Bios, Lectures & Learner Objectives

SATURDAY, 11/01/08
9:10 AM to 10:00 AM – Peter Bell
Keynote Address: The Changing Face of Autism].pdf
As a society, we have an obligation to secure a brighter future for individuals with autism spectrum disorders. By taking action now, we can ensure that adults with autism break free of the all-too-common status of “wards of the state” and become engaged, involved and ideally, tax-paying, members of their communities.

This presentation will review Advancing Futures for Adults with Autism (AFAA)—a national consortium seeking to create meaningful futures for adults with autism that include homes, jobs, recreation, friends and supportive communities.

This unique national consortium has united several autism organizations to set national priorities for adults on the autism spectrum and to transform public policy and programming for teens and adults with autism spectrum disorders. Throughout 2009, AFAA will collect information, develop strategic solutions and advance the national agenda for this important population.

Peter Bell
Executive Vice President, Program & Services, Autism Speaks

Peter Bell is executive vice president for programs and services at Autism Speaks. He oversees the foundation’s government relations and family services activities and also serves as an advisor to the science division. Prior to his role at Autism Speaks, Bell was president and CEO of Cure Autism Now, which merged with Autism Speaks in February 2007.

Peter joined Cure Autism Now in 2004 following a successful 12-year marketing career at McNeil Consumer & Specialty Pharmaceuticals, a member of the Johnson & Johnson family of companies. As president and CEO, Peter led Cure Autism Now through a tremendous growth period and brought the foundation’s funding total to more than $39 million. In addition, Peter enhanced the foundation’s research, education and outreach initiatives and expanded the foundation’s treatment portfolio.

Prior to joining the Cure Autism Now staff, Peter was a founding member of the Philadelphia chapter and served on the board of directors. He received a Bachelor of Science degree from Cornell University and holds an MBA from the Kellogg School at Northwestern University.

Peter and his wife, Liz, reside in New Jersey with their three children. Their eldest son, Tyler, has autism.
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10:15 AM to 12:00 PM – Bridget A. Taylor, Psy.D., BCBA
Increasing Independence for Maximum Success and Improving Leisure Skills in the Home, School and Community (download presentation)

With the advance of Early Intensive Behavioral Intervention, children with autism can learn many skills never thought possible. Some children with autism can learn to talk, play with toys, socialize with their peers and become active functional participants in their families and communities. The goal of any intervention program however, is to help individuals with autism perform these responses without immediate supervision and direct prompts from adults. This presentation will review specific skills that enhance the independent functioning of individuals with autism across a range of curriculum areas including the importance of independent leisure skills. Videotaped case presentations will illustrate procedures and skills to target.

Learner Objectives:
1. Identify research-based procedures to enhance independence.
2. Identify curriculum priorities that lead to independence.
3. Identify relevant leisure skills to target.
4. Identify key fundamental prerequisites to enhance independence of learners with autism

Bridget A. Taylor, Psy.D., BCBA
Executive Director, Alpine Learning Group
Bridget A. Taylor is a Board Certified Behavior Analyst. She holds a Doctorate of Psychology from Rutgers University, and received her Master’s degree in Early Childhood Special Education from Columbia University. Dr. Taylor has specialized in the education and treatment of children with autism for the past twenty years. In 1988, she co-founded the Alpine Learning Group, a well regarded education and treatment center for children with autism in New Jersey. She currently serves as Executive Director. Dr. Taylor serves on the editorial boards of the Journal of Applied Behavior Analysis and the journals Behavioral Interventions and Behavior Analysis in Practice. She is also a member of the Autism Advisory Group for the Cambridge Center for Behavioral Studies and a board member of the Association for Science in Autism Treatment. Dr. Taylor has authored research articles and book chapters related to autism and she is a regular presenter at national and international conferences.
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1:00 PM to 3:00 PM – Peter Gerhardt, Ed.D.
Bridges to Adulthood for Learners with Autism Spectrum Disorders: Targeting Skills for the Next Environment

Employment and academics are not enough. With increasing numbers of learners with autism being educated in more inclusive settings, special attention must be paid to their transition needs beyond classroom academics. Today, professionals, families and learners with Autism Spectrum Disorders are beginning to redefine the outcomes of the transition process beyond employment to include measures of personal competence and life satisfaction. To this end, this seminar will provide an overview and practical strategies for transition planning in support of competent adulthood, inclusive of employment, social skills, sexuality and quality of life.

Learner Objectives:
1. Participants will be able to identify the three primary components of community based skill sets.
2. Participants will be able to identify the components of transition planning across multiple environments.
3. Participants will be able to identify the three factors associated with a positive quality of life.

Peter F. Gerhardt, Ed.D.
President and Chair of the Scientific Council, Organization for Autism Research

Dr. Peter Gerhardt is President and Chair of the Scientific Council for the Organization for Autism Research, a nonprofit organization dedicated to funding applied research and disseminating the relevant findings in support of learners with an Autism Spectrum Disorder (ASD) and their families. Dr. Gerhardt has over 25 years experience utilizing the principles of Applied Behavior Analysis in support of adolescents and adults with an ASD in educational, employment, and community based settings. He is the author or co-author of articles and book chapters on the needs of adults with autism spectrum disorder, the school-to-work-transition process, assessment of social competence, and analysis and intervention of problematic behavior. He has presented nationally and internationally on these topics. Dr. Gerhardt received his doctorate from the Rutgers University Graduate School of Education. In 2007 Dr. Gerhardt was awarded the John W. Jacobson Award for Significant Contributions to Effective Behavior Intervention by the New York State Association for Behavior Analysis.
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3:00 PM to 4:00 PM – Mendy Boettcher Minjarez, Ph.D.
Teaching Social Conversation Skills to Children with Autism Spectrum Disorders Using Behavioral Self-Management management for conversation AEN 11-08 Handout.pdf

This presentation will review recent literature on teaching social conversation to children with autism as well as self-management interventions in general. It will then primarily focus on reviewing practical strategies for how to implement a self-management program to target teaching children to remain on topic during social conversations. A study will then be presented in which self-management procedures were used to teach on-topic responding to children with autism during conversations. Outcome data will be presented and video examples shown to illustrate use of procedures. Study findings will be discussed in the context of current literature on social conversation skills.

Learner Objectives:
1. The participant will learn basic strategies for how to set up and implement a behavioral self-management program with a child with autism.
2. The participant will learn how these behavioral teaching strategies can be applied to teaching on-topic responding during social conversations.
3. The participant will gain understanding of variables that are important for maintaining treatment gains and promoting generalization of skills.
4. The participant will gain a general understanding of how this intervention approach relates to the behavioral, self-management, and social skills literature.

Mendy Boettcher Minjarez, Ph.D.
Autism and Developmental Disabilities Clinic
Lucile Packard Children’s Hospital at Stanford

Mendy Boettcher Minjarez received her Ph.D. in Clinical Psychology from the University of CA, Santa Barbara, where she trained with Drs. Bob and Lynn Koegel, who developed the PRT intervention model. She then completed her clinical internship and post-doctoral fellowship at the Yale Child Study Center where she specialized in early childhood and autism, working with Fred Volkmar, MD and Ami Klin, PhD. Dr. Minjarez has now been at Stanford for just over two years, and before that, worked at the Children’s Health Council in Palo Alto. At present, she works full time in the Division of Child and Adolescent Psychiatry as a member of the clinical faculty. She primarily does behavioral treatment for children with autism, with a focus on parent education in Pivotal Response Training and behavior modification. She also conducts diagnostic evaluations in Child Psychiatry, as well as Developmental and Behavioral Pediatrics.

4:00 PM to 5:00 PM – Jennifer Phillips, Ph.D.
Understanding the ASD Perspective: Helping Individuals with Autism Spectrum Disorders Build Skills and Manage Stress (download presentation)

In order to develop effective strategies to help individuals with ASD understand their social world and cope successfully, it is helpful to first understand the challenges that an individual with ASD faces, and the underlying cognitive deficits that contribute to their struggles. This lecture will discuss the effort that individuals with ASD exert, focusing on the cognitive theories that guide our understanding of this effort. In addition, we will review strategies for accommodating deficits, building skills, and reducing and managing stress.

Learner Objectives:
1. Review the cognitive theories of ASD
2. Understand the perspectives of children with ASD
3. Discuss why it takes so much effort for children with ASD to get through the school day
4. Review treatment strategies for building skills and reducing stress

Jennifer Phillips, Ph.D.
Clinical Assistant Professor of Psychiatry and Behavioral Sciences, Stanford University

Dr. Phillips is a clinical psychologist who specializes in the diagnosis and treatment of autism spectrum disorders and developmental delay. She also co-created and runs a parent education series for families of children with autism spectrum conditions, offered through the LPCH Center for Autism and Related Disorders. In addition to providing clinical services to children and families, she collaborates on several Stanford research projects focused on children with autism. Dr. Phillips received her Ph.D. in Clinical Psychology from the University of Texas Southwestern Medical Center and completed a postdoctoral research fellowship focusing on autism spectrum disorders at Arizona State University, as well as a clinical fellowship in child psychology at Stanford School of Medicine. In 2005, she spent a year in Boston, establishing an autism diagnostic clinic as part of the May Institute’s National Autism Center.

Saturday, November 1, 2008 – Room 209/210**
Exclusive SLP Training

9:00 AM to 10:00 AM – Deborah Ross-Swain, Ed.D., CCC-SLP
Keynote Address: Processing Disorders and Children with Autism Spectrum Disorders: An Integrative Treatment Model

Auditory processing skills provide the foundation for listening, communicating and learning. Autism spectrum disorders rarely exist without co-morbid conditions. A common secondary diagnosis for some children with autism is auditory processing disorder. This presentation will provide participants with a working definition of auditory processing disorders (APD) as well as symptoms of APD in children on the autism spectrum. The presentation will highlight research documentation of the presence of APD in this population of children. Evidenced based research on specific treatment interventions will be presented.

Learner Objectives:
1. Participants will have a working definition of auditory processing disorder.
2. Participants will understand the constellation of auditory processing skills.
3. Participants will understand specific auditory processing skill weaknesses in children with autism.
4. Participants will be presented with research findings on specific treatment interventions.

Deborah L. Ross-Swain, Ed.D., CCC-SLP
Dr. Deborah Ross-Swain, CCC-SLP is the founder, owner and clinical director of The Swain Center for Listening, Communicating and Learning. She served as a California delegate to the Legislative Council for the American Speech-Language and Hearing Association (ASHA) as well as a year on the Advisory Board. As a LC delegate Dr. Swain served one year as the Delegation Correspondent. Dr. Swain has served on Program Review Committee and is an LC Mentor. Dr. Swain currently serves on ASHA’s Ad Hoc Committee on the Role of the Speech-Language Pathologist in Identifying and Treating Children with Auditory Processing Disorders. Dr. Swain is the current Director-Elect for District 1 of the California Speech-Language and Hearing Association (CSHA). Dr. Swain is the former Chief of Speech-Language Pathology at the University of California, Davis Medical Center and held a clinical staff faculty appointment at the School of Medicine. She is the Past President of California Speech Pathologists and Audiologists in Private Practice (CALSPAPP) and is a board member of the American Academy of Private Practice Speech Pathologists and Audiologists (AAPPSPA). Dr. Swain served on California Speech-Language and Hearing Association (CSHA) Task Force for developing Guidelines for (Central) Auditory Processing Disorders as well as the committee investigating Professional Encroachment. She has been a member of CSHA’s Political Action Committee 2004-2008. Dr. Swain has received awards from CSHA for Outstanding Service and Outstanding Achievement. Dr. Swain is a nationally recognized speaker and professional writer. Dr. Swain is on the Board of Directors of The National Coalition of Auditory Processing Disorders (NCAPD) and the Northern California Representative of the Educational Audiology Association. Dr. Swain is a frequent guest speaker for Talk About Curing Autism (TACA) and Families for Early Autism Treatment (FEAT) and works collaboratively with health care professionals in the treatment of autism. She is the author of numerous standardized test batteries and treatment manuals. She was co-editor of the recently published and released book, Auditory Processing Disorders: Assessment, Management, and Treatment; The Listening Inventory. Further publications by Dr. Swain include: The Ross Information Processing Assessment-2; The Ross Information Processing Assessment-Geriatric; The Ross Information Processing Assessment-Primary; The Bedside Evaluation and Screen Test and The Swallowing Ability and Function Test; Aphasia Rehabilitation: An Auditory and Verbal Treatment Hierarchy; Aphasia Rehabilitation: A Reading and Writing treatment Hierarchy; The Cognitive Linguistic Improvement Program; The Voice Advantage; The Geriatric Treatment Manual and The Geriatric Resource Manual.

10:15 AM to 12:00 PM – Joanne Gerenser, Ph.D., CCC-SLP
Working with Minimally Verbal Individuals with ASD

It has been estimated that almost 30% of individuals with ASD may not develop functional speech. Although there have been great advances made in understanding the speech and language deficits present in autism, many questions continue to remain as to why some children are able to speak and others are not. A review of the most recently published literature relating to the development of speech will be discussed in this presentation. Several possible factors that may affect the ability to develop functional speech will be reviewed. One of the most common reasons provided for speech deficits in learners with ASD is that the child is “apraxic”. This workshop will provide a review of the apraxia literature. Strategies to promote communication and enhance speech intelligibility in these learners will be discussed.

Learner Objectives:
1. Participants will be able to list at least three factors that might interfere with the development of functional speech.
2. Participants will be able to discuss the role of speech perception in the development of speech production.
3. Participants will be able to discuss the evidence based literature on apraxia of speech and ASD
4. Participants will be able to demonstrate prompting techniques to promote sound production in learners with ASD.
5. Participants will have an overview of effective treatment strategies for increasing functional communication.

Joanne Gerenser, Ph.D., SLP
Executive Director, Eden II Programs

Joanne Gerenser is the Executive Director of the Eden II Programs in Staten Island, New York. She received her Master’s degree in Speech and Hearing from the Ohio State University and her Ph.D. in Speech and Hearing Science at the City University of New York Graduate Center. She is an adjunct Assistant Professor at Brooklyn College as well as Penn State University. Joanne is a member of the Scientific Advisory Council for the Organization for Autism Research. She is on the boards of the Partnership for Autism Education, the Interagency Council for Mental Retardation and the New York State Association for Behavior Analysis. Joanne is co-author of the interactive CD-ROM entitled “Behavioral Programming for Children with Autism”. In addition, she has authored several book chapters and articles on autism and developmental disabilities. She is an Associate Editor of the Journal of Speech-Language Pathology and Applied Behavior Analysis. She sits on a number of Professional Advisory Boards for several programs serving children and adults with autism in the US and abroad.

1:00 PM to 3:00 PM – Joanne Gerenser, Ph.D., CCC-SLP
Language and Children with Autism Spectrum Disorders: Theory to Practice

Deficits in the development of speech and language are consistent problems in children with autism and related disorders. Despite the documented efficacy of intensive behavioral programming for children with autism, many continue to demonstrate on-going and persistent speech-language challenges. This suggests that there is a need to continue to expand the range of research and information available to improve our curriculum and intervention practices. There is research in the area of language development and psycholinguistics that indicates underlying deficits in lexical development and organization in individuals with ASD. This workshop will provide a framework for integrating the psycholinguistic research into behavioral programming to address language deficits in learners with ASD.

Learner Objectives:
1. Participant will understand lexical development and organization in the neurotypical population.
2. Participant will understand the deficits in lexical development and organization in learners with autism and how these deficits impact other aspects of language development and use.
3. Participant will understand and identify strategies to promote lexical development in learners with autism.
4. Participant will understand and identify strategies to enhance abstract language skills in learners with autism

3:00 PM to 5:00 PM – Joanne Gerenser, Ph.D., CCC-SLP
Joint Attention and Autism: Implications for Assessment and Treatment Attention_ASD.pdf

Children with autism demonstrate deficits in joint attention early in their development and these deficits often remain persistent throughout development. Deficits in referential looking, declarative pointing as well as failure to respond to name and other social cues are common in early development. It has been well documented that joint attention plays a critical role in the development of language and social skills. This workshop will provide an overview of joint attention as well as the specific problems associated with autism. Implications for assessment and intervention for learners with ASD will be presented.

Learner Objectives:
1. Participants will understand joint attention and typical development.
2. Participants will understand the deficits in joint attention present in ASD and how these affect language and social development.
3. Participants will understand proposed theories underlying deficits in joint attention in ASD.
4. Participants will be able to identify strategies to address deficits in joint attention in ASD.

SUNDAY, NOVEMBER 2, 2008
Theatre

9:00 AM to 9:50 AM – Susan M. Wilczynski, Ph.D., BCBA
The National Standards Project AEN_2008 2 handouts.pdf

The National Standards Project is an unprecedented effort to provide validated national standards for evidence-based education and behavioral intervention for children with Autism Spectrum Disorders. The purpose of this presentation is to review the conceptual model for evaluating the research literature to determine the strength of evidence for educational and behavioral treatment options. Participants can expect to learn what steps must be completed in order to conclude the National Standards Project. Finally, this presentation is intended to inform participants of the potential benefits of the National Standards Project to parents, educators, health professionals, and researchers.

Learner Objectives:
1. Participants will identify reasons evidence-based practice guidelines are important.
2. Participants will learn the components critical how the research literature is being evaluated for the National Standards Project.
3. Participants will learn the four components that should comprise evidence-based practice.

Susan M. Wilczynski, Ph.D., BCBA
Executive Director, The National Autism Center

Susan M. Wilczynski, PhD, is the Executive Director of the National Autism Center. She chairs the National Standards Project and oversees an autism diagnostic clinic and parent education series. In her previous role as a professor, Dr. Wilczynski directed an intensive early intervention program. She has authored and edited numerous articles and/or books on Autism.

10:00 AM to 11:00 AM – Jerry Kartzinel, MD, FAAP
House Calls: First Steps To Healing Your Child].pdf)

Dr Jerry Kartzinel, MD is a board certified pediatrician who has over 10 years of experience in the treatment of autism. In this lecture, Dr Kartzinel will take you on a journey from outside the cell to inside the cell, and back out again. In this process, Autism will be explained as a series of interacting vicious cycles impacting methylation chemistry, immune function, and gut function. Participants will learn to how break the vicious cycles and normalize biological functions in each area affected. Finally, safe and effective starting points for medical interventions in restoring your child’s health will be discussed.

Learner objectives:
1. Participants will understand the medical disease processes children with Autism face daily.
2. Participants will understand biochemical pathways involved with disease.
3. Participants will learn about safe and effective starting points for medical intervention in children with Autism.

Jerry Kartzinel, MD, FAAP
Dr Jerry Kartzinel is Board Certified pediatrician and a Fellow in the American Academy of Pediatrics. He specializes in the recovery of neuro-developmental and chronic inflammatory diseases in children. His practice is Pediatric Partners of Ponte Vedra and is located in Ponte Vedra Beach, Florida.

After receiving his medical degree at St Louis University School of Medicine, he completed his residency in pediatric medicine in the Air Force. Following Desert Storm, Dr Kartzinel practiced general pediatrics in private practice for 10 years until his fourth boy was diagnosed with Autism.

A nationally recognized speaker on children’s health issues, Dr. Kartzinel has presented medical interventions that work to improve the lives of children who suffer from many types of medical conditions that include: autism, allergies, inflammatory bowel disease, chronic constipation, chronic diarrhea, and sleep cycle disruptions. He regularly teaches Continuing Medical Educations courses on Children’s Health issues to physicians and other health professionals.

His clinical approach is to treat the whole child by carefully obtaining a full and complete history and based on this history, obtaining very detailed laboratory evaluations. Based on these results, individualized plans are implemented integrating the very latest medical interventions that include both traditional and complementary medicine approaches.

**11:00 AM to 12:00 PM – Patricia Wright, Ph.D., MPH, BCBA**

Patricia Wright, Ph.D., MPH, BCBA
Augmentative and Alternative Communication: Autism and Use of Symbol-Based Communication).pdf)

Approximately 50% of individuals with autism do not develop effective spoken language; these individuals require augmentative and alternative communication (AAC) to meet their communication needs. The use of symbol-based communication appears to be the “go-to” tool for working with individuals with autism – but what is known about the use of these tools? There is a growing research body documenting effective communication interventions for this population, however, the field of autism treatment has experienced widespread implementation of strategies that have no empirical validity. As the prevalence of autism continues to increase the marketing of treatments to meet the needs of this population is fierce. There must be a commitment to providing empirically valid treatment to the individuals we serve. This session will provide participants with research-based interventions in the use of symbols with individuals with autism. User-stories will demonstrate the use of these empirically validated strategies.

Learner Objectives:
1. Participants will be able to list common symbol hierarchies and the two common symbol set used by augmented communicators.
2. Participants will verbally describe Aided Language Modeling and it application to promote symbol knowledge increase communication.
3. Identify strategies for using symbols to support transitions and decrease challenging behavior for individuals with autism.

**Patricia Wright, Ph.D., MPH**

National Director of Autism Services, Easter Seals

Patricia Wright, PhD, MPH., has a passion for education and advocacy and has dedicated her career to ensuring that individuals with autism are fully-included in society. Her personal mission is to offer the support that makes it possible for people with autism to lead meaningful, happy and productive lives. As Easter Seals National Director of Autism Services, Wright leads autism programs for Easter Seals, one of the nation’s largest provider of services for individuals with autism.

CONCURRENT SESSIONS FROM 1:00 PM TO 3:00 PM

Theatre
1:00 PM to 3:00 PM – Robert Putnam, Ph.D., BCBA
Robert Putnam, Ph.D,BCBA
Improving Pro-social Behavior and Reducing Problematic Behavior Behavior Support110208hand [Compatibility Mode].pdf

This session will focus on the use of behavioral assessment information to develop positive behavior support interventions for individuals with pervasive developmental disorders and challenging behavior. Individuals with pervasive developmental disorders often present with deficits in social skills as well as challenging behaviors that interfere with their success in being served in more inclusive settings. Emphasis will be on the development, design and implementation of effective proactive and preventative behavior support interventions to increase pro-social skills and decrease problem behavior. Case examples will be presented demonstrating the use of these practices.

Learner objectives:
1. Participants will learn how to use functional assessment information to develop a competing pathways diagram to assist in comprehensive behavior support planning.
2. Participants will learn how to use antecedent strategies to reduce problematic behavior.
3. Participants will learn how to effectively teach and reinforce fluent replacement behaviors that obtain similar functions of the problem behavior.
4. Participants will learn how to use consequential interventions to increase desired behavior and reduce problematic behavior.

Robert F. Putnam, Ph.D., BCBA
Senior Vice President, Consulting Services, The May Institute

Robert F. Putnam, Ph.D., oversees a team of school consultants who provide behavioral consultation to over 100 public schools in New England. As head of Positive Schools, an empirical, research-based, school-wide behavior support program, Dr. Putnam has provided consultation to schools across the country relative to effective discipline interventions.

Dr. Putnam received his Ph.D. from Boston College and is a licensed psychologist and a certified health service provider. He has served on the faculty of the Harvard Medical School and is a Clinical Assistant Professor at Northeastern University’s Bouve College of Pharmacy and Health Sciences. Dr. Putnam has given more than 100 presentations at schools, as well as at national and local conferences relative to development and implementation of effective discipline, functional behavior assessment, and positive behavior support practices. He is widely published in this field, including recent articles in Behavior Modification, Child and Family Behavior Therapy, Journal of Positive Behavior Intervention, Behavior Analysis Today, Psychiatric Services, and Journal of Special Education Leadership. Dr. Putnam also wrote a chapter in the book, Behavior Psychology in the Schools.

ROOM 203/204
1:00 PM to 2:00 PM – Denise Tarasuk, ND, RN
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Denise Tarasuk, ND,RN
Sulfur: Nature’s Key to Treating Children on the Autism Spectrum
Children with Autism have profound problems with their detoxification pathway. This presentation will review the research regarding detoxification and the Trans-Sulfuration Pathway. Children with Autism were identified as having low Sulfur levels. Signs and symptoms of a Sulfur Deficiency will be discussed. Treatment options presented include Homeopathy, Epsom Salt Baths and foods containing Sulfur, which increase natural Sulfur levels in the body. Increasing Sulfur with these natural treatments will aid in detoxification, and assist the child with focus and learning and relaxation.

Learner Objectives:
1. The participant will understand children with Autism have problems with their detoxification pathway.
2. The participant will learn that Sulfur is needed for detoxification of heavy metals and environmental toxins.
3. The participant will learn that Epsom Salt baths promote the detoxification pathway or the Trans-Sulfuration Pathway.

Denise Tarasuk, ND, RN

Dr Tarasuk is a Naturopathic Doctor who has private practice in Campbell, California She received her doctoral degree in Naturopathic Medicine from the Southwest College of Naturopathic Medicine and Science in Tempe, Arizona.

She specializes in the natural treatment of Autism and children on the spectrum. She brings a holistic approach to treating children with Autism, Aspergers Syndrome, ADD, ADHD and Sensory Integration Disorder. Her approach is with the utilization of her advanced knowledge of Homeopathy, Ayurveda, Nutrition and Botanical Medicine. Since the year 2000, she has been a trained Defeat Autism Now! Doctor.

ROOM 209/210
2:00 PM to 3:00 PM – Susan Owen, MS
Understanding the Low Oxalate Diet and Autism

A new model of treatment is emerging related to a diet low in Oxalates for individuals with gastrointestinal inflammation, leaky gut, vitamin deficiency, or a loss of key beneficial bacteria in the gut. The use of a low oxalate diet seems to stop the continuing damage and also seems to encourage the release of stored oxalate. That release is believed to explain how this diet gradually restores functions that may have been impaired by out-of-bounds levels of this fascinating but simple molecule. Oxalate is a required modulator of the calcium stores in the endoplasmic reticulum. Oxalate can impair key enzymes involved with glycolysis and the citric acid cycle, and may even interfere with gene expression because of effects in the nucleus. Mrs. Owens will present the science of oxalate, and the results of three years of working with those who are lowering the oxalate content of the diet.

Learner Objectives:
1. The participant will learn what oxalate is and where it comes from.
2. The participant will learn why gut permeability or problems in the small intestine with steatorrhea or gut inflammation will lead to excess absorption of oxalate from the diet.
3. The participant will learn about how other factors like vitamin deficiency, enzyme weakness, dysbiosis due to antibiotics, and genetics may increase the danger from oxalate.
4. The participant will learn which cellular processes are disrupted by oxalate.
5. The participant will learn which areas of autism parents and physicians have reported to improve on the low oxalate diet.
6. The participant will learn where to find information on how to implement the low oxalate diet.

Susan Owens, MS
Susan Owens has lectured widely nationally and internationally while integrating her work with fellow members of the Defeat Autism Now! Think Tank at the Autism Research Institute. A graduate of Vanderbilt University with a master’s degree from the University of Texas in Dallas, Ms. Owens focused her first ten years of autism research on studying the regulation of the sulfur system and sulfur’s disruption in autism. Almost four years ago, she realized that the leaky gut and bowel inflammation which now seem so central to autism would probably lead to hyper-absorption of dietary oxalate and as a result oxalate may damage a different set of systems in autism because of its interaction with autism’s sulfur problems. This theory began the Autism Oxalate project, where Mrs. Owens has pioneered the use of the low oxalate diet in autism while also coordinating the research efforts of many scientists and physicians in this research area. This diet seems not only to address pain and motility issues in the gastrointestinal tract with improvements in urinary issues, but it also is leading to rapid improvements in gross motor, fine motor, speech, cognition, growth, stiffness, and major changes in core autistic features, even in adults.

Theatre
3:15 PM to 5:00 PM – William Shaw, Ph.D.
Multi-Factorial Causes of and Medical Testing for Autism and PDD

This presentation will cover the most common genetic and metabolic causes of autism and PDD, among them the purine disorders, abnormal levels of gastrointestinal microorganisms, vitamin and nutritional deficiencies, food allergies, industrial pollution, heavy metals intoxication, mineral imbalances and high levels of oxalates. Dr. Shaw will also speak about effective ways of correcting these abnormalities with biomedical interventions.

Learner Objectives:
1. Participants will learn how genes play a part in autism.
2. Participants will learn how leaky gut syndrome and food allergies develop.
3. Participants will learn about the newest biomedical research developments in autism.
4. Participants will learn how to get started with biomedical testing.
5. Participants will learn how holistic, integrative therapies work to treat the autism and PDD.

William Shaw, Ph.D.
Director, Great Plains Laboratory, Inc.

William Shaw Ph.D. is the Director of The Great Plains Laboratory, Inc., which specializes in metabolic and nutritional testing, especially in autism. Dr. Shaw received a Ph.D. in biochemistry, genetics, and human physiology from the Medical University of South Carolina and is board certified in the fields of clinical chemistry and toxicology by the American Board of Clinical Chemistry. He has supervised large endocrinology, nutritional biochemistry, toxicology, and immunology departments in positions at the Center for Disease Control and Smith Kline Clinical Laboratories in Atlanta, Georgia. He was Director of Clinical Chemistry, Endocrinology, and Toxicology at Children’s Mercy Hospital, the teaching hospital of the University of Missouri at Kansas City School of Medicine.