Conference Faculty Communication Interventions for Adolescents and Adults With Autism

2017 Autism Online Conference - Registration - August 2-14

Lisa Audet, PhD, CCC-SLP, is a faculty member in speech pathology and audiology at Kent State University. She is the co-creator of the Kent State’s ASD Certificate Program, the facilitator of the Autism Task Force and the Global Understanding of Autism: Study Abroad Experience, and a Provost Associate in the Division of Diversity, Equity and Inclusion. Her research and teaching interests are in child language development and disorders, ASD, and college students with ASD. Audet has more than 30 years of experience as a special educator and SLP. She has published on the topics of early child language in ASD as well as individuals with high-functioning ASD. Audet has presented at the national and international levels.

Financial Disclosures:

  • Private practice owner - Communication & Learning Consultation Services, LLC
  • Financial compensation from ASHA for this presentation

Nonfinancial Disclosures:

  • No nonfinancial relationships to disclose

Jed Baker, PhD, is the director of the Social Skills Training Project, an organization serving individuals with autism and social communication problems. He is on the professional advisory board of Autism Today, ASPEN, ANSWER, YAI, the Kelberman Center, and several other autism organizations. In addition, he writes, lectures, and provides training internationally on the topic of social skills training and managing challenging behaviors. He is an award-winning author of eight books, including Social Skills Training for Children and Adolescents with Aspergers Syndrome and Social Communication Problems; and Preparing for Life: The Complete Handbook for the Transition to Adulthood for Those with Autism and Aspergers. His work has also been featured on ABC World News, Nightline, Fox News, the CBS Early Show, and the Discovery Health Channel.

Financial Disclosures:

  • Author royalties from Future Horizons and AAPC publishers
  • Financial compensation from ASHA for this presentation

Nonfinancial Disclosures:

  • No nonfinancial relationships to disclose

Meher H. Banajee, PhD, CCC-SLP, is an associate professor at LSUHSC Communication Disorders Department. She has worked as an AT Coordinator (Region I), Regional Consultant (Prentke Romich Company), AAC coordinator (Children’s Hospital), and Department Head (Metropolitan Developmental Center). Her areas of interest include AAC, autism spectrum disorder, early intervention, and complex communication disorders as well as AAC and degenerative neurological disorders. She has published articles on core vocabulary, AAC within the classroom, ASD, and early intervention. She runs several social groups for adolescent and adults with ASD. Meher is the coordinator for Special Interest Group 12 (AAC).

Financial Disclosures:

  • Financial compensation from ASHA for this presentation

Nonfinancial Disclosures:

  • No nonfinancial relationships to disclose

Jean Blosser, EdD, CCC-SLP, is passionate about creating systems that ensure school SLPs and educators can provide outcomes-based, educationally relevant services. To Blosser, interprofessional collaboration is essential! As president of Creative Strategies for Special Education, she consults and provides workshops for schools, universities, and professional associations. She has published numerous resources for SLPs, educators, administrators, and parents including: School Programs in Speech-Language Pathology: Organization and Service Delivery (Plural Publishing) and her fun daily activity calendar series: Let’s Talk About It! Let’s Listen Today! Let’s Get Organized! Blosser’s recent publications have addressed integrating the core curriculum into services for children with disabilities and engaging teachers and parents as partners. Throughout her career, she has focused on developing future professional leaders, creating innovative solutions to school service delivery challenges, and fostering quality, efficacy, and efficiency. She is a Fellow of ASHA, American Council on Education, and Ohio Speech and Hearing Association.

Financial Disclosures:

  • Royalties from Plural Publishing for publications
  • Speaking fees for various consulting services
  • Financial compensation from ASHA for this presentation

Nonfinancial Disclosures:

  • No nonfinancial relationships to disclose

Nancy C. Brady, PhD, CCC-SLP, is an associate professor in the department of speech language hearing sciences and disorders at the University of Kansas. She is an ASHA Fellow and past chair of the National Joint Committee on Communication Needs of Persons with Severe Disabilities. Her current research funded by the NIH and U.S. Office of Education IES is focused on improving assessments for expressive communication in individuals with minimal verbal skills associated with intellectual and developmental disabilities and autism.

Financial Disclosures:

  • Financial compensation from ASHA for this presentation

Nonfinancial Disclosures:

  • No nonfinancial relationships to disclose

Tom Buggey, PhD, worked in the field of special education as a teacher and supervisor in the U.S. and Canada prior to receiving his PhD in Early Intervention from Penn State in 1993. He then spent 14 years as a professor at University of Memphis. While in Memphis, he was the primary investigator on numerous grants, most of which provided technical assistance to schools and families in the areas of inclusion, assistive technology, positive behavior supports, early intervention, and school reform. He also was instrumental in establishing the Access Center for Technology, the first ATA-accredited assistive technology center located on a university campus. In 2007, he was appointed Siskin Chair of Excellence in Early Intervention at the University of Tennessee at Chattanooga, where he focused on research on video self-modeling (VSM) with children with autism. He has conducted research on this technique since 1993 and has published numerous research papers on the topic. In 2009, he published the first book on VSM, Seeing is Believing. He is currently on the editorial board of Focus on Autism. He retired in 2014 and now serves as Chief Science Officer for Invirtua.com.

Financial Disclosures:

  • Financial compensation from ASHA for this presentation

Nonfinancial Disclosures:

  • No nonfinancial relationships to disclose

Jennifer Collier, MA, CCC-SLP, has been working with children on the autism spectrum for more than 20 years. A Temple University graduate, she has worked in almost every setting – residential facilities, homes, clinics, hospitals, daycares, private schools, and public schools. She has four children, including a 16-year-old who is on the autism spectrum. Collier has worked with infants to adults, limited verbal to verbose. She has presented at FLASHA and ASHA for many years on many topics such as collaboration in classrooms, early intervention, parent and caregiver coaching, and the ASD journey she is on with her son.

Financial Disclosures:

  • Financial compensation from ASHA for this presentation

Nonfinancial Disclosures:

  • No nonfinancial relationships to disclose

Lynne E. Hewitt, PhD, CCC-SLP, is associate professor and chair of the Department of Communication Sciences and Disorders at Bowling Green State University and an ASHA Fellow. Her research and clinical interests are in language development and disorders, with a particular interest in communication impairments in autism, clinical pragmatics, language assessment, and intervention efficacy. In recent years she has focused much of her work on supporting adolescents and adults on the autism spectrum. She has served in many national service roles, including associate editor of the journal Language, Speech, and Hearing Services in the Schools, coordinator for ASHA’s Special Interest Group 1 (Language Learning and Education), a site visitor for the ASHA’s Council on Academic Accreditation, and member of ASHA’s Academic Affairs Board. In the past, she has been an Erskine Fellow at the University of Canterbury, New Zealand.

Financial Disclosures:

  • Financial compensation from ASHA for this presentation

Nonfinancial Disclosures:

  • No nonfinancial relationships to disclose

Timothy P. Kowalski, MA, CCC-SLP, is an internationally known expert on Asperger’s syndrome and high-functioning autism. He has worked in a variety of psychiatric health care delivery systems, including inpatient and outpatient psychiatric hospitals, sex-offender units, and school-based settings. Kowalski is the author of six books on the topic. He is a member of ASHA, Florida Association of Speech-Language Pathologists and Audiologists, Council for Exceptional Children, Council for Behavior Disorders, and Autism Society of America. He is the recipient of the 2010 Clinician of the Year Award from the Florida Association of Speech-Language Pathologists and Audiologists and the TEAMS 2000 Speech-Language Pathologist of the Year award for his work with autism in the four-countywide greater Orlando, Florida, metropolitan area and has served on the Board of Directors for the Greater Orlando Chapter of the Autism Society of America, Center for Independent Living in Central Florida, and Florida Association of Speech-Language Pathologists and Audiologists.

Financial Disclosures:

  • Intellectual property for six books
  • Financial compensation from ASHA for this presentation

Nonfinancial Disclosures:

  • No nonfinancial relationships to disclose

Maia L. Magder, MS, CCC-SLP, is an SLP whose breadth of experience treating people with communication and feeding disorders spans the life span. Magder has an MS in Communication Sciences and Disorders from Emerson College and has practiced in a variety of settings for more than 15 years. She trained at Albert Einstein/Moss Rehabilitation Hospital in Philadelphia in acute neurorehabilitation. She has worked at Georgetown University Hospital and spent 10 years as a clinical researcher at the National Institutes of Health. In addition to clinical duties in the ICU, neurology, med-surg, and pediatric units at NIH, she collaborated with NIMH and the Mood Dysregulation team, describing the concomitance of language learning disabilities and mood disorders in children and adolescents. Currently, she provides early intervention services at Easter Seals Child Development Center. She also provides cognitive/communicative therapy to adults in vocational rehabilitation programs at the TTLC, Outcomes Service. Magder consults for the Jubilee Association of Maryland, developing curriculum for social communication groups for adults on the autism spectrum. She provides training to agencies throughout the DC Metro area and has provided expert witness testimony in judicial hearings.

Financial Disclosures:

  • Financial compensation from ASHA for this presentation

Nonfinancial Disclosures:

  • No nonfinancial relationships to disclose

Kim Murza, PhD, CCC-SLP, received her doctorate in communication sciences and disorders from the University of Central Florida, where she specialized in language and literacy with a focus on autism spectrum disorder. She is currently an assistant professor in the Department of Audiology and Speech-Language Sciences at the University of Northern Colorado, teaching undergraduate and graduate courses in language and literacy, evidence-based practice, and phonetics. Murza has worked privately and in the public school system as an SLP with children and adolescents in preschool through high school and more recently with adults with autism spectrum disorder. She is currently the University of Northern Colorado Scottish Rite Program Director and a member of the Colorado Department of Education Speech-Language Advisory Council. Murza has participated in numerous research projects and co-authored peer-reviewed journal articles and presentations. She has been an invited author and presenter for several topics, including autism spectrum disorder and adolescent language and literacy. Her main research area is pragmatic language intervention and vocational support for individuals with high-functioning forms of autism spectrum disorder. Additional research interests include systematic review and meta-analysis, strategic learning, inference generation, disciplinary literacy, and the delivery of high-quality professional development.

Financial Disclosures:

  • Salary from the University of Northern Colorado
  • Currently in discussion with Medbridge about providing online courses
  • Financial compensation from ASHA for this presentation

Nonfinancial Disclosures:

  • Member of the Colorado Speech-Language Advisory Council for the Department of Education

Jane Keegan Quarles, MS, CCC-SLP, is an SLP specializing in complex communication disorders. She leads the augmentative and alternative communication team at St. Louis Children’s Hospital (SLCH). For 15 years at SLCH, her efforts have focused on expansion of the AAC program to include follow-up intervention sessions, a collaborative care program, and partnering with hospital clinics (cerebral palsy, Rett syndrome, and autism). Most recently, she has championed a sense of urgency for inpatient-provider communication; developed a dynamic, low-tech communication board in her efforts; and organized a unique Communication Supports Cohort to drive change toward communication access for all across the hospital organization.

Financial Disclosures:

  • Salary from St. Louis Children's Hospital
  • Financial compensation from ASHA for this presentation

Nonfinancial Disclosures:

  • No nonfinancial relationships to disclose

Shari Robertson, PhD, CCC-SLP, is a professor of speech-language pathology and Provost's Associate at Indiana University of Pennsylvania. She recently served on ASHA's Board of Directors as vice president of academic affairs in speech-language pathology. Robertson has published numerous articles, book chapters, and clinical materials and presented hundreds of workshops at state, national, and international venues on a variety of topics. In addition to these roles, she has successfully started and grown several businesses and currently owns a publishing company. She enjoys helping her fellow ASHA members find ways to nurture both their professional skills and their entrepreneurial talents. Robertson recently received the Annie Glenn award for National Leadership in Language and Literacy.

Financial Disclosures:

  • Financial compensation from ASHA for this presentation

Nonfinancial Disclosures:

  • No nonfinancial relationships to disclose

Sarah Shick, BS, CESP, has worked with individuals with disabilities for more than 10 years in various capacities. She obtained her bachelor’s degree in psychology from Pennsylvania State University in 2005. Shick received her Certified Employment Support Professional (CESP) credential from the Association of People Supporting Employment First (APSE). She has a special interest in transitioning youth, concentrating on facilitating a seamless transition for young adults coming out of high school into the adult services system. She is currently the intake coordinator for TLC’s Outcomes Service and oversees the new Transition Advocacy Program.

Financial Disclosures:

  • Financial compensation from ASHA for this presentation

Nonfinancial Disclosures:

  • No nonfinancial relationships to disclose

Jessica Dykstra Steinbrenner, PhD, CCC-SLP, is a research scientist at the Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill. She is also an adjunct assistant professor in the Division of Speech and Hearing Sciences. Prior to returning for her research degree, she worked as an SLP with elementary and middle school children with autism and other developmental disabilities. Dykstra Steinbrenner is currently working for the Center on Secondary Education for Students with ASD (CSESA), a large multi-site grant developing and evaluating a comprehensive intervention program for high school students on the autism spectrum. She previously served as principal investigator on an applied research grant funded by the Organization for Autism Research, “Improving Social-Communication and Engagement of Elementary Students with Autism Spectrum Disorders: Adapting a Preschool Intervention for Elementary School Classrooms.” Her research interests are in the area of autism spectrum disorder with a focus on school-based interventions and individuals on the spectrum with significant communication needs. She also is interested in observational measurement and has worked to adapt and use observational coding systems for social communication and engagement.

Financial Disclosures:

  • Grant funding for work on studies of evidence-based practices for children and adolescents on the autism spectrum
  • Financial compensation from ASHA for this presentation

Nonfinancial Disclosures:

  • No nonfinancial relationships to disclose

Michelle Garcia Winner, MA, CCC-SLP, is the founder of Social Thinking, a methodology that specializes in developing treatment frameworks and practical strategies for individuals with social communication challenges, including those with ASD and/or ADHD as well as twice exceptional students. She continues to be clinically active, has authored numerous books and articles, and speaks routinely in the U.S. and abroad. Her work challenges professionals and parents to understand the critical relationship between social thinking and related social skills and the impact social learning has on academic, vocational, and community success. She was featured as a Social Thinking therapist and SLP in the 2016 Sundance Premiere Documentary “Life, Animated.” She was honored with a Congressional Special Recognition Award in 2008.

Financial Disclosures:

  • Owner of Think Social Publishing, Inc. and the Social Thinking Center, Inc.
  • Created a treatment methodology that has been broken down into different topics and is sold through self-published books
  • Speaking fees for talks given around the world
  • Runs a very small clinic and provides clinical training to a variety of professionals from around the globe
  • Financial compensation from ASHA for this presentation

Nonfinancial Disclosures:

  • No nonfinancial relationships to disclose

Betty Yu, PhD, CCC-SLP, earned her doctorate in special education from the Joint Doctoral Program at UC Berkeley and San Francisco State University, her MA in speech-language pathology from New York University, and her BA in linguistics from UC Berkeley. Her research focuses on issues of social communication, heritage language, and bilingual development in children with autism spectrum disorders. She teaches courses related to language development, serving culturally and linguistically diverse families, and counseling in communicative disorders. The emphasis of her clinical instruction is on the provision of family-centered services to support communication development in children on the autism spectrum. She is the co-director of Project Common Ground, funded by the U.S. Department of Education to prepare SLPs to work effectively with diverse children on the autism spectrum.

Financial Disclosures:

  • Financial compensation from ASHA for this presentation

Nonfinancial Disclosures:

  • No nonfinancial relationships to disclose

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