Friday, February 15, 2008
Poor recognition of 'self' found in high functioning people with autism
HOUSTON -- (February 6, 2008) -- Contrary to popular notions, people atthe high end of the autism spectrum disorder continuum suffer most froman inability to model "self" rather than impaired ability to respond toothers, said Baylor College of Medicine researchers in a report thatappear in the journal Neuron.This inability to model "self" can disrupt an individual's ability tounderstand the world as a whole, said Dr. P. Read Montague Jr.,professor of neuroscience, and director of the Human Neuroimaging Laband the Computational Psychiatry Unit at BCM. "It's an interestingdisconnect."Autism SignatureUsing a functional magnetic resonance imaging (fMRI) scanner, Montagueand his colleagues scanned the brains of people considered "highfunctioning" autistics because they have normal or high normalintelligence quotients but many of the symptoms of people with autism.During this procedure, the researchers identified a pattern of activityor "signature" in the brain that identified those with autism. The levelof activity correlates with the severity of the autistic symptoms. Theless activity there is, the more serious the symptoms. The finding couldlead to a test to speed diagnosis."We are very excited about the usefulness of the hyperscanningtechnology and economic games as new tools to probe autism. Our hope isthat these same approaches can be used to probe a wide range ofpsychopathologies," said Dr. Pearl Chiu, first author on the study andan assistant professor in the departments of neuroscience and psychiatryand behavioral sciences at BCM.HyperscanningTo understand the behavioral patterns of people with autism spectrumdisorder, Montague and his colleagues used a technique calledhyperscanning, which enabled them to scan two brains simultaneouslywhile the research subjects played a trust game. Hyperscanning wasdeveloped in Montague's laboratory.In the trust game, one player receives an amount of money and then sendswhatever amount he or she wants to the other player via computermessage. The amount sent is tripled and the player at the other end thendecides how much of the tripled amount to send back. The game hasseveral rounds.During this interaction, Montague and his colleagues evaluated thebrains' response by watching bright spots in the brain that representincreased blood flow and thus brain activity. Prior work had shown thatduring the trust game, most of the activity occurs in an area called thecingulate cortex.Study StructureTo hone their picture of the "self" response in that part of the brain,Montague and his colleagues had 81 athletes (football, baseball andsoccer players as well as members of the Houston Ballet) take part in animagining task. They watched clips of various athletic activities whilein the scanner. They then imagined themselves performing thoseactivities. The pattern of activity in the cingulate cortex during that"imagining" reflected the "self" response.Later the scientists identified the same "self" response in thecingulate cortices of normal subjects when they decided how much moneyto send to the other person. The pattern contrasted with the "other"response seen when the actions of their partner in the trust game wererevealed to them.The researchers then brought in 18 adolescent males with highfunctioning autism to play the game. Montague and his colleaguesdetermined that the subjects understood the game and helped them adjustto the scanning procedure."It was the first time an autistic kid had been scanned in a socialexchange," said Montague.Differences Found in Cingulate CortexThe adolescents did not play the game differently from their partners,who were taken from a population of similar teens who did not haveautism. They made similar amounts of money overall and round by round.However, when the researchers scanned the brains of the youngsters withautism during the trust game, they found that the youngsters' "self"responses were dim compared to those of normal subjects. Not only that,but the more serious the subject's autistic symptoms, the dimmer theresponse.The response occurred in the cingulate cortex. In a normal "self"response there, the brightest area was in the middle of that area of thebrain. That response was significantly less in the brains of theyoungsters with autism."They cognitively understood the game," said Montague. "It's not thatthey don't understand the game. It's that there is a very low level of'self' response. It's impaired in them and the degree to which it ismissing correlates with their symptom severity. The more you are missingthe self response, the more autistic you are."To have a good self concept, you have to be able to decide if theshared outcome is due to the other person or due to you," said Montague."If people can't see themselves as a distinct entities at deeper levels,there is a disconnect."He believes that the problem occurs at an unconscious level. He hopes touse the imagining technique in the future to scan the brains of peoplewith autism whose intelligence is less than that of those in this firstexperiment."The genius of this study was to recognize the primary deficit with thisspectrum of disorders," said Dr. Michael Friedlander, chair ofneuroscience at BCM. "Then they took that information dealing with thedeficit social cognition and invented a new kind of experiment andtechnology to probe it."Others who took part in this study included Drs. Pearl H. Chiu, M. AminKayali, Kenneth T. Kishida and Damon Tomlin of BCM and Drs. Laura G.Klinger and Mark R. Klinger of the University of Alabama at Tuscaloosa.Funding for this work came from The Kane Family Foundation, The DanaFoundation and Autism Speaks, the National Institute on Drug Abuse, theNational Institute of Neurological Disorders and Stroke, The AngelWilliamson Imaging Center, and the American Psychological Association.
Students with autism seek understanding in a college setting
A puzzling presence
Students with autism seek understanding in a college setting
By Kathy Laluk News Editor February 14th, 2008
Perched in the back of a Textor lecture hall, knees together, wringing his hands intensely, he listens to the student addressing the crowd.
His eyes dart right. Then left. Then right again, focusing on the walls rather than
the speaker.
Still hesitant, he raises his hand. He has an opinion too and wants to share it, though he is uneasy about speaking in public.
“My nerves just take over sometimes,” he said. “It’s not always something I can control.”
As he begins to speak, his hands began to grasp more tensely at one another.
Freshman Jordan Friedman said many of his classmates do not know why he acts the way he does. But Jordan does. It’s his autism.
Friedman, a writing major at Ithaca College, said he was diagnosed with mild high-functioning autism when he was three years old but didn’t become aware of it until he was older.
“I kind of figured it out on my own,” he said. “I noticed my mom had a book about autism, and I kind of put two and two together.”
Autism is a neurological disorder measured on a spectrum of increasing severity, meaning each case is different from another. Symptoms can range from a lack of social intuition to tantrums, nervous ticks and repetitive behavior.
Though scientists have studied the pathology of the disorder, exactly how autism works is not yet fully understood. Some theories include an excess of neurons that cause overconnectivity in key brain regions and abnormal formation of synapses in the brain.
According to the Autism Society of America, about one in 150 children born in the U.S. will have autism, a rate that is growing between 10 and 17 percent each year.
Bill Hudenko, an assistant professor of psychology at the college, said he suspects the increase in autism is because of greater recognition and knowledge of the disorder, though whispers of an autism
epidemic are now debated by many psychologists and experts.
“I think it’s a little more accepted today because it’s much more recognized — however the level of severity plays a huge role in this,” he said. “Not everyone can understand every situation.”
The only time Friedman said the symptoms of his autism become really noticeable is when he speaks in a group. He said he routinely gets nervous and tends to wring his hands, twirl his unruly brown hair and avoid eye contact with others.
“Speaking in front of people is just hard for me,” he said. “It decreases my capacity for handling stress. I’m sure people have misread or misunderstood me. If they don’t attribute my behavior to autism, they just think, ‘Oh, he’s just weird.’”
Hudenko, who is also the head of the Advancing Autism Treatment research team at the college, said misconceptions about the disorder can make classmates hesitant to befriend those with autism.
“I think a lot of people have this image in their head of what autism looks like ... but anyone who has worked with those with autism will tell you it makes itself evident in a myriad of ways.”
Nicole Gagnon ’04 said she did not know what to expect when studying autism as a psychology major at the college. After participating in an independent study that allowed her to work with a local autistic child and his family, Gagnon not only found an understanding for the disorder, but also found an interest in it.
“It was one of the best experiences of my college career,” she said. “It gave me the opportunity to help me decide what I wanted to do once I left Ithaca.”
Gagnon is now a teacher at PS 138 in New York City and works with autistic children ages 14 to 21 with varying levels of autism. She said she is very content with her work so far.
“I love my class. They’re great kids,” she said. “They have pretty significant disabilities, but they have pretty significant gifts as well.”
Dr. Jed Baker, director of the social skills training project in Maplewood, N.J., and an autism expert, said it is becoming more common for colleges to provide support services for students with autism and related disorders, such as Asperger’s syndrome and Pervasive Development Disorder Not Otherwise Specified.
“More and more, colleges are serving students with [autism],” Baker said. “Students on the spectrum face the challenges everyone else does — academic and social — but they are intensified.”
Leslie Schettino, director for the office of support services for students with disabilities, said students with autism receive academic support from the college and can also arrange additional support if needed. Schettino also said professors are notified if a student with autism will be in their class.
“It’s difficult to generalize, especially with autism, since it’s really a case by case kind of thing,” Schettino said. “We definitely want to extend as much support as we can to students with these kinds of needs.”
Baker said because of the broadening of the spectrum, it is nearly impossible to
implement programs that would work for all autistic students.
“Everybody’s different. Autism is not a ‘one-size-fits-all’ disorder,” he said.
Friedman said he did physical, speech and occupational therapy as a child, and also had a teacher’s aid to help him keep his schoolwork organized. Now he functions just fine on his own and said the therapy and support he received at a young age is the reason for his independence.
“I came [to the college] for a lot of the typical reasons … [but] I really came because I wanted to prove to myself that I could do this,” he said.
Hudenko’s research team, which consists of students and recent alumni, is hoping to combine applied behavioral analysis with developmental individual relationship intervention.
The research team will be working with autistic children and their parents to help improve therapy techniques. Hudenko said the team is still recruiting members for the study but is excited to start learning and helping.
Baker said student mentoring programs and training for professors would make the traditional college environment more appealing to students with autism spectral disorders.
Friedman said he has had a lot of support here at the college and finds people are most responsive and understanding to his situation once they know the details about autism.
“A lot of people just genuinely don’t care and still treat me normally, he said. “Having autism has certainly come with positives and negatives, ups and downs, good and bad. But it’s what makes me who I am. And I’m proud of that.”
Students with autism seek understanding in a college setting
By Kathy Laluk News Editor February 14th, 2008
Perched in the back of a Textor lecture hall, knees together, wringing his hands intensely, he listens to the student addressing the crowd.
His eyes dart right. Then left. Then right again, focusing on the walls rather than
the speaker.
Still hesitant, he raises his hand. He has an opinion too and wants to share it, though he is uneasy about speaking in public.
“My nerves just take over sometimes,” he said. “It’s not always something I can control.”
As he begins to speak, his hands began to grasp more tensely at one another.
Freshman Jordan Friedman said many of his classmates do not know why he acts the way he does. But Jordan does. It’s his autism.
Friedman, a writing major at Ithaca College, said he was diagnosed with mild high-functioning autism when he was three years old but didn’t become aware of it until he was older.
“I kind of figured it out on my own,” he said. “I noticed my mom had a book about autism, and I kind of put two and two together.”
Autism is a neurological disorder measured on a spectrum of increasing severity, meaning each case is different from another. Symptoms can range from a lack of social intuition to tantrums, nervous ticks and repetitive behavior.
Though scientists have studied the pathology of the disorder, exactly how autism works is not yet fully understood. Some theories include an excess of neurons that cause overconnectivity in key brain regions and abnormal formation of synapses in the brain.
According to the Autism Society of America, about one in 150 children born in the U.S. will have autism, a rate that is growing between 10 and 17 percent each year.
Bill Hudenko, an assistant professor of psychology at the college, said he suspects the increase in autism is because of greater recognition and knowledge of the disorder, though whispers of an autism
epidemic are now debated by many psychologists and experts.
“I think it’s a little more accepted today because it’s much more recognized — however the level of severity plays a huge role in this,” he said. “Not everyone can understand every situation.”
The only time Friedman said the symptoms of his autism become really noticeable is when he speaks in a group. He said he routinely gets nervous and tends to wring his hands, twirl his unruly brown hair and avoid eye contact with others.
“Speaking in front of people is just hard for me,” he said. “It decreases my capacity for handling stress. I’m sure people have misread or misunderstood me. If they don’t attribute my behavior to autism, they just think, ‘Oh, he’s just weird.’”
Hudenko, who is also the head of the Advancing Autism Treatment research team at the college, said misconceptions about the disorder can make classmates hesitant to befriend those with autism.
“I think a lot of people have this image in their head of what autism looks like ... but anyone who has worked with those with autism will tell you it makes itself evident in a myriad of ways.”
Nicole Gagnon ’04 said she did not know what to expect when studying autism as a psychology major at the college. After participating in an independent study that allowed her to work with a local autistic child and his family, Gagnon not only found an understanding for the disorder, but also found an interest in it.
“It was one of the best experiences of my college career,” she said. “It gave me the opportunity to help me decide what I wanted to do once I left Ithaca.”
Gagnon is now a teacher at PS 138 in New York City and works with autistic children ages 14 to 21 with varying levels of autism. She said she is very content with her work so far.
“I love my class. They’re great kids,” she said. “They have pretty significant disabilities, but they have pretty significant gifts as well.”
Dr. Jed Baker, director of the social skills training project in Maplewood, N.J., and an autism expert, said it is becoming more common for colleges to provide support services for students with autism and related disorders, such as Asperger’s syndrome and Pervasive Development Disorder Not Otherwise Specified.
“More and more, colleges are serving students with [autism],” Baker said. “Students on the spectrum face the challenges everyone else does — academic and social — but they are intensified.”
Leslie Schettino, director for the office of support services for students with disabilities, said students with autism receive academic support from the college and can also arrange additional support if needed. Schettino also said professors are notified if a student with autism will be in their class.
“It’s difficult to generalize, especially with autism, since it’s really a case by case kind of thing,” Schettino said. “We definitely want to extend as much support as we can to students with these kinds of needs.”
Baker said because of the broadening of the spectrum, it is nearly impossible to
implement programs that would work for all autistic students.
“Everybody’s different. Autism is not a ‘one-size-fits-all’ disorder,” he said.
Friedman said he did physical, speech and occupational therapy as a child, and also had a teacher’s aid to help him keep his schoolwork organized. Now he functions just fine on his own and said the therapy and support he received at a young age is the reason for his independence.
“I came [to the college] for a lot of the typical reasons … [but] I really came because I wanted to prove to myself that I could do this,” he said.
Hudenko’s research team, which consists of students and recent alumni, is hoping to combine applied behavioral analysis with developmental individual relationship intervention.
The research team will be working with autistic children and their parents to help improve therapy techniques. Hudenko said the team is still recruiting members for the study but is excited to start learning and helping.
Baker said student mentoring programs and training for professors would make the traditional college environment more appealing to students with autism spectral disorders.
Friedman said he has had a lot of support here at the college and finds people are most responsive and understanding to his situation once they know the details about autism.
“A lot of people just genuinely don’t care and still treat me normally, he said. “Having autism has certainly come with positives and negatives, ups and downs, good and bad. But it’s what makes me who I am. And I’m proud of that.”
Two part educational program series, "Successful Transition To College For Students With Learning Disabilities: What Every Family Needs To Know."
NCLD and 92nd Street Y present: NCLD and 92nd Street Y present: "Successful Transition To College For Students With Learning Disabilities: What Every Family Needs To Know."The National Center for Learning Disabilities will be collaborating with the 92nd Street Y in New York City to present the two part educational program series, "Successful Transition To College For Students With Learning Disabilities: What Every Family Needs To Know." This two-part series will provide insights into the realities that students with learning disabilities face as they prepare to apply to and attend college. Learn about accommodations and modifications, LD documentation, assistive technologies, disclosure and navigating the college experience. Identify tools and strategies that lead to a successful college transition. Carefully selected panelists will present and discuss targeted issues with the audience. As part of the registration process, the audience will have the opportunity to email their questions for the panel discussion. SESSION 1...FOR PARENTS ONLY...Sunday, March 2nd, 7:30-9:30 pm Panelists include: a parent of a child with LD who has successfully completed the college application process, a Director of a college Student Resource Center, a clinician with expertise in LD, and a high school guidance counselor SESSION 2...FOR PARENTS & STUDENTS TOGETHER ...Sunday, March 16th, 3:00-5:00 pm Panelists include: a high school senior with LD, a college freshman with LD, a college upperclassman with LD, and a recent college graduate with LD Location: 92nd Street Y, 1395 Lexington Avenue, New York City, NY(located on Lexington Avenue between 91st & 92nd Streets) Cost: $75/family To purchase tickets for this subscription please call Y-Charge at 212.415.5500 or visit the 92nd Street Y box office at Lexington at 92nd Street during our Hours of Operation.Those interested in learning more about partial scholarships for this series should contact Beth Teitelman at the 92nd Street Y at 212.415.5699.
Thursday, February 14, 2008
Asperger Institute at NYU Child Study Center forming three groups
Asperger Institute at NYU Child Study Center forming three groups
· Social Skills /Teen Girls 13-17 years with AS
· Support for wives/partners of AS adults
· Parent training/support for moms of difficult to manage AS children
Contact: Elizabeth Roberts, Ph.D.
Email: elizabeth.roberts@med.nyu.edu
phone: 212.652.1951
· Social Skills /Teen Girls 13-17 years with AS
· Support for wives/partners of AS adults
· Parent training/support for moms of difficult to manage AS children
Contact: Elizabeth Roberts, Ph.D.
Email: elizabeth.roberts@med.nyu.edu
phone: 212.652.1951
Tuesday, February 12, 2008
Family Genetic Study of Tourette Syndrome (TS), Attention Deficit Hyperactivity Disorder (ADHD), and Obsessive Compulsive Disorder (OCD):
Family Genetic Study of Tourette Syndrome (TS), Attention Deficit Hyperactivity Disorder (ADHD), and Obsessive Compulsive Disorder (OCD):
We are conducting a research study that focuses on families affected by Tourette Syndrome (TS), Attention Deficit Hyperactivity Disorder (ADHD), and/or Obsessive Compulsive Disorder (OCD). We are looking for common behavioral traits, such as attentional difficulties and impulsivity, which may be shared by these conditions. If found, we want to determine whether these traits are heritable, that is, can be passed down from parents to children. We hope that the information we learn will eventually help researchers to develop better treatments for these conditions.
We are enrolling families in which there is at least one child, 6 years of age or older, who has TS, ADHD, OCD, or any combination of these conditions. We would like the affected child, both biological parents, and any siblings over the age of 6 to participate. Participants will complete interviews, questionnaires and assessments examining areas such as attention, impulsivity, problem-solving, and visual-spatial skills. We will also collect a blood or saliva sample for DNA testing. Study participation is strictly voluntary and may require 3-6 hours per person for the completion of all study tasks. Upon completion of all study tasks, families will be paid $100 for their participation.
If your family meets these criteria and you are interested in learning more about this study, please call Sarah Glaser at 617-726-9257 or email sglaser@pngu.mgh.harvard.edu. Please visit our website at www.ts-adhd-ocd.org.
IRB (Massachusetts General Hospital) protocol #: 2005-P-000933
Contact Information:
Sarah Glaser
Clinical Research Assistant
Psychiatric and Neurodevelopmental Genetics Unit
Massachusetts General Hospital
185 Cambridge Street
Boston, MA 02114
Phone: 617-726-9257
Fax: 617-726-0830
sglaser@pngu.mgh.harvard.edu
We are conducting a research study that focuses on families affected by Tourette Syndrome (TS), Attention Deficit Hyperactivity Disorder (ADHD), and/or Obsessive Compulsive Disorder (OCD). We are looking for common behavioral traits, such as attentional difficulties and impulsivity, which may be shared by these conditions. If found, we want to determine whether these traits are heritable, that is, can be passed down from parents to children. We hope that the information we learn will eventually help researchers to develop better treatments for these conditions.
We are enrolling families in which there is at least one child, 6 years of age or older, who has TS, ADHD, OCD, or any combination of these conditions. We would like the affected child, both biological parents, and any siblings over the age of 6 to participate. Participants will complete interviews, questionnaires and assessments examining areas such as attention, impulsivity, problem-solving, and visual-spatial skills. We will also collect a blood or saliva sample for DNA testing. Study participation is strictly voluntary and may require 3-6 hours per person for the completion of all study tasks. Upon completion of all study tasks, families will be paid $100 for their participation.
If your family meets these criteria and you are interested in learning more about this study, please call Sarah Glaser at 617-726-9257 or email sglaser@pngu.mgh.harvard.edu. Please visit our website at www.ts-adhd-ocd.org.
IRB (Massachusetts General Hospital) protocol #: 2005-P-000933
Contact Information:
Sarah Glaser
Clinical Research Assistant
Psychiatric and Neurodevelopmental Genetics Unit
Massachusetts General Hospital
185 Cambridge Street
Boston, MA 02114
Phone: 617-726-9257
Fax: 617-726-0830
sglaser@pngu.mgh.harvard.edu
AHRC is hosting a book signing at their book store hub site on Levittown parkway For Mary Korpi’s book Guiding Your Teenager with Special Needs......
AHRC is hosting a book signing at their book store hub site on Levittown parkway
For Mary Korpi’s book Guiding Your Teenager with Special Needs through the Transition
from School to Adult Life.
Sponsored by: AHRC’s Day Habilitation Program’s “Book Nook”
Location: 113-17 Levittown Parkway, Hicksville, NY 11801
Date: Thursday, February 21, 2008
Time: 1:30 to 3:30 PM
Guiding Your Teenager with Special
Needs through the Transition
from School to Adult Life
Tools for Parents
Mary Korpi
2007 • 144 pp • ISBN 978 1 84310 874 0 • pb • $16.95
Guiding Your Teenager with Special Needs through the Transition from School to
Adult Life is an excellent resource for both parents and educators who support young adults
as they exit the special education school system. Concisely and accessibly written, the content is applicable to people with different types of challenges and levels of ability.
The first part of the book explains how families can adapt everyday routines in order to encourage the development of essential life skills the child will need as he matures. It outlines the application of person-first planning in all aspects of the child’s life. The second section is an overview of adult programs including: adult day programs, college, employment and residential and recreational opportunities. It includes critical information regarding eligibility requirements, financial support and legal concerns.
The information in this book will facilitate the design of an effective transition plan that will help teenagers develop realistic adult goals that support their unique interests and skills.
Mary Korpi is a Licensed Mental Health counselor (LMHC) and a Vocational Rehabilitation Counselor on Long Island, New York. During her career, she has had the privilege of working with teenagers and adults with special needs and their families.
Her mission is to educate and inform her students so they acquire the skills they need to live independent and fulfilling adult lives.
Contents: Part I: Family Expectations that Facilitate Growth. 1. The Parents’ Role. 2. Developing Responsibility and a Work Ethic. 3. Learning Skills that Lead to Independence. 4. New Areas to Explore. 5. Transition Planning. 6. Person Centered Planning – Putting the Student First! Part II: The School Bus Doesn't Stop Here Any More. 7. High School Graduation, Then What…? 8. Alphabet Soup—Programs and Services for Adults. 9. Financial Support. 10. Documentation and Legal Needs. 11. Services and Programs for Young Adults with Developmental Disabilities. 12. Services and Programs for Young People with Mental Health Issues. 13. Employment. In Closing… Notes. References. Index.
For Mary Korpi’s book Guiding Your Teenager with Special Needs through the Transition
from School to Adult Life.
Sponsored by: AHRC’s Day Habilitation Program’s “Book Nook”
Location: 113-17 Levittown Parkway, Hicksville, NY 11801
Date: Thursday, February 21, 2008
Time: 1:30 to 3:30 PM
Guiding Your Teenager with Special
Needs through the Transition
from School to Adult Life
Tools for Parents
Mary Korpi
2007 • 144 pp • ISBN 978 1 84310 874 0 • pb • $16.95
Guiding Your Teenager with Special Needs through the Transition from School to
Adult Life is an excellent resource for both parents and educators who support young adults
as they exit the special education school system. Concisely and accessibly written, the content is applicable to people with different types of challenges and levels of ability.
The first part of the book explains how families can adapt everyday routines in order to encourage the development of essential life skills the child will need as he matures. It outlines the application of person-first planning in all aspects of the child’s life. The second section is an overview of adult programs including: adult day programs, college, employment and residential and recreational opportunities. It includes critical information regarding eligibility requirements, financial support and legal concerns.
The information in this book will facilitate the design of an effective transition plan that will help teenagers develop realistic adult goals that support their unique interests and skills.
Mary Korpi is a Licensed Mental Health counselor (LMHC) and a Vocational Rehabilitation Counselor on Long Island, New York. During her career, she has had the privilege of working with teenagers and adults with special needs and their families.
Her mission is to educate and inform her students so they acquire the skills they need to live independent and fulfilling adult lives.
Contents: Part I: Family Expectations that Facilitate Growth. 1. The Parents’ Role. 2. Developing Responsibility and a Work Ethic. 3. Learning Skills that Lead to Independence. 4. New Areas to Explore. 5. Transition Planning. 6. Person Centered Planning – Putting the Student First! Part II: The School Bus Doesn't Stop Here Any More. 7. High School Graduation, Then What…? 8. Alphabet Soup—Programs and Services for Adults. 9. Financial Support. 10. Documentation and Legal Needs. 11. Services and Programs for Young Adults with Developmental Disabilities. 12. Services and Programs for Young People with Mental Health Issues. 13. Employment. In Closing… Notes. References. Index.
Monday, February 11, 2008
Queens College Center on Autism and Related Disabilities 1st ANNUAL CONFERENCE
1st ANNUAL CONFERENCE
CREATING PBS CONTEXTS AT SCHOOL AND HOME FOR CHILDREN ON THE AUTISM SPECTRUM
MAY 3, 2008
9:30 – 1:00
KEYNOTE ADDRESS
Dr. Edward Carr
Leading Professor
Stony Brook University
“Repairing and Enhancing Quality of Life: Achievable and Hopeful”
LOCATION:
Queens College
Rosenthal Library
Room 230
(Go to main gate on Kissena Blvd. for parking instructions)
Schedule
9:30 – 10:10 Registration and refreshments
10:15 – 11:15 Keynote: Dr. Edward Carr
11:30 – 1:00 Breakout sessions: choose one
1. Thinking in PBS: Approaching Problem Behavior Through the Lens of PBS
Presenter: Christopher Oliva, Ph.D.
This training will focus on understanding and addressing problem behavior of children with autism in educational settings from the perspective of positive behavior support. General PBS strategies, as well as formal assessment based strategies, will be explored. Case examples will be used to demonstrate effective interventions.
2. Guidelines for a PBS Classroom: Lessons from the Field
Presenter: Angela Mouzakitis, MsEd, BCBA
The purpose of this workshop is to share classroom guidelines identified as necessary to create a "positive behavior supports" classroom. These guidelines have been identified through hands-on work, observation and consultation with classrooms that serve children with autism. Goals of the workshop are to provide guidelines for a PBS classroom, discuss and provide examples of the guidelines in action, and to provide professionals with a system for managing and monitoring guidelines, providing feedback to teacher, in order to improve classroom practice.
3. Parent Strategies for Supporting Language and Positive Behavior in Daily Family Routines
Presenter: Peishi Wang, Ph.D., BCBA
This session will explore a variety of parent-implemented interventions appropriate in natural environments with young children with ASD. Focus will be on teaching communication skills and increasing participation in family activities.
4. Friendships and Beyond: Developing Social Skills in Students with ASD
Presenter: Nicole Weidenbaum, MsEd., SAS
Success within home, school, and community settings, weighs heavily on the development of social skills. This presentation will focus on the social skills needed for students to be successful in an inclusive school setting, as well as teaching techniques that are applicable across a broad range of skill levels and settings.
5. Make It Fun and I’ll Show Up: Moving towards naturally occurring reinforcement
Presenter: Randy Horowitz, MsEd, SAS
This presentation will describe ways in which parents and teachers can establish (and maintain) themselves as reinforcing stimuli in the education of individuals diagnosed with an autism spectrum disorder. The use of antecedent based strategies to prevent problem behavior will be described in the context of designing effective behavior support plans.
6. “We’re all working really hard – but these PBS strategies are not working!”
Presenter: Sara Woolf, M.A
Does this sound too familiar? If so, come to this session to learn about team process strategies and skills that have been identified as critical in establishing successful home-school partnerships -- and developing lasting PBS outcomes. The session will focus on ways to apply “team best practices” as discussed by select school-family teams and in current literature from the fields of Special Education, Educational Leadership, and PBS/ABA.
QC-CARD
CONFERENCE PRE-REGISTRATION
REGISTRANT INFORMATION
Name Job Title/Role
School/Agency
Address
City State Zip Code
Phone Email
BREAKOUT SESSION CHOICE (SELECT ONE)
___ 1: Thinking in PBS ___ 4: Friendships and Beyond
___ 2: Lessons from the Field ___ 5: Make it Fun
___ 3: Family Routines ___ 6: We’re All Working Hard…!
REGISTRATION FEES
This conference is funded through a grant from the Center for Autism and Related Disabilities, University at Albany, and the NYS Education Department, Office of Vocational and Educational Services for Individuals with Disabilities.
The registration fee is $10.00. Payment must accompany registration.
Please return registration form and payment (made out to QC-CARD) to:
Dr. Fredda Brown, Project Director
Educational and Community Programs
Queens College
63-50 Kissena Blvd.
Flushing NY 11367
CREATING PBS CONTEXTS AT SCHOOL AND HOME FOR CHILDREN ON THE AUTISM SPECTRUM
MAY 3, 2008
9:30 – 1:00
KEYNOTE ADDRESS
Dr. Edward Carr
Leading Professor
Stony Brook University
“Repairing and Enhancing Quality of Life: Achievable and Hopeful”
LOCATION:
Queens College
Rosenthal Library
Room 230
(Go to main gate on Kissena Blvd. for parking instructions)
Schedule
9:30 – 10:10 Registration and refreshments
10:15 – 11:15 Keynote: Dr. Edward Carr
11:30 – 1:00 Breakout sessions: choose one
1. Thinking in PBS: Approaching Problem Behavior Through the Lens of PBS
Presenter: Christopher Oliva, Ph.D.
This training will focus on understanding and addressing problem behavior of children with autism in educational settings from the perspective of positive behavior support. General PBS strategies, as well as formal assessment based strategies, will be explored. Case examples will be used to demonstrate effective interventions.
2. Guidelines for a PBS Classroom: Lessons from the Field
Presenter: Angela Mouzakitis, MsEd, BCBA
The purpose of this workshop is to share classroom guidelines identified as necessary to create a "positive behavior supports" classroom. These guidelines have been identified through hands-on work, observation and consultation with classrooms that serve children with autism. Goals of the workshop are to provide guidelines for a PBS classroom, discuss and provide examples of the guidelines in action, and to provide professionals with a system for managing and monitoring guidelines, providing feedback to teacher, in order to improve classroom practice.
3. Parent Strategies for Supporting Language and Positive Behavior in Daily Family Routines
Presenter: Peishi Wang, Ph.D., BCBA
This session will explore a variety of parent-implemented interventions appropriate in natural environments with young children with ASD. Focus will be on teaching communication skills and increasing participation in family activities.
4. Friendships and Beyond: Developing Social Skills in Students with ASD
Presenter: Nicole Weidenbaum, MsEd., SAS
Success within home, school, and community settings, weighs heavily on the development of social skills. This presentation will focus on the social skills needed for students to be successful in an inclusive school setting, as well as teaching techniques that are applicable across a broad range of skill levels and settings.
5. Make It Fun and I’ll Show Up: Moving towards naturally occurring reinforcement
Presenter: Randy Horowitz, MsEd, SAS
This presentation will describe ways in which parents and teachers can establish (and maintain) themselves as reinforcing stimuli in the education of individuals diagnosed with an autism spectrum disorder. The use of antecedent based strategies to prevent problem behavior will be described in the context of designing effective behavior support plans.
6. “We’re all working really hard – but these PBS strategies are not working!”
Presenter: Sara Woolf, M.A
Does this sound too familiar? If so, come to this session to learn about team process strategies and skills that have been identified as critical in establishing successful home-school partnerships -- and developing lasting PBS outcomes. The session will focus on ways to apply “team best practices” as discussed by select school-family teams and in current literature from the fields of Special Education, Educational Leadership, and PBS/ABA.
QC-CARD
CONFERENCE PRE-REGISTRATION
REGISTRANT INFORMATION
Name Job Title/Role
School/Agency
Address
City State Zip Code
Phone Email
BREAKOUT SESSION CHOICE (SELECT ONE)
___ 1: Thinking in PBS ___ 4: Friendships and Beyond
___ 2: Lessons from the Field ___ 5: Make it Fun
___ 3: Family Routines ___ 6: We’re All Working Hard…!
REGISTRATION FEES
This conference is funded through a grant from the Center for Autism and Related Disabilities, University at Albany, and the NYS Education Department, Office of Vocational and Educational Services for Individuals with Disabilities.
The registration fee is $10.00. Payment must accompany registration.
Please return registration form and payment (made out to QC-CARD) to:
Dr. Fredda Brown, Project Director
Educational and Community Programs
Queens College
63-50 Kissena Blvd.
Flushing NY 11367
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