Aging with Autism: Defining the Future conference - L.I. - Nov. 29-30, 2007

[Guest guest]

aGING WITH AUTISM: DEFINING THE FUTURE Conference

Thursday, November 29, 2007 and Friday November 30, 2007

Huntington Hilton, Long Island

598 broadhollow road, melville, ny

8:00 a.m. – 4:30 p.m.

Join Developmental Disabilities Institute (DDI), Eden II Programs, and

Nassau-Suffolk Services for Autism (NSSA) for a collaborative groundbreaking

two-day

conference on Long Island that will aim to educate, and enlighten us all to

the intrinsic issues of a population growing older with autism.

FOR FURTHER INFORMATION OR TO RECEIVE A CONFERENCE BROCHURE,

CONTACT 631-462-0386 OR definingthefuture@...

___________________________________

AGING WITH AUTISM: DEFINING THE FUTURE agenda

Thursday, November 29, 2007 – Day 1

7:45 a.m.-8:45 a.m. Check In & Registration – Continental Breakfast

9:00 a.m.-9:15 a.m. Welcome and Opening Remarks

9:15 a.m.-9:45 a.m. KEYNOTE PRESENTATION: AUTISM SPEAKS: PAST, PRESENT AND

FUTURE

MARK ROITHMAYR

9:45 a.m.-10:45 a.m. KEYNOTE PANEL: Part 1-DEFINING THE CHALLENGES:

SERVICING ADULTS NOW AND IN THE FUTURE

The Rising Prevalence Of Autism And Its Impact On The Adult Lives Of

Individuals With ASD

ERIC LONDON, MD

The prevalence of autism, with attention to both the numbers and the methods

which may be affecting the numbers, will be reviewed and will address the

question of whether the numbers will continue to rise. Regardless of whether or

not there is a real rise in the numbers of autistic individuals or whether

there is an apparent rise due to methods, definitions, etc., this phenomena is

presenting society with a new predicament. Just a decade ago, there was a huge

influx of diagnosed autistic individuals and there has been a response from the

educational system (although school services are still woefully lacking in

many locations). The effect on the sector which provides adult services may

have

even greater challenges. School is only about 20% of one’s life while

adulthood may be closer to 75%. As this cohort accumulates, the numbers of

individuals needing services will continue to rise. Creative paradigms must be

instituted and there is time pressure to create these programs.

Identifying and Meeting the Unique Needs of Adults with Autism Spectrum

Disorders

LINDA MEYER, PhD, MPA

For adults with autism spectrum disorders who have graduated from school

programs, their entitlement for learning has ended, but their need for ongoing

skill acquisition and opportunities to practice those skills across environments

has not. Most adults with ASDs require highly specialized, intensive supports

to be successful in the communities where they live, work, and play. Few

adults on the autism spectrum have an appropriate day or residential program.

Even fewer individuals or their families/guardians will have a choice in the

types of service(s) they will receive. This presentation will discuss the

intricate, diverse, and distinct constellation of needs of adults with autism

spectrum

disorders and the components of effective programs and supports.

Meeting The Needs Of Adults With Autism: Past, Present, And Future

COMMISSIONER DIANA JONES RITTER, OMRDD

10:45 a.m.-11:00 a.m. COFFEE BREAK

11:00 a.m.-12:00 p.m. KEYNOTE PANEL: Part 2- FACING THE CHALLENGES: SERVICING

ADULTS NOW AND IN THE FUTURE

JOANNE GERENSER, PETER PIERRI, CORY POLSHANSKY

NICOLE WEIDENBAUM - MODERATOR

12:00 p.m.-1:15 p.m. LUNCH

1:15 p.m.-2:45 p.m. BREAKOUT SESSION 1

1. Behavioral And Psychiatric Disorders In Adults With Pervasive

Developmental Disorders: Epidemiology, Consequences, Treatment, And Service

Needs

PETER STURMEY, PhD

There is less research on behavioral and psychiatric problems in adults with

Pervasive Developmental Disorders (PDDs) than with children. However, as new

cohorts with higher prevalences of PDDs age and as PDDs are diagnosed more

commonly in adults, greater attention should be given to this issue. This

presentation will review the literature in four areas: epidemiology,

consequences of

behavioral and psychiatric disorders, treatment options and evidence-based

practice, and current and future service needs. The presentation will conclude

with recommendations for practitioners and services.

2. Evidence-Based Practice In The Promotion Of Healthy Lifestyles For

Adolescents And Adults With ASDs

LINDA MEYER, EdD, MPA

Regular exercise promotes fitness and health benefits as well as improves

appearance. Adolescents and adults with autism spectrum disorders may be at risk

for being physically inactive. The characteristics of the disorder may

interfere with successful participation in traditional forms of physical

activity or

the limited number of fitness and recreation programs designed for

individuals with developmental disabilities. Achieving an appropriate fitness

level

can help learners with ASDs participate more fully with their families and peers

in leisure time activities and activities of daily living, as well as

education, vocational, and community environments. Acquiring appropriate fitness

skills may promote the productive use of leisure time in less restrictive

settings. Extensive research supports the effectiveness of a behavioral

approach for

individuals with ASDs. This presentation will address the application of

behavioral principles to promote the physical fitness of individuals with ASDs

to promote inclusion in home, community, volunteer, leisure, and work settings.

3. The Parent Perspective: Facing the Issues of Living with a Family Member

Aging with Autism – Parent Panel

4. Positive Behavior Support: What Really Counts in Life

EDWARD CARR, PhD

When a person with autism becomes an adult, the central issue is no longer

how to “cure†autism but, rather, what is it that really counts in life? The

answer to this question is the same whether or not you have a disability. What

really counts is: personal relationships, health, being productive, happiness,

and involvement in your community. This presentation will explore these

issues by focusing on social relationships (rapport, building friendships),

health

(access to medical care, physical illness), problem behavior as a barrier to a

meaningful life, and becoming part of the community (illustrative case

study). The concept of “support†moves the field closer to modern medicine

in which

“management†rather than “cure†reflects the reality of much clinical

practice, and closer to the field of positive psychology in which building

personal

“strengths†rather than overcoming “psychopathologies†is seen as the

signature issue leading the way to a better life.

2:45 p.m.-3:00 p.m. COFFEE BREAK

3:00 p.m.-4:30 p.m. BREAKOUT SESSION 2

5. The Autism Spectrum and Competitive Employment

S. MICHAEL CHAPMAN

This presentation will cover some of the best practice approaches that are

used to assist individuals with an autism spectrum diagnosis in obtaining and

maintaining competitive employment. Vocational assessment, job development,

training strategies and support needs that are unique to individuals with ASD

will be covered.

6. Technology and Learning: Developing Innovative Teaching Methods for

Individuals with Autism Spectrum Disorders

MARY McDONALD, PhD, BCBA

This presentation will provide information on a variety of technology- based

instructional methods that can be used to teach skills to adolescents and

adults with autism spectrum disorders. Specific areas of video technology will

be

reviewed as they pertain to skill development. Computer programs will be

presented and will include commercial software and teacher made lessons such as

individualized PowerPoint applications (produced by The Genesis School). A

variety of other technology-based tools will be discussed and depicted through

video. Specific areas of learning will focus on promoting independence,

effective communication, and social skills.

7. Issues of Psychopharmacology and Adults with ASD

ERIC LONDON, MD

As individuals with autism transition from childhood to adulthood they lose

the support of the school environment. Further, as they age, parents are less

able to handle difficult behaviors, both due to the age of the parent as well

as the size and strength of the young adult. If employment is to be successful,

behaviors must be acceptable in that environment which is generally more

stringent than in a school setting. Trained behavior analysts are often not

present in the work environment. This creates a need for psychopharmacologic

interventions to optimize the individual’s ability to function in this adult

environment.

8. Training, Supervising, and Motivating Support Staff

DENNIS REID, PhD, BCBA

This presentation will describe an evidence-based approach to training,

supervising, and motivating support staff working with adults who have autism.

Initially, a step-by-step process for managing staff performance will be

described

that focuses on promoting staff work behavior necessary to ensure desired

consumer outcomes. Procedures to be discussed include an on-the-job competency-

and performance-based way to train important work skills to staff,

systematically monitoring staff performance in a manner that is acceptable to

staff,

supporting or reinforcing proficient staff performance, and quickly correcting

non-proficient performance when necessary. Strategies for motivating staff in

terms of enhancing both work effort and enjoyment will also be described. The

latter strategies will include summaries of reports from over 1,000 experienced

supervisors regarding what they have found to be the most effective motivational

strategies as well as common supervisory approaches that tend to decrease

staff motivation (i.e., management procedures to avoid). Finally, general

management practices will be described that tend to create a work environment

that

staff find enjoyable and supportive of diligent work habits.

4:30 p.m.-6:00 p.m. POSTER SESSION

Proposals for posters are invited. The poster should address issues

pertaining to adults in the following areas: Applied Research and/or Case

Studies

Persons interested in presenting posters should submit a cover letter with

the following:

· Names, addresses, and phone numbers of author(s)

· 100-150 word abstract summary

· Data where applicable

· Self-addressed stamped envelope

Electronically send materials by October 29, 2007 to: Mc at

MMcdonald@...

AGING WITH AUTISM: DEFINING THE FUTURE

Friday, November 30, 2007-Day 2

7:45 a.m.-8:45 a.m. Check In & Registration – Continental Breakfast

8:45 a.m.-9:00 a.m. Welcome and Opening Remarks

9:00 a.m.-10:15 a.m. KEYNOTE PRESENTATION: UNDERSTANDING THE HIDDEN

CURRICULUM AND ITS IMPACT ON ADULT LIFE

BRENDA SMITH MYLES, PhD

This presentation will discuss the hidden curriculum – unwritten rules that

can impact the quality of life, life success, and safety of individuals on the

spectrum. This includes assumed rules, expectations, idioms, and metaphors.

Understanding the hidden curriculum is difficult for everyone, but it is

compounded when accompanied by challenges in understanding social interactions

and

incongruities. The hidden curriculum and its impact will be overviewed and

numerous examples related to community, work, and daily living will be provided.

Finally, instructional strategies that can be used to foster understanding of

the hidden curriculum will be provided to assist adults on the spectrum make

sense of their world.

10:15 a.m.-10:30 a.m. COFFEE BREAK

10:30 a.m.-11:30 a.m. Live. Work. Play.

LINDA WALDER FIDDLE

This presentation is geared towards inspiring advocacy and creating

partnership to address the needs of adults with autism. For parents and those in

the

community more unfamiliar with the core issues faced by adults with autism it

will serve as an outline to focus them on these challenges. For providers and

educators it will offer perspectives as to how to address these challenges. The

Jordan Fiddle Foundation is the first organization in the United States

with the specific mission to address these issues by developing programs and

awarding grants to programs that exemplify respect for individuality of each

person with autism.

11:30 a.m.-12:30 p.m. LUNCH

12:30 p.m.-1:45 p.m. BREAKOUT SESSION 3

9. Bringing the Birds & Bees Down to Earth: Sexuality & Sexuality

Education

for Persons with Autism

LISA MITCHELL, LCSW

This presentation will assist parents, caregivers, and professionals working

with

individuals with Autism Spectrum Disorders of all ages, however, particular

attention will be paid to issues which adolescents and young adults commonly

face. Attendees will learn about Autism and social/sexual interest, improving a

person on the spectrum’s understanding of personal boundaries and

relationships, facilitating social skill development, teaching abuse prevention

strategies, preparing young people with autism spectrum disorders for puberty,

including

how to address negative reactions to body changes, ways to address

inappropriate social or sexual behaviors, key concepts to focus on when

educating

persons on the spectrum about sexuality, and suggested activities to use when

providing sexuality education for persons with Autism Spectrum Disorders.

10. Evidence-Based Practices for Promoting Daily Enjoyment Among Adults

with Autism

DENNIS REID, PhD, BCBA

This presentation will describe evidence-based practices for promoting

enjoyment among adults with autism. A particular focus will be on adults who

experience difficulties expressing affect such as happiness in conventional ways

due

to communication challenges. Initially, valid means of identifying expressions

of happiness and unhappiness will be described based on recent research

findings. Next, systematic means of increasing happiness and decreasing

unhappiness

during daily routines will be described. Procedures to be discussed include

providing choices at a level commensurate with an individual’s communication

skills, identifying and providing preferred activities, and presenting teaching

and related instructional activities in ways that are enjoyable for learners.

Practical ways to monitor happiness during daily routines will also be

described. The importance of monitoring happiness will be emphasized as one step

in

the process of designing supports and services to address happiness as a formal

outcome by provider agencies similar to more conventional outcomes (e.g.,

skill acquisition, reduction of challenging behavior).

11. The Primary Care Approach to Adults with Developmental Disabilities

JAMES R. POWELL Jr., MD

The medical care of individuals with developmental disabilities requires a

unique look and understanding. There is currently a national movement to

recognize the care of adults with Autism and developmental disabilities as its

own

specialty. As of today, there is no standardized curriculum or proven approach

to treating this population. This presentation will examine some of the local

and national data that emphasizes how we should approach adults with Autism

and developmental disabilities. It will show some of the trends related to

frequency of visits, medication usage, and commonly encountered diagnoses in

this

population. It will also provide insight into the atypical presentation of

common medical disorders as well as some of the expanding screening

recommendations that exist in the current literature.

12. Matching the Characteristics of Asperger Syndrome and Job

Requirements: A Formula for Success

BRENDA SMITH MYLES, PhD, DONNA OWENS

The full-time employment rates for individuals with high-functioning

autism/Asperger Syndrome (AS) and those with a more classical presentation are

12% and

6%, respectively. A myriad of reasons exist for these abysmal statistics,

including a lack of understanding of the characteristics of the spectrum and how

they can impact job performance. This presentation will describe the

characteristics of adults with AS that impact the workplace. Suggestions for

preparation for employment that acknowledge these characteristics, as well as an

overview of employment options that match the profile of adults will be

addressed.

Emphasis will be placed on the assets that individuals with AS bring to the

workplace.

1:45 p.m.-2:00 p.m. COFFEE BREAK

2:00 p.m.-3:15 p.m. BREAKOUT SESSION 4

13. Speech and Language and Communication: Meeting the Needs of Adults

with ASD

JOANNE GERENSER, PhD, CCC-SLP

One of the hallmark features of autism is a qualitative impairment in

communication. This can range from a failure to develop any functional speech

to an

inability to initiate or sustain a conversation. Although we have made

significant strides in our ability to treat these speech, language and

communication

problems, deficits generally persist throughout an individual’s lifespan.

Research has shown that more than one half of adults with autism do not have

sufficient language to meet their daily communication needs. This workshop will

review the existing literature on speech-language issues in adults with ASD.

Topics to be addressed include augmentative communication, speech and language

needs in the workplace as well as models of service delivery in adult

programs.

14. The Comprehensive Guide to Transitional Services: The Aging-Out

Process

LAUREN GIORDANO, MA

This presentation will provide information about transition services.

Learning what steps are imperative to take in order to make a smooth transition

from

district into the adult world will be discussed in detail. Attendees will be

given a guide which will include a well detailed outline of which steps need

to be taken at each age to complete the transition process, a guide to

understanding supports and services, as well as a complete list of service

providers

in the Long Island region. Attendees will be guided on how and when to apply

for Medicaid and what services will be available for individuals aging out into

the adult world.

15. Successful Transition from an Individualized Education Plan to an

Individualized Vocational Plan

NICOLE WEIDENBAUM, MS, Ed, SAS, MARIA GARRETT, MS, BCBA, JASON WATSON

Until recently adults with autism were perceived to be incapable of

integration into the community and workforce. Fortunately, with increased

advocacy and

awareness, and effective educational programming, these perceptions are

changing. The challenge now is to continue to provide the same level of support

that was deemed necessary and appropriate up until the age of 21 despite a

significant decrease in funding and a lack of experienced and qualified support

staff. This presentation will focus on the need to individualize adult service

provision and the challenges faced in doing so. We will discuss the successes

and pitfalls that we have faced within our adult services program as well as

some creative ways to access opportunities for job sampling and community

integration.

16. Residential Issues for Adolescents and Adults with Autism

EILEEN HOPKINS, PhD

The size and specific type of residence are important considerations in

creating a safe and happy home for individuals with autism. Importantly,

however,

what is needed to provide truly effective residential supports to adolescents

and adults with autism extends far beyond the physical qualities of the house.

Ensuring the individual’s health and safety are critical clinical concerns,

as are supporting the person in maximizing their quality of life through

promoting independence, inclusion, and on-going skill development. This

presentation will orient attendees to important options, principles, and

practices in

the area of residential services, with the goal of building skills to provide

quality services and supports to individuals with autism in residential

settings. Topics including needs assessment and program development; addressing

dietary, health, and medical needs; developing opportunities for meaningful

community inclusion; and promoting overall happiness and quality of life will be

discussed. A program staffing model found to be effective in delivering quality

residential services will be reviewed, and time will be provided for

participants to share ideas and practices they have found to be effective.

3:15 p.m.-4:15 p.m. “Aging With Autism Spectrum Disorderâ€: Consumer Panel

A panel of consumers on the autism spectrum will discuss some of the

challenges they face as adults living with ASD. A question and answer period

will be

provided

_________________________________________

CONFERENCE PRESENTERS

Carr, PhD

Dr. Carr is the Leading Professor in the Department of Psychology at the

State University of New York at Stony Brook and is internationally recognized

for

his research on new treatments for autism and related disabilities. He is one

of the co-developers of Functional Behavioral Assessment and Positive Behavior

Support, a strategy for dealing with learning and behavior issues endorsed in

the Individuals With Disabilities Education Act. He has received numerous

awards including: the Applied Research Award in Behavior Analysis (American

Psychological Association, 2001), the Distinguished Research Award for Career

Achievement (the Arc, Association for Retarded Citizens, 1999), and a

Certificate

of Commendation (Autism Society of America, 1981). Dr. Carr is a Past President

of the Association for Positive Behavior Support and serves on the Panel of

Professional Advisors of the Autism Society of America.

S. Chapman

Mr. Chapman is currently the statewide Director of Services for Division

TEACCH's Supported Employment Program. He went to work for the Supported

Employment Program soon after graduating from the University of North Carolina

at

Chapel Hill in 1998. Mr. Chapman advocates for Supported Employment services

for

individuals with autism around the state of North Carolina and has trained

audiences both nationally and internationally about the TEACH model. Mr.

Chapman

is one of the coauthors of Division TEACCH's new transition assessment tool,

the TEACCH Transition Assessment Profile (TTAP). The TTTAP is a revision of

the older Adolescent and Adult Psycho Educational Profile (AAPEP). In

addition, Mr. Chapman also helped coauthor the Chapter on Adult Services in

TEACCH's

new book, the TEACCH Approach to Autism Spectrum Disorders and a Chapter on

Supported Employment in the upcoming book from the 2006 OAR Applied Research

Convocation entitled " Evidence-based Practice and Intervention with Adolescents

and Adults with Autism Spectrum Disorder " .

Garrett, MS, BCBA

Mrs. Garrett is the Senior Behavior Analyst at NSSA. She received her Masters

Degree in Applied Behavior Analysis from Northeastern University. Mrs.

Garrett has specialized in the education and treatment of children with autism

for

the past seven years. Her previous experience includes working at the New

England Center for Children and United Cerebral Palsy of Utica. Her primary

clinical research interests are in the area of reinforcement and skill

acquisition.

Joanne Gerenser, PhD, CCC-SLP

Dr. Gerenser is the Executive Director of the Eden II Programs. She received

her Master’s Degree at the Ohio State University and her PhD in Speech and

Hearing Science at the City University of New York Graduate Center. Dr.

Gerenser is a past-president of the New York State Association for Behavior

Analysis

and a member of the Scientific Advisory Council for the Organization for

Autism Research. She is the Vice President of the Board of the Interagency

Council for Mental Retardation and Developmental Disabilities. Dr. Gerenser is

an

adjunct Associate Professor at Brooklyn College as well as Penn State

University. She has authored several book chapters and articles on speech

language

disorders in autism and developmental disabilities. Dr. Gerenser serves as an

associate editor for the Journal of Applied Behavior Analysis-Speech Language

Pathology.

Giordano, MA

Ms. Giordano has been working for DDI for 2.5 years for the Medicaid Service

Coordination Department and for the last year and a half has been working as a

Transition Coordinator. has a Masters of Arts in Psychology.

Eileen Hopkins, PhD

Dr. Hopkins is currently the Deputy Executive Director at Eden II, working

primarily in the areas of residential, adult, and family support services. She

is a graduate of the State University of New York at Binghamton, and holds a

doctorate in neuropsychology from the Graduate Center of the City University of

New York.

Ritter

Ms. Ritter is currently the Commissioner of the Office of Mental Retardation

and Developmental Disabilities. Ms. Ritter had served as the Executive Deputy

Comptroller in the New York State Office of the State Comptroller since 2003.

While there, she served in a number of capacities, including Deputy

Comptroller in the Division of Administration from 2001 to 2002, Assistant

Deputy

Comptroller in the Division of Management Audit and State Financial Services

from

1995 to 2001 and as Executive Deputy Director in the Office of Public Health

from 1993 to 1995. Previously, Ms. Ritter was the Associate Commissioner of

Administration and Quality Executive in the New York State Office of Mental

Retardation and Developmental Disabilities from 1990 to 1993. She received her

B.S.

from State University.

London, MD

Dr. London is a psychiatrist who maintains a part time private practice in

Somerset NJ.

He is currently the Director of Autism Treatment Research at the Institute

for Basic Research on Staten Island. Dr. London is the founder of the National

Alliance for Autism Research which in 2006 merged with Autism Speaks. He now

sits on the Board and the Executive Committee of that organization. Dr. London

is also the Chair of Treatment Research for the Scientific Affairs

Subcommittee and sits on the adult services subcommittee. He is the father of a

20 year

old son with autism.

Mc, PhD, BCBA

Dr. Mc is an Assistant Professor in the Special Education Department at

Hofstra University and has over 17 years experience directing programs for

students with autism spectrum disorders utilizing the principles of Applied

Behavior Analysis. She currently oversees Eden II’s Outreach Program

providing

training and consultation to various programs and school districts. Dr.

Mc has published articles in the areas of self-management and social

reciprocity in adolescents with autism and her current research interest

includes using

video modeling to teach vocational skills to adolescents with ASD.

, LCSW

Ms. is licensed clinical social worker who has worked in the field

of developmental disabilities for 17 years and specializes in the areas of

psychotherapy and human sexuality education and training. She presently works at

The Cody Center for Autism & Developmental Disabilities, where through the

Sexuality Education and Reproductive Health Program, she provides short-term

individual counseling, leads sexuality education groups, and offers community

outreach and training.

Meyer, EdD, MPA

Dr. Meyer is the Executive Director of The NJ Center for Outreach and

Services for the Autism Community (COSAC) and a consultant in private practice

(

S. Meyer Consulting LLC). She is the co-founder of the Alpine Learning Group

in Paramus, NJ and served as its founding Executive Director from 1989 until

2005. Dr. Meyer serves on the professional advisory boards of several schools

and agencies serving individuals with autism spectrum disorders. She has

presented at regional, national, and international conferences, and authored

articles and book chapters on various special education, nonprofit management,

and

personal fitness topics. Dr. Meyer has taught doctoral and masters level

students in educational and clinical psychology programs and is currently an

adjunct professor at Caldwell College, in New Jersey.

Donna Owens, MA

Ms. Owens is the Family Services Administrator at the Ohio Center for Autism

and Low Incidence (OCALI). A special educator, Ms. Owens has worked in public

schools, mental health agencies, residential and vocational programs. In

1980, she directed a statewide, multi-agency pilot project to develop

community-based program options for young adults with mental retardation and

severe

behavior problems that won an award from the Ohio Council of Administrators of

Special Education. For ten years she was a parent advocate and trainer for the

Ohio’

s Coalition for the Education of Children with Disabilities (OCECD) where she

worked collaboratively with the Ohio Department of Education-Office for

Exceptional Children to develop Ohio’s Parent Mentor program. In addition to

her

direct service work, Ms. Owens has served as a consultant to special education

programs in a seven state region, directed a national technical assistance

project for consumer-run family support programs, and wrote Supported

Employment,

A Training Manual for Consumers, Families and Service Providers with a state

task force from the Ohio Association of County Boards of Mental Retardation and

Developmental Disabilities. Ms.Owens has presented at conferences for

parents, families, and professionals at the national, regional and state levels.

Cory Polshansky

Mr. Polshansky began working with the MR/DD population in 1988 at Wilton

Developmental Center. From 1989 through 1991, he was employed by the Clinton

County Association for Retarded Citizens. At that time, he attended Plattsburgh

State University, where he earned his Bachelors of Arts in Sociology with a

minor in Psychology. In 1991, he was employed at Professional Service Centers

for

the Handicapped where he worked in their Mental Health and Case Management

Programs. Mr. Polshansky joined QSAC in 1993, initially serving as Director of

Case Management. His leadership and innovation quickly resulted in the growth

of QSAC's Programs, and he currently serves as Deputy Executive Director &

C.O.O. Among his many achievements, Cory has overseen great expansion at QSAC

coordinating the opening of 10 Group Homes, 3 Day Habilitation programs and

other Waiver and Family Support programs.

Pierri, MSW

Mr. Pierri is the Executive Director of Developmental Disabilities Institute

(DDI) in town, Long Island, a not for profit agency that serves over 1500

children and adults with autism and other developmental disabilities. A

clinical social worker and executive administrator, Mr. Pierri’s experience

includes service as Director of Clinical Services at Ulster–Greene ARC in New

York’s

Hudson Valley. As director, Mr. Pierri created a clinical department

consisting of nurses, psychologists, recreation workers and case management

staff. In

1979, he became Assistant Executive Director and was promoted to Executive

Director in 1983. In 2001, Mr. Pierri left Ulster-Greene ARC (after 25 years) to

become the Executive Director of Developmental Disabilities Institute.

Mr. Pierri is also President of the Interagency Council of MRDD agencies

(IAC) in New York City and Treasurer of the Long Island Alliance of MRDD

agencies.

In addition, he remains an active member of numerous statewide task forces

and committees that help to improve the delivery of services to people with

developmental disabilities in New York State.

R. Jr., MD

Dr. is the Medical Director of Developmental Disabilities Institute

and Opti-Healthcare. He is also the Associate Director for continuing medical

education for the American Academy of Developmental Medicine and Dentistry.

Dr. is a board certified internist who specializes in the diagnosis and

treatment of medical disorders frequently found among individuals with

developmental disabilities.

Dennis Reid, PhD, BCBA

Dr. Reid has worked in the developmental disabilities and autism field for

over 35 years as a clinician, supervisor, and consultant. He has published over

100 applied research articles and 7 books, and has been awarded the 2006

International Research Award of the American Association on Intellectual and

Developmental Disabilities and as a 2007 Fellow of the Association for Behavior

Analysis. Dr. Reid is the founder and current Director of the Carolina Behavior

Analysis and Support Center in ton, North Carolina.

Mark Roithmayr

In July 2005, Mr. Roithmayr became Autism Speaks’ first full time President.

In a 20 month period he helped merge three organizations; ACRE, NAAR and Cure

Autism Now into Autism Speaks. Today, Autism Speaks is the largest autism

related non-profit healthcare agency in the U.S., raising some 55 million

dollars to fund programs of research, awareness, advocacy and family service.

Prior

to Autism Speaks, Mr. Roithmayr worked for 20 years at the March of Dimes

Birth Defect Foundation where he last served as Sr. Vice President for Revenue

Development helping that foundation raise over 220 million dollars. He resides

in White Plains, NY with his wife and their two children and

Emma.

Sturmey, PhD

Dr. Sturmey has published over 100 peer-reviewed papers and numerous book

chapters. He has recently edited Autism and applied behavior analysis: evidence

and practice (with A. Fitzer, PROED) and Functional analysis and clinical

treatment (Elsevier). He has also authored Behavioral case formulation (Wiley

UK)

and edited Varieties of case formulation (Wiley UK). Dr. Sturmey is on the

Board of over 10 behavioral journals. His current research interests focus on

behavioral approaches to staff and parent training in autism spectrum disorder

services.

Myles, PhD

Dr. Myles is an associate professor in the Department of Special

Education at the University of Kansas where she co-directs a graduate program in

Asperger Syndrome and autism and the Chief of Programs and Development of the

Ohio Center for Autism and Low Incidence. She is the recipient of the 2004

Autism Society of America’s Outstanding Professional Award and the 2006

Princeton

Fellowship Award. Dr. Myles has written numerous articles and books on

Asperger Syndrome and autism including Asperger Syndrome and Difficult Moments:

Practical Solutions for Tantrums, Rage, and Meltdowns (with Southwick) and

Asperger Syndrome and Adolescence: Practical Solutions for School Success (with

Adreon), the winner of the Autism Society of America’s Outstanding Literary

Work. She has given over 500 presentations all over the world and has written

more than 150 articles and books on autism and Asperger Syndrome. In addition,

Dr. Myles has received millions of dollars in grants to support the

education of students on the autism spectrum. She is the Vice President of the

Council for Exceptional Children’s Developmental Disabilities Division and is

on

the Executive Boards of several organizations, including the Organization for

Autism Research and Maap Services Inc. In addition, Dr. Myles was

recently acknowledged as the second most productive applied researcher in ASD in

the world from 1997 to 2004.

Walder Fiddle

Ms. Walder Fiddle, Esq. is the Founder and Executive Director of the

Jordan Fiddle Foundation, the first organization in the United States with the

mission to award grants to programs that enrich the lives of adolescents and

adults with autism. Her expertise encompasses developing, identifying,

supporting and supervising exemplary residential, recreational, vocational,

educational and family programs that honor the individuality of each person. Ms.

Walder

Fiddle is the recipient of numerous community service awards and is a constant

advocate on the state and national levels for the autism community. In

addition, she serves on the Board of Trustees of COSAC and the Advisory Board of

the

Autism Center of the University of Medicine and Dentistry of New Jersey.

Mr. received his bachelor’s degree from Quinnipiac College and began

his employment at the C. Barell School as an instructor in 2000. After

several years as a classroom lead instructor, Mr. was promoted to his

current positions as both NSSA’s Coordinator of Vocational and Adult Services

and the Coordinator of Family Services. Mr. has completed the academic

course work towards BCABA Certification through the University of North Texas.

Weidenbaum, MS Ed, SAS

Ms. Weidenbaum is the Executive Director of Nassau Suffolk Services for

Autism. She received her Masters Degree in Special Education from C.W. Post’s

C.A.S.E. Program (Competencies in Autism and Special Education) and is a

certified

special education teacher. She received her certification in School

Administration and Supervision from Columbia University’s Teachers College

where she is

currently a Doctoral candidate in the Department of Behavioral Analysis and

Disorders. Ms. Weidenbaum began her career as a teacher at NSSA and has over 14

years of experience working with individuals with autism and their families

and providing consultation services and training in Long Island school districts

for their inclusion programs and self-contained classrooms. Ms. Weidenbaum is

also an adjunct Professor at Queens College.

__________________________________________

CONFERENCE REGISTRATION

CEU Information: CEUs will be offered for Board Certified Behavior Analysts

(BCBA) and Board Certified Associate Behavior Analysts (BCABA). This

conference is also certified by ASHA for .5 CEUs per conference day.

Please complete registration form, detach and mail along with payment

information to:

Aging With Autism: Defining the Future Conference

c/o Nassau Suffolk Services for Autism (NSSA)

80 Hauppauge Road

Commack, NY 11725

If paying by check, please make checks payable to: NSSA

Registration forms may be faxed to: 631-462-4201

For further information, contact 631-462-0386 or

e-mail:definingthefuture@...

Name:

Title:

Organization:

Check One: ___Parent ___Professional ___Student

Street Address:

_______________________________

City: State:

Zipcode: ____

Phone Number:

Email Address:

Conference registration fee covers attendance, conference materials,

continental

breakfast, and lunch

Conference Registration Fee (check one):

__ $75 Conference Day One only

__ $75 Conference Day Two only

__ $125 Two-Day Conference Fee

__ $ 25 Poster Session only

Walk-in attendee fee:

__ $100 Conference Day Rate

___$150 Two-Day Conference Fee

REFUND POLICY: No refunds after November 19, 2007. All refunds subject

to $20 processing fee.

Breakout Session Choices: Every effort will be made to accommodate your

choices; however, seating is limited and will be determined on a first-come

first-served basis.

Session 1 (circle one): 1 2 3 4

Session 2 (circle one): 5 6 7 8

Session 3 (circle one): 9 10 11 12

Session 4 (circle one): 13 14 15 16

Payment Method:

Purchase Order Payment: Please enclose your purchase order with your

registration form.

Check Payment: Please make all checks payable to NSSA

Credit Card Payment:

___Visa

___MasterCard

___American Express

Card Number:

Security Code : _________________ Expiration Date: / /

Signature

__________________________

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