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14th ANNUAL INTERNATIONAL ICDL CONFERENCE
Redefining Autism
November, 5, 6, 7, 2010
Hilton McLean, Tysons Corner, Virginia
(Washington, DC Metro Area)
with presentations by Catherine Lord, Ph.D., Connie Kasari, Ph.D., Jim Stieben, Ph.D. and Devin Casenhiser, Ph.D.
with presentations by Ricki Robinson, M.D., M.P.H., Lucy Miller, Ph.D., OTR, Stewart H. Mostofsky, M.D., Catherine Lord, Ph.D. and Connie Kasari, Ph.D.
with presentations by Serena Wieder, Ph.D., Stuart Shanker, D. Phil. and Richard Lodish, Ed.D.,
- with presentations by Margaret Bauman, M.D., Joshua Sparrow, M.D., Dave Nelson, M.S., LPC, and Deborah Flaschen, M.B.A
- A Friend’s tribute to Stanley Greenspan
T. Berry Brazelton, M.D.
DIRFloortime™ Discussions
- Clinical Practice, Research and Education
Pre-and Post-Conference Workshops:
Stanley I. Greenspan, MD. (1941-2010)
A life dedicated to helping each child reach his or her fullest potential and enjoy caring relationships.
Dr. Greenspan was the Founder and Chairman of the Interdisciplinary Council on Developmental and Learning Disorders (ICDL), founding member and past board president of Zero to Three: National Center for Infants, Toddlers, and Families and former director of the National Institute of Mental Health's Clinical Infant Development Program and Mental Health Study Center. As the world's foremost authority on clinical work with infants and young children with developmental and emotional problems, his work continues to guide parents, professionals and researchers all over the world.
The 2010 ICDL Annual Conference program was conceptualized by Dr. Greenspan before his untimely death. In tribute to Dr. Greenspan, panels and presentations throughout the conference will feature his work with children and adolescents with Autism and other disorders of development and learning. His colleagues in the DIR/Floortime community and members of his family will highlight his career through the use of video footage and their commentary. Please join us as we honor Dr. Greenspan and his contributions to our community.
CONFERENCE AT A GLANCE
Preliminary Conference Program
Friday, November 5, 2010
8:00am: Registration Opens
10:00 am – 12 noon: Pre-Conference Workshops
1:00 – 1:15: Welcome from the ICDL Board of Directors
Stuart Shanker, D. Phil., Serena Wieder, Ph.D., and Nancy Greenspan, M.A.
REDEFINING RESEARCH -
MODULE 1 of the Online Edition of the Conference
Innovative research is redefining Autism. Acknowledging the importance of early intervention in addressing the core deficits of Autism, research is now focusing on how diagnosis and change can be measured in very young children. Neuroscience is looking at how early intervention can produce functional changes in the brain of young children. Intervention studies are exploring how to change the core deficits of Autism. This panel will present an overview of the innovative research described above, followed by an interactive discussion among panelists and audience.
Introduction of Panel
- Serena Wieder, Ph.D.,
- Lecture 1: Social Brain Changes and Successful Intervention with DIR/Floortime: Predicting Outcomes
Jim Stieben, Ph.D., Senior Research Scientist and Director, Clinical and Social Neuroscience Lab, Milton and Ethel Harris Research Initiative (MEHRI), York University
- Lecture 2: Outcomes From a Randomized Control Trial of a DIR-based Intervention for Autism
Devin Casenhiser, Ph.D., Head of Research, Milton and Ethel Harris Research Initiative (MEHRI), York University
- Lecture 3: Working with Toddlers with ASD: Making Diagnosis and Measuring Change
Catherine Lord, Ph.D., Professor of Psychology and Psychiatry and Director, University of Michigan Autism and Communication Disorders Center
- Lecture 4: Mediating Intervention Through Therapists, Teachers and Parents: Targeting Core Deficits for Young Children with Autism
Connie Kasari, Ph.D., Professor, Psychological Studies in Education, UCLA
- Panel Discussion.
- Moderator: Serena Wieder, Ph.D. and Josh Feder, MD
Saturday, November 6, 2010
8:00 – 1:00: Plenary Panel
REDEFINING DIAGNOSIS -
MODULE 2 of the Online Edition of the Conference
Changes in Autism Spectrum Disorder definitions and categorization are coming soon. The DSM V is in the final stages of review. Innovative new research in joint attention, symbolic play, sensory processing and motor planning as well as co-morbid medical conditions may modify how ASD is defined. This panel will present an overview of these exciting new initiatives and will conclude with an interactive discussion of the issues.
Welcome and Introduction of Panel
- Ricki Robinson, M.D., M.P.H., Clinical Professor of Pediatrics, Keck School of Medicine, University of Southern California
- Lecture 1: An Update on Proposed DSM V Neurodevelopmental Disorders
Catherine Lord, Ph.D., Professor of Psychology and Psychiatry and Director, University of Michigan Autism and Communication Disorders Center
- Lecture 2: Exploring the Boundaries Between Sensory Processing Disorder (SPD) and Autism Spectrum Disorders: Is SPD a Separate Diagnosis? Lucy Jane Miller, Ph.D. OTR, Director, SPD Foundation
- Lecture 3: Heterogeneity of Autism: Core Deficits and Outcomes
Connie Kasari, Ph.D., Professor, Psychological Studies in Education, UCLA
- Lecture 4: Should Motor Abnormalities Be Considered a Core Feature of Autism Spectrum Disorders?
Stewart Mostofsky, M.D., Research Scientist, Kennedy Krieger Institute and Associate Professor of Neurology at the Johns Hopkins University School of Medicine.
- Lecture 5: Medical Concerns in ASD: What is the Chicken and What is the Egg?
Ricki Robinson, M.D., MPH
- Panel Discussion
- Moderator: Ricki Robinson, M.D., MPH.
1:00 – 2:00: Lunch Break
Saturday November 6, 2010 - 2:00-5:30PM
DIR/Floortime PANEL DISCUSSIONS - NOT AVAILABLE at the Online Edition of the 2010 Conference
The Developmental, Individual Difference, Relationship-Based (DIRFloortime™) Model is a developmental and interdisciplinary framework that helps clinicians, parents and educators conduct a comprehensive assessment and develop an intervention program that is guided by Floortime™ principles and tailored to the unique challenges and strengths of children with Autism Spectrum Disorders (ASD) and other developmental challenges.
These afternoon discussions will provide an opportunity for conference participants to join DIRFloortime™ professionals to discuss the integration of DIRFloortime™ principles into research, therapy and education.
All discussions will be three hours long, with a half hour break from 3:30 to 4:00. Choose the session that best matches your interests.
- Research: The Center of the Universe
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Research in DIRFloortime™ and related concepts and hypotheses lies at the center of efforts to improve and expand our ability to help children and families with challenges in relating, learning, and communication. It is imperative that we all keep abreast of the latest work of our lead researchers, many of whom will present here, and that we develop more research initiatives, examples of which are also highlighted afternoon. Hear about the BRIDGE Collaborative and the effort at ‘Defining Engagement’, discussions of DIRFloortime™ related scales, a new version of the Social Emotional Assessment Scale (FEAS) tailored for research purposes, and updates on the sensitivity, specificity and new screening categories of the Greenspan Social Emotional Growth Chart. Discussants will also review other scales that can complement DIR/Floortime measures, such as the Maternal Behavior Rating Scales (MBRS), the Pivotal Behavior Rating Scale (PBRS), and the Parent Stress Index (PSI). Participants will have an opportunity to ask questions and discuss possible applications of these scales to their current work
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Presenters: Josh Feder, MD, Rick Solomon, MD, MPH, Lois Black, Ph.D., Jim Stieben, Ph.D., Devin Casenhiser, Ph.D., Cecilia Breinbauer, MD, Liz Tsakiris, Ph.D.
- Education
- This afternoon discussion will address questions such as how a developmental program differs from other educational models; how school programs have to change to integrate the understanding and respect of individual differences, development and emotional thinking, while still meeting state academic goals and requirements; how a school can meet the needs of many different children/groups while remaining creative and flexible; how to truly address the core foundations of “thinking” to maximize social, emotional, academic and reflective processes to reduce anxiety and stereotypical behaviors and maximize independence. Discussants and attendees will participate in a discussion on how to create schools for tomorrow for children with unique learning needs that anticipate their transition to adulthood; including the challenge and benefits of restrictive or selective environments.
- Presenters: Monica Osgood, DIR Faculty, & Karen McDowell (Celebrate The Children School, CTC), Lynette DiLuzio, M.S., CCC-SLP & ,Sara Chapman, M.A. (Creekside School), Elizabeth Dulin, M.Ed., DIR Faculty (Lionheart School), Michael McDonald (Oakhill School) ,Gil Tippy, Ph.D. (The Rebecca School), Dave Nelson, MBA, LCP (The Community School), Michele Parkins (Experience from Public Schools) , Jennie Trocchio (Casa Blanca Academy), Barbara Dunbar, Ph.D., DIR Faculty,
- Navigating the Developmental Process of Communication
- Discussants will facilitate a conversation that touches on the topics of non-verbal language, comprehension, and pragmatic challenges typical of children with ASD. These challenges often intersect with other developmental difficulties which will also be identified. The value of using the modalities outlined in the ICDL-DMIC (2005)—shared attention, affective engagement, reciprocity, and shared intentions —as an assessment framework for the origins of pragmatic problems will be considered. Suggestions for intervention goals and strategies will be generated by the group and facilitators.
- Presenters: Sherri Cawn,
M.A., CCC/SLP , Sima Gerber, Ph.D., CCC., Diane Lewis, M.A., CCC/SLP, Linda Cervanka, M.A., SLP., Sharon Duval, M.A., SLP.
- DIR/Floortime as a Frame of Reference for Occupational Therapy Practice
- Understanding the child’s sensory profile is essential for all interactions and learning.
Discussants will help participants understand how sensory processing, sensory modulation, postural control and motor planning challenges impact the child’s functioning across the developmental continuum. Understanding of this unique individual profile of the child informs the clinician’s clinical reasoning around affective interactions that support relationships, which, in turn strengthen the child’s developmental capacities.
- Presenters: Rosemary White, MS, OTR/L, Beth Osten, MS, OTR/L, Tal Baz, MS, OTR/L, Lois Gold, MS, OTR/L, Milagros Cordero, Ed.D, OTR/L, BCP.
- The Arts ( Music, Drama, & Art): Developmental and Creative Processes and Principles in Diverse DIR/Floortime settings
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Visual arts, music and drama offer creative expression to support both healthy development and challenges. Discussants will share experiences of their programs which mobilized creative processes while using all elements of the DIR approach (Developmental, Individual Profile, and Relational) for children with special needs. Included are community-based, educational, and clinical settings.
- Presenters: Teresa Sindelar, Ph.D., , Cristina Meini, Ph.D., & Giorgio Guidot, Musician, Chorus Director, Kaja Weeks, Developmental Music Educator, Elaine Hall, founder of The Miracle Project , Dana Whiddon, MA, ATR-BC, LCAT. Art Therapist at the Rebecca School.
- Individual and Group Psychotherapy for Adolescents and Young Adults with Autism and/or other Developmental Disorders
- As children with special needs move into adolescence, it is often important to add individual or group psychotherapy to help the child cope with anxiety and other mental health challenges. Adolescence brings new challenges and opportunities for growth including, among others, learning to navigate in a broader world with increasingly complex peer relationships, the internet, sexuality, and increased academic demands. Discussants will share their experiences in the role of psychotherapist and their thoughts on various types of therapeutic interactions for individual and/or group therapy for adolescents and adults with individual differences, including Autism. Specific challenges and case examples illustrating how to incorporate DIR/Floortime principles will be described.
- Presenters: Lori Jeanne Peloquin, Ph.D., Georgia DeGangi, Ph.D., Ira Glovinsky, Ph.D., Stephanie Pass, Ph.D.
- Integrating DIR, Infant Mental Health and Trauma Knowledge to Reach a Wide Range of Parents: Many Perspectives -- One Child, One Family
- Parents of autistic children face significant stress dealing with a new diagnosis, difficult to manage and understand behaviors, uncertainty about their child's future, the navigation of different therapies and educational systems. What is the role of individual or family therapists in a multidisciplinary team? Some parents are hard to reach. How can we reach and help them cope with the usual parenting challenges of stress, sibling dynamics, as well as with their developmentally disabled child(ren)? How do we help parents become aware of their own patterns, emerging from the past, when those patterns may undermine their child’s development? In cases where this past includes child maltreatment, family violence or traumatic events, how can our growing knowledge about neurodevelopment better inform our principled help of families?, Drawing on case examples from their experiences with children and/or parents who have faced a wide range of psychosocial stressors, the panelists will discuss how the sturdy base of DIR/Floortime softens traditional "biological/psychological" distinctions and brings together the strengths of varied therapeutic approaches.
- Presenters: Gerry Costa, Ph.D., Gil Foley, Ed.D., Barbara Kalmanson, Ph.D., Rebecca Shahmoon-Shanok, Ph.D.
- The DIR/Floortime Approach to Feeding Intervention
- Eating is a highly complex process, with great emotional significance for the child, parent(s) and caregivers. This discussion will Illustrate how DIR principles are used within feeding intervention for infants and children from birth to school age, with a wide range of feeding challenges. Through the use of case examples, we will describe the importance of collaboration with families, as well as how to create individualized treatment plans. This coordinated effort has the goal of supporting the child to feel safe and self-motivated in the eating experience as it unfolds within the culture of the family. Building on a sense of trust within therapeutic relationships children and parents can develop skills that meet their feeding goals around meals. Along the way, they develop a sense of mutual engagement within their relationships finding satisfaction during feeding and around meal times. Using the DIR approach we challenge the child to use all their developmental capacities in the feeding experience. The importance of interdisciplinary collaboration, including nutrition, medicine, occupational therapy, speech therapy, Floortime and mental health will be illustrated.
- Presenters: Diane Cullinane, MD,Julie Miller, Kathy Platzman, Ph.D., Megan Carrick, MS, OTR/L
5:30 – 7:00 pm:
Poster Sessions
We invite the DIRFloortime™ community to submit an application to present a poster describing how they integrate the DIR® Model and Floortime™ principles in their workplace, including early intervention programs, schools, state agencies, clinical practices, academic programs, and research. We are also interested in posters that describe how the DIR® Model and the Floortime™ principles are applied to address important issues like promoting healthy child development, infant mental health, preventing child abuse, innovative interventions for complex conditions like Selective Mutism, Obsessive Compulsive Disorder, Bipolar Disorder, non-verbal children and/or adults, or minority populations with ASD.
Sunday, November 7, 2010
8:00 – 9:30AM: Plenary Panel
REDEFINING EDUCATION -
MODULE 3 of the Online Edition of the Conference
This panel will demonstrate the integration of DIR® Model and Floortime™ principles in Education. Beginning with Dr. Stanley Greenspan’s The Learning Tree, panelists will illustrate how developmental models inform education in their schools and discuss how their experiences can be used to influence policy and help redefine education for children and adults with Autism Spectrum Disorders.
- Welcome and Introduction of Panel
Serena Wieder, Ph.D., Director, DIR Institute and Associate Chair, ICDL, Clinical Psychologist, Silver Spring, MD
- Lecture 1: Bringing Development Back into Education for Children on the Spectrum
Serena Wieder, Ph.D., Director, DIR Institute and Associate Chair, ICDL, Clinical Psychologist, Silver Spring, MD
- Lecture 2: Redefining Education in the 21st Century
Stuart Shanker, D.Phil., Distinguished Research Professor of Philosophy and Psychology and Director, The Milton and Ethel Harris Research Initiative (MEHRI), York University
- Lecture 3: The Learning Tree and No Child Left Behind
Richard Lodish, Ed.D., Principal of the Lower School and Associate Headmaster, Sidwell Friends School, Bethesda MD
- Panel Discussion
- Moderator: Serena Wieder, Ph.D.
10:00AM – 12:30PM: Plenary Panel
New Approaches to Address the Needs and Wants of Adolescents and Adults with ASD -
MODULE 4 of the Online Edition of the Conference
Children with Autism are growing up fast; society at large has yet to meet the educational, social, and transition needs for many adolescents and adults. Adolescents with Autism are finishing high school and attending college, looking for work or other meaningful activity, and seeking companionship. Adults with Autism are seeking communities that will support them in living as independently as they can, building long-term relationships, and staying active and healthy. This is a "hot topic" and a neglected population that needs support urgently. This panel will present an overview of new approaches and innovative programs that attempt to respond to these needs and wants. Presentations will be followed by an interactive discussion among panelists and the audience
- Welcome and Introduction of Panel
Josh Sparrow, M.D., Assistant Professor of Psychiatry, Harvard Medical School
- Lecture 1: Why invest in Programs for Adolescents and Adults with Autism?
Clarence E. Schutt, Ph.D., Executive Director, The Nancy Lurie Marks Family Foundation
- Lecture 2: The Lurie Family Autism Center/ Ladders at MGH Pogram for Adolescents and Adults with Autism
Margaret Bauman, M.D., Director, LADDERS (Learning and Developmental Disabilities Evaluation and Rehabilitation Services), Associate Professor of Neurology, Harvard Medical School
- Lecture 3: A Community for Lifelong Learning
Deborah Flaschen, M.B.A., Founder, 3LPlace, Boston, MA
- Lecture 4: The Community School: an Innovative Education and Transition Program
Dave Nelson, M.S. MBA, LPC, Executive Director, The Community School, Atlanta, GA
- Panel Discussion
Moderator, Josh Sparrow, M
A Friend’s Tribute to Stanley Greenspan
T. Berry Brazelton, M.D., Clinical Professor of Pediatrics Emeritus, Harvard Medical School
12:30: Conference Concludes
1:30 – 3:30 pm: Post Conference Workshop
Pre- and Post-Conference Workshops
Workshop space is limited, so we encourage you to register early.
Friday, November 5, 2010: 10:00 – 12 noon
Pre-Conference Workshops
1. Coaching Parents to Learn Floortime™ from the Inside Out
This workshop will focus on the ins and outs of coaching parents. Parents want to experience themselves as creative players and effective caregivers. This happens when we help parents learn how to think about crafting Floortime play from the big ideas, rather than tell them what to do. We will look at vignettes from sessions and think together about how to make the best use of our coaching in the moment.
Barbara Kalmanson, Ph.D., Clinical Psychologist and Special Educator, San Francisco, CA and Dean, ICDL Graduate School
2. Engaging Communication: Understanding the Developmental Process of Speech Through the DIR/Floortime Lens.
The DIR® model provides a foundation for the developmental speech language pathologist to uncover non-verbal, intentional, communicative behavior. It is through this behavior that affect, sensory and cognitive skills are expressed and language development. This workshop will assist participants in understanding the DIR® functional developmental capacities and their impact on communication development. Videotape examples will be used to enhance specific concepts as well as provide participants with specific assessment and intervention strategies. Audience participation in the learning process will be encouraged.
Sherri Cawn, M.A., CCC/SLP., Speech-Language Pathologist, Northbrook, IL, DIR Faculty
3. Everything you Always Wanted to Know About Research and Intervention in Sensory Processing Disorder. but Were Afraid to Ask!
This workshop will summarize the recent research by the SPD Foundation and the STAR (Sensory Treatment And Research ) Center in Denver, CO since 1995 on Sensory Processing Disorder (SPD). Compelling data suggests that SPD is a valid diagnosis, that there may be a genetic component to the disorder, and that it is quite prevalent and likely leads to social problems, and externalizing and internalizing deficits. The subtypes of Sensory Processing Disorder will be defined followed by the specific treatment approaches to each one with videos using an intervention model derived from work by Ayres, Greenspan, Wieder and others which have successfully treated these disorders.
Lucy Jane Miller, Ph.D. OTR, Director, SPD Foundation
4. How to Address the Individual Profile of the Child in Group Interactions
Every child has a unique profile. Understanding children's individual differences in sensory modulation, processing, and organization of a behavioral and emotional response is even more crucial when helping children interact with other children, whose unique profiles might be similar or very different from each other. This workshop will show concrete examples, using video clips, of how professionals can facilitate group interactions among children with ASD in a summer camp setting, by addressing the child's individual profile within the group.
Rosemary White, OTR/L, Director, Pediatric Physical and Occupational Therapy Services, Seattle, WA
5. Medication Support for DIR® School Programs
Our goal, as always, is to support people with developmental and learning challenges to be more able to engage in a flow of developmentally supportive interactions at home and at school. This workshop will review the rationale and use of medications for persons with developmental and learning challenges within a DIR®-based program, including how to assess the need for medication, how to work productively with doctors, how medication can support specific parts of a DIR® program including regulation, thinking, mood issues, relating, relationships and more, as well as intervention for serious symptoms such as aggression, self injurious behaviors, all in the context of the overall DIRFloortime™ approach.
Josh Feder, M.D., Child and Family Psychiatrist, Solana Beach, CA
Sunday, November 7, 2010: 1:30 – 3:30 pm
Post-Conference Workshop
6. Hidden in Plain Sight: The Underlying Developmental Deficits of Anxiety
Anxiety is experienced by all children as they grow and develop but is especially challenging for children on the autism spectrum and others who face learning difficulties. This workshop will focus on various aspects of this disorder from a physiological, sensory processing, developmental, educational and emotional perspective and how these aspects interact. The developmental pathways to anxiety and expected developmental anxieties and solutions will be discussed. But anxiety can also derail adaptation and learning seen in rigidities, constrictions, obsessions, aggression, and other social, educational and behavioral problems. What you see is not always clearly related to the underlying deficits which need to be treated for greater adaptation and learning. Special focus will be given to the role of comprehension, visual spatial, emotional, reality testing and symbolic development, as well as the challenges anxiety poses in school and how to provide the experiences to progress.
Serena Wieder, Ph.D., Director, DIR Institute and Associate Chair, ICDL, Clinical Psychologist, Silver Spring, MD, Ricki Robinson, M.D., M.P.H., Clinical Professor of Pediatrics, Keck School of Medicine, University of Southern California, and Monica Osgood, Founder/Executive Director, Celebrate the Children, Wharton, NJ
7. Mood Disorders in Very Young Children: Moving Away From DSM and Moving Toward Development!
This workshop will review how moods emerge in infants and toddlers and explore how moods get derailed and how affective disorders evolve. It will include an overview of the spectrum of affective disorders.
Ira Glovinsky, Ph.D., Clinical Psychologist, Ann Arbor, MI
8. Sensory Integration and Individual Differences: A Basic Understanding
Understanding the child's sensory profile is essential for all interactions and learning. This workshop will examine the sensory modulation continuum of sensory registration and response to stimuli and how it influences behavior, attention, impulse control, postural control, motor control, and functional skills. It will address motor planning, the core capacity necessary for sequencing interactions with people and objects, as well as building bridges between ideas and abstract thought.
Rosemary White, OTR/L, Director, Pediatric Physical and Occupational Therapy Services, Seattle, WA
9. Unconventional Entries into Language: Understanding the Nature of Scripts and How to Nurture Children Who Use Them
In this workshop, we will explore how one child s use of scripts reflected his challenges in symbolic capacity including the comprehension and production of language and symbolic play. The language intervention goals and strategies, based on DIR® and developmental language models, will be discussed at three points in the child's therapy - when he was 5 years, 7 years, and 9 years of age. Through this discussion, we will deepen our understanding of why children may produce scripts; how and why scripting can be used to facilitate shared attention, shared meaning, shared intentionality, symbolic play, and language; and what the clinician learned from studying one child's scripting over time.
Sima Gerber, Ph.D. CCC, Professor of Communication Disorders, Queens College, CUNY
All participants will receive a Certificate of Attendance documenting up to 18.5 hours of participation for the conference and 2 hours for each workshop attended. For detailed information on Continuing Education credits for your profession, visit www.icdl.com or call 301-656-2667. There will be a $40 processing fee for the following CEs:
Mental Health Disciplines
- Psychology
- Counseling
- Social Work
- Marriage-Family Therapy
- Nursing
The Annual International Conference of The Interdisciplinary Council on Developmental and Learning Disorders is co-sponsored by ICDL and The Institute for Continuing Education. The Institute offers continuing education credit for the following mental health disciplines; Psychology, Counseling, Social Work, Marriage-Family Therapy and Nursing. Credit is awarded on a session-by-session basis, with full attendance required at the sessions attended.
The Interdisciplinary Council on Developmental and Learning Disorders is an AOTA Approved Provider of continuing education. The ICDL AOTA Provider number is 6778. The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA.
Occupational Therapists
Conference Learning Objectives
At the conclusion of the conference, participants will be able to
- Describe new research for children with ASD and their unique contributions to the field
- Explain changes considered for the new DSM-V Diagnostic Classification
- Associate developmental factors with diagnosis and children's unique profiles
- Describe the role of different therapies addressing the needs of children with developmental challenges and how these therapies incorporate the DIR Model and Floortime principles
- Formulate recommendations to improve the educational outcomes for children with ASD and other special needs
- Discuss new approaches to address the needs and wants adolescents and adults with Autism Spectrum Disorder
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