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). Consequently, professionals from different disciplines will more likely find themselves working as part of an interdisciplinary team alongside colleagues and parents that draw from different theoretical and cultural backgrounds. While working on teams may provide opportunities for dissemination of the evidence-based autism interventions, most practitioners have received little to no formal professional development and training on effective collaborative competencies when working with colleagues from different disciplines and cultural and theoretical backgrounds (Slim & Rueter-Yuill, 2021). Tensions, confusion and disagreements are bound to happen especially as all professionals of the interdisciplinary team are advocating for their right to practice while competing for finite resources (Spencer, Slim, Cardon & Morgan, 2020). While potential conflict exists between practitioners, there is an increased recognition for the need to seek professional development and training collaborative competencies and a set of guidelines that foster building effective and healthy relationships amongst all professionals of the team and promote effective interprofessional collaborative practices that are culturally responsive. This presentation will provide a framework for applying ethical interprofessional education and collaborative practices, identify challenges to collaboration and provide suggestions to addressing them through the lens of culturally aware practices and cultural humility, and offer suggestions for a systems approach that promotes effective interprofessional collaboration.

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

• Identify elements of culturally responsive practices that foster positive partnerships among members of an interprofessional team.
• Identify a set of neurodiversity principles to guide individualization of supports and promote interprofessional collaborative practices.
• Describe scientifically validated learning principles that enhance interprofessional collaborative practices.

Trina Spencer, PhD, BCBA-D, is an associate professor at the Rightpath Research & Innovation Center in the Department of Child and Family Studies, University of South Florida. She earned a specialist degree in school psychology and a PhD in disability disciplines from Utah State University with emphases in language and literacy and early childhood special education. She has been a board certified behavior analyst since 2001. Dr. Spencer has worked with culturally, linguistically and economically diverse children as well as children with disabilities, their teachers and their families for 20 years. She has published 51 articles in peer-reviewed journals, five book chapters, and 22 non-peer reviewed articles, briefs or encyclopedia entries. Much of her research has resulted in commercialized or open access educational materials, most of which are available at trinastoolbox.com. She has two current Institute for Education Sciences (IES) funded projects related to academic language and literacy interventions for at risk students. Her publications and editorial service span a number of disciplines including applied behavior analysis, speech-language pathology, early childhood education, special education, applied linguistics and school psychology. She serves as the chair for the American Speech-Language-Hearing Association’s (ASHA) committee on Clinical Research, Implementation Science and Evidence-Based Practice (CRISP), leads a national network of early childhood researchers who study Multi-Tiered Systems of Supports (MTSS), serves on the executive committee of the Speech Pathology ABA (SPABA) special interest group and serves as an editorial board member for Language-Speech-Hearing Services in Schools (LSHSS). Dr. Spencer led the ABAI Practice Board workgroup to develop the resource document entitled, Interprofessional Collaborative Practice Between Speech-Language Pathologists and Behavior Analysts. Benefitting from strong collaborations with community partners, Dr. Spencer maintains a spirited research agenda to improve the academic and social outcomes of the nation’s most vulnerable students.

Landria Seals Green, MA, CCC-SLP, BCBA, has garnered a reputation as an engaging speaker, clinical program designer, and a leader with a systematic and practical perspective in organization behavior management. Her background as a speech-language pathologist and Board Certified Behavior Analyst is supported by work within the clinical field for more than 20 years. Landria founded Momentum Autism Therapy and later merged her organization with Blue Sprig Pediatrics. She is currently the Clinical Market Director for the Midwest Region. Landria has extensive practice in social communication, curriculum and program development for learners with autism. She is the co-founder of the ABA Taskforce, an organization that supports Diversity, Equity and Inclusion across the industry of applied behavior analysis as well as health and social justice issues seen in the community at large. She has been a ground-breaking speaker for more than ten years in clinical training and diversity-equity-inclusion within the clinical field. Landria is now working on her PhD in special education at the University of Illinois Urbana-Champaign. Her undergraduate studies were completed at the University of Illinois at Urbana-Champaign with graduate coursework completed at Northwestern University. Education in Applied Behavior Analysis was completed at FIT and University of North Texas. Landria is from the Southside of Chicago, and lived in Connecticut and Michigan for a number of years. She now resides in Illinois with her amazing husband Alfred and their children, Adam and Alison.

Valerie M. Volkert, PhD, BCBA-D, associate professor (pediatrics), is a psychologist program manager in the Children’s Multidisciplinary Feeding Program at Marcus Autism Center. She received her doctorate in school psychology from Louisiana State University in 2007. She was previously faculty at the Munroe-Meyer Institute, and adjunct faculty at the University of Nebraska at Omaha, where she became the Training Director for the Applied Behavior Analysis PhD Program and Center for Autism Spectrum Disorders. In 2015, Dr. Volkert joined the Marcus Autism Center. She sees patients in intensive day treatment and outpatient at the feeding program, supervises interns and residents, and pursues lines of clinical research. Of particular interest are treatments to address Avoidant and Restrictive Food Intake Disorder and increase advanced feeding skills (e.g., chewing). She has authored four book chapters and published 37 peer-reviewed research studies in multiple journals, including the Journal of Applied Behavior Analysis, the Journal of Pediatrics, Research in Developmental Disabilities, Behavior Modification, and Behavior Analysis in Practice. Dr. Volkert served as the Editorial Assistant for the Journal of Applied Behavior Analysis from 2008 to 2010. She serves on the board of editors for two journals and as associate editor for the Journal of Applied Behavior Analysis.

Rashelle Centor Berry, MPH, MS, RDN, LD, is a nutrition manager for the Feeding Program at Marcus Autism Center and Children’s Healthcare of Atlanta. She has worked in this program for more than 10 years. Rashelle received her master’s in public health in epidemiology from Emory University and her master of science in nutrition from Georgia State University. Rashelle’s clinical work and research focuses on the nutrition and growth of children with feeding disorders. Her primary areas of interest include nutritional deficiencies in children with food selectivity, standardization of weaning children from tube feedings and the nutrition treatment of GI disorders. Rashelle has given numerous presentations across the country on the topic of feeding disorders in an effort to disseminate information to clinicians and caregivers.

Erin Gustafson, MS, CCC-SLP, is a certified speech-language pathologist for the Multidisciplinary Feeding Program at Marcus Autism Center and the Center for Advanced Pediatrics (CHOA). She is currently responsible for providing assessment, intervention and caregiver training for patients with dysphagia and/or swallow safety concerns. Erin received her undergraduate degree in communication sciences and disorders from the University of Georgia and her master’s degree in speech-language pathology with an added certificate in Aural Habilitation from the University Tennessee Health Science Center-Knoxville (UTHSC). Through her graduate program, Erin gained unique clinical experience evaluating, diagnosing and treating children with diverse diagnoses by completing her medical internship in CHOA’s Comprehensive Inpatient Rehabilitation Unit at Scottish Rite Hospital. Following her graduation from UTHSC, she began her career by completing her clinical fellowship in Georgia, delivering speech-language services to students with a variety of communication and developmental disorders through contracts with local school systems.

Cindy Gevater, PhD, BCBD-A, is an assistant professor in the Department of Speech and Hearing Sciences at the University of New Mexico (UNM). She received a BA in psychology from the University of Virginia (UVa), an MT in special education from UVa and a PhD in early childhood special education from the University of Texas at Austin. Dr. Gevarter is a certified special education teacher as well as a board certified behavior analyst at the doctoral level (BCBA-D). Gevarter’s research and teaching interests focus on communication intervention and assessment or young children with autism spectrum disorder and related disabilities. Her research has focused on augmentative and alternative communication, naturalistic early communication intervention, and communication partner training for early intervention providers and parents. She is the Program Director of Project SCENES (Social-communication: Collaborating Early with Naturalistic, Evidence-Based Supports), an interdisciplinary grant that will fund and train speech-language pathology and special education masters students interested in autism.

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).

Cassandra Medrano was born and raised in Austin, Texas, and has an identical twin. She was named student of the year in Office Education during her last year of high school. She received her associates degree in Criminal Justice and will pursue her bachelor’s degree soon. She’s been employed by the State of Texas for more than 25 years. Cassandra enjoys running and has completed more than 35 marathons to date. Her main priority and passion in life is raising her 12-year-old twin boys, Andrew, and John. Both boys are energetic and have hobbies and goals of their own. John is in, and likes cross country and enjoys art, participating in internship programs, studying to be an attorney and spending time with his family and twin brother. Her son Andrew is loveable, smart and has autism. He enjoys school, going to the movies, park and the mall. He is non-verbal and Cassandra endlessly advocates for his appropriate education that meets his individual needs. Cassandra knows how important it is to be included and continuously teach both boys not to let anyone dismiss their dreams, voice and opportunities to be successful.

8:30 am – 8:35 am EST	Opening Address
8:35 am – 9:35 am EST	Trina Spencer, PhD, BCBA-D	Keynote Address – Finding My Story: An Interprofessional Journey to Overcome Disciplinary Centrism (0.1 ASHA CEUs, 1 BACB Learning CEs )
9:35 am – 10:35 am EST	Trina Spencer, PhD, BCBA-D	Collaboratively Supporting Academic Language of Autistic Students: The Intersection of Neurodiversity and Cultural Reciprocity (0.1 ASHA CEUs, 1 BACB Learning CEs)
10:35 am – 10:45 am EST	BREAK
10:45 am – 11:45 am EST	Landria Seals Green, MA, CCC-SLP, BCBA	Considerations for Navigating the Cultural Social Landscape of Play (0.1 ASHA CEUs, 1 BACB Learning CEs)
11:45 am – 12:15 pm EST	LUNCH BREAK
12:15 pm – 1:30 pm EST	Valerie Volkert, PhD, BCBA; Erin E. Gustafson, MS, CCC-SLP; Rashelle Centor Berry, MPH, MS, RDN, LD	Culturally Sensitive and Effective Collaborative Practices When Addressing Feeding Challenges in Children With Autism (0.125 ASHA CEUs, 1.5 BACB Learning CEs)
1:30 pm – 2:30 pm EST	Cindy Gevarter, PhD, BCBA-D	Using AAC When Working with Culturally and Linguistically Diverse Families: Whose Perspective is it? (0.1 ASHA CEUs, 1 BACB Learning CEs)
2:30 pm – 2:40 pm EST	BREAK
2:40 pm – 3:55 pm EST	Moderator: Lina M. Slim, PhD, BCBA-D, CCC-SLP; Panelists: Trina Spencer, PhD, BCBA-D; Landria Seals Green, MA, CCC-SLP, BCBA; Valerie Volkert, PhD, BCBA; Erin E. Gustafson, MS, CCC-SLP; Rashelle Centor Berry, MPH, MS, RDN, LD; Cassandra Medrano	How Cultural Responsiveness and Humility Enhance a Collaborative Approach to Treatment (0.125 ASHA CEUs, 1.5 BACB Learning CEs)

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 – COMING SOON

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 – Will be posted in December 2021

Rates:

Registration Online to Watch Today

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

Sampling Utterances and Grammatical Analysis Revised (SUGAR) is a free, easy, valid, evidence-based language sample analysis (LSA) method for use with children 3-10 years of age. In this practical presentation, participants will be taken through a brief history of SUGAR’s development and a description of its use in LSA with an emphasis on hands-on application, specifically collection and analysis of language samples, and identification of possible intervention targets. By the conclusion of the workshop, participants should be able to use SUGAR in their assessment of the language of children.

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

• Discuss reasons to include a language sampling when assessing children’s language.
• Describe current language assessment practices.
• Calculate the four SUGAR metrics.

1 hour	LSA Background, Use, Intro to SUGAR (robust sample)
1 hour	SUGAR transcription
1 hour	SUGAR analysis
90 minutes	SUGAR Analysis (hands on practice)
90 minutes	SUGAR Norms, Making Diagnostic Decisions and Planning Intervention

Stacey Pavelko, PhD, CCC-SLP, FNAP, is currently pursuing a year of SUGAR and other research. Previously, she was an associate professor and assistant program director for the MS-SLP program at the University of St. Augustine for Health Sciences. She was also an associate professor and Undergraduate Program Director at James Madison University. Her research interests include language and literacy development and disorders in preschool and early school-aged children, language sample analysis and IPE/IPP. She has published numerous research articles and book chapters and presented extensively at local, national and international venues.

Robert E. Owens, Jr., PhD, CCC-SLP (“Dr. Bob”) is a Professor at the College of St. Rose in Albany, NY, and a New York State Distinguished Teaching Professor. In 2015, he was awarded Honors of the American Speech-Language-Hearing Association. He teaches courses in language development and language disorders and is the author or co-author of four textbooks. He has written a score of book chapters and professional articles. Recently, he has co-developed SUGAR (Sampling Utterances and Grammatical Analysis Revised). Dr. Bob has presented more than 230 professional papers and workshops around the globe. His professional interests are language disorders in infants, toddlers and preschoolers who are also some of his best friends. And he’s a gran’pa!

Presenter Disclosure:
Financial Disclosure: Stacey Pavelko is receiving an honorarium and travel support from NJSHA for her presentation. She will also be referencing SUGARLanguage, LLC., a company in which she is co-owner.

Non-Financial Disclosure: Stacey Pavelko is a board member of SUGARLanguage, LLC.

Financial Disclosure: Robert E. Owens, Jr. is receiving an honorarium and travel support from NJSHA for his presentation. He will be referencing SUGARLanguage, LLC., a company in which he is co-owner. He will also reference his place of employment, College of St. Rose.

Non-Financial Disclosure: Robert E. Owens, Jr. does not have any non-financial relationships to disclose.

Product Disclosure: SUGARLanguage Workshops will be mentioned as well as other related products.

This session will address the movement from cultural competence towards cultural humility/responsiveness in the education and healthcare professions. Currently a medley of terms exist over the best term to address cross-cultural challenges in service delivery. Since the field of CSD continues to require cultural competence as part of the standards it must be aware of the variety of terms. This presentation will address the importance of providing clinical supervision utilizing a lens of cultural humility and responsiveness when entering clinical encounters.

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

• List the differences between cultural competence, cultural humility, cultural competemility and cultural responsiveness.
• Describe how cultural humility/responsiveness can be applied to the profession of communication sciences and disorders and the role it plays in effective supervision.
• Evaluate their own biases and cultural values and how it relates to effectively supervising.
• Identify what microaggressions are and how it impacts a clinical encounter.

5 Minutes	Introductions and Disclosures
15 Minutes	Defining Cultural Competence, Cultural Humility, Cultural Competemility, and Cultural Responsiveness
15 Minutes	Describe how cultural humility/responsiveness can be applied to clinical supervision
15 Minutes	Define a microaggression and provide examples of each type
15 Minutes	Discuss how to check your biases during clinical encounters; discuss checklist of tips before, after and during a clinical encounter
25 Minutes	Discuss case scenarios
15 Minutes	Conclusion and Wrap-Up
15 Minutes	Questions from the audience

Kyomi D. Gregory, PhD, CCC-SLP, is an assistant professor at Pace University in the communication and sciences disorders program. Her research interests include child language acquisition and assessment in culturally and linguistically diverse populations, parent/teacher training and prevention models in speech-language pathology, inter-professional education and regional dialect differences.

Rates:

• NJSHA Members: $30
• Non-Members: $50

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).

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

Online Registration: (with credit card payment)

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

This course may be eligible for the ASHA supervision requirement.

Presenter Disclosures:
Relevant Financial Relationships: Kyomi Gregory will be receiving an honorarium from NJSHA for her presentation. She is a salaried assistant professor in the Communication Sciences at Pace University.
Relevant Non-Financial Relationships: Kyomi Gregory does not have any non-financial relationships to disclose.