Geneva Centre for Autism International Virtual Symposium 2022

November 2-4, 2022

Something for Everyone


Educators

Educators

As an educator, one of the greatest challenges is to easily implement knowledge into practical teaching. The GCA International Symposium provides unique content from each speaker that is adaptable, practical and easy to implement in a classroom environment.

Individuals / Parents

Individuals / Parents

GCA’s International Symposium offers a wide range of topics and expert advice from diverse speakers. It allows you to address your challenges and explore different perspectives in the field of Autism.

Practitioners

Practitioners

For a clinical practitioner, the GCA International Symposium is a river of new ideas with access to the latest and greatest science, research and data in the field of Autism. An arena of access to evolving knowledge in the field, the Symposium is a sea of learning opportunities.

About Symposium

Since 1986, Geneva Centre for Autism has been hosting this pre-eminent international conference on autism, bringing together professionals, educators, parents and researchers from around the world, and focusing on the leading research and clinical practices in the field of autism.


WHERE

Virtual Event

WHEN

November 2-4, 2022

 

Conference Agenda


All times shown below are in EDT (Eastern Daylight Time)

  10:00 AM

Being Recorded

  10:30 AM - 11:30 AM

LIVE only

Session description: Too often a “one-size-fits- all” approach is used to design lessons leaving some learners struggling to participate and leaving teachers feeling they have not reached all of their students. Read more

In this interactive session, participants will apply principles of differentiation by exploring a number of collaborative, active, and brain-compatible learning techniques aimed at engaging students and making learning joyful. The session is appropriate for teachers in K-12 classrooms and is structured for participants to experience these active techniques through demonstration.

Learner objectives:
  • explore the connection between active learning and inclusive schooling
  • learn about benefits of active learning for students with and without disabilities
  • learn how active & collaborative structures can be used to address communication, social, and literacy goals

  11:30 AM

  12:00 PM - 1:00 PM

LIVE only

Session description: Too often a “one-size-fits- all” approach is used to design lessons leaving some learners struggling to participate and leaving teachers feeling they have not reached all of their students. Read more

In this interactive session, participants will apply principles of differentiation by exploring a number of collaborative, active, and brain-compatible learning techniques aimed at engaging students and making learning joyful. The session is appropriate for teachers in K-12 classrooms and is structured for participants to experience these active techniques through demonstration.

Learner objectives:
  • explore the connection between active learning and inclusive schooling
  • learn about benefits of active learning for students with and without disabilities
  • learn how active & collaborative structures can be used to address communication, social, and literacy goals

Being Recorded

Session description: A healthful day includes appropriate amounts of physical activity, sedentary behavior, and sleep. How we distribute our time in these movement behaviors is potentially the most relevant lifestyle risk factor of our time. Read more

In this session, you will learn about how time-use in autistic individuals can contribute to health inequities and learn strategies to promote healthful movement in this population. Session attendees will learn about the factors that shape movement behaviors in autistic individuals across the lifespan, and learn about methods to promote healthful movement among this population.

At the end of this session, you will be able to:
  • Describe the development and patterns of movement (i.e., physical activity, sedentary behavior, and sleep) in autistic individuals, and the consequences of how we move for health and wellbeing.
  • Identity the factors the influence movement behaviors for autistic individuals.
  • Apply methods to promote healthful movement and physical literacy for autistic individuals.

  1:00 PM

  1:30 PM - 3:00 PM

1:30 PM - 3:00 PM

Being Recorded

 Offers CEU Credits

1:30 PM - 3:00 PM

Being Recorded

 Offers CEU Credits

  3:00 PM

  3:30 PM - 5:00 PM

3:30 PM - 5:00 PM

Being Recorded

Learning Objectives:
Participants will:
Read more
  • Reflect on and identify impacts of staff bias respective to their clients
  • Identify barriers to culturally responsive Applied Behavior Analytic Intervention
  • Identify and address systemic barriers to functionally appropriate behavior support plan implementation in a public school setting
  • Support staff with planning for and addressing their own reactions to values violations in behavior support plan implementation
  • Address and implement procedures to collaborate with other mental and behavioral health professions to build comprehensive behavior support plans
  • Review procedures, outcomes, and implementation plans for systemic barriers inhibiting effective implementation

Zackary Houston

 Offers 1.5 CEU Credits

3:30 PM - 4:30 PM

LIVE only

Session description: How we understand inclusion is shifting. Rather than trying to include a few students who are different, we are striving to teach TO the difference. In this session we will look at how the goals of inclusion have evolved, as we learn more about diversity and identity. Session Outcomes: 

3:30 PM - 4:30 PM

LIVE only


All times shown below are in EDT (Eastern Daylight Time)

  10:00 AM - 11:00 AM
  11:00 AM - 12:00 PM

Being Recorded

Learning Objectives:
Read more
  1. Participants will identify the intersectionality between Autism and other factors which may impact service delivery (e.g., mental health, trauma, culture, inclusion, and resilience).
  2. Participants will identify the importance of individualized care strategies while incorporating self-assessment.
  3. Participants will identify several self-management and reflection strategies to increase their understanding of the intersectionality of service delivery.

Being Recorded

Session description: Drowning in the background of the youth mental health crisis are the forgotten caretakers - teachers and support specialists. Their noble pattern of self-sacrifice and serving the needs of others has now been compounded with escalating and sometimes unrealistic demands – and there is no definitive end in sight. “ Read more

Survive and advance” will not sustain educators for the lengthy challenge ahead. Furthermore, data demonstrates that the self care band aid has not been enough. Caregivers in schools need action items to improve their work flow, career satisfaction, and ability to form professional boundaries, while still meeting the needs of the school and their community. This session investigates several effective implementations in the world of healthcare that have improved working conditions for medical caretakers and translate extremely well to the field of education.

Learning Objectives:
  1. Review and understand the common vulnerabilities of caretakers that lead to exhaustion
  2. Investigate the impact of career burnout on perspective, mental health, and physical health
  3. Discuss and model the following evidence-based action items that school caregivers can and should consider implementing in their workplace:
    1. Aligning work with passion in an evidence-based fashion
    2. Triaging workflow to promote long term sustainability
    3. Engaging with community resilience in schools
    4. Differentiating between caring and caring with action
    5. Visual tools to assess time management at work and make decisions
  4. Consider and problem solve common barriers and/or anxieties that might deter use of these action items
  5. Discuss timelines and efficacy of work related upgrades that improve caregiving

Being Recorded

Session description: Applied Behaviour Analysis (ABA) professionals serve clients individualized needs, an integral part of individualizing client care is the practice of mindful cultural humility. Read more

Cultural humility cultivates the continuous need to seek, address, and adapt to diverse cultural realities of clients while upholding respect for diversity and inclusion within society. Unfortunately, equitable access to ABA interventions remains a global challenge. Further, cultural differences are not always addressed nor represented in many behavioral programs for the Autistic BIPoC community. The lack of equity fosters an imbalance of power that affects social validity regarding ABA services, but also progressively increases the marginalization and health disparities for the Autistic BIPoC community. How do professionals and organizations rectify this disparity? Join the discussion with Joy F. Johnson and Miin-An Hošić as they lead us into what cultural humility is and how to incorporate cultural humility in practice.  Audience participation is encouraged! 

  12:00 PM
  12:30 PM - 2:30 PM

12:30 PM - 2:30 PM

Being Recorded

Autism service professionals are the backbone of our system of care; championing their wellbeing is imperative to assuring autistic individuals achieve a high-quality life. Read more

PERMA is a model of wellbeing that has been utilized for many social service professions including educators, social workers and medical providers. The five building blocks of PERMA are positive emotions, engagement, relationship, meaning, and accomplishment. The research is clear, these five components are critical to human flourishing. The intentional application of the science and skills of PERMA can elevate the wellbeing of social service professionals and in-turn result in greater opportunity for effective intervention delivered by those professionals. This session will describe a current project implementing and assessing the application of PERMA Theory within the autism service system and encourage participants to integrate effective wellbeing practices into their lives.

Learning Objectives
  1. List the five building blocks of PERMA Theory
  2. Describe two practices that could enhance the wellbeing of autism service professionals
  3. Apply one wellbeing practice into your professional practice.

Patricia Wright, PhD, MPH, BCBA-D

 Offers 2 CEU Credits

  2:30 PM
  3:00 PM - 4:30 PM

3:00 PM - 4:00 PM

Being Recorded

Session description: Schools are at a formidable crossroads, where a pervasive and prolonged mental health crisis now intersects with deep seated burnout in educators. Read more

This is a tenuous time – one that requires careful consideration and planning. As such, this presentation takes a deep dive into the assets and limitations of schools regarding their ability to provide mental health support, while at the same time, demonstrates to parents how they can sync with school efforts and provide an effective layer of preventative mental health at home. All the action items prepared for parents are data driven and do not require formal training in mental health care.

Learning Objectives:
  1. Investigate the current vulnerabilities and concerns associated with youth mental health.
  2. Explore the assets and limitations that shape the mental health response most schools can offer.
  3. Understand what protective and risk factors can be modified in a meaningful way by non-healthcare providers.
  4. Discuss and model the following evidence-based action items that parents can and should consider implementing at home
    1. Time with children: prioritizing quality over quantity
    2. Leverage acts of daily living (ADLs) for teachable moments in social emotional learning for your child
    3. Practice uncomfortable moments in comfortable settings
    4. Creating the endless conversation, where sharing thoughts becomes the norm
    5. Promote child voice and value through feedback and assessments

3:00 PM - 4:30 PM

Being Recorded

3:00 PM - 5:00 PM

Being Recorded

 Offers CEU Credits


3:00 PM - 4:30 PM

Being Recorded

 Offers CEU Credits


All times shown below are in EDT (Eastern Daylight Time)

  10:00 AM

Being Recorded

  10:30 AM - 11:30 AM

LIVE only

Session Details

Abstract: A contemporary and trauma-assumed version of applied behavior analysis for consideration when working with autistic persons or those with intellectual disabilities, especially when problem behavior is probable, will be described. The values at the forefront of this compassionate ABA approach will be explained along with their implications for how to respond to both mild and severe forms of problem behavior. 

Objectives: 

  1. The attendee will be able to describe the three values that have implications for how to respond to mild and severe forms of problem behavior. 
  2. The attendee will be able to describe the most important knowledge for staff who provide direct support to children, adolescents, or adults with autism. 
  3. The attendee will be able to articulate how to respond to mild and severe forms of problem behavior were they to resurge during skill-based treatment. 
  11:30 AM
  12:00 PM - 2:00 PM

12:00 PM - 2:00 PM

Being Recorded

Learning Objectives:
At the end of this presentation, participants will be able to: Read more
  1. Summarize common co-occuring mental health conditions among autistics.
  2. Summarize the difficulties autistics typically face when trying to access mental health services
  3. Recognize possible signs that an autistic is facing a mental health crisis.
  4. Identify two approaches for improved mental health responses.
  5. Discover what a mental health crisis may feel like to an autistic.
  6. List a best practice model for autistics in crisis.

Research reports that autistics are at a higher risk for mental health challenges than people without autism. Yet, there is still a woefully inadequate understanding of how best to support autistics in crisis. Barriers to treatment, inadequate analysis of best support practices, and incomplete understanding of autism, contribute to the gap in knowledge. Autistics are joining the ranks of professionals to bridge this gap with their insight and experience. In this talk autistic author and educator Liane Holliday Willey will share her personal experiences with mental health challenges, current academic research, and thoughtful conclusions for effective autistic mental health supports.

12:00 PM - 1:00 PM

LIVE only

Session Details

Abstract: A contemporary and trauma-assumed version of applied behavior analysis for consideration when working with autistic persons or those with intellectual disabilities, especially when problem behavior is probable. The values at the forefront of this compassionate ABA approach will be explained along with their implications for how to respond to both mild and severe forms of problem behavior. A brief review of the direct effects of the approach will be followed by program level evaluations of the secondary effects of the approach. A reliable and sensitive system for monitoring the behavioral health of persons with autism will be detailed.

Objectives: 

  1. The learner will be able to describe a behavioral health measurement system for evaluating individual and program-wide interventions for addressing severe problem behavior. 
  2. The learner will be able to interpret the effects of programmatic efforts using repeated applications of the Behavior Health Index. 

Gregory P. Hanley, Ph.D., BCBA-D

 Offers 1 CEU Credit

1:00 PM - 2:00 PM

LIVE only

Session Details

Research has shown that people with autism can function independently at jobs that are suited to their strengths and abilities, as long as the specific tasks involved in the job are taught to mastery. This presentation will address 1) how to effectively assess prerequisite skills required for a job (e.g., job specific vs. job related skills), 2) how to prepare clients for a work placement (e.g., prevocational programming including; life, personal care, independent, and community skills), 3) how to engage the community for job opportunities (e.g., volunteer employment, job sampling, gainful employment, job carving), and 4) how to effectively integrate the client into the work setting (e.g., vocational programming, job shadowing). A review of the available literature in the area of employment, promoting independence, community integration and quality of life will be discussed. The talk will include presentation and discussion of data collected, video vignettes of program implementation, as well as other relevant visual supports.

Jen Hieminga, M.Ed, BCBA

 Offers 1 CEU Credit

  2:00 PM
  2:30 PM - 4:30 PM

2:30 PM - 4:30 PM

Being Recorded

Abstract:
On September 26, 2020, the autism and ABA world lost two powerful advocates: Feda and her autistic son Muhammed “Mu” Almaliti, tragically in a housefire. Read more

Feda, her sister, and her niece were able to evacuate the burning house. Unfortunately, Muhammed did not immediately exit their home and so Feda ran back inside. Unable to convince her son to leave, Feda remained inside the burning home with Mu. There is a popular saying in the autism community, “A child with autism becomes an adult with autism”, meaning we must plan and prepare for the entire lifespan. Feda spent nearly two decades prior to her death adamantly advocating for quality autism services, spearheading successful autism insurance reform in the state of California. She was a powerhouse and a force to be reckoned: in her life and in her death. From this tragedy, the September 26th project was created. The project aims to develop and disseminate information about safety protocols to be used in an emergency. To achieve this goal the National Council on Severe Autism has created a comprehensive resource in the form of three simple, quick, easy-to-use safety-related checklists, checklists that may prevent similar tragedies. This presentation will review the life and death of a fierce advocate, as well as the tools and checklists created as a result of our loss. The presentation will also serve as a call to action for providers to join the discussion and to practice conceptualizing meaningful treatment targets, which relate to surviving safety and crisis situations for of our clients –and their caregivers.

Learning Objectives
  • LO1: Attendees will list two contributions of Feda, related to autism advocacy.
  • LO2: Attendees will name two barriers families face to access quality care.
  • LO3: Attendees will develop at least two meaningful treatment objectives related to teaching safety and responding in crisis situations

Dr. Amanda Kelly

 Offers 2 CEU Credits

3:30 PM – 4:30 PM

Being Recorded

Noor Syed

Offers 1 (E) CEU Credit

3:30 PM - 4:30 PM

LIVE