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AUCD - Poster Symposium 14: Behavior Supports & Mental Health

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Tuesday, November 13, 2018 1:30 PM - 2:45 PM

Location: Congressional B

Session Description

All posters for the AUCD Conference will be presented throughout Monday and Tuesday (this is new in 2018) in a series of Poster Symposia that run at the same time as concurrent sessions. During these 75 minute poster symposia, 12-15 posters on a similar theme will be grouped together in a room. Posters will be displayed on large boards and have a table underneath for accompanying materials. The session will be introduced by a moderator, poster authors will be asked to provide a very brief introduction of their poster, and then attendees will be free to move about the room to speak with poster presenters directly for the remainder of the session. Attendees are also welcome to move between symposia rooms and view posters on other topics. Conference posters submitted ahead of time are also avilable electronically in the conference app and linked below.

 


 

 




Presenters

Resiliency and Autism: How Children with Autism Cope with Adverse Childhood Experiences
Bethany Rigles, PhD, , CU Boulder Coleman Institute
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Children with autism experience more adverse childhood experiences (ACEs) compared to their peers, but little is known regarding how these children cope with ACEs. This study explores the various facets of resiliency, including overall, internal, and external resiliency, among children with autism in the context of ACEs and well-being.


Resilience and Recovery: Positive psychology approaches for children and adults with IDD MI
Joan Beasley, Ph.D., Director, Center for START Services, Institute on Disability, UCEDD
Whitney Emerson, MSW, University of Arkansas, Little Rock, AR, United States, AR - Partners for Inclusive Communities, UCEDD/LEND;
Diane Jacobstein, Ph.D., Georgetown, DC, United States, DC - Georgetown University Center for Child & Human Development, UCEDD;

Strength based approaches to promoting the well being of individuals with IDD and behavioral health needs will be described. Participants will learn about the practices and benefits of positive psychology through case examples. The collaboration between ARK, Georgetown and NH UCEDS to improve practices, research outcomes and expand knowledge will be discussed.


Uncovering the Story: Children in Foster Care with Enuresis
Jenean Castillo, PhD, LEND Program Director, Westchester Institute for Human Development, UCEDD/LEND
Susan Burlazzi, JD, Valhalla, NY, United States, NY - Westchester Institute for Human Development, UCEDD/LEND;
Elizabeth Manderski, MS, Valhalla, NY, United States, NY - Westchester Institute for Human Development, UCEDD/LEND;
Sofia Pham, PhD, Valhalla, NY, United States, NY - Westchester Institute for Human Development, UCEDD/LEND;

Enuresis is the repeated voiding of urine into bed or clothes, whether involuntary or intentional. Proposed causes are psychological, biological and social/environmental. However, the etiology is not fully understood. Furthermore, no significant research was found that looked at enuresis in foster care children. This project is investigating the prevalence and risk factors of enuresis in children in a foster care program to better identify concerns and intervention strategies.

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Influence of Gender on Social Anxiety Following PEERS in Young Adults with Autism Spectrum Disorder and Other Social Challenges
Julia Zukin, B.A., Ms., Tarjan Center UCLA, UCEDD
Yong Seuk S. Lograsso, B.A., Los Angeles, CA, United States, CA - Tarjan Center UCLA, UCEDD;
Morgan Jolliffe, M.A., Los Angeles, CA, United States, CA - Tarjan Center UCLA, UCEDD;
Nicole Rosen, B.A., Los Angeles, CA, United States, CA - Tarjan Center UCLA, UCEDD;
Elizabeth Laugeson, Psy.D., Los Angeles, CA, United States, CA - Tarjan Center UCLA, UCEDD;

This study examined the influence of gender on social anxiety following the Program for the Education and Enrichment of Relational Skills (PEERS), an evidence-based, caregiver-assisted social skills intervention for young adults with Autism Spectrum Disorder and other social challenges (Laugeson & Frankel, 2010). Understanding gender differences in treatment gains will inform clinicians and researchers in the creation and dissemination of empirically-supported mental health interventions.

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Building Capacity: Training educators to recognize and support mental health needs for students with autism
Verity Rodrigues, PhD, Psychologist, Vanderbilt University, UCEDD/LEND
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This concurrent session focuses on a professional development model created in partnership with Tennessee Department of Education. The model includes a live workshop, webinar series, and brief online training modules, designed to increase the capacity of Tennessee educators in addressing the needs of autistic students also experiencing mental health concerns. Outcome data include changes in knowledge of evidence-based practices, frequency, usefulness, and feasibility of implementation, and social validity considerations.

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The Relationship between Self-Awareness of Autism Symptoms and Depression among Young Adults with Autism Spectrum Disorder
Venus Mirbod, M.A., , Tarjan Center UCLA, UCEDD
Julia Zukin, Los Angeles, CA, United States, CA - Tarjan Center UCLA, UCEDD;
Yong Seuk S. Lograsso, Los Angeles, CA, United States, CA - Tarjan Center UCLA, UCEDD;
Nicole Rosen, Los Angeles, CA, United States, CA - Tarjan Center UCLA, UCEDD;
Morgan Jolliffe, Los Angeles, CA, United States, CA - Tarjan Center UCLA, UCEDD;
Elizabeth Laugeson, Psy.D., Los Angeles, CA, United States, CA - Tarjan Center UCLA, UCEDD;

This study examined the relationship between self-awareness of autism symptoms and depression among young adults with ASD from a sample presenting for an evidence-based social skills intervention (PEERS). Results suggest that young adults with ASD who reported greater awareness of their deficits demonstrated greater levels of depression.

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A Multidisciplinary Clinic for Training Future Leaders in Complex Behavior Management within the Context of IDD
Stephanie Fox, PhD, Psychology Postdoctoral Fellow, Carolina Institute for Developmental Disabilities, UCEDD/LEND
Jean Mankowski, PhD, CHAPEL HILL, NC, United States, NC - Carolina Institute for Developmental Disabilities, UCEDD/LEND;
Robert Christian, MD, CHAPEL HILL, NC, United States, NC - Carolina Institute for Developmental Disabilities, UCEDD/LEND;

The Behavior Medicine Clinic at the Carolina Institute for Developmental Disabilities provides behavior and medication consultation for individuals with intellectual/developmental disabilities and severe challenging behaviors. The multidisciplinary team consists of professionals from psychology, psychiatry/pediatrics, and social work. Consultation is provided on an ongoing basis with follow-up sessions occurring approximately every three months. The team is grounded in a family-centered Positive Behavior Intervention and Supports (PBIS) framework.

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Examining Classroom Practices Related to Social-Emotional Learning in Early Childhood Settings
Camara Gregory, Master of Public health, Research Coordinator , Center for Leadership in Disability at Georgia State University, UCEDD/LEND
Emily Graybill, PhD, NCSP, Atlanta, GA, United States, GA - Center for Leadership in Disability at Georgia State University, UCEDD/LEND;
Corey Jones, Atlanta, GA, United States, GA - Center for Leadership in Disability at Georgia State University, UCEDD/LEND;

Do Pyramid Model practices incorporated into early childhood settings yield positive academic, social, and behavioral outcomes? This session provides results of an evaluation of a program designed to increase Pyramid Model practices in early childhood settings by assessing teachers and students in 26 prekindergarten classrooms in the Southeastern United States. Practitioners and educators will learn the benefits of implementing Pyramid Model practices into early childhood classrooms.

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FIT for the Community: Accessible online parent training program for children with behavioral disorders shows promising results.
Susannah Poe, Ed.D., Professor, BCBA-D, Center for Excellence in Disabilities, UCEDD/LEND
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Results of a two year evaluation of the effectiveness of a free online behavioral training program, designed for use by home visiting professionals with parents of children with disruptive behavior disorder, resulted in significant improvements in skill acquisition and child behavior that were maintained over time. Family Interaction Training (FIT), a collaboration between CDC and AUCD, was developed from common components of several evidence-based parenting programs.

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Examining Differences in Empathy between Adolescents and Young Adults with Autism and Other Social Challenges Following the UCLA PEERS Intervention
Yanicka de Nocker, B.A., , Tarjan Center UCLA, UCEDD
Yong Seuk Lograsso, B.A., Los Angeles, CA, United States, CA - Tarjan Center UCLA, UCEDD;
Morgan Jolliffe, M.A., Los Angeles, CA, United States, CA - Tarjan Center UCLA, UCEDD;
Nicole Rosen, B.A., Los Angeles, CA, United States, CA - Tarjan Center UCLA, UCEDD;
Dr. Elizabeth Laugeson, Psy.D., Los Angeles, CA, United States, CA - Tarjan Center UCLA, UCEDD;

This study examined differences in caregiver-reported treatment outcome with regard to empathy between adolescents and young adults with autism spectrum disorder and other social challenges following the UCLA PEERS intervention, an evidence-based social skills program. Results suggest that both adolescents and young adults experienced significant increases in empathy following treatment, but there were no significant differences between the two groups in the amount of improvement.


Iowa's Challenging Behavior Service: Creating Statewide Change Training School Based Behavior Teams in the Area of Advanced Behavioral Assessment
Jayme Mews, MSW, Behavioral Health Clinician, Center for Disabilities and Development, UCEDD/LEND
Tory Christensen, MSW, Washington, DC, United States, IA - Center for Disabilities and Development, UCEDD/LEND;

Since 2009, the Iowa Department of Education (DE) has contracted with Iowa's UCED to support an initiative to create school-based challenging behavior teams to assess behavior and provide support in our student's educational setting. Eighteen teams have participated in didactic and hands-on training in functional behavior assessment. This poster will highlight the project's service delivery model, trainee demographics, student demographics, and summarize both trainee and student outcomes.

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Correlation between Familial Loneliness and Social Anxiety in Young Adults with Autism Spectrum Disorder and Other Social Challenges
Danielle Mund, B.S. in Psychology, Ms., Tarjan Center UCLA, UCEDD
Elizabeth Laugeson, Psy.D., Los Angeles, CA, United States;
Nicole Rosen, B.A., Los Angeles, CA, United States;
Morgan Jolliffe, M.A., Los Angeles, CA, United States;
Yong Seuk Lograsso, B.A., Los Angeles, CA, United States;
, CA, United States;
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This study examined the influence of familial loneliness on social anxiety, particularly fear of negative evaluation, among young adults with Autism Spectrum Disorder and other social challenges. Understanding the connection between feelings of familial isolation and social anxiety will inform clinicians and researchers about the importance of broadening the scope of social skills interventions to include additional domains, such as improving family relationships.

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Caregiver Training Modules for Children with Autism Spectrum Disorder and Restricted Eating
Hanein Edrees, MD, Developmental Peds Fellow, University of Cincinnati UCE, UCEDD/LEND
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Children with autism spectrum disorder (ASD) experience restricted eating or picky eating behaviors. A wide variety of interventions, including caregiver education have been used in clinical practice. Quality improvement (QI) methods have been used to enhance systems in patient/family education and counseling. This presentation will offer an approach to using QI tools aimed at enhancing education of caregivers of children with ASD and restricted eating via video training modules.


The FBA-BIP Process: Twelve Steps is all it Takes
Gereen Francis, Behavior Specialist, GA - Center for Leadership in Disability
Allison O'Hara, Atlanta, GA, GA - Center for Leadership in Disability at Georgia State University, UCEDD/LEND;
Molly Tucker, Atlanta, GA, GA - Center for Leadership in Disability at Georgia State University, UCEDD/LEND;
Emily Graybill, Atlanta, GA, GA - Center for Leadership in Disability at Georgia State University, UCEDD/LEND;

Learn the essential steps to complete the Functional Behavior Assessment (FBA) process and how to create quality, function-based Behavior Intervention Plans (BIP) for students who require intensive behavior supports. Using this team-based, standardized FBA-BIP process within your school districts can reduce confusion and frustration among staff while increasing effective BIPs for students needing individualized supports.

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