2017 Michigan Autism Conference will be held on the October 11–October 13, 2017 and will take place at the Radisson Plaza Hotel in downtown Kalamazoo, MI. We are delighted to announce the following workshops will take place at the conference.
Wednesday October 11, 2017: Half-Day Workshop
Dr. Wayne Fuqua
BACB Ethics: Developing Problem-Solving Strategies Through Interactive Team-Based Learning
8:00am - 12:00pm
This workshop is designed primarily for practitioners who have some familiarity with the Professional and Ethical Compliance Code for Behavior Analysis from the Behavior Analysis Certification Board (BACB) and wish to improve their skills to (a) identify andnanalyze ethical challenges, (b) develop strategies to resolve ethical challenges, (c) refine their skills to tactfully and effectively resolve ethical challenges, and (d) obtain CEUs in the ethics domain as required for BACB recertification. Others, including licensed psychologists, who are interested in applying BACB ethical guidelines to real-world ethical challenges in practice and research are also encouraged to attend. Participants should be prepared to describe and discuss real world ethics cases in a manner that protects the identity of those individuals involved in the ethics cases.
Dr. Wayne Fuqua is a Professor of Psychology and the former Chair of the Psychology Department at Western Michigan University (1999-2013). He currently teaches courses and mentors graduate students in Clinical Psychology and Behavior Analysis at WMU. Fuqua also conducts research across a range of areas including health psychology, ethics, dissemination and developmental disabilities. A Fellow of the Association for Behavior Analysis, Dr. Fuqua has published numerous peer-reviewed articles and given numerous presentations and workshops at national and regional conferences. He has collaborated with researchers from WMU’s Sociology and Philosophy Departments on two NSF-funded projects on research ethics. He is actively involved with a number of community-based agencies that provide services to individuals diagnosed with autism spectrum disorders and other developmental and physical
disabilities. In his role as a member of the Michigan Autism Council (2013-2016), he was involved in developing, implementing and evaluating a state-wide plan to improve the quality and availability of autism services in the state of Michigan. He was recently honored with a Distinguished Service Award from Western Michigan University. He has developed a series of ABA training videos for BCBA practitioners that are available, free of charge, at http://wmich.edu/autism/resources.
Wednesday October 11, 2017: Full-Day Workshops
Dr. James Partington
Using the ABLLS-R® and the AFLS® to Assess Skills and Design Developmentally Appropriate Intervention Programs for Individuals with Autism
8:00am - 5:00pm
Attendees will learn to assess and analyze learners’ skills and deficits, and develop a comprehensive curriculum for learners of all ages. This workshop will teach participants
how to design developmentally appropriate instruction using the Assessment of Basic Language and Learning Skills- Revised (The ABLLS-R®) and the Assessment of Functional Living Skills (The AFLS®). The ABLLS-R® and the AFLS® are parent and teacher friendly assessment tools, and skills-tracking systems used to help guide the instruction of critical skills to individuals with autism or other developmental disabilities. Individuals of all ages need to learn many critical functional living skills in order to successfully participate in a wide range of home, school, and community-based activities. The AFLS® contains an extensive range of skills—some of which include traveling in the community, making purchases, seeking assistance as required, preparing meals, helping with household chores, and participating in social and leisure activities. Workshop participants will learn how to conduct an AFLS® assessment and transfer the results to the skills tracking grids. An emphasis will be placed on helping parents, other caregivers, and educators identify and prioritize functional skills that their learner needs to develop. Additionally, Dr. Partington will review the concept of conducting a task analysis—a practical and easy to implement method to break down complex tasks to help learners develop the targeted skills. By identifying skill deficits, prioritizing some learning targets for daily activities, and setting up quality instructional programs, one can make a quick and significant impact.
James W. Partington, PhD, BCBA-D is the director of Behavior Analysts, Inc., and provides services to children and their families at the STARS Clinics in Walnut Creek, California. He is a licensed psychologist and a board certified behavior analyst, doctoral level (BCBA-D), and has more than 45 years experience working with children with developmental disabilities. His expertise is in language-based intervention with children who are experiencing language delays as a result of autism and other related developmental disorders. Dr. Partington is the co-founder of a school that specialized in language-based instruction for children with autism (STARS School) and has helped several public school systems establish similar classrooms within their own districts. He has been a faculty member of several universities including West Virginia University, University of San Francisco and St. Mary’s College. Dr. Partington is a former President of the Northern California Association for Behavior Analysis and has served as a member of the Behavior Analyst Certification Board. Dr. Partington has received several professional awards including the Public Service Award for the Advancement of Behavior Analysis in Florida, presented by the Florida Association for Behavior Analysis. He has co-authored the book, Teaching Language to Children with Autism or Other Developmental Disabilities, and The Assessment of Functional Living Skills (The AFLS®). He is the author of several books including The Assessment of Language and Learning Skills-Revised (The ABLLS-R®), Capturing the Motivation of Children with Autism, and Getting Started: Developing Critical Learning Skills for Children on the Autism Spectrum.
Dr. Heather McGee
BCBA 8-Hour Supervision Training
8:00am - 5:00pm
Wednesday October 11, 2017: Half-Day Workshops
Dr. Williams and Dr. Seiverling
Increasing Diet Variety Among Children with Autism Spectrum Disorders.
8:00am - 12:00pm
Among children with autism spectrum disorders, selective eating or eating a narrow range of foods is a common problem. Selective eating is also a source of concern for both caregivers and care providers. In this presentation, selective eating among children with autism spectrum disorders is reviewed. This presentation will also describe a range of interventions that can be used by caregivers in the home setting. The interventions will be described and case examples will be provided. The goal of this information is to provide parents with practical information for use in home and community settings.
Dr. Keith Williams is a licensed psychologist and a Board Certified Behavior Analyst. He has been the Director of the Feeding Program at the Penn State Hershey Medical Center for 20 years. Dr. Williams is a Professor of Pediatrics at the Penn State College of Medicine where he teaches medical students, graduate students, and medical residents. He has written over 50 book chapters and articles in the area of feeding problems and child nutrition. He is co-author of Treating eating problems of children with autism spectrum disorders and developmental disabilities: Interventions for professionals and parents.
Dr. Catherine Lord
What can we learn about appropriate services in children with ASD from our longitudinal study from 2 to 22?
1:00pm - 5:00pm
As the number of preschool children identified with ASD increases each year, so too will the number of children with ASD moving into adolescence.The aims of the research are to determine predictors of adolescent and adult outcome measured in adaptive skills, quality of life, positive mood, behavior problems and symptoms of anxiety and depression. The project represents a shift in emphasis from attention primarily on negative outcomes to consideration of coping strategies for individuals and families and their impact on well-being and independence.The natural history of behavioral, cognitive, language and social development from ages 2 to 22 are examined in two well-described samples of children from North Carolina and Chicago originally referred for possible ASD, and a group of non-spectrum developmentally delayed controls. One hundred eighty seven out of 213 original children currently remain in the Early Diagnosis study initially funded by NIMH and NICHD.These children were seen at ages 2, 3, 5 and 9.Their families have participated in phone interviews and completed packets of questionnaires when the children were between 11 and 18 years with a focus on relationships among adaptive skills, behavior problems, pubertal development and adolescent onset of seizures.Face to face interviews and assessments from age 10 to 26 have been conducted so we have new results about what adults are now doing and experiencing.We hope these studies can provide important information about individual differences in developmental trajectories in ASD and the factors that contribute to positive and negative aspects of outcome in adolescents and young adults.
Catherine Lord, Ph.D. Professor of Psychology, Weill Cornell Medical College & Columbia University College of Physicians and Surgeons and Director of the Center for Autism and the Developing Brain. Dr. Lord is an international expert in the diagnosis, social and communication development and intervention in autism spectrum disorders (ASD). She is renowned for her work in longitudinal studies of children with autism as well as for her role in developing the autism diagnostic instruments used in both practice and in research worldwide today. She has also been involved in the development of standardized diagnostic instruments for ASD with colleagues from the United Kingdom and the United States (the Autism Diagnostic Observation Schedule (ADOS) an observational scale; and the Autism Diagnostic Interview – Revised (ADI-R) a parent interview), now considered the gold standard for research diagnoses all over the world. Dr. Lord’s work at the Center for Autism and the Developing Brain involves continued research in validity and longitudinal studies, early diagnosis of children with autism, and regression in children with autism and clinical evaluation and diagnosis of children and adults who may have autism. Child psychiatry fellows have an opportunity to observe Dr. Lord in her clinical assessments during their first year rotation at the Center for Autism and the Developing Brain. Additionally Dr. Lord teaches child and adolescent psychiatry fellows in their didactic curriculum. Finally, Dr. Lord was recently elected to The National Academy of Medicine.