SCHEDULE AT A GLANCE

Thursday, April 19 Friday, April 20 Saturday, April 21 8:30 AM—4:45 PM 7:30 AM—4:00 PM 7:30 AM—8:00 AM Registration Registration Registration

9:15 AM—9:30 AM 7:30 AM—5:00 PM 7:30 AM—11:30 AM Opening Remarks Exhibit Hours Exhibit Hours

9:30 AM—12:30 PM 8:15 AM—8:30 AM 7:50 AM—8:00 AM Pre-Conference Workshop A Opening Remarks Opening Remarks Shana Nichols 8:30 AM—10:00 AM 8:00 AM—9:30 AM Pre-Conference Workshop B (*) Keynote: Brenda Smith Myles Keynote: Jonathan and Jodi Murphy Robert Peyton 10:00 AM—10:30 AM 9:30 AM—9:50 AM Break Break 9:00 AM—5:00 PM Exhibit Hours 10:30 AM—11:45 AM 9:50 AM—12:40 PM 10:45 AM—11:15 AM Breakout Session 1 Sibshop Break 11:45 AM—1:00 PM 9:50 AM—11:05 AM 12:30 PM—1:45 PM Lunch (on your own) Breakout Session 4 Lunch (on your own) 1:00 PM—2:15 PM 11:05 AM—11:25 AM 1:45 PM—4:45 PM Breakout Session 2 Break Pre-Conference Workshop C Brenda Smith Myles 2:15 PM—2:45 PM 11:25 AM—12:40 PM Break Breakout Session 5 Pre-Conference Workshop D Jen Bluske & Danna Hamlett 2:45 PM—4:00 PM Breakout Session 3 3:00 PM—3:30 PM Break 4:30 PM—5:30 PM Autism Society Annual Meeting 4:45 PM Workshop Concludes 4:45 PM—5:45 PM Spectrum Social Hour Teen Sibling Social Hour

6:00 PM—7:00 PM Family Reception & Essay Award Presentation

7:00 PM—8:00 PM Talent Show {schedule subject to change}

8:00 PM—9:30 PM Dance 1 CONFERENCE SCHEDULE

THURSDAY | April 19, 2018

Welcoming Remarks Welcoming Remarks 9:15 — 9:30 am 9:15 — 9:30 am

Workshop in Session Workshop in Session 9:30 — 10:45 am 9:30 — 10:45 am 12:30 pm pm 12:30 12:30 pm pm 12:30 — Break — Break 10:45 —11:15 am 10:45 —11:15 am

Workshop in Session Workshop in Session 11:15 am —12:30 pm 11:15 am —12:30 pm PRECONFERENCE A PRECONFERENCE PRECONFERENCE B PRECONFERENCE 9:30 am 9:30 am

Lunch on your own 12:30 pm—1:45 pm

Workshop in Session Workshop in Session 1:45—3:00 pm 1:45—3:00 pm

Break Break 3:00—3:30 pm 3:00—3:30 pm 4:45 pm pm 4:45 4:45 pm pm 4:45 — — Workshop in Session Workshop in Session 3:30—4:45 pm 3:30—4:45 pm 1:45 1:45 PRECONFERENCE C PRECONFERENCE PRECONFERENCE D PRECONFERENCE

2 FRIDAY | April 20, 2018 Keynote: Critical Mass, Purposeful Practice and Autism: Creating 8:30 – 10:00 am Independent Learners

Brenda Smith Myles, Ph.D. This presentation focuses on describing the factors that lead to critical mass for those on the spectrum when providing instruction and supports. Critical mass, in this regard, is the point where an individual has gained enough information to apply it to situations, activities or skills in which instruction has not been provided. Learn easy-to-use strategies that can help individuals with ASD to move about their world as independently as possibly, making informed decisions about their wants and needs. Teaching to critical mass will help learners to be successful with tasks they have been taught to do, but will also help them to be successful with activities on which they have not received instruction.

10:00 — 10:30 am Break

10:30 – 11:45 am Breakout Session 1

Session 1.0 Unlocking Behavior with Regulation Katie Berg, MA Participants will be learning how their behavior patterns influence student behavior and how student behavior influences staff behavior. Participants will be given tools not only for the quick reaction but to create a long lasting system of behavior change and behavior skill building. We will be changing the lens we look at behavior through to overcome the challenging behavioral issues we deal with daily. We will be working at staying in teaching mode so our students can stay in learning mode with a tool for regulation. Session 1.1 Circles of Comfort: A Model to Support Anxiety in Learners with ASD Jessica Nichols, DPI, & Connie Persike, CCC-SLP Students with autism often experience a significant level of anxiety that can interfere with school functioning. This breakout session will promote participants' understanding of anxiety as well as provide proactive strategies and interventions to support student anxiety. Additionally, a method of progress monitoring will be shared. Case studies of students across grade levels will be utilized. Session 1.2 Autism Basics: Understanding the Spectrum Sharon Hammer, MS, PC, Lisa Ladson, BA, CABA, Tamara Laskowski, & Chelsea Plamann. This is an introductory workshop that will focus on providing a deeper understanding of autism and how people with autism experience the world. Presenters will discuss common characteristics of autism, strategies for effectively supporting people on the spectrum, and other autism-related resources. This workshop will be based on recent research, first person accounts from those on the spectrum, and personal experiences from the practice of the presenters. You will leave this session with a greater understanding of how autism may impact how a person learns, interacts with others, and develops relationships. Session 1.3 Pathways to Improving Access to Autism Diagnosis and Intervention Gail Chodron, Ph.D. While children are being diagnosed with ASD at earlier ages, not all Wisconsin families have equitable access to services. Children with ASD living in medically underserved areas are at increased risk for under-identification and late diagnosis. This session will describe the Wisconsin Care Integration Initiative: a federally funded project to understand barriers and improve access to a coordinated, comprehensive system of services that allow early diagnosis and entry into services for children with ASD/DD. Project staff from both urban and rural communities will describe progress and lessons learned in mapping and addressing enablers and barriers to accessing diagnosis and intervention.

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Session 1.4 Getting Old is not for Sissies – Health Awareness Issues on the Spectrum Nancy Alar & Lauren Bishop-Fitzpatrick, Ph.D., MSW

Are you an adult on the spectrum? Have you thought about various health issues you might face as you get older? Did you know you will face vision changes? Would you recognize and know what to do about acid reflux? Sleep apnea? Diabetes? Aging skin issues? Do you know what you should have in your medical documentation? Come and get information about common health problems adults face and how to handle them. Also learn from specific cases where having an autistic neurology has directly impacted someone’s health. Sample health documents provided.

Session1.5 IEP – ACP – WiTransition – PTP – and WIOA: What all these acronyms mean for students Nancy Molfenter, Ph.D. & La Nae Jabas

This presentation will explain the connections between requirements in school and collaboration with families and outside entities to support successful transition of students with ASD to college, careers, and full lives in the community.

Session 1.6 Marital Quality in Families with Children with Autism Iulia Mihaila & Tim Markel

The presentation will discuss the present state of research on marital satisfaction and marital quality in families with children with autism. Impacts on families and implications of the current research will be discussed. Additionally, methods to promote marital satisfaction and marital quality will be explored.

11:45 am —1:00 pm Lunch (on your own)

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1:00 – 2:15 pm Breakout Session 2

Session 2.0 Strategies to Help Paraprofessionals Increase Student Independence Danielle Ozimek Calling all educational support professionals! Although the assignment of a paraprofessional is intended to have a positive effect on students, research demonstrates that the presence of a paraprofessional can also have negative social effects on the students being supported. This session will focus on strategies that help paraprofessionals to facilitate increased independence and interactions between students with and without disabilities. Tools to support with consistent programming and scheduling will also be demonstrated. Let's work together to move from "support professionals" to "independence facilitators!" Session 2.1 Focusing on Emotional Regulation Jen Townsend, M.Ed., Alissa Carriveau, BCBA, & Rebecca Dysland

Do you ever feel like you just want to scream and you reconsider your action because you're in the middle of a crowded room? Have you ever called so many people on your way home but not one answers? Do you ever just talk at someone because you want to tell them all about your day and later realize you never asked them anything about their day? Why... in this session you will learn to identify how regulation looks in ourselves and others. We will share perspectives on regulation differences based on our brains as well as environmental factors which contribute to the body’s need. Our goal is to identify regulation that positively impacts an individual's overall well-being through one’s reputation management (dignity, self-confidence and lifelong competence) in understanding how to regulate ourselves. The human brain craves a sense of belonging yet if we do something that is viewed as weird, awkward, or too different for too long then we may not have the opportunity to belong. Session 2.2 Food Jagging: Tackling This Roadblock with your Picky Eater Rachelle Enemuoh, MA, CCC-SLP & Juliette Koepp, MS, CCC-SLP

This presentation will introduce the concept of food jagging, its negative implications on children who are classified as severe picky eaters, and how to both prevent, and move beyond, food jagging when working with children on the autism spectrum. A variety of strategies will be provided to empower parents and professionals to directly address this in the school, clinical, and/or home setting to expand the child’s current diet. Attendees will then be given the opportunity to apply knowledge gained throughout the presentation and identify key components of a treatment plan through the use of case studies and discussion. Session 2.3 How Early Start Denver Model Promotes Development through Play & Relationships Kimberly Nichols-Green, M.S.E, ESDM & Megan Puddy, MA, ESDM

Autism can affect a child's ability to initiate or maintain social interactions with others. The Early Start Denver Model follows a child's interests, and increases learning opportunities through developmentally based play focusing on children's social-emotional, cognitive, and language development. The approach involves families, therapists and teachers in naturally occurring daily routines while using a data based approach and empirically supported teaching strategies that have been found effective in applied behavior analysis. Learn how we use the approach in homes and in a model integrated pre-school G-ESDM setting. Session 2.4 Speaking about Autism: Our Road to Independence – College Years Julie Harris, Matthew & Mitchell LaBerge

This presentation will focus on what it takes to make it through elementary, middle, high school and college while living and learning with autism. Matthew and Mitchell's mother will provide a summary of their lives and will focus upon interventions that helped her sons overcome many of their sensory and learning challenges. Matthew and Mitchell will explain the strategies that they have used to find success as they transitioned from high school through college. Together, they provide a comprehensive approach to understanding how to be successful despite the enormous obstacles that they have faced

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Session 2.5 Ensuring Your Wishes for Their Future Bob Johnston, President-Special Needs Planning, LLC

What will happen to your child when you are no longer around to care for them? This session will help families prepare for the financial future of their child, or other dependent, with special needs. Learn how to maintain eligibility for government benefits while still meeting the needs for lifetime of care and quality of life. Also, you will learn about the ABLE Act. This presentation will cover estate planning, guardianship, wills and trusts, and the Letter of Intent.

Session 2.6 Hyperlexia—Children Who Read Early – Sometimes Autism, Sometimes Not; Treatment and Outcome Implications Darold A. Treffert, MD., Matthew Doll, Ph.D., Beth Dardis, SLP, Karen Bartelt, OTR

Hyperlexia—intensive preoccupation with numbers, letters and spectacular early reading ability— occurs in three forms. Hyperlexia 1 includes neurotypical children who read early. Hyperlexia 2 includes children in whom the hyperlexia is a part of an autism spectrum disorder. Hyperlexia 3 includes children who have ‘autistic-like’ symptoms for a period of time which fade as the child gets older; they do not have autism. Getting the diagnosis right has vast intervention, treatment, educational placement and outcome implications. In groups 2 and 3 the hyperlexia ability can be used as a potent treatment tool at home and in the classroom.

Session 2.7 Dads Session

This informal session is exclusively for Dads to meet, network and discuss the joys and challenges of being a father of a son or daughter on the autism spectrum

2:15 — 2:45 pm Break

2:45 — 4:00 pm Breakout Session 3

Session 3.0 Assistive Technology for College Success Linnea Bertram, M.S., CCC-SLP

Understanding the accommodations that your student can receive when they go to college is absolutely essential. Taking advantage of the assistive technology available to them and learning to use those accommodations early should also be considered as part of an IEP team's postsecondary transition plan. Whether your student is planning on going to college or you just want them to be more independent, you are sure to learn some assistive technology tips and tricks for Google Extensions and Android/Apple apps. We will cover topics including notetaking, organization, safety, and more. Don't miss this one!

Session 3.1 Teaching the Hidden Curriculum Mandy Reinke, B.S.

Do you have a student or child who struggles to understand the hidden meaning of social situations and communication? If so, this presentation is for you! You will gain an understanding of what hidden curriculum items are, why it is pertinent to teach students on the spectrum these skills, and how to teach students these skills. A variety of direct and indirect evidence based teaching strategies and ideas will be given so you can continue to build your toolbox!

Session 3.2 Medication Treatment for People with ASD Richard P. Barthel, MD. This is an updated presentation of one which has been given over a number of years. It addresses a philosophy about the use of medication to address behavioral issues in people with ASD at various stages of development. Using brief case examples to frame the topic and introduce concepts, the majority of the interaction will be responses to audience comments and questions.

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Session 3.3 Talking so Your Child Can Listen, Listening so Your Child can Talk Colleen & Betty McCluskey

This presentation will focus on communication between individuals on the autism spectrum and those who are not, with emphasis on interaction between autistic youth and non-autistic caregivers. Mother-daughter duo Colleen and Betty McCluskey will give professional and personal insight on communication from the perspectives of a neurotypical parent and a young adult with Asperger's Syndrome. Using information based on best practices combined with a wry dose of humor through personal anecdotes, they will describe their shared journey towards effective communication, detail specific points where autistic and non-autistic communication patterns diverge, and outline strategies for bringing autistic and non-autistic individuals closer to mutual understanding. Session 3.4 Community Living with Supports (with panel discussion) Amy Masek, M.S., Rob Schoner, Michael & Maggie Kumbier, Casey Poff, Jacob Henes

Like their peers, many young adults with ASD want independence. In considering options for a new residence, families want to ensure their loved ones are safe, happy, and continue to live dignified lives where they are respected, accepted and included by their peers, neighbors and the greater community. This presentation will focus on community living arrangements and creating an independent life away from the family home. Topics will include finding a place to live, roommates, daily activities, making positive choices, funding, family involvement, the critical importance of individualized supports, and opportunities for continued learning, vocational training and personal development. With panel discussion. Session 3.5 Autistic Darwinism: Adapt to Thrive in our Evolving Workplace Mitch Potter

Traditional workplaces have often been unfriendly to autistics. As workplaces rapidly evolve, opportunities exist for autistics to be a better fit with the brave new work world. This session identifies how autistic qualities can be adapted to emerging needs for self-directed expertise, learned empathy, logical decisions and virtual team readiness. The presenter is a retired autistic who offers specific examples from his own career working for small businesses, large corporations and as a human resource consultant.

Session 3.6 Peer Play: Encouraging Proximity & Interaction between Children on the Spectrum Sydney Teglia & Dr. Rebecca Thompson, BCBA - D

This presentation covers how to encourage play between children on the spectrum. It focuses mainly on strategies providers (or parents) can use to encourage proximity between children through control of the environment and interaction between children by changing the way adults interact with the children during play.

Session 3.7 Hair, Makeup & Nails! Volunteers will have stations set up for hair styling, makeup and manicures!

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4:30 — 5:30 pm Autism Society of Wisconsin Affiliate Networking Session

4:45 — 5:45 pm Spectrum Social Hour More details will be listed in the conference program.

6:00 — 9:30 pm Family Reception

6:00—7:00 Pizza Buffet

6:30—7:00 Annual Essay Contest Awards

7:00-8:00 Talent Show

8:00—9:30 Dance SATURDAY | April 21, 2018

8:00 – 9:30 am Keynote: Finding My Voice(s): My Personal Autism Journey Towards Independence Jonathan and Jodi Murphy As an autistic child, Jonathan Murphy felt voiceless. As an autistic adult, he became the voice of a major theme park. In his keynote address, Jonathan shares how self-acceptance, a strong support team, a willingness to change, and stepping into his fears and anxieties put him on his path towards independence and a fulfilling life. Jodi Murphy acts as Jonathan’s “wingman” to offer the successful strategies she used to help Jonathan thrive at every stage of his journey.

9:30 — 9:50 am Break Visit Exhibits! 9:50 am —12:40 pm Sibshop More details will be listed on our website soon!

9:50 — 11:05 am Breakout Session 4

Session 4.0 Engineering Social and Problem Solving Skills through STEM Patrick Garvey, Director of Technology and STEM Education at KGH Consultation & Treatment

The purpose of this presentation is to explore STEM (Science, Technology, Engineering and Math) as a method for teaching social participation and the next generation of job skills. We will explore utilizing the scientific method as a blueprint for teaching STEM activities that support the development of collaboration skills, problem solving, and resiliency through measured failure in students with ASD. Participants in this group will also learn about K-12 STEM activities and how to apply them in both an individual and group environment to engage students with ASD.

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Session 4.1 Preparing for the Performance that Lasts a lifetime: Teaching Social Skills Through Drama Kim Phillips & Jennifer Henselin

Research proves that students with autism learn through practice of directly taught social skills. What better way than to practice “hands on” in an elective class that is specifically dedicated to learning these crucial soft skills? Using drama techniques and role playing, high school students practiced social situations in a safe environment and were more likely to apply these skills to daily living. An autism support teacher, a drama specialist, and peer mentors worked together to supplement a base curriculum to create and implement the course successfully. Session 4.2 From Aladdin to Zootopia: Using Disney & Other Animation to Motivate, Teach, & Reward Kim Post, MSE

Individuals on the autism spectrum are consciously drawn to animation more than being in-tune with those around them. Scripted phrases from cartoons, “movie-talk” from favorite movies, and distinctive behavior which replicates certain animated characters often get in the way of learning in school or just everyday functioning. In essence, these affinities or perseverations cause disconnect. This session will integrate Evidence-Based Practices (EBP) and animated movies to help parents, teachers, and others connect with individuals on the autism spectrum. Characters from the likes of Disney, Dreamworks, and Nickelodeon will be integrated with life skills to formulate success. Session 4.3 Arranging Group Activities to Maximize Communication Using Various Forms of Communication Lorrie Banks, CCC-SLP, BCBA & Jamie Vareka, B.S. (Panel)

Increasing independent and spontaneous communication for children in group settings is typically a priority for students with the specific learning styles associated with ASD. It can be difficult to establish and create group learning environments that maximize each student’s independence, especially for those who have adapted to various level of prompting. The following presentation expands group learning activities by decreasing prompting levels and communication partners while increasing the rate of spontaneous communication across four participants. Session 4.4 Get Ready, Get Set, Work! Lynn Palubicki, SLP & Wanda Bronstad

Appropriate behavior in the workplace setting does not come naturally for individuals with special needs who struggle with social norms, particularly those on the autism spectrum. Consistent feedback, guided practice and awareness training can help these individuals learn the skills necessary to maintain employment and lead productive lives. Educators Wanda Bronstad and Lynn Romenesko Palubicki have developed a resource guide that professionals, parents and mentors can use to assist individuals through a variety of challenges. The authors provide a roadmap to success with interactive units that cover topics ranging from activities of daily living to accepting feedback from authority figures. Session 4.5 Proactive Approaches to Sensory Motivated Behaviors (*) Jamie Schuh, BCaBA & Kerry Hoops, MA, BCBA

Children with autism encounter sensory stimulation and environmental changes throughout the day. Sometimes this stimulation and change may result in unwanted behaviors. All behaviors happen for a reason and are a form of communication. As professionals and care givers, it’s our job to determine the message. There are many sensory-based strategies that can be helpful for children with autism. This presentation will focus on the when and how to implement sensory- based strategies using proactive approaches and teaching methods in a way to help our children, students, and clients succeed in a variety of environments, including school, home, and community.

Session 4.6 Panel of Parents Information coming soon

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11:05 — 11:25 am Break

11:25 am – 12:40 pm Breakout Session 5

Session 5.0 Autism and LGBTQIA Heidi Weisensel & Eric Weier

In this session, the audience will learn about students that have autism spectrum disorder in addition to identifying as LGBTQIA. Statistical data will be analyzed in order to express the need for a supportive classroom environment. Characteristics of individuals with autism will be reviewed. Terminology will be defined in order to support gender and sexuality inclusion in the classroom. Knowledge will be gained on how to support transgender students with autism in the classroom. Valuable resources that can be implemented within the classroom setting will be provided in order to help our students foster academic growth, personal growth and independence.

Session 5.1 Internet of Things (loT) and Wearables: Assistive Tech for Executive Functioning Rachel E. Wright, Ph.D.

This session explores the potential uses of wearable devices and the Internet of Things (IoT) as assistive technologies to support sensory regulation and other executive functioning skills for users with autism spectrum disorders. Participants will learn how task automation services can be employed to reduce the cognitive demands associated with repetitive tasks, and how wearable devices can extend these services across contexts and devices. Coordination of these increasingly mainstream technologies can promote independence and the self-management of supports, while remaining highly customizable for the specific needs of the individual user. Session 5.2 American Sign Language for Non-verbal Clients Linda Klotz & Amber Dorschel

This benefit will focus on the benefit of teaching American Sign Language. Sign Language can be used in place of a Picture Exchange Communication System (PECS), an iPad, or other voice output device, as a way to increase expressive communication and expressive vocalization. Using ASL can be beneficial when concerns arise with picture icons becoming lost when in community settings, or when electronic devices that are used as a means of communication are not charged. This presentation will focus on how to identify if a child will be a good candidate to implement the use of sign; as well as how to begin implementing sign using an easy to follow step-by-step breakdown. This presentation will also discuss how to modify signs for those lacking fine-motor abilities. Session 5.3 Camp Programs are more than Songs and S’mores! Carissa Peterson, CTRS, Cyndi Hemmer, Alex Peters, Stevie Thomas

Summer Camps have been around for over 100 years, and continue to play an important part of many people's lives. They offer opportunities for socializing and trying new things; are often based in the outdoors, encouraging campers to "unplug" and appreciate the natural settings that surround them. Many camps offer year-round programs, and are learning ways to support campers with ASD in their programs. We will be sharing information about camps throughout Wisconsin, the benefits of camps for campers as well as their families, and how to choose the best camp to ensure success for everyone involved.

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Session 5.4 Social Teaching Strategies for Individuals with Autism for Anime Fandoms James Williams & Rosie Ruiz

Many individuals with autism (and individuals with social deficits) enjoy Japanese anime, and belong to many anime fandoms. To accommodate these individuals, people in the anime fandom community have created a series of teaching strategies, activities, games and apps that are used to teach appropriate social behavior among its members. In this presentation, listen to a self-advocate with autism who works for multiple anime conventions, describe and demonstrate how they can be implemented by educators during social skills instruction for individuals with autism. Session 5.5 They can’t have AAC because of their behaviors Mike Hipple

During this we will be discussing behaviors and communication. People who have Autism and use Augmentative Alternative Communication can show challenging behaviors , because of they can't tell people what are their wants and needs are . You will learn how AAC can help , how to use journaling to help the person who use AAC to get through behaviors , and when you should and should not take their voice away. Session 5.6 Panel of Experts

Information coming soon

(*) indicates a BCBA CE session– these sessions are open to all attendees. If you are planning to attend for the credit, you will be responsible for the additional payment. More information will be available in the conference booklet, or you can contact Jessica at [email protected].

{schedule subject to change}

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