10:00 am to 12:00 pm (Eastern Time)

Understanding the Academic Needs of Learners With Autism

Featured Speaker — Veronica Fleury, Ph.D.
Associate Professor in Special Education and an affiliate faculty member in the Florida Center for Research at Florida State University.

Did you know that approximately 70% of school-age learners with autism read below expected grade-level? Although academic difficulties are not a diagnostic characteristic of ASD, the core behavioral difficulties that define ASD—social-communication difficulties and the presence of restricted, repetitive behaviors—can impede students’ ability to actively participate in, and learn from, traditional classroom activities. This presentation provides educators with an overview of current research on academic outcomes for autistic students, emphasizing both areas of strength and opportunities for support.

Learner Outcomes

Learners will be able to:

1. Describe current knowledge about academic outcomes for autistic learners.
2. Explain how dominant cognitive theories used to understand autistic behaviors apply to classroom learning.
3. Discuss how behavioral characteristics of autism can promote or inhibit learning in school settings.

12:45 pm to 2:15 pm (Eastern Time)

Engagement Is Key: Building a Strong Foundation for Learning

Featured Speaker — Veronica Fleury, Ph.D.
Associate Professor in Special Education and an affiliate faculty member in the Florida Center for Research at Florida State University.

High-quality instruction is essential for supporting outcomes for individuals with autism. The quantity and quality of educational intervention research for autistic learners has grown dramatically over the past several decades. However, students can only benefit from instruction if they are able to engage in it. Engagement is the gateway to learning—without it, even well-planned lessons may fall short. For autistic learners in particular, engagement often requires intentional social-communication and behavioral supports. Educators play a crucial role in designing environments and delivering instruction in ways that make participation accessible and meaningful for all students. In this session, educators will learn about evidence-based practices and strategies that can help autistic learners actively engage in—and benefit from—classroom instruction.

Learner Outcomes

Learners will be able to:

1. Describe what it means to be an “evidence-based practice.”
2. Create supportive learning environments for students with autism.
3. Apply strategies to support student engagement during instruction.

2:30 pm to 4:00 pm (Eastern Time)

Where’s the Evidence? Becoming a Critical Consumer of Autism Information

Featured Speaker — Veronica Fleury, Ph.D.
Associate Professor in Special Education and an affiliate faculty member in the Florida Center for Research at Florida State University.

Weighted vests. Special diets. Facilitated communication. These techniques gained popularity despite lacking rigorous research. Well-intentioned individuals spend time, money, and hope using “treatments” that are unlikely to yield desired results. Given the enormous amount of information available to us online, how do we know what to trust? In this session, we provide tips for evaluating information spread through the media and recommend reliable sources of information.

Learner Outcomes

Learners will be able to:

1. Identify factors that allow autism misinformation to thrive.
2. Explain why educational professionals should advocate for the use of evidence-based practices.
3. Apply strategies to critique the credibility and reliability of autism information spread through media.