2nd Autism Conference Call for Papers

Alaska Autism Society of Alaska Conference Call for Papers

The Autism Society of Alaska’s 2nd Annual State Conference will be held October 5th and 6th in Fairbanks Alaska. 

If you wish to submit a proposal to present at one or more sessions at our 2017 conference, please note the following important information:

  • Submissions will only be accepted at our email address: autism907@gmail.com
  • All submissions must be received by August 8th, 2017.
  • A disclosure form (identifying potential conflicts of interest) will be required for all presentations. Please note the Autism Society of Alaska conference presentations cannot promote or advertise a commercial product or service without disclosure. All presentations will be permitted at the discretion of the Autism Society of Alaska.
  • All selected presenters will be notified by August 22nd, 2017.
  • All presenters must register for the conference.  Attendance fees will be waived for presenters. A registration code will be sent to speakers once approved.

 

BEFORE YOU SUBMIT – THINGS TO CONSIDER

 

The Autism Society uses People First language and encourages you to do the same. When preparing your proposal, keep in mind the audience is professionals, individuals on the autism spectrum, family members and advocates. Your presentation must encompass something for everyone and language should reflect the diversity of our conference attendees.

 

Presentations should include how your topic would help the audience to learn more about or help achieve one or more of these according to the lifespan topics indicated:

  1. Adult topics: Self-advocacy, transition, relationships, self-identity, housing pathways.
  2. Employment: What are options for employees & employers?
  3. Alaska Insurance: Medicaid, Alaska required insurance & social security.
  4. Financial: Abel Act, setting up a trust, care when primary providers are gone.
  5. Communication: Alternative communication options for nonverbal individuals, as well as the providers. Caregivers and support systems.
  6. IEP/504: What is an IEP, how do I get one, what does it allow, is this just for education or for college and employment as well?
  7. Healthy Lifestyles: How to spark interest and get started and what is available in Alaska?
  8. Diagnosis: Who can diagnose in Alaska. How to get a diagnosis as a minor as well as an adult. What is the next step after receiving a diagnosis?
  9. Services: What agencies, services and therapies are available in Alaska? What are the programs (i.e care coordination, STAR, mini grants, wait list, waivers, TEFRA, tri-care ECHO (military) respite, day habilitation, in home support , job coaches)
  10. Home therapies: What are things that can be done at home to help with sleep, eating, transitions, family and community engagement and interactions?
  11. Families: How can we support our siblings? How can we maintain healthy relationships, friendships and marriage? What can I do when I feel overwhelmed or underwhelmed about being a primary caregiver? How can we manage through everyday stresses?

STEPS & INSTRUCTIONS: Presenters

Biographical Sketch

In addition to contact information, please provide a biographical sketch for each presenter, in 50 words maximum.  Presenter(s) and co-author listing must include credentials (Ph.D., etc.)

Example bio

Temple Grandin, Ph.D. 

Dr. Temple Grandin is an internationally respected specialist in designing livestock handling systems. She is the most well-renowned individual with autism in the world today. Dr. Grandin is a best-selling author and activist.

Note: presenters submitting a presentation for a Continuing Education session must include a CV/Resume, 100 words maximum

Title of Presentation

Come up with a good, intriguing session title.  It’s the first and perhaps only impression you’ll make on a potential attendee. The primary purpose of a title is to get the attendee to read the first sentence of the description. Here is an example of a session title, and how it should be written:

Example 1:  A Long and Winding Road: An Examination of the Transition Process for Individuals with Autism Spectrum Disorder 

Example 2:  Peer Mediated Supports for College Students with Autism Spectrum Disorder

 

Learning Objectives 

(maximum 50 words for each learning objective: minimum two, maximum three) Craft strong learning objectives. Please complete two (2) out of three (3) Learning Objectives for each proposal in your submission. Any submission with fewer than two will be declined. It is crucial that you follow the guidelines for writing learning objectives as described below. There is a limit of 50 words for each learning objective. Strong Learning Objectives have three distinguishing characteristics: (1) observable, (2) measurable, (3) must match the content of your proposal as described in your title, description, and content plan. Encouragement of using active verbs that indicate what will be taught, demonstrated, or experienced. Here are examples of action verbs: Identify, summarize, list, describe, differentiate, discuss, compute, predict, explain, demonstrate, utilize, analyze, design, select, create, plan, assess, compare, critique, write, apply, demonstrate, prepare, use, compile, revise.

 

The following are three examples of well-written learning objectives using active verbs.  Participants who attend this presentation will be able to:

 

Example 1: List three attributes of autism spectrum disorder.

Example 2: Compare and contrast the characteristics of night terrors versus nightmares.

Example 3: Describe three clinical techniques to use when an individual with autism is suffering from disturbing nightmares or having sleepless nights.

 

Description of Presentation

(50 words maximum) The description must provide and be reflective of your title and your content plan. A session description should get the reader to say, “Hmm, that sounds interesting.” Choose the right words to accurately describe the session, pull readers in and get them to commit to attending the session and see the benefits of the presentation. This description is what attendees will see in the conference program.

 

Content Plan

This description must provide information that is essential to the review process. The content plan should include: details on the content that will be provided and sufficient information to determine how the session contributes to best practice and advances the field of autism spectrum disorders.  Abstracts are limited to 500 words maximum.

 

Social Thinking, It is Everywhere

An Introduction to Social Thinking

By Denys Collins

July 14, 2017

Quick Look

  • Social thinking (lower case) is what we do when we share a space with others.
  • Social Thinking (capitalized) is a framework that breaks down complex social situations into easy to understand and easy to teach concepts.
  • It is best for ages 4 to adult that have  social learning challenges with or without a diagnostic label.

 

What is social thinking?

People  spend their whole life learning social skills without ever realizing it. As babies, people begin to observe others, and then they begin to communicate and interact.  The more people socialize, the more they are able to understand people and situations in order to act accordingly. Social thinking is our innate ability  to think through a social situation by “interpreting thoughts, beliefs, intentions, emotions, knowledge and actions of another person along with the context of the situation to understand that person’s experience.” We then apply this information and respond. Our response affects how the other person will respond which then affects our emotions. Everyone does this all day long:

  • At home: Your spouse gives you the silent treatment, you have to figure out why
  • At work: Your boss calls you into their office. While you walk over, you try to discover her intentions.
  • Reading a book: You look at the connection between the characters and their influence on each other.
  • Texting: You need to detect sarcasm before you respond.
  • Flirting: You try to pick up on hints of interest that aren’t being directly stated.
  • School: Your best friend is playing with someone else, and you try to determine why they aren’t playing with you.

Those that  have social learning challenges may find the practice of social thinking to be confusing and complicated. This has nothing to do with intelligence. Some people born with developmental disabilities do not soak up social information as intuitively  as others. They will need to learn social skills and actively think through social situations. This can be done much easier with someone to help them through different scenarios. This brings us to Michelle Garcia Winner.

Who is Michelle Garcia Winner?

Michelle Garcia Winner is a speech language pathologist (SLP). She focuses on helping individuals with social learning challenges.

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In the mid 1990s she became a SLP for a public high school district. She began to see a trend with many of the students she worked with. They had strong intelligence and language, but their social communication skills were lacking. Social Thinking was born. A few years later she opened her own private practice for Social Thinking. She started a company under the same name and began public speaking on the topic, publishing books, and creating products.  She has won many awards including:

  • Congressional Recognition Award, 2008
  • Lifetime Achievement Award, the Prentice School, 2012
  • Outstanding Achievement Award, California Speech-Language-Hearing Association (CSHA), 2012
  • Community Partner Award, Massachusetts Association for the Blind (MAB) Community Services, 2016

What is Social Thinking?

Social Thinking is a framework  created by Michelle Garcia Winner. It is targeted at helping those with social learning and communication challenges. People are taught to think about their thoughts and emotions and of those around them. Social Thinking takes the complex steps of social skills and breaks them down into steps. Ideas are stated in an easy to understand way. For example, instead of being told to “make eye contact, they are taught to think with their eyes.”  Social Thinking is a three-part process:

  1. Learn to closely observe the social world we live in.
  2. Learn to adapt social skills to meet social goals by becoming self-aware, self-monitoring, and having self-control.
  3. Become more aware of your emotions and better predict and relate to the emotions of others.

Who is it for?

The concepts and strategies can be helpful for anyone. One can find them being  used in:

  • Homes
  • Schools: Public, Private, Charter (Special Education, Mainstream)
  • Private Programs
  • Clinics
  • Community Programs (Sports, Clubs)
  • Therapy Offices
  • Places of Employment
  • Universities

The most common target audience is:

  • Those with social learning challenges
  • Ages four to adulthood
  • Average to above average language and cognitive skills
  • With or without a diagnostic label
  • Some of the many diagnostic labels:
    • Aperger’s Syndrome
    • Autism Spectrum Disorder
    • Social communication Disorder
    • PDD-NOS, ADHD/ADD
    • Non-verbal learning disability
    • Specific Language Impairment
    • Learning disabilities
    • TBI-Traumatic
    • Down Syndrome
    • Brain Injury
    • Velocardial Facial Syndrome
    • Social Anxiety
    • And many more

Wrap It Up

As you can see, social thinking is a major part of our life. It is practiced every time we enter a space where other people are. Even with all the intellect in the world, a lack of social skills can lead to struggling through many daily activities. This is not just about having friends and relationships; this is also about succeeding at work and school.

If you or your child is struggling with social skills or you are a teacher or therapist and  would like more information, please go to socialthinking.com where this information was found. You can also attend the 2nd Autism Alaska Conference. It is October 5th and 6th, 2017 with keynote speaker, Michelle Garcia Winner. This is an event you won’t want to miss.