marcus autism center & emory university department of pediatrics · his personal experiences...

Marcus Autism Center & Emory University Department of Pediatrics 7th Annual Summer Symposium on Autism Spectrum Disorders

1920 Briarcliff Rd NE

Atlanta, GA 30329 Bellsouth Conference Room

Register on-line at Events.eply.com/MSS2018External

Monday – Friday July 9-13, 2017

Monday-Wednesday Single Day - $115 ($300 for 3 days)

Half Day - $60.00 Students - $10/day ($25 for 3 days)

Thursday & Friday ADOS 2-day Workshop - $500

*Approval for psychology CE credits is pending*

Monday, July 9th Defining, Detecting, & Diagnosing ASD

8:30 – 9:00 Registration & Coffee 9:00 – 9:15 Welcoming Remarks Lynn Perez and Cheryl Klaiman, PhD 9:15 – 10:45 Overview of Autism Spectrum Disorder: Clinical &

Research Perspectives Ami Klin, Ph.D. 10:45 – 11:00 Break 11:00 – 12:15 Overview of Autism Spectrum Disorder: Clinical &

Research Perspectives Ami Klin, Ph.D.

12:15 – 1:15 Lunch on Your Own 1:15 – 2:15 Assessment in Clinical Versus Educational Settings

Laura Dilly, Ph.D.(Tentative) 2:15 – 3:15 Early Social Communication Assessments Moira Lewis, MS, CCC-SLP 3:15 – 3:30 Break 3:30 – 4:30 A Personal Perspective Ryan Foley

Tuesday, July 10th Intervention Programming

8:30 – 9:00 Registration & Coffee 9:00 – 10:00 Feeding Concerns and Obesity

in ASD Rashelle Berry, 10:00 – 11:00 Advancing Educational Science:

Classroom-Based Coaching to Foster Student Social Emotional Engagement

Lindee Morgan, PhD, CCC-SLP Michael Siller, PhD 11:00 – 11:15 Break 11:15 – 12:15 Marching Target Symptoms to

Medications Larry Scahill, MSN, PhD 12:15 – 1:15 Lunch on Your Own 1:15 – 2:15 Current State of Behavioral

Interventions for Problem Behavior: Best Practices and Current Research Joanna Lomas Mevers, PhD, BCBA-D

2:15 – 3:15 Care Coordination and Patient

Navigation Cheryl Rhodes, MA, LMFT, LCP

3:15 – 3:30 Break 3:30 – 4:30 Parents’ Perspective DeAnn Foley, MEd and Matt Foley, EdD

Wednesday, July 11th 8:30 – 9:00 Registration & Coffee

A.M. Option 1: Translational Research 9:00 – 10:00 Parent Training for Child

Behavioral Problems Meenakshi Lambha, Ph.D. 10:00 – 11:00 Community-Based Early

Intervention Models Naima Bond, M.Ed. and

Tabitha Nelson, BA 11:00 - 11:15 Break 11:15 – 12:15 Social Visual Engagement from

Lab to Clinic Cheryl Klaiman, Ph.D. 12:15 – 1:00 Lunch on Your Own

A.M. Option 2: ETHICS WORKSHOP David Jaquess, PhD, ABPP, BCBA-D

9:00 – 10:15 Clinical Informed Consent 10:15 – 10:30 Break 10:30 -11:30 Empirically Supported

Assessments & Treatments 11:30 – 12:15 Case Analyses & Discussion 12:15 – 1:00 Lunch on Your Own

Thursday-Friday, July 12-13th

2-DAY CLINICAL WORKSHOP Autism Diagnostic Observation Schedule,

Second Edition Cheryl Klaiman, Ph.D.

8:30 – 9:00 Registration & Coffee 9:00 – 12:00 Overview of Mods 1-2 (Day 1)

and Mods 3-4 (Day 2) 12:00 – 1:30 Lunch on Your Own

1:30 – 3:30 Administration and Scoring Practice

3:30 – 4:30 Discussion of Scoring and Coding Conventions

Wednesday, July 11th Afternoon

1:00 – 2:00 Neuroimaging Studies of ASD: A Review of the Existing Literature & New Directions

Sarah Shultz, Ph.D. 2:00 – 2:15 Break 2:15 – 3:15 Early Vocal Development and

its Derailment in ASD Gordon Ramsay, Ph.D. 3:15 – 3:25 Break 3:25 – 4:25 Genetics in ASD: What Do We

Know and What Does it Mean? Jennifer Mulle, Ph.D.

4:25 – 4:40 Closing Remarks Cheryl Klaiman, Ph.D.

Marcus Autism Center is approved by the American Psychological Association to sponsor continuing education for psychologists. Marcus Autism Center maintains responsibility for this program and its content.

Cost and Cancellation Policy: Single Day (M-W) - $115

Half Day (M-W) - $60.00

All presentations (M-W) $300

Students (M-W) - $10/day ($25 for all presentations)

ADOS 2-day Workshop (Th-F) - $500

If you need to cancel your registration, notify us by Wednesday, July 5, 2017 and we will issue a refund (minus $25 administrative fee). No-shows or cancellations received after June 25, 2018 are ineligible for a refund.

Continuing Education Activity Details

For additional information and/or questions regarding CE credits, please contact the CE Program Administrator at Training.MAC @emory.edu or 404-785-9443.

Monday, July 10th, 2017 A.M. Session, Overview of Autism Spectrum Disorder: Clinical & Research Perspectives

CE Activity Title Overview of Autism Spectrum Disorder: Clinical & Research Perspectives Instructor Credentials/Speaker Bio

Ami Klin, Ph.D. is the Georgia Research Alliance Eminent Scholar Professor and Chief of the Division of Autism and Developmental Disabilities at Emory University School of Medicine, and Director of the Marcus Autism Center, Children’s Healthcare of Atlanta. He obtained his Ph.D. from the University of London, and completed clinical and research post-doctoral fellowships at the Yale Child Study Center. He directed the Autism Program at the Yale Child Study Center, Yale University School of Medicine until 2010, where he was the Harris Professor of Child Psychology & Psychiatry. The Marcus Autism Center is one of the largest centers of clinical care in the country, providing a broad range of diagnostic and treatment services, and is also a National Institutes of Health Autism Center of Excellence, with a comprehensive interdisciplinary program of research in clinical and basic science. Collaborative projects include several departments at Emory and others institutions such as the CDC and the Yerkes National Primate Research Center, as well as care-providing agencies in the community. The Center also provides training in a broad range of disciplines, and is strongly committed to advocacy at the local, national and international levels. Dr. Klin’s primary research activities focus on social mind and social brain, and on developmental

aspects of autism from infancy through adulthood. These studies include novel techniques such as the eye-tracking laboratories co-directed with Warren Jones, which allow researchers to see the world through the eyes of individuals with autism. These techniques are now being applied in the screening of toddlers at risk for autism. He is the author of over 200 publications in the field of autism and related conditions.

Number of CE Credits 3 Description of Target Audience & Instructional Level

This event is intended for those with an introductory to intermediate level of knowledge related to the ASD diagnosis. This may include but not be limited to:

Psychologists Health and allied health professionals who work with individuals with autism

spectrum disorders Resident/fellows, graduate students/interns

Educational Objectives 1. Recognize the symptoms of autism across the lifespan, recommended assessment protocols, and the typical priorities for treatment and intervention.

2. Summarize new models of what is autism resulting from advances in genetics and neurobiology, and recognize the significance of these new insights to clinical practice.

3. Describe highly conserved and early emerging mechanisms of socialization, how these are quantified experimentally, and their implications for the instantiation of genetic liabilities in the first 2 years of life.

4. Explain new opportunities that this body of research opens for early intervention and for new research combining molecular genetics and social neuroscience.

Disclosure of commercial support or potential conflicts of interest, including ownership or support for presenter, content or endorsements of products.

No conflicts of interest to disclose.

Monday, July 10th, 2017 P.M. Session, Detecting and Diagnosing ASD

CE Activity Title Detecting and Diagnosing ASD Instructor(s) Credentials/Speaker Bio(s)

Laura Dilly, PhD, completed her doctorate in school psychology at Michigan State University. She completed her doctoral internship at the Houston Independent School District. Dr. Dilly then worked within the public school districts for 10 years as a lead psychologist and

training coordinator. At the Marcus Autism Center, Dr. Dilly conducts assessments of young children suspected of having an autism spectrum disorder. Her research interests involve the intersection of the school based and medically based services for children with autism spectrum disorders and the training of professionals in the provision of ASD services. Moira Lewis, MS, CCC-SLP, works in clinical research at the Marcus Autism Center where she leads communication assessment procedures within longitudinal protocols designed to investigate early emergence of autism and diagnostic stability throughout development. Moira received her Master’s degree in communication disorders at Miami University, and completed her clinical fellowship in the Yale Child Study Center’s Developmental Disabilities Clinic. Prior to moving to Atlanta, Moira worked as an SLP at the YAI Autism Center in New York City, and as an adjunct instructor within the Hunter College Special Education department. Moira’s clinical work at YAI involved conducting early intervention staff training on communication assessment and intervention models for children with ASD, as well as leading evidence-based social skills groups for preschoolers and school-aged children. Moira maintains a special interest in collaboration among multidisciplinary professionals to detect social communication delays in the first two years of life and thus facilitate intervention as early as possible. Ryan Foley, BS received his Bachelor of Arts in Criminology and Sociology and offers his personal experiences and perspective living with ASD. Through advocacy by his parents, he became one of the first students with autism in Texas to enjoy the benefits of an inclusive education. Ryan provides educational speeches throughout the country for his nonprofit organization, Blue Fan, Inc. He resides in Texas where he shares a home with his parents and Hunter, his golden retriever.



Psychologists, social workers, family therapists, and counselors Health and allied health professionals who work with individuals with autism


Educational Objectives 1. Understand and express the role and types of screening measures for toddlers with autism spectrum disorder.

2. Identify subtle yet important early red flags in infant siblings at risk for ASD 3. Identify at least two differences in categorization, based on whether children are being

assessed for educational placement or clinical diagnosis

4. Describe key aspects of autism spectrum disorder as they relate to the educational

environment.

5. Define effective elements for building relationships between providers and individuals with autism.



Tuesday, July 11th, 2017 A.M. Session, Intervention Programming Part 1

CE Activity Title Intervention Programming, Part 1 Instructor(s) Credentials/Speaker Bio(s)

Rashelle Berry, MPH, MS, RD, CSP, Rashelle Berry is a nutritionist in the Feeding Disorders Program at Marcus Autism Center. She received her Master in Public Health in Epidemiology from Emory University and her Master of Science in Nutrition from Georgia State University. Rashelle completed her dietetic internship at Georgia State University which included training at Grady Hospital, Emory Healthcare, Piedmont Healthcare, Children’s Healthcare of Atlanta and Gwinnett Medical Center. Rashelle’s clinical work and research focus on the nutrition and growth of children with feeding disorders. Her current interests include establishing a standardized approach to providing optimal nutrition to children with feeding disorders. This includes children with food selectivity, failure to thrive, overweight/obesity and feeding tube dependence. Rashelle has given numerous presentations across the country on the topic of feeding disorders in an effort to disseminate information to clinicians and caregivers. Michael Siller, Ph.D., is Associate Professor of Pediatrics at Emory University, and co-directs the Educational Science Research Core at Marcus Autism Center. He published the first pair of longitudinal studies to show that responsive parental behaviors predict the long-term (16-year) language gains in autism, and completed two clinical trials evaluating parent coaching interventions. At Marcus, Dr. Siller develops, evaluates, and implements community-viable educational innovations for children, adolescents, and young adults with autism in Georgia and beyond.

Lindee Morgan, Ph.D., CCC-SLP, completed her PhD in Communication Disorders at Florida State University (2002). Prior to joining the faculty at Emory in 2016, Dr. Morgan held positions at Florida State University. Dr. Morgan’s primary clinical/scholarly focus is intervention, largely classroom-based, for individuals with autism spectrum disorder. Her articles have been published in a number of leading journals including Pediatrics, the Journal of Child Psychology and Psychiatry, and the Journal of Autism and Developmental Disorders. Larry Scahill, MSC, PhD, Dr. Scahill is one of the foremost researchers in the country in clinical trials in children with ASD. He joined the Emory Pediatrics in 2012 and is current a professor of pediatrics. From 1997 to 2012, he was a site Primary Investigator of the NIH-funded Research Unit on Pediatric Psychopharmacology Autism Network. This multi-site network completed several large-scale clinical trials that guide clinical practice for children with ASD. These randomized clinical trials evaluated medications, behavioral interventions, and medication in combination with behavioral intervention.





Educational Objectives 1. Describe common feeding concerns and factors that may contribute to obesity for people with ASD.

2. Discuss strategies for developing, testing, and implementing educational innovations for children with autism entails significant challenges in the context of school-based learning.

3. Discuss primary components of the SEE-KS Coaching Model to support teachers in promoting student engagement.

4. Describe three broad categories of behavioral difficulties that can be addressed through pharmacotherapy.

5. Name one medication that has been approved by the Food & Drug Administration (FDA) for use in children with ASD.

Disclosure of commercial support or potential conflicts of interest, including ownership or support for


presenter, content or endorsements of products.

Tuesday, July 12th, 2017 P.M. Session, Intervention Programming Part 2

CE Activity Title Intervention Programming, Part 2 Instructor(s) Credentials/Speaker Bio(s)

Joanna Lomas Mevers, Ph.D., BCBA-D. received her doctorate in school psychology from Louisiana State University, under the mentorship of Jeffery Tiger, PhD and George Noell, PhD She completed her pre-doctoral internship and postdoctoral fellowship at Marcus Autism Center and Emory University under the supervision of Nathan Call, PhD. Dr. Lomas Mevers is currently the program director for severe behavior programs and specializes in the assessment and treatment of severe behavior disorders for children diagnosed with autism spectrum disorder (ASD) or related disabilities. She is responsible for working with families and clinicians to develop effective behavioral interventions that decrease challenging behaviors and replace them with appropriate behaviors. In addition to her clinical duties she also provides training for pre-doctoral and postdoctoral trainees. Cheryl Rhodes, MS, LMFT, LPC, is Director of Care Coordination at Marcus Autism Center in Atlanta GA and has over 30 years of clinical, advocacy, research and training experience on behalf of children with disabilities and their families. She is co-author of Brothers and Sisters: A Special Part of Exceptional Families (2006) and has written articles and book chapters on siblings and grandparents of children with autism and related developmental disabilities, clinical advocacy and family support. She was a Fellow at CDC's National Center on Birth Defects and Developmental Disabilities and received a Masters in Counseling from City University of New York. Matt Foley, EdD has over 25 years of experience providing guidance to parents of children with special needs both as a professional counselor and a peer consultant and internationally known speaker on the subject. With his wife he coauthored several articles, as well as a practical guide for parents: Getting Services for Your Child on the Autism Spectrum. He lives with his wife and adult son who has been evaluated to have Asperger Syndrome. DeAnn Foley, MEd, With 27 years of experience working with professionals and parents in education, DeAnn has special expertise in identifying students with special needs, designing appropriate curricula and interventions for students with disabilities, and writing implementation plans. She has extensive knowledge with interpretation and implementation of district, state and federal laws governing education. DeAnn is currently employed as an Educational Diagnostician on the Autism Team. She is the mother of an adult son with

Asperger syndrome and continues to support his navigation of life from a different perspective. With her husband she has coauthored several articles, as well as a practical guide for parents: Getting Services for Your Child on the Autism Spectrum.





Educational Objectives 1. Describe key findings from recent research on assessment and treatment of problem behavior exhibited by individuals with ASD and related disorders.

2. Discuss how individuals with an autism spectrum disorder may perceive the benefits and challenges of the characteristics of these disorders.

3. Discuss how their own interactions (as clinicians and/or researchers) may be enhanced to improve the experience of families and individuals with whom they intervene.

4. Summarize the parent’s role in the IEP process.

5. Define effective elements for building collaborative relationships between educators, professionals, and families with ASD



Wednesday, July 13th, 2017 A.M. Session Option 1, Translational Research

CE Activity Title Translational Research Instructor(s) Credentials/Speaker Bio(s)

Meenakshi Lambha, Ph.D., obtained her graduate degrees from Auburn University and completed a doctoral internship at the A.I. DuPont Hospital for Children. Her postdoctoral training was completed at Emory University and Children’s Healthcare of Atlanta. Her practice has emphasized neurodevelopmental and psychological assessments, as well family

individual and parent-child therapy. As a scientist practitioner, she integrates information from the scientific literature with clinical observation and relies primarily upon Behavioral and Cognitive-Behavior approaches. Currently, Dr. Lambha works as a psychologist at the Marcus Autism Center. Naima Bond, M.Ed. earned her graduate degree in special education in 2010 from Grand Canyon University. She has worked for six years as a professional development specialist in an early education and family center, and currently holds the position of Community Intervention Specialist in the Infant and Toddler/Community Outreach Research Core at Marcus Autism Center. Tabitha Nelson, BA, is a Developmental Research interventionist at Marcus Autism Center in the Infant and Toddler/Community Outreach Research Core. She holds a bachelor’s degree in psychology and has over 10 years of experience with behavioral and environmental interventions for children who are affected by developmental disabilities. Cheryl Klaiman, Ph.D., has been working in the field of autism spectrum disorders since 1993, graduating with her PhD from McGill University in 2003. She completed her doctoral internship and postdoctoral residency at the Yale Child Study Center, working closely with Drs. Ami Klin, Robert Schultz, Fred Volkmar and Sara Sparrow. She was an Associate Research Scientist at Yale for 6 years prior to moving to California and working at the Children’s Health Council where became the Director of the Autism and Developmental Disabilities multidisciplinary team. An Associate Professor in the Division of Autism and Related Disorders within the Department of Pediatrics at Emory University School of Medicine, she is Director of Assessment and Diagnosis, and works closely with the team developing a medical device to provide objective early screening for ASD. She is responsible for clinical characterization of individuals enrolled in the various research studies, contributing to best estimate clinical diagnoses, and training other psychologists, trainees, and research assistants on diagnostic and other assessment tools.





Educational Objectives 1. Describe the research outcomes of the RUBI parent training program. 2. Recognize the target population appropriate for the RUBI Parent Training program.

3. Identify intervention components used in the RUBI Parent Training program. 4. Summarize important recent advances in early intervention for infants and toddlers

at-risk for autism spectrum disorder (ASD) and the shift toward caregiver-mediated intervention.

5. Distinguish key elements of naturalistic developmental behavioral interventions (NDBIs), including the Early Social Interaction (ESI) Project.

6. Explain how clinical care to the community can be connected with the community, using Marcus Infant-Toddler Collaborative Coaching Project as a model.



Wednesday, July 12th, 2017 A.M. Session, Option 2, ETHICS WORKSHOP

CE Activity Title Informed Consent and Empirically Supported Treatments: Ethical Considerations Instructor(s) Credentials/Speaker Bio(s)

David L. Jaquess, Ph.D., ABPP, BCBA-D, In 1993, David Jaquess received a doctoral degree in clinical psychology from Virginia Polytechnic Institute and State University under the guidance of Jack Finney. Dr. Jaquess completed a doctoral internship at the Medical University of South Carolina and a postdoctoral fellowship at the Kennedy Krieger Institute and Johns Hopkins University School of Medicine. He has taught at various levels in higher education from undergraduates in a comprehensive liberal arts college to postdoctoral fellows. He holds a faculty appointment as Associate Professor of Pediatrics at Emory University School of Medicine. Currently, Dr. Jaquess is the Director of Training for Marcus Autism Center. As a clinical psychologist, Dr. Jaquess has been licensed in the states of Georgia, Indiana, Maryland, and Virginia. Areas of research interest include empirical support of using behavior analytic techniques for pediatric feeding disorders, factors predictive of developing feeding problems in high-risk children, and techniques to increase clinician competence professional training.


This event is intended for those with an intermediate to advanced level of knowledge related to behavioral health practice. This may include but not be limited to:

Psychologists, social workers, family therapists, counselors

Health and allied health professionals who work complex treatment decision-making Resident/fellows, graduate students/interns

Educational Objectives 1. Define informed consent and how it pertains to broad clinical practice 2. Articulate key ethical principles and how they guide the process of obtaining consent

in both clinical and research arenas 3. Explore implications for ethical practice from the current professional directives for

practicing from a position informed by empirical evidence, and how this may related the core constructs of informed consent.

4. Describe key differences for social situations between where typically developing children tend to focus visual attention as compared with individuals on the autism spectrum.

5. Give suggestions for how adapting this line of research for clinical settings might help clinicians improve social skills and engagement for individuals with ASD.



Wednesday, July 12th, 2017 P.M. Session, Basic Research Advances in ASD

CE Activity Title Basic Research Instructor(s) Credentials/Speaker Bio(s)

Sarah Shultz, Ph.D., an Assistant Professor in the Department of Pediatrics at the Emory University School of Medicine and Co-Director of the Pediatric Neuroimaging Research Core at Marcus Autism Center. Dr. Shultz’s training and research used both behavioral (eye-tracking) and neuroimaging methods and analysis techniques (fMRI, EEG, dynamic causal modeling) to investigate social cognition and perception from infancy to adulthood in both typically-developing populations and populations with ASD. Current work investigates the neural and behavioral origins of disrupted social engagement in individuals with ASD to better understand the etiology of ASD and to inform intervention. Gordon Ramsay, Ph.D., completed a Ph.D. in electronics and electrical engineering at the University of Southampton in England and received an M.Phil. from Cambridge University in speech and language processing. He was a Marie Curie Research Fellow at the Institut de la

Communication Parlae in Grenoble, France for two years, and also worked at the University of Waterloo, Canada and the Universita Libre de Bruxelles, Belgium. He has held visiting positions at the University of Western Sydney, Australia and Addis Ababa University, Ethiopia. Before coming to Emory and Marcus Autism Center, he was an Associate Research Scientist in the autism program at the Yale Child Study Center, a Fellow of Saybrook College at Yale University, and Senior Scientist at Haskins Laboratories. At Marcus Autism Center, he directs the Spoken Communication Laboratory. His research focuses on mathematical models of speech production and perception, which he is currently applying to developmental profiling of vocal behavior, spoken communication, and social interaction in infants at risk of autism. Jennifer Mulle, MHS, PhD earned her doctoral degree at Johns Hopkins University and followed with postdoctoral research fellowships at Johns Hopkins and at Emory University. She has been on the faculty at Emory University Rollins School of Public Health since 2011. Her research focuses on genetic epidemiology and on the impact of genes on multiple psychiatric conditions, including schizophrenia, 22q11.2 deletion syndrome, and autism. She is a member of the Autism Sequencing Consortium.





Educational Objectives 1. Describe global differences in brain structure and function in ASD. 2. Explain why prospective longitudinal study designs may better reveal development of

brain and behavior in ASD 3. Articulate the relationship between communication deficits and other core features of

Autism Spectrum Disorders (ASD). 4. Describe the current state of knowledge concerning spoken language development in

ASD relative to typical development. 5. Explain the difference between single nucleotide and copy number variants in the

human genome. 6. Describe the possible benefits of the use of genetic testing in autism.

Disclosure of commercial support or potential conflicts


of interest, including ownership or support for presenter, content or endorsements of products.

Thursday, July 13th, 2017 ADOS-2 Advanced Clinical/Research Training Modules 1 and 2

CE Activity Title ADOS-2 Advanced Clinical/Research Training Modules 1 and 2 Instructor(s) Credentials/Speaker Bio(s)

Cheryl Klaiman, Ph.D., has been working in the field of autism spectrum disorders since 1993, graduating with her PhD from McGill University in 2003. She completed her pre- and post-doctoral internship at the Yale Child Study Center, working closely with Drs. Ami Klin, Robert Schultz, Fred Volkmar and Sara Sparrow. She was an Associate Research Scientist at Yale for 6 years prior to moving to California and working at the Children’s Health Council where she was a staff psychologist and then was the Director of the Autism and Developmental Disabilities multidisciplinary team. She was also a clinical researcher at the Stanford Department of Psychiatry where she worked closely with Dr. Allan Reiss examining the overlap of autism and Fragile X syndrome as well as collaborating on a longitudinal study of Fragile X syndrome, Turner Syndrome and Williams syndrome. Cheryl Klaiman is an Assistant Professor in the Division of Autism and Related Disorders within the Department of Pediatrics at Emory University School of Medicine and a Senior Psychologist at the Marcus Autism Center. In her position she is responsible for clinical characterization of individuals enrolled in the various research studies, contributing to best estimate diagnoses and training other staff psychologists, post-doctoral fellows and psychology interns as well as research assistants on diagnostic and other assessment tools. Her research interests center around techniques to aid in the differential diagnosis of individuals with autism spectrum disorders (such as eye-tracking, ERP and fMRI), early diagnosis and treatment strategies and genetic comorbidities such as Fragile X syndrome and Williams syndrome.




spectrum disorders

Resident/fellows, graduate students/interns Educational Objectives 1. Select the appropriate module of the ADOS-2 for their patients/research participants

with possible ASD. 2. Administer Modules 1 and 2 with fidelity. 3. Demonstrate understanding of ADOS-2 coding conventions. 4. Understand behaviors seen in typically developing individuals and those with an

autism spectrum disorder. 5. Score Modules 1 and 2 with fidelity. 6. Calculate all ADOS-2 Module 1 and 2 algorithm scores, including risk ranges, clinical

classifications, and calibrated severity score. Schedule 8:30—9:00 Registration and Coffee

9:00—12:00 Overview of Modules 1 and 2 12:00--1:30 Lunch on your own 1:30—3:30 Administration and Scoring Practice 3:30—4:30 Discussion of Scoring and Coding Conventions



Friday, July 14th, 2017 ADOS-2 Advanced Clinical/Research Training Modules 3 and 4

CE Activity Title ADOS-2 Advanced Clinical/Research Training Modules 3 and 4 Instructor(s) Credentials/Speaker Bio(s)

Cheryl Klaiman, Ph.D., has been working in the field of autism spectrum disorders since 1993, graduating with her PhD from McGill University in 2003. She completed her pre- and post-doctoral internship at the Yale Child Study Center, working closely with Drs. Ami Klin, Robert Schultz, Fred Volkmar and Sara Sparrow. She was an Associate Research Scientist at Yale for 6 years prior to moving to California and working at the Children’s Health Council where she was a staff psychologist and then was the Director of the Autism and Developmental Disabilities multidisciplinary team. She was also a clinical researcher at the Stanford Department of Psychiatry where she worked closely with Dr. Allan Reiss examining the overlap of autism and Fragile X syndrome as well as collaborating on a longitudinal study

of Fragile X syndrome, Turner Syndrome and Williams syndrome. Cheryl Klaiman is an Assistant Professor in the Division of Autism and Related Disorders within the Department of Pediatrics at Emory University School of Medicine and a Senior Psychologist at the Marcus Autism Center. In her position she is responsible for clinical characterization of individuals enrolled in the various research studies, contributing to best estimate diagnoses and training other staff psychologists, post-doctoral fellows and psychology interns as well as research assistants on diagnostic and other assessment tools. Her research interests center around techniques to aid in the differential diagnosis of individuals with autism spectrum disorders (such as eye-tracking, ERP and fMRI), early diagnosis and treatment strategies and genetic comorbidities such as Fragile X syndrome and Williams syndrome.





Educational Objectives 1. Administer Module 3 and 4 with fidelity 2. Score Modules 3 and 4 with fidelity. 3. Demonstrate an understanding of the psychometrics of the ADOS-2. 4. Demonstrate an understanding of when the ADOS-2 is appropriate to use and when

other measures may be more effective. 5. Understand how to incorporate ADOS-2 results into the reports and write-ups. 6. Demonstrate how results on the ADOS-2 can lead to specific recommendations for an

individual with autism spectrum disorder. Schedule 8:30—9:00 Registration and Coffee

9:00—12:00 Overview of Modules 3 and 4 12:00--1:30 Lunch on your own 1:30—3:30 Administration and Scoring Practice 3:30—4:30 Discussion of Scoring and Coding Conventions

Disclosure of commercial support or potential conflicts of interest, including


ownership or support for presenter, content or endorsements of products.

marcus autism center & emory university department of pediatrics · his personal experiences...

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