2024 Events

Parent Training for Autistic Youth with Co-occurring Challenging Behaviors: The RUBI Parent Training Program

Featuring Karen Bearss, Ph.D.

The RUBI Parent Training Program is an evidence-based intervention designed to support autistic youth with challenging behaviors, such as meltdowns, aggression, and transition difficulties. It offers a structured, individualized approach that includes 11 core sessions and 7 supplemental sessions, focusing on reducing disruptive behaviors and building adaptive skills. The program emphasizes the role of parents as key agents of change, equipping them with practical tools like the ABC model and behavior support plans. RUBI is proven to be effective, cost-efficient, and adaptable across the autism spectrum, offering much-needed support for both children and their families.

What We Learned

  • Parent training is a critical component in supporting autistic youth with challenging behaviors, but access to evidence-based treatments like ABA is often limited. Many parents face long waitlists, sometimes up to three years, which delays essential interventions. This highlights the urgent need to expand access to timely and effective treatments to better support families navigating these challenges.
  • The RUBI Parent Training Program is highly effective in reducing challenging behaviors while helping families build essential adaptive skills. With a 70% positive response rate and significant reductions in disruptive behaviors, RUBI provides parents with the tools to manage their child’s behaviors effectively. Combining parent training with behavioral strategies offers a more successful and sustainable approach than relying on medication alone.
  • While RUBI is effective, its implementation can be challenging due to fragmented services and the diverse needs of families. The program uses a family-centered approach, incorporating the ABC model, video vignettes, and individualized behavior support plans to address these needs. Its flexible delivery options, including telehealth and home visits, make RUBI adaptable to various family situations, increasing its accessibility and impact.

Evidence-Based Autism-Affirming Strategies for Delivering Dialectical Behavior Therapy to Autistic Adults

Featuring Alana J. McVey, Ph.D.

Dialectical Behavior Therapy (DBT) offers an evidence-based approach that integrates behaviorism with Zen practices, focusing on the balance between acceptance and change. The full DBT model includes individual therapy, skills training, phone coaching, and a consultation team to support therapists. Research highlights barriers to access and emphasizes the importance of an autism-affirming perspective, advocating for systemic change and tailored strategies to enhance the effectiveness of DBT for this community.

What We Learned

  • The prevalence of suicidality among autistic adults is alarmingly high, with rates indicating they are 5-7 times more likely to die by suicide. This statistic underscores the urgent necessity for mental health interventions that specifically cater to the distinct challenges faced by this population. It serves as a critical reminder for healthcare providers to enhance support systems that are both accessible and effective in addressing these heightened risks.
  • Dialectical Behavior Therapy (DBT) is established as a comprehensive, evidence-based framework that integrates behaviorism with Zen practices. By emphasizing the essential balance between acceptance and change, DBT equips individuals with vital skills for emotional regulation, effective interpersonal communication, and navigating life’s complexities. This structured approach not only facilitates personal growth but also fosters resilience among clients.
  • Research underscores the importance of adapting DBT to meet the specific needs of autistic individuals, effectively addressing systemic barriers such as societal stigma and diverse communication styles. Furthermore, the six-level validation framework integral to DBT plays a crucial role in strengthening therapeutic relationships by affirming and normalizing clients’ experiences. This validation enhances mutual understanding and empowers clients, reinforcing their sense of agency within the therapeutic context.

"Applied Behavior Analysis," "Supporting Children for Behavior Change,""Play and Child Development," and "Promoting Social Engagement in the Early Child Care Setting"

Featuring Amanda C. Gulsrud Ph.D., Jonathan Panganiban, Ph.D., Stephanny Freeman, Ph.D., Tanya Paparella Ph.D., Kristen Hayashida EdM, BCBA, Mirella Parra, MA, BCBA.

Understanding the principles of Applied Behavior Analysis and the importance of play is crucial for effectively supporting children's development, especially within the context of autism. This training not only delves into these foundational concepts but also explores practical strategies for fostering social engagement and implementing evidence-based interventions in early childhood education.

Amanda C. Gulsrud, PhD., Stephanny Freeman, Ph.D., Tanya Paprella, Ph.D., Jonathan Panganiban, Ph.D.,  Kristen Hayashida EdM, BCBA,  Mirella Parra, MA, BCBA.

What We Learned

  • Autistic adults are 5-7 times more likely to die by suicide, highlighting the critical need for mental health interventions tailored specifically to their unique experiences. This necessitates the development of targeted crisis intervention strategies and accessible support services, ensuring that resources effectively address the specific challenges faced by this population.
  • Dialectical Behavior Therapy (DBT) serves as an evidence-based psychotherapy that combines behavioral techniques with Zen practices, emphasizing a balance of acceptance and change. The full model of DBT includes individual therapy, skills training in group settings, and phone coaching, providing a comprehensive approach to support clients in regulating their emotions and improving interpersonal relationships. This structured framework fosters resilience and equips clients with essential skills to navigate complex situations.
  • Research emphasizes the necessity of adapting DBT for autistic individuals, particularly in light of barriers such as societal stigma and varying communication styles. For example, adaptations may include using visual materials and plain language handouts to enhance accessibility. The six-level validation framework within DBT is particularly significant, as it strengthens therapeutic connections by affirming clients’ experiences. Higher levels of validation—such as accurate reflection and radical genuineness—are vital for empowering clients and reinforcing their sense of agency within the therapeutic relationship.

 

BCBAs and Professionals: Remaking Recess: A Social Engagement Intervention for Autistic Youth in Schools

Parents and Community Members: Remaking Recess: An Evidence-based Social Engagement Intervention for Elementary Aged Autistic Youth in Schools

Featuring Dr. Jill Locke, Ph.D., and Dr. Alice Bravo, Ph.D., BCBA-D

Developed by a network of researchers and autistic adults, Remaking Recess aims to bridge social disparities between autistic and typically developing students through structured interventions during recess, emphasizing inclusive engagement and friendship building for positive long-term outcomes. 

What We Learned

  • The social outcomes initiative focuses on improving social interactions, particularly for students with autism spectrum disorder (ASD) compared to typically developing (TD) peers. Developed to bridge the gap in playground engagement and social network inclusion, Remaking Recess targets the developmental stages from kindergarten to early elementary years where this disparity often widens. The program aims to prevent social isolation and support the formation of friendships, crucial for future success and positive outcomes. 
  • Central to its approach is creating a supportive environment not only for autistic students but for the entire school community. Interventions are tailored to school-specific needs, emphasizing structured play during recess as a key opportunity for social skill development. Strategies include identifying engagement levels, managing transitions effectively, and using peer models to facilitate social interactions. 
  • The intervention also addresses behavior management through understanding the function of behaviors and implementing supportive plans. Remaking Recess advocates for flexibility in teaching methods and encourages educators to promote inclusive social practices school-wide. Ultimately, the goal is to enhance the recess and lunch experiences for all students, maximizing peer engagement, fostering relationships, and building confidence in social interactions. 

Supporting Executive Function, On-Task, and Flexible Behavior in Students from Pre-K through High School: Unstuck and On Target

Featuring Dr. Lauren Kenworthy, Ph.D.

Executive functions are fragile, necessary, and teachable and it is vital to increase and enhance our understanding of these functions both within and outside of the autism community. Beyond the goal of understanding, this talk explores how to accommodate others using key executive functioning supports, as well as teach using references from the Unstuck curriculum and vocabulary.

What We Learned

  • Executive functioning is composed of the intersection between cognitive, behavioral, and emotional regulation and is the precursor of theory of mind and social skills. Contrary, executive dysfunction is the curious dissociation between knowing and doing, leading to problems such as learning and academic skills, family stress, adaptive behavior, and mental health and is a common difficulty for those diagnosed with autism spectrum disorder.
  • The topic of “Can’t” versus “Won’t” was used in this talk to distinguish certain behavioral struggles (sloppy, stubborn) from executive dysfunctions (poor self-monitoring, difficulty shifting) and discuss the idea of cognitive inflexibility. We learned the importance of flexibility, inner speech, planning, and positivity to combat difficulties such as overwhelm and disorganization that stem from executive function difficulties.
  • The Unstuck curriculum considers learners of various ages, stretching from as young as four years old to twenty years old, which specific stages dedicated to certain ages and includes a special high school curriculum. The core principles are to understand, support, and teach using real world settings. Tools such as a feelings chain are utilized to improve self-regulatory behavior, and an emphasis on Plan A and Plan B support the importance of flexibility and self-regulatory scripts.