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SUMMER TRAINING 2012AUGUST 20-24, 2012

GENEVA CENTRE FOR AUTISM PRESENTS

FOR ONTARIO EDUCATORS

BARRIE | LONDON | OTTAWA ENGLISH & FRENCH | TORONTO | WEBINAR

SUMMER TRAINING 2012

INDEX3456789

About Summer Training

Daily Schedule

Registration Fees & Process

Autism Spectrum in the Classroom: Charting a Path to Success

Breakout Option Information

Toronto & WebinarSite Information

Toronto & WebinarBreakout Schedule

10111213141516

LondonSite Information

LondonBreakout Schedule

BarrieSite Information

BarrieBreakout Schedule

OttawaSite Information

OttawaBreakout Schedule

Breakout DescriptionsBegin


ABOUT SUMMER TRAININGThe 28th annual Summer Training Institute will provide comprehensive training in the use of Applied Behaviour Analysis (ABA) to develop successful education plans that include simple, e! ective strategies for students with an Autism Spectrum Disorder (ASD). Training this year will be geared towards two separate groups: those new to the " eld, and those with an understanding and/or experience working with individuals with an ASD.

Each group has two days catered to their needs: those with previous experience and an understanding of ASDs will be able to hear from national and local expertise, as well as discuss best practices and experience professional learning in small breakout groups facilitated by school board teams. This Breakout Option will span the " rst and second day of the on-site training. Those new to the " eld will bene" t from Geneva Centre’s fundamental training Autism Spectrum in the Classroom: Charting a Path to Success, spanning the second and third days. Read on for further information regarding the speci" cs of each group.

Through a combination of didactic teaching and experiential learning, Autism Spectrum in the Classroom: Charting a Path to Success will develop your critical thinking and observation skills in your work with students with an Autism Spectrum Disorder. You will learn a wide variety of strategies and resources speci" c to the school environment for students on the Autism Spectrum. By the end of this training, you will have gained a thorough understanding of the important strengths and challenges that impact the daily lives of students with ASD, while recognizing their individuality and unique style of learning.

The focus of the Breakout Option will be on the how instructional leadership teams comprised of educational assistants, teachers, vice principals, principals, and system support sta! , are successfully implementing the use of applied behaviour analysis as an e! ective instructional approach in the education of many students with Autism Spectrum Disorders. School teams and system leaders will be provided opportunities to share their successes and challenges in embedding these principles into classroom, school and system practices.


DAILY SCHEDULESchool board attendees must attend either the Breakout Options, or the Autism Spectrum in the Classroom: Charting a Path to Success Options, but not both.

Public registrants can choose to attend the Breakout Option, the Autism Spectrum in the Classroom: Charting a Path to Success Option, or the Autism Spectrum in the Classroom: Charting a Path to Success Option with the Keynote Day.

All sites will run on the following schedule:Conference Options:

OPTION DAY ONE DAY TWO DAY THREEBreakout Option Keynote Speakers Breakout GroupsAutism Spectrum in the Classroom Option

Autism Spectrum in the Classroom Part 1


Breakout ScheduleTIME DAY ONE DAY TWO

8:00am - 9:00am Registration & Breakfast Breakfast9:00am - 10:30am Keynote 1 Breakout Sessions

10:30am - 11:00am Break11:00am - 12:30pm Keynote 2 Breakout Sessions12:30pm - 1:30pm Lunch Break1:30pm - 3:00pm Ministry of Education Breakout Sessions

Autism Spectrum in the Classroom: Charting a Path to Success ScheduleTIME DAY TWO DAY THREE

8:00am - 9:00am Registration & Breakfast Breakfast

9:00am - 10:30am Autism Spectrum in the Classroom Part 1


10:30am - 11:00am Break

11:00am - 12:30pm Autism Spectrum in the Classroom Part 1


12:30pm - 1:30pm Lunch Break

1:30pm - 3:00pm Autism Spectrum in the Classroom Part 1



If you are employed by an Ontario School Board, contact your head of Special Education to have them register you.

Otherwise, please complete the form below. Registration is also available online at www.autism.net/st2012

Please type or print clearly. Complete one form per delegate.First Name: Surname: A# liation: Address: City: Province/State: Country: Postal/Zip Code:Email: Telephone: ( ) Fax: ( )

Please indicate which site you will be attending:Breakfast, snacks for break & lunch provided with registration cost, as well as any necessary training material.All sessions will be available on E-Learning following Summer Training: www.elearning.autism.net

Toronto | Day 1, Aug. 20; Day 2, Aug. 21; Day 3, Aug. 22

London | Day 1, Aug. 20; Day 2, Aug. 21; Day 3, Aug. 22

Barrie | Day 1, Aug. 22; Day 2, Aug. 23; Day 3, Aug. 24Ottawa | Day 1, Aug. 22; Day 2, Aug. 23; Day 3, Aug. 24Webinar | Day 1, Aug. 20; Day 2, Aug. 21; Day 3, Aug. 22

ONE DAY REGISTRATION:

Pre-Conference, Keynote Speakers | Aug. 20 or 22Onsite Webinar

Member Rate $160.00 $140.00Non-Member Rate $180.00 $160.00

TWO DAY REGISTRATION - Please indicate which days you are attending:

Keynote Speakers & Breakout Groups | Aug. 20/21 or 22/23 OR Autism Spectrum in the Classroom | Aug. 21/22 or 23/24

Onsite Webinar

Member Rate $300.00 $280.00

Non-Member Rate $340.00 $320.00

THREE DAY REGISTRATION:

Keynote Speakers & Autism Spectrum in the Classroom | Aug. 20 - 22, or Aug. 22 - 24

Onsite WebinarMember Rate $450.00 $430.00Non-Member Rate $510.00 $490.00

TOTAL: $

Breakout Session Options:Please indicate your preferred sessions. Please consult Breakout Descriptions before choosing.Choose one option per column (ie. A of ABC, E of DEF, G of GHI).*

PAYMENT: Note, only forms accompanied by payment will be processed. All fees Canadian Dollars.

Cardholder Name:Cardholder Signature:

Cheque/Money Order All cheques and money orders made payable to Geneva Centre for Autism Card Number:

Expiry Date: VISA MasterCard American ExpressMail completed form with proper payment to: Summer Training 2012: Geneva Centre for Autism. 112 Merton St., Toronto, ON, Canada, M4S 2Z8. Only credit card payments may be faxed. Please do not BOTH fax AND mail your registration form.

REGISTRATION: FEES & PROCESS

Should you have any questions or require clari" cation please contact Danielle Cudmore at 416 322 7877 x.235 or [email protected].

A

B

C

D

E

F

G

H

I


AUTISM SPECTRUM IN THE CLASSROOM: Charting a Path to Success

Adriana KarkaFaculty

Training InstituteOttawa French

Tracey OnuliakContract FacultyTraining InstituteOttawa English

Andrew DavisFaculty

Training InstituteToronto

Donna GrahamFaculty

Training InstituteBarrie

Elizabeth MitchellFaculty

Training InstituteLondon

Over the course of the two days, participants will develop a common understanding of Autism Spectrum Disorder (ASD) through engagement in activities, videos, and group discussion. Part One begins with the exploration and sharing of educators’ many roles, and the impact they have on the success of students with ASD. Participants will spend the day exploring the components of communication, social understanding, sensory processing and anxiety. Strategies designed to e! ectively support these areas will be shared and examined.

In Part Two, participants will expand their understanding of the components of ASD to include the areas of cognitive processing and behaviour. Speci" cally, the importance of understanding the role that executive function plays in daily school life will be highlighted. Participants will also learn how to recognize and address the individual learning styles of their students. After learning strategies to support the components of ASD, behaviour will be discussed. The critical principles of reinforcement, prompting, generalization and how to objectively de" ne behaviour will be explored. Through the use of case studies, participants will practise developing a proactive support plan based on the knowledge and strategies introduced over the two days.

With an enhanced understanding of Autism Spectrum Disorder, e! ective support strategies, and having practised proactive planning, participants will leave the two days equipped with the tools and knowledge to start the school year on the path to success.


KEYNOTE SPEAKERS & BREAKOUT GROUPS

The following pages will list the Keynote Speakers, Breakout Schedules & Breakout Option descriptions for Day Two of Summer Training 2012.

Selected Breakout Options were hand-picked by Geneva Centre for Autism to share their innovative classroom and school strategies, as well as results from ABA implementation with you. Their presentation will demonstrate the implementation of speci" c principles of applied behaviour analysis within the classroom setting, whether that be through a particular method, or tool.

While not every option will be available at each site, all of the presentations will be " lmed and available on www.elearning.autism.net for your viewing afterwards.

Certain presentations will be repeated throughout the day to minimalize scheduling con$ icts.


SITE INFORMATIONAttending in:

Here’s what you’ll need to know!

CONFERENCE DATES VENUE

KEYNOTE SPEAKERS

TORONTO OR WEBINAR?

Monday, August 20 toWednesday, August 22.

Bruce Drewett & Pam McGugan, Inclusive Leadership in Diverse ContextsThis keynote address will focus on building leaders’ capacity at all levels of an organization to improve the quality of instructional practice in our classrooms today. Capacity building activities such as deep ABA implementation in our schools for students with an Autism Spectrum Disorder are aligned with the fi ve core leadership capacities. They are: Setting Goals; Aligning Resources with Priorities; Promoting Collaborative Learning Cultures; Using Data; and Engaging in Courageous Conversations.

Kelly Boyko, Moving Towards More Intentional and Focused Implementation of PPM 140: The Role of Practical Functional Behaviour AssessmentPPM 140 states that school boards in Ontario must o! er Applied Behavioural Analysis (ABA) strategies where appropriate, and that schools must incorporate ABA methods into programs for students with Autism Spectrum Disorders (ASD). The challenge now facing school boards is how to move from system implementation of PPM 140 to more intentional and focused integration of ABA methods into programming for students with ASD. One ABA method described is functional behaviour assessment (FBA), and this keynote will address the challenges of how to extend the type of FBA that is typically completed in clinical treatment settings into a practice that can be carried out in educational settings by school sta! . The Ministry of Education: Christine Riedel, Learning for All (K-12)Learning for All is a resource guide that describes an integrated framework for assessment and instruction that supports the learning of all students. This resource guide is designed to share information with educators about evidence-based and research-informed educational approaches that have proven to be e! ective in supporting the learning of all students. These approaches include Assessment for Learning, Universal Design for Learning (UDL), Di! erentiated Instruction (DI), the Tiered Approach and Professional Learning Community. This keynote address will highlight how the framework presented in Learning for All, K-12 (Draft 2011) supports the implementation of ABA in classrooms and schools and complements the tools, strategies and resources in the E! ective Educational Practices for Students with Autism Spectrum Disorders: A Resource Guide, 2007.

Delta Toronto East2035 Kennedy Rd.Toronto, OntarioM1T 3G2416 299 1500Mention “Geneva Centre for Autism“


BREAKOUT SCHEDULETORONTO & WEBINAR

Each attendee can choose one session per time slot. Those choosing to attend Bene! ts of Using a Peer-Mediated Approach to Teach Skills and Create Opportunities for Building Social Relationships in Inclusive Settings must attend both Part 1 & Part 2.

9:00am - 10:30am Early Morning SessionOption A Option B Option C

School-Wide Positive Behaviour Support

TEACCH (Treatment and Education of Autistic and Related

Communication Handicapped Children) & ABA

Supporting School Administrators and Teams with PPM 140

Implementation: A YRDSB Case Study

Lambton Kent District School Board, St. Clair Catholic District

School Board and Thames Valley Children’s Centre - School Support

Program

Susan Bonden, Valerie Klempa and Kellie Poulos of Halton District

School Board

Dr. Kelly Boyko, Lois Alderson-Wigelius, Kelly Flood,

and Susan Vernon of York Region District School Board

11:00am - 12:30pm Late Morning SessionOption D Option E Option F

Successful Transition Practices: Transitioning from Elementary to

Secondary School

SOS: Student Organizational Scheduler

Bene" ts of Using a Peer-Mediated Approach to Teach Skills and

Create Opportunities for Building Social Relationships in Inclusive

Settings - Pt. 1Susan Menary, Elida Farelli,

Mary Ierullo, Miriam Cekuta of Toronto Catholic District School

Board and Surrey Place

Kimberly Scott and Carolyn Haswell of Bruce Grey Catholic

District School Board

Charmaine Chadwickand Carmen Hall

1:30pm - 3:00pm Afternoon SessionOption G Option H Option I






Settings - Pt. 2Lambton Kent District School

Board, St. Clair Catholic District School Board and Thames Valley

Children’s Centre - School Support Program


School Board

Charmaine Chadwick, Carmen Hall, Jessica Langan and the

students of Huron-Perth Catholic District School Board

A description of each session is available at the end of this document. Please read all of the options so you can make an informed choice as to which session will be most bene" cial for you.





KEYNOTE SPEAKERS

LONDON?

Monday, August 20 toWednesday, August 22.

Best Western PlusLamplighter Inn & Conference Centre591 Wellington Rd.London, OntarioN6C 4R3 519 681 7151Mention “Geneva Centre for Autism“

Elizabeth Scott & Gerald Bernicky, Ontario’s School Support Program: ASD Resources for Ontario Educators This presentation will provide an outline of the commitment and the service components of the School Support Program-ASDs that since 2004 has been available for school sta! , in both regular and special education. In addition to developing and providing professional development, consultation, and Connections for Students transition to school services, the Ontario SSP-ASD program has developed a wide range of practical resources to be used in the classroom. In April 2012, many of these resources accessible to school board employees through a website jointly created by the nine regional providers. Resources are available in French and English by registered educational sta! . A demonstration of this new resource for Ontario educators will be given as well as user stats to date.

Doug Crichton, Building ABA Capacity Up Down & Across the Durham DSBDurham DSB has 3 core priorities in special education - building capacity at all levels, early intervention, and continuous improvement focused on the IEP. By explicitly weaving ABA terms and strategies into our training, coaching and modeling sessions, we begin to empower educators with knowledge and confi dence in supporting students with ASD. Educators and sta! at every level within our school board are building capacity by working together and integrating our services and supports. We can all learn, we can all succeed.

The Ministry of Education: Zheng Xu, Learning for All (K-12)Learning for All is a resource guide that describes an integrated framework for assessment and instruction that supports the learning of all students. This resource guide is designed to share information with educators about evidence-based and research-informed educational approaches that have proven to be e! ective in supporting the learning of all students. These approaches include Assessment for Learning, Universal Design for Learning (UDL), Di! erentiated Instruction (DI), the Tiered Approach and Professional Learning Community. This keynote address will highlight how the framework presented in Learning for All, K-12 (Draft 2011) supports the implementation of ABA in classrooms and schools and complements the tools, strategies and resources in the E! ective Educational Practices for Students with Autism Spectrum Disorders: A Resource Guide, 2007.


BREAKOUT SCHEDULELONDONEach attendee can choose one session per time slot.


Deep Implementation of ABA Structured Learning Environments Challenging the Myths of Autism

Sue Ducau, Jane Wallace and Jennifer Childs of Simcoe County


Darlene Bailey, Derra Doran, Bridget Lyons, Glenda Hayes, and Sandra McCracken of Bluewater

District School Board with support from Walkerton District

Secondary School Board

Jonathan Alderson


Social Skills That Stick! Building Capacity for Outcomes that Last

Building Rapport with your Students with Autism

Communicating the Principles of ABA

Melissa Legree, Geneva Centre for Autism Jonathan Alderson

Hailey McLean, Joanna Polanowski, Jennifer Childs, Andrea Tra! ord of Simcoe

Country District School Board


Embedding Social Skills Into the Curriculum Structured Learning Environments Social Skills That Stick! Building

Capacity for Outcomes that Last

Hailey McLean, Tina Holroyd and Joanna Polanowski of Simcoe County District School Board




Melissa Legree, Geneva Centre for Autism






KEYNOTE SPEAKERS

BARRIE?

Wednesday, August 22to Friday, August 24.

Georgian College1 Georgian Dr.Barrie, OntarioL4M 3X9

705 722 5190Mention “Geneva Centre for Autism”

Cathy Montreuil, All Students Belong - Creating Inclusive Environments: A School Board’s Journey Examining leadership practices at the system and school levels that provide respectful and e! ective inclusive learning environments for all students.

Kelly Boyko, Moving Towards More Intentional and Focused Implementation of PPM 140: The Role of Practical Functional Behaviour AssessmentPPM 140 states that school boards in Ontario must o! er Applied Behavioural Analysis (ABA) strategies where appropriate, and that schools must incorporate ABA methods into programs for students with Autism Spectrum Disorders (ASD). The challenge now facing school boards is how to move from system implementation of PPM 140 to more intentional and focused integration of ABA methods into programming for students with ASD. One ABA method described is functional behaviour assessment (FBA), and this keynote will address the challenges of how to extend the type of FBA that is typically completed in clinical treatment settings into a practice that can be carried out in educational settings by school sta! .

The Ministry of Education: Kim Slomka, Learning for All (K-12)Learning for All is a resource guide that describes an integrated framework for assessment and instruction that supports the learning of all students. This resource guide is designed to share information with educators about evidence-based and research-informed educational approaches that have proven to be e! ective in supporting the learning of all students. These approaches include Assessment for Learning, Universal Design for Learning (UDL), Di! erentiated Instruction (DI), the Tiered Approach and Professional Learning Community. This keynote address will highlight how the framework presented in Learning for All, K-12 (Draft 2011) supports the implementation of ABA in classrooms and schools and complements the tools, strategies and resources in the E! ective Educational Practices for Students with Autism Spectrum Disorders: A Resource Guide, 2007.


BARRIEEach attendee can choose one session per time slot. Those choosing to attend Bene! ts of Using a Peer-Mediated Approach to Teach Skills and Create Opportunities for Building Social Relationships in Inclusive Settings must attend both Part 1 & Part 2.


FBA, the Challenges Associated with Its Introduction and the

Successes that Follow



Supporting School Administrators and Teams with PPM 140

Implementation: A YRDSB Case Study

Yolanda Thibeault, Sudbury Catholic District School Board


School Board

Dr. Kelly Boyko, Lois Alderson-Wigelius, Kelly Flood,

and Susan Vernon of York Region District School Board


Successful Transition Practices: Transitioning from Elementary to

Secondary School

SOS: Student Organizational Scheduler



Settings - Pt. 1Susan Menary, Elida Farelli,

Mary Ierullo, Miriam Cekuta of Toronto Catholic District School

Board and Surrey Place

Kimberly Scott and Carolyn Haswell of Bruce-Grey Catholic


Charmaine Chadwickand Carmen Hall


FBA, the Challenges Associated with Its Introduction and the

Successes that Follow





Settings - Pt. 2

Yolanda Thibeault, Sudbury Catholic District School Board


School Board

Charmaine Chadwick, Carmen Hall, Jessica Langan and the

students of Huron-Perth Catholic District School Board


BREAKOUT SCHEDULE





KEYNOTE SPEAKERS

OTTAWA?

Wednesday, August 22to Friday, August 24.

La Cité collégiale801, promenade de l’AviationOttawa, OntarioK1K 4R3 613-742-2493

Rosemary Condillac, The Silver Lining: PPM 140’s Gift to Education in OntarioIn meeting the requirements of PPM 140 by using ABA to support students with ASD, school districts have an opportunity to build capacity to enhance their remediation e! orts across a wide range of issues to improve student outcomes. This presentation will review evidence to support the use of ABA to solve important educational issues facing schools today, and will review strategies for training and implementation for learners with and without ASD.

Elizabeth Starr, Multiple Lenses: Appreciating the Educational Context for Ethnically and Culturally Diverse Students with Autism Spectrum DisordersThat Canada is an ethnically and culturally diverse country is not news. Over 16% of Canadians belong to visible minority groups, and more than 200 languages are reported as being the mother tongue in Canada. But is this diversity truly understood and accommodated when it comes to educating students with ASD? This presentation focuses on the importance of understanding cultural di! erences and values for educational planning and teaching to help ensure positive outcomes for this population.

The Ministry of Education: Zheng Xu, Learning for All (K-12)Learning for All is a resource guide that describes an integrated framework for assessment and instruction that supports the learning of all students. This resource guide is designed to share information with educators about evidence-based and research-informed educational approaches that have proven to be e! ective in supporting the learning of all students. These approaches include Assessment for Learning, Universal Design for Learning (UDL), Di! erentiated Instruction (DI), the Tiered Approach and Professional Learning Community. This keynote address will highlight how the framework presented in Learning for All, K-12 (Draft 2011) supports the implementation of ABA in classrooms and schools and complements the tools, strategies and resources in the E! ective Educational Practices for Students with Autism Spectrum Disorders: A Resource Guide, 2007.


BREAKOUT SCHEDULEOTTAWA Each attendee can choose one session per time slot.


Deep Implementation of ABA Structured Learning Environments School-Wide Positive Behaviour Support

Sue Ducau, Jane Wallace and Jennifer Childs of Simcoe County







Program


Social Skills That Stick! Building Capacity for Outcomes that Last


Communicating the Principles of ABA




Program

Hailey McLean, Joanna Polanowski, Jennifer Childs, Andrea Tra! ord of Simcoe

Country District School Board


Embedding Social Skills Into the Curriculum Structured Learning Environments Social Skills That Stick! Building

Capacity for Outcomes that Last

Hailey McLean, Tina Holroyd, and Joanna Polanowski of Simcoe County District School Board





A description of each session is available on the following pages. Please read all of the options so you can make an informed choice as to which session will be most bene" cial for you.


BREAKOUT OUTLINESBene! ts of Using a Peer-Mediated Approach to Teach Skills and Create Opportunities for Building Social Relationships in Inclusive Settings

This workshop will highlight the essential components of the Peer Pals (Peers Establishing E! ective Relationships) Program.The PEER Pals Program is a peer-mediated social skills program intended to:

Enhance social communication skills of all studentsEducate peers on how to successfully interact with students with Autism Spectrum Disorders (ASDs) Increase school-wide disability awareness Promote a strengths-based perspective in both attitudes and behavioursEncourage a culture within the school environment that promotes pro-social behaviourEnhance students’ leadership and problem-solving skills

Although the initial intent was to focus on students with ASD, the program is designed to bene" t all students and sta! while building a sense of community within the school. In the PEER Pals Program, social communication skills are taught in the classroom, student leaders run structured games at recess for trained peers to participate in, and diversity training is provided for the entire school. This diversity training focuses on disability awareness, overcoming challenges, and building on strengths. The PEER Pals Program provides educators with guidance in teaching social skills and creates opportunities for all students to use these skills in the classroom and other environments throughout the school day. The PEER Pals Program is not an add-on program, but is embedded into the curriculum. Schools adapt the Program to best suit their particular needs and school cultures.

Five key behavioural principles will be highlighted: Persistence, Prompting, Modeling, Correction, and Reinforcement.

In addition, A Peer-Mediated Approach: Classroom-Component and the Stay, Play, Talk Programs will be discussed. These two programs were developed in order to meet the needs of schools that were not able to endorse the full Peer Pals Program, and/or meet the needs of students in the Early Years Program.

In order to further demonstrate the bene" ts, video footage of schools within Huron-Perth Catholic District School Board that are running the program will be available.

Finally, there are seven students (one of whom has a diagnosis of autism)who have developed a 45 minute presentation about their elementary schools years together. They will share and demonstrate " rst hand experiences about what they learned and the bene" ts of using such an approach.

If you would like to attend this option, be sure to select both Option F & Option I, as Part 1 and Part 2 are seperated by lunch.

Interested in this session?You can attend in Toronto or through Webinar during:Late Morning SessionOption FAfternoon SessionOption I

You can attend in Barrie during:Late Morning SessionOption FAfternoon SessionOption I

Charmaine ChadwickABA-Behaviour Resource

FacilitatorHuron-Perth Catholic Disctrict School Board

Carmen HallCoordinator of the Autism

& Behavioural Science Graduate Certi" cate

ProgramFanshawe College

Jessica LanganTeacher, Our Lady of

Mount Carmel School Huron-Perth Catholic District School Board

Presenters


BREAKOUT OUTLINESCommunicating the Principles of ABAIn an e! ort to increase communication and understanding with reference to PPM140 and the principles of Applied Behaviour Analysis, Simcoe County District School Board created a newsletter entitled the ABA Buzz. The ABA Buzz, distributed on monthly basis typically highlights the following:

Strategy of the Month (e.g., First/Then Board, Checklist, Power Card)Resource of the Month for Teachers – brief synopsis of the resource, why you would use the resource and to whom it would be best suited for. Resource of the Month for Students- brief synopsis of the resource, why you would use the resource, and to what student or student need the resource would be best suited for. Community Resources – this section highlights events that occur in the community with reference to ABA, services available in the community (e.g., funding, respite, summer camps).SCDSB Created Resource of the Month – a resource that has been created by SCDSB with reference to ABA is highlighted.ABA and the IEP – this section focuses on how to ensure that ABA is incorporated within a student’s IEP.Upcoming Events, PD, memos are also highlighted to increase communication.

This presentation will provide attendees with an overview of why SCDSB saw the need to increase communication and increase/clarify understanding of the principles of ABA, provide participants with the opportunity to review some of the issues of the ABA Buzz, and lastly, to gain insight into the importance and process of mapping out a plan for the communication process.

Interested in this session?You can attend in London during:Late Morning SessionOption F

You can attend in Ottawa during:Late Morning SessionOption F

Hailey McLeanProgram Consultant,

Special EducationSimcoe County District

School Board

Joanna PolanowskiABA Coordinator

Simcoe County District School Board

Jennifer ChildsABA Coordinator


Andrea Tra" ordABA Coordinator


Presenters


BREAKOUT OUTLINESDeep Implementation of ABASchool sta! ‘talked the talk’ in regards to PPM 140; teachers, EAs and Principals could be heard using terms such as reinforcement, individualized programming, generalization, data collection, and planning for transitions. However, " nding these principles in practice, whether on an IEP or in the classroom, was sometimes a challenge. That’s why the Simcoe County District School Board (SCDSB) adopted Ziggurat and CAPS. Developed by Dr. Aspy and Dr. Grossman, SCDSB introduced the Ziggurat Model in 2009 to Instructional Services Sta! and began a phased roll out to all schools within the system. In addition, SCDSB also had a number of sta! members trained to become trainers to deliver the Ziggurat Model.

During this 90 minute presentation, members of the Ziggurat team will walk participants through the training model and subsequent application of Ziggurat and CAPS that has helped to facilitate the deep implementation of the principles of ABA in the SCDSB. Real case studies showing how these tools assisted in assessing students’ strengths and needs and then translating this knowledge into an IEP and classroom practice will be explored and analyzed. Discussion about engaging parents throughout the process will also occur. Successes and challenges for implementation will be touched upon that SCDSB has encountered throughout the implementation process.

Interested in this session?You can attend in London during:Early Morning SessionOption A

You can attend in Ottawa during:Early Morning SessionOption A

Sue DucauSpecial Education Teacher


Jane WallaceSpeech Language

PathologistSimcoe County District

School Board

Jennifer ChildsABA Coordinator


Presenters


BREAKOUT OUTLINESEmbedding Social Skills into the CurriculumStudents with social skill de" cits have signi" cant di# culty establishing and maintaining appropriate peer relationships. In today’s classroom, there is an increased emphasis on learning through group work and various other structured and unstructured interactions with others. This places students with pragmatic and social skills challenges at a considerable disadvantage.

Throughout the Ontario Curriculum, there are numerous expectations relevant to and related to the instruction of social skills for all students. Simcoe County District School Board Instructional Sta! have created two resources to address the above noted concerns based on Ontario Curriculum and best practices for increased social skill development in a classroom setting.

Social Skills Activities Linked to Ontario Curriculum K-8This resource integrates teaching social skills with teaching the Ontario Curriculum. Learn which skills to teach, where to start, and how to link these skills to Ontario Curriculum expectations. The resource focuses on 5 areas of social skill development: Behaviour and Consequences, Self-Awareness and Self-Advocacy, Conversation, Emotions and Turn Taking. Each section consists of a list of curriculum expectations that can be met through teaching the outlined scope and sequence for the speci" c social skill area.

Prepare for SuccessOriginally introduced as an integrated four-credit package o! ered to senior students with social skill needs who were interested in enhancing employability skills applicable to all post-secondary settings (work, college, university), the Prepare for Success Program was designed to run for a semester and meet the needs of students who wanted to learn the skills necessary to achieve their post-secondary goal. The design and structure of the program supports the SCDSB’s implementation of PPM 140 on Incorporating Methods of Applied Behaviour Analysis (ABA) into Programs for Students with ASD. The Prepare for Success program implements the principles of ABA to address areas of need and enhance learning.

During the presentation, presenters will walk participants through the rationale behind the documents, share and allow participants to review the two SCDSB created documents highlighted, discuss successes and challenges of implementation and highlight next steps.

Interested in this session?You can attend in London during:Afternoon SessionOption G

You can attend in Ottawa during:Afternoon SessionOption G

Hailey McLeanProgram Consultant,

Special EducationSimcoe County District

School Board

Joanna PolanowskiABA Coordinator


Tina HolroydSpecial Education CoachSimcoe County District

School Board

Presenters


BREAKOUT OUTLINESFunctional Behaviour Assessments, the Challenges Associated with its Introduction & the Success that Followed

Functional Behaviour Assessments are an e! ective way to understand behaviours and give us the results of why the behaviours are occurring. As educators, we are faced with many obstacles in performing e! ective FBA’s. A team approach is one that has provided us with support we needed to achieve positive results. This session will give an overview of what worked, what didn’t and how we achieved our " nal goal.

Interested in this session?You can attend in London during:Late Morning SessionOption E

You can attend in Barrie during:Early Morning SessionOption AAfternoon Session:Option G

Yolanda ThibeaultSpecial Needs Program

WorkerSudbury Catholic District

School Board

Presenter


BREAKOUT OUTLINESSchool-Wide Positive Behaviour SupportThe Lambton Kent District School Board, and the St. Clair Catholic District School Board along with Thames Valley Children’s Centre-School Support Program have been in partnership for the past 6 years in the development of School Wide Positive Behaviour Supports. The Lambton Kent District School Board, currently has 7 PBS schools and St. Clair Catholic has 4.

School-Wide Positive Behavior Supports (SW PBS) is an approach using ABA strategies for preventing problem behavior and improving academic outcomes. It is the development of a culture that creates and promotes safer and more e! ective schools. This presentation will provide concrete examples of how PBS works in a school, data to support the approach and individual resources and ideas that support the process and philosophy. Many of the practices of SWPBS address recommendations made in PPM 140.

This comprehensive school wide approach is pro-active and is implemented across all school settings. It can also be individualized for our high needs students. Implementation of this philosophy involves four phases:

Establish a foundationBuild a school communityEstablish a method to make data based decisionsDesign secondary and tertiary interventions

Participants will leave with a better understanding of the process of implementing School-Wide Positive Behaviour Support, from setting up school-based PBS teams, developing school-wide expectations and data systems, to maintaining student and sta! participation. Benchmarks of quality will be shared along with anecdotal evidence outlining our challenges and successes.

Laurie McCarthyABA Specialist

Lambton Kent District School Board

Jill DeMaeyerABA Specialist

St. Clair Catholic District School Board

Renee ZarebskiSpecial Education

ConsultantSt. Clair Catholic District

School Board

Denise EmeryHigh Needs Autism Lead


Jennifer KlaudiASD Consultant

Thames Valley Children’s School Support Program

Shelley Martsch LittSpecial Education

Coordinator & High Needs Autism Lead


Interested in this session?You can attend in Toronto or through Webinar during:Early Morning SessionOption AAfternoon SessionOption G

You can attend in Ottawa during:Early Morning SessionOption CLate Morning Session:Option E

Presenters


BREAKOUT OUTLINESSocial Skills That Stick! Building Capacity for Outcomes that LastIn this presentation Melissa will share her " ndings and lessons learned in evaluating social/coping skills groups with adolescents with ASD. Challenges with social skills generalization and the quest to facilitate generalized outcomes with collaborative service models will be examined.

Interested in this session?You can attend in London during:Late Morning SessionOption DAfternoon SessionOption I

You can attend in Ottawa during:Late Morning SessionOption DAfternoon SessionOption I

Melissa Legree, M.ADS(ABA), BCBAManager of Program

Evaluation/Research and Quality Assurance

Geneva Centre for Autism

Presenter


BREAKOUT OUTLINESSOS: Student Organizational Scheduler

This presentation will highlight the use of a tool developed by BGCDSB in order to manage the daily schedule of individuals who are fully or partially supported throughout the day and who may have alternate programming. This scheduling tool was developed in order:

To enable the student to experience meaningful independence, where possible, throughout the day To maintain integrity in the transfer of IEP goals from paper to practice To have consistent tracking of goals and objectives To enable the best possible use of valuable EA supports To enable greater consistency in program, especially when sta! are absent

Participants will leave the presentation with an understanding of: The purpose of using the Student Organizational Scheduler (SOS)The people who should be involved in the process and the materials needed The steps in using the SOS e! ectivelyKey questions to consider when developing a schedule

A case study will be presented and participants will be asked to develop a schedule for a student using the SOS followed by a de-brief and question period.

Interested in this session?You can attend in Toronto or through Webinar during:Late Morning SessionOption E

You can attend in Barrie during:Late Morning SessionOption E

Kimberly ScottABA Facilitator

Bruce Grey Catholic District School Board

Carolyn HaswellResource Teacher

Bruce Grey Catholic District School Board

Presenters


BREAKOUT OUTLINESStructured Learning EnvironmentsThe Structured Learning Environment practice within Bluewater District School Board in partnership with our Autism Service Provider, Thames Valley Children’s Centre is a collaborative team approach which includes Student Services Level sta! , teachers, administrators, support sta! and an ASD Consultant from TVCC.

Through the development of a Structured Learning Committee, the team is active in continuous planning to build capacity in the Structured Learning Approach within identi" ed schools that are moving towards a Structured Learning environment and to create awareness throughout the system of the practice and the Principles of ABA to teach students with autism.

The Structured Learning Environment implementation begins by school teams attending a Structured Learning Environment workshop training by Student Services sta! . Teams identify an interest to increase their knowledge of the model and are invited to tour our Secondary School Demonstration Site, Walkerton District Secondary School. The site highlights Structured Learning in action in various components in the school environment: Developmental Learning Classrooms, a Pathways Class (credit bearing), Co-op placements, demonstrating e! ective learning and achievement based on the practice.

A checklist acts as a guide as team participants move through the Demonstration Site and view the four components of a Structured Learning Environment: Physical Structure, Visual Schedules, Visual Supports and Work Systems. The tours are facilitated by Student Services sta! , the System Support Team and the ASD Behaviour Consultant and an opportunity for questions and discussion with Teachers and Support sta! from the Demonstration Site follows the tour.

Follow up support and planning is provided on-site through ongoing consultation from Student Services sta! , Thames Valley Children’s Centre once schools identify their commitment to a Structured Learning Environment.

Interested in this session?You can attend in London during:Early Morning SessionOption BAfternoon SessionOption H

You can attend in Ottawa during:Early Morning SessionOption BAfternoon SessionOption H

Darlene BaileyDevelopmental Learning Teacher

Walkerton District Secondary School

Derra DoranDevelopmental Learning Teacher


Bridget LyonsEducational Assistant


Glenda HayesSystem Lead Teacher

Student Services

Sandra McCrackenASD Behaviour Professional

Student Services

Presenters


BREAKOUT OUTLINESSuccessful Transition Practices: Transitioning from Elementary to Secondary School

Successful ABA practices for students with autism include planning for transitions. The Toronto Catholic District School Board has developed a Transition to Secondary Service to support students with autism in partnership with Surrey Place Centre – School Support Plan. An overview of the service model will be shared. A DVD which outlines the transition process will be included in the presentation. A number of resources that support the transition process will be shared with participants, including teacher, parent and student resources. ABA strategies, including data collection tools to support the transition process have been developed and will be included in the presentation. Program evaluation results and future directions for this service will also be discussed.

Interested in this session?You can attend in Toronto or through Webinar during:Late Morning SessionOption D

You can attend in Barrie during:Late Morning SessionOption D

Susan MenaryChief of Autism Programs

and ServicesToronto Catholic District

School Board

Elida FarelliSocial Worker, TCDSB

Autism TeamToronto Catholic District

School Board

Mary IerulloASD Consultant

Surrey Place Centre School Support Program

Miriam CekutaTransition Facilitator

Toronto Catholic District School Board

Presenters


BREAKOUT OUTLINESSupporting School Administrators & Teams with PPM 140 Implementation: A YRDSB Case StudyPPM 140 states that school boards in Ontario must o! er applied behavioural analysis (ABA) strategies, where appropriate, and that schools must incorporate ABA methods into programs for students with Autism Spectrum Disorders (ASD). Consistent with PPM 140, school principals are required to ensure that ABA methods are incorporated into Individual Education Plans (IEPs) of students with ASD where appropriate, and that transition plans are in place for students with ASD regardless of age. The York Region District School Board (YRDSB) has responded to this by providing considerable sta! capacity-building and resources, o! ering a range of student supports and services at various system levels, and establishing a number of ASD partnership agreements with community agencies to support ABA-based treatment services. With the senior board administration support, a multidisciplinary team of professionals have begun o! ering elementary and secondary level school administrators, an opportunity for interactive professional learning with regard to the learner with ASD. Over the past two years, a series of six workshop sessions have been o! ered in three semesters, on the following topics: PPM 140 and De" ning ASD/Learners’ Strengths and Needs; Principles of ABA; The IEP and the Student with ASD; Behaviour Management, Safety Plans and Principles of CPI (Crisis Prevention Intervention); and Transition Planning and Support for Sta! , Students, and Parents. Of note, the topic of Behaviour Management is divided into two sessions, one on Functional Behaviour Assessment (FBA), and the other on Behaviour Support Plans (BSP). The FBA session includes a systematic, proactive and user-friendly version of informal FBA that can be completed in schools by teaching and support sta! for students presenting with mild to moderate behaviour problems. Developed by Drs. Loman and Borgmeier from Portland State University, this has been referred to as Practical FBA. At the YRDSB, Practical FBA training and resources are currently being trialed with regional teams in Student Services and in ASD administrator training, with positive feedback. Future collaborative opportunities for this work are currently being explored with Dr. Rob Horner at the University of Oregon and Dr. Sheldon Loman at Portland State University.

With YRDSB as a case example, those attending this session will learn about one approach to system-wide implementation of PPM 140 in a school board and how to organize professional learning for school administrators related to ASD and ABA. They will also be provided with practical tools and resources to support school sta! and students with ASD, in terms of key areas of need: socialization, communication, and behaviour.

Interested in this session?You can attend in Toronto or through Webinar during:Early Morning SessionOption C

You can attend in Barrie during:Early Morning SessionOption C

Kelly Boyko, Ph. D.Managing Psychologist - Behaviour & Complex

NeedsYork Region District

School Board

Lois Alderson-WigeliusASD Consultant

York Region District School Board

Kelly FloodSpeech-Language

Pathologist, Autism TeamYork Region District School

Board

Susan VernonABA Facilitator - Complex

Needs ServicesYork Region District School

Board

Presenters


BREAKOUT OUTLINESTEACCH (Treatment and Education of Autistic and Related Communication Handicapped Children) & ABA

This session will highlight the impact of TEACCH (Treatment and Education of Autistic and related Communication Handicapped Children) and ABA principals within a junior/intermediate self-contained life skills class. The class is composed of students on the autism spectrum, as well as students diagnosed with intellectual or physical disabilities.

Through video and presentation, we will demonstrate speci" c ABA strategies including positive reinforcement and prompt fading, which have increased the independence and decreased the disruptive behaviours of the students within the class. Data will be shared as evidence of this successful programming. We will highlight the physical and visual structures and supports within the classroom that contribute to the success of the classroom program.

The presentation will focus on the use of TEACCH, where the physical and environmental structure of the classroom meets each of the student’s individual strengths and needs.

Video footage will include the students within their classroom environment as well as their home. There will be interviews with a parent, support workers and a Board certi" ed ABA specialist who will be commenting on how structure, collaboration and environment have a signi" cant impact on positive behavioral changes.

The Interactive component will allow the participants to collaborate with their table groups while working on a graphic organizer to develop a plan of action for a client with whom they are working.

Interested in this session?You can attend in Toronto or through Webinar during:Early Morning SessionOption BAfternoon SessionOption H

You can attend in Barrie during:Early Morning SessionOption BAfternoon SessionOption H

Susan BondenSelf-Contained Classroom

TeacherHalton District School

Board

Valerie KlempaItinerant Teacher

Halton District School Board

Autism Services

Kellie PoulosItinerant Educational

AssistantHalton District School

BoardAutism Services

Presenters

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