Zuzana Maštenová is a Board Certified Behavior Analyst (BCBA) who graduated with a Master’s degree in Psychology from Prešov University, Slovakia, in June 2004. Upon relocating to the UK, she began her career in Applied Behavior Analysis (ABA), focusing on supporting children with Autism Spectrum Disorder (ASD) as a behavior therapist in both home and school-based programs.

Subsequently, after completing her BCBA coursework, she returned to Slovakia and co-founded VIA ABA, o.z., a non-governmental organization (NGO) dedicated to delivering evidence-based instruction to children with autism.

Through VIA ABA, Zuzana is committed to disseminating information about ABA and evidence-based practices in autism treatment, providing training for parents and professionals, and organizing practical workshops, presentations, and conferences.

Presentation:

Step by step: Parent-Mediated Early Intervention program for autism targeting early social interaction and communication skills

Abstract: 

In countries where Applied Behavior Analysis (ABA) is not government-funded or supported by health insurance, accessing early intervention services for children with autism can be challenging. Drawing on evidence-based approaches, we highlight the effectiveness of parent-mediated interventions particularly focusing on play based teaching in natural environments with emphasis on supporting early social and communication skills. The Step by step program is a 3-month parent-mediated intervention designed to develop social communication skills in young children with autism spectrum disorder (ASD).

Parents receive individual behavioral skills training at the centre for 2 hours per week over 12 training sessions. During these sessions, they learn how to promote social interaction, communication, imitation and play skills to stimulate child’s development. Parents then engage in 3 hours of planned activities each day , applying the strategies they learned during traning. The program is based on a naturalistic developmental behavioral intervention, using reinforcement naturally embedded in play and creating learning opportunities during everyday activities.

We emphasize the pivotal role parents play in the treatment team and advocate for their integration into every intervention program for children with autism.

He is the Director of the Center of Excellence on Inclusive Practice for OCALI, the Ohio Center for Autism and Low Incidence. He recently transition to OCALI from his role as the Lake and Edward J. Snyder, Jr. Distinguished Professor of Special Education in the Cato College of Education at The University of North Carolina at Charlotte.

He has over 30 years of experience working with individuals with disabilities, their families, and teachers. He graduated from the University of Kentucky in 2010 and since has published 90 articles, book chapters, and books related to working with persons with ASD and intellectual disability. Robert is passionate about the dissemination of research-based practice and has provided hundreds of refereed and invited presentations to researchers, practitioners, and families.

He also values service to field and his local communities through membership on numerous advisory committees, editorial boards, and grant review panel; leadership in professional organizations (i.e., President of Board of Directors for DADD, ACRES, KYABA); and consultation in schools.

His current research interests involve behavior analytic communication instruction, expanding students’ repertoires in written expression, and improving educational programming for students with severe disabilities.

Presentation:

Behaving Behavior Analytic in the Provision of School Supports 

Abstract: 

Serving educational professionals and their students in school contexts is a challenging but meaningful endeavor. In this session, Dr. Pennington will draw on his over 30 years working in schools to discuss functional contingencies related to teacher behavior change and provide an approach for assessing and then supporting teachers in the improvement of classroom programming. Dr. Pennington will demonstrate the use of the program evaluation tools, model the development of behavioral objectives for addressing teacher behavior, and describe several strategies for improving teacher engagement (peer to peer coaching, training students, behavior skills training).

A Behavior Analytic Approach to Teaching Written Expression to Students with Autism and Intellectual Disability

The development of written expression skills is essential to success in a range of critical life domains including academic performance, employment, and social interaction. Despite its importance, there has been little guidance from the research literature on strategies to teach students with complex support needs to write. In this exciting workshop, Dr. Pennington will describe a behavioral approach to teaching written expression to students with autism and intellectual disability. Further, he will distill findings from a decade of research investigations into practical teaching strategies for educators to implement quickly in their classrooms.

Dr. Pennington will draw on decades of experience in classroom settings to engage participants as they work through activities and learn powerful new concepts.

Dr. Ellie Kazemi has devoted her career to supporting supervisors and leaders. She merges behavioral science, advanced digital technology, and data-based decision-making with her years of experience working with leadership to promote strong organizational cultures, effective supervision strategies, and practical and efficient workforce training.

She has worked on several large nationwide projects (e.g., with FEMA and NASA) focusing on effective training and behavioral outcomes. She currently wears multiple hats. She is a tenure-track professor at CSUN, where she founded the M.S. in Applied Behavior Analysis program and where she is also the Director of AI/VXR Initiatives for the College of Social and Behavioral Sciences.

She is the founder and CEO of Transform VXR, a training platform she is building to make experiential learning more accessible to the public.

Presentation at the ABA International Conference 2024

Transformative Supervision: Enhancing Staff Performance through Targeted Interventions

Abstract:

Effective supervision of clinical staff is crucial for staff development and achieving optimal client outcomes. In this presentation I will focus on best practices for supervisors, particularly in conducting “can’t do versus won’t do” assessments to identify staff needs accurately. By differentiating between skill gaps (“can’t do”) and contingency management issues (“won’t do”), supervisors can tailor their support strategies accordingly. For staff requiring further training, behavior skills training (BST) and coaching can be employed to enhance competence and confidence.

Conversely, for those facing motivational challenges, supervisors can modify the work environment to bolster engagement and morale, utilizing strategies such as differential reinforcement, recognition, and workload adjustments. I will provide actionable insights, tools, and case examples to illustrate the implementation of these approaches, emphasizing the importance of compassionate and effective supervision. By adopting these best practices, supervisors can foster a supportive work environment that enhances staff performance and, consequently, improves treatment outcomes.

Justin Leaf, Ph.D., is the Executive Director for Autism Partnership Foundation and the Progressive Behavior Analyst Autism Council and the Executive Director for Contemporary Behavior Consultants.

Justin received his doctorate degree in Behavioral Psychology from the Department of Applied Behavioral Science at the University of Kansas. His research interests include Progressive ABA, improving behavioral intervention, social behavior, and methodologies to improve the lives of autistic/individuals diagnosed with ASD. Justin has over 150 publications in either peer reviewed journals, books, or book chapters and has presented at both national and international professional conferences and invited events.

Justin has served on numerous editorial boards for behavior analytic and autism journals. Justin career has been dedicated to improving the field of Applied Behavior Analysis and lives of Autistic individuals.

Presentation at the ABA International Conference 2024

Behavior Analytic Approaches to Teaching Social Skills for Individuals Diagnosed with Autism Spectrum Disorder

Abstract:

Autism spectrum disorder (ASD) is characterized by deficits in social behavior, including, but not limited to, social communication, interaction, and reciprocity. To address these deficits, there are a myriad of social skills interventions available to the behavior analyst. It is essential for behavior analysts to have a firm understanding of effective social skills interventions, meaningful social curriculum, as well as the skills necessary to identify social skills interventions that lack empirical support and may be ineffective or harmful. The purpose of this talk is to introduce practicing behavior analysts to the empirical evidence of several popular social skills interventions, provide information on how to develop meaningful social curriculum, and provide examples of how to identify and research potentially pseudoscientific interventions. The presenter will use video examples throughout the talk.

LEARNING OBJECTIVES

At the conclusion of the workshop, the participants will be able to:

• identify and describe several evidence-based social skills interventions for individuals diagnosed with ASD.
• identify and describe at least two commonly used social skills interventions for individuals diagnosed with ASD that lack empirical support or align closely to a pseudoscience.
• describe various social behaviors that can be taught and effective ways to teach them.
• describe findings from the latest research on DTT as it relates to social behavior.
• describe findings from the latest research on cool versus not cool as it relates to social behavior.
• describe findings from the latest research on teaching interaction procedure as it relates to social behavior.
• describe findings from the latest research on social skills groups as it relates to social behavior.

With nearly 15 years of experience as a Board Certified Behavior Analyst (BCBA), I have dedicated my career to facilitating meaningful behavior change. My clinical expertise lies in working with individuals engaging in dangerous behaviors, including aggression, self-harm, and elopement. For my doctoral research, I focused on feedback and goal setting to enhance exercise performance, underlining my commitment to health and wellness.

In addition to my professional background, I am trained in Krav Maga and Shotokan Karate. I have completed three triathlons and over five endurance and obstacle course races, including Spartan and Tough Mudder. My dedication to fitness is further demonstrated by my adherence to a plant-based diet for almost a decade.

Currently, I am the founder of Smart Tools Consulting, where I provide coaching to individuals and groups to achieve their wellness goals. My approach integrates performance feedback, setting achievable goals, emphasizing the role of nutrition in fitness, and promoting regular exercise as a sustainable lifestyle. I take pride in guiding you on your journey to improved wellness and fitness through evidence-based strategies and personalized support.

Presentation at the ABA International Conference 2024

Programming for health as a replacement for dealing with illness and burnout

“If you don’t make time for your wellness, you will be forced to make time for your illness.” – Joyce Sunada

Abstract:

Clinical work is demanding and without proper self-care, clinicians risk injury and burnout. In this presentation, I will explore best practices for wellness and fitness from a behavior analytic perspective, aimed at helping clinicians sustain their physical and mental well-being. Attendees will learn how to apply behavioral principles to enhance their fitness and wellness, enabling them to remain active with their clients, endure physically taxing sessions, and mitigate burnout.

Key topics will include data tracking for fitness and nutrition and effective behavioral strategies to initiate and maintain fitness goals. Additionally, the presentation will cover the establishment of reinforcement systems to promote ongoing wellness. Emphasis will be placed on the critical role of diet as a modifiable factor influencing both healthspan and lifespan. By integrating principles of sleep hygiene, balanced nutrition, and regular physical activity, clinicians can significantly improve their overall health.

Through practical guidance and evidence-based strategies, this presentation will equip attendees with the tools necessary to prioritize their wellness, ensuring they can continue to provide high-quality care to their clients.

William L. Heward is Professor Emeritus in the College of Education and Human Ecology at The Ohio State University.

He has taught at universities in Brazil, Japan, Portugal, and Singapore and lectured or given workshops in 24 other countries. A Past President and Fellow of the Association for Behavior Analysis International, Bill’s publications include co-authoring the books, Applied Behavior Analysis (3rd ed., 2020), Exceptional Children: An Introduction to Special Education (12th ed., 2022), and Let’s Make a Contract: A Positive Way to Change Your Child’s Behavior (2022).

Awards recognizing Dr. Heward’s contributions to education and behavior analysis include the Fred S. Keller Behavioral Education Award from the American Psychological Association’s Division 25, the Ellen P. Reese Award for Communication of Behavioral Concepts from the Cambridge Center for Behavioral Studies, and the Distinguished Psychology Department Alumnus Award from Western Michigan University.

Presentation at the ABA International Conference 2024

Making a Difference as a Behavior Analyst

Abstract:

Baer, Wolf, and Risley’s (1968, 1987) seven dimensions of applied behavior analysis (ABA) have served the science and its practice well. ABA embodies five additional characteristics that should raise the spirits of those who study, teach, practice, and/or research this science and encourage decision makers and consumers in many domains to view ABA as a trustworthy technology for achieving socially significant behavior change.

I will identify those characteristics and suggest several actions behavior analysts, regardless of role or career stage, can take to narrow the gap between ABA’s tremendous potential to help make the world a more humane place and the science’s much-too-limited impact to date.

Director at the Professional Crisis Management Association (PCMA), Dr. Paul "Paulie" Gavoni, an esteemed behavior scientist and educator, has dedicated decades to positively achieving results through the elevation of performance and behavior within education and human services. His rich professional journey spans roles ranging from COO to Professor, Vice President, School Administrator, and School Turnaround Manager. These diverse positions are united by his extensive expertise in Organizational Behavior Management (OBM), which he utilizes to improve human services on a profound level.Dr. Gavoni is unwavering in his commitment to harnessing behavioral science for the betterment of individuals and organizations. His impact on employee and leadership development across various domains is nothing short of transformative. Armed with a deep command of organizational behavior science, he fearlessly addresses educational challenges, offering candid evaluations that unveil systemic weaknesses. Yet, he isn't confined to critique; rather, he emerges as a visionary equipped with pragmatic solutions. He masterfully blends his forthright assessments with a touch of humor, rendering intricate issues both comprehensible and compelling. This unique ability solidifies his standing as a thought leader who is dedicated to problem-solving.As a Wall Street Journal and USA Today best-selling co-author, his contributions to the world through his best-selling books and top-ranked podcasts are a beacon of innovation and positive approaches, striking a remarkable balance between science and application. An athlete and coach in his own right, the former Golden Gloves Heavyweight champion, Coach Paulie Gloves, as he is known to the Mixed Martial Arts community, has also made a large mark in combat sports. His fearless approach and hands-on expertise in behavioral science have cultivated champions at the local, state, national, and even international levels, underscoring his multifaceted talent for applying the science of human behavior to help anybody, anywhere, reach their potential.Renowned internationally as a compelling speaker, Dr. Gavoni marries expert knowledge with an approachable demeanor, captivating global audiences with his genuine insights. His philosophy, grounded in behaviorism, is one of servant leadership, continuous growth, positive transformation, and unyielding efficiency, positioning him as a true symbol of integrity and excellence.

Presentation at the ABA International Conference 2024

Dr Martin has been working as a behaviour analyst (as a clinician, academic, supervisor and researcher), since 1990. He received his PhD from the University of Reading (UK) in 1998 and became a Board Certified Behavior Analyst (BCBA) in 2002. He was among the first handful of BCBAs in the UK and he was one of the ‘ABA Lecturer’s Co-operative’ that developed the first BACB-approved course sequence in the UK, and the first outside the US.

After working within academia at the University of Kent, Dr. Martin worked independently for many years teaching on a number of BACB course sequences and helping to establish others around the world, supervising students and consulting to numerous organisations and families both in the UK and internationally.

Dr Martin has published research in journals such as the Journal of Applied Behavior Analysis, The Behavior Analyst, Research in Developmental Disabilities and the Journal of Autism and Developmental Disorders, and he has special interests in the use of technology, media and software related to teaching and research.

In April 2015 Dr Martin became the BACB’s Director of International Development. He provides help and support to countries in terms of developing the necessary infrastructure for the emergence of Behaviour Analysis as a recognized profession.

Presentation at the ABA International Conference 2024

Why Behaviour Analysis is a Separate and Important Discipline

Abstract: 

Behaviour analysis is the science of behaviour with a history extending back to the early 20th century. Its guiding philosophy is behaviourism, which is based on the premise that attempts to improve the human condition through behaviour change (e.g., education, behavioural health treatment) will be most effective if behaviour itself is the primary focus.

Applied Behaviour Analysts use strategies and tactics derived from the experimental analysis of behaviour and the curricula content of university training programs has near zero overlap with most other disciplines.

Despite B.F. Skinner’s desire for psychology to embrace the natural science paradigm of what eventually became Behaviour Analysis, it never happened and now Behaviour Analysis is a mature discipline with a specific circumstantial and deterministic world view.

Presentation: Development of conversational skills in children with ASD

Abstract:

One specificity of the autism spectrum disorder is the delay in the development of the social and communication skills. However, people with autism want to bond with the people around them but may not know exactly how to do so. They talk over others, they don't wait their turn in the conversation, they don't listen, they don't ask questions, they just talk about what they like. The result is that they happen to be excluded and isolated, without understanding why. By understanding the parts of the conversation, through various exercises, we can help people with autism improve their conversational skills and enjoy quality connections with those around them.

I am a psychologist with the right to practice freely in the field of Clinical Psychology. I graduated the Faculty of Psychology within the Faculty of Psychology and Educational Sciences – Babes Bolay University from Cluj-Napoca. I started working with differently-abled children in 2021 within Help Autism Association. I participated in training and improvement courses during these years: the program of “Applied Behavior Therapy for children with ASD”, within Help Autism Association, Bucharest; the in-depth education course “Intervention techniques and procedures in speech therapy”, training session at “Image Exchange Communication System” PECS Level I, the ANC authorized specialization course “Combined therapy techniques - Combining sensory integration techniques with ABA therapy and techniques from music therapy”, the course “Psychological assessment of children with ASD.” I have also participated at the past editions of the ABA International Conference with the themes “The Importance of Play in the Life of a Child with ASD-Symbolic Play” in 2022, and “Early Exposure of Children to Devices”, in 2023.

I like to continuously develop, learn and help in the recovery process of children with special minds.

Presentation: From diagnosis to adaptation - The family journey with an autistic child

Abstract:

Having a child with autism can put a lot of pressure on the family. This has an impact on various aspects of family life, affecting finances, emotional and mental health of parents, marital relationships, physical health of all family members. At the same time, there is a limitation of the response to the needs of other children, a shaky relationship between siblings and difficulties in maintaining relationships with friends and neighbors, but also with the extended family. Also, children with autism face a variety of challenges that can have a significant negative impact on parenting and family functioning and can create significant stress for all members.

I am autistic and a graduate of a Master's Degree in Philosophy at KU Leuven University in Belgium, and I research the autistic experience from the perspective of phenomenological philosophy. I was diagnosed with infantile autism at the age of three and acquired, through ABA intervention and play therapy, the cognitive, social, and practical skills necessary for an independent living within a neurotypical academic environment.

Presentation: A journey across the spectrum: from infantile autism to philosophical geek

Abstract:

This presentation will explore how I experience my own autism.

Using my story, a journey from childhood autism to a self-reflective, autonomous person who lives and studies autistic living, I will try to answer the following questions:

• How did it feel to learn the world from scratch?
• How do I perceive and understand social interactions?
• How has my special interest (specific?) changed and is changing life?
• How do I feel in a neurotypical world?
• How do I relate to the neurodiverse movement?

My dual role as an autist and autism researcher affords the privilege of observing and analysing my experiences. We will do this exercise together and at the end, we will see how Radu Nedescu's own autism lives and how he shares it with others.

Anca has had her specialization in Applied Behavior Analysis since 2010, and has been certified as the first BCBA behavior analyst in Romania. She is one of the most important national trainers, being involved both in the development of short-term training courses for psychologists and ABA therapists, and within Clemson-Romania – Verified Course Sequence program in applied behavior analysis, initiated in 2016.

Anca founded Autism VOICE with Claudia Matei and Oliviana Giura, the organization through which she managed to develop the first quality standards in Romania in the therapy of children with ASD and the first specialist training projects at the national level. She is involved in coordinating programs within the two Autism Voice centers, in actions to regulate the status of behavior analysis in Romania, in awareness campaigns, lobby & advocacy and especially in projects that support families of children with ASD, development disorders and their therapy. Anca is also the Scientific Coordinator of Bucharest ABA International Conference and President of ABA Romania Institute.

In 16 years of experience and active involvement in the field, she made possible not only the development of behavior analysis in our country and services for children, but also the consolidation of the status of specialists, offering them an ethical guide for practice and all the academic information necessary for practice.

Presentation: Development of personal management skills in children

Abstract:

Personal management is, or should be, the ultimate goal of education.

A person without self-control falls prey to all stimuli with an immediate character, even those stimuli which bring with them a delayed punishment:

• If he sees a cake, he eats it;
• If he is given a cigarette, he smokes it;
• Even if she makes plans, she does not have the ability to carry them out, because she is totally dependent on immediate events;
• It's like a boat on the water - floating uncontrollably off shore.

At the other extreme is a highly skilled self-manager.

• He sets his goals, and he achieves them;
• He has the necessary skills to bypass dangerous stimuli;
• He identifies the conditions that affect behavior and modifies them to suit him;
• He temporarily considers certain distant possibilities when setting his priorities;
• The wind blows, but it is he who sets the direction of the boat and steers towards that direction.

These two people are profoundly different. The first one is controlled by the immediate events from the environment. The second leads its own life.

The one who lacks self-control feels pressure from the environment and believes that the rules are made to confine him. He may believe in free will, and that he chooses to do what he wants, but his whole life is out of control.

On the other hand, the person with self-control feels in control of his own life, and he actually has more control over his own life than the one who is characterized by impulsivity.

The personal management is, or should be, the ultimate goal of education, and to get there it is necessary to work with our children on developing this skill from the earliest possible age, because over time it will be more and more difficult for them to accept the behavioral and emotional remodeling.

The development of personal management skills is a topic that concerns me, both professionally, in the activity of almost 20 years working with children with developmental disorders, as well as in my personal life - both personally and in raising my children who they are currently ages 7 and 11.

My expertise integrates the know-how of the JASPER trainer, accredited by Kasari Autism Research Lab UCLA Semel Institute for Neuroscience & Human Behavior, BACB accredited Registered Behavior Technician, trainer and speaker.

I am Cătălina Nicolescu and I remember my first steps in discovering and practicing ABA therapy. It started in 2006 at the "Horia Moțoi" Center. Many years have passed and I have developed my skills as a home-based, shadow therapist and coordinator.

I have always sought to learn new scientifically validated approaches and practice them as faithfully as possible, each stage of my professional evolution having one goal: significantly improving the quality of the life of children diagnosed with autism. I have always wanted to pass on what I practice and learn, so I organized workshops for parents and therapists in the country, being an accredited ANC trainer; I have also presented papers in many Conferences/Congresses at the national level; BACB accredited RBT; having also completed the Romania BCaBA Alternate Pathway Course Sequence training course.

Starting with 2019, I focused on the natural Environment Teaching (NDBI) and applied the JASPER approach, offering these services to young children.

Starting with 2024, I exited the DAAL autism project umbrella, and my work became more complex and challenging, having collaborations with Alina Vlad, and having the role of the mentor for the parents that are part of the program developed by her: FOCUS.

My knowledge goes to parents and therapists through the courses recorded for the www.autism.ro platform, continuing the collaboration with Damian Nedescu.

I organize mentoring groups and all the events I support in the country have one single goal: the development of play and communication in children with ASD.

The way of playing in children with ASD is affected in different ways, and this is why I strongly believe that learning through play is a natural and appropriate way to develop language skills, play, new concepts, problem solving skills, flexibility in thinking, creativity development, the spontaneity and symbolization needed by young children in social interactions. Playing should be fun and rewarding, but also an opportunity to learn for the child.

Presentation: Why is it important and how can we develop Joint Engagement in children with ASD?

Abstract:

An important outcome of the early intervention is improved social communication skills, a challenge for young children and a defining characteristic required for an autism diagnosis.

Early development of joint engagement and language acquisition are usually intertwined. Studies show that the development of this skill is considered very important for the child's further development. A longer period of time spent with an adult actively engaged in the same activity (referred here as JE) was associated with an improved trajectory of expressive language, along with toddler social cognition skills. When is chosen the method of teaching that contains meaningful social interactions with emotional valences in activities and games, the child learns faster and generalizes more naturally, compared to the situations when the teaching takes place without a meaningful social connection.

Throughout his development, the child learns to communicate during the daily interactions he has with his parents or other significant persons from his life. Thus, the more he engages with significant people around him, the more he’ll have the opportunity to learn valuable communication skills.

Children with autism spectrum disorders (ASD) have difficulties with joint engagement. It is challenging for them to pay attention to both an object and a person while interacting, so they end up spending a lot of time playing alone with toys or manipulating objects, without interacting with others. Therefore, they miss many opportunities to be exposed to new information that stimulates cognitive development, learning objects, language, new ideas to play, problem solving, better tolerance and social skills.

For young children with ASD, social engagement must be a priority during the early intervention. Teaching them how to interact with other people is the most important goal, and not exactly simple for the parent or therapist.

My presentation brings forward not only the importance, benefits and promotion of joint engagement, but also the assessment of JE alongside the strategies that are easily incorporated by the parent and therapist into the child's daily interactions, experiences and routines.

Keywords: ASD; Joint engagement; shared involvement; language development; social skills; child development

I am a Specialist Experiential Psychotherapist, BCBA Behavior Analyst, ANC accredited Trainer and the mother of two boys – Sebastian and Andrei. I have been working for over 16 years with children and adolescents diagnosed with autism spectrum disorder and other developmental disorders and with their families. My practice emphasizes the relationship, orientation to the specific needs of the person and open communication. I work to have a neurodiversity-affirming approach and seek to continually develop. I am happy to share my knowledge and experience in consulting, supervision and mentoring sessions, as well as through the courses and group programs that I design and organize for professionals and parents.

Presentation: Mind Theory – Recent studies and implications for working with children and teenagers  

Abstract:

In this paper I will present the recent studies that taught the skills of the mind theory, I will connect the information with my practice of over 16 years with children and adolescents diagnosed with autism spectrum disorder and I will draw conclusions for the  practice, based on which specialists, parents and people who assist children and adolescents can accompany them in acquiring new skills, respecting neurodiversity.

My name is Murariu Cristina and I am a psychologist specialized in Special Psychopedagogy within Help Autism Association since February 2024. I graduated the Faculty of Psychology and Educational Sciences in Iasi, my major being in Psychology and the Master's Degree in Evaluation, Training and Psychological Counseling of the Staff, but I quickly understood that I do not find myself in this field. Since the first year of college, I have volunteered at a school with students from disadvantaged backgrounds, where I worked with the children in the fields of personal development, combating bullying and other topics adapted to their age and interests. It was the first contact with children and the first attempt to work with them. I participated in the course “ABA techniques in autism spectrum disorders” supported by Autism Voice and the course “Applied Behavior Therapy for children with ASD”, supported by Help Autism. I am a calm and confident person, conscientious and involved in everything I do. For me, working with children is a passion, not just a job, that's why I give 100% during the entire therapeutic process, in order to help the child reach its maximum potential.

Presentation: From diagnosis to adaptation - The family journey with an autistic child

Abstract:

Having a child with autism can put a lot of pressure on the family. This has an impact on various aspects of family life, affecting finances, emotional and mental health of parents, marital relationships, physical health of all family members. At the same time, there is a limitation of the response to the needs of other children, a shaky relationship between siblings and difficulties in maintaining relationships with friends and neighbors, but also with the extended family. Also, children with autism face a variety of challenges that can have a significant negative impact on parenting and family functioning and can create significant stress for all members.

Andreea Nica holds the position of vice president of Arthur’s World Association and passionately fulfills the role of educational director at Arthur's Academy.

Between the years 2016-2017, she followed the BCaBA course and currently, Andreea coordinates an intervention program at Arthur’s Academy that emphasize the development of social interaction skills between children. She is a convinced supporter of the idea that all children, regardless of diagnosis, can learn together. With determination and confidence, Andreea contributes to building an inclusive and motivating educational environment for each child.

Presentation: Mama CONNECT - Happy mothers, happy children

Abstract:

MamaConnect is a project dedicated to brave mothers who live their role as parents with devotion. Through MamaConnect, we aim to offer real support to every mother, providing essential information and creating a solid and empathetic community. At MamaConnect, every mother has the opportunity to express herself freely, share her experiences and receive support, without fear of being judged.

We aim to help mothers face the complex challenges of motherhood, especially in the context of autism and applied behavior analysis (ABA). MamaConnect promotes authentic connection, mutual inspiration and continuous learning between mothers, recognizing the unique challenges faced by parents of children with special needs. We also emphasize the importance of the help and support offered by specialists to support mothers on their way, ensuring that they have access to the best practices.

We strongly believe that happy mothers are the key to happy children. By offering specialized support, we want to contribute to the emotional and psychological well-being of mothers and their children.

• Head Physician, child and adolescent psychiatrist and Adlerian psychotherapist, with 12 years of practice in hospital and outpatient clinics, coordinator of multidisciplinary assessment and intervention teams in mental disorders in children and adolescents, lecturer at Generatia Foundation of the Psychiatry course of the child and adolescent, the Developmental Disorders course and the Adolescent Pathology course;
• Member of the Romanian Association of Psychiatry and Psychotherapy;
• Member of the Romanian Association of Child and Adolescent Psychiatry and Associated Professions;
• Member of the European College of Psychoneuropharmacology;
• Member of the Romanian Federation of Psychotherapy
• Member of the Adlerian Psychology and Psychotherapy Association
• Trainer accredited by the Ministry of Labour.

Presentation: Influence of the time spent in front of screens for children and adolecents

Abstract:

Time spent in front of the screens is part of our modern life , especially  for children and adolescents. Even if technology gives us lots of benefits, excessive use could have negative impact on mental health.

In the digital era, children and adolescents spend a lot of time in front of screens, Tv, computers, tablets or mobile phones.

A study of Kaiser Family Foundation¹ showed that children spend  aprox. 7 hours by day in front of a screen. This long exposure could have serious consequences  on thier mental health and development.

Mental health effects :

1. Sleep problems
2. Anxiety and depression
3. Attention problems

Global developmental problems:

1. delay in speach development
2. decrease of brain connectivity

Behavioral effects:

1. Agressive behavior
2. Sedentarism and obesity

Solutions and Recommendations:

1. Limited time with screens
2. Promoting physical activity
3. development of healthy rutines

Conclusion

Time spent in front of screens could have significant effects on mental health and global development of children and adolescents. It is important that parents and educators and also poliltcal programs makers to be aware of these effects and take measures to limit the exposure and promote a healthy life style.

Adopting preventive measures and encourage physical activity and social interaction we could contribute to better mental health state and general wellbeing for children and adolescents.

Presentation: Differential diagnosis in teenagers/adults with autism. Challenges of social integration!  

Abstract:

Adolescents and adults that ask for a psychological evaluation in order to get to know themselves better and to find the cause of the difficulties encountered on a social level, are met more and more frequently in the offices of the clinical psychologists. Specialists are facing a new phenomenon, namely, apparently functional people, with an appropriate conversational language, with appropriate social norms, respectively with appropriate social responses, who only manage to complete their studies with a lot of support. After completing their studies, they have difficulty staying in the workforce, finding social motivation and making no effort to improve their life quality. Most of the autistic people know the theory and relate with it perfectly, they know and describe their difficulties in an assumed manner, but they fail to live authentically in age-appropriate social environments, which raises great problems of independence.

Ana-Maria Paun is a BCBA-accredited clinical psychologist and behavior analyst, working in the field of Applied Behavior Analysis since 2010, with children diagnosed with Autistic Spectrum Disorders, ADHD, Defiant Oppositional Disorder, but also rare genetic syndromes such as Rett Syndrome, GLUT Deficiency 1, West Syndrome.

She annually shares her knowledge through the courses she presents within Autism Voice Association.

For the second year, she participates as a lecturer at ABA International Conference in Bucharest.

Presentation: Strategies to reduce screen addiction

Abstract:

In nowadays society, technology helps us solve as many activities as possible in a very short time. We can access information, we have the possibility of remote learning, we can shop online and communicate with others through the agency of screens, whether we are talking about the phone, computer or television.

The electricity, the television, the telephone, the Internet are just a few elements that we have become accustomed to in this century and it would be difficult for us to give them up.

This development of technology has brought us a lot of advantages in the medical, food, educational fields, but like anything invented by man, technology also has disadvantages, especially among vulnerable people.

Numerous studies have shown that people spend a lot of time in front of screens, which has a harmful effect on their mental and physical health. The World Health Organization has come to recommend a number of hours for each age group so that the harmful effects of screens are reduced and people can enjoy life more.

Children are the most vulnerable in front of the screens, getting to spend hours like that, since their first years of life. The removal of these devices by parents often leads to reactions of aggression or self-aggression. An intervention is needed to reduce this addiction, and Applied Behaviour Analysis can help us reduce the time spent in front of screens.

In nowadays society, technology helps us solve as many activities as possible in a very short time. We can access information, we have the possibility of remote learning, we can shop online and communicate with others through the agency of screens, whether we are talking about the phone, computer or television.

The electricity, the television, the telephone, the Internet are just a few elements that we have become accustomed to in this century and it would be difficult for us to give them up.

This development of technology has brought us a lot of advantages in the medical, food, educational fields, but like anything invented by man, technology also has disadvantages, especially among vulnerable people.

Numerous studies have shown that people spend a lot of time in front of screens, which has a harmful effect on their mental and physical health. The World Health Organization has come to recommend a number of hours for each age group so that the harmful effects of screens are reduced and people can enjoy life more.

Children are the most vulnerable in front of the screens, getting to spend hours like that, since their first years of life. The removal of these devices by parents often leads to reactions of aggression or self-aggression. An intervention is needed to reduce this addiction, and Applied Behaviour Analysis can help us reduce the time spent in front of screens.

Ana Turtureanu is the president of Arthur's World Association. She is an accredited BCaBA coordinator and has more than 15 years of experience in working with children with developmental disorders. For Ana, behavior analysis is considered “the best form of education” and with her colleagues from the association, she tries to implement programs at the highest level of professionalism to help parents transfer the results obtained within the clinical environment, in the everyday life situations. The behavior analysis must be very well adapted and, where possible, it can be as similar as possible to typical life situations.

Presentation: EUREKA - STIAE Method

Abstract:

Eureka is an educational cognitive stimulation program that combines the principles of the STIAE (Senses-Technology-Innovation-Art-Environment) method with those of the game, offering children the emotional support they need. In Eureka we make use of children's curiosity and launch daily challenges that children must solve and build a plan for, to create different objects, thus developing both critical and analytical thinking, intensive game development, complex development of skills through activities and experiments, and the conversational structures.

The term Eureka comes from the Greek interjection “Heureka” which means “to discover”. Even if we do not shout "Eureka", as Archimedes did, we enjoy every success of the little ones and we are always looking for innovative, stimulating and adapted solutions for each child so that they reach their maximum potential in each area of ​​development.

The concept is based on experiential learning, which aims to transform theoretical notions into practical notions, the children actively participating in this process.

Presentation: Impact of the diagnosis on the family. Settlement status EHT subprogram

Abstract:

Nicoleta Mariana Orlea is Director of fundraising and Communication within Autism Voice, speaker, trainer, and a freelance fundraising consultant for non-governmental organizations, as well as a Neurodiversity trainer in the workplace for companies that want to become more inclusive. She has assumed each professional role with the conviction that the systemic changes she causes will become direct benefits for all special children, like her own, and the world of the future will be more inclusive with young people with neurodiversity like autism, ADHD, ADD or OCD.

Presentation: Work Aid Kit, a complex program about the integration on the labor market, in companies, of neurodiversity people  

Abstract:

Diversity, equity and inclusion (DEI) are organizational frameworks that seek to promote the fair treatment and full participation of all people, especially groups that have been underrepresented or discriminated based on identity or disability. Neurodiversity is an invisible disability that began to be a subject of social acceptance only since the 90s at the international level. In Romania, neurodiversity has been talked about for less than ten years, and at the level of integration on the labor market, it is hardly discussed at all. DEI management on the labor market is also in a nascent state at the national level in almost all aspects. DEI practices are rather taken over from the Human Resources departments of well-known companies, while DEI policies are adapted to the Romanian legislation, but also to local culture and mentality according to incongruous criteria.

Autism Voice launched this year the Work Aid Kit program, a complex program dedicated to the inclusion of neurodiverse people on the labor market, with an emphasis on the solutions dedicated to potential employees, as well as employers, companies in the country, who want or need concrete resources for DEI of Neurodiversity. Starting with 2025, the association will also open a matchmaking platform service in this sense. The organization will also present for the first time, during the Conference, the results of the first DEI qualitative study of Neurodiversity on the labor market, in the national companies, which it is carrying out together with partners, with quantitative data and qualitative case studies, and other information valuable, which will emphasize the importance of the stringency of both the program and its results so far, as well as the awareness and education of the general public regarding invisible disabilities from an economic, social and legislative perspective.

Iulia Dobronoiu has 13 years of experience in the field of Applied Behavior Analysis (ABA) with children with autism and other disorders and developmental delays, both in Romania and in Great Britain. She completed her Masters in ABA at Bangor University, UK and obtained her BCBA (Board Certified Behavior Analyst) accreditation in 2019.

The basic activity consists of: monitoring ABA programs at home, supervising centers that use ABA, integrating people with autism spectrum disorders and other deficiencies in schools and kindergartens, supervising people who want to obtain BCBA, BCaBA certification and supporting training in the ABA field.

Presentation: Self-regulation and co-regulation: what we are and how can we, the adults, to self-regulate in order to support afterwards the little ones in the development of these abilities  

Abstract: 

When we talk about self-regulation there is no simple definition, but we can refer to this term as a person's ability to control his impulses, emotions and actions. In other words, a person who possesses self-regulation skills can remain calm when experiencing extreme situations or challenges and can put into practice various strategies as effective as possible to successfully overcome these situations. This skill is extremely useful both for adults who regularly interact with people with ASD (for example, behavioral instructors or parents), and for people diagnosed with ASD.

Children lack the ability to self-regulate, this learning and developing as long as they have the model of healthy relationships from the people they interact with frequently and an environment conducive to a more harmonious emotional development. For children, the first step towards self-regulation is co-regulation, the process by which the adult provides the child with the necessary support and models, within the interaction, examples of appropriate behaviors and strategies that allow the little ones to calm down on their own. Thus, co-regulation of emotions is the precursor to healthy self-regulation of emotions. But in order for an adult to be able to support a child diagnosed with ASD in the co-regulation process, he himself must have a well-developed self-regulation capacity.

The role of this presentation is to share some specific methods and strategies for regulating emotions depending on the situation and the emotions involved, this leading to immense benefits both for children with ASD and for the adults who interact with them.

Alexandra Comărniceanu has 18 years of experience in the field of Applied Behavior Analysis (ABA). She completed her Masters in ABA at Bangor University, UK and became a BCBA (Board Certified Behavior Analyst) in 2012.

She was a lecturer both at conferences in Romania and in Great Britain and supported trainings in various European countries. She monitors ABA programs at home, supervises centers that use ABA, deals with the integration of people with autism spectrum disorder and other deficiencies in schools and kindergartens and supervises people who want to obtain their accreditation in this field. Also, another field in which she is active is that of education, where she collaborates with schools and kindergartens that want to use ABA to make their activity more efficient.

Presentation: Self-regulation and co-regulation: what we are and how can we, the adults, to self-regulate in order to support afterwards the little ones in the development of these abilities  

Abstract: 

When we talk about self-regulation there is no simple definition, but we can refer to this term as a person's ability to control his impulses, emotions and actions. In other words, a person who possesses self-regulation skills can remain calm when experiencing extreme situations or challenges and can put into practice various strategies as effective as possible to successfully overcome these situations. This skill is extremely useful both for adults who regularly interact with people with ASD (for example, behavioral instructors or parents), and for people diagnosed with ASD.

Children lack the ability to self-regulate, this learning and developing as long as they have the model of healthy relationships from the people they interact with frequently and an environment conducive to a more harmonious emotional development. For children, the first step towards self-regulation is co-regulation, the process by which the adult provides the child with the necessary support and models, within the interaction, examples of appropriate behaviors and strategies that allow the little ones to calm down on their own. Thus, co-regulation of emotions is the precursor to healthy self-regulation of emotions. But in order for an adult to be able to support a child diagnosed with ASD in the co-regulation process, he himself must have a well-developed self-regulation capacity.

The role of this presentation is to share some specific methods and strategies for regulating emotions depending on the situation and the emotions involved, this leading to immense benefits both for children with ASD and for the adults who interact with them.

Presentation: Increasing the employment opportunities for young people with autism. I can have a job.

Abstract:

Increasing the employment opportunities for people with autism and their integration at their workplace requires an integrated action on several levels, teamwork between specialists and potential employers. The adults with autism face numerous barriers, concern for real access to the labor market is very limited, and the effects are devastating: only 10% have a job at the European level, 75% live with their parents compared to 16% of disabled people, other people presenting various mental health problems, such as anxiety, related to not having a job.

Find out from them and their mentors how we can help them. With every gesture we make together, a young person with autism can have a job.

Georgiana Irimia, BCaBa behavior analyst, graduate of Clemson University, class of 2022.

I majored as a Resident Pharmacist, specializing in Pharmaceutical Laboratory but, once my children were diagnosed with ASD, I decided to dedicate myself to the therapy process.

I currently coordinate a therapy center in Iasi, Frațiorii Educational Center, where I evaluate children with various developmental delays, elaborate their intervention plans, coordinate the team of therapists and participate in the therapy sessions.

In addition to the activity at the center, I also chose to get involved in explaining the topic of neurodiversity for those interested, moderating the “Another Podcast about Autism”, a series of discussions held with parents, doctors and professionals in the educational field, aiming to change the mindset on mental health from Romania.

Presentation: Presentation: Dietary diversification for children with ASD

Abstract:

1. Food selectivity - How we identify it and how it manifests itself according to age
2. What medical causes may lie behind this problem and what long-term consequences may result from ignoring these difficulties.
3. Food fixations, how common they are in the case of this diagnosis and how can we prevent or reduce them.
4. By addressing this problem in therapy, I develop the topic of food desensitization and propose suggestions for introducing new foods into the child's menu.
5. I will also choose a case study, which I am developing; I have not yet chosen a specific one.
6. Conclusions/ Suggestions

Amalia Lupu is a speech therapist with extensive experience in working with children who have various communication and language disorders, breathing and swallowing disorders.

She is a COPSI accredited psychologist, with the right to practice freely in Special Psychopedagogy and is a member of the Association of Language Disorders Therapy Specialists (ASTTLR). Her specialties include language and communication disorder therapy, orofacial myofunctional disorder therapy, swallowing disorders, ABA (Applied Behavior Analysis) therapy, as well as literacy therapy.

As part of her activity, she elaborates speech therapy intervention plans, supports young speech therapists to specialize in various speech therapy techniques, organizes socialization groups and conducts courses for parents and speech therapists.

She was also a speaker during some specialized conferences, published articles in specialized magazines and is a collaborator of Help Autism Association.

Presentation: Correct breathing and its positive effects over the progress of a child with autism  

Abstract:

The correct breathing is not only an essential factor in speech therapy, but also a fundamental element for a healthy life. Having the perspective of the speech therapist, but also of the myofunctional therapist, effective breathing contributes to the correct development of orofacial structures, preventing any dysfunctions such as malocclusion, swallowing disorders, sleep disorders and even health problems.

Recent studies show that the breathing exercises can activate the vagus nerve, which plays a crucial role in regulating social and emotional behavior in children with autism and beyond, in calming the nervous system and reducing the excessive emotional activity.

This presentation will explore some breathing techniques that support both the effective pronunciation, helping to improve the communication skills, and the decrease of the symptoms of various disorders, from behavioral to medical (apnea, polyps, myofunctional disorders, etc.).

STERIAN ANNE MARIE had her professional debut in special education. She is a psychologist with the right to practice, at the autonomous level, in special Psychopedagogy, COPSI accredited.

Since 2018, she has chosen to specialize in oral-facial myofunctional therapy, addressed to both adults and children, collaborating with various orthodontists and ENT doctors in the therapeutic intervention.

Part of her professional experience are published articles, anatomical-functional speech therapy coordination, anatomical-functional assessments, courses, speaker at conferences, and podcasts.

On social media, she promotes functional breathing and offers useful information on oral-facial myofunctional disorders and their implications in growth and development.

Presentation: Workshop - Anatomic and functional assessment and intervention for the orbicular muscle (of the lips)

Abstract:

The first orthodontic appliance for our teeth, naturally, is given by the position of the tongue in the mouth and that of the orbicularis muscle (lip muscle). The tongue muscles apply pressure from the inside, and the lip muscle and cheek muscles apply pressure from the outside. Together, they promote the correct growth and development of the upper dental arch and the respiratory tract.

The orbicularis oculi muscle in children with autism may have a reduced or unbalanced tone, affecting the proper development of oral functions such as chewing and speaking. The myofunctional intervention can help correct these dysfunctions and improve muscle control.

This practical seminar is intended to evaluate the orbicularis oculi muscle and its therapeutic intervention to achieve a functional position of the oral facial apparatus.

Behavior analyst with BCBA international accreditation, trainer and coordinator of therapy programs in Romania and abroad. I have been working for 17 years in the field of intervention for children and adolescents with special needs and school integration. I received the title of Doctor of Educational Sciences at “Babes-Bolyai” University and I am the author of the book “Teach me to learn.”

Presentation: The role of applied behavior analysis in increasing  the employees’ motivation and productivity  

Abstract:

The paper addresses how some strategies from the Applied Behavior Analysis (ABA) approach contribute to understanding and increasing performance and motivation in the workplace. In this study, we provide the conceptual background and review the available studies on behavioral approaches applied in organizational settings and describe various factors that influence motivation, including individual learning experiences and the keys to effectively providing positive reinforcement. The paper concludes with a discussion about the implications for entrepreneurial leadership practice and further research, offering practical suggestions for improving motivation and productivity in organizational settings.

Puscasu Gabriela-Dana is a BCBA and psychologist with right to practice in the field of Special Psychopedagogy. Having 14 years of experience in working with people with disabilities, she graduated from the Faculty of Psychology and Educational Sciences of the Alexandru Ioan Cuza University from Iasi, as well as the Master's courses in Educational Psychology and Counseling. She is a graduate of the BCBA/BCaBA Course Sequence from Clemson University and holds the specialization of accredited behavior analyst.

Presentation: Strategies applied to children’s groups for managing the undesirable behaviors  

Abstract:

The principles of applied behavior analysis can be successfully implemented in the school environment in order to improve, manage and reduce inappropriate behaviors. Teachers are faced with many challenging situations such as: the difficulties of the moments of transition between school tasks, impatience, lack of attention, aggression and many others, so that having techniques to improve the desirable behaviors in the classroom becomes necessary. Analyzing the environmental factors, the child's level of development, the teaching situation in the classroom, we can make favorable decisions in the sense of facilitating the teaching process, offering help to children who require additional support, as well as creating a rewarding environment for the entire group of students.

Delia Cristina Popa is a BCBA certified Behavior Analyst and Vocational Counselor. Within Autism Voice, Delia coordinates the therapy programs and vocational trainings, and is part of the team that built the Work Aid Kit program, addressed to neurodivergent young people, but also to companies that want to become inclusive.

Before joining Autism Voice, Delia worked for 14 years in various corporations, being involved in complex projects in all areas related to human resources: process design, policies and procedures, organizational design, performance management, recruitment, compensations and benefits.

She is a graduate of the Faculty of Management-Public Administration and the Faculty of International Economic Relations within ASE-Bucharest and followed the Master of Managerial Communication and Human Resources at SNSPA. Currently, she attends the courses organized by the Faculty of Psychology.

Presentation: Vocational assessment for people with autism

Abstract:

Finding a job or identifying a way to gain financial independence are certainly important pillars in the life of any young person, and young people with autism are no exception. Since the incidence of autism increased by 317% from 2000 to this date, it is clear to us, as a society, that we cannot afford to ignore them. Young people with ASD are the most affected by unemployment, even compared to the rest of people with disabilities.

Due to their communication difficulties, 85% of them fail to pass the first interview, even if from a cognitive point of view, they are perfectly capable of meeting the requirements of a certain job. As specialists, it is important to keep in mind that inclusion is a two-way street: on the one hand, to ensure that we follow the development of the skills necessary for the independent life of young people with ASD, and on the other hand, to ensure that we present for the business environment/employers strategies that help them increase their degree of inclusion for vulnerable categories.

The first part of the paper will present methods of approaching the vocational assessment for young people with disabilities and the areas that are important to follow in this assessment.

The second part presents an example of a development plan and how it can be structured so that the beneficiary, the therapy team, and the parents, will know what are the (pivotal) skills to be improved in order to increase the integration potential at a future place of the work.

The third part of the paper briefly explains what are the main challenges of neurodivergent young people at work and how they can be anticipated and managed by employers. It also points out the main advantages that an employer has when integrating a neurodivergent candidate.

During the last part of the paper, we will discuss the important elements to consider when we make the “match” between our beneficiaries and the workplace: the recommended method to carry out the selection and onboarding process, how we build the job description and other adjustments that the employer is guided to make in order to provide a friendly and inclusive environment.

Work Aid Kit, a complex program about the integration on the labor market, in companies, of neurodiversity people

Diversity, equity and inclusion (DEI) are organizational frameworks that seek to promote the fair treatment and full participation of all people, especially groups that have been underrepresented or discriminated based on identity or disability. Neurodiversity is an invisible disability that began to be a subject of social acceptance only since the 90s at the international level. In Romania, neurodiversity has been talked about for less than ten years, and at the level of integration on the labor market, it is hardly discussed at all. DEI management on the labor market is also in a nascent state at the national level in almost all aspects. DEI practices are rather taken over from the Human Resources departments of well-known companies, while DEI policies are adapted to the Romanian legislation, but also to local culture and mentality according to incongruous criteria.

Autism Voice launched this year the Work Aid Kit program, a complex program dedicated to the inclusion of neurodiverse people on the labor market, with an emphasis on the solutions dedicated to potential employees, as well as employers, companies in the country, who want or need concrete resources for DEI of Neurodiversity. Starting with 2025, the association will also open a matchmaking platform service in this sense. The organization will also present for the first time, during the Conference, the results of the first DEI qualitative study of Neurodiversity on the labor market, in the national companies, which it is carrying out together with partners, with quantitative data and qualitative case studies, and other information valuable, which will emphasize the importance of the stringency of both the program and its results so far, as well as the awareness and education of the general public regarding invisible disabilities from an economic, social and legislative perspective.

Passionate and dedicated to the field of psychology since high school, I chose with my heart when I decided to study psychology. I am currently a psychological counselor, speech therapist and for 13 years I have been working 1 on 1 with children with multiple diagnoses and more. The skills acquired during my training, both personally and professionally, combine wonderfully with the openness and love for the needs of the child and the family. Thus, my work turns into a source of energy, inspiration and enthusiasm.

Presentation: Peace at the table: the peculiarities and eating habits of children with autism

Abstract:

During the conference I will present a case study, which brings into discussion the specificity of eating and nutrition for children with autism. Oftentimes, the particularities of this diagnosis include: food selectivity, sensitivity to textures, difficulties in changing routines and sometimes poorly developed motor skills, leading to the necessity of the intervention of a multidisciplinary team. In most cases, the importance of a personalized and respectful approach, as well as the application of specific strategies in therapy, can bring positive changes in children's lives.

Lili Covaci is an Autonomous Specialist Psychologist and since 2010, a Pyramid consultant. She finished her applied behavior analysis courses at Florida Institute of Technologies in 2019. Over the years she has been involved in various non-profit organizations in the creation, development and coordination of day centers for children and adults with autism and various disabilities. She has over 20 years of experience working with adults and children with autism, rare genetic syndromes and various developmental disabilities in residential settings, day care centers and families in the community. Lili has extensive experience in consulting, training and implementing intervention programs from applied behavior analysis. She is passionate and dedicated to activities related to the development of independent living skills for teenagers and adults with disabilities.

Presentation: Pyramid Approach to Education – Guide for Functional ABA

Abstract:

The Pyramid Approach to Education is a comprehensive framework for establishing and sustaining effective learning environments.

The Pyramid Approach to Education provides a solid foundation for those who teach in education, at work, at home, or in the community. People of all ages who have developmental differences, autism, communication challenges and/or other learning differences regardless of age can benefit from this unique model.

FUNCTIONAL ABA provides a clear guide for each team member to figure out what elements to address and in what order. Just as building a pyramid begins with establishing a firm foundation before constructing the body of the building, the pyramid approach begins with a solid foundation based on a scientific approach to teaching. This systematic framework for building effective learning environments incorporates strategies that have been recognized by the National Clearinghouse on Autism Evidence and Practice (NCAEP) as practical based on scientific evidence.

She has been a psychotherapist since 2010, which allows her to understand and effectively approach the families and therapists she works with. She also offers support to people suffering from depression, those dealing with various anxieties or those going through post-traumatic stress.

For 17 years, she has been passionately dedicated to supporting special children, always looking for new ways to help them. She started in 2007 as an ABA therapist and in 2019 she obtained the BCBA international accreditation and from 2023 she is also UKBA.

She coordinates recovery teams for special children both in Romania and Great Britain. Throughout her career, she held numerous courses for the training of ABA therapists and participated in various projects with teachers, aiming at the integration of children with special needs. She explored multiple ways of communicating with parents of special children, offering them support and therapeutic solutions that contributed to the significant progress of their children.

At 2024 ABA International Conference, Gina Seria will explore the therapeutic approaches used for reducing parenting stress and trauma, sharing case studies and practical solutions to inspire and guide attendees in supporting families affected by ASD.

Presentation: Therapy approaches for parents’ stress/trauma after the ASD diagnosis  

Abstract:

The impact of an autism spectrum disorder (ASD) diagnosis on a family functioning and parental mental health, including the risk of developing post-traumatic stress disorder (PTSD), underscores the importance of specialized interventions to help these families manage stress and improve their well-being.

The diagnosis of ASD brings significant challenges not only for the diagnosed child, but also for the entire family. Family functioning can be profoundly affected on multiple levels. Family communication can become strained, daily routines can be disrupted, and family members can experience feelings of helplessness and isolation.

Studies show that parents of children with ASD are at increased risk of developing anxiety and depression disorders. These disorders can have a profound impact on their ability to provide the necessary support for the child, but also on their interpersonal relationships and daily functioning.

In this context, specialized interventions become essential. Parenting support programs, family therapies, psychological counselling, and support groups are just some of the methods that can help families manage stress. These interventions not only provide emotional support, but also practical strategies for coping with the daily challenges.

During the presentation I will address the following topics:

1. Incidence of chronic stress/trauma symptoms in parents after diagnosis of child with ASD.
2. Symptoms and manifestations of chronic stress/trauma in parents.
3. Protective factors in the prevention of chronic stress/trauma in parents.
4. Case study: Interventions and outcomes.

In facing the challenges brought by ASD, the interdisciplinary collaboration and active involvement of the specialist community are vital. Only through a concerted effort and the application of personalized interventions we can hope for a better and more stable future for families affected by ASD. Let us commit ourselves, therefore, to be with these families, to offer them the support they need and to contribute to the creation of a more balanced and happy living environment.

Teodora Rusea - Clinical Psychologist and Psychotherapist using the Psychodrama method, with experience in working with child psychiatric pathology and the impact of chronic diagnoses on the inner life. Throughout my experience, I have learned to see children as pieces of a puzzle, where each member of the family and professional recovery team contributes as an essential part to form the complete picture. And the secret of the perfect combination lies in the professionalism of the therapist, the quality of the services and the man behind them, with all his emotions.

Presentation: The therapeutic relationship. The mourning of the ideal child in transference and countertransference

Abstract:

When we are therapists...we remain people. And people have emotions, they have their own feelings and wounds. They have good days and less good days, but every day we have the enormous responsibility of holding the hand of the parent who dreamed of an ideal child and woke up to the harsh reality of autism spectrum disorder.

The therapeutic relationship, when affected by the intense emotions of parents and therapists, can complicate the achievement of positive results in therapy. Building an authentic relationship with the parents of children with ASD is considerably influenced by the transference-countertransference dynamic, where the awareness and management are the therapist's responsibility. However, for this approach it is necessary to know, understand and manage the emotional universe of the parties involved.

This paper aims to bring useful information about the work of accepting the diagnosis of ASD and the emotional impact for those who go through it with parents, but also practical solutions for emotional analysis and tools for improving the therapist-family relationship, with the main goal of increasing parents' involvement in the therapeutic process of children with Autism Spectrum Disorder (ASD).

I am Iulia Lazarean, BACB accredited behavior analyst since 2012 and psychologist. I am passionate about child's mental development and finding the most effective solutions in the ethical and unique approach of each child I work with.

Presentation: Assessment of discrimination questions on visual stimulus

Abstract:

A brief introduction to the complex and vast field of generative skills, what are the autoclitics and how teaching them can support problem-solving skills, and when, during the behavior intervention, can we make such an assessment and how we can schedule the objectives based on the obtained results. If all this information is of interest to the child you are working with now (parent or therapist), this presentation can help you choose and correctly prioritize the current skills from the intervention plan.

I'm Mădălina Nestian, I'm a psychologist, ABA therapist at HelpAutism Târgoviște, I'm 23 years old and I like working with special children. I like speech therapy and I've been practicing it for a year, I like to make things from various materials that fold to a certain goal during the sessions with the children, I'm eager for new things and challenges and, last but not least, I like to be surrounded by beautiful people as all are at HelpAutism.

Presentation: Development of interpersonal relations for children with autism

Abstract:

“Social interactions involve things that people know by themselves” is the phrase that started the interest in finding out as much as possible about the socialization part of children with autism, especially because, as stated by Hans Asperger, those with autism spectrum disorder must process social adaptation in stages. That is precisely why it is essential that the social adaptation of children with ASD takes place in a unitary, phased manner, to provide numerous social contexts where the child with autism is presented and given the opportunity to develop as much as possible in this field, so that the target objective is reached, namely that of forming lasting and fruitful social relationships.

• The focus will be on what socialization represents, the difference between socialization in typical children vs. atypical children, its importance, subsequent benefits, how socialization can be developed, how the social relations can be created (ideas, phases).

Mihaela is the clinical director of Arthur’s World, clinical psychologist in supervision and BCBA behavior analyst, and for more than 5 years she supervised teams of coordinators and therapists, implemented behavior therapy programs and supported training sessions for both parents and therapists. The main motivation is to change the world for the better and make life of all children and their families as beautiful as possible.

Presentation: Language development – But what about echolalia?

Abstract:

We will talk about how we use the gestalt processors in language development. This approach, based on gestalt principles, helps improve communication by understanding and integrating the full spectrum of verbal and nonverbal information. I will address the theoretical foundations and why this method is important to achieve results in language development even when it seems that echolalia dominates. I will also present practical examples and case studies in order to illustrate how gestalt processors work in practice.

Coordinator of a team of behavior instructors, psycho-pedagogue and consultant in behavior analysis, also training behavior instructors, having the experience of being with therapists, children and their families for 7 years.

My approach is based on the global needs of the child, which I address through play, relying on connecting with the child and creating learning opportunities in the most natural way possible, generalizing to a variety of environments that the child encounters.

Presentation: The ABC of needs - Behavior functions and related needs

Abstract:

In the context of identifying the source of disruptive behaviors, what generates and maintains them, we look at one of the 4 basic functions of behavior and the types of reinforcers. Humanistic psychology talks about the fact that behind the function there is a need, a state of inner tension designed to make us act towards the restoration of balance and evolution. We propose a framework to identify this need and correlate it with behavioral function, providing an accessible method without requiring deep knowledge of applied behavior analysis terminology.

By transferring information from fields such as child psychology, age psychology and neuroscience, we bring essential concepts and elements into relation with applied behavior analysis. Our goal is to make this information more accessible in language and easy to understand, both for parents and teachers or therapists that are just starting out. We also aim to bring into practice behavior repertoires that we tend to leave outside ABA sphere (games, natural activities, information), wanting to create a more natural bridge between specialists and non-specialists.

We focus on three essential aspects: behavior, its function and the needs that underlie it. At the same time, we emphasize the practical applicability of these concepts, providing an exchange of skills and a better understanding of behavior. Thus, the idea of ​​need becomes central, being placed in the continuation of the functions of behavior. This approach not only enriches the response repertoire of parents, teachers and therapists, but also facilitates a more effective collaboration between them, contributing to a better oriented and adapted intervention to the individual needs of the child and the child-adult dyad.

Guide for integrative therapy processes, intended for the whole team around a child. I strongly believe in the importance of love, respect and authenticity as bases for creating frameworks and therapeutic relationships with a focus on trust, safety, connection. I am an accredited behavioral analyst (2019), guiding as an evaluator, coordinator of therapy programs at home and in centers, supervisor for those undergoing international accreditation and mentor. I am part of the ABA field and have been walking alongside the world of autism for 13 years, having previously been trained in experiential child, couple and family counseling.

Presentation: The ABC of needs - Behavior functions and related needs

Abstract:

In the context of identifying the source of disruptive behaviors, what generates and maintains them, we look at one of the 4 basic functions of behavior and the types of reinforcers. Humanistic psychology talks about the fact that behind the function there is a need, a state of inner tension designed to make us act towards the restoration of balance and evolution. We propose a framework to identify this need and correlate it with behavioral function, providing an accessible method without requiring deep knowledge of applied behavior analysis terminology.

By transferring information from fields such as child psychology, age psychology and neuroscience, we bring essential concepts and elements into relation with applied behavior analysis. Our goal is to make this information more accessible in language and easy to understand, both for parents and teachers or therapists that are just starting out. We also aim to bring into practice behavior repertoires that we tend to leave outside ABA sphere (games, natural activities, information), wanting to create a more natural bridge between specialists and non-specialists.

We focus on three essential aspects: behavior, its function and the needs that underlie it. At the same time, we emphasize the practical applicability of these concepts, providing an exchange of skills and a better understanding of behavior. Thus, the idea of ​​need becomes central, being placed in the continuation of the functions of behavior. This approach not only enriches the response repertoire of parents, teachers and therapists, but also facilitates a more effective collaboration between them, contributing to a better oriented and adapted intervention to the individual needs of the child and the child-adult dyad.

Oana Bunea is a clinical psychologist and behavior analyst. She finished college in 2007 and afterwards she started to work with children with special needs. She obtained her Master's Degree in Clinical Psychology and the long-term course in applied behavior analysis at Clemson University. Currently, she leads and coordinates children's programs within the Spectrum Therapy Center, and in her individual psychology office, and also coordinates and supervises applied behavior therapy (ABA) teams in a residential environment and different centers.

Presentation: Working methods based on Mind Theory

Abstract:

Mind Theory refers to the ability to understand and attribute mental states, such as thoughts, beliefs, intentions, and emotions, to oneself as well as to others. Mind Theory plays a crucial role in social interaction, empathy, and the ability to effectively navigate social situations. When Mind Theory is intact, individuals are better equipped to engage in perspective taking, which involves understanding and considering another person's point of view. This skill enables more effective communication and fosters empathy and understanding.

In the context of autism, Mind Theory deficits are common. People on the autism spectrum often have trouble to accurately perceive and interpret others’ thoughts and emotions. This can affect their ability to engage in reciprocal social interactions and lead to difficulty in understanding social norms and expectations.

This presentation will address, on the one hand, the identification of mind theory deficits in autism as well as suggestions and strategies that can be used by both specialists and parents to recover these deficits.

Matei Rut is a graduate of the Faculty of Psychology, with over five years of experience dedicated to researching and supporting the neurodivergent people. Since 2018, she has focused her attention and professional activity exclusively on neurodivergent people, choosing a sensitive approach in understanding their needs. In 2023, her research on people diagnosed with Autism was selected and presented at the International Conference in Padua, organized by the Polish Society for Human and Evolution Studies. Currently, Matei Rut is the manager of the Spectrum Therapy Center contributing through an empathetic approach, aiming to promote the inclusion and well-being of neurodivergent people.

Presentation: Working methods based on Mind Theory

Abstract:

Mind Theory refers to the ability to understand and attribute mental states, such as thoughts, beliefs, intentions, and emotions, to oneself as well as to others. Mind Theory plays a crucial role in social interaction, empathy, and the ability to effectively navigate social situations. When Mind Theory is intact, individuals are better equipped to engage in perspective taking, which involves understanding and considering another person's point of view. This skill enables more effective communication and fosters empathy and understanding.

In the context of autism, Mind Theory deficits are common. People on the autism spectrum often have trouble to accurately perceive and interpret others’ thoughts and emotions. This can affect their ability to engage in reciprocal social interactions and lead to difficulty in understanding social norms and expectations.

This presentation will address, on the one hand, the identification of mind theory deficits in autism as well as suggestions and strategies that can be used by both specialists and parents to recover these deficits.

Patru Sorina Gabriela is a psychologist with the right to practice in the field of Psychotherapy and Special Psychopedagogy. I graduated the Faculty of Psychology and Educational Sciences, at the University of Bucharest.

In 2021 I obtained the accreditation as an ESDM therapist, and in 2022 the accreditation as a trainer for parents in the ESDM method. I am currently in process of becoming an accredited trainer in the ESDM method.

I have 12 years of experience in working with atypical children, at Horia Motoi Center, and starting this year at the ESDM Association, opened in March 2024.

Presentation: “ESDM-Early Start Denver Model” - a behavioral intervention for very young children with developmental delays.

Abstract:

Description: Even from the age of 1, the development delays of the small child can be visible, and the ESDM approach helps us intervene as early as possible, thus supporting the skills in all areas of development.

Why ESDM?

• Because it started from the principles of ABA, but managed to revolutionize it, being the first therapy based on the relationship between the child and the adult, on increasing social interest and on child's motivation.
• Because it is specially designed with very young children in mind: ideally, a child enters therapy when he is between 1 and 2 years old and acquires most of the skills he needs by the time he is 4 years old. Why? Because, at this age, the neuroplasticity of the brain is so great that children can assimilate knowledge incredibly quick if they have the necessary stimulation. ESDM therapy creates the perfect environment where the child can acquire the skills he lacks: a large number of learning opportunities + increased social interest + several goals, worked on naturally at the same time = a child with ASD who gets to develop at the pace of a typical child of the same age.
• Because it is a naturalistic type of teaching. ESDM uses many elements of ABA therapy, such as prompts or observing behaviors with antecedent and consequence, but separates itself from it with some clear differences. First of all, in ESDM the reward is always social (praise, encouragement, the child's favorite objects, the continuation of the child's favorite game), natural and strictly related to the activity including the target. The leader of the activities is always the child! Starting from what motivates him, what he watches and what he plays with, therapists can then guide the sessions through the materials and toys they choose and through strategies such as turn-taking or hunting for moments of motivation where they can insert requirements. Last but not least, the targets are worked into the game, aiming at the same time for skills in several areas.
• It is an intervention method that has a very good data collection system, with its own assessment tools, both for the child and the therapists who work with him. For example, the therapists collect daily data on goal progress, during each session, once every 15 minutes. The assessment of the child is done every 3 months using the Early Start Denver Model Curriculum Checklist tool. Therapists are also evaluated each month by the coordinator and supervisor with a tool called the Fidelity Checklist, which tracks a list of fundamental skills that must be present in each session, with each child. So, you can be sure that your child's development is closely monitored.