The Autism Society Event and Education Recordings Archive

Use this site to access recordings and presentations from National Conferences

Autism Society records most keynote and concurrent sessions at their annual conferences. You can see and hear those recordings by purchasing full online access, or individual recordings.

5799 Posters

Thursday, July 7, 2011: 4:30 PM-6:00 PM
Florida Hall A (Gaylord Palms Resort and Convention Center)
Perceptions of Autism-Specific Screening and Referral in Early Intervention Settings

Kris A. Pizur-Barnekow, Ph.D., OTR/L1 and Ann Cutler, M.D.2, (1)Assistant Professor, University of Illinois at Chicago, Chicago, IL, (2)Director, Illinois LEND, Institute on Disability and Human Development, Chicago, IL

Service coordinators that serve children and their families in early intervention programs in a Midwestern state completed a survey to better understand autism-specific screening and referral practices. Findings suggest that autism-specific screening and referral practices can be improved and that multiple barriers for screening in early intervention programs exist.
Introducing the Transporters DVD: Preliminary Findings from an Intervention Study

Karen L. Hobden, Ph.D., Research Associate, Developmental Disabilities Institute, Wayne State University, Detroit, MI

Preliminary findings will be presented from an intervention study examining the effectiveness of an animated children's series, The Transporters DVD, which was designed to improve emotion recognition skills in children with autism spectrum disorders. The series, developed by Baron-Cohen and his colleagues, features vehicles onto which real-life faces of actors have been grafted and consists of 15 five-minute episodes each featuring a different emotion or mental state.

Autistogenesis: A Systems Theory with Evolutionary Perspective

J. Patrick Malone, M.Ed., B.A., CVT, LAT, Doctoral Student, Walden University, Minneapolis, MN

Brain regions develop differentially, causing myriad sensitive periods, and each is susceptible to stress. Feed-forward inflammation nullifies interconnectivity while aberrant connections myelinate. DHA inhibits apoptosis, stimulates neurite growth factors, and upregulates phospholipids for elongation. Stress induced peroxidation generates toxic DHA metabolites and inhibits apoptosis requisite for pruning. Commercial infant formula DHA/AA ratios are potentially neurotoxic. P450arom at chromosome 15q21.2 converts testosterone to estradiol. Estradiol is neuroprotective, modulates oxytocin receptors deficient in autism, and regulates conversion of precursors into DHA.

Family Experiences with Early Intervention

Christan Grygas-Coogle, M.Ed., Doctorate Student and College Instructor in the Department of Special Education, Florida State University, Tallahassee, FL

As more children are being diagnosed with an autism spectrum disorder, and this diagnosis is being given at a younger age, it is vital to determine family experiences with early intervention services. Families were asked to rate their experiences in regard to family involvement and support, natural environments, and daily routines. Open-ended questions in regard to what families like and dislike about services were also included. This poster will present results of family responses.

Autism and Play

Jacqueline Lorraine Gomez, M.A. in Spec. Ed., Doctoral Student at Chapman Univeristy and Special Education Teacher, Chapman University, College of Educational Studies, Orange, CA

This program will discuss the importance of play in children with autism. The program will review the basic components of play according to the theories of Piaget and Vygotsky. The play development of typical children will be examined and compared to how play is displayed in Autism. The characteristics of autism will also be reviewed in its relation to play skills and development. Various behavioral interventions to improve different types of play will also be defined and synthesized.
Students' Perceptions and Effectiveness of an On-Line Module on Visual Supports

Sekhar Pindiprolu, Associate Professor, The University of Toledo, Toledo, OH

In this presentation, evaluative data on the effectiveness of an online training module in promoting pre-service school personnel’s knowledge of visual supports will be examined. The sample consists of 30 graduate students enrolled in an “Issues in Special Education” graduate course. A paired samples t test was used to examine the gains on knowledge measure. Further, the students completed a social validity questionnaire that elicited their perceptions of the module. The results and implications will be discussed.

Mask Making to Increase Social Skills in a Group for Adolescent Males

Raychel C. Muenke1, Kathy DeOrnellas, Ph.D., Psychologist2, Amanda Smith1 and Laura Jacobs Sanders, Ph.D.3, (1)Doctoral Student, Texas Woman's University, Lantana, TX, (2)Assistant Professor, Texas Woman's University, Denton, TX, (3)Doctoral Graduate

This presentation describes the use of mask making in a social skills group for adolescents with high-functioning autism. Participants will learn the process of making the masks, and how to handle sensory and frustration issues that arise during the process. Participants will learn to facilitate emotional awareness and development with group members by asking the following questions: How do others perceive you? What parts of you do you keep to yourself? Do you see yourself the way others see you?

Physical Therapy Case Report:Treatment of a Teenager with ASD and a Patellar Fracture

Melanie Smith, SPT,1, Amy Benford, DPT2 and Ana Mieres, M.S., PT, Ph.D.3, (1)Student ,Doctor of Physical Therapy, USF SPTRS, University of South Florida, Tampa, FL, (2)Clinical Instructor, University of South Florida, Tampa, FL, (3)Director of Therapy and DME Review, eQHealth Solutions, Tampa, FL

The purpose of this case report is to present some of the challenges and ways to effectively adapt interventions for an individual with ASD status post patellar fracture/dislocation.The poster developed by a student in the Doctor of Physical Therapy at the University of South Florida, includes introduction and background, patient history, examination and interventions, outcomes and discussion. Of specific interest challenges and adapted interventions necessary for success are included.

Depression in Young Adults with Asperger's and High-Functioning Autism: Contributing Factors

Kate E. Harris, M.A.1, Summer Lane, M.A.2 and Greg Allen, Ph.D.3, (1)Graduate Student, University of Texas at Austin, Austin, TX, (2)Doctoral Student, University of Texas at Austin, Austin, TX, (3)Associate Professor, University of Texas at Austin, Education Psychology, Austin, TX

Depression is one of the most prevalent comorbid psychiatric conditions in individuals with Asperger’s Syndrome (AS) and high functioning autism (HFA). Therefore, it is important to gain a greater understanding of the contributing factors to depression in order to plan for treatment. This poster describes results collected from male subjects ages 18-26 with high functioning autism, Asperger's, and normal controls. All subjects completed self-reports of depression, self-perceived social competence, and experience with peer victimization in high school.
Social Participation vs. Social Skills: Issues in Definitions and Guidelines for Intervention

Chiao-ju Fang, M.A., OT1 and Kristie Patten Koenig, Ph.D., OTR/L2, (1)PhD candidate, New York University, New York, NY, (2)Assistant Professor, New York University, New York, NY

This session will focus on two areas: (1) the ambiguities within and between definitions and terminology of social participation and social skills of adolescents with Asperger syndrome; and (2) therapeutic concerns, including comments that training social skills are not enough to enhance social participation. By addressing the concerns, clarifying misconceptions, and proposing recommendations for future work, this session will identify specific techniques to enhance the quality of theoretical conceptualizations and therapeutic interventions regarding the social participation of adolescents with AS.

School-Based Clinic: Pain Perception Delayed Medical Care for a Child with PDD

Ana Mieres, M.S., PT, Ph.D.1, Varina Smallwood, RN, BSN2 and Sheila Nicholsen, PT, MBA, J.D.3, (1)Director of Therapy and DME Review, eQHealth Solutions, Tampa, FL, (2)Nursing Coordinator, Tampa General Hospital, Tampa, FL, (3)President of the Florida Physical Therapy Association, Quintairos, Prieto, Wood & Boyer, P.A., Tampa, FL

This retrospective case report describes two visits within one academic year, by one nine year old boy, diagnosed with Pervasive Developmental Disorder (PDD-NOS), presenting to an inter-professional (IP), school- based clinic pilot program. The findings of two specific, consecutive clinic visits are described and discussed. Obstacles to obtaining approporaite medical care for dental abscess are provided.

Disabilities and Child Abuse Action Network (DCAAN): A Global Initiative

Margaret P. Creedon, Ph.D., FAACP, Clinical Psychologist, Autism Research Institute, Chicago, IL

The Disabilities and Child Abuse Action Network is a global initiative to share knowledge about vulnerable children including children with autism across prevention, intervention, research and support groups. This poster identifies: the need to improve awareness and communication about risks and protective programs; lists key resources; and invites readers to search/join Bright Spots, a national collaborative project identifying a community of learners for our children’s protection and success. Information about immediate resources and DCAAN membership will be provided.
Altered Immune Function Associated with Neural Connectivity and Executive Dysfunctions in Autism

Yvonne Han, Ph.D.1, Agnes S. Chan, Ph.D.2 and Chun-kwok Wong, Ph.D.3, (1)Assistant Professor, Department of Special Education and Counselling, Faculty of Education Studies, The Hong Kong Institute of Education, Hong Kong, Hong Kong, (2)Professor, The Chinese University of Hong Kong, Shatin, Hong Kong, (3)Professor, Department of Chemical Pathology, The Chinese University of Hong Kong, Hong Kong, Hong Kong

Findings from the present study provided evidence to show that general intelligence, executive function, and neural connectivity varied as a function of the immunologic functioning in children with ASD. This relationship may open up a new area of research on the immunologic effect on brain and behavior.

School-Based SLPs Views on Optimal Services for Children with ASD

Amy J. Rose, M.A., CCC-SLP1 and Alan G. Kamhi, Ph.D.2, (1)Speech-Language Pathologist, Ph.D. student, University of North Carolina at Greensboro, Greensboro, NC, (2)Professor, University of North Carolina at Greensboro, Greensboro, NC

School-based SLPs are serving increasing numbers of children with ASD. Although education programs are providing more information and clinical experience about ASD, services appear to be inconsistent. A survey of 53 school-based SLPs found that they are primarily serving children with ASD with the traditional pull-out model and not using the most current evidence-based treatment strategies, such as video modeling, social stories, and computerized instruction. Suggestions for improving SLP services for children with ASD will be discussed.
Flush Away Problems with Toilet Training

Druana Perren, B.A.1 and Leah Gongola, Ph.D., BCBA-D2, (1)Graduate Student, Youngstown State University, Youngstown, OH, (2)Assistant Professor, Youngstown State University, Youngstown, OH

This poster is intended to provide supporting literature and necessary strategies for practitioners and parents implementing toilet training techniques for children with autism. Research supports the use of positive reinforcement as best practice to increase proper toileting use. Techniques, practical suggestions, and helpful tips will be provided to empower professionals and parents alike to help their child flush away their problems with toilet training.
Phenomenological Study of Children's Experiences in a Social Skills Group

Jenifer N. Ware, LPC1 and Jonathan H. Ohrt, CSC2, (1)Licensed Professional Counselor and Student, University of North Texas, Denton, TX, (2)Assistant Professor, University of North Texas, Denton, TX

Children with developmental delays, such as Asperger's Syndrome, often struggle with social interactions, relationships, and communication (Baird et. al, 2001). The purpose of this presentation is to: (a) describe an 8-week psychoeducational group curriculum for children with ASD and (b) discuss the results of a qualitative study that investigated children’s experiences in the group and parents’ perceptions of the helpfulness of the group.

Teacher Tool Kits for Computer-Assisted Instruction for Children with Autism

Kristin E. Oleson, M.S., Ryan Erin Yordon, M.S. and Tatiana T. Ballion, M.A., Researcher, University of Central Florida, Orlando, FL

Computer assisted instruction can be used to supplement STEM instruction for children with autism.  However, many available programs are either developed as toys or for typically developing children.  A tool kit is included that specifies  criteria that should be considered when assessing or designing computer assisted instruction for children with autism.  
Video Documentation of an Autistic Chimpanzee and her Neurobiologically Developmentally Appropriate Treatment

J. Patrick Malone, M.Ed., B.A., CVT, LAT, Doctoral Student, Walden University, Minneapolis, MN

Adequate therapy must address the neurobiology of autistogenesis. This presentation describes a case study of a female chimpanzee, Elia, characterized autistic according to revisions proposed for DSM-5, 299.00 Autistic Disorder. Video documentation demonstrates qualitative and quantitative impairments of social interaction, deficits in use and production of communicative means, and cyclic CNS activity producing repetitive behaviours. Massive nonlinear synaptic pruning sculpts cortical connections while myelination inhibits plasticity. Therefore, neurobiologically appropriate stimulus must target impaired domains yet sensitive to modification.

Teaching Airport Personnel about Children with Autism

Wendy J. Ross, M.D., FAAP, Founder, Autism Inclusion Resources, Autism Inclusion Resources, Wynnewood, PA

In collaboration with the ADA liaison at the Philadelphia International Airport, we designed a multi-faceted initiative to improve access for families with children with autism. At part of this initiative, we conducted educational sessions for airport personnel. Participants were invited to complete questionnaires which assessed knowledge about autism. This study revealed airport personnel is in need and interested in education about autism. A brief educational intervention was effective increasing autism knowledge among the airport personnel.

Learning and Memory Impairment in High- and Low-Functioning Autistic Children

Mei-chun Cheung, Ph.D.1, Sophia L. Sze, Ph.D.2 and Agnes S. Chan, Ph.D.3, (1)Assistant Professor, The Hong Kong Polytechnic University, Kowloon, Hong Kong, (2)Clinical Psychologist, Integrative Neuropsychological Rehabilitation Center, The Chinese University of Hong Kong, Shatin, Hong Kong, (3)Professor, The Chinese University of Hong Kong, Shatin, Hong Kong

Autism Spectrum Disorders (ASD) consist of a spectrum of neurodevelopmental conditions characterized by a triad of behavioral and cognitive impairments. Most of the children with ASD who have normal intelligence are studying in normal schools. Although these children have normal intelligence, they often demonstrated learning difficulties in school. One of the reasons affecting their learning is the memory impairment associated with ASD. The present study examined the verbal memory profile in high-functioning and low-functioning children with autism.

The Ideal Group Home for Adults with Autism

Cathy Purple Cherry, AIA, LEED-AP, Parent, Principal Architect and Owner, Purple Cherry Architects, Annapolis, MD

Currently, there are few residential options that are specifically designed to meet the needs of our growing ASD adult population. What are the current challenges faced by ASD adults in today’s group home settings and how can specific design strategies be used to support adults with autism towards independence and social success? What are the key environmental factors that should be considered in every group home design for the autistic population?

The Impact of Classroom Design on Students with Autism Spectrum Disorders

Kristi S. Gaines, Ph.D.1, Sherry Sancibrian, M.S., CCC-SLP, Specialist in Child Speech & Language2 and Robin Lock, Ph.D.3, (1)Assistant Professor of Interior Design, Texas Tech University, Lubbock, TX, (2)Program Director Speech Language Pathology, Texas Tech University Health Sciences Center, Lubbock, TX, (3)Full Professor Special Education, Texas Tech University, Lubbock, TX

Federal law requires that students with autism spectrum disorders (ASD) are to be educated in the general education classrooms to the fullest extent possible. The majority of children with ASD have hypersensitivities to sensory stimuli within the classroom that can affect behavior and learning. The purpose of this study was to explore the relationship between the design of the visual and acoustical learning environments on the behavior of students with ASD.
Revealing the Hidden Language Capabilities of Children with Autistic Disorder While Reading

Katherine L. Granelli, Doctor of Literacy, Assistant Professor, St. Joseph's College, Patchogue, NY

This presentation highlights the results of a study involving 9 children with autistic disorder (in the middle of the spectrum). Through use of miscue analysis, the otherwise hidden, and rarely recognized, language and reading capabilities of this population of children is revealed. Their awareness of the language in their social surroundings is demonstrated through an examination of their transactions with text. Some of their reading schemas and strategies are also identified. Pedagogical implications and areas for future research are discussed.