PRESENTERS
Addy Ho, LPC
Session Title
Utilizing Brainspotting and Accelerated Resolution Therapy in Working with Neurodivergent Individuals with Trauma
with Dr. Ingrid Boveda
The rates of traumatic experiences in neurodivergent individuals, particularly individuals on the autism spectrum, are much higher than in the general population, drawing attention to the need to utilize evidence-based trauma modalities with this population competently. Individuals with neurodivergent traits may face challenges in effectively communicating their thoughts and emotions in a way that resonates with neurotypical individuals. This can sometimes result in a tendency toward fixed or inflexible thinking patterns and make it more challenging for the individual to process their trauma effectively.
Trauma-specific therapeutic modalities, such as Brainspotting and Accelerated Resolution Therapy (ART), offer an alternative approach by allowing individuals to process traumatic experiences without the need for verbal expression. Since trauma is often pre-verbal, it is not necessary for individuals to articulate their experiences to process them effectively. At the onset of therapy, clients may briefly share a summary of the traumatic event to activate the memory. From there, the brain’s middle processing systems take over, enabling the individual to holistically re-integrate their mind, body, and emotions. This process helps resolve the trauma, allowing the brain to move past the event and break free from repetitive, distressing loops. Additionally, trauma processing through these modalities incorporates built-in emotion regulation techniques, such as bilateral stimulation and parasympathetic exercises, which help regulate the nervous system and prevent clients from reliving the trauma during the session.
Learning Objectives
1) Summarize Brainspotting and Accelerated Resolution Therapy as trauma modalities.
2) Explain how and why neurodivergent individuals are at greater risk of experiencing trauma.
3) Describe how Brainspotting and Accelerated Resolution Therapy can be utilized with neurodivergent individuals to process traumatic experiences and why it is a promising modality for this population.
4) Describe adjustments/if any, that clinicians can make in working with trauma in this population.
Biography
Addy is a therapist at Cascade Crest Transitions with extensive experience in mental health and the outdoor industry. She believes in everyone’s ability to create lasting change and offers a supportive, honest, and encouraging approach to life’s challenges. Addy builds strong connections with families and students, delivering tough truths with care and timing. She utilizes motivational interviewing, CBT, DBT, and trauma-specific modalities like Brainspotting and ART. Since 2006, she’s worked across various settings, including residential, inpatient, outpatient, wilderness therapy, and private practice, serving a wide range of clients, including young adults, college students, families, and couples.
Dr. Alison LaFollette
Session Title
OCD and Autism: A FUN(ctional) Approach to Treatment
with Zachary Schafer, MS, OTR/L
The prevalence of OCD in autism and the complexity of providing effective treatment for these co-occurring disorders has long been a topic of interest for practitioners, researchers, and, most importantly, individuals and family members within the autistic community. Despite the best efforts of those in the field, many autistic individuals have difficulty finding effective treatment that can adequately address their OCD within the unique context of their autistic needs.
The purpose of this presentation is to equip professionals to help autistic individuals with comorbid OCD to thrive in their everyday lives. The presentation will review the most recent data on the prevalence of these co-occurring disorders, review best practices for differential diagnoses, discuss how to adapt and apply evidence-based treatment protocols, and review the importance of an interdisciplinary approach to treatment that is holistic and “function focused.”
Learning Objectives
1) Discuss the most recent data on the prevalence of OCD in autistic individuals.
2) Effectively complete a differential diagnosis for OCD and autism.
3) Adapt evidence-based treatment protocols (CBT, ERP, etc.) to treat OCD in autistic individuals effectively.
4) Outline the importance of using an interdisciplinary team in the treatment of OCD in autistic individuals and why a focus on “function” is imperative for treatment success.
Biography
Dr. Lafollette is a counseling psychologist and is currently serving as the clinical director at Mountain Valley Treatment Center (MVTC), a residential treatment program for adolescents with severe anxiety, OCD, and related disorders. Prior to joining Mountain Valley, Alison owned her own private practice, where she completed neuropsychological and psychological evaluations for youth across the nation. She is considered an expert in differential diagnosis, and she uses her background in counseling psychology to help individuals lean into their strengths so they can lead meaningful and fulfilling lives.
Dr. Allie Kolaski
Session Title
Navigating the Intersections: Challenges in Diagnosing and Treating Comorbid Mental Health Conditions in Autism
with Dr. Ingrid Boveda
Individuals on the autism spectrum (ASD) who also experience comorbid mental health conditions face unique and significant challenges that impact both diagnosis and treatment. Overlapping symptoms between autism and mental health disorders like anxiety, depression, or ADHD often lead to diagnostic delays or misdiagnoses. Additionally, atypical presentations of mental health conditions—such as anxiety manifesting through aggression or increased repetitive behaviors—complicate the clinical picture.
Communication barriers and masking behaviors further hinder the recognition of mental health needs, leaving many individuals underserved and misunderstood. On the treatment front, traditional therapies and psychiatric interventions often fall short of meeting the complex needs of this population. Structured, concrete, and individualized approaches are critical to engaging individuals with autism in therapy, as are specialized adaptations of evidence-based practices like Cognitive Behavioral Therapy (CBT). Medication management also poses challenges, given the atypical responses to psychiatric medications in those with autism. Systemic issues, such as fragmented care, provider inexperience, and limited resources, exacerbate these difficulties, leaving families to navigate a complex and often isolating system. This presentation will explore these challenges in-depth and offer practical strategies for clinicians to improve care through tailored interventions, integrated treatment models, and enhanced professional training. It will also discuss the need for assessment that can provide expert differential diagnosis. Attendees will be equipped with actionable insights to better address the needs of individuals with autism and comorbid mental health conditions, fostering more effective and compassionate care.
Learning Objectives
1) Understand the Prevalence of Comorbidities in Autism: Attendees will be able to describe the rates of common comorbid mental health conditions, such as anxiety, depression, and ADHD, in individuals with autism spectrum disorder (ASD).
2) Recognize Diagnostic Challenges: Participants will identify the ways overlapping symptoms, atypical presentations, and communication barriers contribute to difficulties in diagnosing mental health conditions in individuals with autism.
3) Explore Treatment Barriers: Attendees will examine the limitations of traditional therapeutic approaches and medication management for individuals with autism and co-occurring mental health conditions.
4) Learn Tailored Intervention Strategies: Participants will learn about evidence-based, adapted approaches, such as structured and visual therapies, for addressing the unique needs of this population.
5) Advocate for Integrated Care Models: Attendees will understand the importance of interdisciplinary collaboration and increased provider training to improve outcomes for individuals with autism and comorbid mental health conditions.
Biography
Dr. Allie Kolaski is a Lead Psychologist at The Hive Psychological Services. She is a warm, compassionate, and knowledgeable Utah and PSYPACT licensed psychologist who conducts comprehensive evaluations for children, adolescents, and young adults in a variety of settings. Dr. Kolaski completed her PhD at the University of Utah and her undergraduate studies at Princeton University. She aims to provide information, clarity, and direction from diagnosis and assessment. Her overarching belief is that an accurate diagnosis and the evaluation process can be both practical and profound and that all clients deserve to be approached from a strength-based perspective. She has a special interest in working with and supporting important interpersonal relationships and the challenges brought by our connections with those closest.
Amee Hardy, LCPC
Session Title
Playing Outside the Lines: Building Client-Directed Outcomes When Clients Have Always Defined Success Anyway
with Greg Burnham
In this presentation, we will review what neurodiversity means, including the spectrum of neurological differences for diagnoses of autism, ADHD, dyslexia, and other conditions. We emphasize the importance of seeing neurodiversity as a strength, not a limitation, and embrace that all minds work differently and that diversity in thought and experience enriches society. We will look at redefining success beyond traditional norms, such as grades, traditional careers, and social conformity.
We present a client-personalized view of success as outlined in evidence-based practices. This includes a view of success as client self-discovery, self-acceptance, and fulfillment that does not include comparison to others. This view of success may include clients finding joy in their unique path, whether in school, work, relationships, or creative expression, and assists clients in identifying their values. We will review practices that include the importance of client self-discovery as a foundational tool for growth. We will outline supportive parent coaching strategies that help parents create a nurturing, understanding, and empowering environment. These coaching strategies help parents communicate with their children in ways that honor their needs while encouraging growth. We identify strategies that help parents increase flexibility and patience so that their neurodiverse children feel safe and supported in exploring their potential. These client and parent approaches help foster emotional and social well-being, help increase coping strategies and resilience, and encourage persistence.
Learning Objectives
1) Classify neurodiversity and how it shapes our client’s experiences.
2) Implement a broader, more personalized definition of success focusing on fulfillment and self-acceptance.
3) Discover strategies to nurture clients’ strengths, encourage them to pursue their paths, and implement successful parent coaching strategies.
4) Identify ways to reframe their mindset to participate with their clients consistently in a client-directed manner.
Biography
Amee is the program director of Gemba Boise. She started her career backpacking with foster teens in Idaho’s wilderness, and fell in love with helping teens and young adults navigate the world. She pursued her degree in counseling, and went on to work with people in many settings including in-patient psych, therapeutic boarding school, wilderness therapy and community agencies. Amee received her bachelor’s degree in education from University of Idaho and her master’s degree in counseling from Boise State University. Amee is a Licensed Clinical Professional Counselor, a clinical provider for Social Thinking, holds an attachment certification, is trained in the Trauma Resilience Model and the Community Resilience Model, and is a facilitator for Arbinger’s Outward Mindset and Outward Leadership.
Andrew Dillenbeck, LCSW-R, MBA
Session Title
Bridging the Gap: Understanding and Supporting Co-Occurring Psychiatric Conditions in Level 1 Autism
with Lauren Koffler, MSW
Autism Spectrum Disorder (ASD) frequently co-occurs with other developmental, psychiatric, and medical conditions, presenting unique challenges for individuals, families, and healthcare providers. This presentation will provide insight into the multifaceted relationship between autism, level one, and co-occurring psychiatric conditions. This presentation will also detail creating a program specifically to support this population. It will provide attendees with insight and strategies for better understanding and supporting these individuals and their families.
The literature to date has identified that a significant number of autistic individuals are dually diagnosed with co-occurring psychiatric conditions. Some of the most frequently observed co-occurring psychiatric conditions in Level 1 Autism include attention deficit hyperactivity disorder (ADHD), anxiety disorders, particularly social anxiety, depression, and obsessive-compulsive disorder (OCD). These dual diagnoses have been shown to significantly impact the quality of life and functioning of those diagnosed, often inciting behaviors such as social isolation, non-suicidal self-harm, and suicidality. Identifying and treating individuals with autism, level one, who are dually diagnosed with co-occurring psychiatric conditions can be challenging due to the overlapping symptomology between autism and other conditions. For example, the literature has highlighted the diagnostic overshadowing for this unique population, particularly in females. Furthermore, there remains limited research on evidence-based interventions that are effective for individuals with autism and co-occurring psychiatric conditions, as well as a shortage of programs equipped to support this specialized population.
Learning Objectives
1) Identify the difficulties with diagnosing level 1 autistic individuals with co-occurring psychiatric conditions, highlighting the underrepresentation of females due to phenomena like social camouflaging.
2) Explore prominent symptom presentations and overlap and the impact on functioning for individuals with autism, level one, and their families.
3) Compare and contrast the current evidence-based interventions for autism and the current evidence-based interventions for psychiatric conditions, emphasizing the potential benefits of dialectical behavior therapy (DBT).
4) Showcase critical strategies and program design elements to support this population, including emphasizing individualized planning and family-centered care.
Biography
Andrew is the Assistant Head of Programs at Shrub Oak School, with over 15 years of experience in mental health treatment, including 10 years in adolescent residential care. He has held roles as Clinician, Clinical Director, Assistant Program Director, and Director of Evidence-Based Practice, giving him a deep understanding of residential care and best-practice treatment for youth with emotional, behavioral, and developmental challenges. Andrew specializes in treating youth with autism, mood disorders, depression, anxiety, trauma, and managing high-risk behaviors. He is trained in DBT, TF-CBT, Motivational Interviewing, and Family Therapy.
Andrew joined Shrub Oak in 2024 as Director of The Pines, a program for students with Autism and acute psychiatric symptoms. He now oversees The Pines, as well as the Clinical and Health & Wellness departments.
Betina Workman, MA CCC SLP
Session Title
The Mind’s Eye: Theory of Mind in Autism Spectrum Disorder
Theory of mind (ToM) recognizes that others possess distinct mental states, including thoughts, beliefs, intentions, and emotions. This ability enables individuals to infer and predict the behavior of others and to empathize with their perspectives. Individuals with autism spectrum disorder (ASD) often exhibit deficits in ToM, which can significantly impact their social interactions and communication skills.
These deficits may manifest in difficulties in understanding and responding to social cues, interpreting nonverbal communication, and recognizing and responding to the emotions of others. Deficits in these skills inhibit personal relationships, academic pursuits, employment opportunities, and quality of life as they grow into adulthood. Speech-language pathologists (SLPs) are trained in building cognitive-linguistic skills essential for ToM development and employ unique therapeutic approaches. SLPs can help individuals with ASD develop neurological pathways to strengthen ToM skills through targeted interventions.
Learning Objectives
1) Participants will gain a comprehensive understanding of the neurological underpinnings of the theory of mind in both neurotypical and neurodiverse individuals.
2) Participants will explore the role of theory of mind in developing social competence and self-advocacy skills among individuals with autism spectrum disorder.
3) Participants will learn effective assessment methods to evaluate theory of mind abilities in individuals with autism spectrum disorder.
4) Participants will learn cognitive language-based interventions designed to enhance theory of mind development in individuals with autism spectrum disorder.
Biography
Betina is the owner and lead therapist at Join-In Therapy, LLC, which focuses on neurodevelopmental interventions for students with autism. With over two decades of experience as a Speech Language Pathologist, Betina specializes in social therapy, interpersonal neurological skill building, executive function development and promoting confidence in neurodiverse populations. A strong neuro background combined with years of experience with adolescents on the autism spectrum has shaped her clinical focus. Betina’s career has also included specialization in diagnosis and treatment of English language learners who have communication disorders. Personal experience with neurodiversity motivates Betina to continue developing effective strategies for the neurodiverse community.
Dr. Bob Babcock
Session Title
Using Mindfulness and ACT-based Training to Offer Neurology and Trauma-Informed Care for Young Adults with ASD
with Jeremy Noles, LCSW
This presentation will discuss the implications of some findings in the neurobiology of ASD supporting the importance of trauma-informed perspectives on behavior-change efforts for persons with ASD. The impact of hot cognition, limited self-monitoring skills, and limited social intuition in ASD will be discussed using mindfulness-based procedures such as focus meditation, loving-kindness meditation, soles of the feet, surfing the urge, and self-management skill training to address specific challenges in treatment.
In addition, the challenges to effective interactions posed by naturally occurring daily contingencies faced by staff and parents will be discussed along with some practical methods the presenters have found helpful in supporting better quality interactions with clients.
Learning Objectives
1) Differentiate how being “happy, relaxed, and engaged” differs from being in hot cognition.
2) Distinguish one rationale for practicing focus meditation for autistic clients.
3) Recognize why social skills depend upon self-monitoring skills.
4) Identify evidence-based treatment methods for autistic clients beyond cognitive-behavioral therapy and medication.
Biography
Bob is a Doctoral-level Board Certified Behavior Analyst and Licensed Psychologist in Georgia with a specialization in applied behavior analysis, developmental disabilities and severe psychiatric disabilities. He is the Behavioral Analyst and Clinical Advisor for Brightstone Transitions. He provides behavioral consultation and behavior analysis services to individuals and their families through RA Babcock and Associates, LLC and provides leadership for staff through the Behavioral Science Center, LLC in Columbus, a clinic he helped found which offers a full range of state-of-the-art behavior analysis services for persons with autism spectrum disorders and related conditions. Bob also provides consultation to private organizations and some public schools and is an adjunct faculty member in the Psychiatry Department at Emory University.
Dr. Brandon Park
Session Title
Prediction and the Allostasis Model of Autism
The insular lobe has been long noted as atypical in autism. This lesser-known lobe is responsible for awareness, tracking, and perceiving the internal and external world. These factors affect prediction and the balancing and management of resources. Allostasis is a term used to discuss the predictive form of homeostasis. Research across numerous disciplines indicates a robust understanding of the need for predictive modeling. Prediction in the form of allostasis modeling suggests that predictively managing and balancing resources is a step forward in autism research and treatment.
Learning Objectives
1) Provide a general description of the role of allostasis and predictive modeling for those with Autism.
2) Describe two interventions for clients with autism that help them predictively manage and balance resources.
3) Identify two resources that can help them implement predictive interventions with Autism clients.
Biography
Dr. Park is the Executive Director at New Focus Academy. He holds a Ph.D. in Psychology with honors from the University of Nevada, Las Vegas, specializing in neuropsychology, and completed a 2-year practicum in forensic-neuropsychology. His work spans clients with mental illness, fetal alcohol exposure, developmental disorders (including Autism), and other functional challenges. Dr. Park developed a cognitive training program for 1,200 patients at a California state hospital and is passionate about using research and assessments to improve brain function and unlock potential in those he works with.
Caitlin Forcier, LMSW-CC
Session Title
But I Can Only Do One Thing at a Time: Practicing Psychological Flexibility in Rigid Spaces
with Dr. Darrell Fraize, LCPC
Deficits in executive functions, including cognitive flexibility, contribute to challenges with task shifting, social interactions, and emotional regulation (Gokcen et al., 2014). Insistence on sameness (IS) is a rigid yet complex system of restrictive, ritualized, and repetitive behaviors that serve a developmental purpose but typically wane over a person’s life span (Uljarevic et al., 2017). Inflexible thinking contributes to the phenomenon of “getting stuck,” a frequent challenge brought on by an extreme response to stressors for people living with autism (Uljarevic et al., 2017).
Acceptance and Commitment Therapy (ACT) is an evidence-based practice with promising results for people with autism that trains clients in psychological flexibility (Pahnke et al., 2023). Two ACT practitioners will present approaches to helping people develop increased cognitive and psychological flexibility through case studies and collaborative learning.
Learning Objectives
1) Describe the basic ideas in acceptance and commitment therapy (ACT).
2) Outline how ACT interventions can assist autistic clients to increase desired treatment outcomes.
3) Utilize three ACT interventions for autistic clients that increase cognitive and psychological flexibility.
Biography
Caitlin is the program director at Onward Transitions and has dedicated over a decade to the mental health field, working with young people and families in different communities nationwide. In 2008, she obtained her Master of Science in Social Administration degree from Case Western Reserve University in Cleveland, Ohio. Caitlin brings experience in direct care and in-home work with clients and families, aftercare program development and implementation, roles in data collection, admissions, and marketing, as well as planning and coordination of various milieu activities. With an eye for detail and her love of creating a fun, warm, and welcoming program environment for members and staff, Caitlin enjoys developing genuine connections that evolve into meaningful, lasting relationships with our members and their families.
Dr. Carlyn Daubs
Session Title
Impulsivity, Entitlement, and Avoiding Demands with an Autism or Other Diagnosis: Implications for Differential Diagnosis and Treatment
with Ryan Bachrach
Symptoms of impulsivity, entitlement, and demand avoidance can create a complex behavioral profile that can emerge within autism spectrum disorder (ASD) and other mental health conditions. These symptoms are sometimes colloquially called Pathological Demand Avoidance (PDA). These symptoms are characterized by an extreme avoidance of everyday demands and expectations, often accompanied by intense anxiety, manipulative behaviors, and a need to control situations.
This presentation will explore how these symptoms present within Autistic individuals, as well as those with other diagnoses, such as behavior, mood, and anxiety disorders, where similar avoidance behaviors may occur. This session will examine behavioral and emotional markers that aid in differentiating this set of symptoms and explore potential origins. By enhancing diagnostic clarity, clinicians can provide more targeted treatments, such as anxiety management and skill-building, for individuals with this set of symptoms and diagnoses, such as autism, instead of traditional behavioral strategies often used for oppositional defiant disorder (ODD). This nuanced approach aims to improve therapeutic outcomes by aligning interventions with the underlying needs of each individual.
Learning Objectives
1) Participants will identify the key characteristics of this set of symptoms. They will outline the defining features of these symptoms and discuss how they manifest in individuals with ASD and other mental health conditions.
2) Participants will differentiate this set of symptoms from Oppositional Defiant Disorder (ODD), exploring how these symptoms overlap with ODD and provide strategies for distinguishing between anxiety-driven demand avoidance and oppositional behaviors.
3) Participants will examine diagnostic markers for these symptoms across different diagnoses: Present specific behavioral and emotional markers that aid in identifying these symptoms in ASD and non-ASD individuals, contributing to more accurate differential diagnosis.
4) Participants will discuss targeted intervention strategies based on symptom origins by highlighting the importance of addressing the root causes of demand avoidance and recommending therapeutic approaches tailored to these symptoms, contrasting them with traditional treatments used for ODD.
Biography
Dr. Carlyn Daubs has obtained her Masters of Science and Ph.D. in Counseling Psychology from the University of North Texas. Prior to developing a private practice that specializes on assessment, Dr. Daubs treated children, adolescents, and families in many different therapeutic settings including: a community mental health clinic, university counseling centers, a wilderness program, and a therapeutic boarding school. In addition to Dr. Daubs’ extensive clinical and assessment experience, she has also built and designed therapeutic programming for residential facilities for adolescents and their families. Currently, Dr. Daubs specializes in psychological assessment, supervision, and consultation. Her research interests include family systems, parent-child attachment, internalizing and externalizing behavior problems, co-occurring disorders, addiction processes, romantic attachment, and coping styles. In her spare time Dr. Daubs enjoys running, reading, and traveling.
Dr. Darrell Fraize, LCPC
Session Title
But I Can Only Do One Thing at a Time: Practicing Psychological Flexibility in Rigid Spaces
with Caitlin Forcier, LMSW-CC
Deficits in executive functions, including cognitive flexibility, contribute to challenges with task shifting, social interactions, and emotional regulation (Gokcen et al., 2014). Insistence on sameness (IS) is a rigid yet complex system of restrictive, ritualized, and repetitive behaviors that serve a developmental purpose but typically wane over a person’s life span (Uljarevic et al., 2017). Inflexible thinking contributes to the phenomenon of “getting stuck,” a frequent challenge brought on by an extreme response to stressors for people living with autism (Uljarevic et al., 2017).
Acceptance and Commitment Therapy (ACT) is an evidence-based practice with promising results for people with autism that trains clients in psychological flexibility (Pahnke et al., 2023). Two ACT practitioners will present approaches to helping people develop increased cognitive and psychological flexibility through case studies and collaborative learning.
Learning Objectives
1) Describe the basic ideas in acceptance and commitment therapy (ACT).
2) Outline how ACT interventions can assist autistic clients to increase desired treatment outcomes.
3) Utilize three ACT interventions for autistic clients that increase cognitive and psychological flexibility.
Biography
Darrell is the founder and lead clinician at Onward Transitions. He has been practicing mental health counseling since 1998. Until Onward, Darrell focused primarily on residential and wilderness treatment environments. Onward is partly an extension of the private practice he established in 2013, where he helped adolescents and emerging adults, virtually and in person, transition out of treatment programs and into conventional school and work settings. Darrell has also worked in public and private schools, community recreation, and summer camps and has taught at undergraduate and graduate levels. His research interests include the developmental stages of emerging and established adulthood, as well as job satisfaction and employee retention in mental health organizations. Darrell provides weekly group and individual clinical supervision to all Onward’s staff members and guides the weekly treatment team meeting.
Greg Burnham
Session Title
Playing Outside the Lines: Building Client-Directed Outcomes When Clients Have Always Defined Success Anyway
with Amee Hardy, LCPC
In this presentation, we will review what neurodiversity means, including the spectrum of neurological differences for diagnoses of autism, ADHD, dyslexia, and other conditions. We emphasize the importance of seeing neurodiversity as a strength, not a limitation, and embrace that all minds work differently and that diversity in thought and experience enriches society. We will look at redefining success beyond traditional norms, such as grades, traditional careers, and social conformity.
We present a client-personalized view of success as outlined in evidence-based practices. This includes a view of success as client self-discovery, self-acceptance, and fulfillment that does not include comparison to others. This view of success may include clients finding joy in their unique path, whether in school, work, relationships, or creative expression, and assists clients in identifying their values. We will review practices that include the importance of client self-discovery as a foundational tool for growth. We will outline supportive parent coaching strategies that help parents create a nurturing, understanding, and empowering environment. These coaching strategies help parents communicate with their children in ways that honor their needs while encouraging growth. We identify strategies that help parents increase flexibility and patience so that their neurodiverse children feel safe and supported in exploring their potential. These client and parent approaches help foster emotional and social well-being, help increase coping strategies and resilience, and encourage persistence.
Learning Objectives
1) Classify neurodiversity and how it shapes our client’s experiences.
2) Implement a broader, more personalized definition of success focusing on fulfillment and self-acceptance.
3) Discover strategies to nurture clients’ strengths, encourage them to pursue their paths, and implement successful parent coaching strategies.
4) Identify ways to reframe their mindset to participate with their clients consistently in a client-directed manner.
Biography
Greg is the Clinical Director at Gemba Boise, a young adult transitional program. He has worked for the last 24 years with adolescents and young adults and their families as a primary therapist and as a clinical director in residential treatment, community mental health, and wilderness treatment. He has experience working with a variety of complex struggles, and witnessed amazing transformations. Greg has had the privilege of watching young people who have are not able to navigate complex emotions in effective ways find a clear path to begin healing. Greg regularly speaks at conference on topics related to neurodiversity, parenting, the treatment process, skill development in direct care, and others. Greg is married and has 4 children 3 of them are young adults. He loves running and staying active. He loves the deep and meaningful joy of nature.
Dr. Ingrid Boveda
Session Title
Utilizing Brainspotting and Accelerated Resolution Therapy in Working with Neurodivergent Individuals with Trauma
with Addy Ho, LPC
The rates of traumatic experiences in neurodivergent individuals, particularly individuals on the autism spectrum, are much higher than in the general population, drawing attention to the need to utilize evidence-based trauma modalities with this population competently. Individuals with neurodivergent traits may face challenges in effectively communicating their thoughts and emotions in a way that resonates with neurotypical individuals. This can sometimes result in a tendency toward fixed or inflexible thinking patterns and make it more challenging for the individual to process their trauma effectively.
Trauma-specific therapeutic modalities, such as Brainspotting and Accelerated Resolution Therapy (ART), offer an alternative approach by allowing individuals to process traumatic experiences without the need for verbal expression. Since trauma is often pre-verbal, it is not necessary for individuals to articulate their experiences to process them effectively. At the onset of therapy, clients may briefly share a summary of the traumatic event to activate the memory. From there, the brain’s middle processing systems take over, enabling the individual to holistically re-integrate their mind, body, and emotions. This process helps resolve the trauma, allowing the brain to move past the event and break free from repetitive, distressing loops. Additionally, trauma processing through these modalities incorporates built-in emotion regulation techniques, such as bilateral stimulation and parasympathetic exercises, which help regulate the nervous system and prevent clients from reliving the trauma during the session.
Learning Objectives
1) Summarize Brainspotting and Accelerated Resolution Therapy as trauma modalities.
2) Explain how and why neurodivergent individuals are at greater risk of experiencing trauma.
3) Describe how Brainspotting and Accelerated Resolution Therapy can be utilized with neurodivergent individuals to process traumatic experiences and why it is a promising modality for this population.
4) Describe adjustments/if any, that clinicians can make in working with trauma in this population.
Additional Sessions
Navigating the Intersections: Challenges in Diagnosing and Treating Comorbid Mental Health Conditions in Autism
with Dr. Allie Kolaski – see for additional session details.
Biography
Dr. Ingrid Boveda is the Founder of The Hive Psychological Services, and provides psychological, neuropsychological, and psychosexual evaluations with children, adolescents, and young adults that are in residential, therapeutic boarding school, and wilderness therapy programs. Dr. Boveda is licensed through PSYPACT and can therefore practice in most states.
She has developed several areas of expertise, including: Neurodevelopmental assessments with females on the autism spectrum, Nonverbal learning disorder (NLD), and Executive function difficulties. Dr. Boveda brings compassion and an ability to genuinely connect with clients and their families. She believes in an interdisciplinary approach that equally values the input of the client, family, therapist, and consultant.
Jana Eilermann, NCC, LCMHC
Session Title
Exploring Ethics of Differential Diagnosis
with Dr. Carlyn Daubs
This presentation addresses specific support needs for neurodiverse children, adolescents, and young adults as they transition through different levels of care and navigate changing support needs. We will review evidence based practices and hear from the lived experiences of current and past clients regarding what helped and worked and what they wish folks understood.
Learning Objectives
1) Identify challenges and differences associated specifically with neurodiverse populations navigating transitions.
2) Identify specific tools, structures, and supports and describe how these are used.
3) Identify research and resources for best-supporting clients through transitions.
Biography
Jana Eilermann, NCC, LCMHC, is a therapist at Magnolia Mill School and has over a decade of experience in residential therapy, focusing on helping students develop an identity beyond their diagnosis and navigate life’s challenges. She often sees herself as a “translator,” helping clients understand the messages behind their behaviors and fostering mutual empathy with students and families. Jana specializes in working with impulsive, anxious, depressed, and neurodivergent clients, with expertise in social skills and executive functioning. Jana’s approach is solution-focused, aiming to heal emotional wounds and build skills to thrive in a neurotypical world. She values experiential therapy, using creativity and play to help students explore emotions, rediscover childhood joy, and celebrate successes. Outside of work, she enjoys mountain biking, backpacking, paddling, and spending time with her dogs.
Jared Stewart
Session Title
Autism and Masking – The Pros and Cons of Trying To Successfully Blend Into a Neurotypical Society
Living as a neuro-minority in a very neurotypical world means that those of us on the Autism Spectrum don’t naturally fit in. The world is not built for us, and neurotypicals tend to see Autistics as weird. As a result, we all learn to camouflage our differences to various degrees. This is called “Masking,” and how it’s usually done tends to be very exhausting and even traumatizing. But it doesn’t have to be—and a little intentional Masking might even be beneficial. But how to best empower Autistics to navigate socially while avoiding the trap of creating forced neurotypical “clones” based on flawed concepts of “normal”?
Join Autistic BCBA and ScenicView Program Director Jared Stewart to dive into the complicated and often-misunderstood phenomenon of Masking, including the research around it, the lived experiences of hundreds of neurodivergent individuals he has worked with over 20+ years of professional intervention, and his insights on what it means to be your “authentic self” when faced with the immense pressure for social indistinguishability.
Learning Objectives
1) Explain the concept of Masking in autism, distinguishing between functional and non-functional Masking based on factors such as intention, duration, and context, and addressing its potential impacts on autistic individuals’ mental health and social functioning.
2) Describe the balance between authenticity and social adaptation in Masking, using the “As If” principle and strategies for maximizing an individual’s potential while respecting their identity and goals.
3) Assess the relationship between Masking, burnout, impostor syndrome, self-medication, and other related well-being issues in autistic individuals, and identify evidence-based interventions, such as the 5 R’s approach and social skills training, which can be used to mitigate negative outcomes.
4) Compare and contrast normalization and maximization approaches in autism support programs, emphasizing the importance of fostering autonomy, authenticity, and meaningful cultural engagement over indistinguishability.
Biography
Jared Stewart, M.Ed., BCBA, was named the 2011 Educator of the Year by the National Association of Private Special Education Centers, the 2018 Presenter of the Year by the National Association of Therapeutic Schools and Programs, and the 2020 Hero for Autism by the Autism Resources of Utah County. As a Program Director for Provo Utah’s ScenicView Academy— a transitional school for neurodiverse adults targeting functional independence— he teaches his students to recognize and embrace the strengths of their diagnoses while they strive to maximize their potential for success. He is an adjunct professor at Utah Valley University, where he helps run their annual Conference on Autism and assists with the Melisa Nellesen Center’s Passages Program as a life-skills instructor and curriculum developer.
Jason Grygla, MA, CMHC, CAGS
Session Title
The Evolution of Neurodivergent Care: Implementing Neurodivergent Informed Practices with Neurodiversity Affirming Care
with Rachel Postma, OTD, OTR/L, & Dr. Tony Meiners
The rapidly evolving field of neurodiversity is being shaped by advancements in both social understanding and neuroscience. As the effectiveness of neurodiversity-affirming practices becomes increasingly evident, the necessity of integrating evidence-based, neurodivergent-informed care is evident. While clinical diagnoses and scientific research can offer essential support, they can inadvertently perpetuate stigma. Conversely, affirmation alone cannot adequately address the practical challenges neurodivergent individuals face.
A synergistic approach combining neurodivergent-informed practices with neurodiversity-affirming perspectives is essential for fostering self-acceptance and functional development. Join a PsyD practicing in mental health, an occupational therapist working on executive functioning, and a neurodivergent transition program owner as they share their collaboration to benefit clients with neurodivergence.
Learning Objectives
1) Define Neurodivergent Affirming Care and Neurodivergent Informed Care, emphasizing their complementary roles in holistic support.
2) Examine the potential for synergy and tension between these approaches, highlighting the importance of integrating both perspectives.
3) Discuss recent evidence-based, neurodivergent-informed practices that align with neurodiversity-affirming principles.
4) Propose practical interventions honoring informed and affirmed principles.
Biography
Jason Grygla, MA, CMHC, CAGS is the executive director and founder of NeuroDevMentoring.com. He is an experienced therapist, coach, mentor and father to neurodivergents. He and his wife adopted three neurodivergent boys; he learned more as a father than any training or education he received. He put himself through school as a professional clown and balloon twister, co-hosts a weekly podcast with over 50,000 downloads on autism and neurodiversity and loves coaching youth in Mtn Biking. He created TechieForLife, now NeuroDev, as a means to giving his son and his peers what they needed in support and experience for independence beyond insight based therapies. He loves connection, the outdoors and rock collecting.
Jeremy Noles, LCSW
Session Title
Using Mindfulness and ACT-based Training to Offer Neurology and Trauma-Informed Care for Young Adults with ASD
with Dr. Bob Babcock
This presentation will discuss the implications of some findings in the neurobiology of ASD supporting the importance of trauma-informed perspectives on behavior-change efforts for persons with ASD. The impact of hot cognition, limited self-monitoring skills, and limited social intuition in ASD will be discussed using mindfulness-based procedures such as focus meditation, loving-kindness meditation, soles of the feet, surfing the urge, and self-management skill training to address specific challenges in treatment.
In addition, the challenges to effective interactions posed by naturally occurring daily contingencies faced by staff and parents will be discussed along with some practical methods the presenters have found helpful in supporting better quality interactions with clients.
Learning Objectives
1) Differentiate how being “happy, relaxed, and engaged” differs from being in hot cognition.
2) Distinguish one rationale for practicing focus meditation for autistic clients.
3) Recognize why social skills depend upon self-monitoring skills.
4) Identify evidence-based treatment methods for autistic clients beyond cognitive-behavioral therapy and medication.
Biography
Jeremy is the director of guided transitions at Brightstone Transitions. He received his Bachelors of Human Relations from Point University in 2018. He received his Masters Degree in Social Work in 2022 from Valdosta State University. Jeremy worked in commercial construction and facility supervision before transitioning into clinical work. In addition to Brightstone, Jeremy works in the evening as a therapist at HawksNest Counseling, a local therapeutic farm helping a variety of individuals and couples.
Dr. John Constantino
Biography
Dr. John Constantino is the Chief of Behavioral and Mental Health at Children’s Healthcare of Atlanta and a board-certified child and adolescent psychiatrist specializing in diagnosing, treating, and preventing behavioral and mental health conditions in children.
He earned his medical degree from the Washington University School of Medicine. He completed a combined five-year residency in Pediatrics, General Psychiatry, and Child and Adolescent Psychiatry at the Albert Einstein College of Medicine. After training, he returned to Washington University to develop a clinical and scientific program focused on genetic and environmental influences on social developmental disorders in childhood, with his Social Developmental Studies Laboratory receiving NIH funding for 25 years. Recognized as one of the leading experts in child psychiatry, his pioneering research has been highly influential in the field.
Dr. Joshua Cluff
Session Title
Looking Beyond the Label
Diagnoses and diagnostic ‘labels,’ even when accurate, for the most part, capture symptom presentation and not etiology/cause. There are many reasons this can lead to placements and well-intended therapeutic and educational planning being ineffective and even harmful. Through careful analysis of case examples, the presenters will identify and discuss key areas of oversight, their consequences, and how to mitigate risk and harm.
Learning Objectives:
1) Participants will have an increased understanding of diagnoses that commonly fail to account for underlying neurocognitive causation and, therefore, negatively impact outcomes.
2) Participants will be able to analyze testing data and diagnostic labels better, looking past the ‘boxes’ and with a deeper understanding of their clients and needs.
3) Participants will be able to identify risk variables and remediate solutions to improve placement and reduce the risk of harm.
4) Participants will be able to identify how reading beyond the diagnoses is critical in working with neurodiverse populations.
Biography
Dr. Joshua Cluff is the founder, CEO, and practicing psychologist at Clearview Psychological Services in Utah. He earned his Bachelor’s degree in Trauma Studies and Multicultural Counseling from The Evergreen State College and his Master’s and Doctoral degrees in Clinical Psychology from John F. Kennedy University. With experience working with diverse populations, including inner-city youth, at-risk adolescents, LGBTQ+ individuals, and neurodiverse clients, Dr. Cluff has specialized in neuropsychological assessments and psychological evaluations for residential and wilderness programs. He has also served as the clinical director at a therapeutic boarding school for adolescents with ASD and other neurological challenges. Dr. Cluff considers himself a partner to clients seeking balance and peace in their lives.
Lauren Koffler, MSW
Session Title
Bridging the Gap: Understanding and Supporting Co-Occurring Psychiatric Conditions in Level 1 Autism
with Andrew Dillenbeck, LCSW-R, MBA
Autism Spectrum Disorder (ASD) frequently co-occurs with other developmental, psychiatric, and medical conditions, presenting unique challenges for individuals, families, and healthcare providers. This presentation will provide insight into the multifaceted relationship between autism, level one, and co-occurring psychiatric conditions. This presentation will also detail creating a program specifically to support this population. It will provide attendees with insight and strategies for better understanding and supporting these individuals and their families.
The literature to date has identified that a significant number of autistic individuals are dually diagnosed with co-occurring psychiatric conditions. Some of the most frequently observed co-occurring psychiatric conditions in Level 1 Autism include attention deficit hyperactivity disorder (ADHD), anxiety disorders, particularly social anxiety, depression, and obsessive-compulsive disorder (OCD). These dual diagnoses have been shown to significantly impact the quality of life and functioning of those diagnosed, often inciting behaviors such as social isolation, non-suicidal self-harm, and suicidality. Identifying and treating individuals with autism, level one, who are dually diagnosed with co-occurring psychiatric conditions can be challenging due to the overlapping symptomology between autism and other conditions. For example, the literature has highlighted the diagnostic overshadowing for this unique population, particularly in females. Furthermore, there remains limited research on evidence-based interventions that are effective for individuals with autism and co-occurring psychiatric conditions, as well as a shortage of programs equipped to support this specialized population.
Learning Objectives
1) Identify the difficulties with diagnosing level 1 autistic individuals with co-occurring psychiatric conditions, highlighting the underrepresentation of females due to phenomena like social camouflaging.
2) Explore prominent symptom presentations and overlap and the impact on functioning for individuals with autism, level one, and their families.
3) Compare and contrast the current evidence-based interventions for autism and the current evidence-based interventions for psychiatric conditions, emphasizing the potential benefits of dialectical behavior therapy (DBT).
4) Showcase critical strategies and program design elements to support this population, including emphasizing individualized planning and family-centered care.
Biography
Lauren is the Head of Admissions at Shrub Oak International School, bringing nearly two decades of experience in education. She is passionate about helping students on the autism spectrum and their families navigate special education challenges. Prior to Shrub Oak, Lauren worked at Claremont Preparatory School, Williamsburg Northside School, and Explore + Discover Early Learning Center, focusing on family support.
Lauren holds a B.A. from the University of Wisconsin-Madison and an M.S.W. from Fordham University. She is currently pursuing a Ph.D. at SMARTlab – Thomas Jefferson University, specializing in supporting autistic individuals with co-occurring mental health conditions. Lauren is committed to creating a compassionate environment where students can reach their full potential.
Dr. Lisa Cheyette
Session Title
The Art of Intersectionality: Where Gender, Autism, and Identity Meet
with Dr. Rick Pollard
The intersection of Autism Spectrum Disorder (ASD) and gender identity is a multifaceted area of study, revealing a notable overlap between autism and gender diversity. This overlap has captured the interest of researchers, clinicians, and advocates as it highlights the unique experiences faced by individuals who navigate both autism and diverse gender identities.
When autism and gender diversity intersect, the challenges of societal stigma and discrimination are often compounded, potentially leading to increased vulnerability and barriers to accessing appropriate support and care (Corbett et al., 2023; Hadland et al., 2023). One notable finding emerging from research is the increased prevalence of gender diversity among autistic individuals. In one of the largest pediatric cohort studies conducted to date, youth with ASD were found to be three times more likely to identify as TGD (transgender and gender diverse) compared to their neurotypical peers (Hadland et al., 2023). Emerging evidence suggests that there may be an association between ASD and gender dysphoria, though the underlying mechanisms and determinants of this co-occurrence remain unclear (Khorashad et al., 2024). Some researchers hypothesize that traits associated with autism, such as a strong sense of self-awareness or reduced adherence to societal norms, might play a role in allowing autistic individuals to express non-conforming gender identities more freely. Other theories propose that difficulties in social communication and sensory processing, which are common in autism, may influence how individuals perceive and understand their gender identity. However, it is crucial to recognize that not all individuals who identify as TGD experience gender dysphoria, and the relationship between autism and gender identity is highly individualized and complex. Affirming health care plays a critical role in supporting the well-being of individuals at the intersection of ASD and gender diversity. Affirming care involves providing inclusive, respectful, and client-centered services that validate an individual’s gender identity while accounting for their unique neurodiverse needs. For autistic individuals who are transgender or gender diverse, access to affirming mental health services, gender-affirming medical care, and safe spaces can significantly improve mental health outcomes, reduce distress, and foster a greater sense of identity affirmation. By bridging gaps in care and addressing systemic barriers, affirming health care can create a more inclusive and supportive environment for this often-overlooked population (WPATH, 2022).
Learning Objectives
1) Discuss gaps in care and systemic barriers.
2) Identify key components of affirming and validating care and integrate this into best practices for treating autistic individuals.
3) Provide affirming care that respects neurodiversity and gender diversity. This includes creating supportive environments that acknowledge and validate the unique experiences of autistic transgender and nonbinary individuals.
Biography
Lisa Cheyette, Ph.D. is a Licensed Psychologist and Therapeutic Consultant at Dr. Lisa Cheyette and Associates, based in Atlanta, Georgia. A recognized specialist in ASD, anxiety disorders, depression and other complex psychological issues, Dr. Cheyette’s work as a Therapeutic Consultant integrates her clinical experience in diagnosis, assessment and treatment. Her clinically informed approach allows Dr. Cheyette to provide valuable insight, perspective, compassion, and empathy to families as she partners with and advocates for her clients throughout their therapeutic journey.
Dr. Mary Crowson
Session Title
Cognitive Disengagement, Hypoactivity and Autism
A combination of symptoms includes two key features: 1) cognitive disengagement, marked by daydreaming and a sense of mental fog, and 2) motor hypoactivity, which involves sluggish or slowed physical behavior and is observed in some clients with an autism diagnosis. This has colloquially been referred to as cognitive disengagement syndrome and previously referred to as sluggish cognitive tempo.
Although this has not yet been identified as a separate diagnosis in the DSM-5-TR, this combination of symptoms is gaining attention as a significant yet under-researched pattern of behaviors seen from early childhood through adulthood in some autistic individuals. While these symptoms were initially thought to be a subtype of Attention Deficit/Hyperactivity Disorder (ADHD-PI) Inattentive Type, new research suggests it represents a potentially separate but related cluster of symptoms and is often present in the profile of autistic individuals, with and without ADHD. Recent research indicates that approximately 1/3 of autistic adolescents and adults have clinically significant difficulties with these symptoms. While not typically associated with areas of strength, some individuals with these symptoms report increased creativity, deep thinking, and the ability to daydream productively as important areas for understanding. In terms of challenges, research suggests that higher rates of these symptoms are increasingly linked to more difficulties with real-world executive functions, social withdrawal, communication, adaptive behavior, restrictive/repetitive behavior, sensory differences, and depression, including a higher risk for suicidal behavior. Thus, assessing these symptoms, understanding, and treatment of them is important in helping autistic individuals live their healthiest lives. Research on the assessment of these symptoms is in its infancy. While neuropsychological testing can help illuminate certain cognitive strengths and weaknesses, more instruments are needed to understand the functional impact of these symptoms in everyday life. Currently, several well-established rating scales have a subscale for assessing “SCT” or “CDS” traits. These instruments will be described, and suggestions for best practices for evaluating and identifying these traits in autistic individuals. Understanding these symptoms is essential to developing effective treatment and intervention strategies that are targeted and individualized. For example, some emerging data indicates that stimulants may be a poor choice for individuals with higher levels of these traits for targeting inattention. Psychoeducation, therapy, and parent training approaches will be described alongside school-based interventions and academic skills training.
Learning Objectives
1) Provide an overview of cognitive disengagement and hypoactivity and their relationship to other neurodevelopmental disorders, including Autism and ADHD.
2) Explore the strengths, challenges, and risk factors for individuals with these traits.
3) Outline potential assessment tools and procedures for evaluating these traits.
4) Discuss interventions and resources to tailor treatment for autistic individuals with these traits.
Biography
Dr. Mary Crowson is a contract psychologist at CReATE and Crowson Psychological Services, and a Clinical Associate Professor at UNC-Chapel Hill’s TEACCH Autism Program in Asheville. A licensed psychologist since 2003, she specializes in neurodevelopmental disorders (e.g., ASD, ADHD, learning disabilities), depression, anxiety, and developmental trauma. Dr. Crowson has conducted hundreds of psychological and neuropsychological evaluations for children, adolescents, and young adults since 2014. She holds a Ph.D. in Clinical Psychology from the University of Miami and completed her internship at LaRabida Children’s Hospital and a postdoctoral fellowship at UNC-Chapel Hill. She also completed additional training in clinical neuropsychology. Dr. Crowson is PsyPact certified, allowing her to conduct assessments across 37 states. Previously, she served as an Assistant Professor at UNC-Chapel Hill in Psychiatry and worked with childhood trauma.
Dr. Neal Christensen
Session Title
Catfished: Temptations and Dangers of Electronics and Screen Use Among Neurodiverse Teens
As digital natives, IRL (in real life) social stress and alienation draw neurodiverse teens to the digital world, where they can find others with whom they can more easily connect. Online platforms and virtual relationships are tempting to meet their growing social needs, though these teens are vulnerable to exploitation. Many neurodiverse teens have impairments in social communication and interactions and experience repeated failures in social situations. Due to these IRL failures and loneliness experienced, mental health issues among neurodiverse people are rampant.
Neurodiverse teens, like neurotypical teens, are trying to meet their age-appropriate development but struggle to meet the IRL social demands effectively, so they turn to online platforms often to cope with loneliness and esteem needs. This presentation explores the growing concern of neurodiverse teens being exploited through their use of electronics and screens. It addresses how these devices, while offering educational and social benefits, can also become tools of manipulation, addiction, and exploitation, especially for vulnerable youth.
Learning Objectives
1) Examine the reasons neurodiverse teens are vulnerable to online exploitation.
2) Identify the many ways neurodiverse teens are exploited.
3) Explore methods to increase neurodiverse teens’ healthy online habits and personal safety.
4) Identify strategies to educate parents and caregivers to help neurodiverse teens develop awareness of and build resilience against online exploitation
Biography
Dr. Neal Christensen, Licensed Psychologist, has been treating adolescents with various neurobehavioral and developmental conditions including autism, ADHD, OCD, and anxiety disorders in Outdoor Behavioral Healthcare programs for two decades. He co-wrote an article featured in the Journal of Therapeutic Programs and Schools called Discovering and Treating Pathological Demand Avoidance in the Wilderness. He served as the guest editor of the Journal of Therapeutic Schools and Programs in 2021, featuring authors and articles discussing topics related to the study and treatment of autistic people. He has presented at various conferences and has had professional speaker engagements discussing the treatment of adolescents who have OCD, anxiety, and autism. He served as the Research Committee Chair of the Outdoor Behavioral Health Council for eight years and helped to create the OBH accreditation standards.
Patrick Devlin, LCSW, CADC-II
Session Title
Neurodiversity & Recovery: How to Navigate the Challenges of Neurodiversity and Addiction and Find Recovery
with Scott Rowles, MAT, CBC, P/ET
Young Adults with an ASD diagnosis and co-occurring addiction have a unique set of challenges before them. Once they are in the recovery process, there is a unique challenge for these individuals who, on average, lack executive functioning skills. Given that one of the necessities for promoting recovery is a community, and we frequently discuss that the opposite of addiction is a community, there are inherent challenges in pursuing, organizing, executing, and achieving community for an individual with low executive functioning skills.
Therefore, the promotion and education of explicit executive functioning skills to this population and integrated executive functioning coaching and support are crucial to supporting clients with autism in recovery. To achieve community, a young adult needs to create structure, pursue relationships, task-initiate, and endure hardship and discomfort that allow them to stay on track toward long-term objectives and success. In addition, emotional management and remaining flexible are both key executive functioning skills and typical areas of deficit for individuals with an ASD diagnosis. These must be managed with skills and support for this population to stay on track of recovery successfully. Given that recovery is based upon creating the future that one wants, executive functioning skills are tiny bricks of forward-thinking, future-minded decisions that slowly build the foundation of a successful life lived in recovery. This presentation will explore the specific challenges of neurodivergence in the field of substance use disorders to find and maintain a life of lasting recovery. This will be achieved through clinical case studies, research, and anecdotal wisdom from the presenters through working with individuals and families in treatment settings for many years.
Learning Objectives
1) Define executive functioning skills, especially as they relate to clients with autism in recovery from substance misuse.
2) Distinguish several interventions aimed at increasing executive functioning skills for clients with autism in recovery from substance misuse.
3) Utilize several of these interventions with their clients.
Biography
Patrick is the co-founder and therapist of Skyline Recovery. He is a Licensed Clinical Social Worker (LCSW), a Certified Alcohol and Drug Counselor, and is a board approved supervisor in both areas. He began his career in the therapeutic field in 2008 and has worked in a number of treatment settings. He has extensive training and specialty in the areas of addiction, trauma, family dysfunction, mental illness, and body-based therapies. He is trained in advanced Somatic Experiencing, EMDR, Brainspotting, and mindfulness approaches. Above all he believes in the Carl Jung assertion, “The good therapist must create a new therapy for each patient”. In addition to his therapeutic training and graduate education, he practices and has been trained in nature based rites of passage ceremonies through the School of Lost Borders. He is a speaker and trainer and is a Co-Founder of Skyline Recovery and Broken Top Counseling in Bend, Oregon.
Rachel Postma, OTD, OTR/L
Session Title
The Evolution of Neurodivergent Care: Implementing Neurodivergent Informed Practices with Neurodiversity Affirming Care
with Jason Grygla, MA, CMHC, CAGS, & Dr. Tony Meiners
The rapidly evolving field of neurodiversity is being shaped by advancements in both social understanding and neuroscience. As the effectiveness of neurodiversity-affirming practices becomes increasingly evident, the necessity of integrating evidence-based, neurodivergent-informed care is evident. While clinical diagnoses and scientific research can offer essential support, they can inadvertently perpetuate stigma. Conversely, affirmation alone cannot adequately address the practical challenges neurodivergent individuals face.
A synergistic approach combining neurodivergent-informed practices with neurodiversity-affirming perspectives is essential for fostering self-acceptance and functional development. Join a PsyD practicing in mental health, an occupational therapist working on executive functioning, and a neurodivergent transition program owner as they share their collaboration to benefit clients with neurodivergence.
Learning Objectives
1) Define Neurodivergent Affirming Care and Neurodivergent Informed Care, emphasizing their complementary roles in holistic support.
2) Examine the potential for synergy and tension between these approaches, highlighting the importance of integrating both perspectives.
3) Discuss recent evidence-based, neurodivergent-informed practices that align with neurodiversity-affirming principles.
4) Propose practical interventions honoring informed and affirmed principles.
Biography
Rachel Postma, OTD, OTR/L, is the director of student development at NeuroDevMentoring.com. She is an occupational therapist with a passion for supporting neurodiverse individuals across the lifespan. With a diverse background that includes working with children and adults in clinical settings, in the community, and as a therapeutic riding instructor, Rachel has honed a unique ability to blend traditional therapeutic practices with creative, activity-based approaches. She earned her Doctorate of Occupational Therapy from Touro University Nevada and currently focuses on empowering neurodiverse young adults to build independence and life skills, fostering confidence and community integration. Drawing on a foundation of evidence-based strategies and a personalized, strengths-focused approach, Rachel is committed to promoting growth and celebrating the potential of neurodiverse individuals.
Rebecca Berman LCSW, MLSP, CEDS-C
Session Title
Bringing Neurodiversity to the Table: Treatment Considerations for ARFID and Autism
Avoidant/Restrictive Food Intake Disorder (ARFID) is increasingly recognized as prevalent among neurodiverse individuals, particularly those with autism spectrum disorder (ASD). This elevated risk is primarily driven by sensory processing differences, with over 50% of autistic children exhibiting food selectivity related to texture, taste, or smell (Sharp et al., 2018). Furthermore, up to 25% of children diagnosed with ARFID also have a co-occurring diagnosis of ASD (Norris et al., 2020), underscoring the strong association between the two conditions. Lack of interest and sensory sensitivity are the two most common subtypes of ARFID seen in ASD individuals. Interventions must account for the sensory sensitivities and anxiety that often underlie ARFID in neurodiverse populations.
Along with sensory sensitivity, cognitive rigidity and preference for sameness, interoceptive sensitivity, and difficulty with change contribute to the significant overlap between ASD and ARFID. Cognitive rigidity can contribute to restricted food variety and food preferences. Individuals with ASD often rely on predictable routines and familiar foods. Introducing new foods or altering mealtime routines can trigger anxiety or make it challenging for individuals with ASD to diversify their diets (Zickgraf et al. 2020 and F.E.A.S.T. 2023). Interoceptive sensitivity can impact how individuals perceive hunger and fullness. A lack of awareness of these cues and difficulty with task switching can contribute to the lack of interest subtype of ARFID. This presentation will provide participants with a comprehensive understanding of the intersection between ARFID and ASD. The restrictive eating patterns in ASD are typically consistent from early childhood and highlight the importance of early intervention in ARFID cases linked to ASD. This session will conclude by offering practical strategies for clinicians working with ARFID in neurodiverse populations, emphasizing the need for individualized care plans that respect sensory preferences, routines, and the unique emotional needs of each client.
Learning Objectives
1) Participants will identify and describe common behaviors and traits shared by Avoidant Restrictive Food Intake Disorder (ARFID) and autism spectrum disorder (ASD).
2) Participants will identify the three ARFID subtypes.
3) Participants will demonstrate an understanding of how sensory processing differences impact eating behaviors.
4) Participants will be able to implement three practical strategies to support neurodiverse individuals struggling with ARFID, including methods to enhance client comfort and engagement during treatment.
Biography
Rebecca Berman LCSW, MLSP, CEDS-C (she/her) is a nationally recognized speaker and specializes in treating and presenting on eating disorders, OCD, anxiety, trauma, and neurodiversity. Rebecca is the Clinical Director of Anxiety Institute in McLean, VA. She co-authored The Renfrew Unified Treatment for Eating Disorders and Comorbidity – An Adaptation of the Unified Protocol, published by Oxford University Press in 2021. Rebecca has been motivated to research, develop, and implement cutting-edge transdiagnostic treatment practices using the unified protocol, cognitive processing therapy, and cognitive behavioral therapy for ARFID. She is passionate about adapting treatment modalities to meet the needs of neurodiverse individuals.
Dr. Rick Pollard
Session Title
The Art of Intersectionality: Where Gender, Autism, and Identity Meet
with Dr. Lisa Cheyette
The intersection of Autism Spectrum Disorder (ASD) and gender identity is a multifaceted area of study, revealing a notable overlap between autism and gender diversity. This overlap has captured the interest of researchers, clinicians, and advocates as it highlights the unique experiences faced by individuals who navigate both autism and diverse gender identities.
When autism and gender diversity intersect, the challenges of societal stigma and discrimination are often compounded, potentially leading to increased vulnerability and barriers to accessing appropriate support and care (Corbett et al., 2023; Hadland et al., 2023). One notable finding emerging from research is the increased prevalence of gender diversity among autistic individuals. In one of the largest pediatric cohort studies conducted to date, youth with ASD were found to be three times more likely to identify as TGD (transgender and gender diverse) compared to their neurotypical peers (Hadland et al., 2023). Emerging evidence suggests that there may be an association between ASD and gender dysphoria, though the underlying mechanisms and determinants of this co-occurrence remain unclear (Khorashad et al., 2024). Some researchers hypothesize that traits associated with autism, such as a strong sense of self-awareness or reduced adherence to societal norms, might play a role in allowing autistic individuals to express non-conforming gender identities more freely. Other theories propose that difficulties in social communication and sensory processing, which are common in autism, may influence how individuals perceive and understand their gender identity. However, it is crucial to recognize that not all individuals who identify as TGD experience gender dysphoria, and the relationship between autism and gender identity is highly individualized and complex. Affirming health care plays a critical role in supporting the well-being of individuals at the intersection of ASD and gender diversity. Affirming care involves providing inclusive, respectful, and client-centered services that validate an individual’s gender identity while accounting for their unique neurodiverse needs. For autistic individuals who are transgender or gender diverse, access to affirming mental health services, gender-affirming medical care, and safe spaces can significantly improve mental health outcomes, reduce distress, and foster a greater sense of identity affirmation. By bridging gaps in care and addressing systemic barriers, affirming health care can create a more inclusive and supportive environment for this often-overlooked population (WPATH, 2022).
Learning Objectives
1) Discuss gaps in care and systemic barriers.
2) Identify key components of affirming and validating care and integrate this into best practices for treating autistic individuals.
3) Provide affirming care that respects neurodiversity and gender diversity. This includes creating supportive environments that acknowledge and validate the unique experiences of autistic transgender and nonbinary individuals.
Biography
Dr. Pollard is the Director of Business Development at Whetstone Academy. He began his therapeutic career in 2004, starting with New Leaf Academy of NC, and has since led admissions teams for wilderness programs, served as Assistant Head of School at Brandon Hall School, and was Executive Director at a residential treatment program. Rick joined Whetstone in 2021. He served on the NATSAP board from 2018 to 2021 and remains involved in regional and national conferences. He holds an M.Ed. in Secondary Education and a Ph.D. in Higher Education Leadership from Mercer University, focusing on leadership and students on the gender spectrum.
Ryan Bachrach, LCSW
Session Title
Impulsivity, Entitlement, and Avoiding Demands with an Autism or Other Diagnosis: Implications for Differential Diagnosis and Treatment
with Dr. Carlyn Daubs
Symptoms of impulsivity, entitlement, and demand avoidance can create a complex behavioral profile that can emerge within autism spectrum disorder (ASD) and other mental health conditions. These symptoms are sometimes colloquially called Pathological Demand Avoidance (PDA). These symptoms are characterized by an extreme avoidance of everyday demands and expectations, often accompanied by intense anxiety, manipulative behaviors, and a need to control situations.
This presentation will explore how these symptoms present within Autistic individuals, as well as those with other diagnoses, such as behavior, mood, and anxiety disorders, where similar avoidance behaviors may occur. This session will examine behavioral and emotional markers that aid in differentiating this set of symptoms and explore potential origins. By enhancing diagnostic clarity, clinicians can provide more targeted treatments, such as anxiety management and skill-building, for individuals with this set of symptoms and diagnoses, such as autism, instead of traditional behavioral strategies often used for oppositional defiant disorder (ODD). This nuanced approach aims to improve therapeutic outcomes by aligning interventions with the underlying needs of each individual.
Learning Objectives
1) Participants will identify the key characteristics of this set of symptoms. They will outline the defining features of these symptoms and discuss how they manifest in individuals with ASD and other mental health conditions.
2) Participants will differentiate this set of symptoms from Oppositional Defiant Disorder (ODD), exploring how these symptoms overlap with ODD and provide strategies for distinguishing between anxiety-driven demand avoidance and oppositional behaviors.
3) Participants will examine diagnostic markers for these symptoms across different diagnoses: Present specific behavioral and emotional markers that aid in identifying these symptoms in ASD and non-ASD individuals, contributing to more accurate differential diagnosis.
4) Participants will discuss targeted intervention strategies based on symptom origins by highlighting the importance of addressing the root causes of demand avoidance and recommending therapeutic approaches tailored to these symptoms, contrasting them with traditional treatments used for ODD.
Biography
Ryan is the Clinical Director at Black Mountain Academy. He earned his Master’s degree in Social Work from the University of Pennsylvania. While at the University of Pennsylvania, Ryan received specialized training in both Cognitive Behavioral Therapy and Dialectical Behavioral Therapy. Prior to becoming a therapist, Ryan worked as a field instructor at a local wilderness therapy program for five years under the close guidance of Black Mountain Academy founder, Brandon Moffitt, LCMHC.
When not working with students, Ryan enjoys spending time hiking, camping, and backpacking. He has hiked to the top of Mt. Kosciuszko, which is the highest point in Australia. With a great appreciation for nature, Ryan has also visited over 20 National Parks and hopes to continue adding to that number in the years to come.
Scott Rowles, MAT, CBC, P/ET
Session Title
Neurodiversity & Recovery: How to Navigate the Challenges of Neurodiversity and Addiction and Find Recovery
with Patrick Devlin, LCSW, CADC-II
Young Adults with an ASD diagnosis and co-occurring addiction have a unique set of challenges before them. Once they are in the recovery process, there is a unique challenge for these individuals who, on average, lack executive functioning skills. Given that one of the necessities for promoting recovery is a community, and we frequently discuss that the opposite of addiction is a community, there are inherent challenges in pursuing, organizing, executing, and achieving community for an individual with low executive functioning skills.
Therefore, the promotion and education of explicit executive functioning skills to this population and integrated executive functioning coaching and support are crucial to supporting clients with autism in recovery. To achieve community, a young adult needs to create structure, pursue relationships, task-initiate, and endure hardship and discomfort that allow them to stay on track toward long-term objectives and success. In addition, emotional management and remaining flexible are both key executive functioning skills and typical areas of deficit for individuals with an ASD diagnosis. These must be managed with skills and support for this population to stay on track of recovery successfully. Given that recovery is based upon creating the future that one wants, executive functioning skills are tiny bricks of forward-thinking, future-minded decisions that slowly build the foundation of a successful life lived in recovery. This presentation will explore the specific challenges of neurodivergence in the field of substance use disorders to find and maintain a life of lasting recovery. This will be achieved through clinical case studies, research, and anecdotal wisdom from the presenters through working with individuals and families in treatment settings for many years.
Learning Objectives
1) Define executive functioning skills, especially as they relate to clients with autism in recovery from substance misuse.
2) Distinguish several interventions aimed at increasing executive functioning skills for clients with autism in recovery from substance misuse.
3) Utilize several of these interventions with their clients.
Biography
Scott is the academic advisor and executive function coach at Skyline Recovery. He is also the lead educational therapist and CEO of Potentia Academics. Since 2012, Scott’s has counseled, coached, and individually instructed over 1,000 students, each with their own combination of learning disabilities, anxiety, depression, executive function profiles, motivation challenges, LGBTQ+ issues, homelessness, or substance use that informs their complex individuality. His diverse experience has led him to become an expert in guiding students to navigate the complex systems of public schools and higher education institutions while wrestling with learning disabilities and a complicated academic track record. As the founder and clinical director of Potentia Academics he is constantly pursuing best practice of psychology, modern learning and self-management techniques, and educational therapy as he leads the Potentia team to help today’s students find more ownership, balance and success in the pursuit of their goals.
Dr. Tony Meiners
Session Title
The Evolution of Neurodivergent Care: Implementing Neurodivergent Informed Practices with Neurodiversity Affirming Care
with Jason Grygla, MA, CMHC, CAGS, & Rachel Postma, OTD, OTR/L
The rapidly evolving field of neurodiversity is being shaped by advancements in both social understanding and neuroscience. As the effectiveness of neurodiversity-affirming practices becomes increasingly evident, the necessity of integrating evidence-based, neurodivergent-informed care is evident. While clinical diagnoses and scientific research can offer essential support, they can inadvertently perpetuate stigma. Conversely, affirmation alone cannot adequately address the practical challenges neurodivergent individuals face.
A synergistic approach combining neurodivergent-informed practices with neurodiversity-affirming perspectives is essential for fostering self-acceptance and functional development. Join a PsyD practicing in mental health, an occupational therapist working on executive functioning, and a neurodivergent transition program owner as they share their collaboration to benefit clients with neurodivergence.
Learning Objectives
1) Define Neurodivergent Affirming Care and Neurodivergent Informed Care, emphasizing their complementary roles in holistic support.
2) Examine the potential for synergy and tension between these approaches, highlighting the importance of integrating both perspectives.
3) Discuss recent evidence-based, neurodivergent-informed practices that align with neurodiversity-affirming principles.
4) Propose practical interventions honoring informed and affirmed principles.
Biography
Dr. Tony Meiners is the clinical director at the Neurodivergent Collective. He has spent the last decade of his career working in residential, PHP, IOP, and outpatient levels of care. He brings a holistic treatment methodology to promote an integrative approach in treating mental health conditions. Dr. Meiners utilizes his neurodivergent-specific training in conjunction with knowledge of neurobiological and cognitive treatment modalities to help heal clients. “Embracing neurodivergence means recognizing the strengths, talents, and perspectives that come with these differences and fostering an environment that supports and validates them.”
Tony Mosier, LMFT
Session Title
Autism and Substance Use Disorder: Understanding and Treating the Unique Needs of Neurodiverse Substance Users
This presentation explores the prevalence and unique challenges of co-occurring autism and substance use disorders (SUDs), noting that while SUDs are less common in individuals with autism than the general population, those with higher-functioning autism or additional conditions like ADHD are at greater risk, with 20-30% of neurodiverse individuals experiencing substance use challenges. Contributing risk factors include social isolation, difficulties with self-regulation, and co-occurring mental health conditions like anxiety and depression, while sensory-seeking behaviors and the need to “mask” autism traits may also drive substance use.
Barriers to treatment include misdiagnosis, stigma, and a lack of tailored interventions. The presentation offers recommendations for individualized care, including integrated treatment approaches, adapted behavioral therapies, sensory-friendly environments, social skills training, family involvement, and trauma-informed care. Emphasizing the importance of customized care strategies, it calls for greater awareness, targeted research, and enhanced support for neurodiverse youth facing substance use challenges.
Learning Objectives
1) Attendees will learn about the prevalence of substance use disorder (SUD) in neurodiverse young people, particularly those with autism spectrum disorder (ASD), and identify key risk factors contributing to this co-occurrence.
2) Attendees will understand the systemic and individual challenges that neurodiverse youth face in accessing effective treatment for SUD, including stigma, misdiagnosis, and lack of tailored care.
3) Attendees will gain knowledge of evidence-based and practical treatment strategies for neurodiverse individuals, including sensory-friendly environments, individualized care plans, and trauma-informed approaches.
4) Attendees will learn how to incorporate family-based interventions, social skills training, and community support to empower neurodiverse youth in achieving recovery and enhancing their overall quality of life.
Biography
Tony Mosier is a licensed Marriage and Family Therapist and co-founder of Telos. He has been active in multiple national associations dedicated to supporting and improving mental health services for youth and young adults. Tony is a passionate advocate for mental health services specializing in the unique needs of neurodiverse young people.
Zachary Schafer, MS, OTR/L
Session Title
OCD and Autism: A FUN(ctional) Approach to Treatment
with Dr. Alison LaFollette
The prevalence of OCD in autism and the complexity of providing effective treatment for these co-occurring disorders has long been a topic of interest for practitioners, researchers, and, most importantly, individuals and family members within the autistic community. Despite the best efforts of those in the field, many autistic individuals have difficulty finding effective treatment that can adequately address their OCD within the unique context of their autistic needs.
The purpose of this presentation is to equip professionals to help autistic individuals with comorbid OCD to thrive in their everyday lives. The presentation will review the most recent data on the prevalence of these co-occurring disorders, review best practices for differential diagnoses, discuss how to adapt and apply evidence-based treatment protocols, and review the importance of an interdisciplinary approach to treatment that is holistic and “function focused.”
Learning Objectives
1) Discuss the most recent data on the prevalence of OCD in autistic individuals.
2) Effectively complete a differential diagnosis for OCD and autism.
3) Adapt evidence-based treatment protocols (CBT, ERP, etc.) to treat OCD in autistic individuals effectively.
4) Outline the importance of using an interdisciplinary team in the treatment of OCD in autistic individuals and why a focus on “function” is imperative for treatment success.
Biography
Zack is an Occupational Therapist (OT) and is currently serving as the Executive Director at Mountain Valley Treatment Center. Zack first joined Mountain Valley in 2021, working as an OT on the clinical team and helping the program establish an interdisciplinary approach to care. Since then, Zack has progressed through various leadership positions where he has focused on helping the program enhance and evolve it’s model of care.