adelphi s autism task force and the editorial boards of Autism Spectrum News and Autism Spectrum Quarterly. She is the parent of an individual on the autism spectrum. CREDENTIALING INFORMATION AND CONTINUING EDUCATION CREDITS Social Worker CE hours The New York University Silver School of Social Work is a co-sponsor of this event. The Silver School of Social Work is recognized by the New York State Education Department s State Board for Social Work as an approved provider of continuing education for licensed social workers #0012. This event is approved for 6.5 CE hours. There is a $25 fee for the CE award which is paid directly to NYC OGLL after the post-conference learning assessment. Learning Assessment: In order to obtain social work hours, all participants are required to complete a short post-event learning assessment. The learning assessment will be sent out electronically via the address provided at registration. Upon completion of the learning assessment, the credits will be ed to the participant. Speech-Language Pathology and Audiology CEUs are available through the American Speech- Language-Hearing Association (ASHA). This course is offered for 0.6 ASHA CEUs (Intermediate level; Professional area). Autism Specialist CE hours obtained at the AHA conference can be used toward certification as an Autism Specialist (CAS) with the International Board of Credentialing and Continuing Education Standards (IBCCES). Receive a 20% discount off your certification when you use our partner code: AHA. Financial Disclosure Statement: Katherine Cody, Susan Deedy, Dena Gassner, Cheryl Gitlitz, C. Faith Kappenberg, Becca Lory, Suzy Moeller, Mitch Nagler, Beth Rosenberg, Patricia Schissel, Leslie Sickels and Mark Surabian have no financial or nonfinancial information to disclose. Michelle Garcia Winner and Stephen Shore have a financial relationship from royalties of the sales of their books. Nonfinancial relationships exist for Becca Lory as an individual on the autism spectrum and for Dena Gassner as an individual with ASD and a parent. ADDITIONAL COPIES OF THE CONFERENCE BROCHURE CAN BE DOWNLOADED AT AHANY.ORG. For further information: ahany.org conference@ahany.org

7 Registration Information (Please copy form and send in separate application for each registrant.) Name Address Telephone City/State/ZIP Register online at ahany.org. Mail-in registration must be postmarked by October 9, $140 AHA member* $140 Not-for-profit agency $180 Non-AHA member (non-member registration includes one-year membership in AHA) $60 Student $60 Individual with autism spectrum disorder $60 Adelphi faculty $25 Fee for ASHA Students and Adelphi faculty must include a copy of current ID with registration, or mail in if registering online. *Membership Policy: Membership in AHA is a family membership for those residing in the same household. Your membership must be current as of the date of this conference. If y ou a r e u n s u r e, p l e a s e c o n t a c t ou r of f i c e. Your r e g i s t r a t i on w i l l n o t be p r o c e s s e d w i t h an incorrect f e e. A $25 processing fee will be applied to all refund requests. No refunds after October 13, Confirmation Policy: Online registrations automatically receive confirmation. If registering by mail or if further information is required, conference@ahany.org. Cancellation Policy: In the instance of event cancellation, all registrants will be fully reimbursed. Dietary Requirements: Participants who have dietary requirements are advised to conference@ahany.org by Tuesday, October 6, 2015, to indicate their particular requirement(s). WALK-INS Walk-ins will be charged an additional $25. (Lunch may not be available; Adelphi s UC Café is open in the Ruth S. Harley University Center.) REGISTER EARLY SEATING IS LIMITED. BREAKOUT SESSION (Select one.) 1. TRANSITIONS 2. SCHOOL TOOLS 3. LIFE SKILLS 4. THE THREE A s 5. TECH KIDS Workshops are assigned as applications are processed. Some rooms have limited capacity. Payment method, select one: Check no. AMEX Visa MasterCard Discover Card no. Expiration date / Security code Signature Purchase orders accepted. Make checks payable to AHA Association: Fax , or mail to: AHA Association P.O. Box 916 Bethpage, NY SCHOLARSHIPS Partial scholarships are available online at ahany.org or send a stamped, self-addressed envelope to the AHA Association s address, listed above, requesting the form. A registration form must accompany all scholarship requests. HOTEL ROOMS For information about local accommodations, visit adelphi.edu/visitors/stay.php. DIRECTIONS Participants can reach the conference via the Long Island Rail Road or car. For directions, visit adelphi.edu/visitors/directions.php. 7/ ENCLOSED Registration fee $ Professionals fee (ASHA) $ Tax-deductible contribution** $ Total Included $ **Your tax-deductible contribution will be used to provide conference scholarships and/or to further the work of the Asperger Syndrome and High Functioning Autism Association.

P.O. Box 916 Bethpage, NY 11714-0916 Issues in Education for

8 P.O. Box 916 Bethpage, NY Issues in Education for School-Age Students on the Autism Spectrum Saturday, October 24, :15 a.m. 4:30 p.m. Ruth S. Harley University Center One South Avenue Garden City, New York ahany.org

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