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Keynote Speakers

TAP N2 Hope Break Out Sessions

Professional Track Presentations

Tech for Tiny Talkers: Incorporating AAC Into Early Intervention Services   

This session will outline the principles of augmentative and alternative communication (AAC), providing attendees with a clear understanding of its purpose and functionality for children on the autism spectrum. A literature review arguing for AAC during Early Intervention (EI) will be shared. The presentation will feature a case study of a 2-year-old child on the autism spectrum and her family that illustrates how the introduction of AAC facilitated significant progress in communication skills and enriched the child’s language development and social interactions. Participants will leave with actionable insights on identifying appropriate AAC strategies, tools, and service resources and an understanding of the benefits for the inclusion of AAC in IE services.   

Objectives:  

• Participants will be able to define augmentative and alternative communication for children on the autism spectrum 
• Participants will identify 2 reasons why AAC should be incorporated into early intervention for children on the autism spectrum with complex communication needs
• Participants will identify resources and services to incorporate AAC into their lives to help meet the needs of young children on the autism spectrum 

Presented by:  

Stephanie Bay, Ph.D. CCC-SLP, ATP, is an assistant clinical professor in the Department of Disability and Human Development at the University of Illinois Chicago. She teaches courses in assistive technology, specializing in the area of augmentative and alternative communication (AAC). Additionally, she continues to provide AAC services to community members with communication disabilities across the lifespan. Her clinical research interests revolve around access to assistive technology services and the impact of robust AAC in language development and social participation in young children with communication disabilities. 

Words Matter: Using Strength-Based Language to Strengthen Relationships 

This presentation will focus on the importance of using strength-based language when describing children. The emotional overtones of different adjectives will be discussed and implications of choosing words carefully will be examined. Data from recent research examining the effects of strength-based language during IEP meetings on families trust in and willingness to collaborate with the schools will be described. 

Objectives: 

Participants will be able to 

• Describe what is meant by strength-based language and provide examples 
• Discuss the emotional overtones of various words and adjectives 
• Discuss the implications from research examining the impact of strength-based language on home-school partnerships 

Presented by:

Karla Doepke, PhD is a Professor of Psychology at Illinois State University, the Director of The Autism Place at ISU, and a licensed clinical psychologist. She initially began her career as a special education teacher and pursued her doctorate in Child Clinical Psychology to enhance her skills in working with children and their families. She has a strong interest in developing effective treatments that can be implemented by children, families, and educators. She has had the privilege of working with autistic children, their families, and caregivers for over 30 years. 

Further demonstrations of integrating child and caregiver preference into AAC selection.

This presentation will focus on identifying child and caregiver preferences of AAC selection using objective measures. Following a skills assessment, eight children and their caregivers will be assessed on their preferred AAC modality through a concurrent-operant design. Each child will be provided the opportunity to request a preferred activity with all modalities concurrently available. Preference will be determined based on the modality the child requests with most frequently. Caregivers will then learn to use each modality with their child. Once trained, caregivers will be directly assessed on how many communication opportunities they provide their child with each modality. Comparisons of the child and caregiver’s preference will be assessed with final recommendations provided based on both preferences. Based on our preliminary data, we anticipate that children will show a clear preference for a modality, and that caregiver’s preference will largely align with their child’s preference. Aligning child and caregiver preferences emphasizes the importance of promoting a more personalized and successful treatment experience and may lead to additional positive long-term implications. 

Objectives:

• Participants will describe procedures to assess minimally vocal children’s preference for an AAC modality. 
• Participants will identify objective measures for determining caregiver preference for an AAC modality. 
• Participants will learn the impact that integrating child and caregiver preference into AAC modality assessment may play in future treatment development. 

Presented by:

Dr. Lesley Shawler, PhD, BCBA, is an Assistant Professor of Behavior Analysis and Therapy at SIUC’s School of Psychology and Behavioral Sciences.  Dr. Shawler has experience working with individuals with developmental disabilities and mental health diagnoses across the lifespan and in a myriad of settings. Her main expertise includes the assessment and treatment of challenging behavior and teaching verbal behavior to individuals with Autism and other neurodevelopmental disabilities.

Fostering Neurodiversity-Affirming Care: Language, Culture, and Advocacy for Autistic Clients and Their Families

Learn how to foster neurodiversity-affirming care by focusing on affirming language, cultural responsiveness, and strengths-based advocacy. This session empowers professionals with practical strategies to create inclusive, collaborative environments for autistic clients and their families. 

Presented by:

Daj Mitchell, M.S., CCC-SLP, is a speech therapist, private practice owner, and advocate specializing in neurodiversity-affirming care across pediatric and adult populations. She provides professionals with actionable strategies to support autistic clients and their families while centering affirming language, cultural responsiveness, and strengths-based advocacy. Daj is passionate about empowering professionals to create inclusive and collaborative environments that honor each individual’s unique needs.

Bridging Gaps: Trust and Equity in Autism and Mental Health Support

This presentation focuses on the unique public health challenges faced by individuals with autism, highlighting their classification by the NIH as a health disparity group. By utilizing Henry Cloud’s “Anatomy of Trust” framework, it emphasizes the critical need to build trust in healthcare settings and the pivotal role of peer recovery support specialists in promoting health equity.

Objectives:

• Applying trust building strategies in health settings. 
• Identifying common mental health challenges for people with autism. 
• The importance of clinical and non-clinical partnerships, particularly through peer recovery support specialists in health equity. 

Presented by:

Beth Carey  M.A. Biology, (she/her) is a seasoned advocate with over 20 years of professional experience dedicated to enhancing accessibility for individuals with disabilities. Beth also holds a Bachelor’s degree in Leadership and Special Populations (Special Education), providing a well-rounded academic background combined with extensive lived experience. Beth manages several lifelong disabilities, including Autism and mental health conditions, granting her a profound insight into the challenges faced by neurodivergent populations.

Beth is certified in Universal and Accessible Design, holds NAMI DuPage Recovery Support Specialist and NAMI Illinois Group Facilitator certifications, and is trained in Mental Health First Aid for both adults and youth. Additionally, she has earned the ADA Coordinator Advanced Certification (ACTCP). Her educational journey also includes completing over 200 hours in the Partners in Policymaking program offered by the Illinois Council on Developmental Disabilities, where her graduation project focused on healthcare accessibility.

Her professional life is centered on promoting health equity, building trust within communities, and forging inclusive health and well-being partnerships. With her expertise in disability inclusion and certification in peer recovery support, Beth is uniquely equipped to collaborate effectively with both professionals and individuals with Autism. Her work aims to reduce health disparities and enhance outcomes for underserved populations like those within our community.

Using Applied Behavior Analysis (ABA) Strategies in to Improve Performance for Clinical and Technician-Level Employees  

This presentation offers a comprehensive and systematic approach to effectively addressing common performance challenges faced by employees in the field of Applied Behavior Analysis (ABA). By focusing on practical, evidence-based strategies, this presentation “Boosting Employee Performance Using Practical Applied Behavior Analytic (ABA) Techniques” aims to provide actionable solutions that not only enhance employee performance but also help reduce burnout. In turn, these improvements contribute to the achievement of the best possible outcomes for clients, fostering a supportive and efficient work environment that drives success across both professional and client-centered goals.

Objectives:

• Participants will learn how ABA strategies can be implemented to improve employee performance. 
• Participants will learn how these applications of ABA relate to positive clinical outcomes for clients. 
• Participants will learn how ABA strategies can reduce employee burnout. 

Presented by:  

Daniel Childress, BCBA is the Site Director at The Autism Clinic, O’ Fallon and has worked in the field of ABA in a variety of settings including clinic, home, residential, and school. His professional interests in the field of ABA include Functional Communication Training, Natural Environment Teaching, and desensitization programming. Daniel also has a passion for utilizing OBM strategies for optimal clinic performance.  

Data Driven Leadership: Using Behavior Analysis to Optimize Team Performance 

Effective leadership in clinical settings hinges on the ability to make data-driven decisions that optimize team performance and contribute to a prosperous organization. This presentation, “Data-Driven Leadership: Using Behavior Analysis to Optimize Business Performance,” will explore how behavior analysis principles can be leveraged to guide leadership decisions using measurable data and outcomes. Participants will gain a deep understanding of Key Performance Indicators (KPIs) and how to use both leading and lagging indicators to track and assess progress towards organizational goals. The presentation will cover methods for setting clear expectations that align with overall business objectives and discuss the importance of using the right data, including what metrics to prioritize and including all relevant stakeholders in these reviews. Participants will also learn how to track performance over time, showing trends and changes, and how to apply this data to make informed decisions that drive operational efficiency and foster a prosperous, sustainable organization.

Objectives:

• Participants will gain a clear understanding of the importance of using data to positively influence team performance and outcomes.
• Participants will learn to set clear and measurable goals that align with organizational objectives
• Participants will learn practical strategies for collecting, analyzing and using data to foster a culture of continuous improvement

Presented by:

Meika Valerio, M.Ed., BCBA, LBA, is Regional Director at The Autism Clinic and has worked with individuals on the Autism Spectrum providing Applied Behavior Analysis services 2011.  Her clinical interests include systematic desensitization, intensive toilet training, and functional communication training. Meika is passionate about clinical outcomes for children and utilizing OBM to drive organizational performance.

Is Autistic Communication Disordered or Different: Autistic young adults’ perceptions about social-ness.

According to the DSM-Vtr, in order to receive a diagnosis of Autism Spectrum Disorder (ASD), an individual must show persistent deficits in social communication and social interactions across multiple contexts including social reciprocity, nonverbal communicative behaviors, and understanding relationships. Professionals know that language development in children with ASD is often delayed or disordered. As children age to adulthood, we see non-verbal individuals, individuals with language processing delays, and other difficulties that can be considered “disordered language”. We also know that autistic communication can be viewed as unexpected and odd, often causing anxiety, bullying, and social isolation. These are facts that can’t be disputed. However, observations of autistic college students in shared social contexts have revealed that when these individuals are communicating with one another, being social is easy, efficient and effective. Language is exchanged with meaning and relationships develop. When others are “speaking their language”, is autistic social communication disordered… or is it just different?

Autistic young adults have reported that the normative social construct of eye contact, nonverbal social “rules”, and reciprocal communication are irrelevant when communicating with other autistic individuals. Moreover, when left to choose for themselves, social relationships are clearly defined and successful within the autistic community.

During this session, Dr. Jeanne Kramer, Teaching Assistant Professor and Director of the Autism Program and Illinois Neurodiversity Initiative at the University of Illinois, Urbana-Champaign, will share recordings of her students discussing their perceived social differences and difficulties. This will hopefully open the door to conversation about best practices in social communication interventions for autism.

Objectives:

•  Name at least 1 new concept to add to the conversation about best practices in social communication interventions for autistic individuals
• Use the autistic voice to change at least 1 aspect of their creation of social communication curriculum
• Formulate at least 1 question about how to better meet the social needs of autistic individuals.

Presented by:

Jeanne Kramer, SLPD CCC-SLP is a Teaching Assistant Professor at UIUC, the Director of TAP at UIUC and the Illinois Neurodiversity Initiative (INI).  She specializes in autism and the intervention and remediation of executive function deficits.  She is a Speech-Language Pathologist with over 25 years of experience with neurogenic communication disorders as well as pediatric feeding and swallowing.

Unmasking the College Experience: Understanding Camouflaging and Executive Functioning in Autistic Students

This presentation explores the phenomenon of camouflaging among autistic college students, its psychological and social impacts, and the role of executive function skills in navigating academic and social demands. Using theories such as Self-Determination, Social Identity, and Integration/Involvement, the session highlights strategies for clinicians and educators to provide holistic, supportive environments that promote autonomy, competence, and relatedness without perpetuating potentially harmful camouflaging strategies. Attendees will gain insights into fostering self-awareness, social competency, and identity development in this population.

Objectives:

• Define camouflaging and its subcategories (compensation, masking, assimilation) in the context of autism/autistic college students.
• Identify the psychological and social impacts of camouflaging, including its connection to mental health outcomes.
• Analyze the role of executive functioning in social and academic integration for autistic students.
• Develop strategies to support autistic students in navigating college life without perpetuating harmful camouflaging behaviors.

Presented by:

Rudyard Watson MS, CCC-SLP/L, is a dedicated speech-language pathologist with over 18 years of experience across diverse settings, including hospitals, public schools, skilled nursing and rehabilitation facilities, home health, outpatient clinics, and higher education. He served 4 years on the Autism Center Diagnostic Team at Eastern Illinois University, conducting diagnostic evaluations focused on autism spectrum disorder/condition and differential diagnosis. He is currently serving as an assistant professor and clinical instructor, guiding future clinicians in the field. He earned his master’s degree in speech-language pathology from Eastern Illinois University in 2007 and is currently pursuing a doctorate in Adult Career and Education Development at Valdosta State University. His research focuses on autistic adults, neurodiversity, and the impact of camouflaging autistic traits and their connection with executive functions. Throughout his career, Rudyard has developed expertise in autism spectrum disorder/condition, social cognition, acquired adult language disorders, cognitive communication disorders, executive function, and pragmatics.

Better Together: Building Community Partnerships for Quality Improvement

This session will equip service providers to identify and leverage opportunities for collaboration to enhance access and improve the quality of services they provide. Participants will be introduced to practical strategies for forming high-quality relationships with stakeholders, including engaging service consumers in the needs assessment and program enhancement process. In addition, considerations for project sustainability, funding and other high-impact outcomes will be discussed.

Objectives:

By the end of this session, attendees will:

1. Identify characteristics and potential outcomes of effective community partnerships.
2. Understand methods for engaging multiple stakeholders in the process of program development and evaluation.
3. Apply information from the session to identify 1-2 action steps for building community partnerships.

Presented by:

Jessie L Bricker, OTD, OTR/L, Assistant Professor of Occupational Therapy and Medicine, Academic Fieldwork and Capstone Coordinator at Washington University in St. Louis, Missouri.  Dr. Bricker’s research interests generally focus on aspects of becoming as part of the human experience. Her current research interests focus on the transition to adulthood for individuals on the autism spectrum and best practices in facilitating the development of professional self-concept in occupational therapy students. Dr. Bricker’s clinical interests include pediatric, adolescent and young adult populations with neurodevelopmental and mental health disorders. She has extensive previous experience with program development and consultation in private and public-school settings, as well as outpatient clinical environments, with an emphasis in client-centered, occupation-based, contextually relevant program design.