⋅ 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 AS.
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.
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.
⋅ 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.
⋅ 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.
⋅ 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.
⋅ 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.
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.
⋅ 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
⋅ 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.
⋅ 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.
• 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.
• 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.