Autism West Symposium 2018: Speaker Abstracts

Curtin University – Curtin Autism Research Group (CARG)

TBA

 Julian James

TBA

Kathleen Davey

When someone with autism comes in contact with the legal system, there are many points of vulnerability and risk that can be eased through correct identification and understanding of that person’s autistic profile. This presentation aims to assist the community to predict, prevent and manage areas of misunderstanding when dealing with legal issues. We asked lawyers, parents of offenders, prison staff, police, forensic psychologists, and most importantly people in trouble with the law to answer this question:
“How does understanding Autism help you?”
See, hear and read how they answered. Something that helped these people may also help you.
This will be a multi-media presentation (video clips, audio, written quotes, and presentation) hear from lawyers, offenders (& alleged offenders), parents of offenders, and psychologists on their experiences and how understanding the persons Autism assisted the legal processes and personal development.
In the absence of research, training and textbooks to guide courts and forensic services, this presentation aims to bring hope. It may help individuals in the criminal justice system to accept or disclose their diagnosis when appropriate and reach out for help from those who are willing to learn more.

Secret Agent Society: Growing personal and social capabilities in students

Secret Agent Society (SAS) empowers children with a fun, technology integrated, whole-of-life approach. Learn about how schools can use an evidence-based approach with children in classrooms, learning support units, and in one-to-one therapy work.

This session provides you with information, tips & strategies on how to use the SAS Computer Game and SAS E-Telligence Pack flexibly with your students. We will show you how the computer game activities map onto children’s targeted skill development and explore techniques for practicing skills with children at school. Get ready to activate your O₂ Regulators, put on your Bully-Guard Body Armour, and see the Detective Laboratory in action.

Liz Pellicano

Autism is not a mental health condition but autistic people are especially vulnerable to mental health problems, especially anxiety and depression. Despite this knowledge, there is a lack of research on this topic, particularly in relation to young autistic people (16-25 years). In the first part of this workshop, I describe a study in which a team of academic researchers and young autistic people worked together – as full and equal partners – to examine young autistic people’s experiences of mental health problems and mental health services. The findings showed that our sample of 130 young autistic adults generally felt unhappy and under strain and rated their quality of life to be poor. They also found it difficult identify what their ‘normal’ is (e.g., how much they normally sleep or spend on their interests/hobbies) and when they might be experiencing difficulties with their mental health. In the second part of the workshop, I showcase a toolkit developed by young autistic people to help them determine what their normal is and when something feels different. We hope that this should make it easier for young people to get the help they need before things reach crisis point.

Growing Up Autistic: Findings from a 12-year Longitudinal Study

The transition to adult life can be difficult for young autistic people because society does not understand what it is like to be autistic. Previous research has mostly focused on rather crude metrics of successful outcomes – having a job, living independently, getting married – all of which are almost exclusively selected by non-autistic researchers. In this talk, I interrogate what a ‘good’ outcome is for young autistic adult using data from a group of young autistic people first seen in childhood, 12 years earlier. The results call into question whether the traditional standards to which we often hold young autistic people are developmentally appropriate and suggest that the pressures of striving towards more normative ways of engaging in the world, especially in the absence of support, may be detrimental to their wellbeing. I will suggest that we – as researchers, as clinicians, as non-autistic people – need to do more to listen to autistic people and support them to lead the life that they wish to lead.

Louise Sheehy

Preparation for High School: How Best I Learn

The experience of transitioning to high school, with entering a new environment, developing new relationships and routines, can cause high levels of anxiety among students with autism.

It is important to ensure students feel some control over this process through being able to contribute to strategies to help them to engage, as well as giving their subject teachers information and strategies to understand their learning needs and how to communicate with these students. This presentation gives ideas on how to prepare both students and teachers for a successful transition which also empowers the student.

Michael John Carley

Very akin to a journey, this presentation examines the many ways we look at the entire autism spectrum, and guides us through the confusing mixed messages we receive today. With a very humanist roadmap Michael John discusses obstacles faced by adolescents and adults, the myths surrounding their capabilities, and briefly goes over the sociological history of why we react the way we do to words like “autism” and “Asperger’s.” His professional material—more “big picture” than Best Practice-laden—derives from arguably more exposure to adults than anyone due to his founding the world’s largest membership organisation for adults on the spectrum (GRASP), as well as his 14 years consulting with nationwide school districts, most especially, the New York City Public Schools. Lastly, as an adult with Asperger’s himself (and the father of a now-college age child with AS) Carley sprinkles in his own personal reflections as he outlines—characteristic by characteristic—how subjective our view of the spectrum truly can be.

Disclosure and Inclusion

In this presentation Michael John looks at two forces—both sciences, and art forms—whose quality of implementation can determine the difference between a life spent in solitude, or a life spent engaging with others.

With disclosure, Carley looks at this option for those who can hide the diagnosis by breaking it down into categories like why we disclose, who should we disclose to, who should we not disclose to, how to…, when to… etc. He also examines how best to make these decisions given that spectrumfolk, like himself, are diagnostically challenged at making accurate decisions therein. Carley also looks at disclosure as a strategy, especially in work situations.

Inclusion is the educational buzzword of the day, though it is used more and more in employment settings. However, very often people on the spectrum (sometimes to great fanfare) are included in the event, only to become the wallflower at the event. And this is not inclusion. Carley critically points out where we kid ourselves in inclusive practices, but helpfully shows how to overcome those barriers to real inclusion.

Michelle Dival

The social model of disability suggests that disability is caused by the way society is organised, rather than by a person’s impairment or difference. It looks at ways of removing barriers in the environment that limit life choices. Traditionally, the focus has been on physical disabilities but over the past 5 years a worldwide movement has grown to include people on the autism spectrum by creating ‘autism friendly environments’. This work has been developed and delivered by autism support organisations and cannot be done authentically or accurately without the inclusion & leadership of autistic people. Aspect has collaborated with autistic consultants and a wide range of mainstream services such as Taronga Zoo, Riverside Theatre, Museum of Contemporary Art, Coles, NAB, The National Library, Questacon, Surf Life Saving Australia, City Recital Hall, Vivid festival, sensitive Santa and many more. This co-presentation will review our autism friendly work completed so far, drawing from research, practice, collaborations with others to highlight an overarching framework and core principles for the development of autism friendly environments.

Nichole Conolly

TBA

Nicole Rogerson

TBA

Rachael Biggs

TBA

Regina Ledo

Improving sleep and increasing independence in toileting are two of the most frequently reported areas of concern for parents of young children with autism spectrum disorder. Difficulties with sleep and toileting impact both the child’s and family’s functioning, and significantly increases family stress. They can also impact other areas of the child’s functioning. In this presentation, Regina will briefly describe the most common types of sleep difficulties and toileting problems for young children. She will then describe several important skills that promote healthy sleep and toileting routines, as well as evidence-based strategies for improving these skills.   At the conclusion of the presentation, participants will be able to identify common problems associated with sleep and toileting, and how these can be systematically addressed to improve their child’s sleeping and toileting habits.

Stephanie Valentine

The social model of disability suggests that disability is caused by the way society is organised, rather than by a person’s impairment or difference. It looks at ways of removing barriers in the environment that limit life choices. Traditionally, the focus has been on physical disabilities but over the past 5 years a worldwide movement has grown to include people on the autism spectrum by creating ‘autism friendly environments’. This work has been developed and delivered by autism support organisations and cannot be done authentically or accurately without the inclusion & leadership of autistic people. Aspect has collaborated with autistic consultants and a wide range of mainstream services such as Taronga Zoo, Riverside Theatre, Museum of Contemporary Art, Coles, NAB, The National Library, Questacon, Surf Life Saving Australia, City Recital Hall, Vivid festival, sensitive Santa and many more. This co-presentation will review our autism friendly work completed so far, drawing from research, practice, collaborations with others to highlight an overarching framework and core principles for the development of autism friendly environments.

Theresa Kidd

TBA

Tom Tutton

The social model of disability suggests that disability is caused by the way society is organised, rather than by a person’s impairment or difference. It looks at ways of removing barriers in the environment that limit life choices. Traditionally, the focus has been on physical disabilities but over the past 5 years a worldwide movement has grown to include people on the autism spectrum by creating ‘autism friendly environments’. This work has been developed and delivered by autism support organisations and cannot be done authentically or accurately without the inclusion & leadership of autistic people. Aspect has collaborated with autistic consultants and a wide range of mainstream services such as Taronga Zoo, Riverside Theatre, Museum of Contemporary Art, Coles, NAB, The National Library, Questacon, Surf Life Saving Australia, City Recital Hall, Vivid festival, sensitive Santa and many more. This co-presentation will review our autism friendly work completed so far, drawing from research, practice, collaborations with others to highlight an overarching framework and core principles for the development of autism friendly environments.

On the Same Page – Positive Behaviour Support Workshop

Positive Behaviour Support in schools uses a multi-tiered approach, with functional based support plans being developed for students with specific behaviour support needs. PBS research specifies that support plans need to have a number of elements to increase the likelihood of plans being effective. However, the process of completing a functional behavioural assessment (FBA) and matched intervention across settings can be complex and technical. In order for parents, teachers and other support staff to complete PBS well, the process needs to be practical and simplified (Scott et al, 2010) and for team communication to be based on a shared language. Reviews of PBS plans completed in schools commonly show significant flaws (Van Acker et al, 2005). Aspect has developed a set of simplified PBS planning forms to enable all our clients to complete the PBS process to meet the evidence base. Participants will be guided step by step to use the Aspect functional assessment & planning form and linked to a range of free support resources.

UWA Thriving Paediatric Programs

Joshua Knuiman, Kemi Wright, Alyssa Petrofes

From a clinical perspective, exercise has a large number of benefits for both the mental and physical health of children and adults, inclusive of those with Autism Spectrum Disorders. Despite this, individuals with Autism encounter many barriers to participation in physical activity, such as lack of opportunity to be physically active, lack of appropriate peers, and lack of interest. It is well documented in previous research that exercise can play an important role in the lives of individuals with Autism; from decreases in inappropriate behaviour, to increases in academic behaviour, social skills and self-regulation, as well as boosting self-esteem and confidence. This breakout session will provide an overview of the physical, social and psychological health benefits of exercise participation for individuals with Autism Spectrum Disorders and their families, as well as detail the role that exercise professionals can have in facilitating the learning and development of children with Autism. In addition to a discussion of the benefits of exercise and clinical examples of exercise prescription in this population, we will also provide strategies for parents, educators and health professionals to encourage more children with Autism Spectrum Disorders to have the motivation and opportunity to be physically active, and information on how and where they can be active.

Youth Empowerment Project

Ana Palacios

Sandhya Subarmaniam

The Youth Empowerment Project applies project based learning and engages students with motivating and authentic learning opportunities.  The project will engage with young people with autism at high school level. The project addresses a social question that the students formulate and research, firstly looking at existing data and information, then using interviewing to question their peer community.

As the project progresses, it engages in strategies around questioning, interviewing, data analysis in a team environment, all motivated by the issue the students have identified.  Concluding the project involves report preparation as well as learning skills in presentation. Project based learning gives opportunities to scaffold according to the students ability, identify opportunities for students to demonstrate strengths, and is applicable across subjects.

Day 1: Friday 2^nd November 2018

Very akin to a journey, this presentation examines the many ways we look at the entire autism spectrum, and guides us through the confusing mixed messages we receive today. With a very humanist roadmap Michael John discusses obstacles faced by adolescents and adults, the myths surrounding their capabilities, and briefly goes over the sociological history of why we react the way we do to words like “autism” and “Asperger’s.” His professional material—more “big picture” than Best Practice-laden—derives from arguably more exposure to adults than anyone due to his founding the world’s largest membership organisation for adults on the spectrum (GRASP), as well as his 14 years consulting with nationwide school districts, most especially, the New York City Public Schools. Lastly, as an adult with Asperger’s himself (and the father of a now-college age child with AS) Carley sprinkles in his own personal reflections as he outlines—characteristic by characteristic—how subjective our view of the spectrum truly can be.

Improving sleep and increasing independence in toileting are two of the most frequently reported areas of concern for parents of young children with autism spectrum disorder. Difficulties with sleep and toileting impact both the child’s and family’s functioning, and significantly increases family stress. They can also impact other areas of the child’s functioning. In this presentation, Regina will briefly describe the most common types of sleep difficulties and toileting problems for young children. She will then describe several important skills that promote healthy sleep and toileting routines, as well as evidence-based strategies for improving these skills.   At the conclusion of the presentation, participants will be able to identify common problems associated with sleep and toileting, and how these can be systematically addressed to improve their child’s sleeping and toileting habits.

From a clinical perspective, exercise has a large number of benefits for both the mental and physical health of children and adults, inclusive of those with Autism Spectrum Disorders. Despite this, individuals with Autism encounter many barriers to participation in physical activity, such as lack of opportunity to be physically active, lack of appropriate peers, and lack of interest. It is well documented in previous research that exercise can play an important role in the lives of individuals with Autism; from decreases in inappropriate behaviour, to increases in academic behaviour, social skills and self-regulation, as well as boosting self-esteem and confidence. This breakout session will provide an overview of the physical, social and psychological health benefits of exercise participation for individuals with Autism Spectrum Disorders and their families, as well as detail the role that exercise professionals can have in facilitating the learning and development of children with Autism. In addition to a discussion of the benefits of exercise and clinical examples of exercise prescription in this population, we will also provide strategies for parents, educators and health professionals to encourage more children with Autism Spectrum Disorders to have the motivation and opportunity to be physically active, and information on how and where they can be active.

Secret Agent Society (SAS) empowers children with a fun, technology integrated, whole-of-life approach. Learn about how schools can use an evidence-based approach with children in classrooms, learning support units, and in one-to-one therapy work.

This session provides you with information, tips & strategies on how to use the SAS Computer Game and SAS E-Telligence Pack flexibly with your students. We will show you how the computer game activities map onto children’s targeted skill development and explore techniques for practicing skills with children at school. Get ready to activate your O₂ Regulators, put on your Bully-Guard Body Armour, and see the Detective Laboratory in action.

Positive Behaviour Support in schools uses a multi-tiered approach, with functional based support plans being developed for students with specific behaviour support needs. PBS research specifies that support plans need to have a number of elements to increase the likelihood of plans being effective. However, the process of completing a functional behavioural assessment (FBA) and matched intervention across settings can be complex and technical. In order for parents, teachers and other support staff to complete PBS well, the process needs to be practical and simplified (Scott et al, 2010) and for team communication to be based on a shared language. Reviews of PBS plans completed in schools commonly show significant flaws (Van Acker et al, 2005). Aspect has developed a set of simplified PBS planning forms to enable all our clients to complete the PBS process to meet the evidence base. Participants will be guided step by step to use the Aspect functional assessment & planning form and linked to a range of free support resources.

TBA

TBA

The Youth Empowerment Project applies project based learning and engages students with motivating and authentic learning opportunities.  The project will engage with young people with autism at high school level. The project addresses a social question that the students formulate and research, firstly looking at existing data and information, then using interviewing to question their peer community.

As the project progresses, it engages in strategies around questioning, interviewing, data analysis in a team environment, all motivated by the issue the students have identified.  Concluding the project involves report preparation as well as learning skills in presentation. Project based learning gives opportunities to scaffold according to the students ability, identify opportunities for students to demonstrate strengths, and is applicable across subjects.

TBA

TBA

The transition to adult life can be difficult for young autistic people because society does not understand what it is like to be autistic. Previous research has mostly focused on rather crude metrics of successful outcomes – having a job, living independently, getting married – all of which are almost exclusively selected by non-autistic researchers. In this talk, I interrogate what a ‘good’ outcome is for young autistic adult using data from a group of young autistic people first seen in childhood, 12 years earlier. The results call into question whether the traditional standards to which we often hold young autistic people are developmentally appropriate and suggest that the pressures of striving towards more normative ways of engaging in the world, especially in the absence of support, may be detrimental to their wellbeing. I will suggest that we – as researchers, as clinicians, as non-autistic people – need to do more to listen to autistic people and support them to lead the life that they wish to lead.

Day 2: Saturday 3^rd November 2018

The social model of disability suggests that disability is caused by the way society is organised, rather than by a person’s impairment or difference. It looks at ways of removing barriers in the environment that limit life choices. Traditionally, the focus has been on physical disabilities but over the past 5 years a worldwide movement has grown to include people on the autism spectrum by creating ‘autism friendly environments’. This work has been developed and delivered by autism support organisations and cannot be done authentically or accurately without the inclusion & leadership of autistic people. Aspect has collaborated with autistic consultants and a wide range of mainstream services such as Taronga Zoo, Riverside Theatre, Museum of Contemporary Art, Coles, NAB, The National Library, Questacon, Surf Life Saving Australia, City Recital Hall, Vivid festival, sensitive Santa and many more. This co-presentation will review our autism friendly work completed so far, drawing from research, practice, collaborations with others to highlight an overarching framework and core principles for the development of autism friendly environments.

In this presentation Michael John looks at two forces—both sciences, and art forms—whose quality of implementation can determine the difference between a life spent in solitude, or a life spent engaging with others.

With disclosure, Carley looks at this option for those who can hide the diagnosis by breaking it down into categories like why we disclose, who should we disclose to, who should we not disclose to, how to…, when to… etc. He also examines how best to make these decisions given that spectrumfolk, like himself, are diagnostically challenged at making accurate decisions therein. Carley also looks at disclosure as a strategy, especially in work situations.

Inclusion is the educational buzzword of the day, though it is used more and more in employment settings. However, very often people on the spectrum (sometimes to great fanfare) are included in the event, only to become the wallflower at the event. And this is not inclusion. Carley critically points out where we kid ourselves in inclusive practices, but helpfully shows how to overcome those barriers to real inclusion.

When someone with autism comes in contact with the legal system, there are many points of vulnerability and risk that can be eased through correct identification and understanding of that person’s autistic profile. This presentation aims to assist the community to predict, prevent and manage areas of misunderstanding when dealing with legal issues. We asked lawyers, parents of offenders, prison staff, police, forensic psychologists, and most importantly people in trouble with the law to answer this question:
“How does understanding Autism help you?”

See, hear and read how they answered. Something that helped these people may also help you.

This will be a multi-media presentation (video clips, audio, written quotes, and presentation) hear from lawyers, offenders (& alleged offenders), parents of offenders, and psychologists on their experiences and how understanding the persons Autism assisted the legal processes and personal development.

In the absence of research, training and textbooks to guide courts and forensic services, this presentation aims to bring hope. It may help individuals in the criminal justice system to accept or disclose their diagnosis when appropriate and reach out for help from those who are willing to learn more.

TBA

Autism is not a mental health condition but autistic people are especially vulnerable to mental health problems, especially anxiety and depression. Despite this knowledge, there is a lack of research on this topic, particularly in relation to young autistic people (16-25 years). In the first part of this workshop, I describe a study in which a team of academic researchers and young autistic people worked together – as full and equal partners – to examine young autistic people’s experiences of mental health problems and mental health services. The findings showed that our sample of 130 young autistic adults generally felt unhappy and under strain and rated their quality of life to be poor. They also found it difficult identify what their ‘normal’ is (e.g., how much they normally sleep or spend on their interests/hobbies) and when they might be experiencing difficulties with their mental health. In the second part of the workshop, I showcase a toolkit developed by young autistic people to help them determine what their normal is and when something feels different. We hope that this should make it easier for young people to get the help they need before things reach crisis point.

The experience of transitioning to high school, with entering a new environment, developing new relationships and routines, can cause high levels of anxiety among students with autism.

It is important to ensure students feel some control over this process through being able to contribute to strategies to help them to engage, as well as giving their subject teachers information and strategies to understand their learning needs and how to communicate with these students. This presentation gives ideas on how to prepare both students and teachers for a successful transition which also empowers the student.