Biography:

Seda Karayazi Ozsayin is a PhD student in Special Education program at the University of South Florida. She is an international student and is originally from Turkey. She attended many conferences in US and Turkey related to special education, autism spectrum disorders and gifted education. She published a paper on improving pro-social behavior of a young adult with ASD. She is currently working on several projects about individuals with ASDs.

Abstract:

Autism influences 1.5 million Americans and their families. In the United States, where more than six percent of children have autism, this rate is increasing 10-17 percent annually. Currently, diverse populations in schools are also increasing day by day. They became majority rather than minority. The biggest goal of educators provides an equal education to everyone in classes even though they come from different culture, background, family, religion, sexuality or socio-economic status. Pre-service teachers and in-service teachers should respond all students` needs. African Americans with Autism Spectrum Disorders (ASD) are in the biggest population in diverse groups. This study analyzed literature reviews on behavior, family, health care services and diagnoses of African American children with ASD. Studies show that African American children with ASDs are not able to access health care services more often than white children with ASDs, so they are diagnosed later in life than white children with ASDs. Additionally, verbal communication and aggression behaviors of African American children with ASD differ from White Children with ASD.

Biography:

Nagwa Abdel Meguid is a Professor of Human Genetics, National Research Centre, Egypt. She is a fellow at Uppsala University, Sweden and Yale University, USA. She has authored and co-authored 100 publications. She has used her expertise to identify and describe several novel recessive genes and genetic syndromes. She is working with neuro-developmental disorders where she participated in determining the spectrum of gene mutations causing common genetic disorders in Egypt. She is a member in Regional Bio-Ethics Society of UNESCO. She has been awarded for Africa & Middle East UNESCO/L’Oreal, 2002. 

Abstract:

Autism Spectrum Disorders (ASDs) have become more spread wide over recent years. In the present study we attempt to unveil the association between ASD and mediators of oxidative stress pathway at molecular level. We used pathway focused PCR array to analyze gene expression pattern of 84 oxidative stress transcripts in peripheral blood mononuclear cell (PBMC) pools isolated from a total 28 patients with mild/ moderate or severe autism and 16 non-autistic healthy subjects (each sample is a pool from 4 autistic patients or 4 controls). All the participants were diagnosed using; Text Revision (DSM-IV-TR), Childhood Autism Rating Scale (CARS) and Autism Diagnosis Intervention- Revised (ADI-R). Only 8 genes showed differential regulation over 1.5 fold change accompanied by statistical significance (p<0.05) when compared the autistic group to the non-autistic one. The transcriptional profile revealed down regulation of 7 transcripts: Ferritin heavy polypeptide1, Glutamate-cysteine ligase modifier subunit, Neutrophil cytosolic factor2, Prostaglandin-endoperoxide synthase 2, Prion Protein, Superoxide dismutase2 mitochondrial and Thioredoxin and up regulation of one gene Glutathione peroxidase 7 in the PBMCs of autistic patients (either mild or severe) compared to controls (p<0.05 for all). These results suggested that ASD is accompanied by dysregulation of the molecular signals involved in oxidative stress pathway. The current data form the basis for focused studies using single gene expression or custom arrays on a larger number of cases to get the most statistically regulated factors.

Biography:

Sean Hess is a Speech-Language Pathologist at Heartspring School, a residential facility and school for children with special needs in Wichita, Kansas. His clinical experience and research foci include working with students with autism spectrum disorder, students with complex communication needs, adolescent language development, person-centered assessment and interventions, counseling, interprofessional collaboration, and service provision to families.
 

Abstract:

Many protocols used for assessing social skills of students with autism spectrum disorder (ASD) are based on behavioral observations (Bowers, Huisingh, & LoGiudice, 2005, 2007, 2008, 2010; Carrow-Woolfolk, 1999; Constantino & Gruber, 2012; Gresham & Elliott, 2008; Gilliam & Miller, 2006; Kleiman, 2003; Phelps-Terasaki & Phelps-Gunn, 1992). It has been suggested, however, that social cognition encompasses processes underlying observable behaviors (Applegate, 1990; Burleson, Delia, & Applegate; 1995). Such processes include personal constructs, which can be assessed using repertory grids (Kelly, 1955). Personal constructs of five high-functioning teenagers with ASD were explored using repertory grids in this study. With visual structure and verbal scaffolding, all participants successfully engaged in the repertory grid process. It appears that high-functioning adolescents with ASD have well organized, complex construct systems related to social relationships. Data suggest they have a significant understanding of social roles and are interested in social interactions. Repertory grids offer a person-centered view of social cognitive processes, which may provide a starting point for social pragmatic language intervention.

Biography:

Alok Sharma is a Neurosurgeon and presently is the Director of the NeuroGen Brain & Spine Institute,  Professor & Head of Department of Neurosurgery at the LTMG Hospital & LTM Medical College & Consultant Neurosurgeon Fortis Hospital  in Mumbai, India. He completed his MS and MCh  from Seth G.S. Medical College and KEM Hospital of Mumbai University and subsequently trained at the Karolinska Hospital in Stockholm Sweden & the University of Colorado Health Sciences Center Denver USA. He has authored 12  books, edited 2 books, contributed chapters to 8 other books,  has 112 scientific publications  and has made over 150 scientific presentations nationally and internationally. He has published path breaking results of Stem cell therapy in pediatric neurodevelopmental disorders such as autism and cerebral palsy. He is currently doing pioneering research on the neurobiology of the brains of children with autism in a bid to better understand the disease and thereby create opportunities for correction of these with newer technologies. He is founding President of the “Stem Cell Society of India” and Vice President of the “International Association of Neurorestoratology.” He is Founder of “The Indian journal of Stem Cell therapy” and on the editorial board of 4 journals. He has been conferred with  numerous awards and honors in his distinguished career. His other areas of special interest are Neuroendoscopy, Psychosurgery, Spinal fixations & Revascularization for cerebral ischemia.

Abstract:

Neuropathology of autism involves poor interaction and connectivity between different brain areas during development leading to functional abnormalities. Hence, functional neuroimaging plays a significant role.  Neuroimaging techniques such as 18F-FDG Positron emission tomography (PET CT) aid in identifying brain pathology. Various neuroimaging studies have suggested hypometabolism in temporal lobes, cerebellum, mesial temporal structures, hippocampus, amygdala and increased blood perfusion in prefrontal lobes. These findings make PET-CT a promising option to understand and monitor the neurobiology of autism after an intervention.

In previous studies correlation of the metabolism with severity of autism was lacking. This study included 94 cases of autism, 50 moderate and 44 mild, between the ages of 2-16 years. Severity was based on Indian scale for assessment of autism (ISAA) score. The areas of abnormal metabolism were calculated using normal distribution curve.The brain metabolism in the 2 groups was compared.Additionally PET-CT scans of 4 cases of autism treated with autologous bone marrow mononuclear cell (BMMNCs) intrathecal transplantation were analyzed.

It was observed that both mild and moderate autism children exhibited hypo metabolism in the brain areas similar to earlier studies. However, hyper metabolism  was observed in the regions in Calcarine fissure, Heschl’sgyrus, inferior parietal, middle frontal gyrus and inferior frontal gyrus. The brain metabolism was significantly lesser in children with moderate autism varying across age groups. All four children treated with BMMNCs intrathecal transplantation showed changes in both hyper and hypo metabolism post transplantation. There was a significant improvement clinically and in the CARS or ISAA scores correlating with PET CT. The balancing effect seen in the PET-CT may be due to the improved connectivity regulating the brain metabolism.

These findings may be useful in identifying the impaired regions and understanding the severity of the damage to differentiate between mild and moderate autism. It may further help in assessing the outcome of a treatment modality like cellular therapy which may alter the disease pathology at a cellular level.

Biography:

Lidija Balaz is a registered psychologist in Sydney, Australia, and is currently completing her Doctorate in Psychology (Clinical) at University of Wollongong. She has experience working in a range of settings and is Director of Psych Perceptions. Associate Professor Mitchell Byrne completed his PhD at University of Wollongong and has 18 year experience as an academic. He is a registered Clinical and Forensic Psychologist with 29-year practitioner experience. He is a Director of Clinical Training in Psychology at the University of Wollongong and has over 50 research publications.

Abstract:

The purpose of this research is to extend on the award winning project “Understanding our Peers”. It aims to break down barriers and assist typically-developing pre-schoolers in understanding and engaging with their autistic peers in mainstream education centres. This research is particularly pertinent in light of the shift in legislation and cultural attitudes toward increasing opportunities of equal education opportunities for children with disabilities. Children diagnosed with ASD often struggle to cope with the social, emotional and communicational demands of inclusive education settings. Peer victimization and rejection are commonplace experiences. The goal of this research is to increase the number and quality of interactions and engagement between typically-developing peers and children diagnosed with autism, and simultaneously to decrease bullying, victimization, isolation and hostility. To achieve this, researchers utilized and expanded on principles from previously successful research with adolescence (Understanding our Peers), to create a series of children's books. The three story picture books follow characters as they learn key principles pertaining to autism, including celebrating differences, social skills, and communication skills. The program, currently being trialled in Australia, is designed to be used in early education centres where children are encouraged to use these principles in the classroom and on the playground. The success of this research, determined by increased engagements, interactions and communication, is being measured by naturalistic behavioural observations. If successful, the intervention has the potential to be broadly replicated across early childhood education centres throughout the country and internationally.

Biography:

Christine K Duff is a PhD candidate in the exceptional education track, at the University of Central Florida. Her work has been published in the Journal of Autism and Developmental Disorders, and she has presented her research on increasing self-awareness in individuals with ASD, and ‘at risk’ students. She has worked in a wide variety of settings including; mental health, social service, education and criminal justice. Holding several professional teaching certifications in the USA and Canada, she has teaching experience at K-12 and college/university levels. She served in numerous committees in addition to peer reviewing and judging peer manuscripts, dissertations, conference proposals and presentations.

Abstract:

Theory of mind (ToM) differences alleges to explain the “impaired ability of people with autism to attribute mental states (beliefs, knowledge) to other people, due to lack of perspective taking, mindreading, mentalizing and mind blindness”. Matching emotionally descriptive words to pictures of another person’s eyes (The Mind’s Eye Test) is typically used to provide evidence of “gaze abnormalities in autism resulting in failure to comprehend eyes convey information about a given mental state, and that individuals with autism spectrum disorder are specifically ‘blind’ to such information”. If one successfully matches an emotionally charged word to the correct representative facial picture - they are deemed to exhibit ToM and empathy for others. This assertion however, presents difficulties in determining whether ‘match-match’ responses are the result of an internalized process of ‘self’ and ‘other’ awareness; or an external, conditioned, and/or memorized response. Moreover, social algorithmic stories and responses learned via repetitive discrete trial teaching can produce anxiety and frustration when rehearsed social situations are not ‘played out’ in real life. In response to shortcomings, this presentation introduces a N­­­­eurodiverse ToM and empathetic paradigm approach towards positioning ToM social skill interventions for individuals with ASD, based upon student awareness of ‘self”. Guided understanding of “what, where and when”; empathetic response appropriate for neurodiverse individuals will be discussed, in addition to delineation of when it may be inappropriate for neurotypical individuals to make response demands

Biography:

Graeme Croton is an Activist, Campaigner, Entrepreneur, Life Coach, Mentor, Public Speaker, Trainer and Founder of Project Aspie. Project Aspie was a simple idea which stemmed from Graeme’s late diagnosis of Asperger’s Syndrome in July 2010 aged twenty-five. Project Aspie is an award winning organization which is delivering specialised services including Confidence, Mentorship and Motivational Interventions which benefit people with Autism and Asperger’s Syndrome.Project Aspie brings the Autism Community together creating an Autism Community Voice. Graeme has won various National and Regional awards for the work he has done for Project Aspie and he presents various talks on Autism as his talks cover various subjects i.e. ‘Exploring and Understanding Late Autism Diagnosis’ and ‘Growing up with Autism and Having a Dual Heritage’.Graeme strongly believes in the great importance of Entrepreneaurship and how it can benefit people with Autism within the community to live a healthy and independent life. He is launching a Special Enterpreneurship School which will help and support people with Autism to learn about setting up their own businesses.

Abstract:

Transitioning to Adulthood – Adapting to Change will offer an insight into practical interventions, strategies and tools that will help and support people with Autism Spectrum Conditions (ASC) to live a healthy and independent life.

The biggest challenge for a person with Autism is adapting to new changes and Transitioning to Adulthood – Adapting to Change is aimed at bringing a better understanding and perspective of living with Autism.

Graeme will be bringing a realism insight and perspective from his own experiences of being late diagnosed with Autism as an adult and how he had to adjust to new changes.

Transitioning to Adulthood – Adapting to Change will be a great benefit for academics, advocates, carers, families, parents, professionals and indviduals with Autism

Biography:

She works as Assistant Professor at Uludag University in Turkey. She has several studies on music education/music therapy approaches in special education especially for children with Autism. She is certified trainer of the trainers in Orff-Schulwerk. She has participated in several projects and carried out doctoral and post-doctoral studies regarding music therapy in Turkey (at Marmara University), Germany (at Technical University of Dortmund) and The U.S (at Arizona State University).

Abstract:

Reading facial expressions is one of the nonverbal communication skills, and considered essential for the children withAutism Spectrum Disorder (ASD) in terms of performing effective communication and social interaction with the others. The literature indicates that music therapy interventions can be used for teaching skills to this population, so it can also be used for teaching facial expression reading skill. In this study, it was aimed to investigate the effect of music therapy interventions  on  teaching  facial  expression  of  sadness  to  a  child  with  ASD. The  study  was conducted with a 5 year-old boy with diagnosis of ASD attending a Special Education and Rehabilitation Center in Turkey. Just after baseline data collection, one-to-one music therapy interventions were carried out twice a week for 2 months. Interventions focusing sadness consisted of  activities  such  as  singing,  movement  and  dance,  musical  story,  musical  painting,  musical drawing. Descriptive analysis was used for all videotaped sessions. The data of reliability among observers and of application were collected and analysed as well. The child with ASD participated in interventions eagerly and attentively. After 12 intervention sessions he showed success in recognition sadness in between of other facial expression cards. Generalization of the gained skill in the study environment was verified nevertheless there has been no chance to observe the skill in the real-life  conditions.  Permanence  was  kept  after  interventions  were  completed. These  results suggested that the use music therapy interventions can be considered an acceptable treatment option for teaching the facial expressions to this population.

Biography:

Zoee Bartholomew has dedicated her professional life to affecting the lives of developmentally/mentally disabled children, adults, and their families. Over the past 20 years, her career includes Adjunct Faculty, Behavior Intervention Specialist, Resource Specialist, Severely-Handicapped Teacher, and Recreational Leader throughout California. Bartholomew is a graduate of Howard University (BS, Human Development), the University of Phoenix (MS, MFT), and University of Phoenix (EDD, Educational Leadership). Bartholomew is the owner of ZMB Consulting providing consultation/training services to school districts, adult day programs, non-public schools, and other private organizations.

Abstract:

Integrated Adaptive Skills Program Model (IASP) is designed to offer supportive services to disabled students seeking to integrate into a local after -school program. IASP Model focuses on teaching adaptive skills to disabled students that would prepare them to be fully included into an after-school program with their same age peers. The program offers support, training, and consultation to the students and staff involved in the program. A variety of research-methods and assessment screening tools are used to determine eligibility and program implementation. The IASP Model was piloted during the 2011-2012 school year, in California, but due to limited local and state funds the program could not continue. Students with disabilities deserve to be involved in the community and should not be excluded based on funds. Teaching and educating others on how to integrate students with disabilities into programs will minimize and/or eliminate exclusion of participating in recreation programs within residing communities.