2019 Michigan Autism Conference will be held on the October 9–11, 2019 (with pre-conference workshops on October 9) and will take place at the Radisson Plaza Hotel in downtown Kalamazoo, MI.

Full-Day Workshop

Wednesday, October 9, 9:00 am - 4:00 pm

Patrick McGreevy

Patrick McGreevy

Teaching Life Skills Using Essential for Living and Small Group Instruction


Many teachers, curriculum coordinators, and behavior analysts are struggling with what to teach children with moderate-to-severe disabilities or limited skill repertoires, including many children with autism. In public schools, they are often instructed to adhere to the Common Core State Standards, while in private behavior analysis programs they are often offered only developmental curricula designed to help young children catch up to their typically-developing peers. When they look for alternative sources of more functional skills, they often find few available options. Dr. McGreevy will describe Essential for Living, a verbal behavior based functional, life skills curriculum and teaching manual, and demonstrate how to use this instrument and small-group instruction with children and adults with moderate-to-severe disabilities.

Full-Day Workshop

Wednesday, October 9, 8:00 am - 5:00 pm

Heather M. McGee

Heather McGee

Katie Garza

Katie Garza

8-Hour BCBA Supervisor Training

Supervisors training people to become Board Certified Behavior Analysts typically serve in other professional roles outside of that of BCBA supervisor. These roles may effectively compete with the responsibilities of supervising. Having materials to reduce the effort of supervising may increase the likelihood of supervisors carrying out the full process of behavioral skills training, which would help increase the proficiency with which their supervisees can perform the skills outlined in the BACB Fourth and Fifth Edition Task Lists and Supervision Training Curriculum Outline. The purpose of this workshop is to satisfy the BACB 8-hr supervision training requirements as well as to introduce some tools for increasing the efficiency and effectiveness of supervision and facilitating the process of behavioral skills training for BCBA supervisors. This training program is based on the BACB Supervision Training Curriculum Outline, but is offered independent of the BACB.

Half-Day Workshops

Wednesday, October 9, 9:00 am - 12:00 pm

Shawn Quigley

Shawn Quigley

Ethics Potpourri: Philosophy, Research, Supervision, and Practice

Professional and ethical behaviors are critical for high quality care and consumer protection. But, how is ethical behavior taught, strengthened, and maintained? The science of behavior offers multiple philosophies and strategies to teach, strengthen, and maintain ethical behavior. For example, a behavioral systems approach may increase the probability of employees engaging in ethical and professional behaviors because systems may describe “what to do” instead of “what not to do” when faced with a professional or ethical issue. Furthermore, a systematic approach to ethical training and supervision may ensure behavior analysts provide culturally appropriate treatments, as well as practice within their boundaries of competency. During this workshop, participants will discuss ethical philosophies that guide decision making (Brodhead, 2019; Brodhead, Cox, & Quigley, 2018; Rosenberg & Schwartz, 2018), discuss strategies for teaching and maintaining ethical behavior in an organization (Brodhead & Higbee, 2012; Brodhead, Quigley, & Cox, 2018), discuss strategies for defning scope of competence (Brodhead, Quigley & Wilczynski, 2018), discuss strategies for building and maintaining relationships in interdisciplinary settings (Brodhead, 2015), discuss strategies for developing cultural awareness (e.g., Fong, Catagnus, Brodhead, Quigley, & Field, 2016), and considerations of ethics in research and practice (e.g., Quigley, Blevins, Cox, Brodhead, & Kim, 2017).

Paige Raetz

Paige Raetz

Effective and Appropriate Transition Planning for Individuals with Autism


Research suggests that 500,000 teens diagnosed with autism spectrum disorder (ASD) will be transitioning into adulthood in the next decade. Additionally, research suggests that supports and services for young adults are lacking and families have reported a “service cliff” in which individual’s lose access to services as they move from teenage years into adulthood. Currently, data suggest as many as 86% of adults with ASD are underemployed or unemployed, a far higher percentage than peers. Given these sobering numbers effective and appropriate transition services are imperative. This workshop will review the literature on effective interventions for teens and adults in the areas of employment and independence. Additionally, a model for transition support services will be presented as well as strategies for developing partnerships within the community to enhance effective transition support.

Half-Day Workshops

Wednesday, October 9, 1:00 pm - 4:00 pm

Linda LeBlanc

Linda LeBlanc

The Behavior Analyst as Supervisor: Creating Advanced Supervision and Mentoring Repertoires


Practicing behavior analysts and behavior analysts in academic settings often provide supervision for young professionals who are pursuing certification as a behavior analyst. Effective supervision is critical to the quality of ongoing behavioral services, the professional development of the supervisee, the continued growth of the supervisor, and the overall development of our field and its practice. Though there are now training and CEU requirements for supervising those who are accruing hours towards the experience requirement for certification; few resources exist to guide supervisor activities and recommended practice. This workshop summarizes five overarching recommended practices for supervision with detailed strategies and resources for structuring the supervisory experience and ongoing mentorship. Examples are provided for how to: create expectations for supervisees, use positive strategies for managing performance, teach structured clinical-decision making and problem solving skills, and arranging to be a mentor and to be mentored. Examples from the presenter’s history with mentorship are presented and analyzed.

Susan Wilczynski

Susan Wilczynski

Conceptualizing Sexuality Education for individuals with ASD

This workshop is designed to provide an overview of sexuality education as it is uniquely addressed to meet the needs of individuals with Autism Spectrum Disorder. The workshop will begin with an overview of topics that need to be included in comprehensive sexuality education (e.g., biological aspects of sexuality, sexual safety, public masturbation, sexuality orientation and gender identity, etc.). Curricula that may be useful to individuals seeking to acquire expertise in sexuality education will be discussed. Resources for acquiring expertise in sexuality education will be provided. Attendees can expect to leave with knowledge regarding the topic of sexuality education but should not anticipate acquiring the expertise needed to provide sexuality education to individuals with ASD at the conclusion of the workshop.

Jason Guild

Jason Guild

Kathy Fox

Kathy Fox

Emphasize The Analysis: Using The Data You Collect To Maximize Performance and Reach The Best Possible Outcomes

Students with disabilities consistently make slower progress, graduate at lower rates, and drop out at higher rates than peers without disabilities. Educators and the general
population are often misinformed about causes and symptoms of disabilities that affect education. A majority of educators have reported a lack of support in educating students with disabilities but report that they feel confident educating these students nonetheless. Confident educators and troubling outcomes indicate a disconnect between what’s being done and what works. Haugland Learning Center in Columbus, Ohio strives to help improve outcomes for students with disabilities and train effective educators by focusing on performance analysis and data- based decision making. This workshop details how practitioners and educators can set up and use a framework of education that allows for easy performance analysis and sets the stage for making decisions that lead to optimal outcomes. Micro to macro levels of analysis will be practiced and applied to scenarios exploring performance of students and teachers at
various levels.

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