Rehab Seminars
Posted by Seattle, WA on 8/13/12

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    2013 Special Education Conference: Challenges and
    Innovations from Infancy to 12th Grade

    Courses Designed for Regular and Special Education Teachers
    and Support Staff

    Concurrent Full-day Courses and Course Faculty

    Day 1: Wednesday March 6, 2013

    A Year of Social Skills Activities and Games for Children
    with High Functioning Autism By Joel Shaul, LCSW, Autism
    Teaching Strategies, Pittsburgh, PA

    Visual Learning in an Auditory World By Ellyn Lucas Arwood,
    EdD, CCC-SLP, University of Portland, Portland, OR

    (2-Day Course)

    Evidenced-based Teaching Strategies for Students Struggling
    with Mathematics (and Students Diagnosed with Dyscalculia)
    By Marie Fisher, MEd, PhC, University of Washington and
    Helen Thouless, MIT, PhC, University of Washington,
    Seattle, WA

    Supporting AAC and Literacy in Inclusive Settings By Pati
    King DeBaun, MS, CCC-SLP, Creative Communicating, Park
    City, UT

    Pragmatic Organization Dynamic Display (PODD) Communication
    Books: Official Three-Day Course By Linda Burkhart, BS,
    Special Education, Technology Integration Specialist,
    Eldersburg, Maryland

    Day 2: Thursday March 7, 2013

    Harnessing Fantasy and Fascination to Promote Social Skills
    Learning in Children with High Functioning Autism by Joel
    Shaul, LCSW, Autism Teaching Strategies, Pittsburgh, PA

    Visual Learning in an Auditory World by Ellyn Lucas Arwood,
    EdD, CCC-SLP, University of Portland, Portland, OR (Day Two
    of this 2-Day Course)

    Intervention Strategies for Older Readers: Issues of
    Fluency and Comprehension by Roxanne Hudson, PhD,
    University of Washington, Seattle, WA

    Integrating the iPad in Classrooms: from Alternative Access
    to Struggling Learners by Pati King DeBaun, MS, CCC-SLP,
    Creative Communicating, Park City, UT

    Day 3: Friday March 8, 2013

    Vendor Exhibits and Training Open All Day

    Integrating Cognitive Behavioral Principles into the
    Classroom, Counseling, and Speech Therapy with Children on
    the Autism Spectrum by Joel Shaul, LCSW, Autism Teaching
    Strategies, Pittsburgh, PA

    Behavior and Language “Behavior is not discipline” by Ellyn
    Lucas Arwood, EdD, CCC-SLP, University of Portland,
    Portland, OR

    Addressing Reading Difficulties in Younger Readers: Issues
    of Phonological Awareness and Decoding by Roxanne Hudson,
    PhD, University of Washington (Morning Session)

    The Typical and Atypical Reading Brain: Developmental
    Evidence from Infants, Preschoolers and School-age Children
    by Nadine Gaab, PhD, Harvard Medical School, Boston,
    Massachusetts (Afternoon Session)

    Evidenced-Based Teaching Strategies for Middle and High
    School Students Struggling with Mathematics by Virginia C.
    Stimpson, PhD, University of Washington

    Pragmatic Organization Dynamic Display (PODD) Communication
    Books: Official Three-Day Course by Linda Burkhart (3 Day

    Course Faculty:

    Joel Shaul, LCSW is a psychotherapist and consultant
    specializing in mental health services for children and
    teens on the autism spectrum. In his clinical work at The
    Watson Institute in Pittsburgh, PA, he provides individual
    therapy, group therapy and social skills training in
    office, school and therapeutic camp settings. Joel conducts
    trainings nationwide on psycho-educational interventions
    for young people with Autism Spectrum Disorders. Joel Shaul
    is the creator of psycho-educational kits for children on
    the spectrum: The Green Zone, The Conversation Train,
    People Points, and The CBT Mind Traveler. He is the
    co-creator, with Rebecca Klaw, of Ryuu Cards and CD ROMs,
    which are social skills products featuring autistic
    dragons. Joel is the founder of Autism Teaching Strategies,
    the company that produces psycho-educational tools. He
    received a master’s degree in social work from the
    University of Louisville in 1986 and a bachelor’s degree in
    psychology from the University of Michigan in 1979.

    Joel Shaul taught two courses at the 2011 Special

    This year he will be presenting new therapeutic activities
    and materials. Attendees will receive CDs containing social
    skills activities that you can use in your classroom or
    individual treatment sessions.

    Disclosure: Joel Shaul benefits financially from the sale
    of teaching materials produced by Ryuu Endeavors, Inc. and
    Autism Teaching Strategies. There are no nonfinancial
    relationships to disclose.

    Ellyn Lucas Arwood, Ed.D., CCC-SLP, has been a
    speech-language pathologist, educator, and special educator
    for the past 35 years. She began working with children with
    autism in 1972. She is the author of five textbooks,
    numerous articles, chapters, and monographs, and has made
    100’s of presentations in the area of learning and
    language. Dr. Arwood has often been referred to as a lady
    before her time, as she created numerous instructional ways
    of helping children and adults become productive
    academically and socially. For example, Dr. Arwood began
    using drawing with nonverbal students in 1971, developing
    it into drawn pictures, event-based pictures, cartoons and
    flowcharts. Today, these types of visual materials are
    frequently used with children and adults with autism
    spectrum disorders. A professor at the University of
    Portland, Portland, Oregon, in the School of Education, Dr.
    Arwood enjoys an international reputation in learning and
    language, especially as it relates to students with
    neurogenic disabilities.

    Disclosure: Author for Apricot, Inc, Jessica Kingsley
    Publication and Autism Asperger Publication and receives
    royalty payments; she has ownership interest in Apricot,
    Inc. The University of Portland employs Dr. Arwood. There
    are no relevant nonfinancial relationships to disclose.

    Marie Fisher, Ph.C., teaches graduate courses on
    mathematics education for students with disabilities,
    instruction for students with EBD and classroom
    management/social skills instruction at the University of
    Washington in the department of Special Education. Her
    research interests include school-based mathematics and
    behavioral interventions for students with
    Emotional/Behavioral Disabilities (EBD). Marie has over ten
    years of experience in elementary education working as a
    field supervisor for teacher education and as a general and
    special education teacher teaching students with a range of
    disabilities. In addition, she has worked as an academic
    and behavioral interventionist implementing an academic
    Response to Intervention (RtI) model and Positive
    Behavioral Intervention and Supports (PBIS).

    Helen Thouless, Ph.C., was a special education and
    mathematics teacher for ten years. She specialized in the
    area of teaching mathematics to students with learning
    disabilities, and is particularly focused on how to use
    assessment to improve instruction. She currently leads
    professional development in mathematics for special
    education teachers and is working toward her doctorate
    degree at University of Washington in the department of
    Learning Sciences.

    Disclosure: Marie Fisher and Helen Thouless are both
    employed at the University of Washington and have no
    relevant nonfinancial or financial relationships to

    Pati King-DeBaun, M.S. CCC-SLP, is a certified speech
    language pathologist who has specialized in communication
    and early literacy instruction for children with severe and
    multiple disabilities for the past 25 years. Pati speaks
    and consults in a variety of classrooms nationally and
    internationally on the topics of interactive communication,
    augmentative communication, and early literacy for children
    with disabilities. Pati has written several books and
    software programs, including the Storytime Series, Emergent
    Literacy Success and Progressing Monitoring Assessment. She
    has consulted with various technology companies including :

    Don Johnston, AbleNet, IntelliTools (Cambuim), Leap Frog,
    Blink Twice, Dynavox/Mayer-Johnson, & Monarch Technologies
    to support and /or help with the development of new
    products. She was the Director of Language and Literacy
    Development for the Tango Communication Device.

    Disclosure: Pati King-DeBaun is the owner of Creative
    Communicating, a therapy consulting company and producer of
    therapy related educational materials. She receives
    financial compensation from Creative Communicating. There
    are no nonfinancial relationships to disclose.

    Linda Burkhart-

    Disclosure: Linda Burkhart volunteers as a consultant at
    the Cerebral Palsy Education Centre (CPEC) in Melbourne
    Australia. She also receives financial compensation from
    CPEC for the sale of PODD materials and for PODD workshop

    Roxanne Hudson, PhD is an Associate Professor in the Area
    of Special Education at the University of Washington, with
    extensive experience in preservice and inservice teacher
    education and reading intervention for students with
    disabilities. She has worked with children with
    disabilities and their families in a variety of contexts
    since 1990. Dr. Hudson researches and teaches in the area
    of reading and writing instruction for students with
    disabilities, and serves on the editorial boards of Reading
    & Writing Quarterly, Assessment for Effective Intervention,
    and The Reading Teacher. She has published articles in
    several journals, including The Reading Teacher, School
    Psychology Review, Learning Disabilities: Research &
    Practice, Reading and Writing, and Reading and Writing
    Quarterly and contributed chapters to books such as What
    Research Has to Say About Reading Fluency and the CORE
    Teaching Reading Sourcebook, 2nd edition. She is currently
    the Principal Investigator (PI) on a NIH-funded research
    project investigating emergent reading and language
    interventions for preschoolers with autism. She has also
    had experience as a PI or Co-PI on six externally-funded
    personnel preparation, research, or model-demonstration
    projects over the last 7 years in the areas of reading
    instruction and teacher education for students with

    Disclosure: the University of Washington employs Dr.

    There are no financial or non-financial relationships to

    Dr. Nadine Gaab is an Assistant Professor of Pediatrics at
    the Children’s Hospital Boston/Harvard Medical School and a
    member of the faculty at the Harvard Graduate School of
    Education. She is a faculty adjunct at Brandeis University.
    Her research within the Laboratories of Cognitive
    Neuroscience focuses on the brain correlates of reading
    development in typical and atypical children as well as
    possible pre-markers of developmental dyslexia in
    preschoolers and infants. Dr. Gaab uses functional magnetic
    resonance imaging (fMRI), a non-invasive brain imaging
    tool, as well as behavioral measurement tools to study the
    reading brain. She is also currently working on other
    various research topics including: the identification of
    the underlying neural mechanism of comorbidity of dyslexia
    and ADHD; the neural correlates of reading fluency,
    improvement of pediatric functional imaging techniques;
    brain plasticity following sound and music based
    remediation programs for reading and language impaired
    children; and the influence of musical training on
    executive functioning, language, and reading development.
    In her work, Dr. Gaab collaborates with several
    universities in the US (e.g.; Tufts, MIT) and researchers
    from all over the world (e.g.; China, Brazil). She assigns
    major significance to the clinical translation of her
    research as well as community outreach.

    Disclosure: the Harvard Medical School employs Dr. Gaab.
    There are no additional financial or non-financial
    relationships to disclose.

    Dr. Virginia C. Stimpson (Gini) is a nationally recognized
    mathematics educator who has served as a co-PI on
    NSF-funded and Eisenhower-funded professional development
    and research-focused grants during and following her 35
    years as a high school math and physics teacher. From
    2004-2007 she was the evaluator on the NSF-funded grant
    Lenses on Learning: Understanding Mathematics Instruction
    at the Secondary Level. She also served as the evaluator of
    the NSF Grant Facilitating Lenses on Learning: Developing
    Leadership to Support Excellent Teaching in Elementary
    Mathematics. She was a member of the Advisory Board for the
    development of the DMI seminars that focus on algebra, PFC
    and RAO, and has facilitated DMI seminars and prepared more
    than 400 teacher leaders to use those materials with their
    colleagues through both the University of Washington and
    Mount Holyoke College.

    Gini currently works through the Mathematics Education
    Project in the University of Washington College of
    Education. Recent work includes supporting secondary
    mathematics coaches in the Seattle School District as they
    extend the Studio work initiated by TDG. She is using what
    was learned in Seattle in her work with other districts.
    This includes work with teachers and principals in Lewis
    County through Educators for the 21st Century grant,
    Supporting Teacher Strategies to Prepare Students in Remote
    Rural Communities for College-level Mathematics. Gini is
    also supporting the Northshore School District as they
    articulate a program that will challenge and extend the
    learning of exceptional K-6 mathematics students.

    Gini is particularly interested in learning more about how
    we can support teachers and principals in moving beyond a
    surface understanding of High Leverage Practices and how we
    sustain work that has just begun to take root once coaches
    are no longer available for regular work in buildings.

    Disclosure: the University of Washington employs Dr.
    Stimpson. There are no additional financial or
    non-financial relationships.

    General Information Speech-Language Pathologists 19.5
    contact hours…1.95 ASHA CEUs….6.5 contact hours per
    day…..6.5 ASHA CEUs

    Western Washington University (Course #597B)

    OSPI Clock Hours This three-day conference is 19.5 contact
    hours (6.5 hours per day)

    Washington State Assoc. of School Psych 19.5 Clock Hours
    (6.5 clock hours per day) NASW and CCMC- 19.5

    Vendor Exhibits and Training- Highlander Room Vendor
    exhibits will be open all day Friday. Visit the exhibits to
    learn about products and services currently available.

    To participate in the vendor exhibit call (360) 379-6994 or
    go to the conference website at to
    register for vendor space. If you have questions regarding
    the exhibits, email the planning committee chairperson at:

2013 Special Education Conference