Conferences

• Speech-Language Pathologists
• Occupational Therapists
• Physical Therapists
• Educators
• Board Certified Behavior Analysts
• Audiologists
• Psychologists
• Social Workers
• Teachers
• Parents

The staggering increase of autism has led clinicians, special educators and parents to rapidly seek the latest evidence-based interventions and acquire the complex specialized skills required to address the unique learning and behavioral challenges facing individuals diagnosed with Autism Spectrum Disorders (ASD) (CDC, 2014; Christensen et al., 2016). Professionals from different disciplines along with families are bound to work together as part of interdisciplinary teams to address the challenges they are faced with. Interdisciplinary team members are constantly faced with differences regarding conceptual and theoretical approaches to autism treatment. Challenges and barriers encountered span from goal selection, data collection procedures, intensity and frequency of sessions, to treatment approaches, which may influence smooth transitions and generalization of skills, and may delay progress or interrupt the learner’s treatment progress.

This Conference brings together distinguished professionals from different disciplines to inform on the science of effective instruction and how relying on scientifically validated learning principles crosses the boundaries of discipline specific approaches, capitalizes on the expertise of each member of the interprofessional team, enhances partnerships among members of an interprofessional team and leads to life-long lasting meaningful positive educational and health outcomes for the learner. The Conference highlights the critical components of compassionate care, perspective taking, functional and meaningful outcome and how bridging the clinician researcher gap enhances an interprofessional collaborative approach to treatment.

Learner Outcomes
At the conclusion of this Conference, participants will be able to:

• Identify elements of compassionate care and perspective taking that fosters positive partnerships among members of an interprofessional team.
• Identify scientifically validated learning principles that apply across disciplines and improve learner outcomes.
• Describe the variables that enhance bridging the clinician researcher gap and enhance a collaborative approach to treatment.

Bridget A. Taylor, PsyD, BCBA-D, is co-founder and CEO of Alpine Learning Group and is Senior Clinical Advisor for Rethink. She is a Board Certified Behavior Analyst and a Licensed Psychologist. Dr. Taylor is President of the Behavior Analyst Certification Board and serves on the Autism Advisory Group for the Cambridge Center for Behavioral Studies. She is past Associate Editor for the Journal of Applied Behavior Analysis and serves as a reviewer on a number of peer review journals. Active in the autism research community, Dr. Taylor has published numerous peer-reviewed articles and book chapters on effective interventions for autism. She is a national and international presenter and serves in an advisory capacity for autism education and treatment programs both locally and abroad. Dr. Taylor was recently recognized by the Association for Applied Behavior Analysis International for her outstanding contributions to behavior analysis and was given ABAI’s Fellow designation. Dr. Taylor is considered a leading authority on effective, and innovative interventions for autism.

Teresa Cardon, PhD, CCC-SLP, BCBA-D, is a dually certified SLP & a BCBA-D and has worked with individuals on the autism spectrum for over 25 years. Dr. Cardon is an Associate Professor at The Chicago School of Professional Psychology. Her research interests include video modeling, interprofessional practice, autism in the media and collaboration bias. Dr. Cardon publishes and presents both nationally and internationally and enjoys supporting educators and clinicians who work with unique populations.

Braxton Baker, MS, CCC-SLP, BCBA, has a master of science degree in communication sciences and disorders specializing in speech-language pathology, is a Board Certified Behavior Analyst (BCBA) and a life coach. In addition to his credentials above he has pursued additional education in counseling psychology, academic instruction and sensory-motor integration to further develop a whole person approach to growth and development. Braxton has worked with a wide variety of populations and diagnosis around the country with an emphasis in severe and multiple disabilities and assistive technology including augmentative and alternative communication. His continued education has drawn him to further focus on accessing cognitive development across the lifespan and its effects on learning and social interaction.

Deirdre Muldoon, PhD, CCC-SLP, BCBA, is an assistant professor at the College of Saint Rose, Albany, New York, teaches graduate and undergraduate students and is pursuing a research agenda in evidence based practices in speech-language pathology and applied behavioral analysis.

Lina M. Slim, PhD, BCBA-D, CCC-SLP, is a dually certified SLP & BCBA-D with over 30 years-experience, specializing in the diagnosis and management of children with autism, neurodevelopmental and behavioral disorders, and apraxia. She is Founding Executive Director of ASAP – A Step Ahead Program, LLC, since 2004. Dr. Slim is an Adjunct Assistant Professor at The Chicago School of Professional Psychology (TCSPP), ABA Online Program. Dr. Slim’s clinical and research interests focus on disseminating best practices in the application of the science of behavior analysis, training staff to gain competencies in the application of behavior learning principles, empowering families with the knowledge and skills necessary to advocate for implementation of best practices for their children, and promoting a culture that embraces interprofessional education and collaborative practice with a family centered approach. Dr. Slim presents and consults nationally and internationally, in the areas of autism, apraxia, speech-language assessment and interventions, evidence-based practices, parent and staff training, and interprofessional education and collaborative practice, and has published peer-reviewed research. Dr. Slim is the recipient of the 2005 Children Empowerment Award, the 2015, 2016, 2017, 2018, 2019 ASHA ACE award and the 2014 New Jersey Speech-Language-Hearing Association (NJSHA) Distinguished Clinical Achievement Award. She is Chair of NJSHA Interprofessional Autism Conference (IPAC), Board of Directors Member of the Association for Science in Autism Treatment (ASAT), Co-Chair of the NJSHA-NJABA Collaborative Practice Group, Chief Communication Officer Liaison of Behavior Analysis and Supervision SIG to the Association for Behavior Analysis International (ABAI), Board Member of ABAC, Inc., Internal Continuing Education Committee (ICEC), Executive Member of the Speech Pathology and Applied Behavior Analysis (SPABA) ABAI SIG and the BACB Subject Matter Expert on the Item Review Committee. Dr. Slim is an ABAI approved coordinator for the Versified Course Sequence (VCS) for the BCBA certificate, at the American University of Beirut Medical Center (AUBMC), Child and Youth Psychiatry – Mental Health Training Institute. Dr. Slim is a full member of the Behavior Analyst Certification Board (BACB), NJSHA, NJABA, ABAI and the Association of Professional Behavior Analysts (APBA).

8:30 am – 8:35 am	Opening Address
8:35 am – 9:35 am	Bridget A. Taylor, PsyD, BCBA-D	Keynote Address – Where Compassion Meets Science: From Self-Care to Team-Care ( 0.1 ASHA CEUs, 1 BACB Learning CEs )
9:35 am – 9:40 am	BREAK
9:40 am – 10:55 am	Teresa Cardon, PhD, CCC-SLP, BCBA-D	Perspective Taking in the Workplace: Practicing What We Preach (0.125 ASHA CEUs, 1.5 BACB Learning CEs)
10:55 am – 11:00 am	BREAK
11:00 am – 12:15 pm	Braxton Baker, MS, CCC-SLP, BCBA	Science Has No Borders: Merging Daily Activities and Naturalistic Settings Into Treatment (0.125 ASHA CEUs, 1.5 BACB Learning CEs)
12:15 pm – 12:45 pm	BREAK
12:45 pm – 2:00 pm	Deirdre Muldoon, PhD, CCC-SLP, BCBA-D	Using Implementation Science to Promote Effective, Collaborative Practices (0.125 ASHA CEUs, 1.5 BACB Learning CEs)
2:00 pm – 3:15 pm	Lina M. Slim, PhD, BCBA-D, CCC-SLP (Moderator); Bridget A. Taylor, PsyD, BCBA-D; Teresa Cardon, PhD, CCC-SLP, BCBA-D; Braxton Baker, MS, CCC-SLP, BCBA; Deirdre Muldoon, PhD, CCC-SLP, BCBA-D; Natalie Neubauer, EdD, CCC-SLP	Panel Discussion – How Bridging the Clinician Researcher Gap Enhances a Collaborative Approach to Treatment (0.125 ASHA CEUs, 1 BACB Learning CEs)
3:15 pm	ADJOURN

Rates:

• NJSHA Members: $100
• NJSHA Student Members: $0
• Non-Members: $125
• Student Non-Members: $25
• Parents (CEUs not available): $25

Payment Methods:

• Checks payable to NJSHA and mail to 174 Nassau Street, Suite 337, Princeton, NJ 08542.
• Credit card services are available. (Visa, MasterCard, Discover and AMEX).
• Purchase Orders: Purchase orders are only accepted with the approved purchase order paperwork and attendee registration form. No registration forms will be accepted without an approved Purchase Order. Space will not be held unless all completed paperwork is received.

Registrants must be a current NJSHA member to register at the member rate.

Online Registration: (with credit card payment only)

• NJSHA Members, click here to register.
• Non-Members, click here to register.

Printable Registration Form

All registrants will receive confirmation by email.
Requests for refunds must be made in writing by emailing info@njsha.org and received by January 22, 2021. A $25 administration charge will be deducted from your refund.

This program is offered for 6.5 BACB Learning CEs provided by Seton Hall University. Seton Hall University is an Approved Provider of BACB Continuing Education.

Presenter Disclosures

In school, students are called on daily to listen, speak, read, write, calculate and learn in often noisy and distracting school environments. Working memory is well-established as essential to success with all of these demands and it poses real difficulties for students whose language development is atypical. This two-part series will focus on effective clinical management of students with limited verbal working memory capacity. We will begin by exploring how working memory is both influenced and constrained by cognitive systems. Then, we will turn to examining working memory’s influence on students’ ability to comprehend and produce both spoken and written language. In doing so, we will consider research-informed treatment approaches, including interprofessional collaboration. Opportunities for active participation will be provided, allowing attendees to consider how concepts apply to their own clients and intervention settings.

At the conclusion of this Conference, participants will be able to:

• Describe the systems involved in verbal working memory (executive functions, language, memory).
• Explain how working memory limitations affect listening, speaking, reading and writing.
• Design evidence-informed treatment and interprofessional collaboration on behalf of students whose academic performance is constrained by verbal working memory.

Bonnie Singer, PhD, CCC-SLP, is the founder and CEO of Vivido, LLC, which gives educators, schools and school districts worldwide methods for teaching language, literacy and learning for students who struggle most. For her entire career, Dr. Singer has been interested in the ways in which language and cognition interrelate to support and constrain spoken and written language and academic performance. She is particularly passionate about working with students who struggle with executive functions and written expression. In partnership with Dr. Anthony Bashir, Dr. Singer developed EmPOWER™, a method for teaching expository writing, Brain Frames®, visual tools that organize language, Unlocking Sentences, an approach to teaching sentence comprehension, as well as the Qualitative Writing Inventory and Me & My Writing/My Students’ Writing assessment scales. Her primary research and numerous publications focus on the relationship
between spoken and written language, cognition, spatial processing and self-regulated learning. In addition to her lead role at Vivido, Dr. Singer is the CEO of Architects For Learning, where she directs an interdisciplinary staff that provides education intervention, assessment and consultation services in the Boston area.

Part 1 – Wednesday, March 3, 2021

6:30 – 6:35 pm	Welcome Dawn J. Dennis, MA, OG-TT, CDT, President, NJIDA Introduction of Speaker Susan Kemp, MA, LDT-C
6:35 – 6:45 pm	Overview, ground rules
6:45 – 7:00 pm	What’s involved in remembering? Who’s at risk? Implications for students with working memory limitations
7:00 – 7:45 pm	Influence of working memory limitations on listening; treatment implications
7:45 – 8:30 pm	Influence of working memory limitations on reading; treatment implications
8:30 – 8:35 pm	Key takeaways, Q&A
8:35 pm	Adjourn Part 1

Part 2 – Wednesday, March 10, 2021

6:30 – 6:35 pm	Welcome Robynne Kratchman, MS, CCC-SLP, President, NJSHA Introduction of Mae Balaban Scholarship Winners Georgette C. Dickman, MA, LDT/C, OG-ThT
6:35 – 6:45 pm	Recap Part 1, lingering questions from Part 1
6:45 – 7:30 pm	Influence of working memory limitations on speaking; treatment implications
7:30 – 8:15 pm	Principles guiding intervention and accommodations across settings
8:15 – 8:25 pm	Key takeaways, Q&A
8:35 pm	Adjourn Part 2

Rates:

• NJSHA Members / NJIDA Members: $90
• Non-Members: $115
• Students: $25

DISCOUNT: School districts can send five teachers for the price of four. Please submit the five registration forms together. (Online regisration is not available for groups.)

Payment Methods:

• Checks payable to NJSHA and mail to 174 Nassau Street, Suite 337, Princeton, NJ 08542.
• Credit card services are available. (Visa, MasterCard, Discover and AMEX).
• Purchase Orders: Purchase orders are only accepted with the approved purchase order paperwork and attendee registration form. No registration forms will be accepted without an approved Purchase Order. Space will not be held unless all completed paperwork is received.

Registrants must be a current NJSHA member to register at the member rate.

Online Registration: (with credit card payment)

• NJSHA Members, click here to register.
• Non-Members and NJIDA Members, click here to register.

Printable Registration Form

All registrants will receive confirmation by email.
Requests for refunds must be made in writing by emailing info@njsha.org and received by February 24, 2021. A $50 administration charge will be deducted from your refund.

This course is offered for 0.4 ASHA CEUs (Intermediate Level, Professional Area).
This course is offered for 4 Professional Development Hours.
Eligible for IMSLEC and IDA Certification CEUs.
Must attend both days. No partial credit given.

Presenter Disclosures:
Relevant Financial Relationships: Dr. Bonnie Singer will be receiving an honorarium from NJSHA and NJIDA for her presentation. She will also be referencing case studies from her place of employment, Vivido and Architects For Learning.
Relevant Non-Financial Relationships: Dr. Bonnie Singer does not have any non-financial relationships to disclose.
Product Disclosure: Dr. Bonnie Singer will be discussing her method of teaching expository writing, Brain Frames. She will also reference other related products.

Dr. Mae J. Balaban, an innovative member of NJIDA and NJSHA, was the driving force behind numerous teacher-training initiatives. In 1998 recognizing the positive potential of a joint conference, Dr. Balaban formed the “Spring Conference Committee” that brought the finest researchers and clinicians to New Jersey under her leadership for 16 years. To honor her memory, a limited number of scholarships are available to NJSHA and/or NJIDA members currently providing structured literacy instruction to individuals (preschool through adulthood) who are experiencing difficulty learning to decode and comprehend text.

Visit https://nj.dyslexiaida.org for details and application.

Printable Conference Brochure

Tiffany P. Hogan, PhD CCC-SLP, is Director of the Speech and Language (SAiL) Literacy Lab and Professor in the Department of Communication Sciences and Disorders at MGH Institute of Health Professions in Boston, MA. Dr. Hogan studies the genetic, neurologic, and behavioral links between oral and written language development, with a focus on implementation science for improving assessment and intervention for young children with speech, language and/or literacy impairments. Her research is funded by the National Institutes of Health’s National Institute on Deafness and Other Communication Disorders and the Department of Education’s Institute of Education Sciences. Dr. Hogan teaches online graduate courses in literacy assessment and intervention and leading literacy change. She is an advocate for children with communication disorders including Developmental Language Disorders, Dyslexia, and Speech Sound Disorders. She is co-founder of the DLD informational website: www.dldandme.org, she hosts a podcast, SeeHearSpeak Podcast (www.seehearspeakpodcast.com), and she is an elected board member for the Society for the Scientific Studies of Reading. Her career achievements have been acknowledged through receipt of numerous awards and fellowships including an Award for Early Career Contributions in Research and Lifetime Fellow bestowed by the American Speech-Language-Hearing Association, and a Faculty Excellence in Research Award from the MGH Institute. Find her on twitter (@tiffanyphogan), Facebook (sailliteracylab), Instagram (@seehearspeakpodcast) or the web (www.mghihp.edu/sail).

In this full day Conference, recent research on the language basis of reading will be reviewed through a developmental lens. Poor reader subgroups – dyslexia and developmental language disorder – will be described with a focus on early identification and intervention within the context of current legislation and advocacy efforts.

Learner Outcomes: At the conclusion of this conference, participants will be able to:

• Explain the main components of language and how they support reading comprehension.
• List two ways that reading comprehension changes over time.
• List one way dyslexia is the same as developmental language disorder and one way they are different.
• Identify one fact about #DevLangDis and/or #Dyslexia.
• Identify one way you will change your classroom/clinical practice, based on what you learned today.

	75 Minutes	Language Basis of Reading Comprehension
	90-Minutes	Poor Reader Subgroups: Assessment
	75 Minutes	Poor Reader Subgroups: Intervention
	60 Minutes	Legislation and Advocacy, Conclusions, Question and Answers

Rates:

• NJSHA Member: $100
• NJSHA Student Member: $0
• Non-Member $190
• Non-Member Student $25

NJSHA Members, click here to register.
Non-Members, click here to register.

This course is offered for 0.5 ASHA CEUs (Intermediate Level, Professional Area)

Presenter Disclosure:
Financial Disclosure: Tiffany Hogan is receiving an honorarium from NJSHA for her presentation. She will also be referencing her place of employment, MGH Institute of Health Professions. She also received a grant from National Institutes of Health.

Non-Financial Disclosure: Tiffany Hogan is a board member of Society for the Scientific Studies of Reading and a RSAC Committee Member for the American Speech-Language Hearing Association.