ABOUT SUMMIT 2015
The Help Group’s Summit 2015 is a cutting edge conference that features leading experts in basic and applied research, and evidence-based best practices in assessment, intervention and treatment. Widely recognized for the scope, depth and caliber of its offerings, the Summit is designed for educators, clinicians/therapists and parents. Each year, the program provides a rich and informative experience to its attendees. We look forward to you joining us.
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SUMMIT CHAIRS
Barbara Firestone, PhD
President & CEO,The Help Group
Chair, Count Me In
for Autism Awareness Campaign
Peter C. Whybrow, MD
Director, UCLA Semel Institute for Neuroscience
& Human Behavior Judson Braun Distinguished
Professor & Exec. Chair, Department of
Psychiatry & Biobehavioral Sciences, David
Geffen School of Medicine at UCLA
Robert M. Bilder, PhD
Professor of Psychiatry & Biobehavioral Sciences,
David Geffen School of Medicine at UCLA
Chief of Medical Psychology-Neuropsychology
& Director of the Tennenbaum Center for the
Biology of Creativity, UCLA Semel Institute for
Neuroscience and Human Behavior
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KEYNOTE SPEAKERS
Stephen Hinshaw, PhD
Professor of Psyschology,
UC Berkeley, Vice Chair of Psychology,
Dept. of Psychiatry, UCSF
Lynn Koegel, PhD,CCC-SLP
Clinical Director
Koegel Autism Center
UCSB
Robert Koegel, PhD
Director
Koegel Autism Center
UCSB
Wendy Stone, PhD
Professor of Psychology Director, READi Lab, CHDD
University of Washington
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CONFERENCE INFORMATION
Schedule
Registration 7AM-8AM
Friday, October 23 8:00-9:15
Keynote
Identifying and Treating Toddlers with ASD: Is it Time for a Paradigm Shift?
Wendy Stone, PhD, Professor, Department of Psychology University of Washington Director, READi Lab (Research in Early Autism Detection and Intervention)
9:15-10:30
Keynote
ADHD: An Overview of What You Need to Know
Stephen Hinshaw, PhD, Professor, Department of Psychology University of California, Berkeley Vice-Chair of Psychology, Department of Psychiatry University of California, San Francisco
10:45-12:00
Session 3A
Genomics As a Tool To Understand The Brain and Behavior in Autism
Wendy Chung, MD, PhD Herbert Irving Associate Professor of Pediatrics and Medicine at Columbia University College of Physicians and Surgeons Director for Clinical Research, SFARI
Session 3B
Strengthening the Brain in ADHD and Reading Disorders
Sandra Loo, PhD, Director, Pediatric Neuropsychology Associate Professor of Psychiatry David Geffen School of Medicine, UCLA
12:00-1:00
Lunch Program Featuring NBC 4 News Anchor Colleen Williams & Other Special Guests
1:00-2:15
Session 4A
From Play Dates to Romantic Dates: Evidence-based Social Skills Training Across the Lifespan
Elizabeth Laugeson, PsyD, Director, The Help Group-UCLA Autism Research Alliance Assistant Clinical Professor, UCLA Founder & Director, UCLA PEERS Clinic Training Director, UCLA Tarjan Center
Session 4B
Learning and the Human Nature of Autism Spectrum Disorder
Peter Mundy, PhD, Director of Educational Research, UC Davis MIND Institute, Lisa Capps Endowed Chair in Neurodevelopment and Education, Professor, School of Education and Department of Psychiatry and Behavioral Sciences
2:15-3:30
Session 5A
The Help Group-UCLA Autism Research Alliance Translating Science into Practice: The Help Group-UCLA Autism Research Alliance
Bruce Baker, PhD, Distinguished Professor & Chair, Department of Psychology, UCLA
Jan Blacher, PhD, Distinguished Professor & UC Presidential Chair, UC Riverside Founding Director, SEARCH Family Autism Resource Center
Mirella Dapretto, PhD, Professor, Psychiatry and Biobehavioral Sciences UCLA Center for Autism Research and Treatment Member, Brain Research Institute Neuroscience GBP Home Area
Elizabeth Laugeson, PsyD, Director, The Help Group-UCLA Autism Research Alliance
Jeffrey Wood, PhD, Associate Professor, Division of Child Psychiatry and Psychological Studies in Education, UCLA Faculty, UCLA Center for Autism Research and Treatment
Session 5B
Parents’ Perspectives on Raising a Child with Autism, ADHD or Anxiety
Ted Hutman, PhD, Assistant Clinical Professor UCLA Center for Autism Research and Treatment
Session 5C
Strategies to Enhance Executive Functioning at Home and in the Classroom
Alissa Ellis, PhD, Program Director, The UCLA SMART Executive Function Training Program Semel Institute for Neuroscience and Human Behavior, UCLA
3:45-5:00
Keynote
Motivating Children with Autism to Engage in Social Communication and Academics Using Pivotal Response Treatment
Lynn Koegel, PhD, Clinical Director of the Koegel Autism Center at the University of California, Santa Barbara
Robert Koegel, PhD, Director of the Koegel Autism Center at the University of California at Santa Barbara, Professor of Clinical Psychology and a Professor of Special Education
Saturday, October 24
8:30-9:45
Session 1A
Engaging Children with ASD in Everyday Family Routines: Strategies for Parents of Young Children
Wendy Stone, PhD, Professor, Department of Psychology University of Washington Director, READi Lab (Research in Early Autism Detection and Intervention)
Session 1B
Advances in the Assessment and Intervention for Students with Reading and Writing Disorders
Philip Levin, PhD, Program Director, The Help Group-UCLA Neuropsychology Program
9:45-10:45
Session 2A
The Role of Medical Issues in Challenging Behaviors in Autism
Derek Ott, MD, Assistant Clinical Professor of Psychiatry Division of Child Psychiatry David Geffen School of Medicine at UCLA
Session 2B
Life, Liberty & the Pursuit of Happiness: Embracing Choice and Expanding Living and Work Opportunities for Young Adults with Moderate to Severe Autism
Jason Bolton, PsyD, Vice President of Programs, The Help Group Pamela Clark, MA Director of Autism Schools, The Help Group
Session 2C
ADHD and the Development of Alcohol/Substance Problems
Steve Lee, PhD, Associate Professor, UCLA Department of Psychology
11:00-12:00
Session 3A
Engineering Success in “Thrice Exceptional” Students Through a Rigorous STEM Focused Curriculum
Ellis Crasnow, PhD, Director of STEM3 Academy, and Director of STEM Education for The Help Group Helena Seli, PhD Associate Professor of Clinical Education; Director of Program Development University of Southern California
Session 3B
Mindfulness Based Stress Reduction for Parents and Caregivers of Young People with Special Needs
Alicia Bazzano, PhD, MD, MPH Pediatrician, Achievable Health Center and Westside Regional Center Clinical Faculty David Geffen School of Medicine, UCLA
Session 3C
Advances in Sensory Integration: Approaches for Children with Developmental and Behavioral Disorders
Stefanie Bodison, OTD, OTR/L Research Assistant Professor Chan Division of Occupational Science and Occupational Therapy University of Southern California Faculty, Developmental Cognitive Neuroimaging Laboratory Children’s Hospital Los Angeles
12:00-1:00
Session 4A
Psychopharmacological Treatment Options for Children and Adolescents with ADHD
Derek Ott, MD
Session 4B
Supporting Bilingual Language Development in Young Children with Developmental Disabilities: Research Updates and Recommendations for Parents and Professionals
Marian Bushnell Williams, PhD, Associate Professor of Clinical Pediatrics USC University Center for Excellence in Developmental Disabilities (USC UCEDD)
Session 4C
Apps for Autism: Effective Apps for Behavioral, Social, Creative, Communication & Cognitive Development
Lois Jean Brady, CCC-SLP Speech Pathologist, AT, CAS, Author, Developer & Producer of Autism TodayTV & Newspaper.
Continuing Education
Presentation Descriptions & Objectives
Friday
Keynote 8:00-9:15
Wendy Stone, PhD Professor, Department of Psychology University of Washington, Director, READi Lab (Research in Early Autism Detection and Intervention)
Presentation Title: Identifying and Treating Toddlers with ASD: Is it time for a Paradigm Shift?
Brief Description: Early detection of autism is the key to specialized intervention that can lead to significant gains in children’s social, language, and behavioral functioning. However, families of young children can encounter many obstacles as they navigate the path from autism concerns to autism treatment. The marked variability in autism symptom expression, inconsistent screening practices of community providers, and long waits for a diagnostic evaluation prevent many children from accruing the benefits that early specialized intervention can offer. This presentation will describe the early behavioral features of autism, the limitations of our current service delivery model, and an alternative model for expediting access to early and specialized services for toddlers with autism. This preventive intervention model is being evaluated through an NIMH grant.
Learning Objectives: At the end of the session, attendees will be able to:
Describe three reasons why early detection of ASD is important
Describe three social-communicative behaviors that are impaired in toddlers with ASD
Describe three common obstacles that can prevent toddlers with ASD from obtaining appropriately specialized early intervention services
Describe three components of a preventive intervention model for increasing earlier access to intervention for children with ASD
Keynote 9:15-10:30
Stephen Hinshaw, PhD, Professor, Department of Psychology University of California, Berkeley Vice-Chair of Psychology, Department of Psychiatry, University of California, San Francisco
Presentation Title: ADHD: An Overview of What You Need to Know
Brief Description: Dr. Hinshaw will present the core issues–ranging from definitions, causes, underlying models, lifespan development, sex differences, basic treatments, and key reasons for the explosion of diagnoses in recent years–that make ADHD so compelling and controversial. The material emanates from his Fall, 2015 book, with Katherine Ellison: “ADHD: What Everyone Needs to Know” (Oxford University Press).
Learning Objectives: At the end of the session, attendees will:
Be able to comprehend the diagnostic criteria for ADHD and how the symptoms and impairments of this condition change across development
Be able to use knowledge of genetics, family psychology, school climate, and policy changes to understand the causes and underlying models of ADHD, as well as its swelling rates of diagnosis in recent decades
Be able to apply working knowledge of behavior therapy and medication treatments to the kinds of gains expectable from these key treatment strategies; Participants will understand different pathways across the lifespan for boys vs. girls with ADHD
10:45-12:00
Session A
Wendy Chung, MD, PhD, Herbert Irving Associate Professor of Pediatrics and Medicine at Columbia University College of Physicians and Surgeons Director for Clinical Research, SFARI
Presentation Title: Genomics As a Tool To Understand The Brain and Behavior in Autism
Brief Description of Presentation: An overview of how genomics have elucidated the causes of autism in some individuals and how this has helped us understand the way the brain works in individuals with autism.
Learning Objectives: At the end of the session, attendees will:
Understand genetic contributions to ASD
Understand how specific genetic subtypes of ASD differ
Understand the tools necessary to develop new supports for individuals with ASD
Session B
Sandra Loo, PhD Director, Pediatric Neuropsychology, Associate Professor of Psychiatry, David Geffen School of Medicine, UCLA
Presentation Title: Strengthening the Brain in ADHD and Reading Disorders
Brief Description of Presentation: In this presentation, an overview of neurobiology (brain structure, function, and connectivity) in ADHD and Dyslexia will be given, with an emphasis on developmental changes and recent findings. Then, treatments for both disorders will be discussed, particularly with respect to how they affect and hopefully strengthen brain functioning. While empirically supported treatments will be the focus, some experimental therapies will also be covered.
Learning Objectives: At the end of the session, attendees will:
Learn about recent findings in the underlying neurobiology of ADHD and Dyslexia
Describe developmental changes in neurobiology in ADHD and Dyslexia
Discuss treatments for both disorders that may affect and strengthen brain functioning
1:00-2:15
Session A
Elizabeth Laugeson, PsyD, Director, The Help Group-UCLA Autism Research Alliance Assistant Clinical Professor, UCLA
Founder & Director, UCLA PEERS Clinic Training Director, UCLA Tarjan Center UCEED
Presentation Title: From Play Dates to Romantic Dates: Evidence-based Social Skills Training Across the Lifespan
Brief Description: This session will provide an overview of the unique social challenges faced by individuals on the autism spectrum across the lifespan. Informed by a strong evidence base, concrete tools for improving the social functioning of children, adolescents and adults with ASD will be provided.
Learning Objectives: At the end of the session, attendees will:
Understand the social challenges of individuals with autism spectrum disorder across the lifespan
Understand evidence-based methods for teaching social skills to people with autism spectrum disorder.
Gain knowledge in ecologically valid social skills to teach people with autism spectrum disorder across the lifespan.
Session B
Peter Mundy, PhD, Director of Educational Research, UC Davis MIND Institute, Lisa Capps Endowed Chair in Neurodevelopment and Education, Professor, School of Education and Department of Psychiatry and Behavioral Sciences
Title Presentation: Learning and the Human Nature of Autism Spectrum Disorder
Brief Description of Presentation: The symptoms of autism spectrum disorder (ASD) most often are described in terms of differences in social-engagement and communication. But recent research has found that ASD also involves basic differences in the nature of learning. Recognizing these differences in learning has helping to advance research, assessment and, most importantly, interventions for affected children. During the first part of the discussion, Mundy will describe how understanding the social/learning difficulties that affect children with autism has begun to advance methods for early intervention. During the latter part of the presentation, Mundy will describe the often-overlooked learning and needs of higher-functioning children with autism in elementary and secondary school. In particular, he will describe new information stemming from his Institute for Educational Science longitudinal research on development and academic achievement in students with ASD.
Learning Objectives: At the end of the session, attendees will:
Better understand the nature of learning problems in children with autism.
Better understand how early intervention has a positive impact on the development of children with autism.
Better understand the how to identify and treat learning disabilities in older children with autism in regular education classrooms.
2:15-3:30
Session A
The Help Group-UCLA Autism Research Alliance
Translating Science into Practice: The Help Group-UCLA Autism Research Alliance
Brief Description: This session will provide an overview of research being conducted through The Help Group – UCLA Autism Research Alliance, an innovative partnership between The Help Group and the UCLA Semel Institute for Neuroscience and Human Behavior, dedicated to enhancing and expanding clinical research in the education and treatment of those on the autism spectrum.
Learning Objectives: At the end of the session, attendees will:
Understand the unique challenges faced by youth with ASD in the academic setting.
Be able to provide an overview of evidence-based methods of instruction to improve social outcomes for youth with ASD.
Gain knowledge about empirically supported techniques for helping support youth with ASD.
Bruce Baker, PhD, Distinguished Professor & Chair, Department of Psychology, UCLA
Jan Blacher, PhD, Distinguished Professor & UC Presidential Chair, UC Riverside Founding Director, SEARCH Family Autism Resource Center
Jeffrey Wood, PhD, Associate Professor, Division of Child Psychiatry and Psychological Studies in Education, UCLA
Faculty, UCLA Center for Autism Research and Treatment
Mirella Dapretto, PhD, Professor, Psychiatry and Biobehavioral Sciences UCLA Center for Autism Research and Treatment (CART) Member, Brain Research Institute Neuroscience GBP Home Area
Session B
Ted Hutman, PhD, Assistant Clinical Professor UCLA Center for Autism Research and Treatment Presentation Title: Parents’ Perspectives on Raising a Child with Autism, ADHD or Anxiety
Brief Description: Much of the research on parenting children with cognitive, developmental, and emotional disorders focuses on stress. This presentation looks beyond stress, to define and characterize the effects of a child’s disability on the family. With the acknowledgement of bi-directional effects as a starting point, this work aims to foster well-being in parents, siblings, and the family system, and to optimize the caregiving environment and developmental outcomes for the affected child.
Learning Objectives: At the end of the session, attendees will:
Understand the nature of child effects on adults
Understand transactional processes between child characteristics and the family system
Understand the impact of parents’ well-being and parents’ state of mind on child development
Session C
Alissa Ellis, PhD, Program Director, The UCLA SMART Executive Function Training Program Semel Institute for Neuroscience and Human Behavior, UCLA
Presentation Title: Strategies to Enhance Executive Functioning at Home and in the Classroom
Brief Description:This presentation will provide an overview of executive functions and how they impact learning and overall functioning. Presenter will review the literature on the current approaches to improving executive functioning, with a specific focus on the SMART Program, a group intervention for youth with executive dysfunction. The talk will provide an overview of the program, as well as highlight some of the areas targeted and the strategies used to help youth with problems with organization, planning, time management, time awareness, and emotional control.
Learning Objectives:
Understand what executive functions are and their impact on functioning
Understand the obstacles associated with executive functioning improvement
Learn about the SMART program and how it was developed to target the gap in EF efficacy research
3:45-5:00
Robert Koegel, PhD, Director of the Koegel Autism Center at the University of California at Santa Barbara
Lynn Koegel, PhD, Clinical Director of the Koegel Autism Center at the University of California, Santa Barbara
Presentation Title: Motivating Children with Autism to Engage in Social Communication and Academics Using Pivotal Response Treatment
Brief Description of Presentation: The purpose of this presentation is threefold. First, the presenters will discuss procedures for improving the pivotal response of motivation in children with autism. Second, the presenters will discuss recent preliminary research findings related to the importance of child-initiations for producing favorable intervention outcomes. Third, a method for improving school-home coordination will be described.
Learning Objectives: At the end of the session, attendees will:
Understand how to use child choice of stimulus materials to improve motivation in children with autism.
Understand the importance of interspersing maintenance and acquisition trials to improve motivation to learn for children with autism.
Understand the importance of reinforcing communicative attempts in improving speech and language use for children with autism.
Understand the use of natural reinforcers for improving motivation and for improving generalization for children with autism.
Be able to discuss prognostic indicators and will understand the importance of child self-initiations as a pivotal behavior influencing intervention outcomes.
Understand the use of orienting cues to improve responsiveness
Saturday
8:30-9:45
Keynote A
Wendy Stone, PhD, Professor, Department of Psychology, University of Washington Director, READi Lab (Research in Early Autism Detection and Intervention)
Title of Presentation: Engaging Children with ASD in Everyday Family Routines: Strategies for Parents of Young Children
Brief Description: Everyday activities such as bedtime, bath time, and snack time can provide excellent teaching contexts for young children with (or without) ASD. This presentation will provide a framework and specific strategies for increasing children’s participation and engagement in family routines, with the goal of improving children’s communication, interaction, and behavior during daily activities at home. Video examples will be drawn from a web-based parent tutorial, and results from a clinical trial of the tutorial will be presented.
Learning Objectives: At the end of the session, attendees will:
Describe three reasons that family routines provide good learning opportunities for children with ASD
Will choose one family routine and provide three examples of how the characteristics of ASD may affect children’s participation in that routine
Describe the four levels of engagement that children can demonstrate during each step of a routine
Describe five strategies for teaching children with ASD to participate in family routines
Choose one family routine and describe three specific social-communication behaviors that can be taught during that routine
Session B
Philip Levin, PhD, Program Director, The Help Group-UCLA Neuropsychology Program
Presentation Title: Advances in the Assessment and Intervention for Students with Reading and Writing Disorders
Brief Description: This course is a guide for comprehensive evaluation and treatment for students with written language disorders. It includes information on gathering data in the primary areas of assessment. As well as a review of current published assessment tools. Also, covered are a review of current accommodations and empirically supported remediation techniques for students with written language disorders. References for additional information will be included.
Learning Objectives: At the end of the session, attendees will:
Be able to identify the strengths and weaknesses of current published assessment tools for writing disorders
Apply assessment information to identify effective means of accommodations for written language disorders
Identify empirically driven remediation techniques for written language disorders
Identify methods to measure student growth after remediation and accommodations are applied
9:45-10:45
Session A
Derek Ott, MD, Assistant Clinical Professor of Psychiatry, Division of Child Psychiatry David Geffen School of Medicine at UCLA
Presentation Title: The Role of Medical Issues in Challenging Behaviors in Autism
Brief Description: This presentation will focus on the interaction between medical issues and challenging behaviors in autism
Learning Objectives: As a result of this presentation, participants will be able to
Develop knowledge of challenging behaviors and autism
An understanding of the impact of various medical issues on these challenging behaviors will also be developed.
Methods to diagnose and treat these rates medical issues will also be discussed.
Session B
Jason Bolton, PsyD, Vice President of Programs, The Help Group
Pamela Clark, MA, Director of Autism Schools, The Help Group
Presentation Title: Advancing Vocational Training and Workplace Opportunities for Young People with Moderate to Severe Autism
Learning Objectives: At the end of the session, attendees will:
Identify trends and statistics in employment and housing for young adults with autism spectrum disorder
Identify successful models of employment, including what entrepreneurial small businesses and major corporations are doing to train and retain these workers
Identify what more can be done to create meaningful housing and employment opportunities for these young adults.
Session C
Steve Lee, PhD, Associate Professor, UCLA Department of Psychology
Presentation Title: ADHD and the Development of Alcohol/Substance Problems
Brief Description of Presentation: This presentation will review evidence on the association of ADHD and the development of alcohol/substance problems from childhood through early adulthood. It will discuss predictors as well as the pathways potentially underlying these observed associations.
Learning Objectives: At the end of the session, attendees will:
Learn current evidence on ADHD as a risk factor for alcohol/substance problems
To inform assessment practices with respect to ADHD and related risk factors.
To improve delivery of interventions based on known risk factors.
11:00-12:00
11:00-12:00
Session A
Dr. Ellis Crasnow, Director of STEM3 Academy, and Director of STEM Education for The Help Group
Helena Seli, PhD, Associate Professor of Clinical Education; Director of Program Development University of Southern California
Presentation Title: Engineering Success in “Thrice Exceptional” Students Through a Rigorous STEM Focused Curriculum
Brief Description of Presentation: Students with Autism have many natural skills and talents that draw them to STEM fields. Developing those skills throughout their school career promotes vocational success on graduation. A discussion of those skills and talents as well as the skills necessary for success in college and career will be presented.
Learning Objectives: At the end of the session, attendees will:
Be able to identify those natural abilities and strengths that those on the Autism spectrum possess, and their affinity for STEM activities
Identify 21st Century skills and understand their importance to student academic, vocational and lifelong success.
Session B
Alicia Bazzano, PhD, MD, MPH Pediatrician, Achievable Health Center and Westside Regional Center Clinical FacultyDavid Geffen School of Medicine, UCLA
Presentation Title: Mindfulness Based Stress Reduction for Parents and Caregivers of Young People with Special Needs
Brief Description of Presentation: Stress among parents and professionals caring for individuals with developmental disabilities is pervasive. This stress has been linked to a variety of adverse physical and mental health consequences, including significantly lower quality of life, unhealthy family functioning, and negative social and psychological functioning. Typical interventions provided to parents and caregivers of individuals with developmental disabilities include respite care and support groups and reflective practices. In addition, one evidence-based intervention that targets development of copings skills that can build resilience to current and future stress is mindfulness-based stress reduction. Mindfulness has been defined as “moment to moment awareness” or a “systematic approach to developing new kinds of control and wisdom in our lives, based on our inner capacities for relaxation, paying attention, awareness, and insight’’ (Kabat-Zinn 1990). A mindfulness-based stress reduction (MBSR) program is a well-suited approach for these parents and professionals, who may be overwhelmed by their children’s situation, and may be anticipating future challenges or reliving past difficulties. Mindfulness programs generally include formal mindful meditation instruction, discussion and practices and teach integration of mindfulness into everyday life as a strategy for increased coping and decreased reactivity to physical and emotional difficulties. This skills-based seminar will describe a mindfulness program for parents and professionals caring for individuals with developmental disabilities and will provide opportunities to develop mindfulness skills for use individually or as a group program.
Learning Objectives: At the end of the session, attendees will:
Understand the health and behavioral consequences of parent/caregivers stress and factors that are associated with increased stress.
Define mindfulness based stress reduction and discuss its implications for improving parenting/caregiver stress.
Describe an evidence-based mindfulness program adapted for parents and caregivers
Develop skills of mindfulness practice for the participant’s professional and personal life
Session C
Stefanie Bodison, OTD, OTR/L, Research Assistant Professor Chan Division of Occupational Science and Occupational Therapy University of Southern California, Faculty, Developmental Cognitive Neuroimaging Laboratory Children’s Hospital Los Angeles
Presentation Title: Advances in Sensory Integration: Approaches for Children with Developmental and Behavioral Disorders
12:00-1:00
Session A
Derek Ott, MD, Assistant Clinical Professor of Psychiatry Division of Child Psychiatry David Geffen School of Medicine at UCLA
Presentation Title: Psychopharmacological Treatment Options for Children and Adolescents with ADHD
Brief Description: Will discuss past, current, recent and possible pharmacological treatments for ADHD. Will discuss the benefits and limitations of various treatments and side effects associated with various treatments.
Learning Objectives: At the end of the session, attendees will:
Develop an understanding of current, recent and possible pharmacological treatment for ADHD
Discuss benefits and limitations of various treatments
Discuss side effects associated with various treatments
Session B
Marian Williams, PhD, Associate Professor of Clinical Pediatrics, USC University Center for Excellence in Developmental Disabilities (USC UCEDD)
Title of Presentation: Supporting Bilingual Language Development in Young Children with Developmental Disabilities: Research Updates and Recommendations for Parents and Professionals
Brief Description of Presentation: This presentation will provide research updates and recommendations to support bilingual language development in young children. Information will be provided about communication development in children exposed to two languages, distinguishing language disorders from typical bilingual language development, research on the impact of bilingual language development in children with autism and other developmental disabilities, and recommendations for parents, educators, and other professionals about how to support young children with developmental disabilities in learning two languages.
Learning Objectives: At the end of the session, attendees will:
Gain knowledge about research findings related to bilingual language development in young children with autism and other developmental disabilities
Learn how to distinguish language disorders from typical bilingual language development patterns.
Learn how to support bilingual communication in young children with autism and other developmental disabilities.
Session C
Lois Jean Brady, CCC-SLP, Speech Pathologist, AT, CAS, Author, Developer & Producer of Autism Today TV & Newspaper.
Presentation Title: Apps for Autism: Effective Apps For Behavioral, Social, Creative, Communication & Cognitive Development
Learning Objectives: At the end of the session, attendees will:
Identify apps that promote communication, pre-speech and speech production, language, concept development, etc.
Be familiar with the basic operation of an iDevice and iOS accessibility features
Be familiar with how to match features to individual’s needs
Recognize the main features of an app so that they can navigate through the 300,000+ apps on the market today
Be exposed to demonstrations and possess a list of apps to promote language and literacy
Be able to choose at least 3 accessories that would augment an iDevice Feel comfortable in taking the plunge into technology and iTherapy
Presenter Powerpoints
Friday
Wendy Stone, PhD – DOWNLOAD
Title Presentation: Identifying and Treating Toddlers with ASD: Is it time for a Paradigm Shift?
Stephen Hinshaw, PhD – DOWNLOAD
Title Presentation: ADHD: An Overview of What You Need to Know
Wendy Chung, MD, PhD –DOWNLOAD
Title Presentation: Genomics As a Tool To Understand The Brain and Behavior in Autism
Sandra Loo, PhD – DOWNLOAD
Title Presentation: Strengthening the Brain in ADHD and Reading Disorders
Peter Mundy, PhD – COMING SOON
Title Presentation: Learning and the Human Nature of Autism Spectrum Disorder
The Help Group-UCLA Autism Research Alliance
Presentation Title: Translating Science into Practice: The Help Group-UCLA Autism Research Alliance – DOWNLOAD
Bruce Baker, PhD N/A
Jan Blacher, PhD N/A
Mirella Dapretto, PhD
Jeffrey Wood, PhD(Karen Wood, PhD) – DOWNLOAD
Ted Hutman, PhD
Presentation Title: Parents’ Perspectives on Raising a Child with Autism, ADHD or Anxiety – DOWNLOAD
Alissa Ellis, PhD –
Presentation Title: Strategies to Enhance Executive Functioning at Home and in the Classroom – DOWNLOAD
Robert Koegel, PhD
Lynn Koegel, PhD
Presentation Title: Motivating Children with Autism to Engage in Social Communication and Academics Using Pivotal Response Treatment
Saturday
Wendy Stone, PhD –DOWNLOAD
Title of Presentation: Engaging Children with ASD in Everyday Family Routines: Strategies for Parents of Young Children
Philip Levin, PhD
Presentation Title: Advances in the Assessment and Intervention for Students with Reading and Writing Disorders – DOWNLOAD
Derek Ott, MD
Presentation Title: The Role of Medical Issues in Challenging Behaviors in Autism – DOWNLOAD
Jason Bolton, PsyD – DOWNLOAD
Pamela Clark, MA- DOWNLOAD
Judy Mark- DOWNLOAD
Presentation Title: Advancing Vocational Training and Workplace Opportunities for Young People with Moderate to Severe Autism – DOWNLOAD
Steve Lee, PhD, – DOWNLOAD
Presentation Title: ADHD and the Development of Alcohol/Substance Problems
Dr. Ellis Crasnow – DOWNLOAD
Helena Seli, PhD
Presentation Title: Engineering Success in “Thrice Exceptional” Students Through a Rigorous STEM Focused Curriculum – DOWNLOAD
Alicia Bazzano, PhD, MD – DOWNLOAD
Presentation Title: Mindfulness Based Stress Reduction for Parents and Caregivers of Young People with Special Needs
Stefanie Bodison, OTD, OTR/L – COMING SOON
Presentation Title: Advances in Sensory Integration: Approaches for Children with Developmental and Behavioral Disorders
Derek Ott, MD
Presentation Title: Psychopharmacological Treatment Options for Children and Adolescents with ADHD – DOWNLOAD
Marian Williams, PhD
Presentation Title: Supporting Bilingual Language Development in Young Children with Developmental Disabilities: Research Updates and Recommendations for Parents and Professionals – DOWNLOAD
Lois Jean Brady, CCC-SLP
Presentation Title: Apps for Autism: Effective Apps For Behavioral, Social, Creative, Communication & Cognitive Development – DOWNLOAD