2-day-Conference

 

Please fill out the information below and a WPS representative will be in contact to complete your registration.

Overview

Learn more about autism spectrum disorder at this educational 2-day conference sponsored by WPS. You will gain an understanding of a neurodevelopmental model and recent neuroimaging and neuropsychological findings that support differential diagnosis. Plus, you will learn about two unique assessment instruments designed to improve accurate diagnosis and treatment planning for this complex disorder. 

Date:         Thursday and Friday, Dec. 5–6, 2019
Location:  Holiday Inn Chicago Mart Plaza River North

                  350 West Mart Center Drive
                  Chicago, IL 60654

$275.00 for the 2-day conference includes up to 12 CE credits for attending all 4 sessions, along with one WPS-published kit of your choice:

WPS would like to thank the Chicago School of Professional Psychology for their assistance with this event.

If you wish to book a room for overnight accommodations at this hotel call 855.268.0372 and mention the discount code: WPS. Reservations must be made by November 4, 2019, to receive the discounted reservation rate ($199.00 per night). Receive discounted hotel rates, CE credits, and a free ticket to the One of a Kind Show at the nearby Merchandise Mart!

 

4 speakers. 3 CE credits per session.

Participants

This conference is designed for both clinicians and researchers. Assessment professionals, such as clinical and school psychologists and speech–language pathologists, will be better prepared to evaluate autism spectrum disorders after attending this conference. 

 

Continuing Education Credits

This conference provides opportunities to earn up to 12 CE credits through participation in four individual 3-credit CE sessions. Upon satisfactory completion of each session you will receive a certificate of completion that is equivalent to 3 contact hours of professional continuing education credit. You must attend each session in full and follow all sign-in and sign-out procedures to receive the certificate for the session—no partial credit will be awarded.  

WPS is approved by the American Psychological Association to sponsor continuing education for psychologists. WPS maintains responsibility for this program and its content.

WPS is approved by the National Association of School Psychologists to offer professional development for school psychologists. WPS maintains responsibility for the program. (NASP Approved Provider #1003)

The educational offerings available through WPS may qualify for continuing education credit as required by a variety of other national, state, and local licensing boards and professional organizations. If you need CE credit from an organization other than those listed, please contact your own board or organization to determine specific course and filing requirements.


Registration Times: 7:30 a.m. to 8 a.m. both days.

Session Times: Conference hours are 8 a.m. to 4:45 p.m. each day, with registration from 7:30 a.m. to 8 a.m. After introductions at 8 a.m., morning sessions are from 8:15 to 11:30 a.m., followed by signing out of the morning sessions and a lunch break (on your own). Sign-in for the afternoon sessions begins at 1 p.m., and afternoon sessions are from 1:15 p.m. to 4:30 p.m., with closing remarks and signing out of afternoon sessions ending the day. Morning and afternoon sessions include a 15-minute break.

Confirmation & Assessment Kit: The cost of registration is $275.00 per person. Upon registering, you will receive written confirmation and be mailed a WPS-published assessment kit of your choice—either a Monteiro Interview Guidelines for Diagnosing the Autism Spectrum, Second Edition (MIGDAS-2) or a Clinical Assessment of Pragmatics (CAPs) kit.

Please note, if your assessment kit is being mailed to an international shipping address, customs fees will apply.

Session Completion Requirements: Certificates of completion will be provided upon satisfactory completion of session requirements. In order to receive your certificate of completion for each session, you must be present for the entire session and follow all sign-in and sign-out procedures. You must also submit a completed program evaluation form at the end of the session. No partial credit will be awarded for a session. 

Refund/Cancellation Policy: To cancel your registration and receive a refund (less a $50.00 administrative fee), you must notify WPS in writing at least 15 days prior to the conference start date. Cancellations received less than 15 days before the conference start date will be subject to a $100.00 administrative fee. The kit must be returned to WPS, in good condition, within seven days of your written request for cancellation. WPS will issue a refund (less the associated administrative fee) only when these materials have been received by WPS. If WPS is not notified in writing of cancellation prior to the conference start date, or if the kit is not returned to WPS in good condition within seven days of your written request for cancellation, no refund of any amount will be issued. The conference registration fee is one fee that covers all four sessions. No partial refunds will be issued for unattended sessions.

In the case of unforeseen circumstances, WPS reserves the right to cancel this conference. In the event of cancellation, WPS will issue a full refund of the registration fee and you will not be required to return the kit. WPS is not responsible for reimbursement for any travel-related expenses, including nonrefundable airline tickets, overnight accommodations, or other expenses.

Special Needs Requests: WPS will make accommodations in accordance with the Americans with Disabilities Act (ADA). If you require specific accommodations, please email consult@wpspublish.com prior to, or at the time of, course registration so that appropriate arrangements can be made.

Questions: Please email consult@wpspublish.com for questions about registration and logistics.

Disclosures: WPS is the CE provider for this conference and the publisher of the MIGDAS-2 and CAPs. WPS provides financial support to the session presenters, which may include an honorarium and travel reimbursement for teaching the session. Instructors who are also authors of WPS-published assessments may additionally receive royalties for the sale of those materials. Instructors are required to disclose such information in advance of the workshop.


Conference schedule

Day 1: December 5, 2019

Session 1 (8:15 a.m. to 11:30 a.m.)

CE credits: 3

Presenter: Margaret Semrud-Clikeman, PhD

Recent Neuroimaging and Neuropsychological Findings in Autism Spectrum Disorder

Instructional Level: Intermediate

Session Overview

This session will provide information about the most recent neuroimaging and neuropsychological findings in autism spectrum disorder (ASD). It will also provide information about the neurological underpinnings in ASD, as well as a brief discussion of how these findings intersect with current theories of ASD. In addition, there will be a discussion of the relation of ASD to Nonverbal Learning Disorder (NVLD). Case examples will be provided to illustrate these differences. Finally, a demonstration of interventions for children with social competence difficulties will be provided.

Session Learner Objectives

Following completion of this session, participants will be able to:

  1. Describe recent neuroimaging and neuropsychological findings in ASD and explain how these relate to theories of ASD
  2. Explain differences between ASD and NVLD
  3. Identify how comorbid diagnoses interact with ASD and its treatment

Disclosures

Dr. Semrud-Clikeman receives financial support from WPS for teaching this session. She has no additional relevant financial disclosures to provide.

Presenter Bio

Margaret Semrud-Clikeman, PhD, received her doctorate from the University of Georgia in 1990. She completed an internship and postdoctoral fellowship at the Massachusetts General Hospital/Harvard Medical School (MGH) and received a postdoctoral neuroscience fellowship at MGH from NIH to study neuropsychology and brain morphology in children with ADHD. Her dissertation was awarded the Outstanding Dissertation of the Year Award from the Orton Dyslexia Society. She continues her research interests in the areas of ADHD and educational neuroscience. Currently, she is working with Dr. Plizska at UTHSCSA on research in ADHD, 18q- syndrome, and autism spectrum disorders.

Dr. Semrud-Clikeman was awarded an NIH grant to study the effects of stimulant medication on neuropsychological functioning. Dr. Semrud-Clikeman and her students have developed a social competence intervention that has been successfully piloted. Dr. Semrud-Clikeman was awarded the 1999 Early Career Contributions award from the National Academy of Neuropsychology and was elected a fellow in that organization in 2009. She has also been awarded support for her work studying NVLD and Asperger Syndrome from a private foundation. Moreover, Dr. Semrud-Clikeman was recently awarded intramural funding for her study of executive function and attentional problems in children who survive cerebral malaria in Malawi. She has published more than 90 articles, 89 chapters, and 6 books, as well as making over 300 presentations at national and international conferences. Dr. Semrud-Clikeman is currently a professor of Pediatrics and is division head of Pediatric Behavioral Neuroscience at the University of Minnesota Medical School. She also has board certification from the American Academy of Child Neuropsychologists.


Day 1: December 5, 2019

Session 2 (1:15 p.m. to 4:30 p.m.)

CE credits: 3

Presenter: Marilyn J. Monteiro, PhD

Autism Conversations: A Framework for Assessment and Intervention Across Age and Ability Levels

Instructional Level: Intermediate

Session Overview

Assessment professionals increasingly face the challenge of recognizing the full range of autism spectrum differences and discussing individual diagnostic results with parents and teachers. Parents and teachers look to assessment professionals to provide a compelling description of the individual child that goes beyond the label of autism. Participants in this session will learn to use a visual framework and descriptive language to individualize the diagnosis of autism spectrum differences across age and ability levels. They will learn to use sensory-based interview techniques that elicit the individual’s singular behavioral profile, including learning how to incorporate the use of the MIGDAS-2 qualitative interview protocols into their autism evaluation measures to effectively make differential diagnostic determinations. Participants will be provided with a comprehensive set of handouts to use as part of their autism evaluation toolkit.

Session Learner Objectives

Following completion of this session, participants will be able to:

  1. Describe the full range of autism spectrum differences in school-aged students (preschool through secondary) through use of a visual organizational framework in line with the DSM-5 and IDEA criteria
  2. Explain the differences across the autism spectrum to parents and teachers
  3. Identify how to use a core group of autism spectrum evaluation tools to make effective diagnostic determinations, including two key tools to conduct a sensory-based diagnostic interview with individuals whose communication skills range from verbally fluent to functionally nonverbal
  4. Develop individualized Brain Style Profiles across at least three age and ability levels 

Disclosures

Dr. Monteiro is the author of the MIGDAS-2 and Autism Conversations, published by WPS. Dr. Monteiro  receives royalty payments from WPS for the sale of these materials, as well as financial support for teaching this session.

Presenter Bio

Dr. Monteiro, a licensed psychologist and licensed specialist in school psychology, is an expert in the area of autism spectrum brain style differences. She is the author of two books and a test protocol and is a frequent speaker at national and international conferences. She maintains a practice in Dallas, Texas, that specializes in supporting individuals with autism spectrum differences and their families. Dr. Monteiro consults in area school districts and provides national training for school psychologists in the areas of autism team evaluations and school-based interventions.

 

Day 2: December 6, 2019

Session 1 (8:15 a.m. to 11:30 a.m.)

CE credits: 3

Presenter: Elaine Fletcher-Janzen, EdD, NCSP, ABPdN

A Neurodevelopmental Approach to the Determination of Autism Spectrum Disorders

Instructional Level: Intermediate

Session Overview

The differential diagnosis of autism spectrum disorder (ASD) requires clinicians to be aware of multiple areas of psychological and neuropsychological functioning. It is an oftentimes complicated process of ruling in and out conditions that may look like ASD but in fact may be quite different and require very different treatment interventions. This session will outline a neurodevelopmental approach to determining ASD via a systematic evaluation of all areas of cognitive, affective, and academic functioning. In addition, ASD profiles on broadband instruments commonly used in psychological assessment will be examined along with the most current affective neuroscience evidence that supports an evaluation of interoceptive abilities.

Session Learner Objectives

Following completion of this session, participants will be able to:

  1. Identify all areas of evaluation in the assessment of individuals with ASD
  2. Select assessment instruments that evaluate cognitive, affective, and academic functioning of individuals with ASD
  3. Relate interoception to individual education plans for individuals with ASD

Disclosures

Dr. Fletcher-Janzen receives financial support from WPS for teaching this session. She has no additional relevant financial disclosures to provide.

Presenter Bio

Elaine Fletcher-Janzen, EdD, NCSP, ABPdN, obtained her doctorate in School Psychology from the College of William and Mary in 1993, and has been a school psychologist in the public school, neuropsychiatric inpatient, and university settings for the past 34 years. Dr. Fletcher-Janzen received her Diplomate in Pediatric Neuropsychology in 2010. She is currently a professor of school psychology at the Chicago School of Professional Psychology, Chicago, Illinois, and past president of the American Academy of Pediatric Neuropsychology.

Dr. Fletcher-Janzen has co-edited and authored 16 books and reference works, including the Encyclopedia of Special Education (Wiley) and the Diagnostic Desk Reference of Childhood Disorders (Wiley). She has recently published the Neuropsychology of Women (Springer), the third edition of the Handbook of Clinical Child Neuropsychology (Springer), and Neuropsychological Perspectives on the Diagnosis of Learning Disabilities in the Era of RTI with John Wiley & Sons. Dr. Fletcher-Janzen’s research interests address affective neuroscience, trauma-informed schools, cross-cultural aspects of cognitive abilities, the impact of socioeconomic status on intelligence scores and the identification of learning disabilities, neuropsychological aspects of chronic illness, and the systematic management of pediatric chronic illness in school and clinical settings.


Day 2: December 6, 2019

Session 2 (1:15 p.m. to 4:30 p.m.)

CE credits: 3

Presenter: Adriana Lavi, PhD, CCC-SLP

Video-Based Assessment Techniques of Social Skills Across Six New Social (Pragmatic) Language Constructs

Instructional Level: Intermediate

Session Overview

This session will introduce modern video-based assessment methods of pragmatic language across six new pragmatics domains (including nonverbal language) that produce a comprehensive pragmatic language profile and discuss how using these results lead to more accurate diagnosis and treatment planning. This presentation will review social communication profiles of individuals with various neurodevelopmental disorders to assist clinicians with differential diagnosis.

Session Learner Objectives

Following completion of this session, participants will be able to:

  1. List and define six new pragmatic language domains for the assessment of social communication judgment and performance
  2. Explain how assessment of non-instrumental, higher-order pragmatic language skills along with paralinguistic decoding and use of paralinguistic codes are critical in differential diagnosis of various neurodevelopmental disorders
  3. Design and create a comprehensive protocol for assessment of social communication judgment and performance based on interactive video-based assessment tasks

Disclosures

Dr. Lavi is the author of the CAPs, published by WPS. Dr. Lavi receives royalty payments from WPS for the sale of these materials, as well as financial support for teaching this session.

Presenter Bio

Adriana Lavi, PhD, CCC-SLP is a practicing licensed speech–language pathologist with over 15 years of experience working with children and young adults who present with autism spectrum and related disorders. She is the owner and CEO of Go2Consult Speech and Language Services, a California Department of Education–certified nonpublic agency, and currently supervises 38 speech–language pathologists and clinical fellows throughout Southern California.

Dr. Lavi has served as an assistant professor at the Department of Communicative Disorders at Loma Linda University and has recently founded the Lavi Institute for Research and Professional Development, which conducts research in the development of reliable and valid standardized and informal assessment tools to address the needs of children and young adults with language impairments. The Lavi Institute is a licensed CEU provider in the state of California. Since 2013, Dr. Lavi has done over 60 presentations and trainings in the area of service provision and assessment of children with autism spectrum and related disorders, throughout the state of California, including numerous school districts and universities. Her primary research interests focus on the areas of social communication. 


Full conference schedule

Day 1

7:30 a.m.–8:00 a.m.      Registration/sign-in for morning session

8:00 a.m.–8:15 a.m.      Welcome and introductions

8:15 a.m.–9:45 a.m.      Recent Neuroimaging and Neuropsychological Findings in Autism Spectrum Disorder

9:45 a.m.–10:00 a.m.    Break

10:00 a.m.–11:30 a.m.  Recent Neuroimaging and Neuropsychological Findings in Autism Spectrum Disorder

11:30 a.m.–11:45 a.m.  Sign-out for morning session (and distribution of certificates)

11:45 a.m.–1:00 p.m.    Lunch

1:00 p.m.–1:15 p.m.      Welcome back & announcements/sign-in for afternoon session

1:15 p.m.–2:45 p.m.      Autism Conversations: A Framework for Assessment and Intervention Across Age and Ability Level

2:45 p.m.–3:00 p.m.      Break

3:00 p.m.–4:30 p.m.      Autism Conversations: A Framework for Assessment and Intervention Across Age and Ability Level

4:30 p.m.–4:45 p.m.      Wrap up/sign-out for afternoon session (and distribution of certificates)

 

Day 2

7:30 a.m.–8:00 a.m.      Registration/sign-in

8:00 a.m.–8:15 a.m.      Welcome and introductions

8:15 a.m.–9:45 a.m.      A Neurodevelopmental Approach to the Determination of Autism Spectrum Disorders

9:45 a.m.–10:00 a.m.    Break

10:00 a.m.–11:30 a.m.  A Neurodevelopmental Approach to the Determination of Autism Spectrum Disorders

11:30 a.m.–11:45 a.m.  Sign-out for morning session (and distribution of certificates)

11:45 a.m.–1:00 p.m.    Lunch

1:00 p.m.–1:15 p.m.      Welcome back & announcements/sign-in for afternoon session

1:15 p.m.–2:45 p.m.      Video-Based Assessment Techniques of Social Skills Across Six New Social (Pragmatic) Language Constructs

2:45 p.m.–3:00 p.m.      Break

3:00 p.m.–4:30 p.m.      Video-Based Assessment Techniques of Social Skills Across Six New Social (Pragmatic) Language Constructs

4:30 p.m.–4:45 p.m.      Wrap up/sign-out for afternoon session (and distribution of certificates)