Webinar Series: Collaborative Autism Care

Abstract: 

This talk covered skills related to sexuality education for learners with autism and related diagnoses. It is appropriate for clinicians that serve learners from childhood through adulthood. This webinar was designed to help BCBA’s and BCaBA’s conduct assessment of skills and contextually inappropriate sexual behaviour, and create ABA-based teaching strategies in sexuality education. Information was presented in a direct, sex-positive, science-forward manner.

 

Learner Outcomes: 

1. Attendees will describe the importance of sexuality education specifically for individuals with autism and related diagnoses.
2. Attendees will describe how to set goals related to sexuality education for learners of all ages.
3. Attendees will identify teaching strategies to apply to sexuality goals.

 

Time-Ordered Agenda (60 minutes): 

• 15 min: introduction and importance of sexuality education 
• 30 min: Behavior analytic approaches to assessment and teaching sexuality skills 
• 10 min: Conclusion and next steps 
•  5 min: Q & A 

 

Presenter Bio: 

Jessica Cauchi,  Ph.D., R.B.A. (Ont), BCBA-D, is a registered behavior analyst, living and working in Ontario Canada, as an Assistant Professor at Brock University and is the current president of the Ontario Association for Behavior Analysis.  Jessica obtained her Ph.D from Endicott College, and is a doctoral-level Board Certified Behavior Analyst as well as a Certified Progressive Behavior Analyst Autism Professional. Jessica is passionate about applying the science of behavior to improve others’ lives, as evidenced in her teaching, research, and clinical practice. Her particular areas of focus are sexuality education for individuals with exceptional learning needs, teaching real-life skills that improve the quality of life for recipients of behavior analytic services, progressive ABA, and teaching rapport-building.

 

Disclosure Statement: 

Jessica Cauchi is an employee of Endicott College. She will share a book she co-authored in the concluding resource section of the talk. She has no other disclosures to report. 

 

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Questions: If you have any questions, please contact OAR at webinar@researchautism.org.

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Abstract: 

Individuals with autism spectrum disorder (ASD) exhibit daily challenges in communication.  They may respond to initiations or initiate basic requests when communicating with an adult or peer, however, engaging in a conversation presents a much greater challenge. This presentation focused on the use of scripts, semantic maps and social reciprocity to increase conversation skills.  Existing evidence-based research and potential strengths and limitations of interventions were discussed.

 

Learner Outcomes: 

1. Participants will identify several articles depicting use of scripts to increase conversation skills.
2. Participants will define potential strengths and limitations of scripts.
3. Participants will define potential strengths and limitations of semantic maps.
4. Participants will describe the use of social reciprocity in conversational programming.

 

Time-Ordered Agenda (60 minutes): 

• 10 mins: Discussion of students with Autism Spectrum Disorder (ASD) and expressive language
• 10 mins: Discussion of the behavioral research and application of scripts
• 10 mins: Potential strengths and limitations of using scripts
• 10 mins: Discussion of the research and application of the use of semantic maps
• 10 mins: Potential strengths and limitations of using semantic maps
• 10 mins: The importance of social reciprocity

 

Presenter Bio: 

Dr. Mary E. McDonald is the Associate Executive Director for Long Island at Eden II, where she has over 30 years of experience overseeing programs for individuals with autism spectrum disorder (ASD). She holds a Ph.D. in Behavior Analysis from CUNY and is a BCBA-D and LBA. She is a Professor at Hofstra University, directing ABA degree programs. She has authored a book and numerous chapters and articles on evidence-based interventions, self-management, social reciprocity, PECS, and creativity in autism. Dr. McDonald serves on multiple editorial and advisory boards and is a frequent presenter and award recipient. She also writes practitioner-focused articles online.

 

Kathleen Cutrone, MSED, BCBA, LBA, earned her Master’s degree in Special Education in 2016 and completed an Advanced Certificate in Applied Behavior Analysis (ABA) at Long Island University. She became a Board Certified Behavior Analyst (BCBA) and Licensed Behavior Analyst (LBA) in 2018. She has dedicated the past 10 years to working at the clinic at Eden II Programs, where she has provided assessments, intervention, and support services to individuals with autism spectrum disorder. She has also worked in clients home’s providing behavioral support and parent training. Her professional interests include transition planning, skill development, interdisciplinary collaboration, and improving outcomes for individuals across the lifespan.

 

Disclosure Statement: 

Mary E. McDonald is a salaried employee of Eden II and has no other disclosures to report.

 

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Questions: If you have any questions, please contact OAR at webinar@researchautism.org.

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Abstract: 

Applied Behavior Analysis (ABA) is the “gold standard” for service provision aimed at helping young children diagnosed with autism spectrum disorder; however, this increased focus on children may be detracting from the value associated with providing ABA services across the lifespan. The purpose of this presentation was to illustrate how utilizing the Risk Driven Approach (RDA; Taylor et al., 2023) supports socially meaningful case conceptualization and compassionate care, regardless of age. Participants interested in expanding the scope of their ABA practice across the lifespan will especially benefit from this presentation.

 

Learner Outcomes: 

1. Participants will identify several misconceptions related to the value of ABA services across all ages
2. Participants will describe implications how ethical obligations related to risk can influence quality of life (QoL)
3. Participants will identify several dimensions of risk impacting ABA service delivery

 

Time-Ordered Agenda (60 minutes): 

• 10 minutes: Introduction
• 20 minutes: Misconceptions
• 25 minutes: An introduction to the Risk-Driven Approach (Taylor et al., 2023)
•   5 minutes: Questions and Answers

Presenter Bio: 

Dr. Rachel Taylor (formerly Dr. Tarbox) has supported individuals diagnosed with neurodevelopmental disorders for more than 25 years. Dr. Taylor started her career working in several prestigious institutions including the New England Center for Children and the Kennedy Krieger Institute. She is the former Co-Director of Research and Development for CARD and the Founder and Director of CARDs Specialized Outpatient Services. In 2008, Dr. Taylor was the founding ABA Department Chair at The Chicago School Los Angeles and has also held faculty positions at California State University Los Angeles and Channel Islands. She has published numerous peer reviewed articles and book chapters, is a previous member of the Executive Council for ABAI and served as the 2020 CalABA Conference Chair. Dr. Taylor also serves on the Scientific Council for the Organization for Autism Research (OAR), and the Board of Directors for the Council for Autism Services Providers (CASP). She is the owner and former CEO for the Center for Applied Behavior Analysis (CABA), and her primary focus is supporting practitioners to produce meaningful service outcomes across the lifespan.

 

Disclosure Statement: 

Rachel Taylor has no disclosures to report.

 

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Questions: If you have any questions, please contact OAR at webinar@researchautism.org.

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Abstract: 

Interprofessional collaboration (IPC) among practitioners has been shown to improve outcomes for individuals with autism and related disabilities. Recent research has increasingly examined collaboration between behavior analysts (BAs) and allied professionals (APs)—such as speech-language pathologists, teachers, and occupational therapists—particularly in promoting speech and language development. Although the literature highlights clear benefits, it also identifies challenges APs often face when working with BAs. This presentation reviewed key barriers to effective IPC, offered recommendations supported by emerging research, and emphasized the role of compassionate care in collaborative practice.

 

Learner Outcomes: 

1. Participants will describe the importance of interprofessional collaboration (IPC) in improving outcomes for individuals with autism and related disabilities.
2. Participants will identify common behavioral and communication challenges faced by allied professionals (Aps) when collaborating with behavior analysts (BAs).
3. Participants will apply evidence-informed recommendations to improve collaboration between BAs and APs.
4. Participants will define compassionate care and its importance in autism intervention.

 

Time-Ordered Agenda (60 minutes): 

• 10 minutes: Introduction and definition of interprofessional collaboration (IPC).
• 20 minutes: Overview of research on IPC between behavior analysts (BAs) and speech language pathologists (SLPs), focusing on the potential benefits as well as challenges.
• 25 minutes: Overview of recommendations to address existing challenges along with the emerging research to support these recommendations.
•   5 minutes:  Questions and answers

 

Presenter Bio: 

Joanne Gerenser, Ph.D., is the Executive Director of the Eden II Programs in Staten Island, NY.  She received her Ph.D. in Speech and Hearing Science from the City University of New York Graduate Center. She is Vice-Chair of the Scientific Council for the Organization for Autism Research.  Dr. Gerenser is co-editor of the book ABA for SLPs: Interprofessional Collaboration for Autism Support Teams. She has authored several chapters and articles on autism and developmental disabilities.

 

Mary Jane Weiss, Ph.D., BCBA-D is a Professor at Endicott College, where she directs the Master’s Program in ABA and Autism and is a mentoring faculty member in the Doctoral program. She received her Ph.D. in Clinical Psychology from Rutgers University in 1990 and became a Board Certified Behavior Analyst in 2000. She serves on the Scientific Council of the Organization for Autism Research.

 

Disclosure Statement: 

Joanne Gerenser is a salaried employee of Eden II and has no other disclosures to report.

Mary Jane Weiss is employed at Endicott College and has no other disclosures to report.

 

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Questions: If you have any questions, please contact OAR at webinar@researchautism.org.

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Abstract: 

This webinar introduced practical, interdisciplinary strategies for implementing assent-based approaches within autism services for learners with varying support and language needs, including for those with limited vocal verbal ability. Participants learned how to recognize, teach, and honor individualized assent and assent withdrawal behaviors as part of compassionate, ethical, and autonomy-supportive practice. The session highlighted actionable methods for embedding strength-based choice-making, self-advocacy, and client-centered decision-making into daily routines across disciplines. Attendees left with practical tools to begin integrating assent-based elements into their clinical, educational, and therapeutic work.

 

Learner Outcomes: 

1. Participants will define assent, assent withdrawal, and dissent, and differentiate them from consent and compliance.
2. Participants will develop individualized assent and dissent protocols.
3. Participants will describe ways to modify environments to support learner autonomy across varying language needs.
4. Participants will explain how to incorporate community-informed practices to develop interdisciplinary methods that support autonomy and assent.

 

Time-Ordered Agenda (60 minutes): 

• 10 minutes: Introduction
• 20 minutes: Presentation and discussion of case studies
• 25 minutes:  Presentation of evidence-based teaching strategies & practical applications
•   5 minutes:  Questions and Answers

 

 

Presenter Bio: 

Dr. Noor Syed (she/her) is an Associate Professor of Applied Behavior Analysis and founding Director of the Center for Autism Advocacy: Research, Education, and Supports (CAARES) at SUNY Empire State University. She also serves as the Turben Director of Autism Advocacy, leading initiatives to make the university an inclusive, neurodiversity-affirming institution. Dr. Syed directs Anderson Center International, is President of the New York State Association for Behavior Analysis and serves on the ABA Ethics Hotline and the Organization for Autism Research Scientific Council. A certified general and special educator, she has supported autism centers globally and is driven by her lived experience and family connection to disability.

 

Disclosure Statement: 

Noor has no disclosures to report.

 

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Questions: If you have any questions, please contact OAR at webinar@researchautism.org.

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