at SKIRBALL CULTURAL CENTER, LOS ANGELES, CA
Available On Demand Until: FEBRUARY 21, 2025
Schedule
Summit 2024 offers four distinct tracks:
Track A: “Improving Outcomes through Early Intervention”
Track B: “Innovative Educational and Behavioral Practices for School Age Youth”
When registering for sessions, you have the option to follow a single track for a cohesive, in-depth experience in a specific focus area.
Alternatively, you may mix and match sessions to tailor your experience and explore a broader range of topics. This flexibility allows you to customize your conference experience to align with your professional goals.
keynote
Yes Brain, How to Cultivate Courage, Curiosity and Resilience in Neurodivergent Youth and Young Adults
Presentation Description
This lecture will explore the essence of well-being: the Emotional Spark, Social Engagement, Novelty-seeking, and Creative Exploration that occurs throughout development but especially important in the adolescent brain-remodeling period. Dr. Siegel will focus especially on the critical neurological changes that occur in neurodivergent youth into young adulthood and the resulting changes in behavior, internal experience, and challenges to brain integration. You will learn how early life experiences – and how we make sense of these experiences – influence our mind and future relationships. Dr. Siegel will describe how young people and young adults can learn to cultivate presence and engage in reflective dialogues to better understand each other and connect in a process called “mindsight” and will provide insight and practices to help cultivate mindsight abilities, which can be used in personal and professional contexts.
Learning Objectives
- Identify the four fundamentals of the Yes Brain—balance, resilience, insight, and empathy—and how to strengthen them.
- Implement mindsight tools and exercises that promote integration, provide self-regulatory capability, and support development.
- Explain Dr. Siegel’s Hand Model of the Brain and apply this model to situations in which one has “flipped his or her lid”.
- Describe different attachment models, including secure vs. non-secure and organized vs. disorganized attachment patterns.
- Identify how self-reflection, presence, and making sense of our own experiences affect those around us.
Session 1
1A - Improving Social Communication and Spoken Language Outcomes for Young Limited Language and Minimally Verbal Children: Connie Kasari, PhD
Presentation Description:
The ability to engage with others and to communicate are primary targets of early interventions for children with autism. This talk will discuss what we have learned from over twenty years of research on interventions for social communication and language outcomes for children with autism. A focus will be on children who are often not included in research studies, those who are traditionally marginalized and minoritized, who are limited language or minimally verbal, and who are intellectually disabled.
Learning Objectives:
- Identify two specific targets of early intervention that are important to the development of autistic children.
- Identify an effective approach for learning spoken language in children who are limited language/minimally verbal/non-speaking.
- Identify a research method that aims to individualize interventions and better meet child individual needs.
1B - Supporting Executive Function: Tools for Neurodivergent Learners: Karen Wilson, PhD
Presentation Description:
Executive function (EF) skills are crucial for academic achievement, social relationships, and emotional well-being, especially for neurodivergent learners. This presentation will explore the core components of executive function, highlighting their role in academic success, behavior regulation, and emotional well-being. Participants will delve into how executive function deficits manifest in neurodevelopmental disorders and the types of interventions that are effective in enhancing executive functioning skills. Integrating recent meta-analytic findings, the session will explore evidence-based strategies; tools that implicitly support executive function development through engaging, everyday activities will be discussed, along with considerations for long-term efficacy.
Learning Objectives:
- Identify and describe the primary components of executive function and their impact on academic and behavioral outcomes for neurodivergent learners.
- Evaluate research on the efficacy of interventions like mindfulness and how these tools compare with explicit training approaches in supporting executive function development.
- Describe practical strategies and interventions tailored to neurodivergent children that promote self-regulation, academic success, and behavioral adjustment through executive function support.
1C - Helping Twice Exceptional Students with Autism Transition to College: Joseph Madaus, PhD
Presentation Description:
This presentation will discuss differences in services available to neurodivergent students from high school to college. Suggestions related to transition planning will be provided. Additionally results from interviews with academically talented 2e autistic students, their parents, high school personnel, and college disability and accessibility resource services will be presented. A crosswalk of factors that each group viewed as important to the college success of these students is presented as will a professional development video series.
Learning Objectives:
- Describe factors and experiences that lead to successful college experiences by 2e ASD students.
- Identify the challenges faced by 2e college students with autism spectrum disorder in the transition to college.
- Assess video modules with recommendations based on the research that enhance the transition to college for 2e ASD students.
1D - Hope as a Skill: A New Approach to Understanding and Managing Suicide Risk: M. David Rudd, PhD, ABPP
Presentation Description:
This workshop reviews an empirically supported CBT model for the assessment and clinical management of suicide risk, with hope as a core construct. The importance of facilitating hope across all assessment, clinical management, and treatment domains is discussed. A distinction is made between acute and chronic risk. Additionally, critical elements differentiating moderate and high risk is reviewed, with detailed case examples provided and eventual clinical disposition. A range of effective clinical strategies are reviewed, including reasons for living, commitment to treatment statement, survival kit, along with a range of approaches to emotion regulation.
Learning Objectives:
Understand the Role of Hope in Suicide Prevention: Participants will gain an understanding of how hope influences the therapeutic relationship and the critical role it plays in mitigating suicide risk, coupled with familiarity with specific interventions that target hope.
Explore a General Model for Hope: Attendees will be introduced to a theoretical model that explains the nature of hope and its relevance in the context of working with suicidal individuals, along with how to recognize it and target in clinical care.
Apply Empirically Supported Intervention Approaches: Participants will learn empirically supported methods for assessing and managing suicide risk, with a focus on strategies that cultivate and reinforce hope in clinical practice and contribute to more effective treatment outcomes for individuals struggling with suicidality.
Session 2
2B - Language Interactions as Intervention: Best Practice Approaches to Engage and Motivate Neurodiverse Learners: Nicole Sparapani, PhD
Presentation Description:
This presentation will review language interaction as intervention for neurodivergent learners and highlight how language can engage, motivate and shape learning experiences. We will examine how language and communication can play a role in the dis-regulation of behaviors and cover concrete strategies for what to say and what works in neurodivergent learning environments. I will explain multi-modal instruction methods to achieve increased engagement, including for learners with lower vocabulary and lower cognitive functioning, and discuss Universal Design Learning perspectives on math learning.
Learning Objectives:
- Understand the important role of teacher-student interactions within classrooms serving neurodivergent learners.
- Recognize the interplay between teachers’ talk and students’ engagement and the student-level characteristics that influence this.
- Explore how principles of universal design (UDL) can provide a foundation for teaching neurodivergent students within mathematics contexts.
2C - A Strengths-Based Model of Neurodiversity and its Application in the Workplace: Lawrence Fung, MD, PhD
Presentation Description:
Autistic individuals commonly face challenges in securing and maintaining competitive employment. This research is aimed to help address this gap by developing and conducting a pilot prospective cohort trial of a training curriculum for job coaches (JCs), employers, and family members (FMs) to increase their competency in working with individuals with I/DD. This training curriculum is called DIVERSE (Developing Inclusive Vocational Education and Resources for Success in Employment) curriculum. This educational intervention is based on the strengths-based model of neurodiversity and its development incorporates diverse perspectives from community stakeholders (including JCs, educators, employers, FMs, and autistic adults). A pilot prospective cohort study of DIVERSE was conducted with JCs, FMs, and employers, testing changes in knowledge, self-confidence, and self-efficacy in working with autistic people. In this presentation, we will report on the development of DIVERSE and the results of its pilot trial. This study signals a promising approach to adapt, develop, and test a training curriculum for JCs and the autism community using CBPR and strength-based approaches. It also demonstrated a preliminary signal for efficacy. The DIVERSE curriculum has the potential to enhance employment success for autistic individuals and their support systems.
Learning Objectives:
1. Discuss the components of the strengths-based model of neurodiversity.
2. Describe community-based participatory research for the development of psychoeducation interventions.
3. Articulate the results of training job coaches, employers, and family members by the DIVERSE curriculum.
2D - Parenting Neurodivergent Children: Tools, Tips and Triumphs: Shilpa Baweja, PhD, LCSW
Presentation Description:
This presentation will explore the complexities of behavioral challenges faced by parents of children with mild to moderate Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD). Attendees will gain insights into the specific behavioral problems frequently reported, allowing for a deeper understanding of the parent perspective. The discussion will then transition to the UCLA Behavioral Parent Training Program, where participants will learn about effective techniques employed within the program to equip parents with essential skills for managing these challenges. Examples of practical strategies will be provided to highlight how these techniques can be effectively conveyed to parents. Finally, the presentation will address the critical aspect of fostering parent buy-in to treatment by outlining methods to engage and motivate parents, ensuring a collaborative approach to supporting their child’s development.
Learning Objectives:
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- Identify scope of behavioral problems presented by parents of children with mild to moderate ASD and ADHD
- Discuss the UCLA Behavioral Parent Training Program and provide examples of techniques to convey key skills
- Describe methods to develop parent buy-in to treatment
Session 3
3B - The Intersection of Neurodivergence and Culture in Neuropsychological Assessment: Vindia Fernandez, PhD
Presentation Description:
Intersectionality, a framework that examines how multiple identities, such as race, gender, and language, interact is particularly relevant in the context of neuropsychological assessments. While significant strides have been made in acknowledging the importance of culturally and linguistically responsive assessment, developing concrete guidelines for equitable assessment practices has proven to be more challenging. By adopting a framework of socially responsible neuropsychology, we are better equipped to assess and diagnose linguistically and culturally neurodivergent children, identify strategies for selecting appropriate instrumentation and interpreting findings and to develop intervention plans for marginalized youth.
Learning Objectives:
- Describe the systemic barriers affecting the assessment and diagnosis of linguistically and culturally neurodivergent children
- Identify strategies for selecting appropriate instrumentation and interpreting findings
- Discuss ways to develop intervention plans for marginalized youth
3C - What's Love Got to Do With It? Sexuality Through a Neurodiversity-Affirming Lens: Eileen Crehan, PhD
Program Description: Relationships, especially romantic and sexual ones, can be a natural part of adulthood yet stigma around disability has resulted in limited access to information on these topics. Using a neurodiversity-affirming framework, audience members will learn about barriers to sexuality and relationship education for autistic and neurodivergent individuals and how to minimize those barriers. Activities will include a self-reflection, an action plan to provide individuals and families with safe and comprehensive information, and an exploration of useful resources for continued learning.
Learning Objectives:
1. Discuss the components of the strengths-based model of neurodiversity.
2. Describe community-based participatory research for the development of psychoeducation interventions.
3. Articulate the results of training job coaches, employers, and family members by the DIVERSE curriculum.
3D - Evidence-based Treatments for Anxiety and Related Disorders from Youth through Young Adulthood: Tara S. Peris, PhD
Presentation Description:
Anxiety disorders are the most common class of mental health conditions for both children and adults and recent evidence suggests that they are on the rise. In this presentation, we will discuss anxiety as a natural and necessary human emotion as well as what happens to make it a clinical disorder. We will consider the various forms that anxiety disorders can take and their development across childhood, adolescence and the transition to adulthood. The discussion will include factors that contribute to the increased occurrence of youth anxiety disorders as well as evidence-based treatments for young people and their families.
Learning Objectives:
1. Explain the difference between stress, fear, and anxiety.
2. Recognize how anxiety disorders present across childhood, adolescence, and early adulthood.
3. Identify evidence-based treatments for youth anxiety.
Session 4
4A - Early Sensory-focused Strategies for Addressing Challenging Behaviors at Home and School: Bonnie Nakasuji, OTD, OTR/L, C/NDT, FAOTA
Bonnie Nakasuji, OTD, OTR/L, C/NDT, FAOTA
Presentation Description:
Challenging behaviors can be extreme or subtle. Regardless, the emotional responses we observe and which the children are feeling can be a huge disruption to engagement both for the young child as well as those around them; parents & family, teachers & classmates, and therapists. This presentation will help the participants understand how sensory processing could be a contributing factor with the primary presentation focus on providing various strategies that can be implemented at home and at school to help the young child work toward better self-regulation to be more prepared to participate in meaningful and important early childhood occupations.
Learning Objectives:
- Describe how sensory registration and modulation impact learning and behaviors.
- Recognize common responses that reflect sensory systems.
- Assess behavioral and sensory strategies to implement that supports self-regulation
4B - Transforming Challenging Behaviors in Neurodivergent Youth Using an Appreciative Inquiry Approach: Shayne Horan, EdD + Hannah Harrison, MEd
Presentation Description: This presentation will explore how Appreciative Inquiry can be applied to create constructive behavioral and emotional outcomes for neurodivergent youth. Participants will learn how leveraging strengths and successes can address behavioral challenges, foster resilience, and encourage adaptive behaviors. The session will provide practical strategies to integrate Appreciative Inquiry with traditional behavioral approaches, offering attendees actionable insights to enhance support systems and improve outcomes for neurodivergent youth.
Learning Objectives:
- Identify and explain the core principles of Appreciative Inquiry and their application in supporting neurodivergent youth with behavioral and emotional challenges.
- Demonstrate the integration of evidence-based behavioral interventions with Appreciative Inquiry techniques to foster emotion regulation and positive behavior in neurodivergent youth.
- Develop individualized behavior support plans that leverage strengths, past successes, and positive reinforcement, using Appreciative Inquiry to set and achieve meaningful goals.
4C - The Science of Dating for Autistic and Neurodivergent Youth and Young Adults: Elizabeth Laugeson, PsyD
Program Description: In this session, attendees will be provided an overview of PEERS® for Dating, an empirically supported social skills program focused on strategies for developing and maintaining romantic relationships for autistic and neurodivergent youth and young adults, while recognizing the importance of teaching social strategies through a neuroaffirming lens. This is a unique opportunity to learn neuroaffirming approaches for teaching dating etiquette from the creator of the PEERS® programs, Dr. Elizabeth Laugeson.
Learning Objectives:
Objective 1: Understand the challenges in developing and maintaining romantic relationships among autistic and neurodivergent youth and young adults
Objective 2: Recognize the importance of teaching social strategies through a neuroaffirming lens.
Objective 3: Become familiar with evidence-based strategies for teaching dating skills to autistic and neurodivergent youth and young adults.
4D - Navigating Grief: Practical and Supportive Interventions to Promote Healing: Lauren Schneider, LCSW
Presentation Description:
Death is a life cycle event. Grief is a natural reaction, yet few clinicians have had training on how to assist grieving clients. In this workshop participants will gain an understanding of the physical, cognitive, emotional and behavioral responses of grieving children through young adulthood along with learning a theoretical model for understanding grief through the lens of both psycho-social and cognitive developmental stages. Participants will also acquire effective intervention strategies to utilize with individual clients, families and groups.
Learning Objectives:
- Theory: Participants will acquire knowledge of the 4 tasks and 5 associated goals of mourning as taught by J. William Worden.
- Interventions: Participants will acquire 4-6 teachable interventions to use in individual, family, and group sessions for ages 4-25.
- Language: Participants will acquire language from the OUR HOUSE grief support model to explain death, suicide, funerals, cremation and other death-related concepts to facilitate the expression of grief.
Session 5
5A - The Power of Play for Young Autistic Children: Early Play-Based Strategies to Promote Development in Essential Skill Areas: Laurie Stephens, PhD
Location: HAAS 173
Presentation Description:
Autistic play may appear different from other children’s play, but it is still a valid and essential form of development. This talk will review the concept of play and its innate reinforcing properties. We will explore the stages of play and the skills that are naturally developed through each stage. Behavioral and naturalistic play interventions will be compared. And finally, specific examples of how to join in an autistic child’s play (rather than focusing on getting them to join someone else’s play) will be shared.
Learning Objectives:
- State the definition of play.
- List 3 differences between behavioral and naturalistic play interventions.
- Discuss how to expand an autistic child’s play repertoire will maintaining innate enjoyment of the play.
5B - How Does the Brain Learn to Read: Why Do Some Children Struggle and What is the Impact of Evidence-Based Intervention?: Jason D. Yeatman, PhD
Location: HAAS 171/172
Presentation Description:
In this talk I will first lay out the neurobiological underpinnings of literacy and ask the question: “why do some children struggle learning to read?” Then I will present data showing how intensive, evidence-based reading intervention programs can reshape development of the brain’s reading circuitry. Finally, I will conclude by discussing the implications of these findings for dyslexia screening and intervention.
Learning Objectives:
- Learn about how brains are different in dyslexia
- Understand how evidence-based intervention reshapes brain circuits/span>
- Learn about new innovations in assessment and screening (https://roar.stanford.edu/)
5C - Supporting Mental Health Among Autistic Youth and Young Adults in the Digital Age: Meryl Alper, PhD
Location: Ahmanson Ballroom
Presentation Description: With more possibilities than ever for media and technology use anytime and anywhere, young people’s online and offline worlds are shaping one another in complex ways. This is especially true among children, adolescents, and teens on the autism spectrum, who may discover unique opportunities for socializing, communicating, and expressing themselves through digital media, as well as encounter specific threats to their safety and privacy. These challenges can extend to the young adult years, and be compounded by heightened risks of anxiety, depression, eating disorders, and other co-occurring mental health conditions. This talk, based on Dr. Meryl Alper’s recent book, Kids Across the Spectrums: Growing Up Autistic in the Digital Age (MIT Press, 2023), focuses on the prospects of media and technology for positively and negatively impacting the mental well-being of autistic youth, with a particular emphasis on their identity, emotional, and social development, drawing on ethnographic research that centers their personal stories. Additionally, she will discuss how the intersections of media and mental health for neurodivergent youth can shift from childhood to young adulthood.
Learning Objectives:
Objective 1: Identify various myths and stereotypes about autism, technology, and mental health through the lens of neurodiversity.
Objective 2: Discuss how the mental health needs and media usage of autistic children and adolescents are influenced by different social issues and structural factors.
Objective 3: Discuss how the intersections of media and mental health for neurodivergent youth can shift from childhood to young adulthood.
5D - The Science and Practice of Mindfulness: Strategies to Recognize, Release, Refocus and Renew for You and Those You Care For: Elisha Goldstein, PhD
Presentation Description:
In “The Science and Practice of Mindfulness,” Dr. Elisha Goldstein offers practical strategies rooted in cutting-edge neuroscience and the principles of mindfulness to help individuals recognize stress patterns, release emotional tension, refocus attention, and renew their energy. This presentation is designed to equip healthcare providers, parents, caregivers, and professionals with tools to enhance emotional well-being for themselves and those they serve. Participants will explore the science behind mindfulness and gain actionable techniques to integrate these practices into both personal and professional settings.
Learning Objectives:
- Participants will be able to identify and explain the neurological and emotional impact of mindfulness on stress management and emotional health.
- Participants will learn specific mindfulness techniques to effectively recognize and release emotional tension in real-time.
- Participants will develop skills to refocus attention and renew energy, both for themselves and their clients or patients, promoting sustained emotional resilience.