Conference Header
Conference Header

AUCD - Poster Symposium: Early & Inclusive Education

<< Back to Program


Monday, December 5, 2016 4:40 pm - 5:40 pm

Location: Congressional Hall C

Session Description

 

AUCD poster symposia seek to deepen levels of engagement and connection between those interested in common topics. Posters have been hand-selected by a review committee and grouped by room around common themes. Facilitators will open each poster symposia with broad thoughts about the room's theme followed by a brief 2-3 minute presentation by each poster presenter, approximately 15 per room. Attendees will then have time for more in-depth exploration of the information presented and make connections with others in the room. Attendees are attend to select one symposia to attend during each time slot as space allows; pre-registration is not required.




Presenters

Analyzing the Individual Education Programs for 75 Children and Adolescents with ASD
Nicholas Gelbar, PhD, Assistant Professor, A. J. Pappanikou Center for Developmental Disabilities, UCEDD/LEND
Nicholas Gelbar, PhD, University of Connecticut Health Center, Farmington, CT, United States, CT - A. J. Pappanikou Center for Developmental Disabilities, UCEDD;

We conducted a study of 75 Individual Education Programs for 75 children and adolescents with ASD. These programs were compared to the results and recommendations of a subsequent psychological evaluation conducted at a clinic serving high-need families. Suggestions for improving special education programming for individual with ASD based on these data will be offered.


The Role of Teacher Self-Efficacy in the Successful Inclusion of Students on the Autism Spectrum in the General Education Classroom
Rebecca Zirnheld, Master of Arts in Teaching, Mrs., Riley Child Development Center - Indiana University, LEND
^
Training that increases general education teacher's self-efficacy can contribute to the engagement, effective instruction and full participation of students on the autism spectrum in the general education setting. The Camp Yes And curriculum is designed to train teachers and support the inclusion of students on the autism spectrum. The Autism Self-Efficacy Scale for Teachers (ASSET) is a tool to measure the impact of training on teachers' self-efficacy.


Ending Early Elementary Suspensions in Maryland Schools
Rachel Eversole, MA, Coordinator of Behavioral Interventions & Supports, Kennedy Krieger Institute, UCEDD/LEND
Maureen Van Stone, MS, Esq., Baltimore, MD, United States, MD - Kennedy Krieger Institute, UCEDD/LEND;
Chris Smith, Phd., Baltimore, MD, United States, MD - Kennedy Krieger Institute, UCEDD/LEND;

This presentation is aimed at anyone interested in obtaining information on the detriments of school suspension on students, hearing what some other educational agencies are doing to work on this problem, and discussing possible solutions. Often students with disabilities are disproportionately suspended compared to their non-disabled peers. School suspension leads to both negative educational and life outcomes and is a practice that should be reviewed and altered.

Read and download presentation materials >


The Relationship of Early Intervention Experiences and Early Child Characteristics to Autism Severity at School Age
Patricia Towle, Ph.D., Psychologist, Westchester Institute for Human Development, UCEDD/LEND
Nicole Turygin, Ph.D., Valhalla, NY, United States, NY - Westchester Institute for Human Development, UCEDD/LEND;
Colleen O'Sullivan, Ph.D., Valhalla, NY, United States;

Currently children are being diagnosed with ASD at early ages. There is a nationwide emphasis on providing these children with early intervention services in order to improve functioning and outcomes. In this study, the relationship between autism symptoms, age, adaptive behavior, and amount of early intervention services received to autism severity and presentation in these children at school age is examined. The implications of the findings are discussed.

Read and download presentation materials >


Associations between Anxiety and Inattention on Executive Functioning in Children with Language Impairment and Learning Disabilities
Maria Valicenti-McDermott, MD MS, Assistant Professor Pediatrics/CERC, Rose F. Kennedy Center, UCEDD/LEND
Maria Valicenti-McDermott, MD MS, Bronx, NY, United States, NY - Rose F. Kennedy Center, UCEDD/LEND;
Katharine Lawson, PhD, Bronx, NY, United States, NY - Rose F. Kennedy Center, UCEDD/LEND;

Executive functioning involves essential self regulating skills that are important for academic achievement. We examined associations between anxiety and executive functioning in school age children with Language Impairment and Learning Disabilities. We obtained parental reports of executive functioning and behavior in all children attending a summer psychoeducational treatment program in University Affiliated inner-city Center (n=93). We found a strong association between anxiety and lower executive functioning in this group.


Including Children with Disabilities in State Prekindergarten Initiatives
Michael Conn-Powers, PH.D., Research Associate, Indiana Institute on Disability and Community, UCEDD
^
How are state-funded PreK initiatives that target children from low income families also including children with disabilities and their families? This presentation will share one state's experience.


Navigating Toward Independence: Transitioning a Student With Autism from an Intensive Treatment Clinic into a Full-time School Environment.
Susannah Poe, Ed.D., Professor, Center for Excellence in Disabilities, UCEDD/LEND
Charlotte Lawhorne, BA, Morgantown, WV, United States, WV - Center for Excellence in Disabilities, UCEDD/LEND;
Destinee Martz, BA, Morgantown, WV, WV - Center for Excellence in Disabilities, UCEDD/LEND;

Helping a child with autism make the transition from an intensive, specialized therapy setting into a classroom of typically-developing peers requires successful collaboration between school, home, and clinic. This presentation describes how our LEND students, with mentor support, analyzed the necessary steps and implemented individualized programming to help this child and the stakeholders in his family and school prepare him for a more independent future.

Read and download presentation materials >


What If? Imagining a future through project-based learning.
Noor Al Radi, MS, Speech language pathologist
Allison Brudner, MS, Bronx, NY, United States, NY - Rose F. Kennedy Center, UCEDD/LEND;
Nancy Tarshis, MS, Bronx, NY, United States, NY - Rose F. Kennedy Intellectual and Developmental Disabilities Research Center - IDDRC;

Learn the how/why of creating an Imagination Chapter: teaching students to build and share their imaginations. Through teaching strategies around planning/organizing, rethinking mistakes, reframing mindsets, and just plain fun, we spark the condition of possibility for flexing creative & cognitive-linguistic muscles for academic/social success within and beyond therapy

Read and download presentation materials >


Inclusive School Community: Partnerships and Techniques for Effective Inclusive Classrooms
Carla Williams, Research Associate, University of Missouri, UCEDD/LEND
^
The Inclusive School Community Project (ISCP) focused on ways general and special education teachers create inclusive classrooms where students with disabilities learn, as well as experience meaningful participation, a strong sense of belonging, and full class membership. With the support of a coach, teacher teams mastered 6 techniques for improving inclusive instruction. These techniques addressed instructional collaboration, specific teaching and learning practices, and enriched parent involvement.


Positive Behavior and Visual Supports Project: Results of a University- Department of Public Health Collaboration
Lillie Huddleston, PhD, Clinical Assistant Professor, Center for Leadership in Disability at Georgia State University, UCEDD/LEND
Breanna Kelly, LMSW, Atlanta, GA, United States, GA - Center for Leadership in Disability at Georgia State University, UCEDD/LEND;
Allison O'Hara, EdS, Atlanta, GA, United States, GA - Center for Leadership in Disability at Georgia State University, UCEDD/LEND;
Daniel Crimmins, PhD, Atlanta, GA, GA - Center for Leadership in Disability at Georgia State University, UCEDD/LEND;

The Positive Behavior and Visual Support Project (PBVS), developed through a collaboration between the Georgia Department of Public Health and the Center for Leadership in Disability, was focused on young children with autism or related developmental delays. The university team developed and implemented a five-session, in-home, parent coaching intervention designed to increase positive communication skills and decrease challenging behaviors. This poster describes results based on parent and provider input.


How Making Connections Through Leadership Positions Impacts Special Education Teachers' Job Satisfaction and Job Self-efficacy
Kim Fisher, Ph.D., Assistant Professor, Arizona State University
Meaghan McCollow, Ph.D., Central Michigan University, Mount Pleasant, MI, United States;
Andrea L. Ruppar, Ph.D., University of Wisconsin-Madison, Madison, WI, United States;

We utilize teacher data in the School and Staffing Study of 2011 (SASS), a nationally representative study of teachers and schools, to identify collaboration networks of general education and special education teachers across teaching contexts and estimate the effect of collaborative networks on job self-efficacy and job satisfaction. We report on the nested effect of school policies that promote collaboration networks for special education teachers across school contexts.


The Role of Communication and Collaboration in Promoting Optimal Early Intervention Experiences: Caregiver and Provider Perspectives
Arda Hotz, MD, Pediatric Resident, Rose F. Kennedy Center, UCEDD/LEND
Rosa Seijo, MD, New York City, NY, United States, NY - Rose F. Kennedy Intellectual and Developmental Disabilities Research Center - IDDRC;

Early intervention (EI) programs provide a critical service to children with developmental delays, yet communication between EI service providers, pediatricians, and caregivers remains suboptimal. We partnered with the NYC Department of Health to conduct a needs assessment to characterize communication and collaboration between caregivers, pediatricians, and EI service providers. Through a series of 24 in-depth interviews, we examined perspectives around barriers and facilitators to effective communication and collaboration.

Read and download presentation materials >