Conference Agenda

Expand All +
  • Day 1

    Wednesday, October 24, 2018

  • Day 2

    Thursday October 25, 2018

  • Day 3

    Friday October 26, 2018

  • 08:30-09:30
    Where
    John Bassett Theatre

  • 10:00-12:00

    1. State the criteria for labeling a behavior as either chronic or intermittent
    2. Explain the concept of “insidious” behavior
    3. Explain how motivating operations relate to intermittent behavior
    4. Explain at least 2 ways that high frequency “chronic” behavior is easier to work with
    5. Define Long and Short range behavior bombs

    BCBA
    Where
    Room 104AB

  • 10:00-12:00

    ⋅ Informed regarding the recent published research that has practical implications at home, school and work.
    ⋅ Identify trends in current and future research.
    ⋅ Know the key research references on specific aspects of ASD.

    Where
    John Bassett Theatre

  • 13:30-15:00

    Learning Objectives:
    1. Attendees will be able to explain FCT and describe its efficacy.
    2. Attendees will be able to describe at least one common challenge to FCT.
    3. Attendees will be able to describe at least two strategies for mitigating relapse of problem behavior following FCT.

    BCBA
    Where
    Room 104AB

  • 13:30-15:00

    • Able to identify the reasons why someone with an ASD can become depressed.
    • Aware of the range of tools that have been specifically designed to combat depression for those who have an ASD.
    • Able to apply those tools in the everyday life of someone who has an ASD.

    Where
    John Bassett Theatre

  • 15:30-17:00

    Attendees will be able to describe potential factors related to pediatric food refusal.
    Attendees will have a general understanding of how pediatric food refusal is assessed from a behavior analytic perspective.
    Attendees will have a general understanding of how pediatric food refusal is treated from a behavior analytic perspective.
    Attendees will be able to describe how an interdisciplinary team may approach pediatric food refusal.

    BCBA
    Where
    Room 104AB

  • 15:30-17:00

    • Able to identify the reasons why someone with an ASD can become depressed.
    • Aware of the range of tools that have been specifically designed to combat depression for those who have an ASD.
    • Able to apply those tools in the everyday life of someone who has an ASD.

    Where
    John Bassett Theatre

  • 08:30-10:00

    ⋅ Identifying the shortcomings of the default idea about the human brain and how it processes information.
    ⋅ Knowing and being able to describe how a predictive mind works.
    ⋅ Identifying the difficulties in prediction and coping with prediction errors for the autistic brain.
    ⋅ Reflecting on the implications of a predictive coding perspective for well-known strategies in autism that address emotion recognition, communication and sensory issues.
    ⋅ Realizing the importance of predictability for autism friendliness.

    Where
    John Bassett Theatre

  • 10:30-12:00

    1. Explain the concept of Least Restrictive Environment
    2. Explain the relationship between verbal repertoire and higher educational activities (reading comprehension, abstraction)
    3. Apply the 5 domains of nature and severity of disability to a student they are working with to help determine if inclusion is the best fit
    4. Explain the difference between a support and a crutch as it pertains to attempting a particular curriculum
    5. Decide when to use a “place and train” or “train and THEN place” strategy for inclusion

    BCBA
    Where
    Room 104CD

  • 10:30-12:00

    • To understand the prevalence of self-harm, eating disorders and relationship dangers for spectrum girls & women
    • To recognize the unique ways the AS is expressed in girls & women
    • To redefine beauty in terms of authentic self-worth
    • To gain an arsenal of “no more mean girls” anti-bullying strategies for self-advocacy

    Where
    Room 104AB

  • 10:30-12:00

    Learning objectives:
    ⋅ Knowing that the outcome in autism spectrum disorders is not solely based on objective criteria for independent functioning but also on subjective quality of life criteria.
    ⋅ Knowing the two aspects of happiness (hedonic and eudaimonic) and identifying the different key elements in these two aspects.
    ⋅ Identifying different strategies to enhance the emotional well-being and the life satisfaction of people with an autism spectrum disorder.
    ⋅ Reflecting on the concepts of neurodiversity and neuroharmony in relationship to happiness.

    Where
    John Bassett Theatre

  • 10:30-12:00

    ⋅ Participants will be able to describe the specific BCBA Ethics Code related to supervision.
    ⋅ Participants will be able to describe the possible ethical issues of failing to adhere to the code on supervision.
    ⋅ Participants will be able to describe critical components recommended to deliver effective supervision.
    ⋅ Participants will be able to describe why is it essential to include frequent and direct instruction on identifying and addressing ethical dilemmas.

    BCBA
    Where
    Room 101

  • 13:30-15:00

    • Understand the roles of sex and gender in the presentation and recognition of autism.
    • Understand the roles of sex and gender in the emergence of autism.
    • Reflect how a better understanding of sex and gender can enhance the wellbeing of individuals on the autism spectrum.

    Where
    Room 105

  • 13:30-15:00

    1. Participants will identify potential reinforcers maintaining sensory behaviors.
    2. Participants will describe how to use escape extinction hierarchies to increase compliance with tolerating non-preferred stimuli.
    3. Participants will identify which common treatments for sensory behaviors lack empirical evidence.
    4. Participants will describe evidence-based strategies for changing behaviors that are under the control of automatic reinforcement.

    BCBA
    Where
    Room 104CD

  • 13:30-15:00

    • To recognize and use the intrinsic learning potential of everyday items to frame complicated psychosocial concepts
    • To structure play in a way that appeals to the fact-driven spectrum mind, yet encourages collaboration, communication, and consideration of multiple perspectives
    • To extrapolate, from concrete sensory games, artistic exploration, geometric concepts, and color gradation, a vocabulary with which to discuss nuanced social skills and emotional awareness
    • To have FUN (because it matters)

    Where
    Room 104AB

  • 13:30-15:00

    ⋅ Participants will identify research-based instructional, reporting, and usability components of educational hardware, software, and apps.
    ⋅ Participants will use a rubric to identify research-based instructional, reporting and usability components of educational apps.
    ⋅ Participants will state at least three considerations in selecting and evaluating technology for instruction and school-based autism interventions.
    ⋅ Participants will identify examples and non-examples of apps that provide individualization across  learners.
    ⋅ Participants will identify at least three technology tools that they will (1) try and (2) objectively evaluate, within their work with learners with ASD

    BCBA
    Where
    John Bassett Theatre

  • 13:30-17:00

    Learning Objectives:
    1. To learn the important roles physicians, play in a variety of settings and how they contribute to improving outcomes for individuals with ASD.
    2. To understand the healthcare experiences of children and adults with ASD.
    3. To learn about strategies to improve the experience of individuals with ASD in the Ontario Health care system. Primary Audience Family Doctors, Pediatricians and Psychiatrists some will have experience with ASD some will not; there will also be non-physician health care professionals in the audience, generally they work in the ASD field.

    Dr. Liz Grier, Family Doctor
    1:30 pm (30 min)
    Physician Perspectives on Providing Care to individuals with Autism Spectrum Disorder:
    Barriers to Care and Suggested Solutions

    Family doctors are often the first physician that families contact when they are concerned about their child’s development. Screening and knowing when to refer for a comprehensive diagnostic assessment is the role of Ontario’s family doctors. They also play an important role in coordinating care. Some medical conditions are more common in individuals with ASD and family doctors play a key role in providing lifelong medical care for individuals with ASD.


    Dr. Mohammad Zubairi, Developmental Pediatrician
    2:00 pm (30 min)
    Physician Perspectives on Providing Care to individuals with Autism Spectrum Disorder:
    Barriers to Care and Suggested Solutions

    Pediatricians play an important role in early recognition of autism spectrum disorders. It is important that pediatricians be able to recognize the signs and symptoms of autism spectrum disorders and have a strategy for assessing them systematically. Pediatricians also must be aware of local resources that can assist in making a definitive diagnosis of, and in managing, autism spectrum disorders. The pediatrician must be familiar with developmental, educational, and community resources as well as medical subspecialty clinics. Behavioral and psychological issues in children with ASD can hinder proper diagnosis and necessary medical treatment, pediatricians play a role in improving the quality care for children with ASD.

    Dr. Pushpal Desarkar, Psychiatrist
    2:30 pm (30 min)
    Physician Perspectives on Providing Care to individuals with Autism Spectrum Disorder:
    Barriers to Care and Suggested Solutions

    Most psychiatric diagnosis are more common in patients with ASD. There is tremendous expertise in the research, assessment and treatment of psychiatric disorders in ASD patients by psychiatrists. The goal is to understand when psychiatrists should be consulted and how they can improve outcomes for individuals with ASD.

    Dr. Yona Lunsky, Emergency Department
    3:30 pm (30 min)
    Physician Perspectives on Providing Care  to individuals with Autism Spectrum Disorder: Barriers to Care and Suggested Solutions

    Lessons from research: Responding to Individuals with ASD in Ontario’s Emergency Departments

    Dr. Tim Gofine, In-patient psychiatrist
    4:00 pm (30 min)
    Physician Perspectives on Providing Care to individuals with Autism Spectrum Disorder:
    Barriers to Care and Suggested Solutions

    - The role of in-patient psychiatric units in the care of individuals with ASD
    - General In-patient units
    - Specialized Units
    - What can be done to improve outcomes?

    Dr. Doug Weir, Moderator / Coordinator
    Physician Perspectives on Providing Care to individuals with Autism Spectrum Disorder:
    Barriers to Care and Suggested Solutions

    Where
    Room 101

  • 15:30-17:00

    Learning Objectives:
    ⋅ Understand the major factors leading to improvised overall outcome in Autism and related conditions.
    ⋅ Be able to list the most common psychiatric co-morbidities in more cognitively able adults with ASD.
    ⋅ Understand changes in educational requirements/demands in the transition from high school/secondary school to college settings.
    ⋅ Be able to list at least 3 evidence based interventions appropriate for adolescents and adults with autism.

    Where
    Room 104AB

  • 15:30-17:00

    1. To understand the essential differences between high school and post-secondary in order to best prepare, build readiness skills and create meaningful, individualized transition plans.
    2. To identify the best-practices at post-secondary that positively impact student experience and support them to effectively navigate the post-secondary environment.
    3. To gain insight into first year transitional experiences of post-secondary students with ASD.

    Where
    John Bassett Theatre

  • 15:30-17:00

    ⋅ Describe the rationale for including social interactions as reinforcers during skill acquisition programs.
    ⋅ Describe a three-step process for identifying reinforcing social interactions.
    ⋅ Identify several clinical and research considerations for identifying reinforcing social interactions.

    BCBA
    Where
    Room 104CD

  • 08:30-9:00
    Where
    John Bassett Theatre

  • 09:00-10:30
    Where
    John Bassett Theatre

  • 11:00-12:30
    Where
    John Bassett Theatre

  • 11:00-12:30

    Participants should be able to:
    1) State the differences in necessary skills and expectations for students in high school versus college
    2) Identify the skills critical to success in college
    3) Describe how to assess and select target skills
    4) Describe how to teach new skills using behavior analytic procedures

    BCBA
    Where
    Room 101

  • 11:00-12:30

    Achieving a best outcome for a productive transition to adulthood requires sufficient self awareness in what it means to be on the autism spectrum as a foundation for successful navigation of the adult worlds of employment, relationships and sexuality, continuing education, interdependent living, and self-advocacy. Participants will come away with practical solutions for educating and supporting individuals on the autism spectrum for leading fulfilling and productive lives in society.

    Participants shall be able to...
    1. experience aspects of what it is like to be on the autism spectrum.
    2. list at least 3 environmental modifications empowering individuals with autism achieve greater success in school, home, employment, and other aspects of life.
    3. gain familiarity with some of the challenges faced by adults with autism in obtaining medical care.
    4. understand how to find the strengths of an individual with autism for matching to employment possibilities.

    Where
    Room 105

  • 11:00-12:30

    Learning objectives
    •  Learn about the new concept of ASD Living Biology as a way to discover the fetal beginning and explanations for ASD in each child.
    •  Learn about the fetal brain developmental events that are disrupted in autism.
    •  Learn how these disrupted fetal events may lead to abnormal brain growth and function in infants and toddlers with autism.
    •  Learn what brain growth and function biomarkers may underlie better vs worse long term behavioral outcomes in autism and why.
    •  Learn about early biomarkers that signal risk for autism in the general pediatric population.
    •  Learn how this new knowledge of early autism biology may impact future studies of early detection, prognosis and treatment.

    Target audience
    All audiences: My presentation will be targeted to parents, professionals, and teachers.

    Where
    Room 104AB

  • 13:30-15:00

    • Strengths of the Asperger Mind
    • Difficulties in finding and maintaining employment
    • Optimal jobs and work environments
    • How employers and employees can work better with people who has Asperger Syndrome.

    Where
    Room 104CD

  • 13:30-15:00

    • Participants will identify core components (both child and parent) of CBT for individuals with ASD and anxiety, including psychoeducation and graded exposure techniques.
    • Participants will identify modifications to CBT that are necessary for working with youth with ASD, as well as youth with ASD/IDD.
    • Participants will be able to describe the FYF school based program.
    • Participants will learn about the evidence base for the FYF intervention program. 

    Where
    Room 105

  • 13:30-15:00

    • An understanding of the pervasive inward and outward stressors in the life of someone with Asperger's syndrome.
    • The process towards building insight into one's needs with regards to achieving a better quality of life.
    • Ideas for support systems and coping mechanisms, based in personal experience.

    Where
    Room 104AB

  • 13:30-15:00

    • learn information about the types of fascinations commonly seen in learners with autism.
    • explore how to use fascinations as a tool in planning curriculum and instruction.
    • explore how to use fascinations to calm & comfort students.
    • explore how to use fascinations to inspire & motivate students.
    • examine a planning tool that can be used to catalog strengths, abilities, and fascinations.

    Where
    John Bassett Theatre

  • 13:30-15:00

    • Provide an overview of the forensic mental health vs criminal justice system in Ontario.
    • Discuss the prevalence and pathways of individuals with autism and intellectual disabilities in the forensic and criminal justice systems.
    • Discuss the existing literature supporting behaviour analytic approaches in forensic and criminal justice settings.
    • Review case studies and discuss the potential of behaviour analytic treatments in supporting individuals with autism and intellectual disabilities through the forensic and criminal justice systems.

    BCBA
    Where
    Room 101

Special Collaboration With