Michigan Autism Conference (2018)
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Showing 11–14 of 14 results
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1.5 BCBA CEUs
What You Need to Know to Be a Behavior Analyst
James Todd5.00 out of 5(4)This presentation from the 2018 Michigan Autism Conference addresses the increasing specialization within behavior analysis and critiques the field’s insularity and narrow focus resulting from specific training and credentialing paths. It highlights the risks of a narrowed scope of practice, explores the causes of this trend, acknowledges some benefits of insularity, and advocates for behavior analysts to engage with and integrate evidence-based practices from outside their field to enhance their work.
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1 BCBA CEU
Social Motivation Theories of Autism: Is Insensitivity to Social Reward Really the Problem?
Iser DeLeon5.00 out of 5(2)In this presentation from the 2018 Michigan Autism Conference, the speaker examines the Social Motivation Theory of Autism, which suggests that social deficits in individuals with autism may stem from a neurobiological insensitivity to social rewards. The talk reviews evidence both supporting and contradicting this theory, drawing from various studies exploring socially-mediated reinforcers, comparisons between social and nonsocial reinforcers, and evaluations of social reward.
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1.5 BCBA CEUs
Higher Ed, ASD, and Sexuality
Chaturi EdrisinhaUpon entering university, students with Autism Spectrum Disorder (ASD) transition from IDEA to ADA and FERPA, shifting the responsibility for initiating services and advocacy from school personnel to themselves. These students, now considered adults, face challenges with relationships, sexuality, and consent—areas often neglected in their education, which can affect not only their personal well-being but also the broader university community. The presentation from the the 2018 Michigan Autism Conference aims to explore strategies to address these issues.
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1 BCBA CEU
Beyond Instruction: Closing the Educational Gaps for Children with Autism
Morten Haugland, Kathy Fox, & Jason GuildThe ASPIRE program uses the Morningside Model of Generative Instruction to ensure that students with autism receive the best educational services possible. Combining the model with staff coaching and multi-level data analysis allows us to maximize potential for each student. This presentation from the 2018 Michigan Autism Conference focuses on the three main components of the model: instruction, practice, and application and detail how we supplement the model to ensure success with students with autism. Processes for analyzing data and coaching staff to ensure students continue to work toward meeting high educational and behavioral expectations are also detailed.