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AUCD - Posters: Behavior Supports

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Monday, November 9, 2009 7:00 pm - 9:00 pm

Location: Meeting Room Level


Presenters

Process and Content Issues in the Provision of Positive Behavior Supports Training
Beth Bryant-Claxton, Ph.D., Partners for Inclusive Communities, UCEDD/LEND
Karan Burnette, MA, CCC-SLP, AS - Pacific Basin Program

Inadequate behavioral support can result in individuals with disabilities being unable to reach their maximum potential and experience full integration into their community. In this session, we will share some of the lessons learned related to both the content and the process of Positive Behavior Support Training for community providers.


Variation in Psychosocial-Behavioral Screening Over Time in a High-Risk Population of Children Prenatally Exposed to Illicit Drugs
Toni Whitaker, MD, Developmental Pediatrician, Boling Center for Developmental Disabilities, UCEDD/LEND

This longitudinal research study examined behavioral screening results of children prenatally exposed to illicit drugs. Children with prenatal drug exposure had higher caregiver reports of behavior problems. Significant variability in yearly screening results suggests frequent screening assessment may help to identify children who need further evaluation for behavioral concerns.


Effect of Risperidone on Body Weight of Children with Autism
Maria Valicenti-McDermott, Assistant Professor Pediatrics/CERC, Rose F. Kennedy Center, UCEDD/LEND
Abegail Navarro, MD, AECOM, NY - Rose F. Kennedy University Center for Excellence
Howard Demb, MD, AECOM, NY - Rose F. Kennedy University Center for Excellence
Keith Ayoob, MS, NY - Rose F. Kennedy University Center for Excellence

Risperidone is a commonly used antipsychotic agent approved for the treatment of irritability associated with autism in children and adolescents. One of the most problematic side effects of this medication is weight gain. We examined weight change in children and adolescents with autism receiving risperidone, assessing possible risk factors.


Comorbidities in School Age Children diagnosed with an Autism Spectrum Disorder
Maria Valicenti-McDermott, Assistant Professor Pediatrics/CERC, Rose F. Kennedy Center, UCEDD/LEND
Katharine Lawson, PhD, NY - Rose F. Kennedy University Center for Excellence
Shreel Parikh, NY - Rose F. Kennedy University Center for Excellence

We examined comorbid developmental diagnoses and symptoms of school age children with Autism. Compared to children with low cognitive functioning, those with higher cognitive functioning were more likely to be diagnosed with Attention Deficit/Hyperactivity Disorder, to have lower scores on the Childhood Autism Rating Scale and less internalizing problems.


Emotional development of children in foster care. Analysis of specific psychiatric diagnoses of externalizing-behaviors nature and eventual adoption status.
Ethel Teichberg-Sabath, PsyD., LCSW, Clinical Psychologist, Licensed Clinical Social Wo, Rose F. Kennedy Center, UCEDD/LEND
Not attending: Howard Demb, MD, Pediatric Psychiatrist, Rose F. Kennedy UCEDD
William Arsenio, PhD, Psychologist, Ferkauf School of Psychology/Yeshiva University
The study provides follow up analysis on previous a study about the relationship between the number of foster home placements and other aspects of their foster care history of a sample of foster children with developmental disabilities and psychiatric diagnoses, and eventual adoption status.


Training and Technical Assistance for the Children?s Placement Enhancement Pilot (C-PEP)
Dan Baker, Ph.D., Associate Professor of Pediatrics, The Boggs Center on Developmental Disabilities, UCEDD/LEND

The Boggs Center, New Jersey?s UCEDD, is partnering with the state Division of Developmental Disabilities to provide training and technical assistance to a pilot effort to keep NJ children with IDD in local, community residential supports. This poster will detail the piloting efforts, focusing on positive behavior support and mental health training.


Practical Strategies for Supporting Children with Autism Spectrum Differences in Inclusive Schools and Communities: A Framework for Staff Development
Linda H. Rammler, M.Ed., Ph.D., Research Associate, CT-UCEDD CT

Overview of neurological differences experienced by people with labels of autism spectrum differences will precede discussion of evidence-based practices in inclusive schools and communities, focusing on supports/accommodations for individual Movement, Anxiety, Communication, and Sensory challenges. Implications for using this ?MACS? approach? during pre- and inservice training will be presented.


Experiences of the most excluded: A qualitative report from a self-contained school for students with DD and challenging behavior.
Rachel Robertson, MS, BCBA, Doctoral Student

Presents observations and teacher interviews from a setting rarely viewed by outsiders: a self-contained school for students with DD and challenging behavior. A particular focus is placed on teacher perceptions of students and challenging behavior, teachers? behavior management practices, potential for student abuse, and policy implications.